Behaviour Management and Discipline Procedures

At Connells Point Public School, we are committed to providing a safe, caring and nurturing learning and play environment which promotes the development of independence, self-control, effective social skills, wise decision-making and concern and respect for self and others. We are developing our young students into the citizens of tomorrow, reflecting the values of our public education system and equipping them to contribute capably and confidently to the community.

To assist us in this challenge, we have policies and procedures to help guide, support and encourage the behaviours that will best prepare students for life. Consistency is vital – in the modelling and reinforcement of positive behaviours; in providing clear and explicit expectations; in ensuring fair and relevant consequences; and in acknowledging and rewarding effort, improvement and desired behaviours and attitudes.

We endeavour to ensure our student welfare and discipline procedures and programs serve the best interests of our students. Teachers exercise professional judgement to ensure that individual circumstances of students, such as age, stage of development and special needs, are taken into account.

Managing Behaviour - The Overall Approach

Through the procedures outlined here we aim to involve students in the process of thinking about their behaviour and making choices.  In this way we endeavour to promote self-discipline.  Naturally this will be a developmental process and younger children will need more assistance and clear guidelines.  As with all developmental processes, some students will gain self-control and self-discipline earlier than others.

The processes through which we work to achieve these aims are –

       constantly reinforcing and explaining our school and class rules, highlighting student responsibilities

       recognising and rewarding acceptable behaviour

       ensuring that students understand that the behaviour they demonstrate is a choice that they make

       responding to students’ behaviour with clear and logical consequences

       increasing the level of response as the inappropriate behaviour persists or deteriorates

       ensuring that the behaviour of a student is not permitted to interfere with the learning or safety of other students

       offering support and assistance to students to understand the impact of their behaviour on themselves and others

       developing support structures for teachers to manage unacceptable behaviour

       seeking parental support to reinforce these principles.

Clearly younger children or those with behavioural or emotional difficulties will have great difficulty handling choices and understanding consequences.  For this reason the choices offered must be simple and the consequences very clear.  Also the level of support and guidance offered to these children will need to be greater.

Dealing With Disruptive Behaviour in the Classroom

The following steps are generally followed when dealing with disruptive behaviour in the classroom. However, the procedure would be governed by the teacher’s professional judgement, displaying flexibility if circumstances require it.

       An analysis of what is happening

In the initial stages the teacher would try to understand the motivation for the disruptive behaviour - peer approval, avoiding failure, attention seeking, etc. and seek strategies to handle the behaviour in the classroom.

       Changing teacher response if not successful

The teacher would examine the strategies currently in use with the student.  The teacher would offer choices and explain consequences e.g. change the student’s seat if he/she is prepared to work elsewhere.

       If disruptive behaviour persists 

The teacher would ask the student to explain what they are doing or recount what was seen to be done if the student does not respond.   If the student has broken a rule then a warning is given. “If you continue doing that you will need to go to the time out area”. The time out area is a designated space within the classroom. Its purpose is to allow students time to refocus and adjust their behaviour in line with class and school rules.  It provides removal from the immediate situation within the safety of the classroom.

       Continuance of this behaviour results in placement in the Time Out Area

While in the time out area, the student is not permitted to engage with the class or teacher. This is a time for reflection, calming down and refocussing of behaviour. The teacher sets a specified time for the student to remain in the time out area, at the end of which the teacher asks the student if he/she is ready to return to the class and display appropriate behaviour.  If the student indicates their willingness to return with modified behaviour, they rejoin the class. If they are not yet ready to participate appropriately, they are given more time in which to reflect.

       Disruptive behaviour in the Time Out Area results in removal to the grade supervisor.

       Parent notification and interview is sought when:

            - the student remains in the Supervisor’s room for a prolonged period.

            - the student is sent to the Supervisor’s room on a regular basis.

When students are experiencing ongoing issues of inappropriate or unacceptable behaviour, a range of strategies may be used to help modify behaviour. These include referral to the Learning Support Team; referral to the School Counsellor; the development of a behaviour plan; meetings with executive staff and with the Principal. Behaviour which presents a risk to the safety and welfare of others can lead to removal from the classroom, suspension or expulsion (in accordance with DET policy). In all instances, the support of parents in working with the school to address concerns is crucial to achieving positive outcomes for the child.

Award System for Positive Behaviour in the Classroom

Our school believes strongly in the value of acknowledging and rewarding positive student behaviour and work habits. The pursuit of excellence, tolerance, kindness, fairness, courtesy, effort and personal best deserve recognition. Teachers use a variety of ways to reinforce and encourage these attitudes and values. These include praise, stamps, stickers and displaying work in the classroom and at assembly.

In addition, the school has a system of cumulative awards used in all classes from Kindergarten to Year 6. “Fabulous Effort” awards are given by teachers for behaviour, work, citizenship and attitude. When a student has received ten “Fabulous Effort” awards, they are forwarded to the class teacher, who will then issue a “Merit Certificate”, which is presented at an Assembly. Five “Merit Certificates” are then collected to earn the student a “Principal’s Award”, again presented at Assembly. Five “Principal’s Awards” entitle the student to the award of a “Fabulous Effort Trophy”.

The awards can be accumulated across school years. Students are responsible for the safe keeping of any certificates and awards they receive, and for presenting them to their class teacher for the next level of award.

Student Behaviour in the Playground

Five simple, positively designed statements underpin playground rules for student behaviour. These rules are displayed on permanent signs around the school, acting as reminders for all. The five rules are:

       Walk…….no running on asphalt or concreted areas of the playground

       Hats On……hats on when playing outside

       Stay In Bounds…….when playing or moving around the school

       Safe Play……at all times – rough or dangerous play is never permitted

       Friendly Play…….being considerate and caring of others in the playground

Essential to the safety and well-being of students, the following rules are to be strictly adhered to:

       Students must obey teacher directions;

       Students are to treat others with courtesy and respect;

       Violent or aggressive behaviour is not permitted at any time; and

       Bullying is not permitted in our school.

Playground Routines

To help maintain a safe and orderly playground, and to provide effective supervision of students, the following routines are followed:

       No supervision is provided before 9.00 a.m. Any child who arrives before that time must sit on the silver seats in the morning assembly area. No games or movement around the school are permitted until a teacher commences playground duty at 9.00 a.m.

       After 9.00 a.m., students are to place school bags neatly outside classrooms. Students are not permitted in classrooms without teacher supervision.

       Only handball on the netball court area is permitted between 9.00 a.m. and 9.25 a.m. No other ball games are to be played at this time.

       All students who arrive before 9.25 a.m. are to play in the top primary playground.

       At the 9.25 a.m. bell, all students are to assemble in class lines under the primary shelter.

       After recess and lunch, students in Years 3-6 are to assemble under the primary shelter, while students K-2 are to assemble under the infants’ shelter.

       Students who need medical attention must first report to the teacher on playground duty before proceeding to the office for first aid.

Playground Equipment

At Connells Point Public School, we aim to provide students with resources to maximise their development. This includes providing equipment and activities that will happily and safely engage them in active play. Rosters allow equitable sharing of playground areas and equipment.

Features of play areas include:

       Painted line markings for activities such as handball, wall ball, hop scotch, etc

       Soccer and touch football fields which are marked on the main oval by coloured cones

       Bucket ball, netball and basketball hoops

       Equipment provided such as skipping ropes, netballs, soccer balls, touch footballs, tennis balls, grip balls etc

       K-2 fixed equipment supervised for use at lunch time

                 Bucket ball in the K-2 playground                                           Students using skipping ropes at lunchtime

Out of Bounds Areas

Where practical, out of bounds play areas are marked with red lines painted on the asphalt or cement. For their safety and effective supervision, students need to be aware that they must not play in the following areas:

       Classrooms

       Staff room

       Assembly hall, including the adjoining kitchen and verandah

       Band room, and the area between the band room and Library

       K-2 toilets and wash rooms

       3-6 toilets and wash rooms

       Areas beyond school fences

       Memorial Garden

       Other school gardens

       K-2 grass area (for eating only)

       Staff car park between the hall and K-2 classrooms

       Area below red line on K-2 asphalt

       Staff car park beyond chain fence near 3-6 toilet block

       Grassed area between 3-6 shelter and Connells Point Road

       Fixed equipment areas, unless supervised by a teacher

       Underneath or on the roof of any building

       Walking or jumping on lunch seats or tables

Rewarding Positive/Appropriate Behaviour in the Playground

To acknowledge and encourage positive behaviour during playtime, teachers on duty issue playground behaviour awards at recess and lunchtime.

Positive behaviours to be rewarded may include:

       Reliability e.g. following playground procedures

       Consideration of others e.g. including other students in games

       Honesty e.g. handing in lost property, manner

       Initiative e.g. resolving playground problems sensibly;

       Punctuality e.g. responding promptly to bells

       Respect e.g. looking after school property; cleaning up papers and rubbish

       Co-operation e.g. sharing and taking turns; following teacher instructions

At the end of recess and lunch, students who have received one of these awards place them in a special box held by SRC members. Each week at the K-2 and 3-6 assemblies, five student playground behaviour awards will be drawn from the box and the winning students will each receive a canteen voucher, which can be redeemed any time the canteen is open.

Strategies for Dealing with Unacceptable Behaviour in the Playground

Central to effective behaviour management in the playground is the clear understanding by students of what behaviours are appropriate and inappropriate. Just as acceptable behaviour attracts positive and desirable consequences, there are also clear and consistent consequences for unacceptable behaviour. Clear communication and a shared partnership between home and school will ensure the most effective outcomes for students.

Unacceptable behaviours have been categorised into three different levels: Minor, Moderate and Major. Examples of such behaviours, and their consequences, are listed below.

Any serious violent or dangerous behaviour will result in immediate removal from the playground as well as Level 3 consequences. In addition, the DET suspension and expulsion policy may be enacted as appropriate.

In accordance with DET policy, students are prohibited from bringing to school, or using implements as, weapons. Drugs are also banned from school sites.