Behaviour Management

Positive Behaviour Support (PBS) is a K – 6 school wide framework aimed at improving the academic and behavioural outcomes of all students. PBS works to establish a climate in which appropriate behaviour is the norm. This occurs using proactive strategies and the explicit teaching of behavioural expectations.  

PBS places major focus on prevention and the following key elements create a safe, positive and productive learning environment: 

• Clearly defined and taught behaviour expectations – staff teach behaviours as they would teach academics or any other skill. Staff repeat this process until students learn the new behaviours. 

• Consistent and frequent acknowledgement of appropriate behaviour – a school wide focus on all staff giving students high rates of positive performance feedback is important because it can improve the interactions between students and staff and therefore improve the school climate. We want to establish a positive school climate in which compliance receives more attention than non-compliance. 

• Constructively and specifically addressing problem behaviour – introducing, modelling, and reinforcing positive social behaviour is an important step of a student’s educational experience. Teaching behavioural expectations and rewarding students for following them is a much more positive approach than waiting for misbehaviour to occur before responding. 

• Effective use of behaviour data to assess and inform decision making – PBS is an evidence-based research approach, which has resulted in increased time for instruction, an increase in positive behaviours school wide and a decrease in disruptive behaviours. Data collected is used in an ongoing process to drive the program. 

Teaching accepted behaviours – matrix  

• At Leda Primary School we have a school matrix. This matrix is to be displayed in all classroom and public places. The matrix explains the behaviours we expect under each of the four expectations. 

Teaching accepted behaviours – teaching schedule (term-by-term breakdown):  

Each term, teachers follow the teaching schedule to teach the expected behaviours. 

WK	Term 1
1	Respect	We use appropriate and respectful language
2	Responsibility	We are honest
3	Self-Control	We communicate our feelings and needs appropriately
4	Learner	We use active listening
5	Respect	We keep our belongings and school property graffiti free
6	Responsibility	We wear correct school colours including a school hat
7	Self-Control	We walk on concrete and paths
8	Learner	We stay on task and complete our work in a timely manner.
9	Responsibility	We take responsibility for our behaviour
10	Learner	We work independently on set activities
WK	Term 2
1	Respect	We follow instructions
2	Responsibility	We are on time to class and activities
3	Self-Control	We keep our hands and feet to ourselves
4	Learner	We demonstrate a positive attitude towards learning
5	Respect	We allow others to learn
6	Responsibility	We ask for help when needed
7	Self-Control	We practice our strategies to regulate our emotions
8	Learner	We take pride in our work
9	Responsibility	We report problems to a teacher
10	Respect	We include others
WK	Term 3
1	Responsibility	We are organised for our lessons
2	Self-Control	We persevere with challenging tasks
3	Learner	We begin our tasks quickly
4	Responsibility	We play in the appropriate areas
5	Self-Control	We use strategies to solve problems before asking for help
6	Respect	We celebrate the success of others
7	Self-Control	We use the toilets properly
8	Learner	We use appropriate classroom manners
9	Respect	We talk at appropriate times
10	Responsibility	We complete our work on time
WK	Term 4
1	Respect	We use manners, compliments and kind words
2	Responsibility	We put rubbish in the bin
3	Self-Control	We use equipment safely and appropriately
4	Learner	We work collaboratively in groups
5	Respect	We play fairly
6	Responsibility	We look after school property and personal belongings
7	Self-Control	We respond to challenging situations using appropriate strategies
8	Learner	We negotiate the rules of games before participating
9	Respect	We consider the feelings of others
10	Responsibility	We only keep items that belong to us

Encouraging social behaviour – our reward system 

Purpose: To develop a continuum of encouragement strategies used by all staff with all students in all settings. 

Whole School Reward Model 

The whole school reward model is based on generosity. When young people feel like they belong to a community they have the potential to be exposed to the feedback that they are valued and esteemed. In working with others, we are more likely to see that our life has purpose or at least, that some of our efforts are appreciated. In helping others, young people discover they have the power to influence their world in a positive way. 

Leda Primary School’s reward system operates in three stages: 

1. Free and frequent – all staff use every day. 
2. Non-contingent attention – winning over. 
3. Contingent attention – encouragement and specific positive feedback, using PBS language.  
4. PBS slips linked to the behavioural focus of the week – tangible reward – raffle draw – with a reward of an extra 10 minutes of play. 
5. PBS tokens linked to all other expectations – tangible reward – short term rewards (awarded occasionally), long term rewards (annual faction celebrations) and ration of reinforcements to corrections 4:1. 

PBS Slip and boxes 

PBS tokens – free and frequent 

• Tokens are given to all students throughout the day to recognize and acknowledge when they have demonstrated any of the school behaviour expectations from the values respect, responsibility, self-control and learner in any location in the school. 

Positive Behaviour Support 2024

Good Standing

RATIONALE:

Good Standing Policies in schools were introduced by the Department of Education

to address ongoing behaviours that disrupt the learning of students. The Good

Standing Policy provides a framework and guidelines to assist staff in supporting

students to display positive behaviours in line with our expectations of Respect,

Responsibility, Self-Control and Learner.

WHAT IS GOOD STANDING:

All students commence the school year with Good Standing status.

Maintaining Good Standing requires students to uphold the Leda expectations and

display acceptable behaviours in accordance with the positive behaviour matrix.

MAINTAINING GOOD STANDING:

Students with Good Standing are eligible to participate in extra-curricular activities

such as whole-school and PBS reward days, performances/visiting performers,

excursions, class rewards, interschool sporting events and formal ceremonies. If

Good Standing is lost, students will not be able to participate in any of these activities.