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Positive Behavior Interventions and Supports

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Click HERE for more solutions to difficult behavior. 
Great Explanation of Restorative Practices

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Classroom Discipline (1947)

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What Are Restorative Practices?

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The acronym BEST refers to Building Effective Schools Together.  BEST specifically focuses on positive behavioral supports helping schools develop and implement positive school rules and expectations, explicit teaching of expectations and positive reinforcement of systems school-wide.  Freeman has a BEST team, including teacher and parent representatives who attend training sessions.  Like academics, behaviors needs to be taught and reinforced.  It is important to have an orderly and safe environment as a foundation for learning.

Freeman has three school-wide expectations:  BE SAFE, BE RESPECTFUL, and BE RESPONSIBLE.  Our goal is to be sure all students know, understand, and demonstrate these expectations at all times and places on campus.
Restorative Actions – Suggested ways to make it right and give back to the school community

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  • Classroom apology
  • Mentoring a younger student who is engaging in similar self-destructive  behavior
  • Supporting the creation of a support group for students engaging in similar self-destructive behavior
  • Creating a video, spoken word performance, or other art project around lessons you have learned from your mistakes so that other students can learn from it.
  • Helping organize an assembly or school activity to promote a specific kind of transformative behavior that you are now engaging in or are trying to engage in as a result of the lessons you have learned from your mistakes
  • Leading a fundraiser for the school
  • Cleaning classrooms after school or during lunch
  • Cleaning with custodian after school
  • Cleaning graffiti in the morning or after school
  • Doing a school property restoration or beautification project
  • Tutoring a student after school
More Restorative Practices

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How full is your bucket? 

1.) A teacher felt like one of her students was just taking but never giving anything back.  The teacher placed two jars; one on the student’s desk, and the other on the teacher’s desk with tokens inside.  Every time the student did his work he received a token, and every time he completed his work, he placed a token in the teacher’s jar to show that the student was trying for the teacher. The student dropped tokens in the teacher's bucket when he tried on his work, focus during lessons, and does his homework.  This is a great visual for students to focus on filling up the teacher's bucket.

2.) A older student who may be having difficultly being safe, may be placed in another classroom where he will need to teach a younger student about the importance of being safe.