Providing a supportive school environment to learn through:
COOPERATION
- Contributing to a positive school tone/image
- Understanding that with rights come responsibilities
- Accepting consequences when the Code is broken
CARE
- Caring for the environment
CONSIDERATION
COMMON SENSE
- Safe and sensible work and play
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BASIC NOTIONS OF EFFECTIVE MANAGEMENT
The Behaviour Management Policy is founded on four basic notions for effective student behaviour management. They are:
- Students learn best in learning environments that are success oriented. (Belonging and Relevance)
- Students undergo an "apprenticeship in democracy" while at school. (Rights and Responsibilities)
- Managing students is most effective when done in partnership with parents and with all school adults. (Partnership)
- Managing student's irresponsible behaviour must include planned disciplinary actions which increase every students' opportunity to succeed and maintain a safe, orderly learning environment. (Planned Discipline)
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In order to provide an educational environment where teachers, students and parents can work and interact in a secure, supportive and cooperative environment, certain rights and responsibilities need to be put in place. Rights can only be enjoyed when in partnership with responsibilities.
CHILDREN have the right to learn
TEACHERS have the right to teach
PARENTS have the right to participate in our school |
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Self management is about enabling students to change inappropriate behaviours by themselves, or establishing new skills in their repertoire. Students learn that there won't always be someone around to give feedback and/or reinforces for appropriate behaviours, so they must do this for themselves. This involves students taking responsibility for themselves and learning self-management skills. Self discipline is actively promoted school wide through the Human Relationships Education including special programs such as; social skills programs and conflict resolution courses. A Cool Down room operates where students work with key teachers to examine inappropriate behaviours and develop personal plans. |
Through combining positive feedback for appropriate behaviour and negative consequences for inappropriate behaviour, teachers can clearly establish the parameters of the behaviour that they expect. They will be in the position to motivate the children to make the choice to eliminate their problem behaviour and increase the appropriate behaviour. All children want the teachers' attention. If they feel that they are unable to gain it by being "good" then they will try to gain it by being "bad". If teachers recognise and only respond to the children's negative behaviour, they will continue to misbehave in order to receive attention from the teacher. The more teachers utilise praise and support to influence behaviour, the better children will feel about themselves. In order for teachers' positive responses to be meaningful, they need to be:
- responses teachers are comfortable with
- something the child wants and enjoys
- provided as soon as possible after appropriate behaviour
- provided as often as possible
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The school acknowledges that sometimes, planned management is required to protect the rights of students to learn and teacher to teach. To protect these rights, specific classroom, playground and beyond classroom management strategies are at times necessary. The school's phases of behaviour are determined by teachers at phases one and two, and by either the Principal or Deputy Principal at the higher phases. Consequences at the higher phases ar determined by school administration.
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At Chatswood Hills State School we are opposed to the notion of labelling a child on the basis of an arbitrary definition of behaviour. For this reason, the school does not ascribe behaviour levels or ratings to students. The system used by the school is descriptive of the number of people involved in the management of each student. For example: a child who manages his/her own behaviour without needing to be redirected by another, is said to be operating at PHASE ONE. That is, they are self managing. This progresses to phase five as outlined below.
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Phase One
People involved
Possible actions
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1 Person
STUDENT ONLY
Student is responsible for managing own behaviour.
Continue to work on the positives with the behaviour of the student - verbal encouragement, assembly acknowledgement, incentives etc
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Phase Two
People involved
Possible actions
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2 People
STUDENT AND TEACHER
Teacher's intervention to help student manage his/her behaviour. No other mediators involved.
Decisions as part of the classroom behaviour management system. Consider informal contact with parents/caregivers.
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Phase Three
People involved
Possible actions
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3 People
STUDENT, TEACHER AND ANOTHER ADULT (parent or another teacher) A member of administration will play a supportive, follow-up role.
Behaviour which requires the support of a third person to help redirect the student behaviour .Withdrawal of classroom privileges. Isolation within classroom if necessary. Use of "Buddy Class" for in-house removal from own class. "Cool Down" if behaviour is of a "High Level". Parents informed and support requested.
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Phase Four
People involved
Possible actions
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4 People
STUDENT, TEACHER, PARENT AND MEMBER OF ADMINISTRATION
Intervention needed fro student to manage his/her own behaviour. Serious behaviour needing both support and corrective procedures.
Interview with parents/caregivers. Counseling, Behaviour contracts, Daily monitoring, Exclusion form activities where school is represented in public eg:camps, excursions and sport. Possible withdrawal during eating and play breaks.
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Phase Five
People involved
Possible actions
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5 (or more) People
STUDENT, TEACHER, PARENT, MEMBER OF ADMINISTRATION AND QUALIFIED HELP (eg: guidance officer, external officer, community support agencies)
The student has failed to respond to all school-based efforts to manage behaviour at an acceptable standard. Professional help is sought. If parents refuse, the student is still viewed by the school as being at phase 5. See possible actions for phase 3 and 4. Withdrawal from regular classroom and playground. Suspension. Exclusion.
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