Positive Behaviours for Learning Framework

Positive Behaviours for Learning (PBL) is a framework for behaviour management in schools that explicitly models, promotes and rewards positive behaviours while providing consistent structures in responding to negative behaviours. In doing so, Positive Behaviours for Learning is intended to devote teacher behaviour management more proportionately to behaviours that should occur and not disproportionately to behaviours that should not.

Additional focuses of PBL include ongoing student wellbeing as well as building whole school identity and morale. It also embeds restorative justice actions in response to negative behaviours. This document aims to explicitly set out the Positive Behaviours for Learning Framework that has been developed for St Aloysius Catholic Primary School.

It is hoped that in providing this framework to parents, they can familiarise themselves with the philosophy, procedures and actions to be undertaken.

Behaviour Management Tiers

The aim of PBL is to provide a greater proportion of time to Primary Intervention (Tier 1) where all children are given access to explicit discussion and modelling of positive behaviours. The majority of children will benefit sufficiently from this.

Secondary Intervention (Tier 2) might be accessed by about 15% children whose behaviour choices need to be redirected in positive directions.

Finally, Tertiary Intervention (Tier 3) might only be accessed by 1—5 % of students who benefit from individual behaviour support. The final page of this document discusses these tiers of behaviour management further.

Our School Matrix

Breaking it down to explicit Positive Behaviours

Our school matrix allows children to have a more specific focus on how these rules apply in different areas of the school. All rules are in simple, affirming and child centred language so that children come to own and use the language.

We make Jesus Real in the way we Greet, Treat and Speak to others respectfully. We make Jesus Real through our Daily Actions.

St Aloysius Whole School Positive Reinforcement Reward System

Focus on Growing into a better me, class, school…

Building into shared direction, performance and Growth…

Leaf to Tree to Forest.

1. Every Class has a tree
2. The Class Teacher and class negotiate a class leaf target (eg 10, 15, 20, etc) and write it on their Class Leaf Target chart – (no time limit).
3. The Teacher and class negotiate an ‘on target reward’ - a 10 to 15 minute activity - for when their goal is reached & write it on the target chart
4. Every student who receives a “Good to Grow” exchanges it for a leaf token to put on the Class Tree.
5. The student can then add one to their personal tally to work towards the individual Growth Rewards as well as take their reward home
6. When the Class Leaf Target is reached:

• The class receives the reward as soon as possible.
• A small on target sign is dated & displayed in the classroom near the Class Tree.
• The class sends their class mini tree to the office for the Forest mural, adding to the Whole school target.
• The Class Tree is cleared of leaves, the class and teacher set a new target and reward and the process starts again.
• When the Whole School Target is reached then the whole school has earned a reward.

*** Undercover Gardener***

A “Branch of Leaves” from the “Undercover Gardener” is worth a large number of leaves to go towards the class target and is given out at Assemblies to classes that have performed impressively on lines, in Mass, in library, in music, on the playground, etc

So let’s get Growing!

PBL Awards

Upon receiving the listed number of PBL tokens students are awarded the following:

10 Good to Grow tokens - Bronze certificate

25 Good to Grow tokens - Silver certificate

50 Good to Grow tokens - Gold certificate

75 Good to Grow tokens - Platinum certificate

Our rewards menu is below:

Responding to Inappropriate Behaviours - Working the Tiers of Behaviour Management

• Reflection Room should happen as close to the incident as possible (same or next day is optimal)
• Teachers placing students in the Reflection Room must record the child’s expected attendance using the OneNote document.
• Students are to bring their lunch and come directly to Student Entry at 1:20 where they will have ten minutes to eat (if three or more then the Reflection Room Executive Member takes them to a classroom).
• An executive member will attend the Reflection Room and meet with the student/s where they will participate in restorative justice conversations. A Choices Response Sheet about the student’s recent behavioural choices will be completed.
• Students will remain in the Reflection Room until 2:00 at which time the Executive Member will see them to their classroom.