In the same way PBIS operates school-wide as a multi-tiered framework, school personnel implement a full continuum of classroom PBIS practices to meet students’ needs. Beyond that, school and district leadership teams offer a tiered approach to training, coaching, and feedback to educators to support their classroom PBIS implementation. By differentiating support levels for all, some, and a few students and educators, leadership teams can effectively support all students and staff.

Classroom PBIS is critical to students and school personnel success. When PBIS is implemented in the classroom, individual student outcomes improve. At the school-wide level, schools experience overall improved outcomes and are more likely to sustain their PBIS implementation.

There are three foundational elements to classroom PBIS:

• Evidence-based practices
• Systems to support classroom PBIS Implementation
• Data to guide decision making about classroom PBIS implementation

Classroom PBIS PRACTICES

Classroom PBIS practices are preventative and responsive. They are strategies you can implement with all students needing support at any tier. When implemented with fidelity, classroom PBIS practices lead to fewer disruptions, improved student behavioral and academic outcomes, and more time spent teaching,

Positive classroom practices include:

• An effectively designed physical classroom
• Predictable classroom routines
• 3-5 posted positive classroom expectations
• Prompts and active supervision
• Varied opportunities to respond
• Acknowledgements for expected behavior

For more information and ideas for PBIS practices in classroom settings, check out the Supporting and Responding to Behavior Guide.

Classroom PBIS SYSTEMS

For classroom PBIS to work effectively, school personnel need school and district leadership to put systems in place to support their effort. Specifically, leadership teams select and implement systems based on documented needs within their district and schools.

Systems supporting classroom PBIS include:

• Classroom PBIS implementation is a school and district priority
• Available district/school resources to support classroom PBIS implementation
• Alignment and integration with other school/district initiatives
• Clear expectations and explicit training about classroom PBIS practices
• Ongoing coaching and performance feedback

More information about implementing PBIS systems in classroom settings can be found in the PBIS Technical Brief on Systems to Support Teacher's Implementation of Positive Classroom Behavior Support.

Classroom PBIS DATA

Classroom PBIS requires ongoing attention to improve upon the systems and practices you have in place. Data are an active, dynamic part of informing these decisions. Data are objective, observable, and measurable pieces of information about students, school personnel, and schools. All data should be valid, accurate, reliable, and efficient.

Data guide instruction and classroom PBIS implementation by:

• Assessing how well core features of a practice or system are implemented
• Evaluating progress toward desired goals
• Guiding a problem-solving process
• Informing an action plan for improvement
• Considering local norms and values when selecting and measuring strategies
• Ensuring strategies support all individuals

For more information about which data best support classroom practices and systems, download a copy of the PBIS Technical Guide on Classroom Data.

1. Post the Expectations

Just as teachers use anchor charts to refer back to previously learned concepts, the school-wide expectations should also be posted in the classroom as an easy point of reference for behavior.

Having different expectations for every classroom is not the best practice. Instead, developing school-wide expectations that are used and referenced daily within every classroom creates a unified vision for appropriate behaviors.

This also helps students as they transition to other spaces in the school throughout the day. Consistency is key!

2. Use Predictable Classroom Routines

Students work best in classroom environments that have predictable and consistent classroom routines. These routines should be explicitly taught, practiced, and reinforced throughout the school year.

Studies have proven that students perform better and are prone to more positive behaviors within structured environments.

3. Teach Non-Verbal Hand Signals

These are used to help students and educators communicate while also minimizing distraction during instructional moments.

The signals could be for needs such as using the restroom or to support classroom engagement and participation.

This strategy only works if taught explicitly, modeled by the teacher, and practiced daily. Similar to classroom expectations, it would be helpful to have a visual of these signals posted for students to refer back to. Here’s an example from The Happy Teacher.

4. Set Short Term Goals

Just as teachers set academic goals with their students to address gaps and respond to data, the same should happen with behavior.

How? As students and teachers have conversations about behavior (which happens on a daily basis) teachers are able to turn any observed negative behavioral pattern into a goal.

These goals should be tied to the PBIS reward system so students are positively recognized when they work towards meeting each goal.

Observed Behavior: Students are consistently having side conversations during the lesson.

Goal: We can show our understanding of “time and place” by talking and playing with our friends at the right time.

5. Create Structure (Chunk & Pace)

As mentioned earlier, most students are prone to acting out or showing disruptive behavior during unstructured moments in their day.

A way to combat this is by having both the school day and academic lessons broken down into meaningful and well-executed chunks that are planned and paced out. The less downtime students have, the more likely positive behaviors will be maintained throughout the entirety of the school day.

This does not mean students should not have time to decompress and take breaks. It simply means these times should be planned out in advance and a part of the student’s daily routine. If you're working with younger students you should look at the guide to PBIS in Elementary Schools.

6. Use Respectful Redirection

Redirection is a very effective PBIS strategy to regain a student’s attention, but only if it is implemented correctly. The more respectful and general the redirection is, the more likely students will respond positively.

Example 1.

Instead of…“It doesn’t look like some of the class is paying attention”.

Try…“I notice some students are distracted. Let’s take a minute to regain focus.”

Example 2.

Instead of…“I still don’t have all eyes, Pam and Carlos are you ready?”

Try…“I’ll be ready to teach as soon as I have all eyes on me. 3, 2, 1.”

Example 3.

Instead of…“Claire, I already gave directions multiple times. Why are you not following along?

Try…“Can someone raise their hand and share the directions again? Some of us aren’t ready yet.”

7. Actively Monitor

A simple way to be proactive in the classroom with behavior is to know what is going on and be aware of the learning and conversations taking place. Consistently move around the room, check for understanding, scan to ensure all students are following directions, and interact with individuals or groups.

This strategy helps to ensure that every member of the learning environment is safe, engaged, and learning.

8. Narrate with Reinforcing Language

More commonly known as ‘positive narration’, this type of teacher talk is popular among educators who use responsive classroom techniques.

It is used to show that they notice their students' positive behaviors while also encouraging the rest of the class to follow suit.

When using reinforcing language, make sure…

• Your words are descriptive and specific
• Your tone is warm and upbeat
• You lead with your observations, not your feelings
• You are connecting the positive behaviors back to the class expectations

Here are examples of positive narration:

• I see almost 100% of students lining up quickly and quietly. Thank you for being great leaders!
• These three table groups are so on top of it. I see students sitting up straight, with their eyes on me, ready to learn!
• I am seeing most students getting started right away on their assignment. That shows me you're focused and ready to work hard.

9. Design a Calming Corner

This classroom necessity is both a system and a PBIS strategy. To put it simply, the calming corner is a physical space set up in a quiet area of the classroom to help students de-escalate when upset and work through their emotions before rejoining the class.

Calming Corners are not a punishment or a form of timeout. Instead, they offer a safe space for students to go to self-regulate and restore their self-control and focus.

Similar to other systems within the classroom, calming strategies and the purpose behind the Calming Corner should be explicitly taught, modeled, and practiced. Here’s an example from @nic.ole.day on Instagram.

10. Initiate Restorative Conversations using When/Then Statements

When students are not meeting behavioral expectations and logical consequences have been given, teachers should then initiate a restorative conversation. These enable teachers to maintain positive behavior supports and relationships with their students, even when there are behavioral missteps. The best practice is to model and use ‘when-then statements’ which communicate to students the expectation and the positive consequence that will come from making a better choice.

If you have interest in learning more, please reach out as we can schedule opportunities within districts, online, or in-person at our agency.

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