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Values Centred Behaviour Leadership

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Title: Values Centred Behaviour Leadership


1
Values Centred Behaviour Leadership
2
Things we will need to do but not covered in
tonights staff meeting
  • Organisation of learning environment
  • Ensure curriculum provides deep learning
    opportunities
  • Designate systems and spaces (e.g how we respect
    building)
  • Introduce systematic behaviour logging
  • Build community links

3
Why Values?
  • To provide students with a philosophy of living,
    facilitating their overall growth, development,
    and choices so that they can integrate themselves
    into their community with respect, confidence,
    and purpose.
  • To help individuals think about and reflect on
    different values and the practical implications
    of expressing them, in relation to themselves,
    others, the community, and the world at large.

4
Values Matter
5
Are We a Values School?
  • The Test...
  • Is Values Education an explicit element of our
    curriculum?
  • Do staff model the schools positive Values in
    their behaviour?
  • Is there a focus on creating and maintaining
    positive relationships?
  • Is the school environment happy, calm and
    purposeful?
  • Is Reflection utilized as a key tool in
    thinking and learning?
  • Is an emphasis on caring for self and others
    supporting high staff morale?
  • Above all can we say that a key focus of our
    curriculum and work is the formation of caring,
    civil and well educated people

6
Moral Purpose
  • "The highest goal of education is to teach people
    to read and write the word so that they can read
    and write about the world."  (Paolo Freire)
  • Justice, injustice, responsibility, equality,
    fairness, love

7
(No Transcript)
8
Ian Gilbert
  • Pepper your teaching with In your opinion ,
    What do you think?, What does that mean to
    you?, What would you do if you were ?, What
    would happen if ?, Why do you say that?, Do
    you agree?, What does that mean?, I dont
    know, What would that lead to?, Where did
    that thought come from?, Guess!, What could
    that mean?, What may happen next? What could
    an answer be?, How would you solve the
    problem?, What do you think it means?, What
    do you feel is right?, Who do you feel is
    right?, Do you disagree?, Why do you think
    that?, Why did they think that?, How sure are
    you that is the right answer?, What is your
    solution to ?, How might others see this?,
    Is that your best answer or your first answer?,
    How does this link with ?, When might that
    not be true?, Where might that not be true?,
    Have another guess?, What if the opposite were
    true?, Could the opposite be true?, not to
    mention the powerful I disagree with you,
    persuade me.

9
A value-driven program develops children with a
positive mental attitude who have determination
and perseverance. WHY Determination and
perseverance are the character traits which must
be learned in order to achieve even moderate
success in life. Giving up, and thinking that
things are just too hard are just not part of
what we do. HOW Those who persevere are people
who will make a difference in the world. Children
learn to never give up by putting a line through
the word QUIT! They learn to aspire higher and
persist longer! In an environment that focuses on
positive energy, children learn that sustained
energy enables you to set and reach high goals.
"There is nothing greater than persistence!
10
Cooperation and collaboration are priorities in a
value-driven school! WHY Cooperation is one of
the super values which needs to be taught. There
are many different examples of cooperation, such
as "the moon doesn't shine without the sun!," or
"one hand washes the other! HOW Bees are one
of the best examples of cooperation and team
work. They serve as an outstanding symbol for
children. One type of bee gathers pollen, another
makes the honey, another type of bee fans the
hive to keep it cool, while still another lays
the eggs. The word team is another way of
teaching cooperation. Together Everyone Achieves
More. Children need to understand that while
individuals are paramount a group of people can
often outperform any individual. Active
collaborative learning encourages children to put
values into action.
11
Activity
  • In your group discuss strategies and ways of
    modeling values in a school setting
  • In your group discuss ways of rewarding/promoting
    values. Record on the post-its.
  • Reflection (Take Just One Minute) What could
    you do tomorrow/next week/this term to begin to
    promote positive values?

12
  • Begin and end the day positively (no matter what
    may happen between).
  • Remember at all times that you are the adult
    remain as calm as possible, especially in the
    event of flying pencils and voiced unrest.
  • Planning for the daily disruptions with clear
    routines and reminding of rules without arguing.
    Acknowledge positive behaviour as much as
    possible.
  • Use short term goals 5 or 10 minutes at first
    moving to 20 or 30 minutes.
  • Use contracts for more challenging children,
    these should give clear directed choices (we
    work now or we make up the time later) and have
    a well rehearsed time out plan (include fall back
    planning for refusals or if a year group partner
    is out of class and cannot help with time outs).

13
Rules!
We need to think carefully about why we are using
rewards (reinforcers) Remember they are never an
end in themselves and they are not a form of
control. When used thoughtfully they should
enable the class (or individual) to gain a sense
of success and achievement. It is the
relationship building and the positive atmosphere
they help to create that is important. Think of
them as encouragers and celebrations rather than
rewards.
14
Rules alone will not improve behaviour. WHY
We expend great amounts of energy on rules and
regulations and often miss what's behind them.
Rules come from values, so it makes sense to
emphasize the source of all rules -- values!
While rules impact on parts of our life we
encounter moral and ethical dilemmas everywhere
we turn. Children are continually faced with the
struggle between immediate vs long term
gratification. Values are the foundation for
children to manage their own behaviour. HOW We
need to help our children understand that values
are all about the way we work to improve
ourselves and become better members of our
community!
15
A values program develops an understanding, an
appreciation, and an acceptance of diversities in
children and in their cultures! WHY As
violence, indifference, profanity, and abuse
escalate, the need for compassion increases.
HOW Schools with value based programs invite
children to notice and praise when they see
compassion demonstrated toward themselves or
others. Care and concern are expressed
everywhere! Home and the school work hard to
build a bridge of compassion from themselves to
others in the local and the wider community.
"We can do no great things in our lives only
small things with great love" Mother
Theresa "Children need reminders more than they
need to be informed!"
16
When children encounter problems, schools with a
values program have clear performance and
behavior reference points. WHY Getting along
with others needs to be a natural human priority.
Showing compassion and empathy toward those in
need cannot be placed on the "When I have time
agenda. HOW A child fills out a behavior
report which requires a parent's signature. The
plan deals with improving behavior . A conference
is held with the parent and the child. The child
is asked to explain the plan, telling what will
be done the next time that a similar situation
arises. During the conference, adults state that
it always takes two to fight! Anyone can choose
to walk away from a fight! Adults model how to
disarm anger. Adults always close a behaviour
conference by talking about the child's
responsible record, and by confirming a belief in
the child's ability to be a compassionate person.
"No one can make you angry with out your
permission!"
17
Our Principles
  • Our school values give us a sense of shared
    purpose and a framework for behaviour leadership
  • We model with each other and with our children
    the behaviours we expect children to embody
  • It involves everybodys behaviour towards
    everybody
  • We seek to develop in our children an acceptance
    of responsibility for their behaviour
  • We are an inclusive school all children are
    entitled to feel safe in school, be happy, be
    respected, to learn and have their successes
    celebrated
  • Good behaviour leadership begins by building
    positive relationships. These need to be visible
    and tangible for children
  • Our learning environment provides the model for
    our high expectations
  • Engagement in high quality learning experiences
    is critical
  • We all need to be consistent in our approach to
    behaviour leadership
  • When poor behaviour is exhibited we remain calm
    and follow a graduated approach

18
Wrights Law Clip
  • Our shared values are our compass. They centre
    us. They orientate and guide us in all we do.
    We live them we show them we speak them we
    model them. They are present in our learning
    environment they help us make the decisions we
    choose they enable us to connect with others and
    form lasting relationships.

19
Consistency of approach
  • Fairness
  • Routines
  • Rewards
  • Responsibility
  • Role Modelling
  • Values

20
The Power of Language
Prevention
21
Positive Practice
Prevention
22
Developing a response to behaviour
23
New Year New Start
  • Community
  • Rules
  • Respect
  • Communication
  • Movement
  • Learning
  • Routines
  • High expectations

Prevention
24
Time Outs
  • Intrusive consequence
  • Should be a short consequence
  • Appropriate for
  • Physical aggression
  • Verbal abuse
  • Persistent disturbing of learning

25
Key Principles of language
  • Least intrusive
  • Avoid confrontation
  • Keep a respectful and positive tone of voice
  • Keep the language positive
  • Keep your directions brief
  • Focus on the behaviour and not the child

Prevention
26
A graduated response
  • Tactical ignoring
  • Tactical pausing
  • Non verbal cueing
  • Move around the room
  • Positive feedback
  • Distraction/Diversion
  • Direct questions
  • Conditional direction
  • Behavioural direction
  • Rule reminder
  • Take up time
  • Blocking
  • Partial agreement
  • Choice

Corrective
27
Consequences
  • Questions to ask
  • Is the consequence related to the behaviour?
  • Is the consequence reasonable in terms of degree
    of seriousness?
  • What will the student learn from the consequence?
  • When is appropriate to give the consequence?
  • There should always be a chance for children to
    think about what they did, what rules they may
    have broken, whose rights they may have affected
    and how they think they can fix it

Supportive
28
Dealing with conflict
  • Natural
  • Responsibility
  • Restorative approach
  • Tell me what happened?
  • What were you thinking? Now?
  • How did you feel?
  • Who else has been affected?
  • What do you need to do to fix it? Move on?
  • Behaviour log
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