Part three, the concluding article of the series.

FIVE MINUTES BEFORE THE MORNING BELL, students enter Nadine Burke's 5th grade class to see a brief assignment on the board, along with the numeral �2,� the number of lottery tickets they can earn if the assignment is completed accurately by the time the bell rings. Ms. Burke stands at the door, greeting them by name as they enter. �Jake, is your mom feeling better?� she asks a student whose mother was hospitalized for emergency surgery. Evan, who is struggling with math, checks the schedule to see what time he is to report to the second grade classroom to provide math tutoring. Anna stops at the desk of Brett, her �study buddy,� to be sure he has completed his Social Studies homework. �If you want to do this week�s Challenge, be sure to turn in all your work,� she reminds him. The day�s schedule is posted on the board, and, when the bell rings at 8:45 a.m. every student is seated and waiting for Ms. Burke to begin �

Sounds ideal, doesn�t it? The positive and efficient atmosphere in Ms. Burke�s classroom isn�t magical, nor did it happen overnight. With careful planning, Ms. Burke introduced Positive Behavior Sup- ports into her students� daily experience. Let�s take a look at some of the elements of her PBS plan.

1. Transition times are structured. Ms. Burke prevents problems that typically occur when students enter or leave the classroom by giving an incentive for them to quickly get to their seats and begin work. The �bell work� assignment written on the board, together with the opportunity to win lottery tickets for the semi-weekly drawing, represent PBS activities that promote positive behavior while maximizing opportunities for learning. 

2. There is a system of positive incentives for appropriate behavior. Ms. Burke�s lottery is held on each Tuesday and Friday. Students who�ve earned �lottery tickets� drop them in a box; the holder of the winning ticket gets to choose a fun activity for the rest of the class.

3. The teacher builds positive relationships with students. Each gets individual attention as he or she enters the classroom. Their first experience  is one of recognition and personal interest.

4. Students with academic problems are motivated to work with younger students in the same areas in which they themselves struggle. While Evan has usually received help from more capable peers, this is his opportunity to develop a stronger sense of efficacy in math by helping younger students. His performance in math will almost certainly improve.

5. Students take responsibility for one another. Anna and Brett are �study buddies;� although their academic levels are different, each has something to offer the other. When Brett or Anna needs help, their �study buddy� is there.

6. Work is presented in positive terms. Successful work is �rewarded� by more challenging work. More difficult work is treated as a privilege, making it attractive to students. 

7. The class follows a predictable routine. Students know what to expect since Ms. Burke provides an �advance organizer� for the day by posting the daily schedule on the board.

Positive Behavior Support strategies can easily be implemented on a classwide basis. They can reduce misbehavior, at the same time emphasizing more positive and socially responsible behavior among students.

Dr. McNamara, the Director of the School Psychology Program at Cleveland State University, trains PSI staff in the development and implementation of PBS (KathyMcNamara@PSI-Solutions.org).