This document outlines strategies for creating a positive learning environment for all students. It discusses implementing universal principles of positive behavior support at the school, classroom, and individual level. These principles include having clear expectations, teaching the expectations, reinforcing positive behaviors, minimizing attention for minor misbehaviors, and having clear consequences. The document also provides examples of proactive classroom management strategies like catching students following rules, using positive reinforcement, and dealing with misbehaviors in a calm, neutral manner.

1. Creating a Positive, Pro-active
Environment for All Students
Annemieke Golly, Ph.D.,
agolly@ uoregon.edu
Institute on Violence and Destructive Behavior
University of Oregon

2. Agenda
Introduction
5 Universal Principles of
Positive Behavior Support
Preventive Interactions
Dealing with problem behavior
Motivational Systems

3. •Functional Assessment
•Individual Behavior Management Plans
•Parent Training and Collaboration
3-5%
•Multi-agency collaboration (wrap-around)
FEW
(High-Risk)
Individual Interventions
•Intensive social skills teaching
•First Step to Success
7-10% •Adult mentors (checking in)
SOME •Increased academic support
(At-Risk Students)
Classroom and Small Group Strategies
•Social skills teaching
85-90%
•Positive, proactive discipline
ALL •Teaching social behavior expectations
(All Students) •Active supervision and monitoring
•Positive reinforcement systems
School-Wide Systems •Firm, fair, and corrective discipline
of Support •Data-based decision Making

4. Five Universal Principles
1. Have Very Clear Expectations
2. Teach those expectations
Use examples and non-examples
3. Reinforce the expectations
4. Minimize a lot of attention for minor
inappropriate behaviors
(Don’t make mountains out of mole
hills)
5. Have clear consequences for
unacceptable behavior

5. Effective Schools & Classrooms:
• Clearly Define Expectations in All Settings
(e.g., entering classroom, getting drinks, asking
for help)
• Teach Expected Behaviors in Specific Settings
• Reward Expected Behaviors
(Catch students doing the “right” thing)
• Correct /Provide Clear Consequences for
Inappropriate Behavior
• Use Data-based Decision Making (Count)

6. Message
• Assume compliance.
• Children want to do what you want them to
do (if they know how).
• Children want to be noticed by adults.

7. Why do we need clear
expectations?
• The adjustment to new situations can be
confusing and challenging.
• Knowing what is expected makes children
feel safe and gives a sense of belonging.
• Knowing what is expected helps with self-
esteem and decision making.

8. What can we do to help children be more
successful?
• Clear rules & expectations
– What do you want to see & hear
• Teach your expectations
- This how you do it, this not how to do it
• Catch the child doing the right thing
• Ignore Minor inappropriate behaviors
• Always use a neutral tone
Give a clear direction
Do not argue
Remain calm
Use humor, not sarcasm
• Use appropriate consequences
• Ignore Minor inappropriate behaviors

9. Basic Concept
• Decide what you want to see and
hear
• Tell students what you want
• Teach students what you want
• Reinforce them a lot when they are
doing it
• Minimize a “lot of attention” when
they’re not doing it

10. Why do most children
misbehave?
• Attention (adult, peer)
• Avoidance (Task too hard,
too easy, boring)

11. Verbal & Non-Verbal
Communication
Be aware of your communication style
Video tape yourself teaching. Watch for:
• Shaking finger?
• Hands in sides?
• Standing in front of the student.
• Looking down at the student?
• Standing next to the student?
• Being at eye level with the student?
• Giving the student a clear direction?

12. Activity
• Think of a student who is a weak or non-
responder in your classroom/group
• What “need” (attention, avoidance) is
maintaining the inappropriate behavior
for the student.
• How do you typically deal with the
student when unacceptable behavior
occurs.
• How might your behavior maintain the
problem behavior?

13. Clear Directions
• Use short, clear directions such as:
“Open your book to page 5.” or
“Go to your seat and complete page 15
quietly.”
• Use a neutral tone

14. What Else Can We Do?
• Motivate All Students
• Provide lots of positive feedback
• Minimize attention for minor inappropriate
behavior
• Focus on the behavior you want
• Use humor, never sarcasm.
• Have fun!

15. Motivation
• If the student can’t do the task, it’s a skill
problem. You have to teach or re-teach!
• If the student won’t do the task, it’s a
motivational problem. You have to
motivate!
In both cases, you have to change your
behavior.
It is your job to help the student be as
successful as possible!

16. Motivation
• Students can earn points for :
– Following directions
– Working independently
– Raising their hand quietly
– Lining up quickly & quietly
– Cleaning up quickly & quietly
– Transitioning quickly & quietly
– Etc.

17. Motivation/Be Specific
Use terms like:
– This group is incredible! Your voices were off the whole time
while I gave directions.
– I see that everyone is on page 5.
– You are being so responsible by having your work in your cubby
before lunch.
– You are showing respect by looking at me and listening.
– You lined up quickly and safely with personal space.
– That was very responsible the way you went to your seat
quickly.
– Thank you for raising your hand quietly.

18. Motivation
• Make separate chart with
2 columns
YOU e.g.
-Snoopy
(The students)
You/ Other (make believe -Tiger Woods
animal or object) -Mr. President
• When they are doing the
“right thing” they get a
point
• When someone isn’t
doing “the right thing”,
the other side gets a
point.

19. • If they have more YOU Snoopy
points then the
other side at the
IIIII II
end of the period,
they get a mark on
the motivational IIIII
chart
• When motivational
chart is filled,
there is a surprise
for the entire class.

20. Motivation
This game is an excellent way to keep data on
your positive interactions with the kids.
You Other side
• Students should have at (students) (e.g. Snoopy)
least 5 points for every point lllll lllll
the other side gets lllll lllll
• If not….
lllll lll
• Your instructions aren’t clear or.
• You are paying too much
attention to inappropriate behavior.

21. Motivation
• Pick a motivational theme (e.g., rocket,
thermometer, tree, basketball, map, ladybug,
butterfly)
• Make a large poster with 10-20 marks
• Explain how students can earn a mark (e.g.,
when they have more points than the other side)
• Make it fun!

23. “We know how to be respectful!”

24. What works?
• Effective classroom management
• Knowing what need maintains the
inappropriate behavior (e.g., attention,
escape/avoidance)
• Figure out a way to meet the child’s
need in a positive way

25. What else works?
– Stimulus Cue (Attention signal)
– Group behavior contingencies (You/other
side game)
– Differential reinforcement (“You never
know when you get a surprise!”)
– Teacher approval or disapproval
– Token systems
– Self-management (you/other game)
– Differentiated Instruction
– Concentration /Focus Power Game

26. vs. teachers
• Pro-active • Re-active
teachers teachers
• problem • with problem
behaviors behaviors

27. Reactive Statements
– What are you doing!?
– Stop that!
– Sit down!
– Get to work!
– No!
– You should know how to do that by now!
Many times our reactive statements
increase anger and escalate behavior.

28. Punish
• Reduce reliance on punishment, time-out,
office-referral and suspension, as a primary
strategy
• If the “punished” behavior occurs again and
again, the punisher is reinforcing to the child.
• Find out what the child is trying to get (e.g.,
attention, avoidance/escape or both).

29. Pro-active/Reinforcing words:
“ I noticed……”
“I saw…..”
“You are being responsible,
respectful, safe when
you…….”

30. What can be done?
• Be organized
• Set up a positive and predictable classroom
environment
• Develop and teach clear expectations
• Use positive classroom systems
(Not this: “Turn the card when you misbehave.”
Instead: “Turn a card when you’ve done well!”

31. Neatness and Organization
• Teach students respect for their space.
– Coats on hangers, hats off, roll up sleeves
• When expecting writing tasks:
– Reinforce students for putting name & date
on right side
– Start after the margin
– Start each sentence with capital and end
with end mark
– Stay on the line
– Leave a space between words
– Keep paper neat

32. How can we help make children
more successful?
• Don’t assume anything!
• Teach your expectations
– “This how you do it, this not how to do it..”
• Model, model, model

33. Be Consistent with Expectations
• If you expect students to raise their
hand quietly…Only call on students who
raise their hand. Do not respond to talk
outs.
• If you expect students to work quietly,
reinforce the students who are working
quietly.

34. Extraneous teacher talk
• Start lesson immediately.
• Focus on the task
• When a student interrupts, use planned ignoring and
repeat the task.
• When student is off-task, tell student what to do, not
what not to do or other discussion.
• After a few minutes say: “That’s a good choice. Can I
help you?”
• Focus on positives! Don’t fall into the criticism trap

35. Activity:
Dealing with Problem Behavior
• Think of a student who displays chronic
problem behavior in your classroom/group
(Keep this child in mind as we go through the rest of the workshop).
• Describe the behavior (What does he/she do that is
unacceptable?)
• Why do you think this child misbehaves?
• How do you think you can help this child?

36. Dealing with problem behavior
• Stay calm
• Be specific
• Use a neutral tone
• Be aware of your body language
• Avoid a power struggle!

37. Helpful words:
To Encourage & Reinforce:
“I noticed…..” & “I saw…..”
“Can I help you?”
To stay out of a power struggle:
“Regardless “
“Never the Less”

38. What else…..
Do NOT hold a grudge!
Use humor, not sarcasm
• Always treat the child with respect.

39. Response to Intervention
• If you are doing the same thing again
and again and the behavior doesn’t
change, you must change your
intervention/interaction.
• The teacher always has to change
first before the child will change!

40. Use Data-based Decisions
• Keep track of repeat “offenders”
– E.g., turning card, name on board, send
to office, call parents.
The “punishment” actually maybe
reinforcing for the student.

41. Identify the Problem
Put it in observable & teachable terms..
“I need to teach the group to raise
their hand quietly”.
Not: “They should know how to behave.”

42. How can we help make
children more successful?
• Catch the child doing the right thing
Always use a neutral tone
Give a clear direction
Do not argue
Remain calm
Use humor, not sarcasm
• Always treat the child with respect.

43. Activity
• Recall the student who displayed chronic
problem behavior in your classroom/group
• What “need” (attention, avoidance) is
maintaining the inappropriate behavior meeting
for the student.
• How do you typically deal with the student
when unacceptable behavior occurs.
• How might your behavior maintain the problem
behavior?

44. Functional Behavior
Assessment
• When pro-active, predictable and positive
systems are consistently implemented and a
few students do not respond, a positive
behavior intervention plan based on a
functional assessment must get implemented.
This is another workshop! Or….Consult the
book:
“Why Johnny Doesn’t Behave. Twenty Tips and
Measurable BIP’s”
(www.AttainmentCompany.com)

45. You are one of the most
important adults
in your students’ lives.
You CAN make a
difference!!
Have a Fabulous Year!

46. Resources:
• Golly, A. (2006). Five Universal Principles of Positive Behavior
Support and the Story of My Life.
www.AttainmentCompany.com
• Bateman, B, & Golly, A. (2003). Why Johnny Doesn’t Behave :
Twenty Tips and Measurable BIPs
www.AttainmentCompany.com
• Golly, A., & Sprague, J. (2005). BEST Behavior: Building Positive
Behavior Supports in Schools.
www.Sopriswest.com
• First Step to Success Program
www.Sopriswest.com
• Music Wand: www.treeblocks.com
• Class Prompter Computer program
mrebar@uoregon.edu