Relationship Management

Restorative Practices

Kawaha Point School started using the restorative approach to relationship / behaviour management nearly 10 years.

Schools traditionally follow a punitive approach to behaviour management, that focuses on the individual wrong-doer, out of context.  It punishes them as a deterrent to repeating the offence.  This is the same approach used in our justice system with invredibly high rates of reoffending.  Research shows that if victims are given a voice and able to speak directly to the wrong-doer, and the wrong-doer is a willing participant in the restorative process, that there is significantly better outcomes for all involved.  This includes far less reoffending.

We want high levels of support and high levels of control, and to work with wrong-doers and victims to find solutions.  The restorative approach relies on having willing participants.  Wrong-doers who choose not to be involved in finding solutions will be dealt with under the old punitive system.  Our new approach to Relationship Management at Kawaha Point School does not mean that we are 'going soft' or that stand downs, suspensions and exlusions will not be used in some circumstances.  We want what you want - happy children learning in a safe environment.  The restorative approach has been proven to significantly lower the number of bullying reoccurrences.

 

What we aim to do

Foster awareness:  In the most basic intervention we may simply ask a few questions of the offender to foster awareness of how others have been affected by the wrongdoing.  Or we may express our own feeling to the offender.

Avoid scolding or lecturing:  When offenders are exposed to other people's feeling and discover how victims and others have been affected by their behaviour, they feel empathy for others.  When scolded or lectured, they react defensively.  They see themselves as victims and are distracted from noticing other peoples feelings.

Involve offenders actively:  All too often we try to hold offenders accountable by simply doling out punishment,  so in a punitive intervention, offenders are completely passive.  They just sit quietly and act like victims.  In a restorative intervention, offenders are usually asked to speak.  they face and listen to victims and others whom they have affected.  They help decide how to repair the harm and must then keep their commitments.  Offenders have an active role in a restorative process and are truly held accountable.

Accept ambiguity:  Sometimes as in a fight between two people, fault is unclear.  In those cases we may have to accept ambiguity.  Privately, before the conference, we encourage individuals to take as much responsibility as possible for their part in the conflict.  Even when offenders do not fully accept responsibility, victims often want to proceed.  As long as everyone is fully informed of the ambiguous situation in advance, the decision to proceed with a restorative intervention belongs to the participants.

Separate the deed from the doer:  In an informal intervention, either privately with the offenders or publicly after the victims are feeling some resolution, we may express that we assume that the offenders did not mean to harm anyone or that we are surprised that they would do something like that.  When appropriate, we may want to cite some of their virtues or accomplishments.  We want to signal that we recognise the offenders' worth and disapprove only of their wrongdoing.

See every instance of wrongdoing and conflict as an opportunity for learning:  The teacher in the classroom, the police officer in the community, the probation officer with his caseload, the corrections officer in the prison all have opportunities to model and teach.  We can turn negative incidents into constructive events - building empathy and a sense of community that reduce the likelihood of negative incidents in the future.

 

BEHAVIOUR MANAGEMENT / RELATIONSHIP MANAGEMENT-

Kawaha Point School and parents must work together to ensure that every child is being given access to the best education possible. To achieve this we need to ensure the students have simple rules to follow and at Kawaha Point these are reflected through our 3 key values(Kia Kaha- Be Strong, Kia Maia- Be Brave and Kia Manawanui- Be of Great Heart). These values apply in the classroom, the playground and on all school trips.

Students choosing to live by the school values will have the opportunity to be rewarded for their efforts.

Students choosing not to abide by the school values will be offered the opportunity to go through a restorative process in order to try and repair the harm caused. The student must be a willing participant in this process or an alternative system with different consequences will be enforced.

Parents may be contacted by teachers to discuss their student’s behaviour (either positive or negative).  The aim of this is to ensure that parents are updated on their student’s behaviour as well as their school work. There are two parts to the behaviour management of students within the school. They are playground behaviour and classroom behaviour.

 

Hierarchy of Behaviours

 

Minor Behaviours

Moderately serious behaviours

Very serious behaviours

Pushing in

Defiance

Dangerous refusal to follow instructions

Telling tales

Uncooperativeness

Physical abuse of staff

Being cheeky

Lying

Bringing weapons to school

Wasting time

Stealing

Bringing drugs to school

Being noisy

Indecent exposure

Racial abuse

Horseplay

Refusing to do work

Vicious Kicking

Coming late to class

Inappropriate touching

Vandalism

Eating in class

Running out of school

Extortion

Play-fighting

Computer misuse

Swearing at staff

Name calling

Biting

Graffiti

Attention seeking

Rude to staff

Sexual assault

Interrupting teacher

Spitting

Inappropriate touching

Avoiding work

Kicking

Sexual talk

Being rude

Swearing at others

Fighting

Running indoors

Hitting back

Bullying*

Constant talking

Arguing

 

 

Using swear words

 

Bullying is defined as repeated and deliberate acts over time

 

Positive Behaviour

Each class has a target for students to “aim for the best” and students following the rules, working hard with their learning and demonstrating our values will be moved into the centre of the target a step at a time. When students have reached the center a set number of times, they will receive a reward as below:

5 bulls eyes = values pencil

15 bulls eyes = certificate

30 bulls eyes = values wrist band

50 bulls eyes = treat with teacher ie lunch

75 bulls eyes = swimming pass for aquatics center or similar

100 bulls eyes = family treat (aquatics center pass, gondola pass etc)

 

Teachers may also run a whole class reward system for positive behavior. The system is up to the class and teacher to decide and will reflect the age of the students in the class.

  • Rewards- Maximum of 1 hour, once or twice a term. This could be taken as 12 minutes per week. 24 minutes per fortnight, 36 minutes per 3 weeks etc, if you wish- the choice is yours.
  • Activities could include: wheels, sports times, games from home, shared lunch, popcorn party, extend lunchtime/playtime, outdoor games/sports, class disco (music must be GA- General Audience).
  • We do not want rewards to be: regular lollies or chocolate, Videos other than GA (and must be previewed by the teacher first considering Copyright rules etc- see TKI for the rules).

 

Playground Behaviour

Students who do not meet the Value expectations of Kawaha Point School and for whom the restorative mini chat by the duty teacher does not have the desired effect, may need a consequence designed in consultation with the victim. A Team Leader will be rostered to be able to take over a duty for a teacher who needs to supervise a consequence. Should the behaviour become frequent or noncompliant, this will be bought to the attention of the Principal or DP (see serious misconduct below).

 

Serious Misconduct

Swearing to or verbal abuse of any adult and / or consistent verbal abuse of other students, sexual assault, serious physical abuse or fighting type behaviour, bullying, vandalism, consistent non-compliance or disobedience, alcohol / smoking / drugs / weapons at school (with drugs, the police will obviously be contacted) are all offences for which a stand-down of 1-3 days may apply. In all cases, the victim will have an opportunity to share the impact the behavior has had on them and will be part of the decision making process for consequences.

Any student, who receives 3 stand-downs within a two year period, may be suspended until the Board of Trustees can convene and determine their eligibility for reinstatement.  The log of misbehaviours will be used as a guideline to help with this process.

When a student is stood-down, the staff and students of the school may be notified about the reasons for this action at the Principal’s discretion. On return to school, the student will spend time (no more than 2 days) working on a reintegration plan to ensure they have more successful interactions at school.

 
 
Kawaha Point School
Aquarius Drive
Rotorua, New Zealand
Ph: 07 348 5864
Fax: 07 349 2581