ADMINISTRATORS
GUIDE
Congratulations on your decision to implement PLAY IS THE
WAY® in your school.
PLAY IS THE WAY® is as much a process as it is a program
and it will serve you well if used as intended.
It is a common sense way of interacting with children that
educators can use with confidence.
The most important distinction between PLAY IS THE
WAY® and many social and emotional learning programs is
that PLAY IS THE WAY® is a methodology for behaviour
education not behaviour management.
Safe school communities guide children by wisdom, not by
force. Hence, PLAY IS THE WAY® is as much for the
teacher as it is for the child.
ADMINISTRATORS GUIDE
Table of Contents
A COMMON POINT OF VIEW .............................................................................. 1
PLAYING TOGETHER ............................................................................................. 2
FOR AND AGAINST .................................................................................................. 2
PUTTING THINGS IN PLACE ................................................................................ 5
GOOD MANNERS ...................................................................................................... 6
SCHOOL ASSEMBLIES ........................................................................................... 6
SELECTING AN ACTION TEAM ........................................................................... 7
SETTING A START DATE FOR GAMES SESSIONS .......................................... 8
INFORMING PARENTS .......................................................................................... 8
COLLEGIATE SUPPORT ......................................................................................... 9
FOLLOWING THE PROGRAM OF GAMES ........................................................ 9
QUALITY CONTROL .............................................................................................. 9
MOTIVATION & EVALUATION .......................................................................... 13
STAFF MEETING (Session 40) ............................................................................... 13
TEACHER.STUDENT CHOICE GAMES SESSIONS ........................................ 14
THE SECOND YEAR ............................................................................................... 14
NEW TEACHERS ..................................................................................................... 15
FIDELITY OF IMPLEMENTATION ................................................................... 16
FIDELITY OF IMPLEMENTATION Classroom Teacher Checklist ................. 17
FIDELITY OF IMPLEMENTATION Administrators Checklist ........................ 18
FIDELITY OF IMPLEMENTATION Classroom Teacher Q1 ............................ 19
FIDELITY OF IMPLEMENTATION Administrators Q1 ................................... 20
GAMES SESSION RECORD .................................................................................. 21
PLAY IS THE WAY® - ADMINISTRATORS GUIDE
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A COMMON POINT OF VIEW
It is important that administrators are aligned in their thinking about positive social behaviour and
pulling in the same direction if PLAY IS THE WAY® is to be of significant benefit to their school
community.
Responding to the following statements will help administrators determine their degree of alignment
and hopefully guide the discussion that leads to a common point of view.
1
Developing positive social behaviour is part of our school’s core
business.
Strongly Agree
Agree
Disagree
Strongly Disagree
2
Social and emotional competencies underpin mental health and
wellbeing.
Strongly Agree
Agree
Disagree
Strongly Disagree
3
Social and emotional competencies improve academic learning.
Strongly Agree
Agree
Disagree
Strongly Disagree
4
School prepares children for life and life long learning.
Strongly Agree
Agree
Disagree
Strongly Disagree
5
Behaviour education and student self-management are important
and attainable objectives.
Strongly Agree
Agree
Disagree
Strongly Disagree
6
Positive social behaviour is the supporting framework of safe
school communities.
Strongly Agree
Agree
Disagree
Strongly Disagree
7
Difficult student behaviour adversely impacts on the mental
health and wellbeing of educators.
Strongly Agree
Agree
Disagree
Strongly Disagree
8
A genuinely safe school community only exists when children do
the right thing because they believe it’s the best thing to do - not
because they are made to or fear the consequences if they don’t.
Strongly Agree
Agree
Disagree
Strongly Disagree
9
Games can help children to develop behaviour that is socially
effective and culturally appropriate.
Strongly Agree
Agree
Disagree
Strongly Disagree
10
Games are the way children learn without the consequences of
reality.
Strongly Agree
Agree
Disagree
Strongly Disagree
11
Playing together has emotional, mental and physical benefits for
the whole school community.
Strongly Agree
Agree
Disagree
Strongly Disagree
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PLAYING TOGETHER
To maximise the benefits of PLAY IS THE WAY® it’s best if students participate in regular and
frequent games sessions.
We recommend students participate in games sessions for a minimum total time of 60 minutes per
week.
We do not recommend just one 60 minute session per week. Preferably, students would participate in 3
to 4 x 20 minute sessions per week. This frequency facilitates the embedding of social and emotional
competencies.
We also recommend that the whole school participates in game sessions at the same time.
Most schools using PLAY IS THE WAY® start their day with games sessions. Many find that doing
so, reduces absenteeism and increases punctuality.
Some play at other times in the day, but common to all is the desire to create a strong symbol and sense
of community.
There are few better devises for doing so, than having students of all ages out and playing together.
Play is the universal language of children and a whole school community at play is a very obvious
celebration of childhood.
However, simultaneous games sessions are not a requirement of the program, merely a
recommendation. Classes can play individually or as clusters and there may be valid reasons for
making the decision to do so.
FOR AND AGAINST
FOR
The main reasons school leaders prefer to have simultaneous games sessions are;
Keeping a finger on the pulse
With all classes playing at the same time it is easier for school leaders to regularly see every class in
action.
The presence of leaders and their support is more easily identified by the whole school community.
Leaders get to see the contrasting styles of games delivery and which teachers are keeping up with the
program as well as those who may require assistance and support to get the best out of the sessions.
Simultaneous sessions make it easier for leaders to have an overall influence on the feel and form of
the sessions and to create the top down pressure, through their interest and involvement, to maintain the
quality of the program’s delivery.
A positive school community
“Community” is a fascinating concept. Often used to define any body of people within classrooms,
schools, suburbs, towns as well as ethnic groups, religious groups, artists, musicians and others that can
be delineated and defined, its use often implies something deeper than the obviousness of what it
describes.
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Community is a little like charisma. Just as you can’t miss it when someone’s got it, you know when a
community’s got community and when it hasn’t
So it is with schools. If you belong to a school with a real sense of community you know it. It’s
everywhere. In every classroom, the staff room, the playground, the office and the canteen - it’s there,
everywhere, all of the time.
As a visitor, your awareness of it is created by what you see, hear and sense. It doesn’t take long to
know if the school has community and if it has, its students are being enriched well beyond the benefits
of structured learning.
Schools are the hubs of the communities they service and can affect positive change on a multitude of
levels. Creating and maintaining a positive school community is possibly a school leaders most
important task. Establishing a regular, whole school program of developmental games is a good way to
help achieve this.
Sometimes, the hard part is convincing staff that 20 minutes playing as a whole school, 3 to 4 times a
week is worth it - that spending that amount of time collectively and simultaneously working on the
social and emotional development of the school community is not a poor use of time, but is a powerful
way to create and maintain a positive school community.
Children love streaming out of their classrooms together and playing at the same time. They especially
love it if they can play where others are playing. Little children like to look across to big children
playing the same game or a variation. Older children are often softened and kinder to each other when
playing in the vicinity of those younger who look up to them. Children seem to get the deeper message
of the experience. They don’t articulate it but they get it and they like it.
Behaviour education, not management
The mind shift from behaviour management to behaviour education can be a struggle for many
educators.
Facilitating the PLAY IS THE WAY® program of games, trains the teacher as it trains the student.
Through using the language, embedding the key concepts and absorbing the philosophical
underpinning of the program, the mind shift happens.
When behaviour management is universally replaced by behaviour education and the time taken to
develop positive social behaviour seen as a fundamental necessity; developmental games will take their
rightful place as part of the core business of a positive school community.
Simultaneous games sessions give teachers, relying on behaviour management, exposure to teachers
playing the same games from a behaviour education perspective.
(see Behaviour Education - Professional Learning section of Volume 1)
Caution
It may be wise to question a whole school, simultaneous playing of games if some teachers are opposed
to the idea and unable to put their opposition aside to facilitate their games sessions with
professionalism, interest and energy.
Students deserve teachers who are motivated and involved. Participating in a games session facilitated
by a reluctant or resentful teacher is a bit like eating in a quality restaurant with poor service.
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AGAINST
The most common reasons for not playing simultaneously as a whole school are:
SPACE
The lack of suitable space makes it impossible. The combination of a small school with a large
gymnasium or hall, which can accommodate all classes is rare. With insufficient outdoor space, safe
for general play, alternative ways of ensuring regular games sessions need to be considered.
WEATHER
Changing seasons prevent simultaneous outdoor games sessions from being played all year round.
A more practical option is seen as timetabling classes into suitable indoor spaces or leaving it to the
teacher to fit their sessions in when and where they can.
This last option is our least preferred, as it implies games sessions are merely an add on to curriculum,
and they will invariably be treated as such, becoming the first thing dropped by a teacher under
pressure.
RESOURCES / FUNDING
Simultaneous games sessions require all classes to have their own equipment kits. This obviously
requires more funding.
Schools with very limited budgets usually opt for one kit per cluster of classrooms or one kit per play
area.
The main concern with this option is ensuring equipment does not wander and damaged or lost
equipment is replaced quickly.
As the kits belong to no one in particular there is a tendency for no one to take care of them.
TEACHER CONCERNS
A less obvious reason is the fear some teachers have of their own capability and their classroom’s
behaviour being exposed to fellow staff. This is far more prevalent in schools where teachers have
their own separate classroom closed off from the scrutiny or observations of others.
In schools where classrooms are in an open, shared space with several classes in that space and all
within sight and hearing of each other, teachers are used to being in view and are less defensive.
Teachers in this style of school adapt to everyone playing at the same time with relative ease and little
sense of threat.
Not all schools have the necessary camaraderie and sense of safety and mutual support that removes
the fear of comparison and judgement. Sadly, too many teachers feel sufficiently unsure of the motives
of their colleagues to risk exposing themselves or their class to the view of others.
However, in schools open and confident enough to have classrooms playing together the opportunity
for teachers to indirectly learn from each other is captured and the sense of a common purpose, with
equal and common commitment, much easier to cultivate.
Some teachers will enjoy the professional demand a whole school approach places on them; others may
find it an imposition. Many will enjoy the collegiate team spirit the process often fosters.
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Quite a few teachers have concerns about the games getting children too excited, making it hard for
them to settle and work effectively when back in the classroom.
The answer to this is:
1.
Children need to learn to change gears. Going from one state to another is a necessary skill in
life and learning. Changing from one mode of behaviour to another (code switching) is
something that can be taught and takes practise.
(see Good Manners & Code Switching in the Professional Learning Section of Volume 1)
2.
It is always possible to hold a game or activity in the last few minutes of a session that winds
children down, not up. Indeed, discussing the game just played can settle children prior to
their return to class.
3.
Children need to be made aware of the following: “You earn the privilege of going up
(getting excited) by demonstrating the skill of coming down (settling down).” Children need
to know the teacher is more than willing to let them get really excited provided they can
change gears and settle. The more skillful they get at changing gears the more willing the
teacher is to let them get excited. Without that skill, teachers have no option but to keep a lid
on everything – which they don’t enjoy and neither do the students.
4.
Code switching gets better with practise and the skill of self-regulation only gets better when
regulation is tested not avoided.
PUTTING THINGS IN PLACE
It usually takes 2 to 4 weeks of preparation before the games sessions can commence. During this time
written resources need to be distributed and read, play equipment kits assembled for all classrooms and
the timetable set with play areas allocated to each class.
This 2 to 4 week period is the perfect time to start embedding the first of the 5 Life Raft concepts and
cementing a culture of good manners.
LIFE RAFT
(see Volume 1)
Classroom activities and ideas that revolve around the following five key concepts:
1.
2.
3.
4.
5.
Treat others as you would like them to treat you.
Be brave – Participate to progress.
Pursue your personal best, no matter who you work with.
Have reasons for the things you say and do.
It takes great strength to be sensible.
These concepts are put into practice when students participate in PLAY IS THE WAY® games.
LIFE RAFT unpacks these concepts for students and teachers and therefore they can be used as a
reference point that assists children to reflect upon their behaviour when playing the games.
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GOOD MANNERS
To unify the school community as it commences the PLAY IS THE WAY® program, we ask that you
encourage the wholehearted pursuit of good manners.
Modelling and developing good manners makes an excellent objective for all adults in the school
community. Helping students to understand why good manners are necessary and ensuring students
know what they look like and sound like, in a broad range of situations, needs to be pursued with
vigour.
Developing exemplary manners is an excellent first goal of all students participating in the PLAY IS
THE WAY® program. Everyone in the community should expect the use of good manners from
others and be willing to act as role models.
Teachers should be especially careful that all their interactions with students are well mannered and
respectful, even in challenging situations. Students must see that teachers and other adults are well
mannered to each other and to students. Trusting that no matter what the circumstances, mutual respect
will manifest in the use of good manners, helps everyone to feel safe.
Teachers must maintain standards in this area, have high expectations and be willing to inform and
educate students who slip up in the use of their manners. They must also select moments to
acknowledge good manners. Doing so, confirms for students that the use of good manners is much
appreciated.
The importance of creating a culture of good manners cannot be overstated. It serves to support and
accelerate the development of socially and emotionally competent behaviour.
GOOD MANNERS
The habit of speaking and acting in a way that gives people
a feeling of being appreciated, valued and respected.
The habit of using the words and actions of good manners with sincerity.
Hand-in-hand with a commitment to a whole school use of good manners, should be a commitment by
teachers to start each school day with a sincere, warm and respectful greeting of their students and end
each day with a farewell of a similar nature.
Greetings and farewells are key tools for positive engagement with children. Although this is a wellentrenched habit for many teachers, greetings and farewells are all-too-easy to devalue and dismiss.
(Please read Good Manners & Code Switching and Greetings & Farewells - Professional Learning section Volume 1)
SCHOOL ASSEMBLIES
In the establishment year of PLAY IS THE WAY® we recommend the use of school assemblies to
further embed the philosophy that underpins the program of games.
Assembly items can be built around the key concepts. Starting with the Golden Rule and working
through the concepts, as they appear in the Life Raft manual, will give classes the opportunity to share
their understanding of a concept in a creative and engaging way.
These assembly presentations will also give parents, educators and carers an appreciation of each
concept from a child’s point-of-view. Given the chance, and with guidance from their teacher, children
often reveal a depth of perception and understanding that is inspiring.
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Children speaking to children has its own unique power. The creative presentation of the five key
concepts can deliver important messages with clarity and impact.
Maxims
The beauty of maxims is that they tend to resonate with all of us. They lodge in our memories and be
they merely a few words in length or substantially longer they have a power beyond their size.
Maxims can be of great help to children. They say what needs to said and nothing more. Used in
classrooms and displayed on school walls they serve to guide behaviour and stimulate positive attitudes.
Once learnt in childhood they become mental notes for life. Maxims can be shared, exchanged, added
to and created. They penetrate the dark of unease and indecisiveness, and become a welcome signpost
when confusion abounds and clarity is in marked absence.
Maxims also make excellent catalysts for assembly items. By selecting a maxim that has significance
to their living and learning journey, a class can create a performance that shows, to their school
community, the meaning and influence of that maxim.
An effective touch at the end of such an assembly is for the performing students to give every
classroom a copy of the maxim, with an invitation to further explore the implications of the maxim and
reap the benefits of its wisdom.
Harnessing the potential for school assemblies to deepen the philosophical awareness of the school
community is worthy of consideration.
SELECTING AN ACTION TEAM
Having one administrator and a small team of teachers (up to 5) that represents a cross-section of
grades, will help with organisation, momentum and support.
It’s best if these teachers have a strong interest in developing positive social behaviour and the
confidence to engage with fellow staff. They will need to be open, and willing to share with others
their classroom experiences (good and bad) of the PLAY IS THE WAY® games, language and
philosophy.
The best action teams are committed to the big picture, have an eye for detail and the ability to achieve
group consensus and compromise without diluting the delivery of the program and its processes for
achieving social and emotional competency.
ACTION TEAM OBJECTIVES

Read all resource materials. It is important the action team stays abreast of the games
timetable and the Life Raft activities.

Designate play areas for each class to ensure the whole school or classroom clusters can play
efficiently at the same time.

Ensure all teachers have their own set of written resources.

Source required games equipment and assemble individual classroom kits. We suggest each
classroom has its own container clearly marked with an equipment list attached. (See equipment
list in Preparation section of Volume 1)

Ensure all teachers are ready to start games sessions on the selected date and time and each
has their own stopwatch and whistle.
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
Play the games with teachers. It can help teachers if they play a game before taking it to their
class. This can be done to start or end a staff meeting with some enjoyable activity. It does
not have to take long and can be to just give teachers the look and feel of a game. All teachers
should still read the instructions and accompanying notes of every game they play.

Engage in one-on-one informal conversations with teachers to garner feedback and concerns.

Regular meetings of the action team to share observations and feedback from teachers and to
address those concerns and problems at staff meetings.

Act as the “go to” people for staff on issues pertaining to PLAY IS THE WAY® content and
implementation.

Ready to act as mentors for teachers who may be struggling with elements of PLAY IS THE
WAY®.

Guide teachers away from the dangers of comparing the outcomes of their own games
sessions with those of others. The idea is build a common pool of knowledge and experience,
not a dangerous wave of comparison and competition.

Build professional learning sessions around the “Professional Learning” articles in Volume 1.
Certain teachers will have specific behaviour concerns at various times throughout the year. It
may be that an article addresses those concerns and a learning session can be built around the
article.
SETTING A START DATE
FOR GAME SESSIONS
The mistake is to set a date that gives teachers insufficient time to prepare themselves for a confident
and informed start of the games sessions.
GAMES INSTRUCTIONS
The instructions for each game contain a considerable amount of information and teachers are not
expected to absorb and apply all of this information with their first playing of the game.
The process we recommend is that teachers read all the instructions prior to playing a game for the first
time. This will allow them to set up the game, work through the rules with the help of the students and
at least, play it at the basic level.
The second session with the game will run more smoothly and teachers will feel more relaxed and able
to observe the behaviour of the students more closely.
Before the third session of the same game we suggest teachers read the, Useful Tips, Variations and
Issues & Observations sections of the game again. This will help them get more out of the game.
INFORMING PARENTS
Using excerpts from PLAY IS THE WAY® volume 1 in the school’s newsletter is an effective way of
educating and informing parents.
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COLLEGIATE SUPPORT
There needs to be constant and ongoing commitment to creating a genuinely safe staffroom where
questions can be asked, experiences shared and collegiate support is assured.
It would be realistic of staff to expect teething problems in the facilitation of the games sessions.
Open discussion, especially in the staff room, about the problems encountered, mistakes made,
surprises and successes helps to generate collegiate support and camaraderie.
The more open and honest staff can be about their experiences with the sessions the more relaxed they
will feel. Sharing observations about student responses to the games, the supporting language and key
concepts will help everyone get a sense of the progress they’re making.
Encouraging staff to identify small changes in the behaviour of individuals or classes and celebrating
those changes helps foster optimism.
School leaders can facilitate an open and ongoing dialogue about PLAY IS THE WAY® by sharing
their observations with staff. Giving a little time at scheduled staff meetings for feedback and the
sharing of stories – especially the humorous, quirky, unexpected moments will remind everyone that
they are all human.
FOLLOWING THE PROGRAM
OF GAMES
A commitment by administrators to being a part of the process by being visible and contributing to
games sessions, where appropriate and practicable, encourages staff to stick to the program.
Following the program of games ensures that students experience a wide variety of games and in doing
so encounter a multitude of social and emotional learning experiences.
Just like children, teachers will discover a favourite game and want to play it often. For some teachers
a favourite game is simply one they know will be the easiest to “manage” and require the least effort.
It can be tempting to repetitively play this game rather than follow the program.
Immersing children in the program’s wide variety of games, enriches and broadens their social and
emotional learning, beyond the limits of only playing the favourite games of the teacher or students.
Following the program is the best way of achieving significant development in positive social
behaviour.
QUALITY CONTROL
Games Session Record Sheets
The first and most obvious step in giving PLAY IS THE WAY® every chance of significantly
developing positive social behavior, is to ensure the program of games is delivered as scheduled.
The “Game Session Record Sheets” need to be copied and given to teachers with the request they make
a habit of filling them in.
Record sheets, inform administrators and teachers which games students have played, and where a
class stands in reference to the rest of the school.
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Should a class be falling behind, in its involvement with the program’s variety of games, opportunities
can perhaps be found to hold catch up sessions.
Properly filled in record sheets make it easy for substitute teachers to know what a class should be
playing.
A master copy of the Games Session Record Sheets is on page 17. There is also a copy in the Timetables section of Volume 2.
Fidelity Of Implementation
The second step is to ensure the “Fidelity Of Implementation” questionnaires are completed at the
required times (see page 16).
These will inform and guide administrators in their deliberations about implementation, establishment
and maintenance of the program.
The Right Bias
Maintaining quality control in the delivery of games sessions by ensuring teachers ask students
insightful and penetrating questions about behaviour, is an important task for administrators.
It’s the games that help children grow holistically. Add to the game thinking, questioning, discussion
and decision making and the growing process is accelerated.
However, games sessions need to have a distinct sense of “action and doing” as opposed to “sitting and
listening.” Getting the bias right is perhaps the trickiest aspect of games facilitation.
Some sessions will, of necessity, need more discussion than play and others may have little or no
discussion and be all play.
Should students perceive games sessions as generally being almost all play and little discussion, the
bias is too great - just as it would be if their perception was that sessions were all talk and little play.
Teachers have done well if students, upon reflection, see the games sessions as a, predominantly,
physically active way of social and emotional learning.
Games sessions will often be the catalyst for further discussion back in the classroom. Teachers should
seize the opportunity to transpose the experiences and lessons of the games to the classroom
environment.
Add in, Not Add On
A games session should not be treated as a separate and contained 20 minute lesson in positive
behaviour and once done, forgotten for the rest of the day.
If treated as an “add on” to curriculum and not an “add in,” the potential of PLAY IS THE WAY® will
be noticeably reduced.
The experiences and lessons of the games must spill into the daily business of school and the language
and philosophy used to guide children in every area of learning.
It is in this area of encouraging, guiding and supporting teachers to add PLAY IS THE WAY® “into”
the curriculum, that administrators and the action team have a significant role to play.
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Not just a game
Students must be encouraged to pursue the best possible outcome of every game and teachers should
not diminish the value of the games by dismissing them as “just games.”
More than one game
At various times in the games timetable, 2 or more games are listed. This does not mean a teacher
must play all the games. It is merely a request that the teacher play the listed games if possible.
Playing more than one game in a session tests the organisational skills and memory of students. It also
tests their ability to shift from the emotional state at the end of one game to a state ready to start the
next game.
Teachers should begin with the first game and move onto the next game if time and the situation
permits.
Games variations
It’s not possible to say exactly when a teacher should move to a variation of a game.
The guiding principle is to maintain challenge and interest. Both do not always run hand-in-hand.
Sometimes students lose interest because they fail in the challenge and must find the resilience to keep
trying. At other times, children are only interested in playing a game if it doesn’t get too challenging.
The bottom line and perhaps the clearest indication of when to move on to a variation or more
demanding level of a game, is effort. If playing the game is taking insufficient effort (physical, mental
or emotional) then it’s likely time to step it up.
Watching from the outside, administrators are often in a good position to suggest moving on to a more
demanding level or variation.
Standing on the outside
When facilitating the games, teachers should avoid getting physically involved. Doing so often distorts
the dynamics of the game and can make participating with or attracting and impressing the teacher,
more tempting for the students than pursuing more important objectives.
Standing outside a game and observing what happens allows teachers to ask the insightful and
penetrating questions that prompt a greater awareness of behaviour on the part of students.
If teachers do want to play with their students, it’s best to do so after they have played the game a few
times. The steepest part of the learning curve occurs when the game is new to the participants.
Therefore, leaving them to experience the game while avoiding the offering of unnecessary help and
false rescues, produces the greatest benefit.
Maintaining The Focus
A fairly common question asked by school administrators relates to finding a way to prevent the games
sessions from losing their focus on behavioural development and simply becoming a mini break,
sweetened by a game that is often simply the favourite game of the teacher and/or students.
This can become a problem, but the solution is simple.
All teachers should set themselves the objective of asking at least one insightful and penetrating
behaviour related question per session.
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This question can be asked of an individual, a group or team within the class or of the class as a whole.
Irrespective of who the question is directed to, the whole class should be aware of it.
Administrators should get comfortable with asking teachers to share the question asked. In the early
stages of establishing PLAY IS THE WAY® it helps to have administrators asking teachers to share
the question. This soon gives administrators an insight into issues of concern and the patterns of
behaviour their teachers are addressing.
EXAMPLE
Admin:
How are they going this morning?
Teacher:
Similar to yesterday – they are all a little agitated.
Admin:
Have you asked a question yet?
Teacher:
Just a second ago. I asked Joshua if he could think of three things that lead to him
walking out of the game.
Admin:
And?
Teacher:
He could think of two. Mary snatched the ball from him on the first round and in the
third round his team agreed with Sam that if Joshua started with the ball he would be
less likely to drop it.
Admin:
Good to see Joshua being more aware. Was there a third?
Teacher:
I believe so. I’m not sure, but I think Richard whispered something nasty in his ear
just before we were about to start the third round.
Admin:
And he didn’t mention that?
Teacher:
He might be worried that I’ll get Richard to repeat it and everyone will laugh. Later,
I’ll speak to Joshua and Richard together about that.
Admin:
Good idea. Do you think he’ll join in soon?
Teacher:
I hope so. I’m about the ask the class to give themselves some advice and to offer
Joshua some as well.
Admin:
I think I’ll stay and watch.
Teacher:
It should be interesting. They’re getting better at seeing the problems they create for
themselves.
Teachers should make a habit of sharing at least one behavioural observation at each session. Again
this can be to an individual, a group or the class as a whole.
EXAMPLES
1.
Mary, I thought you controlled your nervousness well. You moved to the side, found a quiet
moment and did a lot of self-speak. I could see that and you returned with your thinking in
control of your feelings. Good process.
2.
Girls and boys in that group over there. There was a big moment of panic and you started to
put each other down. I’m not sure what you said Angela, but it seemed to make sense to your
team because it was followed by a lot of smiles and head nodding. You guys didn’t win, but
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you played together, worked together and came last together. Keep up that, “together stuff”
and I’m guessing things will certainly improve.
3.
Today you have achieved far more than the last time we played the game. For me, the big
difference was how quite you were. The last time, failure and frustration got you agitated and
noisy. This time, I could see the thinking going on, the self-control and the willingness to let
everyone be their own master. Powerful, very powerful.
MOTIVATION & EVALUATION
An independent evaluation of PLAY IS THE WAY®, and if that is not possible, organising the internal
collection of data to help determine the degree of significant change and improvement in positive social
behaviour, will keep staff motivated.
It should be noted that formal, independent evaluations usually require an initial assessment of students
prior to the commencement of PLAY IS THE WAY®.
STAFF MEETING
(Session 40)
It is also motivational to schedule an in-depth meeting, with the whole staff, to share anecdotal
evidence that indicates the “state of the nation.”
Sometime around games session 40 will work well, as by then most teachers will likely have worked
on all five key concepts.
The aim of the meeting will be to determine the following:

The degree to which the 5 key concepts have been embedded - are students actioning their
understanding?

Has good manners become the behavioural norm of the school?

Are teachers becoming more comfortable with the language?

Are students beginning to use the language between themselves?

Has there been any significant change in the number of students referred to administrators for
behavioural issues?

Are there teachers and/or classrooms struggling with the process and do they require
additional support and/or mentoring?

The extent of nuts and bolts problems ie. equipment, timetable, play areas, resources etc. and
the means to fix these.

How are teachers coping with regular games sessions?

Are teachers managing to keep up with the games program?

Are there stories about student behaviour (individual or group) that indicate either the
improvement or diminishment of positive social behaviour?

Are teachers feeling ready and able to continue the program? If not, what needs to be done
and how can administrators and the action team help?
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It would also be constructive if the action team presented their own report of the journey so far.
Administrators need to express their point of view and share their thoughts on the overall “feel” of the
school at this point in the program and what they see as the main changes in school culture, student
behaviour and teacher wellbeing since PLAY IS THE WAY® started.
NOTE
It is not unusual for some teachers to dismiss the value of the program based on its inability to
adequately improve the behaviour of the most difficult or dysfunctional student/s.
This is to be expected, because these students are the cause of great stress and anxiety for the
teacher, who battles daily to contain those whose sole, perceived aim is to be as disruptive as
possible.
It is only logical that deeply entrenched, destructive or inappropriate behaviour is not going to
shift easily and quickly. Administrators might consider counselling teachers caught in this
unfortunate predicament, to see beyond the painful thorn in their side, to the possible benefits
of the program to the main body of students in their class.
For teachers struggling with an extremely difficult class, we strongly suggest they employ the
PLAY IS THE WAY®, CRITICAL MASS strategy, while simultaneously running the program.
TEACHER/STUDENT CHOICE
GAMES SESSIONS
Marked on the “Games Program Timetable” are “Teacher / Student Choice,” games sessions. These
occur at fairly regular intervals and are an opportunity for students to repeat a game that appeals to
them.
Teachers should feel comfortable with being the one to choose the game, as these sessions are ideal for
replaying a game that would be of further benefit to the students.
It may or may not be a game the students enjoyed and teachers have to be comfortable with that as well.
THE SECOND YEAR
In the second year of the games program, simply start at session 1 and play the game at its basic level
to remind students of its structure. Quickly work the game up to the level or variation that challenges
the students.
Many a fruitful conversation can be had about the way the game was played a year ago and the way it’s
currently being played. Finding the reasons for the difference helps students to identify the specific
skills that have been sharpened or dulled over time.
Games are like a diagnostic tool and by playing them with a new class, the teacher will glean
information about the characteristics of individual students as well as groups within the class.
And beyond
Additional PLAY IS THE WAY® games manuals will give teachers new games should they need
them.
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For many schools, repeating the timetable continues to produce benefits, as many of the games have
multiple variations and a game’s degree of difficulty can be increased by a little creativity and simple
adjustments.
In being malleable structures, games can accommodate the ideas of children and it’s fascinating to
discover what children will do to a game to stretch their skills and improve their personal development.
Once games become an integral part of school life and their purpose (social and emotional learning)
understood and accepted, both teachers and students become proficient at working together to adjust,
adapt and apply games to the ongoing task of developing and maintaining the positive social behaviour
that ensures a safe and supportive school environment.
NEW TEACHERS
PLAY IS THE WAY® Volume 1 is essential reading for new teachers to the school. It must be read
carefully and with special attention paid to the LIFE RAFT and LANGUAGE sections.
Pairing new teachers with a mentor or buddy teacher is of course an excellent support and induction
strategy.
There will be much for the new teacher to absorb and as the PLAY IS THE WAY® methodology may
be considerably different to anything he or she has previously experienced, it will take time to
understand, embrace and implement with confidence and ease.
An effective means for induction is to ask students to inform and share, with the new teacher, their
understanding of the 5 KEY CONCEPTS and the language.
By actually working through an activity or two of each concept with the students, the teacher will
quickly see the purpose and place of the concepts in the school and classroom culture.
The SELF-MASTERY CHECKLIST is best understood by getting students to use the language in the
context of various scenarios. Using the scenarios chapter of each key concept is an ideal way of
hearing the language in action and determining the student’s point of view on how the concept relates
to the scenario.
Asking the students to do “show and tell” sessions of PLAY IS THE WAY®, interspersed over a
couple of weeks, is a workable and effective way of immersing new teachers in the methodology.
Buddying up with an experienced teacher for the first few games sessions works well. Combining
classes to play games will give the new teacher the chance to observe and contribute where he or she
can.
They will also get to see the key concepts in action and hear the language used by both the class
teacher and students.
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FIDELITY OF IMPLEMENTATION
By collecting data, all issues that could adversely affect the ongoing use of PLAY IS THE WAY® will
become apparent and actions/strategies to resolve those issues will significantly assist in the effective,
long term delivery of the program.
Master copies of checklists and questionnaires for photocopying are on the following few pages.
1.
Photocopy and hand out the teacher checklist prior to commencement of PLAY IS THE
WAY®. Once collected, transfer/add data to Administrators checklist.
2.
After games sessions 9, hand out Questionnaire 1 to teachers to complete. Once collected,
transfer data to Administrators Questionnaire 1.
3.
Repeat the process after games sessions 40 & 90.
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FIDELITY OF
IMPLEMENTATION
Classroom teachers
CHECKLIST
To be completed by classroom teachers
PRIOR to commencement of the
program
DATE COMPLETED:_________________
Name of Teacher:___________________________________________ Class:____________________
Class size:_________ Girls:_______ Boys:_______ Scheduled number of sessions per week:_______
Do you have your own copy of the PLAY IS THE WAY® program (Volume 1 & 2)?
 YES  NO
Do you feel you had adequate time to prepare before starting the program?
 YES  NO
Have you read the following from PLAY IS THE WAY® Volume 1:
1.
2.
3.
4.
5.
INTRODUCTION
PREPARATION
LANGUAGE
SELF-REGULATION
PROFESSIONAL LEARNING (first 10 articles)
 YES
 YES
 YES
 YES
 YES
 NO
 NO
 NO
 NO
 NO
Do you know your timetable for games sessions?
 YES  NO
Do you have the necessary play equipment?
 YES  NO
Do you know your allocated play area?
 YES  NO
Are you familiar with the first 3 games of the program?
 YES  NO
Are you prepared for the first 2 weeks of LIFE RAFT activities?
 YES  NO
Are you prepared for the introduction of SOOTHING THOUGHTS?
 YES  NO
NOTES: ………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
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FIDELITY OF
IMPLEMENTATION
Administrators
CHECKLIST
To be completed by Administrators
PRIOR to commencement of the
program
DATE COMPLETED:_________________
Do all classrooms have a copy of the PLAY IS THE WAY® program (Volume 1 &
2)?
 ALL  MOST  SOME
Have teachers had adequate time to prepare before starting the program?
 ALL  MOST  SOME
Have teachers read the following from PLAY IS THE WAY® Volume 1:
1.
2.
3.
4.
5.
INTRODUCTION
PREPARATION
LANGUAGE
SELF-REGULATION
PROFESSIONAL LEARNING (first 10 articles)
 ALL
 ALL
 ALL
 ALL
 ALL
 MOST
 MOST
 MOST
 MOST
 MOST
 SOME
 SOME
 SOME
 SOME
 SOME
Has a timetable been organised that enables classes to play at set and regular times?
 ALL  MOST  SOME
Does the timetable ensure that every class plays a minimum of 3 x 20 minute games
sessions per week?
 ALL  MOST  SOME
Do all classrooms have the necessary play equipment?
(See Volume 1 - Preparation section, page 7)
 ALL  MOST  SOME
Have all classes been allocated a specific area in which to hold games sessions?
 ALL  MOST  SOME
Are teachers familiar with the first 3 games of the program?
 ALL  MOST  SOME
Are teachers prepared for the first 2 weeks of LIFE RAFT activities?
Are teachers prepared for the introduction of SOOTHING THOUGHTS?
 ALL  MOST  SOME
 ALL  MOST  SOME
NOTES: ………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
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FIDELITY OF
IMPLEMENTATION
Classroom teachers
QUESTIONNAIRE
To be completed by classroom teachers
AFTER GAMES SESSIONS
9  40  90  (Please tick þ)
Name of Teacher:________________________________ Class:__________ Date:________________
Class size:_________ Girls:_______ Boys:_______ Number of games sessions completed:_________
Are you following the games session timetable?
 YES  NO
Are you checking off the completed sessions on the Games Session Record?
 YES  NO
Have you had the required equipment for each game?
 YES  NO
Has the allocated play area worked adequately for the games?
 YES  NO
Are you calling the games by their given names?
 YES  NO
Are your games sessions running the required length of time? If not, what is the main
reason? __________________________________________________________________
 YES  NO
Can students set up and organise games if given the names of the games?
 YES  NO
Are students being mindful of good manners and employing them?
 YES  NO
Are you using the PLAY IS THE WAY® language?
 YES  NO
Is the SELF-MASTERY CHECKLIST being used to guide behaviour?
 YES  NO
Are you asking at least one insightful and penetrating behaviour related question per
session?
Are you encouraging students to discover, consider and discuss the reasons for either
positive or negative outcomes of the games?
Are students able to work their way through problems in:
•
The games sessions?
•
The classroom?
•
The playground?
 YES  NO
 YES  NO
 YES  NO
 YES  NO
 YES  NO
Are you helping students to transfer observations, lessons learnt, skills and qualities
developed in the games sessions to other areas of learning?
 YES  NO
Are the KEY CONCEPTS having a positive influence on student behaviour?
 YES  NO
Are you continuing to use the PLAY IS THE WAY® Professional Learning offered in
Volume 1?
 YES  NO
Do you think your games facilitation skills are improving?
 YES  NO
Are most of the students in your class enjoying PLAY IS THE WAY®?
 YES  NO
To date, has PLAY IS THE WAY® been a positive experience for you?
 YES  NO
Are you seeing any improvements in pro-social behaviour?
 YES  NO
PRO-SOCIAL BEHAVIOUR: Voluntary behaviour intended to benefit another,
consisting of actions which benefit other people or society as a whole.
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FIDELITY OF
IMPLEMENTATION
Administrators
QUESTIONNAIRE
To be completed by classroom teachers
AFTER GAMES SESSIONS
9  40  90  (Please tick þ)
DATE COMPLETED:_________________
Are teachers following the games session timetable?
 ALL  MOST  SOME
Are teachers checking off the completed sessions on the Games Session Record?
 ALL  MOST  SOME
Have teachers had the required equipment for each game?
 ALL  MOST  SOME
Has the allocated play area worked adequately for the games?
 ALL  MOST  SOME
Are teachers calling the games by their given names?
 ALL  MOST  SOME
Are games sessions running the required length of time? If not, what is the main
reason?
__________________________________________________________________
 ALL  MOST  SOME
Can students set up and organise games if given the names of the games?
 ALL  MOST  SOME
Are students being mindful of good manners and employing them?
 ALL  MOST  SOME
Are teachers using the PLAY IS THE WAY® language?
 ALL  MOST  SOME
Is the SELF-MASTERY CHECKLIST being used to guide behaviour?
 ALL  MOST  SOME
Are teachers asking at least one insightful and penetrating behaviour related
question per session?
Are teachers encouraging students to discover, consider and discuss the reasons for
either positive or negative outcomes of the games?
Are students able to work their way through problems in:
•
The games sessions?
•
The classroom?
•
The playground?
Are teachers helping students to transfer observations, lessons learnt, skills and
qualities developed in the games sessions to other areas of learning?
 ALL  MOST  SOME
 ALL  MOST  SOME
 ALL  MOST  SOME
 ALL  MOST  SOME
 ALL  MOST  SOME
 ALL  MOST  SOME
Are the KEY CONCEPTS having a positive influence on student behaviour?
 ALL  MOST  SOME
Are teachers continuing to use the PLAY IS THE WAY® Professional Learning
offered in Volume 1?
 ALL  MOST  SOME
Are teachers games facilitation skills improving?
 ALL  MOST  SOME
Are most students enjoying PLAY IS THE WAY®?
 ALL  MOST  SOME
To date, has PLAY IS THE WAY® been a positive experience for teachers?
 ALL  MOST  SOME
Are teachers seeing any improvements in pro-social behaviour?
 ALL  MOST  SOME
PRO-SOCIAL BEHAVIOUR: Voluntary behaviour intended to benefit another,
consisting of actions which benefit other people or society as a whole.
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GAMES SESSION RECORD
TEACHER:………………………………………… CLASS:………………..….… YEAR:.....................
GAMES SESSION 1
GAMES SESSION 2
GAMES SESSION 3
GAMES SESSION 4
GAMES SESSION 5
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Completed

Completed

Completed

Completed

Completed

GAMES SESSION 6
GAMES SESSION 7
GAMES SESSION 8
GAMES SESSION 9
GAMES SESSION 10
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Completed

GAMES SESSION 11
Completed

GAMES SESSION 12
Completed

GAMES SESSION 13
Completed

GAMES SESSION 14
Completed

GAMES SESSION 15
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Completed

Completed

Completed

Completed

Completed

GAMES SESSION 16
GAMES SESSION 17
GAMES SESSION 18
GAMES SESSION 19
GAMES SESSION 20
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Completed

Completed

Completed

Completed

Completed

GAMES SESSION 21
GAMES SESSION 22
GAMES SESSION 23
GAMES SESSION 24
GAMES SESSION 25
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Completed

GAMES SESSION 26
Completed

GAMES SESSION 27
Completed

GAMES SESSION 28
Completed

GAMES SESSION 29
Completed

GAMES SESSION 30
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Completed

GAMES SESSION 31
Completed

GAMES SESSION 32
Completed

GAMES SESSION 33
Completed

GAMES SESSION 34
Completed

GAMES SESSION 35
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Completed

Completed

Completed

Completed

Completed

GAMES SESSION 36
GAMES SESSION 37
GAMES SESSION 38
GAMES SESSION 39
GAMES SESSION 40
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Completed

Completed

Completed

Completed

Completed

GAMES SESSION 41
GAMES SESSION 42
GAMES SESSION 43
GAMES SESSION 44
GAMES SESSION 45
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Completed

GAMES SESSION 46
Completed

GAMES SESSION 47
Completed

GAMES SESSION 48
Completed

GAMES SESSION 49
Completed

GAMES SESSION 50
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Completed

Completed

Completed

Completed

Completed

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GAMES SESSION RECORD
TEACHER:………………………………………… CLASS:………………..….… YEAR:.....................
GAMES SESSION 51
GAMES SESSION 52
GAMES SESSION 53
GAMES SESSION 54
GAMES SESSION 55
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Completed

Completed

Completed

Completed

Completed

GAMES SESSION 56
GAMES SESSION 57
GAMES SESSION 58
GAMES SESSION 59
GAMES SESSION 60
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Completed

GAMES SESSION 61
Completed

GAMES SESSION 62
Completed

GAMES SESSION 63
Completed

GAMES SESSION 64
Completed

GAMES SESSION 65
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Completed

Completed

Completed

Completed

Completed

GAMES SESSION 66
GAMES SESSION 67
GAMES SESSION 68
GAMES SESSION 69
GAMES SESSION 70
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Completed

Completed

Completed

Completed

Completed

GAMES SESSION 71
GAMES SESSION 72
GAMES SESSION 73
GAMES SESSION 74
GAMES SESSION 75
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Completed

GAMES SESSION 76
Completed

GAMES SESSION 77
Completed

GAMES SESSION 78
Completed

GAMES SESSION 79
Completed

GAMES SESSION 80
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Completed

GAMES SESSION 81
Completed

GAMES SESSION 82
Completed

GAMES SESSION 83
Completed

GAMES SESSION 84
Completed

GAMES SESSION 85
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Completed

Completed

Completed

Completed

Completed

GAMES SESSION 86
GAMES SESSION 87
GAMES SESSION 88
GAMES SESSION 89
GAMES SESSION 90
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Completed

Completed

Completed

Completed

Completed

GAMES SESSION 91
GAMES SESSION 92
GAMES SESSION 93
GAMES SESSION 94
GAMES SESSION 95
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Completed

GAMES SESSION 96
Completed

GAMES SESSION 97
Completed

GAMES SESSION 98
Completed

GAMES SESSION 99
Completed

GAMES SESSION 100
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Completed

Completed

Completed

Completed

Completed

_______________________________________________________________________________________________________
© Play Is The Way Pty Ltd under licence
www.playistheway.com.au
22
PLAY IS THE WAY® - ADMINISTRATORS GUIDE
_______________________________________________________________________________________________________
GAMES SESSION RECORD
TEACHER:………………………………………… CLASS:………………..….… YEAR:.....................
GAMES SESSION 101
GAMES SESSION 102
GAMES SESSION 103
GAMES SESSION 104
GAMES SESSION 105
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Completed

Completed

Completed

Completed

Completed

GAMES SESSION 106
GAMES SESSION 107
GAMES SESSION 108
GAMES SESSION 109
GAMES SESSION 110
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Completed

GAMES SESSION 111
Completed

GAMES SESSION 112
Completed

GAMES SESSION 113
Completed

GAMES SESSION 114
Completed

GAMES SESSION 115
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Completed

GAMES SESSION 116
Completed

GAMES SESSION 117
Completed

GAMES SESSION 118
Completed

GAMES SESSION 119
Completed

GAMES SESSION 120
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Day …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Date …………………………
Completed

Completed

Completed

Completed

Completed

CLASS TEACHER’S NOTES:…………………………………………………………………………....
……………………………………………………………………………………………………………...
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……………………………………………………………………………………………………………...
……………………………………………………………………………………………………………...
……………………………………………………………………………………………………………...
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……………………………………………………………………………………………………………...
_______________________________________________________________________________________________________
© Play Is The Way Pty Ltd under licence
www.playistheway.com.au
23