1. The Joys of Managing Behaviour

2. Plimmerton School’s Responsibility Approach Why? What? How?

3. Plimmerton School Visioning Process

4. Purpose To create a vision for our school Rationale As teachers we want to be able to do our best Effective strategic planning gives us the direction, focus and structure for us to be to do this. A collective vision is our direction ‘touchstone’ Outcome The core components of our ‘picture’ of how we want Plimmerton School to be in five years

5. Our School Instils a love of learning Challenges, motivates and expands minds Is creative, innovative and has the courage to change Equips learners with skills for the future And inspires all within a culture of respect

6. The New Zealand Curriculum Vision Confident, connected Curriculum Structure

7. New Curriculum Core Competencies Thinking Using language symbols and texts Managing self Relating to others Participating & contributing

8. Change Forces

9. Assumption-Alignment

10. Reality

11. Glenn Compain Streetwise Parenting Over last 10 years many communities have changed completely. Many other socialisation influences challenging ‘parents & schools’ -media -music Key issue is disconnection for many young people -belonging -power / success Counter cultures have strong footholds Can’t be laissez faire – must be vigilant aware and proactive SPANZ Disruption in schools Alienated students

12. School-wide & Strategic Approach

13. Baumrind Parenting Styles Laissez Faire Authoritative Authoritarian

14. School-wide Styles NZCER - SET

15. Obedience Responsibility Control students to comply in relation to school expectations. Emphasis is school discipline ‘Get it right!” (……..or else) Students learn and are taught to make responsible choices in relation to school expectations. Emphasis is student self discipline Help you learn to get it right Overarching Aims & Intent Not Laissez Faire!!!! Same expectations (rules) Different intent

18. Locus of Control Internal locus of control -an individual perceives that s/he causes their own outcomes External locus of control -an individual perceives that powerful forces or people cause things to happen to them and s/he has no control over outcomes

19. ‘In the end good behaviour comes from internalised self control’ Judge Mick Brown

20. 80 – 15 – 5 Principle Curwin & Mendler

21. You’re in charge of your behaviour. You make choices. There are always rules, realities and consequences Sometimes what we might do or want to do is not right in that situation. We need to learn to make ‘effective’ choices (realistic, respectful, responsible) We can learn better choices. Responsibility Model Axioms

22. 22 Help The student understand what responsibility looks like Help the child evaluate Help the student understand the needs behind their behaviour Help the student recognise the effectiveness of their behaviour Help the student to recognise the reality of the situation Let child experience and learn from consequences Help the child plan more effective behaviours Strong focus on behaviour, thinking and internal locus of control Patience - learning Teaching Children to Make More Effective Choices Glasser

23. Glasser’s Choice Theory Our behaviour is our best attempt to meet one or more of our needs All total behaviour is purposeful but we only have direct control over our thinking and actions The only person’s behaviour we can control is our own

24. Total Behaviour Actions Physiology Feelings/emotions Thoughts/cognitive

25. Your Car

26. Cognitive responses / thoughts Physiological responses Emotional responses/feelings Actions/Behaviours Front Back

27. 3-5years!!!!!! Time &Pace

28. Flying The Plane

29. Options for You 1.Awareness / Understanding - We are teaching personal responsibility - Different to much of what we might have met - Takes time 2. Support / Reinforce key concepts - car - choices - reality/rules, responsible, respectful How are you driving your car? Whose in charge of your car/your behaviour? Was that choice right, responsible, respectful? What’s happening with your front wheels? Are your front wheels going where they should be? What’s a better choice? WHO CAN YOU CONTROL?

30. 3. Use choice theory at home - Work out your household 3Rs - Talk about these with your kids - Work out what are reasonable and related consequences - Do more teaching / less policing - Talk about behaviour and choices (teachable moments) ‘That’s what responsibility looks like’ - Recognise / praise good choices - Focus on helping kids to learn from mistakes (Minimal blame & shame – make a plan instead) - Don’t accept rationalisations - Recognise behaviour shift happens in small steps - Accept the human condition – move on, clean slate - Be realistic with yourself USE WORKING THINGS OUT – PROBLEM SOLVING

33. Developed by - Mark Sweeney Impact Education Group marksweeney@xtra.co.nz