1. GREEN BAY
HIGH SCHOOL
Managing Student Relationships
STAFF MANUAL
2010
Name:
1

2. 2010 TERM DATES
Term 1
Wednesday 27 January Year 13 course confirmation
Thursday 28 January Year 12 course confirmation
Friday 29 January Teacher only day
Monday 1 February Auckland Anniversary Day
Tuesday 2 February Year 9 students
Wednesday 3 February Year 9 students
Thursday 4 February Year 10-13 students
Friday 5 February Full school
Thursday 1 April End of term
Term 2
Monday 19 April Beginning of term
Friday 7 May Teacher Only Day
Monday 7 June Queen’s Birthday Holiday
Friday 2 July End of term
Term 3
Monday 19 July Beginning of term
Friday 20 August Mid term break
Monday 23 August Teacher Only Day
Friday 24 September End of term
Term 4
Monday 11 October Beginning of term
Monday 25 October Labour Day
Friday 10 December End of school year
MONDAY TO FRIDAY DAILY TIMES
Period 1 8.40am – 9.40am
Period 2 9.45am – 10.45am
Form Period 10.45am – 11.05am
Interval 11.05am – 11.25am
Period 3 11.25am – 12.25pm
Period 4 12.30pm – 1.30pm
Lunch 1.30pm – 2.15pm
Period 5 2.15pm – 3.15pm
2

3. INDEX
Chapter One The Green Bay High School Student Management 3
Goal
Chapter Two Restorative Practice is Relationship Management 5
Green Bay High School Classroom Expectations 7
Chapter Three Positive and Productive Classrooms 8
Chapter Four Curbing Low Level Classroom Behaviour – Bill 13
Rogers’ Strategies
Chapter Five Encouraging Desirable Classroom Behaviour 16
Summary of the Classroom Process 17
Reflection Sheet and Guide 18
Chapter Six Restorative Approaches in the Grounds 21
Chapter Seven School Wide Rules 22
Appendix Communication 29
Compiled by the Restorative Practice Team at Green Bay High School, with
acknowledgements to: Rosehill College, Opotiki College, Bill Rogers,
Watchel/McCloud (2000) and Kevin Knight.
3

4. CHAPTER ONE
THE GREEN BAY HIGH SCHOOL STUDENT MANAGEMENT GOAL
Values: Our principles of behaviour.
At Green Bay High School we aim to provide a positive and creative teaching and
learning environment through developing positive relationships.
At our school:
• All students have a right to learn.
• All teachers have a right to teach and learn.
THIS IS NON-NEGOTIABLE.
A positive teaching and learning environment is created when:
• Positive relationships are developed between all members of our school
community. By being affable to students inside and outside the classroom a
foundation is put down for us to build on.
• Restorative practices inside and outside the classroom put emphasis on students
being accountable for any harm done.
• Teachers develop skills that enable them to deal with the majority of issues within
the classroom. This gives teachers an opportunity to develop “street cred” with our
students.
• Students are given the opportunity to make positive changes to their behaviour at
every step in the RP process.
• Adults in the school environment model respectful behaviours to help create a
positive environment.
4

5. THE STUFF THAT MATTERS – THE GREEN BAY WAY
Positive relationships
When relationships are positive then the “stuff that matters” in a school is more likely
to happen. Students will develop respect for themselves, their peers, their teachers
and environment.
Respect is reciprocal
Our Gen Y students do not automatically respect.
Refer to this podcast: http://breambaycollege.school.nz/RP_and_Gen_Y.htm
Accentuate the positive.
If we can “catch students being good” the language of the grounds and classrooms
will become positive and reinforce the behaviours we want to see.
Consequences for every behaviour
If undesirable behaviours go unchallenged, they are more likely to be repeated. If
desirable behaviours go unrecognised, they are less likely to be repeated. Attempt to
produce a consequence for every significant behaviour you witness.
Our responses should escalate as the level of student behaviour increases (either
good or bad). Failing to scaffold our responses and ‘jumping’ to the higher levels
immediately diminishes our options later.
Staff working as a team
When students witness staff utilising the student management approach co-
operatively and harmoniously, we will enjoy a collective power that individually we can
never possess.
Support each other
The RP team is a group of staff that have a belief in the system. They are all at
different places in their RP skill level.
5

6. CHAPTER TWO
RESTORATIVE PRACTICE IS RELATIONSHIP MANAGEMENT
Through restorative practice, we aim to enhance relationships among students; and
between students, teachers and parents.
The principles of restorative practice in relation to our behaviour management system
provide students at Green Bay High School opportunity to develop self-discipline and
demonstrate positive behaviours in a caring and supportive environment.
A positive school climate, in which young people feel connected, is the best
environment for learning. (Refer pg 8 TNZC document).
We want:
• to be able to support students with making good decisions about their
behaviour.
• to promote, nurture and protect healthy relationships between all members of
the community.
• to enable students to be accountable for the real consequence of wrongdoing.
The fundamental aim of our behaviour management system, and its practice, is for
students to LEARN to be responsible for themselves and their actions.
A restorative approach sees conflict or wrong-doing as an opportunity for students to
learn about the consequences of their actions; to develop empathy with others; and
allow the harm caused to be repaired.
We do this by:
• having high expectations and insisting upon consistent high standards of
behaviour, and
• providing high levels of support and care for individuals.
Green Bay High School has high expectations of all of its community members. We
expect students to be challenged when these are not met; enable them to correct their
behaviour and to make amends to those affected.
Students should perceive this approach as ‘firm, but fair’. Being ‘firm, but fair’
involves:
• clearly articulating and reinforcing expectations
• adhering to fair process in dealing with all cases of conflict and wrong doing
• Recognising that wrong-doing causes harm to relationships, and that this harm
must be repaired in order to move forward.
Restorative principles are reflected in the top right panel of the Social Discipline
window (Wachtel/McCold 2000) - holding students to high standards of behaviour
while at the same time providing the support and encouragement necessary for them
to meet these expectations. A restorative approach emphasises working with
students to educate them in the correct behaviour. And, like all educative processes
sometimes we have to ‘teach’ a concept several times before it is understood!
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7. A restorative approach:
• encourages students to appreciate the consequences of their actions for others
• enables students to make amends where their actions have harmed others
• requires students to be accountable for their actions
• encourages respect for all concerned.
The principles of restorative practice are reflected in the key competencies of the New
Zealand Curriculum:
• students who are competent thinkers …reflect on their own learning, draw on
personal knowledge and intuitions, ask questions, and challenge the basis of
assumptions and perceptions.
• students who manage themselves are…..resourceful, reliable and resilient.
They establish personal goals, make plans, manage projects, and set high
standards. They have strategies for meeting challenges. They know when to
lead, when to follow, and when and how to act independently.
• relating to others is about interacting effectively with a diverse range of
people in a range of contexts. This competency includes the ability to
listen actively, recognise different points of view, negotiate and share
ideas. Students who relate well to others are open to new learning and
able to take different roles in different situations. They are aware of how
their words and actions affect others.
• students who participate and contribute in communities have a sense of
belonging and confidence…….they understand the importance of …..roles and
responsibilities and of contributing to the quality and sustainability of social,
cultural….environments
.
High TO WITH
Punitive Restorative
authoritarian co-operative
stigmatising collaborative
problem solving
responsibility
Structure/Limit
Neglectful Permissive
rescuing
excusing
reasoning
NOT FOR
Low
Support High
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8. GREEN BAY HIGH SCHOOL CLASSROOM EXPECTATIONS
This high school expects each student to allow –
• other students to learn.
• and teachers to teach and learn.
NOTHING ELSE IS ACCEPTABLE. THESE EXPECTATIONS ARE TO HELP YOU
AND OTHER STUDENTS ENJOY LEARNING.
Punctuality:
• Arrive before the second bell and settle ready to work.
• Line up and wait outside the room, if that is what is expected.
Seating:
• Go to the seat where the teacher tells you, without argument or comment.
• Put your bag on the floor, or at the place where the teacher asks.
• Remain in your seat unless permitted to move by the teacher.
• If working in groups, stay with your group.
Equipment:
• Have all appropriate gear ready for use at the start of each lesson as directed
by the teacher.
• Folders and exercise books must be named but without tagging or unpleasant
decorations.
• In labs, workshops, computer and other specialist rooms only use what you are
told to use and handle all equipment with care.
Routines:
• Put up a hand to show you have a question or an answer.
• Wait until the teacher asks for the answer or question.
• Start or stop work as requested.
• Listen to students who should be speaking to the class.
• Remember to go to the toilet or get a drink between classes, as you will not be
permitted to do so during class time.
• Chew gum, eating or drinking is not permitted during class time.
• Remember that appointments need to be made in order to see Guidance staff
and Deans. You can make appointments at interval or lunchtime.
• If an unusual bell/alarm sounds, wait for the teacher’s instructions on what to
do.
• Wait until the teacher instructs you to pack up and to leave. If asked to stay
behind to speak with the teacher, stay.
Manners:
• Treat other people with respect – teachers, teacher aides, other staff, and
students.
Consequences:
• Accept the consequences of your actions.
• If you have concerns, speak with your teacher, then if need be see your Dean
at an appropriate time.
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9. CHAPTER THREE
POSITIVE AND PRODUCTIVE CLASSROOMS
The Teacher’s Role
The overwhelming evidence is that our classroom environments set the tone for
learning. An orderly and settled environment is not a luxury but a necessity for
students to apply their minds creatively and productively. It is the teacher’s role to
set the tone.
Arrival to class
Staff would assert control over ‘their’ teaching environment by:
• Modelling punctual behaviour.
• Lining juniors up outside the class before entering and remind them:
o Phones / iPods should be put away.
o Chewing gum in the bin.
o Guitars / rugby balls, etc. in a “safe teacher space”.
o Check uniform/uniform passes. Students without a pass should be sent
directly to student services.
• Smiling and greeting students as they enter the class.
• Engaging in short conversations with students, “How’s your day?”, “What have
you done to your arm?”, “How did your netball go yesterday?” This is valuable
‘relationship credit’ for future dealings with students.
First Activities
In Productive classrooms:
•Students sit where they can best learn – unless directed by the teacher to move
(e.g. seating plan).
•Start the lesson with a planned activity. This ensures that the first action of
students who enter your room is to carry out a learning activity which requires no
distraction.
•Teachers share their Learning Intentions and Success Criteria with the class
and refer to them throughout the lesson. Clear learning outcomes help students
to place learning in context, which is a key element in student motivation.
Noise Levels
In Productive classrooms, teachers:
•Will take responsibility for managing the noise levels in their learning
environment.
•Think and act in terms of using two different class states – Full Attention Mode
and Working Mode (developed by Kevin Knight). State clearly which mode the
class should be operating at.
•Then tell students when there is a transition from one mode to another – having a
non-verbal signal can be useful.
•Could develop a clearly understood repertoire of non-verbal signals – this will help
avoid the teacher’s voice being constant background ‘static’ for students.
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10. FULL ATTENTION MODE WORKING MODE
The formal time in class Anything that is not Full Attention.
Everyone is focussed on the one spot – Students can be:
usually the teacher but sometimes a • Working at their desks with
student or a video, etc. productive chat.
• Working on a group task,etc
(Courtesy of Kevin Knight – an experienced NZ teacher educator.)
Lesson Structure
Lesson Structure
In Productive classrooms, teachers:
• Make overt links to the NZ Curriculum, prior learning and the course
assessment structure that shows the context of the current lesson.
• Set work at an appropriate level for the ability of the class (academic and
social). Use appropriate data to inform in the decision-making process.
• Are prepared – have resources in the room so that you are not required to
leave students unattended.
• Have the lesson ‘chunked’ – several distinct activities within the hour that offers
productive stimulation. Each of the elements could have a different focus –
individual vs. group, written vs. oral, etc.
• Create as many opportunities for feedback and feed forward as possible – this
may be teacher, peer or self driven.
• Make time for homework to be reviewed and discussed – as such it becomes
an integral part of the lesson rather than an ‘add on’.
• Set relevant and achievable homework – give the due date and insist that the
homework is recorded.
Teacher Focus
In Productive classrooms, teachers:
• Circulate the classroom making sure everyone is on task and assist students
requiring help.
• Create ‘legitimate’ opportunities for students to move – 60 minutes is a long
time for students to sit continually in their seats, wherever possible.
• Work by the rule “Praise publicly – Criticise privately”. If a student needs to be
sanctioned, attempt to do so in a manner that will encourage reciprocated
respect.
• Recognise and reward desired behaviours.
• Develop a fair, firm and consistent menu of consequences for students not
completing work they are capable of.
• Maintain provision of relevant and supervised activities until the end of the
lesson.
Consequences
In Productive classrooms, teachers:
• Keep a balance towards the positive in their dealings with students – even
when it is difficult. This will encourage a healthy classroom culture.
• Use Bill Rogers strategies at the earliest signs of student misbehaviour (see
following section). They are intentionally low-intrusive and will create
10

11. possibilities for behaviour change without damaging teacher / student
relationships.
• Use the whiteboard, to indicate both formal rewards and formal warnings.
Lesson Review
In Productive classrooms, teachers:
• Review the lesson and check Success Criteria, which will consolidate their
learning and provide a focus for the next day.
Orderly Release
Staff would assert control over ‘their’ teaching environment by:
• Ensuring that the ‘pack up’ is under teacher instructions – not student initiated.
• Providing sufficient time for students to pack up their own gear and tidy the
classroom before the first bell.
• Release students as soon after the first bell as reasonably possible – but never
before.
11

12. RELAXED VIGILANCE AND SLIGHTLY RELAXED VIGILIANCE
From Opotiki College
Relaxed Vigilance
Relaxed vigilance strategies are strategies are those that are delivered in a low key
way, and virtually unnoticed by other students. They are brief, subtle reminders of
expectations. Many of the most effective are non-verbal, such as:
• Eye contact
• Moving near the student
• Facial expressions
• Gesture
• Student name
Slightly Less Relaxed Vigilance
These strategies are used to give assertive verbal messages when unacceptable
behaviour persists and should follow these guidelines:
• Commands are appropriately supported by non-verbal actions (e.g. by held up
open hand, keeping one metre away).
• Calm, clear, matter-of-fact tone.
• If possible deliver the message privately (a quiet voice can achieve this).
• Keep your focus on the primary behaviour and do not allow the student to move
you onto side issues or to get into a public argument. (There are several
scripted formula that teachers can practice together such as those developed
by Bill Rogers, some of which are contained in this manual.)
The Mini Chat
This occurs after slightly less relaxed vigilance has been tried but is unsuccessful.
You may have removed the student to another room and they have returned to give
you their green slip, or the student may have remained in the room, but you have
asked to speak to them at the end of the lesson.
The mini chat is a private conversation with no audience.
Part on good terms – e.g. “Have a good day!”
Mini Chat Questions
1. What happened? (Tell the story)
- What were you thinking of at the time?
- What have you thought about since?
- What did you have control over?
- If there was a video camera on the wall, what would it have seen?
2. Who do you think has been affected? (Explore the harm)
- What else might need to happen?
- How will this help? Tell me more about this.
- When can this happen?
- What exactly are you saying sorry for?
3. What do you need to do to put things right? (Repair the harm)
- Who else has been affected?
- In what ways?
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13. - Was this fair or unfair?
- Was this the right or wrong thing to do?
- Tell me more about that…
4. How can we make sure this doesn’t happen again? (Move forward)
- What do you need to stop doing, stay doing, start doing?
- What are you goals to help you move forward?
- What are you going to do to meet these goals?
- What other support do you need?
Behaviour Management Tips For Classrooms
• Be an expert with “relaxed vigilance”.
• Be an even better expert with “slightly less relaxed vigilance”.
• Be the best there can be with “mini chats”.
13

14. CHAPTER FOUR
CURBING LOW-LEVEL CLASSROOM MISBEHAVIOURS – BILL
ROGERS’ STRATEGIES
Adapted from the Rosehill College Classroom Respect Procedures Manual
The Australian behaviour specialist Bill Rogers has produced a wealth of teacher
strategies that have been successfully used in many New Zealand schools for years.
Their strength lies in the capacity of these approaches to encourage a shift in
student mentality towards their behaviour choices – but without teachers being
asked to employ confrontational behaviours that could escalate tension.
As such, Bill Rogers’ strategies are an inherent part of Restorative Practice, and
form a crucial step in our student management process.
The following strategies intentionally aim to minimise drawing attention to
misbehaviour, and they place the responsibility for the behaviour back on the student.
In this way they show consideration and respect and encourage personal
responsibility.
STRATEGY ONE:
• Make EYE CONTACT with students who are off-task.
STRATEGY TWO:
• MOVE NEAR to students who are misbehaving, establish brief EYE CONTACT
and say nothing.
STRATEGY THREE:
• Check misbehaviour with FACIAL EXPRESSION e.g. a very slight shake of the
head, a frown (NOT a long-suffering look).
STRATEGY FOUR:
• USE GESTURES. Palm out = stop. Finger to lips = quiet.
STRATEGY FIVE:
• Call the student’s NAME.
The following strategies are used to give assertive verbal messages when
unacceptable behaviour persists. If possible, deliver the messages privately by
speaking quietly to the student or taking the student aside.
• Keep your focus on the primary misbehaviour and do not allow the student to
move you on to side issues or get you into public arguments.
STRATEGY ONE: “I” MESSAGES
Key word: “I want”
Example: “I want you to look this way now, thanks.”
14

15. STRATEGY TWO: EXPECTATION
Key word: “Thanks”
Explanation: ‘Thanks’ communicates expectation, rather than ‘please’ which is a
request.
Example: “Maybe you were, but I want you to go back to your seat now, thanks” –
then move away as this reinforces your expectation of compliance.
STRATEGY THREE: BROKEN RECORD
Explanation: State clearly what you want and if the student argues back continue to
calmly focus on the initial request. The more upset the student becomes
the calmer you must become to diffuse the student’s anger. The broken
record should be repeated a maximum of three times. If the student
continues to argue move through the strategies.
Example: “I want you to return to your seat and complete your work…”
“… I want you to return to your seat thanks.”
STRATEGY FOUR: PARTAL AGREEMENT
Key word: “Maybe but…” “Good but…” “You’re right but…”
Explanation: You tune into or acknowledge that you have heard the side issue raised
by the student but you have retained your focus on the primary
behaviour.
Example: “Back to your seat thanks.” “I was just discussing my work.” “Maybe you
were, but I want you to go back to your seat now thanks.”
“You can’t make me move.” “You’re right but I want you to go back to
your seat now thanks.”
STRATEGY FIVE: RULE REMINDERS
Key words: “You know our rule about…”
Explanation: The teacher refers to established class rules to remind students about
acceptable behaviour. The word ‘our’ is inclusive and it is not worded as
a question, so there is no opportunity for debate. Also explain why the
rule is important or necessary.
Example: “You know our rule about listening to others. Use it now thanks.”
STRATEGY SIX: LIMITED CHOICES
Key word: “Or”
Explanation: Limited choices avoid confrontation by providing the student with some
limited control. If there is some argument then the broken record is used.
There should be no threat or sarcasm.
Example: “I want you to put the magazine in your bag or on my desk.”
“Do you want to go back to your desk or sit at this one by me?”
STRATEGY SEVEN: DIRECT QUESTIONS
Key words: “What…” followed by “You are… What are you supposed to be doing?”
Explanation: Use the broken record with the second question if the student attempts
to bring in side issues.
Example: “What are you doing?”
(“Nothing.”)
“You are out of your seat talking to… What are you supposed to be
doing?”
15

16. STRATEGY EIGHT: CHOSEN CONSEQUENCES
Key words: “If you choose…..” “You will be choosing…..”
Explanation: This emphasizes that the consequences are the student’s choice and
effectively acts as a last warning.
Example: “If you choose to leave your seat again then you will be choosing to be
put in another seat.”
“If you choose to continue talking, you will be choosing to be put in
another seat.”
16

17. CHAPTER FIVE
ENCOURAGING DESIRABLE CLASSROOM BEHAVIOUR
To build a positive classroom environment and relationships with students, rewards are an
effective way to acknowledge the types of behaviors you want to see in your classroom. This is
true of ALL year levels. It is important to be consistent and fair when giving rewards so they are
given credibility.
Below are as series of classroom and school wide rewards that a teacher may choose to use:
Praise Postcards
These are cards sent home by individual teachers to acknowledge good work and/or positive
classroom behaviour.
How?
Either fill in an orange form (available from student reception) or email Claire
(claire.manukia@greenbayhigh.school.nz) with the following:
Reward Tickets
These are available from student reception. Teachers are encouraged to give these when they
observe good behaviour in any setting (e.g. students picking up litter without being asked). These
tickets should be signed and dated by the teacher.
Once a student has been given a reward ticket, they hand them into student services where they
are placed in a box to be drawn out for one of five prizes at end term assembly.
Principal’s Reward
Email the names of exceptional student achievements to the relevant Dean. They will then
arrange for the Principal to meet with the student.
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18. SUMMARY OF THE CLASSROOM PROCESS
POSITIVE CLASSROOM
ENVIRONMENT
EFFECTIVE TEACHING STRATEGIES +
A LOW LEVEL BILL ROGERS STRATEGIES
(Refer to Chapter Four)

FORMAL WARNINGS
B e.g. student warned verbally, student’s name
written on board, student moved to another place
in the classroom.

REFLECTION SHEET COMPLETED IN CLASS 
C Conversation with subject teacher and student
organised by teacher and held.

STUDENT SENT WITH REFLECTION SHEET
TO SENIOR CLASS
D Conversation with subject teacher and student
organised by teacher, and conversation held.

RESTORATIVE PROCESS NOT
SATISFACTORY
Refer to dean, who will, where applicable:
- Collate a Frank but Fair on student
E - Conduct a meeting between teacher and
student
- Meet with the student and their family
- Place student on a daily report

SMT INTERVENTION
Deans refer to student to SMT if interventions not
F successful.
18

19. CLASSROOM RESTORATIVE REFLECTION SHEET
Student:______________________________________________ Period:_____ Year Level:____
Teacher:_________________ Subject:___________________ Date:__________
Teacher: tick the repeated misconduct. What did the student do repeatedly?
Lateness to class Off-task disruptive Bullying Mocking of other students
talking
Not seated where Lack of equipment Throwing items Argumentative or talking
directed back
Not attempting Food/drink/gum in class Refusal to follow Non permitted
work teacher direction equipment/items visible in
class
Other: If sent to a senior class:
Time sent: _________ Room: ______
Restorative Meeting Time: _______________
Student’s reflection on the behaviour
The following questions must be completed by the student during this reflection time.
What did you do to get given this sheet? What should you have been doing?
You chose to do that. What were you thinking or what made you choose to do that?
By doing that, who has been harmed or disrupted?
How have these people been harmed or disrupted?
How do you feel about your choice of behaviour now?
The restorative conversation with your teacher is your best chance to make things right. What are you going to do
to put this situation right?
Did the restorative conversation held between student and classroom teacher reach a satisfactory outcome? If YES, both
teacher and student sign.
Teacher: ______________________ Student: ______________________
OTHERWISE FOLLOW UP BY TEACHER REQUIRED 19
Student Reception: Entered on KAMAR 

20. GUIDE TO THE REFLECTION SHEET PROCESS
Issuing of reflective sheet – after effective warnings have been given
This must only be used after all previous steps in the process have been fulfilled to completion. If
so, the student in question should have been warned several times about their harmful behaviour
(including use of their name on the whiteboard, where appropriate) and small level consequences
(such as moving seat) will already have been dispensed.
The reflection sheet is the initiation for the student to have to account for their behaviour both in
written and verbal form. For the student to attend to this as we wish, it is important that the teacher
use respectful and professional conduct as this is done – staff should monitor their own tone and
volume as they talk students through the process.
Filling in the sheet – teacher responsibilities
• Fill in the top section of the sheet specifically, as this information is often used by Deans
and SMT. This top section also gives the student an insight into the behaviour they were
exhibiting that was harming others.
• Initially this sheet is to be completed in the classroom. The student could be asked to sit in
isolation when filling it out. Refer students to the Summary of the Classroom Process on
the back of the reflection sheet, to show them where they are in the process.
• Students should know that if they fail to fill in the reflection sheet properly, they will be
withdrawn to a senior room in the first instance, and then referred to the dean if necessary.
• For some students, being asked to account for their actions may be a rare challenge and
may require some assistance from the teacher to think their way through the questions. If
you have time, assist them in class. If not, or if the students are sent to a senior room, help
them through the questions they have struggled with when they return to you at your
stipulated meeting time.
When the student returns – discussion of the reflection sheet
• If the class activity permits it, it may be possible to hold the restorative meeting at the back
of the classroom towards the end of the lesson, or quickly between bells. More likely it will
be necessary to hold the meeting at a later time in the day, but before the next lesson (such
as at interval or lunchtime on that day). Fill in an appointment time card and give to the
student.
The stance that is required by teachers during the meeting is:
1. The behaviour is the problem – not the student.
2. The behaviour is a problem because it is hurting others.
3. The student is not required to be punished – but is required to do something(s) that can
rectify the harm done.
• One of the first commitments that the student needs to make is to stop the harmful
behaviour immediately. More than an apology is required in most circumstances.
• For example: producing a letter for parents or students harmed, tidying a classroom
area or taking leadership the following day in the classroom are all examples of
possible means of restoration.
Once the agreement has been co-signed by teacher and student, the reflection sheet needs to be
placed in the in-tray in student reception.
If the restorative conversation does not reach a satisfactory outcome then follow up with
level Dean.
20

21. RESTORATIVE REFLECTION SHEET – TIP SHEET
When you meet with the student, refer to your ‘Restorative Conversation Card’ to prompt them
into a discussion about the incident. You can also refer to this page for further questions.
“What did you do to get given this sheet?” “How did you get to be given this sheet?”
“What were you supposed to be doing?” “What did you choose to do instead?”
This question(s) has a major role as a conversation ‘starter’ for the teacher and student. You may
hear excuses during their explanation but rather than directly challenging those excuses, direct
the student back to the strict facts that are unarguable. Maintain a neutral tone at this early stage
of the conversation as an indicator to the student that you wish to address the wrong-doing in a
fair and rational manner.
“You chose to do that. What were you thinking?”
This is often a difficult question for the student to answer – usually because the student had
employed little or no forethought. This question can also reveal to the student a careless or selfish
motivation that they had never dwelt upon before.
“By doing that who has been harmed?”
Students will usually identify the most obvious victim(s) quite quickly but may not recognise some
of the secondary victims. You will probably have to patiently ‘nudge’ the student to identify all the
people who have been harmed by their actions. Ironically, students rarely identify with themselves
as a victim of their own behaviour – which they are.
“How have these people been harmed?”
Once the student has managed to identify the people affected, they usually have less trouble
recognising the ways that they may have harmed people. However, students often will name
negative effects within the classroom context without recognising that victims can carry the harm
throughout the day or even take it home.
“How do you feel about your choice of behaviour now?”
This question is best delivered in a calm and supportive tone – this is not a time to gloat at the
student’s earlier stupidity! If the student begins to acknowledge the depth of their wrong-doing, do
not minimise their mistake or moralise – allow the student so speak. Acknowledge their sincerity if
possible.
“What are you going to do to put the situation right?”
Once again, this question is best delivered in a supportive rather than accusatory tone. It is
preferable that students reach their own conclusions on this – because it is more likely that they
will meet their own promises. Students can sometimes be more ruthless upon themselves at this
part of the process than staff would be – your role here may be to dissuade the student from
unrealistic commitments and to guide them towards a restorative act that best matches their
‘offence.’ Check that the commitment made by the student is recorded at the bottom of the
reflection sheet. It is good at this point to quickly review details such as time frames for the
commitment.
What happens if all doesn’t work?
If the restorative process breaks down, our standard consequences, e.g. detentions, will still
apply. In the end, restorative practice is not about minimising our stand down rate, but rather
creating a positive school environment where teachers feel confident about dealing with
disciplinary issues, and students as a whole feel like a valued part of our school.
SERIOUS CLAUSE
If students exhibit dangerous behaviour please send them directly to the dean on duty, no matter what the circumstances. If necessary,
send a student to the office or phone Robyn or Claire on 234.
21

22. CHAPTER SIX
RESTORATIVE APPROACHES IN THE GROUNDS
This is a little more difficult due to the fact a staff member may not actually know the student
whom he/she is dealing with.
Nevertheless, although the teacher and student may not know each other, there is always
opportunity to use restorative language when staff are ‘challenging’ harmful behaviour; using a
restorative-style chat will increase the likelihood of a successful conclusion, and will be consistent
with the restorative approach used throughout the other areas of the school.
Below is an example conversation, based on the scenario of a student throwing rubbish:
T: Hello there – My name is Mr. Brown. What is your name please….?
S: Jeremy.
T: Good morning, Jeremy. Green Bay High School, much like the rest of the known world,
has very clear expectations about what we do with rubbish. What did you just do with your
rubbish?
S: I dropped a sandwich.
T: Dropped a sandwich, Jeremy?!! I am sure you meant that you threw the sandwich… is
that fair??
S: Yes – I guess so.
T: Whose day are you going to affect by throwing food around?
S: I guess… other students… maybe the cleaners?
T: Yes, certainly other students. I also know many staff who would be revolted to see your
sandwich stuck to the wall. And the cleaners are busy enough without you giving them more to
do. What are you going to do about this situation?
S: I could clean it up??
T: That’s a start. You can show that you really do care about your own school by cleaning up
over here too (pointing). I will back in about 10 minutes. If the whole area is clear I will leave it at
that. If it isn’t, we’ll have to take a trip to your Dean. Is that fair?
S: Yes…I’ll do it...
22

23. CHAPTER SEVEN
SCHOOL WIDE RULES AS PER STUDENT HANDBOOK
ABSENCES
If a student is absent from school for reasons of ill health, family emergency or bereavement, a
signed and dated note from the parent/guardian must be brought with the student on their return
to school explaining the absence. In some situations, a medical certificate may also be required.
A parent/guardian may also use the attendance hot line (extension 217) to notify the school of an
absence, at which stage a signed and dated note from the parent/guardian is not required.
However, a medical certificate may be required.
Green Bay High School uses a daily text message and email system to parents and caregivers
informing them of unexplained non-attendance.
ACCOUNTS and PAYMENTS
Students may only pay accounts and payments before school, at morning interval or lunchtime, or
after school (i.e. not during class time).
EFTPOS is available. The Accounts office is situated at the end of the Deans’ corridor in the
administration block.
BEHAVIOUR MANAGEMENT
Management of student behaviour reflects the principles of restorative practice. This means that
all members of our school community aim to be responsible for themselves and their actions. A
restorative approach ensures that people learn about the consequences of their actions, develop
empathy for others and seek to repair damage they have caused.
BUSES
Students travelling to and from school on a bus must have completed and signed (along with
parent/caregiver) the bus agreement form on enrolment. Any student who makes the journey
unsafe for any other student may forfeit their right to travel on the bus.
Information about bus routes and costs can be obtained from the school office.
CAREERS CENTRE
Green Bay High School offers a full and extensive careers service. The Careers Centre is
situated in the E Block courtyard. It is open from 9am – 3.15pm daily, and all students are invited
to make an appointment with one of the careers staff.
CARS and CARPARKING
The school car park is for staff and visitor parking. All students intending to drive a vehicle to
school must complete a Permission to Drive to School form. This form can be obtained from
student services. Students given permission to bring a motor vehicle to school are not permitted
to carry passengers.
CELLPHONES
Cell phones or any other electronic devices must be turned off and kept in school bags during
class time. If these items are seen or heard during class, they will be confiscated. A letter will be
sent home to parents/guardians informing them, and the item will only be returned to a parent or
guardian.
The school will not accept responsibility for the theft or loss of such items.
Misuse of cell phones to convey abusive or malicious messages is a serious discipline issue.
CLASSROOM SUPPORT
Students who have been identified as requiring additional support in the classroom will have this
resource made available to them. The school is fortunate to have a number of trained and
23

24. experienced teacher aides who support students in the classroom or with individual programmes
dealing with specific learning needs. Reader/writer assistance for assessment and examination
situations is arranged as required. Michelle Whittaker is responsible for our support programmes,
and operates from C8.
CONTACT DETAILS
If a student has any changes to address or phone numbers (home, work or emergency contacts),
they must notify student services either in person, or ask parents or caregivers to contact the
school as soon as possible. Student service extensions are 234 or 253. It is most important that
our school database is kept up to date and accurate.
DAILY NOTICES
Students must have written permission (Dean or Senior Management) to write a daily notice, it
must be handed into student services by 1.30pm for inclusion the next day.
DETENTION SYSTEM
Individual staff and departments are responsible for their own lunch detentions.
After school Deans’ detentions are held in D4 from 3.15pm until 4.15pm Tuesday and Thursday.
Senior Managers’ detentions are held in D4 from 3.15pm until 5pm on Friday.
Principal’s detentions are held on Saturdays, and during school holidays as required.
Students are given notice about detentions, and are expected to complete when directed.
DRUG DETECTION
Association with, use or possession of illicit drugs at school is regarded as a serious discipline
matter. The school has a number of initiatives aimed at addressing these issues. These include
random searches by a trained drug detection dog of the school premises from time to time. Such
searches are carried out under the supervision of the senior managers using a private agency.
The school also offers the KICK IT programme as an alternative to the Board of Trustees’
Disciplinary committee for students who have been caught in possession or use of illicit drugs.
The programme is a partnership between the school, family and the local police. It involves
random drug testing over a specified period, along with an education and counselling programme.
We are determined to ensure that our learning environment is free of illicit drugs, and should the
school be concerned that a student is in possession of illicit drugs and/or drug paraphernalia, the
student may be required to have their bags and possessions searched. Parents/caregivers will be
notified if this action is taken.
EQUIPMENT AND STATIONERY
Students are expected to have the correct and appropriate equipment and stationery as listed in
class and course requirements. Students without equipment and/or stationery will be referred to
their Dean.
All students must have an appropriate sized and style of school bag.
Stationery can be ordered through student services at any time of the school year.
EMERGENCY RESPONSE
All classrooms have response and procedure instructions on the wall.
Students must follow staff instruction carefully.
EXTRA CURRICULAR ACTIVITIES
There is a wide range of sports activities offered by school, and managed by the Sports
Coordinator (office at the gym end of F Block).
These include: soccer, surfing, rugby, rugby league, netball, hockey, badminton, squash, cricket,
touch rugby, volleyball, water polo, aerobics, tennis, sailing, rock climbing, lawn bowls, athletics.
Other activities, and the teacher in charge are:
24

25. Dance club – Jenny Sharp
Music groups and bands – Jeni Little
School drama production – Teresa Callaghan
Theatre sports – Tony Gilbert
Chess Club – Mike Reynolds
Christian Club – John Cochrane
Amnesty International and Peace Group – Nicole Polke
Overseas exchanges – Gail Moore
Spirit of New Zealand – Fiona Drummond
The Student Leaders are involved in leading variety of groups including the Sports Council,
Service and Social Action Council, Students Supporting Students Council, Cultural Council,
Environmental Council, and the Student Council.
FINANCIAL SUPPORT
If students require assistance for purchasing stationery and equipment, and/or meeting course
requirements, they are welcome to discuss the issue with the Deputy Principal – Students
Services. We believe that no student attending Green Bay High School should be restricted in
their ability to succeed or make the most of opportunities because of financial circumstances
beyond their control.
GUIDANCE COUNSELLING
The Guidance Counsellors at Green Bay High School provide support and counselling to
students. This can be as individuals or in groups with specific needs. Students wanting to see a
counsellor must make an appointment through student services.
HEALTH CENTRE
If a student is feeling unwell, they are to report to a teacher, and seek permission to attend the
health centre. (Students are not to ring home themselves – student services staff will contact a
parent or guardian).
We do not:
- give out medication to students;
- treat injuries or renew dressing on injuries, which have happened at home or out of
school;
- provide day care for students who should not have come to school in the first place.
- allow any student to leave school without their caregiver or parent.
If a student has been involved in an accident at school it must be reported to student reception as
soon as possible.
The Public Health Nurse holds a clinic at school on a Monday. Appointments can be made
through student services.
HOMEWORK
Homework is a link between school and home. It helps develop sound study habits and to raise
student achievement. Homework may involve a wide range of learning activities such as working
on an assignment, completion of set work from school lessons, and revising for a test. Homework
works best when it is done each evening at a regular time and place.
IDENTIFICATION CARDS
Every student should have an ID card, and should carry it to school. This is also the school library
card. Students must have their ID card to borrow a book. It will also provide travel and other
discount opportunities. The cost of the card is $10.00. Students are invoiced for this amount.
Senior students are required to display their ID cards during internal and external examinations.
Students need to see Claire in student services regarding acquiring or replacing an identity card.
25

26. INTERNET USE
All students must read and agree to the conditions on the Green Bay High School
computer/internet use agreement before using any computer at school. A student who fails to
keep to the agreement may lose the right to use a computer, and may incur disciplinary action and
cost of repair.
LATE SYSTEM
Students late to school must report to student services to obtain a late slip. These are issued by
members of the senior management team. Students will not be admitted to class without a late
slip or a note from a staff member. Students are expected to bring a note from a parent or
caregiver explaining their lateness to school. Unjustified lateness to school will result in a
lunchtime detention. Recurring unjustified lateness is regarded seriously, and will involve contact
with home.
Students who arrive late to class during the day are recorded as late, and will be expected to
make up any time lost.
LEAVING THE SCHOOL GROUNDS
Students in Year 9 to 12 are not allowed to leave the school grounds without permission. This
includes morning interval and lunchtime.
Permission to leave will only be given if there is a written request from a parent or caregiver, or the
student has written evidence of a medical or dental appointment. Students must sign out and in of
the leave book in the student services area. They will then receive a leave pass.
Students who have no written permission to leave school grounds, must see the Deputy Principal
(Student Services). Year 13 students may leave
the school grounds during morning interval and lunchtime. They must not drive a vehicle during
this time, and must sign out and in at student services reception.
LIBRARY
The library is open from 9.00am, and at interval and lunchtime for student use.
LOST OR DAMAGED PROPERTY
Any damage or loss of personal property must be reported to the level Dean and to student
services. Details of the loss or damage will be collected, and students will be notified if their
property has been found. If buildings or school property is damaged, students must report to
student reception where the matter will be passed onto Christine McGongagle (Executive Officer).
The school cannot and does not accept responsibility for loss or damage to student property.
PHOTOCOPYING
Students can purchase a photocopy card from the library.
SAFE SCHOOL ENVIRONMENT
It is our goal to provide a safe and caring environment for all members of our school community.
If a student is concerned about the way they or another person is being treated at school, we
would like to know about it. This includes: teasing, bullying, harassment, physical or verbal
insults, or any form of behaviour which makes people feel uncomfortable and unsafe.
If a student is worried that they or another person is behaving in a way which is putting
themselves or others at risk, it is really important that they talk about their concerns.
Students are encouraged to talk to: their form tutor; level dean; school counsellor; the school
nurse; a classroom teacher; a student leader, or any other member of the school community you
feel comfortable with.
26

27. We are determined to ensure that our learning environment is safe and free of illicit drugs, alcohol
and weapons. Should the school be concerned that a student is in possession of illicit drugs and/
or drug paraphernalia, alcohol or weapons the student may be required to have their bags and
possessions searched. Parents/caregivers will be notified if this action is taken.
SECURITY CAMERAS
These operate in various parts of the school where surveillance is deemed necessary for safety
and security reasons.
SEXUAL HARASSMENT AND BULLYING
Every classroom and office at Green Bay High School has a poster informing students of how to
deal with these issues, and a list of people they can talk to.
We do not tolerate harassment or bullying in this school, and the best way to deal with either issue
is to tell someone.
SMOKE FREE POLICY
It is illegal to smoke on the school grounds. Students are not allowed to bring cigarettes, tobacco,
matches or lighters to school. Parents will be informed if students are caught smoking or in
possession of cigarettes, tobacco, matches or lighters. These items will not be returned if
confiscated. Current law restricts the sale of cigarettes to those 18 yrs and under.
STUDENT SERVICES
The student service offices, health centre, deans’ and guidance offices are situated at the back of
the administration block. Claire and Robyn are the wonderful staff who manage our student
services area. Students must report to student services if they are late to school, have an inquiry
about a detention or an absence, are unwell, need to visit the accounts office, or if they wish to
make an appointment to see their dean, the school Guidance Counsellor or the nurse. Students
are not to use the main reception entrance at the front of the administration building unless
specifically requested to do so.
TUCKSHOP
The tuckshop is located between the Administration block and D block.
It is open daily at morning interval and lunchtime. A range of hot and cold foods and drinks can be
purchased.
UNIFORM SHOP
The shop is located at the tuck shop end of D block. The normal hours of operation are Monday,
Wednesday and Friday from 8.15am - 9.30am. The hours are extended over the school holidays,
and students will be notified of these hours.
GROOMING AND DRESS CODE FOR YEAR 13 STUDENTS
While Year 13 students wear mufti, they have an obligation to meet a grooming and presentation
standard which is not less than that expected for other students.
- The choice of clothing for mufti must be appropriate for a co-education school and worn
with regard to safety especially in the laboratories, PE and workshop areas.
- Students must select clothing, which is neat, tidy, not worn out or dirty. It must have no
objectionable or offensive messages or pictures. Clothing will not have ripped or frayed
edges.
- Students will not wear bare feet or jandals. In the workshop and laboratory areas
students must wear covered shoes.
- Jewellery may be worn in moderation. No facial jewellery is permitted (this includes the
tongue).
- Male students must be clean shaven.
Specific requirements are:
27

28. - Shorts and skirts are to be of an approved length.
- Female students may wear sleeveless tops. These do not include muscle back shirts,
tops with string or spaghetti width straps, halter neck, low cut neck, or midriff in length.
- Male students will not wear singlet tops.
Students may wear a change of clothing if involved in sport or activity during lunchtime, however
they will be in ‘school’ clothing at all other times.
CULTURAL OR RELIGIOUS CONSIDERATION
Education in New Zealand is universal, compulsory and secular – and so are our school uniform
and dress code guidelines. However, we recognise that some people may wish to depart from our
dress regulations for cultural or religious reasons. In these circumstances, the parent or guardian
should discuss this issue with the Deputy Principal – Student Services.
UNIFORM REGULATIONS
GIRLS
BLOUSE White with short sleeves. Piping detail and school logo on collar.
SKIRT Short – Dark navy. Lined with zipped side pocket, including school label.
Long – Dark navy. Lined, two front pockets with piping detail, including
school label.
TROUSERS Dark navy with school label.
SHORTS Dark navy with school label.
JERSEY Dark navy with green contrast strip on neck
POLAR FLEECE JACKET
Green, with zip pull and school logo.
SCHOOL SPORTS JACKET
Green and blue waterproof lined jacket, with zip pull and school logo.
FOOTWEAR SUMMER (Term 1 and 4):
Plain, black flat leather dress shoes with black laces or
plain black (no writing or logo) leather sport shoe (not boot) with regulation
white ankle socks, or black roman sandals
WINTER (Term 2 and 3): Plain,
black flat leather dress shoes with black laces or
plain black (no writing or logo)leather sport shoe (not boot)
with either regulation white ankle socks or black opaque stockings
SCARF, CAP, BEANIE Official design only
BOYS
SHIRT White with short sleeves. Piping detail and school logo
on pocket.
TROUSERS Dark navy with school label.
SHORTS Dark navy with school label.
JERSEY Dark navy with green contrast strip on neck
POLAR FLEECE JACKET
Green, with zip pull and school logo
SCHOOL SPORTS JACKET
Green and blue waterproof lined jacket, with zip pull and school logo.
FOOTWEAR SUMMER (Term 1 and 4):
Plain, black flat leather dress shoes with black laces or
plain black (no writing or logo) leather sport shoe (not boot)
with regulation long socks, or black roman sandals
28

29. WINTER (Term 2 and 3):Plain,black flat leather dress shoes with black laces
or
plain black (no writing or logo) leather sport shoe (not boot)
with regulation long socks
SCARF, CAP, BEANIE Official design only
Year 9-12 Students must wear the PE uniform for all PE classes.
Dark navy shorts and shirt with school logo
Refer to the school website for pictures of the school uniform and footwear
29

30. APPENDIX
COMMUNICATION
Communication = interaction that achieves understanding or change
between two or more people. Knowledge, thoughts or feelings are
encoded and decoded by one another. Therefore, meaning is given to
this message as the receiver interprets the message. A connection is
made between the people communicating.
This communication is classified into 3 forms;
1. Verbal: either spoken or written (words spoken or written,
expressing ideas, thoughts and feelings)
2. Non-verbal (eye contact, facial expressions, body language, dress, posture, gestures)
3. Graphic (represents ideas, relationships or connections with shapes, diagrams and lines)
Types of Communication
1. Intra-personal (process of thinking and feelings of your own)
2. Inter-personal (interaction between at least 2 people on a 1 to 1 basis – speaking,
questioning and listening)
3. Public communication (from 1 source to many receivers)
4. Mass communication (public relations, advertising, annual reports)
30

31. Perception significantly influences communication!
The Individual
Percepti
on is
Self conc :
e
Experien pt
ce
Expectati
ons
Attitudes
and
valu
Commun es
ication sk
Family ills
Culture
Feeling
Interpersonal Effectiveness
Two Models
1. The Humanistic Model (5 qualities – openness, empathy, supportiveness, positivity,
equality)
2. The Pragmatic or Behavioural Model (5 skills to lead to satisfaction – confidence,
immediacy, interaction management, expressiveness, other-orientation or view)
Strategies to enable Management of Behaviour
1. Assertion (“I” – taking ownership of feelings, behaviour and effects)
2. Feedback (connecting – creates trust and willingness to comply)
3. Networking (establishing and maintaining with others)
4. Self-disclosure (own open/honest response)
Different Speaking Approaches
1. Prepared (planned and organised before hand)
2. Impromptu (unexpected and delivered without preparation). The PREP formula is
successful for this situation
P – main point
R – reason
E – example
P – re-stating main point
3. Manuscript (reading out pre-planned)
4. Memorised (learnt and recalled – concepts and ideas)
5. Briefings short accurate summary of details (inform or persuade, instruct, propose or justify
solutions)
31

32. The Problem Solving Agenda = the reflective thinking process
1. Clarify (identify problem)
2. Define (analyse problem)
3. Evaluation (establish criteria)
4. Alternatives (propose options)
5. Solution (select best)
6. Implement (take action)
Dealing with Conflict
Conflict can be positive and constructive or negative and destructive. There are 4 types:
1. Internal (a need is not met – triggers feelings)
2. External Conflict (involves other people – can cause incidents)
3. Realistic (resolved if all parties are willing)
4. Unrealistic (cannot be resolved – parties unwilling to change attitude)
Use Appropriate Communication Skills
Demonstrate confidence and professionalism by sharing respect. This confidence in your won
skills and abilities is reflected in assertive behaviour. Assertion shows in the way a person speaks
and in their nonverbal behaviour.
Assertive behaviour reflects a positive attitude towards yourself and others.
Aggressive responses may escalate to confrontation and conflict.
Submissive responses mean the matter or problem is unresolved.
The Decision Making Process
1. Set the desired goal (what needs to be achieved)
2. Identify obstacles (what is standing in the way of achieving the goal)
3. Identify options (what different ways can I achieve my goal)
4. Evaluate the options (costs and benefits weighted)
5. Rank the options (list best to worst)
6. Choose the best option (more benefits than costs)
7. Evaluate the consequences (what action steps to take and what effect will the decision will
have on others).
32

33. “People will forget what you
said, people will forget what you
did, but people will never forget
how you made them feel.”
- Maya Angelou
33