- Audience:
- Education
- Schools
- Topics:
- Improvement
- Leadership
- Evaluation
- Video
- Improvement in Action Te Ahu Whakamua
Summary
“What’s going on? What are the behaviours I need to own? What do I need to do to fix this and restore my relationship with other people? And what have I learnt from it?”
Interruptions to learning are deliberately minimised. When the behaviour of individual students threatens to disrupt the learning of others, the individualized approach and resourcing enables engagement in learning to continue.
This video was filmed at Invercargill Middle School
Key messages:
- The principal prioritises a focus on supporting and responding to children’s wellbeing and learning needs
- Restorative practices are used to develop individual children’s sense of personal accountability within the learning community
Things to think about:
- To what extent are students in your school involved in developing an environment that supports learning and wellbeing?
- What else could you do?
The evaluation indicators this video illustrates
- Domain 2: Leadership for equity and excellence
- Evaluation indicator:
- Leadership ensures an orderly and supportive environment that is conducive to student learning and wellbeing.
- Evaluation indicator:
This video is part of a series
This video is part of the series Improvement in Action Te Ahu Whakamua. We created this series to inspire schools with examples of success in action. These examples highlight the benefits of fulfilling the evaluation indicators we use to review schools.
You know what I'm really proud of? It's that you're not being distracted by others. Good job!
Well done. It's really showing me that you're growing. He has those conversations.
Sets them up for the day, and then comes back in at break time and lunchtime, talks to the children again:
What are you going to do?
What did you do?
You know, like all those conversations with them. That's good. It's good to feel good inside, isn't it? To be able to achieve what we know we need to do.
Isn't that right?
OK.
So, this is what I want you to do. Some of them might go out and then come back, and tell me how things are going in the playground. How well they've been playing. Show me their success. Or tell me about the struggles that they're having, and then we can work through that.
Good job. Lots of learning in. Good job.
What have you been up to?
He's backing up what's going on in the classroom, with the focus on learning. So that they come back to class calm. That's really helpful. And it's also used as a support for teachers if they are having some behaviour issues in their class.
That's a time for us to scaffold for the children, so that they know how to interact with other people.
For others, it's a restorative process. So we have our own fix it, learn from it. And that's a process where they have to go through that discussion, what's going on? What are the behaviours that I need to own? What do I need to do to fix this and restore the relationship with other people? And then, what have I learned from it? How can I go from here?