the developmental management approach to behaviour at meadows ps helen hatzikalis and mary cox
TRANSCRIPT
The Developmental Management Approach to Behaviour at Meadows PS
Helen Hatzikalis and Mary Cox
OUR JOURNEY SO FAR…
• School profile and background• The Beginning• The Merge• Where we’re at now• Moving forward…..…The future• Personal Journeys
SCHOOL PROFILE ANDBACKGROUND
SCHOOL PROFILE
• Approximately 300 students• Culturally diverse and socio-economic
disadvantaged population• The Student Family Occupation (SFO) density of
the student population is 0.86. • Indicators show that our students usually achieve
at or below the expected level in literacy and numeracy
• The Regeneration Project will result in a purpose-built school organised around learning units with students grouped according to the VELS Levels.
COMMUNITY PARTNERSHIPS
• Our school has developed strong partnerships to optimise the development, learning opportunities, health and wellbeing of children and their families.
• Vic Health • Melbourne City Mission • Broadmeadows Uniting Care • Dianella Community Health Services• Anglicare Victoria • Vicseg • Hume City Council • Playgroup Victoria
BEFORE DEVELOPMENTAL MANAGEMENT APPROACH
PRE 2009
IN THE BEGINNING – BEFORE DMA
• 2 campuses Meadowbank PS & Campmeadows PS
• 2 Student Welfare and Discipline Policy Procedures
• Varied school rules and expectations-• Classroom rules- each classroom set
their own rules at beginning of year• School values/classroom values
through the Quality Approach
WHAT THE DATA SHOWED
• Surveys (parent, teacher, student) showed that behaviour management was an issue, particularly outside the classroom on both campuses
• Anecdotal records showed that incidences in the yard were increasing and that to a lesser extent the classroom.
• Serious cases dealt with by senior leadership• Classroom teachers dealt with
misdemeanours – consequences and detentions.
STUDENT WELFARE TEACHER
• As a result of increasing behaviour management issues, Meadowbank campus appointed a full time welfare teacher
• Campmeadows campus had welfare teacher 1 day a week
• Dealt with issues such as absenteeism, sorting out issues amongst students, contacting parents
THE NEED FOR ALIGNMENT
• Ramon Lewis PD’s provided an opportunity for both schools to develop a Behaviour Management Approach as a whole school.
• To improve student learning outcomes we had to look at Behaviour Management in the classroom.
• Staff had to have clear, consistent and aligned views about behaviour management.
• Disengaged students identified.• Consensus by teachers to focus on rights and • responsibilities as per DMA.• Ramon’s visit/ recommendations
IMPLEMENTATION OF DMA• Staff PD:• Types & identification of
students- A, B, C, D and their different needs
• Types of teacher approaches
• Rights based philosophy – Learn/ Safe
• Personal & Communal Responsibilities
• Develop, build and negotiate relationships – difficult students
• Hinting non verbal gestures
• Using the language of all of the above
THE MERGE TERM 3 2009
The Merge – The Beginning Of A Combined Approach
• Beginning- Values, Vision - Quality Approach• Developing relationships • Conveying to students 2 rights and their behaviours• The right to learn• The right to feel safe
RESOURCES
• Dedicated staff • Welfare room set
aside
EXIT NOTE
• Implementation of ‘exit’ notes given after-
• 4 step process• Explanation• Warning• Removal from group &
re entry by student• Exit from room to
Welfare Room
COMMITMENT TO CHANGE & RE-ENTRY FORMS
TEACHER RESOURCES
• Booklets using the language of Ramon Lewis
• Competition• Posters • Yard duty form for
incidences• Dialogue cards• GAME
USING DMA LANGUAGE
POSTERS
• DISPLAYS OF POSTERS IN LEARNING UNITS
• AROUND SCHOOL
STUDENTS UNDERSTANDINGS
• Competition by students to design symbols
• Students present at assembly:
a focus of Safety and Learning by a different Learning Unit
VISUAL DISPLAYS
COMMUNITY UNDERSTANDINGS
• Documentation developed to inform parents-
• Positive letter home
• Letter to advise of behaviour management
WHERE WE’RE AT NOW….
What the data shows…. And responding to data• What were the specific commonalities, patterns of
behaviour ?• Who were the students? • Identification of C’s & D’s.• Can we be more proactive?
• Commonalities identified…. Students exited from classrooms distracting others etc…• Outside play behaviour needs to be addressed.
EXITS
0
50
100
150
200
250
300
350
EXITS Yard Class Art PE Library Science
Series1
STUDENT REPORTED INCIDENTS
0 20 40 60 80 100 120
student reported incidents
Namecalling/teasing
exclusion
hit,kicked,punched,pushed
rumours/lies
things taken from me
my things damaged
scared in the yard
VISITS TO WELFARE ROOM
Highest number of exits
MOVING FORWARD….
STAFF EVALUATION
Where to from here……..
• Moving forward…..…The future• Change classroom practises to affect student
outcomes: Tailored programs for student
engagement C-D students 1 HOUR IN -1 HOUR OUT
Individual learning plans and student support groups
• Classroom environment • Continued staff Professional Learning• Socialisation programs - student welfare teacher
More Recommendations
• Mentoring new teachers, CRT’s, specialists• Build and develop relationships and
continue to develop the Ramon Lewis language, signs, dialogue cards
Professional relationshipsStudent relationshipsFamily relationships
• Continue Mentor program – Kids Hope, Breakfast Program, Learning Club
Other recommendations
• Special Play Days to develop socialisation programs
group gamesco-operative gamesbuild resilience
• Develop oral language – non competitive games- chants, rhymes, skipping.
• Cross age tutoring• Peer mediation – student responsibility
CHALLENGES
• Common understandings & common culture between 2 schools
• Teachers getting out of their comfort zones
• Shift in attitudes clinging to own beliefs
My Personal JourneyWhat’s Happening That’s
Great!
• Introduced rights and responsibilities• C student manageable – started with
a contract• Student voice – negotiation of
solutions• Whole school assembly focus
Personal goals
Contract
Community Tree
• Poems of “Change”
• Values each individual bring to learning unit
ASSEMBLY PRESENTATIONS