Teaching for Positive Behaviour

Positive Behaviour at APS.mp4

Hunter (Y4) describes our APS ethos and approach to behaviour

Teaching for PB@APS.mp4

Positive Behaviour Expectations

Albany Primary School promotes a culture of high expectations where positive behaviour and learning thrives. Our expectations for behaviour are intrinsic to Albany’s Values and Key Competencies, so students become positive and responsible citizens both in and out of school. Albany Primary School recognises that students, teachers and the community have a right to a safe, respectful working and learning environment which values inclusion and diversity. Students and staff take responsibility for their own actions and show courtesy and respect for others and the environment. Positive relationships are nurtured through shared understanding and partnership with parents, teachers and children of our behaviour expectations and processes.

At Albany Primary, we aim to manage behaviour in a positive way. Our focus is to build and maintain a respectful relationship with and between all children so that conversations for the purpose of redirection are learning focussed, reflective, and restorative, with appropriate consequences as necessary, resulting in repair and positive change.

Albany Primary School does not tolerate bullying. Bullying (as defined by the MOE) is deliberate, involves a power imbalance, has a repetitive or threatening nature that can cause physical or psychological harm. Bullying is one particular form of aggressive behaviour and can be covert or overt in nature. Bullying can be physical, verbal, social, emotional and/or online (cyber). Types of bullying may also include; racism, of children with special needs, homophobia, sexual harassment.

What we believe

Everyone has the right to be safe
Everyone has the right to learn and work to the best of their ability
Everyone has the right to be treated with dignity and respect

Our Guidelines

The school’s behaviour procedures and processes shall be logical, fair, restorative, and implemented consistently within an environment in which mutual respect is a chief tenant
Clearly defined behaviour expectations are communicated and understood by staff and students
Communication between home and school is timely, relevant, and informative, to ensure a clear understanding of perspectives and processes engaged
A series of stepped consequences are in place to address behaviour and restore relationships. Depending on the level, the context, and the frequency of the incidents or behaviour, will define which form of response or consequence, personnel involved, and parent communication
Staff will teach and use a range of behaviour management strategies. School expectations and boundaries are modelled and taught explicitly with students
Students appreciate the right of others to learn and work in a safe and secure environment
Staff will be given opportunities for professional development to support and guide students with challenging behaviour

Restorative practices

are used to develop student awareness of behaviour decisions and impact on others
are used to help unpack an event, identify the cause of the behaviour, understand different perspectives and the impact of actions, and implement an agreed strategy to address any impact
identify ways of managing a situation for a positive outcome
help develop a whole school positive social culture
help students to be positive and responsible citizens in their lives at home and school

* School guidelines support the process for incidences of reported cyberbullying.

Positive Behaviour (Teachers).mp4

Listen to our SENCO Sarah Fish talk about the APS approach to positive behaviour and restorative practices.

Positive Behaviour At APS

Teaching for Positive Behaviour at APS aligns with the NZC and supports wider positive behaviour through the school values across the school. Within the model below there are four major sections based on pedagogical approaches from the New Zealand Curriculum that are particularly relevant to supporting positive behaviour:

Creating a supportive learning environment
Encouraging reflective thought and action
Facilitating shared learning
Providing sufficient opportunities to learn.

Appendix 1 provides strategies for each of the bullet points.

Reflection Space

The purpose of the Reflection space and process is to:

Encourage self reflection and take ownership of a challenge
Restore mana to any parties involved through conversation and understanding
Identify appropriate behaviours and self regulation strategies

Supporting students to explore their behaviour and actions, focused on the elements they can control, will aide self reflection and can lead to self regulation through strategies and goals.

It is important to create supportive environment of mutual respect and mana, encouraging students to reflect on their participation in events.

* The school values remain a key lens for consistent behaviour approaches both in and out of classes across APS.

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