Student Wellbeing Philosophy

Kolbe Catholic College places a strong emphasis on the personal, academic, social and spiritual growth of each young person who attends the College.

We strive to ensure each child:

• feels known and cared for
• has a strong sense of belonging and connection
• experiences a safe and supportive learning environment
• develops the social-emotional capacity to engage positively and ethically in their learning and the community
• embraces and values diversity.

Agreed Standards (Classroom)

The College is committed to implementing the Agreed Standards across the College. We believe that providing consistent and predictable expectations benefits all students and particularly those with learning disabilities, English as an Additional Language, and social-emotional difficulties.

Arrive on time and bring everything I need

Students are required to have a fully stocked pencil case (pens, HB pencil, eraser, glue stick, markers, ruler, scissors, sharpener, highlighters, earphones, calculator), a Subject exercise book, Laptop and Subject specific items (e.g. Maths textbook).

A formal start and end to classes

Every class should begin formally. This should include:

• students lining up outside the classroom
• students standing behind their chairs when they enter
• a formal greeting and response by the teacher
• class beginning by taking the roll
• Every class will end formally. This should include:
• resetting the classroom
• students stand behind seats
• teachers formally dismiss class

Use my laptop only when instructed

Students are to leave laptops closed when they enter a classroom and take their seats. The laptop is only to be opened when the teacher explicitly states that it is required.

Follow all teacher instructions

Students are to follow all instructions given by a teacher, without question or complaint.

Fully participate in class activities

Students are to always put in their best effort and take part in all class activities.

Communicate respectfully

Only one person should speak at a time. Students listen when others speak. Teachers may use a range of strategies to reinforce this expectation.

Whole School Expectations

Uniform

Uniform rules apply whenever students are in college uniform – including off College property and outside of school hours.

Mobile Phones

Students must not use or have their mobile phone visible between 8.45am and 3.05pm.

Chewing Gum

The College is a no chewing-gum zone.

Litter and Care for College Grounds and Facilities

Students are expected care for the school environment. This includes ensuring that they do not litter AND, when instructed by a staff member, to pick up litter irrespective of whether they dropped it.

Appropriate Behaviour and Language

Students are expected to demonstrate responsible conduct and use appropriate language at all times.

Shopping Precincts

Students are not permitted to access local shopping precincts, such as Coles/Woolworths or McDonald’s, during the school day; this includes Year 12 students

Respect for Staff

Students are required to speak respectfully to staff and to acknowledge the authority of both teachers and ESEs to reinforce the College expectations. Students who fail to follow the reasonable directions of any staff member should be referred to the classroom teacher, Year Level Leader, Director of Students or Deputy Principal (as appropriate).

Commendations

The College seeks to acknowledge students who are able to self-manage their own behaviour and make positive contributions to the College community.

Teachers record Commendations via Engage to acknowledge positive behaviours. Each week, these Commendations are used to select a ‘Kolbe Star’ from each House

The 4Rs Process

The 4Rs process aims to provide the student with multiple opportunities to correct inappropriate or irresponsible behaviours. In instances of inappropriate behaviour, the teacher will follow the following steps:

1. Remind – Whole Class or Individual Expectations

Teachers must remind students of expectations, either to the whole class or to an individual student, as required.

2. Redirect the student in the classroom

Redirection is used to interrupt behaviour that is disrupting learning and to refocus the student on the expected task without escalating the situation.

3. Relocate the student within the classroom

Relocation is used to remove the student from the source of disruption and support a return to focused, productive learning.

This may include:

• moving the student to another seating position in the room
• relocating the student to an alternative group (during group tasks
• relocating the student to work one‑on‑one with the teacher or LSO

4. Reflection to RTC

Having followed the first three steps and faced with ongoing or persistent behaviour, the teacher will instruct the student to go to the RTC

Responsible Thinking Classroom (RTC)

The key aim of the RTC is to support students who are struggling to meet the behavioural expectations and to minimise disruption to the learning of other students.

Students sent to the RTC will have the opportunity to complete a written reflection form and speak to the supervising teacher to identify their unsuccessful behavioural choices and to identify a plan to make better choices in the future. They will then be directed to access their learning materials on Engage and continue completing the assigned work for the class from the RTC.

Restorative Practices

The College is committed to the Restorative Practices philosophy that:

Human beings are happier, more productive and more likely to make positive changes in their behaviour when those in positions of authority do things with them, rather than to them or for them. We maintain that the punitive and authoritarian mode and the permissive and paternalistic mode are not as effective as the restorative, participatory, engaging mode.

The Restorative Conversation between a student and the teacher is an opportunity to:

• engage in dialogue to identify the function of the students’ disruptive or inappropriate behaviour
• collaborate to identify potential strategies to manage the causes of the behaviour and to set supportive limits
• support the student to develop their metacognition (understanding of their own thinking)
• support the student in identifying changes they can make to existing routines or approaches
• build the relationship and cultivate a sense of mutual responsibility and accountability
• support the student to recognise the impacts of their current behaviour.