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WHOLE SCHOOL BEHAVIOUR
MANAGEMENT
A SCHOOL REVIEW AND DEVELOPMENT
OPPORTUNITY
John HarperBased on ‘Foundations For Behaviour Management’ by Trevor
Clarke and Diane Andrews
FOUNDATIONS FOR AN
EFFECTIVE BEHAVIOUR
MANAGEMENT PLAN
Discipline
System
Effective
Leadership
Systems That
Value Diversity
BEHAVIOUR
MANAGEMENT
(SYSTEMS)
Pastoral
Care System
Effective
Teaching
Practices
(Pedagogy)
Professional
Development
Copied with permission from Trevor Clarke and Diane Andrews
SYSTEMS PROFILING – P1(Foundations For Behaviour Management)
PASTORAL CARE – How are the social needs of
the students catered for in the school?
VALUING DIVERSITY– How is the School
catering for the diverse backgrounds from which
the students come from?
EFFECTIVE PRACTICES – What cultural and
pedagogical practices are being used in the
classroom that promote positive student outcomes
in both learning and behaviour?.
SYSTEMS PROFILING – P2
LEADERSHIP – What is the role? Where
do you see the value within your school?
PROFESSIONAL DEVELOPMENT – How
is this reflecting the needs of the staff and
the school? What form will it take?
SCHOOL WIDE BEHAVIOUR SYSTEM
What are your expectations? How will it
support behaviour change in the students
in your school?
THINGS TO THINK ABOUT -1
Any System needs to support the desired culture of the school.(Doig, C. 2000: Sugai G.et al.(1998))
All stakeholders need to have input into any change. (Sugai G. 2009)
Purpose is to promote best possible environment for teaching and learning. (Andrews D. & Clarke T. (2006)
THINGS TO THINK ABOUT -2
The need for the
community to have
confidence in any
systems change
that is made.
Must relate closely
to core beliefs and
values of the
school.
THINGS TO THINK ABOUT -3
Ownership of any change is a collective responsibility of the staff, students and contributing community and should primarily be based on improving student outcomes. (Dimmock, C.(1995)
Behaviour Management needs to be seen as complimentary to all school systems – not an add on.
(Andrews D. & Clarke T. (2006)
SO, WHERE ARE WE GOING? -1DATA PROFILING
SCHOOL WIDE DATA GATHERING? -Involves observations, interviews, reviews of current practices.
ANALYSES? – Looking at what the data is telling us at a school, classroom and individual level.
PROFILE REPORT? – A report that outlines current positives and issues at all levels with supporting priorities and recommendations.
WHERE ARE WE GOING? – 2FOCUSSED DEVELOPMENT
Focusing and reflecting collectively on
identified issues at all levels.
‘Brainstorming’ and becoming collectively
involved in developing interventions and
trialling these.
Mentoring individuals/groups through
agreed change processes.
Further personal and collective reflection
and review on trialled processes.
WORKSHOP – 1BEHAVIOUR TYPES
SEVERETY, FREQUENCY AND LOCATION
In groups of 3/4, list types of behaviours that occur in your school that cause concern.
Rank these in the following 3 groupings. Mild, Moderate, Severe.
Indicate how often these behaviours occur.
Identify where the problem behaviour areas are in your school.
WORKSHOP -2SCHOOL LEVEL ANALYSES
What are the behaviours causing
most concern at a whole school level?
What is currently the processes to
deal with these concerns?
S.W.O.T. – What are the Strengths,
Weaknesses, Opportunities and
Threats related to the current
processes used in your school?
WORKSHOP 2 (Cont.)
AT THE CLASSROOM LEVEL
In your groups (3/4) discuss what classroom systems work for you in your class.
Discuss what classroom systems cause difficulties.
What support structures are their in your school to support you and your students during those difficult times.
How can these be improved?
WORKSHOP 2 – (Cont. Again)
AT AN INDIVIDUAL LEVEL
In groups of 3/4 discuss what
interventions you have used to
motivate your students to learn in
your class.
Think of one practice at the individual
level that you would like to try in your
class to promote a more positive
behaviour change.
WHERE TO GO NEXT?
(Brainstorm)
Systems level – Who will do this? What new/changed intervention will be trialled?
Class Level – What will each teacher trial as class initiatives? (change in class management, pedagogy etc.)
Individual – What supportive strategies will I use to support behaviour change with….?
WHAT DO WE DO NOW?
Commit to a collaborative change
process.
Consult with and involve the local
school community and BOT.
Involve support agencies (RTLB, GSE
etc)
Provide for adequate resourcing
LOOKING AHEAD
(ACTION RESEARCH)
Trialling and monitoring new initiatives.
Reflecting on data gained and revising initiatives and interventions to suit.
Involving all stakeholders.
GOOD LUCK
What do you expect your school’s
behaviour management plan will look
like in a year’s time?
REFERENCES
Andrews, D.& Clarke, T. (2006). Foundations for behaviour management: A systems
approach. Kairaranga, The journal of New Zealand Resource Teachers of Learning and
Behaviour, 7(1), 35 – 38.
Dimmock, C. (1995). Restructuring for school effectiveness: Leading, organising and
teaching for effective learning. Educational Management and Administration, 23 (1), 5 –
18.
Doig, C. (2000). Developing a successful behaviour management programme. In Quality
the Richmond way. (pp. 9-25, 71 – 73). Wellington: New Zealand Council for
Educational Research.
Stanley, P. (2008). The new multi-ministry response to conduct problems: A S.W.O.T.
analysis. Kairaranga, The journal of New Zealand resource Teachers of Learning and
Behaviour, 9 (1), 13 – 19.
Sugai, G. (2009). School wide positive behaviour support: reaching all students. Paper
presented at Taumata Whanonga – Behaviour Summit, Te papa, Wellington , New
Zealand.