The School — Woodberry Learning Centre

Our vision at WLC is to provide a safe and caring environment in which our students can learn responsible and appropriate ways to meet their needs, both in school and in the wider community.

What we do

We strive to develop and deliver engaging, thoughtful, fun, relevant, interesting, age appropriate programs.  We disguise the ‘work’ of literacy and numeracy into games and inquiry based learning. 

 

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Why we do what we do

 At Woodberry Learning Centre we believe in the theory of Dr William Glasser - Choice Theory - that states that all our behaviour is internally motivated, that is, comes from within and is a chosen response to the information we receive from the outside work.

 

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How we do what we do

It is all about RELATIONSHIPS,  RELATIONSHIPS,  RELATIONSHIPS!

 

When our students first arrive, they do not know what to expect. They are apprehensive and asking themselves the questions we all ask each other when we are faced with a new social situation – “What will the others be like?  Will they like me?  Will I like them? Will they pick on me etc?”

 

They usually feel bad about themselves and see themselves as “bad” kids as they have not had good experiences of school for a long time. Our job is to welcome them, alleviate their fears, help them make friends and above all to get to know them and their families. Until we get into our students’ Quality Worlds we will have little influence.

 

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Who can come here

Our students are often referred to us due to oppositional, destructive and inappropriate behaviours, violence and/or poor attendance. Our doors (and phone lines) are always open to any DEC staff or parents of students in DEC schools to talk to us about how to better manage students with these challenging behaviours.   This includes hosting professional development for teachers introducing new skills and strategies for behaviour management.

 

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How we evaluate success

Data Collection – Every student has three behavioural targets.  These targets are decided by the classroom teachers after observing the student in the school for a few weeks. The frequency, intensity, and duration of these behaviours are scored at the end of each day as a staff.  This enables us to easily track progress (positive or negative) over time.  This information is useful at Learning Support Meetings with home schools and parents.  The data is colligated on a spread sheet and displayed in graph form.  As a school we tested various programs such as Sentral, Risc, etc. but found these programs to ambiguous for our very specific needs so we made our own.  The spread sheet also houses notes on incidents and communication with parents and other agencies.  This data collection forms part of their Individual Education Plan (IEP).