School Wide Positive Behaviour Supports (SWPBS) is a framework used by many schools to ensure that students are acknowledged for demonstrating expected behaviours so that a positive and productive learning environment is maintained.
Staff begin the behaviour management process at Rushworth by focusing on expected behaviours in the classroom and frequently communicating these to students. The college uses an expectation matrix for expected behaviours in all areas of the school and the community.
|Be Respectful||Be Responsible||Be Resilient|
Entry and exit behaviours for the classroom are also explicitly listed to support a positive learning environment.
When staff notice students demonstrating these behaviours, they recognise positive behaviour by handing the student a Rush Card and stating the expectation and skill.
When managing behaviours that impair learning or safety, staff maintain a positive reinforcement of the expected behaviours, staff use the following process:
Remind: State the expected behaviour to the student(s) who are not demonstrating it
Reteach: Explain why the behaviour is expected and model how it is demonstrated, requesting the student to then demonstrate that behaviour.
Reflect: depending on the behaviour, the teacher then has the student reflect on what is preventing them from demonstrating the behaviour and may move them within the classroom or outside the classroom for no longer than 5 minutes.
Reinforce: Respond to the behaviour with an appropriate consequence, beginning with calling the parent/carer and incorporating other interventions that reinforce replacement behaviours.
Behaviours that have a detrimental impact on learning one or a few students’ or may lead to unsafe behaviour.
Managed and followed up by the classroom teacher, with support from the leader where ongoing and when teacher actions have not shown improvement.
Behaviours that have a detrimental impact on the learning of the classroom and are dangerous or hurtful to a student or teacher.
Managed by the classroom teacher and followed up by the leader, with support from principals where ongoing and where leader actions have not shown improvement or if the incident is severe in nature.