As a college we have clearly defined and categorised challenging behaviours into minor and major behaviours. The list of minor and major behaviours, their definitions and corresponding logical consequences can be found in the staff manual and the Compass PBS school documentation folder. Our list of minor and major behaviours is updated regularly. All feedback regarding minor and major behaviours should be given to the PBS leader or a PBS YLEC.
Classroom teachers are responsible for responding to and issuing logical consequences for minor behaviours. Year Level Engagement Coordinators, Sub-school Leaders and Principals are responsible for responding to major behaviours. This clear delineation supports staff role clarity and helps to ensure there is a consistent response to minor and major behaviours demonstrated by students.
When responding to minor or major behaviours staff are to follow the corresponding minor and major behaviour continuums of response. Each continuum contains evidenced based behaviour support strategies that gradually increase in intensity. The continuums are designed to maintain student-teacher relationships whilst supporting the student to learn the alternative positive behaviours. The logical consequences issued are also designed to reteach students positive behaviours and are perceived as fair by staff and students. Using logical consequences removes the need to use punitive consequences which are designed to use power to humiliate or control another individual. Punishment alienates students, does not assist with improving student behaviour and often leads to an increase in challenging behaviours. The final step in each continuum is to record the behaviour on Compass. The below two videos demonstrate how to record minor and major behaviours on Compass.
How to record behaviours on Compass:
- Minor behaviours (Office365)
- Major behaviours (Office365)
When utilising the continuums education support staff are able to remind and reteach expectations for minor behaviours. Education support staff are able to remind students about behaviour expectations when the student is demonstrating a “no immediate risk” major behaviour they are then to refer to a teaching staff member. Education support staff are to immediately refer to teaching staff when a student demonstrates an “immediate risk” major behaviour.