Can I have a specific SHINE Matrix for the Fabric room – language and consistency? Showing Respect, by caring for the environment - how does that look in the Fabric room?
Universal; Targeted; Intensive
Does the language used in our SHINE folder matrix need to be reviewed and 'tweaked'?
Student's can recite the SHINE values, but what does that explicitly mean? How is this unpacked in our classrooms?
Do we have consistency across the school?
When we're doing duty, we need to remind ourselves it's Active Supervision. Seek out those kids we don't have relationships with and work on prosocial baseline behaviours. As a staff, we have talked about active supervision in the Bronx area and how this could be changed because this is a hard area to supervise. Quite often when we move from the playground to rooms 17-18, students engage in dangerous behaviour. Moving, scanning and interacting. Setting the students up for success in the playground and when they head back to the classroom.
Management features for non-classroom areas - "Choose the smallest change that will have the biggest impact"
Do we have any of the SHINE folder in Te Reo Maaori?
Keep prompting and teaching - positive forecasting.
Teaching expected behaviour - they must be taught and retaught, and retaught! How many different ways can we teach it? Multimodal.
Acknowledging expected behaviour - reward systems; encouragement; positive feedback - verbal (the vocab we use). Why use reinforcement? A neutral redirection has the same effect as a negative redirection.
Recognition - the need for recognition is fundamental to optimum human performance.
Discouraging inappropriate behaviours - we need to follow our flow chart - Does our flow chart currently suit the school?
Use our teams and get the support of experts - do we clearly understand the steps on our flow chart? How do we support each other?
Consistency is important.
Data helps place the problem and the context - don't personalise the problem... Do we have positive behavioural data?
Sheryn directed us to the PBIS World Book website that gives you strategies for managing a range of behaviours using PB4L.
In the last week, I've dealt with stupid or inappropriate behaviour from multiple boys. One who persisted with me and I shut the conversation down. As he walked away, he commented that I should look in the mirror - insinuating I'm fat. I struggle to be positive with this student and this comment almost pushed me over the edge. I had to remind myself that I'm the adult and I can use self restraint and stay calm. Sometimes this is really hard to do, and I am only human - I have bad days too!
Something I will take away from this PD, is how positive reinforcement is so beneficial to learning. students learn more when they have fun! How can I make learning fun in my class? How can I focus on the positive behaviours of students in the Fabric room?
I like the idea of having a sign in my room that refers to the 5:1 ratio as a reminder to me.
