Behaviour

Management

In

Schools

MARGARET RIVER PRIMARY SCHOOL

2012

BEHAVIOUR MANAGEMENT

POLICY AND PROCEDURES

Table of Contents

MRPS Behaviour Management Policy 1

Behaviour Management Policy Goals 1

Code of Conduct 1

Rights and Responsibilities of Staff

and Students 2

Roles and Responsibilities of Teachers

and Administrators 2

Positive Behaviour Management 3

Consequences and Sanctions 4

In Class Behaviour Flow Chart 4

Playground Behaviour 5

Out of Class Behaviour Flow Chart 7

Individual Behaviour Plan 8

Use of Physical Contact and Restraint 8

SIS/Integris Records 8

Resources 9

Appendices:

MRPS School Values 10

Classroom Rights and Responsibilities 11

MRPS Faction Point 12

MRPS Overview of Classroom Procedures 13

Reflection Sheet – Parent 14

Reflection Sheet – Junior 15

Reflection Sheet – Middle/Upper 16

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Margaret River Primary School

Behaviour Management Policy

The policy and procedures governing maintenance of good order and response to unacceptable behaviour.

argaret River Primary School’s Behaviour Management Plan is designed

in accordance with the Procedures described in sections 3 - 5 of the

Department of Education’s Behaviour Management in Schools

Document, 2008, as follows:

1. Goals of our Behaviour Management Policy

• To create a safe and positive school environment where the rights and responsibilities of all individuals are respected and recognised.

• To assist students to develop personal and social capabilities, develop the capability to behave ethically and develop intercultural understanding.

• To enable teachers to manage classroom behaviour and to work within the policy to resolve conflict where it occurs.

• To enable students to make acceptable social and moral judgements for life situations.

2. Code of Conduct

All members of the MRPS School Community are committed to demonstrating conduct in accordance with the six agreed whole school values. These values are reinforced by the school’s Positive Behaviour Faction Point program, through which students are rewarded for demonstration of the values.

M

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3. Rights and Responsibilities of all Staff and

Students

All teachers at MRPS have the right to teach, and all students have the right to learn, in a safe, supportive and positive learning environment that is free of violence, coercion, discrimination and disruption.

4. Roles and Responsibilities of Teachers and

Administrators

Teachers and administrators are responsible for implementing and following the procedures of the Behaviour Management Policy of the school; for assisting students to accept responsibility for their own actions; for assisting students to understand that actions have consequences; and for ensuring that students are aware of the whole school Code of Conduct and Behaviour Management procedures. Class teachers are responsible for implementing a Classroom Plan that reflects the Behaviour Management Policy of the school. Code of Conduct ownership is reinforced through student discussion and participation in establishing classroom rules in relation to the Code.

Teachers and administrators provide a positive, caring and consistent role model, and follow set procedures at all times. The overall aim is for all students is achievement of the General Capabilities in the Australian Curriculum: Personal and Social Capability, Ethical Behaviour and Intercultural Understanding.

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5. Positive Behaviour Management

By recording positive behaviours and achievements, MRPS establishes a balanced profile of each student and effectively shifts the emphasis from negative behaviours. This balanced record illustrates to the School Community that the school values, promotes and encourages the positive behaviours and achievements made by each student at our school. Positive behaviours and achievements that are regularly recorded include:

M E R I T C E R T I F I C A T E S Merit Certificates are awarded fortnightly by all teachers, and presented by the Student Councillors every second Monday at the Student Assembly.

S P E C I A L I S T C E R T I F I C A T E S Specialist area certificates are presented to a nominated class at assemblies.

A U S S I E O F T H E T E R M A W A R D S Students are nominated by class teachers, subject specialists and administrators for the Aussie of the Term awards which are presented by the Deputy Principal at End of Term Assemblies, term 1 and term 3. Students received a certificate, badge and pen in recognition of their active citizenship.

A N N U A L A W A R D S Each year students are nominated, by their class teachers and subject specialists, for Presentation Day awards: Academic Achievement, Effort, Improvement.

F A C T I O N P O I N T S All teachers and administrators are committed to encouraging and rewarding acceptable behaviour. To support and complement individual Classroom Management Plans, and to encourage positive behaviour across the school, the school has a system of awarding Faction Points in recognition of good behaviour. Faction Point cards are issued for demonstration of the six agreed whole-school values. The cards are held in individual classrooms for issue by class teachers, in the duty folders for issue by duty teachers, and in the office for issue by administrators.

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Students ‘bank’ their Faction Point cards in a box placed in the office. Each fortnight the Student Councillors tallies the points for each faction, and records individual students’ points. High-level achievement of faction points is recognised at Student Assemblies and through the school newsletter.

F A C T I O N P O I N T C O M P E T I T I O N Each fortnight at the Student Assembly, Faction Captains announce the winning faction for the previous week and the cumulative points for each faction for the term. Certificates are awarded to student’s who have achieved faction point ‘milestones’. A student name from each faction is drawn randomly at each assembly for the presentation of a canteen voucher.

6. Consequences and Sanctions

All teachers and administrators follow a consistent procedure for dealing with unproductive behaviour. This procedure is designed to assist teachers to create an effective and safe learning environment. The role of the teacher is to implement the procedure, and the role of administration is to provide support through advice and assistance.

The primary responsibility for in-class behaviour rests with the class teacher, who may call upon administrators for support, or for provision of custodial care of a student, where the student has failed to respond at level five of the procedure.

Awards presented at Student Assembly

10 Points: Bronze Certificate

15 Points Silver Certificate

30 Points Gold Certificate

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L O W K E Y R E S P O N S E S

Teachers use the classroom management strategies of winning over, cohesiveness, inclusiveness, and safe environment, even while responding to a student’s misbehaviour. They keep the emotional content of interactions low, using non or minimal verbal, low-key responses that do not interrupt the learning flow of the classroom and that do not invite escalation from the student.

L O G I C A L C H O I C E A N D I M P L I E D C H O I C E

Students who continue to misbehave after redirection on the part of the teacher are choosing to escalate. The teacher responds to student escalation by giving the student an either/or choice, which is related in a logical way to the misbehaviour. The choice is given in a positive or neutral tone, with politeness, and the required response allows the student to save face. For example, “Elizabeth, you can either work quietly with your group or work at the back of the room by yourself, what is your choice?”, “Helen, you can put your toy in your bag or put it on my desk until lunch time, what is your decision?”, “Belinda, either stop swinging on your chair or bring your work to the mat area to work on the floor, choice please?”

Implied choice refers to the teacher following through on the alternative choice offered to the student/s if they continue with the behaviour.

B U D D Y C L A S S / I S O L A T I O N

If a student continues with unproductive behaviour they are removed to an agreed buddy class or isolation area for 15 minutes to complete a reflection sheet (see appendix v). The sheet is photocopied by the teacher. The original sheet is sent home with the student for signing by their parent and returned to school the following day. The photocopy is to be kept for record keeping purposes by the teacher.

7. Playground Behaviour

Students demonstrating inappropriate behaviour in the playground will receive a white slip. If they receive 2 white slips in a term, then they will have a lunchtime detention in the administrator’s office. 3 white slips and they receive 2 lunchtime detentions, 4 or 5 white slips, they receive a half day detention, 6 or 7 white slips, a full day time out (detention) and 8, a suspension. During lunchtime detentions the students will fill out a reflection sheet. During half day and full day detentions the students will continue with their classroom work. Students begin each new term with a clean record.

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BEHAVIOUR MANAGEMENT

NOTICE TO OFFICE

Date: _________________ Time: ________

Room No: ________ Year: ________ Student: _______________________________

Please note that this child:

Has received 2 behaviour slips and qualifies for l unch time-out.

Has accrued 3 behaviour slips and qualifies for 2 lunch time-outs.

Has accrued 4 or 5 slips and qualifies for ½ day t ime out

Has accrued 6 or 7 slips and qualifies for full da y time out

Has accrued 8 or more slips and qualifies for suspe nsion

Other::______________________________

Teacher: __________________________

S I GNED : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

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PLAYGROUND BEHAVIOUR MANAGEMENT FLOWCHART

The following steps are in place for students displaying inappropriate behaviour in the playground. STEP 1

WARNING Reminder of appropriate behaviour - link to school Code of

Conduct

STEP 2

White Slip Placed in teachers pigeon hole and record kept by teacher.

STEP 3

2 White Slips Teacher records it on a “Behaviour Management Notice to the Office” and sends to the office for 1 Lunchtime Detention. Admin to supervise and document on SIS. Reflection letter to go home to be sighted and signed by parents.

STEP 4 and beyond

3 White Slips - 2 lunch time detentions 4 or 5 White Slips - ½ day detention 6 or 7 White Slips - full day detention 8 or more White Slips - suspension

NOTES

• Please note steps can be shortcut if the incident warrants it.

• If the behaviour is too severe the student can be brought up the office

• No students to be sat on the bench.

• REMEMBER 5 POSITIVES TO 1 NEGATIVE.

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8. Use of Physical Contact and Restraint School staff may use physical contact to care for a student or to manage their behaviour. The degree of physical contact must be in proportion to the seriousness of the behaviour or the circumstances it is intended to prevent or manage. Examples of physical contact include escorting a student by the arm or hand, holding, guiding or shepherding.

Staff will only consider physical restraint of students once other less intrusive alternatives have failed or been deemed to be inappropriate. Physical restraint must only be used if a student is acting in a manner that places at risk the safety of any person or there is a risk of damage to property.

Department of Education. Behaviour Management in Schools. Effective: 28 Janurary 2008 Version: 1.1 Final

9. SIS Records / Integris

Through the SIS system there is the Integris recording system that caters for student records and includes student behaviour details.

As positive and negative BMIS records are collated, an overall profile is developed for each student. This profile can be printed out at any time. Common reasons for requesting a print-out include:

• To report details of BMIS records to teachers and parents.

• To assist teachers in report writing and in parent interviews.

• To assist in choosing award winners at the end of the year, e.g. citizenship.

• To include in student transfer files.

An Integris negative behaviour record for a student includes information relating to the dates of each record, the misbehaviour category, the specific details of the incident, the name of the reporting teacher, and action taken. It will show similar details for positive behaviour records.

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10. Resources All resources relating to the Behaviour Management in Schools Policy can be located at:

S Drive/Teaching Staff/Pastoral Care/MRPS Behaviour Management Policy 2012.

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