POSITIVE BEHAVIOUR MANAGEMENT

The goal of a whole school behaviour management process is to provide a plan and structure to facilitate an effective learning environment at Willetton.

We believe a positive classroom environment is the most effective way to promote learning.  Initially, student behaviour in the classroom is the responsibility of the teacher.  The teacher will alert students when their behaviour is unacceptable.  This enables the situation to be dealt with at the point the behaviour is occurring.  Teachers' responses relate to how the rights of others are affected by behaviour.

In serious cases, where behaviour threatens the orderly function of the classroom or threatens the well-being of others, the formalised behaviour management process and procedures commence.  This process is designed to help students make appropriate choices in the future.

Values and Beliefs

We have made decisions about preferred ways to respond to and deal with disruptive behaviour.  These practices are preferred as they fulfil our aims of supporting behaviours that acknowledge and protect mutual rights. 

We seek to develop in students an acceptance of responsibility for their own behaviour especially as it impacts on the rights of others. 

Merely gaining control over students is not proof of good management; for example, it is not acceptable, even if it works, for teachers to use sarcasm, putdowns, ridicule or intentional embarrassment to gain control.  This approach does not acknowledge or protect mutual rights.

It is expected that teachers will take active responsibility for behaviour management, using preferred practices both in the classroom and in their wider duty-of-care role.

A Framework for Learning at Willetton

Teachers actively engage students in the learning process.  They are responsible for creating a positive environment that motivates each student. This is achieved by delivering a sound curriculum utilizing those pedagogies and instructional skills that make the learning process relevant and interesting.

Where teachers are experiencing difficulties with classroom management, they ask, is it because of what I am doing?  Consistent and innovative teaching methods are the centre-piece of an effective learning environment at Willetton.

Rationale

Teachers’ Responsibilities

The role of the teacher is to build positive relationships with students that promote an effective learning environment.

The teacher is responsible for the students in their classes. Even where a student is removed from class and participates in a negotiation process with the teacher and a representative from Student Services, they will ultimately return to that classroom.

Administrator Responsibilities

The role of administrators is to assist and support teachers to build positive relationships with students so that an effective learning environment can be established and maintained. 

For the student to return to the classroom, the administrator or member of Student Services will be involved and supportive through the negotiation process.

Parent Communication

Parents are partners in the education and support of their child’s learning, health and well-being

We foster an open-door, approachable calm relationship with parents to support the appropriate remediation of their child’s behaviour. Parents have a right to respond to sanctions imposed by the school in a reasonable timeframe. They can expect teachers to communicate via phone, email or personalised interviews. If further support is required Student Services may offer the following plans:

  • IEP- Individual Education Plan
  • IBMP- Individual Behaviour Management Plan
  • RMP- Risk Management Plan
  • IAP- Individual Attendance Plan

External Agencies

Student Services will request and liaise with outside agencies not limited to but incorporating Headspace, CAMHS, private psychologists, DCP and PMH to support student needs. The referral process will be triaged through the Student Services Students at Educational Risk meetings. The main case managers for engaging external support are Deputy Principal Student Services, Student Services Manager and School Psychologist.

 CLASSROOM BEHAVIOUR MANAGEMENT SUMMARY

Stage 1:     Positive Classroom Management and Best Practice

Suggested Strategies

Suggested Support Map

  •  

Classroom and curriculum preparation

Parents

 

-  well planned, prepared, interesting and engaging lessons

HOLA

 

-  classroom seating plan if appropriate Positive

 

  •  

Developing a positive relationship with students

 

  •  

Positive responses and rewards, including praise, letters of commendation and merit points

Professional Learning

  •  

Appropriate classroom rules established in consultation with, and understood by students

  •  

Modelling appropriate behaviour and responses, including time management

  •  

Consistency with  the enforcement of classroom rules

If inappropriate behaviour continues

Stage 2:     Minor Conflicts – Between Teacher/Student

Suggested Strategies

Suggested Support Map

  •  

The use of low key responses

Parents

 

-  planned ignore

HOLA

 

-  nonverbal intervention, such as ‘the look’ and proximity

Student Services Staff

 

-  quiet private dialogue

  • Year Coordinators

 

-  choices given

  • Program Coordinator 
 

Warning

 

  •  

Fair consequences understood by students

  • Education Assistants

 

-  detention or yard duty

(where applicable)

  •  

Placing outside classroom (cool off period only)

 

  •  

In-class isolation

Professional Learning

  •  

Parent contacted by teacher via phone or letter of concern/48hr recall

  • Mentors

 

-  buddy withdrawal

 

  •  

Work-it-out sheet completed and informal contract negotiated during the following week

  •  

Documentation – report on SIS, email relevant parties

 

If contract is broken within an agreed time frame

Stage 3:     Frequent or Unresolved Conflicts – HOLA/Year Coordinator Assistance

Suggested Strategies

Suggested Support Map

  •  

All relevant paperwork to Behaviour Management Team

HOLA

  •  

Appropriate action implemented

Program Coordinator

 

-  Suspension - Withdrawal

 

 

-  Individual Behaviour Management Plan (IBMP)            - Detention

 

  •  

Parent contact/case conference

 

  •  

Formal contract negotiated between student and Behaviour Management Team

  • Referring Teacher 
 

Regional Office Support

  • School Psychologist
 

Individual Education Plans

  • SAER Team

Stage 4:      Unresolved or Major Conflicts – Deputy Principal SSC/Program Coordinator

Suggested Strategies

 

Suggested Support Map

  •  

All relevant paperwork to Deputy Principal/Program Coordinator

 

  •  

Appropriate action implemented

Program Coordinator

 

-  suspension

 

 

-  IBMP

 

  •  

Parent contact/case conference

 

  •  

Formal contract negotiated between student and Student Services

  • Deputy Principal SSC
  • Referring Teacher
 

Regional Office support

  • School Psychologist
 

Individual Education Plans

  • Year Coordinator

Stage 5:      Exclusion - Principal

  •  

Regional Office

 

 

  •  

Student Services