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, which support, 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.
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.
Consistent and innovative teaching methods are the centre-piece of an effective learning environment at Willetton.
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.
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.
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
With parent consent, Student Services will request and liaise with outside agencies such as, 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 school case managers for engaging external support are Deputy Principal Student Services, Student Services Manager and School Psychologist.