Positive Behaviour for Learning

at St Francis Xavier Primary School

BE BE BE TO

VALUED RESPECTED SAFE LEARN

POSITIVE BEHAVIOUR FOR LEARNING At St Francis Xavier Primary School we are committed to providing the best possible educational opportunities for all of our students in an environment where all members of our community feel a sense of connectedness and belonging and where quality teaching and learning maximises educational, social, emotional, physical and spiritual outcomes for all. In Catholic schools the goal of formation in right behaviour and respectful relationships occurs in a supportive community where students are provided with models of Christ-centred living and where they can learn from their mistakes and build and restore relationships in a climate of safety, acceptance and reconciliation. As Catholic educators, we hold fundamental beliefs and values that are foundational to our work with students, parents, colleagues and the broader community. These beliefs about student behaviour, discipline and learning unify us and direct our action – the decisions we make, the practices we choose and how we interact with others.

We believe:

Schools play a vital role in promoting the intellectual, physical, social, emotional, moral and spiritual and aesthetic development and wellbeing of young Australians (Melbourne Declaration).

Every day at school, students have the opportunities to learn and practice social skills and develop General Capabilities through the curriculum (ACARA).

Behaviour is learned, therefore responsible behaviour can be taught.

Student discipline is best achieved through instruction rather than punishment.

Misbehaviour presents the student with an opportunity to learn, and the educator with an opportunity to teach.

For behaviour change to occur, we must use positive approaches that strengthen teacher-student relationships.

We believe that by helping students practise good behaviour, we will build a school community where all

students have an environment where they can succeed and grow.

SCHOOL VALUES

Everyone has the right to be:

VALUED RESPECTED SAFE LEARN

Regardless of our diverse cultures and backgrounds, we all need to be valued, respected and safe to learn effectively. Our values influence our behaviour and give purpose to our lives. At St Francis Xavier these core values determine how we learn and play together in a safe and supportive environment. Compassion is the response to the suffering of others that motivates a desire to help. We show compassion by:

Helping, giving, comforting and encouraging. Showing care for our school both inside and out.

Honesty refers to being trustworthy, loyal, fair, and sincere. We show honesty by:

Taking responsibility for our own actions. Speaking up for what is right.

Respect is a feeling of deep admiration for someone. We show respect by:

Taking pride in our self and all that we do. Treating others as you would like to be treated. Maintaining a clean, safe and healthy environment.

Inclusivity is the quality of trying to include many different types of people and treat them all fairly and equally. We do not exclude others on the grounds of gender, race, class, sexuality, disability, etc. We show inclusivity by:

Including others in all you do. Being friendly and caring to others.

Self-Control is the ability to regulate one's emotions, thoughts, and behaviour in the face of temptations and impulses. We show self-control by:

Taking time to plan before we act or speak. Being aware of situations and how others might be feeling. Taking time to consider our actions and their impact.

CONTINUUM OF BEHAVIOUR SUPPORT

These values and beliefs form the basis of our approach to managing behaviour that considers all students and emphasises prevention. This approach teaches behavioural expectations and acknowledges students for meeting them. It consists of rules, routines, and physical arrangements that are developed and explicitly taught to encourage appropriate behaviour. It is a proactive and positive approach which focuses on teaching all students agreed expected behaviours and pro-social skills rather than just reacting to inappropriate behaviour or waiting for misbehaviour to occur before responding. Even with our positive approach to teaching and supporting appropriate behaviour, some problem behaviour will still occur. There will be occasions where a small number of students will require highly individualised and more intensive interventions. Teachers keep a record of both the student behaviour and the strategies implemented in order to gauge when more intensive support is required. Students identified as requiring more intensive support may require an Individual Behaviour Plan. A team approach is used to formulate and record strategies for plan. Teachers, Administration, the School Psychologist, Support Teachers are involved in the collaborative process of preparing the plan. This plan aims to have students accept responsibility for their current behaviour and undertake a process to bring about positive behaviour change. A positive, inclusive and active approach includes considering the reasons for children’s challenging behaviour, not just dealing with the behaviour itself. Children who feel valued and who observe and experience respectful and caring relationships between children and adults will generally learn to behave in respectful and caring ways with other children and adults. Adults who model positive attitudes, behaviour and appropriate use of language help children to learn socially acceptable ways of behaving and interacting with others. Children need support from the adults in their lives to interpret and express their needs in ways that are appropriate to the situation and environment. When practices are based on respect, knowledge of children’s backgrounds and communities, their self-esteem and confidence will improve and they become more skilled at managing their own behaviour. This approach means that everyone is committed to the provision of a safe and supportive learning environment.

POSITIVE REINFORCEMENT Celebrating students’ efforts in the area of behaviour learning and self-management is very important, both on an informal and formal basis, and on a class and whole school basis. At St Francis Xavier Primary School, we celebrate successes both academic and personal, including behavioural choices, in many different ways. These include: IN THE CLASSROOM

Immediate reward - verbal praise, faction points, hi-5s, shake hands, pat on the back, tangible rewards e.g. Value Stickers, Bookmarks,

Praise/encouragement/reward (verbal/non-verbal/written e.g. smiles, nods, handshakes, high fives…)

Individual class-level rewards e.g. sticker charts, prize box Whole class rewards e.g. marble jar, Friday fun time, games, sport, free time Public displays of work (classroom, library, newsletter) Sharing great work with others (Principal, APRE, other class teachers and parents) Use of Dojo to reinforce and communicate to parents the values shown with or without

points.

WHOLE SCHOOL

Sharing of success at after lunch Assemblies. Reward charts - students earn faction points and work towards a nominated reward. Aussie of the Month Awards. Award winning students have photo in newsletter. Certificates presented each fortnight at School Assembly Bands for students who demonstrate the behaviours consistently or a big event CHRIST Awards given when student receives each colour band.

IN THE PLAYGROUND

Students who demonstrate behaviour that is respectful, responsible, safe or as a learner can earn faction tokens.

SCHOOL EXPECTATIONS Our school-wide matrix determines the social skills and behaviours we expect all students and staff to learn, practice and demonstrate. They allow us to teach proactively and to provide students and parents with a positive message about discipline. The Behaviour Expectation Matrix translates St Francis Xavier Primary School expected behaviours. Expected behaviours are to be explicitly taught in the classrooms. The matrix will be displayed in each classroom around the school and will be referred to and discussed regularly with the students. In addition, direct teaching may also be given during:

Beginning of School year Orientation day Buddy Class and Faction sessions Daily prayer and assemblies Time built into the first weeks of schools Class Assemblies/Community Gatherings New student orientation when needed Student leaders may serve as orientation models for newly enrolled students End of School year Transition Day

Effective instruction requires more than providing the rule – it requires instruction, practice, feedback, re-teaching, encouragement, combined with support from home. Instruction takes place each day, throughout the day, all year long.

BEHAVIOUR EXPECTATIONS

We have the right to be:

By showing In the Classroom In Play Areas At School Gatherings During eating times In the toilets Outside the school

grounds

VA

LU

ED

I will show compassion

Encourage others Praise my classmates Use people’s names Ask for and offer help

Greet others “good morning, good afternoon, goodbye”

Offer help to others

Show active listening when others are speaking

Join in singing, responses and gestures reverently

Show appreciation by clapping

Be aware of foods I am allergic or react to

Be nut aware when bringing food to school

Wait patiently if toilet is busy

Respect others personal space

Greet others “good morning, good afternoon, goodbye, thank you”

Help younger students

I will be honest

Give my best effort Be prepared before I enter

my class Follow rules and directions

quickly

Stay in my area Tell the truth Follow the rules of the game

or activity Ask for permission to go to

the Office Play fairly

Be a good follower and a good leader

Eat my own food Put rubbish in the bin Ask for permission to enter

wet areas Wipe up any food or drink

that may be spilt.

Use before school, recess and lunch breaks to go to the toilet

Use road crossings to safely cross the road

Ask permission to leave the school grounds.

RE

SP

EC

TE

D

I will show respect

Use manners – “please, thank you, excuse me”

Listen when others speak Wait my turn to speak Keep my work area clean Look after my uniform and

property Use an inside voice Cover cough or sneeze

Use equipment correctly Pack equipment away on

the first bell Go to the toilet and/or have

a drink at the first bell. Return to the undercover

area at the second bell Cover cough or sneeze

Remove hats once seated. Sit quietly/reverently

during prayer or National Anthem

Use a whisper voice when seated

Put hand up to speak Cover cough or sneeze

Sit quietly Help keep the area clean Use manners – “please,

thank you, excuse me” when speaking to teachers and Canteen staff

Cover cough or sneeze

Put rubbish in the bin Use toilet paper

appropriately Allow others privacy when

using the toilet Use an inside voice Ask permission to use the

toilets during class time.

Wait quietly Put rubbish in the bin. Use polite language Cover cough or sneeze

I will show inclusivity

Take turns and share equipment

Line up in two single file lines

Give people personal space to learn and play

Take turns Share equipment Invite

others to play Use kind words Solve problems without

hurting others with words or actions

Allow someone space to sit Speak clearly when called

upon so others can hear

Invite others to sit and eat with you

Offer help to other students

Allow others to use the toilets

Replace toilet roll when empty

Stay with class Stay with class helpers

SA

FE

I will show self-control

Keep hands and feet to myself

Use equipment and materials as instructed

Put my hand up to speak Wait outside the classroom,

if there is no teacher Walk indoors Use polite language

Keep hands and feet to myself

Stay in school grounds Stop at the crossings to look

for traffic Walk on hard surfaces Ask for permission to leave

the Senior Oval Use polite language

Keep hands and feet to myself

Move silently and reverently

Sit on bottoms with legs crossed

Use polite language

Wait to be dismissed. Wait patiently at the

Canteen to be served Use polite language

Wash hands after going to the toilet

Dry hands using hand blowers or paper towels

Keep hands and feet to myself

Stay in my teacher’s view Walk on hard surfaces Wear a bike helmet when

riding or skating home Use seat belts Stay seated at bus stops or

kiss and drop areas

LE

AR

N

I am here to learn

Arrive to school before the second bell at 8.45am

Be ready for learning Try my best Share my ideas Have a go Ask for feedback Self-reflect

Wear a hat outside or play in shade

Agree on game rules Report incidences as they

happen to the teacher on duty

Collect lunch box before the second bell

Show your friends how to act when gathered together

Listen attentively to the Word of God

Bring Crunch & Sip and water bottle to class before school

Use recycling bins Put lunch box into class tub

when finished

Report any damage to the classroom teacher

Follow instructions and directions

Wear a hat outside or play in shade

LEVELS OF BEHAVIOUR This framework classifies student behaviours into two main categories, Minor and Major. Generally, a Minor behaviour is one in which the incident is resolved at a level of the classroom or immediately in the playground. Teachers may record such incidents in student diaries. Major Behaviour would involve incidents that need to be reported to a member of the Leadership Team for the purpose of recording of a major infraction, including conversation with child’s parents. Any behaviour resulting in physical harm, is reported to the parent via phone contact.

Low Level Medium Level Major Level

Usual behaviour management issues

Behaviour continues after being given corrective instruction

Deliberate and intentional behaviours that endanger or

harm others

Taking property without permission

Lying Collusion

Stealing or repeatedly taking property without permission

Continued and deliberate lying

Intentional or illegal theft

Pushing in Accidental physical contact

Deliberate Physical Contact

Endangering others

Touching others Picking nose Hands in pants

Unwanted touching Inappropriate touching

Contextual cursing Conversational swearing

Abusive and offensive language

Distracting others – noises, tapping

Inappropriate voice volume

Intentional and repetitive disruption

Improper use of equipment Swinging on chairs Eating, chewing objects

Intentional breakage of equipment

Graffiti of property

Destructive use of equipment that endangers others

Inappropriate talk Not using manners, impolite

Personal Abuse Malicious and offensive abuse

Answering back Talking, calling out Not packing away equipment Not sitting – rolling, moving,

Answering back with tone and intent

Deliberate defiance/ disrespect/ non-compliance

Breaking school rules -No hat, Running indoors, Lining up, Lateness, Chewing gum,…

Repetitive breaking of rules Deliberate and intentional rule breaking

Telling tales

Not sharing, taking turns Snatching

Bullying – repetitive with intent to harm

Continued Bullying

Playing in wrong area, toilet, … Out of seat/area Entering class without

permission

Outside boundary without permission

Leaving school grounds

In other’s personal space Peeking in toilets Flashing body parts

Repetitive action Deliberate and repetitive action

ICT misuse Deliberate and continued misuse of ICT

Illegal use of ICT

Positive response from teacher to

teach desired behaviour to the student

BEHAVIOUR MANAGEMENT FLOWCHART

Disruption (sustained loud talk, yelling or screaming; noise with materials; horseplay or roughhousing; sustained out of seat behaviour i.e. tantrums, excessive yelling or screaming)

Physical aggression

Forgery/ theft

Harassment/ tease/ taunt

Property damage

Absconding

Actions considered criminal/ delinquent

behaviour

Yes No

Observe Problem Behaviour

Problem Solve with Student/s

Is a member of Admin required?

Medium Level Teacher Managed

Infringements

Repeated and deliberate low level behaviours

Medium Level behaviours

Major Administration

Managed Infringements

Follow Major behaviour response

Follow Low Level behaviour response

Step 1

Inform student of rule

violation

State expected behaviour

Complete major incident

report

Student sent to Office

Step 1

Prompt Redirect Reteach Choice Consequence

Behaviour

stops

Behaviour

continues

Give positive

verbal/social

acknowledgement

Step 2

Apply Behaviour

Consequence

(logical, individualised)

Classroom

Temporary removal from activity

Alteration of activity Partner room referral

______ minutes Notification to parents Conference – Restorative Chat Reflection sheet completed

Playground Miss out on play Walk with teacher Loss of privilege Conference – Restorative Chat Notification to parents

Other

Teacher completes minor

referral form and

sends to office

Entered into SEQTA

No Admin action required

Executive actions

Review incident

Determine consequences

Enter data

Admin follows through on consequence

Admin informs parent/ guardian

Admin provides teacher

feedback

If Behaviour continues Parent interview

Case Management Meeting with School Psychologist

Complete CAP or IEP for

Targeted Intervention

Does student have? 3-5 slips in one week? 10 slips in one term?

Minor Incident Reports - Example

Prompt – Low key responses Redirect – restate the matrix behaviour Reteach – tell, show, practice, acknowledge Provide choice

Issue Minor Incident Report – if student does not respond to pre-

correction or re-direction

Take action to correct behaviour

Consequences need to relate to behaviour being corrected

Response to ALL student problem behaviour is: Calm, consistent, brief, immediate, respectful, and private

Inform Leadership Team.

Contact Parents

CONSEQUENCES We recognise that poor choice behaviours are going to occur and therefore consider it important to provide consistent and known consequences to these behaviours. When responding to inappropriate behaviour our aim is to have the student re-engaged in learning as quickly as possible and behaving in a socially appropriate manner. Initial responses may include:

Correction and reminder of expected behaviour. Prompt use of self-management strategies (e.g. breathing, going for a walk). Use of behaviour script or social story. Use of a visual schedule. Praising other students. Redirection to another activity. Providing a sensory break. Offer choice.

If behaviour continues consider:

Changing seating. Removal from the group or activity. Removal to playground, office or another classroom. Seeking assistance. Use the ‘Buddy’ System’. Call for a buddy over the loud speaker and the student can spend some time with another staff member.

If a student becomes aggressive and students or staff are at risk or injury:

If possible, assistance is summoned from other staff using the red card. This may include staff members who the student is more responsive to, the Assistant Principals or the Principal. Exit the area or room with the other students and staff so that harm to others is minimised. Maintain a watch on the unsettled student and summon assistance. The risk of injury to staff or students is of the utmost importance and takes precedence over damage to property.

PUNISHMENT The following are some examples of corporal punishment and unreasonable discipline that are considered serious breaches of the Education and Care Services National Law Act 2010 (National Law):

hitting, slapping, pinching force feeding isolating yelling humiliating or belittling a child physically dragging a child depriving a child of food or drink

Other examples of unacceptable practice include: negative labelling criticising discouraging blaming or shaming making fun of or laughing at using sarcastic or cruel humour excessive use of negative language, such as, “no” “stop that!” “don't…” “you never...” . Time out

Time Out ‘Time out’ is defined as removing a child for a period of time to an alternative place and in isolation. Isolating the child not only has the potential to cause fear and/or humiliation, but it also is likely to increase negative behaviour at other times. This practice focuses on the exclusion of the child from the group with no support or opportunity for reflection or consideration of other ways of behaving and it does not help children develop positive behaviour or feelings of self-worth. Re-set for Learning In some situations it may be necessary to take a child to an alternative environment to support the child to calm down, re-set for learning or regain self-control. Our aim is to prompt and support children when they are experiencing frustration, anger or fear, to remove themselves from these situations and move to a space where they can gain composure and control over their emotions. Options for redirection to another activity and/or to a quiet, safe space may also be provided to the child. Self-regulation – self management…….

RESOURCES At St Francis Xavier Primary School the following are some examples of resources used to support student behaviour learning:

Social stories created by students and teachers Explicit teaching of the Behaviour Expectations, including developing understanding and

interpreting in each classroom Behaviour Discussion/Reflection Sheet Worry Dolls Bounce Back Bear (SDERA) Friendly Schools Bucket-filling KidsMatter Meditation Breathing/sensory tools Lap and weighted animals

For further information go to:

Providing a supportive learning environment

Shared school values and a positive inclusive culture Management of incidents through clear and well defined processes

Supporting our students and building strong relationships