♪[intro music]
>>teacher: Okay, so let's do our hero point for being on time. Thank you to all of you
who were on time today. ♪[ding]
Let's see...Marissa's not in here anymore. Yes sir?
The PBiS four to one strategy is that for every one corrective statement I might make,
for instance saying uh, Michael will you please get out your paper. I'll follow it up
with four positive statements. So maybe, thank you for getting your paper out. Or thank
you for getting your pencil out and throughout the period I'll continue those positive
statements.
[unintelligable]
Thank you Elmer♪[ding] for working on your starter. Thank you Chase.♪[ding] Ladies,
thank you. ♪[ding]
[unintelligable]
Five seconds. Finish up your last thought.
[timer beeps]
Okay. Thank you guys so much for being quiet. ♪[ding] That was amazing.
[unintelligeable]
A duplicate of that something. That was an awesome answer. ♪[ding] Chase,
what did he say again. I heard you say it too.
>>Chase: A duplicate.
>>teacher: A duplicate. Thank you Chase. ♪[ding] So a duplicate of something...
A positive statement-to me a positive statement is-is praising the child or the student
for something they did that was correct, that was following my expectation or my
procedure. So anything I see that follows an expectation, I'm going to acknowledge it
and I'm going to make a positive statement regarding it. So, hey Michael thank you so
much for doing your starter. Thank you so much for following the procedure of working
on your starter.
Raise your hand if you can tell me what replication means.
[unintelligeable]]
You take an old song, you make it new again. You take pieces of the old song but
you kind of change it up. That's not necessarily DNA replication. We're making an
exact copy of it. Okay? Thank you for that input Chase. ♪[ding]
[uniintelligewable]
Look at me go. Thank you Matthew. Thank you for raising your hand, that's perfect ♪[ding]
Thank you Alejandro ♪[ding] Thank you Yesenia ♪[ding]
Thank you for getting paper out Jose ♪[ding]
Okay. Thank you for those of you who got your paper out ♪[ding] I'm gonna...
I'll come give it to you Serena. Um, here is...
[unintelligeable]
Let's see. Notes look awesome ♪[ding]
Good job ♪[ding]
Thank you for putting your name, period, and date Yesenia. ♪[ding]
Okay.
[unintellegeable]
♪[error sound]
A corrective statement is a statement where a behavior-I'd like to correct the behavior.
So if you know Johnny is sitting at his table and he doesn't have his starter out, my
statement would be, hey Johnny can you get your starter out for me and then when he
gets it out, I'd would follow it up with: Johnny, thank you for getting your starter out.
I think I saw most of you, I didn't check the sides, but all my people...
[unintellegeable]
I want to thank you guys for keeping your phones away ♪[ding] and not touching them.
I will be...
[unintellegeable]
I'm going to ask for everyone's participation.
in this, but you don't have to do it way up here.
Mathew, eyes up here. ♪[error sound]
You don't have to do it way up here.
[unintellegeable]
So you might as well practice it now.
High five, I like that statement. Good job. ♪[ding]
Okay. So step one...
[unintellegeable]
...extra credit points. I'm willing to give you five.
[laughter]
Chase.
We're going to center ourselves. ♪[error sound] Five extra credit points. Ready
Step one. Show me.
[unintellgeable]
This whole side, you guys are-you guys are-you'r killing it. ♪[ding]
Okay, step two. Show me step two. What are we doing?
[unintellegable]
Step three. [background student talking]
Okay. You guys are awesome ♪[ding]
[unintellegable]
Ready. Five, four, three, two. Good job ♪[ding]
[unintellegable]
...and moves it to the other side.
Good question. ♪[ding] Thank you for raising your hand Mathew ♪[ding]
So we're never going to have...
Well if it-yeah. Okay, so if it stays old; if it never replicates, it'll stay one color.
That's a great question ♪[ding] So it would just all stay blue.
[unintelligeable]
Thank you. Brian, thank you for raising your hand ♪[ding]
They don't add new nucleotides? That's a great question. ♪[ding] What happens if I
don't have any DNA-DNA polymers?
[iunintellegeable]
♪[error sound]
So when I make both a corrective statement and a positive statement, I try to keep my
voice tone the same because...especially in a corrective statement.
I don't want my voice tone to be elevated because that can bring up some emotion
in the student. And so I try to keep myself very calm and whatever the statement may be
and not have them react emotionally. Kind of, my energy will kind of
feed off of their energy.
...which I have made myself so make sure you are checking your notes.
♪[error sound]
[uinintellegeable]
So one through four is your homework. So Daphne, what's your homework?
Thank you ♪[ding] Problems one through four. Serena, what's your homework?
Problems one through four.
When I started doing PBiS um, it did, it was a little unnatural because I don't-
as a teacher I expected students to get a pencil out, and get paper out. And when they
didn't do it, I was kind of thrown for a loop. So, but so really trying hard to
focus on praising a child when they get the paper and pencil out, it's-it kind of
uplifts my day. Instead of coming from a place of corrective behavior and-and correcting my
student, I come from a place of positivity. And it makes me feel better. It brings my
room environment to a place of positivity and then my kids want to come to my class.
And I think PBiS is a big reason why they want to come to my class every day.
[uninnteglegeable]
[passing bell rings]
Cancer is a type of mutation.
You guys can go. Thank you for waiting ♪[ding] you guys may go.
Um...
♪[ding] ♪[ding] ♪[ding]
♪[theme music]