social learning, behaviour management and pastoral care -...

Social Learning, Behaviour Management and

Pastoral Care - 2019

SCHOOL STAFF COPY

OUR SCHOOL VISION

To be a part of a community which develops a child who is motivated to reach their potential academically, socially and

responsibly, in a caring and supportive environment.

A SAFE AND ENGAGING LEARNING ENVIRONMENT

We believe that a learning environment that promotes student wellbeing and positive and respectful relationships is both

welcoming and inclusive and this is a pre-requisite for improving student achievement.

A safe and productive learning environment is created by the proactive management of student behaviour and by

implementing classroom and pastoral care programs that support student wellbeing.

The overall physical environment of the school, both inside and out, reflects our high standards of safety and care and

promotes a sense of belonging for all.

We believe that a ‘student focused’ learning environment is where students willingly engage and participate in a broad

range of learning opportunities; they contribute to decisions about their learning and their contributions are valued.

Our school learning environment is an essential element to building and maintaining school pride and a positive and

supportive school culture.

SCHOOL VALUES

The actions of our staff, students and parents are guided by the following core values:

SELF-ACCEPTANCE AND RESPECT FOR OTHERS

Each person is encouraged to develop self-respect and an acceptance of others, to take responsibility for their actions

and demonstrate responsible and ethical behaviour in all situations. Each person is encouraged to demonstrate initiative

and openness to learning.

RESPECT AND CONCERN FOR OTHERS AND THEIR R IGHTS

Each person is of equal worth and has the right to receive care and compassion and be treated with dignity and respect.

Each person has the right to participate in a friendly and non-coercive learning community.

SOCIAL AND C IVIC RESPONSIBILITY

Each person is a good citizen promoting the common good by recognising and respecting the rights and needs of others.

Each person values cultural diversity and participates in Australia’s democratic processes to make positive contributions

to society.

An Independent Public School

At Creaney Primary School we have adopted a positive and solution-focused mind-set that views

social skills as an essential element in the overall development of a child. Our approach focuses on

teaching students the importance of social learning knowledge, skills, behaviours and values and is

supported by a fair and consistent management process that maintains good order within our

school, and at the same time, creates and maintains a positive school tone.

HISTORY AND RATIONALE

Since 2011 Creaney Primary School has followed a whole-school approach for developing and maintaining positive

classrooms, building positive relationships and managing student behaviour.

The ‘Traffic Lights’ system has been adopted as the standard process across the school and this is outlined throughout

these guidelines and procedures.

‘Traffic Lights’ is complemented by the need for teachers to teach social skills, engage in reflective practices and model

appropriate decision-making behaviour. Values education is directly related to this process and is explicitly integrated

into the teaching/learning programs and day-to-day running of our school.

The building (and ongoing maintenance) of positive relationships between the student, parent and teacher is an indicator

of how effective a teacher will be in managing student behaviour and building a safe and happy classroom.

Establishing a relationship or connection with a student is the first and most important goal for a teacher.

Complementing this connection is the need to hold the student accountable for their behaviour through a monitoring

system, guiding the student with feedback and reporting social outcomes to parents.

Effective social learning occurs through building student understanding about social expectations and rules, establishing

student accountability and responsibility, acknowledging what is good and what needs to improve, being fair and

consistent with behaviour management processes, and by informing and reporting student behaviour to parents.

Please note: This document must be used to guide your class meetings with parents at the beginning of each

year. It is the support structure for any queries regarding behaviour management and social learning practices

at Creaney Primary School.

ESSENTIAL ELEMENTS OF OUR SOCIAL LEARNING PROGRAM

The purpose of our Social Learning Program is to create strong relationships in a safe, positive and supportive

environment, free from ‘put-downs’ and negatives.

Social learning is an essential element of educating the whole-child and forms a vital part of achieving the school vision

and values outlined in the School Business Plan.

The ‘Traffic Lights’ system involves teaching students about ‘behaviour’ and about making the right ‘choices’ using a

consistent, whole-school approach.

When unacceptable behaviour is encountered, the differentiation between the behaviour and the student is always to

be clarified.

The use of ‘I’ statements reinforces this approach.

Example: ‘I’ feel disappointed and sad when you choose to behave like that. I don’t expect this behaviour from you, I

expect you to …’

The ‘Traffic Lights’ system is also about applying a ‘Reflective and Restorative’ approach to social learning by using

social experiences or conflict as teachable moments.

The combination of the ‘Traffic Lights’ system and the ‘Reflective and Restorative’ processes enables students to learn

how their choices and behaviour affects both themselves and others. Therefore, this is the reason we focus on ‘Social

Learning,’ rather than just ‘Behaviour Management.’

Importantly, we want our students to learn the required social skills that are needed to maintain ongoing positive

relationships and prepare them for adulthood and society.

UNDERSTANDING CHOICES AND THEIR IMPACT ON SELF AND OTHERS

A student has three choices when they engage in or encounter off-task behaviour or behaviours that interfere with their

learning needs or the learning needs of others.

a) Choose to engage in inappropriate behaviour or ignore the behaviour of others

- The student engages in inappropriate behaviour, therefore choosing not to respect the needs of others or respect

themselves.

- As an observer, or by not doing anything about changing a negative situation, the observing student is really

saying that what is happening is acceptable.

b) Choose to continue or join in with the inappropriate behaviour

- The student continues to engage in inappropriate behaviour

- The observing student chooses to engage in the inappropriate behaviour or become a part of the problem

c) Choose to do something positive about changing the situation

- The offending student chooses to disengage or cease the inappropriate behaviour

- The observing student models the appropriate behaviour, chooses to say, “Please stop that, I don’t like it and

it’s stopping me from learning/playing”.

- Or they report the situation to a staff member to help resolve the situation in a safe and respectful manner.

TEACHING SOCIAL SKILLS AND REFLECTIVE SKILLS

The basic philosophy behind our Social Learning program is to provide opportunities for our students to self-regulate,

control their learning environment and to learn from their social experiences or mistakes.

This approach emphasises that social learning needs to be taught, managed, reinforced and learned. Our future

endeavours to integrate a whole-school ‘Values’ program will assist in achieving this direction.

Operating reflective processes with the class at an appropriate time or by setting routine class meetings/reflective circles

are mediums by which to use current issues as teachable moments.

This approach allows for the teaching of social skills by involving students in cause and effect discussions that are real

and purposeful. Students learn through teacher modelling and are empowered to resolve their own problems. Students

become accountable and responsible for their own behaviour and the wellbeing of the group through a better

understanding of cause and effect.

SOCIAL SKILL DEVELOPMENT - TEACHER CHECKLIST – POSITIVE SOCIAL LEARNING

ENVIRONMENT

TEACHERS ENSURE THE SAFETY, WELFARE AND LEARNING NEEDS OF ALL STUDENTS IN THE CLASS AND

THEREFORE ALL STUDENTS NEED TO RESPECT THE TEACHER’S RIGHT TO TEACH AND MANAGE THE

CLASS WITHOUT ONGOING INTERRUPTION.

We should address the following points to meet the Creaney PS Social Learning expectations:

A caring and non-emotive manner is applied with students at all times

Students are listened to in a sincere manner, addressing both minor and major social concerns

The classroom and specialist teacher develops shared rules with their students and clearly articulates the

management process

The collaborative set of classroom rules and a list of corresponding behaviours based on the Traffic Lights framework

and the Positive Behaviour Matrix are developed and kept in view in the classroom

The Traffic Lights system and process is consistently applied as a whole-school approach and the chart is in view at

all times

Staff consistently apply the entire Traffic Lights process including referral to Admin processes using ‘Letters of

Concern’ and ‘Letters of Acknowledgement’

The Class Dojo monitoring system is consistently applied to reinforce student accountability, engage student

reflection, develop student goal setting and report student behaviour to parents

Staff will proactively contact parents after two ‘Letters of Concern’ and establish a three-way meeting that includes

the student

Staff will proactively contact parents after a further two ‘Letters of Concern’ and establish a four-way meeting that

includes the student and a member of the administration team. A behaviour modification plan, if not already in place,

is developed

Staff recognise positive student behaviour using the ‘Letter of Acknowledgment’

We are vigilant and attentive during playground duties and consistently enforce the school’s behaviour standards

and processes in the Positive Behaviour Matrix

Students are made aware that all class members have different needs in order to learn and therefore they always

need to be tolerant and understanding of others

Students are made aware and understand that the teacher has important needs too. This has been discussed with

them

A friendly, solution-focused approach is applied at all times. When things are working well, what’s happening and

who is around? This often helps flick the switch from negative to positive. How are you going to make things better

and how are you going to be part of the solution?

The classroom and specialist teacher environment is a safe place by employing a strong focus on talking through

situations, thinking out aloud with students and by making them feel listened to

Students are provided with opportunities to discuss their concerns through a reflective meeting environment/forum

that is safe and solution focused. These concerns may be classroom or playground concerns

Parents are consistently and professionally informed about student behaviour – both positive and negative

We work in partnership with parents to improve social learning and behaviour

We maintain professional and positive relationships with students, parents and staff at all times

Staff model the expected behaviour with each other and with students at all times

We all take responsibility for the social learning of all students in our school

We understand and implement these guidelines and expectations consistently

BUILDING A CLASSROOM CULTURE

LEARN FROM OUR MISTAKES LEARN TO RESPECT OURSELVES AND OTHERS LEARN FROM CONFLICT

The ‘Traffic Lights’ system is successful when the teacher invests time into establishing a classroom culture that is

conducive to open discussion and management processes are implemented consistently.

In creating a positive and supportive classroom culture that is free from put-downs and rejections, it is critical that

students understand there is nothing personal about the ‘Traffic Lights’ system or Reflective and Restorative

approaches.

A social learning culture is about students gaining an understanding of how their behaviour affects themselves and

others.

If a student engages in unacceptable behaviour, it is the student’s behaviour that others do not like, not the student.

The differentiation between the student and behaviour must always be made explicit:

Teachers use social issues and conflict as teachable moments.

‘Learn from our mistakes’ ‘Learn from conflict’ ‘Learn to respect ourselves and others’

Teachers model the social learning skills in preventing and resolving conflict.

TRAFFIC LIGHTS - WHERE DO I START?

PLEASE NOTE THAT TEACHERS ARE ENCOURAGED TO USE THEIR PROFESSIONAL JUDGEMENT IN LINE WITH CREANEY

PRIMARY SCHOOL’S STUDENT BEHAVIOUR CODE OF CONDUCT

The teacher and students develop a shared list of green, orange and red behaviours that set the expectation and

standard for student behaviour within the class environment. Specialist teachers are required to repeat the same

process in their context.

The behaviour list may change during the year to address the changing needs of a classroom environment.

Therefore, the list should be referred to and revisited during the reflective processes.

The behaviours are then transferred to the set categories for Class Dojo.

The Traffic Light behaviours are posted in the classroom alongside the Traffic Light Chart.

Teachers may choose to use student names or student photos to represent a student’s behaviour on the chart.

Ensure your students are made accountable for their behaviour by revisiting the Traffic Lights on a daily basis, at

the end of a session or at the end of the day. This encourages student self-reflection, goal setting and restorative

processes.

Remember that the students do not move back down the Traffic Lights once they move off Green, but they all

commence back on Green the following day.

Ensure you have an array of individual and group incentives available to reward great behaviour and maintain a

positive focus.

Use the ‘Traffic Lights’ flow chart or ‘cheat sheet’ to ensure that you maintain consistency of process throughout the

day and across the school.

Use Class Dojo to reflect any student movement on the Traffic Lights.

Specialist Teachers will also see the student’s classroom indiscretions and vice versa.

This is a whole-school process and therefore the behaviour stays with the student for the day.

Use the Class Dojo individual report to counsel students who don’t reach the reward play incentive.

The Class Dojo report should be used to support semester reports, learning journey sessions and whole school

self-assessment of social learning.

TRAFFIC LIGHTS – GENERAL OVERVIEW AND GUIDE OF THE MANAGEMENT PROCESS

GREEN - DO

A student engages in green light behaviour and maintains their standing by continuing high standards of behaviour.

NB: Every student starts on green, every day!

Actions:

- Reward your students with positive Class Dojo points for demonstrating green light behaviours.

- Award group points or whole-class points.

- Consider ‘Letters of Acknowledgement’ for your students.

- Students who remain on green all week are eligible to participate in reward play every Friday before recess

time.

- Class Dojo Dynamos is a special reward at the end of each semester. Teachers may choose up to 10 students

for this reward and it is held on the last day of every semester. (e.g. canteen treat, prize and extra play etc.).

- Use ‘low key’ response skills to gently manage and guide a student away from receiving the first warning.

BLACK - F IRST FORMAL WARNING: THINK!

A student engages in orange light behaviour following low key responses from the teacher.

Actions:

- Use low key, low emotive responses that refer to the orange light behaviour demonstrated.

- Instruct the student to move their name in-between green and orange on the Traffic Light chart.

- Allow the student to think about their actions.

- Enter ‘-1’ on Class Dojo

- No additional consequence is given, however the -1 point is recorded and reported.

- The student does not move back to green until the following day.

- The student is still eligible for Friday Reward Play.

- The student may progress to orange if further indiscretions are observed.

ORANGE – SECOND FORMAL WARNING – THINK!

The student continues to engage in orange light behaviour.

Actions:

- Use low key, low emotive response that refers to the orange light behaviour demonstrated.

- Instruct the student to move their name to orange on the Traffic Light chart.

- Allow the student to think about their actions. This may be in the form of a chill out or buddy class withdrawal.

- Chill out time must be recorded by the teacher if the student is sent to a buddy class and by Administration if

the student is referred to the office.


- The teacher will manage a suitable consequence for the student to promote reflection and engage the student

in an appropriate amendment for their actions.

- The student does not move to green until the following day.

- The student is no longer eligible for Friday Reward Play.

- The student may progress to red if further indiscretions are observed.

- If a student receives three orange Traffic Light placements in one week, then this will result in an immediate

escalation to red. A ‘Letter of Concern’ is then completed by the teacher and the student is referred to the

office.

RED - THIRD WARNING – ‘LETTER OF CONCERN’ – IMMEDIATE OFFICE REFERRAL

Actions:

- Use low key, low emotive response that refers to the RED light behaviour demonstrated.

- Instruct the student to move their name to RED on the Traffic Light chart.

- Enter ‘-3’ on Class Dojo.

- The teacher will complete a ‘Letter of Concern’.

- The student is referred to Administration with a ‘Letter of Concern’. The letter is recorded on SIS Behaviour.

- The student attends the next available lunch detention at the office. (1:20pm – 1:37pm)

- The ‘Letter of Concern’ is sent home for signing. Teachers store the receipt with their records.



- The student will be issued another ‘‘Letter of Concern’’ if further indiscretions are observed.

- If a student receives two ‘Letters of Concern’ in a term, then the teacher must organise a three-way meeting to

discuss their concerns with the student and parent. Intervention strategies and contracts should be investigated

at this point.

- A further two ‘Letters of Concern’ in a term will mean that the teacher will organise a four way meeting which

includes the Administration. A student behaviour management plan will be developed.

URGENT ASSIST – IMMEDIATE RED – ADMINISTRATION REFERRAL

A student displays severe or extreme behaviour.

Actions:

- Ensure the safety of all students and staff.

- Ask a student or staff member to take an ‘URGENT ASSIST’ or ‘HELP!’ card to the Administration.

- Once the student has been removed and or attended to, complete a ‘Letter of Concern’ and send this to

Administration for investigation purposes.

- Enter ‘-3’ on Class Dojo.

- The Administration team will investigate and advise of further action in line with school withdrawal and

suspension processes.

- The Administration will make immediate contact with the parents.



- The student will be required to complete a re-entry meeting with the parent and a member of the Administration

if a suspension from school is incurred.

- The student will no longer be eligible to attend excursions, camps or end of year activities if a suspension is

incurred.

IMPORTANT POINTS TO REMEMBER AND REFLECT UPON

We want our students to understand that the decisions they make can affect themselves and others in positive and

negative ways.

We want our students to sincerely make amends for any negative choices they make and their effect on others

We want our students to understand that the decisions they make will determine the outcome of their day.

We want our students to take responsibility for their actions.

We want our students be part of a solution, not part of a problem.

We provide our students with many opportunities to make positive choices.

We want our students to have a positive attitude and be resilient.

We want to recognise our students for all the good things they do.

Every student starts on GREEN every day.

COUNSELLING STUDENTS AND ADDRESSING INAPPROPRIATE BEHAVIOUR

Teachers follow the simple ‘Restorative’ procedure of calmly asking the following three questions which allows the

student to safely reflect and respond.

a) What happened?

b) Who was affected by your actions?

c) How are you going to make things better, or make amends or rebuild the trust?

The student will see that you haven’t already made a judgment and that you are willing to actively listen to them.

The use of ‘I’ statements that focus on the behaviour are recommended to reinforce the effect of a student’s behaviour

on others and the level of disappointment of engaging in such behaviour or poor decision making. These statements

are delivered in a calm and sincere manner e.g. ‘I feel disappointed and concerned when you choose to engage in that

behaviour, as I don’t expect that of you.’

URGENT ASSIST OR HELP! CARD

Students who pose a risk to self and others require closer monitoring and alternative processes.

Remember, in the event of extreme non-compliant or aggressive behaviour, an’ URGENT ASSIST’ or ‘HELP’! card is

to be sent immediately to the office.

CHILL-OUT PROCESSES

Students may be instructed to take a ‘Chill Out’ by the teacher with the intention to allow the student to reflect on their

behaviour, calm down and find a balance to ensure that they make the right choices.

A ‘Chill Out’ to the office.

All Chill Out sessions must be recorded in the Chill Out Tracker.

Teachers may allow students to self-regulate by choosing their own ‘Chill Out.’ This must be monitored carefully so

the manipulation of the system does not occur. All Chill outs must come to Admin. Student and Admin member

determine what will be done during the chill out and record.

Students should be sent/returned to the office or placed on orange if their misbehaviour continues after a ‘Chill Out’

session.

After two ‘Chill Outs’ in one day, the student is required to complete the class work they have missed for homework

or in their own time.

If a teacher has directed a student to take three ‘Chill Out’ sessions in one day, then this equates to an escalation

to ORANGE on the Traffic Lights and the recording of negative Class Dojo points (the teacher can use their

discretion on this action based on what’s happening for the student at that time).

ADMINISTRATION TEAM AND OFFICE PROCEDURES AND ROLES

The front office staff will seek assistance and call for a member of the School Administration team when a student

arrives with a ‘Letter of Concern’.

The School Administration requires a ‘Letter of Concern’ as the first port of call in supporting classroom and

specialist teachers with behaviour intervention and management.

If the teacher is not in a position to complete a ‘Letter of Concern’, an ‘URGENT ASSIST’ or ‘HELP!’ card must be

sent to the office. A member of the School Administration team will attend to the classroom and discuss the

circumstances with the teacher. The teacher is still required to complete a ‘Letter of Concern’ later.

‘Letters of Concern’ are signed and recorded on SIS Behaviour.

‘Letters of Acknowledgement’ are signed and recorded on SIS Behaviour.

Students are counselled and consequences aligned with the severity of an incident or the frequency of particular

behaviours.

The School Administration manages and records student referred to the office for ‘Chill Out’ sessions. These are

usually for more challenging students or those in particular need.

Students are counselled before and after a ‘Chill Out’ session.

Students are not returned to class until they are determined to be judged as ready to do so, or are ready to engage

positively in class activities and learning. Students should be returned to the office or placed on orange if they

behave poorly after a chill out session..

Admin will manage In-school and out-of-school suspensions for severe misconduct and parents are immediately

informed.

Admin will manage re-entry meetings following any suspension, insisting this is a three-way process.

The School Administration attends a four-way meeting organised by a teacher when four ‘Letters of Concern’ are

issued to a student.

The School Administration Team will monitor and guide teachers with the consistent implementation of the Social

Learning program and the Teacher Checklist.

Engage in a case conference approach for more challenging students with the development of alternative strategies

and individual behaviour management plans.

Apply for support from relevant outside agencies to support social learning at Creaney Primary.

Refer to the CAPS team strategy and promote the checklist as an intervention tool to support positive mental health

and social Learning.

FEEDBACK, MONITORING AND REPORTING PROCESSES

BEHAVIOUR MONITORING

Teachers are required to monitor, record and report social learning/behaviour outcomes.

This means maintaining ongoing evidence that supports teacher judgements for the reporting of social outcomes.

Schools are required to analyse and report the achievement of social learning outcomes to the community

This means that schools must use this information to plan for improvement and maintain ‘good order’ and a safe

learning environment. These processes must be included in the self-assessment cycle and results included in the

School Report.

Any method of behaviour tracking ensures that students become more accountable and have more ownership over

their behaviour. A behaviour tracking tool must be consistent across the school and support classroom and school

level monitoring and reporting outcomes.

Class Dojo is the behaviour monitoring, tracking and reporting tool used at Creaney Primary School. Class

Dojo is the ‘one-stop-shop’ system to record, monitor and report social learning outcomes at an individual, class

and whole-school level. SIS Behaviour module will complement Class Dojo by drawing on the data from ‘Letters

of Concern’ and ‘Letters of Acknowledgment’.

LETTERS OF ACKNOWLEDGEMENT (LOA’S)

A Letter of Acknowledgement’ is a whole-school strategy where the teacher provides special recognition for

appropriate behaviour. These letters are powerful motivators and they ensure our Social Learning program

regularly and consistently monitors and reports positive behaviour achievement.

‘Letters of Acknowledgement’ provide a checklist of behaviours that align with the semester student report or the

attitude, behaviour and effort outcomes of the report.

There is no limit as to the number of ‘Letters of Acknowledgement’ that can be awarded.

A ‘Letter of Acknowledgement’ is a powerful means of providing feedback to parents about their child’s achievement

of social learning outcomes.

‘Letters of Acknowledgement’ ensure that teachers have sufficient evidence when reporting social outcomes.

Use the ‘Letters of Acknowledgement’ regularly and consistently. NOT just before or during reporting processes.

LETTERS OF ACKNOWLEDGEMENT (LOAS) - PROCESS

‘Letters of Acknowledgement’ are easy to complete. Tick boxes, sticker(s) and sign.

Forward the LOA to the office with the student and their LOA.

Deputy Principal and child conference and reward given.

The School Administration team will sign and photocopy the LOA.

The original copy is sent back to the class teacher for the student to take home.

The LOA will be recorded on SIS Behaviour for the monitoring of social outcomes at a whole school level.

Teachers should use the copy of the LOA for their own records and for reporting purposes. Alternatively, teachers

can check SIS behaviour.

Teachers should also record LOA on Class Dojo plus 4 points.

LETTERS OF CONCERN (LOC) - PROCESS

A LOC is sent home by the teacher when a student reaches red on the Traffic Lights. This provides immediate

feedback for the student and parent regarding inappropriate behaviour in class or in the playground.

A LOC is a communication, monitoring and reporting tool. With regular and consistent feedback to parents, there

are very few surprises at report time.

The LOC provides a checklist of broad behaviour categories that are linked to orange and red behaviour on the

Traffic Lights. Additional space is provided on The ‘LOC’ for the teachers to be more specific about the student’s

behaviour.

The behaviour categories are directly linked to the Creaney’s Positive Behaviour Matrix and Class Dojo. .

- Severe student behaviour or challenging students will be managed by student services using case conferences.

Forward the LOC to the office with the student and their LOC.

Deputy Principal and child conference and consequence discussed.

The Deputy Principal will sign and photocopy the LOC and copy given to class teacher.

The original copy is sent back to the class teacher for the student to take home.

The LOC will be recorded on SIS Behaviour for the monitoring of social outcomes at a whole school level.

CLASS DOJO SYSTEM

POSITIVE JUNIOR SENIOR

1. Respect/ Manners Following instructions Using good manners

2. Respect/Manners Being on task Following instructions

3. Achievement/Excellence/Effort Trying your best Caught being kind

4. Achievement/Excellence/Effort Whole body listening Leadership skills

5. Responsibility/Leadership Using good manners Being neat and tidy

6. Responsibility/Leadership Being kind and caring Environmentally tidy

7. Cooperative/Rules Being helpful Respect and encourage

8. Cooperative/Rules Playing and working cooperatively Active listening

9. Safe/Caring/Others Caring for our environment Enthusiasm

10. Safe/Caring/Others Respecting property Good work ethic

NEGATIVE JUNIOR SENIOR

1. Respect/ Manners Being off task Disrespectful

2. Respect/Manners Not following instructions Aggressive behaviour

3. Achievement/Excellence/Effort Making bad choices Negative attitude

4. Achievement/Excellence/Effort Being disrespectful towards others Uncooperative

5. Responsibility/Leadership Poor attitude Disorganised

6. Responsibility/Leadership Disrupting others Misusing equipment

7. Cooperative/Rules Hurting others Disruptive

8. Cooperative/Rules Disrespecting others Lack of concern for others

9. Safe/Caring/Others Not caring for outdoor environment Off-task

10. Safe/Caring/Others Not caring for classroom environment Not following instructions

This is an immediate and interactive social learning system that meets a teacher’s recording, monitoring and reporting

responsibilities for student behaviour and social learning outcomes.

Class Dojo is directly linked to the Positive Behaviour Matrix and the faction point incentive system. Class Dojo is not

an isolated tool or system; it is totally integrated into the whole school social learning system and is paramount to the

school improving on its tracking of student behaviour and communication responsibilities. Teachers may choose to add

photos of social and academic outcomes for parents, classes and the School Administration Team.

Class Dojo is also a useful communication tool. Teachers and parents can use this tool to organise interviews or meeting

times. Teachers can advise parents regarding class events or provide an update to a parent regarding their child. A

parent can also contact a teacher regarding class or playground queries.

All communication on Class Dojo can be saved and printed or screen shotted into student record cards for evidence

purposes. Any communication between teacher and parent that may become sensitive should be done through the

medium of an interview or meeting.

Information that is viewed by the teacher as having a possible lasting effect or a particular profile/pattern is developing,

then this information should be added to the STUDENT CONTACT CARD, (see Admin).

Class Dojo is not to be used by parents to inform teachers of a reason for their child’s absence. This must be

done by phoning or SMSing the office or sending a formal letter to the teacher/office.

Class Dojo will be automatically set for a contact time of 8:30 am – 3:30pm and for quiet hours of between 3:30pm and

8:30am.

CLASS DOJO - PROCESS

Class Dojo will commence at the beginning of the year following student information and photo updates, (Week 2)

Ensure you establish your Class Dojo behaviour categories in line with your Traffic Light behaviours.

The Class Dojo categories are aligned to the Creaney Positive Behaviour Matrix so this information is used at a

whole-school level.

Although prescriptive in one way, the Class Dojo behaviour categories are quite broad which makes it easier to link

specific behaviour to the Positive Behaviour Matrix and Traffic Light behaviours. Teachers are more specific about

the values that specific behaviours are linked to, which in turn develop a strong VALUES education focus.

There are five categories and teachers and students can then determine two behaviours that fit each category.

SPECIALIST TEACHERS - TANDEM / JOB SHARES

Specialist teachers must apply the same process as classroom teachers and account for their management of student

behaviour. This includes tandem teachers or job sharing arrangements who need to introduce a communication process

(call to discuss or write in a communication book) to help maintain their level of consistency with behaviour monitoring,

curriculum coverage and parent contact.

This includes rewards and/or consequences using Class Dojo to maintain the smooth operation of the whole school

monitoring and reporting of student behaviour.

Specialist teachers use a mobile device to monitor and record student behaviour away from the classroom.

Check the Traffic Lights chart and Class Dojo. Discuss this with the class teacher. This makes the students

accountable for their behaviour for the ‘whole’ day.

It’s expected that classroom and specialist teachers share information regarding the Traffic Lights and Class Dojo

at point of pick up and drop off. This is a standard day-to-day handover process and will ensure that students are

held accountable for and rewarded for their behaviour. The specialist teacher is responsible for factoring these

processes into their lesson time.

Hard copy recording can be completed if a specialist teacher is away from internet access or the internet is not

operating.

The results must be entered onto ClassDojo at the end of the session, which means moving back to an area that

has access or doing this from the students’ HOME room.

Hard copy monitoring may be required by all teachers if the ClassDojo system is not operational, on excursions or

camps, or where there’s no internet access.

THERE IS NO ACCEPTABLE EXCUSE FOR ANY TEACHER NOT TO FOLLOW THE SOCIAL LEARNING PROCESS. WE

ARE ONE TEAM

The impact is on the credibility of the whole-school team and the school management processes when a staff

member does not meet their obligations.

Students learn poor social learning habits when the process is not applied consistently and fairly. This impacts the

quality of learning of their fellow peers.

The immediate impact on staff is that another team member needs to address these disruptions for the

inconsistencies and deficiencies of a fellow team member. This affects the student learning time as it will mean that

the staff member must address the student/students or class before they can assume their planned program.

The long term impact of not working as a team is that small social issues are not resolved at the point of need and

these develop into larger problems that impact on teacher credibility, school tone and maintaining a safe and caring

learning environment.

PERCEPTION OR ACTUAL – DOES IT MATTER? YES IT DOES!

Students and parents generally know the teacher who fails to follow school processes, ignores substandard

behaviour and/or fails to make a student accountable for their poor decisions (classroom or playground).

Students and parents generally know the teacher who is negative in their approach and doesn’t acknowledge

positive behaviour.

Students and parents generally know the teacher who is less willing to work in partnership with them.

A teacher’s day-to-day actions, words and communications with students and parents are imperative in

communicating a caring and consistent approach for social learning. This encapsulates the purpose of this

document.

RECOGNISING GOOD BEHAVIOUR

Creaney Primary School recognises good behaviour in many ways and our energy and focus is reflective of both a

positiveness and balance. There should never be a perception that a teacher or our school is negative in their manner

or approach. We will have the evidence to demonstrate otherwise through our consistent application of these social

learning guidelines.

EXAMPLES OF TEACHERS FOCUS ON THE POSITIVES:

Verbal praise

Class systems – money systems, group points, marble in the jar incentives

Photo story on Class Dojo

Positive communication or acknowledgement on Class Dojo.

Stickers books

Stamp books

Class Dojo positive points

Letters of Acknowledgement

Merit Awards

Reward Play on a Friday – Students who remain on GREEN all week. 10 minutes free play.

Councillor awards at muster

Faction reward – Extra play for the winning faction at the end of the term.

Newsletter articles

Positive phone calls

PLAYGROUND PROCESS

Teachers and Support Staff are perceptive and intuitive professionals. These skills are needed to be preventative

in our approach.

If you detect an issue is developing in the playground then move toward it and ask, “Is everything okay here?”

Make eye contact or use another low key response with the student or students who need to know that they now

need to make better choices.

Staff should never choose to IGNORE poor behaviour! This attitude and approach impacts other students and

colleagues.

Duty teachers must roam and be vigilant at all times, minimising conversations with other staff members or other

distractions.

Mobile phone use whilst on playground duty is not permitted.

PLAYGROUND GREEN BEHAVIOUR

PLAYGROUND BLACK - FIRST FORMAL WARNING: THINK!

Actions:

- Use low key, low emotive social learning responses such as ‘proximity, behaviour specific verbal and non-verbal

skills to acknowledge an immediate change in behaviour on the student’s behalf. The Positive Behaviour Matrix

will assist teachers to be consistent across the school.

- The teacher must be explicit with a short acknowledgement of the inappropriate behaviour such as, “I saw you

playing rough, so play safely or you’ll be removed from the game.” This is your first playground warning, so you

need to think carefully about your behaviour and make the right choices from now on or you’ll progress to

ORANGE.

- Allow the student to think about their actions or offer/instruct a chill out if appropriate.

- No additional consequence is given. The student can return to the activity when the teacher assesses their

response as appropriate. The student is still eligible for Friday Reward Play.

- The student may progress to ORANGE if further indiscretions are observed or their response to the teacher’s

initial intervention is unacceptable.

PLAYGROUND ORANGE BEHAVIOUR – SECOND FORMAL WARNING – THINK!

The student continues to engage in ORANGE light behaviour in the playground.

Actions:

- Use low key, low emotive response that refers to the orange light behaviour. The Positive Behaviour Matrix will

assist teachers to be consistent across the school with playground behaviour.

- Counsel the student with the three Restorative questions. Fast track to the next point if the student isn’t

cooperative.

- Give the student an ORANGE slip which he/she presents to the HOME room teacher at the end of the

recess/lunch break. The HOME room teacher will progress them to ORANGE on the Traffic Lights chart.

- ORANGE spot - Instruct the student to move to the reflection spot on a nearest bench in view of the duty teacher

and advise them that they have received an ORANGE dojo for their behaviour. They need to give this to their

teacher.

- Allow the student to think about their actions at this withdrawal point. The student must stay at this reflection

point until released by the duty teacher at the end of the recess/lunch session.

- The duty teacher immediately enters the student behaviour on Class Dojo when they return to their classroom.

Enter ‘-2’ on Class Dojo.

- The withdrawal from play is a suitable consequence. It promotes student reflection and an appropriate

amendment for their actions. This needs to be discussed with the student when released from the THINKING

SPOT.

- The student does not move to GREEN until the following day.


- The student may progress to RED if further indiscretions are observed. If the student chooses to behave

inappropriately at the THINKING SPOT, then they may be progressed to RED.

- If a student receives three ORANGE Traffic Light placements in one week, then this will result in an immediate

escalation to RED. A ‘Letter of Concern’ is then completed by the teacher and the student is referred to the

office. The ‘Letter of Concern’ is recorded on SIS Behaviour and sent home for signing.

PLAYGROUND RED BEHAVIOUR – THIRD WARNING – IMMEDIATE OFFICE REFERRAL

Actions:

- Use low key, low emotive response that refers to the RED light playground behaviour of the student. This may

be a repeat of earlier ORANGE behaviour. The Positive Behaviour Matrix will assist teachers to be consistent

across the school with playground behaviour.

- Counsel the student with the three Restorative questions. The teacher must be explicit with a short

acknowledgement that the student has chosen RED Traffic Light behaviour.

- The DUTY teacher completes a ‘Letter of Concern’. The student is given the ‘Letter of Concern’ which he/she

immediately presents to the OFFICE.

- The office will manage the detention sessions at both recess and lunch times for any RED playground behaviour.

This will occur at the next recess or lunch session.

- The DUTY teacher enters ‘-3’ on Class Dojo.

- The Administration may complete a follow up investigation asking for more details from staff and students.

- The Administration will sign the ‘Letter of Concern’, enter the data into SIS behaviour and take the student back

to the classroom teacher. The slip needs to be returned to the DUTY Teacher, who stores the receipt with their

records.

- The student attends the next available recess or lunch detention at the office. (11:00 – 11:20am or 1:15pm –

1:40pm)



- The student will be issued another ‘‘Letter of Concern’’ if further indiscretions are observed.

- If a student receives two ‘Letters of Concern’ in a term, then the teacher must organise a three way meeting to

discuss their concerns with the student and parent. Intervention strategies and contracts should be investigated

at this point.

- A further two ‘Letters of Concern’ in a term will mean that the teacher will organise a four way meeting which

includes the Administration. A student behaviour management plan will be developed.

PLAYGROUND URGENT ASSIST – IMMEDIATE RED – ADMINISTRATION REFERRAL

A student displays severe or extreme behaviour.

Actions:

- Ensure the safety of all students and staff.

- Ask a student or staff member to take an ‘URGENT ASSIST’ card to the Administration.

- Once the student has been removed and/or attended to, complete a ‘Letter of Concern’ and send this to the

Administration for investigation purposes.


- The Administration may complete a follow up investigation asking for more details from staff and students.

- The Administration team will advise of further action in line with school withdrawal and suspension processes.

- The Administration will make immediate contact with the parents.



- The student will be required to complete a re-entry meeting with the parent and a member of the Administration

if a suspension from school is incurred.

- The student may no longer be eligible to attend excursions, camps or end of year activities if a suspension is

incurred.

social learning, behaviour management and pastoral care -...

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