What is PBL?

PBL is an evidence based framework that focuses on positive relationships in order to increase student engagement and learning. Research has consistently 

highlighted the relationship between effective classroom management; academic achievement; and teacher and student wellbeing.

PBL and Bullying Prevention

PBL is based on the belief that all students should have access to the supports needed to prevent the start and continued use of problem behaviours, including bullying. PBL focuses on the behaviour rather than the student, therefore, labels such as “bully” or “victim” are considered unhelpful, with the focus instead directed towards describing behaviour specifically and in relation to the setting in which it occurs (for example, “name calling in the playground before school”).

PBL takes a school-wide approach to bully prevention by teaching:

• What bullying looks like
• What to do before and when bullying behaviour is seen
• How to teach others what to do
• How to reduce the effectiveness of bullying through establishment of a positive school environment.
• Research shows that investing in the following proactive activities leads to improvements in positive school environments:
• A school-wide approach to teaching the social skills needed for success at school.
• An emphasis on teaching and learning within a positive school and classroom culture.
• Delivery of quality instruction to maximise academic success for all students.
• Monitoring of student learning and behaviour through continuous active supervision.
• High rates of positive acknowledgement for academic and social success.
• Engagement of all staff, students, parents and the wider community.
• Multi-year and multi-component approaches to implementation.
• Modelling of positive social behaviour and values by adults.

PBL Lesson of the Week:

This week students will be identifying and discussing the Zones of Regulation. Have a discussion with your child around the different emotions they feel when in the different zones. Your child will be identifying a place in the classroom they can go to regulate and then return to their learning. It is a chance for students to regulate and:

• not disrupt other students,
• miss out on limited learning,
• simplistically reengage in the learning when regulated.