2. Activity
Agree Disagree

3. Question 1: Students should always be punished for breaking rules or behaving inappropriately.
Question 2: Learning social and emotional skills are just as important as other subject areas.
Question 3: Its not about the severity of the consequence, its more about the consistency.

4. Learning Intentions
Provide an overview of Positive Behaviour Management Principles.
To encourage self awareness of the role we as adults play in positive behaviour management.
To create an understanding of the connection between teaching SEL skills and positive behaviour.

5. Positive behaviour management adopts
positive strategies for
Defining
Teaching and
Supporting
appropriate student behaviours to create positive school environments.

6. Research- Positive Behaviour
Help students take responsibility for behaviour in a meaningful way- students take action to restore the harm they have caused to the community by providing them with the skills & opportunities.
We will not change behaviour just by challenging what students do but by supporting a different way of thinking, seeing, interpreting & understanding. We are trying to change behaviour over the longer term.
Changing behaviour in schools, Sue Roffey, 2011

7. Safe & engaging environment
Protective factors
Student Behaviour
Safe & engaging environment
Connectedness
Belonging
Relationships
Example from my teaching- without this no effective learning can happen.
Most important protective factors

8. Lagging SEL skills 5% Secondary Preventions
( Targeted, Tier 2, Some, 10%) Specialised group systems for students with at risk behaviour.
10%
Tertiary Prevention
(Intensive, Tier 3, Few, 5%)
Intensive individualised systems for students with high risk behaviour.
ALL
-85% of students
Primary Prevention (Universals, Tier 1, All)
Proactive, preventative, Systems for All students, staff and Settings.

9. Strategies for teachers and parents
Adult self awareness

10. Key Message 1
Student behaviour won’t change until adult behaviour changes
Adults Matter!
Adult behaviour must change in a consistent and systematic manner.

11. Powerless
embarrassed
Self management leads to self control…. Act from the head not the heart.
Inadequate helpless

12. Adults must try and understand where the behaviour is coming from….
Imagine your worst phobia… creates anxiety ….. Flight or fight behaviour
ADHD (Attention Deficit Hyperactive Disorder) behaviour…….task
ODD ( Oppositional Defiance Disorder) The more you tell a child NOT to do something…… the more they will focus on it.
Keep behaviour positive. Focus our attention and energy on the behaviour we want to see.
SUPPORT first……always, always, always

13. Adults need to be consistent in their responses to childrens behaviour…. Be logical not emotional

14. Our choice of language is very important
Always separate child from behaviour
Shame: I am a bad person
Better language: I am a good person but I made a poor choice.
Acknowledgement – expectation – support – connection
e.g. Harry the work you did wasn’t that great.
(acknowledgement)
You are capable of much better (expectation)
We can help you make a better choice ( support)
We like having you in our class ( connection)

15. Fundamental Rule for Replacing a Behaviour
“You should not propose to reduce a problem behaviour without also identifying alternative, desired behaviours the person should perform instead of the problem behaviour”.
(O’Neill et. Al.,1997, p.71).
We need to ask the question:
“What do we want the child to do instead?”
Then we support that behaviour.

16. We need to support children to “operate” above the line.
Responsibility
Ownership
Accountability
Blame others
Denial
Make excuses

17. Key Message 2
Connecting positive behaviour management with teaching SEL skills.
Inappropriate behaviours can be changed through instructions
Explicit
Teaching
Matters!

19. What is SEL? Social and emotional learning:
Social – understanding other people, stepping into their shoes, making good decisions, getting along with them in life.
Emotional – knowing yourself, managing your emotions and behaviour, reaching your goals.
Learning – skills can be taught and learnt, just like any other skill.
These skills help every child to feel better and to learn better.

20. 2 SEL competencies CASEL (2006) COMPONENT OPTIONAL About this slide
The Collaborative for Social and Emotional Learning (CASEL) in 2003 have clustered the social and emotional competencies children need into five core domains. It involves developing the ability to recognise and manage emotions, promoting caring and concern for others, making responsible decisions, establishing positive relationships and handling challenging situations effectively.
Teaching SEL to all students explicitly in a coordinated way is linked to best results, as is using evidence based programs.
SEL implementation is most effective when instruction is:
Explicit, integrated and coordinated (Zins & Elias, 2006)
Sequenced, ongoing, developmentally appropriate (CASEL, 2006; WHO, 2006)
Evidence-based (CASEL, 2003)
Delivered with fidelity (Kress & Elias, 2006; Payton et al., 2000)
Delivered by staff trained in SEL (Payton et al., 2000)
Provided at a universal level (Barry, 2007)
CASEL (2006)

21. Self - Awareness
* Child’s ability to understand themselves and identify the emotions that they are feeling e.g. recognising they are shy and need to develop strategies to help them join a group Or know they fly off the handle easily and need to develop strategies to keep calm. * Also the ability to recognise and cultivate their strengths and positive qualities.

22. Self - management Closely linked to self-awareness
If a child can recognise the emotions they are experiencing, with support from others, they can learn to cope with things that don’t go to plan by managing and controlling their own feelings
e.g. identify when you are angry or frustrated and learn strategies to calm yourself down e.g. breathing techniques, walk away, count to ten

24. Social awareness
Child’s ability to show understanding and empathy for others.
It’s the ability to place themselves in other peoples shoes and understand how their actions may affect others.

25. Relationship skills
Getting along with others, working in teams and dealing effectively with conflict.
Good relationship skills involve skills from all of the other SEL competencies as well as communication, negotiation and refusal which is about following through with your decision not to engage in unwanted, unsafe and unethical conduct.

26. Responsible decision-making
Taking the time to consider choices and thinking enough about consequences to make the best one.
Thinking about how the actions they take will not only affect themselves but others.
Involves bringing together a range of skills e.g. analysing situations, assuming personal responsibility, respecting others and problem solving.
These 5 SEL areas are the basis to knowing how to negotiate life.

27. Research shows that these sort of non-cognitive skills
Ability to control your attention, to control your emotions, to control your behaviour
are at least as important as the cognitive skills like intelligence and thinking skills, in predicting how well a child will go academically and in all aspects of their life to become a successful adult.
Professor Ann Sanson, University of Melbourne

28. Top 10 skills for future jobs
2015
2020
1. Complex Problem Solving
2. Coordinating with Others
3. People Management
4. Critical Thinking
5. Negotiation
6. Quality Control
7. Service Orientation
8. Judgement and Decision Making
9. Active Listening
10. Creativity
2. Critical Thinking
3. Creativity
4. People Management
5. Coordinating with Others
6. Emotional Intelligence
7. Judgement and Decision Making
8. Service Orientation
9. Negotiation
10. Cognitive Flexibility
Source: Future of Jobs Report, World Economic Forum 2016

29. Resources
in sample bag

31. Positive Behaviour Forum - Parent Questionnaire
Before School:
At School:
In class:
Lunchtime:
In the playground:
GROUP DISCUSSION:
After viewing this role play, what does your group consider to be the benefits of implementing positive behaviour strategies at our school? Please discuss.

32. 2 SEL competencies CASEL (2006) COMPONENT OPTIONAL About this slide
The Collaborative for Social and Emotional Learning (CASEL) in 2003 have clustered the social and emotional competencies children need into five core domains. It involves developing the ability to recognise and manage emotions, promoting caring and concern for others, making responsible decisions, establishing positive relationships and handling challenging situations effectively.
Teaching SEL to all students explicitly in a coordinated way is linked to best results, as is using evidence based programs.
SEL implementation is most effective when instruction is:
Explicit, integrated and coordinated (Zins & Elias, 2006)
Sequenced, ongoing, developmentally appropriate (CASEL, 2006; WHO, 2006)
Evidence-based (CASEL, 2003)
Delivered with fidelity (Kress & Elias, 2006; Payton et al., 2000)
Delivered by staff trained in SEL (Payton et al., 2000)
Provided at a universal level (Barry, 2007)
CASEL (2006)

33. Student Role Plays

34. Parent group discussion
After viewing these role plays, what does your group consider to be the benefits of implementing positive behaviour strategies at our school? Please discuss.