PB4L Follow up from July Team Day
Next steps -
Staff Session week 4
Coke Bottle example re negative and positive comments etc
Our tree - 5 values - essence/dispositions/clear relation to KC/what could stay and go?
What are the 5 top behaviours that we would really like to focus in on present? How do these align to our values?
Mudmaps/Duty staff session (NM)
PB4L Team Day Christchurch 27 June
Where are we at?
Take the suggested five expected behaviours to the staff/students/whānau for consultation.
Also tweak our dispositions under the 5 Bs. What to stay? What to drop off? What to add?
Next steps -
1 Look at our tree. Five values. Tweak the dispositions. What can go? What is missing? What is the essence? PL for early next term.
2 What are the three-five things we want to kids to show/be/do? With staff/kids what does this look, sound and feel like? (one for each value) Dot plots
How to do this efficiently and effectively? Team by team or small groups of staff mixed up? Include student leaders in this discussion also.
How to do this efficiently and effectively? Team by team or small groups of staff mixed up? Include student leaders in this discussion also.
3 PB4L team to start the draft matrices for each of these behaviours. Early next term after staff meeting.
PB4L Team Day Ashburton 30 May
What does the SET survey tells us?
100% say they are modelling and living the 5 school values.
Next step - teaching the specific expectation around these values
What does the EBS survey tell us?
Refresher/PD activities for student support related to data?
Tiers of who is managing what partially but not fully in place.
Patterns of behaviour to be reported to whole staff not fully in place.
Consequences for student problem behaviour clearly defined not fully in place.
ESSENTIAL FRAMEWORK THREE - Identifying Positive Expectations
What do we want our kids to be, show and do?
Can we come up with just three-five things that relate directly to our values?
BEAUTY. Be kind. Everyone matters. Manaakitanga. Hauora - be well to do well.
BOLDNESS. Be a Leader. Be curious. Kia kaha.
BELONGING. Get involved. Be connected. Embrace opportunity. Whanaunagatanga.
BRAVE. Show mana. Be courageous.
BRILLIANT. Be the best you can be. Strive to excel. Pono. Wananga.
Kia ako - be a learner
Kia ora - be well
Kia toa - be your best
How to get voice back from community ?
Wordles. Hot dots. Google forms. Survey monkey.
See page 11 of the manual (three five behaviours and natural contexts across the top)
Aim for 2-3 behaviours in each cell. Succinct/key points.
ARE our expectations ...
observable, measureable, positively stated, clear, alway applicable.
Next steps -
1 Look at our tree. Five values. Tweak the dispositions. What can go? What is missing? What is the essence? PL for early next term.
2 What are the three-five things we want to kids to show/be/do? With staff/kids what does this look, sound and feel like? (one for each value) Dot plots
3 PB4L team to start the draft matrices for each of these behaviours. Early next term after staff meeting.
NB. Visual graphic could be the same tree image with the key behaviours instead of dispositions. BEAUTIFUL - Be kind.
Ideas for consultation with parents
*Use student conference as a time to also ask students what these three-five expectations look like to you as a parent? Y chart on wall or ask at end of conference.
*Google forms.
ESSENTIAL FEATURE FOUR - Teaching Expected Behaviour
Harry Wong has some useful research on behaviour management
Reflection - An exciting time for our team as we are the architects of our school behaviour plan. A chance to put a new shine on our school as we move forward.
Teaching as Inquiry aligns to the model of teaching social behaviours.
Sequence: (scanning and focussing) general expectation and matrix behaviour, (learning) plan engaging and authentic learning opportunities, (taking action) tell then show/model, practise, (checking) monitor, monitor-review and reteach.
We will need to write draft lesson plans and give them to staff for feedback. Start with all settings. Combine behaviours and teach setting by setting where possible. Review data. Skills may need more teaching time than routines. Deliver the lesson in the actual setting. Use visuals to help remind students (eg photo and description of bags hung up).
To do: develop teaching schedule
Hint - timetable it for the same time/day across the school to ensure consistent delivery.
Teaching as Inquiry aligns to the model of teaching social behaviours.
Sequence: (scanning and focussing) general expectation and matrix behaviour, (learning) plan engaging and authentic learning opportunities, (taking action) tell then show/model, practise, (checking) monitor, monitor-review and reteach.
We will need to write draft lesson plans and give them to staff for feedback. Start with all settings. Combine behaviours and teach setting by setting where possible. Review data. Skills may need more teaching time than routines. Deliver the lesson in the actual setting. Use visuals to help remind students (eg photo and description of bags hung up).
To do: develop teaching schedule
Hint - timetable it for the same time/day across the school to ensure consistent delivery.
Next steps -
1 Produce some example of lessons. NM is going to create a sample video.
2 Create a schedule of how this will roll across the year. Likely to condense it into first half of term one and then revisit it each term. Licence tasks could provide a context for children to also create resources.
2 Create a schedule of how this will roll across the year. Likely to condense it into first half of term one and then revisit it each term. Licence tasks could provide a context for children to also create resources.
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