victory for life

Wednesday, 21 September 2016

BEING IN THE RIGPLACE AT THE RIGHT TIME Term 3 Week 8 and 9





KIA TOA Expectations

             Victory Primary School
   Being in the Right Place at the Right Time
We are learning to be respectful, responsible and supportive by being in the right place at the right time ...
Kia wairua whakaute - Be respectful
Kia tangata tūtika - Be responsible
Kia ringa tautāwhi - Be supportive
  • Stay in class during class time
  • Stay out of the gardens
  • Be on time
  • Stay out of NO GO zones i.e. awa/river, fenced areas, pool area
  • Keep out of classes/hallways during break times
  • No playing in the toilets
  • Stay inside the school grounds
  • Use Out of Class pass if outside of class during class time
  • Encourage others to play/be in the right place at the right time
  • Inform an adult immediately if someone is in a NO GO zone

Friday, 19 August 2016

Week 4 and 5 Looking after our relievers and visitors - showing manaakitanga.

Visitors/ Relievers - Kia Toa Lesson Plan

General expectation
We will be a Victorious (Kia Toa) when greeting/interacting with visitors/relievers.
Kia wairua whakaute - Respectful (Manaakitanga),
Kia tangata tūtika - Responsible (Rangatiratanga) and
Kia ringa tautāwhi - Supportive (Whanaungatanga)

Kia Toa!
Matrix behaviour and steps
List the behaviour from the matrix and steps to perform the behaviour.
RESPECTFUL
  • I will smile and greet visitors in a friendly way in our school grounds
  • I will help visitors (or get someone to help) if they need it
  • I will listen actively when an adult speaks to me
  • I will answer questions in a very polite way
  • I will use appropriate volume and tone with my voice
RESPONSIBLE
  •   I will stop and think – does this person need my help?
  •  I will  help visitors if needed (or get an adult to help)
  • I will behave appropriately in the playground so that visitors walking through our school will see that Victory Primary School is a great place to be!
  •  If unsure of a visitor (maybe the way they look or the way they are behaving), I know to get an adult
  • I will know what to do if an adult is behaving in an unsafe manner
  • I will never go anywhere with a visitor until the visitor has spoken to school staff
SUPPORTIVE
  • Display Manaakitanga
  • Answer questions
  • Show relievers where things are
Context
Identify the setting(s) from your matrix where performing the behaviour is expected.
When there are visitors or relievers at Victory Primary School.
Tell/Discuss
Introduce the behaviour and why it is important.
Discussion:
Engage children in discussion:
·       What is a visitor/reliever?
       How do we make people feel welcome?
·       Why do we want people to feel welcome?
·       What does it feel like to be a visitor/reliever?
·       What skills do we need to make a visitor/reliever feel welcome?
·       Differentiate between safe/unsafe visitors
·       What to do if we think the visitor may be unsafe?
Show
Model the behaviour. Only the teacher models non-examples.
Role play expected behaviours
A student role plays someone who is lost – not knowing where to go. Teacher role plays  first the incorrect way -
  • A student who ignores the visitor
  • A student who yells and mobs the visitor
(Discuss how this would make the visitor feel and what they would be thinking)
Then teacher role plays the correct way –
  • Student first stops, looks and assesses
  • Think – Do I need to help?
  • If no – if visitor is close, just smile and say hello in a polite manner  and continue as you were
  • If yes – approach in a quiet manner
  1. ‘Welcome to Victory Primary School – may I help you?’
  2. Takes the visitor to the office and offer them a seat and get an adult
  3. Return to previous activity
(Again discuss how this would make the visitor feel and what they would be thinking?)
Practise
Give the students opportunities to role-play the behaviour across all relevant settings.
Give some examples where children can model expected behaviours.
Have students role model correct behaviours
  • Break off into groups with one student being the visitor and the rest being students
  • Role play the above correct way of greeting a visitor.
Also discuss what can happen when there is more than one student greeting a visitor (lots of people talking at once, getting loud and excited, visitor feeling overwhelmed or confused)
M
O
N
I
T
O
R
Precorrect/remind
Anticipate and give the students a reminder to perform the behaviour.
Continually reinforce rules and expectations and draw attention to positive examples in an ongoing manner.
Supervise
Move, scan, and interact with the students.
Continually reinforce positive behaviour
Feed back
Observe the students’ performance and give them positive, specific feedback.
Continually reinforce positive behaviour - implement rewards as agreed.
Reteach
Practise throughout the day.
On going.
  • Stop  -  Look  -  Think  ‘Do I need to assist?’
  • Meet and greet
  • Be polite
  • Find an adult at the office to help

OTHER ACTIVITIES
  • Stranger Danger
  • Assessing risk
  • Staying within the school grounds and why
Catch them doing the desired behaviours

Saturday, 25 June 2016

Kia Toa Kids Count Kia Toa Tickets -THANK YOU

The Kia Toa Kids work very hard to count everyone's Kia Toa tickets. 




Our Kia Toa Mission Statement



Our Mission statement
The purpose of Victory Primary Schools PB4L plan is to nurture a consistent, positive learning environment where relationships are respectful, responsible and supportive.

Our Kia Toa displays.

























Saturday, 18 June 2016

KIA TOA Term 2 Week 8-9 LIBRARY

Library - Kia Toa Lesson Plan

General expectation
We will be victorious (Kia Toa) at the library by being...
Kia wairua whakaute -  Respectful (Manaakitanga),
Kia tangata tūtika -  Responsible (Rangatiratanga),
and Kia ringa tautāwhi - Supportive (Whanaungatanga).
Matrix behaviour and steps
List the behaviour from the matrix and steps to perform the behaviour.
Respectful
  • Remove shoes.
  • Follow adults instructions.
  • Handle resources carefully.
  • Ask before you borrow equipment - cellotape, scissors and pens.
  • Respect others using the library.

Responsible
  • Remove shoes and place them on the rack tidily.
  • Return your library books on time so that others can use them.
  • Put resources (books, tables, stationary) back in the correct place.
  • Enter and exit the library sensibly.

Supportive
  • Be fair about your time on the computer especially if someone is waiting.
  • Leave the library clean and orderly for the next class.
  • Help other students to find things and use the library correctly.
Context
Identify the setting(s) from your matrix where performing the behaviour is expected.
The library
Tell
Introduce the behaviour and why it is important.
Today we are learning to be respectful, responsible and supportive in the library
Brainstorm and discuss why these things are important:
Being respectful, responsible and supportive in the library.
Show
Model the behaviour. Only the teacher models non-examples.
Watch the Video and discuss the behaviours...
  • Shoes on shelf.
  • Enter quietly.
  • Put books to be returned in box carefully.
  • Wait patiently on the mat.
  • Issue books sensibly.
  • Don’t go behind the desk or into the librarian’s space.
  • Returning books to the correct shelf and place.
Practise
Give the students opportunities to role-play the behaviour across all relevant settings.
Give some examples where children can model expected behaviours.
  • Shoes on shelf.
  • Enter quietly.
  • Put books to be returned in box carefully.
  • Wait patiently on the mat.
  • Issue books sensibly.
  • Don’t go behind the desk or into the librarian’s space.
  • Returning books to the correct shelf and place.
and matrix behaviours above.
M
O
N
I
T
O
R
Pre-correct/remind
Anticipate and give the students a reminder to perform the behaviour.
Continually reinforce rules and expectations and draw attention to positive examples in an ongoing manner.
Supervise
Move, scan, and interact with the students.
Continually reinforce positive behaviour
Feed back
Observe the students’ performance and give them positive, specific feedback.
Continually reinforce positive behaviour - implement rewards as agreed.
Reteach
Practise throughout the day.
On going.