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Student Discipline

Program

Last Amended 27/03/17

Caloundra Christian College Student Discipline Program

Contents

CALOUNDRA CHRISTIAN COLLEGE - STUDENT DISCIPLINE PROGRAM ........................................................ 1

PREAMBLE: ................................................................................................................................................... 1

A. RATIONALE: ........................................................................................................................................ 1

B. GLOBAL AIMS OF THE PROGRAM ...................................................................................................... 2

C. SPECIFIC OBJECTIVES OF THE PROGRAM ........................................................................................... 2

D. CONTENT – Essential Truths for Students, Teachers & Parents ......................................................... 2

E. CREDITS AS POSITIVE REINFORCEMENT ............................................................................................. 6

F. CALOUNDRA CHRISTIAN COLLEGE CORRECTION POLICY ................................................................... 6

CORRECTION STAGE 1 - Teacher Correction & Counsel .............................................................................. 7

CORRECTION STAGE 2 - Formal lunchtime detention ................................................................................. 8

Procedures for Formal Lunchtime Detention .............................................................................................. 9

CORRECTION STAGE 3 - Monitoring Card or Afternoon Suspension or Ext. Afternoon Suspension ........ 11

CORRECTION STAGE 4 - Internal Suspension or External Suspension ....................................................... 14

CORRECTION STAGE 5 - Long External Suspension or Expulsion…………………………………………………………….16

G. COMMUNICATION & RECORDING CORRECTION ISSUES: ................................................................ 14

H. EVALUATION OF THE EFFECTIVENESS OF THE CORRECTION PROGRAM: ........................................ 15

APPENDICES – CCC Student Discipline Program ......................................................................................... 17

Appendix 1: Student Detention Card ........................................................................................................ 18

Appendix 2: Responsible Thinking Form…………………………………………………………………………………………….….22

Appendix 3: Discipline Referral Form & Procedures………………………………………………………………………………24

Appendix 4: Monitoring Card………………………………………………………………………………………………………….……26

Appendix 5: A biblical Christian Perspective of Authority……………………………………………………………………..28

Common terms referenced throughout this document include:

HOH: Head of House HOS: Head of School HOMS: Head of Middle School HOSS: Head of Senior School

Caloundra Christian College – Student Discipline Program Page 1 of 30

CALOUNDRA CHRISTIAN COLLEGE - STUDENT DISCIPLINE PROGRAM

PREAMBLE:

The discipline program of a school is a key vehicle which carries the school’s core business of setting an environment and culture that facilitates good teaching and learning, and healthy personal growth. Such a safe, harmonious and productive social and teaching/learning context will only be produced by the right balance of:

▪ Values that are clearly communicated and understood, and

▪ Standards that are clearly defined and reinforced by the just application of effective sanctions.

This program is designed to start with time-honoured biblical truths and values, and, on that basis, develop a practicable process for maintaining a well-disciplined school environment and culture.

A. RATIONALE:

This program is driven by a Biblical Christian understanding of training children, and it is responsive to the need of the College to maintain a disciplined context for teaching groups of children. Under these two influences, the following statements establish a philosophical basis for the discipline program.

▪ Man was created in God's image but, through rebellion against God, each individual is born with the need for salvation. We must help children to see that reconciliation to God is a free gift and has nothing to do with learning to behave better.

▪ The ongoing maturing of a child's life requires the processes of training that entails the proactive teaching of living principles and their application through example, encouragement and correction. To this end, God says a child's ‘listening’ to the instruction of elders is the chief process of his/her receiving training. He has instructed parents to teach children the right ways to live and to correct them, if necessary with punishment, when they fail to obey.

▪ Teachers have a pastoral ministry delegated by parents to assist in the training of their children. God's instructions to parents, then, equally apply to teachers.

▪ In a school situation the words ‘training’ and ‘discipline’ become somewhat synonymous. This is to be seen as a positive process where the objectives of appropriate attitudes, behaviour, habits and responses are set before the children as desirable and attainable. These objectives will be qualified in detail as the child matures until a large degree of the ideal of the internalisation of discipline (or mature self-discipline) is attained. Teachers, therefore, must so structure their interaction with their students as to facilitate the systematic training of their students in a disciplined lifestyle.

▪ The integrity of this discipline-orientated interaction then becomes the vehicle within which the whole school curriculum and culture is carried. All facets of the curriculum and culture of the College (formal and informal, planned and incidental) are more likely to be successfully transmitted when staff are intentional in discipling students.

▪ Where punishment is needed it must be seen not judicially (i.e. as the just desserts for felony) but as a part of the necessary training/discipleship process. It must, therefore, be administered with the aim of producing a degree of remorse for wrong actions or attitudes that will lead to repentance and restoration in the child's life. It needs to always be related to both God's and the teacher's love for the child and our concern for his/her long-term well-being. There is no fixed consequence for a particular action by a child. In all our correction we need to consider what will work to change this particular child’s behaviour and, more importantly, their attitude. Any disciplinary action that leads to guilt, crushing of identity, or loss of approval and acceptance is destructive not corrective.


B. GLOBAL AIMS OF THE PROGRAM

The program aims to establish a framework and culture in which both teachers and students understand, aspire to and work towards a healthy and productive approach to the teaching-learning situation and the social milieu of the College.

C. SPECIFIC OBJECTIVES OF THE PROGRAM

1. Relating to the Teachers – Teachers should:-

a. Structure learning experiences with a view to making the discipline/training of the students a high priority.

b. Make it easier and more profitable for students to obey and behave appropriately than to misbehave or disobey.

c. Carry out correction and punishment in a manner that will facilitate repentance and restoration and so contribute to the training process.

d. Recognise and minister to the appropriate ‘stage’ of maturity of the students with whom they are dealing.

e. Recognise that students are at various stages of ‘awakening to God’, and our shepherding care is leading them towards an on-going outworking of a life pleasing to God

2. Relating to Students - We need to consistently strive to see that students are:

a. Informed regarding the Biblical statements about their training/discipline, including correction.

b. Trained from this perspective to:-

- respect and obey authority

- attend to their studies with diligence

- exhibit Christian love to their peers

- speak truth at all times

- exercise self-control and Godly character

D. CONTENT – Essential Truths for Students, Teachers & Parents

This section contains the essential truths that need to be communicated to teachers, parents, and students so that we can work together to train our young people in God’s ways. In applying the principles of discipline and correction, we should seek to actively listen to the guiding of the Holy Spirit, otherwise we may deal with students with dry legalism.

I. Perspectives for Working with Children:

An overview of Biblical teaching reveals the following perspectives regarding our children:

▪ Our children are created by God, and therefore are His.

▪ They are fallen, and therefore have an innate tendency to be sinful.

▪ Our children need discipling through training and correction to foster Godly character.

▪ They are the ‘targets’ of God’s redeeming love, and therefore very precious in His sight.

▪ Our children are potential members of God’s kingdom, and therefore, potentially our brothers and sisters in Christ.

On the basis of these ideas, we should seek to maintain a balance between the two Biblical injunctions to both ‘nurture’ and ‘admonish’ our children.


Nurture means to supply with nourishment; to foster development, to encourage, to cherish, to educate.

Admonish means to indicate duties or obligations; to express warning or disapproval, to reprove, reprimand, rebuke, or censure.

An over-emphasis on ‘nurture’ at the expense of ‘admonition’ could make a child become self-centred, arrogant, insensitive to others, willful, un-submissive, and immoral. On the other hand, an overemphasis on ‘admonition’ at the expense of ‘nurture’ could make a child become fearful of challenges, lacking confidence and initiative, or hard-hearted.

The following table notes some of the responsibilities of the parent or teacher in taking a balanced approach to management and training of children.

NURTURE ADMONITION

Reward a child’s achievement and effort. Identify poor achievement and effort. Help the child to do better.

Recognise and applaud good attitudes and behaviour.

Confront and correct wrong attitudes and behaviour.

Show pleasure in the child as an individual. Challenge poor attitudes and behaviour

Teach the benefits of right standards of attitude and behaviour.

Warn about consequences of unacceptable attitudes and behaviour.

Build the child’s confidence by assuring him of his/her personal worth as a child of God.

Teach children to understand the reality of our sinful human nature.

Assure a child of your unconditional love for him.

Teach the child that it is your love for him causes you to correct him for his/her good.

Encourage initiative. Point out and correct mistakes.

Show appreciation and enthusiasm for the child’s individuality & character.

Challenge and bring correction to inappropriate expressions of individuality

Identify and encourage the growth of character strengths.

Identify and confront areas of immaturity with positive action for change and development.

Identify and encourage the growth of emerging giftings.

Identify the ‘down-side’ of giftings (e.g. a strongly creative person might be very insensitive to the feelings of others) and work to promote the growth and maturity.


In a school setting the following perspectives will be helpful in maintaining a healthy and productive pedagogy:

Mutual Respect: A teacher should respect the dignity of the students and should train students to respect all people in authority (teachers, parents, policemen, employers, etc). A teacher’s expectation of respect and obedience from students has nothing to do with the teacher being a ‘power freak’; it is rather a vital part of the students’ training in Godliness1.

The Teacher is a Leader: Teachers are the leaders of their students and are supposed to direct the learning of the students in paths of wisdom. Therefore, teachers must not consider themselves as just ‘facilitators’ who help students to attain what they see as desirable or important. Teachers must be humble enough to recognise their own limitations in knowledge, but confident that an understanding of God’s truth and an ‘anointing’ for leadership will give them the capacity to lead young people wisely.

Christian teachers should feel justified in avoiding the contemporary ‘doctrine’ of teaching students to negotiate acceptable behaviour or to consider that they have a right to choose when and whether to obey a teacher’s direction. Whereas there is merit in discussing and explaining issues and giving choice to enhance students’ understanding and responsibility, obedience to authority in appropriate matters and respect for moral absolutes must be non-negotiable.

II. Perspectives re Correction:

The following scripture references will give us principles that will influence our understanding of correction as a part of our discipling discipline program. We should be thoroughly familiar with these principles and teach them systematically to our students:

1. Where does wisdom come from?

a. Fear of God and listening to the voice of father and mother. (Proverbs 1)

b. Nurturing of parents. (Ephesians 6:4)

c. Submitting to the ‘rod’ of reproof. (Proverbs 29:15) d. Asking God for wisdom (James 1:5)

2. The purpose of correction and the dangers of resisting correction.

a. To save us from hell/the wrong path. (Proverbs 22)

b. To produce peace and righteousness. (Hebrews 12:11)

c. To do the corrected person good. (Hebrews 12:11)

d. To produce fruit of repentance. (2 Corinthians 7)

3. The motivation of the corrector.

a. Love (Proverbs 3; Hebrews 12)

b. To conform us to Christ's image (Romans 8, Hebrews 12)

c. Teacher and parent is responding to God's command and concern. (Proverbs 13)

4. The process of corrective action/punishment.

a. Corrective action/punishment is not judicial punishment but redemptive ‘course correction’. (Hebrews 12:11)

b. We should not be afraid to make corrective action/punishment unpleasant to the child because that will probably be necessary to produce remorse and then repentance which will ‘save’ the child’s life. (Proverbs 23:13-14)


c. Receiving corrective action/punishment will not feel good to children, but we should help them to understand that it will be beneficial for the peace and righteousness of their lives long-term. (Hebrews 12:11)

d. The fear of God is the beginning of wisdom but LISTENING is the first pedagogical step. (Proverbs 1)

5. The nature of the fool

a. Resists or denies God (Psalm 143, 58)

b. Resists attempts of others to counsel him/her (throughout Proverbs)

c. Is wise in his/her own eyes (Proverbs 12, 14)

d. Is destined to failure, dishonour and destruction (Proverbs 17, 26)

Transmission of these Biblical Principles

The students will be best served by a correction for which they and their parents understand the Biblical principles related to correction, discipleship and living a happy and productive life. If students are committed to these principles, it will help them to respond to God and their conscience before they respond to their parents or teachers. It is this accountability to God that is the key to mature self-discipline. The teachers and parents must also be well versed in the Biblical principles of their correction. They too need to see themselves as accountable to God for the integrity and efficacy of their training of the students. With these things in mind the College could consider the following ‘transmission points’:

1. Parent Orientation: All parents of newly enrolled students should be given an orientation program where the principles of discipling discipline and correction are systematically explained.

2. Staff Orientation: The same principles are systematically presented to staff at the outset of the year's program and reinforced throughout the year in professional development sessions, devotions, staff meetings, etc.

3. Student Programs: Students should be continually reminded of these principles through programs such as:

Informal Teacher Input: Teachers should take appropriate opportunities to point out God’s purpose and process in discipline and correction.

Christian Studies: The principles and stories of the Bible related to discipline and correction, should form a part of the systematic study of Scripture in Christian Studies classes. They should be exegeted, exemplified and applied - a thorough ‘sowing of the word’ into the students' lives.

Class Devotions: The principles can be discussed in class and applied to specific issues relevant to the lives of the students.

Assemblies and Chapel sessions: Through preaching and dramatic presentations these life-giving principles should be brought into focus.

Counselling: When students are counselled we should start with our enquiry into their understanding of the principles upon which our correction is founded. The counselling can then be built on foundations of biblical truth.


E. POSITIVE REINFORCEMENT

All staff are encouraged to build an informal verbal culture of commendation - to catch students being good and have ready praise; to praise effort over achievement.

For students in grades 7-9, a tangible system of credits is also used. Credits are awarded, at the teacher's discretion, for appropriate attitudes, behaviour, habits and responses e.g. showing good effort, exercising self-control, completing homework, being helpful, kind or cooperative.

For credits to be valued and to promote positive behaviour they need to be meaningful, realistic and awarded sparingly. It is expected that staff will only award one credit (not multiple credits) for a specific behaviour.

Credits are recorded in the diary along with the reason they were given and the teacher’s signature.

Students may 'cash in' their credits, by seeing their HOH, for CCCafé vouchers (at any time) and for other vouchers (McDonalds, Zone 3, movies, KMart) towards the end of Term 4. Credits not 'cashed in' before the end of the year are not transferable to the following year.

Additional rewards for student behaviour/compliance may include:

Sincere praise and encouragement

Middle School Core Points

Awards

Recognition Certificates

Assembly Recognition

Principal Morning Tea

Positive communication to parents via email, student diary, carpark catch-up etc.

F. CALOUNDRA CHRISTIAN COLLEGE CORRECTION POLICY

** Immediate, Effective, Redemptive Correction

Appropriate and just correction is a requirement of a good learning environment. Corrective processes should be seen as positive, bringing benefit to a person’s life, rather than negative. The goal of all correction is to change in a student the negative attitude that has given rise to a misdemeanours and their destructive consequences. The heart of correction is always towards the redemption of the young person’s life, never to bring judgement or condemnation. The teacher should seek to be open to the prompting of the Holy Spirit so that they are wise and insightful in the treatment of students.

The correction policy is also meant to allow for varying levels of correction depending on the nature of the misdemeanour.

This program is based on the need for:

a. Immediate and effective response by teachers to the student’s misbehaviour

b. Empowerment of teachers in dealing with recurring misbehaviour.

c. Giving teachers the primary responsibility for the day-to-day maintenance of student discipline.

d. Giving teachers the immediate and decisive support of senior staff in supporting order in their classrooms and the resolution of difficult discipline situations.

e. Parent support and involvement in the discipline of their children.


** We should always be aware that behaviour management and correction policies and the intervention of senior staff can never replace the effectiveness of good pedagogy. The need to be constantly correcting students is significantly reduced when the teacher prepares well, considering the differing abilities of students, the trajectory and punctuation of the lesson and the attention span of the students

CORRECTION STAGE 1 - Teacher Correction & Counsel

Authority Initiating the Disciplinary Action: - Class Teacher, Subject Teacher, or Duty Teacher.

Category of Misdemeanours: - Any non-compliant or negative response such as non-compliance with the teacher’s requirements for the classroom, inappropriate or unkind speech or action to another student, display of inappropriate attitude, failure to complete homework or bring necessary equipment, poor maintenance of diary, etc.

Suggestions for Stage 1 Corrective Action

A) Initial non-punitive minor corrective action

Good teachers will do most of their effective correction of student behaviour without any resort to punitive measures. The following characterise the action of good teachers:

a. The teacher will set clear expectations of the behaviour and responses required of the students and purposefully train them in the ‘classroom culture’ required.

b. The teacher will be constantly vigilant re the compliance of students with the required behaviour and responses and intervenes early when the non-compliance is small. For example:

▪ Teacher catches the eye of the student or uses proximity to refocus attention to task at hand.

▪ Teacher gives a brief directive or corrective word to the student.

▪ Sometimes the teacher will stop the lesson and refocus the class on required behaviour and responses.

B) Teacher’s Verbal Chastisement

For serious personal chastisement, a student should be spoken to out of the earshot of other students. (Public chastisement makes a student feel ‘exposed’ regarding identity and may provoke a self-protective ‘Smart-Alec’ response.) The chastisement should include:

a. Clear description of what is wrong with the behaviour/attitude that has been displayed.

b. Opportunity for the student to explain his/her actions.

c. Clarifying of the requirements for future behaviour – be VERY specific and ensure that the student clearly understands your requirements.

d. Outline the consequences of future behaviour of this kind.

e. Assurance of your love and support for the student and your commitment to help him/her to improve and to benefit from your correction.

The chastisement should AVOID:

a. Any insulting language, use of cynicism, rejection, or vilification of the student – speak briefly, objectively - stick to the facts.

b. Any out-of-control expressions of teacher anger or frustration, especially yelling. The confrontation is not a matter of ‘my will versus your will’ – rather ‘my authority is being exercised lovingly for your benefit’.


c. Any threats – the promise of consequences comes out of our concern, not a threat of retribution.

d. Long ‘sermons’ – make your point fairly quickly and get the student back into life. ‘Sermons’ tend to bore students and harden their hearts.

C) Informal Teacher-supervised Corrective/Punitive Task For use at the discretion of the teacher and only if the teacher has the necessary time to devote to this strategy. These tasks are personal corrective measures carried out exclusively between teacher and student in the case of misdemeanours like, for example, small amounts of incomplete homework, poor class participation in set tasks, dropping rubbish in the playground, etc. The teacher should seek to counsel the student in regard to a poor response and then be personally responsible for directing the student toward the correct response and assessing his/her grasp of the correction.

Possible teacher directed corrective tasks could be:

▪ Counselling by teacher during recess or lunch, etc.

▪ Cleaning up the playground or other relevant service activity

▪ Following you around while you do playground duty.

▪ Write a letter of apology at home.

▪ Write an essay (at home) explaining how the student should act in certain circumstances and why.

▪ Held in class during a break or other privilege time to complete work. This must be supervised.

Teachers must ensure their expectations and guidelines are clearly communicated to the student. If the issues seem significant or long-term, Teachers should write a note to parents in the Student Diary, or contact them for a discussion. Parents and teachers can sometimes use the pattern of notes to inform us of the ‘trajectory’ of misdemeanours if the problem is growing.

** If a student continues in non-compliance, the teacher should move to the ‘Guidelines for Stage 2 Corrective Action’ below.

CORRECTION STAGE 2 - Formal lunchtime detention

Authority Initiating the Disciplinary Action: - Class teacher, Subject Teacher, or Duty Teacher.

Category of Misdemeanours: - Any negative response that remains uncorrected after a stage 1 corrective action, or where the teacher is of the opinion that a stage 1 correction will not bring adequate correction. Examples of conduct that might attract a detention include: repetitively having incomplete homework without a satisfactory note, ongoing lateness to class, continuing talking in class or other act of non-compliance that has not been adequately corrected with a stage 1 corrective action, continual forgetting of classroom equipment (especially diary), continued negative or unkind speaking in classroom or playground that has not been successfully corrected by a stage 1 action etc.


Formal Lunchtime Detention

a. SEVERITY – detentions should be given for misdemeanours that are considered significant, not for minor thoughtless infringements. We need to be careful not to use the detention in place of good leadership in the classroom.

b. PREPARATION – The teacher must ensure that:

1. A red detention card is issued to the student and that it is put into the plastic sleeve of the student's diary.

2. The student is clearly told when they are to complete the detention.

3. The student is clearly told what work they are to do during the detention. The teacher may choose to have the student do a particular task (such as homework completion) or the 'Responsible Thinking Form’ (See Appendix 2).

c. ATTITUDE – The aim of the detention is CORRECTION not just attendance. It is important that the detention giver and the detention supervisor help the student to understand the life-correction that is required, otherwise the student may see a detention as ‘only a punishment task to be endured’. This will be evident by the comments such as ‘Well, I’ve done the detention, haven’t I!’ This kind of comment indicates that the student is still uncorrected ‘inside’. The teacher being proactive in making a detention a meaningful correction takes time and a little more effort to develop, but it is more effective in correcting the student and saves time in the long term. Should the teacher consider that the student’s attitude/response indicates the need for further pastoral/counselling work to help him/her to process these attitudes and grow through them, the teacher should request counselling through the HOMS or HOSS.

Procedures for Formal Lunchtime Detention

1. Time: Lunchtime detention commences at 1:00 pm (leaving 10 minutes for students to eat their lunch).

2. Diary: Teachers must ensure that the student is issued with a red detention card which is placed in the plastic sleeve of the diary. The student hands this card to the supervising teacher at the start of the detention. During the detention, the supervising teacher will stamp the student's diary with a 'detention completed stamp', sign and date it. The student must have their parent/guardian sign the stamp and show it to their Homegroup teacher/HOH/HOS the following day, to have it checked off in the computer detention record. HOH will follow up any families whose students have not shown a signed detention completed stamp. If HOH cannot get a satisfactory response, he/she will either follow up the parents and/or refer the student to the HOMS or HOSS as a Stage 3 discipline issue. Students must bring their diaries, pencil case and any required work to the detention room.

3. College Central Computer Discipline Record: The teacher must complete the computer detention record before 12:30pm if the detention is to be served on that day. Otherwise, the detention will be served on the next school day. The following fields must be completed by the teacher issuing the detention: date, student name, teachers name, area of infringement, work to be completed.


4. Detention Room: The teacher on duty is to close the door of the detention room soon after 1:05pm and sign off the students present in the computer detention record. Absentees are reported to the teacher who gave the detention and the HOMS and HOSS via email. Late students are NOT to be admitted into the detention room and are considered absent.

Students on lunchtime detention must satisfy the following criteria:

a. Be in attendance from 1:05 pm until dismissed at 1:30 pm.

b. Remain quiet and engaged in the detention task for the entire detention period.

c. Complete the work set to a satisfactory standard; (e.g. neatly written on a ruled sheet of paper).

d. Remain seated for the duration of the detention.

Failure to comply with 4) a. – d. above may incur a further detention from the Detention Supervisor. If so, another red detention card will be issued to the student. The detention should be entered into the computer detention record.

At the completion of the lunchtime detention the Detention Supervisor will check that the student has correctly named their sheets and that a sincere and submissive approach to the task is in evidence. The papers are then to be collected and placed in the respective teachers' pigeonholes. Where student work is completed on the computer or device, the student will email the teacher who set the detention a progress update.

5. The precedence of detentions over other commitments: Generally, serving detentions will take precedence to all other activities that a student may wish to be engaged at lunch time. In exceptional circumstances, the HOMS or HOSS may give permission for the detention to be served the following day.

6. Students not turning up for Detention: Any student who does not attend his/her detention is to be referred to the HOMS or HOSS. Depending on circumstances, he/she may be considered as having committed a serious misdemeanour and the matter now becomes a ‘Stage 3’ discipline issue.

7. Teacher’s Response to Student Detention Task: The teacher who gave the detention should read the student's response and respond as necessary (e.g. Extend forgiveness where apology has been made, answer questions or comments made by the student, etc.) Teachers must act to correct any rudeness, ‘Smart-Alec’ comments / inappropriate sense of humour, or self-justification that appears in a student’s detention task. Such responses may represent a hardening of the student’s heart (as opposed to the desired repentance). Where the responsible thinking task form has been completed by the student, the teacher must first sign and date the form and return it to the Head of House who will then copy and forward it to the executive assistant for filing in the student's file.

8. Monitoring the Correction Database: HOH, HOMS, HOSS and Homegroup teachers, are expected to regularly monitor the database to look for students who have repeated similar detentions, and therefore, may be experiencing ongoing struggles or unwillingness to comply. These leaders should approach students and/or teachers to discuss progress, and to consider contacting parents for discussion, and/or moving students to ‘Stage 3’.

Upon satisfactory completion of Stage 2 Correction – Formal Lunch Detention, the student will return to normal school routine.


CORRECTION STAGE 3 - Monitoring Card or Afternoon Suspension or Extended Afternoon Suspension

Authority Initiating the Disciplinary Action: - HOMS or HOSS based on written recommendation from Class Teacher, Subject Teacher or Duty Teacher.

Type of Action taken: - Teacher will make full report of the issue and action taken and recommend Monitoring Card or Afternoon Suspension or Extended Afternoon Suspension to the HOMS, HOSS.

Following disciplinary counsel with the individual student, the HOMS or HOSS will assess each recommendation and decide if Correction Stage 3 or Stage 4 will be applied or if the student will return to complete Correction Stage 2 discipline. Copy of disciplinary decision to be kept on student file.

Category of Misdemeanours for a Monitoring Card or Afternoon Suspension or Extended Suspension: When a student has displayed an inconsistent response to Stage 1 and 2 disciplinary action re classroom behaviour. It will usually be implemented with students who have an immature lack of self-control or have an inconsistent commitment to classroom and work standards. The HOMS or HOSS may take one of the following corrective actions:

Guidelines for Corrective Action

Monitoring Card: Where a student is having trouble maintaining the appropriate behaviour across several classes the HOMS, HOSS may place a student on a Monitoring Card for 1-5 days. Monitoring Card (Appendix 4) may be adapted or changed as required.

The Monitoring Card is a lesson by lesson monitoring system which provides the student with immediate feedback from their teachers related to the issues for which the student is being disciplined and monitored. (e.g. punctuality, bringing items to class, on-task in class work, homework completion, specific aspects of behaviour, etc). The HOMS or HOSS should write each card uniquely with just the issues in question for that student to be evaluated by the teachers.

The student gives their Monitoring Card to their teacher at the beginning of the lesson and collects it back from them at the end of the lesson. The teacher grades the student on their behaviour (3 - Acceptable, 2 - Unsure, 1 - Unacceptable) on each item noted. (Where time permits, teachers should take the opportunity to praise students for appropriate behaviours and seek to counsel them in regard to poor responses).

At the end of each day the student reports to the HOMS or HOSS who issued the Monitoring Card. If the student has any ‘unacceptable’ ratings, the HOMS or HOSS may move to a Stage 3 suspension or Stage 4 correction as is appropriate. This meeting also provides an opportunity for redemptive counselling, encouragement and monitoring of the heart attitude of the student.

Parental communication will be via the Monitoring Card, Advice to Parent/Carer section completed by the HOMS/HOSS. The student is required to have their parent or guardian sign it each night so that they are informed of the behaviour of their child and the actions the school is taking to correct them. Completed Monitoring Cards are to be placed on an administrative student file for permanent record.

Staff are encouraged to discuss with HOMS, HOSS students who they believe may be aided in self-control by being on the Monitoring Card.

Afternoon Suspension (Friday 12:30pm-3:00pm): Students will attend a supervised suspension under the guidance of the HOMS or HOSS to complete required work in accordance with teacher recommendations from 12:30pm until 3:00pm. Staff will advise of set work to be completed. Work will be returned to the teacher or emailed upon successful completion. To be used primarily for the completion and collection of academic work.


Parents / Carers will be communicated to via a standard letter explaining this corrective action. The student is required to have their parent or guardian sign the letter. A follow-up call / email to parents/ carers maybe required to secure acknowledgement and is to be undertaken prior to the student’s attendance. Acknowledged letters are to be placed on an administrative student file for permanent record.

Extended Suspension (Friday 12:30pm-5:00pm): For a student whose responses are unsatisfactory or for which there are multiples of classwork to be completed, the afternoon suspension will extend beyond 3:00pm until 5:00pm. Staff will advise of set work to be completed. Work will be returned to the teacher upon successful completion. To be used primarily for the completion and collection of multiple pieces of academic work.

Parents / Carers will be communicated to via a standard letter explaining this corrective action. The student is required to have their parent or guardian sign the letter. A follow-up call / email to parents/ carers may be required to secure acknowledgement and is to be undertaken prior to student attendance. Acknowledged letters are to be placed on an administrative student file for permanent record.

Upon satisfactory completion of Stage 3 Correction – Monitoring Card or Afternoon Suspension or Extended Afternoon Suspension, the student will return to normal school routine.

CORRECTION STAGE 4 - Internal Suspension or External Suspension

Authority Initiating the Disciplinary Action: - HOMS or HOSS as appropriate, in consultation with the Principal.

Type of Action taken: - Disciplinary counsel which may be followed by the implementation of an Internal or External Suspension. The Principal, or HOMS or HOSS will make full report of the issue and action taken and place it in their own ‘Conference File’ and the College’s correction records.

Following disciplinary counsel with the individual student, the HOMS or HOSS will assess each recommendation and decide if Correction Stage 4 will be applied or if the student will return to complete Correction Stage 2 or Stage 3 discipline. Copy of disciplinary decision to be kept on student file.

Category of Misdemeanours for a Suspension: Theft, blatant disobedience, impudence to teacher, lying, fighting, malicious or offensive words or actions, immorality, bullying or harassment, willful destruction of property, or continuing lack of response to Stage 1; Stage 2 or Stage 3 disciplinary action.

** Generally this stage of misdemeanour is characterised by a direct willful action in defiance of clear parameters set down by the teacher, Principal, HOMS, HOSS, HOH or HOD or inappropriate ingrained learnt behaviours.

Guidelines for Corrective Action: If a teacher feels that the student should move to Stage 4 disciplinary action, the teacher will refer the matter to the HOMS or HOSS for a determination on a course of corrective action. The HOMS or HOSS will confer with the Principal in making a decision regarding administering an Internal or External Suspension.

4.1 INTERNAL SUSPENSION: The Principal, HOMS, or HOSS may suspend the student internally. The Internal Suspension will have the following characteristics:

Parents will be contacted by the College Principal, HOMS, or HOSS, to inform them of the student’s misdemeanour and to discuss the provisions of the suspension.

Parents / Carers will be communicated to via an individualised letter explaining this corrective action. The student is required to have their parent or carer sign the letter. A follow-up call / email to parents/ carers maybe required to secure acknowledgement and is to be undertaken


prior to the student’s attendance. Acknowledged letters are to be placed on an administrative student file for permanent record.

Each day of the suspension, the student will report to student reception immediately on arrival at school.

The student will work and take lunch breaks in total isolation from other students.

The HOSS or HOMS will arrange for redemptive counsel and personal reflective tasks during the suspension.

The student’s teachers will provide as much of the normal work as is possible for the student to do during the suspension.

Internal suspensions will be for no longer than 3 consecutive school days unless determined otherwise by the College Principal in consultation with parent / carer.

Upon satisfactory completion of Stage 4 Correction – Internal Suspension, the student will return to normal school routine and in certain circumstances, with a Stage 3 Monitoring Card. The Principal may require a review of student enrolment feedback from teaching staff and a parent/ carer interview prior to re-entry to normal class routine.

4.2 EXTERNAL SUSPENSION: On occasions the Principal may consider that an external suspension is more appropriate than an internal suspension. Usually this option will be taken when we are confident that parents are able to take adequate responsibility for the student during the suspension. The External Suspension will have the following characteristics:

Parents will be contacted by the College Principal, HOMS, or HOSS, to inform them of the student’s misdemeanour and to discuss the time of the exclusion.

Parent / Carer will be communicated to via an individualised letter explaining this corrective action. The student is required to have their parent or guardian sign the letter. A follow-up call / email to parent/ carer maybe required to secure acknowledgement and is to be undertaken prior to the student’s attendance. Acknowledged letters are to be placed on an administrative student file for permanent record.

The College teaching staff will be asked to provide work for the student as is practicable. Teaching staff can take no responsibility, however, for work missed during the suspension.

Parents will be encouraged to use appropriate punitive correction measures, and to provide redemptive counsel and personal reflective tasks during the suspension.

External suspensions will be for no longer than 3 consecutive school days unless decided otherwise by the College Principal in consultation with parent / carer.

Upon satisfactory completion of Stage 4 Correction – External Suspension, the student will return to normal school routine and in certain circumstances, with a Stage 3 Monitoring Card. The Principal will require a review of student enrolment feedback from teaching staff and a parent/ carer interview prior to re-entry to normal class routine.

CORRECTION STAGE 5 - Long External Suspension or Expulsion

Authority Initiating Disciplinary Action: Principal.

Type of Action Taken: - The Principal may externally suspend or expel the student as he/she deems necessary. Other actions may be deemed appropriate (e.g. restitution programs)

Misdemeanour:-

Severe Moral Transgressions

Unresolved family problems severely affecting school behaviour that continues uncorrected.


Long-term problems in which repeated disciplinary action at Stage 3 or Stage 4 fails to gain a correction in attitude and behaviour.

Upon satisfactory completion of Stage 5 Correction – Long External Suspension, the student will return to normal school routine and in certain circumstances, under a Stage 3 Monitoring Card. The Principal will require a review of student enrolment feedback from teaching staff and a parent/ carer interview prior to re-entry to normal class routine.

G. COMMUNICATION & RECORDING CORRECTION ISSUES:

Unlike the family situation upon which we model our training procedures, the College, by necessity, has a large number of teachers working together to train a large number of children. To facilitate the necessary communication on issues of correction, the following mechanisms are required.

1. Communication with parents: It is important that parents are informed of the attitudes and behaviour of their children and the actions taken by the College to correct them. College staff should make an effort to work with parents and to gain their active support in the correction of students. With this in mind the following communication channels are recommended:

a. All detentions should be clearly noted in student diaries via the Detention Completed stamp which is placed into the diary and is to be signed by parent with comment as needed.

b. Teachers should phone or email parents when they become aware of a significant ongoing concern with a student’s behaviour patterns.

c. The College will contact parents in the process of arranging a Suspension.

2. College Correction Records: The record of the student misdemeanours corrected by lunch time detention will be maintained electronically and discussed at pastoral care meetings for consideration of further action.

3. Student Files: If teachers become aware of issues/information that is likely to be of longer-term significance in other teachers' management of the student, they should make a relevant note and put it in the student's personal file and email the information to relevant staff.

4. Confidential Reports: Notes regarding student issues about which a number of staff should be informed immediately can be given to the Principal’s Executive Assistant. She will consult with the Principal and then produce a ‘Confidential Memo’ which will be issued to appropriate teachers and HOMS and HOSS. One copy will be placed in the student file. Teachers must destroy or securely file confidential memos after reading them; they must not be left accessible to other people.

5. Informal Staff Communication: Staff should be encouraged to share with other staff their concern and dealings with students as is appropriate. Teachers should be made aware when other teachers have a student ‘on notice’ regarding a particular attitude or behaviour. It would be desirable too, to find staff members joining together in prayer concerning the student who is in a correction mode.


H. EVALUATION OF THE EFFECTIVENESS OF THE CORRECTION PROGRAM:

Evaluation of the effectiveness of the school’s discipline and correction program needs to be made at the following points and according to these broad parameters:-

1. The Corrected Student:

When correction of any sort is applied, the assessing question is, ‘has the student been corrected in the issue under scrutiny’? That is, is his/her repentance evident in a changed attitude and behaviour?’ Repentance is the opposite to an attitude of blaming others for the problem or the punishment. An attitude of repentance ‘owns’ the problem and takes responsibility for it. True repentance also leads to a desire to rectify or make amends for the behaviour particularly seeking to restore relationship. (e.g. ‘It was me.’; ‘It was my fault.’; ‘I’m sorry for what I have done.’; ‘How can I make things right?’) We may not, however, be able to measure repentance immediately and quantify it objectively. Our process of correction, if carried out with Godly direction and love, needs to be accompanied by faith. The Holy Spirit, in due course, will produce the fruits of repentance and we must wait to see the fruit of our obedient corrective action.

On the other hand, if we consistently see students refusing to receive correction, becoming hard, receiving correction with happy-go-lucky indifference or smoldering resentment, or if we simply find that misdemeanours continue unabated, then our assessment must conclude that we have failed to correct the student’s underlying issues and we must pursue a different approach to the problem.

2. The Correcting Teacher:

Because this program is one that makes expectations of the performance of teachers, the teacher's performance must be assessed for effectiveness. The following questions/parameters should be applied.

a. Does the teacher consistently command the obedience and respect of his/her students?

b. Does the teacher consistently correct students with a sense of responsibility to discipling them, as opposed to correcting them with judicial legalism, or frustration?

c. Does the teacher engender a classroom culture that facilitates the disciplined pursuit of learning?

These questions would be used to assess broader range of objectives in the Discipline Program, than just correction; however, the effectiveness of the teacher's correction procedures will affect all other aspects of discipling discipline.

3. The College ‘Tone’:

The College ‘tone’ is somewhat intangible and not easily defined, yet it is sensed by students, teachers and parents just as clearly as the colour of the paint or the quality of the facilities. A school where students feel safe and secure, where teachers feel that they are comfortably in control and parents are generally happy that ‘it is a good school’, is one where (among many other factors, of course) misbehaving students are effectively corrected. A subjective ‘feel’ of the College tone, then, is a good assessment tool for the discipline and correction program. Some assessing questions for this area could include: a. Does a stroll around the classrooms give the impression that order reigns and that

everybody is purposefully pursuing the College's objectives?

b. Does a wander through the playground indicate a general sense of happiness, friendliness and security among the students? Is the playground free of cliquishness, negative talk, bullying etc?


c. Does a ‘fly-on-the-wall’ look at the staff room, find teachers content with their leadership of the students, or are they not feeling in control?

d. Does a circumspect perusal of standards of work, neatness, completion of assignments etc. give the impression that students are led into a disciplined approach to work?

e. Does a fleeting glance at the toilet walls indicate that facilities are used properly without destruction or defacement?

4. Parents attitudes and observations:

a. Parent attitudes: The College sees itself as a body serving parents in the training of their children. Their attitudes towards the correction of their children need to be seen as an important assessing influence on our program. It is recognised that some parents may react unsupportively to particular situations due to misunderstanding, family problems etc, however, generally speaking, a healthy correction program must have the general support of parents. The following questions can be used to understand parents' attitudes:

i. When they first read the ‘discipline policy’ are they in favour of its corrective measures?

ii. When parents are phoned regarding their child's need of, or receipt of, corrections, are they supportive of the teacher's endeavours?

iii. Are parent meetings supportive of the general direction of correction in the College?

iv. Do the Principal and the teachers spend an inordinate amount of time defending their corrective actions against parents who disagree with the disciplinary actions of the College?

b. Parent Observations: At home, children talk about their experiences at school. Astute parents can be very helpful assessors of the effectiveness of our discipline program by just listening to their children. We would do well to encourage parents to pass on helpful feedback. These assessments can help us to evaluate the direction and detail of our correction program and give us the needed direction for adjustment and ‘fine-tuning’.


APPENDICES – CCC Student Discipline Program

Content Purpose

Appendix 1

Student Detention Card and Detention Stamp

(Refer Corrective Stage 2)

Red detention card is to be placed into the student diary.

Upon completion of the lunch detention: A detention stamp is placed in the student diary by the detention teacher states:

▪ Date the detention was completed;

▪ reason for detention;

▪ Teacher initials and

▪ Parent signature.

Appendix 2 Responsible Thinking Form Template

To give students a tool for appropriate self-reflective and redemptive responses to a detention.

Appendix 3 Discipline Referral Procedures & form

To enable teachers to record information for other teachers to ensure that further disciplinary action is done in knowledge of previous actions.

Appendix 4 Monitoring Card Advice

To provide a template for teachers to record responses of students who are being monitored for particular behaviours.

Appendix 5 Biblical perspectives of authority.

Provides context for discipline policy.


Appendix 1: Student Detention Card

The student detention card is a red, laminated, business sized card which says: Detention

: Detention Stamp

DETENTION COMPLETED Date Parent Signature

Detention


Appendix 2: Responsible thinking form

(Student Detention Task Form Template)

STUDENT DISCIPLINE

RESPONSIBLE THINKING FORM

DATE:

STUDENT NAME: YEAR:

Spend a few minutes reading through this sheet before you write anything. Then think back over what caused you to be in this situation. Then answer these questions.This form will be placed in your student file and kept as a permanent record.

What happened and what led up to this?

What did you do?

What should you have been doing instead?


Who do you think was affected? How were they affected?

How were you affected?

What needs to happen to make things right?

If the same situation happens again, how could you behave differently?

Student Signature: ____________________________________________________________

Report actioned by: ___________________________________________________________

Date: ___________________________ Staff Signature: ___________________________


Appendix 3: Discipline Referral Form & Procedures

When should the Discipline Referral Form be used? This referral mechanism is designed to help teachers to pass on information to other staff so that disciplinary matters can be followed up consistently and reliably. Occasions for the use of the form include:

A. IN STAGE ONE DISCIPLINE ISSUES:

▪ Home Room Teacher: Some issues are best dealt with by the home room teacher, particularly if they are repeated non-compliance in matters like uniform etc.

▪ Another Staff member: Sometimes a discipline situation arises that is best dealt with by another member of staff. For example:

The issue may be best dealt with by a teacher of the same sex as the student.

Where another staff member has been successfully dealing with a situation with this student, a teacher may feel it appropriate to refer the current matter also to that teacher.

B. IN STAGE TWO DISCIPLINE ISSUES:

▪ When a student has failed to respond positively to the initial (Stage 1) disciplinary action taken by a teacher and the teacher feels unable to pursue the matter successfully. This referral is to a HOMS, HOSS or Principal.

How should the form be used?

The teacher encountering the discipline problem, and feeling it necessary to refer the issue, should fill in the Discipline Referral Form and give it personally, email it, or place it in the pigeon hole of the teacher to whom it is being referred.

What will happen once the discipline issue has been referred?

The member of staff receiving the form should decide on the most appropriate course of action (that may mean referring the problem on again) and take that action. The action should be recorded on the form.

Feedback:

To close the ‘loop’ of communication, the person dealing with the issue should:

▪ Reply on the form to the teacher who referred the matter.

▪ Send a copy to the appropriate section head.

Caloundra Christian College Discipline Program Page 22 of 30

Appendix 3 (cont.)

DISCIPLINE REFERRAL FORM Copies to: Referring individual, Homegroup teacher, HOMS or HOSS

STUDENT: HOMEGROUP: DATE:

REFERRED BY: REFERRED TO:

Reason for referral:

Action taken by referring individual:

What has been said to the student about this referral?

Resulting action:

Signed:


Appendix 4. Monitoring Card

Monitoring Card

Student Name: __________________________ Issue Date: _____________________________

CORRECTION STAGE 3 - Monitoring Card

The Self-Responsibility Monitoring Card is a lesson by lesson monitoring system which provides the student with immediate feedback from their teachers related to the issues for which the student is being disciplined and monitored.

The student gives their Self-Responsibility Monitoring Card to their teacher at the beginning of the lesson and collects it back from them at the end of the lesson. The teacher grades the student on their responses (3- acceptable, 2- unsure, 1- unacceptable) on each item noted.

At the end of each day the student reports to the HOMS or HOSS who issued the Self-Responsibility Monitoring Card. If the student has any ‘unacceptable’ ratings, the HOMS or HOSS may move to a suspension. This meeting also provides an opportunity for redemptive counselling, encouragement and monitoring of the heart attitude of the student.

The student is required to have their parent or carer sign it each night so that they are informed of the responses of their child and the actions the College is taking to correct them.

Completed Monitoring Cards will be placed in the student’s administrative file for permanent record.


Name: ______________________________

Date Commenced: ______________________

Dear Teacher,

_______________ has asked us to assist him / her with his / her growth toward maturity in terms of obedience and cooperation with his / her teachers and management of the following:

_______________________________________________________________________________________

_______________________________________________________________________________________

He / She has agreed to seek feedback from you on his / her performance.

Please rate performance in your lesson on a 1 – 3 scale. (3- acceptable, 2- unsure, 1- unacceptable)

Regards Head of Middle School / Head of Senior School

Monday Date: _________ /__________ / ___________

P1 P2 P3 P4 P5 P6 P7 P8

Teacher’s initial

Teacher comment: Parent / Carer Signature: ________________________________

Tuesday Date: _________ /__________ / ___________

P1 P2 P3 P4 P5 P6 P7 P8

Teacher’s initial



Wednesday Date: _________ /__________ / ___________

P1 P2 P3 P4 P5 P6 P7 P8

Teacher’s initial


Thursday Date: _________ /__________ / ___________

P1 P2 P3 P4 P5 P6 P7 P8

Teacher’s initial


Friday Date: _________ /__________ / ___________

P1 P2 P3 P4 P5 P6 P7 P8

Teacher’s initial


OTHER COMMENTS:


Appendix 5: A biblical Christian Perspective of Authority

[Excerpt from Tiller, R ‘Rubber on the Road Christian Thinking’ (2012)]

God ordains authority as an essential component of the social structure that He designed for human society. When authority, along with the other components of God’s order, is operating according to God’s directions, the society will tend to function in relative peace, order, and prosperity. 'Democracy' is probably a good workable method for keeping 'checks and balances' on the unrighteous exercise of authority in the bigger picture of the civil sphere. It is, however, unworkable as a general paradigm for the government of human affairs—God did not design human society to be ruled by the opinions of 51% of a particular group.

Scripture indicates a pattern of authority operating in each sphere of society:

▪ The Home: The father is the head of the home. Both father and mother have authority over their children.

▪ The Civil sphere: Office holders (e.g. police, legislators, magistrates) have God-ordained authority to make rules and to enforce them within the bounds of the civil sphere.

▪ The Church: Leaders have authority in matters pertaining to church life.

▪ The College: Students should see teachers as having God-ordained authority to direct them in matters relating to school life and learning. Teacher and other College employees should view the Principal, leaders and governing body as having authority to direct matters concerning the College.

▪ Sports: Referees, coaches, and captains should be regarded as God-ordained authorities to direct the sport for fairness, safety, and the enjoyment of all participants.

▪ The Business/Commercial sphere: The owner/boss/foreman/manager has authority over those who are employed or governed by him/her.

▪ Clubs/Organisations: This voluntary sphere will also operate effectively when the captain, president, chairman, etc. is seen to have real authority in appropriate matters.

▪ The Military: The authority of rank should be regarded as God-ordained and legitimate.

Does absolute & permanent authority exist? God is the only person in the Universe who holds absolute, permanent, and unlimited authority. All other authority is delegated, for a specified and limited time, by God, and God determines the degree and limitations of that authority. The Bible clearly articulates the God-mandated responsibilities of both those in authority and those under authority.

Key attitudes of those in authority: The key attitudes of the person in authority are service and accountability to God:

▪ Service - A leader is required by God to regard him/herself as a servant to those over whom he/she exercises leadership. This imperative only permits the leader to take action that will be in the best interests of those he/she is leading. Self-interest is not permitted in God’s pattern for leadership.


▪ Accountability to God - A person in any kind of authority must exercise that authority in the constant awareness that he/she will give account to God for the competence and morality of his/her leadership.


Key attitudes of those under authority: The key attitudes toward authority are found in the principles of submission and obedience. In a spirit of submission to God, when we obey a leader in faith we are thus obeying God. Submission, though, is sometimes a frightening thing because of the fear of being abused by those in authority. As a safeguard, we need to answer a couple of poignant questions:

▪ Can I legitimately disobey a morally bad order? It is possible to be in an attitude of Godly submission to a leader and yet disobey him or her in a particular matter without violating the principle of submission. If the leader’s direction is in violation of a ‘higher’ authority, he/she has stepped outside of God’s mandate for his/her authority and the one being led is not obligated to obey. (For example, being told by the policeman to do something immoral is violation of God’s law. Being told by a foreman to do something that the boss has forbidden is also a violation of a higher authority.)

▪ What if the leader is morally wrong? A person in civic authority (e.g., a police officer, a mayor, or a politician) who leads an immoral life, or who exercises civic authority in an ungodly manner, is still a God-ordained agent of God’s order in the human society. God commands that we obey such authorities in faith and obedience to God (unless, as noted above, I am being asked to obey a morally bad order). The person in authority, however, will give account to God both for his/her own life and for the way he/she has exercised authority.

Status: A position of authority does not equate to the higher value of a human being either to God or to human society. A person in authority (say the Prime Minister of Australia) should not be regarded by himself or others as more important or valuable than a mineworker. God ordains, however, that a person in authority must be accorded the respect and honour that is due to his office. Importance of teaching right attitudes: The future health of our community depends on parents and the College actively demonstrating, teaching and reinforcing attitudes of respect for, deference to, and submission to authority at all levels and spheres of society.

Criticism & correction of those in authority: Criticism of authority must be made only on the basis of the authority’s performance with reference to God’s standards for that sphere of authority. Action aimed at correcting or removing people in authority should be based on the following biblical patterns:

▪ Private confrontation concerning perceived error or offence is always the first remedial measure.

▪ If private confrontation is unsuccessful, it should be followed, as necessary, by appropriate confrontation in the context of higher authority.

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