Our Beliefs
Our beliefs about student behaviour, discipline and learning unify us and direct our action – the decisions we make, the practices we choose and how we interact with others. The following beliefs reflect current literature in positive behaviour supports:
Schools play a vital role in promoting the intellectual, physical, social, emotional, moral and spiritual and aesthetic development and wellbeing of young Australians (Melbourne Declaration)
Every day at school, students have the opportunity to learn and practise social skills and develop General Capabilities through the curriculum (ACARA)
Behaviour is learned, therefore responsible behaviour can be taught
Student discipline is best achieved through instruction and re-teaching, rather than punishment
Student behaviour can be taught using the same strategies used to teach academics
Misbehaviour presents the student with an opportunity to learn and the educator with an opportunity to teach
For behaviour change to occur, we must use positive approaches that strengthen teacher-student relationships
Student discipline is a collaborative effort. In partnership with parents and carers, we are committed to each and every student’s success
Efforts to support all students to become successful learners, confident and creative individuals and active and informed citizens require ongoing teaching, encouragement and correction
Students need and want high standards for their behaviour. Maintaining high expectations does not require “get tough” or punitive approaches
An integrated system of school wide, classroom support and individual student supports can play a central role in improving behavioural outcomes and developing learning disposition for the students we serve as well as contribute to the sense of efficacy and job satisfaction of our staff
Services for students with chronic or intense behaviours are more effective within the context of school-wide commitment to the social and academic development of all students
St Francis Xavier Behaviour Expectations
Behaviour for Learning Flow Chart
Behaviour Matrix
