Positive Behaviour Policy

Smart Vision School supports and actively uses positive behaviour policy.  Any type of punishment applied in SVS is made against bad actions not against students.

  • Corporal punishment is always degrading and has no place in our schools.
  • SVS declares a zero tolerance of all forms of violence. It provides students with a system that helps them succeed and grow as they learn healthy and acceptable social behaviours. This system is informed by compassion and derives its vision from the belief that children need guidance, not retribution. In this system, mistakes are an opportunity to teach rather than humiliate.

Positive discipline helps children learn self-discipline without fear.

SVS supports and actively uses positive discipline because of following reasons:

  • It motivates. You never use violence and instead role model values and behaviours that children aspire to acquire. While doing so, you provide a clear indication of rewards and consequences for choices.
  • It aims to empower children. You help children take responsibility for making good decisions by providing them with the skills and environment to freely explore ideas.
  • It is child-centric. You consider all issues from a child’s perspective and calculate all your responses based on how they will help children learn from their mistakes.
  • It is democratic. You tolerate different ideas and even mistakes if they may lead to constructive learning. Your aim is to create workable rules that are mutually beneficial.
  • It values and respects individuality. You accept that all of us are individuals with a variety of views and priorities. You welcome these differences.
  • It supports long-term development. Your approach is based on nurturing the development of the whole child over a long period of time.

The four principles of positive discipline

In a positive discipline approach, a disciplinary response should be:

1. Relevant to the misbehaviour

2. Proportional to the offence

 3. Focused on correcting the behaviour not humiliating the student

4. Aimed at rehabilitation (learning from mistakes) not retribution (payback)

In order to follow the four principles of positive discipline you will need to customize your disciplinary response for each child and each misbehaviour. Within the following four categories of positive discipline responses you will find a variety of practical ideas for responding to varying degrees of misbehaviour. These ideas can be applied alone or in combination. The four categories of responses are Reflection, Penalty, Reparation and Last Resort.

  1. Reflection

For minor day-to-day problems, such as coming late to school or being disruptive in class, a teacher could ask children to think about their misbehaviour by using one of the following techniques:

 • Imposing a time-out. This would involve asking children to sit in a quiet place for 10 minutes to think about their behaviour. To be released they have to articulate what they did wrong and how they will avoid repeating the mistake. This should be done firmly, but without humiliating the child.

 • Letter writing. This could involve asking children to write a letter or even an essay on why they behaved in a certain way and what they will do to avoid repeating the mistake. If appropriate the writing should include an apology

. • Oral apology. This involves asking children to apologize to the wronged person and to ask for forgiveness.

  1. Penalty

For offences that are persistent and detrimental for all concerned, such as continually coming late without an adequate explanation, missing school without an adequate explanation or insulting other students, a teacher could impose an appropriate penalty. Penalties within a positive discipline approach include the following:

Withdrawal of privileges, such as children not being allowed to go out during recess or to play games during school.

Detention, such as children remaining for an extra half hour during the club or activity time to reflect on what they did wrong.

Care must be taken to ensure that the penalty meets the principles of positive discipline. The penalty should also provide children with an opportunity to think about their behaviour and to think of an alternative behaviour for future similar circumstances. At the end of a penalty, teachers should help children learn what was wrong with their behaviour and how not to repeat the same mistake.

  1. Reparation

For offences that cause damage to a third party, such as hitting other students, bullying younger children, damaging property, or fighting and causing general disorder in school, a teacher could insist that a child undertake public reparation, such as the following:

• The child apologizes in public and promise to not repeat such actions again.

• If feasible, the child contributes toward replacing or repairing the damage (based on the capacity of the child).

 • The child receives a written notice in the school disciplinary record and commits to reform.

• The school involves parents in preventing a repeat of the behaviour.

  1. Last resort

For persistent and serious offences, such as violating other children or serious damage to the school property or reputation, the administration could take action as a last resort, using interventions such as the following:

• Summon and discuss with parents the possible next steps, as a warning to the child.

• Implement a time-limited suspension (e.g. one day, one week, etc.) with a written warning and referral to a counsellor or probation officer.

• As a very last resort, refer the case to the Vice Principal with a specific recommendation for expulsion from school.

It is not allowed for any staff member:

  • to use shouting as a way of punishment
  • to humiliate the student in front of other students or teachers
  • to use any kind of physical or emotional violence
  • to question students about sensitive topics without presence of parents
  • to create situations when the student must witness against his/her friends or teachers
  • to threaten the student.

Positive discipline guides children in understanding their misbehaviour and in building a personal desire to make better choices in the future. However, it is far more than just responses to misbehaviour. It combines nonviolent disciplinary action with a positive classroom environment, an environment that encourages students to get involved in defining the conditions for success. This approach involves establishing a different kind of relationship with students and new methods for engaging and supporting them over the long-term.