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Behaviour management

Positive Behaviour for Learning (PBL)
 
At Woody Point Special School, Positive Behaviour for Learning (PBL) is implemented across the whole school. This non-aversive methodology acknowledges that a multi strategy approach is required to achieve positive outcomes for all students. Positive reinforcement of appropriate behaviours is considered the most successful response to behaviours displayed at Woody Point Special School. Students will develop responsible behaviours through the teaching of new skills while responding effectively to make challenging behaviours redundant.
 
PBL is a systems-perspective and provides a continuum of behaviour support. There is a strong focus on proactive strategies, including teaching and supporting the appropriate and expected positive behaviours to all students in the school.
 
Positive Behaviour for Learning is a team-based process for systemic problem solving and planning. The ultimate goal of Positive Behaviour for Learning is to increase the school’s capacity to effectively and efficiently address the behavioural support needs of all students and staff (Lewis, T.J. & Sugai, G. 1999 p. 4). The Positive Behaviour for Learning approach offers opportunities for schools, parents and communities to work smarter and systemically, rather than individually, to achieve these results (Lewis & Sugai, 1999 p. 16).
 
There are 6 necessary elements of SWPBS:
 
· The school has an Positive Behaviour for Learning  Statement of Purpose
· Expected behaviours are clearly defined across the whole school
· School wide expected behaviours are taught and practised
· The school has a continuum of procedures for encouraging school wide expected  behaviours
· The school has a continuum of procedures for discouraging problem behaviours
· Decision making is based on data records of all student behaviours.
 
Positive Behaviour for Learning Matrix:


 
 
 
Whole School:
All Settings
Learning Areas
Eating Areas & Play Areas
In the Community
Transitions
Bus
Bathroom
I can be
SAFE
o  I keep hands, feet and objects to self
o  I use equipment safely as instructed
o  I move calmly to designated area
o  I use Private behaviour in appropriate places
o I use furniture properly
o I use learning tools appropriately
 
o I sit at the table for eating
o I wear my hat in the playground
o I stay with my class group
o I am road safe
o I am stranger aware
o I stop and wait at gates
o I walk on hard surfaces
o I wear my seatbelt
o I sit on my seat
o I follow instructions given by bus staff
o I carry my bag safely
o I wash my hands with soap and water
o I use toileting facilities correctly
I can be
RESPECTFUL
o  I use polite and friendly language
o  I care for self, others and belongings
o  I respect others personal space
o I treat all property carefully
o I respect the rights of others to learn
o I support and encourage my classmates
o I share and take turns
o I eat my own food
o Place rubbish in the bin
o I keep my eating area clean
o I am respectful towards the public, parents and volunteers
o I move quietly around the school
o I speak respectfully to bus staff and students
o I respect the privacy of myself and others
I can be a
LEARNER
o  I follow routines and programs
o  I follow adult directions
o  I am organised and ready to work
o I am an active listener
o I ask for help
o I stay on task
o I do my best work
o I make healthy choices
o I use appropriate eating behaviours
o I follow community rules
o I line up in the correct place
o I keep to the left where possible
o I can learn to be an independent traveller
o I wait my turn
o I return to class promptly