Positive Behaviour for Learning
Hi Campbell PS Families!
Last newsletter I told you about how we inform our school community of our expectations and how we redirect students when they have a bit of trouble being a Safe Respectful Learner. I also introduced you to Stanley.
This week, it’s all about acknowledging the positive behaviours here at Campbell and reinforcing our mission for each student to be a Safe Respectful Learner.
Once it is crystal clear that our students know the expectations, it’s time to begin reinforcing those behaviours by acknowledging positive choices. When a staff member catches a student being Safe or Respectful or a Learner, we acknowledge it with a ‘stag’. These stags are for the same behaviours as previous years, however look a bit different this year.
We are using a program called Class Dojo. This program requires first names only to create a student avatar, using little monsters.
We have grouped the students into classes and all teachers have access to each class. If a child receives a stag they, or their teacher, gives them a point. We have categorised the points into: Safe, Respectful or Learner for our data records.
These stags are given frequently throughout the day. They are not used as a bribe e.g. "If you do this, I will give you a stag." It is all about acknowledging students for just doing what they should be doing. We are doing this so the high expectations that we set will eventually become the norm for all students.
For staff members who do not have access to Class Dojo, or like myself, always moving through the school, we have cardboard versions. These are great for the playground too. Students who earn these hand them to their teacher to add to the online system.
Both staff and students love this system, as it is quick and easy. A ‘ding’ happens each time a stag is awarded which can have an instant impact on the child receiving it and for others wishing to do the same. We want our students to feel proud and valued for their efforts in making this school a better place for everyone.
But what are all these stags for?
They are for badges. Yep, badges.
Students who receive a set amount of stags will be presented with a badge to acknowledge their achievements in demonstrating positive behaviour. We want them to proudly wear a badge, making it clear to our community they are a role model and most importantly a Safe, Respectful Learner.
We have 3 categories which are (hopefully you know what is coming…) Safe, Respectful and Learner. Each category has 3 tiers: bronze, silver and gold. This means each student has the ability to receive 9 badges in total!
The table below outlines the points needed for each tier.
Safe |
Respectful |
Learner |
50 points |
50 points |
50 points |
100 points |
100 points |
100 points |
200 points |
200 points |
200 points |
We are currently in the process of ordering the badges and are VERY excited to hand some out as soon as a child achieves their first 50 points in 1 category.
So ask your child/ren about their ‘Dojo’ monster and what specific behaviours they displayed which earned them a stag.
Tune in next newsletter to see some work students have done around Stanley and our PBL mission.
Social Emotional Learning as part of our PBL
As most classes are coming to the end of their first topic ‘Emotional Literacy’ during our SEL lessons, I thought it would be helpful to share specific activities we have been doing to develop your child/ren’s understanding of emotions. I’ve also added some things you can do at home to support this learning.
Kindergarten
It’s been all about facial expressions and body language. We have been looking closely at faces, including our own, to see what certain emotions look like. This is how we begin to teach children about empathy.
A great way to support this at home is to ask your child/ren to ‘show’ happy, sad, angry etc. Or ask them to tell you how you might be feeling by looking at your face (I use this A LOT as a teacher). Even just asking your child/ren to tell you how a character might be feeling in a book based on the pictures.
Year 1 & 2
We have been reviewing facial expression and body language and how to read these in social situations. Students have identified situations which invoke particular emotions. We have discussed empathy and refer to it when examining common school scenarios. This informs students on what action to take towards people when they express certain emotions. Learning has culminated in developing a shared understanding of 'what is friendship' and how to be a good friend.
To support this at home, ask your child/ren how they felt during particular events they discuss with you. You can also ask the same about the people, (friends, teachers or family members) might have felt during their interactions with them. This will help strengthen their empathy towards others.
Year 3 & 4
We have been discussing body language and how it can inform us of how others may be feeling. A large part of our activities revolve around empathy. We have delved deep into common school scenarios and discussed how people might feel in these moments. We have begun to reflect on our own words, actions and feelings to inform us on how we can make our school and classroom a more inclusive and friendly place to be. We have also looked at negative and positive emotions and how our days are filled with both of them.
When it comes to supporting the strengthening of empathy in your child/ren, it is all about talking and sharing our thoughts and feelings with one another. When discussions are about interactions with others, whether positive or negative, have your child/ren identify not only how they feel about what happened, but have them think about how others felt too. Use this to help children to reflect on their behaviours and come up with alternative actions for future situations if needed.
Year 5 & 6
Just like all of the other year groups, we started off by looking at emotions and body language. Empathy has been a big focus to help us to understand why people might react like they do in various situations. We explored emotional intensity and the importance of being able to communicate how we feel to others in order to get the support we need, especially as our students head into adolescence.
As your child/ren begin this next phase of development, it is so important in continuing to encourage them to share their thoughts and feelings with you. Remind them that what they are going through is very normal and the roller coaster of emotions they will experience daily is normal. Help them to identify their emotions, as well as those of others around them, to strengthen their empathy for others.
For the final newsletter of the term, I will introduce you to our next topic, Personal Strengths.
Nicole Carney