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Introduction

Introduction

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Introduction

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Presentation Transcript

  1. Introduction • Background and context • Purpose and ethos of Guidelines • Process of development • Consultation process

  2. Approach • Preventive • Inclusive • Whole child approach • Whole school approach • Assist and support existing school work • Professional judgement and responsibility

  3. Goals of the Code of Behaviour • Encouraging and reinforcing good behaviour • Positive environment for teaching and learning • Promoting personal responsibility • Supporting active citizenship • Relationship of trust • Communicating high expectations

  4. Guidelines contain • Legal Obligations • Good practice guidance

  5. Structure of the Guidelines

  6. Auditing and Reviewing

  7. Foundation of an effective code

  8. Developing a Code that manages behaviour effectively

  9. Suspensions and Expulsions

  10. Using the Guidelines • Developmental focus • Familiarisation and Audit • Plan for implementation • Use by school community and individual teacher

  11. Using the Guidelines Do we have to? • School code must be in accordance with Guidelines • General legal obligations • Good practice When/by when?

  12. Using the Guidelines Where do we start? • Familiarisation • Audit process • Plan and prioritise ‘Our Code is fine’

  13. Audit Checklist • Website • Prompt questions – yes/no • Identify and celebrate achievements of school code • Identify areas for review • Identify immediate action

  14. Supports for the Guidelines • Summary version • Translations of summary • Website • EWOs • Work with SDPS and SDPI • Scope for working with partners

  15. How young people see it • Sometimes the young people’s bad behaviour is as a result of being provoked or the teacher making the situation worse. It’s a two way process with the young people and the teacher • Some teachers think good behaviour is being quiet, not doing any work in class and not asking any questions • The school code of behaviour is important because it’s important the students know what they can and can’t do • The Principal and teacher should listen to the young person’s side of the story and not just the teacher • There are certain teachers you would go to if you had a problem, you wouldn’t go to the counsellor …as you would get slagged and you know they are going to talk about you in the staff room • Some teachers do not enforce the school rules and come up with their own