Classroom Behaviour Policy Overview

Within the classroom there are a variety of systems that are in place to help guide and monitor behaviour of all
students. These systems allow students demonstrating positive behaviours to be acknowledged and affirmed, whilst
also providing clear and consistent reminders to students who may not be meeting the class expectations.

Class Expectations & Covenant

During the first week of school in Term 1, our class comes together to form our “expectations” that fall under the school
values of Respect, Responsibility, Safety and Wellbeing and Learning. Students are asked to brainstorm and discuss what
these four values look like and how we will show them in our classroom. From these discussions, the four posters shown
below were developed and are displayed as a reminder on our “Behaviour Wall” for the year.

Behaviour Chart and Accountability

Within the classroom a behaviour chart is used as a tool for students to monitor their behaviour. This chart works both
ways, ranging from positive to negative behaviours and applies the school’s behaviour policy of having three “steps”
when expectations are not being met. If negative behaviours are observed, the following steps take place:

1. Student is given a reminder about their behaviour – This is sometimes an immediate verbal reminder, whilst at
other times might simply be moving the student’s name down to the “1st Reminder” section of the chart and
then speaking to the student individually soon after doing so. In this discussion, the behaviours are clearly
identified as well as the expectation which is not being met (e.g. You are not showing respect by speaking over
other people when they are sharing their opinion).

2. If the negative behaviours have continued, the student is asked to stand behind their seat for a short period of
time to remind the student that their behaviour needs to meet our class expectations.
 3. If the previous reminders have not been addressed and the behaviour improved upon, the student’s name is
moved to “Final Reminder” and they are asked to stand by the classroom door. At this point the student is
reminded that if they are continue beyond this step, they will be sent to the Coaching Room. Any students who
are placed on “Final Reminder” are required to sit with the teacher and complete a behaviour reflection as part
of a Teacher-Student conference. Parents are also contacted at this stage with an overview of the conference
that takes place between the student and myself.

Below is a copy of the behaviour chart which is used in the classroom. Through using this system, students are required
to take accountability for their actions when they are asked to move their name up or down on the chart. Students who
reach the “Super Student” stage are awarded a sticker on their personal chart to monitor how many times they set a
positive example in the classroom. Students are able to move up and down on the chart throughout the day, allowing
students to improve upon their behaviour if they have moved below “Ready to Learn”.

Behaviour Reflection
Students who are placed on “Final Reminder” on our class behaviour chart are required to complete a Behaviour
Reflection sheet with the teacher as a way to identify and redirect any negative behaviours. In this reflection, students
are asked to complete the following:

- Describe the behaviour that is being observed in the classroom

- Explain the reasons for the behaviours being observed
- Explore the consequences of their behaviour (How do they feel, how did their actions affect others, what else
might be a consequence of their behaviours)
- Plan a way to improve upon their behaviour (How can you handle this differently next time? Who might you be
able to go to for assistance? How can you fix what has happened?)

Once completed, these reflections are shared with the student’s parent(s) so that they are aware of the behaviours that
occurred and what discussions followed. This allows parents to remain aware of what is happening at school and to
ensure that the home and school are both “on the same page” with how these behaviours can be approached and
supported.