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    Quality Controlled

    Document No. & Title

    406 Behaviour Management
    Version v2.2 Author Principal Owner Principal
    Approval Date 1/15 Last Review 3/18 Next Review 3/20
    VRQA Minimum Standard/s Student Welfare: Discipline

     

    Table of Contents

     

    Purpose

    Bayside Christian College has been established by the Association of Christian Education Frankston to partner with parents in providing education in support of the Statement of Purposes as articulated in section F (i – vi) of the Constitution. Policies and practices of the College seek to provide an environment that is consistent with the purposes for which the College has been established.

     

    This policy aims to:

    • reflect a genuine caring community where the value of community is celebrated and acknowledged as much as, and together with, the individuality of each person.
    • nurture Christian character, where students are equipped to be responsive disciples of Christ and apply the Gospel in an ever-changing world.
    • nurture students’ awareness of and care for themselves, for others and for property and the environment.
    • inspire a love of learning and a desire for excellence.

     

    Scope

    This policy has been developed for staff, parent(s) or guardian(s), and students of Bayside Christian College, but is specifically a student Behaviour Management Policy for College staff.

     

    Policy Statement

    Introduction

    Christian discipline is intended to turn the heart towards the will of God. Love for God and our neighbour, together with a healthy self-esteem, contribute to shaping and changing behaviour. Change of heart is the work of the Holy Spirit, and as such all efforts taken towards it within the College need to be accompanied by prayer.

    Discipline can be defined as a framework of control and/or self-control that aims at a more obedient service by pointing a person to his/her responsibility in the Lord.

    While the College will employ a number of strategies to develop positive behaviour, students need to understand the consequences of inappropriate behaviour. This should always be administered with discussion, in an atmosphere of love and compassion, and with adequate counselling and support offered to the student and the parent(s) or guardian(s), if and when required.

    The authority structure of the College arises out of the nature of the College’s task:

    • the teacher has the authority and responsibility to manage, lead, direct and facilitate self-control within students;
    • the student has the responsibility and right to learn and develop self-discipline.

    As a consequence of having established a Christian Education National School in obedience to Him, we, as a College, must ensure that discipline is practiced in the College and that its direction is scriptural.          

    The following Biblical principles undergird the College’s policy and practice in the area of discipline:

    God is Triune - Father, Son and Holy Spirit - three unique persons - yet one.

    God is One in perfect relationship with Himself (John 15:26, ‘But when the Helper comes, whom I shall send to you from the Father, the Spirit of truth who proceeds from the Father, He will testify of Me.’)

    God has created humankind in His own image, and therefore for relationship with Himself and with each other. (Genesis 1:27, ‘So God created man in His own image; in the image of God He created him; male and female He created them; Genesis 2:18 “And the Lord God said, ‘It is not good that man should be alone; I will make him a helper comparable to him;’” John 15:9-10, ‘As the Father loved Me, I also have loved you; abide in My love. If you keep my commandments, you will abide in My love, just as I have kept my Father’s commandments and abide in His love;’ John 17:11b, ‘Holy Father, keep through Your name those whom You have given Me, that they may be one as We are.’)

    The purpose of our existence is to live in perfect relationship with God and with each other. This is true happiness and fulfillment. (John 17:22-23, ‘And the glory which you gave Me I have given them, that they may be one just as we are one: I in them, and You in Me; that they may be made perfect in one, and that the world may know that You have sent Me, and have loved them as You have loved Me.”)

    We demonstrate the image of God when we exercise care for the earth and animals; when we live in loving communion with each other, radiating love, joy, power and beauty; when we engage in self-giving love; when we respect each other’s uniqueness, honour one another and cause others to flourish. (Romans 12:3-21).

    Our guiding principles are found in service, humility and faithfulness as described in the Sermon on the Mount (Matthew 5-7) and as measured by demonstration of the fruit of the Spirit (Galatians 5:22-23).

     

    Self Discipline

    The desired outcome of discipline is to nurture a person in a way that the need for outside controls has been replaced by self-restraint imposed by a mature and loving heart.

    Our approaches to manage ought not to remove the need for students to exercise compassion and judgement in determining what appropriate behaviour is. Being well-behaved is not merely a matter of obeying rules - it includes the exercise of love and judgement.  It is also for the wellbeing of the student and others. Approaches to control should be appropriate and relevant for the maturity of the child.

    True freedom comes from a relationship with God. Freedom in learning ought to be given increasingly to students as they mature and gain deeper understanding of their educational responsibilities. Freedom and responsibility go hand in hand. Where freedom is abused it should be consequentially reduced.

    When students continually behave inappropriately there is a need to examine and deal with the root cause of this in the light of God’s ordered creation.  Generally, discipline needs to happen immediately in order to maintain the correct environment for learning to proceed. Where possible, teachers, parents and students should reflect and discuss the cause of the problem and put into place restorative discipline. Failure to do this will only result in superficial control and responses, and fail to build self-discipline.

     

    Restorative Discipline

    Schools are places of learning, and when behavioural matters arise, staff should see these as opportunities for learning. Students who have on-going behavioural difficulties may be referred to counselling.

    Teachers, individually and as a group, should remember the needs of their students in prayer.

    Correction and punishment should always be restorative. It should be consistent with the College’s task (directed towards protection and enhancement of learning) and appropriate to the nature of the offence, if possible, restoring any damage to work, property or relationships.

    When being corrected or punished, students should be encouraged to seek forgiveness and to make restitution and apologies where appropriate, in order to restore normal relationships. Reflection on the cause of misconduct should include consideration of responsibility of teachers and responsibility of students.

     

    Responsibility of Teachers

    Through teaching and learning

    Creating a safe and caring environment should be intrinsic to the teaching/learning practice.  Lesson content and teaching practice should be appropriate to the student’s developmental level, cater for different learning styles, and include a variety of learning activities.

    The work of students should be meaningful and suitably paced, using contextual and abstract materials according to their needs. It should engage the students personally.

    Teachers should help students discover the coherence of their many school tasks. This can be done through sharing completed units of work in displays, talks, plays, songs and a variety of other modes of expression.

    Teachers should plan to help students become personally responsible for their own learning, and find meaning and relevance in what they are learning.

    Example

    In their relationships and dealings with each other and the students, teachers should reflect standards which are consistent with those expected of students.  Teachers should be encouraged to seek forgiveness and to make restitution and apologies where appropriate, in order to restore normal relationships with students and other staff.

    Teachers should, in the normal course of their duties, refer to God’s requirements for the disciplined living of all his people and where necessary, interpret these appropriately for school situations.

     

    Consistency

    It is important that students perceive a high degree of consistency amongst teachers and between parents and teachers in the exercise of behaviour management.

    Parents who wish to intervene in the behaviour management practice of teachers should first seek to understand the reasons for the teacher’s actions. This necessitates the parent speaking directly to the teacher concerned. Where this has been done and concerns still exist, discussions with the Learning Team Coordinator or the Head of School are appropriate.

    Teachers should seek to conform their practice to the College’s Behaviour Management Policy and to use the approaches appropriate to the student’s age as detailed in this document.

    Failure in these areas can contribute to wrongful attitudes and behaviour of the student. Recognition of this should become part of the solution to correct future behaviour problems. This requires courage, honesty and integrity in the teacher.

     

    Objectivity

    As an aid to dealing objectively with students, particularly those who have on-going needs for correction, records should be kept of disciplinary action taken in respect to them.

    Teachers are encouraged not to act hastily in anger in stressful situations, but to allow time to restore emotional equilibrium before judging the situation.

    Consultation with other members of staff, particularly the appropriate Learning Team Coordinator, is advised where behavioural difficulties persist.

    Where student conduct has caused them anger or frustration, teachers are expected to avoid the use of sarcasm or personal ridicule.  Teachers must focus on the negativity of the misconduct (sin) while treating the child (sinner) with respect.

     

    Responsibility of Students

    Awareness

    Students are to have an awareness of College rules and obey them. Good behaviour includes showing respect to all members of staff and each other, being punctual to classes and acknowledging that our actions and behaviours can have an impact either positively or negatively on others in our community.

    Involvement

    Students should play an active and responsible role in the College.

    Their voice may be expressed through regular assemblies and morning briefings/devotions. Students should play an active part in assisting teachers in their role of oversight.

    Respect

    Students should respect their fellow students as image bearers of God.  They should honour their fellow students’ efforts, belongings and appearance, and respect their right to learn. 

    Teachers should be spoken to and treated with respect at all times, for they are also image bearers and office holders under God.

    Calling

    Each student has a calling to be a learner, therefore they ought to use their gifts, resources and time to learn.

     

    Failure to meet these responsibilities is regarded as inappropriate and wrong behaviour.

     

    Partnership Responsibilities

    Parental Involvement

    It must be remembered that the life-style of the home is strongly formative of the child’s behaviour patterns and that the College’s task can be enhanced or hampered by the approach to discipline adopted by the home. It is only when there is complete and honest cooperation and communication between teachers and parents that consistent discipline can be practiced.

    The College should seek to inform and involve parents, particularly when there is need for corrective action in relation to their child’s conduct.

    Parents should refrain from taking sides with the student against the teaching staff in stressful situations, but should discuss the matter with the teacher before reaching conclusions.

    Parents and teachers should support, in prayer, each other’s efforts in the area of discipline.

    Duty of Care

    The College has a duty of care for all of its students. This includes a responsibility to protect the students from injury, harm or threat of harm, loss of property and loss of rights and privileges inflicted upon them by other students while in the care of the College. This extends to the taking the necessary steps to maintain an adequate and appropriate learning environment in the College.

    Care for the Community

    Where the behaviour of a student continues to be harmful to others and after due caution, the student fails to respond to the College’s standards, the offending student may be suspended or expelled from the College.  Such misbehaviour may include injuring or endangering others and/or an ongoing detracting from the welfare, security and learning opportunities of others.  Such disruptive action would be carried out by the Principal or delegated authority, and would be done in the interest of the overall welfare of the whole school community.

    Corporal Punishment

    Under no circumstances is corporal punishment to be used at Bayside Christian College. Failure to comply with this policy will be seen as a breach of the terms and conditions of the teacher’s employment with the College and will result in disciplinary action being taken, with a possible termination of employment.

     

    Procedural Steps

    Below is an outline of the steps in the process of the management of student behaviour. This includes a number of different strategies to both correct and restore students with respect to their conduct.

     

    General Behavioural Management

    It is important that students behave in a manner consistent with the biblical principles of Bayside Christian College. There are times, both in and outside of class, when a staff member may challenge and/or discipline a student due to his/her behaviour.

    This behaviour may include, but not be limited to:

    • Persistently talking
    • Calling out
    • Moving from place to place at inappropriate times
    • Carelessness with College or other’s property
    • Demanding negative attention with the teacher or others
    • Bad language/sexual innuendo
    • Late to class or failure to come prepared for the lesson (no pens, books etc...)
    • Disrespect of a student or teacher
    • Minor breach of Dress Code (Uniform Policy)
    • Littering
    • Inappropriate use of social media, including any form of cyberbullying in contravention of our eSmart values

     

    Cautioning, Correcting and Educating

    In cautioning students for behaviour within their classrooms, teachers need to clearly inform the student of their behaviour and what is expected of the student. Teachers need to do this without belittling or berating the student in front of the class. If a student is being cautioned for his/her behaviour, it is important that the relevant teacher communicates this to all of the student’s teachers. If a teacher or teachers have cautioned a child multiple times, then the class teacher or Learning Team Coordinator should be made aware and the parents informed.

     

    Disciplining

    When student misconduct within the classroom continues, teachers should utilise their skills in behavioural management to educate and, if necessary, discipline students. Individual teachers’ general discipline should include moving students within the classroom, keeping students in after class, yard duty etc. Individual teachers should manage this discipline themselves.

     

    Yellow Card (Lunchtime Detention)

    A Yellow Card is issued to students who demonstrate that they require more than an occasional caution for relatively minor misdemeanours.  A Yellow Card is a tool of discipline that results in a behavioural lunchtime detention, and is a formal means of informing parents of inappropriate behaviour. It is issued if a staff member has corrected a student, utilised the general discipline measures above such as cautioning a student, moving a student, keeping a student in after class and/or yard duty, and the student has not complied or there is repeated negative behaviour. A Yellow Card may also be issued for misconduct in the playground, including out of bounds, mistreating equipment, bullying, bad language etc. Lunchtime Detentions are not given for failure to complete homework.

     

    Yellow Card Behaviours

    This behaviour may include, but not be limited to:

    • Persistently talking
    • Persistent calling out
    • Repeated negative attention with the teacher or others
    • Bad language/sexual innuendo
    • Inappropriate use of digital media and/or electronic devices
    • Repeatedly being late to class or failure to come prepared for the lesson (no pens, books etc...)
    • Ongoing disrespect of a student or teacher
    • Repeated violation of Dress Code (Uniform Policy)
    • Out of bounds

     

    Classroom procedure for the Issuing of a Yellow Card: Primary Years

    A Yellow Card (Lunchtime Detention) is only to be issued by Homeroom teachers. If a specialist teacher believes that an ongoing discipline issue warrants a Yellow Card, he/she must discuss this matter with the Classroom Teacher who will make this decision.

    1. The Classroom teacher informs the student that a Yellow Card (Lunchtime Detention) is being issued and the reason for the Lunchtime Detention.
    2. The Classroom teacher phones the parent to explain that a Lunchtime Detention has been issued to the student and the reason for the Lunchtime Detention.
    3. Using the ‘Welfare’ menu in Edumate and selecting the ‘Discipline’ option, the Classroom teacher enters the Lunchtime Detention details, as follows:
    • Date of Lunchtime Detention
    • Reason for issuing the detention
    • Emails the Lunchtime Detention form home to parents. 
    • Follow up attendance

    Repeated Yellow Cards may require the College to organise a Round Table meeting with the parents of the student involved.

    A student who is issued with more than three Lunchtime Detentions (i.e. four) within a term will be issued with an Orange Card.

     

    Classroom procedure for the Issuing of a Yellow Card: Secondary Years

    1. The teacher informs the student that a Yellow Card (Lunchtime Detention) is being issued and the reason for the Lunchtime Detention.
    2. The teacher informs the Sub-School Coordinator of the Lunchtime Detention and details.
    3. The teacher phones the parent to explain that a Lunchtime Detention has been issued to the student and the reason for the Lunchtime Detention.
    4. Using the ‘Welfare’ menu in Edumate and selecting the ‘Discipline’ option, the teacher enters the Lunchtime Detention details, as follows:
    • Date of Lunchtime Detention
    • Reason for issuing the detention
    • Emails the Lunchtime Detention form home to parents.
    • Follow up attendance

    Repeated Yellow Cards may require the College to organise a Round Table meeting with the parents of the student involved.

    A student who is issued with more than three Lunchtime Detentions (i.e. four) within a term will be issued with an Orange Card.

     

    Orange Card (After-school Detention)

    An Orange Card is a significant warning to students and their parents that either there is an ongoing issue of misbehaviour that needs to be addressed, or that a serious issue has arisen. Orange Cards are usually issued by the appropriate Head of School, Principal or Deputy Principal. Teachers can issue an Orange Card only after discussion with the class teacher and, in all circumstances, with the approval of the Head of School. As a result of an Orange Card the student will be subject to an after-school detention, usually held on Wednesday after school from 3.30-4.30pm.

    It may also be appropriate, following the after-school detention, for the Sub-School Coordinator or teacher issuing the Orange Card to arrange a Round Table meeting (as outlined later in this document) and implement Behaviour Card 2 to try and assist the student to correct the inappropriate behaviour.

     

    The types of actions by a student which would prompt the issuing of an Orange Card are:

    • Repeated Yellow Card infringments
    • Stealing
    • Bullying including cyber-bullying
    • Verbal or physical abuse of a student or teacher
    • Serious classroom or playground misconduct
    • Defiant disobedience of a teacher’s instructions
    • Significant or persistent violation of Dress Code (Uniform Policy)
    • Damage to school property
    • Inappropriate use of or tampering with College computer infrastructure.
    • Where a student has already received three Yellow Cards within a term and has again misbehaved.

     

    Red Card

    A Red Card is a significant and often final warning to student. Red Cards are issued by the Head of School, Principal or Deputy Principal. Generally, a Red Card will result in external suspension from the College program.

    The types of actions by a student which would prompt the issuing of a Red Card are:

    • Repeated Orange Card Infringments;
    • Stealing;
    • Bullying, including cyber-bullying;
    • Verbal, physical abuse of a student or teacher;
    • Serious classroom or playground misconduct;
    • Defiant disobedience of a teacher’s instructions;
    • Inappropriate use of, or tampering with College computer infrastructure
    • Where a student has already received three Orange Cards within a term and has again misbehaved.

     

    Expulsion of Students

    The Principal or Deputy Principal may expel a student from the College for extreme or repeated disobedience or disrespect, possession, consumption or distribution of banned substances such as alcohol, drugs or weapons on College premises, or on the way to or from the College, or College related activities. Please note that if it is the view of the Principal or Deputy Principal that a students’ conduct is such that he/she should be removed from the College, parents will be informed in writing of the expulsion and reasons for the expulsion.

     

    Other Behavioural Management Procedures

    In order to assist students manage their behaviour, the College will from time to time utilise a range of means, such as issuing students with a Behaviour Card or facilitate a Round Table conference with the parents and the student to look to remedy the situation.

     

    Behaviour Card 1

    Issued by one teacher for a student

    Behaviour Card 1 is a follow-up procedure after a student has received a Yellow Card, and behaviour has not improved with a particular student’s teacher.

    The teacher consults first with the Learning Team Coordinator and Head of School about the student’s behaviour and a phone call is made to the parents.

    The student is then issued with the Behaviour Card, obtained from the Head of School, by the teacher.  A list of expectations for the student is placed on the top of the card by the teacher in each lesson. The teacher then rates the child from 1 - 5 on his/her expectations. A rating of five is the expectation of the student.

    The student takes the Behaviour Card to all classes with that teacher, gives it to the teacher at the beginning of the period and collects it from the teacher at the end of the period with the teacher’s comments and initials.  Alternatively, it may be kept by the teacher and shown to the student at the end of each lesson.

    The student is placed on this card for a period of 3 - 5 days, or until the teacher deems it unnecessary to continue, due to an improvement in the child’s behaviour. Such an improvement would be indicated by the student having received ratings of fours or fives for each lesson.

    If the student’s behaviour does not improve, the student may go on to a Round Table Conference, or a Behaviour Card 2 (particularly if the student is having problems with other teachers as well.)

     

    Behaviour Card 2

    This is the same card, but of a more serious nature, and is a follow-up procedure to Behaviour Card 1. It may also be given where a student’s behaviour has not improved with a number of teachers following a Yellow Card.

    The teacher:

    • consults first with the Learning Team Coordinator and Head of School about the student’s behaviour
    • phones the parents to explain the behaviour and the need for the Behaviour Card 2
    • issues the student with a Behaviour Card 2, clearly outlining the reasons for the Behaviour Card 2 and the behaviour expectations of the student while on the Behaviour Card
    • places a list of behaviour expectations on the top of the card
    • rates the student’s behaviour from 1 – 5 during each lesson, based on the written expectations
    • initials the Behaviour Card 2 after each lesson

    The student:

    • takes the issued Behaviour Card 2 to all classes
    • gives it to the teacher in charge at the beginning of the class and collects it at the end of the class, ensuring that the teacher’s comments, behaviour rating and teacher initials have been completed
    • presents the Behaviour Card 2 to the parent/carers each day for perusal and signature, giving parent/carers the opportunity to provide encouragement and direction each day
    • at the end of the week, presents the card to Principal for his/her signature.

     

    This Behaviour Card has many benefits:

    First, it offers the child the opportunity to demonstrate effort or new resolve to improve conduct.

    Secondly, it serves to remind the child of his/her parents’ and the College’s expectations, and ensures the student’s attention every period of every day.

    Thirdly, it involves the parents in closely monitoring their child’s effort.

     

    At the end of the specified period; the decision whether or not to continue with the Behaviour Card will be made by the Head of School, Principal or Deputy Principal.  If necessary, a new card will be issued.  A student will be taken off the Behaviour Card when he/she has been faithful in acquiring all the necessary signatures and ratings, and his/her behaviour has improved to the satisfaction of all teachers and the Principal.

     

    Round Table Conference

    This action is taken after a student has received two or more Yellow Cards or Behaviour Cards and behaviour has not improved, or the misconduct is serious enough to warrant it.

    Where a student’s misconduct is detracting significantly from the learning environment or security of other students, a conference may be called with the student and the teachers involved, or with the teacher, student and parents.

    The agenda should include a review of the student’s conduct, its effects on others, and the history of the College’s actions to date. This should be chaired by the Head of School or Deputy Principal.

    Each person should have the opportunity to contribute to this review, including the student.  Discussion should include attempts to define causes of the problem, the likely outcomes of continued misconduct - (After School Detention or Behaviour Card 2) and a search for strategies for a solution to the problem.

     

    Communication of Policy

    Parents are informed of this policy at Information Nights and via the College Website and Student Handbooks.

    Staff have access to this policy on the Intranet. 

     

    Implementation of Policy

    Staff are introduced to the policy as part of their Induction process. Staff are trained in how to implement the policy by their supervisors and it is regluarly discussed in staff meetings. 

     

     

    Related Policies

    Anti-Bullying

    Duty of Care