An anonymous staff member at my school posts inspirational quotes where everyone is sure see them and maybe even have a couple of seconds to reflect: in the staff bathroom. (This, of course, is only on days when there is actually time for a bathroom break.) The latest bathroom words of wisdom from our mystery motivator is "Sometimes you win, sometimes you learn." Beautiful.
Indeed this is the case with our school's PBIS journey. If you read my previous post in this blog (which is now a few years old), I wrote about the dangers of the rapid growth of PBIS in our state. I still worry about the rapid implementation of PBIS in Iowa but here are a few things we've won and a few things I've learned in our Year One Implementation within the context of my old post:
"Originally I understood [PBIS] to be a system for common language, instruction, and clear expectations for pro-social behaviors. As I have heard, more often than not, that this instruction is connected to tiered positive reinforcement, I'm worried."
Sometimes you learn
It IS a system for common language, instruction, and clear expectations for pro-social behaviors. Without a systemic approach to teaching and reinforcing expectations at a building level, frustration grows among both staff and students. Creating that systemic approach and monitoring its effectiveness requires staff input and a data collection process. The approach doesn't need to involve bribes or extrinsic rewards and the core instruction alone, when done well, can be streamlined and is sufficient to reach at least 80% of students.
Sometimes you win
We spent a lot of time developing a common philosophy and sharing our fears of implementing PBIS. Doing so allowed us to boost the level of staff input and ownership while avoiding some of the common pitfalls with PBIS implementation.
"Even without the positive reinforcement system, PBIS is still potentially problematic because it gives us, as educators, permission to use something other than an engaging task to get students to do what we want them to do." And, eh hem, if that wasn't enough..."If students are not engaged in the work that they are being asked to do or are unable to see purpose in demonstrating positive behavior (beyond "character tickets"), it's our fault. Implementing PBIS creates another system that students don't need and stalls our work toward figuring out what they do."
Sometimes you learn
Ensuring that students are engaged in meaningful work in every classroom all of the time is a career-long goal. We MUST continue to strive to develop the kinds of tasks and the instructional methods that motivate students in authentic ways and, while we're doing that, we need to put systems into place to ensure they can engage productively in the kinds of experiences we offer them now.
Sometimes you win
We have structures in place to monitor and increase the frequency of authentic tasks and instruction. Through Authentic Intellectual Work teams and collaborative structures where teachers are able to push one another's thinking, we're making progress here while being able to build a self-sustaining PBIS system. This self-sustaining system will give us more time to focus on the harder stuff: increasing authenticity.
"[PBIS] superficially reinforces skills that are critical to students' future success: the development of moral and performance character. It rewards compliance to authority."
Sometimes you learn
PBIS rewards compliance to authority when implemented poorly or when implemented on top of culture and climate problems. In an environment where the adults in the school rely on positional authority instead of healthy relationships, PBIS can become gimmicky at best and counterproductive at worst. However, when implemented in a place with a strong culture and climate where staff have healthy attitudes toward and relationships with children, everyone appreciates being acknowledged for their contributions and as our PBIS trainers remind us: "If it's important enough to correct, it's important enough to acknowledge."
Sometimes you win
Our staff participates fully in random and meaningful acknowledgement of students and each other. We focus on recognition of students and not rewards. Our classroom teachers make social-emotional instruction on as a responsibility of their core teaching. All staff members take responsibility for our collective efforts with PBIS and are cautious to protect the nuances that make it an inclusive, positive structure.
Sometimes you win, sometimes you learn. How are we winning and learning in our statewide PBIS implementation?
