behaviour management

The school aims to manage children without coercion and in line with the NT DEET Safe Schools Code of Conduct. School and classroom rules are based on the right of the teacher to teach, the right of the students to learn, the right of everyone to be treated with respect no matter how they present. These rights carry with them responsibilities, which at their most basic, are:

• to respect self
• to respect others
• to respect property

Anula expects that children will:  

• Work cooperatively to produce quality work.
• Be responsible for their own learning, accepting directions and h elp from the teacher.
• Respect the abiities, opinions and rights of others, including their right to be different.
• Develop confidence in their own abilities and rights.
• Treat all property with respect.
• Make choices and decisions about all aspects of school life, within safe limits.
• Accept the consequences of the choices they make.

Class Rules:

Each class develops a set of rules based on rights and responsibilities eg:

RIGHT:                      I have the right to be treated with respect.

RESPONSIBILITY:    I have the responsibility to treat others with respect.

RULE:                        Treat everyone with respect.

Each teacher develops a step-by-step procedure to deal with rule infringements using Remind, Warn, Act eg:

REMIND:       Ron, your noise is breaking our work quietly rule.

WARN:          Ron, work quietly or go to the time out table.

ACT:              Ron, go to the time out table.

The child has choices and is in control of own behaviour. Choices range from isolation within sight of group, isolation away from group, going to another class, using recess time to explain behaviour, referral to Principal/Assistant Principal.

The predominant behaviour management strategy at Anula is emphasising the positive. This is done through contant positive feedback, and a wide range of recognition strategies.

Consistent Rule Breakers:

When children consistently break the rules, and strategies developed at the class level fail, the following procedure is instituted:

First Referral

Student is referred to Principal (gold slip), behaviour is recorded,student completes a Thinking about behaviour sheet, student is counselled, and spends rest of sesion isolated from group.

 

Second Referral

Student is referred a second time, s/he spends the rest of the session isolated from the group and parents are informed.

 

Third Referral

The third referral means the student remains isolated from the group, and parents are contacted to discuss strategies for improving behaviour.

 

Consequences of gold slip referral:

• Playground abuse: deprived of recess and lunchtime for defined period.
• Theft of property: replace item/s stolen.
• Damage to property: pay for repairs.
• Failure to comply in classroom.
• Work in isolation for defined period.
• Detention at recess, lunch, after school to complete work.
• In-house suspension.

If the student continues to interferre with the teacher's right to teach and the students' right to learn, formally/informal forms of suspension giving the studnet the opportunity to reflect on behaviour will be instituted.