Positive Behavior Interventions and Supports (PBIS)
Guest Teacher Training
10:15 A.M.-11:45 A.M (July 29, 2025)
8:30 A.M.-10:00 A.M (July 30, 2025)
Deanna Kobayashi, PBIS Coordinator | July 29, 2025 & July 30, 2025
Curriculum Resources Room Locke 108
Students with IEPs Room Campesino Forum
SIPPS Room Locke 421
What is Positive Behavior Interventions and Supports?
PBIS
PBIS
Is a framework to create a positive and safe learning environment for all students. It focuses on preventing challenging behaviors and promoting positive behaviors through a proactive approach. PBIS emphasizes teaching and reinforcing desired behaviors while discouraging problem behaviors.
PBIS District Goals:
How Do We Set the Daily Tone?
What’s the Secret Sauce for Setting the Classroom Tone?
Creating Climate: The Weight of a Teacher's Influence
I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool for torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or deescalated and a child humanized or dehumanized.
-Haim Ginott
It’s Ok to Tell Students the Why
Brain Science
Student behavior disrupts the classroom for about 144 minutes per week.
EAB education technology services and research survey
https://pages.eab.com/Breaking-Bed-Behavior-White-Paper.html
“ Why are you acting that way?”
Brain Science
From early age to adulthood (ages 3 - 25), the prefrontal cortex is in constant development. Specifically, ages 7 and above, focus on these critical aspects of decision making:
Age 5: 23%
Age 10: 45%
Age 18: 82%
Brain Science
Loman and Gunnar (2010) found early-life stress to impact neuroendocrine and neurobiological processes influencing emotion and attention regulation.
Children of low-sensitivity and low-responsive parents continue to produce elevated stress levels throughout development. This implies a consistent release of adrenaline and cortisol into the child’s system.
This leads to structural alterations to the brain, influencing future stress-responses, threat-responses, and frontal-regulatory systems throughout development and beyond.
What Triggers You?
Elevators
A nurse taking my blood pressure
Noise when I’m trying to work.
Why Did You Have To Say It Like That?
Escalation Cycle
Escalation Cycle
The De-Escalation Discussion
There is nothing magic about talking someone down.
You are transferring your sense of calm and genuine interest to a student who is having great difficulty regulating their emotions and behavior in that moment.
You are, in a sense, acting as the student’s “frontal lobes” (emotional expression, problem solving, memory, language, judgment, and impulse control) for a short period of time.
Brain Break
Front to Front
Back to Back
Side to Side
Front to Front
Right hand up
Right hand down
Left hand up
Left hand down
Both hands up
Air high-five
How can we build relationships with students?
Greeting Students at the Door
Walking In The Halls
How Can we interact with students using Proximity so they feel safe?
What do you notice the teacher doing that might be helpful as a guest teacher?
5:1 Connection Over Correction
Praise is one of the simplest and most powerful tools to engage and motivate your students. When used effectively, praise can turn around behavior challenges and improve students’ attitudes about learning.
Three types of Praise
Personal Praise:
This type of praise focuses on natural talents or skills that come early to students,rather than the effort they put in or the techniques they use.
Example: “ You have such a beautiful singing voice!”
When students feel their abilities are outside of their control and just part of who they are, they think that they don’t have the ability to improve.
Effort-Based Praise:
This type of praise emphasizes on what students can control.
Example: “I am so impressed at how hard you worked to sing that song without music and lyrics in front of you. “Is more empowering than, you have such a beautiful singing voice.”
The student with the beautiful voice worked hard to learn the difficult key changes. The time spent and the strategies used are within the student’s control.
Behavior Specific Praise:
This type of praise lets students know they are doing correctly, which focuses on providing specific to describe your approval of student behavior.
Example: If you have a student for whom organizations is an issue, you could say. “Nice work getting your homework out of your homework folder first thing in the morning.
Both effort-based and behavior-specific praise genuinely acknowledge your students’ efforts and achievements. When your students feel that you’re honestly showing approval and telling they did well, they’re more willing to continue to work hard and look for effective strategies to overcome obstacles.
What does behavior specific praise look like?
Behavior Specific Praise
video click here
Activity: Discussion
You notice that Juan and Maria are sharing markers. How do you respond?
“Juan and Maria- I really appreciate the way you are sharing the markers and taking turns.”
Thomas and Aaron are working on a project together and you notice that Thomas is really listening to Aaron’s comments. How do you respond?
“Thomas, thank you for listening so carefully to Aaron’s comment and building on it when you made yours.”
You notice that Kathryn is doing a great job finding evidence in the text. How do you respond?
“Kathryn, I noticed that during our discussion today, you really made sure to support each of your comments with evidence from the text.”
Change Your Words Into Gold
Final Thoughts
Under the Surface
Positive Reminders
Feedback Survey
THANK YOU!