SWPBS & Behaviour

Over the past few months, all teaching staff have been engaging in Professional Development on 'Responding to Behaviour.' As part of this, staff studied why children make errors in behaviour or 'misbehave', the science behind effective behaviour change, and evidence based approaches to consequences. SWPBS outlines two key reasons that children may display inappropriate behaviour:

1. Skill Deficit–child has a lack of skill levels or insufficient opportunity to learn and practice the expected behavior
2. Performance Deficit– the child has a lack of motivation to perform the preferred behavior.

Aberfeldie's Collective Beliefs about Discipline:

1. Students do not always know the behaviours and social skills that lead to success at school and in life.
2. Behaviour is learned; therefore, responsible behaviour can be taught
3. For behaviour change to occur, we must use positive approaches that strengthen teacher-student relationships
4. Efforts to help students become socially competent require ongoing teaching, encouragement, and correction.

We believe that consequences can stop behaviour in the moment, get students back on track and be part of how students learn, but we also acknowledge that consequences alone do not change behaviour. Effective behaviour change requires ongoing explicit teaching and practice of behaviour skills.

Minor v Major Behaviour and Consequence Process:

Staff have spent considerable time developing a minor and major behaviour list. 

Behaviors that are classified as 'minors' are ones that classroom teachers will typically handle themselves, when and where they occur. They will not always inform leadership of these behaviors. Major behaviors are those which are of a serious nature that often require the student to be removed from the setting and leadership involvement. Whether a behaviour is 'minor' or 'major' will determine how staff will respond. This process has recently launched school wide with students being informed of the below flowchart. The benefit of a clear school process for responding to behaviour is:

• Students learn that consequences are not personal, but part of the school process
• All teachers have the same expectations and processes, developing clear boundaries and consistency across all settings
• The certainty and predictability of the process reduces student likelihood to push boundaries. 

A quick overview of the school process for responding to behaviour is outlined below. More detailed information of the school process and procedures will be released early in 2024. 

-Erin McNamara

Assistant Principal & SWPBS Coordinator