Minor Behaviour BUMPS Variables which affect the Teacher’s decision to respond Bump 1 Low Key Responses Bump 2 Squaring Off Bump 3 Student Choice Bump 4 Teacher Choice Bump 5 Power Struggle Informal Discussion Past behaviour of the student. Severity of the misbehaviour. Frequency between misbehaviours. Time between the misbehaviours. Importance of the lesson. School discipline policy. Student’s life at home. Student’s respect for the teacher. Reaction by allies. Win the students over: Meet them at the door. Show interest. Use a signal to begin/ get attention. Proximity. Deal with the problem not the student. Be polite. Deal with the supporting cast first. Use minimal or non-verbal signals: Student’s name. Gesture. The ‘look’. Pause. Be on the alert. Transition Who does what by when? Ignore. Pause or stop. Turn body (square off). Intensify eye contact. Use minimal verbal response. Complete interaction with ‘thank you’. Stop. Square off. Intensify eye contact. Give an either/or statement: Use firm, neutral, calm voice. Restore social order. Give choice which child sees as related to the misbehaviour. E.g. You can choose to … or … As immediate as possible. Keep statement free of moral judgement. Deal with only the present. Ask for a student response. Listen for student’s answer. Complete the interaction with a ‘thank you’. Follow through on Bump 3. ‘You have not made a choice so I will now choose for you. Could you please __________’ ‘Thank you.’ This applies for any other child that heard the choice. You could choose to go straight to Bump 4 for any other students that heard the choice. Recognise the move to power. Respond by: Ignoring it. Short circuit it. Describe the situation. Language of attribution. Provide a choice. Asking them to leave (due to severity). 1. Greet student and set atmosphere. 2. Define the problem. 3. Generate alternatives. 4. Agree on alternatives to try and when to begin. 5. Review what has been agreed upon. 6. End conference with a comment or gesture that communicates a positive feeling.
Appendix 1 Minor Behaviour Referral Form Student: Referred by: Room: Year: Date: Location of Incident: Time of Incident: After school Art Room Before School Classroom French Room Green Room Phys Ed Daily Fitness Music Room Excursion Library Oval Playground Toilets Transition Undercover Area Wet Area Other __________ Before School Recess Lunch Eating Lunch Play Period 1 Period 2 Period 3 Period 4 Period 5 MINOR- Teacher Managed Behaviour We Are Respectful We Are Responsible We Do Our Best We Are Safe Answering back Inappropriate comments – indirect swearing Minor dishonesty Not following instructions Out of seat/area Name calling Cheating/integrity Uncooperative Misuse of materials Work avoidance Technology misuse Inattentive Lateness Unprepared Minor physical contact Out of boundaries at recess/lunch Misuse of property Rough play Unsafe behaviour Teacher Actions Teacher Choices Bump 1 - Low key responses Bump 2 – Squaring off Bump 3 – Student choice Bump 4 – Teacher choice Bump 5- Power Struggle For more detail refer to explanation of CMS ‘Minor Behaviour BUMPS’. Classroom Isolation/time out in class Isolation/time out in a partner class. Notification to parents Parent conference Completion of reflection sheet.* Playground Sit out Walk with teachers. Other:_____________ Student has 3 slips in one week- Admin action required. Teachers to notify Admin. Comments:
Appendix 2 Major Behaviour Referral Form Student: Referred by: Room: Year: Date: Data entered by Admin Location of Incident: Time of Incident: After school Art Room Before School Classroom French Room Green Room Phys Ed Daily Fitness Music Room Excursion Library Oval Playground Toilets Transition Undercover Area Wet Area Other __________ Before School Recess Lunch Eating Lunch Play Period 1 Period 2 Period 3 Period 4 Period 5 MAJOR Office Managed Behaviour We Are Respectful Intimidation staff and/ or students Verbal abuse of staff and/or students Bullying Inappropriate touching Inappropriate sexual comment Stealing Technology misuse We Are Responsible Substance misuse Major dishonesty We Do Our Best Defiance (attitude) Refusal (action) We Are Safe Physical assault and / or students with intent Property misuse / damage Walking out of class without permission Administration Actions Admin Choices Review incident Determine consequence Enter data Inform guardian Provide teacher feedback Other __________________ Conference with student Conference with parent Social skills lesson Behaviour tracker Loss of privilege Student to phone parent Detention Recess Lunch _______ Days Time out in office ____________ minutes In school suspension ____________ days Out of school suspension ____________ days Tier 2 Referral Admin Signature Number of Referrals this term Major: ____________________________ Date: Parent Contact: Phone Letter Message Email Interview Unable to Contact Comments:
School Wide PBS Lesson Design Djidi Djidi Appendix 3 TEACHING= Tell + Show + Practise + Re-teach TELL Matrix Expectation Specific Skill Skill description Rationale for skill How they will learn it Context Identify the location(s) where the performance of the skill is expected Respect Use your manners. Follow staff instructions. Use kind words. Speak to others in the manner you wish to be spoken to. Context: Whole School SHOW Instructional Strategy Mental Set To get the students focused and actively involved in the learning Link to past experiences of students All students actively involved Connecting student’s involvement to the learning experience Students to watch the following clip: Barney-Please and Thank you. Ask the students; Can you think of a time when you use the words please and thank you? Brainstorm Show/ Model Teacher models examples and non-examples of the behaviour (important that student do not model non examples) Examples Act out scenario using puppets. Borrowing a block from a friend for a building- use good manners and kind words. Non- Examples Act out scenario using puppets. Playground: snatching a piece of equipment- not using manners. Role play Check for Understanding Active participation Overt response Students to watch following clip: Crawford “Please and thank you” When students hear the characters use please and thank you, they put thumbs up. Thumbs up, thumbs down PRACTISE Give students opportunities to role play across all relevant settings Monitor Pre-correct/ Remind Supervise Positive Feedback The puppet has a box of toys and each child has to walk up to the puppet and ask for a toy nicely. Emphasise the use of please and thank you. Role play Closure Final summary of the lesson Active participation Relates to the lesson objective Teacher to choose two children to model how to use manners when asking to play with a toy. RE-TEACH Practise throughout the day/ week Throughout the week, focus on students using manners and kind words. Reward students for using these by handing out stamps on value cards.