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Apanui School

Teacher Only Day - PB4L-SW

Karakia
E te atua,
Hmai ki a mtou,
Te kaha me te mramatanga,
Kia mahi tika
Ki te tautoko ttahi ki ttahi,
Kia haere pai i roto i tnei hui
Amine

Himene
He hnore, he korria
Maungrongo ki te whenua
Whakaaro pai e
King tangata katoa
Ake ake, ake ake
mine
Te Atua, te piringa,
Toku oranga
X2

Ka whangaia, ka tupu, ka puwai


That which is nurtured grows,
then blossoms

At our meeting today, we will...


Respect

- Be an active listener
- Include all members in discussion
- Take phone calls outside

- Keep to times
Responsible - Phones on silent/vibrate
- Participate/contribute/ask
Resilience

- Keep focussed on the task


- Accept different ideas/opinions
- Celebrate success

Staff, students and parents


work collaboratively to
develop clear behaviour
expectations in all settings.
*Behaviour Matrix

The
process
.
Decide what expectations
will be taught based on
events in term and on
data
*A timeline of when
behaviour expectations
are taught.

Base the school


culture on school
values:

Graphs from data clarify


problematic
behaviours,locations,
time of day and number
of students involved
*Data recorded on Etap.
*Analysed by PB4L
Team

Behaviour
expectations are
taught in classrooms
and at assembly.
*Lesson Plans

Respect
Responsibility
Resilience

Establish consistent,
logical consequences
for inappropriate
behaviour
*Minor
*Repeated Minor
* Major

Appropriate behaviours
are recognised and
acknowledged.
*Rewards contingency
Define minor and major
inappropriate
behaviours.
record incidents of
inappropriate behavior
on Etap
*Minor/Major
decisions

Learning intentions for today


To develop a behaviour matrix for our school matching
expectations to our school values in every setting.
To decide on what constitute Minor & Major unacceptable
behaviours, consequences for these.
To explore a school-wide reinforcement system that will
work at Apanui.
To create some lesson plans to match the matrix.

Times
Start: 8:45 am
Intro (Ruth)
9-10am:
Behaviour Matrix (Karen)
Homework Task (Nadine)
Brain Break (5mins)
10-10 -11 Minor/Major (Ruth)
Morning Tea - Reflect on Posters for PB4L
11:20 - 1pm
Consequences for Minor Incidents (Annette/Ruth)
Lunch
1:40-1:50pm Concerns about rewards (Susan)
1:50-2: 40 School-Wide Reinforcement Procedures (Glen)
Homework task (Nadine)
2:40-3:00pm Next steps/Questions/Feedback (Ruth)
Finish: Around 3pm

Respect, Responsibility, Resilience


These positive school-wide behaviour expectations
provides:
consistency in language
consistency in what to teach
consistency in what to recognise
consistency in what to correct.
The expectations are the cornerstone for everything
else you will do related to PB4LSW.

2.N
i
c
o
1.S

ll
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k
al S

3. B

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v
a
eh

es
l
p
m
a
x
rE

atu
r

al
co
n

tex
t

All
Setti
ngs
R
es
pe
ct
R
es
po
ns
ibi
lit
y
R
es
ili
en
ce

k
s
a
t
k
r
o
w
e
m
o
H

Is it Minor or Major?

How do we currently respond to problem behaviour?

PB4L Criteria
Un-obtrusive- not intended to identify or embarrass the student
and learning can continue uninterrupted.
Explicit responses, instructional approaches.
Consequences are fair and logical.
Children should be fully aware of consequences-no surprises.
Inappropriate behaviours are seen as opportunities to relearn.
Revisit your list
label 1-non -explicit , 2-Explicit, 3. consequences
Add and adapt your list.

Common Concerns about rewards

Children at this age should know what is expected


Praising feels unnatural or phony
Pa
Ac i r
Praise is manipulative and coercive
tivi
ty
Isnt giving a reward bribery?
Awards are only for special achievements
We cant afford this type of system
Students come to depend on tangible rewards

Why develop a school-wide reinforcement system ?


Increases the likelihood that desired behaviours will be repeated
Focuses staff and student attention on desired behaviours
Fosters a positive school culture
Reduces the time spent correcting student problem behaviours
Research suggests that traditional punishment practices exacerbate
& contribute to the problem of challenging behaviour

The quickest way to change behaviour is to..

Point out what they are doing right!

Acknowledgement System

Level 3
Strong &
Long
Level 2

Moderate &
Intermittent

Level 3

Free and Frequent

School-wide Reinforcement Procedure for Encouraging Positive Behaviours


Name

Resour
ces

Descri
ption

Fast
and
Fre
que
nt

Positive
Choices

Cards in
P/C
Room
Box in
Office

Paper
cards
Colour
of each
House

Mo
der
ate
and
inte
rmit
tent

House
Boxes

Plastic
Box with
4
compart
ments
for each
house
(as in ZGas
stations
Goodin-thehood)

Values
Certificat
es

Sig
nif
can
t
and
Infr
equ
ent

When
and
where
presen
ted
Any
time
Any
place
Any
Teacher
/Teache
r Aide

Infor
mati
on
requ
ired
Name
Roo
m
Hous
e
What
for ?
?

Goal

Celebr
ations

Coordi
nato
r

Give
out up
to ? a
day

Mari
onP/C
and
keep
in
P?C
Roo
m

All
Positive
choices
go in
box
after
each
assembl
y

School
Assemb
ly

Draw ?
every
assembl
y

Certificat
es

Value
Name
Class
House

School
Assemb
ly

At
the
end
of the
term
point
s are
adde
d up
for
Hous
e
winn
er
Hous
e
point
s?

At
Assemb
ly
draw ?
out of
box, to
receive
a PB4L
Bracelet
As
above

Sher
ylensu
res
ther
e are
eno
ugh
certi
ficat
ed

House
winner
celebrati
on Day

Teachers
of the
House
organise
One
activity

The
winning
House
has a
Celebrat
ion
afterno
on.

End of
term/Be
ginning
of
term??

One
House
has a
celebrat
ion Day
a term

Ake
Runga
certificat
es

Laminat
ed
Certificat
es

An Outstandin
g
student

End of
Term
Ake
Runga

Ideas
for
celeb
ration
s??
Kids
to
have
input.
Name

Values
Bracelet
Parent
invited
to
Assemb
ly
Name
on
PB4L
wall in
Foyer
Name in
newslett
er
Ideas?

Sit Up
Front
Ake
Runga

Sher
yl
mak
es

Give
out 2
per
class

Two
Childre
na
term.

P - Plus, M-Minus, A-Alternative


Look at the Matrix -make any notes

Positive choices -reflective questions.


Pair Activity

Role Play - what do you say when giving


child a positive choice.

k
s
a
t
k
r
o
w
e
Hom

St Anthonys School PB4L Lesson Plan


I am respectful

Expecta
tion

Expected Behaviour
Matrix Rule and Steps
List rule from matrix and steps to complete the
rule

Put rubbish in bin


Stay seated
I use the eating areas
correctly:
Litter goes in the bin. I
remain seated whilst I am
eating
We remain seated whilst eating for
safety (dont want to choke) and to
ensure our food is being digested
properly. Litter goes in the bin so
playground looks nice and to
discourage rodents!

Sit with a group of students


and model to rest of class
how to sit and eat lunch. No
walking around.

At end of session any leftover


food goes back into lunch
box.(eventually into compost
bins?)

Model how other litter goes


into the binby walking over
and putting it in there. Not
target practice.

Use
this
time
as
an
opportunity to talk about
environmentally
friendly
packaging rather than foil
and Gladwrap.

Take the students onto the


deck and other areas in
playground to practise the
above rules.

Make sure they know where


the bins are

Remind about the rules


before the children go out
to eat.
Show them that the
playground is litter free
before they start and that
it needs to look like that
when they have finished.
Remind children of rules during
eating time.
Point out bins to them

Praise students who are acting as


good role models to the other
students.
At the end of the session say how
nice it is to see the playground
looking so tidy.

Eating Areas

All designated eating areas in the


playground including the area
outside Tui room

Tell
Introduce the rule and why it is important

Setting
Show
Teacher demonstrates or models the rule.
Teacher models non-examples

r
Pai ivity
t
Ac

Practice
Give students opportunities to role play the rule
across all relevant settings

Monit
or

Precorrect/Remind
Anticipate and give students a
reminder to perform behaviour

Supervise
Move, scan and interact with
students
Feedback
Observe student performance & give
positive, specific feedback to
students

Next Steps.
All staff.

Poster competiition - Give us your thoughts

Share matrix with children - get them to


complete a blank matrix activity

Continue to refine your practice in dealing


with minor inappropriate behaviours.
Reflect on what works. Input data on Etap
Continue to reflect on what constitutes Major
inappropriate behaviours. Ensure good
communication with Senior Management (Simon
and/or Ruth & Team Leaders).
Give out lots of Positive Choice
(Fast & Free)
Write some lesson plans to fit with matrix - staff
meeting activity

PB4L Team

Finalise Matrix and share with staff, students


& Whanau

Flow chart for Minor Major, share.

Finalise SW reinforcement system

Facilitate staff meeting- Lesson Plans

Facilitate staff meeting-Active supervision

Plan PB4L Launch Day