The Lakes South Morang College Newsletter COLLEGE CONNECTIONS
POSITIVE BEHAVIOUR MODEL ON SECONDARY
Over the last few years the Secondary Campus has transitioned from a Middle - years Positive Behaviour Model to a Secondary Positive Behaviour Model. This transition began as the demographic of students on our campus became older, more mature and ultimately, able to take greater responsibility for their actions and learning. When working with adolescents, there is an understanding that as young people navigate growing up, maturing and gaining independence they will inevitably make mistakes along the way. The Secondary Positive Behavior Model works to recognise and celebrate students who are able to make great choices for themselves and their learning, and help those who have made mistakes along the way with the opportunity to reflect, repair, learn and grow. The Secondary Positive Behaviour Model was co - designed through an extensive process, incorporating the knowledge and expertise of educational consultants, school leaders from schools like The Lakes, the principal and wellbeing teams, parents/carers and most importantly, our students. Student feedback was extremely important to the models development. One of the key issues raised was that we, as a school, weren ’ t doing enough to celebrate the successes our students experience each and every day.
As a response to this, honouring the voices of our students, teachers regularly acknowledge the ongoing effort of students who consistently uphold and display our school values by sending positive value notifications home instantly via Sentral.
The positive values sections of our Positive Behaviour Model:
INCIDENT REPORTS:
Incident reports come in 2 formats: Quick and Medium Level Incidents. Quick incidents are used by classroom teachers to log issues around uniform, behaviour, equipment etc. These are typically addressed/resolved by a discussion after class.
BEHAVIOUR RESPONSE FLOWCHART
Our updated behaviour response flowchart can be seen below. It highlights our step by step response to behaviours. Most behaviours can be addressed rather quickly by the classroom teacher, others may need more intervention.
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