Self-esteem Gets KILLED while kids are in school

Self-esteem Gets “KILLED” while kids are in school. • 80% of first graders have high self-esteem, • 20% of fifth graders and • 5% of high school students – (J. Canfield)

• • Public Relations Focus on the Four “P’s” Proficiency Power Philanthropy

P P ublic Relations: What skills can you give this student to help them relate better to others socially? roficiency: What skills do they need to beef up academically? student with Low Self. Esteem P ower: Use social autopsy sheets to help student see where situations went wrong. P hilanthropy: Help this student do something for others. A way to raise selfesteem is to help others less fortunate.

Some students who get complimented…. Do an oppos ite becau se wha behavior t about them d you said oe how th ey fee sn’t match l abou thems t elves. “I’m du m think I b. How cou ’m ld she to prov smart? I’ll ha e to he r that I ve dumb ’m be feel ab cause that’s out my how I self. ”

Public Relations • All students need to feel that they belong. • Be their public relations person by letting their appropriate behavior earn the class a reward.

Privately tell them: • I know you are good at technology so I’d like you to run the Smart. Board® for me today while I work with the class.

Secretary • Ask this student to be your secretary at the board- no chance of failure because you are telling them what to write. • This way they look good in front of the class

Call on them for class reward: • Act like it’s random- but call on the child to give the answer to five problems that you’ll do for the class instead of them having to do it for homework.

Proficiency • Many behavioral issues occur because the student feels inadequate academically. • Pre-teach part of the lesson in a study session, an online learning lab, or resource room.

Assessments • Look at previous assessments and determine what areas the student is lacking skill- “Do whatever it takes to get that student caught up. ”

Consider Learning Disabilities • We don’t know what we don’t know- think about it. – A student may not know that everyone else sees the letters right side up or without a halo around it. – Help them figure out what works specific to themselves.

Power • Give the child the power to control their destiny by giving them independence. • Using options, teaching them to think “How’s this next decision going to affect me? ”

Deep Breathing

Karate I know it sounds counterintuitive to teach a student karate- but it’s all about “control” and “respect”- find a good instructor.

Social Autopsies See www. behaviordoctor. org – forms and tools- social autopsy sheet

Philanthropy • You will be surprised that these students are generally great working with younger students or students with disabilities. – Their behavior is typically more appropriate with younger and less able students.

World Philanthropy Click picture to go to website At UBoosts' free web link, you can have students: plant 10 food producing seeds, protect 10 square feet of the Amazon Rain Forest, provide a day's worth a food for a villager in Uganda, help protect the Coral Triangle, offset your carbon footprint by 10 pounds, buy treats for dogs in shelters, provide fresh drinking water, or help villagers in Haiti. See http: //www. uboost. com/integrations/pbis

Local Philanthropy

School Philanthropy

Once you put the Four P’s in Place Your student will PROSPER

4 P’s Data

Pre-K (by class) Inappropriate behaviors measured

1 st Grade Blythe’s Behavior Miss Tilapia Inappropriate behaviors measured Danner’s Behavior Mrs. Salmon

2 nd Grade (by student) Dallas’ Behaviors Austin’s Behaviors Inappropriate behaviors measured Mrs. Dallas Mrs. San Antonio

3 rd Grade (by student) Ty’s Behaviors Inappropriate behaviors measured Mrs. Diamond Cobb’s Homework Return 2/20 26/26 12/24 6/8 10% 50% 100% Mrs. Bases 75%

4 th Grade (by student) Faith’s Grades Bliss’ Grades measured Mrs. Happy Mrs. Gilmore

4 th Grade (by student) Walt’s Behavior Although his grades have not changed his reading behavior changed. He moved from being a reluctant reader to a reading machine according to teacher. Mrs. Poetic Whitman's Grades measured Mrs. Leaves

5 th Grade (by student) Denver’s Grades Falcon’s Behavior Grades Measured Inappropriate Behaviors Measured Mr. Mountain Mr. Peak

Findings Although the data was varied (grades, behaviors increasing, or behaviors decreasing) all students reported positive results after implentation of the 4 P’s. l We would expect that as behaviors improved that grades would show improvement as well. l

Incidental gains with SPED class PP Dolche Sightwords 40 40 34 Total Words 35 30 25 21 Before 18 20 14 15 10 5 7 3 After 6 600% 0 Student 1 Student 2 Student 3 Student 4 500% Percent of Growth in Dolche 500% Sightwords 386% 400% 300% 200% 133% 90% 0% Student 1 Student 2 Student 3 Student 4

Number of desired behaviors pre and post intervention

Student’s Average # of Undesirable Behaviors, pre & post Intervention

Student’s # of Desired Behaviors, pre & post intervention 3. 5 3 3 2. 5 2 1. 5 1 1 1 0. 5 0 0 average # of desired behaviors exhibited MORNINGS preintervention average # of desired behaviors exhibited MORNINGS postintervention average # of desired behaviors exhibited AFTERNOONS preintervention average # of desired behaviors exhibited AFTERNOONS postintervention average # of desired behaviors exhibited MORNINGS pre-intervention average # of desired behaviors exhibited MORNINGS post-intervention average # of desired behaviors exhibited AFTERNOONS pre-intervention average # of desired behaviors exhibited AFTERNOONS post-intervention

Student’s Social Studies Grades, pre & post intervention

Student’s Participation, pre & post intervention average # desired behaviors (post) 1 average # desired behaviors (pre) average # opportunities/day 0 1 2 3 4 5 6

Student’s Number of Undesirable Behaviors, pre & post intervention 6 5 4 3 Series 1 2 1 0 # occurrences/hr before intervention # of occurences/hr. after intervention

Student’s Redirections, pre & post Intervention

Student’s average # of responsible behaviors/hour, pre & post intervention

Student’s Language Arts Grades, pre & post intervention Average Grades Pre and Post Intervention 86 84 82 80 78 76 74 72 70 68 66 average grade pre-intervention average grade post-intervention Series 1

Student’s Average # of Undesirable Behaviors/Day, pre & post intervention Average # of Undesirable Behaviors/Day # of undesirable behaviors (post) # of undesirable behaviors (pre) 0 1 2 3 Series 1 4 5 6 7

Student’s Average Grades, pre & post intervention 120 100 80 Average grades pre-intervention 60 average grades post-intervention 40 20 0 1 2 3 4

Results- 5=A, 4=B, 3=C, 2=D, 1=F

Results

Results