KB Behaviour Management PlaN
I use a positive approach to behaviour management in the classroom that is reflective on the school's Positive Behaviour for Learning (PBL) system. The school rules are Be Safe, Be Responsible and Be Respectful. These rules are explicitly taught to students in both the playground and classroom context. The rules are displayed in a prominent position in the classroom and referred to as needed.
Positive behaviour management is consistent in the classroom with the use of immediate, short term, and long term reward systems and goals. The systems in the classroom are differentiated to meet the needs of students in order to provide frequent and positive rewards.
My behaviour management and rewards systems have been carefully designed to embed mathematical language and concepts into everyday routine.
Positive behaviour management is consistent in the classroom with the use of immediate, short term, and long term reward systems and goals. The systems in the classroom are differentiated to meet the needs of students in order to provide frequent and positive rewards.
My behaviour management and rewards systems have been carefully designed to embed mathematical language and concepts into everyday routine.
Immediate rewardS
Students are given immediate praise and positive reinforcement when displaying correct behaviour and conforming to classroom rules and procedures. A smile, sticker, thumbs up, positive verbal praise and the school's 'Winnie' awards are given to students. Students can choose to take their stickers home or put them on their sticker chart, which ties into the short-term rewards.
Class points are given to the class for everyone working together. Points are tallied by a T chart with T (teacher) on the left and S (student) on the right. I never take away points, only add points as the reward is positive. Students gain points for various reasons such as saying the correct day that comes before or after when reviewing the date, doing their learning job during lessons, showing their best 5 L's when on the floor (listening, looking, lips closed, legs cross and hands in lap) and giving clever answers etc. If students are not following their 5L's or doing something they are not supposed to be doing during a lesson I give myself one point. The class has to work as a group to gain points.
I teach my students how to read the tally points and they pick up counting on from 5 and skip counting quickly this way. If students have more points than me at the end of the day they are rewarded with a Go Noodle video online. They LOVE this!
Class points are given to the class for everyone working together. Points are tallied by a T chart with T (teacher) on the left and S (student) on the right. I never take away points, only add points as the reward is positive. Students gain points for various reasons such as saying the correct day that comes before or after when reviewing the date, doing their learning job during lessons, showing their best 5 L's when on the floor (listening, looking, lips closed, legs cross and hands in lap) and giving clever answers etc. If students are not following their 5L's or doing something they are not supposed to be doing during a lesson I give myself one point. The class has to work as a group to gain points.
I teach my students how to read the tally points and they pick up counting on from 5 and skip counting quickly this way. If students have more points than me at the end of the day they are rewarded with a Go Noodle video online. They LOVE this!
Short-term rewards
When a student receives a sticker they can put their sticker on their sticker chart. When the sticker chart is filled to ten students take their sticker chart home and gain a ‘fuzzy’ that is then placed in their individual rewards container. The collection of ‘fuzzies’ ties in with the long-term rewards system. School merit awards are also handed out daily.
On a daily basis students communicate 'how many more to make ten'. |
Long-term rewards
Students collect fuzzies through a variety of ways such as:
Students collect fuzzies to buy coupons as their long term reward. Numeracy is integrated in this reward system with students counting their fuzzies. Students are given time on a Friday afternoon, during developmental play to count how many fuzzies they have. Students begin the year counting their fuzzies one-by-one and as the year progresses students count by 2's by 5's or by 10's. The small fuzzies are worth 1, the large pink fuzzies are worth 5 and the large green fuzzies are worth 10. Students learn to trade in 10 small fuzzies for 1 large green fuzzy in order to count quicker. Students also learn to find their fuzzy container by reading the grid system of what column number and colour container they have. I love it and so do they! |
Reward coupons can be changed. As shown above, for 10 fuzzies students can choose to go into the small prize draw, bring a fluffy friend to school for the day or bring in a special show and tell. For 20 fuzzies students can buy a new pencil or sit in a special chair for the day. For 30 fuzzies students can buy a big prize. For 40 fuzzies students can do their work at the teachers desk or be the teachers spy (looking out for good role models/secret walkers when moving around the school).
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class mascot as a daily reward
Each Kindergarten class has a mascot that supports the classroom theme.
In 2015 the class mascot was Ollie the Owl and this year is Buster Bunny.
The mascot is taken home at the end of each day by a student chosen for being either a good learner, participating well in class, a good role model, and achieving personal goals. Generally allocation of the mascot is evenly distributed for positive behaviour.
The kids absolutely adore and cherish the mascots as a member of the class.
In 2015 the class mascot was Ollie the Owl and this year is Buster Bunny.
The mascot is taken home at the end of each day by a student chosen for being either a good learner, participating well in class, a good role model, and achieving personal goals. Generally allocation of the mascot is evenly distributed for positive behaviour.
The kids absolutely adore and cherish the mascots as a member of the class.
5L Expectations
I make my learning expectations very clear and explicitly teach them from day one. When students are on the floor I expect that they are sitting nicely on their bottom, with their hands in their lap, lips are closed, their ears are listening and they are looking at me. Simple. I consistently reinforce these expectations throughout the day to show a high standard of what I expect in student behaviour on the floor. I positively reinforce the expected behaviour and reward students for showing this behaviour. It takes a lot of persistence to reinforce this but it pays off!
Class points are collected in a T chart and if all students are being great learners, have beautiful behaviour etc. I give out class points. However, if students are not following their 5L's or doing something they are not supposed to be doing during a lesson I give myself one point. These points require students to work as a group in order to gain points. These expectations are displayed at the front of the class.
If however, students are not following these expectations, the schools behaviour management strategy and protocols to followed. These include small time outs in the classroom, medium time outs in the Assistant Principlal's classroom, and large time outs in the Deputy's office.
Class points are collected in a T chart and if all students are being great learners, have beautiful behaviour etc. I give out class points. However, if students are not following their 5L's or doing something they are not supposed to be doing during a lesson I give myself one point. These points require students to work as a group in order to gain points. These expectations are displayed at the front of the class.
If however, students are not following these expectations, the schools behaviour management strategy and protocols to followed. These include small time outs in the classroom, medium time outs in the Assistant Principlal's classroom, and large time outs in the Deputy's office.
Take a break table
The take a break table is a designated area that is solely used for taking a break. Students have a two minute timer and a set of activities that are designed to calm and relax them. These include squeeze a ball, take a deep breath, count to ten, hug a stuffed animal, close your eyes, and smile. Students are provided with a mirror to look at their expression and look at the ‘how do you feel poster’ to assess how they are feeling. Students are given the opportunity to draw themselves and their facial expression. With teacher assistance a reflection document can be filled in. This works well for anxious and distressed students who are learning to cope with their emotions.