Saturday, September 13, 2014

Keynote 3 Dr Rob Horner - establishing and sustaining school wide

This session looks as if it will be more geared for those who might be thinking about coming on board - apart from the last part.....

'Using positive behavioural interventions and support effectively and equitably'

Don't get drowned in the details - pick the details that work for your context. 

Make it predictable 
Can students not just name the behaviours, but also explain what they mean - can they articulate them in their own language? Have they been acknowledged for dojbg things right in the last two weeks.

Create a culture, make it consistent! 

Make it positive - it takes a lot of work for students to believe that teachers are positive

Make it safe - bullying is an 'iceberg' behaviour - we only see the tip. Systemic problem that undercuts the fundamentals of a school - insidious and systematic 

You will not build an effective learning culture unless the social climate if right. 

In NZ 21% of schools on PB4L 

PB4L makes the circle of inclusion wider - we cannot be choosy about who we have in out schools - it has to work for all. The kids who learn really easily make teachers who use ineffective strategies look good! It's the hard to reach ones that are not easy to reach - benefits huge

A framework got building a 'social culture'.

Use consequences as a learning opportunity - don't allow little problem behaviours escalate. Use consequences that do not end up rewarding the student for the wrong thing. 
Language is power - give the students the language to explain what the values stand for in their own words. This becomes part of the road map to success. Teachers' goal is to make the students successful - make the students part of the community - that will enable them to learn. 

Tacoma - all buses have the PB4L values of the schools they service. 

#1 is the key 

NZ data shows ( only from a few schools ....) 
- truancy biggest behaviour issue
- boys and girls equal referral
- no set time of day for higher referral / incidents
- Pakeha/Maori little difference 

Reward behaviour not children - artificial ways of building ritual ' I like what you did' 

Fidelity measures - a core element of implementation 

- build schools where students are empowered to care each 

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