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Behaviour management

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Positive Behaviour for Learning (PBL)

At Freshwater State School, we have embedded Positive Behaviour for Learning (PBL) as our framework for encouraging appropriate interactions and behaviour. The implementation of PBL has six main features:
1.    Team formation – our PBL leadership team is a representative group composed of teaching staff, non-teaching staff, specialist and executive OSCH staff.
2.    Defined expectations– we have three school rules: be safe, be respectful and be a learner. From these expectations, we have developed the “matrix of expectations” to guide our thinking around what behaviours are expected and taught.
3.    Teaching expected behaviours – this is one of our most important tasks – how to teach the behaviours we have identified in the matrix of expectations in a way that is easily implemented, and with everyone using a common language. To do this, we make use of a lesson schedule, posters and power point lessons. We also explicitly teach school-wide routines, such as the eating area routine, responsible play and moving around the school.
4.     Acknowledging positive behaviour – research continues to show that the most effective way to change a student’s behaviour is to ‘catch’ them doing the right thing and give them immediate positive feedback. Part of our task is to help develop enough strategies to  support a healthy rate of positive feedback for all students, using free and frequent strategies.
5.    Discouraging inappropriate behaviour - we respond to inappropriate behaviour using ‘least intrusive’ strategies. At Freshwater State School we use the ‘minor and major behaviour’ document to provide a consistent approach to reteaching and deciding on a relevant consequence where required.
6.    Use of data – one school provides a ready source of information regarding  behaviour and is the evidence used  to make decisions and design interventions that are relevant and appropriate.

Download the Student code of Conduct (PDF, 1345 KB).

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Last reviewed 30 March 2021
Last updated 30 March 2021