Behaviour Management Policy for Young Hoon Elementary School IP section developed by Maggie Wighton, Sarah Court, Kevin

McDavid, Justin Ouelette, Marc Sommerville, Morgan Scott, Judy McPherson, Garry McPherson in Nov 2011. For implementation Semester 1 2012. Review date November 2012

What is CARE anyway? Introducing and using CARE in the classroom

Use age appropriate language to discuss the CARE concepts in your class. Choose make every decision carefully, think everything through responsibly, exercising your freedom to choose, deciding what is right and doing it. Actions Being positive, helping, caring, showing initiative, giving your best effort, giving to those in need. Respect - Treat others the way you want to be treated, put yourself in others shoes. Everyone You, students, teachers, other staff, cleaners, cafeteria staff, parents, the whole school.

What is CARE anyway? Introducing and using CARE in the classroom

Use real-life, everyday examples to help them understand. Talk through classroom issues using this structure. Example 1 Choice: A friend borrows your pencil and breaks it do you get angry, or decide to forgive them? Action: Saying: Thats okay, can I borrow your pencil? or smiling at them. Respect: Your friend didnt mean to do it, so dont make them feel bad! Everyone: We should all take care when borrowing materials. Example 2 Choice: Some students are teasing a girl in the playground do you join in, tell them to stop, or tell a teacher? Action: Saying: I think you should stop this right now or finding a teacher. Respect: Treat the girl the way you want to be treated! Everyone: We all have to look out for each other.

What is CARE anyway? Introducing and using CARE in the classroom

Use story books as a way to explore these concepts with your class. Example texts are: Shoes from Grandpa by Mem Fox Frog and Toad are Friends by Arnold Lobel The Seven Chinese Brothers by Margaret Mahy Charlottes Web by E. B. White Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst

These are in the library along with many others have a browse! Also check your grade-level reader list. Many of these deal with issues of responsibility, respect, caring, and growing up.

Classroom Practice Start at the start The first week: steps to success
In your Young Hoon classroom, please develop behaviour management processes that include: Negotiate with students the classroom rules/guidelines. A focus on positive language: DO speak English (not Dont speak Korean), Sumin, can you share your ideas? (not Sumin, youre not listening), Ill let you think about it, can anyone help Sumin out? Establish non-verbal cues. Establish crowd control that you will use consistently 1, 2, 3 Eyes on me, or non-verbal hand in the air options. Work out your positive reinforcement Reward Programs for both individual and group achievement. Promote the language of choice - using age/level-appropriate language, this fosters student ownership and self-control. Modelling use I statements to promote positive behaviours in your class: I like it when we all sit down quietly Begin as you mean to go on, but talk to your team leader if it isnt working! Seize the day! Inappropriate behaviour needs to be nipped in the bud, get the focus back on you and learning. Respect your students by not discussing their issue in front of the whole class. Discuss and use CARE with your class, find books to develop discussions, and use real-world examples from the classroom. Discuss with your grade level team and organise an individual BM observation/tracking sheet where you will record BM issues.

Classroom Practice Start at the start The first week: steps to success
As a grade level: Discuss how you will display the CARE principles across your classrooms. Consistency across grade levels is all important. It is part of our professional responsibilities and invaluable at report writing and meeting times. Discuss what constitutes a verbal warning. Discuss what documentation you will use to track student BM issues. Lower grades may want to use the Learning Steps (check yourself, ask a friend, see the teacher) process to guide communication in the classroom. Upper grades may want to create a Code of Behaviour, and have the students sign it. Discuss how you are doing things in your classroom. Your team will support you, and in turn be supported by your ideas.

Classroom Practice Start at the start The first week: steps to success
With your Korean staff: With your co-teacher, discuss verbal cues that you will be using. Some teachers have had success with shared cues. At your grade level meeting with Korean and IP staff, discuss your BM plan and processes.

Classroom Processes and Documentation

ALL of your classroom processes should be documented. ALL student behaviour issues and consequences should be documented. Documentation styles vary, but all should be accessible and suit the teacher, so that they are actually used!

A Word on Documentation
There are a variety of ways to keep track of student behaviours. Online options are great, but not always practical in YH classrooms. Class lists can be very beneficial, or you can track incidents chronologically. Whatever option you decide upon, make sure it is on hand, and used! Information you should include when tracking incidents includes: Date Student Name What happened (not what you *think* happened) Actions you took For example: 13th July. Lee Sumin. Sumin threw her pencil case out the window. Sumin was sent to retrieve the case, we had a quick chat and she apologised to the class, she sat with me to work for the rest of the lesson. Reflection sheets should also be kept and filed. Parent conference documents should also be kept and filed.

Classroom Processes: These are designed to be used flexibly in your classroom. As a professional, you need to assess students behaviours, their needs as individuals, and the rights of the class.

Multiple Verbal Reminders.

Visual and verbal reminder.

Reflection Sheet

Exclusion from social setting NOT learning.

Classroom Processes (1/2): These are designed to be used flexibly in your classroom. As a professional, you need to assess students behaviours, their needs as individuals, and the rights of the class. Multiple Verbal Reminders. Focus on language of choice. Be clear about what is going wrong, and what the right behaviour looks and sounds like. Junior students may not know.

Visual and verbal reminder. Especially as ESL learners, our students benefit from multiple modes of information.

The culture of shame in Korea also means behaviours may not progress beyond this point.

Classroom Processes (2/2): These are designed to be used flexibly in your classroom. As a professional, you need to assess students behaviours, their needs as individuals, and the rights of the class.
Reflection Sheet Students reflect on their behaviour and why it doesnt fit with the classroom. Students show understanding of appropriate behaviour. Reflection sheets indicate in positive terms how teachers and students can work together to help each other.

Take care to complete these in a relationship-building atmosphere, rather than developing a naughty club culture.

Exclusion from social setting NOT learning. This should be a brief exclusion within the classroom, with clear communication that changed behaviour will result in reintroduction to the group.

For continued behaviours, or those which make other feel unsafe (physical harm, swearing, bullying)
While teacher judgement will determine the order of progression here, letters should proceed meetings in most cases, the exception being extreme behaviour.

Discussions with the student, Korean coteacher, and Administration (not parents)

Individual Behaviour Management Plan

Letters to parents

Parent and Teacher meeting.

(1/2) For continued behaviours, or those which make other feel unsafe (physical harm, swearing, bullying)

Discussions with the student, Korean co-teacher, and Administration.

Language of choice should be emphasised. Focus on setting the student up for success. Needs to be documented by teacher

Individual Behaviour Management Plan

There are many forms these could take: Cards, Books, Charts, Smiley faces. Could/Should be across IP, Korean, and Specialty classes. Bilingual. Should be going home for signing. Should have a set period, making sure students always have a shot at redemption. Need to be documented by teacher

(2/2) For continued behaviours, or those which make other feel unsafe (physical harm, swearing, bullying)
Letters to parents.
These are standardised, bilingual letters which have been approved. Although these are fine to email, you must CC or BCC the IP Assistant Director as well. In the case of continued behaviours, ideally there would be 3 letters sent home before a phone call is made to parents. Teacher must keep a record of letters with dates.

Student, Parent, Teacher meeting.

Administration involvement (IP Director or Korean Principal ) is usually for severe behaviours. The shame associated with a parent meeting places this (unfortunately) towards the end of the process. The parent perception is that a call to school means the student is engaging in extremely serious behaviours, when this may not always be the case. The impact at home on the student may be severe, so these meetings (in most cases) should follow a series of letters home. Parents usually want to meet without the student. However, students need to be involved in discussions somewhere in the process. Teachers should be involved and informed, so as not to lose ownership, and to use the opportunity to build the relationship with the student and parent. Teachers should use the Parent Conference Document to document these occasions.