Positive Behaviour for Learning
The Positive Behaviour for Learning framework is designed to encourage students to take greater responsibility for their own learning and to provide them with opportunities to make positive choices about their behaviour.
Nunawading Christian College has introduced for teachers, parents and all students (Early Learning to VCE) a proactive and preventative 'Positive Behaviour for Learning' framework. We have chosen four values to display in all areas of the school. NCC teachers will be explicitly teaching each value in class and in chapel. As a school, we passionately believe these values are vital for learning and life.
Nunawading Christian College Values
Showing respect for ourselves, each other and our environment
Developing resilience for the challenges we will face day to day and in the future.
Being responsible for our property and our actions
Having integrity in the decisions we make.
Positive Behaviour for Learning Overview
Positive Behaviour for Learning (PB4L) is an educational approach to addressing student conduct within a school environment. By implementing evidence based, prevention focused interventions, improved academic and behavioural outcomes can be achieved. PB4L initiatives are evident throughout Nunawading Christian College’s ethos, curriculum, behavioural strategy and student acknowledgement system. The outcome of these initiatives ensure students are offered effective support strategies in order to make positive behavioural choices and are acknowledged for positive conduct, effort and behaviour. A safe and effective teaching and learning environment results.
PB4L is a school wide approach that is based on the Positive Behavioural Interventions and Supports framework developed at the University of Oregon. The implementation of PB4L:
The New Zealand Council for Educational Research (NZCER) investigated the outcomes of PB4L within New Zealand schools in 2010 – 2013 and published the following results as noted from curriculum leaders:
- Reduces behavioural incidents
- Increases teaching and learning time
- Improves student achievement
- 73% less disruption in class
- 71% increase in engagement in learning
- 55% increase in students arriving on time for lessons