Behaviour on one sheet of A4

Posted by Paul Dix on 19 July 2011 | 0 Comments

Tags: behaviour, behavior, discipline, policy, classroom management, consistency

Schools and colleges that ripple with consistency have simple agreements in place not flashy 'behaviour systems. Lengthy behaviour policies that cover every eventuality are well intended but do not translate into effective practice. Too much is left to individual interpretation. Too little refers to daily practice.

Pivotal Schools and Colleges have simple agreements on behaviour that emerge from hard negotiations with all staff and students. I have been hesitant in posting an example of this work as i worry that some will simply see the work as another top down initiative. It is not about copying what we have done in other institutions and putting it into yours. The work is not the A4 sheet, the work has been done behind this curtain.

It is easy to ignore the 73 page behaviour policy that sits in the filing cabinet gathering dust. It is harder to ignore the A4 sheet that is in every classroom, every home, every student handbook and is referred to in every conversation.  Colleagues who decide to opt out of the agreed system should expect to be challenged when they do so. Those who keep to it slavishly must be supported when they use it correctly. Every teacher claims that they want consistency. Unfortunately some spend their careers waiting for others to bend to their version consistent practice. It is time to put aside idiosyncratic preferences and demand that all staff speak as one on behaviour.

If you are interested in developing this practice with your staff as part of institutional behaviour change please talk to us first. There are many open goals and open drains (!) on the way to achieving true consistency. We can help you avoid the pitfalls and develop outstanding practice that holds an intelligent philosophy but appears as simple as an A4 sheet

Our Learning Community

Our key purpose is to ensure the well-being and success of all our students. In order to ensure success for all, we have in place a range of interventions to support students, develop positive relationships and refocus on learning.

At XXXX, we resist endless discussions around behaviour and spend our energy returning students to learning. Poor conduct has consequences for learning and achievement. High expectations of staff and students make a positive contribution.

Absolute Consistencies

There are 5 consistencies that all staff will uphold in all interventions: At XXXXX adults:

1. Model positive behaviours. 
2. Meet and greet at the door. 'Ready to Learn' displayed and taught.
3. Engage and challenge students during every lesson
4. Step students calmly and slowly through sanctions steps giving 'take up time', every time. (see attached for guidance) and prevent before sanctions
5. Follow up every time, retain ownership and engage in reflective dialogue with students

Seeking support with an incident

SLT will be carrying out 'Learning Walks during the day to support staffing with daily teaching and to ensure we are a positive learning community.

To support staff in lessons Senior Staff in the school operate a 'Red button' system, supported by senior staff. This is to be used for very serious incidents needing a quick response: student/staff at risk of harm, serious defiance, swearing at a member of staff.

All students should be given the opportunity to settle and get on task. The role of 'Red button' is to support not simply to remove students. The classroom teacher is still responsible for the child's learning, even if they are removed.

Rewards

Students behaving well and those who perform to above expected standards should be rewarded though the merit system.  Post cards and phone calls home have the most lasting impact. Remember it is not just what you give but the way you give it that counts.

Sanctions

Sanctions at XXXXXXX have a learning focus, build relationships and encourage students to take responsibility. 'Catch up learning' replaces Detention. Restorative approaches are encouraged and supported.

 Learning Management - daily practice

All students must be given 'take up time' in between steps. It is not possible to leap steps or accelerate steps for repeated low-level disruption.

© Pivotal Education Ltd 2011

To ask permission to reproduce in any form please contact ellie@pivotaleducation.com or call 020 7000 1735