Positive+Behaviour+for+Learning

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= RTC 2 7 8 =

Sweet As
The SWEET AS programme for behaviour management into the school is working well with lots of positive rewards such as Caught Being Good Prize Draws at school Assemblies, and Good Choices rewards at the end of each Term. This is alongside the PB4L, as we still continue the Restorative conversations.(10/14) Students enjoy getting 'caught being goods' as they like the prizes and the trip each term. They are starting to do restorative conversations with each other too. One child telling another to make good choices and not do the behaviour that they are doing (12/14)
 * School With Empathy Edging Towards Aroha and Strength **

Sweet As
Reintroducing the SWEET AS programme for behaviour management into the school. This is alongside the PB4L, as we still continue the Restorative conversations.
 * School With Empathy Edging Towards Aroha and Strength **

** April- June **

 * Continuing Restorative Practice in the school**

** Feb/ Mar PB4L and Restorative Practice **

 * 22/2/14 **
 * As a school we have adopted a Restorative Practice programme for behaviour management of the children.**
 * It is based on positive behaviour for Learning. We aim to be a Well-Being school.**
 * First we read an article titled " The importance of building a safe and caring school environment."**
 * which was an MOE document based upon Well-being Schools.**
 * It stressed the importance of building a positive school climate, which was caring, safe and respectful.**
 * This would lead to improved outcomes for both students and staff.**
 * Factors such as safety, relationships, teaching and learning and physical environment were discussed.**
 * I especially liked the analogy from Gruenet (2008) that a school culture is, " the way we do things around here," and a school climate is,**
 * " the way we feel around here." **


 * We then filled out a form "Making Connections" that related to our classroom rules, routines and practices.**
 * This contained 17 classroom management strategies that should be emphasised in every classroom ( Lewis 2007)**
 * 1. Increase ratio of positive to negative teacher to student interactions**
 * 2. Actively supervise at all times.**
 * 3. Positively interact with most students during lesson**
 * 4. Manage minor ( low intensity/ frequency) problem behaviours positively and quickly.**
 * 5. Follow school procedures for chronic problem behaviours.**
 * 6. Conduct smooth and efficient transitions between activities.**
 * 7. Be prepared for activity**
 * 8. Begin with clear explanations of outcomes/ objectives.**
 * 9. Allocate most time to instruction**
 * 10. Engage students in active responding**
 * 11. Give each student multiple ways to actively respond**
 * 12. Regularly check for student understanding**
 * 13. End activity with specific feedback**
 * 14. Provide specific information about what happens next**
 * 15. Know how many students met the objective/ outcomes.**
 * 16. Provide extra time/ assistance for unsuccessful students.**
 * 17. Plan for next time activity conducted.**

** Restorative Conversations **
My first restorative conversation was with Whiore. I was pleased with how Whiore had listened to what I asked, thought about it and answered. I asked her “What happened with you and Van?” and she answered “ we ran off .” I then asked “ What were you thinking/why did you do that?” Whiore said ‘ “Because we thought it was fun.” I then said ,” What do you think happened then? Who was upset about it do you think?” Whiore said, “Nan”. I asked,” and who else might have been upset.’ She said the teacher so I asked her who the teacher was. Whiore said, “Mrs Bennett.”” I then asked, “Why do you think I was worried?” and prompted her to answering that I thought you might have got lost. I asked her,” How do you think I felt? “ She replied, “sad.” I then said, “How do you think you could put that right? What could you do next time?.” She said,'”play at the playground.” I then asked ,”when the bell goes what do you think could do to fix it up next time. What would you do when the bell rang?” She answered “ Go to class.” I did use more than one question at a time as I was trying to rephrase it so she would understand. I also repeated her answers at times to reinforce them eg when she said I would have felt sad. I said, “ I felt sad alright”
 * ** The first week (10/2/14) we practised Restorative Conversations and videoed and reported back to each other at staff meeting. **
 * What is happening? **
 * What were you thinking? **
 * Who do you think is being affected? **
 * How do you think they are affected? **
 * What do you need to do to put it right? **
 * How can we fix it? **


 * I found using Restorative conversations helped children to think about what they were doing and its effect on others.**
 * Children have to think of solutions rather than being told by the teacher.**
 * A written record is kept. Now on MUSAC and parents/whanau contacted if needed.**

** Community circles **

 * ** The second week ( 17/2/14) we talked about Community circles and its success criteria. **
 * T **** he discussions help connectedness and cooperation. **
 * I use Tamati a toy elephant as a talking piece and sit the children in a circle on the mat. **
 * This has been very success for praise, relationship building, developing key competencies and restorative class conversations. **
 * We had conversations in the circle on the mat about one of our rules."Be nice to others." The children then all had a turn at **
 * holding Tamati and saying something nice to the person next to them eg " I like your hair." You have a nice t-shirt on." **
 * ( Tamihana had a blue one on). **


 * I found community circles work well. ( We have used compliment circles in the past). Children enjoy using Tamati as a talking piece. **

** Collegial relationships at work **

 * ** The third week (24/2/14) we are focusing on Restorative Practices - Collegial relationships at work. **
 * ** A school culture where staff are co **** mmitted to each others success and positive relationships exist. **


 * I think we are generally working well as a team and supporting each other if needed or asked to. **

** Goal Setting **

 * ** We all set goals based on charter, school wide and personal goals. **
 * ** (Refer wiki heading goals for write up) **

** Continuing Practice **

 * (15/3/14) **
 * **We are continuing PB4L in the classroom and around the school with Restorative conversations and**
 * community circles in class. Tamati the Elephant is a talking piece that we use when discussing our ideas and opinions in class. **
 * We regularly refer back to our class rules and relate them to specific behaviours stating what we should do and what was not done. **
 * Eg L was mean to S. What did he do? He called S a silly name. What should we do? Be nice to others. **