‘Inspiring Lifelong Learners’

Safe

Respectful

Learner

Jannali Public School

PBL Handbook

Jannali Public School

Department of Education Behaviour Code for Students

Actions promoting the learning, wellbeing and safety of all students in NSW Public Schools is a

high priority for the Department of Education and Communities.

We implement teaching and learning approaches to support the development of skills

needed by students to meet our high standards for respectful, safe and engaged behaviour.

Respect

Treat one another with dignity

Speak and behave courteously

Cooperate with others

Develop positive and respectful relationships and think about the effect on relationships

before acting

Value the interests, ability and culture of others

Dress appropriately by complying with the school uniform or dress code

Take care with property

Safety

Model and follow departmental, school and/or class codes of behaviour and conduct

Negotiate and resolve conflict with empathy

Take personal responsibility for behaviour and actions

Care for self and others Avoid dangerous behavior and encourage others to avoid

dangerous behaviour

Engagement

Attend school every day (unless legally excused)

Arrive at school and class on time

Be prepared for every lesson

Actively participate in learning

Aspire and strive to achieve the highest standards of learning

The principal and school staff, using their professional judgment, are best placed to maintain

discipline and provide safe, supportive and responsive learning environments. The department

provides a policy framework and resources such as Legal Issues Bulletins, access to specialist

advice, and professional learning to guide principals and their staff in exercising their

professional judgment. In this context the NSW Government and the Department of Education

and Communities will back the authority and judgment of principals and school staff at the

local level.

Statement of Purpose:

‘Inspiring students to become resilient and responsible citizens with a passion

for lifelong learning’

Positive Behaviour for Learning (PBL)

In our efforts to establish Jannali Public School as a safe, welcoming and purposeful

learning environment, we have implemented a system called Positive Behaviour for

Learning (PBL). This system actively encourages students to achieve their academic

potential while also behaving with good character.

At Jannali Public School, the focus is on teaching and encouraging appropriate

behaviour in all areas of the school, concentrating on the instruction of the school’s

expectations: Safe, Respectful, Learner. Students who are safe, respectful learners act

appropriately so they maximize their learning opportunities and do not detract or

interfere with the learning opportunities of their classmates. Students are actively

involved in learning what our three expectations mean and look like in all areas of our

school through activities, lesson, demonstrations, videos and role-playing. In addition

to students learning the expectations, teachers and staff will recognise and reward

students for better-than-expected behaviour.

Staff issue ‘Jannali’ tokens on the playground and ‘PBL Awards’ in the classroom to

students when they observe them in the act of exceptional behaviour. Both rewards

lead to school awards.

PBL Schools

PBL schools emphasise a school-wide system of supports that include strategies for

defining, teaching, and supporting appropriate behaviour. The goal is to design the

most effective learning community possible with the best outcomes for all students.

Attention is focused on creating and sustaining school-wide, classroom, and individual

systems of support. Unlike how schools have typically responded in the past – discipline

in response to student misbehaviour – PBL teaches behavioural expectations and

rewards students for following them. The goal is to establish a climate in which

appropriate behaviour is the norm.

Classroom Management

The key to a positive and effective learning environment is sound classroom

management that addresses all aspects of the classroom. Routines will be taught to

students at the beginning of the school year and revisited weekly until it is clear that

all students understand the routines and are able to perform them. Areas that may be

addressed include getting the teacher’s attention, using the toilet, sharpening a

pencil, speaking to each other appropriately, sharing and any other routine that takes

place on a daily basis.

The continuum of response used by teachers at Jannali Public School for addressing

when a student fails to abide by classroom expectations are clear, consistent and

calm. Although it is impossible to anticipate all possible situations, general plans will

be in place for responding to any behaviours that detract from the learning

environment and these will be used consistently. This will be the first line of defence in

dealing with inappropriate behaviours that are considered to be minor. Note: students

who persistently disrupt learning with minor offenses may require executive

involvement. An executive teacher will speak with the student, contact the parent

where needed and determine an appropriate consequence. A variety of factors are

taken into account while processing a major behaviour referral, therefore, the

consequences that arise will vary from student to student.

Teacher Response Words/Actions an adult can use

Prompt Provide verbal and/or visual cue.

Redirect Restate the matrix.

Reteach State and demonstrate the matrix

behaviour. Have student demonstrate.

Provide immediate feedback.

Provide Choice

(re-engage or have a

consequence applied)

The statement of two alternatives –

the preferred or desired behaviour or

a less preferred choice (logical

consequence)

Give the student a choice and get a

response

Apply logical consequence if

preferred behaviour not

demonstrated

Conference Describe the problem. Describe the

alternative behaviour. Tell why the

alternative is better. Practise. Provide

feedback.

JPS PBL Continuum of Response

Jannali Public School Behaviour Management Process

Equity at Jannali

Abusive language/ profanity

Defiance/ disrespect/ non-compliance

Disruption (sustained loud talk, yelling or screaming; noise with materials; horseplay or roughhousing; sustained out of seat behaviour i.e. tantrums, excessive yelling or screaming)

Physical aggression

Forgery/ theft

Harassment/ tease/ taunt

Property damage

Absconding

Actions considered criminal/ delinquent behaviour

Other

Yes N

o

Observe Problem Behaviour

Problem Solve with Student/s

Is behaviour Office/ Exec managed?

Minor Teacher Managed

Inappropriate verbal language

Physical contact – non serious but inappropriate

Defiance/ disrespect/ non-compliance

Disruption (talking while teacher is speaking; loud voices or noises indoors)

Property misuse

Dress code violation

Late to class

Teasing

Partial truancy

Cheating/ plagiarism

Other

Major Office/Exec Managed

Follow PBL Major

Behaviour Response

Follow PBL Minor

Behaviour Response

Step 1

Inform student of rule

violation

State expected behaviour

Complete Major Office

Discipline Referral Form

Student to office/exec

Step 1

Prompt Redirect Reteach Choice

Consequence

Behaviour

Stops

Behaviour

Continues

Give positive

verbal/social

acknowledgement

Apply Behaviour Consequence (logical, individualised) Classroom- Yellow Card and-

Temporary removal from activity

Alteration of activity Partner room referral

______ minutes Notification to parents Conference Reflection sheet completed

Playground

Miss out on play Walk with teacher Loss of privilege Conference Other

__________________________

Teacher completes

behaviour referral form and

sends to office

Exec action required

Exec Actions

Review incident

Determine consequences

Enter data

Executive follows through on

consequence

Executive informs parent/ guardian

Executive provides teacher feedback

If Behaviour continues Parent interview

Classroom Problem Solving Model

Complete referral for Tier 2

Targeted Intervention

Does student have 3-5 slips in one week? 10 slips in one term?

Minor Incident Reports - Example

Prompt – Low Key Responses Redirect – restate the matrix behaviour Reteach – tell, show, practice, acknowledge Provide choice

Issue Minor Incident Report – if student does not respond to

pre-correction or re-direction

Take action to correct behaviour

Consequences need to relate to behaviour being corrected

Response to ALL student misbehaviour is: Calm Consistent Brief Immediate Respectful

Private

NB- These are examples of major/minor behaviours. They are certainly not limited to the below mentioned and discretion will be used to determine major/minor behaviours.

Equality means giving everyone the same resources, equity means giving each

student access to the resources they need to learn and thrive.

At Jannali, we are committed to the success of every child, and we must

acknowledge the uneven playing field that exists for many students. Therefore, we

must ensure that all students are being provided with support systems and we being

fair and equitable to all students.

PBL is a universal prevention system for majority of students. We expect that most

students will respond to the universal preventions that are in place at Jannali including:

3Bs (Be Safe, Be Respectful, Be Responsible)

Expectations Matrices

Weekly rule and lessons

It is important to understand that a small percentage of students require Tier 2 and Tier

3 interventions that support their behaviour at school. This requires us to implement

individual support strategies. While it may seem that a student may be making

behaviour mistakes or these may not acknowledged by staff, or that the school may

not be applying the behaviour management process as seen further in this document,

we are proactive in supporting students through individual interventions as required.

Anti-Bullying and PBL

• Some students (at risk) • Supplemental • Reduce Risk

Tier 2 - Targeted Interventions

Tier 3 – Intensive Interventions

• Individual Students • Assessment – based • High Intensity

Tier 1 – Universal Prevention

• School-wide • Core instruction for all students • Preventative • Proactive

The national definition of bullying for Australian schools says:

Bullying is an ongoing misuse of power in relationships through repeated verbal,

physical and/or social behaviour that causes physical and/or psychological harm. It

can involve an individual or a group misusing their power over one or more persons.

Bullying can happen in person or online, and it can be obvious (overt) or hidden

(covert).

Bullying of any form or for any reason can have long-term effects on those involved,

including bystanders.

Single incidents and conflict or fights between equals, whether in person or online, are

not defined as bullying.

Behaviours that do not constitute bullying include:

mutual arguments and disagreements (where there is no power imbalance)

not liking someone or a single act of social rejection

one-off acts of meanness or spite

isolated incidents of aggression, intimidation or violence

However, these conflicts still need to be addressed and resolved.

PBL Bully Prevention Response

There are consistent approaches at Jannali in preventing and responding to

bullying. Please consider the steps below:

1. ESTABLISH A SOCIAL CULTURE

Teach school-wide expectations e.g. respectful, safe, learner

Acknowledge appropriate behaviour

Establish clear consequences for problem behaviour.

Develop and use data systems for monitoring effects and making decisions.

2. TEACH SOCIAL RESPONSIBILITY

Teach school-wide expectations first e.g. respectful, safe, learner

Focus on “non-classroom” settings e.g. oval, canteen, playground, hallway, bus

area

Teach bully prevention “SKILLS”

- If someone directs problem behaviour toward you

- If you see others receive problem behaviour

- If someone tells you to “stop”

3. TEACH A SCHOOL-WIDE 'Stop Signal'

If someone is directing problem behaviour to you, or someone you are with, tell

them to “stop.”

Establish a “stop signal” for your school?

Have a physical as well as verbal signal “Stop”

4. TEACH STRATEGIES - “Walk Away” and “Getting Help”

Most socially initiated problem behaviour is maintained by peer attention.

Victim behaviour inadvertently maintains taunting, teasing, intimidating and

harassing behaviour.

Establish a social reward for victim ‘walking away” (Do not reward problem

behaviour.)

The adult should always ask:

- “Did you

say

“stop”?

- “Did you

walk

away”?

Where is the line between telling tales and reporting

5. FOCUS ON THE ROLES OF ADULTS

How to teach expectations

Pre-correct: quick practice of appropriate behaviour prior to entering a high

probability context.

- With whole class and with ‘at -risk’ students

Establish a reporting routine:

- A student comes to you and reports that someone else was not respectful,

ask:

- “Did you say stop?”

- “Did you walk away?”

Talking to the student who was disrespectful, ask:

-“Did he/she say stop?”

- “What did you do?”

- “Show me doing it the right way”

6. SUPPORT INDIVIDUAL STUDENTS

Support for students who are aggressive:

- Individual assessment

- Family support

- Teach appropriate social skills

- Isolate from deviant peer group

Apply a problem solving approach e.g. Anatol Pikas’ Method of Shared

Concern

Support for students who are frequent ‘victims'

- Redefine roles

- Re-teach respectful behaviour

- Teach social skills

- Embed student in constructive peer groups

What if the routines and procedures are not effective?

Routines and procedures are implemented to address behaviour in a proactive

manner. At times this is not enough or not effective. When all attempts to deal with a

behaviour using the school’s classroom management plan have been ineffective and

the behaviour is still of a minor nature, staff members may choose to implement a time

out to an “exit class”. The exit class is a time-out of sorts that allows the students to

reflect on and respond to the inappropriate behaviour. Consistently repeating minor

offenses may be escalated to a major offense.

Important

In order to create an environment conducive to learning we must remember that

discipline procedures are not the answer to problematic behaviour but rather serve

as a consequence– it is the positive relationships we build as a learning community

between students, families and staff that make a difference. Jannali Public School

staff strives to create a positive environment by making connections with our students

and families. Children learn best in the context of positive relationships and a safe,

comfortable atmosphere. Our staff will explain appropriate behaviour and

procedures throughout the year. They detail why it is important and encourage all

students to be safe, respectful learners. By teaching students the necessary social skills

for future success we set our students on a course to be lifelong learners and successful

citizens. It is our job to ensure that students learn the skills needed to survive and thrive

in society. This means developing students that excel in reading, math, writing and

being good citizens.

Restorative Circle

When there may be conflict between students, teachers and executive may conduct

a restorative (peacemaking) circle. Peacemaking circles can be used to help resolve

conflicts between individuals or to address academic issues. Conflict resolution circles

focus on restoration in lieu of punishment and their goals is to repair harm, support

relationships, and solve problems. Some aspects include:

Encourage students to reach out to teachers when they have a problem.

To start the circle, establish who initiated the circle and ask students if they know

why they are there.

Define the issue, starting with the student who initiated the circle. Focus on raising

awareness of each student’s feelings and perspectives.

Ask questions that emphasize choices and how choices relate to students’ values.

Encourage students to share at least one positive thought about the student they

are in conflict with.

Ask the student who was harmed what would help them feel better.

School Merit Awards System

Gold Medallion This is the most prestigious award. A student is awarded this

medallion when they receive 3 Silver Merit Awards. This is

presented at the end of year Presentation Day assembly.

Silver Merit

Award

A student is awarded a Silver Merit when they receive 3 x Bronze

Awards. These are presented at school assemblies.

Student of the

Week

A student may receive this award for exceptional behaviour or

work ethic. One of these awards has the same value as a Green

Merit Award and can be counted towards a Bronze Merit Award.

When any awards are traded in, they will be signed on the back by the class

teacher/executive

Bronze Merit

Award

A student is awarded a Bronze Merit when they receive 5 x Green

Merits.

Green Merit

Award

These awards are presented by classroom teachers at assembly.

These awards are presented for exhibiting exceptional behaviour

and application to class work.

PBL Award These are rewarded daily to students during class time. When a

student earns 3 x PBL Awards, they will be recognised at the

following assembly and presented with their Green Merit award

during class time.

Merit System FAQs @ Jannali PS

How do students collect awards?

Students collect rewards from teacher for demonstrating positive behaviour,

displaying excellent social skills or achieving a learning goal.

Where do students trade their awards for larger awards?

Students can hand their awards to their class teacher who will organise their next

award.

Who keeps a record of student awards?

It is the responsibility of students and their families to collect and maintain their awards.

When the correct numbers of awards are earned, the student can then redeem them

for the next award with their teacher. Therefore, it is extremely important that awards

are kept safe as they cannot be replaced once lost.

Can students keep certificates after they have been traded?

All awards will be signed and returned to students to allow them to maintain a record

of achievement.

Can students use awards from previous schools to count towards the school’s merit

system?

Yes. Your child should bring their previous school’s awards in to maintain their progress

along Jannali’s merit system.

Do teachers keep a record of merit awards they hand out?

All teachers keep personal records of Green Awards that are given out.