Student Management

Student Management Committeee

The Pupil Management Team looks into the holistic development of the pupils. It is responsible for the development of pupils’ life skills and the ability to learn collaboratively. It is upheld by our 9 core school values. These values are also translated into the school rules and regulations. The Department works hand-in-hand with parents, the community and other external agencies in helping the pupils realize the school’s vision.

Approach
The school adopts a Holistic Approach to Pupil Discipline (HAD) and Pupil Management. The core elements to HAD are:
a) Whole-School Involvement
  • All teaching and non-teaching staff are involved in the day to day management and discipline of our pupils
  • We are building on synergistic cooperation of all staff – we help one another in love and without fear or shame (Pupils see us as one team)
  • We involve student leaders to lead and guide behaviour (student council)
b) Range of Discipline Practices
  • Comprehensive and integrated prevention, intervention and discipline strategies
  • Caters to unique differences in students
  • No “one size fits all” type of consequences
c) A School Culture and Environment that places a premium on relationship-building
  • Quality teacher-student relationships
d) Focus on outcomes beyond behavioural compliance
  • Development of moral faculties and character
(adapted from MOE Guidance Branch)

 

Positive Negative
  • Restorative
  • Nurturing
  • Building
  • Respect
  • Humility
  • Role-modeling
  • Healing
  • Truth
  • Understanding
  • Reintegration
  • Mentoring
  • Accepting
  • Destructive
  • Tearing
  • Destroying
  • Humiliate
  • Pride
  • Bad-modeling
  • Inflicting
  • Lie
  • Juetifying
  • Isolation
  • Clashing
  • Condemning

 

The school focuses on building, strengthening and restoring relationships in the area of pupil management. The school stresses on the importance of good teacher and pupil relationships for every day learning and living.

Question: What is the cost of poor teacher-pupil relationship?

Answer: More repair work, headache and frustration for both parties.

We emphasize the importance of Knowing, Doing and Being:

Knowing: Pupils will learn and know what are good values and behaviours.

Doing: Pupils will commit and put into action positive character traits and core values.Being: Pupils will feel strongly and value positive character traits. Pupils have internalised values into their life. They will propagate good values to other pupils. They are role-models, good children and citizens, and later in life, responsible and honest husbands and wives, fathers and mothers, and grandparents.

Types of OffencesAttendance:

  • Latecoming – late for school ( normal school days), school events, late for class. Late meaning reporting to school, school events or class after the stipulated time.
  • Truancy (Level 3 Consequences) –
  • Skipping classes
  • Leaving school without permission (Level 3 Consequences)
  • Other related offences
  • Irregular CCA attendance

Misconduct:

  • Forgery (Level 3 Consequences)
  • Littering
  • Improper attire and grooming
  • Not doing assignments
  • Sleeping in class
  • Use of vulgarities
  • Use of handphone/electronic gadgets

Theft/Damage of Property: (Level 3 Consequences)

  • Arson
  • Theft and shoplifting
  • Vandalism

Other Serious Offences: (Level 3 Consequences)

  • Refusing to take the Pledge and sing the National Anthem
  • Cheating during CAs and SAs
  • Open defiance and rudeness to authority
  • Assault and fighting / Bullying
  • Gambling
  • Pornography
  • Smoking
  • Absent from CCA
  • Substance abuse
  • Possession of weapons
  • Misuse of Computer Network / Equipment
  • Misbehaviour outside school
  • Other offences (Police Cases)