School Climate Does Not Improve
When the school team does not explicitly teach values, routines and rules across the whole school and school building, it does not build a sense of community. In individual classrooms and across the school, there is less predictability, and this increases disruptions and does not improve school climate.
The Problem is Compounded
The teacher/teaching assistant:
- does not model all values, routines and rules throughout the day at school
- does not explicitly teach the core values of the school every day
- does not celebrate student achievement in behaviour using positive reinforcement and other positive motivation techniques
- does not communicate positive behaviour feedback to parents to let them know how well their student is doing at school
- does not ensure the safety of their students by addressing and correcting behaviour that does not align with the expectations, rules and routines
- does not help students to feel empowered to do the right thing because they have a clear understanding of the expectations, rules and routines.
The school team does not create a buoyant positive culture across the school that remains high, as success drives greater success, so the school team becomes motivated to constantly learn.
The school leaders do not identify classroom and school successes to sustain and replicate improvement: success is a powerful motivator for achieving more success.
The school leaders do not evidence techniques and practices that lead to results, nor do they guide the whole school team in replicating that success across the school and its classrooms.
The teacher/teaching assistant do not engage parents in their child’s learning by sharing positive outcomes and examples of student work with visitors to instil pride and further motivate student engagement.