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Module 5: Organization & Management of Learner-centered Classroom

Lesson 1 – Forms of Learner-centered Classroom Organization

Learning Outcomes

Determine the various forms and approaches of Learner-Centered Classroom

Organization.

Introduction

In the last module you have learned about the different types of learners and how to
educate them. Having the knowledge that our classroom does not have homogeneous
types of learners, you, soon to be teachers must always bear in mind that proper
structuring and organizing of our classroom is vital and important for our students to
achieve a specific learning outcome. Moreover, in structuring and organizing our
classroom you should always see to it that no child is left behind.

Activity
What’s with the word?

Directions: Think of words that you can associate with “learner-centered classroom”.

Active
Learning

Modern
Independemt

Collaborative
LEARNER-
CENTERED
Engaging
CLASSROOM

Inclusive
Development

Efficiency

Analysis

1. Out of the words that you have associated with “learner-centered classroom”
which do you think best describe a learner-centered classroom? Why?
 INDEPENDENT. A large part of a learner-centered classroom is helping
students become responsible for their own learning. In today's complex and
changing world, the earlier students learn to become independent, lifelong
learners, the more successful they will be. A learner-centered classroom
allows students to reflect on their learning and work, which helps them
become more thoughtful about their education.
2. When you hear the word “learner-centered classroom” what comes into your
mind? “ENGAGING” A learner-centered classroom is an engaging place for
students to be. Because it benefits the learner by enriching their knowledge
by allowing them to constantly exercise and develop their existing skills.
3. How do you classify a learner-centered classroom? It is inclusive or exclusive?
Why? Inclusive, because it is made up of a diverse group of students, it
strengthens everyone's ability to collaborate, understand and value different
points of view, think critically, and be successful learners. Furthermore, it
provides a variety of ways for students to engage; multiple ways to represent
course material, skills, and capabilities; multiple ways for students to express
what they've learned from these experiences; and assessment approaches that can
accurately assess what the students have learned.
Abstraction

In a learner-centered classroom, there is a shift in the focus of the structuring of the

classroom, from being focused on the teacher as well as on the subject, the learners
become the focus. In a learner-centered classroom, teachers become facilitators wherein
the help the learners to be responsible for their learning.

In this manner, teachers must change their leadership style on how they organize the
class. Instead of being directive, teachers must become consultative. In such manner,
students must be involved in planning, implementation, and on the assessment of their
learning.

In a learner-centered classroom, teachers must no longer consider their students as

blank slates but rather must see them as individuals who have various backgrounds,
cultures, and learning styles as factors that affect their learning. In which, if in any
circumstances that there are misconceptions and misunderstanding that they will have
about the subject or lesson it is always a product of what they bring with them based on
the aforementioned factors. As this misconceptions and misunderstanding arise, this is
where the role of the teachers being facilitators or consultants comes in.

In structuring and organizing a learner-centered classroom, teachers should ensure

that the following factors are meet (Lucas & Corpuz, 2014).

- The classroom allows the maximum interaction between teacher and student and
among students.

- The classroom allows student movement without unnecessary distraction.

- The classroom allows teacher to survey the whole class.
- The classroom is safe, clean and orderly.
- The classroom is well-ventilated, spacious, and adequately lighted and makes
possible re-arrangement of chairs as the need arises.

Furthermore, to ensure that the learner-centered classroom will be sustained,

properly managed and organized, the following are the best practices and forms of
learner-centered classroom that a teacher can adopt:

1. Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS)

- RTI is a multi-tier approach that teachers can use to close the learning gap by
through series of processes, varied interventions and giving additional support to
students.
- MTSS on the other hand is defined as “MTSS, rooted in the data-informed
practices of RTI and PBIS (Positive Behavioral Intervention and Support),
explicitly offers a multi-tier approach. Emphasis is on school wide, differentiated
universal core instruction at Tier 1; Tiers 2 and 3 provide intensive and
increasingly individualized interventions (Batsche et al., 2005).
- RTI and MTSS are tied together, MTSS serves as an extension to RTI, and
MTSS emphasized that intervention and support should be system wide.
 Reference: http://rti.massac.org/behavior-rti

2. Universal Design for Learning (UDL)

- UDL is a design for teaching and learning where learners with their varied
learning styles and multiple intelligences are given equal opportunity to learn.
- Do not be puzzled with the term “universal”, as you might think that UDL offers
a one-way approach to teach all learners. Let us remember that there is no such
thing as one best approach in teaching and learning, what is best is what works.
This is what UDL believes.
 -

Reference: https://education.ky.gov/educational/diff/Pages/UDL.aspx

3. Project Based Learning (PBL)

-  According to Edutopia, it is dynamic classroom approach in which students

actively explore real-world problems and challenges and acquire a deeper
knowledge.
- In PBL students work over an extended period to answer a certain problem or
question which are based on authentic, real-world situations.
- Teachers in PBL should be
guide for students, and act
as consultants for students and
should help students to study
in-depth certain problems
and questions in relation to their
subject.
Reference: https://edtech4beginners.com/2016/08/04/what-is-project-based-learning/

Application

Determine and outline the highlights if each of the design/approaches of a learner-

centered classroom.

Learner-centered Classroom RTI and

UDL PBL
Organization Approach/Design MTSS

 Requires
critical
 Educators Design of
thinking,
must work learning
problem
proactively to experiences to
solving,
Principles support proactively
collaboration
students’ meet the
, and various
learning needs of all
forms of
needs. learners.
communicati
on.
View of Learning  Learning  Learning is in  Learning
includes both the design of should be
academic and the collaborative
social environment, ,
 constructive,
competencies not in the contextual
. student. and self-
directed
 Students
gain
knowledge
Students’  This and skills by
receive approach to working for
effective, teaching and an extended
differentiated learning offers period of
instruction flexibility in time to
View of Learner provided by a the ways investigate
classroom students and respond
teacher using access to an
evidence- material and authentic,
based core show what engaging,
curriculum. they know. and complex
question,
problem, or
challenge.
View of Teacher  Teachers  Teachers  The teacher
look more incorporate covers the
closely at any flexible content of a
students that materials, unit in the
are still techniques, usual way -
having and strategies from a "main
difficulties for delivering course"
and make instruction project, in
adjustments and for which the
or minor students to project is the
modifications demonstrate unit.
to their their
educational knowledge in
 a variety of
plan.
ways.
Implications for Learning  allows  In a  PBL
students to traditional teaching
receive classroom, strategy has
targeted there may be positive
interventions only one way implications
in their areas for a student for student
of weakness to complete learning in
before they an that it
are referred assignment. promotes the
to This might be integration
special educa an essay or a of theory and
tion. worksheet. practice,
With UDL, which
there are enhances the
multiple motivation to
options. For learn. The
instance, students
students may perceived the
be able to practical
create a aspect,
podcast or a teamwork
video to show and presence
what they of an
know. They entrepreneur/
may even be manager in
allowed to the PBL
draw a comic classes as
strip. There factors
are tons of facilitating
possibilities learning. 
for PBL can turn
completing students into
 active
subjects in
their
own learning 
and promote
assignments, the
as long as development
students meet of decision-
the lesson making
goals. abilities
through the
identification
and analysis
of real
problems.
Implication for Teaching  These Teachers teac  PBL is a
models h using UD teaching strat
provide the Lfor their egy which
teachers a lessons to be helped
comprehensiv designed in teachers
e framework flexible ways promote
for how and to meet the active
when to needs of learning by
administer individual giving
support, and learners control of the
allows for the process to
tools and the learner.
time to This
implement involves
such using open-
strategies. ended and
unstructured
problems to
trigger
 learning.
Your Own Insight  While RTI  Universal  Problem-
and MTSS Design for Based
have a lot in Learning Learning
common. (UDL) is a (PBL) is a
Both models, method of teaching
for example, teaching and method in
necessitate learning that which
frequent ensures that students are
progress all students taught
monitoring have an equal concepts and
and data- chance of principles
driven succeeding. through the
instruction, The goal of use of
but there are UDL is to complex
some key remove any real-world
differences barriers to problems
that should be learning using rather than
noted to a variety of the direct
explain the teaching presentation
differences methods. It's of facts and
between the all about concepts.
two models. incorporating PBL can
flexibility that help students
can be develop
tailored to critical
each thinking
individual's skills,
strengths and problem-
needs. As a solving
result, UDL is abilities, and
beneficial to communicati
all students. on skills in
addition to
 course
content.

Closure

Congratulations you are done with the lesson!

Module 5 - Organization & Management of Learner-centered Classroom

Lesson 2 – Learner-centered Roles, Routines & Responsibilities

Learning Outcomes

Explain the roles, routines and responsibilities of the teachers and leaners in a learner-
centered classroom.

Introduction

The school is considered as the second home, teachers are considered as the second
parents and the learners are considered as the second children of the teachers. Teachers
teach the lessons and students learn the lessons and apply them to their daily. But, aside
from these clear roles of the teacher and the learners what other roles must they play in a
learner-centered classroom? Let us learn together in this new lesson.
Activity

Acrostic with me!

Directions: Write an acrostic poem for the words “TEACHER” and “LEARNER” about
their roles inside the classroom.

T each and touch lives forever,

E ncourager of the learner

A ct as fascilitator and guides

C hallenged their students to try

higher
H and over traditional responsibilities anytime

E ncourage every child to dream high

R ate themselves as the mother of every child.

L
earners actively participate

E
ager to know new sets of knowledge

dreamer
A
R
espect their teacher

nurturable
N
nthusiastic
E
R
 eceives correction freely

Analysis

1. What must a teacher do to uphold and perform the roles as you have described in
the acrostic?

When teachers act as facilitators or activators of learning, students learn more

effectively. Teachers are now designing active, engaging learning experiences that
build on students' strengths and interests, rather than giving formulaic sets of
worksheets, tasks, or practice problems. Through real-life problem solving and
perseverance, students are empowered to think more complexly while creating
and engaging with content during these learning experiences. As educators, they
are are passionate about our students, our work, and our objectives. The values
of the school community, the classroom, and the teaching profession are reflected
in our actions and efforts. Students can express their thinking without fear of
 being judged if they are in a mutually respectful classroom that embraces a
diversity of thoughts and ideas.

2. What must a student do to uphold and perform the roles as you have described in
the acrostic?
To uphold and perform the roles as a student, studentS must be willing to learn
and develop in a learning environment. A student must also recognize their own
flaws as well as the educator's shortcomings in the learning process in order to
form a stronger bond in terms of providing new guidance and knowledge.
3. How are these roles important in an efficient and effective learner-centered
classroom?
Both the educator and the student have roles to play, and they are both equally
important. Both parties provide knowledge to each other in a learning process in
which neither party has a possession of knowledge.

Abstraction

Teachers and students in a learner-centered classroom tends to assume new roles and
responsibilities which are different from the roles and responsibilities that they are
accustomed to in a traditional classroom setting.

Here are the list of Roles and Responsibilities of Teachers in a Learner-centered

Classroom (Schneider, 2016):

1. Act as Facilitators and Guides

In a learner-centered model, teachers get to act more as facilitators and guides.

Teachers find this shift motivating, empowering and validating of their professionalism.

2. Provide Anytime, Anywhere & On-Demand Support

When learning is anytime, anywhere; so is teaching. In other words, expectations

aren’t high just for students in a learner-centered model; expectations are high for teachers
too. Many of the teachers we connected with described their job as “demanding” and
“challenging,” but were quick to pair that with words like “rewarding” and “worth it.”
They explained that while all teachers have a long history of working outside of school
hours, learner-centered teachers must go beyond planning and grading. Teachers also have
to make themselves available to students “anytime and anywhere.” Students and teachers
are encouraged to connect on an ongoing basis–not only when there is a problem.

3. Embody Core Values That Support Deeper Learning

It takes staff commitment to core values to ensure that a positive, learner-centered

school culture is built and maintained. For students to achieve deeper learning outcomes
like critical thinking, problem solving, collaboration, communication, self-directed
learning, an “academic mindset,” and mastery of core content, adults in the system have to
develop and strengthen the same knowledge, skills and dispositions.

4. Truly Encourage Students Drive Their Own Learning

Learner-centered teachers “hand over” many traditional responsibilities. For example,

students at Harmony often set the agenda for their own meetings and teacher conferences
using their own goals, concerns and achievement data. Teachers at Harmony believe this is
a key part of helping students to reach their full potential. Giving students autonomy
develops “habits of success” and “mindsets” that researchers continue to confirm as
important components of lifelong learning and success.

5. Leverage Technology to Personalize Learning & Expand Access

Learner-centered teachers leverage technology to boost access and outcomes by

customizing student experiences based on powerful student data. Teachers in learner-
centered environments don’t just use “technology for the sake of technology,” and teachers
certainly aren’t replaced by programs and devices. In fact, teachers in these blended
learning environments are more important than ever. They use data from online programs
and assessments to get a clear sense of student learning and then differentiate instruction
accordingly. Teachers use student data to form intervention and enrichment groups, and for
flexible grouping for dynamic small-group instruction. One teacher explains, “Technology
allows me to utilize online learning tools for students. I can see the progress and needs of
each of my students via various dashboards and online reports.”
 6. Commit to Professional and Personal Growth

Ultimately, learner-centered teachers must commit wholeheartedly to being learners

themselves. This means setting personal and professional goals and seeking out
opportunities to build new knowledge and skills.  All of this requires Harmony leadership
to make and keep professional learning a priority, so teachers have the support they need to
thrive. This takes many forms: lead teachers, online PD modules created in-house,
coaching and mentoring, training sessions, formal professional development days, informal
opportunities to collaborate, two weeks of summer training, workshops, etc. Even with all
these opportunities, many teachers acknowledge that they still need more.

On the other hand, here are the roles that learners must assume in a learner-centered
classroom (Retallick, n.d.):

1. Actively participate in their own learning

2. Make decisions about what and how they will learn 
3. Become capable of constructing new knowledge and skills by building on past
experiences

Application

Activity 1: Write me down.

Directions: Explain the given Chinese Proverb originally enunciated by the philosopher
Confucius by writing a 250 to 300-word essay.

“I hear and I forget. I see and I remember. I do and I understand”

When it comes to learning, this proverb makes a strong point. Hearing isn't as good as
seeing, and seeing isn't as good as experience, and true learning can only be seen when
experience leads to action. Learning isn't complete until it's put into action. We can only
learn something by doing it on our own. We may forget or remember something if we
 only hear or see it.

We often forget what we hear from our parents, friends, and coworkers. We see a lot of
things in our daily lives, and we remember them easily. When we put what we've learned
into practice. We had a plan in place for what we would do if and when we were laid off,
and that plan included going it alone. We won't know what we'll do until we're in the
middle of it. It's difficult to predict what we'll do in a given situation when the stakes are
high and a large number of people rely on our judgment and motivation.

But the great lesson that passes through the hands and body is understood by the heart
that stays forever in our, soul mind and heart. And that will the starting of the change that
you wish to see in the world.

Activity 2: Face the mirror.

Directions: As a student, explain the importance of the three roles of student in a

learner-centered classroom. Write a three-paragraph essay.

Teachers are critical to the educational process. Dedicated educators do everything

they can to help their students achieve their goals. Teachers' roles are not
marginalized or diminished by student-centered learning. Instead, it aims to increase
student engagement by utilizing teachers' expertise in a variety of ways.

The importance of the student's role in the student-centered classroom stems from
the fact that the student is literally at the center of the learning process. Almost
everything that happens in the classroom involves the student as an active
participant. Students will be involved in making decisions about how a lesson will be
delivered and even what will be taught. Instead of acting out a concept, they may
decide to deliver a movie presentation. Given the other contextual factors that the
teacher must account for, the learner will have as much freedom as possible. The
student will be accountable for what they have learned and the outcomes of the
learning process. While working to achieve the established lear, the students will
help each other. While working to achieve the established learning goals, the
students will assist one another. Instead of being a sounding board for a windy
teacher, they will help each other see themselves as a result of the learning process.
This philosophy will encourage students to be more reflective and engage them on a
more regular basis.

As a result, by putting the responsibility of learning in the hands of the students,

these three roles of the students in the learner-centered classroom play an important
role in developing autonomous and independent students.
Closure

Congratulations you are done with the lesson!

Module 5 - Organization & Management of Learner-centered Classroom

Lesson 3 – The Role of Discipline in Learner-centered Classroom

Learning Outcomes

● Describe Positive Behavior Interventions and Supports (PBIS) in the classroom.

● Discuss the tiers in PBIS.
● Create a PBIS Matrix.
Introduction

Hooray! You are now on the last lesson of this module. I hope that you have learned a lot from
the previous lessons, and, I hope that you will learn more in this lesson. If your will recall that
in the previous lesson, we discuss about the roles of teachers and learners. Have you ever
wondered how will learners assume those roles naturally? We shall learn together in this
lesson.

Activity

A picture of a thousand words!

Directions: Examine the pictures below. Then, list down your observations about the behaviors
of the teacher and learners in the picture. Be specific on your observation.

 Students do not fulfill their roles

as learners.
 The students did not pay  Students are listening and
attention to their teacher participating in class
 They do not respect the teacher  They pay attention to their teacher
even the teacher is in front of  There is collaborative learning
them  Students are active in learning.
 The teacher is stressed about the
 The teacher is engaging with the
behavior of the students.
students.
 Students are unruly.
 The learning environment is safe.
 There is no control over the
 Both learner and educator fulfill
student’s erratic behavior.
their roles in the classroom.
 The teacher is not efficient in
teaching.

Analysis

1. Why do students in the pictures behaves that way?

It is due to the teacher's teaching method. The first may indicate a lack of emotional
and social support from the teacher, resulting in unruly behavior in the children.
The other is concerned with the children's emotional and social well-being to the
point where they are able to learn effectively.

2. What is the main difference between the two pictures?

The main distinction is the students' attitude toward education. They exhibit
contradictory behaviors that reveal their perceptions of the education they receive.
 The first depicts the disorder caused by a lack of support and understanding of
learning's hidden factors. The other illustrates what happens when these initially
unanticipated requirements are met.
3. Which students in the pictures do you think needs to be disciplined? Why?
Those in the first photo clearly need to be more disciplined. Their attitude toward
the educational process isn't what it should be; they need to feel the benefits and
comprehend the significance of education. This can also be accomplished by
educators, who must adopt theories and strategies that will help children appreciate
and comprehend the value of education.
4. If you are the teacher of those students needed to be disciplined what will you do?
I would apply the whole child approach. Children are immersed in learning
environments designed to foster a sense of community and encourage interpersonal
skills, problem solving, goal setting, creativity, autonomy, and self-accountability
through the whole-child approach to learning. Standardized tests, grading, and other
methods of assessing progress toward rigid academic success are commonly used in
education. Also students can develop a sense of belonging, self-awareness, and
awareness of their place in the world around them by applying this approach.
Abstraction

In our present education system corporal punishment is a big no. It is prohibited by the law.
Thus, the problem lies on how could learners assume properly their roles in a learner-centered
classroom if they do not behave properly and need discipline. However, we will not be wasting
our time punishing our students if we have already prevented any misbehavior in class. In a
learner-centered classroom, teachers must focus on preventing misbehavior rather than
focusing on punishing those who misbehave.

Let’s take a look on what is classroom-based Positive Behavior Interventions and

Supports. Here are the following salient features of PBIS and how to implement it as described
by the Center on Positive Behavior Interventions and Supports (2019).

What Is Classroom PBIS?

In the same way PBIS operates school-wide as a multi-tiered framework, school

personnel implement a full continuum of classroom PBIS practices to meet students’ needs.
Beyond that, school and district leadership teams offer a tiered approach to training, coaching,
and feedback to educators to support their classroom PBIS implementation. By differentiating
support levels for all, some, and a few students and educators, leadership teams can effectively
support all students and staff.

Why Address PBIS Implementation in Classrooms?

Classroom PBIS is critical to students and school personnel success. When PBIS is
implemented in the classroom, individual student outcomes improve.  At the school-wide level,
schools experience overall improved outcomes and are more likely to sustain their PBIS
implementation.

Foundational Elements:

There are three foundational elements to classroom PBIS:

● Evidence-based practices
● systems to support classroom PBIS Implementation
● data to guide decision making about classroom PBIS implementation

Classroom PBIS Practices

Classroom PBIS practices are preventative and responsive. They are strategies you can
implement with all students needing support at any tier. When implemented with fidelity,
classroom PBIS practices lead to fewer disruptions, improved student behavioral and academic
outcomes, and more time spent teaching.

Positive classroom practices include:

● An effectively designed physical classroom

● Predictable classroom routines
● 3-5 posted positive classroom expectations
● Prompts and active supervision
● Varied opportunities to respond
● Acknowledgements for expected behavior
Classroom PBIS Systems

For classroom PBIS to work effectively, school personnel need school and district
leadership to put systems in place to support their effort. Specifically, leadership teams select
and implement systems based on documented needs within their district and schools.

Systems supporting classroom PBIS include:

● Classroom PBIS implementation is a school and district priority

● Available district/school resources to support classroom PBIS implementation
● Alignment and integration with other school/district initiatives.
● Clear expectations and explicit training about classroom PBIS practices.
● On-going coaching and performance feedback

Classroom PBIS Data

Classroom PBIS requires on-going attention to improve upon the systems and practices
you have in place. Data are an active, dynamic part of informing these decisions. Data are
objective, observable, and measurable pieces of information about students, school personnel,
and schools. All data should be valid, accurate, reliable, and efficient.

Data guide instruction and classroom PBIS implementation by:

● Assessing how well core features of a practice or system are implemented

● Evaluating progress toward desired goals
● Guiding a problem-solving process
● Informing an action plan for improvement
● Considering local norms and values when selecting and measuring strategies
● Ensuring strategies support all individuals

Tiers of Classroom PBIS

Just as with school-wide PBIS, school personnel implement a multi-tiered system of PBIS
practices in their classrooms. In addition, school and district leadership teams implement a full
continuum of training, coaching, and professional feedback systems to support school personnel
in their classroom efforts. By differentiating supports for all, some, and a few students and
educators, leadership teams can effectively support all students and staff.

Tier 1

Tier 1 elements of classroom PBIS apply to every student in the room, regardless of the
additional supports they receive. At this tier, school personnel should expect to meet the needs
of most (>80%) of their students.

These proactive, preventative, positive elements include:

● Designing effective classroom environments

● Developing and teaching predictable classroom routines
● Explicitly posting and teaching positively-stated classroom expectations
● Delivering engaging instruction
● Providing prompts and active supervision
● Acknowledging students with specific praise
● Responding to problem behavior with redirections and corrections

Similarly, at Tier 1 there are systems to support school personnel. At this tier, school and
district leadership teams should expect to meet the needs of most (>80%) school personnel.
Systems at this tier include, resources, effective professional development, coaching, and
feedback.

Tier 2

The goal at Tier 2 is to align a school’s Tier 2 supports with existing classroom
practices. For example, school personnel may teach all students a social skill (Tier 1) that
individual students learned during a social skills group (Tier 2). During that instruction, school
personnel highlight how that skill fits with their classroom expectations. Following instruction,
school personnel may increase prompts and specific feedback for that social skill.

Leadership teams may find some educators require more targeted professional support to
successfully implement classroom PBIS practices. For example, while all teachers may have a
professional development plan, administrators may require mentoring for newly hired teachers
as a Tier 2 strategy.
Tier 3

At Tier 3, school personnel support individual students who require intensive,

individualized, support. Student-specific teams design behavior support plans (BSP) which
include goals for school personnel to implement these strategies.

At this tier, leadership teams and administrators also support school personnel who
require intensive, individualized professional development to be successful (e.g., 1:1
consultation). School personnel needing this type of support consult with a behavior coach,
mentor, or administrator to develop his/her own individualized professional development plan.
The school leadership team’s goal is to ensure that individualized supports are coordinated
within the broader continuum of professional development supports.

Get Started with Classroom PBIS

Whether you are brand new to implementing classroom PBIS practices at your school, or
you want to improve your existing framework, there are a few concepts to work around first.

Link to school-wide expectations and systems

Classroom PBIS works best when it is implemented within a school-wide PBIS

framework. Expectations in the classroom should mirror the expectations at the building level.
Aligning classroom expectations with school-wide expectations ensures students not only
understand how the classroom works, but also gain a better understanding of what they need to
do school-wide.

● Does your Tier 1 implementation include strategies for identifying and teaching
expectations, acknowledging appropriate behavior, and responding to misbehavior in the
classroom?
● What supports are in place for staff to implement Tier 1 strategies in their context?
Examples might include: leadership teaming, supporting policy, coaching, on-going
monitoring of implementation.

Integrate with effective instructional design, curriculum, and delivery

It can be more efficient and effective for school personnel to  incorporate both academics
and the core features of classroom. They are likely to use similar components of delivering
quality instruction when they implement positive classroom systems and practices. Why not
find ways to do both at the same time?

Monitor using classroom-based data to guide decision making

To use data to drive decisions, it’s important to have a process. We recommend asking the
following set of questions in the decision-making cycle (consider questions related to equity
along the way):

1. Are core practices and systems implemented with fidelity?

2. Are all individuals achieving desired outcomes?
a.  If Yes: What is needed to sustain and improve implementation efficiency?
b. If No: continue to question 3.
3. What is the nature of the problem?
4. What action plan will enhance implementation?
5. Repeat steps 1-5 regularly.

In most schools, a PBIS matrix is used to clearly communicate the positive behavior that
students must meet and possess. It is a like a shorthand references for teachers, school
administrators as well as parents for them to consistently reinforce those key positive behaviors
of the learners constantly and consistently. Here is an example of a PBIS matrix.

Credit:
https://www.slideshare.net/wendywarren1969/pbis-matrix?from_action=save

Application

Activity 1: Find me yes!

Directions: Secure a copy of the Child Protection Policy of DepEd. Make a PBIS matrix out
of the principles in the Child Protection Policy.

PBIS Child Protection Policy

SOCIAL
SCHOOL COMMUNITY MEDIA

-understand the - take in information - Utilize social

school's anti- and advocate for a media platforms
bullying and anti- child's essence and such as YouTube,
RESPECT violence policies. rights Facebook,
Instagram, and
others to discuss
child policies and
rights.

teach children how -create platforms, -create videos and

to respect one campaigns, and vlogs about the child
another and provide programs to combat policy and the
PROTECTION social advice to child bullying and ramifications of
children and their violence in order to unethical behavior.
parents prevent terrible
events.

- More programs - create local child

and symposiums protection
about the policy are committees that
needed to raise include freedom Share posts that go
AWARENESS awareness among from all forms of viral and talk about
students and school exploitation, abuse, how to keep
personnel. and treatment of children safe from
children bad people.
-teach children how
to recognize and
 avoid abuse

Activity 2: Make me mine!

Directions: Create a PBIS matrix for your own self which would help you in your studies.

PBIS MATRIX (STUDIES)

Modules/Activities Learning Time Performance Task

TIME- -submit it on and -Be on time and -Plan what you're going
MANAGEMENT before the deadline avoid being late. to do ahead of time.
POSITIVITY -enthusiastically -Always believe that
respond to questions the lessons you learn -Enjoy yourself while
and participate in in class will benefit performing the task;
activities. you as a student. consider it one of your
-remember that it -Always keep in adventures.
will come to an end mind that every
 very soon single word in the
lesson will be useful
in the future.
CONSISTENCY -constantly -daily learning time -apply energy,
complete the should be kept to a comprehension, and
modules and minimum. focus to the task at hand.
activities by Always have the same
answering and goal in mind when
submitting them. you're doing it.
PRODUCTIVE -Read all of the -pay attention and -do the task with vigor,
modules and try cooperate in class  comprehension, and
your hardest to -concentrate on focus. Have the same
answer them learning goal in mind when
correctly and you're doing it.
completely.