PROF+DEV'T+Newsletters+1

Excellent material is contained in the journals above and it is suggested that these be presented in 5 minute segments at staff/ stage / faculty meetings with different teachers given the task of presentation and including local school examples.
 * PBS Academic and Behaviour Journals.**
 * **Issue** || **Content Description** ||
 * [[file:PBS ABJ Vol 1 Issue 1 Expectations.docx]] || How to establish classroom expectations using Positive Behaviour for Success strategies ||
 * [[file:PBS ABJ Vol 1 Issue 2 Instructions.docx]] || How to give clear instructions and directions with classroom examples ||
 * [[file:PBS ABJ Vol 1 Issue 3 Wait and scan.docx]] || Waiting and scanning as an effective management tool with classroom examples ||
 * [[file:PBS ABJ Vol 1 Issue 4 Parallel acknowledgement.docx]] || To acknowledge students’ on-task behaviour with the intention of encouragingothers to copy (with examples) ||
 * [[file:PBS ABJ Vol 1 Issue 5 Body Language.docx]] || To intentionally use your proximity, body gestures and facial expressions to encourage students to remain on-task(with examples) ||
 * [[file:PBS ABJ Vol 1 Issue 6 descriptive Encouraging.docx]] || To encourage students to become more aware of their competence by describing exactly what you see or hear from them that you hope to see more frequently (with examples) ||
 * [[file:PBS ABJ Vol 1 Issue 7 selective attending.docx]] || To deliberately give minimal attention to safe, off-task or inappropriate behaviour (with examples) ||
 * [[file:PBS ABJ Vol 1 Issue 8 Redirecting.docx]] || To respectfully prompt the student who is off-task or disrupting others, initially with a redirection to the learning. This can be verbal or non-verbal. (with examples) ||
 * [[file:PBS ABJ Vol 1 Issue 9 Giving a choice.docx]] || To respectfully confront the student, who is disrupting others, with the available choices and their logical consequences ||
 * [[file:PBS ABJ Vol 1 Issue 10 Following Through.docx]] || How to implement resolute, planned action in the face of extended off-task behaviour, or on-going disruptive behaviour that is seriously disturbing the learning environment ||