Providing a good learning environment
Our school goals are derived from the goals for all public education in NSW as specified in legislation, and in yearly statements of Agenda for the NSW Department of School Education.

• A critical factor in achieving our goals as a public school is the aspiration of students to do well.
• Real levels of achievement are greatly increased when teachers and parents expect high standards.
• Good classroom discipline improves the level of aspirations of students.
• An effective classroom should be a place of excitement, exploration, scholarship and learning.
• It is our aim to create such an environment.
• If the classroom is disrupted by the noisy and inattentive few, the learning of other students suffers.

Each student’s right to learn depends on the capacity of teachers to carry out their professional responsibilities in the classroom free from disruption.

Each student has a right to be safe.
Schools exist in a society in which violence is often prevalent. This social problem does not always stop at the school gate. Nevertheless, every student has the right to expect that he or she will spend the school day - both in and out of the classroom - free from bullying and intimidation.

Students have a right to be safe and happy at school.
They have a right to be treated fairly and with dignity.

Teachers have rights too.
Teachers, who on occasions are subjected to levels of harassment which would not be tolerated in any other workplace, also have a right to be safe and happy at school.

Teachers too, have a right to be treated fairly and with dignity both students and their parents

Discipline and self discipline
Discipline is best when all parties have clear expectations about the behaviours which are acceptable and a sense of comfort in their surroundings.

It is essential that all persons develop an awareness that they own, and are responsible for their behaviour. It is one of our aims to develop in all students a clear understanding of the ways in which their behaviour affects their ability to meet their various needs.

It is then equally essential that the owner of the behaviour understands the consequences which follow from their behaviour within the institutional and organisational context of the school, as this may be very different from the context in which they operate elsewhere.

Consistent inappropriate behaviour will result in referral of the problem and, if necessary, removal until an appropriate means of returning the child, with support structures in place, has been negotiated.

Referrals by teachers will be informal in the first instance to the supervisor and support sought for management strategies. Further action will be discussed with the relevant Assistant Principal and will be notified to parents.

Discipline is dependent on the effective treatment of the actual problem, not the symptoms of the problem, or the child's reaction to it.

Our state public school system has the following requirements of all students:

• sustained application to learning
• respect for other individuals and their property
• courtesy to other students, to teachers and to community members
• due respect for teachers
• no violence, discrimination, harassment, bullying or intimidation
• no weapons
• no illegal drugs, alcohol or tobacco
• peaceful resolution of conflict
• adherence to the standards of dress determined by the school community
• compliance with all school rules and the Fair Discipline Code.

These expectations are clearly outlined in our School Rules which are published within our
Fair Discipline Code.

Glenmore Road Public School is a happy and safe place to be when children

School Rules

1. Abide by our school's Fair Discipline Code.
2. Attend school regularly, be punctual and present notes to explain absences.
3. Follow the instructions of teachers and others in authority.
4. Complete all required work carefully and to the best of their ability.
5. Behave in a responsible, polite and courteous manner.
6. Behave in a manner that shows respect for themselves, and for the rights and feelings of others.
7. Behave in a manner that keeps themselves and others, safe at all times.
8. Respect and care for school buildings, school property and the property of others.
9. Wear appropriate School Uniform at all times.
10. Accept their responsibilities as members of the School Community.
11. Observe classroom rules.
12. Observe playground rules.

(Glenmore Road Public School - Fair Discipline Code - Revised 1996)

While meeting these expectations, students also have the right to expect courtesy, fairness, respect and excellence in teaching.

Strategies to promote Good Discipline and Effective Learning
Our school is doing these things to encourage effective discipline.

• Providing appropriate curriculum based on Board of Studies requirements, to meet the needs
  of each student.
• Encouraging the presentation of this curriculum in a way which motivates and encourages the
  active participation of children in the learning process.
• Supporting children in achieving success in learning
• Providing recognition and reward for positive achievements and behaviour through a system of
  class and playground Merit awards.
• Maintaining a small number of easily understood rules which are fair, clear and consistently
  applied. Regularly clarifying these rules through maintaining a focus on a “rule of the week.”

Good Discipline at Glenmore Road Public School
As a management tool always try rewarding students who are behaving – use house points, ten frames, whole class rewards Teachers should

• Be realistic about expectations
• Speak calming and clearly
• Be firm, fair and consistent
• Apply the consequences, positive and negative, immediately
• Avoid public humiliation e.g. don’t write bad kids names on board – write good kids name of
  the board.