Learner Discipline and School Management

1 Learner Discipline and School ManagementA practical guide to understanding and managing Learner behaviour within the School context 2007 Education Management & Development Centre: Metropole NorthLearner Discipline and School Management ContentsPoint of departureThe development and Management of a culture of positive behaviour in the schoolThe rights of the educatorPositive Discipline : role of parentsThe School s code of conduct for learnersThe disciplinary hearingSupport structuresThe educator as professional personHandling of stress by the educatorClassroom managementClassroom code of conductTeaching of large classesHandling behaviour problemsAnger managementHandling conflictBullyingBibliography1 Learner Discipline and School ManagementMessage from the Director: EMDC Metropole NorthLearner behaviour problems have, for years, been a major concern for teachers, administrators and parents. More than ever before, teachers are faced with critical problems in their classrooms, and are confronted (on a daily basis) with unacceptable Learner behaviour and threatening situations.

2 After the abolishment of the old system of corporal punishment and control, an urgent need arose to deal with behavioural issues in innovative ways. The new approach to positive behavioural support represents a shift from a focus on deficit and control, towards a developmental and restorative approach. This will enable learners to progress towards responsibility, relationship building and a greater sense of well-being. This approach is also embodied in the South African Constitution, the South African Schools Act and the specific outcomes of the National Curriculum Statement which give priority to the concept of responsibility. For the past 5 years, the EMDC Metropole North has been involved in an intensive training programme for educators with a view to improving the Management of Discipline and skill in the handling of Learner behaviour. The theme Understanding and Managing Learner Behaviour focuses on the shift from the control and punishment of learners to positive behaviour support.

3 It furthermore advocates a shift from behaviour Management to relationship building and the promoting of a restorative approach towards challenging behaviour. This approach is essential for the holistic development of the child. It is important that this approach be supported by clear guidelines for actions, which is why this document has been developed, namely, to create basic guidelines so that every School can develop and maintain a Discipline structure. The focus falls particularly on the creation of a code of conduct for learners and the implementation thereof, from the School Management team to the classroom. The document allows room for further development by the School itself and for the addition of other important information. This document was drawn up after thorough research and takes into consideration legal aspects and the latest education regulations.

4 I would like to encourage principals to implement the principles and guidelines in this document, because the Management of healthy, positive Discipline remains the duty and responsibility of the School and its partners. The EMDC will gladly provide further support. I wish to thank Neville Goliath, Bridget Goosen, Johan Pretorius, Sura Swart and Koos Theron for their sterling work and contribution towards better Volschenk2 Learner Discipline and School Management Point of Departure Understanding and managing Learner behaviour has become a challenge for schools in South Africa. Positive Discipline has as its goal the whole development of the child. Engaging with learners and considering their needs requires effective systems, skills and a positive attitude. The Management structures in schools should give clear guidelines on the Management of Learner behaviour. The educator has an important responsibility to facilitate a climate for the development of positive Learner behaviour.

5 The role of the parent, as primary educator and partner in the shaping of the Learner s character is indispensable. Schools must create the space and offer the opportunity for learners to develop leadership. The code of conduct for learners serves as the basis for the development and promotion of positive Learner behaviour. Practical skills are needed in times of crisis, when learners are experiencing emotional Discipline and School Management1 1. The basis for positive behaviourAn important shift of focus in the effective Management of Learner behaviour is the development and Management of positive relationships, between children and between children and adults. A climate of trust and understanding of each other is essential as a basis for the building of relationships and it must be developed and implemented by the whole School and class. If this is the case, mutual respect, caring, knowledge of each other s feelings, an I belong -feeling and the willingness to take responsibility for own actions and deeds can be achieved more easily.

6 Schools have an important task to teach children to differentiate between acceptable and unacceptable behaviour. Opportunity must also be given for the development of insight and learning. In a positive School situation a breaking of School rules is therefore viewed as not only a negative action towards the School , but also a negative action towards fellow learners and teachers and the disruption of mutual relationships. In a positive School climate, School rules are instrumental to the whole development of the Learner . The strategy for positive behaviour leans heavily on the principles of the Circle of Courage model, which are basically the following: I belong I am achieving I am independent I am generous This developmental approach focuses on allowing children the opportunity to grow in themselves. Through this, they experience themselves positively and they make good decisions so that they can progress to development and Management of a Culture of Positive Behaviour in the schoolLearner Discipline and School Management2 Department HeadSchool ManagerDeputy HeadEducatorRepresentativeCouncil of LearnersPrefect programme& Class monitorsSchool GoverningBody & ParentsCultureofpositivebehaviourCodeofC onductforLearnersBehaviour Management within the Circle of Courage Learner Discipline and School Management32.

7 The co-ordinated and integrated Management of positive Learner behaviourWhole School development with a focus on a culture of positive behaviour must be well managed, as it involves an attitude and work ethic that are driven by good professional behaviour, support structures and good planning. Realising a permanent belief in the system requires active leadership. The important role players are the School Management team, educators, learners, representative council of learners, class monitors or prefects and the School governing body (SGB). The Management of a culture of positive behaviour is a co-ordinated and integrated approach with a clear task for each role player to ensure positive behaviour. The Circle of Courage model is the basis for Duties and responsibilities of the School Management TeamThe Management of a culture of positive behaviour requires active leadership to realise a constant flow of positive predisposition towards and belief in the system.

8 It therefore involves firm, co-ordinated and planned actions in the implementation of the general code of conduct for learners and School ethic. Learner Discipline and School Management The School Manager - Primarily responsible for establishing the concept of positive behaviour within the School Ensure that all personnel, parents and learners are aware of the policies regarding positive Learner Ensure that policy regarding disciplinary measures is Ensure that Learner behaviour and Learner issues are discussed Ensure that record is kept of Learner Organise staff development sessions regarding the Management of learners Organise interviews with parents about the progress and behaviour of Ensure that the School has a good orientation programme for new learners (especially Grade 8).- Ensure that learners are dealt with fairly and consistently. The Deputy Head- Responsible for the application of Support the principal in the performance of duties to create a School culture of positive Support the principal in the provision of Learner support and guidance regarding good Supervise the representative council of Responsible for the supervision and mentoring of a prefect programme.

9 The Department Head- Responsible for regular formal meetings with grade heads, senior educators, phase leaders, Conduct discussions about disciplinary tendencies and concerns in the Provide feedback regarding EST recommendations and Liaison with multifunctional teams from district centres, community organisations and NGOs. Grade Head/Senior Educators- Organise regular scheduled meetings with grade, learning area and/or phase Hold discussions to identify possible referrals to the Organise interviews with parents to discuss Learner behaviour and Control and manage the administrative system of disciplinary referrals and Report to the SMT on disciplinary tendencies and Discipline and School Management Duties and responsibilities of the Educator Create a Learner -centred classroom where discussion is allowed between learners, but the discussion takes place in a focussed and orderly manner. Prepare well so that lessons can run smoothly and Discipline can be applied more easily.

10 Expect co-operation of learners. When instructed to take out books , the instruction must be followed. Wait until it happens! Do not make threats that cannot be carried out. Do not just criticise. When commenting on the Learner s work, remember to praise the Learner also. Punish only in accordance with the School s code of conduct for learners and the classroom code of conduct. Make sure that the offender is taken to task. The whole class must not be punished. This is unfair and may not happen. Do not allow a queue to form when you are correcting books. Time is wasted and there is a strong possibility that Discipline problems will develop. Do not sit when you are teaching. Move around and observe learners while they are busy with group activities. Approach the EST for advice and support regarding interventions and how to handle specific Learner needs. The School Management team is there to support you.