Episode Transcript
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Speaker 1 (00:12):
Welcome to PBIS.
Journey to Genius.
Are you in the process ofimplementing PBIS?
Are you wondering where tostart?
You are in the right place.
We are here to support you.
Stay tuned.
Speaker 2 (00:35):
Hi, welcome everybody
.
My name is Diane Farrell andI'm here with my good friend,
diane Ruff.
Together, diane and I, theDians, have been in education
for many, many years and overthe past 10 to 14 years we've
put together a PBIS system inour school.
That has gotten a lot of awardsand recognition, and now we're
starting a podcast.
(00:55):
We've put this podcast togetherto share current issues and
behavior management today andhow PBIS can help with those
ongoing struggles.
So we're sharing this journeywith you through this weekly
podcast entitled PBIS OurJourney to Genius.
Speaker 1 (01:10):
So last time we had
Christine Hunt with us, who
talked a lot about theacknowledgement system at the
primary level, and today we wantto welcome Carol Myroff, who's
going to talk to us about theacknowledgement system at the
upper grade levels.
So Carol has been with us forquite a few years.
So, carol, welcome.
And do you want to tell us alittle bit about yourself?
Speaker 3 (01:32):
Okay, Well, I subbed
for a little bit and then I
taught first and second gradefor 18 years.
So I was with the little onesfor 18 years and then now it's
my ninth year, fourth grade inthe upper grades Wow that's
great so.
I've kind of taught a lot ofdifferent grade levels.
Speaker 1 (01:48):
Yes, and by teaching
the little ones doesn't that
give you like a really good?
Speaker 3 (01:52):
foundation to
understand you know where
they've come from, yes, and thenwhere you're going.
That's awesome.
Speaker 2 (01:59):
So we always ask all
our guests because we want to
know why they chose education,because in this world today,
somebody's probably going.
I would never be able to dothat.
So why did you start all thoseyears ago, Carol?
Why did you start education?
Speaker 3 (02:12):
I wanted to be the
teacher that I needed when I was
in school.
That's awesome, um, you know, Imaybe didn't always have the
best home life myself and I, um,I just wanted to be the light
in a maybe sometimes a darkworld or a dark situation.
I wanted to, like, buildrelationships for a lifetime
with kids and I wanted to makean impact on their life in a
(02:34):
positive way.
Speaker 2 (02:35):
And you've certainly
done that.
We both worked with Carol overthe years, absolutely.
Speaker 1 (02:41):
And so when did you
decide to do that?
Like because you were, youdidn't go into education right
out of high school.
Speaker 3 (02:47):
I did actually go
into education right away.
And then when I graduated,there were no, there were not a
lot of jobs available.
So then I went into nursing andI realized when I went to
nursing school that I wasactually holding tutoring
sessions at the Altman libraryand for all the students that I
never lost that love of teachingand working with people and the
(03:10):
relationship piece.
So that's how you really knewand I knew and I just love kids.
So it just it's a perfect fitfor me.
Yeah.
Speaker 1 (03:18):
That's great, and I
was like I was in nursing for a
little while and you were stillteaching.
Speaker 3 (03:23):
Yes, yes, I was
teaching, yes, I was.
I was teaching while I went tonursing school.
Speaker 1 (03:29):
So an aha moment in
you know with all of the kids
that you've had like that ahamoment that just you think about
, and there are so many I knowwe had discussed this in first
grade, you know, when theylearned how to read, that was an
aha moment.
Speaker 3 (03:43):
Just gave you
goosebumps in the upper grades.
You know you work and you workon a hard skill and they, that
light bulb finally turns on whenthey can write that essay.
That took months to teach them.
All the parts of that, thatlight bulb turns on as a ha
moment.
But for me, I'd say the biggestaha moment is when a student
contacts you after 25 years thatyou made an impact on their
(04:05):
life and they you haven't heardfrom them in 25 years.
And they reach out to you andsay hey, you got me through.
Wow, you know.
And then it.
Then it hits you.
That's why I do what I do.
Speaker 1 (04:17):
Yeah.
Speaker 3 (04:18):
And then I will go
into education to make a
difference.
Speaker 2 (04:20):
That is just.
It is, it is and that is aspecial thing that you've had,
carol.
You've had someone contact youand tell you that you know,
maybe you don't remember me, but25 years ago and I remember you
.
And if anybody can have thatexperience, that truly makes a
difference.
Speaker 3 (04:37):
We have such a ripple
effect on people and sometimes
we don't even know, realize it.
And then we find out that, youknow, maybe we were a light for
them right In a dark situationand you know, in other podcasts
we've talked a lot aboutbuilding relationships.
Speaker 1 (04:52):
It's all about the
relationships everything.
Speaker 3 (04:55):
And then look 25
years later that relationship
that you built with that studentshe was probably what?
Speaker 1 (05:01):
maybe in second grade
, or he she was in second grade.
Speaker 3 (05:04):
Okay, yeah, she was
seven.
Yeah, so now she'd be in herearly thirties.
Speaker 1 (05:07):
Yeah.
Speaker 3 (05:07):
Yeah.
Speaker 2 (05:08):
That's really
precious Thank you.
That is awesome.
So we have a coach at everygrade level.
We have talked about that inour previous podcast.
To manage this system, we havea coach at every grade level and
then someone that kind ofoversees and helps those coaches
.
So Carol is the coach at thefourth grade level.
(05:31):
So she has bought in to PBISand does a great job with it.
So we like we talked with ourfirst grade teacher last podcast
and we were talking about heracknowledgement system and how
she does her 10 day rewards andwhat that looks like center
class.
So we're going to let Carolexplain that at the fourth grade
.
So how often do you meet withthe kids?
(05:53):
What's rewards that you offer?
You know things like that.
Just tell us about your, Okay.
Speaker 3 (05:58):
So at the fourth
grade level, relationship is key
.
So verbal praise is huge forfourth graders.
They will do anything and lightup for you like a Christmas
tree to get that verbal praise.
So throughout the day you'realways giving them that verbal
praise.
You know that's key, that'sparamount, that relationship
(06:20):
piece.
Um, and then at the end youknow, at fourth grade level it
does look a little different.
Um, they come to us already,knowing we all speak the same
language.
We don't give as many.
Um, you know, like the negativeconsequences as much because
they already come to us.
We don't need to.
So we do have a 10 day reward,the sticker days.
(06:42):
Um, if they are orange or greenthey do get stickers and then
they get to choose.
Speaker 2 (06:50):
You know whichever
some of their choices in your.
Speaker 3 (06:52):
So, for us.
You know fourth graders lovechoice.
They love to choose and theylike to help make the rewards
because that's really becausethe upper grades are more
independent, so they can sitdown and, with them, generate
the list of rewards.
Hey, what would you like therewards to look like?
Yes, they're huge for them, andso it gives them ownership and
(07:14):
they'll work really hard forthat, and so, um, you know, we
have multiple things that theycan choose.
They love the choice of it.
They can go shoeless.
Um, that's such a big thing tonot wear your shoes.
Speaker 1 (07:26):
I know, it's like.
I don't know.
Speaker 3 (07:27):
It is.
And of course you know, beforewe went to the sticker and the
PBS sticker program, I hadalways done money behavior bucks
in my room.
Fourth graders love money, sowhat I did was I kind of married
the two, and so we still do.
They can still earn money in myroom and, and every twice a
month I do have a little auctionwhere they can spend their
(07:48):
money.
That's powerful, because you'reteaching money skills, they love
the money skills and so, andthey love those wallets and they
loved to count their money andum, and so they can earn $20.
Behavior bucks, you know, isone of their rewards for their
10 day sticker.
So I do marry the two and um,you know, and then I did ask
(08:09):
them.
I said, hey, boys and girls,you know, if we do have a bad
day and you know we do end upmaybe with a red stamp and you
know, should we maybe pay, youknow, a fine?
And I said we don't have to,only if the class votes.
And so some years they do andsome they don't, you know it's
whatever they want, but, um, youknow they choose that they
could wear a hat all day in theclassroom.
(08:30):
We're slippers in classroom,chew gum in the classroom.
By fourth grade they're alittle more, you know,
responsible with the gum thanthe younger grades maybe.
Speaker 1 (08:40):
Which again, I think
is is fine.
That's okay.
Speaker 2 (08:42):
It's a responsibility
, They've chosen it, they have
you know they do, they love thatRight.
Speaker 3 (08:48):
Uh, their favorite is
these eat lunch with a friend.
You know, friendships are soimportant for fourth graders and
they literally almost alwayspick that one a lot.
Um, you know, rainbow pencilcandy treat for Mr Al, but
eating with a friend is huge andso they will wait, because I
(09:08):
can only do three a day.
But they'll wait, you knowtheir turn, but that's their
favorite one.
At fourth grade level they'reextremely social and they just
want to be with each other andhave time to just mingle with
their friends from otherclassrooms.
Speaker 2 (09:22):
And I want to bring
um attention to that, because
one of the things that wastalked about in one of our other
podcasts is that people say,well, I don't have enough money
for PBIS, pbis is too expensive,I have to buy all these
trinkets and all these rewards.
But you don't.
And what Mrs Myroff Carroll wasdoing she was just showing you,
is that, you know, only one ortwo of those rewards had any
money attached to it, andprobably not ones the kids pick
(09:45):
more often, because it's theexperiences, the praise, that's
what makes them want thatattention and that recognition,
and you're just seeing it rightthere.
Speaker 3 (09:55):
And so, really deep
down, whatever child wants is
your recognition.
They want accepted by theteacher and by their peers.
So if you'd really generatethat classroom family atmosphere
, then they will get there.
As long as they have thatinclusiveness, then it's there.
And it's so funny becausesometimes with these behavior
(10:17):
bucks, I do have an auction andso a lot of my kids will problem
solve and someone ended upbringing a few things in for the
auction.
Hey, mrs Myroff, we cleaned outthis, can we maybe auction?
I'm like oh, thank you so verymuch.
Speaker 1 (10:31):
Yeah.
Speaker 3 (10:32):
They love to give and
receive, so it works.
Speaker 1 (10:37):
So another part of
you know, because you had said
you know they like praise, theydo, and really what you're doing
is really naming the behaviorthat you like to see, yes, and
you especially do that with theacademics, yes.
So, which is important too,because behavior and academics
go together.
(10:57):
Yes, they do so with theacademics.
You have the students do somejournaling, yes, and you take
the time to respond yes, so youwant to talk a little bit about
that.
Speaker 3 (11:08):
So yes, we do a
program called 40 Book Challenge
where they read 40 books a year, one book a week of their
choices to read to self, andthen they journal about it and
then I always read it with themstanding beside me and then I
respond and write to back tothem.
It's very time consuming for mebut it's so worth it.
And it was so funny because Ihad a couple parents maybe come
(11:32):
in one time to help me and onelittle girl wrote at the bottom
of hers please only Mrs Myroffread this.
She was writing it to me andshe didn't want anybody else
because that relationship piecewas so important to her.
Speaker 1 (11:45):
Yes.
Speaker 3 (11:46):
And so when I praise
them, I don't say things like oh
, you're so smart.
I say things specific like oh,you worked so hard at this, I'm
so happy that you did this.
Speaker 1 (11:57):
Right.
Speaker 3 (11:58):
Whatever level
they're at, to take them to the
next level, and so trying tostay away from academics more
into behavior like oh thank youfor working so hard on this.
By being responsible.
Speaker 2 (12:13):
Yes, and tying it
back to those.
Thank you for yeah.
And tying it back to the actualaction.
It is Because, if you just sayoh, you're so smart, oh, you're
so good.
I mean, we've talked about thisbefore.
They don't really know whatbehavior you're asking them to
repeat, but if you say aspecific thing that you noticed
then right of.
They're like oh, this is what.
Speaker 3 (12:33):
Right she noticed.
Speaker 2 (12:34):
This is what I need
to repeat, right?
So, when you do your behavioror conference with them because
you're talking aboutrelationship, which is so
important how often do you soyou meet with them to go over
their 10 day charts, their 10day rewards?
Yes, how often do you?
Speaker 3 (12:51):
meet with each
student.
At the fourth grade level.
We meet twice a month.
So, every other week on a Friday, so we don't meet as much as
the younger grades.
They keep that same behaviorgoal longer, and when we do meet
, sometimes they'll decide tocontinue with that goal even
longer.
So each child has a behaviorgoal.
Each child has a behavior goaland it's taped to their sticker
(13:14):
chart so that when they puttheir stickers on, they can see
and be reminded of their goalthat they're shooting for.
And it's usually a behaviorgoal.
Now, if it is an academic goalthat we're struggling with maybe
they're not turning theirjournal entries in then we will
turn it around to a behaviorgoal.
While you know how about wework on being responsible?
(13:37):
and maybe working on thisjournal, 10 minutes every night.
I love how you're tying it backto the three big rules Tying
back the big three rules yes, sowe tie everything to the three
rules.
Speaker 2 (13:46):
Safe, responsible and
respectful.
And then and how that works outin real life.
Speaker 3 (13:52):
And it goes into when
you take those three behavior
goals.
It goes into the academic itdoes.
That's why I brought that upand they really are married
together.
And it's exciting to see it.
And children want to please youand they want to behave.
They just need the skills andthe practice.
Sometimes Not every child comesto you with those skills, so
(14:17):
you have to give themopportunities to practice those
skills.
Some kids struggle with problemsolving, so take time out of
class to give them some time topractice those problem solving
skills and then it will show upin the academics later.
Speaker 1 (14:33):
Yeah, so what you
mean by problem solving is maybe
they're having trouble withother friends, like they're not
able to problem solve a conflictwith another friend or
something like that.
Speaker 3 (14:44):
So again, teaching
them how to work through that,
so it'll, so it will show up inthe academics and it helps them
socially and a lot of times, ifyou have a child and this is all
new to me too, because I've,you know, I'm starting, I always
am trying to put piecestogether.
So, if you have a child who ismaybe struggling academically,
maybe they're not getting theirjournal entries done or they're
(15:06):
giving up on you and you think,okay, what are they really
struggling with?
Well, maybe they're strugglingwith problem solving skills and
they can't identify it, likethey can't figure out.
Hey, I'm struggling with thewriting component, but they
can't portray it to you.
So they're struggling with theproblem solving.
(15:27):
How can I problem solve thisproblem of getting the journals
down, instead of coming to meand saying, sometimes, if I just
go to them and say, hey, what'sgoing on, you know, how can I
help you problem solve?
Let's, let's look at thisproblem together.
You know, what can we do?
It's amazing how it goes into.
The academics is what I'mtrying to say at the fourth
(15:47):
grade level.
Speaker 2 (15:48):
So, when you have
those because just as you're
talking to me and I'm thinkingabout this when you have those
behavior conferences, we say howimportant those are, because
that special time you weresetting aside for that student
to talk about what they'restruggling with, right?
So do you see that as a goodforum to like delve into their
(16:08):
problems with maybe gettingtheir journal?
Yes, it's a special time totalk about.
Speaker 3 (16:13):
Yes, sometimes
children start with executive
functioning skills.
Ok, what can we do together asa team to solve?
You know, first let's identifywhat's happening, what's the
problem, and then what can we doto solve it together.
You just assume that childrencan solve these problems on
their own, but sometimes theyjust can't say, ok, well, why is
this child not turning in theirhomework or the math homelink,
(16:36):
or whatever, the academic grades, the upper grades?
Well, what's?
You know, what's the problem?
You know, or what's happening.
And so you just sit with themand then you realize that they
maybe are just lacking someproblem solving skills.
Ok, how can we tackle thisproblem?
Where can we squeeze this timein?
Or what can we do to solve this?
Maybe we can use bus time, oryou know it just problem solving
(17:02):
skills Goes into their social,goes into the academics, right,
it goes into so many parts intheir lives and some kids are
just better at solving problemsthan other.
You just think they do.
Speaker 2 (17:13):
So this whole thing
that we're talking about right
now for those listeners outthere who don't know what we're
talking about is behaviorconferences, special time, that
part of our PBI program thateach teacher in the building
sets aside it's up to them howmany times, but at least twice a
month where they meet withevery student and talk about
their own behavior skills andwhat they might need to work on,
(17:37):
what might need better andgoing over their plans.
So that relationship buildingpiece is a big part of our PBIS
here at school.
Speaker 1 (17:45):
So when you're doing
that, I imagine you have a time
frame.
Yes.
You know and so I guess I'mthinking.
Some teachers out there mightbe thinking I don't have time
for this.
Can you explain how you maketime and how it works?
What the cat?
Speaker 2 (18:00):
is doing on a Friday
afternoon.
Speaker 3 (18:01):
You know what are the
other students doing and you
try to limit to like one or twominutes per student, although we
know some students might takelonger, other students won't,
yeah, and some students chooseto continue with that same goal,
and then we have to come out ofit a different way.
If a child is choosing to bemore responsible by keeping
their cubby cleaned out or theirdesk cleaned out, which for
(18:23):
some students is a big challenge, oh yeah, you know.
Hey, this isn't working.
What else can we do to try tosolve this problem?
So some students do need moretime than others.
They do.
Speaker 1 (18:34):
So what are the rest
of the students do when you're
talking?
Speaker 3 (18:37):
Sometimes I will have
them do 40 book challenge or
read a book quietly.
Sometimes we'll put in ascience movie or some kind of
academic movie while I pull themover.
Sometimes I'll use bus time.
Or sometimes I'll meet withthem more than if a child needs
me more than just twice a month.
(18:58):
Some kids I have a couple offriends I probably do meet
informally more often and say,hey, what can we do to help you
with this?
Speaker 1 (19:08):
Yeah.
Speaker 3 (19:09):
You know I'm here to.
I'm here to help you.
What can I do to help you?
Speaker 1 (19:13):
Right, so.
So not only do we do all of theteachers in the building hold
behavior conferences, but theother part of that is then we
hold class meetings.
Yes, so, some of this I'm surethat you talk about in your
class meetings.
So do you want to talk aboutyour class meetings a little?
Speaker 2 (19:30):
bit.
How are those structured andwhat do you well with use to do?
Speaker 3 (19:33):
with fourth grade.
Sometimes they pick the topic,like, for example, one time they
come in from recess all upset,you know, and they come in
grumbling complaining that theyou know they were getting in
trouble with the AIDS.
There wasn't enough room forthem to move, you know, and I
said, ok, what can we do tosolve this?
Let's problem solve, let's have, let's go.
This is going to be the topicof our class meeting today.
(19:54):
Let's be proactive, notreactive.
Speaker 1 (19:58):
So I actually got a
letter.
Speaker 3 (20:00):
Yes, she did, and so
I had one little proposal.
She did, and it was so neatbecause they took what we were
studying in social studies aboutmaking a petition and one
little girl come to school thenext day with a petition.
Speaker 1 (20:14):
And we just.
That's on my desk that I justread again and I saw that, that
that particular class meetingwas was student led at fourth
grade.
Speaker 3 (20:24):
at the upper grades,
you can allow them sometimes to
decide the topic or or decidewhat, where we're going to,
which direction we're going togo.
A lot of times what's happeningin the room or what's happening
on the playground will dictateto me what needs done.
How long do you let your classmeetings go?
Probably 20, 30 minutes at thetime you know whatever, usually
(20:48):
a 20 minute meeting, 30, 20minutes more 20, 20 to 30
minutes If it gets passionatelike that one, that one probably
went 30 because they wanted tocome in and grumble and I said
now wait, you know, we're goingto be proactive, not reactive.
You know, I try to use thatterminology and say what can we
do to solve?
(21:08):
We can't just grumble about it.
What can we do to be proactive?
Proactive, and you know whatare some ideas that we can solve
this problem, and so my goalfor me this year was so Mrs Kiko
had come to me earlier thisyear and she said you know, mrs
Meyer, off, I really, reallyfeel like we need to teach the
children to become problemsolvers in every area of their
(21:31):
life, and so I give Mrs Kikocredit for this, because she
really made me think about that.
That is going to be so difficult.
She's real, she no longer hasthe guilty….
She's need to be being yourselfbe하다.
She's need to be open on atarget that's the kind of on
which not every society getsready to be behind surrogate
Children.
Some children have naturalproblem solving skills.
Some children need help with it, and so a yeah, they come to me
with this huge problem.
Okay, how are we gonna solve it, boys and girls and what their
(21:51):
ideas were incredible to me oncethey were done, grumbling and
but look what you're teachingthem.
Speaker 1 (21:58):
To her classroom.
Speaker 2 (22:02):
Well, we got 200
signatures but in that class
meeting not only are you solvingthe problem of the people that
have the problem, but you'regiving everyone else ideas for
the time they might have thatproblem.
Speaker 3 (22:14):
Yes, so you're
sharing ideas.
Speaker 2 (22:16):
They might not have
that problem right now, but now
they have a solution for when ithappens, to the next time, or
they can give Suggestions, Imean on how, and then that shows
you know that their ideas areare.
Well, I mean class meetings areso important and have so much
to them.
They do you hold those twice amonth at least, oh probably more
(22:39):
than that.
But you're, you're trying fortwice a month.
Speaker 3 (22:42):
We're formally
supposed to have them twice a
month, but we probably have Fouror five or six, because things,
situations come up and we justhave to stop for someone who
taught fourth grade for tenyears, I understand.
Because you have to stop whatyou're doing and just deal with
it.
You know.
Speaker 2 (23:00):
But you're teaching
something I.
Speaker 3 (23:01):
You have to realize
that because I tell these kids
listening, boys and girls,you're always gonna be in
situations that you have tolearn how to problem solve,
whether it's on the playground,in the classroom, with each
other, is with your socialskills.
You know everybody has a valuedvoice and when you set the the
tone for the class meetings, youknow you always talk about you
(23:27):
don't want to call them rules,but there are boundaries.
Hey, everything we discuss inthe room, you know we keep here
and we want to be honest withour feelings and we want to
value everybody's input and wecelebrate their differences.
You know, and Children are verygood about that children are.
If you set those back, if theyknow you care about them, they
(23:50):
will.
They will do anything for you.
Speaker 2 (23:52):
Yeah and you know,
out there with these class
meetings.
Even though we started thispractice before COVID, I think
it is so much more important,even after COVID, because
children were isolated so much,they weren't around peers, and
now they've come back in thatschool system and sometimes
those problem-solving skillsweren't there for a couple years
(24:12):
.
So so All those teachers outthere that say I don't, like
Carol just said teachers may sayI don't have time for that, you
don't have time.
Speaker 3 (24:20):
Not to have that, you
have to make time and you have
to give them time to practicethat skill.
You can't just expect them tobe able to do it.
Some kids are just innatelyhave everything they need to be
successful at school.
Some kids don't, and so youhave to give them that time to
practice and you have to set upactivities in your room when
(24:43):
they they get to work together.
And so I can't solve all theirproblems when they if I, if
we're doing a big rating pieceand I have three or four of them
together in a group rating, andthey start to bicker if I go up
and I Solve that problem, whatdid they learn?
So then I might go up and guidethem and Say, okay, what can we
(25:03):
do better?
How can we solve, how can wesolve this problem?
You know, then they learn thosevaluable skills that they need
to become adults and take tofifth grade and Two things here.
Speaker 2 (25:16):
We've talked about
the, the Behavioral conferences,
one-on-one, and we've talkedabout the class meetings.
Speaker 1 (25:22):
So you know,
acknowledgements system is so
much more than a reward system.
It is you, as Diane had saidearly on because, as you've been
talking for the last Probably20 minutes or so, we you are.
You're acknowledging theirfeelings, you're acknowledging
they're important, you'reacknowledging that each person
(25:43):
has something good to say, youknow.
And so when we acknowledge allof those things, like you said,
a child will Do and do as muchas they can for you.
They want, they want you please,they want to learn, so you know
the acknowledgement system.
I mean it's great for therewards, the the bucks, and To
(26:05):
eat with a friend and all ofthat.
Speaker 2 (26:07):
No, shoes no shoes.
Speaker 1 (26:08):
That's it in the
teacher's chair.
All those little things and allof that, but really, I think
the most meaningfulAcknowledgement comes from when
a teacher Recognizes the valueof the student.
Speaker 3 (26:21):
They do and it's the
relationship piece.
Yes, I had trouble with alittle girl at the beginning of
the year and I moved her up bymy desk and just because I
needed her close to me, justproximity, and Then she was
starting to learn some skillsand I felt like I could put her
back in the group.
And then later she come up andsaid can I sit back up there by
you?
She wanted to be by me.
(26:43):
That relationship piece.
So Everything comes back to therelationship with the child.
Speaker 1 (26:50):
It really, you know
if you.
Speaker 3 (26:52):
I think if you asked
a fourth grader, they would say
the relation piece with theteacher is more important to
them than the actual physicalrewards.
Speaker 1 (27:01):
Yeah, yeah, pleasing
that teacher is.
Speaker 2 (27:03):
So older middle
school, high school teachers
will say they don't have theirkids as much, but you switch
classes.
Speaker 3 (27:10):
We do.
You're not self-contained.
No.
Speaker 2 (27:12):
So you have quite a
few students to establish these
relationships with.
Yes, 50.
Speaker 3 (27:17):
Yes, you do yes.
Speaker 2 (27:19):
So it's a, it's a,
it's a genre 48.
Speaker 1 (27:21):
So we are, we are
starting to run short on time,
so I want to kind of just skipahead just a little bit and ask
you what are the favorite partsof PBIS in our building?
Yeah, what's your favorite?
My?
Speaker 3 (27:31):
favorite is is the
universal language.
And when they come to me,everybody's on the same page.
I remember 34 years ago when Isubbed and I would go into
different classrooms anddifferent grade levels.
Yeah, no, there was.
There wasn't anything universal.
There was such differencesbetween each teacher, each grade
(27:53):
level, and it was so difficultand to me the kids were much
more unruly.
And so now they're everybody,it's.
We all speak the same language,we have the same expectations.
Whether they go to computer labor to the library or to the,
you know, to the cafeteria or tomy room or to my co-teacher, we
(28:13):
have the same expectations andthey get it, they understand it,
they know what's expected ofthem, and to me everything just
runs more efficiently with theregular population of the school
.
To me it does.
Speaker 2 (28:28):
That is awesome,
carol, because we all were here
at a time where it was verydifferent.
Each teacher was in their ownlittle pod and had their own
little language as to what wastheir behavior system.
What was this?
What was that?
They went to gym, music or art.
It was all different.
Nobody knew what was going onin the others, and that has all
changed with PBIS.
Speaker 3 (28:46):
Yes and I remember
teaching back there 34 years ago
and subbing and trying to feedall out myself, Well, truly a
sub.
I'm so proud of myself, and youknow it was so funny.
Speaker 1 (28:55):
Truly a sub.
Speaker 3 (28:55):
This, children will
automatically try to push back.
Then, you know, to the limits.
And I remember, just as a sub,just it was difficult.
Now as a sub, we have thisuniversal language, universal
expectations, and as an uppergrade teacher, it's amazing
because they come to me alreadywith everything in place.
Speaker 1 (29:18):
Yes, and I just throw
the relationship.
Speaker 3 (29:21):
Piece in and show
them.
I care about them and these aremy expectations.
And if you're consistent, thegroundwork's already laid for
you.
Christine Hutt and these firstgrade teachers have done that
you know, yes, yes and so, andthen we just pick up the ball
and keep walking, and it'sreally made things a lot easier
(29:44):
for us.
Speaker 2 (29:45):
Well, thank you so
much for coming, carol, and as
Carol is one of our PBIS coaches, so she does work with our tier
two and tier three situation,so we're gonna have Carol back.
We will Whenever we start,cause this is level one, we are
really talking about tier one,but we're gonna have you back,
carol, whenever we move on totier two and tier three.
Is there one more thing I couldsay?
Absolutely, absolutely, sign usout.
Speaker 3 (30:06):
This is the
difference.
Too Big difference which ishuge to me Is years ago, when
you had a behavior problem inyour room, you carried it alone
with Mrs Farrell.
Speaker 1 (30:15):
Yes.
Speaker 3 (30:16):
When you have a
behavior problem in your room or
a situation that's challengingfor you.
You don't wanna think of achild having a behavior problem,
but maybe a challengingsituation.
You have a team.
You get to go to a team memberand share that and say, hey, do
you think you could help me out?
Speaker 1 (30:33):
Yeah.
Speaker 3 (30:34):
You know, I remember
years ago, sometimes I would
just feel so heavy because I wascarrying and I didn't know what
to do.
And now I have this whole teamof people, you know, and my
colleagues my fourth grade teamcan come to me.
And I know last year there wasa teacher that had had a
challenging situation.
(30:55):
She said you know, the bestpart of all of this is that I
don't have to carry this alone.
Speaker 1 (31:00):
I love that.
I think that's fabulous Carol,that is so and she's so true, it
was Mrs Oaks.
Speaker 2 (31:06):
The one part of our
system that is very powerful is
that coaches at every gradelevel having a regulated system,
a protocol of where to go, thatteachers know that they have
support and they have a system.
So, absolutely, thank you somuch, carol.
Speaker 1 (31:21):
Our time is drawing
to a close, just remind you that
we have an emailpbisjourneytogenius at gmailcom,
so if you have questions, wannacomment, you can shoot us an
email.
We're also on Facebook.
We're on.
Speaker 2 (31:40):
Facebook and
Instagram.
So if you go to our websitepbsjourneytogenius, anywhere on
our podcast, you can find thelinks to our website and our
Facebook so you can contact usthrough them.
We'd love to answer anyquestion.
You might have Hook you up, Doanything you need.
Thank you so much for listening.
I'm Diane Farrell.
Speaker 1 (32:01):
And I'm Diane Ruff
and you've been listening to
episode 10, tier oneAcknowledgement System for Older
Elementary Students on PBS.
Speaker 2 (32:10):
Journey to.
Speaker 1 (32:11):
Genius.