It does not only fall only to the classroom educators for positive behavioral supports (PBS) to be successful in a school. It is necessary and "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 & Cheney, 2009, p. 240). Along with the knowledge and skill set it takes to be a great educator, when working on with PBS's, it is important for educators, and administrators, to have a "deep knowledge of effective PBS practices will maximize the benefits of the PBS system and affect social and academic outcomes of students" (Blum & Cheney, 2009, p. 240). All school staff need to work at making a PBS successful, and help new teachers gain an understanding of the processes involved. New teachers also need to be responsible for the knowledge they bring to their classroom and "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 & Cheney, 2009, p. 240).
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.
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Educators should constantly be aiming to solve problems of behavior in classroom settings and also outside of the classroom. So far, the most effective way of doing this very thing is to implement a School-Wide Positive Intervention Behavior Support System (PBS), (Blum & Cheney, 2009). However, these ideas of Positive Behavior Supports are not always known and “the success of school-wide PBS is dependent on educators’ effective use of PBS skills and strategies (Sugai & Horner, 2002)” (Blum & Cheney, 2009, p.240). Meaning that PBS is only effective when it is properly understood.
ReplyDeleteBlum and Cheney wish to draw attention to the fact that not all teachers have the behavior management skills that they may need in the classroom (Blum & Cheney, 2009).
“Proper instruction and monitoring of preservice teachers’ knowledge and skill development in PBS would likely enhance teacher educators’ ability to help students develop their maximum potential during their teacher preparation program” (Blum & Cheney, 2009, p.242).
Discussing PBS and the understanding of behavior management issues and problem solving solutions and ideas are crucial conversations for teachers in the classroom and also for those educators who have not yet entered the classroom.