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Positive Behaviour for Learning (PBL) Conference July 2014
I attended the PBL Conference to gain further understanding of the PBL framework and the link that could be established with The Peer Support Program. PBL has been embraced by 40% of schools in NSW and was established in partnership with the Western Sydney Region of NSW Department of Education. The conference focused on the 3 tier system of PBL and building leadership capacity to support students whose needs are more complex. The idea of a multi-tiered continuum of support for both academic and social learning is fundamental to PBL.
Positive Behaviour for Learning (PBL) Incorporates a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioural practices for improving important academic and behaviour outcomes for all students. PBL promotes positive student behaviour across the whole school. It boosts student engagement in learning by increasing attendance, improving student academic outcomes and behavioural learning.
The Peer Support Program and PBL: The Peer Support Program historically has worked as a unique Peer led program for over 30 years. The Program was developed to use the power of student support to enhance positive student wellbeing, relationships and resilience. Intrinsic to the PBL framework is the concept of student/teacher wellbeing.
“Students have the power to get their peers to follow them in a way adults can only dream of …”
A school’s core values/expectations guide the learning experiences of all students. However students need to feel safe and engaged for positive learning experiences to be achieved. With The Peer Support Program and PBL, the senior students at both Primary and High school levels have the opportunity to be directly involved in promoting and delivering positive social skills to all students. By facilitating student-led programs such as The Peer Support Program, SRC/Student Voice, common experiences, language and vision is established within the school community. By combining the framework of PBL and the skills developed through The Peer Support Program the longitudinal change in student behaviour and engagement would promote greater academic achievement and success within the classroom. It is important to change the classroom dynamics where 5% of students take up between 40 – 60 % of the teacher’s time and the teacher spends almost 70% of their lesson time on issues not related to teaching. Taking on a positive behaviour and wellbeing structure in schools, would in tur, improve both student and teacher wellbeing allowing for increased learning and a positive whole school culture.
Educational Consultant PSA