The premise of both PBIS and Respectful Discipline is that continual teaching, modeling and reinforcing of the positive behavior will reduce discipline problems and promote a climate of greater learning and safety.  Respectful Discipline will go one step further to ensure that students work toward being internally motivated, not just externally motivated, and that students learn to work as a team in reaching their goals.  PBIS identifies several key features in schoolwide processes and practices that support children’s posi­tive behavior.  Respectful Discipline’s approach offers a wealth of practices that match these features. Using the Respectful Discipline can therefore help your school implement PBIS successfully.

PBIS key features:

A common purpose and approach to discipline throughout the school

A small number of posi­tively stated expecta­tions for all students

Procedures for teaching these expectations

A continuum of proce­dures for encouraging expected behavior

A continuum of proce­dures for discouraging inappropriate behavior

Systems for students with at-risk behavior

Ongoing evaluation of effectiveness

Respectful Discipline features:

Establishing a discipline policy that staff and parents support

Training staff to use consistent methods of teaching the rules and responding to misbehavior

Creating a safe learning environment

Helping teachers to manage emotions while dealing with stressful situations

Using modeling and role-playing to teach children what expected behaviors look and sound like

Providing students with structured practice of expected behaviors and specific feedback

Using practices such as classroom meetings, rule creation with students, modeling, and role-playing with the whole class

Using  caring  problem-solving conferences  and written agree­ments with students who need more intensive supports

Responding to misbehavior with positive redirecting teacher language and logi­cal consequences

Using problem-solving strategies such as class meetings with the whole class or small groups

Using individual written agreements with students who need additional support

Observing students, reflecting on the success of practices, and adjusting teaching techniques accordingly

Using self-evaluation forms