Checklist for implementation of DMA

Puts up signs for 2 rights (Learning & Safety)

Puts up signs for 2 responsibilities (Persl & Comml)

Talks to students about R & Rs

Has students talk to each other about R & Rs

Has a number of non-verbal hints (Musical/visual)

Hints verbally at the need for Persl Resp

Hints verbally at the need for Comml Resp

Has students encourage others to stay on task

Has a number of recognitions for respl behaviour

Has students recognise and reward the responsible behaviour of others

Has a way of knowing who has received recognitions

As soon as children understand R & Rs tries to talk them out of

receiving recognitions

Has a sequence of 3 or 4 standard consequences for inappropriate

behaviour

Refers to the rights of others as the reason for assertive interventions

Explains before giving out consequences (Separates the child from the
behaviour)

Doesnt argue - but re-asserts (all said calmly)

Offers the child a choice

Has arranged for the possibility of sending a misbehaving child out of

class

Recognises behaviour of challenging children before they need to be

sent out

Explains why sending out is required - based on the needs of other

students

Keeps a record of who is sent out

Has a follow up adult discussion with exited students

Welcomes and empowers

Explains the impact of the childs behaviour on others

Listens to and challenges any irrational excuses or attitudes

Makes sure that the child recognises that the misbehaviour is a

problem

Has child provide an alternative, acceptable way to behave if

similar circumstances occur

Sets review period

Can identify the competencies and/or interests of the very challenging

students (VCS)

Observes VCS do something well

Has VCS be of help

Adjusts the work demands of the VCS to ensure success

Adjusts the assessments of the VCS to ensure a passing grade