1. Team formation – our PBL leadership team is a
representative group composed of teaching staff, teacher aides, specialist and
2. Defined expectations– we have three school rules: be
safe, be respectful and be responsible. From these expectations, we have
developed the “matrix of expectations” to guide our thinking around what
behaviours we want our students to demonstrate.
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.
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, whether in the form of verbal praise or more
tangible awards such as ‘Busted Being Awesome or ‘Happy Mail’.
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 guide of what to do and say in regard to minor and major behaviours.
6. Use of data – one school provides a ready source of
information regarding what behaviours are occurring across the school. We also
make use of school-based data management systems, such as the rethink record
and minor behaviour record, to monitor the frequency of behaviours across the
school. This allows us to make decisions and design interventions that are
relevant and appropriate.