Choosing Behaviour Expectations For Improvement
Wow! I’m sure everyone is feeling as rattled and overwhelmed by all that the last 6 months has brought. It is hard to comprehend all that has happened and changed in the world recently. As you would have noticed, I have been a little absent from my blogging recently. I have been taking time to support my colleagues, parental community and students at school. I have also been taking time to guide my children through online and back to school learning and I have been taking valuable time to spend with my family and close friends. I hope everyone has been coping and managing in these challenging times! My thoughts go out to everyone who is still navigating lockdowns, loss and never-ending change.
I feel the time is right now (for me) to get back to where I left off (ie. Implementing Behaviour Initiatives effectively). Student Wellbeing and Behaviour has certainly been at the forefront of our minds as educators during these uncertain times. Just to recap, so far in this Behaviour Blogging Series I have outlined the following strategies that I find to be effective when trying to implement Behaviour Improvement & Initiatives:
- Implementing Behaviour Initiatives Effectively in Schools – an overview
- The Importance of an Effective Working Team (and how to set one up)
- The Use of an Implementation Checklist
- Behaviour Data and how to collect it
- PART 1 Reasons For & What To Collect
- PART 2 Samples & Techniques to Try When Collecting Data
Once these foundation steps are in place, it is time to identify the key behavioural expectations or focus areas that you want for you school. They need to align with your current or new school values and need to be based on recent data that has been collected and feedback gathered from staff, parents, students and the school community.
When choosing focus behaviours, it is important to limit your choices to 3 or 4 key behaviours that are the core of what you believe in as a school or learning context.
Eg. “We want out students to be”
STRIVING FOR SUCCESS
These focus behaviours need to be developed through a process of consultation and consensus. They need to behaviours that encourage your students to develop skills that staff and parents value as being important and essential to their success at the school and into their future.
I firmly believe that one of the behaviours should be related to mental health/wellbeing as this allows you to tie together key areas of behaviour and mental health. It is also important to have one academically focused behaviour and to have one or two other focus behaviours that represent what is important to your school community with regard to their values and expectations. Choosing behaviours that can align with all areas of schooling is really critical as it will allow you to change the culture of the school, rather than just ‘handling behavioural issues’.
Data will have given you an insight into choosing the focus behaviours, but there are a few other strategies that you can try when trying to narrow down your choices. These include:
STRATEGIES TO USE WHEN SELECTING BEHAVIOUR EXPECTATIONS/FOCUS AREAS