December 12, 2023 • 24 mins
What if you had the power to transform classroom behavior and build powerful relationships with your students? Breathe life into theory as we sit down with kindergarten teacher Erin Roach, who shares her real-world experiences in implementing Positive Behavioral Interventions and Supports (PBIS) in her classroom. We'll kickstart the journey at the heart of PBIS, the boot camp, where Erin reveals the importance of teaching and practicing procedures with students to create a solid foundation. She also takes you through the intriguing concept of 10-day rewards and the secrets behind the tier one acknowledgment system.
In the second half, we delve into the importance of acknowledgment and relationship-building in fostering a conducive learning environment. Erin enlightens us on the impactful roles daily behavior conferences, class meetings, and character education programs play in molding student behavior. Wrapping up, we explore the process of establishing a tier 1 acknowledgement system, highlighting the value of starting small and building upon successes. Listen in for Erin Roach's invaluable insights into how these strategies have positively transformed her kindergarten classroom. This episode promises to be a treasure trove of tried and tested strategies and insights that can revolutionize your teaching approach and create an enriching learning environment.
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Episode Transcript
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Speaker 1 (00:11):
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 (00:34):
All right, welcome back.
This is Diane Farrell, and I'mhere with Diane Ruff and we've
worked together for many years.
We're educators here in theMinerva Public School System and
we have put a positive behaviorintervention and support system
together in our school and wehave received a lot of awards
for doing that.
We want to share our trials andsuccesses with you so that can
(00:56):
help you in your positivebehavior journey, and so we're
doing a podcast every week.
We're bringing other people in,we're interviewing people and
we hope you listen.
So, diane, what did we talkabout last week?
Speaker 1 (01:08):
So last week we talked about boot camp and the
importance of teaching all ofthose procedures to the students
.
It's very important that theyactually act those procedures
out.
They physically do it and we doit many times over and over
again, so really a powerful partof the whole tier one.
Today we have a kindergartenteacher with us, Erin Roach.
(01:33):
So welcome Erin.
Hello Erin, how long have youbeen teaching?
Speaker 3 (01:38):
This will be my 13th year.
Okay, and all in kindergarten.
Speaker 1 (01:43):
So let's give her a big round of applause on that
right there.
And I remember hiring Erinright.
Yes, oh gosh.
Speaker 2 (01:49):
Kindergarten teachers have a special place in heaven
I always said that, but Erindoes a fabulous job.
Speaker 1 (01:56):
You do.
Speaker 2 (01:57):
So with all of our teachers, when we end people
that we bring into interview, weare asking them the same
question.
And they're why.
Why did they get into education?
What drew them there?
Why did?
Speaker 1 (02:08):
you want to be a teacher.
Speaker 2 (02:09):
Why did you get into education Erin?
Speaker 3 (02:11):
Well, I laugh and always say it's my dad's fault,
because in church he always mademe go and he was always
volunteering me for things.
And I worked with the littlekids in church and really fell
in love with it of helping themgrow and doing activities with
them, and so I've continued myeducation with that.
That's great.
Speaker 1 (02:27):
Actually I did a lot of that too.
I don't know.
You remember Mr Norman yes,ralph Norman.
He would say to me you reallyneed to be a teacher.
And I said really, oh, maybe Ishould be, because he was asking
me to always teach all thethings.
Yeah, that's a great start.
Speaker 2 (02:42):
A lot of our guests have got into education because
they worked with children tobegin with.
Yeah, that's awesome, do itagain.
Speaker 1 (02:50):
So an aha moment.
So you know, in teachingchildren, we all have those
light bulb moments or those ahamoments.
So what's an aha moment for you?
Speaker 3 (02:58):
My aha moment is actually this time of year when
we think back to when theselittle babies, five-year-olds,
were coming into ourkindergarten room not able to
sit, not able to walk in a line,and right now we have them
tapping out words to read andthey're chopping out sounds and
writing using their inventivespelling.
And just the growth in a littlebit of time.
That is amazing.
Speaker 1 (03:17):
I do think kindergarten teachers have aha's
a lot at the beginning of theschool year For sure, and I
always, you know, as being theprincipal in the building see
these little guys come in thefirst few weeks of school and
I'm like, oh my goodness, butthey do.
They shape up real quick andthey learn how to walk in a line
and take their tray up in thecafeteria and now they're just
(03:38):
good little students.
I mean, they know exactly theroutines and procedures.
So yeah, that's great.
Speaker 2 (03:44):
Well, like Diane talked about last week, we did
talk a lot about the boot campand, by the way, that was
Diane's terminology, boot camp.
So it's not, you know, it's notPBIS, it's Diane, she thought
it up.
So if you're looking for bootcamp on PBS, that will not come
up unless you look on ourwebsite.
That's true, all right so, butbootcamp is very, very important
(04:05):
because you are practicing allthose procedures.
Please listen to our podcastfrom last week, episode number
nine, bootcamp beginnings.
But now we're going to move onto the tier one, acknowledgement
system.
So now you got all yourprocedures in place, aaron.
You know what you want them todo, you know you start your
practicing and all that, andthat all has to be solid and
(04:25):
consistent.
But now we need anacknowledgement system.
Everybody needs to do it.
How did you start that and whatare some acknowledgements and
rewards?
Speaker 3 (04:36):
A lot of ours came from meeting in committees with
all the teachers in our building.
We sat down, we all decidedlook, we need something, we need
something to help us out.
So as a collective group wecame up with the idea of doing
some paw prints and earning our10 day rewards with that, and
coming up with what those wouldlook like and the plan.
Speaker 2 (04:57):
So now just a minute.
You said 10 day rewards.
Speaker 1 (04:59):
People don't know what 10 day rewards are yeah, so
let's start and talk about that.
Could you share a little bitabout?
Speaker 3 (05:05):
that.
So our 10 day rewards would besomething that whenever the
students are making greatchoices for 10 days, they, each
day they get to conference andthey get to come back.
We do some conferencing withthat and they, if they may, have
great choices, they get tocolor in their little paw print
and at 10, then they get tochoose a privilege.
These are not things that youneed to spend a lot of money on.
(05:26):
These are things simple in yourclassroom that you can come up
with Pretty quick.
Speaker 1 (05:30):
Yeah, and so what's nice about that too, is they
don't lose their paw prints.
So for some students they might, in 10 days, get their 10 day
reward, but for another studentthey might have a day where they
got their paw print, a daywhere maybe not not so much, but
they would eventually get that10 days but might take them 20
days right.
Speaker 2 (05:51):
Yeah.
Speaker 1 (05:51):
Yeah.
Speaker 2 (05:52):
And what makes a paw print day?
How many?
What's what's allowed to happenand still have a paw print?
Speaker 3 (05:59):
day.
So in kindergarten we allow alot of chances.
Kindergarten because we have tolearn as we go.
It's a learning time,absolutely, it's learning With
that, and for kindergartnersthey get a lot of chances.
So we also have our poor choicemarks.
Where you have, you can get upto two poor choice marks and
still get a green day.
If you have a green day, you'restill getting your paw print
colored in because you're stillmade pretty good choices.
Speaker 2 (06:22):
Yeah.
Speaker 3 (06:22):
It's a red day where you have three, that's when
you're not having that paw printcolored in.
Now, even with poor choicemarks, these kindergartners are
getting a lot of warnings and alot of chances through that.
You know it's not just a quickone, it's reminder, reminder
raise your hand.
Oh, please remember we're doingthis before they're having
those poor choice marks.
Speaker 1 (06:40):
So how did you decide what the um the rewards would
be?
Speaker 3 (06:46):
A lot of that came from looking on Pinterest,
talking with other teachers andcoming up with ideas.
Speaker 2 (06:52):
Um, so give our listeners some good, uh rewards
that you do in your room, notnot building wide, but in your
room.
Speaker 3 (06:59):
So in our room, of course, we always offer candy.
They love that treasure chestthey can choose.
Um, another big one is no shoesfor the day.
For some reason can runnerslove to go without shoes?
So in our room they can taketheir shoes off.
Cute, um, we choose sitting inthe teacher chair for the day
bringing a stuffed animal.
They can choose to, um, haveextra iPad time.
(07:19):
A special note home that Iwrite to them bring in, show and
tell things that aren't takinga lot of time of the day, but
the kids love it.
Speaker 1 (07:29):
Yeah yeah.
Speaker 2 (07:30):
Now, do they choose that reward at the end of the 10
days or do they know they'reworking for that Cause?
Some teachers, I think, do itdifferently.
Speaker 3 (07:38):
So we do ours.
At the end we have a sheet thatthey keep in their folder that
they can see all of them, sothey're not choosing the same
reward every time.
So they can change it up andthey can then choose then what
would they would like to choose?
Speaker 2 (07:51):
Okay, cause I know some teachers will.
It's all up to the choice ofthe teachers and they will have
the two children decide ahead oftime.
I'm gonna work for no shoes andthen go towards that, but with
kindergarteners and I canunderstand they might forget.
Speaker 1 (08:04):
Yeah, by 10 days.
Right, and so what I reallylike about the 10 day reward
it's individual to the studentand it is something that's built
into our tier one, so everysingle teacher and student in
the building participates inthis.
But then there's flexibility inthe classrooms, so the 10 day
rewards will look a little bitdifferent between each teacher,
(08:25):
because some classroomsbrainstorm what they want their
10 day rewards to be, others theteachers just kind of put it
together and then as the office,this last two years we've
actually helped out with the 10day rewards by creating being
able to sit with a friend outlunch.
Speaker 2 (08:42):
Yeah, dianne, go ahead and talk about the office
one.
Speaker 1 (08:45):
So Erin Roach has talked about her own classroom
ones, but we have gone outsideand also showed support from the
office so the kids can chooseyou know, the children can
choose either something in theclassroom where they might want
to be Facebook famous they mightwant the big thing now is the
joke of the day and signing upfor the joke of the day, and
(09:06):
they get to do that over the PAwith Mrs Miller.
So and kindergarten enjoys thattoo coming down, they'll choose
that as their 10 day reward.
So we've got between what theoffice can offer and then what
the classroom is doing, and Ithink one of your kindergarten,
your teachers, one of yourpartners, was talking about the
fact that in kindergarten.
But they don't reallyunderstand choosing eating with
(09:28):
a friend, because they choosethe friend in their classroom.
But the older students, youknow, they look to say, oh, like
I want to eat with someone elsein another classroom.
Speaker 2 (09:39):
Because at the elementary level, because we
have such a large building, wehave 800 and some kids we do not
let them sit with friends allthe time they do have to sit
with their classes.
And if you understand the specsof doing that.
If kids are always trying tochoose someone to sit with them,
it takes lunch a lot longer, soit's very difficult to let that
(10:01):
happen so we don't.
So they made it a reward.
So now, if they earn that theyget to go to a special area
right of the cafeteria and thenthey get to eat with that friend
and then that's more specialand then that way they're
acknowledged.
You know the cafeteria Showingthat they've made good choices,
yeah, and Facebook Famous, sotalk a little bit about that
what's Facebook Famous?
Speaker 1 (10:20):
That just came around .
Last year it did, and so MrsMiller takes their picture.
Of course we have parentpermission, but you know, it
takes their picture and putsthem on our Facebook page, our
elementary Facebook page, so allcan see that they've made good
choices for the last time, andwe really just say that they're
making great choices.
Speaker 2 (10:37):
We don't put the name of the child on there.
Face is only one that's beenapproved.
But then this is good, sharingthings for grandmas and aunts
and all kinds of things that areFacebook Famous.
So, Mrs Roach, out of those now, what do you think is the most
popular?
Speaker 3 (10:54):
In kindergarten the most popular is joke of the day.
Speaker 2 (10:56):
Is it really?
Speaker 3 (10:57):
They love the joke of the day, that's funny and we
make it a big deal in our classbecause we all sit on the carpet
and we listen quietly.
You know, and you get to see isit a funny joke?
Did we get it?
Did we not get it?
Which is even the best part?
Speaker 2 (11:10):
You have to re-explain the joke.
Sometimes, a lot of times, were-explain it and you know this
really started with ourassistant principal.
Just started doing jokes whenshe did the announcements at the
end of the day, and then shejust started asking kids to join
in and then it just startedbeing a reward.
So it's really crazy how thosethings can happen.
But how inexpensive doesn'tneed to cost.
And then you're saying that isone of the most rewarding, Do
(11:32):
you see it?
Speaker 1 (11:32):
as a big motivator.
Speaker 3 (11:33):
It is a big motivator because joke of the day fills
up pretty quick.
I mean, we're only December 5thright now.
We are already booked out tothe end of January for joke of
the day.
So they want to get their 10day rewards.
They can get it in before theend of the year, yeah, so it is
a good motivator.
Speaker 2 (11:48):
So awesome Out of your classroom.
What's the most chosen one,Most chosen out of?
Speaker 3 (11:54):
my class would be joke of the day and eat with a
friend at lunch.
Speaker 2 (11:57):
I mean your personal one, yeah, in your room, my
personal ones would be sit inthe teacher chair.
Speaker 1 (12:02):
Oh, sit in the teacher chair.
Okay, like in that.
Speaker 2 (12:05):
You know, I see that in the older grades too.
They like to sit up at theteacher desk.
They like to sit in a quirkychair.
Speaker 1 (12:11):
So the acknowledgement system is really
important because, you know, weteach the rules and procedures
in the tier one.
We want all of the children tofollow, but then we need to
acknowledge the fact that theyare doing that.
And acknowledging doesn't meanit has to be monetary lots of
prizes and all of that kind ofstuff.
They really just want to beacknowledged in a lot of the
(12:33):
different ways that we just said.
Speaker 2 (12:35):
So that's great, and we do like the idea that in our
10 day reward system they donever lose.
So if they're, if they'realways on that journey to those
10, they're going to get there.
We can always encourage them,even if they get those two poor
choices for the day.
You know just, you can alwaysgo back and go.
Hey, look at your broad chart.
You are almost there.
(12:55):
You are just tomorrow's a greatday because you're on your way,
so always giving kids hope andthat it can happen.
Also, we part of PBIS isbuilding relationships.
We believe that that that's whyPBS works.
If you don't have relationships, then you are not.
It's just an integral part ofPBIS.
So when they're doing these um,paw print, uh things every day,
(13:20):
we encourage something calledbehavioral conferences.
So tell me what that looks likein kindergarten and and that's
a big relationship piece withyou and your student why and how
do you do it?
Speaker 3 (13:33):
So in kindergarten we we conference every day with
our kids.
I pull them back.
We have play time, so thatgives us the perfect opportunity
for that.
And I pull them back and I say,how are your choices today?
Did we make great choices, didwe not make great choices?
And I like to say, you know, Ireally liked it when you were
sitting quietly on the carpet,or, you know, we had a problem
whenever you weren't raisingyour hand.
(13:54):
Remember we need to raise ourhand with that.
Each child comes up with theirown behavior goal.
What are they working towards?
Beginning of kindergarten?
We help them pick the goal.
They don't quite understand it,but as the year goes, they're
understanding it and they cancome up with their own goal of
oh, I need to sit quietly on thecarpet, my hands need to be to
myself.
And so whenever we'reconferring something with them,
(14:14):
we're reminding them of theirbehavior goal.
Are we?
Are we working towards that?
And number two, I can help themand say hey, I really liked it
whenever you did Sitting quietlyon the carpet, because you know
you have those kids in yourclass that are always quiet,
Always doing what they need todo, but they're not getting that
acknowledgement all the timeeither.
So that's a time that you canone-on-one sit and personally
make that you know Connectionwith them, of thanking them or
(14:36):
telling them great job See inthe genius in this is the fact
that we're not just saying goodjob.
Speaker 2 (14:42):
Yes, you are knowing, you say that behavior.
Speaker 1 (14:45):
And that is so important naming the behavior,
the behavior you want to see,and acknowledging that behavior.
And that's the perfect time todo it because, like you said, a
lot of Kids do follow the rulesall day long, and so you pull
them back for a few seconds,they get to color in their paw
print and then you name thosebehaviors that you notice that
they were doing really well.
That's the genius.
Speaker 2 (15:06):
So how often do you do that?
Are you daily, weekly?
What do you do in kindergarten?
I do it daily, okay, and thatwill be up for discussion when
we talk to other teachers.
So that is not a mandate.
If you're out there going, Ican't, and I don't have time to
do that every day.
That is not.
That's not a requirement fromthe office of the admin, but it
is a requirement to be done.
So then, how many times do youwant it to be done in?
Speaker 1 (15:30):
a month.
Well, what we say is is twice amonth, you know, one month we
have, or one week we have theclass meetings, the next week we
do behavior conferences and as,as the kids get older, it you
know it works for the oldergrades.
But in kindergarten, like MrsRoach said, that's part of
kindergarten is teachingBehavior, so it fits right in.
Speaker 2 (15:53):
Especially like during playtime, it's easy to
grab those kids aside and andkindergarteners have little
memories, so it's very importantto go over what happened that
day so that they have thatmemory of what happened that day
.
So what, what?
This that's part, thisrelationship building, this
behavior conferences we feel isso important because not only
(16:14):
are you Acknowledging goodbehavior all day long, but
you're teaching that behaviorthrough these conferences.
So important.
Now, diane, through a word outthere called class meetings,
which is another relationshipbuilding piece.
Speaker 1 (16:27):
Talk about that, diane, so okay.
So how do you handle classmeetings in your and what are
they?
I guess what are they.
Speaker 3 (16:32):
And then how do you handle in your classroom in
class meetings are time that wesit together and we almost make
a family atmosphere.
Okay, it's a time we sit downand we talk about how can we
make our class up be betterindividually, as a group.
You know, even as a school,what can we do to work on
bettering ourselves?
We have a really great programright now in kindergarten where
we have Character Ed coming inof a dino Dana coming in and
(16:57):
helping us out with that.
And we have a lady who comes inand does that.
But the best part about it isshe comes in and she has a
little meeting with them, butthen we get to have our own
class meeting to follow up.
Okay, how does that really showfor us?
so we do it weekly in our roomhonestly, in kindergarten we do
it daily yeah a lot of Problemscome up and we have to sit down
and talk about it as a class andjust a way of we can make our
(17:20):
class better.
How can we work on ourselves?
What can we do to become moreresponsible, more respectful, to
become safe in our, in ourBuilding?
Speaker 2 (17:28):
so why do you think class meetings are so important?
Besides taking that time totalk about the behaviors that
happen to the day and theBehaviors you're expecting, why
else what are you getting out ofa class meeting?
Speaker 3 (17:38):
our class meeting is a way that we conform that
relationship as a group.
That's a way that we all have,you know, way that we all have
each other's backs.
We don't want to, you know, letsomebody down or have a
behavior.
You know we want to help eachother.
Then we can build thatrelationship right there of how
we can help each other To becomebetter students, become better
friends, to become better at ouracademics.
(17:58):
We can build that relationshipthere.
Speaker 2 (18:01):
So two relationship building pieces if you don't
have those in your PBIS.
The individual behaviorconferences are so important
because you are teaching andthen the class meeting as the
class all part of theAcknowledgement system?
yes, because that's where you'revaluing what the children are
doing so, as a mrs Roach talk,aaron talk, she does her Class
(18:23):
meetings at least once a week,sometimes every day.
That's not a requirement fromthe office.
Again, it's twice a month.
You may have heard of peoplehaving morning meetings and
things like that.
This is not like a brand newthing that's out there, but we
just really feel it's just soimportant, just so important
worth your time.
Speaker 1 (18:42):
So you have.
You were a teacher before PBISor like right when we were
starting it, so can you think ofan aha moment when you saw tier
one expectations andacknowledgement system began to
change the Personal, yourpersonal classroom management.
Speaker 3 (18:58):
Absolutely.
There is one time that comesstraight to my mind where I
remember coming down and sayingmrs Ferrell, I need me.
Speaker 2 (19:03):
That'd be me, that was me.
Speaker 3 (19:05):
Yep, mrs Ferrell, this is not okay.
We need help.
And I remember she came in, setin my room and we met and we
came up with a plan of helpingthis little girl be able to
understand what it was to evenjust be in a classroom, where
she just didn't have thatknowledge of what a classroom
looked like, up walking around,interrupting and everybody's
space.
And we came up with a plan forher and this was back in August
(19:28):
and by November she was off ofher plan and was a typical
student and that was thatall-home element of you know,
you put in the work now, and itwasn't a lot of work, just a
little bit of work, and then shewas able to understand and
learn what needed to be done tobe a student.
Oh, wow, that's great.
Speaker 2 (19:44):
And you know over the years how many years ago was
that?
How old is she now?
Speaker 3 (19:47):
Because she's probably like she's a sixth
grader now.
Speaker 2 (19:50):
Sixth grader now, so just think about how long ago
that was.
But Erin will bring that upperiodically all the way through
, because so I knew her all-howmoment like I could remember it.
Now, the reason that I wasinvolved in that is that, being
the guidance counselor in thebuilding, I was also the
behavioral coach.
So as we go into our wholesystem and talk about it, we
will be talking about a mainbehavioral coach, but we will
(20:13):
also be talking about coaches atevery grade level, which is so
important.
Erin is one of those coaches.
She is our kindergarten coach.
Now, you've been since thebeginning, haven't you?
Some have moved and changed, butErin has been in it since the
beginning, but she is our personat the kindergarten level and I
(20:33):
guess that's another thing whenwe talk about the structure of
our PBIS.
It is so important to havethose boots on the ground in
every single grade level, sojust really important.
All right, now we're going toask you your favorite thing
about PBIS.
We've talked aboutacknowledgement systems, we
talked about rules, expectations, boot camp.
You just you know, you've livedit, you've been the coach.
(20:53):
What's your favorite thing?
Speaker 3 (20:55):
My favorite thing would be the relationships that
you make with the kids.
You know I can think back totwo years ago.
I had a little girl who was inmy room again same thing giving
me a run for my money.
We had trouble, but the growththat she made in that connection
and still to this day when shesees me in the hallway and she
comes running up and gives me abig old bear hug, mrs Roach, and
just seeing how excited shegets about things when when she
(21:16):
came in and we had tears and wehad stomping of feet and now you
know she's grown it's thatgrowth, seeing those kids grow
and that enjoyment they have ofseeing you, that relationship
that you've made.
Speaker 1 (21:29):
That's the biggest part.
It makes it worth it.
Speaker 2 (21:32):
We need to understand that children a dyna.
I honestly believe thatchildren don't choose to
misbehave.
No, it's usually lack ofknowledge and you don't know
what you don't know.
So teaching them the behaviors,acknowledging the behaviors
like Erin is fabulous at, makesa big difference.
Speaker 1 (21:48):
because then they can learn.
So what piece of advice for ourlisteners do you have in
establishing the acknowledgementsystem in their room?
Speaker 3 (21:57):
I think you need to start small.
Don't think big right away.
Start small with little pieces.
And again, remember it doesn'thave to be monetary, it doesn't
have to be anything big, Justacknowledging hey, I like the
way you set there nicely Startsmall with that.
I think sometimes people getsuper overwhelmed with it.
We've been doing it now for alot, many years, but the first
(22:18):
couple of years we didn't.
We started small and you haveto start small.
Speaker 2 (22:21):
And you don't like.
I like how, even withkindergarten the smallest of the
kiddos they don't get a rewardfor every good behavior day.
Like they don't, they have tohave 10.
And you may say, oh, that's along time, but you know what,
the kids do it.
And then those rewards, so itdoesn't have to be.
You know all these rewards allthe time and they're constantly
keeping track of this, and youdon't know what to do with it
(22:43):
all, because kids will rise tothose expectations.
And then the best part about itis kindergarten teachers do all
the teaching, so then firstgraders come to.
They know the system Right,because this goes grade level
after grade level, yes, so nowfirst graders have, that's the
consistency of the tier onethroughout the building.
Speaker 1 (23:00):
They have less problems doing it.
Speaker 2 (23:02):
second, third and on up Right.
Speaker 1 (23:03):
Right, well, right.
I think that we are about atthe end of our podcast.
Do we have anything else to weappreciate?
Speaker 2 (23:11):
you coming, Mrs Roche .
You have been fabulous and agreat PBIS supporter you have
all the way through it and she'shad some.
You know.
She's had some little peopleshe's had to work with, always
been open to great ideas and ifyou listeners out there ever
have any questions forkindergarten teacher Erin would
be a fabulous person to email.
Speaker 1 (23:31):
So email us.
Speaker 2 (23:32):
Yeah, email us, and we can, you know, tap into her
expertise, because, as a coachand as a teacher who uses PBIS
like crazy in her room, shewould be a great resource, great
resource.
Well, that's it for today'sepisode.
I'm Diane Farrell.
Speaker 1 (23:49):
And I'm Diane Ruff, and this has been episode nine,
beginning the tier oneacknowledgement system.
See you next time.
Thank you for listening to PBIS.
Journey to Genius.
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 (00:34):
All right, welcome back.
This is Diane Farrell, and I'mhere with Diane Ruff and we've
worked together for many years.
We're educators here in theMinerva Public School System and
we have put a positive behaviorintervention and support system
together in our school and wehave received a lot of awards
for doing that.
We want to share our trials andsuccesses with you so that can
(00:56):
help you in your positivebehavior journey, and so we're
doing a podcast every week.
We're bringing other people in,we're interviewing people and
we hope you listen.
So, diane, what did we talkabout last week?
Speaker 1 (01:08):
So last week we talked about boot camp and the
importance of teaching all ofthose procedures to the students
.
It's very important that theyactually act those procedures
out.
They physically do it and we doit many times over and over
again, so really a powerful partof the whole tier one.
Today we have a kindergartenteacher with us, Erin Roach.
(01:33):
So welcome Erin.
Hello Erin, how long have youbeen teaching?
Speaker 3 (01:38):
This will be my 13th year.
Okay, and all in kindergarten.
Speaker 1 (01:43):
So let's give her a big round of applause on that
right there.
And I remember hiring Erinright.
Yes, oh gosh.
Speaker 2 (01:49):
Kindergarten teachers have a special place in heaven
I always said that, but Erindoes a fabulous job.
Speaker 1 (01:56):
You do.
Speaker 2 (01:57):
So with all of our teachers, when we end people
that we bring into interview, weare asking them the same
question.
And they're why.
Why did they get into education?
What drew them there?
Why did?
Speaker 1 (02:08):
you want to be a teacher.
Speaker 2 (02:09):
Why did you get into education Erin?
Speaker 3 (02:11):
Well, I laugh and always say it's my dad's fault,
because in church he always mademe go and he was always
volunteering me for things.
And I worked with the littlekids in church and really fell
in love with it of helping themgrow and doing activities with
them, and so I've continued myeducation with that.
That's great.
Speaker 1 (02:27):
Actually I did a lot of that too.
I don't know.
You remember Mr Norman yes,ralph Norman.
He would say to me you reallyneed to be a teacher.
And I said really, oh, maybe Ishould be, because he was asking
me to always teach all thethings.
Yeah, that's a great start.
Speaker 2 (02:42):
A lot of our guests have got into education because
they worked with children tobegin with.
Yeah, that's awesome, do itagain.
Speaker 1 (02:50):
So an aha moment.
So you know, in teachingchildren, we all have those
light bulb moments or those ahamoments.
So what's an aha moment for you?
Speaker 3 (02:58):
My aha moment is actually this time of year when
we think back to when theselittle babies, five-year-olds,
were coming into ourkindergarten room not able to
sit, not able to walk in a line,and right now we have them
tapping out words to read andthey're chopping out sounds and
writing using their inventivespelling.
And just the growth in a littlebit of time.
That is amazing.
Speaker 1 (03:17):
I do think kindergarten teachers have aha's
a lot at the beginning of theschool year For sure, and I
always, you know, as being theprincipal in the building see
these little guys come in thefirst few weeks of school and
I'm like, oh my goodness, butthey do.
They shape up real quick andthey learn how to walk in a line
and take their tray up in thecafeteria and now they're just
(03:38):
good little students.
I mean, they know exactly theroutines and procedures.
So yeah, that's great.
Speaker 2 (03:44):
Well, like Diane talked about last week, we did
talk a lot about the boot campand, by the way, that was
Diane's terminology, boot camp.
So it's not, you know, it's notPBIS, it's Diane, she thought
it up.
So if you're looking for bootcamp on PBS, that will not come
up unless you look on ourwebsite.
That's true, all right so, butbootcamp is very, very important
(04:05):
because you are practicing allthose procedures.
Please listen to our podcastfrom last week, episode number
nine, bootcamp beginnings.
But now we're going to move onto the tier one, acknowledgement
system.
So now you got all yourprocedures in place, aaron.
You know what you want them todo, you know you start your
practicing and all that, andthat all has to be solid and
(04:25):
consistent.
But now we need anacknowledgement system.
Everybody needs to do it.
How did you start that and whatare some acknowledgements and
rewards?
Speaker 3 (04:36):
A lot of ours came from meeting in committees with
all the teachers in our building.
We sat down, we all decidedlook, we need something, we need
something to help us out.
So as a collective group wecame up with the idea of doing
some paw prints and earning our10 day rewards with that, and
coming up with what those wouldlook like and the plan.
Speaker 2 (04:57):
So now just a minute.
You said 10 day rewards.
Speaker 1 (04:59):
People don't know what 10 day rewards are yeah, so
let's start and talk about that.
Could you share a little bitabout?
Speaker 3 (05:05):
that.
So our 10 day rewards would besomething that whenever the
students are making greatchoices for 10 days, they, each
day they get to conference andthey get to come back.
We do some conferencing withthat and they, if they may, have
great choices, they get tocolor in their little paw print
and at 10, then they get tochoose a privilege.
These are not things that youneed to spend a lot of money on.
(05:26):
These are things simple in yourclassroom that you can come up
with Pretty quick.
Speaker 1 (05:30):
Yeah, and so what's nice about that too, is they
don't lose their paw prints.
So for some students they might, in 10 days, get their 10 day
reward, but for another studentthey might have a day where they
got their paw print, a daywhere maybe not not so much, but
they would eventually get that10 days but might take them 20
days right.
Speaker 2 (05:51):
Yeah.
Speaker 1 (05:51):
Yeah.
Speaker 2 (05:52):
And what makes a paw print day?
How many?
What's what's allowed to happenand still have a paw print?
Speaker 3 (05:59):
day.
So in kindergarten we allow alot of chances.
Kindergarten because we have tolearn as we go.
It's a learning time,absolutely, it's learning With
that, and for kindergartnersthey get a lot of chances.
So we also have our poor choicemarks.
Where you have, you can get upto two poor choice marks and
still get a green day.
If you have a green day, you'restill getting your paw print
colored in because you're stillmade pretty good choices.
Speaker 2 (06:22):
Yeah.
Speaker 3 (06:22):
It's a red day where you have three, that's when
you're not having that paw printcolored in.
Now, even with poor choicemarks, these kindergartners are
getting a lot of warnings and alot of chances through that.
You know it's not just a quickone, it's reminder, reminder
raise your hand.
Oh, please remember we're doingthis before they're having
those poor choice marks.
Speaker 1 (06:40):
So how did you decide what the um the rewards would
be?
Speaker 3 (06:46):
A lot of that came from looking on Pinterest,
talking with other teachers andcoming up with ideas.
Speaker 2 (06:52):
Um, so give our listeners some good, uh rewards
that you do in your room, notnot building wide, but in your
room.
Speaker 3 (06:59):
So in our room, of course, we always offer candy.
They love that treasure chestthey can choose.
Um, another big one is no shoesfor the day.
For some reason can runnerslove to go without shoes?
So in our room they can taketheir shoes off.
Cute, um, we choose sitting inthe teacher chair for the day
bringing a stuffed animal.
They can choose to, um, haveextra iPad time.
(07:19):
A special note home that Iwrite to them bring in, show and
tell things that aren't takinga lot of time of the day, but
the kids love it.
Speaker 1 (07:29):
Yeah yeah.
Speaker 2 (07:30):
Now, do they choose that reward at the end of the 10
days or do they know they'reworking for that Cause?
Some teachers, I think, do itdifferently.
Speaker 3 (07:38):
So we do ours.
At the end we have a sheet thatthey keep in their folder that
they can see all of them, sothey're not choosing the same
reward every time.
So they can change it up andthey can then choose then what
would they would like to choose?
Speaker 2 (07:51):
Okay, cause I know some teachers will.
It's all up to the choice ofthe teachers and they will have
the two children decide ahead oftime.
I'm gonna work for no shoes andthen go towards that, but with
kindergarteners and I canunderstand they might forget.
Speaker 1 (08:04):
Yeah, by 10 days.
Right, and so what I reallylike about the 10 day reward
it's individual to the studentand it is something that's built
into our tier one, so everysingle teacher and student in
the building participates inthis.
But then there's flexibility inthe classrooms, so the 10 day
rewards will look a little bitdifferent between each teacher,
(08:25):
because some classroomsbrainstorm what they want their
10 day rewards to be, others theteachers just kind of put it
together and then as the office,this last two years we've
actually helped out with the 10day rewards by creating being
able to sit with a friend outlunch.
Speaker 2 (08:42):
Yeah, dianne, go ahead and talk about the office
one.
Speaker 1 (08:45):
So Erin Roach has talked about her own classroom
ones, but we have gone outsideand also showed support from the
office so the kids can chooseyou know, the children can
choose either something in theclassroom where they might want
to be Facebook famous they mightwant the big thing now is the
joke of the day and signing upfor the joke of the day, and
(09:06):
they get to do that over the PAwith Mrs Miller.
So and kindergarten enjoys thattoo coming down, they'll choose
that as their 10 day reward.
So we've got between what theoffice can offer and then what
the classroom is doing, and Ithink one of your kindergarten,
your teachers, one of yourpartners, was talking about the
fact that in kindergarten.
But they don't reallyunderstand choosing eating with
(09:28):
a friend, because they choosethe friend in their classroom.
But the older students, youknow, they look to say, oh, like
I want to eat with someone elsein another classroom.
Speaker 2 (09:39):
Because at the elementary level, because we
have such a large building, wehave 800 and some kids we do not
let them sit with friends allthe time they do have to sit
with their classes.
And if you understand the specsof doing that.
If kids are always trying tochoose someone to sit with them,
it takes lunch a lot longer, soit's very difficult to let that
(10:01):
happen so we don't.
So they made it a reward.
So now, if they earn that theyget to go to a special area
right of the cafeteria and thenthey get to eat with that friend
and then that's more specialand then that way they're
acknowledged.
You know the cafeteria Showingthat they've made good choices,
yeah, and Facebook Famous, sotalk a little bit about that
what's Facebook Famous?
Speaker 1 (10:20):
That just came around .
Last year it did, and so MrsMiller takes their picture.
Of course we have parentpermission, but you know, it
takes their picture and putsthem on our Facebook page, our
elementary Facebook page, so allcan see that they've made good
choices for the last time, andwe really just say that they're
making great choices.
Speaker 2 (10:37):
We don't put the name of the child on there.
Face is only one that's beenapproved.
But then this is good, sharingthings for grandmas and aunts
and all kinds of things that areFacebook Famous.
So, Mrs Roach, out of those now, what do you think is the most
popular?
Speaker 3 (10:54):
In kindergarten the most popular is joke of the day.
Speaker 2 (10:56):
Is it really?
Speaker 3 (10:57):
They love the joke of the day, that's funny and we
make it a big deal in our classbecause we all sit on the carpet
and we listen quietly.
You know, and you get to see isit a funny joke?
Did we get it?
Did we not get it?
Which is even the best part?
Speaker 2 (11:10):
You have to re-explain the joke.
Sometimes, a lot of times, were-explain it and you know this
really started with ourassistant principal.
Just started doing jokes whenshe did the announcements at the
end of the day, and then shejust started asking kids to join
in and then it just startedbeing a reward.
So it's really crazy how thosethings can happen.
But how inexpensive doesn'tneed to cost.
And then you're saying that isone of the most rewarding, Do
(11:32):
you see it?
Speaker 1 (11:32):
as a big motivator.
Speaker 3 (11:33):
It is a big motivator because joke of the day fills
up pretty quick.
I mean, we're only December 5thright now.
We are already booked out tothe end of January for joke of
the day.
So they want to get their 10day rewards.
They can get it in before theend of the year, yeah, so it is
a good motivator.
Speaker 2 (11:48):
So awesome Out of your classroom.
What's the most chosen one,Most chosen out of?
Speaker 3 (11:54):
my class would be joke of the day and eat with a
friend at lunch.
Speaker 2 (11:57):
I mean your personal one, yeah, in your room, my
personal ones would be sit inthe teacher chair.
Speaker 1 (12:02):
Oh, sit in the teacher chair.
Okay, like in that.
Speaker 2 (12:05):
You know, I see that in the older grades too.
They like to sit up at theteacher desk.
They like to sit in a quirkychair.
Speaker 1 (12:11):
So the acknowledgement system is really
important because, you know, weteach the rules and procedures
in the tier one.
We want all of the children tofollow, but then we need to
acknowledge the fact that theyare doing that.
And acknowledging doesn't meanit has to be monetary lots of
prizes and all of that kind ofstuff.
They really just want to beacknowledged in a lot of the
(12:33):
different ways that we just said.
Speaker 2 (12:35):
So that's great, and we do like the idea that in our
10 day reward system they donever lose.
So if they're, if they'realways on that journey to those
10, they're going to get there.
We can always encourage them,even if they get those two poor
choices for the day.
You know just, you can alwaysgo back and go.
Hey, look at your broad chart.
You are almost there.
(12:55):
You are just tomorrow's a greatday because you're on your way,
so always giving kids hope andthat it can happen.
Also, we part of PBIS isbuilding relationships.
We believe that that that's whyPBS works.
If you don't have relationships, then you are not.
It's just an integral part ofPBIS.
So when they're doing these um,paw print, uh things every day,
(13:20):
we encourage something calledbehavioral conferences.
So tell me what that looks likein kindergarten and and that's
a big relationship piece withyou and your student why and how
do you do it?
Speaker 3 (13:33):
So in kindergarten we we conference every day with
our kids.
I pull them back.
We have play time, so thatgives us the perfect opportunity
for that.
And I pull them back and I say,how are your choices today?
Did we make great choices, didwe not make great choices?
And I like to say, you know, Ireally liked it when you were
sitting quietly on the carpet,or, you know, we had a problem
whenever you weren't raisingyour hand.
(13:54):
Remember we need to raise ourhand with that.
Each child comes up with theirown behavior goal.
What are they working towards?
Beginning of kindergarten?
We help them pick the goal.
They don't quite understand it,but as the year goes, they're
understanding it and they cancome up with their own goal of
oh, I need to sit quietly on thecarpet, my hands need to be to
myself.
And so whenever we'reconferring something with them,
(14:14):
we're reminding them of theirbehavior goal.
Are we?
Are we working towards that?
And number two, I can help themand say hey, I really liked it
whenever you did Sitting quietlyon the carpet, because you know
you have those kids in yourclass that are always quiet,
Always doing what they need todo, but they're not getting that
acknowledgement all the timeeither.
So that's a time that you canone-on-one sit and personally
make that you know Connectionwith them, of thanking them or
(14:36):
telling them great job See inthe genius in this is the fact
that we're not just saying goodjob.
Speaker 2 (14:42):
Yes, you are knowing, you say that behavior.
Speaker 1 (14:45):
And that is so important naming the behavior,
the behavior you want to see,and acknowledging that behavior.
And that's the perfect time todo it because, like you said, a
lot of Kids do follow the rulesall day long, and so you pull
them back for a few seconds,they get to color in their paw
print and then you name thosebehaviors that you notice that
they were doing really well.
That's the genius.
Speaker 2 (15:06):
So how often do you do that?
Are you daily, weekly?
What do you do in kindergarten?
I do it daily, okay, and thatwill be up for discussion when
we talk to other teachers.
So that is not a mandate.
If you're out there going, Ican't, and I don't have time to
do that every day.
That is not.
That's not a requirement fromthe office of the admin, but it
is a requirement to be done.
So then, how many times do youwant it to be done in?
Speaker 1 (15:30):
a month.
Well, what we say is is twice amonth, you know, one month we
have, or one week we have theclass meetings, the next week we
do behavior conferences and as,as the kids get older, it you
know it works for the oldergrades.
But in kindergarten, like MrsRoach said, that's part of
kindergarten is teachingBehavior, so it fits right in.
Speaker 2 (15:53):
Especially like during playtime, it's easy to
grab those kids aside and andkindergarteners have little
memories, so it's very importantto go over what happened that
day so that they have thatmemory of what happened that day
.
So what, what?
This that's part, thisrelationship building, this
behavior conferences we feel isso important because not only
(16:14):
are you Acknowledging goodbehavior all day long, but
you're teaching that behaviorthrough these conferences.
So important.
Now, diane, through a word outthere called class meetings,
which is another relationshipbuilding piece.
Speaker 1 (16:27):
Talk about that, diane, so okay.
So how do you handle classmeetings in your and what are
they?
I guess what are they.
Speaker 3 (16:32):
And then how do you handle in your classroom in
class meetings are time that wesit together and we almost make
a family atmosphere.
Okay, it's a time we sit downand we talk about how can we
make our class up be betterindividually, as a group.
You know, even as a school,what can we do to work on
bettering ourselves?
We have a really great programright now in kindergarten where
we have Character Ed coming inof a dino Dana coming in and
(16:57):
helping us out with that.
And we have a lady who comes inand does that.
But the best part about it isshe comes in and she has a
little meeting with them, butthen we get to have our own
class meeting to follow up.
Okay, how does that really showfor us?
so we do it weekly in our roomhonestly, in kindergarten we do
it daily yeah a lot of Problemscome up and we have to sit down
and talk about it as a class andjust a way of we can make our
(17:20):
class better.
How can we work on ourselves?
What can we do to become moreresponsible, more respectful, to
become safe in our, in ourBuilding?
Speaker 2 (17:28):
so why do you think class meetings are so important?
Besides taking that time totalk about the behaviors that
happen to the day and theBehaviors you're expecting, why
else what are you getting out ofa class meeting?
Speaker 3 (17:38):
our class meeting is a way that we conform that
relationship as a group.
That's a way that we all have,you know, way that we all have
each other's backs.
We don't want to, you know, letsomebody down or have a
behavior.
You know we want to help eachother.
Then we can build thatrelationship right there of how
we can help each other To becomebetter students, become better
friends, to become better at ouracademics.
(17:58):
We can build that relationshipthere.
Speaker 2 (18:01):
So two relationship building pieces if you don't
have those in your PBIS.
The individual behaviorconferences are so important
because you are teaching andthen the class meeting as the
class all part of theAcknowledgement system?
yes, because that's where you'revaluing what the children are
doing so, as a mrs Roach talk,aaron talk, she does her Class
(18:23):
meetings at least once a week,sometimes every day.
That's not a requirement fromthe office.
Again, it's twice a month.
You may have heard of peoplehaving morning meetings and
things like that.
This is not like a brand newthing that's out there, but we
just really feel it's just soimportant, just so important
worth your time.
Speaker 1 (18:42):
So you have.
You were a teacher before PBISor like right when we were
starting it, so can you think ofan aha moment when you saw tier
one expectations andacknowledgement system began to
change the Personal, yourpersonal classroom management.
Speaker 3 (18:58):
Absolutely.
There is one time that comesstraight to my mind where I
remember coming down and sayingmrs Ferrell, I need me.
Speaker 2 (19:03):
That'd be me, that was me.
Speaker 3 (19:05):
Yep, mrs Ferrell, this is not okay.
We need help.
And I remember she came in, setin my room and we met and we
came up with a plan of helpingthis little girl be able to
understand what it was to evenjust be in a classroom, where
she just didn't have thatknowledge of what a classroom
looked like, up walking around,interrupting and everybody's
space.
And we came up with a plan forher and this was back in August
(19:28):
and by November she was off ofher plan and was a typical
student and that was thatall-home element of you know,
you put in the work now, and itwasn't a lot of work, just a
little bit of work, and then shewas able to understand and
learn what needed to be done tobe a student.
Oh, wow, that's great.
Speaker 2 (19:44):
And you know over the years how many years ago was
that?
How old is she now?
Speaker 3 (19:47):
Because she's probably like she's a sixth
grader now.
Speaker 2 (19:50):
Sixth grader now, so just think about how long ago
that was.
But Erin will bring that upperiodically all the way through
, because so I knew her all-howmoment like I could remember it.
Now, the reason that I wasinvolved in that is that, being
the guidance counselor in thebuilding, I was also the
behavioral coach.
So as we go into our wholesystem and talk about it, we
will be talking about a mainbehavioral coach, but we will
(20:13):
also be talking about coaches atevery grade level, which is so
important.
Erin is one of those coaches.
She is our kindergarten coach.
Now, you've been since thebeginning, haven't you?
Some have moved and changed, butErin has been in it since the
beginning, but she is our personat the kindergarten level and I
(20:33):
guess that's another thing whenwe talk about the structure of
our PBIS.
It is so important to havethose boots on the ground in
every single grade level, sojust really important.
All right, now we're going toask you your favorite thing
about PBIS.
We've talked aboutacknowledgement systems, we
talked about rules, expectations, boot camp.
You just you know, you've livedit, you've been the coach.
(20:53):
What's your favorite thing?
Speaker 3 (20:55):
My favorite thing would be the relationships that
you make with the kids.
You know I can think back totwo years ago.
I had a little girl who was inmy room again same thing giving
me a run for my money.
We had trouble, but the growththat she made in that connection
and still to this day when shesees me in the hallway and she
comes running up and gives me abig old bear hug, mrs Roach, and
just seeing how excited shegets about things when when she
(21:16):
came in and we had tears and wehad stomping of feet and now you
know she's grown it's thatgrowth, seeing those kids grow
and that enjoyment they have ofseeing you, that relationship
that you've made.
Speaker 1 (21:29):
That's the biggest part.
It makes it worth it.
Speaker 2 (21:32):
We need to understand that children a dyna.
I honestly believe thatchildren don't choose to
misbehave.
No, it's usually lack ofknowledge and you don't know
what you don't know.
So teaching them the behaviors,acknowledging the behaviors
like Erin is fabulous at, makesa big difference.
Speaker 1 (21:48):
because then they can learn.
So what piece of advice for ourlisteners do you have in
establishing the acknowledgementsystem in their room?
Speaker 3 (21:57):
I think you need to start small.
Don't think big right away.
Start small with little pieces.
And again, remember it doesn'thave to be monetary, it doesn't
have to be anything big, Justacknowledging hey, I like the
way you set there nicely Startsmall with that.
I think sometimes people getsuper overwhelmed with it.
We've been doing it now for alot, many years, but the first
(22:18):
couple of years we didn't.
We started small and you haveto start small.
Speaker 2 (22:21):
And you don't like.
I like how, even withkindergarten the smallest of the
kiddos they don't get a rewardfor every good behavior day.
Like they don't, they have tohave 10.
And you may say, oh, that's along time, but you know what,
the kids do it.
And then those rewards, so itdoesn't have to be.
You know all these rewards allthe time and they're constantly
keeping track of this, and youdon't know what to do with it
(22:43):
all, because kids will rise tothose expectations.
And then the best part about itis kindergarten teachers do all
the teaching, so then firstgraders come to.
They know the system Right,because this goes grade level
after grade level, yes, so nowfirst graders have, that's the
consistency of the tier onethroughout the building.
Speaker 1 (23:00):
They have less problems doing it.
Speaker 2 (23:02):
second, third and on up Right.
Speaker 1 (23:03):
Right, well, right.
I think that we are about atthe end of our podcast.
Do we have anything else to weappreciate?
Speaker 2 (23:11):
you coming, Mrs Roche .
You have been fabulous and agreat PBIS supporter you have
all the way through it and she'shad some.
You know.
She's had some little peopleshe's had to work with, always
been open to great ideas and ifyou listeners out there ever
have any questions forkindergarten teacher Erin would
be a fabulous person to email.
Speaker 1 (23:31):
So email us.
Speaker 2 (23:32):
Yeah, email us, and we can, you know, tap into her
expertise, because, as a coachand as a teacher who uses PBIS
like crazy in her room, shewould be a great resource, great
resource.
Well, that's it for today'sepisode.
I'm Diane Farrell.
Speaker 1 (23:49):
And I'm Diane Ruff, and this has been episode nine,
beginning the tier oneacknowledgement system.
See you next time.
Thank you for listening to PBIS.
Journey to Genius.
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