Behaviour Management Policy
Prepared by the Headteacher and implemented in September 2010
Authorised by the Chairman of the Community Committee in September 2010
……………………….
Review Date:
Autumn 2012
BEHAVIOUR MANAGEMENT POLICY 1
2.
PRINCIPLES OF BEHAVIOUR FOR LEARNING 1.
As a teacher you have the right to teach and your pupils have the right to learn, in a classroom free from disruptive behaviour.
2.
Most children can behave when they want to do so.
3.
As a teacher you must accept responsibility for maintaining good behaviour throughout our school and model the type of behaviour encouraged by our code of conduct.
4.
Good behaviour depends on you taking the initiative to establish a positive relationship with your pupils in and out of the classroom.
5.
Positive expectations are the key to successful behaviour management, supported by a clear code of conduct and a set of classroom rules and appropriate consequences which are easy to implement.
6.
The establishment of a positive learning environment depends on us all applying consistently the various rewards and consequences.
7.
Teaching approaches need to be modified according to the way in which different children learn in order to keep children on task.
THE BASIS FOR EFFECTIVE CLASSROOM MANAGEMENT
As a school we believe that you must have a ‘Classroom Behaviour Plan’ which allows you to communicate the behaviour you expect from pupils and what they can expect from you in return. It provides a fair and consistent way to establish a safe, orderly and positive classroom environment in which you can teach and pupils can learn. Your classroom plan should consist of 3 parts: • The school Code of Behaviour. • Positive Recognition in the form of rewards. • The Consequences for breaking the code of behaviour. It is most important that you take time to explain your plan and expectations to your classes at appropriate times but most notably at the start of each year.
3.
4.
POSITIVE RECOGNITION
Pupils will receive recognition and rewards for following our code of behaviour and expectations. These can include: • • • • • • • •
Verbal praise Positive comments in the Organiser Positive comments on work Stamps, stickers, small prizes, smiley faces etc. Postcards home Certificates Pupil of lesson/week awards On occasions you may wish to give whole class rewards
Each subject area and College Head/College Manager must develop and monitor their own system for implementing rewards. Celebration Event Achievement and effort in all areas of school and the wider community will be rewarded during an annual celebration event. Pupils are nominated for awards by form tutors, Heads of College/College Managers and their Peers. Pupils receive prizes and certificates.
5. CONSEQUENCES GUIDELINES The consequences grid below provides guidelines for dealing with behaviour issues. In general, consequences are intended to be hierarchical. Ensure that your pupils are aware that consequences are applied to the behaviour, not the person. The examples given are not fully comprehensive, neither are the consequences rigid or prescriptive. The guidelines allow you to deal flexibly with behaviour issues in a way you feel is appropriate, given the circumstances of the student/s. CLASSROOM CONSEQUENCES
Apply these consequences for low level disruption or breaches of code of behaviour/uniform: • • • •
•
Pre-warning stare Reminder of the rule broken A warning that more serious consequences will be applied Instant punishment associated with the inappropriate behaviour (e.g. move the student, delay student for a short period at the end of the lesson) A punishment designed to occupy and inconvenience the student outside class time (e.g. 20 minute lunchtime detention, extra piece of work or specific task to perform)
Examples of the kind of behaviour for which this level of consequence is appropriate include: Chatting, distracting others, not bringing the appropriate books or equipment, chewing in class, not following instructions, not handing in homework on time etc. OTHER ACTIONS: Please record detentions/comments in student’s organizer and SIMS for weekly checking by parents/guardians and form tutors.
FACULTY-BASED CONSEQUENCES
Apply these consequences for more persistent or repeated disruption or breaches of code of behaviour /uniform: •
Extraction - using faculty-based localized networks
[N.B. Extracted students should not be left unsupervised in the corridor – they should be put in a classroom with another teacher.] • After school faculty detention (use proforma in staff planner to notify parents/guardians) Details should be passed on to the College Office.so that a central record of detentions is kept. Other options include: • Behaviour Monitoring Card • 6th Form Study Buddy • Phone call/letter home Examples of the kind of behaviour for which this level of consequence is appropriate include: Persistent failure to hand in homework or meet deadlines, persistent disruption of teaching and learning, repeated failure to cooperate, etc.
CONSEQUENCES APPLIED BY COLLEGE MANAGER/HEAD OF COLLEGE These consequences apply when a student causes significant disruption, or demonstrates severe behavioural difficulties either in specific curricular or cross-curricular areas:
• • •
• • • • •
Lunchtime detention Before or after school detention Report Card - to monitor improvement (Use for a minimum period of one week) Individual Education Plan (IEP) [See SEN policy] Time in Inclusion Unit Sixth Form Study Buddy Targeted programme by Learning Support Appointment with School Counsellor
Examples of the kind of behaviour for which this level of consequence is appropriate include: Persistent failure to attend Faculty detentions, repeated behavioural issues which cannot be resolved by Faculty, disruption of lessons across a range of subjects etc.
OTHER ACTIONS: Parents/guardians involved at all stages of the process
LEADERSHIP GROUP/SENIOR MANAGEMENT CONSEQUENCES These consequences apply where students are at risk of exclusion: • • • • • • • •
Targeted programme by Learning Support Time in Inclusion Unit Appointment with School Counsellor Case Conference - CAF Short term exclusion Short term exclusion with Headteacher’s final warning Pastoral Support Plan Permanent exclusion (Can only be applied by Headteacher.)
Red Cards: Classroom teachers may send for a member of the LG using a Red Card if discipline has broken down and a student refuses to comply with a reasonable request. LG will decide on appropriate action Examples of the kind of behaviour for which this level of consequence is appropriate include: Constant disruption of lessons. Verbal abuse, serious breach of health and safety code, assault, possession of illegal substances etc.
OTHER ACTIONS: External agencies and parents involved as appropriate
6.
OUT OF THE CLASSROOM
We must all accept responsibility for tackling any aspect of misbehaviour and not confine ourselves to those which occur in our own classrooms. This means dealing with inappropriate behaviour on corridors and in the playground.
7.
SCHOOL UNIFORM
It is most important that we all aim for as high a standard of dress as possible. Heads of College/College Managers and Form Tutors should ensure that pupils know what is expected of them and should check that pupils meet these standards but they also need the support of subject teachers. Outside jackets and coats should be taken off as soon as the pupil enters the classroom. Do not accept inferior standards of dress in your tutor groups or in your lessons. Discipline offenders and report them to the College Office and Form Tutors as necessary. Consistency is crucial. A full description of School Uniform appears at the end of this policy.
8.
PROFESSIONAL SUPPORT
Although this document strongly reinforces the principle that “we should all accept responsibility for maintaining good behaviour”, as a school we acknowledge the fact that staff need to feel they are supported by the organisation and the structures within it. Management Support - this does not imply taking responsibility for discipline away from you as this simply undermines your authority and confidence. Rather the primary aim of management support must be to enhance your capability to solve your own behaviour problems. You should feel free to discuss with any member of the Leadership Group, Heads of College, College Managers and Subject Leaders the concerns you have and any improvements may help with standards of behaviour in your classroom or in the school in general. Peer Support - this is extremely important. Talking to colleagues does help, it can be a release from frustration and it can elicit ideas which may go some way to solving your individual problems. Remember ‘problems’ are normal where children are growing up, learning and testing the boundaries of acceptable behaviour. Our success is measured not by the absence of problems but by the way we deal with them.
9. CLASSROOM MANAGEMENT TIPS “Well prepared, stimulating lessons generate good behaviour and earn respect.” a) Starting the Lesson Lessons should start in a planned and ordered fashion. * Arrive promptly and begin on time *
The class should be under control with pupils quiet and ready to listen. Insist that students listen when the teacher talks. Teachers should not try to talk over students.
*
Ask pupils to stand when they enter the classroom if you feel this to be appropriate.
*
It is important that you know which pupils should be with you. You must take the register on SIMS according to the correct procedures.
b) Lesson Procedure in General * Be thoroughly prepared for your lesson.
c)
*
Keep everyone on-task and interested.
*
Extend and motivate all pupils.
*
Use first names.
*
Encourage creative dialogue - confidence in discussion is important
*
Mark all work promptly and constructively and according to School and Department policy.
*
Adhere to the School’s Homework Policy by setting homework regularly to schedule.
*
Keep an attractive, clean and tidy classroom.
*
Maintain interesting wall displays - good displays reflect good teaching practice and can improve the learning environment considerably.
*
Ensure respect for classroom furniture.
*
Constant supervision of pupils is important. Please note the following:(i) If a pupil leaves your room for any reason, to go to the Nurse or Resources, then please give out a pass (ii) Do not release groups of pupils unsupervised - this could be a recipe for problems. (iii) Do not release children to ‘go to the loo’ as an accepted practice
Ending the lesson * Allow time for an organized end to your lesson *
Pupils should leave lessons in an orderly fashion and should only enter corridors when they are reasonably clear. Where specific one way systems apply please ensure that pupils comply with the system.
10. SURVIVAL TIPS Good Order has to be worked for: it does not simply happen. *
Set high standards.
*
Apply rules firmly and fairly.
Most important of all *
Expect to give and to receive respect.
*
Treat everyone as an individual.
Take the initiative: * greet and be greeted * speak and be spoken to * smile and relate Don’t react: address the problem: *
avoid confrontation
*
listen
* establish the facts * judge only when certain * use punishments sparingly. Do all you can to: *
use humour ...... it builds bridges
*
keep calm
...... it reduces tension
*
listen
...... it earns respect
*
be positive and build relationships
*
know your pupils as individuals
*
carry out any threats you have to make
*
be consistent
*
follow up problems to their conclusion.
Do all you can to avoid: *
humiliating
*
over-reacting ...... the problems will grow
*
blanket punishments ...... the innocent will resent them
*
over-punishment ...... keep your powder dry, never punish what you can’t prove
*
sarcasm
...... it breeds resentment
...... it damages you!
Remember: as teachers we are the adults and should model the behaviour we want and explain to students how they achieve it. We cannot expect them simply to know how to behave.
11. School Uniform Guidelines Girls - Uniform •
A black school blazer with school badge on breast pocket - available from school.
•
School polo shirt in blue - available from school. A white t-shirt may be worn underneath.
•
A black skirt of knee length.
•
A pair of plain black trousers.
•
A plain black fine knit, V-neck jumper, or black school fleece if required. The fleeces are available from school.
•
Black or white plain socks or tights.
•
A sensible pair of plain black shoes.
•
Make up is not permitted, nor is jewellery, with the exception of a wrist watch. Earrings are not allowed but ear studs may be worn. Nose studs or eyebrow studs are not permitted on health and safety grounds. Hair ornaments should be practical rather than ornate.
•
As it is against the law for anyone under the age of 18 to have a tattoo we do not expect any of our students below this age to have a tattoo.
Girls - Games Equipment •
White polo shirt with school logo.
•
Navy blue shorts (football style) with school logo
•
Navy blue fleece with logo.
•
Long and short white socks
•
Shin guards.
•
Training shoes.
•
Swimming Costume and towel.
Boys - Uniform •
A black school blazer with school badge on breast pocket - available from school.
•
School polo shirt in blue. A white t-shirt may be worn underneath.
•
A pair of plain black school trousers
•
A plain black fine knit, V-neck jumper, or black school fleece be worn under blazers. The fleeces are available from school.
•
A sensible pair of plain black shoes.
•
A wrist watch may be worn but jewellery is not permitted. Earrings are not allowed but ear studs may be worn. Nose studs or eyebrow studs are not permitted on health and safety grounds.
•
As it is against the law for anyone under the age of 18 to have a tattoo we do not expect any of our students below this age to have a tattoo.
Boys - Games Equipment •
White polo shirt with school logo
•
Rugby shirt - reversible red/black
•
Black shorts (football style) with school logo
•
Black football socks
•
Short white socks
•
Shin guards
•
Trainers
•
Football boots
•
Swimming trunks and towel