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Behaviour for learning

Behaviour for Learning

To support our vision in developing an emotionally healthy school we decided to review our behaviour for learning. As a result, this term we introduced a restorative “Think system “This approach fosters awareness of how others have been affected by inappropriate behaviour. It engages the children in a process that separates the deed from the doer and acknowledges the child's worth and contribution to the school. The main principals to make it work are:

ENGAGEMENT - Involve all participants in the process.

EXPLANATION - Shared understanding.

EXPECTATION - Be clear on vision for the future!

A” think card” will be issued but not displayed on a chart in class.

The child then has time to reflect on the questions on the card. They will then return card to adult at an appropriate time to have a restorative talk about their behaviour, then together agree appropriate action. Instant consequences can still be given e.g. missing a playtime (for younger children) More than 2 in a week the child can go to a reflective session at the end of the week or a talk with head of house / group. If a child's behaviour is not modified, parents will be contacted. BIG think cards are more serious and the child will have a letter / call to parents to explain behaviour is not in line with our behaviour expectations or school policies. Restorative approach behaviour management is, for the majority, quite an informal method.

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