At Longreach State High School, our approach to behaviour management is structured and guided by clearly defined procedures aimed at maintaining a positive and conducive learning environment. This approach is rooted in a combination of proactive classroom management strategies and restorative practices to address inappropriate behaviour.
Classroom Management: Teachers actively implement the
Essential Skills for Classroom Management (ESCM), which include establishing clear expectations, giving concise instructions, and using positive reinforcement. Techniques such as selective attending and redirecting to learning are employed to encourage appropriate behaviour.
Restorative Practices: A restorative approach is applied in managing disruptions. For instance, when a student is sent to a
Buddy Class due to ongoing disruption, the focus is on helping the student de-escalate and reset before returning to their original class. This intervention is aimed at maintaining positive relationships and preventing further issues.
Behaviour Flowcharts: The school's behaviour management system is supported by detailed flowcharts that outline the steps for managing various types of student behaviour, including defiance, harassment, truancy, and property misuse. These flowcharts help ensure consistency in handling incidents across the school.
Positive Recognition: Emphasis is placed on positive reinforcement, with an ideal ratio of 4:1 positive to corrective feedback. Teachers are encouraged to recognise and reward on-task behaviour, both in class and at the whole-school level, through systems like rewards points, postcards home, and student of the week nominations.
This comprehensive approach is designed to create a supportive and structured environment, where students are given opportunities to correct their behaviour and are consistently guided towards positive choices.