EDIE443: School Wide Positive Behaviour Plan

Tier 1: How you will make clear your expectations for appropriate behaviour.

Tier 1 is the whole School Planning approach, which enforces strategies that are applicable to all students within the school (Beamish and Saggers, 2020). This approach is fostered through creating an educational environment that is predictable, safe and productive. Strategies that are put into place that set out clear behavioural expectations for students include classroom rules, boundaries and limits that all students need to abide by.

Tier 1: Strategies you will use to reinforce appropriate behaviour.

There are different strategies that are applicable as a whole school approach to reinforce positive behaviour in the classroom. Positive reinforcement is a strategy that should be implemented as a whole-school approach, that involves the use of a positive reinforcement stimulus to promote the result of appropriate behaviour responses (Beamish and Saggers, 2020). Positive reinforcement is understood as an “acknowledgement strategy” which communicates to students on an individual level that you are aware of their positive behaviour (EDIE Module 2, 2021).

Tier 1: Strategies you will use to prevent inappropriate behaviour.

Different strategies should be used to prevent inappropriate behaviour in the classroom from occurring. They should be recognised as proactive classroom management strategies that “emphasise the strategic promotion of … academic engagement” as it helps students to get back onto academic tasks (Cook et al., 2018, p. 17). This strategy acts as a way of deterring inappropriate classroom behaviours, as there is a belief that all members of the classroom will abide by the whole-class expectations.

With regards to short-term behaviour management strategies, a useful approach is promoting strategies which provide “low-level reminders” to help students make appropriate behavioural decisions. Prompting strategies are applicable classroom-wide as they promote predictability for students to recognise that certain behaviours are deemed inappropriate in your classroom however, they are typically targeted at an individual level (Nagro, Fraser, & Hooks, 2019).

Tier 1, Tier 2: How you will address inappropriate behaviour.

Corrective strategies are an approach used to address inappropriate student behaviour. They are applied in cases where inappropriate behaviour is deemed as a “low level” threat to the classroom order. In order for teachers to address misbehaviour, it is recommended that they either “correct” or “redirect” behaviour. Bill Rogers outlines different corrective strategies which are referred to as cues (2015). The two kinds of cues are verbal and non-verbal cues which are used to gain the students attention and direct them into changing their behaviour so that it aligns with your classroom expectations(Rogers, 2015).

In the case of more extreme instances of inappropriate behaviour, reactive strategies are actions or responses that are applied in response to challenging behaviour, using as minimal disruption possible (Sargeant, 2020).

Tier 3: A crisis plan – (What you will do if presented with extreme and unsafe behaviour).

A behavioural crisis is a classroom disruption that occurs when a student’s behaviour transitions away from the baseline, which is the optimal state for learning and becomes out of control, resulting in that person becoming a potential danger to the rest of the class (Sargeant, 2020).

Tier 1: Strategies for integrating with the school and other teacher’s classroom management policies

It is important to align your PBS strategies with your school and other teachers. It is equally important to integrate your own behavioural management philosophies into your teaching practice because at the end of the day you need to implement strategies that will work in your classroom. It is important that all stakeholders involved in the behaviour management of students are consistent with the “knowledge” and “practice” which is reflected in the rules, instructions and consequences that are delivered for behaviour management (Egeberg, McConney and Price, 2016, p.13).

SWPBS Plan: A Practical example of a SWPBS plan that i would like to implement in my classroom into the future.

References:

Beamish, W., & Saggers, B. (2020). The Positive Behaviour Support :An overview of the three-tiered framework. In Saggers, B (eds.). Developing positive classroom environments : strategies for nurturing adolescent learning (3-20).

https://ebookcentral.proquest.com/lib/acu/reader.action?docID=6267368

Egeberg, H. M., McConney, A., & Price, A. (2016). Classroom Management and National Professional Standards for Teachers: A Review of the Literature on Theory and Practice. Australian Journal of Teacher Education, 41(7) 1-13. https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=3239&context=ajte

Nagro, S. A., Fraser, D. W., & Hooks, S. D. (2019). Lesson planning with engagement in mind: Proactive classroom management strategies for curriculum instruction. Intervention in School and Clinic, 54(3), 131-140. https://journals.sagepub.com/doi/10.1177/1053451218767905

Sergeant J. (2020). Tiers 2 and 3: Strategies to support more challenging behaviours in middle-years learners. In Saggers, B (eds.). Developing positive classroom environments : strategies for nurturing adolescent learning (209-228). https://ebookcentral.proquest.com/lib/acu/reader.action?docID=6267368