Using evidences of P.B.I.S. to identify behaviors in bathrooms
Lesson 2 of 4
Objective: SWBAT learn and articulate PBIS expectations in the restroom.
Today's lesson is all about conduct in the restrooms. While young adolescents may think that this lesson will be irrelevant to them, the restrooms are the WORST place to visit throughout the school year. Just picture water overflowing in sinks, broken toilets, tissue scattered over the floor, and nice graffiti on every bathroom stall. From students hanging out in there to leaving trash and nasty things in the toilet, it is time to fix these behaviors!
Warm-Up: Restroom Scenarios
To hook students into the lesson, I provide them with a PBIS Restroom Scenarios handout. Independently, students read over each entry, choose one , and summarize how they would respond in that situation. As students work, I walk around the room making myself available for questions students may have about the assignment. Instead of doing a share-out, I will ask for a show of hands on who selected each scenario. Afterwards volunteers are selected to share their responses to all scenarios on the paper.
To move a step further with ELA concepts, I will model for students how to recognize the parts of speech in their selected scenario. Since the sentences are projected on the board, I will walk students through labeling each part of speech in their selected prompt. This will be a challenging task since this is the second year of grammar being back in the classroom, but we will accept the struggles with full force.
To ensure student success with restroom expectations, a video is shown where students take guided notes on the PBIS Bathroom Notes handout as they view what is seen and heard on the clip. With the video moving at a very swift pace, having words embedded in the clip allow struggling students to see the answers that go along with each blank of the handout.
While students watch the clip, they work independently to fill in each blank on their paper. As I walk along the room observing how students are responding to the activity, I can decide at this time how the answers will be revealed. If I notice more blanks on the handout after the video is complete, then another mode of instruction, PBIS Restrooms power point will be used to help students finish their guided notes.
As an exit ticket, students will use the back of their hook activity sheet to respond to the question
In your opinion, what is the most important rule for the restroom? Support your response with 3 cited evidences from your notes.
It is important that students learn these rules as administration will be monitoring their behaviors in these less-restricted areas. What this activity creates is for students to rely on their notes to formulate an opinion about the most important rule to remember when in the restroom each day. I will spend time reading these cards at the end of the school day. Here's one student response to restrooms example so you can imagine what else was written during this time.