Discipline (Students)

Table of Contents

Overview
Teacher Responsibilities
Discipline Strategies
Discipline Procedures

First created:	14 February 2012
Last reviewed:	27 May 2020
Review cycle:	Two years
Approver:	Senior Leadership Team
Owner:	Principals
Stakeholders:	Staff, students, parents
Child safety:	National Principles 1-4, 6-10

Overview #

Summary

Discipline, in its proper sense is the process of ‘discipling’ or leading someone to become an obedient disciple of Christ. As such, it should cover many aspects, including praise, encouragement, teaching, nurturing, example, correction, and restoration. The teaching staff aim to create a safe school and classroom environment that is conducive to the social, emotional, spiritual, and academic growth of each child. The College also has a pastoral approach which fosters self-discipline. Teachers view their role as one of discipling, which is inherent in the discipline process. Children are not only told when their behaviour is inappropriate but are instructed from a Christian perspective on how and why to behave differently.

Chastisement, retribution, punishment, and restitution, as well as aspects of justice, graciousness, repentance, forgiveness, and reconciliation will be taught and used in training students.

The basis of discipline at Rehoboth is that it should be fair, firm, and friendly. Teachers are expected to use the Low and Medium strategies suggested in the policy to deal with typical discipline issues that arise from time to time. Responsibility for classroom discipline falls upon the teacher who may implement a variety of strategies at increasing levels.

Discipline at Rehoboth may sometimes include the concept of punishment, but must be seen as being much broader than mere punishment for wrongdoing.

The underlying principle of our Discipline Policy is that the student receives a warning before a consequence, and there is an escalating series of consequences if the student’s behaviour does not improve.

The measures used to reinforce acceptable behaviour should be enforced consistently, both for the individual teacher and for the College as a whole. Thorough and methodical records, ideally in SEQTA, need to be kept of disciplinary actions taken and to assist with following up on issues.

Attachments and References

This policy should be read in conjunction with the following documents:

Teacher Responsibilities #

Responsibility for classroom discipline falls upon the teacher who may implement a variety of strategies at increasing levels. In the cases where High or Very High strategies need to be used, or there are repeated offences where strategies are not working, or there are issues that occur outside the classroom, these should be referred to the Principals (in Primary) or relevant Head of Students (in Secondary).
Teachers should speak to their Principal, Mentor, Head of Learning Area or Colleagues for advice should problems be ongoing. Buddy classes can be arranged with other classes at the same time, should students need ‘time out’ to work on their own until their behaviour becomes acceptable.
Classroom rules should be communicated clearly to each class. No student has the right to prevent others from learning. Control of the class begins from the moment the teacher arrives outside the room. Being on time, ensuring that students enter the room properly, and getting students engaged immediately are all strategies that are expected at Rehoboth. There is no one system that teachers are limited to, but, in general, they should follow the procedures outlined in this section so that there is consistency throughout the College.
If a situation needs to be escalated, teachers should remove the student from the confrontation and talk to them afterwards.
If an unacceptable situation arises, it needs to be dealt with and not ignored. Where a student is sent to the office, they will be kept there until the matter can be followed up the class teacher, the Principal, or the relevant Head of Students if necessary.
At the first available break, teachers should record what happened in the classroom, so that the incident can be followed up. As the student may be waiting some time, they should be sent to the Administration Office or buddy class with work to do.

Discipline Strategies #

The College expressly forbids the use of any form of child abuse, corporal punishment, or other degrading punishment in the discipline of students.

Notes about any disciplinary actions taken must be recorded in SEQTA. Where this is not possible, teachers should keep a written record.

Low Level Strategies

Examples of low level discipline strategies may include:

Moving the student to a different seating position in the classroom
A verbal reprimand and warning
Speaking to the student after class

Medium Level Strategies

Examples of medium level discipline strategies may include:

Sending a student outside of the classroom: The student should stand (without moving) where teachers can them through the open door, but other students cannot. The teacher will speak to the student after the class and the student will not be automatically dismissed with the rest of the class.
Lunchtime detention or playground timeout: In Secondary, teachers may choose to issue a lunchtime detention as a form of discipline by speaking with the student and completing the details in SEQTA. In Primary, if a child is deemed a risk to other students, needs to regain their composure, or needs some time to reflect on their actions, using a short timeout strategy during lunch is appropriate.

High Level Strategies

Examples of high level discipline strategies may include:

Student Behaviour Record: Student discipline needs to be recorded in SEQTA as it enables staff to have an accurate picture of a student’s overall behaviour. The intention is to provide a tool which will help support staff in training students. In deciding whether to create a Student Behaviour Record (SBR), the staff member should consider whether the behaviour or incident has been fully and effectively dealt with, if it is now closed, or whether there might be ongoing issues. If an incident is closed and the staff member is satisfied with the outcome, it may not be necessary to create a SBR. If it is felt that the behaviour or incident might continue, or if the staff member might need to involve parents or senior staff, then it is important to make a SBR. If the staff member has already referred the matter to senior staff or Administration, they should create a SBR at the first opportunity.
Sending students to the Administration Office: If staff are needing to send a child to the Office, they should send a quick email to the Administration Assistants briefly explaining why the child is being sent. The staff member should then follow this up by informing the Principal and/or Head of Students about the details as soon as practical. Students should only be sent to the Office for serious offences or in cases where, for any reason, the staff member feels they cannot cope with the situation appropriately at the time. Primary students should be escorted to the Office by an Education Assistant or, if safe to do so, by another child. Alternatively, the classroom teacher may call the Administration Assistant for the child to be collected.
Student Contracts: The College may sometimes require a student to enter into a written student contract, sometimes known as a behaviour contract, although not always limited in scope to behaviour. The student contract will be available on the student’s file and uploaded to SEQTA.

Very High Level Strategies

Examples of very high level strategies may include:

Suspension: In some cases, a student may not be permitted to attend school for a set period of time. A decision to suspend a student is made by the Principal and/or Head of Students and will usually be for serious or persistent problems (especially when a student’s behaviour is harming others). If a decision is made to suspend a student, parents will be contacted as soon as possible to discuss the matter.

Stage 1: The student will be suspended for a one day in-school suspension.
Stage 2: The student will be suspended for one day out of school.
Stage 3: The student will be suspended for three days out of school.
Stage 4: The student will be suspended for five days out of school.
Stage 5: If there is a further incident, the student will be suspended indefinitely pending a decision by a Disciplinary Panel concerning the student’s future at the College.

In the event of a serious breach of conduct, the consequences may be escalated more quickly to Stage 3. The student and at least one parent will also need to have an appointment with the Principal and/or Head of Students at the end of the suspension to discuss readmission. Sometimes a student may only be readmitted on a conditional enrolment basis with various conditions being documented. The student and parent will be required to sign the document (student contract) to indicate that they are aware that continued enrolment is subject to the stated conditions being met. In certain cases, a student may be suspended pending a possible decision about exclusion.
Exclusion: In some cases, a student may be ejected from the College and their enrolment cancelled. A student can only be excluded from the College if the Board (or its representative member) agrees to a recommendation from the Principal that such an action is necessary. This occurs after a review of the circumstances by a Discipline Panel.

Suspension and expulsion are extremely rare occurrences at Rehoboth, but students and parents need to be aware that these policies are in effect. Parents who would like to discuss these matters should be directed to contact their Principal and/or Head of Students.

Detention System

Students who misbehave in class, often come late, or fail to complete assignments on time may be required to attend detention. Teachers may informally detain students during break times, but this is not part of the mean detention system.
Lunchtime detention is given for minor offences and consists of being detained for twenty minutes during the thirty-five minute lunch break:
1. After three lunchtime detentions during a Term, a warning letter will be sent home. It is suggested that parents follow this up by contacting the Principal or relevant Head of Students
2. Attendance at lunchtime detention is mandatory and will take precedence over all other activities, training, ect.
3. Failure to attend lunchtime detention will result in an escalation of the consequences to the next level.
Although any disciplinary measures a school takes may cause inconvenience at times, it is our expectation that parents will support the College in such matters.

Discipline Procedures #

Role of the Form Teacher

The Form teacher will be informed of behaviour and discipline problems with students in their Form groups and will follow up on the matter.
Form teachers in each year level are to meet with individual students as the need arises for pastoral care.
When three detentions are given in a Term, a letter will be printed and given to the Form teacher to sign and then sent home. The Head of Students will be sent a copy of the letter in order to follow up with the student.

Student Expectations

A set of nine basic expectations has been compiled with the objective of improving the level of student behaviour. To build a safe and suitable environment which helps support learning and the development of good working habits, the expectations below are the minimum requirements which students are expected to follow.
The expectations are:
1. Students will line up quietly and on time outside the classroom before a lesson begins.
2. At the start of each lesson, students are expected to bring everything which is needed for the lesson.
3. Students will not distract other students from completing work and other tasks.
4. Students will give their total focus to the teacher when the teacher is speaking. Total focus will include the student’s eyes looking at the teacher and the student remaining silent and listening.
5. Students will show courtesy and respect to the teacher and to each other at all times. Sarcasm, rudeness, hurtful comments and speaking while someone else is speaking are all inappropriate behaviours. Everyone has the right to work in a peaceful, courteous and effective teaching and learning environment.
6. Students will take responsibility to jeep up with classwork and to keep their books, documents and files in an organised manner. When students are absent, they must make sure they find out what they missed out on, firstly by asking other students before coming to class, and then by asking the teacher.
7. Students will submit homework on the due date unless an extension has been requested and granted before the due date.
8. Students will raise their hands on each occasion when they wish to speak, and will not call out without being given permission to speak.
9. Students will remain in their seats only moving around the classroom with permission from the teacher.

Student Witness/Advocate

When a student is being interviewed about a serious disciplinary matter, they may request to have a third party present. If a student makes this request, the interviewing staff member will arrange for any individual or combination of the following individuals depending on the request:
1. Another staff member (this second staff member will not take part in the interview but will simply witness proceedings);
2. Parent(s) or guardian(s);
3. A trust adult advocate who is not a parent or guardian;
4. A friend or peer.