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Building Positive Behaviour
Gwyn Jones Primary School
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Aims of the session
•What behaviour system is used at Gwyn Jones Primary School •Positive and assertive use of language•Don’t say don’t •Positive and cumulative reward system
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What are we proud of at Gwyn Jones ?When are we proud of children and our school community?‘How did we make this happen?’What else can we do?
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Gold • Postcard home – this is for exceptional effort, work or behaviour
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Silver • For excellent effort, work or behaviour - class certificate
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Bronze • Good effort, work, behaviour – house point
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Green • Meeting class and school expectations
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Amber • 3 warnings have been given – you now need to sit away from the
group
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Yellow • You need to work in your partner class for 30 minutes
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Red • Serious or persistent poor behaviour • See a senior leader – sanctions that may be imposed – missing some
or all break time or lunch with senior leader or Learning Mentor, phoning home, staying out of class, meeting with parents, temporary or permanent exclusion.
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Class system • Tokens in a jar - can be awarded over the week for good behaviours
demonstrated to earn class rewards – this can be 5 - 10 minutes extra playtime, favourite whole class game(heads down thumbs up, timetable challenge) at end of Friday afternoon.
• For end of half term award - classes need to earn 50 tokens or more and they should be give one at a time. Given for the behaviours that you are focusing on – putting up hands, being kind, team work.
• Tokens can be tallied over the half term for an end of half term class reward such as cinema and popcorn session in class, etc.
• Use house points for whole table group – when working in house groups
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Play time and lunch time Rewards for good behaviour • Tokens can be awarded by all staff on lunch duty - 3 tokens per person a session. Sanctions• (up to 3) this is your first warning etc • Amber equivalent - is sitting on bench for 5 minutes – low level – not listening etc• Yellow sanction – sit out for 10 minutes and behaviour log record made. Low level
physical/ verbal incidents • Red sanction – fighting, abusive language, refusing to follow instructions. • See a senior leader – sanctions that may be imposed – missing some or all break time
or lunch with senior leader or Learning Mentor, phoning home, staying out of class, meeting with parents, temporary or permanent exclusion.
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Why is it so important to frame instructions positively?
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Routines, clear expectations and consistency
• Routines – meal times, homework, bedtimes• A 5 minute warning before a change • Clear expectations – take care of each other, no hurting, take care of our things • No means no • I promised so I will
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Choices Use the language of choice
That was a good choice , make a good choice That wasn’t a good choice – what can you do
differently?
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Labels – who are you
You are kind
You are creative
You are helpful
You are tidy
You are naughty
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The balance of positives to negatives should be at least 90% to 10%.
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What are the top 5 “Don’ts home?• Try to convert them to positives
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Positive and assertive use of language
State positively what it is that you want children to do
“I want you to…”/not “Can you ..?”
If you expect a please and thank you - do the same to them
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Strong school communities – strong families • …always working to achieve good behaviour.• …everyone takes responsibility.• …the adults treat each other extremely well: and the children learn
from this.• From how you handle stress to how you celebrate success to how you
greet a neighbour on the street, your child is observing you and finding out how to respond in various situations.
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In the short term !!• Which behaviours are we noticing for specific praise? • What behaviours do we need to decrease?