Positive Behaviour for Learning and Restorative Justice

At John Paul II High School we prefer to focus our attention on the positives that we observe the students doing, rather than the negatives. We employ a values based system so matching that along side a PB4L framework produces better student teacher relationships and therefore more positive outcomes.

 

Reward System for Positive Behaviour

Below is a list of the PB4L systems we have at John Paul II High School. They are designed to capture all areas of student life at school where they can contribute in a positive way to the learning environment for all.

Gold Awards

A Gold Award is presented by a teacher to a student who performs Above their Normal Level of Performance. In addition, it is not uncommon for teachers to recognise the consistent performance of some of their students in this way. A gold award may also be given for one-off actions worthy of praise. Gold awards are recorded in Recognitions on KAMAR by the issuing staff member.

Recipients of Gold Awards have their names put into a lucky draw held each Friday.   The winner receives a $5.00 canteen credit to spend how they wish. The list of those entered in the draw will be printed by the office staff on Friday and will include any student whose Gold Award was entered on to Kamar from Friday of the previous week until Thursday of the current week.

When a student has 5 gold awards, the student takes them to the office who checks on Kamar that the awards are genuine, countersigns on the back of each card and enters a Gold Merit Certificate in Awards on Kamar. This certificate entitles the student to have a mufti day with up to 4 nominated friends. The Gold Merit Certificate will be presented to the student at huihuinga (assembly). If the student wishes to use the certificate for a mufti day, the student must take the certificate to the Principal’s PA who will check with the DP that the proposed date is suitable. The Gold Merit Certificate is signed on the back, to show that it has been “cashed-in”, and returned to the student. On the day of the mufti, the Principal’s PA   will enter, on the staff daily notices, the names of the students involved. Alternatively, a student may retain the Gold Merit certificate. With two certificates the student may cash them in at the office for a single movie pass. Once again, “Cashed-in” certificates must be signed on the back by the person issuing the movie pass.

PB4L Awards

PB4L (Positive Behaviour for Learning) Awards are the instant awards given in and out of class by teachers who observe positive behaviour. The teacher gives a signed chit to the student who puts it in the box at the office. A draw happens at huihuinga (assembly) where the student can choose one item from the box of prizes.

Good Stuff Awards

At the end of each term, teachers are asked to nominate at least one but no more than five students from each of their classes to receive a Good Stuff Award. The students nominated are those who have applied themselves consistently throughout the term showing commitment, consideration and cooperation. These awards are entered on Kamar through the Markbook, Profile tab. The office staff can then print off a complete list and print the certificates ready for issuing to the students by the whānau teachers.

A Special Character ‘Good Stuff’ award is available to be issued by each teacher for each of their classes (maximum three per class). A teacher may choose not to award them.

 

Weekly Notes

A new initiative from Semester 2 2018, Weekly Notes is designed to ensure that the whole community surrounding each student is kept aware of their attitude to learning and progress at school. Parents will be made aware in “real time” of how their sons and daughters are working in their classes. The subject teacher, Dean and Pastoral Care staff will be able to track and support those students who are not reaching expectations.

Weekly Notes also supports students in their personal goal setting and monitoring of how things are progressing. Each student is asked to be conscious of the two Key Competencies of Managing Self and Relating to Others.

By using Weekly Notes we hope;

  • To encourage subject teachers to think about our individual students regularly.
  • To encourage us to hold discussions about effort with individual students.
  • To encourage students who are making a very good effort.
  • To be proactive in dealing with individual students whose efforts are poor or in decline.

 

As a general guide, a Weekly Note of 2.5 is regarded as satisfactory.

1= Rarely – Negative, Disruptive, Consistently Late, Disorganised, Unprepared, Uncooperative

2= Sometimes – Inconsistent, Late, Unmotivated, Erratic, Often Unprepared

3= Mostly – Generally on Time, Makes Ordinary Effort, Meets Basic Requirements

4= Always – Punctual, Enthusiastic, Participates Willingly, Positive, Prepared, Organised, Cooperative

 

Students who are maximising their learning opportunities should be scoring in the 3-4 range consistently

Weekly Notes will be emailed out to parents, caregivers and students on a Friday.

 

Restorative Justice

The following system has been implemented specifically for students who repeatedly disrupt lessons and it is not designed to be used for infrequent offenders or serious offenders. It is designed to use good restorative practices in such a way that will encourage positive change in behaviour. The key to its success is the global and consistent nature in which every teacher uses this system with uniformity. We request that parents and care givers support the school with this process.

Procedure

If a student continues to misbehave in class the teacher is to follow these steps;

  1. Restorative chat – an informal one on one chat with the student to modify the behaviour
  2. At any stage ring home for parental support
  3. Inform the whānau teacher by entering details in KAMAR
  4. Refer the student to the HOD with a note and work to carry on with – student to sit at the back on HOD’s lesson where possible. Where HOD is not available, another senior teacher may be referred to. Enter details into KAMAR.
  5. Three way restorative conference involving the teacher, student and Dean or whānau teacher – details to be entered into KAMAR
  6. Refer to SMT – with full set of details already in KAMAR

Daily Report System

This is a period by period, day by day record of behaviour targeting specific areas as identified by subject teachers who have experienced sustained difficulties with a student.  Such reports are presented to parents each evening for discussion and are signed by them.  Attainable goals are set in consultation with the student and may lead to detentions or isolation in the event that these goals are not met.  However, daily reports provide valuable information for targeting areas for counselling and also allow the students to monitor and control their own behaviour and consequently to modify such behaviour to avoid punitive actions.  In addition, favourable and positive comments given by teachers can turn daily reports into a worthwhile experience for those students using them.

It is not uncommon for students who have had daily reports imposed on them to request a return to them some time after they had previously earned their way off them.  An essential element of this system involves the counselling carried out by the Dean during their regular meetings with the student concerned for the purposes of discussing the outcomes of the daily reporting procedure.  In some cases, Dean may refer these students to the AP/DP or for additional counselling with the school counsellor.

Guidance Counselling

Guidance Counselling is available to all students and counselling sessions may be student-actioned or teacher referred.  The school Guidance Counsellor has limited time (8 hours/week) and so it is important to realise that all teachers have a role to play in this area.  Form Teachers must be available to counsel their students if approached by them but, where patterns of negative behaviour have been observed, then the Form Teacher must be notified and will be expected to begin methods to modify such behaviour.  Part of the overall pastoral care provided in this school allows any teacher to provide counselling where they consider that it may be advantageous to the student and all staff members may be approached by students for this purpose. Please remember the team approach and inform senior management of any difficulties being faced by students.

Incident reports

The details of any major incidents which occur in the school must be recorded on the incident report forms and handed to a senior member of staff for investigation.  After processing, these forms will be placed in the appropriate student’s file and details entered into KAMAR.

Stand-downs and Suspension

In accordance with the Education Act 1989 (Section 14), the Principal may stand-down or suspend a student if satisfied on reasonable grounds that:

  • The student’s gross misconduct or continual disobedience is a harmful or dangerous example to other students at the school; or
  • Because of the student’s behaviour, it is likely that the student, or other students at the school, will be seriously harmed if the student is not stood-down or suspended for an unspecified period.

Stand-downs

A stand-down may be for one or more days, however:

  • The period or periods of stand down may not exceed 5 school days in any one term
  • A student may be stood-down more than once in the same year but not for more than 10 school days in total that calendar year.
  • The principal may lift the stand-down at any time before it is due to expire.

Contracts

These are generally used for more serious offences where the student’s continued presence at the school becomes conditional upon terms agreed to by the student, parents and the Principal where it may be the last step before the student is faced with possible suspension for a specified period or as a condition placed on the lifting of a suspension for an unspecified period by the B.O.T.