Behaviour Management

​​Policy:

The Mother Teresa Community commits itself to providing a supportive school environment that values the rights and individuality of each student whilst ensuring dignity, respect and safety for all.  We endeavor to provide opportunities and support for students to develop to their full potential physically, socially and emotionally.

R​​ationale:

This policy seeks to emphasise the importance of the development of the whole person. An integral aspect of this development is to encourage students to become responsible decision makers. Using appropriate social, emotional, problem solving and language skills, students need to consider consequences of their actions, look for alternatives and use self-discipline to modify their behaviour. It is within this context that our Behaviour Support Policy and Guidelines operates.

The aim of Christian discipline is self-discipline whereby students learn to regulate their conduct according to Christian principles. It is important that Staff and parents/caregivers work together to assist students to learn effective strategies and skills in order to discipline themselves and develop a sense of responsibility. (BCE Administrative Handbook 211.1)

Taking steps to prevent unacceptable behavior is easier and far more positive than having to apply negative consequences. The positive culture and relationships we wish to build in the school, will be our best form of behaviour support. In addition, we will model, explicitly and implicitly teach and re-teach the social, emotional and language skills necessary for students to be successful, positive participants in our school community. 

A simple reminder of positive behaviours for ALL members of our community can be found in what we call the Five C’s;​
  • Care
  • Consideration
  • Courtesy
  • Common Sense
  • Co-operation
By adhering to these, we try to maintain an environment of peace, justice, tolerance and forgiveness.

Guiding Prin​ciples:

  • Behaviour management is based on Gospel values as expressed through our Catholic faith.
  • Behaviour support is based on a clearly stated and consistent whole school plan. 
This approach:
    • Encourages students​ to make positive and appropriate choices, accepting responsibility for their own behaviour.
    • Sees all school staff explicitly and im​​plicitly teaching, re-teaching and modeling appropriate social, emotional and language skills. 
  • Clear and consistent c​ommunication regarding the behaviour support plan will occur among staff, parents/caregivers and students.
  • A high level of co-operation, collaboration and commitment amongst staff, parents/caregivers and students will ensure that high standards of behaviour are maintained.
  • There will be regular monitoring and review of the behaviour support plan. This review will cover all behaviour support strategies in use throughout the school.
  • Other policies will impact on the Behaviour Support Guidelines:
    • Equity ​Policy (School-based)
    • Anti-Bullying Policy (B​CE)
    • Student Protection Policy (BCE)​
    • Information Technology Guid​elines (School-based)
    • Privacy Laws (Government Legislation)​

There is a multifaceted approach to the explicit teaching of social, emotional and language skills which will be taught to students.  These skills are taught and re-taught through:
  • The KIDS MATTER Framework- whole school goals addressing school culture, proactive teaching of social and emotional issues, parenting education and support and support for children with mental health support needs. (Described below)
  • The BOUNCE BACK program- a whole school pro social and mental health curriculum. (Described below)
  • Religious Education Syllabus (Morality Strand)
  • Individual Education Programs for students with special needs
  • Action Plans (for students req​uiring additional support in any combination of the following area; Curriculum, Communication, Social Participation and Emotional Wellbeing, Learning Environment Access and Safety.

KIDS MATTER FRAMEWO​RK


Mother Teresa is a Kids Matter school.  KidsMatter is a framework schools can use to plan explicitly for the teaching and support of all students including those with need in the areas of social, emotional and mental health. KidsMatter Primary has identified four areas (components) where schools can help to strengthen their students’ social, emotional and mental health and wellbeing. These make up the core content of KidsMatter Primary. Dividing KidsMatter Primary into the four components is a way of making the task of improving students’ mental health and wellbeing in schools more manageable. It also ensures that the efforts that schools put into this initiative are being focused most effectively across contexts in children’s lives and involving all the significant people impacting on children’s mental health.

The four components are:
Component 1: A positive school community
Component 2: Social and emotional learning (SEL) for students
Component 3: Parenting support and education
Component 4: Early intervention for students experiencing mental health difficulties

​BOUNCE BACK


The Bounce Back Program is school curriculum for teaching of social and emotional skills.  The overall aim of the program is to promote skills required for our learners to become resilient people.

It is based on the following Principles:
  • Earlier is better, Prep children can benefit too
  • Student welfare is integrated with curriculum
  • Strong focus on literature as this is an effective way for children to engage with the content
  • Opportunities for older students with younger as this builds relationships
  • Strong emphasis on cooperative learning
  • Opportunity for multiple intelligences and higher order thinking
  • Students are continually encouraged to self-reflect during the activities
  • Technology is incorporated whenever possible

All children in our school are taught the Content and Skills from the Bounce Back program.  These include:

  • ​Core Values,
  • Elasticity,
  • People Bouncing Back,
  • Courage,
  • Looking on the bright side,
  • Emotions,
  • Relationships,
  • Humour,
  • Bullying,
  • Success
Teachers are encouraged to teach this content for 1 hour each week, covering the content outlined below during each term:

Term 1- Units 1,2,6 (Core Values, Elasticity, Emotions)
Term 2- Units 3,4,5 (People bouncing back, Courage, Looking on the bright side)
Term 3- Units 7, 8 (Relationships, Humour)
Term 4- Units 9,10 (Bullying, Success)

Teacher Manuals are available through the Library and there is enough for 1 per year level. 


POSITIVE B​EHAVOUR SUPPORT PLAN


The following are the expectations we have of the role holders in our community.

Students will:
  • be punctual by arriving prior to the commencement of school at 8.25am and being present until the school finishing time of 2.55pm; after lunch breaks and going to and from specialists’ lessons.
  • be neatly and appropriately dressed in correct school uniform
  • be organised and equipped with the necessary learning materials for each day
  • care for their environment both built and natural
  • conduct themselves with a consistently high code of behaviour by using respectful verbal and body language, courteous manners and honesty in all dealings with members of the school community
  • make every effort to learn, and respect that others have the right to learn and to feel safe at all times.
  • follow the school rules
  • participate positively in school activities/events.

Staff will:
  • be punctual in attendance
  • follow procedures as directed in School Policy and/or by the Principal
  • establish a supportive learning community that is future focused, flexibly structured and aligned to ACARA achievement standards.
  • a flexible environment that promotes enjoyment and learning through creativity and risk taking.
  • encourage the development of the whole person whilst recognising that every learner is in some respect like all others, like some others, like no other.
  • provide a variety of communication strategies between the home, classroom and students.
  • model responsible behaviour (For example: wearing hats in the playground) and use appropriate verbal and body language at all times.
  • demonstrate effective problem-solving strategies
  • recognise that every student can achieve success and liaise with support persons/specialist teachers to provide programs which maximise children’s learning and enhance learning programs.
  • be consistent in dealings with students in classroom
 

Parents/Caregivers will:
  • ensure children arrive suitably dressed, adequately nourished and equipped with necessary resources
  • ensure children arrive at school prior to commencement of class at 8.25am and do not leave until the school finishing time of 2.55pm.
  • attend to the hygiene and medical needs of their children especially in relation to notifiable conditions (school sores, measles, chicken pox, head lice).
  • nform the school of any circumstances that may affect their child’s performance and/or behaviour (For example: change of medication, loss and grief)
  • discuss school related issues with their child’s teacher (first point of contact) and/or a member of the Leadership Team
  • model responsible behaviour
  • encourage children to show respect for their school and members of the school community
  • encourage and support children to be involved in school activities/events.
 

​POSITIVE BEHAVIOUR SUPPORT


The Mother Teresa Community commits itself to providing a supportive school environment that values the rights and individuality of each student whilst ensuring dignity, respect and safety for all.  We endeavor to provide opportunities and support for students to develop to their full potential physically, socially and emotionally. The positive behaviours encouraged for all members of our community are represented in the 5C’s;

Mother Teresa Primary School 5C’s:
  • Care
  • Consideration
  • Courtesy
  • Common Sense
  • Co-operation
There is a multifaceted approach to the explicit teaching of social, emotional and language skills which will be taught to students.  These skills are taught and re-taught through:
  • The KIDS MATTER Framework
  • The BOUNCE BACK program- a whole school pro social and mental health curriculum
  • Religious Education Syllabus
  • Individual Education Programs for students with special needs
  • Individual Action Plans for students who need extra support.

​​​​Whole School Positive Behaviour Support:


We implement a system of positive consequences and use these throughout the day as often as possible:
  • ​Verbal responses of encouragement and praise
  • Recognition of student’s efforts and express appreciation 
  • Certificates, awards, commendation at Assembly, regular contact with parents
  • High-5 award – instant reward given to students showing the 5C’s in the playground
We also implement a 4-step targeted positive behaviour support system in response to inappropriate behaviour.  This 4-step support system is used throughout the day in both the classroom and the playground.

​​Classroom Environment
​Playground Environment
​1.  Reminder of 5C rule
1.  Reminder of 5C rule​
​2.  Warning
2.  Warning​
3.  Time out (5mins) – Behaviour recorded in classroom behaviour folder3.  Time out (5mins) – Behaviour recorded in classroom behaviour folder
4.   Removal from class to complete 4W form with a member of leadership. (This form is sent home for parents and child has to return the form, signed, to the person they completed the form with.)4.   Removal from playground to complete 4W form with a member from leadership.  (This form is sent home for parents and child has to return the form, signed, to the person they completed the form with.)
 

4W for​​​m

Opportunities for decision making in relation to inappropriate behavior are addressed through the use of the 4W form.  The 4W form is a child-centred reflection sheet that asks:​
  • What was I doing?
  • What should I have been doing?
  • What effect does my behaviour have on others?
  • What can I do to change my behaviour?
Consequences for the inappropriate behaviour are also outlined at this point and the form is sent home for parents to discuss with their child.

Should students work through the 4W form a number of times, parents will be invited to work together with support staff as a team in implementing more support for the student so that they might learn to follow the 5 C's in the future.​