Behaviour Management and Student Welfare


Policy: Behaviour Management and Student Welfare(Discipline)

Rationale

Garden College takes a restorative approach in Behaviour Management; the College philosophy reflects the love, respect and forgiveness our religion teaches. As students attain high standards of behaviour and achievement they will be encouraged. High standards are expected from students and action is taken if standards are not kept. Parents will be kept informed at appropriate points in the discipline process and the ultimate aim is for the student to become a self disciplined adult. Corporal punishment, derogatory comments and persona; put downs are not permitted under any circumstances.

The College aims to implement fairness and a culture of listening across the College community built on an ethos of respect, inclusion, accountability, taking responsibility, commitment to relationships and the development of social and emotional competencies. Students develop personal awareness and responsibility while learning to use lifelong sills of active listening, expressing emotions and problem solving. We value the purity and well-being of each member of the College. We strive to cultivate genuine relationships. The College also aims to promote good order and harmony within the school community.

 

Guidelines for Implementation

 

Teachers must devise their individual classroom management strategies and consequences. These strategies must comply with the guidelines set out within this policy and the framework, of the Department of Education-South Australia. Subsequently, teachers will be required to fill in a communication slip to initiate the official discipline process involving the homeroom teacher and specialist teachers, level coordinators, Welfare (Discipline) Coordinator, Vice Principal/Senior Coordinator and school counsellor.

The teacher‟s role is to always be proactive in order to prevent misbehavior, its repetition and escalation. When student behaviour is seriously challenging and detrimental to self, others and learning, it is important to remember that the aim is not to punish but to teach the student to learn to act differently – to behave in a manner that is acceptable within the social environment of the school and classroom. The role of all teachers and coordinators is both consultative and supporting. They are there to assist the teacher not to take over their problem but enable and support them in their management of the problem. At all times teachers must remain calm and collective regardless of the discipline situation they are facing.

When students are found incorrectly behaving, firstly we listen attentively as they explain their actions, secondly we correct the inappropriate behaviour and finally assist them in understanding, taking ownership of one‟s actions and making amends.

 

Students at Garden College have the right to be heard and can contact the Senior Coordinator and Welfare Coordinator to report any form of bullying or teacher grievances in confidence.

 

Students Rights & Responsibilities

Rights:

           Be treated with dignity, respect and courtesy

-Be valued as individuals and feel safe at all times

-Express themselves in an Islamic and responsible manner

-Have access to the College counsellor

-Ask for help College staff members whenever in doubt

-Be provided effective and positive teaching

-Have reasonable access to their teachers

-Be informed regularly about their progress

-Be provided with all relevant information regarding assessments

-Be informed of College decisions which effect them

-Have access to the student representatives who will use correct procedures when discussing students concerns with appropriate staff members

-Have their property respected

 

Responsibilities

 Treat all members of the school community with dignity, respect and courtesy

 Value the individual differences of others

 Listen and be open to others‟ points of view

 Utilise the College‟s services appropriately

 Take advantage of learning opportunities and to allow others to do the same

 Cooperate with the teaching processes of the classroom

 Seek assistance as required

 Listen to and act on progress reports from teachers

 Meet assessment criteria

 Take advantage of decision-making opportunities

 Take pride in their personal grooming and wear school uniform correctly

 Maintain a safe, clean and attractive environment

 Respect all property

 Abide all school rules and protocol

 

Staff Rights & Responsibilities

Rights

 Be treated with dignity and respect

 Be valued as individuals and professionals

 Express opinions and thoughts in appropriate ways

 Have property respected

 

Participate actively in decision making within the College

 Take part in professional development opportunities

 Be informed and updated on Government and College policies

 Be given appropriate support by the College Principal, Leadership Team and Administration

 Work in a professional working environment

 Teach and perform duties in an atmosphere conducive to learning

 Be informed and aware of special needs of students

 Be supported in their provision of pastoral care to students

 Expect parents to work in partnership with them

 Be protected legally by the College

 Have access to appropriate resources and facilities

 Work in a clean, safe, professional work place

 

 

 

Responsibilities

 Treat others with respect and dignity

 Respect and abide by the school‟s decision

 Behave in a professional manner

 Listen professionally and openly to the opinions of others

 Respect and safeguard property

 Take advantage of the decision making opportunities within the College

 Formulate professional development plans

 Act upon information received regarding Government and College policies

 Publicly support the College Principal and Administration

 Work in partnership with parents

 Respect and follow the College‟s Staff Professional Code of Practice

 Provide appropriate curriculum and perform duties professionally

 Seek and act upon appropriate information and treat this information with confidentiality

 Provide support to students and encourage them to do their utmost best

 Exercise “due care”

 Maintain a clean and safe environment and report any areas that require attention

 Use the resources available

 

Parents Rights & Responsibilities

Rights

 Be treated with respect and dignity and be seen as partners in the education of their children

 

 Know the policies and procedures relating to student welfare and discipline

 Expect the College to provide a safe and secure environment

 Expect that their child is treated as an individual and his or her well-being is nurtured

 Have family matters treated with confidentiality

 Expect a curriculum that can be accessed by their child

 Be informed regularly of their child‟s progress

 Be informed and have the opportunity to understand curriculum

 Receive regular communication from the College

 

Responsibilities

 Treat members of the College Community with respect and dignity and work in partnership with them

 Respect the student welfare and discipline policies and procedures of the College

 Support the College in maintaining a safe and secure environment

 Inform the College of their child‟s specific needs

 Inform the school of matters which could affect their child at the College

 Display an active interest in the academic life of the College, and support the education of their child

 Seek information and attend Parent/Teacher/Student Interviews

Support the curriculum of the College

 Maintain open communication with the College

 Disclaim all information about the medical needs of their children

 

General Discipline Practice

 Students lining up outside the classroom

 Students treat you and each other with courtesy

 Opposite genders treat one another in an Islamic manner

 Everyone is encouraged to maintain a pleasant working environment and

o Students are not dismissed until the room is clean and tidy

o Windows and doors are closed, chairs tucked under tables between lessons and packed away at the end of the day.

 Ask your students to always report any damage, graffiti etc

 Encourage your students to take pride in their work

 Support the uniform policy by asking students who are out of uniform for a uniform pass and by reminding them of their neatness such as shirts tucked in and ties worn properly

 Student awareness and practise of carrying student pass when leaving the classroom

Any recess or lunch time PD should not exceed half of their break time

 

 

A student should not be asked to stand outside the classroom as a discipline measure

 Teachers may send disruptive students to their buddy classroom for supervision in the event that a formal timeout is required

 

Outdoor regulations

The students must observe all the discipline rules and regulations whilst participating in outdoor activities such as excursions, incursions, morning, recess and lunch breaks and whilst travelling to and from school. Students must:

 Comply with the dress code of the school

 Interact and play safely

 Respect the rights of others

 Involve teachers when facing an issue

 Dispose rubbish in the bins provided

 Respect each other‟s personal safety and property

 

These rules will be reviewed at the beginning of each year by staff.

Behaviour on the school bus (to and from school)

While travelling on School buses, students must respect all road rules such as wearing seat belts, crossing roads safely and using crossings where appropriate. No food or drinks are permitted on the school bus. Students must comply with all the rules related to safety, respect of others and all other discipline expectations stipulated in this policy.

Procedures for Exclusion and Consequences for Inappropriate Behaviour:

Personal Development (PD) Sessions

To allow students to think and reflect on what they have done wrong, Personal Development sessions at half of the lunch break are conducted by the Welfare Coordinators in a structured and consultative manner. These PD Sessions allow students to review what they have done by evaluating and expressing their thoughts and feelings. The objective of the PD sessions is for students to thoroughly analyse their wrong doings.

Buddy Class System

The Buddy Class System is a program implemented across the entire primary department. Each class is given a Buddy Class at the start of the year as a safe supervised room to go to. We emphasise that all teachers adhere to the following guidelines when sending students to their Buddy classroom.

  1. The teacher will warn student verbally several times.

2 . If behaviour continues the teacher will send the student to the “Think Corner” for 10-15 minutes in their own classroom. When the teacher feels that student is ready, they will have a one on one reflection on their behaviour with the teacher.

  1. The last resort is to send the student to their buddy class for 1 period. The student must take a Buddy Class Pass at all times, accompanied by another student. The student is not allowed to talk to anyone during the time spent in the buddy class; they are given this time away from their own class to reflect on their behaviour. After the bell the student must return to their class.

 

Individual Behaviour Management Plan

Ongoing concerns are discussed with all the teachers involved in a student‟s education in an Individual Behaviour Management Plan meeting, which is organised by the Senior Coordinator/Vice Principal; with the objective of devising a focus to be followed by the students and teachers for the repetitive behaviour which is of concern. Teachers then allocate protected time to discuss the focus of the Individual Behaviour Plan with the students in concern, during a one to one session and teach/model the desired behaviour. A meeting is to be conducted with parents prior to this arrangement to ensure that the same focus is reinforced and supported at home.

Conduct Card

If despite numerous warnings, Personal Development sessions and/or Individual Behaviour Management Plans the targeted behaviour has not ceased, students may be put on a conduct card by the Discipline and Welfare Coordinators, to avoid a suspension. The conduct card is a period by period and daily record sheet of a student‟s behaviour, which is commented on and signed by their teachers and parents daily. The Welfare Coordinators will monitor the effectiveness of the conduct card on a weekly basis and depending on the nature of the concerns leading up to the issuance of the conduct card, may make or suggest that the students classroom teacher makes a referral to the school counsellor.

Suspension

A parent will be contacted prior to their child being issued with a Letter of Suspension. A Suspension is issued depending on the nature, severity and repetition of inappropriate behaviour. A letter of Suspension will be issued by the Discipline and Welfare Coordinators with the approval of the Senior Coordinator/ Vice Principal/Principal. A suspension may be either internal or external, depending on the nature, severity and occurrence of the behaviour.

When an internal suspension is issued, the student will spend the day in the Senior Coordinator/Vice Principal‟s office. At the end of the day, parents are expected to personally collect their child from the Senior Coordinator/Vice Principal‟s office and discuss the matter of concern together with their child present, to discuss ways of avoiding further suspensions.

When an external suspension is issued, the student will not be allowed to come to school, with the expectation that student reflects and builds up remorse about what they have done. The duration of an external suspension will depend on the severity of the behaviour or repetition of the same behaviour which has not been resolved, despite other preventative measures such as the issuance of a PD, Buddy Class, Individual Behaviour Management Plan and/or Conduct Card.

 

Student Contract

A student may also be placed on a Student Contract by the Discipline Coordinator on the approval of the Principal/Vice Principal. This may occur after a number of suspensions have been issued, without a modification in the behaviour that is of concern. The aim of the Student Contract is for the student to enter into an agreement, to abide by the school‟s behaviour management policies and in turn, to avoid a recommendation being made by the Principal for the parent/carer to withdraw the student’s enrolment.

 

 

Expulsion

When a student has been suspended for a total of eight days within an academic year or for repetitive inappropriate behaviour, parents may be recommended to withdraw the student from school by the school Senior Coordinator/Vice Principal or Principal. In addition, the principal reserves the right to recommend student withdrawal at any time, in the event that a risk to safety is imposed or there is a serious breach of the school‟s values, which are outlined in the Student Discipline, Welfare and Uniform guide.

Student Wellbeing

Garden College supports students‟ wellbeing through implementing Program Achieve (You Can Do It) and circle time activities. These programs provide students with opportunities to raise issues of concern, to build positive social skills and reflect on the school values.

Teachers run a range of activities to model appropriate and expected social behaviour.

Classroom and specialist teachers are encouraged to acknowledge students achievements regularly. Student‟s success is acknowledged at fortnightly assemblies.

Students can apply for Leadership roles in the school environment that include, classroom monitors, Student Representative Council, School Captain and Vice Captain.

Appropriate Behaviour

The school promotes, acknowledges and rewards students who behave appropriately according to College values.

 Weekly merit awards – “Student of the Week”

 Academic Awards acknowledging key learning areas

 Behaviour/Mosque Behaviour Award Certificates

 “Attendance Certificates” for perfect attendance at the end of each term

 Achievements are also acknowledge in the Garden College Newsletter (published 2 or 3 times per term) together with samples of students work

 Positive feedback from all members of staff

 

Inappropriate Behaviour

In cases of inappropriate behaviour the Colleges approach is as follows:

 Appropriate behaviour will be discussed in classrooms regularly and during the You Can Do It sessions and circle time

 Appropriate behaviour is explicitly taught during Islamic Studies sessions

 Lunch time Personal Development sessions with Welfare Coordinators to reflect on the inappropriate behaviour

 Inform parent and organise a meeting (if required)

 

 

 

 

 

Ongoing Inappropriate Behaviour

 

 Discussions with student on the behaviour displayed and the expectations of the correct behaviour

 Work with the Year Level Monitor or Senior Coordinator/Welfare Coordinator to support the child to modify their behaviour

 Follow up students future behaviour

 Obtain regular feedback

 Withdrawal from class and sent to buddy class

 Incursion, excursion and camp withdrawal

 Counselling

 Individual Student Behaviour Management Plan

 Meeting arranged involving Parent, Teacher, Vice Principal and other relevant staff members according to each individual case

 Suspension or Expulsion – serious disciplinary actions will be according to the DEECD guidelines if all previous steps have been unsuccessful.

 

Communication of Policies

The student Welfare & discipline Policy to be communicated to the school community through the following means;

 

Whole School Action

 All staff shall be introduced to, or revise the Student Code of Conduct at a Learning Community early in Term 1. This staff meeting will focus on sharing ideas, strategies and experiences with the program and let all staff know how to establish class rules.

 The Student Welfare Coordinator is responsible for induction programs for new staff members

 The Student Welfare Coordinators will review the Student Code of Conduct at a meeting in Term 4. This meeting will look at how the Code of Conduct has been implemented throughout the year, determine its effectiveness and recommend amendments for the following year.

 A teacher may bring an issue about a student‟s behaviour indicating particular strategies being used, in order to encourage a whole school approach to the management of that student during the Behaviour Focus Meetings/Year Level Meeting.

 Amendments made to the existing Student Code of Conduct will be communicated to all members of the school community.

 

Individual Teacher Action

 Teachers and students will discuss and implement classroom, playground and mosque rights, responsibilities and consequences.

 Teachers will discuss the Student Code of Conduct Agreement with the class and will be required to send it home for parent/child discussion and signing.

 Teachers may opt to discuss the Student Code of Conduct Agreement with parents at the „Meet the Teacher/Parent‟ evening during Term 1.