The core of our behaviour management approach was to co-create a classroom promise – something simple that we could go back to whenever we needed. We asked our students what they felt was important to do/be at school and we then wrote their answers on this “Classroom Promise” which we had them sign with their hand print and this hung on our wall.
At my second LTO, we used Kelso’s Choice and Restorative Practice to help our students resolve conflicts and come up with strategies for handing disagreements with peers. We also had a focus on small problems that they could process on their own and big problems that required educator intervention.
In my second LTO at Centennial Central, we had a student who dealt with many social difficulties that were seemingly only increasing as time went on. This is why, in partnership with my teaching partner and with the support of the Principal, we came up with the following behaviour strategies document to try and help. On one side we wrote the behaviours that we were noticing, and on the other we detailed exactly what things we were going to or had already put in place as preventative measures. This document is not just for the purposes of educators, but can be shared with parents as well or used in a conference – it can also be put into the student’s OSR or simply given to his incoming teacher for the fall.
