The Applethorpe State School community accepts its responsibility in promoting the ideal 'Better Behaviour - Better Learning' as outlined in The Code of School Behaviour.
Our beliefs about behaviour and learning
For any organisation to function in society, structures must be in place that deal with different behaviours that may occur in any given societal setting.
Managing behaviour in a responsible behaviour plan at Applethorpe State School refers to the functioning of the school community through a system of relationships, rules, rewards and sanctions designed to promote and develop self-discipline within students.
The correct mix of professionalism, respect, innovation, inclusiveness and high expectations will result in a better learning environment for all school community members.
Processes for facilitating standards of positive behaviour and responding to unacceptable behaviour
All members of the school community must be aware of the power of positive reinforcement and praise. This can be the most effective form of behaviour management and should be used whenever possible to allow children to see the more positive consequences of acceptable behaviour.
The Behaviour Management Plan at Applethorpe State School is based on the work of Bill Rogers, a renowned education consultant specialising in classroom discipline, management and teacher peer support.
Our emphasis is on building skills students can learn to enhance a discipline style based on respect and dignity.
Our goal is to develop classrooms which encourage all students to:
own their own behaviour
respect the rights of others
develop a positive self-esteem
build workable relationships
Teachers and staff at Applethorpe State School are encouraged to be firm, fair and consistent in their approach to Behaviour Management and to utilise the key lessons from Bill Roger's model - 'Focus on the White Square - not the Black Dot', to keep student behaviour in perspective and appropriately managed.
Key points taken from this model are:
Keep behaviour in perspective
Phase expectations positively
Use when - then to encourage good choices
Avoid confrontations and show downs by allowing take up time
Make expectations clear and insist on them right from the beginning
Pauses are powerful
Whole school behaviour support
Integral to our Behaviour Management Policy are the Applethorpe State School Behaviour Management Procedures.
These procedures are based on the acceptance by all students and community members of the school's 5 core values known as the Applethorpe APPS which encompass:
Good manners
Accept responsibility
Respect for others
Pride in our work
Pride in our school
All students are explicitly taught how these Applethorpe APPS apply to all facets of their school behaviour and encouraged to take responsibility for their own actions and understand that with rights come responsibilities.
Positive behaviour
Our school has a number of measures in place which focus on the recognition of positive behaviour by students as outlined below:
Recognition of positive behaviours
In class
Classroom reward systems (individual teachers)
Principal's awards - good work / behaviour
Student of the Week' and 'Star of the Day' awards
By school
Recognition of outstanding achievement:
Outstanding Behaviour Awards
Leadership Awards
Unacceptable behaviour
Bullying has a negative effect on the social environment of a school and creates an atmosphere of fear among students. Bullying also reduces a student's ability to learn. In the school setting it is recognised that bullying can occur in many forms and guises.
Examples:
Physical - includes hitting, kicking, spitting, pushing and taking personal belongings.
Verbal - includes taunting, malicious teasing, name calling and threats.
Psychological - spreading rumours, manipulating social relationships and engaging in social exclusion, extortion or intimidation.
In recent years, Cyber bullying after school has been an increasing problem in schools.
Bullying in all it's forms has no place at Applethorpe State School and a no tolerance policy will be strictly enforced.
Inappropriate behaviour
Students who choose to display inappropriate behaviour at school may have appropriate consequences imposed on them by members of the school staff. In these cases, it is important that the student be made aware of why certain behaviour is improper and realise that they should at all times think before they act.
Students who continually choose to ignore their responsibilities are subject to the school's behaviour management procedures. The following procedures provide a broad outline of the school responses to inappropriate behaviour and encompass three levels of student behaviour:
Level 1: Minor offences - warranting staff intervention
Level 2: Major offences - warranting Principal's intervention
Level 3: Serious offences - warranting suspension and exclusion procedures
The level of offence will be determined by the teacher or Principal after all due facts have been ascertained and given due consideration.
Suspension and exclusion procedures for level 2 or level 3 offences will be implemented only when all other approaches have been exhausted or rejected.
Targeted behaviour support
Strategies and tools for facilitating standards of behaviour will differ depending on age group, students groups, activity or experience.
Individuals or small groups may require additional strategies:
Intensive behaviour support
The network of student support
At any time during the process of dealings with behaviour management, the school may arrange for assistance from personnel such as guidance officers who have training and can assist teachers in providing a programme designed to help modify their behaviour.
Access to other specialist personnel such as family counsellors, Bush Children Service and Qld Health networks may be facilitated. The school will also publish a range of documents (child safety, health articles etc) to support parents and students. These avenues should be used whenever appropriate to support a child with behavioural needs.
Consideration of individual circumstances
Any response to inappropriate behaviour must consider the particular situation and context, the individual circumstances and actions of the student, other students involved and the needs/rights of the school community members. Therefore school personnel must be made aware of such circumstances before appropriate responses can be implemented.
Parents/caregivers will be kept informed of serious or repetitious behaviour so that communication links between the home and school are maintained and a unified, collaborative strategy is put in place.