The following approach has been implemented specifically for students who repeatedly disrupt lessons, it is not designed to be used for infrequent or serious behavioural challenges. 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 applies this system. Parent and caregiver support helps with positive restorative outcomes.
If a student continues to misbehave in class the teacher is to follow these steps;
- Restorative chat – an informal one on one chat with the student to support them to modify their behaviour
- At any stage ring home for parent support
- Inform the whānau teacher by entering details in KAMAR
- Refer the student to the HOD with a note and work to carry on with – student to sit at the back of HODs lesson where possible. Where HOD is not available, another senior teacher may be referred to. Enter details into KAMAR.
- Three-way restorative conference involving the teacher, student, and Dean or whānau teacher – details to be entered into KAMAR
- Refer to the senior leadership team (SLT) – with the 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 challenges with a student’s behaviour. 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 escalated interventions and support in the event that these goals are not met. Daily reports provide valuable information for targeting areas for counselling and also allow the students to monitor and control their own behaviour and modify it themsleves, to avoid punitive action. 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 to support them to monitor their behaviour to request a return to them sometime 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 for the purposes of discussing the outcomes of the daily reporting procedure. In some cases, the Dean may refer these students to a deputy principal or for additional school counselling.