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The Developmental Management Approach to Behaviour at Meadows PS Helen Hatzikalis and Mary Cox.
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Transcript of The Developmental Management Approach to Behaviour at Meadows PS Helen Hatzikalis and Mary Cox.
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The Developmental Management Approach to Behaviour at Meadows PS
Helen Hatzikalis and Mary Cox
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OUR JOURNEY SO FAR…
• School profile and background• The Beginning• The Merge• Where we’re at now• Moving forward…..…The future• Personal Journeys
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SCHOOL PROFILE ANDBACKGROUND
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SCHOOL PROFILE
• Approximately 300 students• Culturally diverse and socio-economic
disadvantaged population• The Student Family Occupation (SFO) density of
the student population is 0.86. • Indicators show that our students usually achieve
at or below the expected level in literacy and numeracy
• The Regeneration Project will result in a purpose-built school organised around learning units with students grouped according to the VELS Levels.
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COMMUNITY PARTNERSHIPS
• Our school has developed strong partnerships to optimise the development, learning opportunities, health and wellbeing of children and their families.
• Vic Health • Melbourne City Mission • Broadmeadows Uniting Care • Dianella Community Health Services• Anglicare Victoria • Vicseg • Hume City Council • Playgroup Victoria
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BEFORE DEVELOPMENTAL MANAGEMENT APPROACH
PRE 2009
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IN THE BEGINNING – BEFORE DMA
• 2 campuses Meadowbank PS & Campmeadows PS
• 2 Student Welfare and Discipline Policy Procedures
• Varied school rules and expectations-• Classroom rules- each classroom set
their own rules at beginning of year• School values/classroom values
through the Quality Approach
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WHAT THE DATA SHOWED
• Surveys (parent, teacher, student) showed that behaviour management was an issue, particularly outside the classroom on both campuses
• Anecdotal records showed that incidences in the yard were increasing and that to a lesser extent the classroom.
• Serious cases dealt with by senior leadership• Classroom teachers dealt with
misdemeanours – consequences and detentions.
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STUDENT WELFARE TEACHER
• As a result of increasing behaviour management issues, Meadowbank campus appointed a full time welfare teacher
• Campmeadows campus had welfare teacher 1 day a week
• Dealt with issues such as absenteeism, sorting out issues amongst students, contacting parents
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THE NEED FOR ALIGNMENT
• Ramon Lewis PD’s provided an opportunity for both schools to develop a Behaviour Management Approach as a whole school.
• To improve student learning outcomes we had to look at Behaviour Management in the classroom.
• Staff had to have clear, consistent and aligned views about behaviour management.
• Disengaged students identified.• Consensus by teachers to focus on rights and • responsibilities as per DMA.• Ramon’s visit/ recommendations
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IMPLEMENTATION OF DMA• Staff PD:• Types & identification of
students- A, B, C, D and their different needs
• Types of teacher approaches
• Rights based philosophy – Learn/ Safe
• Personal & Communal Responsibilities
• Develop, build and negotiate relationships – difficult students
• Hinting non verbal gestures
• Using the language of all of the above
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THE MERGE TERM 3 2009
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The Merge – The Beginning Of A Combined Approach
• Beginning- Values, Vision - Quality Approach• Developing relationships • Conveying to students 2 rights and their behaviours• The right to learn• The right to feel safe
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RESOURCES
• Dedicated staff • Welfare room set
aside
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EXIT NOTE
• Implementation of ‘exit’ notes given after-
• 4 step process• Explanation• Warning• Removal from group &
re entry by student• Exit from room to
Welfare Room
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COMMITMENT TO CHANGE & RE-ENTRY FORMS
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TEACHER RESOURCES
• Booklets using the language of Ramon Lewis
• Competition• Posters • Yard duty form for
incidences• Dialogue cards• GAME
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USING DMA LANGUAGE
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POSTERS
• DISPLAYS OF POSTERS IN LEARNING UNITS
• AROUND SCHOOL
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STUDENTS UNDERSTANDINGS
• Competition by students to design symbols
• Students present at assembly:
a focus of Safety and Learning by a different Learning Unit
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VISUAL DISPLAYS
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COMMUNITY UNDERSTANDINGS
• Documentation developed to inform parents-
• Positive letter home
• Letter to advise of behaviour management
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WHERE WE’RE AT NOW….
What the data shows…. And responding to data• What were the specific commonalities, patterns of
behaviour ?• Who were the students? • Identification of C’s & D’s.• Can we be more proactive?
• Commonalities identified…. Students exited from classrooms distracting others etc…• Outside play behaviour needs to be addressed.
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EXITS
0
50
100
150
200
250
300
350
EXITS Yard Class Art PE Library Science
Series1
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STUDENT REPORTED INCIDENTS
0 20 40 60 80 100 120
student reported incidents
Namecalling/teasing
exclusion
hit,kicked,punched,pushed
rumours/lies
things taken from me
my things damaged
scared in the yard
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VISITS TO WELFARE ROOM
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Highest number of exits
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MOVING FORWARD….
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STAFF EVALUATION
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Where to from here……..
• Moving forward…..…The future• Change classroom practises to affect student
outcomes: Tailored programs for student
engagement C-D students 1 HOUR IN -1 HOUR OUT
Individual learning plans and student support groups
• Classroom environment • Continued staff Professional Learning• Socialisation programs - student welfare teacher
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More Recommendations
• Mentoring new teachers, CRT’s, specialists• Build and develop relationships and
continue to develop the Ramon Lewis language, signs, dialogue cards
Professional relationshipsStudent relationshipsFamily relationships
• Continue Mentor program – Kids Hope, Breakfast Program, Learning Club
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Other recommendations
• Special Play Days to develop socialisation programs
group gamesco-operative gamesbuild resilience
• Develop oral language – non competitive games- chants, rhymes, skipping.
• Cross age tutoring• Peer mediation – student responsibility
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CHALLENGES
• Common understandings & common culture between 2 schools
• Teachers getting out of their comfort zones
• Shift in attitudes clinging to own beliefs
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My Personal JourneyWhat’s Happening That’s
Great!
• Introduced rights and responsibilities• C student manageable – started with
a contract• Student voice – negotiation of
solutions• Whole school assembly focus
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Personal goals
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Contract
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Community Tree
• Poems of “Change”
• Values each individual bring to learning unit
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ASSEMBLY PRESENTATIONS