Behaviour Management and Discipline Strategy

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Behaviour Management in Schools A South
Kalgoorlie Perspective
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Behaviour Management and Discipline Strategy

• BMAD is a major initiative that provides
  resources to enhance the systems capacity to
  ensure that all students achieve significant
  learning and social outcomes.
• The focus is on behaviour, discipline and
  attendance.
• A Safe Positive Learning Environment

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Rationale

• All schools must have established a BMIS policy.
• A focus should be to develop an ethos of positive
  behaviour management practices and processes.
• Relationships between staff and students is a
  major focus.
• Partnerships with parents is also essential.

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Outcomes for Students

• Improved behaviour of students with challenging
  and disruptive behaviours.
• Increased school attendance and participation of
  students in schooling.
• Improved student learning outcomes for students
  with challenging and disruptive behaviours.
• A safer more positive learning environment for
  all students in targeted schools.

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Outcomes for Teachers

• A safer and more positive working and learning
  environment.
• Increased competence and confidence of teachers
  to support and engage students who are alienated
  from mainstream schooling or who exhibit
  challenging behaviour.

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Performance Measures

• School attendance data.
• Suspension and exclusion data.
• School retention data.
• Workers compensation claims of incidents
  attributable to student behaviour.
• Student performance data in literacy and numeracy.

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Dissolute Youth

• The children now love luxury they have bad
  manners, contempt for authority they allow
  disrespect for elders and love chatter in place
  of exercise. Children now are tyrants, not the
  servants of their households. They no longer
  rise when elders enter the room. They contradict
  their parents, chatter before company, gobble up
  dainties at the table, cross their legs, and
  tyrannise their teachers
• Plato (427BC-347BC) authenticity is questioned

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School Factors to Consider
School organisation, ethos and environment
Curriculum, teaching and learning
Whole School Policy, Ethos, Pastoral Care
Curriculum MindMatters Friendly Schools Families
Partnerships and services
Promotion Universal Prevention
Curriculum Framework Pathways to Social and
Emotional Development BMIS
Selective Prevention
Peer Support Bystanders
Indicated Prevention
Transition Specialist Programs e.g. Aussie
Optimism
Incident Response Case Management
Incidents
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What is a Whole School Approach to Behaviour
Management

• Common, shared vision, set of beliefs
• Its a process
• Alignment of all structures, procedures and
  programs
• Common language and practices in teaching desired
  behaviour
• Common approaches to misbehaviour

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What its not

• A vision statement that is given to staff
• A written policy document
• A policy written by one person in isolation
• Independent of teaching and learning
• Set, hierarchical consequences
• Everyone gets the same
• A focus on reactive strategies
• Adopting bolt on strategies

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Foundations Core Beliefs

• Behaviour serves a purpose
• Behaviour is contextual
• Inseparable from teaching and learning
• We have to teach kids behaviour
• We reinforce it when we see it
• Misbehaviour is anticipated
• Everyone has a right to be respected

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What might we see in the playground

• First day all staff in the playground
• Teachers actively engaged with students
• Teachers problem solving with student conflict,
  deescalating
• Students being reinforced for behaviour
• Language is positively framed, descriptive
• Rules are justifiable and enforceable
• Structured activities for students

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What might we see in classrooms?

• Expectations for behaviour made explicit and
  reinforced
• Developmentally appropriate strategies evident
• Visual supports for young children and those who
  need it
• Emphasis on engagement in learning
• Levels of behaviour are responded to
  appropriately
• Responses to behaviour are educative

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What might we see in staff meetings

• Teachers talking about how we are going
• Teachers supporting each other
• Language is respectful
• Valuing differences of opinion, critical debate
• No sense of them and us
• Language not personal, focus on the task
• Clear processes, purposeful (why decisions are
  made)

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A Definition
A whole school approach to behaviour management
is the alignment of all structures, procedures
and programs that support the classroom
teacher. It is developed through a process, a
process that aids the development of a shared
understanding of good practice in behaviour
management and school development. All members of
the school community - teachers, students and
parents - have an opportunity to contribute to
its development and share the responsibility for
its maintenance.
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WHOLE SCHOOL APPROACH TO BEHAVIOUR MANAGEMENT
 
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How do we get it

• Look at evidence
• Make judgements within a framework
• Consider your strengths
• Determine the team that will drive improvement
• Develop team purpose and tasks
• Develop a communication strategy

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Keep an eye on

• Using expertise within your school, releasing
  potential
• Enabling, capacity building
• Sustainability
• No blame
• Working from strengths
• Adopting a professional approach
• Developmental and realistic timelines

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What might we observe in an effective school?

• An emphasis on building and maintaining a shared
  vision
• Genuine participation in decision making
• Evidence is used in planning, implementation and
  review
• An atmosphere prevails that indicates that
  improvement is a shared responsibility
• Shared vision principles are reflected in all
  interactions and in all contexts

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• Structures and procedures that reflect the needs
  of students and staff
• Demonstrated understanding that behaviour is
  purposeful, is learned and occurs in a context
• Behaviour is seen as part of the learning
  process
• Management of student behaviour is proactive
• Parent involvement is sought and genuinely
  valued
• Outside help is used to build capacity

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South Kalgoorlie PS

• The implementation of a successful Pastoral Care
  program will promote personal growth and
  well-being, developing in students the knowledge
  and skills to enable them to make informed
  decisions that lead to a balanced and productive
  lifestyle.

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South Kalgoorlie PS

• Elements of our focus include
• A Behaviour Management Program that encourages
  students to become self-disciplined and take
  responsibility for their own behaviour through a
  school wide approach to behaviour management
  processes and policy.
• Give students the ability to resolve conflict.
• The development of a common school value and
  belief system that is shared amongst teachers,
  parents and students.

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Funding

• South Kalgoorlie PS was selected in November 2004
  to join the BMAD program.
• We received 15,500 at the end of last year.
• We will receive 31,000 each year for the next
  three years.

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Process

• We reviewed our existing behaviour management
  process through our Pastoral Committee.
• Brainstormed ideas and strategies that could be
  investigated.
• Identified initial areas to focus on.
• Acknowledge existing successes.

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Existing Strategies

• Confirmed existing BMIS policy is functional and
  effective for staff and students.
• Refinement of policy through regular review.
• Data collection further refined with weekly
  returns on behaviour - ve -ve.

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Existing Strategies

• Tribes offer training to staff to increase
  expertise and establish whole school approach.
• Advantages children very settled, team work
  skills improving, acceptance of others more
  evident, resiliency developing
• Working very well in the school.

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Staff Survey

• Staff were given a School Checklist from which
  we identified a number of areas to focus on
• Pastoral Care Systems
• Specialised Small Group Work
• Effective Responses to Bullying Incidents
• Staff Training and Support

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Bullying

• Existing strategies have been effective but a
  whole school approach was needed.
• Discussed with staff and gave information on the
  Friendly Schools and Families program.
• Staff commitment to implement it at school.
• Resources - 2500, PD - 3000
• Commitment for further PD at school.

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Staff Training and Support

• Arranged for a facilitator from PRIME to run a
  session at the school on Workplace Bullying.
• Presenter - 1800

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Other Strategies

• Increased AIEO time to allow mentoring to occur.
• SPER training for identified staff with the
  Deputy sharing information with all staff.
• Signage around the school to reinforce Tribes
  agreements and Anti Bullying.
• Values implementation across the school.

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Future

• National Safe Schools Framework accreditation.
• The vision statement
• All Australian schools are safe and supportive
  environments

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National Safe Schools Framework
Overarching vision
Eleven guiding principles
Six key elements
Outcomes
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The six key elements of good practice need to be
in place for schools to implement the guiding
principles
All Australian schools are safe and supportive
environments
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(No Transcript)
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SMALL STEPS It was not one single ingenious
thing that made a difference, but the sum of many
small steps.
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Acknowledgements

• Staff of South Kalgoorlie PS
• Countering Bullying in Schools Coosje Griffiths
• A Whole School Approach to Improving Student
  Behaviour Jenny Nunn, Barry Dowsett John
  Burke
• Child Health Promotion Research Unit Friendly
  Schools Families.