The focus of the North Rocks Public School behaviour code is to encourage students to act safely, strive for excellence and to develop respectful, responsible behaviour. The responsibility ladder is a visual aid which assists teacher-student dialogue in this area. The understandings of Glasser's Choice Theory underpin our policies and their implementation.
To be effective it is worth examining our own behaviour and understand what it tells us about the needs that we are meeting within ourselves. If we feel anger often it can be because our power is threatened. If we feel disappointment it can be that a trust relationship is broken. We can empathise with a victim and so feel the need for vengeance ‘to teach the so and so a lesson'. But all these behaviours are our own and primarily meet our own needs.
They may feel justified but they are more often than not effective in achieving lasting behavioural change. And when we act on these emotions we can be coercive with compliance gained unwillingly and resentfully and this is counterproductive to achieving more responsible behaviour and attitudes.
Outcomes
The most important outcome is gaining a lasting change of behaviour at a more responsible level. In my experience the features of the conditions which bring about this change are:
- the child sees that changing his/her behaviour will be to his/her own benefit ie will better meet their need
- the child recognises that the new behaviour is at a higher level of responsibility
- the child chooses the new behaviour rather than is told what to do
- the child can see that choosing a behaviour also chooses the consequences
- the child has some positive ‘self talk' to draw on when in a stressful situation (to keep the new behaviour ‘plan' on track rather than reverting to well rehearsed, less responsible, responses)
- the teacher views the situation as a learning opportunity
- the teacher values and acts to preserve the relationship (but avoids trading on it)
- the teacher oversees opportunities to rehearse new behavioural choices through oral dialogue and student simulation
- the values in the learning environment are explicit, clear and authentic (not simply paid lip service to ‘sun safety').
The child knows the values and can identify behaviour which demonstrates showing that behaviour.
