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Deliver Positive High-Expectations Classroom Practices

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  1. Module Introduction
    2 Topics
  2. Applying School-wide Practices in the Classroom
    21 Topics
    |
    3 Tests
  3. Setting Up the Classroom for Positive Behaviour
    19 Topics
    |
    3 Tests
  4. Teaching Classroom Expectations
    21 Topics
    |
    3 Tests
  5. Establishing Predictable Classroom Routines
    18 Topics
    |
    2 Tests
  6. Effective Teaching Strategies for Behaviour Management
    20 Topics
    |
    3 Tests
  7. Strategies for Preventing Problem Behaviour
    21 Topics
    |
    3 Tests
  8. Encouraging Expected Behaviour
    22 Topics
    |
    3 Tests
  9. Responding to Minor Inappropriate Behaviour
    22 Topics
    |
    3 Tests
  10. Responding to Major Inappropriate Behaviour
    22 Topics
    |
    3 Tests
  11. Engage Parents in a Positive High-Expectations Classroom
    24 Topics
    |
    3 Tests
  12. Module Completion Survey
    1 Topic

Participants 162

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Defining Behaviours as Major or Minor

For teachers to effectively and consistently respond to inappropriate behaviour, those behaviours must be defined and categorised in the Behaviour Management Model.

Problem behaviours are defined as ‘minor’ or ‘major’.  

Minor behavioural incidents are managed by the teacher in the classroom.  

Major behavioural incidents are referred out of the classroom to be addressed by the principal and/or another school leaders.

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