Positive Behaviour For Learning
PB4L
What are we looking at today?
- Karakia & Waiata
- Revisit what PB4L is all about
- Effective Classroom Management - Maximise Academic Engaged Time
- Values - Unit Plan
- Positive Relationships
- Tikanga Maori - Respect
Specific Learning Outcomes:
- To listen attentively to one another
- To speak one at a time
- Wait your trun
- To reflect on own teaching practice
- To work co-operatively and collaboratively
Ice Breaker
Chinese Birthday/Lucky Number
- 8 is lucky
- Double digits is lucky
- Month first, then birthdate
- Draw the characters and they go into an ice cream container
- Teacher calls them out, try to recognize your birthday
What is PB4L?
School Wide:
- Improve the classroom and school climate
- Use our learning to its fullest and best
- Providing support to our students with learning and behaviour needs
- Not just for our students but for every adult in the kura
PB4L = Data Driven
This data helps the team make decisions
- The whole child (Emotional, learning, social, physical needs)
- Includes family, classroom, teacher, students and non classroom
- Academic and behavioural systems three-tiered approach to behaviour and instructional support
- Focus on positive proactive programming
- Emphasis on clearly defined working structures
- Teacher/School takes ownership of student learning and behavioural challenges
- Problem behaviour = learning error
- High expectations for student success
- High value on learning (academic and behaviour)
If a child is struggling in your class go through the correct system - Team leader, then Liz.
Discussion surrounding our current behaviour forms - what we are doing, what we aren't doing, our areas of need.
What kind of students can display problematic behaviour?
All Students!!
Antecedent/Trigger
Behaviour
Consequence/Outcome
Maximize structure and predictability:
- Routines that are consistent
- Expectations
- Teach rules
Maximize academic and engaged time:
- Activity sequencing (intermingle easy with more difficult, simple requests prior to more challenging)
- Offering choice (type, order, materials, who, place, use of time)
- Opportunities tor respond (track students called on, guided notes, response cards)
- Effective instructions
- High rate of student participation
- Feedback
- Pacing
- How many instructions we give
Activity Sequencing
- Are you prepared and organised for your activity?
- How is your classroom organised?
- Have you considered early finishers?
- Have you got your resources ready?
- How are my students feeling? (frustration, failure, problem behaviour occurs)
- Have I given practice time on simple tasks before giving a more difficult task?
Offering Choice
- Do I provide opportunities for my students make choices?
- Have I engaged my students through providing choices?
- Am I teaching my learners to be self determined?
- Have I set up the right environment to trust my students with their choices?
- Do my students want to come to school?
Class-wide choice:
- Type of activity or activity
- Order for completing tasks
- Kind of materials that will be used
- Whom to work with
- Place to work
- Choice of how to use time
Opportunities to respond (OTR)
- Teacher instructional talk
- Prompts given to students
- Wait time for the response
- Specific feedback for correct responding
- Can be provided individually or to whole class
- Are all students called on?
- Phone a friend if student doesn't know the answer
- Ensure the student can correctly answer the question before calling on them, don't make it unfair
Activity - Honesty, Respect & Positive Relationships
- Activities to use in our classroom
- What have we done?
- What does it look like?
- Activities to use in our classroom
- What have we done?
- What does it look like?
Find resources to hook our students into our values
Tikanga Maori
Learn new waiata:
Aue te ariki
Aue te ariki aue
Ko koe te ariki te kaiwhakaora
o te ao katoa,
Ko tenei to iwi he inoi atu nei
arohatia matou
Manaakitia mai matou i roto i
tenei ao,
Aue te ariki aue x2
What is manaakitanga from a Maori world perspective?
- Caring
- Greetings
- Farewells
- Clarity
- Fostering belonging
- Know your whakapapa
- Learn your student's whakapapa
- Share stories
- Tapu (beliefs)
- Set high expecations
- Learn about your tamariki
Ki Muri, Ki Mua! - 'Look to the past to guide your future'
My goals for the future:
Goal 1 - To revisit our class treaty/manaakitanga
Goal 2 - What is tapu in maori culture that we need to consider in our classroom? What is tapu in our classroom from the other cultures in our class?
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