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We will be sharing our strategies for responding to minor behaviours. What systems or procedures do you use?  ( please bring tangible examples).How did you come up with those specific strategies?What will you change and adapt for 2017?

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We will be sharing our strategies for responding to minor behaviours. What systems or procedures do you use?  ( please bring tangible examples).How did you come up with those specific strategies?What will you change and adapt for 2017?

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Restorative practice
We are registered for to start 2018 with with a whole school TOD day...

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Major Minor procedures at TPS JANUARY 2017

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Starting a fresh, new team leaders and staff.
Working towards setting up responding to minor behaviour systems.

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We have point cards that are given out for positive playground behaviour. We have houses so these points are collated. Minor incidents are handled by duty teachers and peer supporters. We talk 5Cs talk, restorative talk etc. in class different teachers have similar talk. We are currently surveying effectiveness of our current programmes

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Best-practice, non-explicit response to manage behaviour:
Proximity control

Signal/Non-verbal cue

Ignore, attend, praise (Proximal Praise)

Prompt
Redirect

Reteach

Provide choice

Student conference

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(Finally) got lessons happening on a consistent basis - Monday assembly introduces the value/expectation for the fortnight, team make a video or powerpoint to show. 1 class is drawn out to present their learning at the following assembly. All classes are taught the matrix expectations throughout the fortnight. Ideas are discussed and shared at staff meetings.

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We use care cards which match our values these are given to reward positive behaviour.
We are still working on our systems for responding to minor behaviour as we currently do not record these problems.  We are looking for a quick easy way to record minors as we are still finding teacher recording of major events is quite variable.
We have shared some information from the PB4L website to teachers which list some ideas for responding to minor behaviours

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Restorative Process (flip cards for questions/flow of conversation)

Behaviour flow chart
- Proximal praise
- Reteach
- Redirect
- Circle time
- Specific PB4L lessons on expected behaviour
- Gold cards
- House points

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Wesley Intermediate School behaviour Flowchart - Page 1 (1)

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Be a responsible learner
We make good choices by...

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Panama Road School - flow-chart - under construction...

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We use Tokens - they equal 100 house points. We also have playground tokens which enter you into a draw to win a free lunch, the tokens are entered in to a mailbox and draw every Friday over the intercom. The tokens are our values so they can get them for different behaviours HEART - Honesty, Excellence, attitude,respect, Tolerance.
WE have class PB4L books
We have signage with our values around the school which are translated to other languages.
We have writers in schools programme that have created a series of books that feature our school Mascot OTUS.
Every Monday at 1:30pm we have a PB4L lesson time.
We started the school year with a PB4L unit.
For Minor behaviour we have a flow chart that we use. Our Saying is our you using your OPS heart?

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Classroom economy with PB4L tickets - buy in from older learners into the PB4L reward system - using Banqer as a online tool.

PB4L lessons - using flipgrid for learners to record their ideas about what the lesson focus should look, like and sound like at our school. Moving towards learners commenting on other ideas.

Restorative justice, redirection, reward the positives with tickets.

We are looking at other possibilities for rewards for 2017.

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We are currently moving our PRS PRIDE award system into the classroom - it has been playground focused to this point. We are aligning class Dojo with it for the teachers who find that useful. We are also looking at promoting our house system which has historically only been used for sports events.

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We have a document that has been reviewed in term one. It starts with the shared understanding that we first create the conditions for our kids to be successful.

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Our philosophy is to set students up for success - supporting them before the wheels get wobbly. Systems and structures to allow this to happen.