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Karakia
E te atua,
Hmai ki a mtou,
Te kaha me te mramatanga,
Kia mahi tika
Ki te tautoko ttahi ki ttahi,
Kia haere pai i roto i tnei hui
Amine
Himene
He hnore, he korria
Maungrongo ki te whenua
Whakaaro pai e
King tangata katoa
Ake ake, ake ake
mine
Te Atua, te piringa,
Toku oranga
X2
- Be an active listener
- Include all members in discussion
- Take phone calls outside
- Keep to times
Responsible - Phones on silent/vibrate
- Participate/contribute/ask
Resilience
The
process
.
Decide what expectations
will be taught based on
events in term and on
data
*A timeline of when
behaviour expectations
are taught.
Behaviour
expectations are
taught in classrooms
and at assembly.
*Lesson Plans
Respect
Responsibility
Resilience
Establish consistent,
logical consequences
for inappropriate
behaviour
*Minor
*Repeated Minor
* Major
Appropriate behaviours
are recognised and
acknowledged.
*Rewards contingency
Define minor and major
inappropriate
behaviours.
record incidents of
inappropriate behavior
on Etap
*Minor/Major
decisions
Times
Start: 8:45 am
Intro (Ruth)
9-10am:
Behaviour Matrix (Karen)
Homework Task (Nadine)
Brain Break (5mins)
10-10 -11 Minor/Major (Ruth)
Morning Tea - Reflect on Posters for PB4L
11:20 - 1pm
Consequences for Minor Incidents (Annette/Ruth)
Lunch
1:40-1:50pm Concerns about rewards (Susan)
1:50-2: 40 School-Wide Reinforcement Procedures (Glen)
Homework task (Nadine)
2:40-3:00pm Next steps/Questions/Feedback (Ruth)
Finish: Around 3pm
2.N
i
c
o
1.S
ll
i
k
al S
3. B
iou
v
a
eh
es
l
p
m
a
x
rE
atu
r
al
co
n
tex
t
All
Setti
ngs
R
es
pe
ct
R
es
po
ns
ibi
lit
y
R
es
ili
en
ce
k
s
a
t
k
r
o
w
e
m
o
H
Is it Minor or Major?
PB4L Criteria
Un-obtrusive- not intended to identify or embarrass the student
and learning can continue uninterrupted.
Explicit responses, instructional approaches.
Consequences are fair and logical.
Children should be fully aware of consequences-no surprises.
Inappropriate behaviours are seen as opportunities to relearn.
Revisit your list
label 1-non -explicit , 2-Explicit, 3. consequences
Add and adapt your list.
Acknowledgement System
Level 3
Strong &
Long
Level 2
Moderate &
Intermittent
Level 3
Resour
ces
Descri
ption
Fast
and
Fre
que
nt
Positive
Choices
Cards in
P/C
Room
Box in
Office
Paper
cards
Colour
of each
House
Mo
der
ate
and
inte
rmit
tent
House
Boxes
Plastic
Box with
4
compart
ments
for each
house
(as in ZGas
stations
Goodin-thehood)
Values
Certificat
es
Sig
nif
can
t
and
Infr
equ
ent
When
and
where
presen
ted
Any
time
Any
place
Any
Teacher
/Teache
r Aide
Infor
mati
on
requ
ired
Name
Roo
m
Hous
e
What
for ?
?
Goal
Celebr
ations
Coordi
nato
r
Give
out up
to ? a
day
Mari
onP/C
and
keep
in
P?C
Roo
m
All
Positive
choices
go in
box
after
each
assembl
y
School
Assemb
ly
Draw ?
every
assembl
y
Certificat
es
Value
Name
Class
House
School
Assemb
ly
At
the
end
of the
term
point
s are
adde
d up
for
Hous
e
winn
er
Hous
e
point
s?
At
Assemb
ly
draw ?
out of
box, to
receive
a PB4L
Bracelet
As
above
Sher
ylensu
res
ther
e are
eno
ugh
certi
ficat
ed
House
winner
celebrati
on Day
Teachers
of the
House
organise
One
activity
The
winning
House
has a
Celebrat
ion
afterno
on.
End of
term/Be
ginning
of
term??
One
House
has a
celebrat
ion Day
a term
Ake
Runga
certificat
es
Laminat
ed
Certificat
es
An Outstandin
g
student
End of
Term
Ake
Runga
Ideas
for
celeb
ration
s??
Kids
to
have
input.
Name
Values
Bracelet
Parent
invited
to
Assemb
ly
Name
on
PB4L
wall in
Foyer
Name in
newslett
er
Ideas?
Sit Up
Front
Ake
Runga
Sher
yl
mak
es
Give
out 2
per
class
Two
Childre
na
term.
k
s
a
t
k
r
o
w
e
Hom
Expecta
tion
Expected Behaviour
Matrix Rule and Steps
List rule from matrix and steps to complete the
rule
Use
this
time
as
an
opportunity to talk about
environmentally
friendly
packaging rather than foil
and Gladwrap.
Eating Areas
Tell
Introduce the rule and why it is important
Setting
Show
Teacher demonstrates or models the rule.
Teacher models non-examples
r
Pai ivity
t
Ac
Practice
Give students opportunities to role play the rule
across all relevant settings
Monit
or
Precorrect/Remind
Anticipate and give students a
reminder to perform behaviour
Supervise
Move, scan and interact with
students
Feedback
Observe student performance & give
positive, specific feedback to
students
Next Steps.
All staff.
PB4L Team