Building Positive Behaviour Gwyn Jones Primary School.

Building Positive Behaviour

Gwyn Jones Primary School

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

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?

Gold • Postcard home – this is for exceptional effort, work or behaviour

Silver • For excellent effort, work or behaviour - class certificate

Bronze • Good effort, work, behaviour – house point

Green • Meeting class and school expectations

Amber • 3 warnings have been given – you now need to sit away from the

group

Yellow • You need to work in your partner class for 30 minutes

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.

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

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.

Why is it so important to frame instructions positively?

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

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?

Labels – who are you

You are kind

You are creative

You are helpful

You are tidy

You are naughty

The balance of positives to negatives should be at least 90% to 10%.

What are the top 5 “Don’ts home?• Try to convert them to positives

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

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.

In the short term !!• Which behaviours are we noticing for specific praise? • What behaviours do we need to decrease?