GOWRIE STATE SCHOOL
RESPONSIBLE
BEHAVIOUR
PLAN
………………… …………………..
Principal P&C President
Endorsed by P&C 18/11/2013 Staff Review Meeting: 10/9/2013 Parent Review Meeting: 15/11/2013
Gowrie State School
Responsible Behaviour Plan for Students
based on TheCode of School Behaviour
Purpose
Education Queensland is committed to provisions that ensure all young Queenslanders have a right to and receive a quality education. The Gowrie State School community is committed to learning, respect and optimism through a secure, supportive and cooperative environment, which recognises and accepts individual differences. Our school fosters a warm, supportive environment where students can be happy and where optimal learning can take place.
A major part of the teacher’s role is to ensure that children will learn and develop within their school environment without disruptive behaviour hindering their success and enjoyment of learning. It is also expected that students will respect the teachers’ fundamental right to teach without disruptive behaviours hindering his/her success and enjoyment of teaching.
We also acknowledge that if students are to become productive members of society, teachers must help them to develop responsibility for their actions by both teaching explicitly and practising problem solving skills. The establishment of a repertoire of effective behaviour management strategies in our school depends upon both school personnel and parents/carers working towards the same goals and insisting on and maintaining acceptable standards of behaviour in order to achieve enhanced outcomes of our students and our school.
This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching in our school can be effective and our students can participate positively within our school community.
Consultation & Data Review
Gowrie State School developed this plan in collaboration with all stakeholders in our school community. Broad consultation with parents, staff, students and friends of our school was undertaken through surveys, face to face focus groups and a range of online discussion groups. A review of school attendance, absenteeism, school disciplinary absence and behaviour incident data between 2006 and 2009 also informed the development of this Plan. The Plan was endorsed by the Principal, P&C Association, and Assistant Regional Director of Schools and will be constantly reviewed with a formal review in 2013 as required by legislation. During term 3 in 2013 all classroom teachers participated in classroom profiling to assist with data collection on implementing our current plan, informing areas for improvement and suggesting aspects that could be catered for in professional development. An analysis of “green slips” was carried out to ascertain trends regarding;
a)staff implementation of Responsible Behaviour Plan;
b)most commonly reoccurring misbehaviours;
c)location (classroom, playground, specialist lessons) of misbehaviours; and
d)students identified at risk for targeted behaviour support.
Parents and student leaders in term four were invited to participate in a face to face forum to assist in our review of the Responsible Behaviour Plan.
.
Learning & Behaviour Statement
All areas of Gowrie State School are learning and teaching environments. Gowrie State School believes that all learning, both curricular and extra-curricular is the key focus of all school activities and the interactions that occur between all individuals at the school. We also believe that an orderly, safe and supportive environment is essential to facilitate quality teaching and achieve effective learning. Behaviour Management is considered an opportunity for valuable social learning as well as a means of maximising the success of academic programs. Our Responsible Behaviour Plan outlines the processes and strategies for facilitating positive behaviours, preventing problem behaviour, minimising conflict and responding to unacceptable behaviour.
Our Responsible Behaviour Plan clearly communicates our shared expectations for student behaviour in order to maintain consistency in our approaches whilst establishing and maintaining a positive, productive teaching and learning environments for all stakeholders. Our curriculum offerings and school wide processes are delivered through our shared values and founded on our beliefs that …
-Everyone has rights and responsibilities in maintaining a supportive school environment
-All students have the right to learn
-All teachers have the right to teach
-All students have the right to feel safe at school
We also endorse that …
- All stakeholders accept key responsibilities for their actions in a range of contexts;
- Children need to learn to satisfy their needs in a way that respects the rights of others and to realise that as individuals, they are responsible for their actions;
- All stakeholders are aware of the positive and negative consequences of their actions;
- All behaviour is chosen and purposeful. Individuals choose behaviour that they believe will meet their needs;
- All behaviour has natural or logical consequences. Experiencing consequences for chosen behaviours is an important learning tool;
- The school assists students to identify appropriate behaviours and support them to use new and unfamiliar behaviour in appropriate ways;
- The range of learning styles must be accommodated;
- Effective communication is essential between the home and school to cater for student needs;
- Delivering clearly defined consequence for appropriate and inappropriate behaviours;
- School expectations are prominently displayed within all learning spaces;
- Classroom expectations are collaboratively developed by the students and staff, with clear reference to the school’s Responsible Behaviour Plan, Values and Anti Bullying Prevention Strategy to maintain a safe, supportive and rigorous environment for all;
- All language and actions should reflect agreed expectations; and
- The use of positive reinforcement should receive the highest regard
We also believe that children …
- may need to save face with other children and adults;
- need to be independent and dependent at the same time;
- may be great at covering their fears, they are not as confident as they appear;
- sometimespay more attention to peers than to parents and teachers;
- feel more comfortable with limits although they fight these same limits;
- may not understand what is happening to them;
- have drives and fears that they may not know how to control or understand;
- need to find their place in the world and a sense of belonging;
- are impulsive;
- learn by a variety of activities;
- do not necessarily have the experience or emotional maturity to predict consequences thatmay result from their actions;
- have a tendency to polarise their points of view, and may not be aware of the subtleties of thesituation;
- learn at different rates; and
- with disabilities are encouraged to access all educational opportunities.
As a school community, we believe that …
- education is a lifelong process;
- gender is not a determinant of capacity to learn;
- students, parents and teachers are part of a team;
- the school is a focal point of the community;
- good manners and respect are encouraged;
- our school community provides appropriate social role models;
- an attractive environment enhances learning;
- the child’s self esteem is developed;
- personal safety is encouraged;
Our whole school approach provides a supportive learning environment through …
- open communication with the school community on The Code of School Behaviour and theschool’s Responsible Behaviour Plan for Students;
- shared school values and a positive, inclusive culture;
- establishment of agreed programs and procedures that are known and understood by all
members of the school community;
- staff, student and parent access to professional development, education or training;
- managing of incidents through clear and well-understood processes; and
- supporting students and building strong community relationships.
Our core values underpin all learning, teaching and social interactions between all stakeholdersand are reflected in the school’s vision of ‘Pride in Ourselves, Pride In Our School.’ All behaviours, positive or negative arelinked to these key values, also referred to as the ‘Five R’s’ which are prominently displayedwithin the school. Our Values have been developed to specifically …
- develop a supportive and more productive school environment for all students and staff
- assist students to develop improved self-esteem through getting to know and understand
themselves better;
- assist students and the community to develop a more productive means to determine
appropriate human responses to real life situations;
- impact upon negative student behaviour as well as the development of greatly enhanced
levels of student self-esteem;
- be embedded in the school’s curriculum framework and is an integral part of the school’scurriculum, ensuring that it is maintained and enhanced over time.
A teaching framework (You Can do It Program) reinforces our shared core behaviours and to ensure consistency ofapproach across the whole school. A series of lessons around the core values of ‘respect’, ‘responsibility’, relationships’, ‘resilience’ and ‘rigour’ provide all classes throughout the schoolwith lessons that follow a ‘define-discuss-do’ format, providing a clear and simple structure forteachers to implement either as a whole school and individual class planned program or on anincidental needs basis as situations in the classroom, playground and other areas arise.A series of posters are prominently displayed in classrooms to reinforce our sharedvalues, processes and expectations.
Our School Values
All areas of Gowrie State School are learning and teaching environments. Gowrie State School believes
Quality relationships underpin all we do at Gowrie State School. The combined values of 5 R’s work together to establish and maintain the full range of relationships that exist within our school community.
GOWRIE STATE SCHOOL’S 5 R’s
Linda’s idea plus plus = excellence icon? YCDI?
Facilitating Standards of Positive Behaviour & Responding to Unacceptable Behaviour
Universal Behaviour Support
Our priority is to encourage correct and promote acceptable behaviour through reinforcing positive behaviour. At Gowrie State School we employ a number of proactive strategies to promote appropriate positive behaviours. Our five core values are at the centre of our Responsible Behaviour Plan.
School-wide and Classroom expectations …
- reflect the values of the wider school community;
- embody the key messages and a common language;
- are fair, clear and framed in a positive way;
- are developed collaboratively with the class and continually revisited;
- are modelled by staff; and
- are implemented in a consistent, fair and just manner.
Other Proactive Strategies implemented across the school include …
- Principal Awards for exemplary behaviour are presented as deemed appropriate to deserving students. Virtues are addressed on assembly and through the school Newsletter each week via our school motto: “Dignity In Work & Play.” Real Life links are made to our school motto.
- A behaviour focus across the school is changed every three weeks. Each foci is addressed on Assembly where studies are given examples, teachers teach it through YCDI and reminders are placed in the school newsletter.
- Awards of Commendation are composed by the Principal and phoned home to parents and carers recognising consistent, exemplary effort.
- Student of the Week Awards are presented each week to students from every class
nominated by their classroom teacher/s in recognition of their consistent demonstration of one or more of the school’s values. A certificate is presented at each Monday’s assembly by the School Captains.
- Behaviour Awards are presented each term for students against a tiered structure whereby staff consider them to be: competent (Gold), developing (Silver) or displaying beginner (bronze) behaviours. These students are further rewarded with a Gold Pass Day Activity each term. Students who have achieved four competent certificates through the year are recognised at an end of Year Assembly.
- ‘Gowrie’s Got Talent is conducted each year to showcase students’ talent.
- A range of Class Competitions are held throughout the year for uniform, attendance and Million Coin Challenge.
- Potentially ‘at risk’ students are monitored in the playground and encouraged to interactappropriately. A range of lunchtime activities are on offer for identified students.
- Praising and rewarding (eg; GOTCHA’s stickers, certificates, verbal, free time)
- A proactive school-wide Leadership Program provides opportunities for all students to
demonstrate their individual skills whilst contributing to the school and their community
Teaching expected behaviours
An integral facet of Gowrie State School is the explicit teaching of expected behaviours. Our common values have been encapsulated under our shared school vision of “Pride in Ourselves, Pride in Our School.” The school expectations based on these values are detailed across all school contexts within the Behaviour Expectations Matrix, ‘Values InAction’. The process for developing an understanding of the expected behaviours involves …
- working collaboratively with the whole school community;
- modelling expected behaviours by all staff at all times;
- systematically teaching and reinforcing the expectations at assembly, newsletters, and at the classroom level (focussed lessons on relevant topics and using a common teaching framework along with incidental but focussed learning situations ie: YCDI;
- all staff repeatedly reteaching the expectations and correcting students as part of their
everyday practice; and
- Implementing ‘behaviour boosters’ as required as reminders for focus expectations and behaviour. Eg: safety-not running on concrete.
Values In Action: Are You a Gowrie Star?
In My Classroom / In The Playground / Other Areas/ - I use appropriate language
- I listen to others’ ideas
- I speak courteously
- I treat others how I wish to betreated myself
- I use people’s names
- I give people eye contact
- I use mymanners
- I apologise when I need to
- I mean what I say and say
what I mean / - I listen to others’ ideas
- I speak courteously
- I treat others how I wish to be
treated myself
- I use people’s names
- I give people eye contact
- I use my manners
- I apologise when I need to
- I mean what I say and say
what I mean / - I proudly wear my uniform
- I look after the property of
others
- I wait quietly for the buses
- I use my manners at the
Tuckshop and Bus Zone
- I keep the eating area free
from litter
- I use the seats for sitting
- I take my turn
- I quietly pass by classrooms
/ - I use self-control
- I report problems to adults
- I follow directions
- I keep my body to myself
- I place my rubbish in the bin
- I complete my roster jobs
- I ask permission to leave the
classroom
- I keep my bag closed
- I use equipment correctly
- I sit on chairs correctly
- I look after myself and others / - I use self-control
- I report problems to adults
- I keep my body to myself
- I wear a sun safe hat and shoes at alltimes
- I return equipment to where it camefrom
- I keep to my correct play area andshare spaces
- I play safely and take turns
- I am a good sport
- I use equipment correctly / - I follow directions
- I eat my own food
- I place my rubbish in the bin
- I sit whenever I am eating
- I ask permission to leave the
room or eating area
- I wash my hands
- I understand toilets are not
play areas
- I wait patiently in the Bus andTuckshop lines
- I walk my bike in the school
/ - I encourage and praise others
- I try my best at all times
- I practise my skills
- I complete work neatly
- I strive to improve in all areas
- I proudly share my work
- I show a ‘have a go’ attitude
- I am an eager and creative
- I recognise others’ efforts
- I work enthusiastically / - I encourage and praise others
- I take pride in keeping our schoolneat and tidy
- I strive to do my very best
- I practise my skills
- I ‘have a go’ at new games andsports and take safe risks
- I recognise the efforts of others
- I am positive and enthusiastic
- I am keen to learn new skills / - I encourage others and give
positive feedback
- I try my best at all times
- I set myself realistic goals
- I take pride in keeping our
school neat, tidy and clean
- I show effort at Phys Ed, Musicand LOTE
- I take pride in my appearance
- I show exemplary behaviour
/ - I deal with challenges
- I try to be flexible
- I try to move past upsets
- I am open to change
- I am reliable and follow
through
- I am positive and optimistic
- I consider new possibilities
- I am confident and in control / - I know what to do when I am hurt orbullied
- I do my best to make others feelsafe and supported
- I am sociable and get involved
- I seek help when I need it
- I make good choices
- I apologise when I need to / - I give and receive feedback
- I encourage others
- I feel supported
- I am positive and optimistic
- I seek help when I need it
- I give myself time to think
- I show leadership and initiative
- I work with a range of people
/ - I share with others
- I include others
- I am courteous and listen
- I try to really ‘know’ everyone
- I help and work with others
well- I try to be the best friend I can
- I am open to new ideas and
accept differences
- I consider the impact of my
actions on others / - I am considerate to everyone
- I include others in play
- I show others I am a friend
- I listen to others
- I play fairly
- I show new people around
- I help others who may need it
- I am sensitive to others’ needs
- I care, share and take turns
- I use my manners and smile / - I am a good sport and
congratulate others
- I am friendly and supportive
- I always use my manners andgreet others friendly
- I help others before being
asked
- I consider my actions on others
- I wait my turn an am patient
- I encourage others
- I ask others for help if I need it
GOWRIE STATE SCHOOL RESPONSIBLE BEHAVIOUR PLAN
At Gowrie State School, we strongly encourage positive behaviours and attitudes. Students are encouraged to achieve their goals and are given regular, sustained recognition for their efforts and achievements. Certificates and awards exemplify the ways in which positive behaviours are acknowledged.