Staged Management Response to Student Behaviour

STAGE 1: Initial Response

State the behavior and why it is in breach of behaviour expectations

Be calm – attempt to diffuse the problem by responding to the behaviour and referring to the matrix and flow chart

Initial response name the student and describe inappropriate behaviour
Refer to matrix and flow chart and indicate why the behavior is inappropriate
Reteach tell, show, practice and acknowledge
Choice opportunity to change behaviour and re - engage

For example

Student’s name ....................... I notice you seem unsettled today ...... (I need your help here) ......you are talking too much and it is disturbing others.... could you please stop.

When required, we all have a right to learn in a quiet environment. Can you please co-operate, refocus yourself and stop talking now ...... thank you for understanding the needs of others.............. etc.

This basic script is based on strategies for managing difficult behaviors and people i.e. ‐ seek help with the problem, state the problem, confront the faulty thinking, get agreement on the problem and the change required and acknowledge a positive response. If need be “buy time” and deal with it when things calm down a little. Do not challenge the person, challenge the behavior (particularly in front of other people).

As early as possible look for opportunities to recognise and reward appropriate changes in behavior as required.

STAGE 2: Warning and Statement of Potential Consequences

There is recognition of inappropriate behavior or lack of co‐operation. There is also a statement of the desired behavior/s and a check for learning difficulties or misunderstandings.

Indicate the inappropriate actions or behavior again.
Indicate the choice the student has to make; either adopt the desired behavior or...... they escalate the situation (see hierarchy of responses)
Check if the student has an issue with the learning being undertaken in case that is the underlying reason for the inappropriate behavior. If yes, modify work to re‐engage them.

This gives the student and the teacher the opportunity to put the focus back on the learning in a positive manner.

For example

Student’s name .........................I have requested that you be quiet now several time. If you continue to behave like that I will have to..... Do you understand the choice I am giving you?

STAGE 3: Self-managed Response

The behavior from Stage 2 has not improved or has become worse.

Depending on the behavior/s exhibited by the student one or more of the following staged responses and consequences can be applied.

Ensure that you can and will follow up on any statements you make – follow through with consequences:

Student is seated elsewhere in the room, or by themselves (consider next to or close to the teacher)
By prior arrangement move the student into an adjacent classroom for some timeout with material.
Exit student from the room for 1‐2 minute’s timeout – but at the door under your direct supervision.
Negotiated re‐entry ‐ further discussion occurs between the teacher and the student outside the classroom. The student commits verbally to modify their behavior.
Suggest a recess /lunch meeting to discuss the issues further.
Suggest a possible detention to make up for the lost learning time etc.
Suggest a possible phone contact or meeting with parents – N.B. A genuine strategy if offered in private after the class and as a positive part of achieving a desired solution.

Next response: If inappropriate actions/behaviors continue, warning of stage 4 .

For example:

Students name ................I have asked you several times today to cooperate. I have offered you a number of options and your behavior has still not changed or improved.... Do you understand the consequences of your behavior and the choices you are making? If you continue without change I can request that you be exited from this classroom. Do you want that to happen?

STAGE 4: Support Stage

The student at this stage is required to be removed from the class.

The following process will take place:

Student is to remain under the teacher’s supervision until another member of staff is available to remove them.
Prior to the teacher coming to the classroom to remove the student, the classroom teacher must provide a completed request to exit a student form. This must include the name of the student and incident (this is so the person removing student knows what issue is prior to removing the student).
Classroom teacher to send a student to Student Manager’s office or the general office if no-one is there.
Student should have with them completed request to exit form from the teacher.
The student will be removed and taken to the relevant office until the end of the lesson.
Student will fill out reflection and commitment report.
Student will be sent back to class at the discretion of the Student Manager/Assistant Principal dependent upon severity of incident.
At the earliest opportunity a meeting will be arranged involving Student Manager, Classroom Teacher and student to discuss incident.

STAGE 5: School Based Suspension

EXHIBITED BEHAVIOURS THAT CLASSIFY AS AN IMMEDIATE STAGE 5 RESPONSES:

Any behavior that puts the physical or emotional safety of a student or teacher at risk

and prevents an orderly learning environment.

Displayed Behaviors – these are the DET grounds for a possible formal suspension.

Threaten or constitute a danger to the health, safety or wellbeing of any person.
Commit an act of significant violence against a person or cause significant damage to or destruction of property; or are knowingly involved in the theft of property.
Possess, use or deliberately assist another person to use prohibited drugs or sub‐ stances.
Fail to comply with any reasonable and clearly communicated instruction of a principal, teacher or other staff member. N.B. Note the staged response process.
Consistently interfere with the wellbeing, safety or educational opportunities of any other student. Consistently vilify, defame, degrade or humiliate another person.

For example:

Script to use when conferencing with students and/or parents.

Remain calm.

Welcome and seek help in dealing with the problem
State the problem e.g. When you ......... it (effects the learning of other students or it is not safe etc.)
Listen and reflect back e.g. So you are saying............... that you did not realize that ....
Calmly confront the faulty thinking e.g. So you are saying.................
Explain the misunderstanding e.g. The values/rights/responsibilities of the College clearly state .....
Get agreement on the problem. e.g. Do you agree that this helps to create a ..........
Have the student suggest solutions that satisfy all parties........ Provide prompts if required.
If appropriate to the discussion suggest possible consequences related to the behaviors e.g. completing learning tasks that have been missed or a undertaking school community service.
Pick the most suitable and achievable solution.
Set a meeting time to evaluate effectiveness of agreement– follow up.
Note contribution and "buy in” from the student/parent.

Student Management at Macleod College is based on the following:

That the preferred approach to discipline issues will, in the first instance, be through the “Staged Management Approach to Classroom Behavior” as outlined in the College “Student Engagement and Inclusion Handbook”

That it is better that all classroom discipline issue be dealt with directly by the parties involved:

Staff are expected to manage their own classroom discipline issues. In some circumstances others may need to be consulted for additional support.
If additional support is requested, it is up to the Assistant Principal and Student Managers to determine how and when issues should be handled and resolved. Throughout this process the expectation is that all parties will be informed of the steps and processes undertaken to re‐ solve the issue.
That issues beyond the classroom such as harassment in the schoolyard be dealt with immediately with the appropriate Student Managers and Assistant Principal and or Principal.
That all students will be managed fairly and consistently according to their individual circumstances.
That it is better to reward students for appropriate behavior in the expectation that inappropriate behavior will not then develop.