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03. Student Behaviour Management Procedure


03. Student Behaviour Management Procedure



Behaviour Procedure  

1. Code of Conduct: 

a. Every student and staff member are expected to adhere to the school's Behaviour Procedure, which outlines expected behaviour and consequences for student  noncompliant behaviour. 

b. The behaviour policy outlines the three levels of behaviours included in the behaviour charts for primary and secondary. 

c. The behaviour charts should be prominently displayed and communicated to all  parents/guardians, students, school website, and meetings with parents. 

2. Classroom Management: 

a. Teachers play a crucial role in maintaining discipline within their classrooms. They  should establish clear expectations and rules for behaviour at the beginning of the  school year and consistently reinforce them. 

b. Teachers should create a positive and engaging learning environment that promotes  respect, collaboration, and active participation. 

c. Strategies such as positive reinforcement, praise, and rewards can be used to  encourage and acknowledge good behaviour. 

d. All teachers are expected to employ a diverse range of evidence-based, proactive  strategies to effectively address student behaviour in the classroom. 

e. Teachers are encouraged to use multiple strategies and classroom management styles simultaneously to meet the needs of their classroom environment.  

3. Reporting and Documentation: 

a. All incidents of behavioural concerns should be promptly reported to the behaviour coordinator.  

b. For serious concerns, staff to promptly report to the behaviour coordinator, c. counsellor and principal. 

d. Staff members should maintain accurate and detailed documentation of incidents,  including the date, time, location, individuals involved, and a description of the  incident. 

e. Incident reports should be securely stored and easily accessible for future reference. f. All staff to record concerns on the Behaviour Management reporting form and then to  be updated on SEQTA. Any student engaged in any misbehaviours will have a  personal portfolio. 

4. Investigation and Assessment: 

a. The behaviour coordinator addressing the incident will conduct a thorough  investigation to gather all relevant information. This may involve speaking to students  involved, witnesses, or consulting with other staff members. 

b. The severity and frequency of the behaviour will be assessed to determine appropriate  consequences. Factors such as intent, impact on others, and any mitigating  circumstances will be considered. 

c. In cases where the behaviour may be indicative of underlying issues or other concerns, the school counsellor will be involved in the assessment process. 

5. Intervention and Support: 

a. The behaviour charts for primary and secondary will be always followed accordingly. b. For minor behavioural concerns, behaviour coordinator and teachers will provide  interventions such as verbal warnings, redirection, or refer student to counselling sessions to address repetitive issues. 

c. For more major or recurring behavioural issues, a behaviour contract will be created for  the student. Behaviour coordinator emphasizes the implementation of individualized  plans for behavioural success, responsibility, motivation, and positive changes, which  include increased support and supervision. 

d. Students may be referred to additional support services, such as counselling, to address  underlying causes of the behaviour and develop coping strategies. 

e. Counsellor may initiate Dialectical Behaviour Therapy (DBT). DPT aims to help  students improve their emotional regulation, develop effective coping skills, and  enhance their interpersonal relationships. 

6. Disciplinary Actions: 

a. Disciplinary actions should be fair, consistent, and in accordance with the school's  code of conduct. They should aim to promote learning, growth, and accountability. b. Consequences for behavioural violations may include, but are not limited to, verbal  warning, written warning, reflection, loss of privileges, parent conferences,  community service, or suspension depending on the severity of the case in alliance with the Education Act 2022. 

c. The severity of the behaviour and previous disciplinary history should be considered when determining appropriate consequences. Progressive discipline may be  implemented, where consequences become more severe for repeated or escalating  offenses. 

7. Communication and Involvement: 

a. Parents or guardians should be promptly informed of any behavioural concerns  involving their child. Open and honest communication is essential to address issues  collaboratively and ensure consistent expectations at home and school. 

b. Regular communication channels, such as parent-teacher meetings, emails, phone  calls or SEESAW should be utilized to keep parents informed about their child's  behaviour and progress.

8. Review and Evaluation: 

a. The effectiveness of the behaviour procedure should be regularly reviewed and  evaluated. 

b. Feedback from staff, will be sought and considered for continuous improvement. c. Data on disciplinary incidents, interventions, and outcomes should be analysed to  identify trends, areas of concern, and areas of success. This information can inform  policy adjustments and professional development initiatives.