Monday, December 7, 2009
The Importance of Teacher Knowledge and Skills
Sunday, December 6, 2009
Kendall Semonelli's post
“In a school-wide PBS model, it is recommended that school staff should organize their resources, activities, and policies so that they can enhance and sustain practices and outcomes for both student and teacher behavior in schools” (Blum and Cheney, 2009, p. 240).
“…if teachers do not have sufficient skills recommended for the implementation of school-wide PBS, the program and ultimate outcomes for students will be unsuccessful” (Blum and Cheney, 2009, p. 240).
One of the most important knowledge that a teacher needs to have is strong classroom management skill. “…new teachers need strong classroom management skills that are consistent with PBS approaches to teach important social skills to their students while using evidence-based practices to diminish problem behavior” (Blum and Cheney, 2009, p. 240).
Blum, C. & Cheney, D. (2009). The Validity and Reliability of the Teacher Knowledge and Skills Survey for Positive Behavior Support. Teacher Education and Special Education. Volume 32 Number 3.
Saturday, December 5, 2009
Working Together for a Successful PBS
Check out this great video on how all school staff, from teachers, to the person who serves lunch, to the bus driver, can create a positive environment using PBS: Systematic Supervision
Reference
Blum, C. Cheney, D. (2009). The validity and reliability of the teacher knowledge and skills survey for Positive Behavior Support. Teacher Education Special Education 32(3) pp. 239-256.
Monday, November 30, 2009
Essential Skills
Some skills that are essential to implement SWPIBS in their classroom is support systems to answer questions and refection processes on management styles. To have a support system in place to help teachers there needs to be an initial assessment of the classroom to be able to have a baseline to judge the teaching style. “A collaboration of priority development has been demonstrated to be useful strategy in the implementation of school-wide PBS” (Sugai and Horner, p. 251). Resources should be found to support teachers and allow professional development around these skills. Teachers should reflect on their management skills. “Reflective educators who constantly analyze their efficacy with students” (Sugai and Horner, p. 252) become successful in management styles. These are just two skills that an essential in implementing SWPIBS.