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Positive Discipline for Learning Policy by Tl8DEj87

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									POSITIVE DISCIPLINE FOR LEARNING POLICY
Learning Environment

Philosophy
Positive Discipline is built on the principles of Assertive Discipline as interpreted by Cantor
(USA).

Our belief at Sky College is that the management of pupil behaviour should always be a
positive process. Punishment contains behaviour – reward changes behaviour.

In the classroom teachers should:
     Be clear about positive Discipline rules – and consistently apply them:
     Consistently reward pupils every day for keeping to the rules i.e. behaving well
     Be assertive – but not aggressive or pleading – with pupils
     Apply the sanctions and consequences – fairly and firmly – always give pupils the
        chance to choose to behave
     Follow the stepped sanctions and use internal exclusion as a last resort

The broad principle is a Christian one – to treat pupils with respect – and in the way you
expect them to treat you e.g. if you shout at pupils as a means of managing behaviour, it is
likely that this raised tension in the classroom – and you can expect pupils to shout back!
This moral oimpetus underpins the school’s approach to discipline and will aid the
generation of a civilised ethos and environment to work.

Trevor Averre Beeson

The Learning Environment
Our aim is to ensure the learning environment is conducive to professional success. That
exclusions fall to zero and that we run a ‘calm school’.
TAB 2007

Our vision for the Learning Environment is that it is both intentional and responsive. Our
core values and philosophy ensure that we are clear about our aspirations and behaviours
and provide a contact and the support for an effective learning environment.

‘Education should reflect...enduring values...These include valuing ourselves, our families
and other relationships, the wider groups to which we belong, the diversity in our society
and the environment in which we live.’
                                The National Curriculum – Handbook for Teachers in England
Our Philosophy                                            Our Core Values

What we believe we all need to do:                        Compassion
   Choose a positive attitude                            Courage
   Be there for each other                               Hope
      (on time, regularly listen to each other)           Integrity
   Make someone’s day                                    Justice
   Respect adults and students                           Respect
   Make someone smile, be kind                           Responsibility
      (they will be kind back)                            Wisdom
   School should be hard work for us all,
      but it should be fun too (for adults as well
      as students)

“Top Tips”

       7 Top Tips for the Assertive Teacher
      Stay calm – stand still
      Speak – Don’t shout
      Be consistent and relentless
      Be the adult – do the right thing
      Plan ahead – have a script
      Be enthusiastic – have fun!
      Be positive – reward and praise frequently

                             LOOK AT THIS CHECKLIST EVERY MORNING
                                    (Remember what it says)

      Use directions that redirect students to your expected behaviour.
      Teach the behaviour you want (like the volume of talk.)
      Never threaten – always give a choice and mean it.
      E.g. “You are playing with your mobile – You know that is against the rules you have
       a choice. Either...or...you know what will follow.”
      Ask fewer questions, especially starting with “Why” (They will always have an
       answer!)
      Directions are not requests.
      Use inclusive and communal language such as ‘we’, ‘our’, ‘is’, and ‘everyone’.
      Keep track of rewards and consequences – small and stepped.
      Internal exclusion is our severest clause – us it sparingly.
Summary of our Approach to Discipline

      Be assertive with students, not hostile, not pleading.
      Recognise good behaviour every lesson, when the majority display it and via the
       Merit week/book.
      Be consistent.
      Deal with Level 1 disruption in your class – give verbal warnings set out
       consequences.
      Remind and teach the rules.
      If a child repeats poor behaviour give 2nd and 3rd consequences (stay behind, contact
       home)
      Only if this repeats or there is extreme poor behaviour the student should go to
       another classroom first according to a support timetable (Exit Strategy).
      Only after all these strategies have been exhausted should the leadership team
       consider use of the W&R Room.
      Where a student has been to the W&R room the equivalent of 3 days (18 lessons) in
       a term, he or she should be considered for a period of time in the Learning Zone.
      The SAFs team will consider interventions beyond this point in consultation with the
       headteacher.

                               CLASSROOM CODE OF CONDUCT

      Do as you’re told, when you’re told.
      Listen in silence.
      Keep hands, feet, objects and negative comments to yourself.

                                            REWARDS
      Verbal praise.
      Written praise in Student Planner.
      Merits.
      Merit Certificate: - Ruby, Sapphire, Emerald, Diamond, Special, Outstanding,
       Exceptional, Double Exceptional.
      Attendance Prizes.
      Headteachers Commendations.

                                         SANCTIONS
      Verbal Warning.
      Detention.
      Home Contact.
      In Class Withdrawal.
      Class Withdrawal.
               WITHDRAWAL AND REFLECTION ROOM GUIDANCE FOR STAFF

W&R Room
The W&R Room will be staffed every lesson by W&R room manager or support staff and
used as a sanction for pupils who have significantly broken the Code of Conduct or who
have been placed on an internal exclusion. These must be extreme cases and not routine.
The manager in the room will complete the timetable case when the pupil arrives.

The most likely uses for the W&R Room will be:

Referral to W&R Room for non uniform
At KS3 pupils out of uniform and repeat offenders are dealt with discretion by the Deputy
Head. At KS4 pupils should collect a letter from student reception, go home to change and
once they have returned to school they should show themselves to their achievement
leader. If for any reason a KS4 pupil cannot gain entry to their home they should go to the
W&R room for one day.

Emergencies (cooling off)
In extreme cases of disobedience the matter should be referred to DOL/Principal Leader. If
after consultation it is felt the pupil should not return to class, the pupil should be sent to
the W&R room for an appropriate period of time dependant on the indiscipline. In extreme
cases of misbehaviour for levels 4&5 pupils may attend the W&R room for a maximum of 3
days (15 periods).

Ensure work is provided for the duration of the time in the W&R.



Individual Lesson Withdrawal
If a teacher and LC Team Leader feel, prior to lessons, that a pupil should be withdrawn
from that subject for one or more lessons, then the senior learning mentor managing the
W&R room should be notified in advance, and agreed by a Senior Leader, the correct
referral form (attached) should be completed.

Where a pupil has been disruptive in a lesson they may be removed from that lesson only
at the time or at a subsequent point during the week. If for example the situation occurs
in Maths on period 1 on Monday, a withdrawal from subsequent Maths lessons that week
may be deemed appropriate.

                              W&R ROOM CODE OF CONDUCT

Who is this document for?
All school staff who may want to make a referral to the W&R room.

The room is managed by the W&R manager. The main purpose for this is to target the
pupils who may otherwise be externally excluded or to offer intervention to pupils who are
experiencing difficulties through behaviour.
Whilst the W&R room is a form of punishment for the young people, the staff managing the
rooms can offer support and follow up via the pastoral support meeting and through
mentoring.

We aim to:
   Sustain zero exclusion
   Reduce internal exclusions
   Offer support to both pupils and staff
   Pick up on any underlying issues affecting the pupils being referred to the Exclusion
      Room.
   Conduct regular monitoring and evaluation of the room.
   Facilitate half termly group work sessions for persistent offenders.

How are referrals made?
If you feel a pupil needs to go to the W&R, this must be done via the Pastoral Manager, DOL,
Team Leader or SLT. ANY INAPPROPRIATE REFERRALS WILL BE SENT BACK.

If the PM, DOL, TL or a member of SLT feel the pupil should be sent to the W&R room a
referral form should be completed by them and sent to the room along with the pupil and a
piece of work.

Attention: PM/DOL/TL/SLT – please note if you want the work returned, you need to stat
this on the referral form and it will be put into your pigeonhole. Please could you follow the
Positive Discipline for Learning – Discipline Map when making referrals.

What happens in the W&R Room?
When pupils are referred to the W&R Room, they will be asked to bring their referral form
with them and be escorted by a member of the Learning Environment Team. Forms may
also be sent ahead via another member of staff or pupil. FORMS MUST BE SENT – NO FORM
– NO PUPIL.

The pupil will also be expected to come to the room with class work. If possible please send
work related to the lesson they are excluded from.

When the pupil enters the room he/she will be directed to a table that the person staffing
the room desires. The pupil will then copy the W&R room Rules in silence, and then carry
out a short exercise encouraging them to reflect on the circumstances that got them sent to
the Exclusion Room.
     I was sent to the W&R roombecause.....
     I think it was fair/unfair because.....
     What I will do differently next time is.....

The information from this exercise will be put into the pupils file in the main office along
with a copy of the referral form.
Bringing pupils to the W&R Room
     When bringing pupils to the W&R room all staff are asked to knock on the door
       before entering.
     All staff are asked to enter the room quietly.
     If you need to discuss the circumstances of the referral with the pupils please do so
       outside the room.
     Please do not talk to any other pupils in the room about their reasons for referral in
       front of their peers.

Lunch Time
At 1pm the pupils in the W&R room are either provided lunch in the W&R room or taken to
the canteen where they can get their lunch and are seated in allocated seats with the W&R
room staff who will then hand over to the member of staff on lunch duty.

No pupil will leave the W&R room without a permission slip unless his or her time in the
room has expired.

Thank you for your co-operation!

                   INTERNAL EXCLUSION GUIDELINES – LENGTH OF STAY

Please note: The following must be regarded as a set of guidelines and not as a
prescriptive list. Each individual case referral to the W&R room will be judged by a
member of the Learning Community Team. However, it is important that related
incidents are dealt with in a consistent manner across departments. Refer to the
‘Consequences Discipline Map’ for further information to the processes that need to be
followed after a request for withdrawal has been made. This includes parental contact for
ALL LEVELS.

Referrals with withdrawal must be for EXTREME CASES of POOR BEHAVIOUR.

Subject teachers and TL/AD’s need to develop ‘ in house’ strategies to deal with more
routine incidents within their departments.
THE W&R ROOM MUST NOT BE USED FOR HOLDING DETENTIONS
LEVEL EXAMPLES                                                        SANCTION
3     CONTINUED DISRUPTION:TLs could consider withdrawing             1-2 PERIODS
      a pupil from a particular lesson. However, pupils should
      be removed ONLY AT THAT TIME the lesson occurs or from
      a SUBSEQUENT lesson later that week. The subject
      teacher is responsible for setting APPROPRIATE WORK
      related to the CURRICULUM/SCHEME OF WORK.                       1-2 PERIODS
      DAMAGING EQUIPMENT                                              1-2 PERIODS
      DAMAGING OTHER PUPILS’ WORK                                     1-2 PERIODS
      WRITING GRAFFITI                                                1-2 PERIODS
      REFUSING TO WORK                                                1-2 PERIODS
      UNCO-OPERATIVE                                                  1-2 PERIODS
      DISTURBING OTHER PUPILS                                         1 DAY
      AGGRESSIVE AND ABUSIVE LANGUAGE
4     THREATENING AND ABUSIVE LANGUAGE                                2 DAYS
      DELIBERATE DEFIANCE/DISOBEDIENCE                                2 DAYS
      BULLYING                                                        1 DAY
      VANDALISM OF SCHOOL PROPERTY                                    1 DAY
      CUMULATIVE OFFENCES AT LEVEL 3                                  1-2 DAYS
5     FIGHTING (FIRST INSTANCE)                                       1 DAY
      FIGHTING (SECOND INSTANCE)                                      2 DAYS
      CONTINUED BULLYING                                              2 DAYS
      RACIAL ABUSE                                                    1 DAY
      AGGRESSIVE VERBAL/RACIAL ABUSE                                  2 DAYS
      THIRD REFERRAL TO EXCLUSION ROOM
      SECOND REFERRAL FOR SWEARING AT A TEACHER
6     UNCONTROLLED PHYSICAL AGGRESSION                                POLICE INVOLVEMENT
      CARRYING WEAPONS – HOLDING DRUGS                                DEALT WITH BY SLT
      CUMULATIVE VERY SERIOUS OFFENCES
7     SALE OF DRUGS ON SCHOOL SITE                                     POLICE INVOLVEMENT
      SERIOUS PHYSICAL INJURY                                          DEALT WITH BY SLT
      CUMULATIVE VERY SERIOUS OFFENCES

TLs are asked to use their powers of discretion when referring a pupil for a period of
withdrawal. TLs must refrain from referring pupils until all ‘in house’ departmental
strategies have been used but without success.

                     GUIDELINES FOR DUTY STAFF IN THE W&R ROOM

On receiving a pupil into the W&R Room:

Check the details on the form – if incorrect or incomplete return the pupil to the teacher
with the paperwork for amendments. The paperwork must go to relevant LC Team support
for entry on the pupil log. Letters home will then be produced and copies circulated to
student file/DOL/Tutor. (Do not accept any pupil in the W&R room unless they have been
referred by an DOL/TL).
Ask the pupil for his timetable. The pupil should have this written down in the pupil
planner.

Initial activity. Pupil to copy out the code of conduct. (A copy f the code of conduct is taped
to each desk). Students should do the work provided by the sending teacher. In the event
work is not provided, locate worksheets in the filing cabinet. Each section is clearly labelled.
Subjects are in alphabetical order.

All stationery can be found in the top drawer.

Select subject specific worksheet related to pupils’ year group.

The pupil must work through the set of worksheets, whilst strictly observing the code of
conduct.

Pupils must not write on the worksheets.

Any time penalties for infringing the code of conduct must be entered and the finishing
time adjusted accordingly.

The worksheets need to be changed at the end of every lesson.

At the end of each lesson replace all worksheets in the appropriate wallet and
compartment.

Ensure that the room is tidy at the end of the day.

								
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