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 Behaviour Management

student_behaviour_thumb.jpgWe emphasise the importance of the development of the whole person and the implementation of behaviour management strategies which promote the dignity of all. At Marymount Primary School we use the Brisbane Catholic Education approved method of behaviour management - Positive Behaviour 4 Learning.

Rationale:

In accordance with our Mission Statement, we aim to develop responsible Australians who consciously attempt to live the gospel values in their everyday relationships with others, so that these evidence “forgiveness, acceptance, justice, self-discipline, friendship, respect and care.” As an Authentic Catholic school, our Marymount community recognises that each student is entitled to a socially just education where they are able to achieve their full potential, in an environment that is characterised by:-

  • an ethos centred on the person of Jesus and the values exemplified in the gospel
  • an emphasis on the development of high quality interpersonal relationships
  • a curriculum that caters for all learners
  • a high level of co-operation and collaboration amongst staff, parents and students
  • non-discriminatory organisational and administrative procedures
  • regular opportunities for the monitoring and review of school practices, policies, plans and procedures and
  • a clearly stated, and consistently implemented, school behaviour management plan which encourages students to make choices and accept responsibility for their own behaviour

Positive Behaviour 4 Learning

As members of the Marymount School Community our goal is to achieve effective school-wide behaviour supports for all members of the school community.  This goal is realised by considering the whole school as the main implementation unit. In particular all students and all staff are involved across all settings of the school.

The implementation of the Positive Behaviour for Learning strategy for each learning area must be consistent with the Guiding Principles; based on the Behaviour Matrix and inclusive of the Rights and Responsibilities of all members of the school community. In addition, as with the curriculum, it is essential that each teacher plans specifically for the role they enact in the Behaviour Management Plan.

Two factors are critical for the successful implementation of the Behaviour Matrix in all areas of our school"

That ALL staff owe a duty of care to all students enrolled in the school.

That ALL staff are consistent in applying the PB4L system and the agreed upon practices and procedures that support them.​

Please feel free to read through our Student Behaviour Support Plan which outlines our policy and directions with regards to behaviour at Marymount Primary.

Guiding Principles


Continuum of support and key features

 

An important component of PB4Learning is the adoption of a continuum of behavioural supports that, like academic instruction, acknowledges that students will need differing levels of behavioural interventions and supports to be successful at school. Within the continuum there are three levels of support.

The first level focuses on Universal behavioural and academic supports for all students. Here the focus is on prevention of problem behaviours, providing early intervention for those at risk and creating positive learning environments across all settings in the school.

Research has shown that approximately 80-85% of students will respond to proactive universal supports, display the desired appropriate behaviours, and have few behaviour problems (Horner & Sugai, 2005; Lewis, Newcomer, Trussell & Ritcher, 2006).

The second level focuses on students who continue to display problem behaviour even with the universal supports in place. Through the use of data, students are identified early, before problem behaviours become intense or chronic, and receive Targeted supports such as small group social skill instruction, academic supports and self-management strategies (Sailor et al., 2013)

Finally the tertiary level of support is intensive or individualised. These students will require highly individualised behaviour support programs based on a comprehensive behavioural assessment, which at times, will include mental health professionals and family and community services.

 

By building a connected continuum, everyone in the school is aware of how each level of support is connected to the universal systems i.e. every targeted and individualised intervention uses the universal set of behavioural expectations to increase the likelihood of maintenance and generalisation to other context.​





Acknowledging this, the following are the principles on which our Positive Behaviour 4 Learning strategy is based

  • All members of our school community have rights, which need to be respected, and responsibilities to themselves and others
  • All stakeholders should be aware of their rights and responsibilities
  • We have a school behaviour matrix, which promote these rights and responsibilities
  • Each learning area, including the playground, has its own expectations of behaviour, which are based on the school behaviour matrix, and further emphasise each person’s rights and responsibilities
  • All behaviour expectations; school, learning area and playground, should be:-
    • Fair
    • Few in number
    • Linked with logical consequences
    • Regularly communicated, displayed, modelled and reviewed
    • Clear and simple
    • Used consistently
    • Based on certainty, not severity
  • Any physical punishment is unacceptable. It is also essential that the “deed be separated from the doer” and that staff avoid engaging in blaming, arguing, yelling, name calling, branding, putting down or using sarcasm
  • Where data indicates that support is indicated, this should be given individually and privately unless prevented by circumstance
  • Positive Behaviour 4 Learning strategies should begin with Tier 1 universal supports, progressing to Tier 2 targeted supports and Tier 3 individual supports as necessary, based on feedback and data collection.
  • Children will be assisted in the process by seeing appropriate behaviour modelled and taught explicitly; being given supported opportunities to develop plans to improve their behaviour and being taught assertiveness and problem solving strategies
  • All involved in the process should work in collaboration, recognising the partnership between staff, parents/caregivers and students that is necessary for successful behaviour management
  • All in our school community need to be are conscious of, and constantly strive towards, making Marymount a need fulfilling place