through pro-social reinforcement

Goals
 Educate students in the subject your are teaching
 Prepare students for the job market by instilling pro-social
skills
Challenges
 Lack of student regulation as barrier to learning
 Lack of pro-social schools as a barrier to the job market.
Question?
 How do we create an environment that is conducive to
learning?
Two Strategies

Proactive
Expectations
Reinforcement
Corrective
Blueprinting
Proactive Expectations
Pro social Reinforcement Strategy Tenets
 It is easier to increase behavior then to
decrease it.
 Expectations of behavior must be clearly
defined
 Define what you want to see instead of
what you don’t want to see: “Don’t go into
the puddle!” versus “I expect everyone to
be walking on the sidewalk”
Proactive Reinforcement
Regulation is shaped by learning and reinforcement
 Reinforce appropriate behavior when present.

Praise must:
 Be delivered contingent on performance of the behavior
to be reinforced.
 Specify the behavior or the particulars of the behavior
being reinforced: There should be no confusion on the
part of the student as to why he is receiving the teacher’s
affirmative attention.
 Sound sincere and vary.
Proactive
Case Study 1:
 Mrs. Pebbles is having difficulty with her class recently.
Most of her 20 students had been doing their work fine,
except for 3 or 4 students who were consistently not
regulating and displaying challenging behavior. As a result,
Mrs. Pebbles spends most of her time and attention
correcting these students while the other students do their
work. Recently though she has noticed that students who
were doing their work before are now starting to act up as
well.
 What happened?
 What is being reinforced in Mrs. Pebbles class?
Proactive
Praise: Three parts : Praise – behavior – reinforcement
Specify behaviour _________Praise____________: Reinforcement
- I like how you raised your hand. Good job: add a point to your card.
Praise__________Specify behaviour________: Reinforcement
- Excellent, I like how you raised your hand: add a point to your card.
Reinforcement of approximation/Suggestion for modification
Correction_______reintroduce behaviour_______: define goals for
reinforcement
- You didn’t raise your hand, remember to raise your hand to be
called on: so that I can give you a point.
Proactive
 Attention and avoidance constitute
the function of the majority of
challenging behavior.
 Consistent application is key!
Proactive
Case Study 2 :
 Mrs. Pebbles makes sure her expectations are clear as class
starts. When a student requests Mrs. Pebbles attention, he
or she should raise her hand. In the beginning of the class a
few conscientious students began raising their hand
instead of shouting out while other students continue
shouting out. Mrs.Pebbles begins calling on students with
their hands raised at first and also allows those students
who are calling out to gain her attention without correcting
their behavior.
 What is being reinforced in Mrs. Pebbles class?
 What will happen to Mrs. Pebbles expectations of hand
raising?
Method
 1) Set Clear Expectations
 2) Reinforce students when they meet expectations
with EI point card.
Method
 10 points = 1 Badge
 1 Badge= Phone call home to parents discussing child’s
outstanding performance.
 30 points = 2 Badges = Letter home to parents
discussing child’s outstanding performance.
 45 points = 3 Badges = Lunch with the head of school
plus certificate of outstanding performance.
Method
 Monthly
 Start out with success then raise bar.
 Differentiate for each student by need and reaction.
Correcting Behavior: Blueprint
 Goals
 1) Reflect on emotions underlying and leading to
behavior
 2) Understand other’s perspective

 3) Develop and practice alternative strategies

 4) Hold student accountable to strategies developed

Correcting Behavior
 Behavior Policy (Sharon)
 Blueprinting is a recordable action / strategy as per the
behavior policy.
 Where blueprinting is used as a stage of the behavior
policy then this needs to be placed on record. Student
names and date should be recorded on the back.
 This in effect take the place of a statement, any additional
information can be recorded on the back of the blueprint
chit.
 Blueprints should be available in all classrooms as well as
carried by support staff / pastoral team and SLT on call
 Blueprinting should be recorded on SIMS.