always

Creative, Innovative,
Professional

School Behaviour Management Programme.

Contents.

1. Introduction.

2. What is the expected behaviour in school?

3. Positive reinforcement and reward system.

4. Support Systems.

5. Offences –Minor and Major offences.

6. Consequences for Minor and Major offences.

7. The implementation of the Programme.

8. Conclusion.

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Introduction.

The focus of this programme is the development of a positive climate for the
whole school. Such a climate is based on a calm yet firm insistence on high
standards of behaviour at all times. Within this framework, it is likely that a small
and challenging number of students will make extra demands on the time and
professional expertise of teachers.

Within such a programme, a range of methods are promoted that encourage and
affirm students’ efforts and responsibility through reward achievement.

The main aims of this behaviour management programme to:

a. Set a clear, defined parameters which are easily understood by students,

staff and parents.
b. Create a school environment that is conducive to achieving the aims of the
school with the minimum of conflicts.
c. Have a clear guidelines for staff in the management of pupils’ behaviour.
d. Ensure that very high standards of behaviour are developed and
maintained.
e. Empower students in assuming responsibilities for their life.

Mr. Louis Chetcuti

College Prefect of Discipline

Maria Regina College
____________________________________________________________________________________

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 What is the expected behaviour in school?

BE RESPECTFUL
All Areas Classroom Playground Corridor Toilets
/Stairwell
Keep hands, feet Walk politely. Participate in school- Walk quietly and Respect privacy of
and objects to approved games. orderly so that others
yourself. Ask for permission to others are not
move out of your Play fairly – take turns, disturbed
Address your seat. invite others to join in
colleagues by their and follow rules.
names. Enter and exit room
in an orderly manner. Care for the
Refrain from any environment.
damage to school Raise your hand to
or other students’ speak.
property.
Respect others’ right
Treat others as to learn.
you treat yourself
and avoid bullying. Achieve your
maximum potential.

Do not copy the work

of others.

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 BE RESPONSIBLE

All Areas Classroom Playground Corridor/ Toilets

Stairwell
Be Smart Be prepared. Be a problem solver . Move peacefully in Use toilets only
an ordered way. when needed.
Be on time Complete set tasks Return equipment to
(including appropriate place. Close tap.
Be in the right place homework) in time.
at the right time. Line up for assembly Always flush toilet
Take an active role in in time. after using it.
Follow instructions classroom activities.
straight away. Report any
Keep work space misbehavior or acts
Strictly wear the tidy. of vandalism.
school uniform.
Be a good listener by
Follow school’s food following the
policy. teacher’s
instructions and
respect others’ point
of view.

Make sure you have

all that is needed for
the lesson.

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 BE SAFE

All Areas Classroom Playground Corridor/ Toilets

Stairwell
Use equipment Keep passage Wear shoes and Keep passage Wash hands.
appropriately ways clear. socks at all times. ways clear at all
including times Draw teacher’s
lockers. Use educational attention if toilet is not
equipment clean.
Respect others’ appropriately.
personal space
and property. Refrain from
confrontation.
Clean up after
yourself. Keep noise levels
low including
Use respectful when working in
language. a group.

Keep expensive
items (including
mobile phones,
cameras,
portable games,
MP3/4 players)
and money at
home.

Keep out of
reach possible
harmful objects
or materials.

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 Being Professional and promoting positive behaviour.

The Senior management team and all teaching staff recognize that:

 Students are entitled to stimulating and effective learning experiences;

 Students are to be treated with respect and fairness;
 Teachers are to adopt a professional approach in their work by means of very good
preparation in their lessons, deploy progressive teaching strategies and maintain quality
interaction with their students.

Positive Reinforcements

It is also our belief that instilling a positive aura throughout the whole school will motivate
students to work harder. To sustain such an atmosphere it is important to value effort and
achievement

Hence a reward system is being advocated, thus:

A. Class level:
 A quiet word of encouragement;
 A written comment on pupil’s work;
 Giving students opportunities to explore their potential.

B. School level:
 Giving students opportunities for greater responsibilities;
 Negotiating a list of rules with the students themselves;
 A public word of praise in front of group or assembly;
 Special assemblies where rewards are given out.

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Reward system.

Special certificates will be issued to reward:

- Very good behaviour; altruism, effort, creativity(Merit Certificate)

- Academic achievement(Achievement card)

It is at the discretion of each teacher to award these cards. There are no time limits to these
awards and it is encouraged that a student is nominated for an award every month.

Names of students nominated for these awards are to be passed on to the respective Assistant
Heads. Nominated students’ names are also displayed in Staffrooms. A reward nomination
form has been compiled.

Certificates and prizes are awarded to these nominees during the Morning Assembly once a
month. Once THREE certificates have been awarded then the student qualifies for a prize.

Support Structure Services.

1. Anti -Bullying Support Team

2. Learning Support Zone
3. The Guidance Teachers and the Psycho-Social Team.

The Anti- Bullying Support Team.

The anti-bullying support team is composed of:

1. An Assistant Head;
2. The College Prefect of Discipline
3. The guidance teachers.

The Assistant Head is the key person of the team. This means that the staff and students
are encouraged to refer instances of bullying to the Assistant head. The team is scheduled
to meet every week. A person in this team shall be responsible to take the minutes of the
meetings being held.
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 The main objective of the team is to offer support to the students who have bullying issues.
The team will be even catering for the bully, so in these cases a disciplinary role may be
established. In these cases the College Prefect of Discipline and the Assistant Head have to
take a disciplinary role. The establishment of this team is intended to send a clear message
to the whole school community that the issue of bullying is a main priority.

The team may:

- Meet with students (those who are being bullied and the bully)
- Meet with parents of the students if needed.
- Do class interventions
- Set up a way forward on cases discussed during the meetings
- Organise activities in school which promote a positive environment
- Organise preventive meetings (external speakers) and create contacts with the
National Anti-Bullying section within the DSS.

The Learning Support Zone.

The Learning Support Zone is part of the school’s educational programme to support students
who are at risk of exclusion due to Social, Emotional and Behavioural Difficulties. In line with
this philosophy, it works hand in hand with the school behaviour management programme
giving all the students the opportunity to succeed. The LSZ must offer a flexible educational
set-up for those students being referred to it and includes a behaviour modification
programme.

The Guidance Teachers and the Psycho-Social Team.

The Psycho-Social team of the College is composed of the:

 College Prefect of Discipline

 Counseling Team
 Social workers Team
 Carrier Advisors Team.

The school is encouraged to utilize these services when needed to give the necessary support to
the students.

OFFENCES

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 Being Safe

Area Minor Major

Movement around -Running on concrete -Running and pushing
school or around building. others.
-Running in stairwells.
Play -Incorrect use of -Throwing objects in
equipment. the direction of
-Not playing school others.
approved games. -Possession of
-Playing in toilets. weapons.
Physical Contact -Minor physical -Serious physical
contact (for example aggression.
pushing and shoving). -Fighting.
-Physical harassment.
Correct Attire -Not wearing -Persistent refusal of
appropriate shoes/ wearing the school
uniform. uniform.
School Transport -Inappropriate bus -Dangerous and
behaviour. persistent
inappropriate bus
behaviour.
Other -Possession or selling
of illegal substances.
-Possession of
weapons or sharp
objects.

Being Responsible

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 Area Minor Major
Class tasks -Not completing set -Consistent refusal to
tasks. participate in class
-Refusing to work. tasks.
-Copying work from
other students.
-Cheating during
examinations.
Being in the right -Not being punctual. -Consistent tardiness.
place -Leaving class without
permission.
-Leaving school
without permission.
-Truancy.

Follow instructions -Infrequent un co- -Persistent un co-

operative behaviour . operative behaviour.
Rubbish -Littering. -Purpose littering.
-Eating in class.
-Chewing gum.
-Spitting
Mobile Phone/ -Possession of mobile -Cyber-bullying.
Electronic Devices phone.
(The school is not -Using the lift without
responsible for the permission.
loss of these electronic
devices)

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 Being Respectful

Area Minor Major

Language -Inappropriate -Offensive language.
language -Aggressive language.
(written/verbal). -Verbal abuse/directed profanity.
-Calling out. -Swearing.
-Disrespectful tone.

Property -Stealing/major theft.

-Lack of care for the -Willful property damage.
environment. -Vandalism.
Others -Not playing fairly. -Major
-Minor disruption to bullying/harassment/discrimination.
class. -Major disruption to class.
-Minor defiance. -Blatant disrespect.
-Minor -Major defiance.
bullying/harassment. -Racial harassment.
-Pornographic material.

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Consequences.

When necessary, appropriate disciplinary sanctions that are related to the offence will be used.
The purpose of these sanctions shall be to:

a. How appropriate disapproval.

b. Impress upon the student that what has been done is wrong.
c. Deter him/her from repeating that behaviour.
d. Show other students that such behaviour is unacceptable.

Examples of Consequences for a minor offence, which may vary in intensity:

Here under is a list of consequences for a minor offence.

1. Quick reminder of school rules and of classroom standards and expectations.

2. A quiet word with student privately.
3. Time-out for cooling down.
4. Completion of work.
5. Carrying out useful tasks in restorative justice.
6. Detention time with an educational purpose
7. Withholding participation in educational visits, sports events.
8. Written report to Form Teacher.
9. Written note to parents.
10. Meeting with parents.

Examples of Consequences for major offences.

1. Paying for breakage/repair work.

2. Suspension from school for the rest of the day.
3. Removal from a group, class or particular lesson or activity.
4. Withdrawal of break or lunchtime privileges.
5. Internal suspension.
6. Fixed-term exclusion in extreme serious misbehaviour cases.
7. Community work.

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 8. Alternative educational provisions may be provided in extreme cases and after every
effort has been exhausted.

Here under is a list of examples of serious misbehaviour.

1. Continuous disruption of teaching and learning.

2. Refusal to wear the correct College uniform.
3. Rudeness to intimidation of staff or other pupils.
4. Bullying.
5. Serious actual or threatened violence against another student, member of staff,
group or against the school as a whole.
6. Sexual, racial, homophobic or religious abuse or assault directed against another
individual.
7. Involvement with illegal substances such as bringing a substance on to the premises,
supplying, offering to supply to arranging to supply a substance for another student.
8. Carrying and/or using a weapon, including an imitation of a weapon.
9. Serious deliberate damage to school property or the property of others.
10. Bringing alcohol, tobacco products, matches, lighters or fireworks onto school
premises

The implementation of this programme.

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 1. The establishment of the Behaviour Management Team.

The team is chaired by the Head of School. If needed, the College Prefect of Discipline may join
the meetings.

The team has to meet at least twice a month. The team is responsible for:

 The implementation of the behaviour management programme;

 Evaluation of the students personal files;
 Merit and Achievement cards entries;
 Discipline cases (major offence cases).

Consultation meetings.

It is very important that these guidelines be clear to all the school community i.e. Senior
Management Team, Teaching staff, students and parents. In the beginning of the scholastic
year, the College Prefect of Discipline will organize a meeting for the parents to discuss with
them the Behaviour Management Programme.

Moreover, a set of meetings for students are to be organized, the purpose of which is to inform
the students about the Behaviour Management Programme.

Personal Files.

Every student will have a personal file. The files will be kept by the Assistant head in charge.
Teachers are encouraged to fill in the Incident Report Sheet (see Appendix 1) to report a
particular incident. These sheets are to be given to the Assistant head and put in the student’s
file. The Behaviour Management team will evaluate the incident report sheets and actions will
be taken accordingly.

Minor Offence.

It is of outmost importance that minor offences are tackled by the teacher. So, at the beginning
of the scholastic year, teacher and the students need to establish a set of class rules. Teachers
are encouraged to fill in the Incident Report Sheet for future reference.

Major offence.

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A major offence can be:

A build-up of minor offences.

This evaluation will be carried out by the Behaviour Management Team who will be basing the
evaluation on the incident report sheets and the interventions carried out by the teacher in the
earlier stages. The consequences of a major offence will only be given by the SMT members.

A very serious incident.

When the behaviour of a student falls in the category of a major offence the consequences shall
be followed accordingly. It is of utmost important that the team takes the necessary actions
immediately to leave the necessary impact on the student. A written record shall be taken for
future reference.

______________________________________________________________________________

Conclusion.

The ethos of the school is grounded in the quality of relationships at all levels. Such
relationships are characterized by mutual respect, by transmitting a clear message to all school
stakeholders that are of worth, by a willingness to listen and understand. Through this positive
attitude, there is constant encouragement to develop self-esteem, self-discipline and
autonomous adherence to high standards.

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