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This one is pretty important can we get it sorted before kids return

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Shouldn't be green roomed. If they are not disrupting move on and teach the class and then follow up at the end of the class and maybe touch base with home.

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Previously persistent refusal to complete work was also part of green room process. Not sure this is the best response, but would be good to clarify

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Strong message last year about building community confidence by getting the disruptive students out the door and having productive learning.

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Is giving kids headphones managing behaviour

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As long as managing behaviour does not mean letting kids do what they want, be out of uniform, not work, eat in class, go for a walk, toilet, disturb others, eat lollies.

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I found I was reluctant to use the green room in the past as I did feel it undermined my authority in the classroom but I can reflect now that there were instances of escalation beyond what I could solve using skills and ESCM where I SHOULD have used the green room.

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First I have heard of involving HoDs in the behaviour management model.

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The green room is only effective for students when they see it as a consequence. Used right it is a valuable resource because it is important that the learning of the majority of the class who are following school rules and values are not impacted. I think more consideration needs to be given to the reasons for persistent work avoidance or disruptions and investing time in helping students develop the confidence to have a go and providing engaging learning that meets the needs of learners has to walk alongside the behaviour pathway.

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My frustration is that I see the green room as an extremely important part of our behaviour management process, but if we don’t get the referrals, follow up etc right we are in danger of it being ineffective in helping to get students back into the classroom and engaged.

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Behaviour:
Is there a way we can include an FYI to the C&E so that they are aware, but it’s clear who is actioning the behaviour (ie - classroom behaviour to HOD).
Contact:
Include an FYI for the C & E if you think they should be aware of what has happened.

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Double up reporting of misbehaviours needs to change

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Double up reporting of misbehaviours needs to change

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The discussion around integrating IDAttend and OneSchool needs to move on and something needs to be done about it. I don’t think anyone became a teacher because they like data entry.

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Unclear if there's any follow up going on (or whose responsibility it is) when particular students are getting sent repeatedly

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Clear processes need to be defined between GR referrals and what needs to be OneSchooled. R2L incidents should be followed up by someone other than the teacher as there can be many in just one lesson and one student may receive a R2L from each of their 4 teachers in a day. Someone needs to check and collate this minor data several times a week and follow up accordingly - i.e. They can contact home and say student x has not taken a pen to 12 classes this week etc, rather than 4 different teachers making contact and OneSchooling for the same thing. It can also be very hard for a classroom teacher to track these minor R2L incidents when so many can happen in one lesson and you move straight to your next lesson.

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Add a phone in the green room

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Agree with the study / green room double work-! Not ideal

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I like this resource to be able to continuing learning in the class.

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The process for issues like “ready for class” which administrators approved, was immediate referral (which made sense for students who are not prepared to work). We were told at the end of last year to refer student who do not have an IPad  this year which is a ready to learn issue. The follow up would occur for students that were consistently referred (even cases of affordability).   If this affects students how are we suppose undertake tasks if only some our students are “ready to learn”?

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The process for issues like “ready for class” which administrators approved, was immediate referral (which made sense for students who are not prepared to work). We were told at the end of last year to refer student who do not have an IPad  this year which is a ready to learn issue. The follow up would occur for students that were consistently referred (even cases of affordability).   If this affects students how are we suppose undertake tasks if only some our students are “ready to learn”?

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Paint it green match the name

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Green room should be given an after school detention

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Hods are often referred into this process...to me this a strategy available for teachers to use to manage their classroom. Repeat behaviour (say three times) should involve hods to escalate consequences for what's occurring.

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A lot of year 7s were sent and no follow up? Consistently had the same students and they enjoyed the room.

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If they don’t have pens and books parents need to come in for a meeting. 

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If they don’t have pens and books parents need to come in for a meeting. 

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Students don’t value the the reflection questions nor do they complete them properly.

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Individual plans to support at risk (high behaviour referrals/ Green room refs) would be effective

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really would benefit from having a consistent staff member on again so processes can be followed and students get a consistent experience. if this isn't possible buddy classes might work better

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Classroom teachers will need to record green room entry in one school as it is part of not meeting classroom expectations etc.

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GR needs reconnect
Otherwise students see it as an ESCAPE room

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When Idweb includes things that is also included in the oneschool category it gets really confusing and it feels like a waste of time to have to record the same issue in two platform

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Green room has improved enormously. Two years ago they ate, drank, slept, played games and chilled out with a rock star. Last year that sat in rows with screens facing the supervisor. Had set tasks to complete. Had work in the filing cabinets if teachers sent them without work. We’re referred onto the Hos if they refused to comply in the green room. They kids argued, hated losing the couch, hated the expectation that it was a learning place but then stared to see it is also a study room where all students have the right to work and learn.

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More support from HoDs with behaviour in classrooms

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Students sent to the green room often did not have it noted in one school - makes it very difficult to follow up if HODs and CECs are not aware through the referral process.

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Consequences for getting sent to the green room? (it shouldn't be teachers stressing out about them missing contents, they should find ways to catch up themselves)

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Who follows up? HOS? HOD? Culture/ Wellbeing teacher? Class teacher? All of above?

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All Green Room is One schooled so it appears that data in some cases are skewed because of students going to GR with minor reasons. If a student is GR in first 5 minutes , did he/she get 3 warnings or 3 chances ???

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Senior secondary students were being referred to Green Room. If they are senior they should be doing the right thing in their class.

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“Ready to learn” includes books, writing equipment, diary, device - if they don’t have one piece they get sent to green room for not being ready to learn

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- Classroom behaviours should be referred to the HOD of the particular subject.

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Who is checking the data on a weekly basis and seeing students who are frequent fliers for behaviour in one school. They may be disruptive but then settle. But do this every lesson in all subjects. So Green room data is not the only point of truth

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This can be a very difficult supervision. I don't think it's the right environment to combine both studying seniors with misbehaving students (worse when the misbehaving student is a senior).

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The key message from admin 21 was no equipment means not ready to learn. I believe this a good message but we need to educate our students on our to solve this. Giving a student equipment does not address their issue. Teaching where or who they can source solutions is teaching responsiblity. ( eg spare pend in C&E staffroom)

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The key message from admin 21 was no equipment means not ready to learn. I believe this a good message but we need to educate our students on our to solve this. Giving a student equipment does not address their issue. Teaching where or who they can source solutions is teaching responsiblity. ( eg spare pend in C&E staffroom)

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The idea that students had to complete a reflection sheet was unfortunately abandoned. This is an essential part of the re connection process.

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Green room is very valid and required but the constant changes to its operation seemed to sabotage it. Students should not be referred to the green room to access a computer. The lines became very blurred.

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Students returning from suspension in the green room could be improved by having a reward system for returning to class if behaviour was good.

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Students returning from suspension in the green room could be improved by having a reward system for returning to class if behaviour was good.

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Green room teacher should provide some sort of work for the students. some classes it's difficult to provide work for students to complete (especially now with printer being more limited in school)

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No self-referral - if they do they go to guidance council or office . It’s a room because they were disruptive.

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Students don't know why they are sent there. Whilst supervising the green room towards the end of last year, I asked some students why they were sent there. Many did not know. One student said he was clicking his pen. This was all within the first 10 minutes of the lesson. Students need to know why they are being removed from the classroom.

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More clarification and refinement is needed. I feel there have been mixed messages and miscommunication re the steps. At the beginning of last year there was a lot of “straight to the green room” if not ready to learn so that included no pen, book etc. Obviously minor things shouldn’t be green roomed. It should be more when a student is preventing learning in the classroom so refinement of the processes required.
Will need to also think about students without devices with Andrew’s push to enact digital pedagogies and the current rhetoric which is only plan to teach in a digital environment????

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I am guilty of not following the green room process correctly because I didn’t want students to be in there missing the lesson and not be able to follow up with them straight after the lesson with my own teacher conversation or consequence.

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The process of who owns what in the green room referral process needs to be reiterated and revisited. Many staff refer but don't follow up with a consequence.

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I think the Green Room was fast and loose last year because we lost the staff member that had been assigned to it full time.

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Suggest a buddy class system rather than green room, there are students who intend on going to green room to meet

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-Tracking who has been sent and follow ups (how can we get this to correlate to oneschool)
-Tighten the self referral process.
-Update support plans to ensure particular students aren’t abusing the green room self referral.
-Keep the Green Room seperate to the study room!

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All the warning given, take away from learning time when you have multiple students needing to be talked to all the time and then given warnings.

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Some years ago we used the responsible thinking process. There were questions and warnings, we all used them and students knew what they were too. So it was very predictable for all involved. This put the responsibility back on the students to recognise their behaviour.

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I agree that students shouldn’t be sent for first time not having equipment but Donna is correct that we were told they should be sent if they didn’t have all their equipment

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Do we one school? Do we I d web? How do you get green room referrals and no consequences. Who is responsible for follow up.

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The use of the green room has changed throughout its inception. Change = confusion

Clarity on its use and those uses only would be good for all staff to hear.

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Separate ages in green room, I noticed the year 7s enjoyed being around older students.

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I think flowchart is clear and warnings/steps good. Last year the reflection/reconnection process fell by the wayside, so it was sometimes worthwhile to send students to green room to get them out of the classroom but little benefit in terms of them reflection on/improving behaviour.
Would also be good to consider common consequence for GR (non self-referral) e.g. are we all contacting home, giving another consequence?

Definitely a party for some students who'd try and self-refer or behave to get sent there when they knew their friends would be.

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Green room referrals process needs to be communicated very clearly to teachers

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I feel that some students are happy to go to the green room to avoid showing that they are finding work challenging. Going to the green room is then counter productive as it creates further gaps in learning which a student then thinks they are unable to catch up on.

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Started being used as a return from suspension room and students refused to go there. Will they be allowed to return to school this year or will they have to go to the green room day 1 and do their return from suspension?

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Self referral should be reconsidered

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Been told to send students there if they don’t have their BYOD in lesson. Probably send half the class??

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Some teachers are using it as an easy way to 'get rid' of the student from the class.

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It is frustrating as the teacher who had students missing equipment (pens and books) every single lesson. They would bring their laptop and not take and notes down just chat or play videos. Why should they get repeated chances when they then turn into distractions for having to be talk to all the time

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Just because youve sent someone to the green room, doesn't absolve you as the teacher to be responsible for the conversations that follow. You need to work with your students to help them achieve. Hods and hos are there to support but in the end it needs to be a process that you own as a teacher too.

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Have students come and talk to you before entering the classroom after a referral used to happen, not anymore…

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The formal reconnecting process prior to return to classroom and referral to parents

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The formal reconnecting process prior to return to classroom and referral to parents

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Green room to be made clear that you send a student there if they are disrupting the learning environment. Maybe a separate room if they don’t have their ready to learn equipment.

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Follow up didn’t happen for self referrals. Change to recording of Green Room wasn’t clear.

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Process of how the green runs in the actual is different between each teacher on the study class

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Self referral was intended to be followed up by a discussion with the HoC - as the only reason for self referral was mental health. Students often claimed that they were not aware of this ...... nor was the interview being done.

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Total confusion. Can we work together workshop all these steps process in a refined manner and get a flow chart that teachers can recite.

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We definitely need To tighten up on the self- referral. Senior students should not be self- referring. I believe this needs to be escalated immediately so support can be put in place

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It’s important that teachers deal with behaviour with clear consequences and those consequences need to have been ignored or continued behaviour lesson after lesson. Before the referral to HOD or cultural engagement. It’s too easy to flick it and make it someone else’s fix.

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We have tightened up on self referral during 2021 but students who self refer need more follow up

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Students knowing why you are Sent to Green Room

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Students knowing why you are Sent to Green Room

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Teachers need to apply the ESCM first before referring to others. A lot of behaviour incidences that should be dealt with at the classroom level are being escalated unnecessarily.

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Students plan to meet at the green room

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Concur with green room being treated as a “ chill out “ zone for kids to hang out with their friends.

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Teachers weren’t logging in referral on green room. Frustrating when you are trying to see where they came from and why they are there.

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Last year we were told to send students straight to the GR for missing book or pen. I'd love to change this, way too much of an overreaction

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Don’t see the need for 3 warnings. Should be 1 clear warning then the consequence. Most of the time it is for repeat offenders who don’t follow. Why should they be getting three seperate chances to stay in the room. 1 warning would work.

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The students go to the green
room to be with their friends. Frustrating.

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I feel that the behaviour flow chat makes it clear what teachers are expected - but what about the follow up ? I feel that the follow up is a joint approach with the teacher and admin. The admin involvement feels unclear in the flow chart

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Key definition between behaviour and compliance/organisational things in the classroom.
A pen shouldn't be green room.
Disrupting the class should be.