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| | Universal Expectations |
| | | 14 (45%) | |
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| | Universal Expectations and the teaching and reinforcing those expectations is the most important and essential component of PBIS and for Unity Point. |
| | | 1 (3%) | |
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| | I feel individual incentives are most important because what one child will work for others may not be motivated by. |
| | | 1 (3%) | |
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| | Universal expectations |
| | | 1 (3%) | |
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| | Universal Expectations
I also like the idea of a large group incentive as a way to build school pride and unity, not necessarily as a "behavior booster". |
| | | 1 (3%) | |
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| | Individual Incentives |
| | | 1 (3%) | |
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| | Universal expectations; the expectations must be taught and upheld at every level in the school, so that students know at all times how they are to behave. Otherwise, having universal expectations is useless. |
| | | 1 (3%) | |
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| | Universal Expectations
|
| | | 1 (3%) | |
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| | Universal expectations. |
| | | 1 (3%) | |
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|
| | . |
| | | 1 (3%) | |
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| | individual |
| | | 1 (3%) | |
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| | universal expectations are most important, however the large group incentives reinforce their significance & so they are important too. The individual incentives mean a lot to some kids, so I value that too. |
| | | 1 (3%) | |
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| | I feel that the way we have traditionally taught at UPS works best, high expectations and through example with consistent consequences, just like life. |
| | | 1 (3%) | |
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| | Large Group Incentives |
| | | 1 (3%) | |
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| | Univeral Expectation |
| | | 1 (3%) | |
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| | at the kindergarten level, regular incentives, both individual and personal are important to making this work. Trojan store and quarterly incentives are not frequent enough to make an impact. By the time those arise, the student has forgotten what they did to recieve the tickets or what they did to not recieve them. |
| | | 1 (3%) | |
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| | Individual and group incentives as long as they are age appropriate |
| | | 1 (3%) | |
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| | universal incentives |
| | | 1 (3%) | |
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Total: 31 |
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| | I think taking the implementation step by step has been very successful. Trying to have consistency is difficult when dealing with a K-8 building. Keep the communication open and continue to modify the program as needed. |
| | | 1 (3%) | |
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| | I believe that PBIS is done very well at UP. I do think that the items in the trojan store do not appeal to all students. It is very difficult to find items to motivate K-8 grade students. We could give a survey asking students, within reason, what types of things they would like to see at the store. |
| | | 1 (3%) | |
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| | I'm unsure. While I do distribute them, I do not feel that Trojan Tickets are an effective motivator for all students. |
| | | 1 (3%) | |
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| | Getting everyone on board |
| | | 1 (3%) | |
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| | I think that there needs to be more staff involvement. I also that that there needs to be more training. I feel that I need more skills to be able to implement the program in my classroom successfully. |
| | | 1 (3%) | |
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| | teacher/professional implementation consistency and individualized motivation (things in the token store they want) |
| | | 1 (3%) | |
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| | Jr. High students are not excited about the Trojan store and therefore do not care if they receive trojan tickets or not. We should survey these students to find out what they do want in the store. They also complain about how many tickets it costs to buy some little things. |
| | | 1 (3%) | |
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| | 1) Encourage more parent involvement. 2)Schedule random home visits by a member of School Improvement Committee--perhaps especially for students who have or have had chronic tardiness or behavior issues. Perhaps provide an "individual" incentive as part of the visit if a student goes for "x" amount of time without a tardy or behavior issue. Students (and perhaps parents) get the encouragement they need without being singled out (or left out) of group activities at school. 3) Also, consider getting material sent home to parents translated for those parents who don't understand English well. |
| | | 1 (3%) | |
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| | Nothing. |
| | | 1 (3%) | |
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| | All teachers need to support the progrom all year. |
| | | 1 (3%) | |
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| | I can try harder to give out Trojan Tickets. |
| | | 1 (3%) | |
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| | Better advertisment around the school --hallway banners, etc. I will help make them. |
| | | 1 (3%) | |
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| | Consistency among the school; support the school in the PBIS implementation; communicate responsibly; instill staff "buy-in"; remove subjectivity among the teachers; eliminate bias from staff members towards students: what I can do is support my school, support the PBIS efforts, be positive and CONSISTENTLY follow the PBIS protocol |
| | | 1 (3%) | |
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| | It needs to be school-wide implemented immediately by all faculty & staff - including hallways, specials, etc.
Possibly carry Trojan tickets or incentives with you to pass out immediately for instant positive reinforcements. |
| | | 1 (3%) | |
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| | Look at upper grades and consider changing program to meet their needs. Look at problem areas (like lunchroom/playground) and figure out what is the best for the students. Is recess before lunch really better? Does playground configuration need to change? How can we supervise these students more efficiently? |
| | | 1 (3%) | |
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| | I think the biggest and basic problem is inconsistent implementation. I know of classroom teachers who simply ignore PBIS--do not participate AT ALL--and it is not fair to their students. On the other hand, I know teachers who give Trojan Tickets to the whole class all the time...neither approach acknowledges students for exhibiting the Trojan Traits.
I am not convinced that elementary kids, especially the primary kids, can logically connect that today's behavior will affect their participation in an event that is weeks or even months away. Even saying that, I know they LOVE the special days such as the Hawaiian luau day.
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| | | 1 (3%) | |
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| | Eliminate trojan tickets and just have school-wide assemblies for all students to build community and have positive group activities. |
| | | 1 (3%) | |
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|
| | . |
| | | 1 (3%) | |
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| | More consistent follow through of school wide behavior and expectations. Adults need to be consistent. |
| | | 1 (3%) | |
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| | I like the change in the trojan store this year. I would like to see this improvement continue. Thank you. |
| | | 1 (3%) | |
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| | Chronic misbehavior students have mega support & they are still negatively impacting the education of several other students. The chronic misbehavior students don't seem to have any consequences that are actual deterrants. That is a detriment to UP. I can help improve this if I could understand this. |
| | | 1 (3%) | |
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| | consistancy is key. Especially in when not allowing students to attend gym events for specified reasons. |
| | | 1 (3%) | |
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| | Surveys for student imput geared at their levels to rate the program and the Trojan tickets could improve the program.
I could participate in behavior management workshops to help in the process. |
| | | 1 (3%) | |
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| | The PBIS does not work at the upper grade level. |
| | | 1 (3%) | |
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| | Many students don't relate their behavior to the rewards that they receive. They like the reward, but don't always follow through with the traits that the reward is supposed to encourage. As a result there are students that are rewarded, but continue behavior that we are trying to discourage. An individual teacher can keep reminding students of the desired traits. |
| | | 1 (3%) | |
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| | I feel we need to lower the the amount of detentions a student can have to attend the incentive parties. I believe this is a huge factor for the students. If we do away with allowing them to have to miss out on the party, I feel then we might as well do away with the parties. |
| | | 1 (3%) | |
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| | In any behavior plan or program we need to be consistent. |
| | | 1 (3%) | |
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| | being more consistent/age appropriate. I am willing to help in whatever ways needed. I think that ideas need to be more thought out and carried out in a more organized manner. |
| | | 1 (3%) | |
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| | All staff should know what PBIS is for. Some have asked me what it is they had no idea. I do help answer questions from other staff if I can otherwise I get the answer for them from others. |
| | | 1 (3%) | |
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| | consistency and grade appropriate |
| | | 1 (3%) | |
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| | better prizes for upper grades |
| | | 1 (3%) | |
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Total: 31 |
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| | I believe that I (as a classroom teacher) should be responsible for my students behaviors. Only those circumstances outlined by the Matrix should be sent to the principal. I try to create a positive atmosphere that allows the students to be responsible for their own behavior. All students should be aware of the varying behaviors that are asked of them throughout the building. |
| | | 1 (3%) | |
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| | Teach expectations, be consistent, and reteach expectations when needed |
| | | 1 (3%) | |
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| | School-wide expectations are important so that students know how they are expected to behave throughout the entire building. I feel that classrom management should be geared toward the individual needs of each class. My classroom rules may change from year-to -year depending on the particular group of students I have at the time. |
| | | 1 (3%) | |
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| | I believe that we need to have high expectations for all students and that everyone needs to be consistent in enforcing those expectations. Students should understand that their behavior has positive and negative consequences. |
| | | 1 (3%) | |
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| | My philosophy in school-side management is that everyone needs be on the same page and the expectations need to be the same, but be developmentally appropriate for each grade level.
My philosophy on classroom management is a simple belief. There are consequences to every action whether those consequences are positive or negative depeneds on the action. I believe also that students no longer come to us knowning how to behave. Therefore, I have to teach them the expected behavior. |
| | | 1 (3%) | |
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| | I think it is great to hold all to certain expectations and have consistent rules; however, there are those who fall into special needs behaviorally too. As long as those students needs are considered or modified it should work. Our ultimate goal would be to eventually have those students performing at the school-wide expectations too. |
| | | 1 (3%) | |
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| | Students deserve the right to learn in a positive, safe learning environment that promotes positive behavior. |
| | | 1 (3%) | |
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| | Having the universal expectations helps give everyone the same words to voice their expectations while still allowing individual teachers/staff the chance to interpret the context for their own classroom/area. |
| | | 1 (3%) | |
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| | School-wide management needs to be just that - implemented as a school so that the expectations are all the same, and the students know that. Classroom management also needs to be consistent. |
| | | 1 (3%) | |
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| | I feel the whole school should have some universal rules that we all agree on. |
| | | 1 (3%) | |
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| | I believe that students need a structured, orderly environment. They need clear expectations that are upheld and enforced on a regular basis. I believe this ultimately helps the child feel that they are in a safe environment surrounded by adults that they can count on for help and support. |
| | | 1 (3%) | |
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| | My philosphy is to set clear expectations and enforce them in and out of the classroom. Students need to have consistent consequences as well. |
| | | 1 (3%) | |
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| | Inconsistent
Subjective
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| | | 1 (3%) | |
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| | I feel rewards for classroom management should be short-term for instant positive reinforcement. This way, possibly, students would not have to wait so long for the incentive to take place. |
| | | 1 (3%) | |
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| | School wide must fit the students. I think PBIS does great for the younger students who need the immediate reinforcement, however, older students are different and giving out tickets doesn't work as well. Thank you for trying to modify the trojan store to meet the needs/wants of the different grade levels. |
| | | 1 (3%) | |
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| | Out of over 100 factors that ensure a student's success in the classroom, the number 1 thing is that the teacher has good classroom management. I think we need training on classroom management (new and experienced teachers alike) because there is such a wide discrepancy in what teachers tolerate. Some are very strict while others let kids get away with almost anything. Also, I do not think PBIS helps us deal with the "hardcore" behavior issues, i.e. kids who are behavior problems year after year but somehow never change their behavior, taking up everyone's valuable time. I do not see PBIS as it is helping us deal with those kids.
I think additional hallway supervision, or limited hallway traffic, would help reduce hallway and bathroom incidents.
Consistency is so important...if kids get away even once with breaking a rule, it teaches them that it's worth the risk to try it again. |
| | | 1 (3%) | |
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| | I think school-wide behavior expectations are a good thing. I think classroom management is based on teaching style and personality. I would benefit more by going to an intense classroom management training vs. using trojan tickets. I think the book Punishment by Rewards would be a great read for a book study group. |
| | | 1 (3%) | |
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|
| | . |
| | | 1 (3%) | |
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| | Incentives are useful when the student can be motivated, however getting a reward for doing a good deed should be intrinsic not expected. |
| | | 1 (3%) | |
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| | Each classroom will have their own classroom management set up. The classroom teacher should follow the school-wide plan also. Each year will be different than the last and things need to change to suit your own classroom. |
| | | 1 (3%) | |
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| | I love that UP has the universal expectations that support my efforts in the classroom. I believe that the Trojan Traits are positive, appropriate, and provide a common vocabulary that streamlines communication. |
| | | 1 (3%) | |
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| | BE clear, be fair, be consistant. |
| | | 1 (3%) | |
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| | Students should know up front the behaviors that are expected and the consequences for not complying.
I feel that parent communication is vital for successful behavior management, |
| | | 1 (3%) | |
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| | Consistent high expectations with consistent logical consequences and also positive reinforcement in a logical way. |
| | | 1 (3%) | |
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| | School-wide and classroom management requires the work and cooperation of all teachers, staff, and administrators. Everyone needs to feel that they can count on one another in this effort. |
| | | 1 (3%) | |
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| | I have been teaching this PBIS system all along in this manner. Now, it is just suppose to be enforced school wide, which I believe can be a good thing. |
| | | 1 (3%) | |
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| | Administrators, faculty, and staff need to all be working together toward the same goal. |
| | | 1 (3%) | |
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| | They need to be cohesive. But, at the same time age appropriate. This means that kindergarten should not have the same rewards/consequences as an eighth grader. |
| | | 1 (3%) | |
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| | These should go hand in hand throughout the school. |
| | | 1 (3%) | |
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| | It is difficult to find a school wide program to meet the needs of K and 8th grade. |
| | | 1 (3%) | |
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| | I follow the rules, enforce the rules in and out of the classroom, make my presence felt, take an active role wherever I am in the school building |
| | | 1 (3%) | |
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Total: 31 |