Behaviour Management Plan & Procedures
Purpose
The purpose of this Behaviour Management Policy is to foster a safe, supportive, and productive learning environment for all students at Mukinbudin District High School. The policy is designed to promote positive behaviour, respect, responsibility, and self-regulation, ensuring every student has the opportunity to achieve their best academically and socially.
Mukinbudin District High School is committed to encouraging respectful, responsible, and safe behaviour in all aspects of school life. Our approach to behaviour management is based on the principles of:
- Prevention of misbehaviour through proactive strategies
- Reinforcement of positive behaviour
- Intervention and support when behaviour issues arise
- Clear communication of expectations and consequences
Guiding Principles
Respect for All
We expect students to show respect to themselves, their peers, staff, and the school environment.
Accountability
Students will be held accountable for their actions and the impact they have on others.
Restorative Practices
When behaviour issues arise, the focus will be on restorative practices that allow students to reflect, make amends, and reintegrate into the school community positively. High risk behaviours will have administration included in the restorative process.
Consistency
The school will consistently apply the behaviour management procedures, ensuring fairness and equity for all students.
Strategies for Promoting Positive Behaviour
- Clear Expectations: At the beginning of each year and during induction, students will be informed of the school’s expectations regarding behaviour, including respect for others, responsibility for their actions, and safety. As a PBS school we have explicit lessons each week focusing on appropriate expected behaviour.
- Positive Reinforcement: Acknowledging and rewarding positive behaviour through various channels such as verbal praise, PBS tokens and visits to the office.
- Engagement in Learning: Providing engaging and relevant learning experiences to minimize disengagement and disruptive behaviour
- Parent and Community Engagement: Actively involving parents and the local community in promoting positive behaviour and addressing any concerns.
- BUZ: Build Up Zone lessons facilitated by chaplain. Updates in newsletters, social media posts from ‘The Chaplains Desk’.
Incentives for Positive Behaviour
Students who demonstrate positive behaviour aligned with the school’s PBS values of Citizenship, Achievement, Respect, and Engagement will be recognised and rewarded in the following ways:
Citizenship
Positive Contributions: Students who show outstanding citizenship by contributing positively to the school community, supporting their peers, and taking responsibility for their actions will receive recognition.
Achievement
Excellence in Learning: Students who demonstrate sustained effort and high achievement in their academic work will be acknowledged.
Respect
Demonstrating Respect: Students who consistently demonstrate respect towards others, including peers, staff, and the school environment, will be celebrated.
Engagement
Active Participation: Students who actively engage in their learning, school activities, and community events will be encouraged.
Acknowledgement and recognition of demonstration of these behaviours will be by way of, but not limited to, class rewards, whole school rewards, merit certificates, Seesaw posts and Compass notifications.
These incentives aim to reinforce the school’s PBS values and encourage students to continue making positive contributions to the school community.
Intervention and Support
- Classroom Management Strategies (low key responses)
- Verbal Warning: A conversation between the student and the teacher or staff member to address the behaviour and encourage improvement.
- Reflection Time: The student may be required to take time to reflect on their behaviour, either alone or in a designated area.
- Restorative Actions: The student may be asked to take part in a restorative meeting with the affected parties (e.g., peers, teachers) to discuss the impact of their behaviour and ways to make amends.
- Parent/Guardian Contact: Parents or guardians will be contacted to discuss the student’s behaviour and collaboratively develop strategies for improvement.
- Behavioural Support Plan: For students with recurring behaviour issues, a tailored support plan may be developed, involving input from relevant school staff, parents, and support agencies at the discretion of administration staff.
- Flow chart Appendix A
Consequences for Misbehaviour
Consequences will be fair and proportionate to the behaviour and aim to support the student’s development:
- Loss of Privileges: Restrictions on certain privileges, such as break times, excursions/incursions, or leadership roles
- Suspension: For serious or repeated misbehaviour, a short-term suspension may be issued. The student must meet with a staff member to discuss reintegration before returning to school
- Exclusion: In extreme cases, where all other interventions have been exhausted, exclusion may be considered as a last resort
