Behaviour Learning

“Equipping our children with the desire for learning as a life- long learner, encouraging spiritual, intellectual, emotional and social growth in an environment where children are safe, valued and respected for their individual abilities, background and aspirations.”

Holy Spirit Vision and Mission, 2007

Mission

Together, in partnership, we create a 'We Can Work It Out!’ Community in which we can grow and learn.

Purpose

  • Set children up for emotional and social success by using every opportunity as a chance to teach behaviour.
  • Create and maintain a harmonious and productive environment where we can celebrate personal victories.
  • Empower children to live successfully with others by making socially responsible decisions and choices.
  • Create and manage an environment safe from bullying, harassment and violence.
  • Develop a supportive and respectful environment where children can take risks (attitude).

Holy Spirit Values

  • Respect
  • Generous spirit
  • Resilience
  • Perseverance
  • Shared responsibility

Global Specific Goals

  1. Develop and manage technically elegant systems for classrooms, playground and school.
  2. Establish classrooms, playground and school expectations consistent across school community.
  3. Provide multiple opportunities to teach and learn necessary skills, systems and routines.

Teaching Specific Goals

  1. Develop and manage technically elegant systems for classrooms, playground and school
    • For conflict resolution, problem solving and developing initiatives and ways of doing things.
    • Routines for transitions, starting, maintaining and ending lessons.
    • Routines for visitors, specialist teachers and volunteer helpers and for managing a clean and organised classroom.
    • Routines for whole school participation.
    • Develop a non-belonging out system.
  2. Establish classrooms, playground and school expectations consistent across school community
    • Each class in partnership establishes a Vision and Mission within the first 3 weeks of school year.
    • Align the classroom Vision and Missions with the school wide behaviour expectations.
    • Names explicitly the minimum level behaviours for the classroom, playground and school and a response to bullying, harassment and violence.
    • Renew and revisit class expectations at least once a term and additional revisits as often as needed for individuals, groups and whole class.
  3. Provide multiple opportunities to teach and learn necessary skills, systems and routines. (What you teach is what you get; Where you teach it is where you get it.)
    • Use an appropriate learning process to teach behaviour (Mindfields Teaching and Learning Process).
    • Teach and use the non-belonging out system as a tool for teaching and learning (School approved Step Process) and use a re-entry process.
    • Individual behaviour plans are devised in conjunction with inclusion team as needed.
    • Teach required behaviours to Mastery Level with specific teaching for systems and routines. Re-teach and practice as required.
    • All systems are monitored, reviewed and renewed for technical elegance.

Minimal level behaviours

Playground, classroom and school

  1. What teacher says we do
  2. Hands and feet to yourself
  3. Speak to please and not to tease
  4. Move carefully
  5. Take turns

Non-belonging System

Step One: Position One

- Guideline: 1-2 minutes + or -
- Re-entry option

Step Two: Position Two

- Guideline: 5 minutes + or -
- Re-entry option

Step Three: Position Three

- Guideline: Extended and Appropriate time
20 min max + or -
- Re-entry option

Step Four: Withdrawal from home class to predetermined class.
- Guideline: Transition to alternate class safely; 20 min with re-entry form and Social Coach
- Parents informed
- Re-entry option

School Administration Involvement

Step Five: Time out in Position Five in administration area
- Guideline: Time of waiting indefinite
- Development of behaviour plan
- Parents informed                       
- Re-entry option

Step Six: Formal withdrawal from class into administration area and Formal Parental involvement
- Guideline: Time of waiting- indefinite
- Development of behaviour plan               
- Re-entry option

Step Seven: Referral to outside agency 
- Guideline: Time of waiting indefinite
Development of behaviour plan
- Re-entry option

Step Eight: Suspension or exclusion
- Guideline: BCEC policy and guidelines                   
- Re-entry option

April 2009