>>teacher: Thank you for coming in quickly and quietly. ♪[ding]
Quickly and quietly. Good morning.
Quickly and quietly. You're fine, Trina. If I didn't say anything to you, you're fine.
Quickly and quietly. >>student: I turned it in to your box.
>>teacher: I got it.
Thank you Alexis for getting your pencil out and being ready to go. ♪[ding]
Thank you. The four to one ratio for PBiS is four positives for every corrective
behavior that you do in your classroom. So if I ask a student to stay on task, then I'm
gonna make sure that I follow that with four positives: Thank you for being on task,
thank you for having your pencil, thank you for eyes on me. Those kinds of compliments
that are supporting the positive behaviors that I see with the students.
Grab your books patiently and calmly and then come back around and grab-and go
through the aisles for your circular flow. Yes? Yes.
First row, go get your books please.
Just as a reminder, our backpacks should be underneath our desks so that we don't trip
and kill ourselves.
We should have our pencils out.
Great job guys. Thank you for making the change. ♪[ding]
Next row.
Tie your shoe. You're going to break your neck. ♪[error sound]
[audio sped-up - unintelligible]
OK. Thank you everybody for having your pencils today ♪[ding]
And those of you who borrowed, I appreciate you borrowing it at the beginning
of the period ♪[ding]
A positive acknowledgment is when the student is demonstrating a behavior that it-it's
appropriate in class and you want them to continue to um exhibiting that behavior.
So, for example when the student is staying on task, the student is following instructions
the student is working well with peers or listening then I can acknowledge that the
student is demonstrating that positive behavior in class.
[audio sped-up - unintelligible]
This number, and this number...
I would define a negative, corrective statement as a statement that um
tells the student that something is amiss. So they're-they're exhibiting some sort of
behavior that doesn't fall in line with my expectations in the class. And so I pose
this statement so that they can think about what am I doing in my behavior and so that
they can correct it. And then if they correct it, then I can follow it up with something
positive and acknowledge that positive correction that they have made.
Why is the quotient smaller, those kinds of questions. Yes Trina?
>>Trina: Can I sharpen my pencil?
>>teacher: When do you need to sharpen your pencil Trina?
>>Trina: At the beginning of class.
>>teacher: Is this the beginning of class? >>Trina: No.
>>teacher: No, this is not. ♪[error sound] So what is your option in regard to pencils?
>>Trina: Borrow a sharpener.
>>teacher: Then do it. Don't talk to me about it.
Alright, so go ahead and start answering.
[audio sped-up - unintelligible]
Good job, thank you for starting to write Trina, I appreciate that. ♪[ding]
Thank you Isaiah.
[audio sped-up - unintelligible]
Thank you. I see Christopher writing. ♪[ding]
[audio sped-up - unintelligible]
I see people re-reading their answer to make sure that it makes sense. I think that's
a great strategy. ♪[ding]
I see that everybody is writing, so that's good as well. ♪[ding]
[audio sped-up - unintelligible]
Alright. We are finishing up those last pieces. Clap once. Clap twice.
Thank you. ♪[ding]
OK. So now we need to share out. Remember, no opt out. Everyone's going to share.
And we're going to start with Hawk.
[audio sped-up - unintelligible]
Thank you two for sharing. I do appreciate that. ♪[ding]
[audio sped-up - unintelligible]
OK. I see that you both had some reasoning there and I appreciate that. So thank you for
sharing ♪[ding] Andrew?
[audio sped-up - unintelligible]
>>Chappelle: I didn't write this down but to divide, to-you have to make three into
an uh-improper fraction and then divide...no never mind.
>>teacher: Never mind? You're not sure? Thank you for trying. I appreciate you trying
though ♪[ding] Yes?
[audio sped-up - unintelligible]
How do we get four? That is a great question Hawk. ♪[ding] Alright.
So what we did... Here's the thing, I want kids to come into
my room, and yes, they have to come into my room but I want them to want to be here.
And I want them to feel like I care... because I genuinely do care about how they're
feeling in my room. I understand that school is not fun for everyone. It was fun
for me but it may not be fun for all the kids. And so I-I really feel like by
implementing that four to one. I know it sounds silly, but by implementing it, I feel
like they feel better about being here. They like coming to a room. I mean to have
middle schoolers smile about coming into a math classroom, that's huge. I couldn't buy
that. And I'll use it all the time, if that's what it takes.
Right? Because this is asking me about three fourths. So I have one fourth...
[audio sped-up - unintelligible]
>>Chappelle: ...and then the whole number, you add one. So it would...two times-one, uhhh.
>>teacher: It's OK, take a deep breath. You're alright. You're doing great. ♪[ding]
>>student: inaudible
>>teacher: Shhh! ♪[error sound]
>>Chappelle: It said that you should do...
[audio sped-up - unintelligible]
>>teacher: How did I know that? Great question Hawk. ♪[ding]
OK. Just. But we're not looking at this...
[audio sped-up - unintelligible]
Oh. Thank you for helping me understand. ♪[ding] Yeah, no. No, no, no variables
We are not there.
[audio sped-up - unintelligible]
OK. Thank you. You very much changed from last time with the I don't get it to I don't
exactly get this part. So good job Hawk. ♪[ding] OK. So first of all we multiply
straight across.
[audio sped-up - unintelligible]
Alright, so let's-wait-don't-I did not excuse you. Remember the bell doesn't excuse
you, I do. ♪[error sound]
You should have gotten D. You may now pack up. Group one...
After watching the video it was very obvious that there are two different faces that I
use when I'm giving a positive kind of acknowledgment and a corrective um kind
of statement. I need to work on more of a poker face because I think there is a definitely
a negative face that I am giving students when I'm asking them to do something. And
when of course I'm smiling when I'm asking them, telling them that they are doing
something positive. Um I also noticed that my voice changes when I'm giving um a
positive acknowledgment and when I'm giving some corrective statements. There's more-
I have a little more of a harsher tone when I'm giving a corrective statement. And even
if I'm trying to say it nicely, I'm definitely saying it different than when I'm giving
a positive kind of acknowledgment to students. And very surprising, I did not
notice that.
[audio sped-up - unintelligible]
Oh, you take care of that.
Thank you so much for making sure those are neat. ♪[ding]
Jesse, you are a true creature of habit.
When I was being recorded, I did not know that PBiS was the focus of my
recording and so I would assume that during the recording, I really tried to...
I mean I didn't think about it, but I'm assuming that it was three to one, four to one.
♪[ding] ♪[ding] ♪[ding]
It wasn't something that I was trying to do during the recording, so it wasn't something
that I was cognizant of while I was recording, but I'm assuming it was close
to four to one.
♪[theme music]