1. DEVELOPMENTALMANAGEMENTDEVELOPMENTALMANAGEMENT

2. WHO ARE WE? oWe are currently made up of 3 merged primary schools in the Broadmeadows Valley area oBroadmeadows West, Jacana and Meadow Fair North oWestmeadows Heights will join us in 2010 oBroadmeadows Valley Primary School operates on 2 campuses oLilliput St campus is made up of Meadow Fair North and Jacana Primary oJohnstone St campus is made up of Broadmeadows West and Westmeadows Heights Primary

3. Johnstone St Campus

4. WHY DEVELOPMENTAL MANAGEMENT? oA need to restore a focus on learning and teaching oA need to change the inappropriate student behaviour because of the impact it was having on learning and teaching

5. WHAT HAVE WE ACHIEVED ? TEACHER oRemaining calm when dealing with inappropriate behaviour oTalking with students who have been exited, not having leaders do it oIncrease the non verbal hints oUse a common and shared language when talking with students oEstablished a safe and enjoyable workplace for both teachers and students oConcerted focus on delivering targeted curriculum to all students STUDENT oOn task. Engaged in their learning oAble to talk about rights and responsibilities in relation to safety and learning oBehaviour has improved and is conducive to learning

6. WHAT HAVE WE ACHIEVED ?

7. WHAT GOT US TO THIS POINT? oRelentless reinforcement consistently applied oCommitted approach by all staff at the school oOne voice, shared language, shared belief that we can make a difference oStructured professional learning for all staff oHigh expectations clearly and explicitly communicated to all members of our school community

8. WHAT GOT US TO THIS POINT?

9. Lilliput St Campus

10. PROFESSIONAL LEARNING

11. Thinkers Keys

12. How to respond to difficult students (10%'s) Fight your first impulse (try to understand that the student is hurting inside) Encourage the student at every opportunity Separate the deed from the doer. Express a liking for the student while still applying logical consequences Show an awareness of some skill the student believes he or she is good at. If possible, set up a situation where you can observe the child being competent. Have the child help you in a meaningful way. Show some interest in something that interests the child. Collect enough data to be confident of student's mistaken goal Make the student is aware of his or her "mistaken" goals Confront the student with the need to choose between his or her primary goal (being liked) and mistaken goal Inform the child (privately), during class, of the mistaken goal as he or she misbehaves Modify the child's curriculum (Usually more Kinesthetic/Visual learner) Poster – strategies to use with difficult students *These notes were reproduced by the University of Ballarat with the permission of Dr. Ramon Lewis Associate Professor Latrobe University 2004

13. Posters - Rights & Responsibilities

15. 3/4 Area

17. Academic Visit oObservations oTeachers mostly use legitimate power oTeachers used hints oStudents responded well to hints

18. oSeveral sessions as a staff - working on ways to develop communal responsibility oYou Can Do It Awards o some of the reasons awards were given have been oSupporting others in class and celebrating the success of her peers oKnowing and showing others when it is time to speak and when it is time to listen oAlways respecting teachers and peers and encouraging others to do the same. Follow Up

20. Senior Video

21. Visual reminders

23. P-2 understanding of communal responsibility

24. NOW WHAT? oMaintain and build on consistency of voice/message oDevelop visual cues for playground and classroom area oDevelop a whole school code of conduct oContinue to develop the understanding of communal responsibility oRevisit classroom management strategies through whole school staff professional learning