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A teacher in a remote school in Western Australia has developed a behaviour management plan that responds to the needs and abilities of students. The program is characterised by teacher consistency, clear and accurate record keeping, and the use of rewards for improvements in learning and behaviour. Because the school has a number of teachers who have recently 'graduated' to become full-time members of the teaching staff, she adopts a mentoring role that assists inexperienced teachers use a range of strategies to manage challenging behaviour.
Hedland Senior High School is situated in South Hedland, approximately 1700kms from Perth, and has a population of almost 700 students. The school population fluctuates due the transient nature of work in the mining industry. The town's population is comprised of 58 nationalities, which is reflected in the school population. The district is a traditional centre for Aboriginal and Torres Strait Islander persons who represent about 37 per cent of the school population. There are 52 teaching staff members at the school who have a range of teaching experience. The behaviour management plan developed by the teacher is responsive to this diversity and attempts to provide positive reinforcement for improvement in students' behaviour and achievement.
  • What behaviour management strategies do teachers at your school use?
  • What are the characteristics of a successful behaviour management program?
  • What expert knowledge and workplace experience could you use to assist your colleagues manage challenging behaviour?
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Offline package - Responding to challenging behaviours