Responsive behaviour management
“Keep your words positive because your words become your behaviour. Keep your behaviour positive because your behaviour becomes your habits.” Mahatma Gandhi.
Every now and then we are asked questions that surprise us, such as:
- Do your students have behaviour problems?
- How do you manage kids with ADHD?
- Do you have crazy kids at your school?
- Do you have kids who get into trouble a lot?
- Are your students medicated?
Managing desirable or undesirable student behaviour is woven into our daily school lives, and can (and at times, must) be explicitly taught. At Summit, our overarching approach to discipline is not punitive; if we know anything by now, it is that punishment has never really shaped happy, healthy adults. We use a restorative, positive framework, heavily influenced by ‘Responsive Classrooms’ to keep the focus on learning, while maintaining classrooms that are physically and emotionally safe for all.
Executive functioning skills are a unique part of our approach. Every student learns about self-control and self-regulation in targeted daily lessons, and understands how positive behaviour looks and sounds.
We work and play in harmony. We care for each other and are co-operative in our outlook and in doing so, build up a school climate which is supportive, friendly and positive. Summit Point is a pleasant place for all children and adults.
What does that look like? We always:
- establish clear expectations for behaviour from Day One in co-created class treaties
- use techniques such as interactive modelling to teach positive behaviour
- reinforce positive behaviour with supportive teacher language
- give children time and space using a take a break strategy so that they can recompose and regulate
- address minor incidents before they become bigger
- restore positive behaviour using a restorative practice approach, where we help children recognise and fix any harm caused by their undesirable behaviour
- develop children’s self-regulation skills through executive functioning and Zones of Regulation
- hold children accountable for their behaviour by guiding their learning so they can make better choices next time
"We were desperate to help our son’s self-esteem and confidence. Enrolling him at Summit Point restored his belief in himself."
"Being encouraged to demonstrate his knowledge using educational technology has helped remove barriers to my child’s learning and made him less anxious about tests and assessment."
"The teachers at Summit Point go above and beyond to nurture the different learning styles of students."
"Rebecca supported us to understand our child’s strengths and challenges and find a way to foster his love of learning."
"We have been working with Summit for almost a term and my word, our daughter has come a long way since she started at the school."
"It’s a hard decision sending your child to a ‘special’ school, but now we’re out the other side, we realise how much our daughter needed the attention and environment that Summit Point offers."
"Her time at Summit gave our daughter the space and time to learn at her own pace, be recognised for her talents and participate in the running of the school."
"Graduating from Summit, our child is a confident learner and has a range of strategies which have helped her transition to high school."