MANAGING CHALLENGING BEHAVIOUR IN TAFE CLASSROOMS

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					   MANAGING CHALLENGING
BEHAVIOUR IN TAFE CLASSROOMS




      Workforce Capability Unit


TAFE NSW - South Western Sydney Institute
                       Managing Challenging Behaviour in TAFE Classrooms
                TAFE NSW – South Western Sydney Institute, Workforce Capabililty Unit




Contents
Topic                                                                                   Page No.


Learning Styles ………………………………………………………………………….                                                2
Barriers to Education and Employment …………………………………………….                                      3
How to Build Trust & Rapport with a Young Person ………………………….......                           4
Stages of Development in a Group …………………………………………………..                                       5
Case Scenarios …………………………………………………………………………..                                                7
Passive Aggressive ……………………………………………………………………..                                              8
Active Aggressive ……………………………………………………………………….                                               9
The Four Goals of Misbehaviour ……………………………………………………..                                        12
Reducing Discipline Problems in the Classroom …………………………………                                  13
Summary of Staff and Students’ Rights and Responsibilities …………………..                         14
High Street ………………………………………………………………………………..                                                 15
Personal Learning/Behaviour Contract for Students …………………………….                               16
Prevocational Section Student Discipline Strategy ………………………………                               17
Program Selection and Program Design …………………………………………….                                      18




                                                                                                   1
                             Managing Challenging Behaviour in TAFE Classrooms
                      TAFE NSW – South Western Sydney Institute, Workforce Capabililty Unit


Learning Styles
Modality Preference Inventory
Read each statement and select the appropriate number response as it applies to you.

          Often (3)                           Sometimes (2)                          Seldom/Never (1)

Visual Modality

          I remember information better if I write it down.
          Looking at the person helps keep me focused.
          I need a quite place to get my work done.
          When I take a test, I can see the textbook page in my head.
          I need to write down directions, not just take them verbally.
          Music or background noise distracts my attention from the task at hand.
          I don’t always get the meaning of a joke.
          I doodle and draw pictures on the margins of my notebook pages.
          I have trouble following lectures.
          I react very strongly to colours.
          Total

Auditory Modality

          My papers and notebooks always seem messy.
          When I read, I need to use my index finger to track my place on the line.
          I do not follow written directions well.
          If I hear something, I will remember it.
          Writing has always been difficult for me.
          I often misread words from the text – (i.e., “them” for “then”).
          I would rather listen and learn than read and learn.
          I’m not very good at interpreting an individual’s body language.
          Pages with small print or poor quality copies are difficult for me to read.
          My eyes tire quickly, even though my vision check-up is always fine.
          Total

Kinesthetic/Tactile Modality

          I start a project before reading the directions.
          I hate to sit at a desk for long periods of time.
          I prefer first to see something done and then to do it myself.
          I use the trial and error approach to problem-solving
          I like to read my textbook while riding an exercise bike.
          I take frequent study breaks.
          I have a difficult time giving step-by-step instructions.
          I enjoy sports and do well at several different types of sports.
          I use my hands when describing things.
          I have to rewrite or type my class notes to reinforce the material.
          Total

Total the score for each section. A score of 21 points or more in a modality indicates
strength in that area. The highest of the 3 scores indicates the most efficient method of
information intake. The second highest score indicates the modality which boosts the
primary strength. For example, a score of 23 in the visual modality indicates a strong visual
learner. Such a learner benefits from the text, from filmstrips, charts, graphs, etc. If the
second highest score is auditory, then the individual would benefit from audio, tapes,
lectures, etc. If you are strong kinaesthetically, then taking notes and rewriting class notes
will reinforce information.




                                                                                                        2
                        Managing Challenging Behaviour in TAFE Classrooms
                 TAFE NSW – South Western Sydney Institute, Workforce Capabililty Unit




   BARRIERS TO EDUCATION AND EMPLOYMENT

Homelessness

Behavioural disturbances

Economic disadvantage

Literacy/ numeracy difficulties

Social/ geographic isolation

Cultural dislocation/ isolation

Legal issues

Drug and alcohol issues

Mental health issues

Family breakdown

Adjustment to blended family

School breakdown

Significant mental health issues

Family cultural conflict

Physical abuse/ neglect

Different learning styles

Learning problems

Lack of emotional support

Lack of significant role model who is not a parent

Dysfunctional family



                                                                                         3
                          Managing Challenging Behaviour in TAFE Classrooms
                   TAFE NSW – South Western Sydney Institute, Workforce Capabililty Unit




HOW TO BUILD TRUST & RAPPORT WITH A YOUNG PERSON



    Introduce yourself

    Be confident in your approach

    Remember their name

    Get to know the young person as soon as possible – learn something new about
     them

    Use a variety of rapport building strategies

    Smile/have a sense of humour

    Be flexible

    Give young person feedback

    Be enthusiastic

    Make appropriate eye contact

    Be respectful/sincere

    Recognise the individuality of each young person

    Provide access to yourself




                                      Adolescent Breakthrough                             4
                                 ENABLE Training & Consulting Pty Ltd  2004
                           Managing Challenging Behaviour in TAFE Classrooms
                    TAFE NSW – South Western Sydney Institute, Workforce Capabililty Unit

                    STAGES OF DEVELOPMENT IN A GROUP

   When a group of young people come together for the first time there are certain stages
   that will evolve in the group. The seven stages are:

       1.   Ultra development
       2.   Dependent
       3.   Honeymoon
       4.   Form cliques
       5.   I-Centred
       6.   Testing
       7.   Democratic


Stage 1
Ultra development
We under estimate the courage it takes for a young person to come into a new environment.
When young people feel intimidated and dis-empowered they become fearful which can set
off reactions that can be verbal or non verbal. Young people are territorial and like comfort
zones. They need to feel safe before they will open up and this can take time. At this stage
the young person is very dependent on the worker/s to inform them what to do, where to go
and what is going to happen. How long they remain at this stage is up to you, so it is
imperative to understand this stage and intervene appropriately. The following are
suggestions on assisting young people through the Ultra Dependent stage:

    Say hello smile, introduce yourself, and remember their name!
    Give them free information
    Don’t be over bearing, over nice, build rapport first
    Be sincere, young people will see right through you if you are not
    Accept where they are at and encourage them to move towards where they want to
     be
    Observe
        o When you observe listen to what they are really saying
        o Look out for those on their own, ostracising themselves from the group, draw
            them into the bigger group, introduce them to others
        o Check out body language
    Ask appropriate questions (avoid closed questions)


   Stage 2
   Dependent
   In the dependent stage the young person is starting to feel a little more at ease. Although
   still cautious they may be prepared to take some risks, including inviting trust between
   worker/s and other members in the group.


   Stage 3
   Honeymoon
   This is the stage where things are wonderful for the young person and they are feeling
   more relaxed and at ease. The young person may start using the group’s jargon and see
   others as friendly and also idolise more confident members in the group including the
   worker/s. Their barriers are coming down and rapport, respect and trust appears to be
   establishing.



   Stage 4
                                       Adolescent Breakthrough                             5
                                  ENABLE Training & Consulting Pty Ltd  2004
                        Managing Challenging Behaviour in TAFE Classrooms
                 TAFE NSW – South Western Sydney Institute, Workforce Capabililty Unit

Form cliques
Individuals start to feel more confident with their peers and usually develop into cliques of
2 or 3 members. It is an important stage for them to reach in developing friendships.
Something to watch for is the ‘In Crowd’ syndrome and also the testing of group norms
that have been set by the worker/s.


Stage 5
I-Centred
As a young person becomes more confident in the group they also become more self-
centred. They will start challenging group norms and the worker/s role. They also may
become very demanding and resistant in working with the rest of the group (outside their
clique) as a team. It is very important to re-establish your authority without being
authoritarian before it gets to this stage. Establishing your authority is crucial for a worker
before the young person reaches the next stage.


Stage 6
Testing
Once you have established your authority, the boundaries set by the worker/s will be
tested over and over again. It is important not to play ‘the game’ with the young person
but to counteract their next move, which may mean re establishing your authority.

Young people know what buttons to push so don’t break under the test or at least
don’t show it.

If you can do this effectively it will greatly assist moving the young person through to the
next stage.


Stage 7
Democratic
The group is now satisfied with its position and decides to achieve its goals as a
harmonious cohesive unit. The worker’s are now seen as a resource within the group.
Rapport, respect and trust have been established.




                                    Adolescent Breakthrough                                   6
                               ENABLE Training & Consulting Pty Ltd  2004
                           Managing Challenging Behaviour in TAFE Classrooms
                    TAFE NSW – South Western Sydney Institute, Workforce Capabililty Unit

                                       CASE SCENARIOS
You and three other staff have organised for a group of young people to go away on a
three day camp. The young people make their own way to the camp site and will meet
each other and come together as a group for the first time.

Activity
    Identify which stage young people are at in each case scenario
    Make suggestions on intervention strategies for each stage

Scenario 1
Kate is keen to start the next activity. She seems relaxed and is interacting with other group
members. She is now verbally contributing in the group and has mentioned on several
occasions that she likes the group and thinks Rebecca (one of the other young people) is
“really cool”. After each activity she hangs around with the workers and others to help pack
up.

Scenario 2
Julie arrives at camp. She sits in the corner of the recreation room with her bag and is
hugging her pillow, with her head down. Every now and then she looks around but doesn’t
move.

Scenario 3
Simon is hungry and doesn’t want to do another activity (last one before lunch). He says the
activities ‘suck!’ and he wants to swim after lunch because he is hot. He says to you ‘why do
we have to do rock climbing anyway? I can already rock climb, it’s SO EASY!’

Scenario 4
It’s the last day of camp. Julie, Mark, Kate, Jamie, Josh, Sarah, Simon & Rebecca are all
ready to start the last activity. Before the activity starts they encourage each other with
comments such as “come on guys let’s go for it – let’s really kick some butt”. They high five
each other before they begin the activity. There is lots of laughing and interaction. They ask
the workers to check out how well they are going with the activity. After the activity you ask
the group to come together for a discussion before they pack up to go home.
(Think about how the discussion should be facilitated.)

Scenario 5
Jamie, Josh & Sarah all love skate boarding. They are always sitting together and when
team activities start they automatically form their own team. They are resistant to other
members joining them. You split the group into separate teams and they are not happy.

Scenario 6
Mark has settled into his room since arriving at camp. He has had a bit of look around the
campsite then looks for you and stays by your side. He asks you questions like ‘when is
meal time’? and ‘what are we going to do next?’

Scenario 7
Rebecca has been difficult all day. She has been resistant with most activities but
participated begrudgingly making smart comments throughout the day, especially directed
towards the workers. After dinner she gets up to leave the room, looks at you, and loudly
shouts out ‘I’m going down to the shops to get a coke, whose coming?’ (The closest shop to
the camp site is 2km.) You respond by asking her nicely to take her plate to the sink (one of
the established group norms) and remind her that no one is allowed to leave the campsite
without a worker. She tells you to ‘get stuffed’ and the rest of the group is watching you
waiting for your response.



                                       Adolescent Breakthrough                              7
                                  ENABLE Training & Consulting Pty Ltd  2004
                                                     Managing Challenging Behaviour in TAFE Classrooms
                                              TAFE NSW – South Western Sydney Institute, Workforce Capabililty Unit


PASSIVE AGGRESSIVE

CHARACTERISTICS                                                                                 DEALING WITH A PASSIVE AGGRESSIVE
                                                                                                YOU MAY FEEL
    Very annoying                                                                                       Confused
    Cunning                                                                                             Angry
    Indirectly aggressive (spread rumours, deliberately procrastinate, stubbornly                       Guilty
     refuse to negotiate)                                                                                Frustrated
    Controlling (of others in an insidious way eg: sarcasm or sulking)
    Two faced (pleasant to people to their faces but poisonous behind their
     backs)
    Devious


DEALING WITH PASSIVE AGGRESSIVE BEHAVIOUR
    Don’t get caught up in the game
    Use rational self talk (such as ‘I won’t get upset over another instance of non cooperation or sabotage. Either I will let it go or I will be
     assertive, but I won’t just fume)
    Watch your position – (Emotionally. Don’t put yourself in a position where you have to collaborate with them or where they can undermine you)
    Un-shockable response
    Seek support or advice from a colleague
    Keep your cool – don’t REACT! (if you become upset or aggressive you’re just playing into their hands. They will be enormously satisfied if
     they can produce out-of-control behaviour in you!)
    Establish your authority.




                                                                 Adolescent Breakthrough                                                        8
                                                            ENABLE Training & Consulting Pty Ltd  2004
                                                       Managing Challenging Behaviour in TAFE Classrooms
                                                TAFE NSW – South Western Sydney Institute, Workforce Capabililty Unit


ACTIVE AGGRESSIVE

Anger: the effects on the body - Inside                                            Anger: the effects on the body - Outside
     Adrenal glands – start pumping out hormones which cause blood                         Dilated pupils
      pressure to soar                                                                      Sweaty palms, forehead, hairline
     Thyroid – pumps out thyroid hormones accelerates the                                  Bristling hair
      metabolism                                                                            Faster breathing rate
     Endorphins – powerful natural pain killers to allow fight even                        Rising voice
      when injured.                                                                         Grimacing, frowning
     Digestive tract – coordination of the digest tract shuts down. All                    Grinding teeth and clenching of jaw muscles
      blood is diverted to the muscles, rendering them capable of                           Flaring of nostrils
      extraordinary feats of power. The mouth goes dry too.                                 Increasing excitability and gesticulation
     Surge of energy – release of sugar (glucose) into the                                 Trembling of limbs
      bloodstream is followed by a boost in insulin to metabolize it,                       Pounding a table or even themselves
      something that provides people with “fuel for the sprint” or a burst                  Standing up in the course of a conversation, including pacing to
      of short lived energy.                                                                 and fro
     Heartbeat races – pumps more blood to the muscles and lungs,                          Facial colour (face & neck) – whiteness pale associated with
      enabling fuel and oxygen to be carried more efficiently to the                         extreme fear or anger or flushing red associated with
      muscles. Blood flow to the muscles of the arms and legs                                embarrassment or slight to moderate anger. A flushed face may
      increases 300 to 400 percent                                                           begin with a faint blush at the top of the ears. Can also include
                                                                                             protruding and pulsing blood vessels in the forehead, temples and
                                                                                             neck

Dealing with an active aggressive you may feel:                                    Don’t put petrol on the fire by losing your:
     Scared/intimidated                                                                    Patience
     Unsure/helpless what to do                                                            Temper
     Confused                                                                              Perspective
     Angry
     Guilty
     Frustrated



                                                                   Adolescent Breakthrough                                                                  9
                                                              ENABLE Training & Consulting Pty Ltd  2004
                                                        Managing Challenging Behaviour in TAFE Classrooms
                                                 TAFE NSW – South Western Sydney Institute, Workforce Capabililty Unit


ACTIVE AGGRESSIVE

EARLY INTERVENTION                    INTERVENTION
 Observe behaviour or any               Remain calm
  changes in behaviour                   Use young person’s name
 Get alongside a troubled young         Listen
  person, remember to build trust        Ask questions (to remove any ambiguities and obtain facts)
  and rapport                            Be aware of your body language (see notes)
 Establish root cause – try to get      Use appropriate words and tone
  to the root cause of their             Validate – Acknowledge don’t ignore. To ignore a young person’s emotional state may increase its intensity
  simmering anger                         where as validation or recognition such as ‘you seem to feel…’ is sometimes sufficient to retrieve a situation.
 Refer – once established root           Also acknowledge if the young person is right about the reason why they are angry (not the behaviour but
  cause refer where appropriate           the situation eg: ‘yes, you’re right that shouldn’t have happened. I’m sorry about that.’ Be careful if it’s about
  eg: counselling                         another staff person. Always back each other up but acknowledge by looking into it eg: ‘that doesn’t sound
                                          very good does it? I’ll look into it and make sure there isn’t any misunderstanding.’ If this is the case always
                                          remedy in a positive manner.
                                         Take control – you may suggest that by them modifying their behaviour they will benefit. You might say ‘I’m
                                          really sorry you’re angry and I want to help. Let’s sit down and you can explain to me what the problem is so
                                          we can look at a way to solve it’.
                                         Check for understanding – once calmed down check that they understand what has been said and any
                                          information you have given them.
                                         Environment – where necessary and if you are able to change it. The young person may want an audience;
                                          don’t give them a stage: they may also think they can gain more control with an audience watching them.
                                         Act speedily
                                         Gain young persons confidence
                                         Be helpful
                                         Be tactful
                                         Remain neutral
                                         Be firm
                                         Be decisive
                                         Obtain advice from other staff when you don’t know the answers



                                                                    Adolescent Breakthrough                                                             10
                                                               ENABLE Training & Consulting Pty Ltd  2004
                                                     Managing Challenging Behaviour in TAFE Classrooms
                                              TAFE NSW – South Western Sydney Institute, Workforce Capabililty Unit



CRISIS INTERVENTION                                   POST INTERVIENTION
     Remain calm                                                Debrief with staff involved in the incident
     Exit strategy:                                             Seek personal supervision/counselling if necessary
          o Be aware of any exit points                          Facilitate or organise facilitation of debrief with any other young person/s involved or
          o Don’t put yourself in a corner                        witnessed the incident
     Use young persons name                                     Wherever possible debrief with young person about the incident (once they have
     Use appropriate words and tone                              calmed down). Involve third party where necessary eg: other staff as a mediator or
     Be aware of your body language (see notes)                  support person for the young person involved eg: parent, youth worker, student
     Work as a team with other staff:                            counsellor
          o Vacate the area of any other young                        o Discuss behaviour and possible consequences
              people                                                  o Discuss strategies in preventing further aggressive behaviour wherever possible
          o Remove any potential weapons eg:                              do this collaboratively with the young person. eg: come and talk to someone
              pool cues, scissors                                         when you start to feel angry, need time out
     Try to get the angry young person to sit down                   o Refer if necessary eg: counselling
      but watch your space and theirs. Make sure                      o Where possible follow up on young person’s progress.
      you have space between the young person
      and yourself; the angrier someone is the
      more space they are likely to want to claim.
      If someone is venting anger don’t try and
      touch them, not only may they feel
      patronised but you could take a blow.
     OH&S (as per your policy & procedures)
          o Seek medical attention if necessary
          o Call police if necessary




                                                                    Adolescent Breakthrough                                                            11
                                                               ENABLE Training & Consulting Pty Ltd  2004
                              Managing Challenging Behaviour in TAFE Classrooms
                       TAFE NSW – South Western Sydney Institute, Workforce Capabililty Unit

                         THE FOUR GOALS OF MISBEHAVIOUR
                     ATTENTION                POWER                    REVENGE                   WITHDRAWL
PUPILS               I only belong to this    I am only able to        I feel unloved and        I can only belong to
MISTAKEN             group when I             belong to this group     think that no-one         this group if I can
BELIEF               behave in a way          when I feel that I       cares about me. I         convince everyone
                     that causes other        am in charge and         can only belong to        not to expect
                     pupils and adults to     that no-one can          the group if I hurt       anything from me.
                     take more notice of      make me do               others as much as I
                     me.                      anything if I do not     feel hurt.
                                              want it.
THE TEACHER’S        Teachers may feel        Teachers may feel        Teachers may feel         Teachers
REACTION             annoyed and limited      angry and frustrated     equally hurt and          confronted with this
                     by this behaviour.       with pupils who          discouraged. Some         kind of behaviour
                     They may try to          behave in this way.      teachers might find       may feel equally
                     coax the pupil into      Teachers who feel        it difficult to believe   helpless.
                     more positive            they have to win         that pupils can           Sometimes
                     behaviours or            may enter into the       behave in such a          teachers may
                     constantly remind        power struggle. Or       way. Others may           withdraw
                     them about their         teachers might           find that they            themselves and
                     misbehaviour.            withdraw from the        cannot like the pupil     allow the pupil to
                                              challenge and give       and begin to treat        dictate the pace of
                                              in to inappropriate      them unfairly.            learning. Some
                                              behaviours.                                        teachers may find it
                                                                                                 difficult to know how
                                                                                                 to encourage the
                                                                                                 pupil.
PUPIL’S              The pupil’s              Entering into the        Pupils may feel that      If passive pupils are
RESPONSE TO          misbehaviour is          power struggle can       they are being            met with passivity
THE TEACHER’S        reinforced and may       escalate the             unfairly treated thus     from their teachers
REACTION             continue. Or the         problem and so           creating feelings of      (role models) they
                     pupil may use other      intensify the power      hostility or              will find it more
                     inappropriate            struggle. Passivity,     humiliation. This         difficult to work hard
                     behaviours to gain       in this case, may        may simply                and raise their
                     attention.               also encourage           reinforce the pupil’s     levels of
                                              pupils to intensify      mistaken beliefs.         achievement.
                                              their behaviour.
SOME IDEAS           Tactically ignore        Use an assertive         Use regular PSHE          Focus on work that
FOR RE-              behaviour, where         language of              sessions to explore       interests the pupil.
DIRECTING            possible. Regular        discipline. Use “I”      issues relating to        Have success built
MISBEHAVIOUR         positive feedback        statements. Ensure       co-operation,             into the tasks set.
                     whenever possible.       pupil has                collaboration and         Celebrate
                     Establish clear          responsibilities         relationships.            achievement no
                     discipline plan.         within the               Develop “peer             matter how small.
                                              class/school. Allow      support” for pupils.      Send positive notes
                                              the pupil to be a                                  home.
                                              leader in some
                                              activities.
ACCEPTABLE           The pupil                The pupil is aware       The pupil works           The pupil is
BEHAVIOUR:           contributes to           of the                   well in a                 courageous and is
THE “WELL            activities and is        consequences and         collaborative group       prepared to make
ADJUSTED             helpful. The pupil       takes responsibility     and is a good “team       mistakes. The pupil
CHILD”               volunteers for tasks     for his/her actions.     player”. The pupil        tries hard and is
                     but is not               The pupil is self-       can maintain good         genuinely pleased
                     disappointed if not      disciplined and is       relationships with        with success and
                     chosen.                  an effective leader.     most pupils even if       achievement. The
                                                                       they are not friends.     pupil is concerned
                                                                                                 for others.
Figure 2 Adapted from: Dreikurs R. (1972) Discipline Without Tears




                                                                                                                    12
                         Managing Challenging Behaviour in TAFE Classrooms
                  TAFE NSW – South Western Sydney Institute, Workforce Capabililty Unit

             Reducing Discipline Problems in the Classroom

1.   AVOID BOREDOM

          Plan lessons carefully
          Use a variety of approaches and high-interest material
          Let students feel they are learning; give encouragement
          Teach to the ability and interest level
          Give students an aim. Every lesson should have a student-centred purpose
          Have extra challenges for faster students
          Ensure student involvement and participation
          Be a cheerful teacher


2.   BE HUMAN AND CARING

          Show students common courtesy and respect
          Find out about the world of your students, their interests, etc
          Acknowledge students (by name) outside the classroom
          Be fair and understanding – listen to their side of the story
          Avoid sarcasm, belittling, and confrontation
          Give students your time if they ask for help outside class times
          Share a joke, but steer clear of personal stories


3.   BE PREPARED FOR PROBLEMS WHEN THEY ARISE

          Identify problem types (class clown, talkers, confrontationalists, bigots, etc.) in the
           class early in the year/semester
          Identify problems that may occur (eg. as a result of a wide range of abilities)
          Spot the “key” students (the leaders, the “personalities”, the trouble-makers, etc.)


4.   HAVE KNOWN RULES AND FOLLOW THEM CONSISTENTLY

          Have clear, positive class rules – and known sanctions
          Make sure students are clear about what is NOT a fair level of classroom noise
          Know how to enforce these rules: revise and practice the Classroom
           Management Strategy regularly
          Be consistent from student to student, and from day to day
          Leave personal emotional baggage outside the classroom
          Reward good classroom behaviour with praise


5.   BE AN ACTIVE PRESENCE IN THE CLASSROOM

          Be the leader of the class: let the students know you are there
          Use your voice, your personality, eye-contact, body language, sense of humour
           and maturity to take charge
          Be human, not a robot. Admit to being wrong, or angry, or pleased, or tried,
           providing you don’t use these things as an excuse for poor performance.




                                                                                               13
                            Managing Challenging Behaviour in TAFE Classrooms
                     TAFE NSW – South Western Sydney Institute, Workforce Capabililty Unit

Summary of Staff and Students’ Rights
and Responsibilities
All members of the TAFE Community
have both a right and a responsibility to
learn and work in a respectful and
supportive environment.
                                                                        Bringing weapons onto TAFE
STUDENTS RIGHTS:                                                         premises
As a student of TAFE you have the right                               Engaging in any other behaviour
to:-                                                                     which could offend, embarrass or
 Be treated fairly and with respect by                                  threaten others
     TAFE staff and fellow students                          Not illegally copy software licensed to
 Learn in an environment free of                                the TAFE NSW - South Western
     discrimination and harassment                               Sydney Institute or install any software,
 Pursue your educational goals in a                             including games and shareware, onto
     supportive and stimulating environment                      Institute computers
 Have access to counselling                                 Take every precaution to prevent the
 Privacy concerning TAFE Commission                             introduction of viruses to Institute
     records or documents that contain                           computers
     personal information                                   If, as a student, you fail to comply with the
 Have ready access to assessment                           responsibilities, penalties may apply.
     procedures and progressive results
                                                            STAFF RIGHTS:
STUDENT RESPONSIBILITIES:                                   All staff in TAFE have the right to:
By signing the enrolment form you agree
to:                                                              Be treated fairly and with respect by
 Treat other students and TAFE staff                             students and other staff
    with respect and fairness                                   Work in an environment free from
 Not engage in plagiarism, collusion or                          discrimination and harassment
    cheating in any assessment event or                     Teachers also have the right to:
    examination                                                 Be able to present lessons without
 Be punctual and regular in attendance                           disruption
 Submit assessment events by the due
    date or seek approval to extend the due
    date
 Return or renew library books on time                     I have read and understand this document.
 Observe normal safety practices, eg                       I agree to behave in accordance with the
    wear approved clothing and protective                   Summary of Staff and Students’ Rights and
    equipment                                               Responsibilities as outlined above.
 Refrain from swearing
 Refrain from smoking in buildings
 Behave in a responsible manner by not:
         Littering
         Harassing fellow students or staff                _________________________________
         Damaging, stealing, modifying or
           misusing property                                Signed                                 Date
         Being under the influence of
           alcohol or drugs
         Spitting




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       Managing Challenging Behaviour in TAFE Classrooms
TAFE NSW – South Western Sydney Institute, Workforce Capabililty Unit




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                             Managing Challenging Behaviour in TAFE Classrooms
                      TAFE NSW – South Western Sydney Institute, Workforce Capabililty Unit



                                        Liverpool College

             Personal Learning/Behaviour Contract for Students



Student Name: ………………………………………………………………………



I agree to adhere to the following standards of conduct:

   1.      I will be punctual and regular in attendance. If I am unable to attend a class I will
           inform the teacher and/or contact the coordinator (ph: ………………..).
   2.      I will undertake to follow all instructions given to me by teachers and other authorised
           TAFE NSW staff.
   3.      I understand that I am required to complete all the set tasks on the assessment
           schedule for each subject.
   4.      I understand that if I leave the college grounds during scheduled class times that I do
           so at my own risk.
   5.      I undertake that I will not consume alcohol or drugs during my college day.
   6.      I will abide by all college rules and be guided by my course coordinator if in doubt.
   7.      I undertake to behave in a responsible manner and respect teachers and students
           and their property.
   8.      I understand that offensive language, behaviour and dress will not be tolerated.
   9.      I understand that I am not to damage property while enrolled in this course.



I have discussed the above conditions with the head teacher and/or course coordinator
and/or teacher.

I understand and agree to abide by the above conditions.




…………………………………………                                            ………………………………………………….

Student’s signature                                         Head Teacher/Course Coordinator/Teacher
                                                            signature



Date: ……………………………




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                            Managing Challenging Behaviour in TAFE Classrooms
                     TAFE NSW – South Western Sydney Institute, Workforce Capabililty Unit




                                      GOSFORD TAFE
            PREVOCATIONAL SECTION STUDENT DISPLINE STRATEGY



TEACHERS: Practice the discipline strategy as outlined in the documents
           “THE PROTOCOLS OF DISCIPLINE”
     and   “REDUCING DISCIPLINE PROBLEMS IN THE CLASSROOM”

      Moderate to higher level discipline problems should be reported to the Course
       Coordinator.
      When forced to use “Exit from room”, or a higher sanction such as “Call Security”
       document the incident leading to the use of this mode of discipline and report the incident
       to the Course Coordinator (or Head Teacher, if appropriate).
      High-level disturbances or discipline problems where physical threats are made against
       any member of the class or teaching staff should be reported directly to Campus
       Security, with a follow-up report to the Head Teacher (who will then discuss the issue
       and further disciplinary action with the Campus Manager).


COORDINATORS:

      Discuss section discipline strategy with the group as early in the year/semester as
       possible. Your approach should be as inclusive of the student’s ideas and expectations
       as possible. At the same time you will deal with the Institute’s Harassment Policy.
      Follow up any student discipline issues with students reported to you by class teachers.
      Keep documentation on students who are reported for breaches of discipline.
      Report to Head Teacher on any student who needs higher-level counselling – either by
       the Head teacher or Student Counsellor.
      Report to Head Teacher on any student who needs further disciplinary action by way of a
       Warning Letter or other sanction. (Tell the Head Teacher what action you believe is
       appropriate).


HEAD TEACHER:

      Ensure Section Discipline Strategy, including Institute Harassment Policy, is
       communicated to all teachers in the section.
      Monitor the use of the Section Discipline Strategy by teachers and Coordinators.
      Follow up any student discipline issues with students reported to you by Course
       Coordinators or teachers.
      Communicate need for higher disciplinary strategies with Campus Manager immediately
       the need arises. (eg. Tell the Campus Manager that you need a student suspended for a
       certain length of time, and why. Supply necessary documentation).




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       Managing Challenging Behaviour in TAFE Classrooms
TAFE NSW – South Western Sydney Institute, Workforce Capabililty Unit




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       Managing Challenging Behaviour in TAFE Classrooms
TAFE NSW – South Western Sydney Institute, Workforce Capabililty Unit




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       Managing Challenging Behaviour in TAFE Classrooms
TAFE NSW – South Western Sydney Institute, Workforce Capabililty Unit




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       Managing Challenging Behaviour in TAFE Classrooms
TAFE NSW – South Western Sydney Institute, Workforce Capabililty Unit




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