(PBL) Positive Behaviour for Learning

PBL characters

Known as PBL, ‘Positive Behaviours for Learning’ is an evidence-based whole school systems approach that:

  • addresses the diverse academic and social needs of every student to support them to be successful
  • supports students in early childhood settings through to senior years of schooling
  • enables schools to establish a continuum of supports that are intensified to meet the needs of every student
  • is team driven, using a problem solving approach (data, systems and practices) that engages students, parents and all school staff
  • establishes positive social expectations for all in the school community
  • provides a framework for the school and its community to collectively support the wellbeing of every student.

When PBL is implemented well:

  • students respond positively as they have been taught what is expected of them
  • staff deliver consistent responses to student learning and behaviour
  • students feel safe and cared for at school. Their parents, family and community are more involved in their school
  • unproductive and challenging behaviour can be significantly reduced for most students

PBL tickets Child with an award

Positive Behaviour Recognition Systems

Research shows that:

  • behaviour that is acknowledged is more likely to occur again
  • no ‘good’ behaviour should be taken for granted, or it may decline, regardless of the student's age therefore there will be an increase in the likelihood that desired behaviours will be repeated
  • it is important to focus staff and students’ attention on desired behaviours to decrease inappropriate behaviour and enhance self-esteem.

Positive Recognition Systems Aims To:

  • acknowledge and show appreciation to all students who positively demonstrate behavioural expectations
  • focus attention to students who display appropriate behaviours
  • serve as an incentive for students who don’t exhibit expected behaviours on a regular basis
  • be a prompt for adults.

Effective positive feedback is about identifying and reinforcing students when the expectation is met by:

  • giving verbal feedback referring to the specific behaviours displayed
  • Using the language of your expectations
  • “I saw you were being very respectful when you waited calmly for your turn in the canteen line”.
  • “You were being safe when you walked calmly back to your table group”.
  • “Thank you for being responsible by showing a kindergarten child where the front office is located”.
  • “You were demonstrating being a good learner by showing me with your body language that you’re ready for learning”.