The Developmental
Management
Approach to
Behaviour at
Meadows PS
Helen Hatzikalis and Mary Cox
OUR JOURNEY SO FAR…
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School profile and background
The Beginning
The Merge
Where we’re at now
Moving forward…..…The future
Personal Journeys
SCHOOL PROFILE AND
BACKGROUND
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.
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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
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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
350
300
250
200
Series1
150
100
50
0
EXITS
Yard
Class
Art
PE
Library
Science
STUDENT REPORTED
INCIDENTS
scared in the yard
my things damaged
things taken from me
rumours/lies
hit,kicked,punched,pushed
exclusion
Namecalling/teasing
student reported incidents
0
20
40
60
80
100
120
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 relationships
Student relationships
Family relationships
• Continue Mentor program – Kids Hope,
Breakfast Program, Learning Club
Other recommendations
• Special Play Days to develop socialisation
programs
group games
co-operative games
build resilience
• Develop oral language – non competitive
games- chants, rhymes, skipping.
• Cross age tutoring
• Peer mediation – student responsibility
CHALLENGES
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Common
understandings &
common culture
between 2 schools
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Teachers getting out
of their comfort zones
Shift in attitudes
clinging to own beliefs
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My Personal Journey
What’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
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The Developmental Management Approach to Classroom …