Positive Behaviour Support

PBS at Macleod College

We work together to encourage high expectations of behaviour that creates an environment which promotes individual academic and social growth.

It is established to provide a positive school climate, and to create a supportive environment for personal, social, emotional, and academic growth for students and staff.

Positive Behaviour Support promotes our College values that demonstrate a clear set of behaviour expectations developed around the Values of:

ACHIEVE RESPECT CONNECT

Students are able to state the behavioural expectations and model appropriate behaviours in and out of the classroom setting. Positive behaviours are explicitly taught and encouraged within all settings at Macleod.

How do we teach school behaviours?

TELL                      Introduce the expected behaviours and discuss why it is important

SHOW                   Demonstrate and model

PRACTICE           Role play expected behaviours in relevant contexts 

MONITOR           Pre correct, supervise and provide positive feedback 

RETEACH            Practice throughout the day.

Responding to Behaviour

We respond to behaviour using the Macleod Behaviour Management Flowchart.  

It provides a consistent response and understanding within all learning communities across the school. 

The Behaviour Flowchart displays a process on a consistent approach to dealing with negative behaviour in and out of the classroom. 

Classroom teachers can manage classroom minor behaviours in the following ways:

In classroom setting:

• Temporary removal from activity
• Alteration of activity
• Short time out
• Notification to parents
• Conversation-linked to Behaviour Matrix

Outside classroom setting:

• Miss out on recess/lunchtime in detention
• Walk with teacher
• Loss of privilege
• Conversation
• After school detention
• Community service
• Restorative conversation, if appropriate

Classroom teachers can manage classroom major behaviours in the following ways:

• Inform student of their negative behaviour
• State expected behaviour
• Complete Compass chronicle (red) major behaviour
• Student if needed to be exited to Student Manager or Sub School Leader

Student Manager and or Sub School Leader manage behaviours in the follow ways:

• Review incident
• Reflection and restorative conversation, if appropriate
• Determine consequences
• Enter process taken on Compass
• Follow up with appropriate consequences