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Gb Booklet Gb Booklet Document Transcript

  • GREEN BAY HIGH SCHOOL Managing Student Relationships STAFF MANUAL 2010 Name: 1
  • 2010 TERM DATES Term 1 Wednesday 27 January Year 13 course confirmation Thursday 28 January Year 12 course confirmation Friday 29 January Teacher only day Monday 1 February Auckland Anniversary Day Tuesday 2 February Year 9 students Wednesday 3 February Year 9 students Thursday 4 February Year 10-13 students Friday 5 February Full school Thursday 1 April End of term Term 2 Monday 19 April Beginning of term Friday 7 May Teacher Only Day Monday 7 June Queen’s Birthday Holiday Friday 2 July End of term Term 3 Monday 19 July Beginning of term Friday 20 August Mid term break Monday 23 August Teacher Only Day Friday 24 September End of term Term 4 Monday 11 October Beginning of term Monday 25 October Labour Day Friday 10 December End of school year MONDAY TO FRIDAY DAILY TIMES Period 1 8.40am – 9.40am Period 2 9.45am – 10.45am Form Period 10.45am – 11.05am Interval 11.05am – 11.25am Period 3 11.25am – 12.25pm Period 4 12.30pm – 1.30pm Lunch 1.30pm – 2.15pm Period 5 2.15pm – 3.15pm 2
  • INDEX Chapter One The Green Bay High School Student Management 3 Goal Chapter Two Restorative Practice is Relationship Management 5 Green Bay High School Classroom Expectations 7 Chapter Three Positive and Productive Classrooms 8 Chapter Four Curbing Low Level Classroom Behaviour – Bill 13 Rogers’ Strategies Chapter Five Encouraging Desirable Classroom Behaviour 16 Summary of the Classroom Process 17 Reflection Sheet and Guide 18 Chapter Six Restorative Approaches in the Grounds 21 Chapter Seven School Wide Rules 22 Appendix Communication 29 Compiled by the Restorative Practice Team at Green Bay High School, with acknowledgements to: Rosehill College, Opotiki College, Bill Rogers, Watchel/McCloud (2000) and Kevin Knight. 3
  • CHAPTER ONE THE GREEN BAY HIGH SCHOOL STUDENT MANAGEMENT GOAL Values: Our principles of behaviour. At Green Bay High School we aim to provide a positive and creative teaching and learning environment through developing positive relationships. At our school: • All students have a right to learn. • All teachers have a right to teach and learn. THIS IS NON-NEGOTIABLE. A positive teaching and learning environment is created when: • Positive relationships are developed between all members of our school community. By being affable to students inside and outside the classroom a foundation is put down for us to build on. • Restorative practices inside and outside the classroom put emphasis on students being accountable for any harm done. • Teachers develop skills that enable them to deal with the majority of issues within the classroom. This gives teachers an opportunity to develop “street cred” with our students. • Students are given the opportunity to make positive changes to their behaviour at every step in the RP process. • Adults in the school environment model respectful behaviours to help create a positive environment. 4
  • THE STUFF THAT MATTERS – THE GREEN BAY WAY Positive relationships When relationships are positive then the “stuff that matters” in a school is more likely to happen. Students will develop respect for themselves, their peers, their teachers and environment. Respect is reciprocal Our Gen Y students do not automatically respect. Refer to this podcast: http://breambaycollege.school.nz/RP_and_Gen_Y.htm Accentuate the positive. If we can “catch students being good” the language of the grounds and classrooms will become positive and reinforce the behaviours we want to see. Consequences for every behaviour If undesirable behaviours go unchallenged, they are more likely to be repeated. If desirable behaviours go unrecognised, they are less likely to be repeated. Attempt to produce a consequence for every significant behaviour you witness. Our responses should escalate as the level of student behaviour increases (either good or bad). Failing to scaffold our responses and ‘jumping’ to the higher levels immediately diminishes our options later. Staff working as a team When students witness staff utilising the student management approach co- operatively and harmoniously, we will enjoy a collective power that individually we can never possess. Support each other The RP team is a group of staff that have a belief in the system. They are all at different places in their RP skill level. 5
  • CHAPTER TWO RESTORATIVE PRACTICE IS RELATIONSHIP MANAGEMENT Through restorative practice, we aim to enhance relationships among students; and between students, teachers and parents. The principles of restorative practice in relation to our behaviour management system provide students at Green Bay High School opportunity to develop self-discipline and demonstrate positive behaviours in a caring and supportive environment. A positive school climate, in which young people feel connected, is the best environment for learning. (Refer pg 8 TNZC document). We want: • to be able to support students with making good decisions about their behaviour. • to promote, nurture and protect healthy relationships between all members of the community. • to enable students to be accountable for the real consequence of wrongdoing. The fundamental aim of our behaviour management system, and its practice, is for students to LEARN to be responsible for themselves and their actions. A restorative approach sees conflict or wrong-doing as an opportunity for students to learn about the consequences of their actions; to develop empathy with others; and allow the harm caused to be repaired. We do this by: • having high expectations and insisting upon consistent high standards of behaviour, and • providing high levels of support and care for individuals. Green Bay High School has high expectations of all of its community members. We expect students to be challenged when these are not met; enable them to correct their behaviour and to make amends to those affected. Students should perceive this approach as ‘firm, but fair’. Being ‘firm, but fair’ involves: • clearly articulating and reinforcing expectations • adhering to fair process in dealing with all cases of conflict and wrong doing • Recognising that wrong-doing causes harm to relationships, and that this harm must be repaired in order to move forward. Restorative principles are reflected in the top right panel of the Social Discipline window (Wachtel/McCold 2000) - holding students to high standards of behaviour while at the same time providing the support and encouragement necessary for them to meet these expectations. A restorative approach emphasises working with students to educate them in the correct behaviour. And, like all educative processes sometimes we have to ‘teach’ a concept several times before it is understood! 6
  • A restorative approach: • encourages students to appreciate the consequences of their actions for others • enables students to make amends where their actions have harmed others • requires students to be accountable for their actions • encourages respect for all concerned. The principles of restorative practice are reflected in the key competencies of the New Zealand Curriculum: • students who are competent thinkers …reflect on their own learning, draw on personal knowledge and intuitions, ask questions, and challenge the basis of assumptions and perceptions. • students who manage themselves are…..resourceful, reliable and resilient. They establish personal goals, make plans, manage projects, and set high standards. They have strategies for meeting challenges. They know when to lead, when to follow, and when and how to act independently. • relating to others is about interacting effectively with a diverse range of people in a range of contexts. This competency includes the ability to listen actively, recognise different points of view, negotiate and share ideas. Students who relate well to others are open to new learning and able to take different roles in different situations. They are aware of how their words and actions affect others. • students who participate and contribute in communities have a sense of belonging and confidence…….they understand the importance of …..roles and responsibilities and of contributing to the quality and sustainability of social, cultural….environments . High TO WITH Punitive Restorative authoritarian co-operative stigmatising collaborative problem solving responsibility Structure/Limit Neglectful Permissive rescuing excusing reasoning NOT FOR Low Support High 7
  • GREEN BAY HIGH SCHOOL CLASSROOM EXPECTATIONS This high school expects each student to allow – • other students to learn. • and teachers to teach and learn. NOTHING ELSE IS ACCEPTABLE. THESE EXPECTATIONS ARE TO HELP YOU AND OTHER STUDENTS ENJOY LEARNING. Punctuality: • Arrive before the second bell and settle ready to work. • Line up and wait outside the room, if that is what is expected. Seating: • Go to the seat where the teacher tells you, without argument or comment. • Put your bag on the floor, or at the place where the teacher asks. • Remain in your seat unless permitted to move by the teacher. • If working in groups, stay with your group. Equipment: • Have all appropriate gear ready for use at the start of each lesson as directed by the teacher. • Folders and exercise books must be named but without tagging or unpleasant decorations. • In labs, workshops, computer and other specialist rooms only use what you are told to use and handle all equipment with care. Routines: • Put up a hand to show you have a question or an answer. • Wait until the teacher asks for the answer or question. • Start or stop work as requested. • Listen to students who should be speaking to the class. • Remember to go to the toilet or get a drink between classes, as you will not be permitted to do so during class time. • Chew gum, eating or drinking is not permitted during class time. • Remember that appointments need to be made in order to see Guidance staff and Deans. You can make appointments at interval or lunchtime. • If an unusual bell/alarm sounds, wait for the teacher’s instructions on what to do. • Wait until the teacher instructs you to pack up and to leave. If asked to stay behind to speak with the teacher, stay. Manners: • Treat other people with respect – teachers, teacher aides, other staff, and students. Consequences: • Accept the consequences of your actions. • If you have concerns, speak with your teacher, then if need be see your Dean at an appropriate time. 8
  • CHAPTER THREE POSITIVE AND PRODUCTIVE CLASSROOMS The Teacher’s Role The overwhelming evidence is that our classroom environments set the tone for learning. An orderly and settled environment is not a luxury but a necessity for students to apply their minds creatively and productively. It is the teacher’s role to set the tone. Arrival to class Staff would assert control over ‘their’ teaching environment by: • Modelling punctual behaviour. • Lining juniors up outside the class before entering and remind them: o Phones / iPods should be put away. o Chewing gum in the bin. o Guitars / rugby balls, etc. in a “safe teacher space”. o Check uniform/uniform passes. Students without a pass should be sent directly to student services. • Smiling and greeting students as they enter the class. • Engaging in short conversations with students, “How’s your day?”, “What have you done to your arm?”, “How did your netball go yesterday?” This is valuable ‘relationship credit’ for future dealings with students. First Activities In Productive classrooms: •Students sit where they can best learn – unless directed by the teacher to move (e.g. seating plan). •Start the lesson with a planned activity. This ensures that the first action of students who enter your room is to carry out a learning activity which requires no distraction. •Teachers share their Learning Intentions and Success Criteria with the class and refer to them throughout the lesson. Clear learning outcomes help students to place learning in context, which is a key element in student motivation. Noise Levels In Productive classrooms, teachers: •Will take responsibility for managing the noise levels in their learning environment. •Think and act in terms of using two different class states – Full Attention Mode and Working Mode (developed by Kevin Knight). State clearly which mode the class should be operating at. •Then tell students when there is a transition from one mode to another – having a non-verbal signal can be useful. •Could develop a clearly understood repertoire of non-verbal signals – this will help avoid the teacher’s voice being constant background ‘static’ for students. 9
  • FULL ATTENTION MODE WORKING MODE The formal time in class Anything that is not Full Attention. Everyone is focussed on the one spot – Students can be: usually the teacher but sometimes a • Working at their desks with student or a video, etc. productive chat. • Working on a group task,etc (Courtesy of Kevin Knight – an experienced NZ teacher educator.) Lesson Structure Lesson Structure In Productive classrooms, teachers: • Make overt links to the NZ Curriculum, prior learning and the course assessment structure that shows the context of the current lesson. • Set work at an appropriate level for the ability of the class (academic and social). Use appropriate data to inform in the decision-making process. • Are prepared – have resources in the room so that you are not required to leave students unattended. • Have the lesson ‘chunked’ – several distinct activities within the hour that offers productive stimulation. Each of the elements could have a different focus – individual vs. group, written vs. oral, etc. • Create as many opportunities for feedback and feed forward as possible – this may be teacher, peer or self driven. • Make time for homework to be reviewed and discussed – as such it becomes an integral part of the lesson rather than an ‘add on’. • Set relevant and achievable homework – give the due date and insist that the homework is recorded. Teacher Focus In Productive classrooms, teachers: • Circulate the classroom making sure everyone is on task and assist students requiring help. • Create ‘legitimate’ opportunities for students to move – 60 minutes is a long time for students to sit continually in their seats, wherever possible. • Work by the rule “Praise publicly – Criticise privately”. If a student needs to be sanctioned, attempt to do so in a manner that will encourage reciprocated respect. • Recognise and reward desired behaviours. • Develop a fair, firm and consistent menu of consequences for students not completing work they are capable of. • Maintain provision of relevant and supervised activities until the end of the lesson. Consequences In Productive classrooms, teachers: • Keep a balance towards the positive in their dealings with students – even when it is difficult. This will encourage a healthy classroom culture. • Use Bill Rogers strategies at the earliest signs of student misbehaviour (see following section). They are intentionally low-intrusive and will create 10
  • possibilities for behaviour change without damaging teacher / student relationships. • Use the whiteboard, to indicate both formal rewards and formal warnings. Lesson Review In Productive classrooms, teachers: • Review the lesson and check Success Criteria, which will consolidate their learning and provide a focus for the next day. Orderly Release Staff would assert control over ‘their’ teaching environment by: • Ensuring that the ‘pack up’ is under teacher instructions – not student initiated. • Providing sufficient time for students to pack up their own gear and tidy the classroom before the first bell. • Release students as soon after the first bell as reasonably possible – but never before. 11
  • RELAXED VIGILANCE AND SLIGHTLY RELAXED VIGILIANCE From Opotiki College Relaxed Vigilance Relaxed vigilance strategies are strategies are those that are delivered in a low key way, and virtually unnoticed by other students. They are brief, subtle reminders of expectations. Many of the most effective are non-verbal, such as: • Eye contact • Moving near the student • Facial expressions • Gesture • Student name Slightly Less Relaxed Vigilance These strategies are used to give assertive verbal messages when unacceptable behaviour persists and should follow these guidelines: • Commands are appropriately supported by non-verbal actions (e.g. by held up open hand, keeping one metre away). • Calm, clear, matter-of-fact tone. • If possible deliver the message privately (a quiet voice can achieve this). • Keep your focus on the primary behaviour and do not allow the student to move you onto side issues or to get into a public argument. (There are several scripted formula that teachers can practice together such as those developed by Bill Rogers, some of which are contained in this manual.) The Mini Chat This occurs after slightly less relaxed vigilance has been tried but is unsuccessful. You may have removed the student to another room and they have returned to give you their green slip, or the student may have remained in the room, but you have asked to speak to them at the end of the lesson. The mini chat is a private conversation with no audience. Part on good terms – e.g. “Have a good day!” Mini Chat Questions 1. What happened? (Tell the story) - What were you thinking of at the time? - What have you thought about since? - What did you have control over? - If there was a video camera on the wall, what would it have seen? 2. Who do you think has been affected? (Explore the harm) - What else might need to happen? - How will this help? Tell me more about this. - When can this happen? - What exactly are you saying sorry for? 3. What do you need to do to put things right? (Repair the harm) - Who else has been affected? - In what ways? 12
  • - Was this fair or unfair? - Was this the right or wrong thing to do? - Tell me more about that… 4. How can we make sure this doesn’t happen again? (Move forward) - What do you need to stop doing, stay doing, start doing? - What are you goals to help you move forward? - What are you going to do to meet these goals? - What other support do you need? Behaviour Management Tips For Classrooms • Be an expert with “relaxed vigilance”. • Be an even better expert with “slightly less relaxed vigilance”. • Be the best there can be with “mini chats”. 13
  • CHAPTER FOUR CURBING LOW-LEVEL CLASSROOM MISBEHAVIOURS – BILL ROGERS’ STRATEGIES Adapted from the Rosehill College Classroom Respect Procedures Manual The Australian behaviour specialist Bill Rogers has produced a wealth of teacher strategies that have been successfully used in many New Zealand schools for years. Their strength lies in the capacity of these approaches to encourage a shift in student mentality towards their behaviour choices – but without teachers being asked to employ confrontational behaviours that could escalate tension. As such, Bill Rogers’ strategies are an inherent part of Restorative Practice, and form a crucial step in our student management process. The following strategies intentionally aim to minimise drawing attention to misbehaviour, and they place the responsibility for the behaviour back on the student. In this way they show consideration and respect and encourage personal responsibility. STRATEGY ONE: • Make EYE CONTACT with students who are off-task. STRATEGY TWO: • MOVE NEAR to students who are misbehaving, establish brief EYE CONTACT and say nothing. STRATEGY THREE: • Check misbehaviour with FACIAL EXPRESSION e.g. a very slight shake of the head, a frown (NOT a long-suffering look). STRATEGY FOUR: • USE GESTURES. Palm out = stop. Finger to lips = quiet. STRATEGY FIVE: • Call the student’s NAME. The following strategies are used to give assertive verbal messages when unacceptable behaviour persists. If possible, deliver the messages privately by speaking quietly to the student or taking the student aside. • Keep your focus on the primary misbehaviour and do not allow the student to move you on to side issues or get you into public arguments. STRATEGY ONE: “I” MESSAGES Key word: “I want” Example: “I want you to look this way now, thanks.” 14
  • STRATEGY TWO: EXPECTATION Key word: “Thanks” Explanation: ‘Thanks’ communicates expectation, rather than ‘please’ which is a request. Example: “Maybe you were, but I want you to go back to your seat now, thanks” – then move away as this reinforces your expectation of compliance. STRATEGY THREE: BROKEN RECORD Explanation: State clearly what you want and if the student argues back continue to calmly focus on the initial request. The more upset the student becomes the calmer you must become to diffuse the student’s anger. The broken record should be repeated a maximum of three times. If the student continues to argue move through the strategies. Example: “I want you to return to your seat and complete your work…” “… I want you to return to your seat thanks.” STRATEGY FOUR: PARTAL AGREEMENT Key word: “Maybe but…” “Good but…” “You’re right but…” Explanation: You tune into or acknowledge that you have heard the side issue raised by the student but you have retained your focus on the primary behaviour. Example: “Back to your seat thanks.” “I was just discussing my work.” “Maybe you were, but I want you to go back to your seat now thanks.” “You can’t make me move.” “You’re right but I want you to go back to your seat now thanks.” STRATEGY FIVE: RULE REMINDERS Key words: “You know our rule about…” Explanation: The teacher refers to established class rules to remind students about acceptable behaviour. The word ‘our’ is inclusive and it is not worded as a question, so there is no opportunity for debate. Also explain why the rule is important or necessary. Example: “You know our rule about listening to others. Use it now thanks.” STRATEGY SIX: LIMITED CHOICES Key word: “Or” Explanation: Limited choices avoid confrontation by providing the student with some limited control. If there is some argument then the broken record is used. There should be no threat or sarcasm. Example: “I want you to put the magazine in your bag or on my desk.” “Do you want to go back to your desk or sit at this one by me?” STRATEGY SEVEN: DIRECT QUESTIONS Key words: “What…” followed by “You are… What are you supposed to be doing?” Explanation: Use the broken record with the second question if the student attempts to bring in side issues. Example: “What are you doing?” (“Nothing.”) “You are out of your seat talking to… What are you supposed to be doing?” 15
  • STRATEGY EIGHT: CHOSEN CONSEQUENCES Key words: “If you choose…..” “You will be choosing…..” Explanation: This emphasizes that the consequences are the student’s choice and effectively acts as a last warning. Example: “If you choose to leave your seat again then you will be choosing to be put in another seat.” “If you choose to continue talking, you will be choosing to be put in another seat.” 16
  • CHAPTER FIVE ENCOURAGING DESIRABLE CLASSROOM BEHAVIOUR To build a positive classroom environment and relationships with students, rewards are an effective way to acknowledge the types of behaviors you want to see in your classroom. This is true of ALL year levels. It is important to be consistent and fair when giving rewards so they are given credibility. Below are as series of classroom and school wide rewards that a teacher may choose to use: Praise Postcards These are cards sent home by individual teachers to acknowledge good work and/or positive classroom behaviour. How? Either fill in an orange form (available from student reception) or email Claire (claire.manukia@greenbayhigh.school.nz) with the following: Reward Tickets These are available from student reception. Teachers are encouraged to give these when they observe good behaviour in any setting (e.g. students picking up litter without being asked). These tickets should be signed and dated by the teacher. Once a student has been given a reward ticket, they hand them into student services where they are placed in a box to be drawn out for one of five prizes at end term assembly. Principal’s Reward Email the names of exceptional student achievements to the relevant Dean. They will then arrange for the Principal to meet with the student. 17
  • SUMMARY OF THE CLASSROOM PROCESS POSITIVE CLASSROOM ENVIRONMENT EFFECTIVE TEACHING STRATEGIES + A LOW LEVEL BILL ROGERS STRATEGIES (Refer to Chapter Four)  FORMAL WARNINGS B e.g. student warned verbally, student’s name written on board, student moved to another place in the classroom.  REFLECTION SHEET COMPLETED IN CLASS  C Conversation with subject teacher and student organised by teacher and held.  STUDENT SENT WITH REFLECTION SHEET TO SENIOR CLASS D Conversation with subject teacher and student organised by teacher, and conversation held.  RESTORATIVE PROCESS NOT SATISFACTORY Refer to dean, who will, where applicable: - Collate a Frank but Fair on student E - Conduct a meeting between teacher and student - Meet with the student and their family - Place student on a daily report  SMT INTERVENTION Deans refer to student to SMT if interventions not F successful. 18
  • CLASSROOM RESTORATIVE REFLECTION SHEET Student:______________________________________________ Period:_____ Year Level:____ Teacher:_________________ Subject:___________________ Date:__________ Teacher: tick the repeated misconduct. What did the student do repeatedly? Lateness to class Off-task disruptive Bullying Mocking of other students talking Not seated where Lack of equipment Throwing items Argumentative or talking directed back Not attempting Food/drink/gum in class Refusal to follow Non permitted work teacher direction equipment/items visible in class Other: If sent to a senior class: Time sent: _________ Room: ______ Restorative Meeting Time: _______________ Student’s reflection on the behaviour The following questions must be completed by the student during this reflection time. What did you do to get given this sheet? What should you have been doing? You chose to do that. What were you thinking or what made you choose to do that? By doing that, who has been harmed or disrupted? How have these people been harmed or disrupted? How do you feel about your choice of behaviour now? The restorative conversation with your teacher is your best chance to make things right. What are you going to do to put this situation right? Did the restorative conversation held between student and classroom teacher reach a satisfactory outcome? If YES, both teacher and student sign. Teacher: ______________________ Student: ______________________ OTHERWISE FOLLOW UP BY TEACHER REQUIRED 19 Student Reception: Entered on KAMAR 
  • GUIDE TO THE REFLECTION SHEET PROCESS Issuing of reflective sheet – after effective warnings have been given This must only be used after all previous steps in the process have been fulfilled to completion. If so, the student in question should have been warned several times about their harmful behaviour (including use of their name on the whiteboard, where appropriate) and small level consequences (such as moving seat) will already have been dispensed. The reflection sheet is the initiation for the student to have to account for their behaviour both in written and verbal form. For the student to attend to this as we wish, it is important that the teacher use respectful and professional conduct as this is done – staff should monitor their own tone and volume as they talk students through the process. Filling in the sheet – teacher responsibilities • Fill in the top section of the sheet specifically, as this information is often used by Deans and SMT. This top section also gives the student an insight into the behaviour they were exhibiting that was harming others. • Initially this sheet is to be completed in the classroom. The student could be asked to sit in isolation when filling it out. Refer students to the Summary of the Classroom Process on the back of the reflection sheet, to show them where they are in the process. • Students should know that if they fail to fill in the reflection sheet properly, they will be withdrawn to a senior room in the first instance, and then referred to the dean if necessary. • For some students, being asked to account for their actions may be a rare challenge and may require some assistance from the teacher to think their way through the questions. If you have time, assist them in class. If not, or if the students are sent to a senior room, help them through the questions they have struggled with when they return to you at your stipulated meeting time. When the student returns – discussion of the reflection sheet • If the class activity permits it, it may be possible to hold the restorative meeting at the back of the classroom towards the end of the lesson, or quickly between bells. More likely it will be necessary to hold the meeting at a later time in the day, but before the next lesson (such as at interval or lunchtime on that day). Fill in an appointment time card and give to the student. The stance that is required by teachers during the meeting is: 1. The behaviour is the problem – not the student. 2. The behaviour is a problem because it is hurting others. 3. The student is not required to be punished – but is required to do something(s) that can rectify the harm done. • One of the first commitments that the student needs to make is to stop the harmful behaviour immediately. More than an apology is required in most circumstances. • For example: producing a letter for parents or students harmed, tidying a classroom area or taking leadership the following day in the classroom are all examples of possible means of restoration. Once the agreement has been co-signed by teacher and student, the reflection sheet needs to be placed in the in-tray in student reception. If the restorative conversation does not reach a satisfactory outcome then follow up with level Dean. 20
  • RESTORATIVE REFLECTION SHEET – TIP SHEET When you meet with the student, refer to your ‘Restorative Conversation Card’ to prompt them into a discussion about the incident. You can also refer to this page for further questions. “What did you do to get given this sheet?” “How did you get to be given this sheet?” “What were you supposed to be doing?” “What did you choose to do instead?” This question(s) has a major role as a conversation ‘starter’ for the teacher and student. You may hear excuses during their explanation but rather than directly challenging those excuses, direct the student back to the strict facts that are unarguable. Maintain a neutral tone at this early stage of the conversation as an indicator to the student that you wish to address the wrong-doing in a fair and rational manner. “You chose to do that. What were you thinking?” This is often a difficult question for the student to answer – usually because the student had employed little or no forethought. This question can also reveal to the student a careless or selfish motivation that they had never dwelt upon before. “By doing that who has been harmed?” Students will usually identify the most obvious victim(s) quite quickly but may not recognise some of the secondary victims. You will probably have to patiently ‘nudge’ the student to identify all the people who have been harmed by their actions. Ironically, students rarely identify with themselves as a victim of their own behaviour – which they are. “How have these people been harmed?” Once the student has managed to identify the people affected, they usually have less trouble recognising the ways that they may have harmed people. However, students often will name negative effects within the classroom context without recognising that victims can carry the harm throughout the day or even take it home. “How do you feel about your choice of behaviour now?” This question is best delivered in a calm and supportive tone – this is not a time to gloat at the student’s earlier stupidity! If the student begins to acknowledge the depth of their wrong-doing, do not minimise their mistake or moralise – allow the student so speak. Acknowledge their sincerity if possible. “What are you going to do to put the situation right?” Once again, this question is best delivered in a supportive rather than accusatory tone. It is preferable that students reach their own conclusions on this – because it is more likely that they will meet their own promises. Students can sometimes be more ruthless upon themselves at this part of the process than staff would be – your role here may be to dissuade the student from unrealistic commitments and to guide them towards a restorative act that best matches their ‘offence.’ Check that the commitment made by the student is recorded at the bottom of the reflection sheet. It is good at this point to quickly review details such as time frames for the commitment. What happens if all doesn’t work? If the restorative process breaks down, our standard consequences, e.g. detentions, will still apply. In the end, restorative practice is not about minimising our stand down rate, but rather creating a positive school environment where teachers feel confident about dealing with disciplinary issues, and students as a whole feel like a valued part of our school. SERIOUS CLAUSE If students exhibit dangerous behaviour please send them directly to the dean on duty, no matter what the circumstances. If necessary, send a student to the office or phone Robyn or Claire on 234. 21
  • CHAPTER SIX RESTORATIVE APPROACHES IN THE GROUNDS This is a little more difficult due to the fact a staff member may not actually know the student whom he/she is dealing with. Nevertheless, although the teacher and student may not know each other, there is always opportunity to use restorative language when staff are ‘challenging’ harmful behaviour; using a restorative-style chat will increase the likelihood of a successful conclusion, and will be consistent with the restorative approach used throughout the other areas of the school. Below is an example conversation, based on the scenario of a student throwing rubbish: T: Hello there – My name is Mr. Brown. What is your name please….? S: Jeremy. T: Good morning, Jeremy. Green Bay High School, much like the rest of the known world, has very clear expectations about what we do with rubbish. What did you just do with your rubbish? S: I dropped a sandwich. T: Dropped a sandwich, Jeremy?!! I am sure you meant that you threw the sandwich… is that fair?? S: Yes – I guess so. T: Whose day are you going to affect by throwing food around? S: I guess… other students… maybe the cleaners? T: Yes, certainly other students. I also know many staff who would be revolted to see your sandwich stuck to the wall. And the cleaners are busy enough without you giving them more to do. What are you going to do about this situation? S: I could clean it up?? T: That’s a start. You can show that you really do care about your own school by cleaning up over here too (pointing). I will back in about 10 minutes. If the whole area is clear I will leave it at that. If it isn’t, we’ll have to take a trip to your Dean. Is that fair? S: Yes…I’ll do it... 22
  • CHAPTER SEVEN SCHOOL WIDE RULES AS PER STUDENT HANDBOOK ABSENCES If a student is absent from school for reasons of ill health, family emergency or bereavement, a signed and dated note from the parent/guardian must be brought with the student on their return to school explaining the absence. In some situations, a medical certificate may also be required. A parent/guardian may also use the attendance hot line (extension 217) to notify the school of an absence, at which stage a signed and dated note from the parent/guardian is not required. However, a medical certificate may be required. Green Bay High School uses a daily text message and email system to parents and caregivers informing them of unexplained non-attendance. ACCOUNTS and PAYMENTS Students may only pay accounts and payments before school, at morning interval or lunchtime, or after school (i.e. not during class time). EFTPOS is available. The Accounts office is situated at the end of the Deans’ corridor in the administration block. BEHAVIOUR MANAGEMENT Management of student behaviour reflects the principles of restorative practice. This means that all members of our school community aim to be responsible for themselves and their actions. A restorative approach ensures that people learn about the consequences of their actions, develop empathy for others and seek to repair damage they have caused. BUSES Students travelling to and from school on a bus must have completed and signed (along with parent/caregiver) the bus agreement form on enrolment. Any student who makes the journey unsafe for any other student may forfeit their right to travel on the bus. Information about bus routes and costs can be obtained from the school office. CAREERS CENTRE Green Bay High School offers a full and extensive careers service. The Careers Centre is situated in the E Block courtyard. It is open from 9am – 3.15pm daily, and all students are invited to make an appointment with one of the careers staff. CARS and CARPARKING The school car park is for staff and visitor parking. All students intending to drive a vehicle to school must complete a Permission to Drive to School form. This form can be obtained from student services. Students given permission to bring a motor vehicle to school are not permitted to carry passengers. CELLPHONES Cell phones or any other electronic devices must be turned off and kept in school bags during class time. If these items are seen or heard during class, they will be confiscated. A letter will be sent home to parents/guardians informing them, and the item will only be returned to a parent or guardian. The school will not accept responsibility for the theft or loss of such items. Misuse of cell phones to convey abusive or malicious messages is a serious discipline issue. CLASSROOM SUPPORT Students who have been identified as requiring additional support in the classroom will have this resource made available to them. The school is fortunate to have a number of trained and 23
  • experienced teacher aides who support students in the classroom or with individual programmes dealing with specific learning needs. Reader/writer assistance for assessment and examination situations is arranged as required. Michelle Whittaker is responsible for our support programmes, and operates from C8. CONTACT DETAILS If a student has any changes to address or phone numbers (home, work or emergency contacts), they must notify student services either in person, or ask parents or caregivers to contact the school as soon as possible. Student service extensions are 234 or 253. It is most important that our school database is kept up to date and accurate. DAILY NOTICES Students must have written permission (Dean or Senior Management) to write a daily notice, it must be handed into student services by 1.30pm for inclusion the next day. DETENTION SYSTEM Individual staff and departments are responsible for their own lunch detentions. After school Deans’ detentions are held in D4 from 3.15pm until 4.15pm Tuesday and Thursday. Senior Managers’ detentions are held in D4 from 3.15pm until 5pm on Friday. Principal’s detentions are held on Saturdays, and during school holidays as required. Students are given notice about detentions, and are expected to complete when directed. DRUG DETECTION Association with, use or possession of illicit drugs at school is regarded as a serious discipline matter. The school has a number of initiatives aimed at addressing these issues. These include random searches by a trained drug detection dog of the school premises from time to time. Such searches are carried out under the supervision of the senior managers using a private agency. The school also offers the KICK IT programme as an alternative to the Board of Trustees’ Disciplinary committee for students who have been caught in possession or use of illicit drugs. The programme is a partnership between the school, family and the local police. It involves random drug testing over a specified period, along with an education and counselling programme. We are determined to ensure that our learning environment is free of illicit drugs, and should the school be concerned that a student is in possession of illicit drugs and/or drug paraphernalia, the student may be required to have their bags and possessions searched. Parents/caregivers will be notified if this action is taken. EQUIPMENT AND STATIONERY Students are expected to have the correct and appropriate equipment and stationery as listed in class and course requirements. Students without equipment and/or stationery will be referred to their Dean. All students must have an appropriate sized and style of school bag. Stationery can be ordered through student services at any time of the school year. EMERGENCY RESPONSE All classrooms have response and procedure instructions on the wall. Students must follow staff instruction carefully. EXTRA CURRICULAR ACTIVITIES There is a wide range of sports activities offered by school, and managed by the Sports Coordinator (office at the gym end of F Block). These include: soccer, surfing, rugby, rugby league, netball, hockey, badminton, squash, cricket, touch rugby, volleyball, water polo, aerobics, tennis, sailing, rock climbing, lawn bowls, athletics. Other activities, and the teacher in charge are: 24
  • Dance club – Jenny Sharp Music groups and bands – Jeni Little School drama production – Teresa Callaghan Theatre sports – Tony Gilbert Chess Club – Mike Reynolds Christian Club – John Cochrane Amnesty International and Peace Group – Nicole Polke Overseas exchanges – Gail Moore Spirit of New Zealand – Fiona Drummond The Student Leaders are involved in leading variety of groups including the Sports Council, Service and Social Action Council, Students Supporting Students Council, Cultural Council, Environmental Council, and the Student Council. FINANCIAL SUPPORT If students require assistance for purchasing stationery and equipment, and/or meeting course requirements, they are welcome to discuss the issue with the Deputy Principal – Students Services. We believe that no student attending Green Bay High School should be restricted in their ability to succeed or make the most of opportunities because of financial circumstances beyond their control. GUIDANCE COUNSELLING The Guidance Counsellors at Green Bay High School provide support and counselling to students. This can be as individuals or in groups with specific needs. Students wanting to see a counsellor must make an appointment through student services. HEALTH CENTRE If a student is feeling unwell, they are to report to a teacher, and seek permission to attend the health centre. (Students are not to ring home themselves – student services staff will contact a parent or guardian). We do not: - give out medication to students; - treat injuries or renew dressing on injuries, which have happened at home or out of school; - provide day care for students who should not have come to school in the first place. - allow any student to leave school without their caregiver or parent. If a student has been involved in an accident at school it must be reported to student reception as soon as possible. The Public Health Nurse holds a clinic at school on a Monday. Appointments can be made through student services. HOMEWORK Homework is a link between school and home. It helps develop sound study habits and to raise student achievement. Homework may involve a wide range of learning activities such as working on an assignment, completion of set work from school lessons, and revising for a test. Homework works best when it is done each evening at a regular time and place. IDENTIFICATION CARDS Every student should have an ID card, and should carry it to school. This is also the school library card. Students must have their ID card to borrow a book. It will also provide travel and other discount opportunities. The cost of the card is $10.00. Students are invoiced for this amount. Senior students are required to display their ID cards during internal and external examinations. Students need to see Claire in student services regarding acquiring or replacing an identity card. 25
  • INTERNET USE All students must read and agree to the conditions on the Green Bay High School computer/internet use agreement before using any computer at school. A student who fails to keep to the agreement may lose the right to use a computer, and may incur disciplinary action and cost of repair. LATE SYSTEM Students late to school must report to student services to obtain a late slip. These are issued by members of the senior management team. Students will not be admitted to class without a late slip or a note from a staff member. Students are expected to bring a note from a parent or caregiver explaining their lateness to school. Unjustified lateness to school will result in a lunchtime detention. Recurring unjustified lateness is regarded seriously, and will involve contact with home. Students who arrive late to class during the day are recorded as late, and will be expected to make up any time lost. LEAVING THE SCHOOL GROUNDS Students in Year 9 to 12 are not allowed to leave the school grounds without permission. This includes morning interval and lunchtime. Permission to leave will only be given if there is a written request from a parent or caregiver, or the student has written evidence of a medical or dental appointment. Students must sign out and in of the leave book in the student services area. They will then receive a leave pass. Students who have no written permission to leave school grounds, must see the Deputy Principal (Student Services). Year 13 students may leave the school grounds during morning interval and lunchtime. They must not drive a vehicle during this time, and must sign out and in at student services reception. LIBRARY The library is open from 9.00am, and at interval and lunchtime for student use. LOST OR DAMAGED PROPERTY Any damage or loss of personal property must be reported to the level Dean and to student services. Details of the loss or damage will be collected, and students will be notified if their property has been found. If buildings or school property is damaged, students must report to student reception where the matter will be passed onto Christine McGongagle (Executive Officer). The school cannot and does not accept responsibility for loss or damage to student property. PHOTOCOPYING Students can purchase a photocopy card from the library. SAFE SCHOOL ENVIRONMENT It is our goal to provide a safe and caring environment for all members of our school community. If a student is concerned about the way they or another person is being treated at school, we would like to know about it. This includes: teasing, bullying, harassment, physical or verbal insults, or any form of behaviour which makes people feel uncomfortable and unsafe. If a student is worried that they or another person is behaving in a way which is putting themselves or others at risk, it is really important that they talk about their concerns. Students are encouraged to talk to: their form tutor; level dean; school counsellor; the school nurse; a classroom teacher; a student leader, or any other member of the school community you feel comfortable with. 26
  • We are determined to ensure that our learning environment is safe and free of illicit drugs, alcohol and weapons. Should the school be concerned that a student is in possession of illicit drugs and/ or drug paraphernalia, alcohol or weapons the student may be required to have their bags and possessions searched. Parents/caregivers will be notified if this action is taken. SECURITY CAMERAS These operate in various parts of the school where surveillance is deemed necessary for safety and security reasons. SEXUAL HARASSMENT AND BULLYING Every classroom and office at Green Bay High School has a poster informing students of how to deal with these issues, and a list of people they can talk to. We do not tolerate harassment or bullying in this school, and the best way to deal with either issue is to tell someone. SMOKE FREE POLICY It is illegal to smoke on the school grounds. Students are not allowed to bring cigarettes, tobacco, matches or lighters to school. Parents will be informed if students are caught smoking or in possession of cigarettes, tobacco, matches or lighters. These items will not be returned if confiscated. Current law restricts the sale of cigarettes to those 18 yrs and under. STUDENT SERVICES The student service offices, health centre, deans’ and guidance offices are situated at the back of the administration block. Claire and Robyn are the wonderful staff who manage our student services area. Students must report to student services if they are late to school, have an inquiry about a detention or an absence, are unwell, need to visit the accounts office, or if they wish to make an appointment to see their dean, the school Guidance Counsellor or the nurse. Students are not to use the main reception entrance at the front of the administration building unless specifically requested to do so. TUCKSHOP The tuckshop is located between the Administration block and D block. It is open daily at morning interval and lunchtime. A range of hot and cold foods and drinks can be purchased. UNIFORM SHOP The shop is located at the tuck shop end of D block. The normal hours of operation are Monday, Wednesday and Friday from 8.15am - 9.30am. The hours are extended over the school holidays, and students will be notified of these hours. GROOMING AND DRESS CODE FOR YEAR 13 STUDENTS While Year 13 students wear mufti, they have an obligation to meet a grooming and presentation standard which is not less than that expected for other students. - The choice of clothing for mufti must be appropriate for a co-education school and worn with regard to safety especially in the laboratories, PE and workshop areas. - Students must select clothing, which is neat, tidy, not worn out or dirty. It must have no objectionable or offensive messages or pictures. Clothing will not have ripped or frayed edges. - Students will not wear bare feet or jandals. In the workshop and laboratory areas students must wear covered shoes. - Jewellery may be worn in moderation. No facial jewellery is permitted (this includes the tongue). - Male students must be clean shaven. Specific requirements are: 27
  • - Shorts and skirts are to be of an approved length. - Female students may wear sleeveless tops. These do not include muscle back shirts, tops with string or spaghetti width straps, halter neck, low cut neck, or midriff in length. - Male students will not wear singlet tops. Students may wear a change of clothing if involved in sport or activity during lunchtime, however they will be in ‘school’ clothing at all other times. CULTURAL OR RELIGIOUS CONSIDERATION Education in New Zealand is universal, compulsory and secular – and so are our school uniform and dress code guidelines. However, we recognise that some people may wish to depart from our dress regulations for cultural or religious reasons. In these circumstances, the parent or guardian should discuss this issue with the Deputy Principal – Student Services. UNIFORM REGULATIONS GIRLS BLOUSE White with short sleeves. Piping detail and school logo on collar. SKIRT Short – Dark navy. Lined with zipped side pocket, including school label. Long – Dark navy. Lined, two front pockets with piping detail, including school label. TROUSERS Dark navy with school label. SHORTS Dark navy with school label. JERSEY Dark navy with green contrast strip on neck POLAR FLEECE JACKET Green, with zip pull and school logo. SCHOOL SPORTS JACKET Green and blue waterproof lined jacket, with zip pull and school logo. FOOTWEAR SUMMER (Term 1 and 4): Plain, black flat leather dress shoes with black laces or plain black (no writing or logo) leather sport shoe (not boot) with regulation white ankle socks, or black roman sandals WINTER (Term 2 and 3): Plain, black flat leather dress shoes with black laces or plain black (no writing or logo)leather sport shoe (not boot) with either regulation white ankle socks or black opaque stockings SCARF, CAP, BEANIE Official design only BOYS SHIRT White with short sleeves. Piping detail and school logo on pocket. TROUSERS Dark navy with school label. SHORTS Dark navy with school label. JERSEY Dark navy with green contrast strip on neck POLAR FLEECE JACKET Green, with zip pull and school logo SCHOOL SPORTS JACKET Green and blue waterproof lined jacket, with zip pull and school logo. FOOTWEAR SUMMER (Term 1 and 4): Plain, black flat leather dress shoes with black laces or plain black (no writing or logo) leather sport shoe (not boot) with regulation long socks, or black roman sandals 28
  • WINTER (Term 2 and 3):Plain,black flat leather dress shoes with black laces or plain black (no writing or logo) leather sport shoe (not boot) with regulation long socks SCARF, CAP, BEANIE Official design only Year 9-12 Students must wear the PE uniform for all PE classes. Dark navy shorts and shirt with school logo Refer to the school website for pictures of the school uniform and footwear 29
  • APPENDIX COMMUNICATION Communication = interaction that achieves understanding or change between two or more people. Knowledge, thoughts or feelings are encoded and decoded by one another. Therefore, meaning is given to this message as the receiver interprets the message. A connection is made between the people communicating. This communication is classified into 3 forms; 1. Verbal: either spoken or written (words spoken or written, expressing ideas, thoughts and feelings) 2. Non-verbal (eye contact, facial expressions, body language, dress, posture, gestures) 3. Graphic (represents ideas, relationships or connections with shapes, diagrams and lines) Types of Communication 1. Intra-personal (process of thinking and feelings of your own) 2. Inter-personal (interaction between at least 2 people on a 1 to 1 basis – speaking, questioning and listening) 3. Public communication (from 1 source to many receivers) 4. Mass communication (public relations, advertising, annual reports) 30
  • Perception significantly influences communication! The Individual Percepti on is Self conc : e Experien pt ce Expectati ons Attitudes and valu Commun es ication sk Family ills Culture Feeling Interpersonal Effectiveness Two Models 1. The Humanistic Model (5 qualities – openness, empathy, supportiveness, positivity, equality) 2. The Pragmatic or Behavioural Model (5 skills to lead to satisfaction – confidence, immediacy, interaction management, expressiveness, other-orientation or view) Strategies to enable Management of Behaviour 1. Assertion (“I” – taking ownership of feelings, behaviour and effects) 2. Feedback (connecting – creates trust and willingness to comply) 3. Networking (establishing and maintaining with others) 4. Self-disclosure (own open/honest response) Different Speaking Approaches 1. Prepared (planned and organised before hand) 2. Impromptu (unexpected and delivered without preparation). The PREP formula is successful for this situation P – main point R – reason E – example P – re-stating main point 3. Manuscript (reading out pre-planned) 4. Memorised (learnt and recalled – concepts and ideas) 5. Briefings short accurate summary of details (inform or persuade, instruct, propose or justify solutions) 31
  • The Problem Solving Agenda = the reflective thinking process 1. Clarify (identify problem) 2. Define (analyse problem) 3. Evaluation (establish criteria) 4. Alternatives (propose options) 5. Solution (select best) 6. Implement (take action) Dealing with Conflict Conflict can be positive and constructive or negative and destructive. There are 4 types: 1. Internal (a need is not met – triggers feelings) 2. External Conflict (involves other people – can cause incidents) 3. Realistic (resolved if all parties are willing) 4. Unrealistic (cannot be resolved – parties unwilling to change attitude) Use Appropriate Communication Skills Demonstrate confidence and professionalism by sharing respect. This confidence in your won skills and abilities is reflected in assertive behaviour. Assertion shows in the way a person speaks and in their nonverbal behaviour. Assertive behaviour reflects a positive attitude towards yourself and others. Aggressive responses may escalate to confrontation and conflict. Submissive responses mean the matter or problem is unresolved. The Decision Making Process 1. Set the desired goal (what needs to be achieved) 2. Identify obstacles (what is standing in the way of achieving the goal) 3. Identify options (what different ways can I achieve my goal) 4. Evaluate the options (costs and benefits weighted) 5. Rank the options (list best to worst) 6. Choose the best option (more benefits than costs) 7. Evaluate the consequences (what action steps to take and what effect will the decision will have on others). 32
  • “People will forget what you said, people will forget what you did, but people will never forget how you made them feel.” - Maya Angelou 33