One of the more common myths encountered in MTSS implementation is the assumption that it is not the “job” of school staff to teach students what they feel they “should already know.” Staff may express that teaching behavior is not their responsibility, but rather a responsibility of parents or teachers of younger grades, or that the learning of behavior occurs at a fixed time that cannot be influenced later in an individual’s life (Tyre & Feuerborn, 2021). How we approach instruction, for both behavior and academics, will often reinforce or dispel these misconceptions. Read below to find out how staff can shift their instructional approach to behavior in order to be more responsive to all students and families, reinforce higher levels of engagement, and minimize disruption.
1. Avoid the Assumption of Common Experiences and Values
The way we understand expectations is culturally and contextually dependent. Expectations should focus on high standards for all students and be developed based on a legitimate and functional purpose within each school setting, as opposed to maintaining a certain status quo. Expectations should be able to be taught and learned, and should be examined for personal relevance with students and families. The School-wide Expectations and Matrix Examination Activity (Leverson et al., 2019, pg. 32-34) is a resource which offers a process for the development or revision of expectations that reflect the values of all members of the school community.
2. Explicitly Describe What you Expect
When developing school-wide or classroom expectations, use language and specific examples of behaviors and skills that reflect the unique and shared identities and experiences of your students. How can staff achieve this goal? Involving students to develop these examples will ensure they feel relevant to their personal context. Taking it a step further, staff can support students by developing and posting visual prompts or reminders (e.g. pictures of students engaging in desired behaviors) close to key locations for each routine. (Robbie et al., 2022)The following template can provide a framework for organizing examples and non-examples when creating matrix teaching lessons: Center on PBIS | Resource: Creating Effective Classroom Environments Plan Template (Center on PBIS, 2020)
3. Leverage Practices to Support Engagement
Consider how instructional practices that support increased engagement can also serve to reduce undesired behaviors within the classroom. For example, when students have frequent and varied opportunities to respond (OTR) to academic questions and prompts, they are less likely to become off-task or engage in challenging or disruptive behaviors. (Iris Center, 2024) The development of predictable procedures and routines is another example of a classroom practice that promotes high levels of engagement. Classrooms supported by procedures and routines build stronger classroom communities, support students to monitor their own behavior and learning and reduce distractions that can hinder student engagement. (Iris Center, 2024) Check out the following videos to view an example of an OTR (60-Second Strategy: Respond, Reflect, and Review) and an example of a classroom routine (A Daily Ritual That Builds Trust and Community) which foster both community and engagement.
4. Teach Academic Behaviors with Social Behaviors
More often than not, support for behavior is viewed as separate from how we support students for academic success. Since we know that there is a direct relationship between academic and behavior skills, it makes sense to streamline and integrate academic and behavior practices to support students with a “whole child” approach. For example, how might we reinforce responsibility by teaching time management, organization and study skills? Or, how could we reinforce respect by teaching how to give peer feedback or communicate disagreement? Read the following Classroom Integrated Academics and Behavior Brief (Center on PBIS, 2020) to learn more about the rationale for an integrated academic and behavior approach and integration strategies that can be used with all students in the classroom environment.
5. Rethink Our Leadership Teams
In addition to the practices and strategies we employ in the classroom, who we include on our leadership teams influences the instructional approach we take with behavior as well. For example, it will be critical to involve your larger school-wide community, if you desire school-wide expectations and acknowledgement systems to feel authentic to your school’s culture. When establishing leadership teams at your schools, think about who understands the needs and resources within your community, who can speak about child development within the educational context, and who can share the perspectives of diverse student experiences.
Listen to the following Podcast to find out more about how to avoid the mismatch between systems and practices and the lived experiences in your school community: PBISApps Podcast—Ep. 36: Culturally Sustaining Practices (Cave, 2024).
References
Cave, M. (Hosts). (2024, Feb. 20). Culturally Sustaining Practices (No. 36) [Audio podcast episode]. In PBISapps. https://www.pbisapps.org/articles/ep-36-culturally-sustaining-practices
Tyre, A., Feuerborn, L., (2021). 10 Common Misses in PBIS Implementation. Beyond Behavior, 30(1) 41–50.
Robbie, K., Santiago-Rosario, M., Yanek, K., Kern, L., Meyer, B., Morris, K., & Simonsen, B. (August, 2022). Creating a Classroom Teaching Matrix. Center on PBIS, University of Oregon. https://www.pbis.org/resource/creating-a-classroom-teaching-matrix
Gonzalez, J. (Host). (2024, February 18). Building Better Collaboration Between Families and Schools (No. 222) [Audio podcast episode]. In Cult of Pedagogy. https://www.cultofpedagogy.com/school-family-collaboration/
Leverson, M., Smith, K., McIntosh, K., Rose, J., & Pinkelman, S. (2019). PBIS Cultural Responsiveness Field Guide: Resources for trainers and coaches. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. https://www.pbis.org/resource/pbis-cultural-responsiveness-field-guide-resources-for-trainers-and-coaches.
Center on PBIS. (2020, July). Creating Effective Classroom Environments Plan Template. https://www.pbis.org/resource/creating-effective-classroom-environments-plan-template
Iris Center. (2024). What strategies can educators implement to prevent or address challenging behaviors?. Vanderbilt University. https://iris.peabody.vanderbilt.edu/module/bi2-sec/cresource/q1/p06/
