Zuleyma DeLaRosa

LAI 574
PBIS is an evidence based framework for developing positive behavior,
it is used in schools nationwide to create a positive climate for learning ( PBIS
2009). Whereas, RTI is a school-based, multi-level prevention system to
make the most of students achievement and reduce behavior problems. In
addition , I will like to express that PBIS is not just for schools and only play
an important part in a childs education. However, PBIS also plays a factor in
a childs social development. Furthermore, it is known that family plays an
important aspect in a childs life, for example, in a childs education and
social development. The connection between families and positive behavioral
intervention and support is an important one. The existence of parents in
schools does reflect positively on a childs academics but also builds
community and cultural connections. It is impressive to hear that families
and schools can work together in implementing PBIS both in schools and at
their own homes. Some examples NYS Center for Positive Behavioral
Interventions and Support recommended were, families joining on a planning
team, volunteering at PBIS related school activities, and sharing PBIS with
the community.
Both RTI and PBIS are found in differentiated instruction. Each
approach explains critical factors and modules to be in place at the universal
(Tier 1), targeted group (Tier 2), and individual (Tier 3) levels. The overall
goal is to define the shared characteristics of these approaches as a basis for

emphasizing how best to meet the needs of children experiencing academic

and social difficulties in school.
I remember when I was in elementary I would wonder in class. It did
feel like I wonder off for a while but somehow I snapped out of it quickly. This
is why it is important to me to always have my students attention. Getting
students to pay attention and follow along during instruction is a critical part
of classroom management.
In the video Tips and Tricks for Redirecting Off-Task Behavior, different
strategies to help students stay focus in a classroom was mentioned. The
techniques that were mention in the video comes from 100 percent
technique. One technique the videos suggests educators to use is hand
gestures. The first teacher uses hand gestures to correct the students and
basically implies that teaching goes on. Another technique shown in the
video is self-interrupting. The teacher stops herself from saying anything
until the students understand that someone is doing something they should
not be doing.
Amongst all the tech tools I found ClassDojo as a great tool educators
should use in their classrooms. Some benefits of using ClassDojo are,
ClassDojo helps keep track of behaviors and skills at school, parents can
check out ClassDojo reports anytime, and you can keep in touch by
ClassDojo messaging. By using ClassDojo teachers are able to determine the
amount of points students receive and the amount of point students can
lose. Using ClassDojo teacher can be specific and indicate if a child was on

task, helping others, respectful, etc.. Then a student can receive points. On
the other hand, students can also get points off if they did not turn in any
homework, talk out of turn, and if they were off task. Using ClassDojo is a
great tool for educators to communicate with parents, but also a great tool to
communicate with students. Once students see what they are losing points
on, students will try to get as many point as they can.
Student behavior is the main concern to first year teachers. First year
teachers worry about how can the teacher help students engage in the class,
what if they come late to class, and how would they behave, good or bad? A
thing I can say was beneficial to see in this section of the video was,
educators should be full aware of how culture can influence behavior and
should also develop a comprehensive behavior management plan. If I was to
construct a comprehensive behavior management plan I will make sure to
include, rules which the rules are clear to student and me. Second, as an
educator I would make sure I explain what expectation I have for the student
when in the classroom environment. Lastly, I will also discuss the
consequences a student can be in if they were not following the rules.

Work Cited
PBIS and the Responsive Classroom Approach. (2009, January 1). Retrieved March
23, 2015, from
http://www.responsiveclassroom.org/sites/default/files/pdf_files/PBIS_whitepaper.pdf
What is RTI? (n.d.). Retrieved March 23, 2015, from
http://www.rtinetwork.org/learn/what/whatisrti