Our Beliefs:
- Treat all students respectfully and with dignity
- Treat each student as an individual
- Focus on the reasons "why" the behaviour is occurring (Attention, Competence, Power/Control, Belonging)
- Consequences should be respectful, related to the behaviour and restorative
- Fairness over equality
Our Student Engagement Policy, developed by the staff of Sacred Heart, follows.
Student
Engagement Policy
Policy Statement:
Students are engaged when they are fostered with a sense of Belonging ("I am important to someone"), Mastery ("I am able to solve problems"), Independence ("I am in charge of my life"), Generosity ("I am considerate to others").
Students are engaged when they are fostered with a sense of Belonging ("I am important to someone"), Mastery ("I am able to solve problems"), Independence ("I am in charge of my life"), Generosity ("I am considerate to others").
A Positive
Learning Framework For Teachers
Prevention - Teacher
Self Awareness |
Prevention - Lesson Design
|
Corrective Actions
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Teach the behaviour you want to see.
You can’t always treat
everyone in exactly the same way. Fair versus Equal.
Stay in control of yourself - poise. Keep Calm
Optimism is crucial, take good emotional care of
yourself.
Classroom physical environment is engaging and
organised/practical.
Stay personally connected to students without taking
misbehaviour personally.
Model the skills you want students to use.
Be willing to work with all students.
Create community networks.
Always treat students with dignity.
|
Practices at the Start of the Year and/or Day
Foster relationships with students. Get to know to them
Begin the day by welcoming each student by name.
Recognise absences.
Have the learning agenda for the day visible for the
class. Include “switch off/cool
off time”
Develop class expectations with the student ownership.
Lesson Design
Beginning
Whole class attention
Explicitly state the learning and behaviour expectations.
Give clear outcomes of the lesson. “By the end of this lesson...”
Model the learning by example or thinking out aloud.
Student motivation- “hook” for learning.
Recall prior learning
Be organised!
Middle
The teaching and learning strategy has student
involvement.
Incorporate informed collaborate learning strategies when
appropriate.
Use
questioning and responding strategies
Provide
variety of learning strategies.
Allow for student choice and autonomy when appropriate.
Promote student success, make it hard to fail.
Ending/Closure
Check
for understanding against outcome.
Student
self-reflection
Teacher
reflective practice.
Link
the learning to the students' world.
Link to further learning.
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Consequences should be respectful, related to the
behaviour and restorative.
Fairness over equal.
The types of consequences are left to the teacher
discretion.These can be developed with the student and foster a sense of
responsibility and learning from the behaviour.
More for serious misbehaviour the leadership team and
parents may become involved.
Low Level
Responses
(minimal/no
disruption to lesson flow)
Keep calm
Use dignity
Use minimal language, avoiding talking too much, listen
more.
Proximity
Eye contact - non
verbal
Use Privacy
Communication/gestures/signals.
Redirect students back to learning.
Regular positive feedback.
Moderate Level
Response
Keep calm
Circle time
Acknowledge and empathise but redirect back to learning.(“I
understand that...but let’s back to learning”)
Diagnose why the behaviour is occurring. (Attention,
Competence, Power/Control, Belonging)
Offering choices - giving students responsibilities for
actions.
If necessary, use
consequences.
Consequences
should be respectful, related to the behaviour and restorative.
Fairness over equal.
For serious
misbehaviour, the leadership team and parents may become involved.
Restorative Responses.
Avoid “why” questions
Use restorative questioning.
What happened?
What were you thinking at the time?
What have you thought about since?
Who has been affected by what you did?
How can we fix the problem?
Use the LAAD Strategy for conferencing with students.
Listen
Acknowledge
Agree
Defer
THEN FOLLOW UP!
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Bibliography
Carr-Greg, M. (2012). Conflict Resolution. Retrieved from: https://www.slideshare.net/secret/9fVqdGeTp9bOQL. Last accessed Sep 2012
Circle of Courage (2008). Response
Ability Pathways - Guidebook. USA: Cirlce of Courage Institute.
Mendler, B, Mendler, A and Curwin
R (2008). Strategies for Successful Classroom Management . California:
Corwin Press.
McDonald, T (2011). Classroom Management: Engaging Students in Learning. Melbourne: Oxford University.
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