Behaviour Management Statement

At Rasmussen we believe all students have the right to learn within a safe, secure environment. To achieve this goal all members of our school community have a responsibility to positively influence student behaviour and social development. This approach will empower students to become self disciplined, responsible, and valued members of society.

Approach to behaviour management

We believe teachers, parents, and students share a responsibility for developing expectations and consequences. This approach enables students to become committed to expectations, reflects the democratic society in which we live, fosters the development of self discipline, is respectful in its approach.

Behaviour Management Process

Build trust establishing an effective learning and teaching environment, understanding the learner and by active construction of meaning. Confirm rules and consequences.

Steps in a playground behaviour management:

1. Rule reminder
2. Redirection
3. Choice/consequences
4. Thinking Room - First and second visit - Letter home
5. Thinking Room - Third visit - Green card monitoring
6. Thinking Room - Fourth visit - Parent interview, red card monitoring

Steps in classroom behaviour management:

1. Tactical ignoring
2. Simple directions
3. Rule reminder
4. Choice
5. Work aside from peers
6. Thinking chair - More than three visits in a fortnight will result in a parent interview and behaviour agreement
7. Visit to buddy class thinking chair - Re entry to own class via thinking chair
8. Time out administration - First and second visit - Letter home
9. Time out administration - Third visit results in individual management plan

Consequences of serious and continuous breaches:

Breaches are:
- Disobedience
- Anti social
- Verbal
- Physical
- Dangerous or unlawful behaviours

Consequences include:
1. Suspension one to five days, or
2. Suspension six to twenty days, or
3. Recommendation for exclusion, or
4. Cancellation of enrolment

Note: The school community should be aware that a child may progress immediately to a severe consequence if administration is reasonably satisfied such grounds exist.

Thinking Chair Rules

You have made a bad choice and now you have two jobs to do.

Job 1: Complete 'My plan to do better' sheet or a 'written Apology'.
Job 2: Manage your behaviour by sitting quietly and showing that you are ready to rejoin the class.
Remember: Inappropriate behaviour in the thinking chair, means you are choosing to stay longer.

Note: You are OK, it's what you have done that is not OK.

Thinking room procedures

1. Students fills in 'behaviour plan'
2. Student sits quietly until 'thinking room report' has been received
3. Teacher discusses report with student
4. Student and teacher discuss more appropriate behaviours for the future and some form of restitution and or apology
5. Teacher keeps comprehensive record of all discussions with the student, as well as all drafts of apologies etc.
6. Teacher records student's name in diary
7. Teacher records student's name on the next day's timetable and reminds student that he/she must return the following day
8. Student is allowed to leave when restitution is completed
9. Teacher files records

A+ Day - is it for you?

Then:

- Always work and play co-operatively
- Stay on task
- Speak politely and respectfully to all
- Put your hand up
- Complete your homework neatly
- Come to school regularly and on time

Bullying Policy

Are you being bullied?

- Ignored, teased, or threatened - Think, can I deal with this?
- Pushed, hit, or kicked
- Belongings stolen or damaged

If so then tell someone!

- Network
- Trusted adult
- Teacher
- Parent
- Friends

To avoid bullying

Change own behaviour
Network of friends
Avoid locations
Body language
Assertiveness training

To deal with bullying

Ignore it
Walk away
Don't give satisfaction
Personal script
Prepare a threat
Negotiate

Scripts for dealing with bullying

Ignoring bullying behaviour often legitimises it. Often we are reluctant to make a big issue out of minor bullying incidents. The following processes may avoid making a big issue of every bullying incident but they do reinforce that bullying behaviour is inappropriate and won't be accepted at this school. Additionally, it allows the supervisor/caregiver to avoid a confrontation, or need to discipline the offender.

If a child is seen bullying another child the supervisor/caregiver may use the following scripts:

- "What are you doing?"
- Allow for a response, if no response state "I saw/heard you…"
- Ask them why they did that.
- Allow for a response and ask "is that a reasonable way to talk/treat others?" or "Would you like it if someone treated you like that?"
- Allow for a response and say "What will you do next time?"
- Allow for a response. "Thank you"

Or

- "Excuse me (name)."
- Pause
- "Remember our rule about…"
- "Thank you"

Code of behaviour

At Rasmussen we provide an atmosphere where all can function effectively within a safe, supportive environment and which promotes jointly negotiated expectations and behaviours of school community members.

1. Bullying is seen as hurtful (sometimes repeated) behaviours that can threaten an individual's physical, social and/or support mechanisms, emotional well being, and as such, will not be tolerated.
2. Consequences from least intrusive to most intrusive will be applied to all parties concerned.
3. As in our Supportive School Environment, a whole school approach to bullying.

Goals

1. At Rasmussen we actively address issues of bullying in order to create a positive, caring, concerned and sympathetic ethos in our school community which highlights that all people are valued.
2. To be supportive of both the victims and the bullies.
3. To apply the bullying policy consistently and promptly.
4. To raise awareness of the bullying policy of all concerned school members.

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