Module 8 Positive behaviour for learning training
There are several modules of positive behaviour for learning training to provide the framework for developing, implementing, monitoring and reviewing systems and practices.
It is recommended that you start with the Introduction to Positive Behaviour for Learning course.
Short summary of key features of positive behaviour for learning across the continuum.
Includes information on what is positive behaviour for learning, educational context and evidence base, teachers enabling change and the continuum of support. Developing a common philosophy and purpose is considered after discussing the impact of inappropriate behaviour, rethinking discipline into behaviour support, the role of motivation in learning.
Tier 1 School-wide is the foundation for all other PBL components. It provides the research and framework underpinning the whole school approach. Schools design systems that fit their context, focusing on supporting staff to be consistent. Participants and school teams learn how to develop, implement, monitor and evaluate leadership systems, define and explicitly teach expected behaviour, respond to appropriate and inappropriate behaviour, and use data to inform decision making. Within this, antibullying, stakeholder engagement and involvement, and sustainability is discussed.
Participants and school teams learn how to integrate school-wide systems and practices contextually within each classroom using environmental, behaviour and instructional management. Fundamental to this is forming positive professional relationships. Participants are taught how to develop, monitor and evaluate classroom expectations, rules and routines, and systems and practices to respond to appropriate and inappropriate behaviour. Participants learn about active supervision, providing opportunities to respond, task difficulty, and activity sequencing and choice
Focuses on early intervention for students who need additional support. The early intervention strategies aim to reduce inappropriate behaviour before it becomes chronic. Intervention strategies address both academic supports, behavioural and social/ emotional competencies to reengage students in learning. Student identification processes and selecting function-based interventions are discussed. Systems and practices around interventions such as Check in Check out, social skills groups and self-monitoring are provided.
Tier 3 Intensive, Individualised supports focus on early intervention for students with complex and challenging behaviours. The emphasis is on understanding the function of a student’s behaviour and planning teaching and learning strategies that help address this function. The aim is to reduce the occurrences of inappropriate behaviours and teach the student to manage their own behaviour. There is an emphasis on support for specific wellbeing needs and improved engagement in learning. Functional based assessment and student behaviour plans are a focus of this training.
PBL in the Preschool is for preschool staff and PBL team members in schools. This course builds understanding of how PBL and the Early Years Learning Framework (EYLF) align to support effective practices around guiding children's behaviour. This course supports schools to develop whole school systems around PBL in the preschool.