Setting Direction .au



-723900450532500-6960368976712center272716Setting DirectionBuilding a positive school climateDETSGRPSSt Georges Rd Primary School9500095000Setting DirectionBuilding a positive school climateDETSGRPSSt Georges Rd Primary School4831080750578500309753057277000Table of ContentsIntroduction 2Developing Routines & Procedures Start to the day Coming into class Putting Bags away & Setting up learning spaces Marking the roll Flow of the day During the day Lining up to enter the classroom Settling Students – End of Play/Lunch Gaining Attention Procedures for learning interactions Activity Transitions Moving around the school Specialist Programs Assembly procedures Canteen and eating areas End of the day Dismissing Students Positive Management Strategies Five Step Strategy Five Finger Strategy Traffic lights Red Card System Appendices: Specialist Expectations Music & Multimedia Routine Art Room Rules & Routines LOTE Routine & Ideal Library Lesson School Values School Rules 3456789101112131415 Introductionleftcenter‘If you convey your expectations well, you will reduce the amount of time that you would otherwise spend acknowledging and correcting students’. Dr Christine Richmond, (2007)35000100000‘If you convey your expectations well, you will reduce the amount of time that you would otherwise spend acknowledging and correcting students’. Dr Christine Richmond, (2007)PurposeTo establish a positive school climate that creates the best possible conditions for student learning, including:Routines & Procedures for –Getting the day off to a positive start – lining up, bags away, sitting on the floor/ at tables, greetings and daily organisation.Cues for listening and following instructionsMoving around the school between classesWorking in groupsWorking individuallyPositive participation in specialist programsEntering, using and leaving shared facilities in an orderly and respectful manner.Bringing the day to a positive end The importance of the 5 school rules and the values of St Georges Rd Primary SchoolDeveloping Routines and Procedures 375285040957500Start to the dayComing into classFirst bell rings at 8:55am. Teachers are in their classrooms to commence the day. Teachers will demonstrate the expected lining up and moving into classroom procedure from the first day and continue to reinforce.375412058864500Establish expected routines (e.g. straight lines, eye contact, students sit quietly (along the verandah) outside the classroom in one line with bags to be greeted by classroom teacher.Students enter classroom in a quiet and orderly manner.Prior to school assemblies, sports equipment, hats etc. are left in the classroom.Practise routines and procedures. Putting bags away & setting up learning spaces375285021399500Establish expected routine e.g. bags are placed inside designated locker or hung on designated hook and students unpack and prepare for the day.Reading satchels are placed in designated space, lunch orders in tubs, notes handed to teachers, netbooks etc.Students set up their learning spaces then make their way to the morning meeting area (on the floor). Environmental considerations given to those students with particular learning needs.Take a photo and display how you expect students to line up, put bags away, set up their learning area etc.At recess and lunch times all items must be back in student bags and bags placed in designated spot, before leaving the classroom.Practice routines and follow through on imposing proactive and consistent consequences (e.g. Line up practice at lunch time.)Reward and acknowledge your class for consistent correct practices. 352425028575000Marking the rollEstablish expected routine e.g. once bags are away and learning spaces set up, students sit quietly on the floor and await instruction. Do not begin morning address until all students are listening with attentive body language.Good manners, positive greetings and interchanges for building positive relationships.Teacher provides explicit instructions for what is needed at the start of the day.35255203238500Monitors follow ‘start to the day’ procedures e.g. Lunch orders to canteen, roll to office etc. Practise routines and procedures.Follow through on imposing proactive and consistent consequences (e.g. practicing greetings at recess time.)Reward and acknowledge your class for consistent, correct practices. 347599014732000 Flow of the dayEach classroom will have a timetable on display so that any student, teacher, volunteer, parent or visitor what is happening in that classroom on that day. 330517554991000Visual prompts will be used to assist in developing routines and procedures. During the day381952511430000Lining up to enter the classroomThe first bell signals time for students to stop play, go to the toilet, get a drink and move to assembly area before the 2nd bell.Teachers arrive at the line-up/ assembly area by the 2nd bell.Establish expected routine and procedure from the first day and continue to reinforce.Practice the routines and procedures.Follow through on imposing proactive and consistent consequences (e.g. Line up practice at lunch time.)Reward and acknowledge your class for consistent correct practices. 375285018986500Settling Students – End of play/ End of lunch.Establish expected routine and procedure (e.g. 5 minutes silent reading, listening to a story, student assemblies) from the first day and continue to reinforce.446722542354500Outside activities are completed e.g. play equipment is packed up, sunhats in lockers, sitting on the floor in the instructional area.Follow this routine before addressing yard incidents or other student concerns.Take a photo and display what you expect the room/ assembly area to look like during this time.486727524638000Gaining AttentionEstablish cues for gaining attention (e.g. Hand claps, bell, visual signal, rhyme) early.Explain the cues explicitly Change regularly if necessary to maximise effectiveness. 370014523812500Procedures for learning interactionsDo not begin instruction until all students are listening with attentive body language.Establish routines and procedures for smooth learning sequences e.g. Hands up for questions, Ask 3 before you ask me, one person speaks at a time.369189040449500During group activities –students stay in their learning spaces and remain on task.At the end of activities, students pack up all resources and materials.Students are expected to abide by the 5 School Rules, Classroom and Specialist Expectations and adhere to the school values at all times Activity Transitions 518160065659000409575065532000Establish expected cues for activity transitions from the first day and continue to reinforce e.g. “Stop work – all eyes on me”. “5,4,3,2,1….” “3,2,1 –Screen Down”.2905125508000Practise the routines and procedures.Follow through on imposing proactive and consistent consequences.Reward and acknowledge your class for consistent correct practices. 389572514795500Moving around the schoolEstablish expected routine and procedure from the first day and continue to reinforce.Implement the Classroom Exit pass (lanyard).Classes to move around the school in orderly lines, quiet voices and at an appropriate pace with the classroom teacher.The verandah is a quiet zone – no running.Practise procedures and follow through on imposing proactive and consistent consequences.339471036195000Specialist Programs Establish expected routine and procedure from the first lesson and continue to reinforce e.g. arrive prepared for learning, line up with your teacher, walk in, sit down quietly and listen to the teacher. Practise the routines and procedures.Take a photo/ display expectations.Blue specialist folders must be sent with the class to specialist classes to manage and track behaviours.398145047561500Follow through on imposing proactive and consistent consequences (e.g. practising routines and procedures at recess, following up with classroom teacher and Primary Welfare Officer where relevant.Assembly proceduresEstablish expected routine and procedure from the first assembly and continue to reinforce e.g. students enter assembly in line with their teacher, quietly and on time. 398526054229000Teachers manage attentive listening and positive participation by active supervision and strategic placement of students. Students sit in designated area in 2 lines, with legs crossed.No extra items to be brought to assembly – or otherwise left with the teacher.400050052768500Grades stay seated until their class is dismissed from the hall. Canteen and Eating Areas. Establish expected recess and lunchtime eating routine and procedure from the first day and continue to reinforce.Children eat their food in the classroom and dispose of rubbish in the classroom bin when dismissed by teacher.Asphalt Yard Duty teacher and Student Leaders supervise canteen lines at recess. Food is eaten on the yellow seating at edge of oval/ asphalt.Students finish eating food in designated eating areas – ensuring all litter is placed in rubbish bins.Classes on tong duty to keep designated areas tidy with after lunch clean up throughout week of duty. End of the day352615513271500Dismissing StudentsEstablish pack-up and dismissal routine and procedure from the first day and continue to reinforce e.g. pack up the room, sit and listen to the teacher, have a farewell and response procedure, reminders, notices etc.Make explicit that the teacher dismisses the students, not the bell.345757517653000Dismiss one or two students at a time.Expect that students will make their way in an orderly fashion when exiting the classroom, school building and yard. Yard duty teachers will reinforce that students walk through the yard – including walking bikes, scooters, skate boards etc. 40957505715000Positive Management StrategiesAs a school community, we use a range of positive behaviour management strategies to teach and support our students towards sustaining a positive school climate.I do what I’m told when askedReinforce the Golden Rule: I do what I’m told when asked.If a student is not doing what has been instructed, ask, ‘Are you following the Golden Rule?Five Step StrategyFrom Prep to Year 6 there is a whole school conflict prevention strategy. All staff teach and implement this strategy. Classrooms will display the 5 STEP strategy.STEP 1IgnoreSTEP 2Move AwaySTEP 3Say “STOP” politelySTEP 4Say “STOP”STEP 5Tell a teacherTraffic Lights0-444500Every classroom and specialist class enforces the traffic light system. Each student begins the day with a GREEN light. A YELLOW light is a warning. A 2nd misdemeanour means the student has needed to be withdrawn from the activity. This can be TIME OUT – e.g. on perimeter of the room. A further misdemeanour is RED light - removal to another classroom of the Primary Welfare Officer.In instances of severe disruption – a RED light in enacted upon immediately. Students are removed from the room with a RED Card.Red Card systemA red card is issued to Students who are required to be removed from their classroom for disruptive behaviour. The student takes the RED card with them to present to another classroom teacher, Primary Welfare Officer or Principal/ Assistant Principal.Appendix Specialist Expectations 7620020129500St Georges Road Primary SchoolSpecialist ExpectationsArrive prepared for learning(e.g. Headphones, Art smock, Pencil case, LOTE Brain)Line up with your teacherWalk inSit down quietlyListen to the teacher-85725-33337500St Georges Road Primary SchoolMusic RoutineMark rollActivity instructionQuestion timeWalk to get equipmentActivity learning timePut equipment back where you got it fromShare timeAwait teacher dismissalMultimedia RoutineMark rollActivity instructionQuestion timeWalk to your computerActivity learning timePack up Share timeAwait teacher dismissalPack Up RoutineLog off/Shut downWrap up headphones and put in bag Stand quietly behind chairAwait teacher instruction Art Room RulesNO put downsNO ENTRY into Office, Storeroom or Other tap areaLook after equipmentDon’t waste materialsRespect art work – yours & othersClean up your tableWalk in art roomEarly finishers keep busy on mat Early Finisher ActivitiesClean up your tableHelp tidy up materialsGo to MatMAT ACTIVITIESRead quietly Talk quietly Art Review Activity SheetPattern colouring Activity Sheet Art RoutineMark rollActivity instructionQuestion timeWalk to tablesActivity learning timeTidy tables and roomEarly finisher activitiesShare timeAwait teacher dismissalLOTE RoutineGameActivity instructionActivity learning timeShare timeTidy tables and floorAwait teacher dismissalIdeal Library LessonWalk in quietlyPlace your belongings at a tablePlace books to be returned on bench4. Follow teacher’s instruction. For Example:- Sit on mat for a story - Commence work at a tableBorrowing: only allow one table at a time to choose booksStudents to use paddle when reading booksTeachers only to use the computer for borrowing and returning booksReturned books must be placed in the correct tubTeachers to monitor suitability of books that children are borrowingWhen leaving:Children to push in chairsReturn books to correct spot on shelfClean under and top of tablesLeave the Library quietlySchool ValuesRESPECT‘Valuing, Accepting, Appreciating, Worthiness’?? Respecting self and othersUsing good manners, body language, tone of voice, presentation and appearanceRespecting school grounds and personal belongings.Showing appreciation and valuing diversity through inclusive practicesAuthority - leadership, rules 259270523558500‘Showing respect for others & showing respect for yourself!’ RESPONSIBILITY‘Commitment, Reliability, Accountability, Conscientiousness’Responsibility for own actions, behaviour, belongings and learningNot only knowing the right thing to do, but doing itAspiring to be ‘good citizens’Developing a sense of ownership and caring for self and others‘Observing’ and using appropriate behaviours and actions that are respectful and align with school and society expectations‘If it is to be it is up to me!’?EXCELLENCE‘Merit, Virtue, Personal Best’High expectations - teachers, students, parents100% effort to achieve personal excellenceCatering for and fostering individual talents/ abilities through excellent programsExcellence in all areas: social, emotional, physical and academicWillingness to surmount obstacles ‘Be the best that you can be!’ PRIDE ‘Dignity, Integrity, Self –esteem’Pride in yourself: Learning, appearance,attitude, behaviour and achievementsPride in your school: Community (peersteachers, class), grounds and buildings, uniform, personal belongings.Pride as part of the wider community: Sporting groups, heritage, Shepparton, Australia!Belief in yourself.‘Living our values!’ 38100352425 1. Treat everyone with respect.2. Listen to and follow instructions. 3. Be polite—always use manners.4. Keep hands, feet and objects to yourself.5. Look after yourself, your classroom, your school and the environment.?0 1. Treat everyone with respect.2. Listen to and follow instructions. 3. Be polite—always use manners.4. Keep hands, feet and objects to yourself.5. Look after yourself, your classroom, your school and the environment.?5 school Rules2628900223520St Georges Rd Primary School School Rules St Georges Rd Primary School School Rules ................
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