Positive Behavioral Interventions and Supports (PBIS)
Lesson Plan Developed by: PBIS Team Behavioral Expectation: Integrity in the classroom Students can say, write, or draw where appropriate. Learning Plan Who Time Review a venn diagram on the board. Talk about comparison. Teacher 5 minutes Students Read a version of the story, ‘The boy who cried wolf’. Discuss the moral of the story in terms of telling the truth. Lead discussion with students to draw out the following ideas. • Telling lies may eventually destroy one’s credibility. • Individuals sometimes lie to cover up mistakes or an offence. Opening • Individuals may lie to protect the feelings of others. • Individuals may lie out of fear. Simulation (Role Play) Students 10 - 15 ‘ Integrity in the classroom mean to … (Define the behavior Teacher minutes and provide 2-3 characteristics of it.) ‘ Monitoring your behavior when no one is watching ‘ Modeling good digital citizenship ‘ Telling the truth and being honest ‘ As Tigers we should show integrity in all areas of the school. Today Work we are going to focus on what integrity in the classroom. Session ‘ Students will turn and talk about when they have lied. Consequences for their actions. Discuss Feelings. ‘ Now that we’ve discussed ways to show integrity in the classroom work with your team to demonstrate other ways this expectation can be shown in the classroom. (Allow small groups 3 minutes to brainstorm ideas on how.) ‘ Excellent work! We expect all of us to demonstrate integrity in the classroom from today onward. Note: Youwill Students may opt to show compare a video demonstrating themselves undesired to the boy cried wolf. and Student 5 minutes Stonewall Tell Elementary Positive Behavioral Interventions and Supports (PBIS) Lesson Plan
after school clubs and extracurricular activities is beneficial in a variety of ways for the K-12 population. For example, school clubs can offer a place to form relationships and foster learning, and this was demonstrated with multiple groups. Research including students with disabilities involved in extracurricular activities show that they were more likely to have friends than those who were not involved.[4] Similar findings with racial and ethnic minorities and immigrant adolescents showed that minority, first, and second generation adolescents were less likely than their counterparts to have friends and be engaged in relationships, however, extracurricular activities facilitated socialization.[5] Thus, being involved in activities outside of school increases student’s chances of creating friendships. Furthermore, extracurricular activities increase positive self-development, regardless of where the activities take place (at school or away from school) [6] Likewise, female adolesc