GOOD MANNERS ARE IMPORTANT FOR DISCIPLINE
Source: Department of Education, Training and Employment, Library Services, Queensland Government, http://education.qld.gov.au/library/edhistory/
topics/manners.html, Accessed 18 September 2014
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From Education Queensland: http://education.qld.gov.au/library/edhistory/topics/manners.html
The ‘Good Manners’ chart was first issued to Queensland schools in 1898 by the Department of Public Instruction as part of the systematic teaching of conduct and manners. The chart was based on rules formulated by the Children’s National Guild of Courtesy which had been founded in UK elementary schools in 1889.
The rules covered personal conduct at home, at school, at play, in the street, at the table and general courtesy. School rules emphasised that children should respect teachers, other students and school property. Cheating, dishonesty and cowardice were discouraged at school and play. The chart (80cm wide x 110cm long) hung in a prominent place in the classroom or would be unrolled and hung on a map-stand. As part of lessons on ‘Conduct and Manners’, the teacher would run through the chart, while the children repeated each rule several times. The students were required to then put into practice, in the classroom and the playground, the instruction received.
One school inspector reported in 1899 improved discipline and “polite behaviour of the pupils to their seniors outside the precincts of the school” and that “the lessons on conduct and manners and those from the good manners chart, lately supplied to schools are apparently doing good”.
Another district inspector was more scathing noting that the result of sending the chart to schools “with the view to the inculcation of polite habits among the pupils” was “but slightly appreciable”.
The chart continued to be issued to Queensland schools until the 1960s.
Download a copy of the Good Manners chart (PDF, 840 KB)
CORPORAL PUNISHMENT AKA ‘THE CANE’, ‘THE RULER’ OR ‘THE CUTS’
From Education Queensland: http://education.qld.gov.au/library/edhistory/topics/corporal/
Corporal punishment in Queensland state schools was a constant problem for educational administrators from the inception of the Queensland system of education in 1860 to its abolition in 1995. While the law did not change to any great extent during those years, the regulations of the Department of Education progressively restricted the use of corporal punishment. Some teachers disregarded these regulations.
Further, this description of corporal punishment from Queensland State Archives informs us of specific gender conditions and also how registers were kept by Head Teachers detailing punishments given. From Queensland State Archives (Series ID 20026, Corporal Punishment Registers): http://www.archivessearch.qld.gov.au/Search/SeriesDetails.aspx?SeriesId=20026#bookmarkDescription
Corporal punishment registers were kept by the Head Teacher of each school, and record all corporal punishment administered by the Head Teacher or an assistant (authorised by the Minister). The corporal punishment register contains the following information for each entry: the date in full, the name of the pupil or pupils receiving corporal punishment, the “fault” or incident requiring punishment and the kind and extent of punishment. These registers were kept by Petrie State School.
More about Corporal Punishment in Queensland:
http://education.qld.gov.au/library/edhistory/topics/corporal/
http://education.qld.gov.au/library/edhistory/topics/corporal/public.html
https://www3.aifs.gov.au/cfca/publications/corporal-punishment-key-issues
1923 Mr Robert G Chilcott
“Mr Chappel found that he was in constant need of new canes and when he asked the big boys to move the press, they heard the sound of something falling down behind it. There were all the canes, three dozen of them.”
– Mr Robert G Chilcott, 1974 – Past Sudent, North Pine State School, ca. 1923
1955 – ca. 1962 Janice Carter (nee Cairns)
“By the time I was in Grade 5, we had Mr Hirst as our Headmaster. He always did a circle with the chalk in his hand before his hand would connect with the blackboard. He was a sweet old man but could still give the boys the cane across their hands when they misbehaved. I am glad the girls didn’t get the cane. One of the boys hid his cane one day. They got extra cuts when he found it.”
– Janice Carter (nee Cairns), 1999 – Past Student, Petrie State School, 1955 – ca. 1962
Source: Commemorating 125 Years of Service: Petrie State School 1874-1999, p 31.
1955 – 1963 Joyce Wagner (nee Cairns)
“Mr Faulkener used to take us for Music lessons but he played a violin, which we children found extremely funny. Mr Faulkener took his violin very seriously and took exception to our mirth. Peter Chester laughed and ridiculed on a bad day and I watched as Mr Faulkener told Peter to put his hand flat on the desk and then proceeded to crack him over the back of his knuckles with the sharp edge of the three rulers he had picked up and placed together. Kids sure have it easier these days.”
– Joyce Wagner (nee Cairns), 1999 – Past Student, Petrie State School, 1955 – 1963
Source: Commemorating 125 Years of Service: Petrie State School 1874-1999, pp 28-30.
THE USUAL SUSPECTS
Some teachers became infamous for the use of many manipulative and humiliating techniques in order to achieve order. Or perhaps other reason’s, one can never know. However, it seems that certain types of control techniques left lasting impressions on the adults that evolved from those children. I’m sure in many cases the desired results were not achieved, as Mrs Janice Carter (nee Cairns) recalls in 1999:
“My first real memory of Petrie School after initially settling in was a lesson taken by the Headmaster at that time, Mr Mal Langusch. It was quite the practice to take a child from the class and humiliate him or her in front of the class. We were each asked what we wanted to be. When we grew up. When I answered, ‘I wanted to be a library man’, Mr Langusch took me to the front of the class and spoke very loudly at me, ‘You want to be a librarian! Now say it.’ I said it again, ‘I want to be a library man’. I was very frightened of him. He shook me by the shoulders shouting at me, ‘You want to be a librarian!’ I had tears streaming down my face while all the kids were laughing at me.
Well, as I said, I have eleven brothers and sisters and I had plenty of teasing and tormenting from them and beltings from my Dad when I deserved them but I could not take being made a fool of in front of the class so from that day onwards Petrie School copped the worst years of my life. I was never afraid to answer a teacher back and spent many an afternoon after school writing a hundred lines ‘I will not …’. There were many episodes of being stuck in the corner of the room for stubbornly refusing to do something. Miss Bennett’s class was one I spent more time in the corner than listening to anything she had to say.”
– Janice Carter (nee Cairns), 1999 – Past Student, Petrie State School, 1955 – ca. 1962
Source: Commemorating 125 Years of Service: Petrie State School 1874-1999, p31.
Although at times it seems that some teachers were at a complete loss as to how to respond to certain situations and thus, the discipline might be more benign, still none-the-less considered quite harsh or unacceptable compared with today’s standards and expectations.
Apart from PUBLIC HUMILIATION, WRITING LINES and STANDING IN THE CORNER there were other ways and means of ‘making’ a child conform:
SHOCK AND AWE
“After he retired [Mr Hirst] we got Mr Robinson for our Headmaster. He roared like a lion and would jump over desks to pull a kid out for not paying attention.”
– Janice Carter (nee Cairns), 1999 – Past Student, Petrie State School, 1955 – ca. 1962
Source: Commemorating 125 Years of Service: Petrie State School 1874-1999, p31.
A GOOD CLIP OVER THE EARHOLE
“About the third term of Grade 5, a new principal, Mr Leo Robinson came to school. He marched in putting the fear of God up all the kids. He was in the classroom, maybe Grade 7, introducing himself and giving a speech about behaviour when one boy, Ronnie Young the class larrikin, was rocking on his chair and not paying attention as he should have been. Well, Leo very nimbly leapt onto the front desk and raced along the desks avoiding stepping on the other children and when he got to Ron clipped him under the ear. Ronnie went one way, his chair went the other way. A dynamic introduction to a new school but I bet he had everybody’s attention after that.”
– Joyce Wagner (nee Cairns), 1999 – Past Student, Petrie State School, 1955 – 1963
Source: Commemorating 125 Years of Service: Petrie State School 1874-1999, pp28-30.
SOLITARY
“One episode that can’t be forgotten was when the domestic science building was built next door to the school and we no longer went to Caboolture for Rural School. I was told that I would have to wash the tea towels and I said, “No way. I’m not washing the tea towels”. I then went into the laundry block and locked myself in the laundry and wouldn’t come out all day. About 4:00 pm, Mr Robinson came to the block, where I was and said through the door, “You may as well come out now. Everyone has gone home”. I came out and went home without any more trouble and I didn’t have to wash the tea towels.
… When I look back at my days at Petrie School I laugh and think, “There must have been some good times but I pity those poor teachers that had me for a pupil”.”
– Janice Carter (nee Cairns), 1999 – Past Student, Petrie State School, 1955 – ca. 1962
Source: Commemorating 125 Years of Service: Petrie State School 1874-1999, p31.
“One day at Rural School, my sister, Janice, was told to wash the tea-towels after a cooking lesson. Janice didn’t feel like doing that so she locked herself in the laundry. The teachers couldn’t convince her to come out so they left her locked in. At 3:00 pm, Mr Robinson went over to the Rural School and told her that school was over for the day and for her to go home. She never did wash the tea-towels.”
– Joyce Wagner (nee Cairns), 1999 – Past Student, Petrie State School, 1955 – 1963
Source: Commemorating 125 Years of Service: Petrie State School 1874-1999, pp28-30.
SWALLOW IT!
“One day Rolf Gehrmann was chewing something in class. The teacher spotted him and told him to swallow it. He went to spit it out into his hanky but the wily teacher was ahead of him and told him to swallow it. Well, manfully, Rolf swallowed then coughed, went red, cross-eyed and coughed some more. The thing he had been chewing was chewing tobacco, I wonder if the teacher knew what it was he had in his mouth.”
– Joyce Wagner (nee Cairns), 1999 – Past Student, Petrie State School, 1955 – 1963
Source: Commemorating 125 Years of Service: Petrie State School 1874-1999, pp28-30.
BANNED
1988: “First mention of skateboards (which were promptly banned).”
– Peter J Boge, 1999 – Principal, 1 Jan 1983 – 31 Dec 1990.
Source: Commemorating 125 Years of Service: Petrie State School 1874-1999, pp46-49.
1988: 1 SEPTEMBER – PETRIE LOG 88/15
DISCIPLINE / TRANSPORT: SKATEBOARDS BANNED – “Skateboards are not to be brought to school. We do not wish to be held responsible for accidents which occur to users or innocent bystanders. If skateboards appear at school, they will be confiscated until the end of the day.” – Peter J Boge, former Principal, 1 Jan 1983 – 31 December 1990.
Source: ‘Petrie Log’ Newsletter, Issue 88/15, 1 September 1988, from the collection of Jean Charters.
SCHOOL RULES AND BEHAVIOUR MANAGEMENT
The very first ‘parent guide’ in 1982, later to become the Prospectus, clearly describes the rules of the school – simple now as they seem:
1982 PARENT GUIDE
SCHOOL RULES
Any large organisation must have certain rules laid down, so that the majority concerned can work and play harmoniously without interference from others. In additions, if these rules are not enforced, they lose their effectiveness. Most rules are compiled to cover the four main areas for common good, namely, – Safety, Health, Protection of Property, and Consideration of others. The School rules aim at including these.
Violation of the major rules invariably leads to punishment.
a. Bullying, fighting, using bad language or any other form of unsociable behaviour at school or on the way to school are prohibited.
b. Intentional damage to school property or to other children’s property is a punishable offence at all times.
c. All litter must be deposited in receptacles made available at the school.
d. The throwing of sticks and stones and any other dangerous objects is strictly forbidden.
e. It is expected that all children will be well-behaved, courteous and obedient and treat teachers with the respect due to them.
f. Riding of bicycles in the grounds is discouraged.
g. Children are not allowed to leave the playgrounds unless written permission is sought by a parent.
REMEMBER CHILDREN – A school is judged by the behaviour of its pupils inside and outside the school grounds. Let your behaviour show your pride in the school.
Source: 1982 Petrie State School Parent Guide, from the collection of Jean Charters.
As the years went by, and as the ‘Prospectus’ slowly grew longer, as did the list of expected behaviours:
1985 PROSPECTUS
PETRIE STATE PRIMARY SCHOOL EXPECTATIONS REGARDING MANNERS
1. I will remember that adults like boys and girls who have good manners.
2. I will use the magic words:- ‘please’; ‘thank you’; ‘yes, sir’; ‘pardon’; ‘excuse me please’.
3. I will be well mannered at all times, and will not swear, fight, scream, yell, spit or throw things.
4. I will walk up the stairs, on the verandas, in the classroom, and on concrete areas.
5. I will look at people when I speak to them and when they speak to me, and will listen quietly.
6. I will know on the door of a room before I enter.
7. I will show respect for my Teachers, and be polite to visitors and all people who work at the school.
SCHOOL RULES
1. I will stay off the verandas before the 8:50 bell, at little lunch and big lunch, expect to put up my port.
2. I will take good care of my belongings, and not interfere with other people’s belongings.
3. I will take good care of the School’s belongings.
4. I will remember to have by books, pencils and other belongings ready for School.
5. I will sit down in my own lunch area until I have finished eating and have been allowed to leave the area.
6. I will put all papers, food scraps and rubbish in the bins, and will do my best to make Petrie a tidy school.
7. I will wash my hands before eating, after going to the toilet, and after play.
8. I will stay out of the classrooms unless a Teacher is present.
9. I will return any sports gear to the monitors.
10. I will obey the Fire Drill and other safety procedures.
11. I will play in the area allocated for my class.
12. I will observe good manners and behaviour when travelling on buses.
13. I will show that I am proud to be at this School by dressing tidily.
Teachers are asked to display a copy of these ‘Expectations and Rules’ in their classroom, and to draw pupil’s attention to them regularly.
Source: 1985 Petrie State School Prospectus, From the Collection of Jean Charters.
Reminders to parents and children about the appropriate behaviour (and transport) at school were mentioned in the school Newsletter, the ‘Petrie Log’:
1988: 1 SEPTEMBER – PETRIE LOG 88/15
DISCIPLINE / TRANSPORT: SKATEBOARDS BANNED – “Skateboards are not to be brought to school. We do not wish to be held responsible for accidents which occur to users or innocent bystanders. If skateboards appear at school, they will be confiscated until the end of the day.”
DISCIPLINE / BEHAVIOUR: “Some concern has been felt recently in relation to a few children at school using bad language. It is not to our pupils’ advantage, nor is it pleasant, for bad language to be used at school. Special attention will be paid to this matter at school to lessen the problem. Parents will be consulted if a child is a persistent offender.”
Source: ‘Petrie Log’ Newsletter, Issue 88/15, 1 September 1988, from the collection of Jean Charters.
By the end of the 1980s the list of rules and expected behaviours had grown considerably:
1989 PROSPECTUS
PETRIE STATE PRIMARY SCHOOL EXPECTATIONS REGARDING MANNERS
1. I will remember that adults like boys and girls who have good manners.
2. I will use the magic words:- ‘please’; ‘thank you’; ‘yes, sir’; ‘pardon’; ‘excuse me please’.
3. I will be well mannered at all times, and will not swear, fight, scream, yell, spit or throw things.
4. I will walk up the stairs, on the verandas, in the classroom, and on concrete areas.
5. I will look at people when I speak to them and when they speak to me, and will listen quietly.
6. I will know on the door of a room before I enter.
7. I will show respect for my Teachers, and be polite to visitors and all people who work at the school.
SCHOOL RULES
1. I will stay off the verandas before the 8:50 bell, at little lunch and big lunch, expect to put up my port.
2. I will take good care of my belongings, and not interfere with other people’s belongings.
3. I will take good care of the School’s belongings.
4. I will remember to have by books, pencils and other belongings ready for School.
5. I will sit down in my own lunch area until I have finished eating and have been allowed to leave the area.
6. I will put all papers, food scraps and rubbish in the bins, and will do my best to make Petrie a tidy school.
7. I will wash my hands before eating, after going to the toilet, and after play.
8. I will stay out of the classrooms unless a Teacher is present.
9. I will return any sports gear to the monitors.
10. I will obey the Fire Drill and other safety procedures.
11. I will play in the area allocated for my class.
12. I will observe good manners and behaviour when travelling on buses.
13. I will show that I am proud to be at this School by dressing tidily.
Teachers are asked to display a copy of these ‘Expectations and Rules’ in their classroom, and to draw pupil’s attention to them regularly.
The consequences of breaches of behaviour are discussed at class level.
It is desirable that the Code of Behaviour be accepted by Pupils and supported by Parents
PUPILS’ BELONGINGS
Children are not to bring excessive amounts of money, jewellery, radio cassette players or other expensive items to school.
Source: 1989 Petrie State School Prospectus, From the Collection of Jean Charters.
Coming up to the mid-1990s the school rules had not evolved a huge amount, however the prospectus contained reminders about the importance of good manners, harking back to the early days of the ‘Good Manners Chart’:
PETRIE STATE PRIMARY SCHOOL EXPECTATIONS REGARDING MANNERS
GOOD MANNERS ARE THE ONLY ACCEPTED KIND OF MANNERS WE WANT
Source: 1994 Petrie State School Prospectus, From the Collection of Jean Charters.
It was at this time too, that a sense of change was in the air and that new systems to manage a larger school with a diverse array of challenges were being developed:
SCHOOL RULES
“Are being revised in the Behavioural Management Policy.”
Source: 1994 Petrie State School Prospectus, From the Collection of Jean Charters.
1994: 18 May 1994 (Wednesday)
“… School Behaviour Management presentation.”
– David Stephenson, 1999 – Principal, 1 Jan 1991 – 2007
Source: Commemorating 125 Years of Service: Petrie State School 1874-1999, pp50-53.
The following year a ‘supportive school environment’ ideology was introduced in parallel with the new ‘Petrie State School Behaviour Management Committee’ which was a product of the ‘Behaviour Management Committee’:
1995: SUPPORTIVE SCHOOL ENVIRONMENT
1994 has seen the preparation of Petrie State School Behaviour Management Program. A great deal of time and thorough collaboration of all stake holders has been spent on the program by the Behaviour Management Committee.
At Petrie State School we believe in the following Rights and Responsibilities of all personnel connected with the school. Students are also very much aware that there are consequences if rules are broken. They make the choice.
Source: 1995 Petrie State School Prospectus, From the Collection of Jean Charters.
Evidently, this was a major shift in theoretical management of students in the learning environment. Much effort had been invested in formalising processes and ideas that previously were intuitive to the community. In the mid-90s, the world was entering a new era where public liability, litigation and risk assessment were paramount to government and business in their administrative planning.
Unlike early eras too, medical frontiers were challenging traditional concepts of behaviour in minors. With technology came new diagnoses for childhood challenges that were previously considered ‘just being different’. Children were being identified and diagnosed with learning or behavioural difficulties that were previously undefined. This meant that earlier forms of ‘discipline’ and ‘punishment’ were more outmoded than ever before.
Children who were identified as at risk in this way were now being afforded a new understanding of their challenges and therefore ‘the one size fits all’ model of ‘do this’ and ‘don’t do that’ was not always appropriate or applicable. It was perhaps this reason that the stakeholders of Petrie State School had developed a vast array of defined rights and responsibilities for all people involved in school life. This would define a brave new set of standards for staff and student conduct.
A more developed and compassionate system for managing diverse childhood issues was introduced and a more supportive and understanding environment for learning and achieving was created.
The 1995 Prospectus lists these roles and responsibilities for students, teachers, principals and deputies, parents, non-teaching staff and cleaners:
BEHAVIOUR MANAGEMENT
RIGHTS AND RESPONSIBILITIES
STUDENTS
RIGHTS
1. to learn in a positive, non-threatening environment
2. to be respected
3. to be safe
4. to be able to appropriately express my opinions
5. to access appropriate school facilities
6. to know and to understand the consequences of my actions
7. to learn to make my own decisions
8. to feel accepted
RESPONSIBILITIES
1. It is my responsibility to work diligently, to be cooperative and to participate without interfering with the learning of others
2. It is my responsibility to treat others with respect and courtesy
3. It is my responsibility to act in a manner which does not threaten others or their property
4. It is my responsibility to listen, to respect other’s viewpoint and not to put others down
5. It is my responsibility to care for equipment and to share resources
6. I must take responsibility for my actions and accept the consequences of my behaviour.
7. I must make others feel accepted at school
[reveal heading=”%image% Click here to read more Rights and Responsibilities from the 1995 Prospectus”]
TEACHERS
RIGHTS 1. to be treated with respect, courtesy and fairness
2. to have privacy, personal safety and security of property
3. to facilitate learning without harassment
4. to expect the full support of the total school community
5. to be kept informed of the specific needs of the students
RESPONSIBILITIES
1. to demonstrate respect, courtesy and fairness
2. to act in a manner which promotes the privacy and safety of all people and the security of their property
3. to manage students who inhibit the process of learning / to develop rules which are consistent with this policy
4. to provide a supportive and encouraging learning environment / act as an appropriate role model for all students / be punctual and prepared to teach all students / set clear guide-lines and expectations for all students
5. to respect the privacy of students
PRINCIPAL / DEPUTY
RIGHTS
1. to be treated with respect, courtesy and fairness
2. to have privacy, personal safety and security of possessions
3. to expect the full support of the school community
4. to be informed by members of the school community of any problems, difficulties or concerns
5. to be able to manage students who inhibit the effective functioning of the school
RESPONSIBILITIES
1. to demonstrate respect, courtesy and fairness
2. to act in a manner which promotes the privacy and personal safety of all people, and the security of their property
3. to provide consistency of management in developing a supportive school environment by:
– ensuring that all members of the school community take responsibility for their various roles within the school
– setting clear goals for the direction of the school
– providing a support mechanism as appropriate to the circumstances
– acting as an appropriate academic and social model
4. to liaise within the school community
5. to facilitate the effective functioning of the school through the consistent implementation of the Behaviour Management Policy.
PARENTS
RIGHTS
1. to receive and offer information about their child’s education and behaviour
2. to expect consistent behaviour management throughout the school
3. to receive respect and support from the school community in their role as parents
RESPONSIBILITIES
1. to monitor their child’s progress and to negotiate, develop and support strategies which will benefit the child
2. to support the goals of the school
3. to advise the school of information relating to the well-being of their child
NON-TEACHING STAFF
RIGHTS
1. to be treated with respect, courtesy and fairness
2. to have privacy, personal safety and security of property
3. to fulfil their duties without harassment
4. to expect the full support of the school community
RESPONSIBILITIES
1. to demonstrate respect, courtesy and fairness
2. to act in a manner which promotes the privacy and personal safety of all people, and the security of their property
3. to consistently implement the Behaviour Management Policy
4. to communicate areas of concern to the appropriate person
CLEANERS
RIGHTS
1. to be treated with respect, courtesy and fairness by others
2. to have privacy, personal safety and security of possessions
3. to fulfil their duties without harassment
RESPONSIBILITIES
1. to demonstrate respect, courtesy and fairness for others
2. to act in a manner which promotes safety of all people and the security of their property
3. to communicate areas of concern to the appropriate person
Source: 1995 Petrie State School Prospectus, From the Collection of Jean Charters.
[/reveal]
Again, this prospectus also issued a reminder about maintaining good manners:
PETRIE STATE PRIMARY SCHOOL EXPECTATIONS REGARDING MANNERS
GOOD MANNERS ARE THE ONLY ACCEPTED KIND OF MANNERS WE WANT
Source: 1995 Petrie State School Prospectus, From the Collection of Jean Charters.
During 1995 the new plan was introduced to the school community, most likely through many forms of communication, but especially through ‘Behaviour Management Evenings’:
1995: 30 MARCH – PETRIE LOG 04/95
PARENT NIGHT: Behaviour Management Evening (5.4.1995).
Source: ‘Petrie Log’ Newsletter, From the Collection of Jean Charters.
After implementation of these strategies, the ‘Behaviour Management’ program also turned to other social issues affecting the harmony of the community:
1998: ANTI-BULLYING
“Behaviour Management focus on anti-bullying program.”
– David Stephenson, 1999 – Principal, 1 Jan 1991 – 2007
Source: Commemorating 125 Years of Service: Petrie State School 1874-1999, pp50-53.
2001: PEER MEDIATION
“To assist students to develop understanding of their rights and to accept responsibilities at school, Peer Mediation has been introduced at Petrie State School. Peer Mediation occurs when students who are in disagreement with one another decide to ask a peer (another student) to help them resolve their conflict. The peer mediator does not judge who is right or wrong but rather helps the students find a solution to their disagreement that they are both happy about. Peer Mediation is about both sides winning and not one student winning and another losing. Peer Mediators are students from the upper school who have undertaken 7 to 8 hours of training in conflict/resolution. They are easily identifiable in the playground by their red t-shirts with a Peer Mediation Logo. Peer Mediators do not deal with 10 minutes Time Out or Red Card Offences. These remain the responsibility of staff.”
Source: 2001 Petrie State School Prospectus, From the Collection of Jean Charters.
The 2001 prospectus demonstrated the depth the ‘Behaviour Management Policy’ had reached and a vast collection of guidelines and rules had been developed covering aspects of school socialisation such as behaviour, health, safety, rights, rules and responsibilities. There was now a focus on ‘consequences’ and a long list of responsibilities were coupled with the penalties for engaging in these adverse behaviours. For the first time, we see the introduction of the ‘Red Card’ / ‘Blue Card’ system by which defining more serious offences along with more serious consequences.
SUPPORTIVE SCHOOL ENVIRONMENT
BEHAVIOUR MANAGEMENT POLICY STATEMENT
Petrie Sate School is committed to providing a safe, supportive environment which maximises the educational opportunities and outcomes for all students. In order to foster such an environment a school plan for managing behaviour has been developed based on input from students, parents and staff. For this plan to be most effective, all members of the school community must be aware of and support the Behaviour Management Policy.
THE AIMS OF THIS POLICY
– To ensure all children are given the opportunity to learn and play without interference from other students.
– To maintain the need to respect the rights and property of others.
– To ensure teachers, parents and children are aware of the school’s behaviour management policy and uphold its beliefs.
– To ensure students are educated to realise that their behaviour have both positive and negative consequences.
– To ensure teachers are provided with the necessary skills and strategies to allow for the development of children’s self-discipline.
– To encourage children to develop and display self-discipline.
– To establish within the school, procedures in relation to repeated misbehaviours which teachers should follow.
[reveal heading=”%image% Click here to read more RIGHTS AND RESPONSIBILITIES from the 2001 Prospectus”]
STUDENTS
RIGHTS
– To learn in a positive environment
– To be respected
– To be safe
– To be able to appropriately express opinions
– To access appropriate school facilities
– To know and to understand the consequences of their actions
– To learn to make my own decisions
– To feel accepted
RESPONSIBILITIES
– To work diligently, to be cooperative and to participate without interfering with the learning of others.
– To treat others with respect and courtesy.
– To act in a manner which does not threaten others or their property.
– To listen, to respect other’s viewpoint and not put other’s down.
– To care for equipment and to share resources.
– To take responsibility for my actions and accept the consequences of my behaviour.
– To make others feel accepted at school.
TEACHERS
RIGHTS
– To be treated with respect, courtesy and fairness.
– To have privacy, personal safety and security of property.
– To facilitate learning without harassment.
– To expect the full support of the total school community.
– To be kept informed of the specific needs of the students.
RESPONSIBILITIES
– To demonstrate respect, courtesy and fairness.
– To act in a manner which promotes the privacy and safety of all people and the security of their property.
– To manage students who inhibit the process of learning. To develop rules which are consistent with this policy.
– To provide a supportive and encouraging learning environment, act as an appropriate role model for all students. Be punctual and prepared to teach all students, set clear guidelines and expectations for all students.
– To respect the privacy of students.
PRINCIPAL/DEPUTY
RIGHTS
– To be treated with respect, courtesy and fairness.
– To have privacy, personal safety and security of possessions.
– To expect the full support of the school community.
– To be informed by members of the school community of any problems, difficulties or concerns.
– To be able to manage students who inhibit the effective functioning of the school.
RESPONSIBILITIES
– To demonstrate respect, courtesy and fairness.
– To act in a manner which promotes the privacy and personal safety of all people, and the security of their property.
– To provide consistency of management in developing a supportive school environment by: ensuring that all members of the school community take responsibility for their various roles within the school; setting clear goals for the direction of the school; providing a support mechanism as appropriate to the circumstances; acting as an appropriate academic and social model.
– To liaise within the school community.
– To facilitate the effective functioning of the school through the consistent implementation of the Behaviour Management Policy.
PARENTS
RIGHTS
– To receive and offer information about their child’s education and behaviour.
– To expect consistent behaviour management throughout the school.
– To receive respect and support from the school community in their role as a parent.
RESPONSIBILITIES
– To monitor their child’s progress and to negotiate, develop and support strategies which will benefit the child.
– To support the goals of the school.
– To advise the school of information relating to the well-being of their child.
NON-TEACHING STAFF
RIGHTS
– To be treated with respect, courtesy and fairness.
– To have privacy, personal safety and security of property.
– To fulfil their duties without harassment.
– To expect the full support of the school community.
RESPONSIBILITIES
– To demonstrate suspect, courtesy and fairness.
– To act in a manner which promotes the privacy and personal safety of all people, and the security of their property.
– To consistently implement the Behaviour Management Policy.
– To communicate areas of concern to the appropriate person.
CLEANERS
RIGHTS
– To be treated with respect, courtesy and fairness by others.
– To have privacy, personal safety and security of possessions.
– To fulfil their duties without harassment.
RESPONSIBILITIES
– To demonstrate respect, courtesy and fairness for others.
– To act in a manner which promotes the privacy and personal safety of all people, and the security of their property.
– To communicate areas of concern to the appropriate person.
Source: 2001 Petrie State School Prospectus, From the Collection of Jean Charters.
[/reveal]
Rules now covered a variety of different aspects of the school routine including the students’ attitude, health, safety and school procedures:
RULES AND CONSEQUENCES
ATTITUDES
I will …
– Use good manners, show respect and cooperate with all students and adults at all times.
Consequence: Red Card for insolence, defiance etc.
– Not interfere with the rights of other students to learn.
Consequence: Classroom Management
– Not physically or verbally abuse other persons.
Consequence: Red Card
– Respect all school and personal property and equipment.
Consequence: Classroom Management
– Not interfere with other people’s belongings.
Consequence: Red Card
– Not use offensive language.
Consequence: Red Card
– Take pride in my school work, my appearance and the school environment.
Consequence: Littering – 10 minutes tidying grounds.
[reveal heading=”%image% Click here to read more RIGHTS AND RESPONSIBILITIES from the 2001 Prospectus”]
HEALTH AND SAFETY
I will …
– Walk while on the concrete areas around buildings and on the stairs.
Consequence: 10 minutes time out.
– Not use the adventure playground before school without teacher supervision, or without parental supervision after school.
Consequence: 10 minutes time out. If lunchtime, ban from use for that day.
Play safely and sensibly by:
– Not throwing rocks, sticks or any other object likely to cause injury.
Consequence: Red Card for dangerous situation.
– Not jumping over walls and seats.
Consequence: 10 minutes time out.
– Not jumping to touch beams or other structures.
Consequence: 10 minutes time out.
– Asking an adult to retrieve objects that go beyond my reach.
Consequence: 10 minutes time out.
– Not playing in or around the toilets.
Consequence: 10 minutes time out.
– Using playground equipment in the correct manner.
Consequence: 10 minutes time out.
– Not playing ball games in the covered area.
Consequence: Confiscate ball.
– Only using a hard ball under teacher supervision
Consequence: Confiscate ball.
– Playing handball only in designated areas.
Consequence: Confiscate ball.
– Playing non-contact sports by their rules and not playing Red Rover, tackle football, kung fu etc.
Consequence: 10 minutes time out.
PROCEDURES
RULES AND CONSEQUENCES
I will …
– Remain in the covered area until 8:30 am.
Consequence: Direct child back to covered area.
– Stay off the verandahs near port racks before 8:30 am bell, and at little lunch and big lunch, except to put up my belongings.
Consequence: 10 minutes time out at lunch time.
– Be punctual to class in the mornings and after breaks.
Consequence: Classroom Management.
– Not enter teaching spaces without a teacher being present.
Consequence: 10 minutes time out at lunch time.
– Return sports equipment to monitors.
Consequence: Ban for a week.
– Obey Fire Drill and other safety procedures.
Consequence: Classroom Management.
– Play in allocated areas.
Consequence: 10 minutes time out.
– Not play in “out of bounds” areas:
- Between fence and buildings on Dayboro Road. Car parks. Under demountables. Area enclosure for lower activities. Environmental area. Bank running from G block walkway behind tennis court extending to Young Street.
Consequence: 10 minutes time out.
– Follow set procedure for each lunch break:
- Sit and eat ALL my food in the correct break. Ask permission if I need to leave the eating area at big lunch.
Consequence: Sent back to covered area.
Put all papers, food scraps and rubbish in the bins.
Consequence: 10 minutes tidying area.
Wait quietly to be dismissed when the hand bell rings.
Consequence: All children responsible are to be detained.
Follow the tuckshop procedures.
Source: 2001 Petrie State School Prospectus, From the Collection of Jean Charters.
[/reveal]
The school uniform was now being enforced more closely and some ‘consequences’ were developed to encourage the correct representation of the school:
DRESS CODE
I will …
Wear my school uniform as often as possible.
Consequence: Negotiation with classroom teacher.
Dress appropriately and tidily.
Consequence: Negotiation with classroom teacher/principal.
Wear a hat for all outdoor activities.
Consequence: No hat – No play.
Always wear appropriate footwear.
Consequence: Negotiation with classroom teacher/principal.
Wear only one pair of sleepers OR studs and a watch excluding jewellery that cannot be removed.
Consequence: Removal – return at 3:00 pm.
Source: 2001 Petrie State School Prospectus, From the Collection of Jean Charters.
RED CARDS
Red cards are used in the case of offences which are dangerous and require immediate withdrawal from the playground (offence and name recorded):
RED CARD OFFENCES
Physical abuse e.g. kicking and punching.
Verbal abuse e.g. abusive language, teasing, name calling.
Theft/Intentional damage.
Interference with other people’s belongings.
Dangerous play.
Anti-social behaviour.
CONSEQUENCES
In dangerous situations, a reliable student will take the red card to the Principal or Teacher-In-Charge for immediate intervention in the playground.
In other cases, the teacher has the option for the student to remain with him/her and be escorted to the office at the end of the duty, or to direct the student to the office, where he/she awaits to be seen by a member of the Administration.
Detention is automatic for red card offences and involves the completion of a consequence sheet.
A letter of notification will advise parents of a red card.
Source: 2001 Petrie State School Prospectus, From the Collection of Jean Charters.
TEN MINUTES TIME OUT OFFENCES
Offending language (but not directed at anyone, more an expression).
Running on concrete.
Adventure playground without a teacher.
Jumping over walls/seats.
Jumping to touch beams/structures.
Unsafe retrieval of objects (including drains).
Play in/around toilets.
Incorrect use of playground equipment.
Unsafe play of non-contact sports.
Being on verandahs.
Entering a teaching space unsupervised.
Playing in the wrong area.
Playing in “out of bounds” areas.
COSEQUENCES
Child’s name is recorded after discussion about behaviour. 10 minutes time out.
N.B. Re-occurrence of the same offence twice in the week will also lead to Detention (a Red Card is not issued). The Red Card and 10 minutes time out are only for use in the playground. Red Cards are NEVER used in the classroom. Each teacher negotiates a set of classroom rules and consequences at the beginning of each year which are appropriate to the needs of that group of students.
Source: 2001 Petrie State School Prospectus, From the Collection of Jean Charters.
By 2001 the internet had been rolled out throughout Queensland primary schools and along with this new technology, a set of guidelines was developed regarding the use of the internet by students. Students were also required to enter into a ‘Acceptable Use Policy’ contract, governing their own responsible behaviour:
THE INTERNET AND ITS EDUCATIONAL BENEFITS
A computer network is a group of computers that have been connected so that they can communicate with each other. They can send messages to each other and can share information. The Internet connects thousands of these networks and has the potential to put the user in touch with people from all over the world and share up to date information from government and educational sources as well as a myriad of other sources.
Accessing the Internet from our school will:
– allow students and staff to obtain the latest research and information on almost any topic.
– search and retrieve from thousands of libraries.
– access a wide range of educational sites.
– increase the opportunities for all to become independent, lifelong learners.
By Using electronic mail (E-mail) our students may:
– become ‘keypals’ with students from other countries perhaps studying similar subjects or with similar interests.
– participate in educational initiatives such as Travel Buddies and Book Rap which involve students in on-going projects.
– communicate with authors such as Paul Jennings, scientists such as David Suzuki and famous sportspeople. The information gained could then be used as the basis of an assignment.
RISKS
At present it is not possible to satisfactorily control the wealth of information available on the Internet and therefore it is possible to access sites containing objectionable material of a racist, pornographic or subversive nature. Every care will be taken to protect student users from accessing this kind of information but it must be understood that even innocent searches may result in pointers to inappropriate sites.
Should this happen it is expected that the student will exercise sensible decision making in not pursing the links to these sites and agreeing to inform his/her teacher of any problems. Students will be actively encouraged to exhibit responsibility and good judgement when using the Internet. However should any parent find it unacceptable for their child to be exposed to the risk of accessing (albeit briefly) unsuitable material they have the right to request that their child not be granted access to the Internet.
PENALTIES
The consequence for any student who knowingly misuses the Internet or E-mail facilities will be loss of access.
[reveal heading=”%image% Click here to read the Acceptable Use Policy Contract for Students”]
ACCEPTABLE USE POLICY FOR YEARS 4-7 AT PETRIE STATE SCHOOL
(This policy will apply for the duration of each Year 4-7 student’s enrolment at Petrie)
STUDENT
– I understand that the use of the Internet is a privilege, not a right, and that if I use it in an inappropriate way I may lose access to it for some time.
– I am responsible for using the Internet in an appropriate way. I may use the Internet for educational purposes such as research, assignments from my teachers and to communicate with others.
– It is illegal to send certain things over the Internet. I will not send copyrighted, threatening or obscene material.
– As some sites on the Internet are not appropriate for me to access or have not educational relevance, I will not attempt to do so.
– If I accidentally access and inappropriate site I will clear my screen and inform my supervisor (teacher, teacher-librarian, teacher-aide or parent helper).
– I will never harm or destroy computers or harm or destroy the work of another person on our school system.
When I am using the Internet I will always:
– Be honest: I will not send anonymous messages and I will always sign all messages I send with my name and e-mail address.
– Be polite: I will never send, or tell others to send, abusive messages.
– Use appropriate language: I will only use appropriate language and never threaten or humiliate others.
– Respect privacy: I will not tell my home address, phone number, names or addresses of family members or the addresses or phone numbers of others and I will only read e-mail addressed to me.
STUDENT’S SIGNATURE AND DATE
PARENT OR CARE GIVER
– I understand that the Internet can provide students with valuable and unique learning experiences.
– I also understand that it gives access to information on computers around the world; that the school cannot control what is on those computers; and that a very small part of that information can be illegal, dangerous and offensive.
– I accept that, while teachers will always exercise their duty of care, protection against exposure to harmful information must depend finally upon responsible use by students.
– I believe that (student’s name) understands this responsibility and hereby give my permission for him/her to access the Internet under the school rules. I understand that students breaking these rules will be subject to appropriate action by the school. This may include loss of Internet access for some time.
PARENT OR CARE GIVER’S SIGNATURE AND DATE
[/reveal]
Source: 2001 Petrie State School Prospectus, From the Collection of Jean Charters.
2010: POSITIVE SCHOOL ENVIRONMENT AND BULLYING
In the first decade of the 21st century, in Queensland, the Department of Education, Training and Employment began to recognise the damaging effects of negative behaviour and un-checked bullying in the school environment. Continuing with a psychological approach to the group education of minors, it was now generally accepted that a negative environment fostered negative attitudes towards learning and therefore reduced the potential of an individual student.
Although behavioural management design had been considered in the decades preceding this era, Government was creating clear and uncontentious guidelines for the management of harassment and systematic oppressive attitudes that schools across the state were expected to not only consider but implement.
This is clearly stated in the Department’s annual report for 2010-11 in that ‘Positive Schools and Students’ had become the preferred ideology that schools were to integrate into their operational philosophy.
From the Department of Education, Training and Employment website:
POSITIVE SCHOOLS AND STUDENTS
Strategies:
– Implement focused strategies to support positive behaviour, counter bullying and teach social and emotional literacy.
– Support children’s holistic wellbeing through fostering skills and attributes that encourage them to be healthy, green and fair citizens.
The department recognises that a safe and supportive environment for all students and staff is vital for effective learning.
State schools promote positive behaviours in all students. Many schools do this by implementing Schoolwide Positive Behaviour Support (SWPBS). SWPBS helps schools create positive learning environments by developing proactive, whole-school systems to define, teach and support appropriate student behaviours.
All students have the right to learn in classroom environments free from disruption and poor behaviour. Principals’ powers to take action against inappropriate student behaviour were strengthened in November 2010, when legislation came into effect allowing state school principals to exclude students from their school.
… and also:
During 2010-11, the department implemented a range of strategies and programs to promote positive student behaviour, address bullying and explicitly teach positive relationships and resilience skills, including:
– Inaugural National Day of Action Against Bullying and Violence on 18 March 2011.
– Expansion of the number of schools trained in SWPBS to implement evidence-based behaviour support practices to more than 300 schools.
– The ‘From Theory to Practice: Schoolwide Positive Behaviour Support Conference’ for 300 participants.
– The ‘Action Against Bullying Education Series’ presented by Dr Michael Carr-Gregg from May to August 2010 in 10 locations across Queensland, with more than 3000 parents, school leaders and school staff participating.
– A further seminar series for parents, school leaders and school staff presented by Dr Carr-Gregg, which commenced in February 2011.
– The release of the cross-sector ‘Queensland Schools Alliance Against Violence (QSAAV)’ report, with eight recommendations for further action.
– Availability of all QSAAV resources for parents and schools on the DET website
– The engagement of Dr Michael Carr-Gregg as the government’s anti-bullying expert to provide advice on more effective ways to address bullying in schools.
– Resources and support for students affected by the natural disasters experienced in Queensland in 2010-11. This included facts sheets and podcasts available on the DET Student Services website.
– Support for schools in the most disadvantaged areas of the state to embed social and emotional learning programs as an essential component of student wellbeing.
– Professional development opportunities to support schools in implementing social and emotional learning. This included seminars conducted by Professor Michael E Bernard, and a video conference broadcast to participants at more than 30 sites around Queensland as part of the Encouraging Diversity professional development series.
2012: COMMUNICATING A CHILD’S BEHAVIOUR TO PARENTS/CARERS
STREAMLINING COMMUNICATION WITH PARENTS REGARDING STUDENT MISBEHAVIOUR
A new process has commenced to inform parents of student misbehaviour. If your child misbehaves and receives a red or blue card (between 3-5 days out of the playground) you will receive a letter from the staff member who observed or investigated the behaviours that afternoon or at the latest, the next day. This will allow you to discuss the issue with your child and follow up with staff if required. – Kerry Lofgren, Principal, Jan 2011 – June 2013
Source: ‘Petrie Log’ Newsletter, 17/12, 11 October 2012, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014
2013: RESPONSIBLE BEHAVIOUR PLAN FOR STUDENTS
“Our Responsible Behaviour Plan for Students outlines ‘Principles’ and ‘Standards as well as Rights and Responsibilities’ for students, staff and parents. It also outlines processes for facilitating standards of positive behaviour and responding to unacceptable behaviour.” – Kerry Lofgren, Principal, Jan 2011 – June 2013
Source: ‘Petrie Log’ Newsletter, 05/13, 27 March 2013, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014
2013: CLASSROOM & SCHOOL WIDE STANDARDS, RULES, PROCEDURES & EXPECTATIONS
“In any good school and its classrooms, we find teachers and administrators establishing school rules. In the most successful schools and classrooms, teachers have established specific routines for the children to follow. This means giving the children a specific place to find and keep materials, a set schedule for classroom instruction, etc. These routines, blended with the teacher’s consistent standards, form a smooth running classroom where the children have the security of understanding their environment and are reinforced positively for their contributions.
Across our school community over the coming year, together we will explore a whole school wide positive behaviour approach. This involves establishing school wide expectations and recognising and rewarding those students who follow these. This process involves not only teachers, but also parents and our community.
At home, it is important to provide routines. Many families build a daily “quiet time” when the television is turned off. This quiet time provides students with the opportunity for completing schoolwork or for recreational reading if there is no homework. During this quiet time a suitable place, somewhat free of other distractions, should be available. The routine of a daily quiet time provides an opportunity to develop self-discipline, stimulate imagination, and enhance reading skills.
Routines can also make completing “jobs” easier for both children and parents. If children are consistently expected to complete routine household duties at the same time on the same day in the same place, they soon begin to develop a responsibility for their commitment and contribution to the family.
At the same time, it is helpful to keep in mind that childhood is a special time of learning, exploration and growth. Children need to be provided free time to explore their world and experience the joy of discovery.
Hopefully we can provide time for our children to be children. The realities of the adult world will be there all too soon. As children grow and learn, they find joy and satisfaction in working closely with their families toward a common goal. Such is the case with the students at Petrie State School. Commitment to the best for our children on the part of parents, students and staff is the key to our success with the children we teach. It is the hope of the staff that all parents will help us full fill this commitment to excellence on behalf of ALL children at Petrie. School and home can work together to build skills and knowledge, reinforce values, and develop a strong sense of self-worth. We must invest our time and energies in our nation’s most valuable resource – our children.” – John Bray, Principal
Source: ‘Petrie Log’ Newsletter, 18/13, 13 November 2013, Petrie State School, http://www.petriess.eq.edu.au, Accessed 16 September 2014