Kahikitia procedures ss


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Kahikitia procedures ss

  1. 1. Purpose• To provide a structured teaching programme for school-wide consistency in the delivery of building positive relationships and intelligent behaviours to support the building of the school culture and Hauora.
  2. 2. Tō tātou tūrangawaewae Tō tātou wā mua Ō tātou tāngata Tō tātou paingaThrough Kahikitia we focus on Haoura…. A1 Quality HauoraSchool wide approachesRespects Positive RelationshipsBehaviour management system Intelligent BehavioursPrivilege programme Tuakana Teina Literacy -Connected Approach A1 Quality NumeracyInclusive practices Foundation TRUMPSTEAM Learning AchievementA1 – High Expectation targets ExpectationsMauri LearningCommunity AssessmentCommunication PedagogyTeam planning VISION Tō tātou tūrangawaewae ProfessionEffective Teaching practices Tō tātou wā mua Ō tātou tāngata Learning Tō tātou painga conversations Our Place, Our Future, Our People Triples Making a difference Support programmes A1 Quality A1 Quality Reflection and Powerful Experiences Transfer Goal setting, Co-construction of Learning The ARTS Health and PE INQUIRY Reflective practice. Self and Pair Assessment, Actively involved, Student Ownership Creativity THINKING Learning to learn Making connections Transfer learning. Community involvement “Learning to make a difference” So what, what next Ka Hikitia
  3. 3. Benefits• Builds consistency in school culture through the weekly/daily teaching of Kahikitia themes• Students self manage learning (playground) behaviours to achieve Kahikitia• It puts both child and teachers on a level playing field for managing classroom behaviour• Provides a structure for the deliberate acts of effective teaching• Addresses school A1 attitudes and behaviours• Rewards children on a weekly basis who consistently set and strive to achieve A1 Quality goals and earn the right to attend a Privilege• Provides opportunities for children to develop leadership skills• Provides opportunities for “whanau” groupings• Provides opportunities for children and teachers to develop strengths, interests and passions• Provides extra opportunities to deliver the curriculum learning areas in a fun setting• Provides behaviour recovery opportunities for those children who do not earn or deserve privilege within the teaching programme• Gives children opportunities to practice the Key Competencies• Makes learning FUN on Friday afternoon
  4. 4. Privilege NOT EARNED• Any child who has not made the effort to set and achieve the learning goals of the classroom programme for the week does not earn Privilege. This is exclusive of HOMEWORK tasks.• During the Privilege hour these children have the opportunity to complete work tasks to A1 standards• Some children will go to the school library at lunch time on Friday to complete tasks to ensure they earn Privilege. This is not actively encouraged and work should always be of A1 standard.• The teacher taking LOSS or NOT EARNED will do their best to assist the children with the completion of this work.• Special Needs children who are on the Special Programmes register should not be regularly sent to Privilege Not Earned. These children should have classroom programmes in operation that support their learning needs and reflect their abilities. Get help from The Special Programmes teacher if this is not the case.
  5. 5. Privilege WarningsThere are school-wide expectations for the management of behaviour. (We proactively teach intelligent behaviours).Your syndicate will have Behaviour Management expectations. These may be kept in your Syndicate Folder.An example from the Senior Syndicate• Senior Syndicate Behaviour Management Trail• Oral warning, expected behaviour is stated• Second offence, name is recorded on board. Expected behaviour is stated.• Third offence, a mark ( / ) is placed against the name. Expected behaviour is stated. Ten minutes in class “time-out desk”.• Fourth offence, a reverse mark ( X ) is added to the name. The expected behaviour is stated. CONSEQUENCE: A Privilege Loss warning is given. The student is timed out to a buddy teacher’s class for a set time. Work tasks are completed there or school rules copied out and discussed with Buddy teacher. Parent “Time –Out” form is completed or parents are contacted.• Fifth offence, the student is timed out with the D.P. or Principal and Privilege Loss is issued.• Further offences will result in removal from class, restricted play areas, litter duties etc. This is monitored by duty staff and reported to the classroom teacher, syndicate leader and principal. RTLB may be involved should a child lose Privilege on three or more occasions.• Each day is a new beginning. “We learn from our mistakes”.• Buddy Classes: Rooms 2 & 4, 3 with 17.• Support is available from Special Programmes for Individual cases.
  6. 6. Warning/LOSS BehaviourThere are some behaviours that require an immediate Privilege Warning or LOSS• Bullying – emotional or physical• Physical abuse (This is not tolerated)• SwearingIf this is done by a Duty teacher, the class teacher must be informed, or consulted.
  7. 7. What happens to a child who gets Privilege LOSS?• On Friday at lunch time the child reports to the Principal/DP’s immediately after eating lunch• During this time a letter is prepared for their parents (This also happens for children who have been given a Warning, but generally on the day the Warning is given)• The child is withdrawn from interaction with peers for the entire lunch hour and an appropriate punishment is negotiated on an individual basis– detention, letters, ground duties etc. This should be a disciplinary experience.• During the Privilege hour the Privilege LOSS teacher will work individually with children to provide a pro-active behaviour recovery programme. This will be shared with the class teacher and may take the form of a contract for the earning of Privilege/ EOTC activities over the coming week. This should be a positive experience where children are “put on track” or given strategies for managing self more constructively. At Springlands School we focus on positive relationships and Intelligent behaviours.