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Elton (1989) Notes on the text
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The Elton Report (1989)
Enquiry into Discipline in Schools London: Her Majesty's Stationery Office 1989
Appendix F: Behaviour Policies - Examples from Schools
F1: Extract from a booklet for pupils CODE OF CONDUCT The one rule for all of us in school is Everyone will act with courtesy and consideration to others at all times. This means that: 1. You always try to understand other people's point of view. 2. In class you make it as easy as possible for everyone to learn and for the teacher to teach. (This means arriving on time with everything you need for that lesson, beginning and ending the lesson in a courteous and orderly way, listening carefully, following instructions, helping each other when appropriate and being quiet and sensible at all times.) 3. You move gently and quietly about school. (This means never running, barging or shouting, but being ready to help by opening doors, standing back to let people pass and helping to carry things.) In crowded areas please keep to the left. 4. You always speak politely to everyone (even if you feel bad tempered!) and use a low voice. (Shouting is always discourteous.) 5. You are silent whenever you are required to be. 6. You keep the school clean and tidy so that it is a welcoming place we can all be proud of. (This means putting all litter in bins, keeping walls and furniture clean and unmarked and taking great care of the displays, particularly of other people's work.) 7. Out of school, walking locally or with a school group, you always remember that the school's reputation depends on the way you behave.
F2: Guidance for pupils displayed in classroom CLASSROOM EXPECTATIONS Classrooms (including labs, workshops and gyms) are your places of work. Just as in any factory or office, there need to be clearly understood rules and expectations to allow everyone to work successfully, safely and enjoyably. 1 Start of Lessons
Teachers are in the position of parents/guardians while you are in school. This means in particular that:
F3: Extracts from a booklet for teachers REWARDS AND SANCTIONS It is very important that the positive aspects of praise and reward should have great emphasis. Good discipline is, as we all know, based on mutual knowledge, respect the setting of known standards. It must have high priority. Children appear to respond better to systems which recognise their difficulties and strengths. Anything which recognises that children have achieved what has been asked of them is desirable. REWARDS 1. Credit marks are awarded to pupils who have produced an excellent piece of work or who have made a consistently good effort with several pieces of work. Staff are asked to enter and initial credits in the homework diaries. This ensures that both parents and form tutors see them when checking diaries regularly. The form representative enters credit marks in a book during form time which is then handed in weekly to the Head of Year. Three credit marks = one merit mark. Merit marks are announced during assemblies. 2. Merit certificates are awarded for outstanding achievements. They can be as a result of a consistently high standard of work (ie over a half a term or so), consistent effort, or a special event or situation where a recognisable and good attitude resulted in a wider benefit for the school. They are generally given out at the end of the term. Children who have taken a very full and active part in school life may well get one or two regularly each half a term. 3. Commendations can and should be entered in exercise books and homework diaries. 4. Recognition can be given to success of differing kinds in assemblies or form time. 5. Pupils' work can/should be displayed as much as possible. Pinboarding can be provided in rooms which are deficient. 6. Head/Deputy Heads/Heads of Department/Heads of Year are very willing, and indeed welcome the opportunity, to praise individuals for pieces of good work if these are brought to their notice. 7. Above all, praise and encouragement in lessons should be used as much as possible. SANCTIONS It must be emphasised that it is the primary responsibility of staff to deal with discipline themselves, by extra work or their own detentions. Colleagues are reminded that the Authority asks that the pupils should be given 24 hours notice of a detention and that it should last no longer than one hour. Indiscriminate detentions of a whole class cause more resentment and problems than they solve. Heads of Department should take responsibility for work and progress achieved by members of their department. After all this, various sanctions are possible. The following have been tried and offer hope of success: 1. late report cards of persistent offenders; 2. full report (ie signature for each lesson) for those absent from, or late for, lessons; 3. full report, as above, but for work and behaviour in lessons; 4. detentions (by subject teachers, heads of departments, form tutors or heads of year); 5. interruption of break and lunchtime privileges for bad behaviour; 6. 'punishment fitting the crime' - cleaning of graffiti, picking up litter, etc; 7. referrals to Form Tutor, Heads of Department, Head of Year, Deputy Head; 8. for most pupils, the greater sanction is to contact the parents and seek an interview with them; 9. exclusion ('cooling off') at the request of Deputy Head or Heads of Year. Only the Headteacher may actually exclude; and 10. suspension, leading to expulsion. This becomes a 'legal' issue and needs to be well documented.
F4: A booklet for staff INSIDE INFORMATION - THE WAY TO GOOD ORDER THIS OUTLINE OF GOOD PRACTICE AND THE WAYS TO GOOD ORDER IS FOR YOU, PLEASE USE IT. Acceptable standards of behaviour, work and respect depend on the example of us all.
Our success is tested not by the absence of problems but by the way we deal with them. Don't react: address the problem:
OUT AND ABOUT THE SCHOOL All informal contact contributes to standards of behaviour. Control that behaviour by taking the initiative at every opportunity. Expect to:
Create and sustain a positive, supportive and secure environment. Well prepared, stimulating lessons generate good behaviour and earn respect. Expect to:
MAINTAINING DISCIPLINE Insist on acceptable standards of behaviour, work and respect. Expect to:
SANCTIONS AND PUNISHMENTS After-school detentions may be used, subject to approval from Head of Year/Head of Department, BUT make sure that transport home is available. If they generate resentment and provoke parents detentions are counter-productive. Subject teachers - consider:
EMERGENCIES In an emergency escort the offender to the most accessible senior member of staff. If the class cannot be left, send a reliable pupil with a message to a senior member of staff. RESPECTING THE ENVIRONMENT Our reputation for cleanliness, attractive rooms and well kept grounds is essential for our success. We must recruit from outside our catchment area, so must offer a superior and appealing 'package' or be under-subscribed. Maintain high quality in our surroundings, in general spaces and in the classrooms. The visual impact always should be attractive and stimulating. Litter, damage and graffiti have no place here. Accept only the highest standards of cleanliness. Encourage pride in the school:
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