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