PBL
In PBL, a focus on Tier 1 strategies to establish positive classroom culture, coupled with an effort to build positive rapport with students reduces the need for Tier 2 strategies which likewise are designed to mitigate the need for Tier 3 strategies (Queensland Department of Education, 2021).
https://usq.au.panopto.com/Panopto/Pages/Viewer.aspx?id=f3d39eff-3986-428f-8471-b3b5003d4d10&start=0
Beyond the overview of the PBL framework, in the video above, I appreciated Ms. Baker’s comments on the tendency of pre-service teachers to disempower themselves by attempting to delegate responsibility for enforcing PBL. Low self-efficacy in early teachers often results in our not squaring up at the plate when it comes to addressing behaviour (Reupert & Woodcock, 2010).
I also appreciated the importance of explicitly teaching behaviour by describing what behaviour means and looks like – such as sitting up straight, facing forwards, not fidgeting and so on rather than simply expecting students to pay attention. Ms. Baker also reiterated the crucial importance of being consistent and ending each week with a positive email to several parents, aligning to the Queensland College of Teachers Code of Ethics (n.d.) values of Dignity and Care, enabling teachers to foster and maintain a balanced foundation of ongoing positive rapport with students and parents.
References
Baker, T. (2024, March 12). PB4L in Secondary Schools. [Video]. Ponopto. https://usq.au.panopto.com/Panopto/Pages/Viewer.aspx?id=f3d39eff-3986-428f-8471-b3b5003d4d10&start=0
Queensland College of Teachers. (n.d.). Code of Ethics for Teachers in Queensland. https://cdn.qct.edu.au/pdf/CodeOfEthicsPoster20081215.pdf
Queensland Department of Education. (2021, July 8). Positive Behaviour for Learning (PBL) A systems approach to school improvement. [Video]. YouTube. https://youtu.be/4C1S7ooFvtU?si=I8rcn2Q0od0xXb1S
Reupert, A., & Woodcock, S. (2010).Success and near misses: Pre-service teachers’ use, confidence and success in various classroom management strategies.Teaching and Teacher Education, 26(6), 1261–1268.
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