We are a PB4L School, but what is it?

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PB4L

Positive Behaviour For Learning

 

What is PB4L?

The acronym PB4L stands for Positive Behaviour for Learning. It is a school wide integrated initiative which aims to promote appropriate behaviour in a positive manner that is non-threatening and supportive of all students and staff. It aims to minimise problematic behaviours and maximise and celebrate positive social and academic student behaviours.
Positive Behaviour for Learning is based on more than twenty years research in creating positive school cultures, and is supported by research which describes the success of thousands of schools across Canada, Norway, Iceland, USA and Australia.

It is about:

• Establishing a school environment that supports long term success.
• Integrating positive academic and social behaviour expectations.
• Teaching desirable behaviours.
• Improving behaviour support systems for students.
• Increasing positive interactions with students.
• Using data for decision making.
• Decreasing reactive management.
• Maximising learning.

Our School-Wide Expectations

We have established clear expectations for the behaviour we expect in all areas of our school. We will teach these expectations to the students and reward them frequently with our in-class and out of class rewards systems. The expectations for all student behaviour will be clear throughout our learning.
Spotswood Primary School is a place of:

• Aroha
• Kōrero
• Ora      

Rewarding Positive Behaviour

There are many ways that we acknowledge and reward students following the school-wide expectations of Aroha, Kōrero, and Ora. We have the following reward systems in place.

White AKO Cards

These cards are handed out in class to recognise the three school-wide expectations. These cards are handed into your student’s teacher. They add up through the year.

Blue AKO Cards

The school-wide expectations are also recognised and rewarded during intervals and lunchtimes by the duty staff. These Blue AKO Cards are put into the AKO Box in the office. There are prize winners randomly drawn out at weekly assemblies by school leaders.

Rewarding Effort and Achievement

Classroom Reward Systems

Classroom teachers often have their own reward systems in place to recognise effort and achievement in class during the year.
For example: ClassDojo, stickers, positive notes, stamps, phone call or postcard home.

Caught Being Good Certificates

Classroom teachers will award “Caught Being Good” Certificates for substantial achievement or effort.

Team Awards

Teams give out certificates for exceptional classroom learning and behaviour at their team assemblies.

AKO Cards

When a child receives AKO Cards they add up to achieve either a Bronze, Silver, or Gold AKO Award. They will then be given a certificate at assembly, their photo will go on the AKO Wall of Fame in the office, and they will get an AKO wrist band.

Spotswood Primary Behaviour Management System

Our aim is to have a behaviour management system that all students, parents and teachers understand. This involves the school wide expectations, reinforcers, and consequences.
Spotswood Primary School has the following shared beliefs that have influenced our behaviour management procedure:

• Learning is the priority.
• It is the right of every student to learn.
• Maintaining positive relationships is essential.
• Teachers should have high expectations for their students.
• Students, teachers and family/whanau have a shared responsibility for making the system work and upholding the school wide expectations.
• Strengthening the contact between home and school is imperative.
• Positive behaviour of students should be acknowledged and rewarded.
• Consequences should include a continuum of responses to problem behaviours.

Our school-wide behaviour management system has been developed to:

1. Reduce the number of students choosing inappropriate behaviours.
2. Reinforce the fact that students perform better when teachers have clear expectations; behaviours are viewed as learning errors that can be addressed through teaching and modelling; and consequences are logical and consistent.
3. Give a consistent approach to classroom management for all staff.

Consequences vs. Punishment

At Spotswood Primary, we provide consequences that support the development of more appropriate behaviours. Incredible Years strategies such as social and emotional coaching may be used to support the student. Some students may be supported to reflect on and learn the expected behaviour. These consequences help students develop self-control and self-discipline.
 

Definitions

Minor Incidents

The child accepts responsibility in a timely manner (within a school day) and acknowledges ownership of the action. The child will be respectful of others involved in the situation. Not going to require a follow up after resolution.

Repeated Minor

When the action becomes a distraction or annoyance to others. Requires a follow up or referral to home.

Major Incidents

The child often does not accept responsibility for their behaviour and their response to staff addressing the incident indicate disrespect. A repeated Minor Incident can become a Major. Requires referral to leadership.

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Tier 2

PB4L has several layers to its implementation. The first layer is called PB4L-SW, which means PB4L-School Wide. Once that is running smoothly schools start to implement what is called PB4L Tier 2. We have done the Tier 2 training and have been working on implimenting it into our school for a number of years now. Below is a document that outlines what Tier 2 is. 
If you have any questions regarding PB4L please feel free to email your child's teacher and they will be able to explain it further.

Tier 2 in a nutshell pdf