Download - PB4L to Day Power Point
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Apanui School
Teacher Only Day - PB4L-SW
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E te atua,H mai ki a m tou,
Te kaha me te m ramatanga,
Kia mahi tikaKi te tautoko t tahi ki t tahi, Kia haere pai i roto i t nei hui
Amine
Karakia
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He hnore, he korria
Maungrongo ki te whenuaWhakaaro pai e
King tangata katoa
Ake ake, ake ake
mineTe Atua, te piringa,Toku oranga X2
Himene
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That which is nurtured grows,then bossoms
Ka whangaia, ka tupu, ka puwa
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! "e an acti#e istener
$espect ! %ncude a members in discussion ! Take phone cas outside
! Keep to times $esponsibe ! &hones on sient'#ibrate
! &articipate'contribute'ask
! Keep (ocussed on the task $esiience ! Accept di((erent ideas'opinions
! )eebrate success
At our meeting today, we will
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The process
"ase the schoocuture on schoo#aues*
Respect
Responsibility
Resilience
+
ecide what e-pectationswi be taught based one#ents in term and on
data*A timeline of whenbehaviour expectations
are taught.
Approare reackno*Rew
e(ine minor and ma.orinappropriatebeha#iours+record incidents o(inappropriate beha#ioron /tap*Minor/Maor
decisions
0raphs (rom data cari(1
probematicbeha#iours,ocations,time o( da1 and numbero( students in#o#ed*!ata recorded on "tap.
*Analysed by #$%&
'eam
"etaa
*
/stabish consistent,ogica conseuences(or inappropriatebeha#iour*Minor
*Repeated Minor
* Maor
3ta((, students and parentswork coaborati#e1 tode#eop cear beha#ioure-pectations in a settings+*$ehaviour Matrix
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4To de#eop a beha#iour matri- (or our schoo matc
e-pectations to our schoo #aues in e#er1 setting+
&earning intentions for today
4To decide on what constitute Minor 5 Ma.or unacc
beha#iours, conseuences (or these+
4To e-pore a schoo!wide rein(orcement s1stem thwork at Apanui+
4To create some esson pans to match the matri-+
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Start: 8:45 amIntro (Ruth)9-10am: Behaviour Matri (!aren)
"ome#or$ %a&$ ('aine)Brain Break (5mins)10-10 -11 MinorMa*or (Ruth)Morning Tea - Reflect on Posters for PB4L11:+0 - 1pm,on&euence& .or Minor Incient& (AnnetteRuth)
Lunch1:40-1:50pm ,oncern& a/out re#ar& (Su&an)1:50-+: 40 School-ie Rein.orcement roceure& (2len) "ome#or$ ta&$ ('aine)+:40-3:00pm 'et &tep&ue&tion&ee/ac$ (Ruth)ini&h: Aroun 3pm
%ime&
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These positi#e schoo!wide beha#iour e-pectations
pro#ides*
4consistenc1in anguage
4consistenc1in what to teach
4consistenc1in what to recognise4consistenc1 in what to correct+
The e-pectations are the cornerstone (or e#er1
ese 1ou wi do reated to &"6783W+
Re&pect6 Re&pon&i/ilit76 Re&ilienc
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9+3oc
ia3k
i
2+:aturaconte-t
;+"eha
#iour/-ampes
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A
3etti
ngs
$espect
$
espo
ns
ibi
it
1
$
es
ii
en
ce
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Homewo
rktas
k
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I& it Minor or Ma*or
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"o# o #e currentl7 re&pon to pro/lem /eh
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#$%& (riteria
< )nobtrusive not intended to identify or embarrass the and learning can continue uninterrupted.
< "xplicit responses, instructional approaches.
< %nappropriate behaviours are seen as opportunities to r
< (onse+uences are fair and logical.
< (hildren should be fully aware of conse+uencesno sur
Revisit your list
label 1-non -explicit , 2-Explicit, 3. consequences
Add and adapt your list.
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< Children at this age should know what is expec< Praising eels unnatural or phony< Praise is !anipulati"e and coerci"e< #sn$t gi"ing a reward %ri%ery&< 'wards are only or special achie"e!ents
< We can$t aord this type o syste!< Students co!e to depend on tangi%le rewards
,ommon ,oncern& a/out re#ar&
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Wh1 de#eop a schoo!wide rein(orcement s1st< %ncreases the ikeihood that desired beha#iours wi be repea
< >ocuses sta(( and student attention on desired beha#iours
< $educes the time spent correcting student probem beha#io
< >osters a positi#e schoo cuture
Research suests that traditional !punish"ent# practices ex
$ contribute to the proble" o% challenin behaviour
< &oint out what the1 are doing
The uickest wa1 to change beha#iour is to@@+
Acnowledgement -ystem
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7e#e ;&tron $
'on
7e#e 2
(oderate $
)nter"ittent
7e#e ;
Free and Frequent
Acnowledgement -ystem
3 ( (
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Name Resour
ces
Descri
ption
When
and
where
presen
ted
Infor
mati
on
requ
ired
Goal Celebr
ations
*o-
ordi
nato
r
Fast
and
Fre
que
nt
Positive
*hoices
*ards in
P+*
Roo"
ox in
%%ice
Paper
cards
*olour
o% each
ouse
Any
ti"e
Any
place
Any
/eacher
+/eache
r Aide
0a"e
Roo
"
ous
e
hat
%or
ive
out up
to a
day
At
Asse"b
ly
dra4
out o%
box, to
receive
a P5'
racelet
(ari
on-
P+*
and
6eep
in
P*
Roo
"
Moder
ate
and
inte
rmit
tent
ouseoxes
Plasticox 4ith
5
co"part
"ents
%or each
house
7as in 8-
as
stations
ood-
in-the-
hood9
AllPositive
choices
o in
box
a%ter
each
asse"bl
y
&choolAsse"b
ly
Atthe
end
o% the
ter"
point
s are
adde
d up
%or
ous
e
4inn
er
:ra4 every
asse"bl
y
Asabove
;alues
*erti%icat
es
*erti%icat
es
;alue
0a"e
*lass
ouse
&chool
Asse"b
ly
ous
e
point
s
ive
out 2
per
class
;alues
racelet
Parent
invited
to
Asse"b
ly
0a"e
on
P5'
4all in
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& ! &us, M!Minus, A!Aternati#e
7ook at the Matri- !make an1 notes
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(ole Play - what do you say when gi"i
child a positi"e choice)
o&itive choice& -re.lective ue&tion&
Pair Activity
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Homewo
rktask
I tf l
-t Anthonys -chool #$%& &esson #lan
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Expectation
I am respectful
Setting
Eating AreasAll designated eating areas in the
playground including the areaoutside Tui room
Expected Behaviour Put rubbish in bin Stay seated
Matrix Rule and StepsList rule from matrix and steps to complete therule
I use the eating areascorrectly:Litter goes in the bin. Iremain seated whilst I ameating
TellIntroduce the rule and why it is important
We remain seated whilst eating forsafety don!t want to cho"e# and toensure our food is being digestedproperly. Litter goes in the bin soplayground loo"s nice and todiscourage rodents$
ShowTeacher demonstrates or models the rule.!eacher models non"e#amples
Sit with a group of studentsand model to rest of classhow to sit and eat lunch. %owal"ing around.
At end of session any lefto&erfood goes bac" into lunchbo'.e&entually into compostbins(#
)odel how other li tter goesinto the bin*by wal"ing o&erand putting it in there. %ottarget practice.
+se this time as anopportunity to tal" abouten&ironmentally friendlypac"aging rather than foiland ,ladwrap.
Practice
Give students opportunities to role play the ruleacross all relevant settings
-a"e the s tudents onto the
dec" and other areas inplayground to practise theabo&e rules.
)a"e sure they "now wherethe bins are
Monit
orPrecorrect/RemindAnticipate and give students areminder to perform behaviour
/emind about the rulesbefore the children go outto eat.Show them that theplayground is litter freebefore they start and thatit needs to loo" li"e thatwhen they ha&e 0nished.
SuperviseMove, scan and interact withstudents
/emind children of rules duringeating time.Point out bins to them
Feedbackbserve student performance ! givepositive, speci"c feedbac# tostudents
Praise students who are acting asgood role models to the otherstudents.At the end of the session say hownice it is to see the playgroundloo"ing so tidy.
y
Pair
Activit
y
: t 3t
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:e-t 3teps@+
< &oster competiition ! 0i#e us 1our thoughts
< 3hare matri- with chidren ! get them to
compete a bank matri- acti#it1
< Write some esson pans to (it with matri- ! sta((
meeting acti#it1
All staff+ #$%& 'eam
< )ontinue to re(ine 1our practice in deaingwith minor inappropriate beha#iours+
$e(ect on what works+ %nput data on /tap
< )ontinue to re(ect on what constitutes Ma.orinappropriate beha#iours+ /nsure good
communication with 3enior Management B3imonand'or $uth 5 Team 7eadersC+
< 0i#e out ots o( &ositi#e )hoiceB>ast 5 >reeC
< >inaise Matri- and share wit5 Whanau
< >ow chart (or Minor Ma.or, s
< >inaise 3W rein(orcement s
< >aciitate sta(( meeting! 7ess
< >aciitate sta(( meeting!Acti#
< &an &"67 7aunch a1
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