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Knowing what to expect is part of students feeling safe - framing things in a positive way minimises misinterpretations

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Knowing what to expect is part of students feeling safe - framing things in a positive way minimises misinterpretations

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It helps students improve their learning.

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We need to teach our students about emotions. Some kids just don't know how to react to feeling an emotion and so their reaction is often one that requires intervention. If they have other options for how to respond to emotions, then they can choose an appropriate one!

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Safe and Supportive Classroom Environment 

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Safe and Supportive Classroom Environment 

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Classroom routines help contribute to our students feeling safe and supported in the classroom - AITSL standards

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Deliberate use of HITS: During our E5 instructional model we incorporate the High impact teaching strategies as they are woven throughout our instructional model -	Incorporating HITS in our instructional model allows our students to know how and what they are learning-	Feedback is a gift, as it helps students improve in their learning -Collaborative learning is one of our strongest and most implemented strategy in order to achieve success 

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Deliberate use of HITS: During our E5 instructional model we incorporate the High impact teaching strategies as they are woven throughout our instructional model -	Incorporating HITS in our instructional model allows our students to know how and what they are learning-	Feedback is a gift, as it helps students improve in their learning -Collaborative learning is one of our strongest and most implemented strategy in order to achieve success 

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This is a model that we use - we use it because we know it is evidence based and we know it WORKS!

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How we implement the HITS to create success for our students. 

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How we implement the HITS to create success for our students. 

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The way our lessons and 5E instructional model is structured, keeps us accountable in ensuring that we are implementing the most evidence based effective teaching strategies. Each of these ten strategies are implemented during each lesson, as a result of our 5E instructional model.

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Explicitly teaching students the routines that are then reinforced through the High 5 cards

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APS Expected Behaviours Matrix

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H5 cards are a great way to build up our students self esteem and confidence when they acheive something they have been working towards

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Data collection of frequency of Hi-5 cards given out by staff and gauging staff engagement with the system ensures that all staff are consistent in recognising and rewarding expected behaviour, which helps all staff members to build relationships with all students, including students they are familiar and unfamiliar with.

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With the use of the HI5 cards system, I am able to build relationships with students I don't regularly interact with. These students then feel more confident and comfortable to greet you or speak about any issues when you see them in the future.

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Feedback is an important strategy for creating success for our students. It is immediate and helps our students to improve in their learning.

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Feedback is an important strategy for creating success for our students. It is immediate and helps our students to improve in their learning.

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- Explicitly teaching the routines
- Communicating routines with parents (e.g. through Ready to Learn and Seesaw)
- Explaining the reasons why behind the routines
-  Using acronyms or songs to remember routines
- Give students opportunities to practice the routine
- Modelling routines step-by-step

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Engaging Relevant and Challenging Lessons.

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Engaging Relevant and Challenging Lessons.

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Why is this listed as a strategy designed to create success in terms of student behaviour?

Health and wellbeing
- Building relationships
- Creating positive, trusted and supportive environments
- Maintaining relationships to make informed decisions

Empowering Students and building school pride
- Promoting student voice to take some leadership

Setting expectations and promoting inclusion
- Students with different abilities are given the same opportunity as other students for student growth
- Safe, supportive and inclusive schools promote, protect and celebrate diversity.

Intellectual engagement and self-awareness
- Students are more engaged when the learning is interesting, relevant and appropriately challenging. Students respond well to regular and meaningful feedback. This supports them to self regulate their own progress and take responsibility for their learning.

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- Same concept as "filling the bucket"
- Something to be aware of - conscious effort
- Minimal disruptive behaviour

Barriers
"Too much effort" not something that can be perfected in one day. Keeping it in mind helps to build ration and
Critical to use this strategy with "difficult students" to establish positive relationships.
"Friend Vs. Teacher" Establishing positive relationships being firm but fair

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Emotional skills and RR explicitly taught - Contribution to APS

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Emotional skills and RR explicitly taught - Contribution to APS

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Heidie, Gabby, Hannah's group:
The statistics in red on the article relate to children in their teen years. As a primary setting it is important to begin teaching students 'emotional skills' so that they will be armed to face the regular challenges awaiting them in their teen years both academically and professionally.
Children who are connected with their school and learning are more motivated, have greater academic self-efficacy and achieve better results in their schooling. That's success.

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H5 Contribution to APS - Kristy, Levent, Chloe

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H5 Contribution to APS - Kristy, Levent, Chloe

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- Immediate recognition and rewarding of positive behaviours at different stages (intermittent, occasional)
- Strengthens relationships between staff and students (both familiar and unfamiliar)
- Students can recognise and identify what positive behaviour looks like
- Teaching expected behaviours through positive reinforcement
- Data collection gives information about what's happening at the school

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Emotional skills and RR explicitly taught

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Emotional skills and RR explicitly taught

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Gabby
Heidi
Hannah

Excerpt from RRRR handbook.

How does this fit in with 'creating success' in the APS environment?

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Resilience, Rights and respectful relationships

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Michael
Aaron
Jenny

This is an interesting article, and while you may not have time to read the entire document today, it can still paint a clear picture about the importance of clarity in our behaviour expectations.

This article focuses on returning to school after COVID, however the content is transferable to any setting where people are required to learn and understand a behviour.

Interesting side thought... Can you think of any explicit teaching of behaviours that the Victorian Government enacted to change the behaviours of adult Victorians during lockdown last year? Slogans? visuals? Videos through social media?

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Levent
Kristy
Chloe

This document describes the High 5 System at APS in its entirety. How does this element contribute to building an environment of 'Creating Success'?

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Copy of EF5 – School-wide system for encouraging expected behaviour.

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Catherine
Luisa
Anna

The whole article is interesting, but skim through the first 2 pages and focus on the last 2 pages...

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Ayse
Danielle
Louise
Eleanor

How does our use of the HITS help generate an environment for 'Creating Success'?

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Albanvale Primary School Framework exerpt

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Engaging, Relevant and Challenging Lessons

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Engaging, Relevant and Challenging Lessons

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Kim
Anthony
Jayde
Karen

These are some descriptions of practices listed in the Framework for Improving Student Outcomes. Why is this listed as a strategy designed to create success in terms of student behaviour?

How do we know they are engaged???

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Why is how we respond to student behaviour important to the 'big picture' of creating success at APS? 

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Why is how we respond to student behaviour important to the 'big picture' of creating success at APS? 

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How do we purposefully creating success at APS?

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How do we purposefully creating success at APS?