A Resource for Teachers and School Learning Support Officers

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Student Services Riverina Region For School Learning Support Officers The Language of Discipline • Praise in public, reprimand in private • Be brief when addressing behaviour • Use the student’s name. • Concentrate on the primary behaviour • Expect compliance • Teach and model the behaviour you want • Praise things in a positive way—look for and praise the behaviour you want • Avoid WHY questions. PRACTISE USING “You do a good job of ……” Students should be encouraged when they do not expect it, or when they are not asking for it. Look for something to encourage students. Even a comment about something small and insignificant to us, may have great importance to a student. “You have improved in …” Growth and improvement is something we should expect from all students. They may not be aware that the smallest improvement is progress. Students are more likely to continue trying if they can see some improvement and recognition. “I like you, but I don’t like what you are doing” Often a student feels he or she is not liked after they have made a mistake or misbehaved. It is important to distinguish between the student and the behaviour. “How will you know you can’t unless you try” The student who think they have to do things perfectly are often afraid to attempt something new for fear of making a mistake or failing. “So you did make a mistake. What can you learn from that mistake?” There is nothing that can be done about what has happened, but a person can always do something about the future. Mistakes can teach the student a great deal and they will learn if they do not feel embarrassed for having made the mistake. “You would like us to think you can’t do it, but we think you can” This approach could be used when the student says or conveys that something is too difficult for them, and hesitates to even so much as try it. “I can understand how you feel (not sympathy but empathy) but I’m sure you’ll be able to handle it” Sympathising with another person seldom helps; rather it conveys that life has been unfair to them. Understanding the situation and believing in the student’s ability to adjust to it is of much greater help Riverina SLSO Guidelines 2012. Adapted from Illawarra and South Region J.Agzarian 26
Student Services Riverina Region For School Learning Support Officers When is Restraining a Student OK? The department and its staff owe a duty of care to students to take reasonable care to protect them against risks of injury which are reasonably foreseeable. This duty extends to taking reasonable care to prevent a student from injuring him or herself, injuring others or damaging property. In order to meet this duty, school staff may be required to consider the need to physically restrain students. Any decision taken by staff to physically restrain a student should be exercised only in those circumstances where there is a real and immediate threat of injury to a person or serious damage to property and there is no other practical way of preventing the likely injury or damage. Legal Issues Bulleting No 9, 10 March 2000 It is important to remember: 1. Physical restraint of students should only be exercised as an absolute last resort. 2. Physical restraint should only occur where there is an immediate risk of injury to persons, including the student, or an immediate risk of serious damage to property. 3. Physical restraint should only be what is reasonably necessary having regard to the specific circumstances. 4. Physical restraint must not be used if there is a risk of injury to staff. Ensure that you are aware of any crisis management plans that may be operational for students in the school, including your role is assisting with the plan. Riverina SLSO Guidelines 2012. Adapted from Illawarra and South Region J.Agzarian 27
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A Resource for Teachers and School Learning Support Officers

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