PBS Team- Alice Turner, Vib Kale, Kristine Harms, Kris Colbert, Sheri Boser, Paul Gillis s1

COOL TOOL # 4 Teaching Students the Behaviors we want to see! Olson Elementary- Positive Behavior Supports (PBS)

Universal Expectation: BE SAFE Name of the Skill/Performance Standard: HANDS TO SELF Setting: PLAYGROUND (week 2 of 2 for this setting) Purpose of the lesson & why it's important: Present question/s to students "In our classrooms we’ve been working on keeping our Hands to Self, why is it important to also keep your Hands to Self when you’re playing outside?" Ideas may include: so that nobody gets hurt, keeps personal space, etc. “How does it feel when everyone is keeping their Hands to Self outside?” Ex. Fun, safe. “How does it feel if someone does not keep their Hands to Self outside?” Ex. Dangerous, not safe, not fun, scary. “What can happen if someone does not keep their Hands to Self outside?” Ex. Get in trouble, Sent to office, Loss of playtime, Suspension Teaching Examples: Good Examples- Everyone has fun playing! Remember, ‘everyone has a right to feel safe all of the time’ Bad Examples- You or someone else gets hurt, someone gets in trouble and gets an Office Referral, one could get suspended, etc. Student Activities and/or Role Plays: Here are some activities to use with your class. Now that you have spent some time outside at recess talking about Keeping Hands to Self, please take this week to explore and discuss how this is going for students. Here are 2 samples.  Rock in the Water – Activity from “Activities for Teaching Students To Live Above the Line” by Corwin Kroneneberg. Objective is that students will learn how their behavior affects others. Materials needed: Bucket of water & a rock. First ask students, “Have you ever thrown a rock in the water?” “What happened to the surface when you threw the rock in the water?” Drop the rock into the water and discuss the wave/ripple action in the water. Compare dropping the rock into the water to behavior & explain that our behavior has a wave effect on other people, future events, and ourselves. Draw several circles to show on the board/ELMO. Label as shown on the back of this Cool Tool. Discuss “How is our behavior like throwing a rock into the water? Can we control the rocks we throw in the water? How could keeping our hands to ourselves outside be a behavior we can follow or not? What can be some of the wave/ripple effects of not keeping our hands to ourselves outside?”  Behavior Choices- Car - Activity from “Activities for Teaching Students To Live Above the Line” by Corwin Kroneneberg. Objective is for students to realize their behavior is a choice. Use a remote control car (could use actual toy if available), or have students close eyes and visualize. Discuss “Does the car have a brain, can it think? Can it chose where to go? Who controls the car? Do you think people have choices about their actions/behaviors? Who chooses your behaviors? What are some good examples of what it looks like, feels like, sounds like when everyone is keeping their hands to self on the playground?” Message is that YOU control YOUR behavior!

PBS Team- Alice Turner, Vib Kale, Kristine Harms, Kris Colbert, Sheri Boser, Paul Gillis, Cathy Krause, Pam Emmerich, Kelly Hamilton, & Sara Knueve. Please share your ideas and feedback with us! Thanks!  Follow-up Reinforcement Activities: Thumbs up! Verbal Praise - example "I noticed the whole class kept their hands to self today at recess’ Snowflake awards for individual students, Otter Award for entire classroom.

PBS Team- Alice Turner, Vib Kale, Kristine Harms, Kris Colbert, Sheri Boser, Paul Gillis, Cathy Krause, Pam Emmerich, Kelly Hamilton, & Sara Knueve. Please share your ideas and feedback with us! Thanks! 