Reviewed last in term 4, 2018
Reviewed yearly in term 4
BEHAVIOUR MANAGEMENT @ WAIPAWA SCHOOL
Wellbeing is vital for student success and is strongly linked to learning. Well being is at the heart of curriculum and student educational experiences. Well being at Waipawa School is measured by the children’s satisfaction with life and school, their engagement with learning and their social emotional behaviour.
Behaviour management plays a big part in wellbeing of children at Waipawa school
The aim of behaviour management at Waipawa Primary School is to have an atmosphere throughout the school in which children feel cared for, secure and happy, and have the maximum opportunity to learn.
Waipawa Primary School is focusing on the positive. We all intend to continue with this aim of being positive and proactive at all times. Our vision statement “Active in Learning, Active in Life” is our goal and we are all committed to working towards this.
A School Wide Approach
- – A consistent approach to disciplining students in our school, based on establishing respectful relationships
- – Positively stated expectations for all students and staff in our school
- – Procedures for teaching these expectations
- – A reinforcement system for encouraging our students to demonstrate and maintain these expectations
- – A continuum of logical consequences for our students to discourage problem behaviour
Classroom Consistency and High Expectations
Developing consistency and maintaining high expectations of all learners is a priority for Waipawa School. Consistency is how we approach and deliver classroom progress and creating an environment where all teachers have high expectations means that which ever class a student enters, they know they will be supported in their learning the best possible way
|On Duty||In Class|
|On Duty In Class|
When on duty it is important teachers are actively involved. Talk to children, observe what is going on and deal with problems or issues. Be proactive.
It is hard to predict the issues that will happen in the playground. 2018 tells us that most incidents are minor but it is important they are dealt with.
Duty teachers carry a book and are to record serious
Children need to be taken to the principal and the behaviour needs to be recorded in the Duty book.
When this behaviour occurs the principal will follow up
|In your class teachers should have developed a system|
(with the children) around the expectations and what will
happen if they are not followed reminders, redirection,warnings and a real attempt to get the child back on track before the behaviour escalates. For
example if a child is talking on the mat a teacher cannot just send them out of the class.
However If there is an inappropriate behaviour such as:
● All forms of violence.
● Abusive language.
● Direct defiance.
● Leaving the school grounds without permission.
● Intentionally damaging others’ property. (Intentional damage of property may incur
Teacher needs to record on Linc Ed and tell the principal.
The principal and teacher will decide together the action
|Whatever system teachers have set up with their children|
it is important that it is graduated. There needs to be
Please note that when our zone or colour system is in place the above may change.
Possible Consequences for inappropriate behaviours:
With most incidents or inappropriate behaviour there is a natural consequence related to the behaviour. However the most likely actions for inappropriate behaviours are:
- Move the child to a TIME OUT area, desk or bench
- Pupils may be required to write letters of apology
- A child may be relocated in another class for a period of time
- The class teacher may elect to impose a lunchtime detention
- Litter duties or other reasonable chores
- Pupils may miss out on a particular activity
Two things to explore and develop in 2019
Managing my behaviour with the Zones or Colours
Te Whare Tapawha Model