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Policy on Disruptive Social BehaviourPDF 36
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Annexe 12: Definition of Terms in Sanctions Table
Behavioural Contract
Letter of Apology
Behaviour Reflection
Form
Verbal and Written
Warning
Colour-coded Conduct
Slips
Loss of Privilege
Is a written agreement
between a student,
their parents/guardians,
and the teacher/school.
It outlines specific
behavioural
expectations and
consequences to
support the student in
managing their
behaviour and
achieving academic
success.
Is a written expression of
remorse and regret for a
student's actions that have
caused harm, offense, or
disruption to others. The
letter is typically written
by the student and
addressed to the person(s)
affected by their
behaviour.
Is a tool used to help
students reflect on their
behaviour, particularly
after a misbehaviour
incident. It is a
structured form that
guides students to think
critically about their
actions, take
responsibility, and
develop a plan to
improve their
behaviour.
Are disciplinary measures
used to address minor
misbehaviours or
infractions. It's a formal
(when written), yet
informal (when verbal),
conversations between a
teacher and a student,
aiming to correct
behaviour and prevent
future incidents.
Are used to manage
misbehaviour. Overall, the
effectiveness of
color-coded conduct slips
depends on the specific
implementation, the school
culture, and the balance
between sanctions and
positive reinforcement.
Refers to the removal or
restriction of special rights,
benefits, or opportunities
that a student normally
enjoys. This disciplinary
measure aims to encourage
students to reflect on their
behaviour and make
positive changes.
Key Elements
Key Elements
Key Elements
Key Elements
Key Elements
Key Elements
1. Clear Expectations:
Specific, measurable,
achievable, relevant, and
time-bound (SMART)
behavioural goals.
2. Positive
Reinforcement:
Rewards and incentives
for meeting behavioural
expectations.
3. Consequences: Clear
consequences for not
meeting behavioural
expectations.
4. Monitoring and
Evaluation: Regular
monitoring and
evaluation of the
student's behaviour.
5. Parent/Guardian
Involvement:
Parents/guardians are
informed and involved in
the contract.
1. Acknowledgment of
wrongdoing: Clearly states
what the student did wrong.
2. Expression of remorse:
Uses phrases such as "I'm
sorry," "I apologize," or "I
regret."
3. Explanation, but not
excuse: Provides context for
the behaviour without
making excuses.
4. Commitment to change:
Outlines steps the student
will take to prevent similar
incidents.
5. Sincerity: The letter
should be genuine and
heartfelt.
1. Incident Description:
A brief summary of what
happened.
2. Feelings and
Thoughts: Space for
students to describe how
they felt and what they
were thinking during the
incident.
3. Consequences:
Reflection on how their
behaviour affected others
and themselves.
4. What I Learned:
Space for students to
reflect on what they
learned from the
experience.
5. Future Plans:
Questions about how they
plan to behave differently
in similar situations.
1. Immediate: Given
promptly after the
misbehaviour.
2. Specific: Clearly states
the unacceptable behaviour.
3. Firm but respectful:
Delivered in a calm,
professional tone.
4. Brief: Typically verbal
warning lasts 1-2 minutes.
Written warning no more
than one paragraph (in the
student diary.
5. Focused on behaviour,
not the student:
Emphasizes the specific
action or behaviour that
needs to change.
1. Clear communication:
The colour-coded system
clearly communicates the
level of misbehaviour to
students, parents, and
teachers.
2. Consistency: The system
ensures consistency in
addressing misbehaviour
across classrooms and
teachers.
3. Visual reminder: The
colored slips serve as a visual
reminder for students to
reflect on their behaviour.
4. Data collection: The
system allows for easy data
collection and tracking of
student behaviour, helping
teachers and administrators
identify patterns and areas for
support.
1. Clear expectations:
Establish specific rules and
expectations for behaviour.
2. Fair and consistent
application: Ensure that Loss
of Privileges is applied
consistently and fairly to all
students.
3. Communication: Inform
students and parents about the
Loss of Privileges and the
reasons behind it.
4. Duration and scope:
Specify the duration and scope
of the Loss of Privileges.
5. Opportunity for
reflection: Provide students
with time to reflect on their
behaviour and think about
how to improve.
Policy on Disruptive Social Behaviours, Aitchison College
36