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					BEHAVIOUR MANAGEMENT
RATIONALE
Indiscipline in schools is a barrier to learning. Without class discipline, little effective
learning can take place. Teachers should always address the problems of indiscipline rather
than trying to teach in spite of them.
The majority of pupils come to school with a positive approach to learning. The actions of a
minority of pupils who misbehave, for whatever reason, has a negative influence not only
on their own learning, but on the learning of their peers and creates stress for staff in
managing the learning process. The development of a sound ethos and the promotion of
positive behaviour are crucial to effective learning in school. The ideal classroom is one in
which the pupils have self-discipline, so that they continue working whether or not the
teacher is in the classroom. This ideal arrangement can be difficult to achieve, and it may
be less common outside of senior classes, but it is by no means impossible and there are
examples within this school of such good practice.
Although teachers need strategies, structures and sanctions to help maintain a purposeful
working atmosphere in classrooms, the foundation of such apparently „iron discipline‟ has
little to do with the teacher‟s ability to instill fear in pupils and it has even less to do with a
system of punishments. Children do not show concentration, enthusiasm and dedication
simply because they are told to do so. Instead, these qualities are grown from a few vital
principles:
    A sense of security which comes from setting and maintaining limits, making
    expectations consistent over time and consistent with other staff.
    Getting to know the pupils, giving them time and showing interest
    Supporting the pupils in their learning, recognising that lessons should not be a „one
    size fits all‟ experience but that content, pace and type of learning experience may have
    to be adjusted for small groups or even individuals according to their rate of
    development and preferred learning style.
    Organising a structure for pupils so that they know the routine of a lesson and
    understand its pattern. They should also have a clear understanding of the way in which
    individual lessons fit into units and how units lead to progression within the course.
    They should have a route map of the course.
    There should be a good prospect of success for each pupil. Nothing causes discipline
    problems as easily as repeated failure. Every child must have a sense of achievement
    and progress if the school is to hold their interest and respect. Some children need short
    term successes if their commitment is to be maintained.
    Teachers must have a means of receiving feedback from pupils. Not all pupils
    subscribe to the principle that a syllabus is sacrosanct because it comes from the SQA.
    Teachers need to know how their pupils perceive their courses and address any
    problems.
    Adolescents can be very emotional, and teachers must expect these emotions to feature
    in the classroom. Good teachers understand this and give time to trying to deal with
    negative emotions which are clouding the learning experience.
    Pupils must feel valued and the teacher must communicate the value of what the pupils
    are being asked to learn.
    Even when all of the above principles are in place there can be pupils who exhibit
    disruptive behaviour. Pupils who persistently are troublesome are subject to the
    discipline policy of the school and ultimately can be subject to exclusion where their
    behaviour is not modified.
    The reasons for bad behaviour are many and varied. They include :
    Pupils who find difficulty in adapting to /accepting the routine expectations of
    classroom behaviour
    Poor parenting
    Higher levels of family break-up and stress
    Pupils with social, emotional and /or behaviour difficulties
    Pupils who wish to wilfully challenge authority and school discipline
    Pupils with significant learning difficulties e.g. pupils with autistic tendencies

    All members of staff, pupils and parents are stakeholders in a school‟s policy and
    procedures for managing behaviour. The Headteacher has a key responsibility to
    establish a well defined school policy through appropriate staff consultation and
    supported through appropriate staff development and training. The education service has
    a responsibility to ensure a coherent programme of staff development is available to
    schools.
    All Support for Learning staff - teaching and support staff - have a key role in working
    closely with subject and class teachers and the headteacher within a clearly defined
    school policy on behaviour.
    Mallaig High School‟s Behaviour Management Policy is based on behaviourist
    principles. We assume causes for all actions and therefore look for the causes of
    indiscipline. By removing or moderating these causes wherever possible we believe that
    we can eliminate the disruption of learning which can affect all pupils in the school.
POSITIVE STRATEGIES
Recognition of achievement
Teachers should recognise pupil achievement whenever possible. Pupils respond to staff
who show a genuine interest in their activities, both in and out of the classroom.
Pupil achievement will also be recognised by letters of congratulation to Parents/Carers and
by announcements at assemblies. Achieving pupils will be identified through monthly
scanning of Performance Reports that teachers fill in weekly. (see Appendix A). Teachers
should attempt to record all incidents of good work, not just efforts which are exceptional
for that pupil. All pupils with a number of comments in excess of a predetermined threshold
will be recognised.
Pupil performance will be monitored through regular interviews with Pupil Support Staff.
The focus of these interviews will be realistic target-setting and the administration of Pupil
Profiles. Review of progress towards achieving targets will also be an opportunity to give
praise and congratulations.
Liaison
Primary Secondary Liaison, liaison with Further Education Colleges and Community
involvement will all play a part in fostering the positive ethos that is a foundation of good
discipline.
PSE
Pupils will explore positive attitudes towards school and learning in annual units within the
PSE Programme.
IDENTIFYING DISRUPTIVE BEHAVIOUR
Whole Class Screening
New S1 classes will be screened to identify pupils who are not on task and exhibiting
disruptive behaviour. Screening will be carried out by Learning support staff using the
Pupil Behaviour Schedule (Appendix B). Results will be submitted to the Pupil Support
Team who will feed back to class teachers.
Class teachers may request the completion of a Pupil Behaviour Schedule for any class that
they find difficult. Such screening will involve checklists being completed for a number of
subjects as a basis for comparison.
Performance Reports
Performance Reports are central to the Behaviour Management Strategy. On these weekly
reports staff can record all incidences of low-level disruptive or distracting behaviour.
Positive behaviour will also be recorded and positive comments will result in House points
which contribute to the annual total for Houses. Each year, the winning House is rewarded.
Completed Performance Reports are handed in to the office at the end of school on Fridays
and are entered into the Phoenix System by the Administrative Assistant. Every four weeks
the Depute Head will generate a Guidance report which identifies those pupils who have
exceeded a threshold number of entries for different categories of behaviour.
Generally, the parents/carers of each pupil who has exceeded the threshold will be
contacted by letter. They will also receive a copy of the Guidance Report which catalogues
the incidents of poor behaviour.
Where the Guidance Report shows that a pupil is collecting negative comments in only one
class, the Depute Head will consult with the teacher of that class as to whether the same
letter should go home.

Letters will be of three types
 A general alert which simply informs parents/carers of their child‟s poor performance
  and asks for co-operation in seeking an improvement.
 A follow up letter which notes little improvement and invites the parents in to school to
  discuss their child‟s disruptive behaviour
 A letter which outlines persistent and/or seriously disruptive behaviour and invites the
  parents in to school to plan joint strategies for improvement.

Staff will be notified of letters being sent and names of pupils will be circulated.
Referrals
Referrals (Appendix C) are of two types
Non-Urgent
Non-urgent referrals will be made automatically when a teacher has reached the end of the
Five Point Behaviour Check.
Performance Reports should identify such problems but they are only monitored on a
monthly basis, which would not always bring to light a sudden or short term problem.
Therefore, non-crisis referrals to Register Teachers play a valuable part in providing a
quick response to problems.
The member of SMT who receives a non-urgent report must make a judgement about
whether she/he should deal with the problem or pass it on to the Pupil Support Team. The
number of referrals about a specific pupil and/or the seriousness of the complaints will
affect this decision. Any referrals which are likely to involve external agencies should be
passed to the Pupil Support Team.
Urgent
Urgent referrals will be made when it is necessary to remove a pupil from a lesson so that
effective learning can resume. Such circumstances will arise when a pupil does not respond
to a teacher‟s best efforts to prevent him or her from disrupting the lesson; or where the
breach of discipline is so serious that the teacher must signal the gravity of the offence by
sending the pupil to a member of SMT. Violence towards another pupil or any challenge of
the teacher‟s authority are just two examples of behaviour which would warrant immediate
referral. Urgent referrals will be made to whichever member of the SMT is non-teaching at
the time of the incident.
The member of SMT will take appropriate action once he/she has been briefed by the
teacher who made the referral. The teacher will receive feedback on any actions which
result from the referral.
Teachers who make referrals may be asked to complete a Pupil Management Checklist
(Appendix D) and submit it to the member of SMT who dealt with the referral. The
Checklist is designed to ensure that the teacher has looked at all the variables in his/her
classroom which can contribute to pupil indiscipline. A teacher who has made several
referrals for the same pupil should enlist the help of a colleague in completing a Classroom
Situation Checklist to obtain an objective view of the problem in the classroom. This
checklist should also be shared with SMT since it may provide valuable evidence regarding
the possible settings and triggers which may be contributing to the indiscipline of
individual pupils. Within the programme of classroom monitoring, SMT will prioritise
classes where discipline problems are most evident, so that more clues can be compiled
which might lead to a solution.
All referrals which are submitted to SMT or the Pupil Support Team should be discussed at
the next scheduled Pupil Support Meeting.
Parents’ Referral
On occasion, parents will contact the school to express their concern about their child‟s
progress and/or behaviour. Such enquiries often come to Register Teachers. Except for the
most straightforward and casual inquiries, these referrals should be passed to the DHT who
will present them to the Pupil Support meeting for action.
DEALING WITH DISRUPTIVE BEHAVIOUR

PUPIL SUPPORT

After Referral

Detention and Letter to Parents
Parents must be notified in advance of an after school detention. The notification will
explain the reason for the punishment and any other concerns which the school may have.
Parents may be invited into school to discuss their child‟s behaviour at this stage,
depending on the seriousness or regularity of the indiscipline.
Improved Behaviour Record
The great majority of pupils will respond positively to the measures that have been outlined
up to this point.
However, there will be some „high tariff‟ pupils who reach the point of detention on more
than one occasion and by more than one route.
These pupils will become the focus of investigation and monitoring by the Pupil Support
group.
While further investigation is carried out pupils will operate an „Improved Behaviour
Record‟. This is similar to a Behaviour Diary, but lacks specific targets. As such, its
effectiveness will be limited and it is not envisaged that a pupil should operate an
„Improved Behaviour record‟ for more than one or two weeks.
Review by Pupil Support Group
The Pupil Support Group will review the case at this point a devise a strategy. This will
involve making one member of staff responsible for the case. The strategy will involve at
least one of the following steps. Some pupils will go through all of the stages; others may
go straight to suspension, followed by referral to the SLG.
Behaviour Survey Checklist and/or Classroom Strategy Checklist
Both of these documents allow us to collect detailed information about a pupil‟s behaviour
in a classroom. This information gives us clues about what may be triggering a pupil‟s
indiscipline; it allows us to set specific and manageable targets for the pupil and it gives us
objective evidence to present to parents and other agencies.
Review by Pupil Support Group
This review will be based on an analysis of the data that has been collected through the
survey and/or checklist. Any previously agreed strategy may be changed in the light of new
evidence. There will be periodic reviews by the Pupil Support Group hereafter.
Behaviour diary – countersigned by parents
Behaviour Diaries will be of two types.
A Co-operative
Interview with Parents
In normal circumstances, parents will have been involved before this point. However, there
will be cases where parents are reluctant to work with the school, or they may blame the
school for the pupil‟s indiscipline. In such cases, there will be a final attempt to elicit the
parents‟ help with dealing with their child‟s indiscipline. If that fails there will be an
automatic referral to the SLG to operate as „honest broker‟.
Referral to School Liaison Group
The SLG will involve all relevant agencies who can contribute to solving the problem of
the pupil‟s indiscipline: Health, Social Work, Ed. Psych. And Police. The SLG will involve
parents and will used a problem solving approach.
Suspension
Suspension could take place at an earlier stage if a pupil‟s actions constituted a real threat
to the safety of other pupils or staff, or if the good order of the school was compromised.
Suspension would be short term. Usually, parents would be asked to give guarantees of
their child‟s good behaviour before the pupil was re-admitted.
Exclusion
This would only occur after consultation with other Agencies and with the approval of the
AEM.
DEALING WITH DISRUPTIVE BEHAVIOUR

Teacher Support
Interpretation of behaviour
It is vitally important to identify the causes of disruptive behaviour if there is to be any
prospect of managing or modifying that behaviour in the long term. It is recognised that, in
some cases, the causes may lie outside the school and it may not be possible to effect any
change. However, many changes can be made in school to settings, triggers and the
consequences of indiscipline, which may in turn enable a change of behaviour in school.
We have an obligation to the children in our care to assume that there are causes of their
behaviour which we can affect and change for the better.


Classroom Management
Discipline within the classroom is as much part of a teacher‟s remit as lesson planning,
class teaching and correction. Any abdication of this responsibility must inevitably lead to
a diminution of authority and possible increasing difficulties with discipline. This does not
mean to say that a reluctance to seek help or advice in any situation should allow the
discipline in class to deteriorate to such an extent that the disturbance to others and the
obvious lack of useful work attracts the attention of other staff.
Staff will have different tolerances within their own classes but these must be well known
to the class. The line beyond which a pupil may go should be clearly defined and
consistently applied: the same for all pupils in a class, the same every day.
Good discipline is built on mutual respect between staff and students Respect is not
reinforced by noise or shouting but by a clear enthusiasm for and a clear understanding of
and willingness to share one‟s subject. Be there to help, support and develop the pupil‟s
mastery of the subject - a sense of stage presence (acting) can be helpful - a sense of
humour is essential.
There is a need to stress self-discipline especially in classes where the nature of the subject
leads naturally to a degree of movement and noise in the class.
A more relaxed class atmosphere is also possible with senior pupils but there may still be
occasions from time to time when the class may have to be reminded that this is a
privileged situation which depends upon the responsibility of senior pupils to ensure that
the growing informality is not abused.
Procedures for dealing with indiscipline
 Let the offender know that you know by a raised eyebrow or a look. Sometimes that is
   all that may be necessary.
 A simple word quietly whispered in the offender‟s ear in passing often does the trick.
 “See me at the end of the lesson”. Often not all pupils in a class may be aware of a
   breach of discipline and the aim is not to further disrupt the work of the class.
 A reprimand in front of the whole class is only necessary if all the class are either aware
   of the incident or there is a need “pour encourager les autres”.

If the above informal procedures do not have the desired result, the teacher should move to
the Five point Behaviour Check.
Four Point Behaviour Check

       Behaviour Check 1 - Official Warning
   The teacher will identify unsatisfactory parts of your behaviour and officially warn you
   that it you must stop displaying such behaviour.
   This will be recorded in red ink in your homework diary and noted on the performance
   report.

       Behaviour Check 2 - Official Punishment Exercise
   If you misbehave in the same way again, the teacher will issue a punishment exercise
   on a standard form explaining what has led to this punishment and how much of the
   exercise should be completed.
   You will return the exercise, completed and signed by a parent or carer, on the next
   school day.
   The exercise will be passed on to your Register Teacher.
   The incident will be noted on the performance report.

       Behaviour Check 3 – Exclusion From the Class
   Your behaviour is preventing other pupils from concentrating on their work.
   You will be sent to a member of the Senior Management Team who will arrange an
   after school detention and send notification to your home. You will be isolated from
   your class in another teacher‟s room.
   You will be given written work to complete in silence and without disturbing the class
   in any way.
   The incident will be noted on the performance report.

   (Behaviour Check 3 applies to disruptive or inattentive behaviour only. Other
   problems, such as failure to bring books or homework, will go straight from Behaviour
   Check 2 to Behaviour Check 4)


       Behaviour Check 4 – Referral for Further Action
   The teacher will record the incident in writing and pass the issue on to the Senior
   Management Team.
   This will automatically involve another after school detention and your parents will be
   informed by post or telephone.




Performance Reports

Round ups of Performance Reports will be printed out once a month.
Any pupil who has an average of one or more negative comments for each week should
expect a letter home.
A copy of the Performance Report will be sent to parents.
The following notice should be displayed in all classrooms to remind pupils of parameters
of acceptable behaviour



CODE OF CONDUCT
Five Point Code of Classroom Conduct
Arrive at Class on time, and with all the books and equipment you need to work in
that classroom.
All specialist materials and equipment are provided for you in school, but it is not
unreasonable to expect you to have a pen, a pencil and a ruler.


Listen as carefully as you can to instructions and follow them fully and promptly.
The beginning of each lesson is an important time: you need to be clear about what is
expected of you for the rest of the lesson. If you are daydreaming or otherwise not paying
attention you will be wasting your own time and the teacher’s time.


Concentrate on your own work. Work through the task. Do not disturb other people;
they are trying to concentrate, too.
There are many classrooms where you have to concentrate to work out a problem or to
follow a line of thought – this needs quiet and no disturbance


If you have a problem with the work, or if you need to speak to the teacher for any
other reason, raise your hand and wait patiently until the teacher can attend to you.
There may be more than twenty pupils in a class and they are all entitled to an equal share
of the teacher‟s time


Do not talk or interrupt when the teacher is talking.
This is absolutely crucial. When the teacher is talking, they are not just giving instructions
or putting over information; they are also looking to see who has understood a concept and
whether the class is following a point.
Conclusion
This scheme is based on the deliberately optimistic premise that pupils‟ behaviour can be
managed effectively to eliminate disruption in classrooms. Its main strategy is to focus
closely on the behaviour that a pupil displays; to analyse where, when and under which
circumstances the pupil displays disruptive behaviour: so that, where possible, such
circumstances can be changed.
The system is time consuming, but only because it gives each case the attention which it
deserves and needs, if real improvement is to be achieved in the lives of disruptive pupils.

				
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