In Spectra, we believe in nurturing a culture of care where teachers can teach and students learn in a safe, orderly and caring environment. Good behaviour and effective behaviour management strategies maximise the opportunities for every child to develop to his/her fullest potential.
We strive to develop and foster healthy teacher-student relationships between all members of the Spectra community. The good behaviour of our students will not be reliant on consequences but on developing a culture of achievement and success for all. We will be consistent and fair in our approach and set high expectations for all our students.
Throughout a student’s learning journey in Spectra, we aim to equip students to lead a fulfilling life through the acquisition of basic lifeskills such as conflict management and qualities of self-discipline, compassion and respect.
Behaviour Development Framework
In Spectra, behaviour development is a key process to realising our school’s vision of equipping our students to lead a fulfilling life. The Behaviour Development Framework aims to develop in our students values / qualities of being respectful, responsible and equip them with the necessary skills and experiences to be resilient to face challenges and lead a life of value and dignity.
At the core of the Behaviour Development Framework are the school’s shared beliefs, philosophy and 3R values. Surrounding this core is our Teacher-Student Relationship (TSR) centred approach of positive behaviour support, teaching of social emotional competencies such as social skills, and redirecting negative behavior towards a restorative practice setting.
We hope to realise the outcomes of a safe and caring culture that places premium on quality relationships and positive behavior amongst students.
The following principles form the foundation of the framework:
- Sustainable processes – holistic approach constant review
- Partner parents – building relationships with parents
- Engage students – providing quality learning experiences
- Collaborate with agencies – working / tapping for support / expertise
- Transform lives – shared belief to make a difference
- Restore actions – restitution / restore relationships
- Affirm strengths – see strengths rather than negativity
The following are shared beliefs crafted from broad statements of teachers’ values and philosophy during the school’s envisioning exercise:
- Respect for Each Child
- Positive Engagement
- Fair Not Equal
- Not Sacrificing Student Learning
- Every Student Will Change
- Develop Behaviour Not Person
These shared beliefs guide teachers and staff in their transactions with students as they manage discipline and perform the restorative processes. They also facilitate the Student Management committee in their planning of the school processes and structures.
Spectra’s Behaviour Code
Spectra students are committed to uphold the school core values and behaviour code and will live up to the expectations set.
It is important that all students know what is expected of them. The aim of the behaviour code is to be open and fair with students, presenting them with clear rules that remove barriers to learning and reduce low-level disruption.
The school will strive to apply its rules and procedures fairly and consistently. All behaviour must be based on consideration for others. These rules help ensure the safety and convenience of all staff and students, as well as the people who live in the neighbourhood and community.
The one underlying rule for all students is that they should act with respect and responsibility by giving due courtesy and consideration to others at all times. Details of the Code can be found in the school’s Purple Handbook.
Restorative Practices Framework
The school’s discipline approach advocates self-responsibility and self-discipline. Students are taught to reflect on why they misbehave (reasons behind their misbehavior) and how they can make amends. Teachers were also trained in Restorative Practice to repair relationships that have been damaged, including those damaged through bullying. Teachers do this by bringing about a sense of remorse and restorative action on the part of the offender and forgiveness by the victim. Teachers are also trained to use circle time as a useful intervention strategy to help develop pupils’ social skills, improves self-esteem and address the needs of pupils with behavioural difficulties. Teachers use circle time to help pupils cooperate with one another and improves their speaking and listening skills. The use of circle time helps pupils develop more positive relationships with one another, thus creating a climate where pupils learn to treat each other with respect.
|Puran Singh Guthri (Roy)||Head of Department – STMemail@example.com|
|Jasni Bin Mohamad Babu||Head Of Department – FAS & MESfirstname.lastname@example.org|
|Abdul Mateen Bin Noor||Teacheremail@example.com|
|R Mano Haran||Teacherfirstname.lastname@example.org|
|Ashraf Bin Ariffin||Teaching & Learning Executiveemail@example.com|
|Bryan Cheong Kok Hon||Manager – Operationsfirstname.lastname@example.org|
|Kenneth Soh Yeow Choong||Counselloremail@example.com|
|Amalina Binte Yahya||Counsellorfirstname.lastname@example.org|
|Lim Jia Ying||Counselloremail@example.com|
|Tengku Muhammad Hafiz||Counsellorfirstname.lastname@example.org|
|Thia Jia Lan, Angela||Student Welfare Officeremail@example.com|