Positive Learning Environment





  • "ASV is well on their way toward enhancing the academic, social, and behavioral opportunities for their students and families. They get it!…that academic achievement is linked to positive classroom climate and, likewise, social behavior success is linked to academic success…they go hand-in-hand."

    Dr. George Sugai
    Co-Director
    National Center of Positive Behavioral Interventions and Supports
    University of Connecticut

Philosophy

Great schools ensure an optimal environment for learning.  At the American School of Valencia, one of the ways in which we create this positive environment is through Positive Behavioral Interventions and Supports (PBIS). PBIS is a proactive approach for establishing behavioral expectations and the culture needed for all students to achieve social, emotional and academic success.  Staff collaborate deeply and identify components of an optimal learning environment, then they teach, discuss and practice the routines and habits with students. Educators establish forms of feedback, primarily positive, to ensure that transitions are smooth, that respectful behavior is the norm, and that the classroom focus can be on the important interactions that support learning.

What is PBIS?

Clear Expectations Are Taught

At the American School of Valencia, each year we begin by explicitly teaching and practicing routines and expectations, engaging students in discussion and reflection. Teachers provide positive modeling of the expectations, and students actively reflect on their level of behavioral implementation. Students receive consistent and ongoing behavioral support throughout the academic year and appropriate modifications are made in alignment with ASV’s values.

Recognizing the Desired Behavior

Staff are dedicated to placing an emphasis on the desired behavior by recognizing individuals and classes for demonstrating positive behavioral expectations.  Positive behavior and improvements are recognized verbally along with other tangible rewards. The recognition of the desired behavior is the critical aspect of these interactions, not only the tangible rewards.

When corrective feedback is necessary, it is provided individually and privately, and is paired with greater positive feedback: we strive for four-to-one positive-to-negative interactions – especially with students who are working toward the desired behaviors. Being treated with kindness and respect will make students more likely to exhibit those attributes.

Celebrating Success!

There is no better way to help instill positivity than to celebrate with students when they get it right!  As we consistently strive for an optimal learning environment, along with students working together to achieve that environment, rewards are subsequently based on positive class achievements.

Dr. George Sugai Collaborating with ASV

“ASV is taking this effort seriously by actively, formally, and positively engaging their students, by maximizing their attention toward teaching and recognizing respectful and responsible behaviors, and most importantly by deliberately investing in effective practices that work for their students and their learning success. All staff, administrators, students, and family members are being encouraged to participate because when ALL are involved, EACH will succeed. Kudos to ASV for their emphasis on positive respectful, responsible, and safe teaching and learning environments.”