This article focuses on the use of Positive Behavioral Interventions and Supports, or PBIS, in a Washington school district. It utelizes an approach that combines daily monitering of students by the school counselor in tandem with their teachers to be sure they are on track with their behavior, and minding their five P's: being prompt, positive, polite, prepared and productive. The teachers rate a select group of twenty students each class on a scale of 0 to 2 for each P, and the student is to report back to the counselor at the end of the day for a debriefing. There are incentives, such as prizes and time in a game room at lunch, and class wide rewards such as hot chocolate day if they comply.
This is an interesting form of classroom management that would have our dear Alfie rolling on the floor in agony. And yet two of the students interviewed by the columnist declared they find it very helpful, as they can see the improvement in their own behavior over the months since the program's inception. I have no problem with this type of system; my step-son had a similar approach last year, when all other efforts failed and his behavior at school worsened almost daily. It did work - and in spite of Alfie's insistence that once the rewards end, the good behavior does as well, this year he has had very few issues and the program had ceased. Now, it could be his teacher this year has a better hand on class management, or a better rapport with him than his last. Building trust with a child can be a long, tenuous process for some, while others seem to do so easily and quickly. But I think these types of programs can be extremely beneficial when implemented school wide and with the notion that there are underlying issues greater than the behavior, and that some students simply need to be aware of their disruptions and effect on others to have them improve.
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