Positive Behaviour Programmes

“How often do we stand convinced of the truth of our early memories, forgetting that they are assessments made by a child? We can replace the narratives that hold us back by inventing wiser stories, free from childish fears and, in doing so, disperse long-held psychological stumbling blocks.”

Benjamin Zander - The Art of Possibility (2000)

ABOUT THIS PROGRAMME:

The Positive Behaviour Programme is a strengths-based approach on disciplining and guiding children and youth.

The programme is strongly influenced by the Circle of Courage that draws on a strengths approach to responding to misbehaviour and that behaviour is motivated by unmet needs. The ecological systems theory and the external realities of people are shaping forces in the lives of all people and youth at risk adopt their labels in these spaces. Trauma informed care practices are essential in establishing reclaiming environments within school contexts where children spend most of the time.

POSITIVE BEHAVIOUR POLICIES & GUIDELINES

The Policies for positive behaviour practices are captured in the letter and the spirit of various policies and guideline documents. Some of the policies that form the basis for Positive discipline practices are enshrined in the Constitution of the Republic of South Africa and the United Nations Convention on the Rights of the Child.

Some of the policies that guide the practices and attitudes to promote positive behaviour in schools are:

SA Schools Act No. 84 of 1996
Western Cape Provincial School Education Act 1997
Alternatives to corporal punishment guidelines
Regulations on disciplining, suspension and expulsion of learners
A practical guide on learner discipline and school management.
Learner code of conduct (DBE example)

Positive Behaviour Support Pathway 2020.pptx

POSITIVE BEHAVIOUR SUPPORT PATHWAY

Support needs can arise from any factor that causes a barrier to learning, whether that factor relates to social, emotional, cognitive, linguistic, disability, or family and care circumstances. For instance, additional support may be required for a child who has learning difficulties; is being bullied; has been bereaved; has sensory or mobility impairment; is at risk of school dropout or has behavioural barriers to learning. The effect they have varies from child to child, but it is how these factors impact on the individual child’s learning that is important and this impact determines the level of support provision required. The organizing principle for the Screening, Identification, Assessment and Support (SIAS) process is that every child should have the right to receive quality basic education and support within his or her local community and the right to receive reasonable accommodation in an inclusive setting.
This support pathway for behaviour is guided by the principles of Inclusive Education (WP6, 2001, p 6)· Acknowledging that all children and youth can learn and that all children and youth need support.· Enabling education structures, systems and learning methodologies to meet the needs of all learners.· Acknowledging and respecting differences in learners, whether due to age, gender, ethnicity, language, class, disability, HIV or other infectious diseases.
Decisions about the child should always be in his or her best interests and managed in a restorative manner with consideration to all legislation and policies related to children.

Resources for Teachers

Positive classroom discipline practices must acknowledge fact that behaviour is a barrier to learning that is motivated by unmet needs. Restorative discipline practices must respond to incidents of bullying behaviour, trauma motivated behaviour, violent and conflict in the classroom and on the playground. The central practitioner that is required to respond to such incidents are teachers. The resources aim to provide knowledge and skills to teachers that confront these realities every day.

Resources for Parents

The emotional well-being of children is the primary responsibility of parents. Bullying, anger management and positive parenting techniques are vital for the modern day parent to know.

Resources for Learners

The child is the expert on his own life. The most important participant in the correction of behaviour is the child that needs correction. Children that misbehave don't enjoy their 'negative' behaviour, because the consequences are rarely enjoyable. Participation of children in the programme for correction is most important. Its after-all their life, their future. They must be motivated to be the superhero of the change that must be made.

For Teachers

For Parents

For additional resources visit the BEAUTIFUL BEHAVIOUR site by clicking on the image or click here.

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