SHPS Behaviour of Concern response Continuum 2016

Key principles: exclusion and punishment do not help unless it is tied with an INSTRUCTIONAL approach. We need to teach the new behaviour. 

MINOR

 handled by teacher/Pod leader/team

MAJOR 

handled by Team Leader/Welfare team/AP/Principal

HAVE YOU: Thought about age appropriate expectations? How to help the student do the right thing?

IF SO (and if possible, keeping a TEACHING TONE) THEN:

 

STEP 1:

Ø  Describe or direct behaviour expectations. (1st warning)

 

STEP 2:

Ø  Restate Step 1

Ø  Give a preferred and a less-preferred choice to the student. (2nd warning.)

 

STEP 3:

Ø  “Chill out” time – in class, or alternative place

 

STEP 4:

Ø  Conference (eg in break) and consequence such as

~ make up lost work time,

~ practice the skill needed

~ restorative meeting

~ loss of a privilege

~lunch/recess detention

~yard duty

RESPECT

-walking off during conversation

-walking out

-pushing in

-inappropriate language

-not following instructions - 3rd time

-put downs

-answering back

-unwanted/inappropriate touching

-lying

-property misuse

-talking during lesson/discussions

 RESPONSIBILITY

-throwing things

-domaging equipment

-distracting others

-late to class

-out of seat

-moving safely

-not packing up

-swinging on chairs

-sharing food

-losing personal property

-safe use of equipment

LEARNING

-distracting self or others

-refusal

-refusal of, or slow/avoided work

-not listening to instructions

-refusal to participate

-not completing work

 

RESPECT

-aggressive language/threats

-assault

-harrassment

-fighting

-intimidation

-inappropriate touching

-racism

-gangs

-gossiping

-bullying

 

RESPONSIBILITY

-vandalism

-destruction of property

-stealing

-inappropriate ICT use

-“weapons”

-self harm

-running away

-spitting

-unsafe behaviour

 

LEARNING

-truancy

-walk outs or

-skipping class

-cheating

-ripping work up etc

-refusal to return to class

-continual disruption to class

 

REPEATED MINOR BEHAVIOUR x 3

BEGIN WITH:

STEP 1:

Ø  Conference: discussion about impact, consequences, parental contact and restorative plans

STEP 2:

Ø  Organise and/or implement consequences which include:

~making up lost time

~restorative sessions

~social skills lessons and guided practice

~in school detention

~Out of school detention

~Other: loss of privilege, yard duty, behaviour plan, fixing the damage

~home contact

STEP 3:

Ø  If serious or repeated:

~parent/student/teacher meeting.

~further support elicited

~alternatives reviewed

~internal suspension

~external suspension

STEP 4: Reintegration to class/affected people