Acknowledgement - we thrive on feedback (what we are doing well/not well).
Children need feedback to know that they are doing the right thing.
Where am I going?
How am I going?
Where to next?
Why develop a school-wide acknowledgement system?
- it increases the likelihood that desired behaviours will be repeated
- focuses staff
Intrinsic vs. extrinsic motivation (remembering that not all families will necessarily practise these at home, and intrinsic motivation may be quite new to many children).
Fast and frequent feedback is necessary at the start when a new skill is being practised and acquired. Once fluency is taking place, extrinsic reinforcement can be reduced and will be replaced by intrinsic reinforcement.
Anna and Nigel described the new look house point system. Every 2 weeks there will be a winning house (and there will be a small reward for the children in that house), and then at the end of the term, there will be a winning house with the most points.
The most important thing is the individual recognition of desired and positive behaviour, which will then translate into group behaviour.
Sandy suggested that instead of team rewards, we focus on the individual at this early stage.
Individual ---> winning house within hubs ---> winning house across the whole school
Discussion ensued relating to fortnightly (hub), termly (whole house) and end of year rewards. Jenny recorded. Sandy suggested that this year we just start with the fortnightly rewards, rather than jump in boots and all and end up taking on something that is simply overwhelmingly huge and unmanageable/unsustainable.
Active supervision: new supervision areas shared.
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