Our Shared Philosophy about Positive Behavior Reinforcement:
Teaching and reinforcing the attributes of the IB Learner Profile is integral to Bennett’s school wide positive behavior system.
Bennett IB Learners strive to be:
Balanced Caring Communicator Inquirer Thinker
Knowledgeable Open-Minded Principled Reflective Risk-Taker
The following excerpts are taken from Making the PYP Happen, 2010
Skills: what do we want students to be able to do?
Accepting responsibility - Taking on and completing tasks in an appropriate manner; being willing to assume a share of the responsibility.
Respecting others - Listening sensitively to others; making decisions based on fairness and equality; recognizing that others’ beliefs, viewpoints, religions and ideas may differ from one’s own; stating one’s opinion without hurting others.
Cooperating - Working cooperatively in a group; being courteous to others; sharing materials; taking turns.
Resolving conflict - Listening carefully to others; compromising; reacting reasonably to the situation; accepting responsibility appropriately; being fair.
Group decision-making - Listening to others; discussing ideas; asking questions; working towards and obtaining consensus.
Adopting a variety of group roles - Understanding what behavior is appropriate in a given situation and acting accordingly; being a leader in some circumstances, a follower in others.
Gross motor skills - Exhibiting skills in which groups of large muscles are used and the factor of strength is primary.
Fine motor skills - Exhibiting skills in which precision in delicate muscle systems is required.
Spatial awareness - Displaying a sensitivity to the position of objects in relation to oneself or each other.
Organization - Planning and carrying out activities effectively.
Time management - Using time effectively and appropriately.
Safety - Engaging in personal behavior that avoids placing oneself or others in danger or at risk.
Healthy lifestyle - Making informed choices to achieve a balance in nutrition, rest, relaxation and exercise; practicing appropriate hygiene and self-care.
Codes of behavior - Knowing and applying appropriate rules or operating procedures of groups of people.
Informed choices - Selecting an appropriate course of action or behavior based on fact or opinion.
Listening - Listening to directions; listening to others; listening to information.
Speaking - Speaking clearly; giving oral reports to small and large groups; expressing ideas clearly and logically; stating opinions.
Reading - Reading a variety of sources for information and pleasure; comprehending what has been read; making inferences and drawing conclusions.
Writing - Recording information and observations; taking notes and paraphrasing; writing summaries; writing reports; keeping a journal or record.
Viewing - Interpreting and analyzing visuals and multimedia; understanding the ways in which images and language interact to convey ideas, values and beliefs; making informed choices about personal viewing experiences.
Presenting - Constructing visuals and multimedia for a range of purposes and audiences; communicating information and ideas through a variety of visual media; using appropriate technology for effective presentation and representation.
Non-verbal Communication - Recognizing the meaning of visual and kinesthetic communication; recognizing and creating signs; interpreting and utilizing symbols
Acquisition of Knowledge - Gaining specific facts, ideas, vocabulary; remembering in a similar form.
Comprehension - Grasping meaning from material learned; communicating and interpreting learning.
Application - Making use of previously acquired knowledge in practical or new ways.
Analysis - Taking knowledge or ideas apart; separating into component parts; seeing relationships; finding unique characteristics.
Synthesis - Combining parts to create wholes; creating, designing, developing and innovating.
Evaluation - Making judgments or decisions based on chosen criteria; standards and conditions.
Dialectical thought - Thinking about two or more different points of view at the same time; understanding those points of view; being able to construct an argument for each point of view based on knowledge of the other(s); realizing that other people can also take one’s own point of view.
Metacognition - Analyzing one’s own and others’ thought processes; thinking about how one thinks and how one learns.
Formulating questions - Identifying something one wants or needs to know and asking compelling and relevant questions that can be researched.
Observing - Using all the senses to notice relevant details.
Planning - Developing a course of action; writing an outline; devising ways of finding out necessary information.
Collecting data - Gathering information from a variety of first- and second-hand sources such as maps, surveys, direct observation, books, films, people, museums and ICT.
Recording data - Describing and recording observations by drawing, note taking, making charts, tallying, writing statements.
Organizing data - Sorting and categorizing information; arranging into understandable forms such as narrative descriptions, tables, timelines, graphs and diagrams.
Interpreting data - Drawing conclusions from relationships and patterns that emerge from organized data.
Presenting research findings - Effectively communicating what has been learned; choosing appropriate media.