Student Behaviour Guidance and Standards

The College has adopted a restorative approach which enables member of the community to live out College values of Christ centred Learning, Caring, Sharing and Community.

All members of the PCC community are to demonstrate kindness and respect in all situations.

… whatever is true, whatever is noble, whatever is right, whatever is pure, whatever is lovely, whatever is admirable—if anything is excellent or praiseworthy—think about such things. Philippians 4:8

The Restorative Approach

A Restorative Conversation Approach develops the skills of self-regulation, empathy and restorative communication. It is underpinned by ‘restorative values’ (Hendry 2009, pp.26-28) including;

At its heart, restorative practice is about people learning to understand better their own emotions and the emotions of others” (Hansberry 2016, p.18). This understanding enables everyone therefore to be both proactive and responsive in the most effective ways to teach behaviours that are respectful and honouring.

The KARR Framework – guiding student behaviour

The College has developed the KARR framework to guide behaviour within the community. KARR is an acronym that describes the tone, dispositions and actions all members of the College community are to demonstrate:

  • K indness
  • A gency (voice, choice, ownership)
  • R espect
  • R esponsiveness

In a positive KARR culture, each person takes personal responsibility for their actions, responses and level of regulation – of kindness, respect and responsiveness. The goal is to develop student self-regulation and agency through relationship.

The KARR Framework is utilised by teachers to guide student behaviour, they:

1. Continuously monitor the feeling of regulation

The level of emotional, social and cognitive regulation of students in any learning situation using the KARR regulation continuum seen in Column 1 from greed to red.

2. Set

The cultural tone by proactively planning to meet the needs of student in any learning situation e.g. classroom, yard duty, assembly, excursions etc. Suggested teacher preparation to avoid dysregulation is in Column 2. They plan for how they will provide agency for different students – voice, choice and ownership.

3. Ask

Consider possible causes of any dysregulated behaviour when it occurs eg lack of appropriate responsiveness, disrespect, uniform breach, lack of on task classroom culture etc. Some suggested causes  are listed in Column 3

4. Act

Teachers take action when dysregulation occurs. They act to restore relationships and make decisions about natural consequences. They may call for support if required and should do so if they or others are unsafe.

A student’s enrolment may be terminated for any serious offence at the discretion of the Principal.

If appropriate, the police may also be notified. 

The KARR Framework

(Figure 1)

Using the KARR Framework

The KARR Framework is designed to guide teachers in how to develop a positive culture and guide student choices. Teachers make their own decisions about the most appropriate actions and natural consequences with the support from their colleagues and leadership.

The KARR framework has 4 parts (see Figure 1)

  1. Colour codes representing the ‘Feelings of Regulation’ from fully self-regulated behaviour characteristic of KARR (green) to fully dysregulated behaviour and furthest from KARR.
  2. Descriptors of the ‘Indicators of Regulation and Culture’ from ideal (green) through to yellow and orange with red describing fully dysregulated behaviour and negative culture.
  3. Considerations teachers should make to establish KARR including suggested reflective questions and possible reasons for the student behaviour and state of dysregulation, which if acknowledged and addressed might help them return to more self-regulate behaviour.
  4. A set of optional intervention strategies for teachers to help support students to return to a normal self-regulated emotional state, and then, if necessary, restore affected relationships.

The KARR Behaviour Continuum

The Behaviour Continuum (Figure 2) appears on the left of the KARR framework. It uses colour codes to show different degrees of the ‘Feelings of Regulation’ from green indicating fully self-regulated and the ideal culture of kindness, agency, respect and responsiveness; Yellow indicating low-level dysregulation; Orange indicating continuous or heightened dysregulation and; Red indicating fully dysregulated behaviour where external intervention is needed.

 (Figure 2)

Teachers continuously monitor the level of student self-regulation using the continuum as a guide.  Behaviour is not fixed and can shift gradually within a colour range, or move between colours  in a very short period of time eg from fully regulated to highly dysregulated in seconds, depending on the needs of the individuals.  Student behaviour does not move smoothly up and down the continuum.

It is important not to describe a student as a colour.  Colours indicate their degree of self-regulation and the goal is to encourage them to maintain green – self regulation.

Student Behaviour Guidance

The College adopts restorative practices to foster a community that promotes KARR (Kindness, Agency, Respect and Responsiveness) in line with College values.

Restorative Practices acknowledge that healthy relationships are essential for our lives, our learning and our community.

All staff and students are expected to be supportive of, and participate in, Restorative Practices when they are involved in a conflict, complaint or issue of concern.

It is the teacher’s responsibility to engineer, monitor and adjust in order to maintain a KARR culture. The goal is that individuals are able to self-regulate their emotions and take ownership for establishing and maintaining positive relationships.

All students are taught self-regulation steps, how and when to use them and how to repair harm and restore relationships caused by their actions.  Where students need guidance to adjust their behaviour there will be natural consequences which are logical consequences that relate to the behaviour. For example, no hat no play.

Proactive Teacher Steps to Guide Behaviour

Behaviour is strongly motivated by individual needs.  Determining needs in advance helps to proactively decrease dysregulated behaviour of individual students and classes.

It is the teacher’s responsibility to meet the cognitive, social, emotional and physical needs of each student by:

  • Establishing a warm and welcoming culture – within each class and on yard duty – through verbal and non-verbal messages, and by taking genuine interest in each student;
  • Establishing calm, responsive and respectful tone;
  • Developing a strong sense of belonging and student voice – so students sense this is our tribe, community, team
  • Being aware of each student’s needs and agency – their ILP’s, interests, capacity to contribute 
  • Using engaging and challenging learning activities based on  clear, well planned curriculum and assessment;
  • Differentiating learning opportunities so each learner feels challenged and able to be successful;
  • Being well organised with equipment, using an appropriate pace and getting  students actively on task early;
  • Being present – teach on your feet, continuously monitoring learning, relationships and tone, regularly sweeping the classroom for early signs of potential dysregulation and deflecting where possible;
  • Realising that recess and lunch breaks can be highly stressful for many students and finding engaging ways to direct behaviour through activities and service opportunities and the needs of students as they return from a break.

The College does not tolerate bullying, harassment or violence.  By encouraging and expecting kindness, the College proactively seeks to prevent bullying in line with our Bullying Prevention and Response Policy.

It will be the teacher’s responsibility to determine and administer appropriate natural consequences. If a student is detained, it will be with the teacher. There will be no third party detention. This applies to uniform and other breaches.

The College student behaviour standards are based on the KARR Framework (Kindness, Agency, Respect and Responsiveness):

  • Act kindly 
  • Engage agency and self-regulate
  • Respect others and their property
  • Be responsive to others, take responsibility and restore relationships

A KARR culture will be demonstrated in actions that include:

  • Practicing self-regulation
  • Being kind to others
  • Showing respect
  • Using good manners
  • Acting appropriately
  • Completing tasks in a timely manner
  • Cooperating with peers and teachers
  • Respecting College rules. 
  • Being  on time and prepared with necessary equipment 
  • Staying on the College campus unless there is permission to leave
  • Caring for the environment – take your own rubbish home, put school rubbish in sorted bins, conserving resources such as water
  • Contributing positive ideas
  • Wearing correct College uniform – see College Uniform Requirements
  • Follow the Student Grievance Procedure if you are being disrespected 
  • College Uniform Requirements
  • Student Grievance Procedure if you are being disrespected 

Social and Emotional Learning

Social and Emotional Learning is a formal part of the PCC curriculum supported by the Social and Emotional Learning Coordinator.  The skills and dispositions are based on the PCC Disposition Rubric.  Students are coached in age-appropriate ways to develop self-regulation skills and dispositions.  Dispositions are expected action based on habit of mind (Costa and Kallick, 2008). Students are rated on their Dispositions through the PCC Semester Reports.

Teachers use coaching conversations to establish respect and to encourage students to take responsibility for their actions and restore relationships where there has been conflict or have been broken. This extends beyond classroom behaviour to respecting College rules and expectations.

Junior and Primary School – Restorative Practices

If a Junior School student is not following the Student Behaviour Standards, there are five behaviour management steps the teacher can take.  If the student does not change their behaviour after a step, the teacher will move to the next step.  The six steps are:

STEP 1.        The student will be reminded of the expectations (verbally)

STEP 2. The student will be given a visual reminder of the expectations

  • This might mean the movement of an indicator down a classroom chart or a card on a desk

STEP 3. The student will be given time to refocus and self-regulate

  • This might mean being asked to move to a different area of the room for some time
  • The student and teacher will set a goal based on restorative practices

STEP 4. The student will be sent to a Buddy Class

  • The student will be moved to a different classroom of another year level for a short period of time
  • The student and teacher will revise the goal set in Step 3

STEP 5. The student will miss out

  • This might mean having to sit outside a classroom during playtime or supervised classwork
  • The Head of School will be informed
  • Communication will take place with the parent (eg email, phone call)

If all steps have been followed and the student’s behaviour does not improve, an individual behaviour contract will be considered in consultation with relevant staff and parents.

A student’s enrolment may be reviewed for any serious offence or no improvement in behaviour outcomes.

Corporal punishment is never used.

Student Behaviour Record 

Teachers are to record significant behaviour and restorative conversations in the individual student online record on SEQTA.

Related Policies and Links

DC01 Bullying Prevention and Response Policy

GEN14 Handling Complaints Policy

DC02 Student Behaviour Management Policy

PCC Disposition Rubric

KARR Framework

College Uniform Requirements

Student Grievance Procedure

Conditions of Enrolment

References

Costa, A.L. and Kallick, B. (2008) Learning and Leading with Habits of Mind: 16 Essential Characteristics for Success. ACSD.

Hansberry. (2016). A Practical Introduction to Restorative Practice in Schools. Jessica Kingsley.

Hendry. (2009). Building and Restoring Respectful Relationships in Schools. A Guide to Restorative Practice. Oxen: Routledge.