Teaching Expected Behaviour

Mā te huruhuru ka rere te manu. 

Adorn the bird with feathers so it may soar.  


All behaviour, both positive and negative, is a form of communication. Endeavouring to understand this communication is essential if we are to meet the needs of all learners.

We need to focus on analysing these behaviours.  We can then change the environment or teach specific skills to help ākonga communicate in a more appropriate way.

As the poster to the left suggests "Kids do well if they can." Let's reframe it to 'can't yet' rather than 'won't.'

Reduce the stressors, meet their needs, and teach them the skills in order to thrive.

Templeton School/te kura o Rātā - behaviour matrix

These statements appear on our RATA value posters.  They relate to 'All settings in our school'.  The other columns will be developed over time for specific areas in the school.  See the Monitoring and Evaluation page to see an example of this. 

Once we have these set up we all will use the same language and at times reinforce via our token system to modify behaviour we are noticing around school.  We then teach these skills specifically in all of our learning spaces.


With its strong foundations and four equal sides, the symbol of the wharenui illustrates the four dimensions of Māori well-being.

Should one of the four dimensions be missing or in some way damaged, a person, or a collective may become ‘unbalanced’ and subsequently unwell. 

This model was developed by Mason Durie in 1984.

Full model Image credit: Mental Health Foundation, NZ

Four images below credit to: Manatū Hauora/Ministry of Health

Link to Sparklers Te Whare Tapa Whā activities to use at home