School personnel and community members’ perspectives in implementing PAX good behaviour game in first nations grade 1 classrooms

Figures & data

Table 1. PAX-GBG intervention strategies, reported strengths and challenges

Intervention Component	Description	Benefits Reported	Reported Challenges
PAX-GBG and Granny’s Wacky Prizes	This intervention incorporates structured activities and strategies to improve student behaviour. It allows students to create their ideal classroom by paying attention to their behaviour, as well as their peers’ behaviour. This intervention teaches students to follow instruction and provides rewards for staying on task. Granny’s Wacky Prizes are safe behaviours that are normally prohibited in class. Prizes are motivators for children to participate in PAX-GBG.	PAX-GBG was said to be a useful set of tools, and that students’ behaviours improved. Students enjoyed the prizes, and it gave the children a break by getting out of their seats.	PAX-GBG could be time-consuming to implement initially. This was amplified if there were students who experienced behavioural or learning challenges. Some of the prizes were considered not age appropriate. Some students would become jealous if they did not receive a prize.
Harmonica and PAX Quiet Peace Sign	The harmonica is a musical instrument used to get students’ attention. The PAX Quiet Peace Sign is a non-verbal transition cue to signal a shift in attention or task. This strategy aims to help reduce loss of classroom productivity.	Using the harmonica was a positive thing for the classroom as it has a calming sound and reduced the need to yell to get students to pay attention. The PAX Quiet Peace Sign helped keep students on task, and was used every day.	Some students did not understand the purpose of the harmonica. After a while, the harmonica no longer was able to grab students’ attention. The PAX Quiet Peace sign did not always work, as students may not have been looking at the teacher.
PAX Hands, PAX Feet, PAX Voice	A tool that allows teachers to communicate expectations using the appropriate voice level. This strategy teaches students acceptable ways to hold one’s hands and feet when walking in the halls or making transitions.	This strategy was helpful with large groups of children, such as lining up.	Some children who did not participate in PAX-GBG teased their peers who used PAX Hands and PAX feet.
PAX Sticks	Random calling for student selection that encourages students to maintain their focus in the classroom.	PAX Sticks was a positive strategy to help children feel included and recognised. PAX Sticks give confidence to some children who answered questions, because anyone can answer at any time. PAX Sticks were also used to place children into different groups.	None Reported
See Hear Feel Do Exercise	Teachers and students create a chart of what they would see, hear, do and feel more their classroom, as well as a contrasting chart of what they would see, hear, do and feel less of. This chart is posted in the classroom to be revised throughout the school year.	This exercise was empowering to students, as they have an opportunity to discuss what they would like to see more or less of in their classroom. Students were likely to participate in PAX-GBG because they were a part planning the rules.	Some students struggled to understand this exercise, as they did not have experience expressing their emotions.
Tootles	Peer-to-peer (student-to-student, student-to-teacher, teacher-to-teacher, teacher-to-student) written notes of thanks, appreciation and recognition of accomplishment.	Tootles encouraged class participation by providing recognition to the students.	If students did not know how to write yet, the teacher became responsible for the extra work of writing Tootles. At times, Tootles become a source of competition and arguments between students.