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PBIS Journey to Genius
Are you in the process of developing your PBIS Framework? Are you wondering where to start? You are in the right place. Join Dianne Ferrell and Diane Ruff as they share the ups and downs of creating and implementing a top-notch PBIS framework that has empowered their school to achieve Ohio recognition as a PBIS Gold School for 4 years. They will also share current issues in behavior management and how PBIS can help with those ongoing struggles. We would love to hear from you! Email us
@ pbisjourneytogenius@gmail.com
PBIS Journey to Genius
Episode 10: Unveiling the Transformative Journey of PBIS from Primary to Upper Grades
Imagine transforming your teaching approach to nurture every student's potential as they progress through school. That's precisely the mission Carol Mieroff champions, and she's joining us to share her wisdom on the transition from primary to upper grades within the Positive Behavioral Interventions and Supports system. With a personal narrative of becoming the teacher she once needed, Carol's insights bridge the gap between creating lasting student relationships and implementing effective recognition strategies that resonate with older children. Her poignant story of a former student's message, 25 years in the making, exemplifies the enduring influence a teacher can have.
As we unravel the complexities of teaching problem-solving skills, you'll gain an appreciation for the intricacies involved in weaving behavior goals into the very fabric of a child's school day. Carol elucidates on the magic of classroom meetings—democratic spaces where young minds contribute to solving their collective challenges, bolstering both their social and academic prowess. Through anecdotes and practical advice, we explore how personalized behavior conferences and dedicated relationship-building can underpin a successful PBIS approach. Join us for an episode that's not just informative, but a heartening reminder of the transformative power of education.
Welcome to PBIS. Journey to Genius. Are you in the process of implementing PBIS? Are you wondering where to start? You are in the right place. We are here to support you. Stay tuned.
Speaker 2:Hi, welcome everybody. My name is Diane Farrell and I'm here with my good friend, diane Ruff. Together, diane and I, the Dians, have been in education for many, many years and over the past 10 to 14 years we've put together a PBIS system in our school. That has gotten a lot of awards and recognition, and now we're starting a podcast. We've put this podcast together to share current issues and behavior management today and how PBIS can help with those ongoing struggles. So we're sharing this journey with you through this weekly podcast entitled PBIS Our Journey to Genius.
Speaker 1:So last time we had Christine Hunt with us, who talked a lot about the acknowledgement system at the primary level, and today we want to welcome Carol Myroff, who's going to talk to us about the acknowledgement system at the upper grade levels. So Carol has been with us for quite a few years. So, carol, welcome. And do you want to tell us a little bit about yourself?
Speaker 3:Okay, Well, I subbed for a little bit and then I taught first and second grade for 18 years. So I was with the little ones for 18 years and then now it's my ninth year, fourth grade in the upper grades Wow that's great so. I've kind of taught a lot of different grade levels.
Speaker 1:Yes, and by teaching the little ones doesn't that give you like a really good?
Speaker 3:foundation to understand you know where they've come from, yes, and then where you're going. That's awesome.
Speaker 2:So we always ask all our guests because we want to know why they chose education, because in this world today, somebody's probably going. I would never be able to do that. So why did you start all those years ago, Carol? Why did you start education?
Speaker 3:I wanted to be the teacher that I needed when I was in school. That's awesome, um, you know, I maybe didn't always have the best home life myself and I, um, I just wanted to be the light in a maybe sometimes a dark world or a dark situation. I wanted to, like, build relationships for a lifetime with kids and I wanted to make an impact on their life in a positive way.
Speaker 2:And you've certainly done that. We both worked with Carol over the years, absolutely.
Speaker 1:And so when did you decide to do that? Like because you were, you didn't go into education right out of high school.
Speaker 3:I did actually go into education right away. And then when I graduated, there were no, there were not a lot of jobs available. So then I went into nursing and I realized when I went to nursing school that I was actually holding tutoring sessions at the Altman library and for all the students that I never lost that love of teaching and working with people and the relationship piece. So that's how you really knew and I knew and I just love kids. So it just it's a perfect fit for me. Yeah.
Speaker 1:That's great, and I was like I was in nursing for a little while and you were still teaching.
Speaker 3:Yes, yes, I was teaching, yes, I was. I was teaching while I went to nursing school.
Speaker 1:So an aha moment in you know with all of the kids that you've had like that aha moment that just you think about, and there are so many I know we had discussed this in first grade, you know, when they learned how to read, that was an aha moment.
Speaker 3:Just gave you goosebumps in the upper grades. You know you work and you work on a hard skill and they, that light bulb finally turns on when they can write that essay. That took months to teach them. All the parts of that, that light bulb turns on as a ha moment. But for me, I'd say the biggest aha moment is when a student contacts you after 25 years that you made an impact on their life and they you haven't heard from them in 25 years. And they reach out to you and say hey, you got me through. Wow, you know. And then it. Then it hits you. That's why I do what I do.
Speaker 1:Yeah.
Speaker 3:And then I will go into education to make a difference.
Speaker 2:That is just. It is, it is and that is a special thing that you've had, carol. You've had someone contact you and tell you that you know, maybe you don't remember me, but 25 years ago and I remember you. And if anybody can have that experience, that truly makes a difference.
Speaker 3:We have such a ripple effect on people and sometimes we don't even know, realize it. And then we find out that, you know, maybe we were a light for them right In a dark situation and you know, in other podcasts we've talked a lot about building relationships.
Speaker 1:It's all about the relationships everything.
Speaker 3:And then look 25 years later that relationship that you built with that student she was probably what?
Speaker 1:maybe in second grade, or he she was in second grade.
Speaker 3:Okay, yeah, she was seven. Yeah, so now she'd be in her early thirties.
Speaker 1:Yeah.
Speaker 3:Yeah.
Speaker 2:That's really precious Thank you.
Speaker 2:That is awesome. So we have a coach at every grade level. We have talked about that in our previous podcast. To manage this system, we have a coach at every grade level and then someone that kind of oversees and helps those coaches. So Carol is the coach at the fourth grade level. So she has bought in to PBIS and does a great job with it. So we like we talked with our first grade teacher last podcast and we were talking about her acknowledgement system and how she does her 10 day rewards and what that looks like center class. So we're going to let Carol explain that at the fourth grade. So how often do you meet with the kids? What's rewards that you offer? You know things like that. Just tell us about your, Okay.
Speaker 3:So at the fourth grade level, relationship is key. So verbal praise is huge for fourth graders. They will do anything and light up for you like a Christmas tree to get that verbal praise. So throughout the day you're always giving them that verbal praise. You know that's key, that's paramount, that relationship piece. Um, and then at the end you know, at fourth grade level it does look a little different. Um, they come to us already, knowing we all speak the same language. We don't give as many. Um, you know, like the negative consequences as much because they already come to us. We don't need to. So we do have a 10 day reward, the sticker days. Um, if they are orange or green they do get stickers and then they get to choose.
Speaker 2:You know whichever some of their choices in your.
Speaker 3:So, for us. You know fourth graders love choice.
Speaker 3:They love to choose and they like to help make the rewards because that's really because the upper grades are more independent, so they can sit down and, with them, generate the list of rewards. Hey, what would you like the rewards to look like? Yes, they're huge for them, and so it gives them ownership and they'll work really hard for that, and so, um, you know, we have multiple things that they can choose. They love the choice of it. They can go shoeless. Um, that's such a big thing to not wear your shoes.
Speaker 1:I know, it's like. I don't know.
Speaker 3:It is. And of course you know, before we went to the sticker and the PBS sticker program, I had always done money behavior bucks in my room. Fourth graders love money, so what I did was I kind of married the two, and so we still do. They can still earn money in my room and, and every twice a month I do have a little auction where they can spend their money.
Speaker 3:That's powerful, because you're teaching money skills, they love the money skills and so, and they love those wallets and they loved to count their money and um, and so they can earn $20. Behavior bucks, you know, is one of their rewards for their 10 day sticker. So I do marry the two and um, you know, and then I did ask them. I said, hey, boys and girls, you know, if we do have a bad day and you know we do end up maybe with a red stamp and you know, should we maybe pay, you know, a fine? And I said we don't have to, only if the class votes. And so some years they do and some they don't, you know it's whatever they want, but, um, you know they choose that they could wear a hat all day in the classroom. We're slippers in classroom, chew gum in the classroom. By fourth grade they're a little more, you know, responsible with the gum than the younger grades maybe.
Speaker 1:Which again, I think is is fine. That's okay.
Speaker 2:It's a responsibility, They've chosen it, they have you know they do, they love that Right.
Speaker 3:Uh, their favorite is these eat lunch with a friend. You know, friendships are so important for fourth graders and they literally almost always pick that one a lot. Um, you know, rainbow pencil candy treat for Mr Al, but eating with a friend is huge and so they will wait, because I can only do three a day. But they'll wait, you know their turn, but that's their favorite one. At fourth grade level they're extremely social and they just want to be with each other and have time to just mingle with their friends from other classrooms.
Speaker 2:And I want to bring um attention to that, because one of the things that was talked about in one of our other podcasts is that people say, well, I don't have enough money for PBIS, pbis is too expensive, I have to buy all these trinkets and all these rewards. But you don't. And what Mrs Myroff Carroll was doing she was just showing you, is that, you know, only one or two of those rewards had any money attached to it, and probably not ones the kids pick more often, because it's the experiences, the praise, that's what makes them want that attention and that recognition, and you're just seeing it right there.
Speaker 3:And so, really deep down, whatever child wants is your recognition. They want accepted by the teacher and by their peers. So if you'd really generate that classroom family atmosphere, then they will get there. As long as they have that inclusiveness, then it's there. And it's so funny because sometimes with these behavior bucks, I do have an auction and so a lot of my kids will problem solve and someone ended up bringing a few things in for the auction. Hey, mrs Myroff, we cleaned out this, can we maybe auction? I'm like oh, thank you so very much.
Speaker 1:Yeah.
Speaker 3:They love to give and receive, so it works.
Speaker 1:So another part of you know, because you had said you know they like praise, they do, and really what you're doing is really naming the behavior that you like to see, yes, and you especially do that with the academics, yes. So, which is important too, because behavior and academics go together. Yes, they do so with the academics. You have the students do some journaling, yes, and you take the time to respond yes, so you want to talk a little bit about that.
Speaker 3:So yes, we do a program called 40 Book Challenge where they read 40 books a year, one book a week of their choices to read to self, and then they journal about it and then I always read it with them standing beside me and then I respond and write to back to them.
Speaker 3:It's very time consuming for me but it's so worth it. And it was so funny because I had a couple parents maybe come in one time to help me and one little girl wrote at the bottom of hers please only Mrs Myroff read this. She was writing it to me and she didn't want anybody else because that relationship piece was so important to her.
Speaker 1:Yes.
Speaker 3:And so when I praise them, I don't say things like oh, you're so smart. I say things specific like oh, you worked so hard at this, I'm so happy that you did this.
Speaker 1:Right.
Speaker 3:Whatever level they're at, to take them to the next level, and so trying to stay away from academics more into behavior like oh thank you for working so hard on this. By being responsible.
Speaker 2:Yes, and tying it back to those. Thank you for yeah. And tying it back to the actual action. It is Because, if you just say oh, you're so smart, oh, you're so good. I mean, we've talked about this before. They don't really know what behavior you're asking them to repeat, but if you say a specific thing that you noticed then right of. They're like oh, this is what.
Speaker 3:Right she noticed.
Speaker 2:This is what I need to repeat, right? So, when you do your behavior or conference with them because you're talking about relationship, which is so important how often do you so you meet with them to go over their 10 day charts, their 10 day rewards? Yes, how often do you?
Speaker 3:meet with each student. At the fourth grade level. We meet twice a month.
Speaker 3:So, every other week on a Friday, so we don't meet as much as the younger grades. They keep that same behavior goal longer, and when we do meet, sometimes they'll decide to continue with that goal even longer. So each child has a behavior goal. Each child has a behavior goal and it's taped to their sticker chart so that when they put their stickers on, they can see and be reminded of their goal that they're shooting for. And it's usually a behavior goal. Now, if it is an academic goal that we're struggling with maybe they're not turning their journal entries in then we will turn it around to a behavior goal. While you know how about we work on being responsible?
Speaker 3:and maybe working on this journal, 10 minutes every night. I love how you're tying it back to the three big rules Tying back the big three rules yes, so we tie everything to the three rules.
Speaker 2:Safe, responsible and respectful. And then and how that works out in real life.
Speaker 3:And it goes into when you take those three behavior goals. It goes into the academic it does. That's why I brought that up and they really are married together.
Speaker 3:And it's exciting to see it. And children want to please you and they want to behave. They just need the skills and the practice. Sometimes Not every child comes to you with those skills, so you have to give them opportunities to practice those skills. Some kids struggle with problem solving, so take time out of class to give them some time to practice those problem solving skills and then it will show up in the academics later.
Speaker 1:Yeah, so what you mean by problem solving is maybe they're having trouble with other friends, like they're not able to problem solve a conflict with another friend or something like that.
Speaker 3:So again, teaching them how to work through that, so it'll, so it will show up in the academics and it helps them socially and a lot of times, if you have a child and this is all new to me too, because I've, you know, I'm starting, I always am trying to put pieces together. So, if you have a child who is maybe struggling academically, maybe they're not getting their journal entries done or they're giving up on you and you think, okay, what are they really struggling with? Well, maybe they're struggling with problem solving skills and they can't identify it, like they can't figure out. Hey, I'm struggling with the writing component, but they can't portray it to you. So they're struggling with the problem solving.
Speaker 3:How can I problem solve this problem of getting the journals down, instead of coming to me and saying, sometimes, if I just go to them and say, hey, what's going on, you know, how can I help you problem solve? Let's, let's look at this problem together. You know, what can we do? It's amazing how it goes into. The academics is what I'm trying to say at the fourth grade level.
Speaker 2:So, when you have those because just as you're talking to me and I'm thinking about this when you have those behavior conferences, we say how important those are, because that special time you were setting aside for that student to talk about what they're struggling with, right? So do you see that as a good forum to like delve into their problems with maybe getting their journal? Yes, it's a special time to talk about.
Speaker 3:Yes, sometimes children start with executive functioning skills. Ok, what can we do together as a team to solve? You know, first let's identify what's happening, what's the problem, and then what can we do to solve it together. You just assume that children can solve these problems on their own, but sometimes they just can't say, ok, well, why is this child not turning in their homework or the math homelink, or whatever, the academic grades, the upper grades? Well, what's? You know, what's the problem? You know, or what's happening. And so you just sit with them and then you realize that they maybe are just lacking some problem solving skills. Ok, how can we tackle this problem? Where can we squeeze this time in? Or what can we do to solve this? Maybe we can use bus time, or you know it just problem solving skills Goes into their social, goes into the academics, right, it goes into so many parts in their lives and some kids are just better at solving problems than other. You just think they do.
Speaker 2:So this whole thing that we're talking about right now for those listeners out there who don't know what we're talking about is behavior conferences, special time, that part of our PBI program that each teacher in the building sets aside it's up to them how many times, but at least twice a month where they meet with every student and talk about their own behavior skills and what they might need to work on, what might need better and going over their plans. So that relationship building piece is a big part of our PBIS here at school.
Speaker 1:So when you're doing that, I imagine you have a time frame. Yes. You know and so I guess I'm thinking. Some teachers out there might be thinking I don't have time for this. Can you explain how you make time and how it works? What the cat?
Speaker 2:is doing on a Friday afternoon.
Speaker 3:You know what are the other students doing and you try to limit to like one or two minutes per student, although we know some students might take longer, other students won't, yeah, and some students choose to continue with that same goal, and then we have to come out of it a different way. If a child is choosing to be more responsible by keeping their cubby cleaned out or their desk cleaned out, which for some students is a big challenge, oh yeah, you know. Hey, this isn't working. What else can we do to try to solve this problem? So some students do need more time than others. They do.
Speaker 1:So what are the rest of the students do when you're talking?
Speaker 3:Sometimes I will have them do 40 book challenge or read a book quietly. Sometimes we'll put in a science movie or some kind of academic movie while I pull them over. Sometimes I'll use bus time. Or sometimes I'll meet with them more than if a child needs me more than just twice a month. Some kids I have a couple of friends I probably do meet informally more often and say, hey, what can we do to help you with this?
Speaker 1:Yeah.
Speaker 3:You know I'm here to. I'm here to help you. What can I do to help you?
Speaker 1:Right, so. So not only do we do all of the teachers in the building hold behavior conferences, but the other part of that is then we hold class meetings. Yes, so, some of this I'm sure that you talk about in your class meetings. So do you want to talk about your class meetings a little?
Speaker 2:bit. How are those structured and what do you well with use to do?
Speaker 3:with fourth grade. Sometimes they pick the topic, like, for example, one time they come in from recess all upset, you know, and they come in grumbling complaining that the you know they were getting in trouble with the AIDS. There wasn't enough room for them to move, you know, and I said, ok, what can we do to solve this? Let's problem solve, let's have, let's go. This is going to be the topic of our class meeting today. Let's be proactive, not reactive.
Speaker 1:So I actually got a letter.
Speaker 3:Yes, she did, and so I had one little proposal. She did, and it was so neat because they took what we were studying in social studies about making a petition and one little girl come to school the next day with a petition.
Speaker 1:And we just. That's on my desk that I just read again and I saw that, that that particular class meeting was was student led at fourth grade.
Speaker 3:at the upper grades, you can allow them sometimes to decide the topic or or decide what, where we're going to, which direction we're going to go. A lot of times what's happening in the room or what's happening on the playground will dictate to me what needs done. How long do you let your class meetings go?
Speaker 3:Probably 20, 30 minutes at the time you know whatever, usually a 20 minute meeting, 30, 20 minutes more 20, 20 to 30 minutes If it gets passionate like that one, that one probably went 30 because they wanted to come in and grumble and I said now wait, you know, we're going to be proactive, not reactive. You know, I try to use that terminology and say what can we do to solve? We can't just grumble about it. What can we do to be proactive? Proactive, and you know what are some ideas that we can solve this problem, and so my goal for me this year was so Mrs Kiko had come to me earlier this year and she said you know, mrs Meyer, off, I really, really feel like we need to teach the children to become problem solvers in every area of their life, and so I give Mrs Kiko credit for this, because she really made me think about that.
Speaker 3:That is going to be so difficult. She's real, she no longer has the guilty…. She's need to be being yourself be하다. She's need to be open on a target that's the kind of on which not every society gets ready to be behind surrogate Children. Some children have natural problem solving skills. Some children need help with it, and so a yeah, they come to me with this huge problem. Okay, how are we gonna solve it, boys and girls and what their ideas were incredible to me once they were done, grumbling and but look what you're teaching them.
Speaker 1:To her classroom.
Speaker 2:Well, we got 200 signatures but in that class meeting not only are you solving the problem of the people that have the problem, but you're giving everyone else ideas for the time they might have that problem.
Speaker 3:Yes, so you're sharing ideas.
Speaker 2:They might not have that problem right now, but now they have a solution for when it happens, to the next time, or they can give Suggestions, I mean on how, and then that shows you know that their ideas are are. Well, I mean class meetings are so important and have so much to them. They do you hold those twice a month at least, oh probably more than that. But you're, you're trying for twice a month.
Speaker 3:We're formally supposed to have them twice a month, but we probably have Four or five or six, because things, situations come up and we just have to stop for someone who taught fourth grade for ten years, I understand. Because you have to stop what you're doing and just deal with it. You know.
Speaker 2:But you're teaching something I.
Speaker 3:You have to realize that because I tell these kids listening, boys and girls, you're always gonna be in situations that you have to learn how to problem solve, whether it's on the playground, in the classroom, with each other, is with your social skills. You know everybody has a valued voice and when you set the the tone for the class meetings, you know you always talk about you don't want to call them rules, but there are boundaries. Hey, everything we discuss in the room, you know we keep here and we want to be honest with our feelings and we want to value everybody's input and we celebrate their differences. You know, and Children are very good about that children are. If you set those back, if they know you care about them, they will. They will do anything for you.
Speaker 2:Yeah and you know, out there with these class meetings. Even though we started this practice before COVID, I think it is so much more important, even after COVID, because children were isolated so much, they weren't around peers, and now they've come back in that school system and sometimes those problem-solving skills weren't there for a couple years. So so All those teachers out there that say I don't, like Carol just said teachers may say I don't have time for that, you don't have time.
Speaker 3:Not to have that, you have to make time and you have to give them time to practice that skill. You can't just expect them to be able to do it. Some kids are just innately have everything they need to be successful at school. Some kids don't, and so you have to give them that time to practice and you have to set up activities in your room when they they get to work together. And so I can't solve all their problems when they if I, if we're doing a big rating piece and I have three or four of them together in a group rating, and they start to bicker if I go up and I Solve that problem, what did they learn? So then I might go up and guide them and Say, okay, what can we do better? How can we solve, how can we solve this problem? You know, then they learn those valuable skills that they need to become adults and take to fifth grade and Two things here.
Speaker 2:We've talked about the, the Behavioral conferences, one-on-one, and we've talked about the class meetings.
Speaker 1:So you know, acknowledgements system is so much more than a reward system. It is you, as Diane had said early on because, as you've been talking for the last Probably 20 minutes or so, we you are. You're acknowledging their feelings, you're acknowledging they're important, you're acknowledging that each person has something good to say, you know. And so when we acknowledge all of those things, like you said, a child will Do and do as much as they can for you.
Speaker 1:They want, they want you please, they want to learn, so you know the acknowledgement system. I mean it's great for the rewards, the the bucks, and To eat with a friend and all of that.
Speaker 2:No, shoes no shoes.
Speaker 1:That's it in the teacher's chair. All those little things and all of that, but really, I think the most meaningful Acknowledgement comes from when a teacher Recognizes the value of the student.
Speaker 3:They do and it's the relationship piece. Yes, I had trouble with a little girl at the beginning of the year and I moved her up by my desk and just because I needed her close to me, just proximity, and Then she was starting to learn some skills and I felt like I could put her back in the group. And then later she come up and said can I sit back up there by you? She wanted to be by me. That relationship piece. So Everything comes back to the relationship with the child.
Speaker 1:It really, you know if you.
Speaker 3:I think if you asked a fourth grader, they would say the relation piece with the teacher is more important to them than the actual physical rewards.
Speaker 1:Yeah, yeah, pleasing that teacher is.
Speaker 2:So older middle school, high school teachers will say they don't have their kids as much, but you switch classes.
Speaker 3:We do. You're not self-contained. No.
Speaker 2:So you have quite a few students to establish these relationships with. Yes, 50.
Speaker 3:Yes, you do yes.
Speaker 2:So it's a, it's a, it's a genre 48.
Speaker 1:So we are, we are starting to run short on time, so I want to kind of just skip ahead just a little bit and ask you what are the favorite parts of PBIS in our building? Yeah, what's your favorite? My?
Speaker 3:favorite is is the universal language. And when they come to me, everybody's on the same page. I remember 34 years ago when I subbed and I would go into different classrooms and different grade levels. Yeah, no, there was. There wasn't anything universal. There was such differences between each teacher, each grade level, and it was so difficult and to me the kids were much more unruly. And so now they're everybody, it's. We all speak the same language, we have the same expectations. Whether they go to computer lab or to the library or to the, you know, to the cafeteria or to my room or to my co-teacher, we have the same expectations and they get it, they understand it, they know what's expected of them, and to me everything just runs more efficiently with the regular population of the school. To me it does.
Speaker 2:That is awesome, carol, because we all were here at a time where it was very different. Each teacher was in their own little pod and had their own little language as to what was their behavior system. What was this? What was that? They went to gym, music or art. It was all different. Nobody knew what was going on in the others, and that has all changed with PBIS.
Speaker 3:Yes and I remember teaching back there 34 years ago and subbing and trying to feed all out myself, Well, truly a sub. I'm so proud of myself, and you know it was so funny.
Speaker 1:Truly a sub.
Speaker 3:This, children will automatically try to push back. Then, you know, to the limits. And I remember, just as a sub, just it was difficult. Now as a sub, we have this universal language, universal expectations, and as an upper grade teacher, it's amazing because they come to me already with everything in place.
Speaker 1:Yes, and I just throw the relationship.
Speaker 3:Piece in and show them. I care about them and these are my expectations. And if you're consistent, the groundwork's already laid for you. Christine Hutt and these first grade teachers have done that you know, yes, yes and so, and then we just pick up the ball and keep walking, and it's really made things a lot easier for us.
Speaker 2:Well, thank you so much for coming, carol, and as Carol is one of our PBIS coaches, so she does work with our tier two and tier three situation, so we're gonna have Carol back. We will Whenever we start, cause this is level one, we are really talking about tier one, but we're gonna have you back, carol, whenever we move on to tier two and tier three. Is there one more thing I could say? Absolutely, absolutely, sign us out.
Speaker 3:This is the difference. Too Big difference which is huge to me Is years ago, when you had a behavior problem in your room, you carried it alone with Mrs Farrell.
Speaker 1:Yes.
Speaker 3:When you have a behavior problem in your room or a situation that's challenging for you. You don't wanna think of a child having a behavior problem, but maybe a challenging situation. You have a team. You get to go to a team member and share that and say, hey, do you think you could help me out?
Speaker 1:Yeah.
Speaker 3:You know, I remember years ago, sometimes I would just feel so heavy because I was carrying and I didn't know what to do. And now I have this whole team of people, you know, and my colleagues my fourth grade team can come to me. And I know last year there was a teacher that had had a challenging situation. She said you know, the best part of all of this is that I don't have to carry this alone.
Speaker 1:I love that. I think that's fabulous Carol, that is so and she's so true, it was Mrs Oaks.
Speaker 2:The one part of our system that is very powerful is that coaches at every grade level having a regulated system, a protocol of where to go, that teachers know that they have support and they have a system. So, absolutely, thank you so much, carol.
Speaker 1:Our time is drawing to a close, just remind you that we have an email pbisjourneytogenius at gmailcom, so if you have questions, wanna comment, you can shoot us an email. We're also on Facebook. We're on.
Speaker 2:Facebook and Instagram. So if you go to our website pbsjourneytogenius, anywhere on our podcast, you can find the links to our website and our Facebook so you can contact us through them. We'd love to answer any question. You might have Hook you up, Do anything you need. Thank you so much for listening. I'm Diane Farrell.
Speaker 1:And I'm Diane Ruff and you've been listening to episode 10, tier one Acknowledgement System for Older Elementary Students on PBS.
Speaker 2:Journey to.
Speaker 1:Genius.
