Positive Behaviour for Learning INTRODUCTION. P ositive B ehaviour for L earning PBL is … a broad...
Transcript of Positive Behaviour for Learning INTRODUCTION. P ositive B ehaviour for L earning PBL is … a broad...
Positive Behaviour for
LearningINTRODUCTION
Positive Behaviour for Learning
SYST
EMS
PRACTICES
DATASupportingStaff Behaviour
SupportingDecisionMaking
SupportingStudent Behaviour
OUTCOMES
Social Competence &Academic Achievement
PBL is … a broad range ofsystemic and individualised strategies for achieving important social and learning outcomes while preventing problem behaviour.
Pastoral Care and Wellbeing Framework for Learning
I have come that they may have life, and have it to the full (Jn 10:10)
DBB Pastoral Care and Wellbeing Framework for Learning
Pastoral Care refers to the action taken by schools to promote and enhance personal, social, physical, emotional, mental and spiritual wellbeing.
Optimal wellbeing is characterised by positive feelings and attitude, positive relationships with others, resilience and satisfaction with self and experiences and engagement in learning.
Diocese of Broken Bay (2012), Pastoral Care Policy for Diocesan Systemic Schools.
The DBB Pastoral Care and Wellbeing Framework for Learning is based on the National Safe Schools Framework.
The framework and resource manual (including school audit tool) can be found on the Pastoral Care and Wellbeing site.http://wellbeing.dbbcso.org/
KidsMatter (Mental Health Wellbeing Framework)
PBL (Positive Behaviour for Learning)
Component 1Positive School Community - School leadership takes responsibility for mental health & wellbeing - Promotion of mental health and wellbeing.- Respectful relationships , belonging and
inclusionPCF Pathway 2: A supportive and Connected school culture PCF Pathway 3: Policies, structures and proceduresPCF Pathway 7: Student Wellbeing and Student Leadership
Consistent whole school approach • School leadership take responsibility for
positive behaviour approaches• Consistent restorative and positive
approaches to student learningPCF Pathway 2: A Supportive and connected school culturePCF Pathway 3: Policies, structures and proceduresPCF Pathway 7: Student Wellbeing and Student Leadership
Component 2Social and Emotional Learning - Social and Emotional Learning (SEL)
curriculum - Explicit teaching of SEL skillsPCF Pathway 6: Safe School Learning and Teaching PCF Pathway 5: Positive Behaviour Approaches PCF Pathway 8: Healthy Lifestyle development
Explicit teaching of positive behaviour expectations• Student engagement in learning • SEL skills: Teach, Practice, Apply,
Acknowledge.• Anti Bullying, Cyber safety and
Protective Beh’PCF Pathway 6: Safe School Learning and Teaching PCF Pathway 5: Positive Behaviour Approaches PCF Pathway 8: Healthy Lifestyle development
Component 3Working with Parents and Carers- Collaborative work with parents and carersPCF Pathway 2: A Supportive and connected school culturePCF Pathway 10: Partnerships with Families, Parish and Community
Parent engagement • Parent voice on the PBL team• Consistent understanding of PBL
practisesPCF Pathway 2: A Supportive and connected school culturePCF Pathway 10: Partnerships with Families, Parish and Community
Component 4Helping Children with Mental Health Difficulties - Professional learning in mental health - Responding to students (staff and parents)
experiencing mental health difficulties PCF Pathway 9: Early Intervention and Targeted Support
Prevention, Early Intervention & Targeted support • Use of data to determine behaviour
support • Connecting staff , parents and external
agencies PCF Pathway 9: Early Intervention and Targeted Support
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POSITIVE BEHAVIOUR for LEARNING
PBL is … a whole school approach to Behaviour Management that
adopts proactive strategies for
defining, teaching, and supporting
appropriate student behaviours to create positive school
environments.
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How PBL fits the bigger picture…
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NSW Board of Studies Compliance
5.6.2 . . . Provide a safe and supportive environment . . . policies and procedures that provide for student welfare
5.7.2 . . . Policies and proceduresrelated to the discipline of students
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“The most effective professional development that results in lasting school change is that which involves the whole staff as well as provides ongoing support for a behaviour team and classroom teachers.” p26
PASTORAL CARE AND WELLBEING Framework for Learning
The Ten Pathways
Pastoral Care and Wellbeing
Team leaderChristine Rheinberger
Education Officer – Behaviour Management
PBL Coordinator
Patti Beattie
Network of PBL CoachesPen, NS, CC
School PBL Teams
Mentor (Natalie Swayn QLD)
Network(inter Diocesan Network
PBL / PBS)
PBL in Diocese of Broken BayPBIS
(George Surgai, Tim Lewis US)
PBL Master CoachesNatalie Ingram
PBL Master CoachesLuisa Lawicki
PBL in Diocese of Broken Bay
Central Coast• East Gosford • Lake Munmorah • Woy Woy • Wyoming• Warnervale• The Entrance• Wyong
Peninsula• Avalon• Collaroy • Freshwater • Mona Vale• Manly • Narrabeen • Dee Why• Forestville• Davidson • Narraweena
North Shore• Chatswood • Lindfield • Pennant Hills • Pymble • St Ives • Willoughby • Berowra • Carlingford• Wahroonga• Waitara
Phases of Development
Readiness Phase
Introduction Phase
Implementation Phase
Sustainability Phase
Behaviour Principles
There are five principles that lay the foundation
necessary for promoting appropriate positive
behaviours
Understanding the Science of Behaviour
Principle #1 Behaviour isanything wesay or do
All we do is behave
Principle #2 Behaviour is
how we react to our
environment
Our behaviours tend to be triggered by an ‘event’ around (or in) us.
Understanding the Science of Behaviour
Principle #3Behaviours meet a need:
Get? attain / obtain / request
Avoid? escape / protest fight/flight
The behaviours we choose are purposeful.
It is our best attempt to get us what we want OR avoid what we don’t want - to meet specific needs / goals / functions.
Skill set Context
Understanding the Science of Behaviour
Behaviour Communicates
A message when a child does not have language
Used instead of language by a child who has limited social skills
Principle #4Behaviours are often learned
Behaviours often continue because they work! They serve a purpose or function. We engage in behaviours because we have learned that a desired outcome occurs
Understanding the Science of Behaviour
Principle #5Replacement behavioursneed to be taught explicitly.
◦ Teach expected behaviours explicitly
◦ Provide time to Practice expected behaviours
◦ Encourage students to Apply these behaviours in different settings
◦ Acknowledge when attempts are made at meeting expectations of behaviour.
Understanding the Science of Behaviour
When a student can not read ...we teach
When a student can not calculate or problem solve…
we teachWhen a student can not write...
we teachWhen a student can not behave …
we punish!
Replacement Behaviours Need to be Taught
TEACH
PRACTICE
APPLY
ACKNOWLEDGE
BEHAVIOUR is functionally related
to the TEACHING
ENVIRONMENTBuildings and People
PBL is the redesign of environments, not the redesign of individuals.
You can not make anyone change
their behaviour !
Piano Stairshttp://www.youtube.com/watch?v=2lXh2n0aPyw
approx 15%
PRIMARY
PREVENTION:School Wide Systems
for all students, staff and settings
‘Universal Approach’
SECONDARY PREVENTION:
Specialised Group systems for students
with At-Risk behaviour.
Support, re-educate, teach behaviour
TERTIARY PREVENTION:
Specialised individualised Systems for
Students with High – Risk Behaviour.
Manage Behaviour.
School wide Positive Behaviour Support Lewis 2002
approx 80%
1 - 5%
POSITIVE
BEHAVIOUR
for Learning
School wide Positive Behaviour Support Lewis 2002
(WHOLE SCHOOL)Universals‘Primary’
Preventing the development of new
cases of problem behaviour.
FOCUS ON: all students and staff
across all settings
– whole school, classroom and non classroom settings
What are we currently doing to prevent
problem behaviour?
Primary Prevention
School wide Positive Behaviour Support Lewis 2002
(TARGETED)‘Secondary’
Focus: Reducing the number of existing cases of problem
behaviourSupport, re-educate,
teach behaviour
Specialised Group systems for students
with At-Risk behaviour.
What are we currently doing to reduce the number of existing cases of problem
behaviour?
Secondary Prevention
School wide Positive Behaviour Support Lewis 2002
(INTENSIVE)‘Tertiary’
Managing the intensity and
complexity of existing individual cases
resistant to lower tier prevention efforts
Specialised individualised Systems for Students with
High – Risk Behaviour.Manage Behaviour.
What are we currently doing to manage
complex individual cases?
Tertiary Prevention
Intensive, Individual Interventions• Individual Students• Assessment-based• High Intensity
Targeted Group Interventions• Some students (at-
risk)• High efficiency• Rapid response
Universal Interventions• All students• Preventive, proactive
Designing School-Wide Systems for Student Success
ACADEMIC SYSTEMS
BEHAVIOURAL SYSTEMS
Universal Interventions• All students• Preventive, proactive
Targeted Group Interventions• Some students (at-
risk)• High efficiency• Rapid response
Intensive, Individual Interventions• Individual Students• Assessment-based• High Intensity
POSITIVE BEHAVIOUR for LEARNING [PBL]
PBL is … a whole school approach to Behaviour Management that
adopts proactive strategies for
defining, teaching, and supporting
appropriate student behaviours to create positive school
environments.
SYST
EMS
PRACTICES
DATASupportingStaff Behaviour
SupportingDecisionMaking
SupportingStudent Behaviour
PositiveBehaviour
for Learning
PBLOUTCOMES
Social Competence &Academic Achievement
Nonclassroom
Setting S
ystems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
School-wide Positive
Behaviour for Learning Systems
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Views the system, setting, or skill deficiency as the most likely source of problem behaviour
Adjusts systems and settings and improves skills
Identifies and teaches replacement skills and builds relationships
PBL…..
PBL….
Relies primarily on positive approaches
Has a goal of sustained results achieved over time
Is developed by a collaborative team
PBL….Problem behaviours have clear
consequences
Student behaviour is monitored and staff receive regular feedback – data
Positive Behavioural Support strategies are designed to meet the needs of all students
PBL is not...
Not a ‘magic cure!” Not a specific package or curriculum…
it’s a structured “process” Not warm and fuzzy….it is
systematic and evidence based Not about watering down
consequences Not limited to any particular group of
students… it’s for all students Not new… it’s based on long
history
Gallup survey on work satisfaction“What the Worlds Greatest Managers Do Differently” -- Buckingham & Coffman 2002, GallupInterviews with 1 million workers, 80,000 managers, in 400 companies.
For Employees I know what is expected of me at work. I have the materials and equipment I need
to do my job right. I regularly receive recognition or praise for
doing good work. My supervisor or someone at work, seems
to care about me as a person. There is someone at work who encourages
my development. The mission/purpose of my company
makes me feel my job is important.
What if We Re-word it for Students
I know what is expected of me at school.I have the academic and behavioural skills
I need to succeed.At school today, I received recognition or
praise for doing good work or behaving appropriately.
My teacher or someone at school seems to care about me as a person.
There is someone at school who encourages my development.
The mission/purpose of the school makes my effort seem important.