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Schoolwide Positive Behavior Support (PBIS) in German Schools, Kooperatives Forschungsprojekt von Münchner Schulstiftung Ernst v. Borries und Europa-Universität Flensburg, Inhouse Training Poster No. 2: Pädagogische Interventionen im allgemeinen Unterricht und im Schulleben (Tier I + II)

Authors:
Schoolwide Posive Behavior Support (PBIS) in German Schools
Kooperaves Forschungsprojekt von Münchner Schulsung Ernst v. Borries
und EuropaUniversität Flensburg
Abteilung für Pädagogik und Didakk zur Förderung der emoonalen und sozialen Entwicklung
Prof. Dr. habil. Joachim Bröcher, Peter Kramer und Linus Wimann, laufend seit 7/2014
Pädagogische Intervenonen im allgemeinen Unterricht und im Schulleben (Tier I+II)
Clear Behavioral Expectaons
Klare Regeln und Verhaltenserwartungen
 Schüler/innen müssen genau wissen, was gutes und erwünschtes Ver
halten in der Schule bedeutet
 Beispiel für posiv formulierte schulweite Regeln (nach McCurdy,
Mannella und Eldrigde 2003, S. 161)
1. Schoolwide rules: be responsible, be respecul, be ready
2. Cafeteria rules: stay in assigned seat and wait for adult
direcon, line up quietly and wait turn, keep hands and feet
to self, use a quiet voice at all mes
3. Hallway rules: face front, walk quietly, keep hands and feet
to self, listen for and follow direcons
 Beispiel High Five Program (nach TaylorGreen und Kartub 2000, S.
233): Be respecul, Be responsible, Follow direcons, Keep hands and
feet to self, Be there – be ready
BehaviorSpecic Praise
Verhaltensspezisches Lob für Schüler/in
 Lob fördert konstrukves und aufgabenbezogenes Verhalten von Kin
dern/Jugendlichen und trägt zur Entwicklung einer posiven Beziehung
zwischen Lehrkra und Schüler/in sowie zur Entwicklung einer guten
Klassenatmosphäre bei
 Lob muss verhaltensspezisch ausgesprochen werden
 lässt sich gut kombinieren mit Opportunies to respond (OTR)
 das Geben von Lob kann trainiert werden durch konsequente Selbstbe
obachtung, kollegiales Hospieren mit Feedback und/oder Coaching
Good Behavior Game
KlasseKinderSpiel
 scha posive Lernatmosphäre, Schüler/innen lernen sich selbst und
die anderen aufmerksam zu beobachten
 es gewinnen diejenigen Gruppen von Schüler/innen, die es schaen,
die Verhaltensanforderungen zu erfüllen, die vorher unter Einbindung
der Schüler/innen genau deniert werden, über einen vereinbarten
Zeitraum hinweg (z.B. eine Stunde, zwei Stunden, einen Tag, eine Wo
che usw.)
 besmmte Kriterien oder Regeln dürfen durch die jeweilige Gruppe
nicht öer als z.B. 4 x verletzt werden
 für jede Regelverletzung gibt es einen Punkt, Ziel ist möglichst wenig
Punkte zu bekommen
 so spielen, dass alle Gruppen gewinnen können, alle diejenigen Teams
belohnen, die z.B. weniger als 4 Punkte haben
 Kernelemente: Klassenregeln bzw. Verhaltenserwartungen, Mitglied
scha des Kindes/Jugendlichen in einem Team, Beobachtung des eige
nen Verhaltens und des Verhaltens der anderen (aber nur die Lehrkra
bewertet das Verhalten, nicht die Schüler/innen untereinander), Prin
zip Verstärkung
Classwide Peer Tutoring
Schüler/innen coachen sich untereinander
 Lehrkra unterteilt die Klasse oder Lerngruppe in zwei Teams. In jedem
der Teams werden die Schüler/innen zu Paaren gruppiert, die dann je
weils im Sinne des Tutoring miteinander arbeiten
 Tutor/Tutorin bekommt ein Set von Lernmaterialien (z.B. 10 Mathema
kAufgaben) und zusätzlich eine explizite Anleitung zur Verwendung
der Lernmaterialien ausgehändigt
 nach einer festgelegten Zeit (zumeist 20 Minuten) wechseln die beiden
Schüler/innen die Rollen
 Lehrkra beobachtet Schüler/innen und vergibt Bonuspunkte für die
Paare/Dyaden, die die Aufgaben in der gewünschten Form bearbeiten
 Lehrkra gibt allen Lob und Feedback, teilt Punkte zu und hält Fort
schrie der Schüler/innen fest
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180
Munich Inhouse Training Poster No. 2
created by Joachim Bröcher, printed at University of Flensburg, December 1—2014
www.muenchnerschulsung.de
wwww.bröcher.de, www.broecherresearch.de
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