Positive Learning Environment Policy

Policy Statement

At Rossmoyne Senior High School (RSHS), staff commit to ensuring a positive learning environment where all members of our school community have the right to be respected and have a responsibility to respect each other. In a positive learning environment all members of the school community feel safe and supported.


Background

A goal of RSHS is to prepare compassionate students who face the future confidently and capably. In a positive learning environment, teachers foster student wellbeing and explicitly teach students to be self-aware and resilient. Students learn about their rights and responsibilities. Through the implementation of a Code of Conduct which establishes high expectations of behaviour for all students as members of a learning community, teachers contribute to the development of ‘individuals ready to face the future with an optimistic outlook, confident that they can make a valuable contribution to the world’. (2013-2016 Business Plan)

The Positive Learning Environment (PLE) policy links to all four priorities of the Rossmoyne Senior High School 2013-2016 Business Plan:

  • Success for all students: a positive learning environment challenges and supports students.
  • An inclusive, inspiring and positive school culture: barriers to success are removed and students are inspired to achieve their personal best.
  • Excellent teaching and leadership: reflective teachers and school leaders continuously improve the learning environment.
  • A responsive and agile organisation: the physical environment is conducive to effective learning

The PLE policy (formerly Behaviour Management policy) is closely linked to the RSHS Anti-Bullying policy and is consistent with the Department of Education Behaviour Management in Schools policy.

Implementation

Teachers establish and maintain a positive learning environment by ensuring a common understanding of the principles ofThe Code of Conduct: Respect – developed through extensive collaboration between members of the school community. They actively teach the principles through Tute activities and the Positive Education program.

Students have the right to: Students have the responsibility to:
Be treated with courtesy and respect Show courtesy and respect to others
Work in, and enjoy, a safe, secure and clean environment Keep our environment safe, secure and clean
A learning environment that is free from disruption Ensure that there is no disruption to another person’s learning environment
Achieve their educational potential Develop their potential and assist others in doing the same
Have their property respected Respect student, staff and school property
Be proud of their achievements Ensure their actions do not discredit the school community

Teachers adopt a proactive approach to managing the behaviour of students in their classroom. They aim to quickly establish and maintain a safe and supportive learning environment. To this end, they employ a range of strategies, including

  • Establishing a clear expectation about behaviour.
  • Reinforcing the rights and responsibilities of teachers and students.
  • Recognising positive behaviour informally and formally with “Letters of Commendation”.
  • Ensuring the learning program is appropriate to students’ stage of development.
  • Modelling punctuality and respect.
  • Using proactive classroom management strategies (for example: use of proximity to provide a low key response to inappropriate behaviour).

When the actions of an individual begin to put a positive learning environment at risk, teachers employ a range of strategies, including

  • Issuing a warning to a student.
  • Talking to a student.
  • Moving a student to another area of the class.
  • Calling a parent.
  • Referring a student to a HOLA/TIC.

When a student persists in behaviour that puts a positive learning environment at risk, teachers employ a range of strategies, including

  • Detaining a student (through HOLA/TIC Detention).
  • Withdrawing a student from class (e.g., subject withdrawal).
  • Referring the student to discuss a resolution to the problem with HOLA/TIC.
  • Discussing further strategies and consequences with a HOLA/TIC.
  • Developing and monitoring a Behaviour Management Plan which focuses on the student learning to take responsibility to modify their behaviour.

Outside the Classroom, teachers adopt the following strategies for establishing and maintaining a safe and supportive environment:

  • The Duty Teacher has a presence while in the designated Duty Area.
  • The Duty Teacher moves through the area engaging with students and making reasonable requests to keep the area clean.
  • The Duty Teacher may issue warnings for minor misbehaviour, littering, swearing. They may issue Yard Duty if the student persists.
  • If a student does not comply with reasonable requests from the Duty Teacher, the matter is referred to the TIC of that duty area or the Associate principal.
  • Minor conflicts between students are resolved by the Duty Teacher. More serious incidents are referred to the TIC or Associate Principal.

When the actions of an individual seriously affect the safety and well-being of others, or prevent other members of the school community from fully participating in their learning program, consequences such as the loss of privileges, withdrawal from identified school activities or programs or a period of suspension will be applied.