DMA Checklist of behaviours

Puts up signs for 2 rights (Learning & Safety) Puts up signs for 2 responsibilities (Pers’l & Comm’l) Talks to students about R & R’s Has students talk to each other about R & R’s Has a number of non-verbal hints (Musical/visual) Hints verbally at the need for Pers’l Resp Hints verbally at the need for Comm’l Resp Has students encourage others to stay on task Has a number of recognitions for resp’l behaviour Has students recognise and reward the responsible behaviour of others Has a way of knowing who has received recognitions As soon as children understand R & R’s tries to talk them out of receiving recognitions

Has a sequence of 3 or 4 standard consequences for inappropriate behaviour Refers to the rights of others as the reason for assertive interventions Explains before giving out consequences (Separates the child from the behaviour) Doesn’t argue - but re-asserts (all said calmly) Offers the child a choice Has arranged for the possibility of sending a misbehaving child out of class Recognises behaviour of challenging children before they need to be sent out Explains why sending out is required - based on the needs of other students Keeps a record of who is sent out

Has a follow up adult discussion with exited students – Welcomes and empowers – Explains the impact of the child’s behaviour on others – Listens to and challenges any irrational excuses or attitudes – Makes sure that the child recognises that the misbehaviour is a problem – Has child provide an alternative, acceptable way to behave if similar circumstances occur – Sets review period Can identify the competencies and/or interests of the very challenging students (VCS) Observes VCS do something well Has VCS be of help Adjusts the work demands of the VCS to ensure success Adjusts the assessments of the VCS to ensure a passing grade `