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Date
02 July 2024
Link
inclusive.tki.org.nz/guides/behaviour-and-learning/plan-and-practise-adult-responses

Plan and practise adult responses

Plan and rehearse responses that are fully aligned with school values.

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Align responses to values

Align responses to values

Staff act as role models in any situation. It is critical that staff display behaviours we want our students to adopt.

Don’t worry that children never listen to you; worry that they are always watching you.

Source: Robert Fulghum (opens in a new tab/window)

Source:
Robert Fulghum
https://www.penguinrandomhouse.ca/books/56955/all-i-really-need-to-know-i-learned-in-kindergarten-by-robert-fulghum/9780345466396/excerpt

Respond rather than react

Respond rather than react

When responding, a slow approach allows us to be logical, self-reflective and relational rather than reactive. Fast thinking can be more emotional and instinctive, and we can rush into poor decisions that increase distress and do more harm than good.
Pause Think Act 2 v3

View full image (74 KB) (opens in a new tab/window)

Rehearse adult responses

Rehearse adult responses

  • Identify common classroom scenarios.

  • Brainstorm responses that enact school values. Include positive ways to connect with ākonga as a first step.

  • Develop example scripts and responses that are aligned with school values.

  • Practise responses in a variety of role model scenarios.

Treat ākonga with respect

Treat ākonga with respect

Mokopuna carry the mana and tapu of their whakapapa and tīpuna. By acknowledging their mana and treating our mokopuna with respect, they will learn respect and uphold ngā kaupapa tuku iho, ancestral and traditional values.

Source: Aroha in Action booklet, Tākai (opens in a new tab/window)

Source:
Aroha in Action booklet, Tākai
https://www.takai.nz/find-resources/publications/?Search=aroha+in+action&PublicationType%5B17%5D=17

Develop clear systems

Develop clear systems

Systems outline different strategies that can help schools deal with difficult situations as they arise.

For example, systems for:

  • how to get support and who to call on in challenging situations.
  • when and how to refer issues on or request specialist help.
  • staff support after a challenging situation.
  • reporting and communicating.

Source: Ministry of Education (opens in a new tab/window)

Next steps

More suggestions for implementing the strategy “Be proactive”:

Return to the guide “Behaviour and learning”

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Behaviour and learning

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Guide to Index of the guide: Behaviour and learning

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