It is a criminal offence to disclose information connected with a public interest disclosure, including the identity of the discloser. The University does not tolerate the taking of detrimental action against those who come forward to disclose matters.
The University recognises the value of transparency and accountability in its administrative and management practices, and supports the making of disclosures that reveal Improper Conduct. The University will take reasonable steps to protect people who make such disclosures, in good faith, from any detrimental action for reporting the conduct. A welfare manager or whistleblower protection officer will be appointed by the University where required for disclosers. Disclosers who qualify under legislation as a whistleblower enjoy legal protections including confidentiality, protection from detriment and certain protection from liability.
Deliberate reporting of matters not covered by these policies and guidelines or which are false or mischievous is discouraged. To find out about our other policies, regulations and resources, head to the main policies section below.
Skip to search Skip to content. Table of contents 5. If you experience or observe any of these unacceptable behaviours, follow the steps in the People and Culture Procedures Manual staff login.
Bullying The University is committed to providing an environment for work and study that is free from bullying. Whilst generally characterised by repeated behaviours, one-off instances can amount to bullying.
It is important to understand that: reasonable management decisions, discussions or actions, including performance counselling and managing underperformance instructions, directions and requirements that are made fairly and appropriately differences of opinion, conflicts and working relationship issues are part of the challenges of working life and do not constitute bullying.
Violence The University is committed to providing an environment for work and study that is free from violence. Sexual harassment and assault The University is committed to providing an environment for work and study that is free from sexual harassment.
Sexual harassment is defined by legislation in Victoria. It is when a person: makes an unwelcome sexual advance, or an unwelcome request for sexual favours to another person engages in any other unwelcome conduct of a sexual nature in relation to another person where a reasonable person in the circumstances would anticipate the other person would be offended, humiliated or intimidated. Student General Misconduct Regulations. Discrimination The University is committed to providing an environment for work and study that is free from discrimination.
Attributes protected under Federal and Victorian laws include: age breastfeeding carer status disability or impairment including disease or illness employment activity gender identity industrial activity irrelevant criminal record lawful sexual activity marital status parental status physical features political belief or activity pregnancy or potential pregnancy race, colour, nationality, ethnic or national origin religious belief or activity same sex relationships gender sexual orientation social origin.
Harassment and vilification The University is committed to the development of a learning and working environment that is as far as practicable free from all forms of harassment and vilification. Harm to children and child abuse The University is committed to the safety of children, and has a zero tolerance for child abuse. Support refers to working alongside and providing assistance. You help the camper complete the task but he or she still contributes. I will help you do it, and we will have it done in no time.
The use of a reward encourages the behavior once a task has started or is completed. It can be provided without people expecting it after showing their own internal motivation to get the task done.
The reward might be known at the outset but not to the extent that you are bribing them to comply. An example of this is once your campers have cleaned up the bunk they can then do more interesting and fun activities.
This is using positive reinforcement the Premack Principle by following the required behavior with something that they would prefer to do. I think you have all earned a treat. This is reinforcing appropriate behavior through providing encouragement. Thanks for remembering to put your trash in the bin.
As the word suggests, this is supporting by providing one-to-one feedback. It might take place away from others so it remains private.
In a coaching style, you demonstrate required tasks, make suggestions, provide advice, discuss areas of improvement, monitor ongoing progress, promote reflection, and encourage or motivate when performance is not satisfactory.
Challenging is drawing attention to and promoting reflection on inappropriate behaviors. If you are careful about your body language and tone of voice, you can ideally facilitate a discussion so that the camper reaches the appropriate conclusion about his or her behavior.
Your interpretation or value judgment may still be provided after they have had time to reflect. Reprimand means that you judge a behavior to be inappropriate and unacceptable and immediately provide feedback. A value judgment is placed on the behavior with the demand that the behavior must change.
Negative responses include rescue, bribe, consequence, and revenge. It is unrealistic to think that we can function without having consequences, as at times they are warranted and they can help create behavior change.
But as there are many situations in which the more positive alternatives will work better, ideally you want to use consequences as infrequently as possible. Baldwin and Baldwin, , pp. Three of these are:. When we use consequences sparingly and only when needed, they become a far more effective tool. Providing a consequence that the camper would want to avoid works best if the consequence is logical and directly related to the type of behavior you want to change.
If the camper is constantly talking to friends in the safety briefing, moving him or her away from the friends is a logical consequence. Consequences can include loss of privileges, doing extra work, or time out. Sometimes actions or events in the classroom may be a trigger for some students to exhibit challenging behaviour.
Whether or not a particular action or event is a trigger for challenging behaviour will depend on the individual student and the environment or setting in which it takes place. The instruction above might produce very different behaviour if it is shouted in a large, noisy classroom rather than made in calm voice to a small, attentive and quiet group of students.
A crucial element of any response to a student's challenging behaviours is identifying the triggers for that particular student. When triggers are identified, teachers and other school staff are then able to more easily avoid these and also can start to develop and use other triggers to elicit positive behaviour. Skip to main content. School operations Behaviour — Students.
Skip to main content. School operations Behaviour — Students. Advice Guidance View all chapters Chapters 1 How to increase appropriate behaviour 2 How to decrease inappropriate behaviour 3 Challenging behaviour influences and triggers 4 Respond to challenging behaviour 5 School-wide positive behaviour support framework 6 Behaviour support plans 7 Functional behaviour assessment 8 Behaviour incidents and emergencies 9 Work with families on student behaviour 10 Managing and responding to behaviour — consequences for students 11 Definitions.
For example: If the rolling chair in your classroom invites the student to climb on the chair and roll around the room, remove the chair from the room until he or she has learned to sit in a chair appropriately.
Vary the difficulty of tasks, presenting an easy task prior to a more difficult task and interspersing easy tasks throughout the academic time period. Keep calm and move on Stay calm.
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