Positive Behaviour for Learning (PBL)
PBL significantly supports the school community to work together to ensure that everyday, in every classroom, every student is learning and achieving. It also supports the community to work collaboratively to assist students to become enterprising, resilient, creative, adaptable, confident individuals.
PBL provides a framework for implementing continuum based interventions to achieve academically important outcomes for students. PBL is reflected in our Responsible Behaviour Plan that outlines our system for facilitating positive behaviours, preventing problem behaviour and responding to unacceptable behaviours. These shared expectations for student behaviour are plain to everyone, assisting LDHS to create and maintain a positive and productive learning and teaching environment, where ALL school community members have clear and consistent expectations.
Overview of PBL Elements
At LDHS we have embraced PBL as an evidence-based framework for facilitating high standards of behaviour through:
· Developing a common purpose and approach to behaviour management: This is articulated in brief above and in greater detail in our Responsible Behaviour Plan for Students
· Clarifying and clearly communicating expected behaviours: A matrix has been developed (overleaf) that provides clear expectations appropriate to specific environments under the overarching headings of safe, respect, learn. This is displayed throughout the school.
· Explicitly teaching expected behaviours: Expectations outlined in the matrix are taught to students in a similar manner to the teaching of academic skills as we can’t expect students to demonstrate skills without appropriate instruction.
· Encouraging expected behaviours by acknowledging it: Focusing on appropriate demonstrated behaviours has been proven to result in an increase in these behaviours.
· Discouraging inappropriate behaviours through consistent responses and consequences: Ensuring that high expectations are upheld and logical consequences are applied where necessary.
· Developing and enacting a process for ongoing monitoring of student behaviour: Reviewing and using behaviour data in a proactive manner helps to ensure we are addressing the needs of our school community.
· Community involvement: All community members are encouraged to contribute through participation at meetings and providing feedback through other avenues.
Students receive acknowledgement for demonstrating the expected behaviours through:
· Verbal and non-verbal reinforcement
· Stamps (in student diaries)
· Fortnightly draw (linked to stamps)
· Quarterly draw (linked to stamps)
· Goodonya award
· Behaviour levels
· Gold card draw
· Rewards day
Through these recognition strategies, the more frequent demonstration of expected behaviours is encouraged and inappropriate behaviours are discouraged.
ThThese outcomes are the result of the increased transparency in behaviour expectations and the increased support that is provided to students in understanding the expectations. Consistent and predictable consequences for inappropriate behaviour also contributes to the achievement of these outcomes.
Outcomes of PBL
The implementation of PBL in schools is associated with:
· Reductions in the frequency of behaviour incidents
· Reductions in school disciplinary absences
· Improved school climate
· Improved social and learning outcomes
· Improved effectiveness of individual interventions
· Savings in staff time
These outcomes are the result of the increased transparency in behaviour expectations and the increased support that is provided to students in understanding the expectations. Consistent and predictable consequences for inappropriate behaviour also contributes to the achievement of these outcomes.
Get Involved !
We welcome and encourage you to get involved with PBL through attending meetings or providing your feedback using other avenues of communication. Check the newsletter for upcoming meeting dates, provide feedback through the P&C or contact the school with any feedback or questions.