Lencadrement par privilges

1) Category:
Approach

2) Issues:
cole Notre-Dame-du-Canada, in Qubec City, ranks a 9 on MELS deprivation index. Roughly a dozen years ago, the atmosphere in school was characterized by a multitude of factors detrimental to learning, a common occurrence in schools located in disadvantaged neighborhoods. o Behavioral problems were frequent. In the classroom, impoliteness, disruptive behavior, defiance of teachers authority and squabbling among students interferred with learning. In the schoolyard, physical violence, theft, pushing and vandalism were rampant. There were so many incidents that the special education technician only had to time to deal with the most serious cases. Many students had significant academic delays marked by weak reading and writing skills at the end of Grade 1. The teachers also had to deal with parent disinterest, especially in the case of Cycle Three students. The proven consensus was that the parents of these students had completely lost control of their childrens behavior, both inside and outside of school. High teacher turnover hindered team work. The school team was splintered. This atmosphere made it difficult for teachers to dedicate themselves to the school and grow and thrive professionally.

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When young people misbehave, the tendancy for the adults in school is to respond with punishments. However, in violent environments, this is counterproductive. The students in difficulty are constantly testing to see how far they can go, are adept at finding loopholes, and defy authority in order to feel good about themselves.

3) Objectives:
Increase students self-esteem and social skills. Enhance their sense of belonging to the school. Foster greater involvement in the act of learning and teaching. Reduce the incidence of violence and rudeness. Reduce disciplinary action by the school staff. Improve the atmosphere in school.

4) Environment:
Primary school Community

This factsheet was taken from the following website: http://rire.ctreq.qc.ca/.

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5) Target Group:
Students from 6 to 12 years old

6) Key Words:
Encadrement par privilges, curaction, school-family-community partnership, positive management, learning by example, reward activities, disadvantaged community, self-esteem, feeling of belonging, violence, behavioral problem, school atmosphere, student success

7) Description:
Lencadrement par privilges is a behavior management system created by cole NotreDame-du-Canada and used since 2001. Its purpose is to encourage students positive behavior rather than concentrating on discipline. The students are rewarded for exemplary behavior (obeying school rules, mutual assistance, peaceful and self-managed conflict resolution, etc.) through positive reinforcement that consists of a coupon system that entitles students to privileges or perks. Coupons cannot be taken back once they are given out, regardless of the holders behavior after they are issued. Perks are offered by all of the school staff (teachers, specialists, secretary, principal, janitor, childcare educators, etc.). Parent volunteers and community organizations participate as well. Everyone works together to create a positive atmosphere and a pleasant and stimulating living environment.

8) Steps:
I. II. III. IV. V. Preparatory phase: Definition of the aim of the approach, of the target population and of the expected behaviors. Drafting of the list of reward acivities (perks) offered and their cost in coupons. Distribution of coupons, choosing of activities by the students. Organization of reward activities (perks). Review: Evaluation and adjustment of the system.

9) Activities/Actions:
Rewards are used to strengthen values such as respect, mutual assistance, and peaceful conflict resolution, which are the foundation for the atmosphere sought. The effects of positive reinforcement extend beyond the classroom. This approach, geared towards the acknowledgement of compliance with rules, refocuses adult attention on the students positive behaviours and does not adversely affect student-teacher interaction. On the contrary, the time spent on the reward activities lays the groundwork for a relationship of trust, respect and mutual recognition. Since the actions by everyone in the school community are harmonized, the supervision and guidance offered to the young people is more consistent and coherent.

This factsheet was taken from the following website: http://rire.ctreq.qc.ca/.

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Activities vary and must be customized to current needs. Most of the activities are carried out in school, except for those with community organizations, which are held at their premises. Here are a few examples of the reward activities offered: o o o o o o o Activities within the school: indoor picnics, extended recess, improvisation, painting on glass, sleuthing, jewelry making, lunch-and-a-movie, etc.; Activities within the community: dolly day at CPE lEssentiel, cycling, swimming, assistant-director at the Ruche, etc.; Activities with the parents: career day, arts and crafts, etc.; Educational outings (bowling, movies, etc.); The principal plays hairstylist; Visiting a kindergarten class; Inviting a friend to class.

10) Resources Required:

Human resources: o o School staff Working committee (a preschool representative and a childcare service representative, one representative per cycle, a specialist, and a special education technician) Coordinator (special education technician or other) Parents Community organizations (local library, Ruche de Vanier, Ressources Parents Vanier, CPE lEssentiel, Maison des jeunes, etc.) Most activities do not involve any extra costs. A budget of $5 is authorized by the principal for organizing and carrying out each activity.

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Financial resources: o

11) Roles of the Participants:

Commitee: o o o o o o draws up a list of reward activities and determines their cost in coupons; promotes the schools rules; sees that the reward activities are carried out within a reasonable timeframe; publishes, promotes and adjusts the list of perks posted in every classroom; ensures that communication among all participants is effective; produces an activity report and presents it to the school staff and the Governing Board. listens to the concerns expressed by the school staff and informs the principal; encourages the team when motivation seems to be cooling (reminds the participants of the progress made and the benefits experienced, tries to find solutions, etc.); makes sure that the reward activities fit in with the students other activities (outings, Qubec en Forme, remedial work, etc.); collects the information needed to assess the activities and draft the report.

Coordinator: o o o o

This factsheet was taken from the following website: http://rire.ctreq.qc.ca/.

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Teachers: o o o decide on a theme they want to cover or a slate of activities they want to do with the students; give out coupons for positive behaviors to deserving students; moderate certain activities that are integrated within their work load on the same footing as remedial tasks. foresees any difficulties and seeks pre-emptive solutions; offers the support and supervision required for the approachs sustainability. moderate the activities that mesh with their fields of interest.

Principal : o o

Parents and persons in charge of community organizations: o

12) Scientific Basis or Validity:

From 2005 to 2007, a Centre jeunesse de Qubec - Institut universitaire study was conducted to understand how the approach works, to describe its impact, and to assess its effectiveness. (To see the complete version of the research report, go to: http://www.centrejeunessedequebec.qc.ca/institut/documents/encadrement_par_priv ileges.pdf. [in French only]) o o The study showed that the approach had a positive effect on the school environment. The teachers felt that by participating in the activities, they could impart social skills in a friendly and non-threatening setting. With the Lencadrement par privilges system, there was a marked decrease in the incidence of uncivil behavior, violence and rudeness. The way in which discipline is exercised has changed. Teachers tend to rely less on coercion and are always seeking ways of stimulating students ability to work conflicts out using their own skills and among themselves. Positive outcomes were observed in the students (development of a positive selfimage and a feeling of belonging to the school, less resistance to authority, focus on schoolwork, greater sense of security, etc.). The parents consider that the system plays a very important role in creating a safe and welcoming school atmosphere. They feel that the teachers take care of the students and not just their job. Some parents even say that they chose this school because of its safety, supervision and social awareness, its educational values, and its respect for the children as human beings and adults in the making. Parents feel appreciated by the teachers. The people in charge of community organizations involved in the activities feel that the ties forged with the school provide a solid basis for their mission.

13) Material:
Activity program Coupons

This factsheet was taken from the following website: http://rire.ctreq.qc.ca/.

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14) Additional Information:

In 2007, Commission scolaire de la Capitale won the prestigious Education Award at the Gala des prix dexcellence de ladministration publique du Qubec for Lencadrement par privilges. The information contained in this factsheet was taken, in whole or in part, from: o o o o o http://www.centrejeunessedequebec.qc.ca/institut/documents/encadrement_par_ privileges.pdf; http://carnets.opossum.ca/dianed/2007/11/comment_batir_un_systeme_demul.ht ml; http://www.iapq.qc.ca/global/download/pr2007_Education_-_CSC__Privileges.pdf; http://www.criresoirs.ulaval.ca/webdav/site/oirs/shared/guide_pratiques_collaboratives.pdf; http://recit.cscapitale.qc.ca/nd-canada/.

15) Contacts:
Madeleine Pich, Principal cole primaire Notre-Dame-du-Canada 383, rue Chabot Qubec (Qubec) G1M 1L4 Tel.: 418 682-2614, extension 3311 Email: piche.madeleine@cscapitale.qc.ca

This factsheet was taken from the following website: http://rire.ctreq.qc.ca/.

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