Behaviour
Reflecting on behaviour this term, it has overall improved with the use of Dojo (prize box) and daily Star Student awards. It has become evident how our children are extrinsically motivated and that they have a "what's in it for me" attitude. I believe it is a reflection of society at large where we have a generation of entitlement and with a general increased lack of responsibility and respect. We will continue with the use of these rewards as the children are motivated to behave to a higher standard and work harder for this type of recognition.
Our high needs boys have been really challenging this term. It is disappointing that the success we had with "R" towards the end of term 2 was not continued in term 3 and actually worsened with higher rates of physical violence and refusals to work. Counselling will hopefully assist with identifying needs and next steps, however, a mental health referral needs to be considered.
"W" has since been given RTLB support and CAP in place however it is frustrating that his family has missed 3 doctors appointments in having him assessed for ADHD. He is both miserable and not enjoying school because he cannot manage his behaviour and we as teachers are increasingly frustrated with having to deal with the constant 'annoying' behaviours.
On a more positive note, "K" since meeting with Mum and RTLB (CAP now in place) has made huge improvements in his behaviour. He has been more compliant and focussed in class. It is disappointing that regardless of a positive ADHD diagnosis his mother will not medicate him.
I think the biggest difficulty with our children comes down to the large number of them in our space as well as the combination of personalities within the team.
High expectations and school values are also key in promoting positive behaviour in the classroom.
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