Bridging the Gap - PBIS Maryland Home缩小差距，所涉马里兰的家.pptVIP

* * * * * * * * * * * * * * * * * Rules within Routines Matrix Routines Expectations Entering Classroom Seat Work Small Group Activity Leaving Classroom Be Safe Be Respectful Be Responsible Activity Identify Routines Design a Functional Physical Layout for the Classroom Different areas of classroom defined for different activities Define how to determine “what happens where” Traffic patterns Groups versus separate work stations Visual access Teacher access to students at all times Student access to relevant instructional materials Density Your desk Instruction Influences Behavior Pacing Opportunities for student responses Acquisition vs. Practice/Performance Student feedback from teacher Rob Horner, George Sugai, and Celeste Rossetto Dickey University of Oregon and University of Connecticut OSEP TA Center on Positive Behavior Support Vary modes of instruction Group lecture Small group Independent work Integrating Activities Peer tutoring Rob Horner, George Sugai, and Celeste Rossetto Dickey University of Oregon and University of Connecticut OSEP TA Center on Positive Behavior Support Maximize Academic Engaged Time Efficient transitions Maximize opportunities for student responses Self-management Active Supervision Move Monitor Communication/Contact/Acknowledge Rob Horner, George Sugai, and Celeste Rossetto Dickey University of Oregon and University of Connecticut OSEP TA Center on Positive Behavior Support Instructional “Management” Strategies Peer tutoring Computer assisted Instruction Choral Responding Response Cards Direct Instruction Work-oriented, but relaxed and pleasant Students are deeply involved in their work Students know what is expected of them and are generally successful There is relatively little wasted time, confusion, or disruption The climate of the classroom is is work-oriented, but relaxed and pleasant Universal Positive Behavior Support For the Cl