How it works: A telling school.

This How it Works item aims to better inform parents about our positive student management practices and interventions.

For the most part Farrer Primary students enjoy classroom and playground environments that are relatively free from planned or habitual negative actions between students. To ensure maintenance of a happy and safe social environment the school conveys a message that: Farrer Primary is a telling school.

In practice this means that:

1. Students are encouraged to inform staff of problems that they have encountered. For playground problems students are advised to speak initially with the teacher on playground duty. Should the problem persist the student should explain the problem to their class teacher who will wrok towards a resolution. Problems that require further intervention will be referred to the student’s Stage Curriculum Coordinator* for further action.
2. In clear cut situations, the effects of a student’s action are communicated to those involved and appropriate consequences are applied; 
3. Students are assisted to determine the extent (size) of a particular problem, so that a problem can be kept in perspective. The language of Big, Medium, Small and No problem is used along with questioning like Who made the problem bigger? 
4. Naming specific behaviours that contribute to a problem is a very important step in resolving and reducing repetition of a problem. 
5. Students play an active role in mending (repairing) a problem including opportunities for students to convey their feelings about a particular situation.

In summary, the resolution of problems focuses on future relationships and behaviours as well as the appropriate application of consequences.

*Our Stage Curriculum Coordinators are: 
Stage 1 Wendy Cave 
Stage 2 Jo Lees 
Stage 3 Trish Lentfer