03. Student Behaviour Management Procedure
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POLICY STATEMENT
We recognise that a supportive and cooperative environment is essential for the smooth running of the school and for students to reach their potential. Therefore, positive and responsible student behaviour is expected. This policy addresses the requirement for the staff to maintain a consistent and positive approach to behaviour management and foster a climate where personal responsibility and self-discipline are developed within both the school and classroom context.
- Every student has the right to a learning environment free from bullying and intimidation and to feel safe and happy at school. They also have the right to be treated fairly and with dignity.
- Discipline is necessary to ensure the safety and welfare of all students, teachers and staff and to provide a conducive learning environment.
- This policy sets out the framework through which the school manages student discipline
PROCEDURES FOR SUSPENSION, EXPULSION AND TERMINATION
A decision to suspend or exclude a student may only be made by the Principal or his/her delegate. Taqwa School has developed specific procedures that must be followed when considering the suspension or expulsion or termination of a student. This policy is in line with the Suspension, Expulsion and Termination Policy of ACT Education Amendment Act 2022.
INDIVIDUAL BEHAVIOUR MANAGEMENT PLAN
Where the level of misbehaviour is in breach of the school's Code of Conduct, individual behaviour management plans may be made.
Plans will be negotiated between staff, students and parents/carers, and will consider the student's:
- age;
- developmental needs; and
- behavioural context.
The desired behaviour of the student will be clearly described. The plan will outline changes required to the learning environment to support the student to modify their behaviour.
The school may refer the student to other support available and review, assess, change or modify the plan as needed.
PROCEDURAL FAIRNESS
Students have a right to procedural fairness in disciplinary decisions. The principles of procedural fairness include the right to:
- know what the rules are, and what behaviour is expected;
- have decisions determined by a reasonable and unbiased person;
- know the allegations that have been made, and have the opportunity to respond to them;
- be heard before a decision is made; and
- have a decision reviewed (but not so as to delay an immediate consequence).
Taqwa School stands by procedural fairness when managing discipline and disciplinary action.
PROCEDURES FOR BEHAVIOUR MANAGEMENT
Considerations:
1. The three traffic light colours posters should be placed in the view of the students. The traffic light steps are based on the school’s behaviour management procedure document.
2. Teachers are encouraged to implement a class routine, consistent punctual class preparations, specific class expectations (rules) and provide positive reinforcement to students in order to minimise the risk of students misbehaving to a rate of 2-5 students.
3. The traffic light disciplinary system is designed to be used for disciplining individual students or a whole class misbehaviour. Any serious matters are to be reported to the Principal.
4. During the first week of the school year, the teachers should focus on training students regarding class expectations and should introduce the traffic light system (consequence) and the reward system of the school.
5. On the first day of each term, teachers are to use the tell-show-practice method and apply prevention strategies to minimise misbehaviour in the classroom.
In-Class
1. All students start on green at the beginning of the day despite any issues on the previous day.
2. Teachers will use a range of strategies including non-verbal and verbal warnings before moving the name down to orange level- specifying the expectation that needs to be followed.
3. Provide a second verbal warning that the teacher has issued a warning – State the expectation that needs to be followed. This can be rubbed out at the end of the lesson if the student’s behaviour improves significantly.
4. If the students continue to breach the expectations, then their name will need to be placed on the orange level. If the students showed improvement during the lesson/day, then the name can go back to green level. However, if the student continues to misbehave, then they will go to yellow level and remain on yellow even if the student showed improvement. If the students continue to misbehave, then their name should be moved to red level.
5. Once a student reaches red level AND continues to misbehave, then he/she will need to be registered in the time-out excel sheet with an attached comment to the reason for attaining red level. It is important that the teacher makes the record BEFORE lunch time if the student obtained the red level before lunch time. The parents are to be informed via seesaw that their child received a time-out session and the reason clearly stated.
6. The person responsible for Time-out supervision will meet the students after prayer time in a designated room to serve their time out and reflect on their learning behaviour and mark on the Excel Time -Out sheet that the students served their time satisfactorily.
7. If a student continues to misbehave after being placed on red level, the coordinator of the behaviour management should be contacted.
8. School Administrators will bring the student back to class when they feel appropriate. The student will be asked to apologise to the teacher and the class and to say “insha’Allah, I will follow and respect the classroom expectations.”
Play-Time
9. If a student does not follow the expectation for playtime, then he/she will need to collect rubbish, sit out on a time-out bench/ designated area for 5-10 minutes or walk with the teacher on play-ground duty. If they continue to misbehave despite the above consequences, then he/she will need to be sent to the time-out room.
Additional Notes
10. If there is a significant incident or if the student accumulates 3 Reflection Room visits, then he /she will be reported to the Principal by the manager of the Reflection Room, who will decide a consequence based on the severity of the leading-up incidents. The consequence could be one or more of the following:
- formal meeting with the parents/teacher/principal
- withdrawal of privileges
- behaviour contract
- after school detention
- suspension
11. Every term, the time-out behaviour track records will be reset for all students from the beginning.
12. Administrators may contact parents to discuss any major incidents or if the students’ misbehaviour becomes a habit.
