PBL Tier 1 Classroom systems of support
Effective classroom management is important for establishing a positive learning environment. One approach to achieve this is through implementing Positive Behaviour for Learning (PBL) classroom systems. PBL focuses on promoting positive behaviours, social-emotional skills, and a supportive school culture. By incorporating PBL into classroom management strategies, teachers can create a structured and nurturing environment where students feel valued and supported. Utilising PBL classroom systems resources can assist teachers in establishing clear expectations, reinforcing positive behaviours, and addressing any challenges that may arise.
Resources
Setting up your class for success - Teachers can use this self-assessment checklist to help create an engaging, predictable and safe learning environment for all students.
Active supervision self-assessment - A checklist for teachers to self-assess their use of critical features of active supervision and determine areas of strength and development.
Classroom management observation checklists - A range of checklists to be used during peer observation to determine areas of strength and development in four components of classroom management including: classroom organisation, routines, explicit teaching and responding to behaviour.
Classroom management planning - Classroom action plan for teachers to use when planning to explicitly teach expectations, reinforce expected behaviour and respond to inappropriate behaviour.
Effective classroom management checklists - A range of checklists for teachers to self-reflect on their implementation of effective classroom practices.
Strategies for managing inappropriate behaviours - A range of strategies to manage behaviour in the classroom.
Classroom reinforcers and strategies - A non-exhaustive list of reinforcers that teachers can use.
Opportunities to respond - factsheet - This fact sheet provides teachers information and examples of how to implement opportunities to respond in the classroom.
Task difficulty - factsheet - This fact sheet provides teachers with an explanation of what task difficulty is and how to implement it within the classroom.
Information about this resource
The PBL Tier 1 Classroom systems resources assists teachers in establishing clear expectations, reinforcing positive behaviours, and addressing any challenges that may arise.
These resources support teacher and school needs by providing a range of resources for schools to promote school-wide consistency across all classrooms and create a structured and nurturing environment where students feel valued and supported.
Professional audience
School leaders and teachers across all school settings.
The resources on this webpage can be used without assistance, as a stand-alone resource and/or linked to professional learning.
Student audience
All students P-12.
When to use
This resource includes a range of self-reflection tools and templates for teachers to use at anytime. The checklists and observation tools can assist teachers to identify strengths and areas for development with their classroom management practices to better support student behaviour and improve engagement in learning.
Timeframes
Can be used at any time build skills in establishing, monitoring and reviewing their classroom practice to better support student behaviour and learning, and reflecting on their pedagogy.
System priorities and/or needs
Positive Behaviour for Learning is an endorsed approach in line with the student behaviour policy and provides guidance for schools on all aspects of positive behaviour support and classroom management.
This resource aligns with:
Our Plan for NSW Public Education’s direction and priorities of strengthening student wellbeing and development and advancing equitable outcomes, opportunities and experiences.
Need identified by Delivery Support to build teacher capacity in supporting student behaviour in the classroom environment.
School Excellence Framework
Learning domain – Wellbeing (A planned approach to wellbeing, Behaviour)
Teaching domain - Effective classroom practice (Classroom management)
Relevant frameworks
NESA syllabus documents – personal and social capabilities in all K-10 syllabi, and PDHPE K-10 syllabus Health Wellbeing and Relationships content strand outcomes
Australian Professional Standards for Teachers
- Standard 1.4, 1.5, 1.6
- Standard 3.1, 3.2, 3.3, 3.4, 3.5, 3.6
- Standard 4.1, 4.2, 4.3, 4.4
- Standard 6.2, 6.3, 6.4
- Standard 1.4, 1.5, 1.6
- Wellbeing Framework - Behaviour, discipline and character education
- Achieving School Excellence in Wellbeing and Inclusion
Existing resources
Baker J and McNaughton S (2020) ‘Classroom Management: A Critical Review of the Literature’, International Journal of Educational Research, 103, Article 101603.
Gonzalez A and Rojas E (2021) Challenges of task difficulty and their influence on classroom behaviour: A systematic review. International Journal of Educational Research, 109, 101-114. [DOI:10.1016/j.ijer.2021.101114]
Hattie J (2019) Visible Learning: Feedback, Routledge.
Marzano R and Marzano J (2017) ‘The Key to Classroom Management’, Educational Leadership, 75(7), 36-41.
Missouri Schoolwide Positive Behavior Support (2018) https://pbismissouri.org/wp-content/uploads/2018/05/MO-SW-PBS-Tier-1-2018.pdf
Peddie B, Kelly M, Greengard T, Whiting C and Richardson S (2024) Foundational classroom management resources handbook, Australian Education Research Organisation, https://www.edresearch.edu.au/guides-resources/practice-resources/classroom-management-handbook
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