Our Weekly newsletter...
Hello students and parents and welcome to our class! I am so thrilled to get to know everyone this school year. I am Mrs. Aguero and I will be your teacher this year. I graduated with a B.A. in Psychology from Auburn University and am currently working on my Masters of Arts in Teaching degree at Georgia Regents University. I love teaching and I am looking forward to starting this year off on the right foot!
In our school, we are using Positive Behavior Interventions and Supports, or PBIS. Positive Behavior Intervention and Support (PBIS) is a process for creating school environments that are more predictable and effective for achieving academic and social goals. It is a proactive approach consisting of three tiers to actively provide students with the social, cultural, and behavioral supports they need to be academically, socially, and emotionally successful in the classroom.
PBIS is being used in my classroom and in our school to positively reinforce good behaviors and actively prevent undesirable behaviors. It is a proactive approach that fosters positivity surround classroom management and discipline and helps to create a desirable atmosphere for learning. By creating a positive atmosphere, the students will begin to feel a sense of belonging in our classroom and continue to positively grow academically, emotionally, and socially.
I will implement PBIS in my classroom by consciously trying to have as many positive interactions as possible with all of my students, acknowledging their positive behaviors with words, gestures, and free and frequent rewards. I will continue to teach and model positive behaviors for his students in much the same way that I teach academic content, treating positive behavior as a “subject” to be learned and expecting my students to demonstrate what they have learned when they are in my classroom. I will make sure there is as little down time as possible in the classroom; when the students are busy, there is less chance for them to engage in negative behaviors. When there is a negative behavior, I will respond to it quickly, reminding the student of the positive behavior he or she should be demonstrating, asking them to restate that positive behavior and then reinforcing the fact that the student does know the appropriate behavior for the situation.
In our school, we are using Positive Behavior Interventions and Supports, or PBIS. Positive Behavior Intervention and Support (PBIS) is a process for creating school environments that are more predictable and effective for achieving academic and social goals. It is a proactive approach consisting of three tiers to actively provide students with the social, cultural, and behavioral supports they need to be academically, socially, and emotionally successful in the classroom.
PBIS is being used in my classroom and in our school to positively reinforce good behaviors and actively prevent undesirable behaviors. It is a proactive approach that fosters positivity surround classroom management and discipline and helps to create a desirable atmosphere for learning. By creating a positive atmosphere, the students will begin to feel a sense of belonging in our classroom and continue to positively grow academically, emotionally, and socially.
I will implement PBIS in my classroom by consciously trying to have as many positive interactions as possible with all of my students, acknowledging their positive behaviors with words, gestures, and free and frequent rewards. I will continue to teach and model positive behaviors for his students in much the same way that I teach academic content, treating positive behavior as a “subject” to be learned and expecting my students to demonstrate what they have learned when they are in my classroom. I will make sure there is as little down time as possible in the classroom; when the students are busy, there is less chance for them to engage in negative behaviors. When there is a negative behavior, I will respond to it quickly, reminding the student of the positive behavior he or she should be demonstrating, asking them to restate that positive behavior and then reinforcing the fact that the student does know the appropriate behavior for the situation.