Since this summer, we have been piloting the implementation of the PBIS framework at three Czech primary schools, in Most-ChĂˇnov, Velvary and ZeleneÄŤ. PBIS originated in the 80’s in the USA and is now used in dozens of other countries around the world. Thanks to the Schools Helping Vulnerable Children project, we bring an evidence-based approach towards children with challenging behavior, that is based on a clear formulation and setting of positive expectations throughout the school.
“We tell all the children what we want them to do. The adopted unified rules relate to safety, responsibility and mutual respect, in all areas of the school, ” Anna PreclĂkovĂˇ, a seventh grade class teacher at the ZeleneÄŤ primary school, describes for DenĂk the beginnings of work with this framework. Since summer, her school has had established a four-member PBIS team consisting of teachers, administrators and an educational counselor or special education teacher. They are supporting colleagues in the day-to-day implementation of PBIS and preparing further steps in implementation, after the initial training of the entire faculty done by ÄŚOSIV. A key part of the PBIS is shifting attention to expected behaviors and reinforcing appropriate behaviors.
The whole article is available here.
More about the PBIS system and the pilot implementation is on the website www.pbiscr.cz
The project is being supported by the Committee of Good Will â€“ the Olga Havel Foundation from the Active Citizens Fund. The programme promotes citizensâ€™ active participation in the public life and decision making and empowerment of vulnerable groups. The Active Citizens Fund is financed from EEA and Norway Grants.
With the beginning of the new school year come further changes and uncertainty for teachers and students as to whether and when we should expect next waves of distance education. The situation is challenging for teachers, parents and, of course, students. We value schools all the more that they try to tackle the situation in such a way as to help children adapt to the school environment as much as possible after a long separation from friends and teachers and a long period of home education, which unfortunately often did not take place in ideal conditions.
We are pleased to have been able to support three schools involved in the project Schools Helping Vulnerable Children in the preparatory week. We have carried out a two-day training for the schoolsâ€™ faculty focused on the introduction of the PBIS (Positive Behavior Interventions and Supports) framework. Schools will be implementing PBIS with ÄŚOSIVâ€™s support for over the next three years. The three-tiered behavioral support (PBIS) framework enables schools to respond to studentsâ€™ current behavioral and well-being needs, thus creating an environment that enables students to reach their maximum educational potential.
In the first year of implementation, schools will focus primarily on unifying behavioral expectations and routine procedures. This will strengthen the predictability and structure of the learning environment and increase studentsâ€™ sense of security. When students feel safe at school and the environment is easy to understand for them, they can concentrate on learning better. School-wide expectations are formulated positively, thus creating a school culture of competence. As part of the feedback on studentsâ€™ behavior, teachers strive to draw attention primarily to students who respect the agreed expectations, and thus the expected behavior is further strengthened.
During the two-day training, the lecturers supported the faculty of each of the participating schools in creating school-wide expectations, specific examples of expected behavior and procedures for teaching students the expected behavior in the adaptation period. Schools also reflected on the current course of distance education and the effects of quarantine on children’s mental health. Due to the COVID-19 pandemic, an important topic of the training was also the support of children’s mental health, relaxation techniques and ways of recognition and appropriate responses to a possible adverse experience of students.
We wish all children, students, teachers and parents the most pleasant start to the new school year. After such a difficult conclusion of the previous school year, we need to renew and build mutual relationships and a sense of security, which will help us to manage any further period of separation and insecurity
You can find more Czech materials about PBIS at https://www.pbiscr.czÂ https://www.podporainkluze.cz/material/pbis-podpora-pozitivniho-chovani-deti-a-zaku/