Description
Book SynopsisBuild the behavior system your students need and deserve
Students deserve a safe, welcoming, and tolerant learning environment in which high expectations for academic and social/emotional learning will flourish. To achieve this, schools must implement consistent behavior initiatives that are rooted in equity and clear in outcome and purpose. Which plan is best for your students’ needs?
In Building Behavior, authors Jessica Djabrayan Hannigan and John Hannigan identify the strengths of six major research-based behavior initiatives and offer practical guidance for implementing one or more that meet the unique needs of your students and school. They explore and connect the relationship of effect sizes and influence of six common behavior initiatives—Positive Behavior Interventions and Supports, Character Education, Restorative Justice, Culturally Responsive Teaching, Trauma Informed Practices, and Social and Emotional Learning—to help educators understand the purpose of each and give school leaders a starting point for adding to, refining, or building a tailored behavior system that is effective and manageable. Building Behavior includes:
- Common definitions, frameworks, best practice resources, and tips for implementing and synthesizing each of the behavior initiatives
- Reflective prompts that connect the existing body of knowledge with real life experiences and practices
- Reproducible resources, including sample schoolwide and district-wide assessments
- Tips to avoid common implementation challenges and missteps
Don’t just reach for the "next best thing." Learn to select, self-assess, and build a plan for effective implementation of a behavior system that meets the diverse academic and social/emotional learning needs of your students.
"This book offers comprehensive, unbiased information on effective behavior initiatives and provides effective tools for implementing the action plan that best fits a school. It provides a one-stop shop that educators can use to evaluate their current behavior plan, research the most current behavior initiatives, and tailor-fit an initiative for their school." - Mandy White, Science Teacher, Vicenza Middle School, U.S. Department of Defense Education Activity
Trade Review"Establishing classroom management and dealing with behavior issues are necessary conditions for successful teaching and meaningful learning for all. To have an evidence-based book that deals with these issues is a marvel. Jessica and John Hannigan have provided a powerful analysis of the arguments for the effectiveness of various interventions."
-- John Hattie, Professor of Education and Director of the Melbourne Education Research Institute
"This book offers comprehensive, unbiased information on effective behavior initiatives and provides effective tools for implementing the action plan that best fits a school. It provides a one-stop shop that educators can use to evaluate their current behavior plan, research the most current behavior initiatives, and tailor-fit an initiative for their school." -- Mandy White, Science Teacher
Table of ContentsAcknowledgments About the Authors PART I • BUILDING BEHAVIOR (THE WHY) Chapter 1 • Building Effective Behavior Initiatives in Schools The Why Behind This Book How to Use This Book: Building Behavior Behavior Initiatives K-W-L Strategy Before You Begin: An Important Note PART II • BUILDING BEHAVIOR (THE WHAT) Chapter 2 • Positive Behavior Interventions and Supports The What—Positive Behavior Interventions and Supports (PBIS) Connection to Hattie’s Effect Sizes in Relation to the Core Components of PBIS Synthesized Indicators of PBIS Implementation Success and Challenges PBIS Best-Practice Resource Inventory Chapter 3 • Character Education The What—Character Education Connection to Hattie’s Effect Sizes in Relation to the Core Components of Character Education Synthesized Indicators of Character Education Implementation Success and Challenges Character Education Best-Practice Resource Inventory Chapter 4 • Restorative Justice The What—Restorative Justice Connection to Hattie’s Effect Sizes in Relation to the Core Components of Restorative Justice Synthesized Indicators of Restorative Justice Implementation Success and Challenges Restorative Justice Best-Practice Resource Inventory Chapter 5 • Culturally Responsive Teaching The What—Culturally Responsive Teaching (CRT) Connection to Hattie’s Effect Sizes in Relation to the Core Components of CRT Synthesized Indicators of CRT Implementation Success and Challenges CRT Best-Practice Resource Inventory Chapter 6 • Trauma-Informed Practices The What—Trauma-Informed Practices (TIPs) Connection to Hattie’s Effect Sizes in Relation to the Core Components of TIPs Synthesized Indicators of TIPs Implementation Success and Challenges TIPs Best-Practice Resource Inventory Chapter 7 • Social and Emotional Learning The What—Social and Emotional Learning (SEL) Connection to Hattie’s Effect Sizes in Relation to the Core Components of SEL Synthesized Indicators of SEL Implementation Success and Challenges SEL Best-Practice Resource Inventory PART III • BUILDING BEHAVIOR (THE HOW) Chapter 8 • Bringing It All Together: Building Behavior Initiatives Bringing It All Together: Synthesis of the Six Behavior Initiatives SchoolWide Behavior Initiatives Process (SW-BIP) SW-BIP Phase 1: Selection SW-BIP Phase 2: Self-Assessment SW-BIP Phase 3: Solutions Closing Thoughts: Tips and Suggestions from the Authors References Index
