Behavioural Management at West Beechboro

Behavioural Management at West Beechboro

The development of appropriate and acceptable behaviour is a staff, parent and student

responsibility. Its success is based upon the recognition of the dignity and worth of all individuals.

Beliefs

  • Behaviour Management (BM) should develop resiliency and build students’ capacity to deal with conflict.
  • Building positive relationships is central to Behaviour Management.
  • Prevention of negative behaviours must be a priority.
  • Rewarding positive behaviours assists the likelihood of repetition.
  • Behaviour management is about supporting students to behave appropriately.
  • Learning and behaviour are connected.
  • Behaviour is learned, situational and contextual and always involves others.
  • Ignoring negative behaviour sends the message that this is OK?

Building of Relationships

In a social organisation like a school: building, maintaining and repairing relationships is critical. If we want to change behaviour we must have a clear idea of the behaviour we view as acceptable for the context of the learning environment. When we observe desired behaviour we need to reinforce it.

When it is absent we need to teach behaviour that approximates what we are after. This should be

done during a reflection. A focus on the behaviour rather than the person will help in maintaining a

relationship that is potentially at risk.

Restorative Approaches

The school promotes a restorative approach to behaviour management known as ‘Reflective Behaviours’.  Restorative practice in schools aims to manage conflict by repairing any harm caused by behaviour and by focusing on strengthening relationships.  Restorative practice values the individual and encourages students to learn from behavioural mistakes and make better choices in the future without destroying relationships.  It is about redefining behaviour management as relationship management.

Restorative behaviour management practice works on the ‘firm but fair’ principle, where high expectations are coupled with high support, encouragement and nurturing.  Being firm does not mean that everyone gets their own way.  Being fair means that everyone:

  • Has the opportunity to have a say
  • Understands the reasons for the decision
  • Has a shared understanding of what is expected

As a reactive response, restorative processes allow all those involved to have a say, think about what happened and suggest ways that the harm can be repaired.  This allows the perpetrator the opportunity to learn from their mistakes by encouraging empathy with the victim/s.

As a reactive response, restorative processes allow all those involved to have a say, think about

what happened and suggest ways that the harm can be repaired.  This allows the perpetrator the

opportunity to learn from their mistakes by encouraging empathy with the victim/s.

This policy is supported by the schools:

  • SAER Policy
  • Anti-Bullying Policy
  • Bullying Prevention Parent Information Booklet

West Beechboro Primary School aims to develop behaviour management approaches which:

  • Are preventative in nature; focus on early intervention.
  • Focus on changing behaviour.
  • Promote pro-social behaviour, student wellbeing and the development of self-discipline.
  • Create a caring school environment where the rights and responsibilities of all individuals are recognised and respected
  • Recognise those members of the school community whose exemplary behaviour promotes a positive and caring school environment.
  • Establish, (Teach) a set of whole school rules.
  • Establish and teach individual classroom rules that protect the rights of all school community members.
  • Establish and enforce a clear set of consequences for individuals who do not accept their responsibilities and ignore rules encouraging them to recognise and respect the rights of others.
  • Establish procedures so that conflicts can be resolved in a positive collaborative manner.

Code of Behaviour

All members of the West Beechboro Primary School community will accept responsibility for their personal behaviour.  They will treat all other members of the school community with respect, courtesy and tolerance.

Students have the right to:

  • respect, courtesy and honesty at all times from each other, staff and parents.
  • work and play in a safe, secure, friendly and clean environment.
  • co-operation and support from parents, teachers and peers.
  • learn in a supportive learning environment.

Teachers have the right to:

  • respect, courtesy and honesty at all times from parents, students and colleagues.
  • teach in a safe, secure, friendly and clean environment.
  • co-operation and support from parents, students and colleagues.
  • teach in a non-disruptive environment.

Parents have the right to:

  • respect, courtesy and honesty at all times from teachers, students and other parents .
  • to be safe in the school environment.
  • co-operation and support from the school community.
  • be informed of inappropriate behaviour of their child and the resultant consequences.

Students are responsible for:

  • ensuring kind, courteous and well-mannered behaviour towards everyone.
  • ensuring that their behaviour protects the safety and wellbeing of others.
  • taking care of the property of our school, teachers and other children.
  • ensuring that their behaviour is not disruptive to the learning of others.
  • adhering to the rules of the school.

Teachers are responsible for:

  • encouraging positive behaviour through consistent use of the school’s code of behaviour.
  • setting an example to students of appropriate behaviours.
  • ensuring that the school environment is safe and clean.
  • informing parents of inappropriate behaviour and the resultant consequences.
  • fostering positive relationships by encouraging trust, mutual respect and tolerance.

Parents are responsible for:

  • being familiar with and supporting the school community in actively promoting the Behaviour Management Policy in Schools.
  • displaying a positive role model whilst on the school grounds.
  • communicating any concerns they may have, to the classroom teacher, or administration if required.

Roles

The Teachers will:

  • Understand & implement the BM and Reflective Behaviour Policy as detailed in this document.
  • Display & discuss in the classroom;

a) Rights & Responsibilities

b) School Rules

c) Classroom Rules

d) School’s Behavioural Management Procedure (Reflective Behaviours)

e) Bullying Policy

f) School-wide pastoral care programs

  • Liaise with other staff on student’s behaviour.
  • Monitor all students’ behaviour.
  • Be proactive rather than reactive.
  • Be proactive in terms of parent involvement.
  • Have good support systems for individual students who need it.
  • Report ALL incidents of physical contact (hitting, kicking) to administration.
  • Enter behaviour incidents on INTEGRIS.

The Principal, Associate Principal and Deputy Principal will:

  • Understand & ensure the BM Policy is implemented.
  • Ensure the BM Policy is made available to staff, parents, students, relief teachers and other interested parties.
  • Provide a link between parents, staff & students.
  • Organise outside agencies to assist behavioural management when required.
  • Ensure the staff reviews the BM Policy when required.
  • Inform the School Board of any changes
  • Ensure all staff have appropriate skills to manage behaviour.
  • Enter detentions, suspensions & behaviour incidences on INTEGRIS.

School Rules

Students Will:

  • Follow teachers instruction.
  • Play safe and sensible games in allocated areas..
  • Wear a hat to play.
  • Walk on all paved and concrete pathways.
  • Only be in classrooms with staff supervision.
  • Place rubbish into bins.
  • Eat and drink only in the undercover area.

Classroom Procedures for Behaviour Management

The following procedures are implemented by all classroom teachers.  The purpose of this is to promote a consistent, whole school approach to behaviour management.  Classroom teachers will establish their individual practices with their own class at the commencement of each school year.

  1. Proximity Praise/Reward
  2. Warnings
  3. Orange Card – Time out in class
  4. Red Card- Buddy Class. Parent sent home ‘Pink Slip’
  5. Sent to office with ‘Blue Slip’. Administration deal with incident.
  6. Detention or suspension.

Playground Overview

Duty Teachers:

  • Wear a fluorescent vest when out on duty.
  • Take a behaviour infringement book with them on duty.
  • Hand out positive behaviour token to students doing the right thing.
  • Use the red card (send with a students to office) if you require assistance.
  • At the end of recess and lunch the infringement book is to be handed into the school officer who will distribute the appropriate slips to teachers, parents and administration informing them of infringements.

Severe Clause

The Principal, Associate or Deputy Principal will address any incident on a case by case basis.

Guidelines for Suspension and Exclusion

When all efforts to contain the behaviour of a disruptive student have failed, the Principal, Associate Principals and Deputy Principal is authorised by the Department of Education & Training to suspend a student.

Suspension

In cases of either repeated or serious breaches of the Code of Conduct, the Principal may authorise the suspension of students for a limited period.

Parents will receive a phone call and a written note informing them of the reason for suspension and its duration.

The following documentation will be completed when a student is suspended:

a) A copy of the reason for suspension will be forwarded to;

Classroom teacher

The parents or guardian

b) The suspension will be recorded on Integris indicated by a Z in the attendance register.

Concerns

When parents and children are unhappy about the handling of any incident under this policy, they are able to make an appointment with the child’s teacher in the first instance, if unresolved they should be directed to either the Associate Principal or the Deputy Principal. In the case of a suspension, the student will remain on suspension while the matter is investigated.

It is important that the school community understands that verbal abuse or offensive language, while matters are being discussed, will not be tolerated and may result in a caution order being issued and the offender being prohibited from entering the school site.

The following outlines the process of restorative practice which is used at West Beechboro Primary School.

Reflective Behaviours

The basic philosophy behind Reflective Behaviours is to change student behaviour, reduce conflict between the teacher and the student while developing resiliency and the capacity our students to deal with conflict.

In the traditional classroom the teacher manages all behaviours be they small or large. If a student encounters a conflict situation, the teacher is the first port of call. ‘Reflective Behaviours’ addresses this situation by empowering students. ‘Reflective Behaviours’ provides the student with the language and tools to develop successful strategies for dealing with inappropriate behaviour that interrupts the learning environment. It provides the students with the language of ‘Conflict Resolution.’ Importantly it develops a platform for teachers to build a culture of changing behaviour – not managing behaviour. If implemented correctly it reduces ‘head butting’ between teacher and student.

If the ‘Reflective Behaviours’ system is carefully implemented into a classroom and becomes an integral part of the classroom culture behaviour problems are significantly reduced with the most difficult students. Many of the potential conflict situations are diffused before they even reach the teacher. At West Beechboro Primary School this process has been in place since 2007 and continues to be refined and developed.

For this system to be implemented successfully the classroom environment must be safe and conducive to risk taking. Students must be confident that they will be supported with their decisions when dealing with off task behaviours. The students must be made aware that all class members must be treated fairly and with respect. This may take a number of weeks to create and the classroom teacher needs to be patient and supportive while the students learn to differentiate between off task unacceptable behaviour and personal idiosyncrasies. This occurs from the moment that students enter the classroom.

Students have the opportunity to discuss personal differences and establish a collaborative set of guidelines that everyone is expected to abide by. The classroom teacher initiates discussions that look at the behaviours of students and not individuals. Students are made aware of the fact that it is the behaviour that others do not like and not them.

Students at West Beechboro Primary School are made aware of three options when they encounter off task behaviour or behaviours that interferes with their learning or the learning of others. They can:

  • Ignore the behaviour (By not doing anything the student is saying “What you are doing is OK”)
  • Join in with the behaviour (Become a part of the problem)
  • Do something about it. (Model the appropriate behaviour)

A grievance procedure is in place (Appendix One) that provides the framework on which students can build their conflict resolution skills. This provides the foundations for students to develop appropriate and assertive dialogue that addresses behavioural issues in the classroom.

With the ‘Reflective Behaviours’       if a student sees that another student is off task, they ask the question

“Do you understand the task?”       If the pupil answers    “Yes”

They reply                   “Then why are you not working?”

If the student continues with the off task behaviour the student goes to grievance and the student is put onto an orange card.

(If the student replies “No” Then it is the responsibility of the requesting student to assist the other student to understand the task.

An orange card tells the student that he/she is being warned to make an appropriate change in their behaviour.

A red card requires the pupil to leave the room and spend time in a timeout class.

A repeated offence means that the student is to be directed to the office.

At the end of the day all the students take part in a reflection of the day’s behaviours and students are asked for their opinions, based on facts, regarding the student’s behaviour. This discussion is closely monitored and directed by the teacher. It is ensured that feedback is true and accurate and only reports on the student’s behaviour after receiving a card. This provides the students with the opportunity to reflect on their behaviours and focus on making positive changes. If the behaviour has improved he/she is then taken back to Orange or green. If the behaviour has not improved, they remain on their card until the next reflection period.

Extra opportunities for reflection is used to assist a student to get back to orange or green. Remembering that the onus is on changing behaviour, not punishment. Support for students’ with challenging behaviour is essential and is provided by various structures that run across the school.. Offering students a manageable time frame to address their behaviour before a reflection, gives them more chance for success.

In creating a positive and supportive classroom that is free of put downs and negatives it is critical that the students understand that there is nothing personal about ‘Reflective Behaviours’ That it is the inappropriate behaviours that others do not like and not them.

This differentiation is  made constantly!

Classroom Culture

In implementing ‘Reflective Behaviours’ into our classrooms, time has been invested in establishing a classroom culture that is conducive to students having a voice in the classroom.

There are a number of strategies that are used to do this. This is the teaching component, students are therefore taught:

  1. Appropriate feedback – Fair and ethical feedback
  2. Considerations for others
  3. A focus on supporting behavioural change
  4. A focus on the behaviour not the student. (Restorative)

Important Components

  • Warning for behaviour
  • Orange Card – Student changes card to Orange
  • Red Card – If behaviour continues student changes card to red and goes to timeout class.
  • If the behaviour continues in timeout or on their return to class, the teacher records this on a WBPS Behaviour Management book (White Slip) and sends the student to the office with this notification.
  • A reflection is done at the end of the day or first thing in the morning.
  • If student behaviour has not improved they remain on their current card.
  • If behaviour has improved they move down one card i.e. Orange to Green or Red to Orange. Students must change their behaviour to change their card.
  • Reflections can be carried out at any time to assist a student to move down a card.
  • Emphasis is placed on assisting the student to get back to green.
  • Ignoring behaviour gives the wrong message to students and creates inconsistency and unfair treatment.

Imperatives for Success

  • High Expectations
  • Reflection is crucial
  • Consistent approach across the school
  • Emphasis on changing behaviour not just managing behaviour
  • Use of rewards- Not free time

What to say

  • I liked the way you handled that.
  • I’m glad you enjoy learning
  • I am glad you are pleased with this
  • Since you are not satisfied with this, do you think you can do something so you will be satisfied.
  • It looks as if you enjoyed doing this.
  • How do you feel about it?
  • Wow! Your effort really shows here.
  • You can help me by…
  • Let’s try it together.
  • Knowing you, I am sure you’ll do fine.
  • You’ll make it.
  • I have confidence in you.
  • That’s a tough one, but I’m sure you’ll work it out.
  • I can understand your frustration (anger, disappointment, etc) but I am sure you will be able to handle it.
  • Thanks, you helped a lot.
  • It was thoughtful of you to…
  • Thanks, you just made my job a lot easier.
  • You have a knack for…
  • You do a good job of…
  • I really enjoyed working with you. Thanks
  • You are always good to be around.
  • You have really improved in…
  • Yes, that’s a mistake, but what can you learn from it?
  • Don’t give up. I know you can do it.
  • Keep up this good work.

Grievance Procedure

  • Speak to the person (s) off task.
  • Remind them to start work.
  • Speak to the teacher if they continue to stay off task

What to say…….

Do you understand the task?

If they reply YES… Ask them… Why aren’t you working?

If they answer NO… Explain the task to them.

If they still aren’t working… Ask them to start working or you will speak to the teacher.

If they have still chosen not to start work, you need to speak to the teacher.

If you don’t do anything about it, you are giving them the message that it is OK to stop you from learning.

When making Assertive Statements make sure you:

  • Make eye contact.
  • Speak clearly
  • Keep your message simple and easy to understand.
  • Remain calm and in control.
  • If you need help, ask for it

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