Jessica+Maughan+-+Monitoring+Behaviour+and+Emotional+Triggers+in+the+Classroom


 * Monitoring Behavioural and Emotional Stimuli in the Classroom and Enable Students to Self Regulate Behaviour Patterns **
 * Aim: ** To record the changes in class structure, routine and personalities and how they impact on the behaviour of students in the class.

The purpose of this investigation is to not only identify those triggers but to help the children identify within themselves the behavioural indicators that herald an emotional or inappropriate behavioural response and to give them the skills and motivation to monitor their own behaviour and the behaviour of their peers. In addition it is hoped that in recognising and monitoring their own and wider class behaviour the children will work together, developing their team work skills which to this point have been noticeably lacking both in class and on the playground.
 * Rational: ** The students in Ngalkirrka class have specific and often dramatic emotional and behavioural reactions to changes in stimuli, people, routine and environment.

The students will be motivated and partially monitored through a behavioural chart that identifies specific behavioural traits. Through the previously created charts of what blocks/helps our learning the children will be made aware of the positive behavioural traits such as sharing, listening, walking away from problems, that will earn positive rewards. The children will earn points on the chart towards rewards ONLY when the WHOLE class demonstrates positive behaviours. Positive behaviour will be acknowledged and described by the teacher along with how it is helping other class mates and each child personally. The description of the positive behaviour will behaviour will be deliberately connected to adding new chart points. The children will be provided with individual rewards that will be provided for circumstances where whole class rewards are not appropriate but individuals demonstrate behaviour that helps the learning of themselves and others. As with the class chart the children shall have their behaviour identified as the reward is given. When children or the class do not gain rewards the behaviour they are engaging in shall be described for them and how it impacts on others. This shall be done individually and as a private conversation with the child that shall be conducted following the Restorative Practice that underpins the schools behaviour guidelines and children will be given the opportunity to discuss the behaviour that would earn rewards and what it would feel like and look like for themselves and others. Class discussions shall be held on those occasions the whole class demonstrates inappropriate following the same process. At the end of each session or day the children shall be asked to identify individuals who have helped our learning and what that behaviour was. This will allow the children to reflect on their behaviour and how it affects others in positive and negative manners as well as encouraging teamwork, honesty, praise and recognition of good behaviour amongst the class. Those individuals will be rewarded, as will one child selected by the teacher who will also identify the behaviour being rewarded. The teacher will maintain a frequency chart left on their own desk that will monitor the occasions that the class works together as a class to monitor their own behaviour and the behaviour that preceded, followed or may have affected these events such as absences (particularly of one specific student), community events and other disturbances. Once the data has been gathered for a five week period it will be reflected upon, reviewed and adjusted if necessary or continued for another five week period. The data will determine the steps that will be undertaken in the future to help the children regulate their own behaviour more effectively.
 * Method: **
 * 1) ** Identification of Positive and Negative behaviours that block or help our learning: ** The children will take part in compiling a list of behaviours, identifying what they look like and feel like in themselves and others and how those behaviours affect them in class.
 * 2) ** Class Behavioural Chart: **
 * 1) ** Personal Rewards: **
 * 1) ** Class/Individual Discussions of Behaviour: **
 * 1) ** Frequency Chart: **
 * 1) ** Evaluation, Reflection, Adjustment and Reimplementation: **