Behaviour / Discipline
BEHAVIOUR AND DISCIPLINE
WOOLACOMBE SCHOOL POLICY STATEMENT :BEHAVIOUR AND DISCIPLINE
This policy is one of a series which go with the following;
Personal, Social and Moral Education, Multi-Cultural and Equal Opportunities, Policy for Race equality
RATIONALE
To achieve a code of conduct which gives respect to all pupils, property and environment.
To give respect to and receive respect regardless of all differences.( see Race Equality Policy)
To base discipline on equality, respect and fairness and negotiation rather than punishment.
To have a safe, happy and stimulating environment for pupils and staff.
To ensure effective teaching and learning.
To identify and give recognition on the needs of individual children and help to promote acceptable behaviour in and out of school.
To ensure high expectations of behaviour and potential for all pupils.
To eradicate all forms of racism and discrimnation
To expect high standards of behaviour and conduct of all pupils and staff
To expect all staff to be good role models for our pupils
To expect all behavioural issues to be addressed in an appropriate manner.
To reward all poisitve behaviours in order to re-enforce our aims
THE EFFECTIVE CLASSROOM ¡V TEACHER, ASSISTANT AND SCHOOL
* Acceptable standards depend upon the example of everyone in school and positive contributions, speech, manner, dress, action.
* Expectations should be high.
* Treat everyone as an individual and expect to give and receive respect.
* Relationships matter
* Greet and be greeted
* Communicate
* Smile and enjoy the children
* Speak and be spoken to
* Manners do matter
* Address the problem and listen to the child
* Avoid confrontation
* Ignorance is not bliss - It could condone!
* Beware of being judgmental
* Arrive before the pupils
* Preparation, motivation, occupation
* Think constructively, mark positively
* Set and sustain routines and standards
* Celebrate and encourage work
* Label the act not the child - separate the problem
* Maintain high quality in surroundings- fresh and attractive, stimulating displays
* Think of why we use displays
* Use first names, never surnames or derisory names
* Tone and manner of voice - is it necessary to shout??
* Be consistent
* Develop a pride in the school
* A clean, neat, attractive and stimulating well organised classroom and school
* A tidy desk
* A tidy cupboard
* A clean board - clear of graffiti or damage
* Litter free site
CLASS RULES ¡V (prefer the word Routines)
* Simple and few.
* Language used should be positive not negative e.g. "always walk" instead of "don't run"
* Negotiate with pupils the rules - they can tell, and then take ownership
* Be flexible and adaptable - class rules can change
* Rules need to be seen or apparent e.g.Using the term ' to be fair to others' is hard for some pupils to understand e.g. "put up your hand before you ask or answer" is easier.
STRATEGIES TO HELP AT CERTAIN TIMES OR WITH CERTAIN PUPILS
How are children grouped
How is the classroom organised
Establish class and curricula routines
Opportunities for success
Liaison with and early discussions with parents
Use of other teachers
Use of Head teacher
Use of circle time
Planning of work for individuals
Achievable targets for pupils
Monitor and record behaviour - Use the special needs log
Preserve self-esteem
Parents are very important - they need to know
CONSEQUENCES
We believe that punishments do not really work but a child must become aware of his or her own actions and as a result the consequence of this;
'If you carry on shouting out , then you will have to stay in at playtime -It is your choice'
Put the owness on the child not on you -make the child become more responsible for their actions.
It is unusual for whole groups or classes to misbehave and therefore unreasonable to punish accordingly.
Remember - do onto others as you would have done onto yourself
WORDS OF WISDOM
There is something I don't know
that I 'm supposed to know,
and yet I'm supposed to know,
and I look stupid
If I seem not to know it
and not know what it is I don't know.
Therefore I pretend to know everything.
I feel you know what I'm supposed to know
but you can't tell me what it is
because you don't know that I don't know what it is.
You may know what I don't know,
but not that I don't know it,
and I can't tell you.
So you will have to tell me everything.
From "Knots" by R. D. Laing
LIZA: "You see, really and truly, apart from the things anyone can pick up, ( the dressing and the proper way of speaking, and so on), the difference between a lady and a flower girl is not how she behaves, but how she is treated.
I shall always be a flower girl to professor Higgins, because he always treats me as a flower girl, and always will; but I know I can be a lady to you, because you always treat me as a lady, and always will."
PYGMALION by George Bernard Shaw Back to top
