Behaviour+Rationale

=Discipline and Behaviour Academic Rationale= In the development of the discipline and behaviour policy for Aim High, a recognition has been sought of the changing understanding of behaviour in the context of the modern Australian school. This understanding involves a recognition that "dicipline" in the traditional and historical sense of the word, seems to imply a power balance that assumes that learning can only occur in an environment in which the teacher has complete control over the behaviour of the students. Modern theories of learning identify that this assumption is flawed not solely because it assumes that complete control over student behaviour is attainable. It also assumes that an environment in which control and direction exists primarily in the hands of the teacher naturally leads to an environment in which learning is most likely to occur. Evidence suggests that a positive learning environment occurs when factors other than teacher control come into play. Indications are that both students and teachers desire the development of clear guidelines regarding behaviour that involve in the least, an effort to provide explanation as to the reasons behind appropriate behaviour and at best, the development of these guidelines with the inclusion of student input(Lewis, 2006). The behaviour policy at Aim High seeks to address both of these issues by including student representatives in the formation of a code of conduct for the school. Another end that is stated explicitly in the rationale for the Aim High behaviour is the development of appropriate student behaviour through a balance of referent and legitimate power, achieved through a respect for both the self determination of students as well as the role of the teacher in facilitating an appropriate environment for learning. = =