“Dan then broke it down with our school improvement team around functions of behaviour, and why
students might do what they do,” he said.
“This has given us strategies in our approach to different situations, and to look for what’s going on underneath with our kids and how we can engage them.
“We come from a viewpoint of, we’ve got to help these kids, and we’re here to educate them, and as educators, that’s part of our role to help them get the skills they need to be kids who are likeable and independent.
“We want to build children who are equipped to go into our world, and I don’t think that’s an unreasonable expectation for any parent or teacher.”
Mr Walter said classroom environments were also reviewed.
“Classrooms vary a bit from teacher to teacher – some sit their kids in rows, some sit in groups – there are no specific guidelines, but we have talked about too much stimulus in the classroom,” he said.
“We’ve also been conscious in the classroom around overstimulating the kids in terms of stuff on walls and hanging from ceilings.”
Mr Walter said the school’s previous implementation of Berry Street principles had given the school day a predictable structure for children, and complemented Mr Petro’s philosophies.
“We’ve done a lot of work on consistent, predictable routines – the kids know where they need to be, they know where items need to go,” he said.
“Circle time is also something that starts our day and that’s an inclusive opportunity to have kids get settled in for the day – it comes from Berry Street practices that we adopted a while before Dan worked with us, it all ties in together and complements each other.”
Assistant principal Luke Fisher said clarity and explicitness of behaviours and routines had resulted in fewer issues.
“We certainly have less meltdowns or episodes of aggression, and that’s to do with our management, understanding our kids and doing de-escalation plans,” he said.
“We know a bit more about what to do and what not to do at certain times, and we communicate that with the people who work with the child. It stops that kid going from something small, to something much bigger.”
Mr Walter said relationships with families had also improved.
“Our strategies flow into the relationship we have with the parents as well – we’re all here to help the child, and we need to work together,” he said.
“We have our challenging moments, but the parents and families know we’re here to help.”
Mr Walter said schools in the network were each working with the same strategies but implemented them at different levels appropriate to their own contexts.
– Bronwyn Hastings
The entire May 27, 2026 edition of The Weekly Advertiser is available online. READ IT HERE!
The entire May 27, 2026 edition of AgLife is available online. READ IT HERE!
