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PB4L
PB4L
What is PB4L?
What is PB4L?
Positive Behaviour for Learning (PB4L) initiatives help parents, whānau, teachers, early childhood centres, schools and kura address behaviour, improve children's well-being, and increase educational achievement.
PB4L School-Wide is not about changing students; it’s about changing the environment and putting in place systems and practices that will support students to make positive behaviour choices. PB4L School-Wide takes the approach that opportunities for learning and achievement increase when:
• the school environment is positive and supportive
• expectations are consistent and clear
• students are taught expected behaviour
• students are consistently acknowledged for expected behaviour
• students are responded to equitably and fairly.
What are the benefits?
What are the benefits?
Benefits of promoting positive behaviours
Reduced negative behaviours.
Increased time focused on learning.
Improvement of social and emotional well-being.
Relationships built on respect.
A learning environment where everyone knows the expectations.
Recognition of positive behaviours.
Restorative Practice
PB4L Restorative Practice supports schools to build positive, respectful relationships across the whole school community. It also provides schools with a set of tools to manage behaviour when things go wrong, using a relational approach.
We follow this process when there has been an incident between students as a way to discuss how they feel and agree on positive ways to move forward. We find that this process has a high success rate.
Behaviour Response Process:
While PB4L-SW (school-wide) schools focus predominantly on strengthening relationships and encouraging positive behaviour, they also take a consistent approach to discouraging inappropriate student behaviour.
The school-wide approach works best within schools that emphasise good pastoral care and in which teachers act with fairness, integrity, and compassion.
Inclusive culturally responsive values and practices ensure that PB4L–SW schools respond to problem behaviour with empathy and concern for the well-being and dignity of all members of the school community.
Most importantly, over time teachers in PB4L–SW schools develop an understanding of the complex environmental reasons that may lead to problem behaviour. This helps them to avoid deficit thinking and to take responsibility for creating an environment that supports all students to be socially and academically successful.
Responding effectively to problem behaviour:
• helps to create a learning and social environment that is safe, predictable, and secure for staff and students
• ensures that inappropriate behaviour is not reinforced
• focuses on teaching and reteaching what students are expected to do; this increases the probability that students will behave appropriately in the future
• reduces stress for staff, students, and whānau.
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