Positive Behaviour for

Learning
Hamilton Girls High School

W illing to Learn
I nteract with Respect
S trive to Understand
E ngage to Achieve

The journey so far

PB4L Team behind the scenes
planning/ thinking/reviewing
Transition with Leadership
Supported by Fiona and Louanna
from MOE
Hamilton city Cluster
Now ready to launch PB4L-SW

Competition up-date
We have heard your feedback thank you!
Printing accounts - $3 coming but delayed
Round 1: Friday, 11 April @4pm
Great prizes!
Round 2: Friday, 23 May @4pm
More great prizes!!

Have FUN with this!

PB4L goes live!!!

Day 1, Term 2 PB4L will go live at
HGHS
Morning Tea in the Staffroom to
launch the PB4L Ruru designed by
Danielle Greene and adapted by
Nellie and Jennifer.
This icon will be used in the
branding of our school over time.

Kamar Data Entry

PB4L PLG will become your
Departmental experts/support people
Support will be provided from the
PB4L team
Not perfect but we need to make a
start
We will constantly evaluate and
improve
This data will give us evidence to
inform our school-wide practice(s)

Rewards Roll-out
We need to flood the school with
positive recognition for the majority
of our students who are doing the
right things most of the time!
Tangible rewards and recognition
A cumulative effect
Open to review and refinement
Staff will be rewarded too!

Lets get Teaching!

Willing to Learn
Interact with Respect
Strive to Understand
Engage to Achieve
All need to be explicitly taught in a variety of
contexts using DATs and RATs
Material will be supplied
Need evidence in classrooms and student books

Using PB4L Management

Strategies
Consistency is the key to success!
Focus on the positive behaviours that
we need/want
Role model the positive behaviours
that we expect

Willing to Learn
What does Willing to Learn look like,
feel like, sound like?

WHAT does
FOR
WILLING TO
TECHNOLOGY ?
LEARN look like?
- MOTIVATED
- IN CLASS
- BEING ABLE WILLING
TO LEARN
- BRINGING CORRECT
EQUIPMENT
- ATTITUDE
- BEING ATTENTIVE
- PREPARED

- Willingly following
codes of practice
- Making connections
to knowledge
- Asking relevant
questions
- Bringing equipment,
ingredients for food
- Prepared to listen
and follow
instructions
- Team work

Willing to Learn

Goal setting Asking

aking risks
questions
Listenin
Punctu
Managing
sel
g
Openal
Building
on
strength
minded
ccepting feedback
FEELING THE
FEAR AND DOING

Interact with Respect

What does Interact with Respect look
like, feel like, sound like?

WHAT does
INTERACT WITH
RESPECT look
like?
- RESPECT FOR OTHERS,
YOURSELF AND
PROPERTY
- TWO WAY When you
are showing respect to
the people in your area
they will mostly show
respect back to you.
- RESPONDING NOT
REACTING
- UNIFORM WORN WITH
PRIDE

FOR TECHNOLOGY
?

- Respecting differences
- Listening and focussed
on speaker
- Accepting of
diversification
- Bringing cultural
contexts into class
- Wearing the
appropriate protective
clothing to look after
uniform

Interact with Respect

Act dont react

Honesty
Personal responsibility
TolerantParticipate ful
ulling our weight
Cultural
Manners matter
awareness
Self-respect
STOP AND THIN
UORA: MIND, BODY, SPIR

Strive to Understand
What does Strive to Understand look
like, feel like, sound like?

Engage to Achieve
What does Engage to Achieve look like,
feel like, sound like?

Day by Day PB4L in

action!
Students learn appropriate behaviour
in the same way they learn academic
skills through instruction, practice,
feedback, re-teaching and
encouragement.
Instruction of social behaviour
includes tell, show and practice.

Pre-correct/Remind
Used when a teacher can anticipate
students may have difficulty, a prompt is
given to students about the expected
behaviour.
Phrase this positively. Focus on the
behaviour that you want to see.
Eg: Remember to wear safety glasses to
protect your eyes.

Supervise
To have a positive impact on student behaviour, to
prevent problem behaviours from occurring and to
monitor student performance, teachers must actively
supervise students.

Moving = constantly, randomly and targeting

problem areas.
Scanning = observe all students, make eye
contact, look and listen
Interacting frequently = positive contact,
positive reinforcement, corrective response,
deliver consequence.

Provide Feedback
The least expensive and readily
available way to recognise students is to
provide specific verbal feedback and
regularly recognise the efforts of
students who correctly exhibit the
behaviour.
Be specific
Be positive

Re-Teaching
An important part of learning a new
skill
Providing additional instruction
Allow opportunities to practice
Provide additional recognition to
those who are struggling but
progressing towards correctly
exhibiting the desired behaviour
Remain positive

HODs We NEED you!

Encourage your Department to embrace PB4L
PB4L is not an extra it is a way of being!
Role model PB4L teaching and management
strategies
Help us brand the WISE message electronic
signatures, on assessments, letter heads,
classrooms, teaching spaces

HODs We NEED you!

Direct helpful/constructive feedback
and feed forward through your
Departmental PLG representative or
the PB4L team.
Please be patient with us. PB4L is a
work in progress. We are really
looking forward to making a start and
we will REVIEW, REVIEW, REVIEW!!!