1. education
2. school

BEHAVIOUR MANAGEMENT IN SCHOOLS POLICY
PICKERING BROOK PRIMARY SCHOOL
2014
Revised August
1
Steps for Managing
Classroom
Behaviour
Values Learning
Incentive Programs
Steps for Managing
Playground
Behaviour
Peer Mediation
Program
Leadership
Classroom Teacher
School Leadership
Chaplain
Parents/Carers
All Staff
2
RATIONALE
Society expects schools to provide a safe, secure, orderly and welcoming environment for student
learning. Pickering Brook Primary School is committed to the development of appropriate policies
and practices that will support these expectations based on the core Shared Values of the
Department of Education.
The Pickering Brook Behaviour Management in Schools (BMIS) Policy is based on principles of
mutual trust and respect between all members of the school community. These principles are
demonstrated in some of the following ways:
• We show respect in every interaction with staff, students and parents. Students are
explicitly taught how to demonstrate respect and what is expected of them when
interacting with others.
• We refer to “Our School”. This term is used by all staff when reinforcing or correcting
student behaviour. The use of this phrase gives a sense of ownership and belonging. If
individuals “belong” and “own” they are more likely to take responsibility for their actions
and support consequences that result from negative behaviour.
• We demonstrate that we like our staff, students, community and school and that we want
the best for them. We develop and maintain good relationships with students, staff and
parents, and set a positive tone.
• We celebrate successes. We provide the community with as many good news stories as
possible. We make school assemblies a celebration of the great things the school, staff and
students are doing.
• We have an attractive environment and adequate resources in the school.
• We establish clear expectations, rules and routines. Staff follow up on all issues that arise,
with an emphasis on consistency rather than severity.
• We use rule reminders (e.g. “What’s our rule for talking?”) or link to our Values (e.g. “What
do you need to do to show respect for others who need to work without distraction?”).
Staff model appropriate behaviours for students (e.g. Teachers model anger
management/self-control).
• We avoid putting students in a “no win” situation. Students are given options that are
aimed at minimising the impact of negative behaviours on themselves, and on their
teachers and classmates. Cool-off time is provided, and thinking spot/time out areas are set
up in class to give students opportunities to regain control of their own emotions and
behaviours.
• We focus on re-establishing working relationships with a student who has been ‘disciplined’.
• We take bullying seriously. We support both the victim and the bully, and aim to change
behaviours to minimise bullying and its impact on students.
• We develop individual behaviour agreements if required.
3
HOW TO MAINTAIN THIS POLICY
Behaviour Management Planning
1.
To maintain a code of behaviour, that reinforces a positive school culture, with input from
students, staff and parents that examines the rights, responsibilities and rules that govern
every member of a school’s community.
Procedure:
• The Behaviour Management Plan must be developed in consultation with staff and
parents. The School Board has the responsibility to approve the Behaviour Management
Plan.
• Written information regarding the policy (ethos, code of conduct, procedures) is to be
provided to all members of the school community on a yearly basis. All of the above need
to be clearly displayed around the school and in classrooms.
• All staff are responsible for making sure procedures and policies are in line with the Policy.
2.
To promote high quality, positive relationships between staff and students characterised by
trust, mutual respect, compassion and tolerance.
Procedure:
Professional Development is provided for staff.
The staff regularly discusses the Behaviour Management Policy and Procedures.
Performance Management is available to staff.
School Accountability procedures are used with regard to the implementation of the
policy.
• All sections of the school community are surveyed with regard to monitoring and review of
Policy and procedures.
• Classroom behaviour management is the classroom teacher’s responsibility and is
reviewed regularly by school leadership.
•
•
•
•
3.
To develop and implement preventative programmes/processes that assist in establishing
and maintaining socially acceptable behaviour.
Procedure:
• Staff and Administration focus upon prevention.
• Administration supports the staff in developing appropriate classroom strategies and
procedures.
• School Psychologist involved as an ongoing procedure.
• Effective programmes and processes within the school are resourced and maintained.
• Support, involvement and communication to other agencies should always be considered
and assessed where appropriate.
4
4.
To develop and implement appropriate programmes/processes for individuals and groups exhibiting
difficult to manage behaviour.
Procedure:
• The Principal to oversee and collaborate with regard to all Behaviour Management Policy
and Procedures.
• The Principal may allocate time and resources to the Behaviour and Management Policy
and Procedures.
• Administration team maintains and coordinates all school level behaviour issues.
5.
To provide processes and procedures to overcome behaviours, such as bullying, harassment
and violence.
Procedure:
• Bullying and violence are seen as serious issues and procedures for dealing with these
must be inherent in all school and classroom procedures.
• Programs should be implemented at the classroom as well as the whole school level.
• Aspects, which are typical of bullying, should be specifically stated in the Policy and
handled the same as other unacceptable behaviour.
SCHOOL ETHOS
Values underpin and shape the curriculum within schools. They are a key component in the
development of a school culture that will encourage and support students to achieve their full
potential and to make a positive contribution to society.
PURSUIT OF KNOWLEDGE and A COMMITMENT TO ACHIEVEMENT OF FULL POTENTIAL
•
We respect the staff’s right to teach.
•
We understand that our behaviour can prevent others from learning.
•
We are encouraged to achieve our personal best.
•
We respect and value the achievements of others.
SELF-ACCEPTANCE AND RESPECT OF SELF
•
We value honesty and we understand that truth brings trust.
•
We are unique individuals and are encouraged to develop self-respect and dignity.
•
We demonstrate pride in our school and ourselves when we follow the school Dress Code.
5
RESPECT AND CONCERN FOR OTHERS AND THEIR RIGHTS
•
We strive to work together and to resolve conflict in a peaceful way.
•
We have the right to a friendly environment.
•
We need to respect people who have a different opinion or have a different background.
SOCIAL AND CIVIC RESPONSIBILITY
•
We have school rules to follow that help us keep safe.
•
We have respect for staff, and visitors to the school.
•
We accept responsibility and the consequences for our behaviour.
ENVIRONMENTAL RESPONSIBILITY
•
We respect the cultural heritage of Australia.
•
We look after our school environment by placing our litter in the bin and by not being
involved in vandalism.
•
Work and play in a safe, secure, friendly and clean environment.
SCOPE OF THIS POLICY AND ASSOCIATED PROCEDURES
This BMS policy and associated procedures will be applicable:
•
During instructional hours on the school campus including all breaks.
•
Before the commencement of instructional hours when children arrive at school.
•
After instructional hours until children leave the school campus.
•
During approved after school activities or events .
•
During approved before school activities or events.
•
On approved school excursions and camps.
•
During travel to and from school on approved school bus services.
6
RIGHTS AND RESPONSIBILITIES
STUDENTS
Responsibilities
To:
• Ensure their behaviour is not disruptive
to the learning and wellbeing of others.
• Help ensure that the school
environment is kept neat, tidy and
secure.
• Ensure that they are punctual, polite,
prepared and display a positive
manner.
• Behave in a way that protects the
safety and wellbeing of others.
• Be respectful, courteous and honest.
• Be punctual, organised and prepared
for learning.
• Behave in accordance with the School
Rules and our School’s Code of
Behaviour.
Rights
To:
• Learn in a purposeful, focused and
supportive environment.
• Work and play in a safe, secure, friendly
and clean environment.
• Respect, courtesy and honesty.
• Be heard.
• Experience a good education.
• Learn in an atmosphere that is free from
harassment.
• Feel valued by staff and to co-operate
fully with staff.
• Communicate positively with each
other.
• Enjoy school.
• Expect everyone to behave in
accordance with the School Rules and
our School’s Code of Behaviour.
• Understand that Rights are intimately
linked to Responsibilities.
7
TEACHERS
Rights
To:
• Respect, courtesy and honesty.
• Teach in a safe, secure, friendly and
clean environment.
• Teach in a non-disruptive environment.
• Cooperation and support from Parents
and Colleagues.
• Be heard.
Responsibilities
To:
• Model respectful and courteous
behaviour.
• Ensure students understand the rules.
• Establish positive relationships with
students, parents and colleagues.
• Establish and maintain good
organisation, planning and teaching.
• Keep appropriate records of student
To:
achievement and behaviour.
• Mutual Respect – To be treated with the • Provide regular and relevant feedback
to students on their performance and
same respect, dignity and honesty that
progress.
is accorded to students and their
parents.
• Report student progress to parents.
• Maximised Leaning Time – To function
• Model respectful, courteous and
confidently, effectively and happily as a
honest behaviour.
teacher, in order to create a school
• Ensure that the school environment is
climate that fosters excellence for
kept neat and tidy.
students.
• Consistently implement school policy.
• Property – To have teacher’s property
• Ensure good organisation and planning
respected, whether in the classroom or
that reflects the needs of the students.
outside the classroom.
• Encourage and involve parents in the
• Collaborative Planning and Collegial
educational process.
Relationships – To share concerns with
• Ensure that the school environment is
colleagues to realise a sense of
kept positive and safe.
corporate identity, release tensions and • Work cooperatively as a primary school
marshal sources of support.
with Pickering Brook Education Support
• Parental and Community Involvement
Staff.
and Support – To jointly share the
responsibility for Pickering Brook PS’s
destiny with administrators, parents
and the general community, through
collaborative participatory decision
making processes. These processes will
positively influence students’
performances.
• Staff Development – To participate in
effective on-going staff development, in
order to help staff to interact with
different professionals, develop a
common language and forge common
understandings and goals.
8
ADMINISTRATORS
Rights
Responsibilities
To:
To:
• Respect, courtesy and honesty.
• Support teachers with behaviour
management.
• Cooperation and support from students,
teachers and parents.
• Ensure consistency in the
implementation of the behaviour
• Work in a safe, secure and clean
management procedures throughout
environment.
the school.
• Appreciation from staff.
• Facilitate parent/teacher/child
• Be able to work as a team (and not an
conferencing.
‘us’ and ‘them’ mentality).
• Assist with the design and
implementation of programs for
individual children with behaviour and
learning problems.
• Provide relief teachers with guidelines
pertaining to behaviour development
and management procedures.
• Elicit support of outside agencies in
collaboration with parents.
• Document significant student
misbehaviour and corrective strategies
and inform parents as necessary.
• Provide a link between parents and
staff.
• Open door policy to be accessible.
• Provide liaison between parents and
staff.
• Receive enquiries and complaints and
assist with their resolution.
• Ensure that Whole School Approach is
being consistently implemented and
maintained.
• Record steps taken in regard to
individual children
• Note, collate and discuss instances of
BMIS and Pastoral Care procedural
breakdown with teachers concerned.
• Induct new staff members and Relief
Teachers on BMIS and Pastoral Care
policy and maintain TR support
packages.
9
PARENTS
Rights
Responsibilities
To:
To:
• Be informed of their child’s progress, both
• Ensure their child attends school.
academically and behaviourally.
• Support the school staff and learning
• Be heard in an appropriate manner and forum.
programs.
• Expect their child to participate in meaningful
• Participate in the school community
and relevant learning programs.
(ie P&C, Board)
• Be informed of curriculum material, behaviour • Ensure that their child is provided with
management procedures, and decisions
appropriate materials to make
affecting their child’s health and welfare.
effective use of the learning
environment.
• Be informed of their child’s progress.
•
Support the school in providing a
• Access for their child to a meaningful and
meaningful and adequate education
adequate education.
for their children.
• Be heard in an appropriate forum on matters
• Ensure that the school is informed of
related to the rights of their child to an
any conditions that may effect their
appropriate education.
child’s learning.
• Feel comfortable in sharing information about
their child, expressing appreciation and voicing • Ensure that their child is provided with
appropriate materials to make
their concerns in a constructive manner.
effective use of the learning
• Feel their presence and contribution in the life
environment.
of our school is welcomed.
•
Support the school in providing a
• Have a sense of confidence in “their” school
meaningful education in order to
and in those who manage it, so that they can
achieve optimum outcomes for their
share a common purpose in helping children
child.
better self-manage their behaviour.
• Support the school in managing their
• Liaise with other parents who may be able to
child’s behaviour so effective learning
advise how to support the unacceptably
can take place for all students.
behaved child.
•
Promote the physical and emotional
• Encourage and to take pride in the buildings,
condition of their child for optimum
grounds and the school community as a
learning.
whole.
• Support the school in providing a
• Have access to:
meaningful and adequate education
o BMIS and Pastoral Care policy
for their children (eg attendance,
o Bullying Prevention policy
materials).
o Restorative Practice Card
o Complaints Management policy shared with • Be aware of our BMIS and Pastoral
Care policy and procedures.
them via “Parent Information Handbook”,
weekly Newsletters, periodic handouts...
• Support our BMIS policy
implementation.
• Respect, courtesy and honesty.
• Support their children to make “good
choices”.
• Provide constructive comment on the
policy.
10
SUPPORT STAFF
Rights
To:
• School Psychologist, Chaplain, Parent
and school volunteers
Responsibilities
To:
• Support the BMIS and Pastoral Care
Policy.
• Explain the BMIS and Pastoral Care
Policy to parents and guardians.
• Explain the BMIS and Pastoral Care
Policy to students whenever the need
arises.
• Offer staff support.
• Assist in the maintenance and
evaluation of the BMIS and Pastoral
Care Policy.
• Be a resource person for staff, children
and parents.
11
OVERARCHING STEPS FOR MANAGING CLASSROOM BEHAVIOUR
Positive Classroom
Warnings 1-3
Time Out in Class
Time Out in Partner Class
Time Out with Principal/Deputy
Detention
Suspension
STEP 8:
Exclusion
12
POSITIVE BEHAVIOUR EMPHASIS
• Verbal encouragement and praise, used often and appropriately, is the most important
instrument to bring about positive behaviours. Links should be made to reinforce Core
Shared Values of the Curriculum Framework
Classroom programs, such as:
• Restorative Practice
• Group points
• Stickers
• Star Award
• Honour Certificates
• “Good News” letters home. An informal Honour Certificate
• A “Good News” phone call home. This also assists in establishing positive links with home.
• Referral to Principal to show off good work or describe positive behaviours
• Other classroom rewards appropriate to developmental phase
THE GOLDEN RULES OF BEHAVIOUR MANAGEMENT
•
Have clear statements of whole school and classroom rules and the consequences of their
infringement.
•
Set consistent and achievable standards.
•
Promote a positive working environment. Give consideration to student seating and
classroom arrangements.
•
Prepare each learning session thoroughly. Staff must:
- know what they wish to achieve;
- know their content;
- have prepared the necessary resources; and
- be punctual
•
During the lesson:
- give clear instructions;
- teach at the student’s level;
- choose carefully the time for the lesson;
- use motivation techniques;
- cater for a variety of interests; and
- be flexible and adaptable in approach
13
•
Use positive reinforcement for appropriate behaviour. Note that:
- positive incentives must be earned rather than just given;
- verbal encouragement should be the most used incentive;
- a variety of positive incentives should be used-change incentives regularly to
maintain enthusiasm; and
- desired behaviour should be rewarded.
•
Be alert to disruptive students and be prepared to use the school behaviour management
plan to combat inappropriate behaviour.
•
Be alert to possible dangers for students on-site and use the Red Card system in
emergencies.
CODE OF COURTESY
By following this simple code of courtesies you can help make our school a better place:
•
Say “Hello”, “Good Morning”, etc to everyone you meet for the first time in the day.
•
Speak to everyone in the school community, using their name (if you know it).
•
Keep eye contact when speaking with other people.
•
When someone is talking to the class/group, do not carry on a conversation with others.
•
Be aware of your body language when interacting with people.
•
Use ‘Please’ and ‘Thank you’ at all times.
•
Knock on the door before you enter a room, wait for eye contact and then say, “Excuse me
(name the person). May I ......”.
•
If arriving late to class, say, “Excuse me (name the person). I’m sorry for being late (and
offer a reason for your lateness).
•
Do not walk between people who are talking to each other. If it cannot be avoided, say,
‘Excuse me’.
•
Respect other people’s personal space.
•
Offer assistance to others when it is needed or asked for and only if it is safe or
appropriate to do so.
•
Show respect for older people and those less able than you by:
o Allowing them to go before you when entering a room
o Giving up you seat for them, or
o Being considerate of their needs.
•
Take your hat off when you are inside a building or at assembly.
14
BEHAVIOUR TRACKING
Behaviour tracking is desirable for the following reasons
•
It keeps a record of off-track behaviour for future reference, thereby underpinning accountability.
•
It ensures fairness for all and consistency across the school community.
•
It removes the likelihood of confrontation by having established consequences for off-track
behaviour.
•
It is understood by all participants.
•
It deals with the behaviour, not the child.
•
The positive consequences are as important, if not more important, than the negative
consequences.
•
It may be used in the classroom and in the playground.
•
It may be tailored to suit the needs of individual schools.
Student Behaviour Sheet
Teachers will use individual tracking sheets to deal with misbehaviour as it arises.
See sample at page 18.
Behaviour Data Management
Behaviour will be tracked through the School Information System (Integris).
Data entry will be undertaken by Administration.
Data will be reviewed for the whole school at the end of each semester, and for individual students on a
needs basis
15
MANAGING CLASSROOM BEHAVIOUR PROCEDURE - Years 1 to 7
The following strategies are used as a hierarchy of consequences for minor inappropriate behaviour.
Serious breaches will always be referred directly to Administration.
Stages
1) WARNING 1 – student collects behaviour tracking sheet and leaves on their desk.
Reminder of instructions and class rule – re-set expectations – Stop, Think, Do.
2) WARNING 2 – student name is written on behaviour tracking sheet.
3) WARNING 3 – cross is placed on behaviour sheet indicating misbehaviour/s.
4)
TIME OUT IN CLASS - recommended duration of approx 10-20 minutes.
•
4 time-outs in a week = detention.
•
If student misbehaves in time out they are sent immediately to administration with
their behaviour tracking sheet.
5) TIME OUT IN PARTNER CLASS - Student sent to partner room until the next break with
their behaviour tracking sheet and with work to complete.
•
Copy of behaviour tracking sheet is sent home to parents.
•
3 visits to a partner room in one week = detention.
•
If a student misbehaves in their partner room they are sent immediately to
administration with their behaviour tracking sheet.
6) TIME OUT WITH ADMINISTRATION - If misbehaviour continues after return to class:
• Time out with the Principal or Deputy Principal.
• Duration of up to 30 minutes but at the discretion of the administrator.
• Teacher to provide classroom work to undertake (based on current learning
program).
• Administration to advise parents/carers and arrange a case conference if required.
• Case conference with class teacher, student, parent and administration
representative to design an individual behaviour management plan if required.
7) DETENTION will be undertaken at lunchtime. Detention will be undertaken in a room and
supervised by administration or teaching staff.
Prior to a detention being undertaken parents will be advised by administration by phone
call or in writing of the incident/s and its consequences.
The written advice will be signed and returned by a parent.
8) IN-SCHOOL SUSPENSION is assigned by administration after a full analysis of the situation.
Parents will be contacted by administration in this situation.
Students suspended in-school will be provided with a relevant classroom program.
9) OUT-OF-SCHOOL SUSPENSION is applied by administration after a full analysis of the
situation. Parent interview required on return to school.
This process is represented in the following flow chart at page 17 and Student Behaviour Sheet
at page 18.
16
Behaviour Management Flow Chart for Years 1-7
CLASSROOM OFFENCE
Positive Proximity- Class & School Rewards
1. Verbal Warning
Student given
behaviour sheet.
2. Second Warning
Serious Breach
Eg. Assault
Serious Bullying
Name & inappropriate
behaviour recorded.
3. Third Warning
Inappropriate
behaviour recorded.
Full Referral
Student sent to
the office
4. Time-Out in Class
Behaviour Sheet record.
5. Time Out in Partner Room
Send any recent
history about
class behaviour
with child.
Behaviour Sheet record.
Parents contacted if serious enough or if
developing a pattern of misbehaviour.
Student receives
Detention, In-School
Suspension, Parent
Interview or
Suspension
6. Time Out with Administration
Behaviour Sheet record.
Parents contacted if serious enough or if
developing a pattern of misbehaviour.
7. Detention
Information
recorded onto
database and
referral sent home
if parent contact
not made.
Parents advised by phone or letter.
Detention applied on earliest available day.
8. Still offending then step one of
Serious Breech,
17
Student Behaviour Sheet
Years 1-7 (Minor Misbehaviour)
Name:
Teacher 1:
Teacher 2:
Date:
Year Level:
Room/s:
CLASSROOM BEHAVIOUR MANAGEMENT PROCEDURE
Stage
Action
1
WARNING 1 Verbal warning.
2
WARNING 2 Student name recorded on this Behaviour Sheet.
3
WARNING 3 Student identifies type of inappropriate behaviour by circling and placing
number in the right hand column (see below).
4
Time-out in class. Student identifies type of inappropriate behaviour by circling and
placing number in the right hand column. Behaviour slip sent home to be signed/returned
by parent/caregiver. Misbehaviour recorded in SIS.
5
Student sent to partner room (with this behaviour sheet). Student identifies type of
inappropriate behaviour by circling and placing number in the right hand column.
Misbehaviour recorded in SIS. Parent advised.
6
Time Out with Principal or Deputy Principal (with this behaviour sheet). Student
identifies type of inappropriate behaviour by circling and placing number in the right hand
column. Misbehaviour recorded in SIS. Parent advised.
NB
Any major misbehaviour to be referred directly to Administration.
Minor Misbehaviours:
(Please circle and place number in
the ‘Misbehaviour’ column)
1. Talking at inappropriate times
2. Walking around room at
inappropriate times
3. Calling out at inappropriate
times
4. Distracting others from their
tasks
5. Annoying noises
6. Off task behaviour
7. Late without explanation
8. Rudeness or bad manners
9. Not keeping hands and feet to
self
10. Answering back
11. Not following instructions
12. Poor playground behaviour
13. Teasing others
Stage
Misbehaviour
Details
3
4
5
6
18
MANAGING CLASSROOM BEHAVIOUR - Kindy & Pre-Primary
An age-appropriate modified behaviour management process will apply for children in Kindy and PrePrimary:
Stages
1) Proximity Praise/Reward
Where a student is misbehaving, praise at least one other student who is in the close
proximity for behaving appropriately; praise the misbehaving student immediately they do
something appropriate; prompt or redirect the student to return to the appropriate
behaviour; check that the student can cope with the activity; and quietly enquire as to the
reason for the misbehaviour.
2) Rule Reminder
Referral to known and/ordisplayed rules. Reinforcement or questioning of class rules.
3) Warnings
Verbal reprimands according to individual classroom procedures. Stating the problem and
clearly stating required behaviour.
4) Loss of Privilege
Second time a rule is broken the student will lose a privilege. For example games, special
activities. You must have privileges established in order to take them away.
5) ‘Thinking Time’ in Class (Time- Out)
Further infractions of class rules leads to a student being isolated from other
students/teachers attention in the classroom to reflect on their behaviour.
6) ‘Thinking Time’ with Administration (Time- Out)
Further infractions of class rules leads to a student being isolated from other
students/teachers attention with Administration to reflect on their behaviour.
7) Detention
For serious breaches of rules, a referral is made to Administration. Students are detained
for a brief period during normal breaks.
8) Suspension
For continual serious disruptive behaviour or offences normal suspension procedures will
apply. This action is only for extreme cases and would require a follow-up behaviour
program to be developed and School Psychologist referral made.
19
BULLYING PREVENTION
What is Bullying?:
Bullying is a form of repetitive abuse, often hidden, and involves a misuse of power against an
individual or group. Bullying can be direct and observable or indirect and difficult to identify.
Any student can engage in bullying or be bullied, as the reasons vary for each situation.
Bullying can take many forms including:
• Social/relational: e.g. ostracising, rumours, social exclusion, dirty looks, social media abuse.
• Physical: e.g. kick, punch, physical and sexual assault, ‘dakking’.
• Mental/psychological: e.g. stalking, threats, sexual harassment, social media abuse.
• Verbal: e.g. name-calling, swearing, put downs, teasing, social media abuse.
Bullying can involve harassment towards others including involving racism, sexual harassment and
homophobia. Some students may be vulnerable to bullying due to disability, appearance or in
some cases jealousy related to achievement or popularity (“tall poppy syndrome”). Technology
and Social Media is being used increasingly as a medium to carry out bullying and is explicitly
included in this policy e.g. Internet websites, Email, chat rooms, social media and SMS messaging.
Students who are victimised can be affected in a number of ways including:
• Emotional: e.g. frequent tears, anxious, fearful, low self esteem, depression.
• Behavioural: e.g. angry outbursts, acts of revenge, school refusal, truancy.
• Social: e.g. isolated, withdrawal from social engagement.
• Academic: dramatic change in performance.
• Physical: e.g. over-eating or under-eating, self-harm, suicide.
Students are not the only ones who experience bullying. Bullying can involve any member of the
school’s community including staff, parents and workplace bullying. The research indicates that
all schools need to have a well-publicised whole school approach to counter bullying at all levels
in the school. Even schools that have positive peer relations or peer mediation programs need to
develop specific approaches to counter bullying.
Essential elements include:
• The use of surveys and collaboration with students, staff and parents to identify issues.
• The development of whole school policy and practises using restorative justice principles.
• The establishment of a review process.
• An effective “No Put-Downs” policy to reduce bullying which often starts with put-downs
• Becoming a “Telling School” and developing effective student bystander responses are
important strategies to empower students to solve or report bullying issues.
20
STRATEGIES TO PREVENT BULLYING
Collectively and individually we are responsible for:
• Creating open, caring classroom and playground environments where children feel confident
and safe to tell someone they are being bullied – and know that bullying is occurring
• Discussing with, and teaching students about, peer pressure, assertiveness and people’s
rights. (School Code of Behaviour)
• Implementing the schools “BMIS and Pastoral Care Policy” problem solving / conflict
resolution strategies:
o
“I” statements between the victim and bully (eg) “I don’t like it when you ... Please stop
doing it.”
o
The “No Blame” approach discussing with the bully and the victim a problem solving
approach using restorative justice principles.
• Helping to develop children, who are confident, well-balanced people, who do not need to
resort to bullying to boost their self-esteem
• Caring for the victim by:
o
Bolstering self-esteem and confidence.
o
Teaching assertiveness skills.
o
Changing routines.
o
Increasing co-ordination, including them in sporting activities.
o
Changing the attitude of staff towards them.
o
Changing the attitudes of students towards them as needed.
REMEMBER:
Everybody has the capacity to be a bully and a victim. We ALL have to take responsibility for
working to prevent bullying.
EXAMPLES OF BULLYING
Pickering Brook Primary School does not tolerate bullying of any nature. Bullying is a repeated
incident of behaviour that is designed to hurt, injure, embarrass or upset the other person.
It can be:
• Deliberate exclusion from activities.
• Spreading rumours.
• Unwanted touching, hitting, teasing, abusing and mocking.
• Put-downs.
• Hiding someone’s property
• Writing nasty notes.
• Name calling.
• Taking or damaging the person’s property.
• Making hurtful and racist comments.
• Criticising religious beliefs and practices.
• Negative comments on social/family background.
• Intimidation or threatening behaviour.
21
BULLYING PROCEDURES
Stages
1)
•
•
•
•
Teachers discuss what bullying is and the anti-bullying ‘Telling School’ slogan
(ie. What children should do)
Turn and walk away.
Everyone needs to feel safe.
Let someone know.
Look for a friend to play with.
2)
Teachers assess and act on a report of bullying.
3)
All suspected incidents to be reported to Administration for urgent follow-up.
4)
Administration will investigate all reported incidents and make a determination.
5)
Administration to communicate investigation outcomes to all stakeholders.
ELECTRONIC DEVICES
Students are not permitted to be in possession of electronic devices during the school day,
including mobile phones, iPods, etc.
Students who attend school with these devices for use to and from school are required to hand
them in to their class teacher for safe keeping each day.
There is a separate Electronic Devices Policy.
SOCIAL MEDIA
Students are not permitted to access social media software or platforms during the school day.
22
BULLYING
Report Flow Chart
First
Offence
Classroom
Teacher /
Duty Teacher
(Intervention
using No Blame
Approach)
Severe / Repeat
Offence
• School
Administration
• Classroom Teacher
Behaviour
Management
in Schools
Plan
(BMIS)
• Parent Contact
Student Services
Team
Suspension
Resolution
23
MANAGING PLAYGROUND BEHAVIOUR
Key Playground Rules:
•
Walk on hard surfaces.
•
Eat only in set areas.
•
Care for each other, your teachers and our school.
•
Share all school equipment and treat it with respect.
•
No hat, no play in the sun at designated periods of the year.
Managing Playground Behaviour – Minor Incidents:
For minor misbehaviour such as:
•
Not following instructions
•
Minor teasing
•
Inappropriate language
•
Throwing objects (eg. sticks, stones, nuts)
•
Excluding others
•
Rough play/causing hurt
(uninitentional)
•
Misuse of school equipment
•
Running on pavement/verandas
•
Undue lateness to class
Stages
1)
Verbal Warning/Reminders (or walking with Duty Teacher for a brief period)
2)
TIME OUT IN PLAYGROUND recommended duration of 10-15 minutes:
•
3 playground time-outs in a week warrants consideration for detention.
•
If student misbehaves in time-out they are referred immediately to
Administration.
MAJOR misbehaviours are referred IMMEDIATELY to administration, including for:
•
Fighting/physical abuse
•
Threatening others/Verbal abuse
•
Throwing objects with intent to hurt or damage
•
Bullying
•
Swearing with intent
•
Gender/racial remarks
•
Vandalism/Graffiti
•
Stealing
24
Guidelines for Detention and In-School Suspension
The placement of a student in detention will be authorised by an Administrator after the
application of BMIS procedures.
Detention will be for a period of time during the recess and/or lunch break.
Students in detention will be segregated from their peers but under supervision.
In the case of an in-school suspension parents are contacted by telephone and a standard letter is
sent home to the parent/caregiver.
Students on in-school suspension have recess and lunch at a different time to the rest of the
school.
Class teachers are to provide pupils on in-school suspension with an adequate amount of work.
Work is to be from the pupil's normal learning programme at a level that the pupil can carry out
without explanation or assistance from supervising staff member.
Supervision of Students who are on Detention and In-school Suspension
Students on ‘detention or in-school suspension are under the general supervision of a specific
teacher or administrator.
Supervising staff are responsible for ensuring that students on detention/in-school suspension are
safe and remain isolated from peers. Supervising staff will interact with the isolated student with
polite detachment. Their interaction should be restricted to granting the student permission to
leave the room for toileting purposes.
Poor behaviour while in detention will result in a repeated detention the next day, or suspension
should circumstances warrant this.
Poor behaviour while on in-school suspension will result in a repeated suspension the next day.
Students who are absent from school during their period of isolation will complete the
requirements of isolation on their return to school.
25
Guidelines for Out-of-School Suspension
The Principal and Deputy Principal may authorise the suspension of students in cases of repeated
misbehavior or for serious misbehavior. All effort is made by the school to contact and speak to
the parents about the suspension prior to notification.
The following documentation will be completed when a child is suspended.
a)
a copy of the reason for suspension and the duration of suspension will be forwarded to:
i)
ii)
iii)
iv)
The child;
The parent or guardian;
The Education Department; Faxed to District Office
A copy on File.
The suspension will be recorded on the Student Information System (Integris).
26