I. Cornerstone of Whole School Approach to Guidance and Discipline

i)

Through the support of all teaching staff, to formulate policies and plans of a WSA to guidance and discipline, to establish a caring school culture, and to realize the shared values on student development with regard to the school's vision.

ii)

To set up an effective team tasked with defined roles and responsibilities in promoting a WSA to guidance and discipline.

iii)

To develop a guidance and discipline organization framework (including a teacher support network, a crisis management team, etc.) to coordinate efforts of all subject panels and functional teams in promoting a WSA to guidance and discipline.

iv)

To establish a review mechanism to improve the system of guidance and discipline service.

v)

To design and implement appropriate guidance and discipline activities to instil positive values and to promote respect among students with a simple and genuine school ethos with regard to the school’s traditions/culture and the students’ needs.

vi)

To put in place an effective case referral system both within and outside the school.

vii)

To formulate a set of school regulations which are sensible and reasonable, supported by a constructive system of reward and punishment.

viii)

To develop personal growth education by including practical elements of personal growth education/life education in the curriculum planning of every subject.

ix)

To promote the establishment of student unions, etc. so as to encourage students to participate actively in school activities and affairs, to express their opinions, and to cultivate a good sense of belonging to the school life among students, thus creating a caring school culture.

x)

To promote teacher development activities on guidance and discipline and to facilitate exchange and support among teachers through building a learning organisation.

xi)

To bring in community resources and reinforce the school’s function on guidance and discipline.

i)

To provide grade-specific guidance and discipline service with regard to the specific stage of development of students.

ii)

To establish a support system for guidance and discipline service at grade level with the aim to facilitate mutual support and sharing of experience among teachers under shared values.

iii)

To hold regular meetings among grade level coordinators of guidance and discipline to cater for the needs of students at respective grade levels and to design appropriate guidance and discipline activities and criteria for reward and punishment together.

iv)

To organise training programmes and group discussions for grade level coordinators of guidance and discipline, so that they are equipped to offer guidance and discipline support to other teachers and help them handle student problems.

v)

To collaborate with subject panels on project learning or curriculum design at grade levels and to include practical elements of personal growth education/life education in the curriculum.

vi)

To provide cross-grade guidance and discipline programmes, such as Peer Support Programmes, to foster care, support and harmony among students of different grades.

vii)

To organise home-school cooperation activities at grade levels (e.g. Primary One / Secondary One Parents’ Meetings) to help parents understand the needs of their children at different developmental stages.

i)

To implement personal growth education/life education to help students consolidate various life skills and positive values.

ii)

To strengthen the application and practical elements of personal growth education/life education during class teaching.

iii)

To devise classroom rules with students and to help students establish and achieve short term/long term class objectives so as to cultivate a positive class ethos enriched with love and care.

iv)

To establish student committees in class so that students have a taste of autonomy and learn to take up the responsibility.

v)

To develop peer support and encourage classmates to accept and help each other with the aim to building a harmonious interpersonal relationship and enhancing their sense of belonging.

vi)

Being compassionate and reasonable, to help students reflect on the impact of their inappropriate behaviours on classmates as well as the consequences and to give them a chance to change for betterment.

vii)

To encourage students to make good use of class resources and apply collaborative problem-solving strategies so as to enhance their sense of belonging and self-determination ability.

i)

To understand the living condition, learning performance and behaviour of each student and to show concern at the right time.

ii)

To help students plan for their annual personal goals for self-enhancement with ways for achieving these goals and have regular reflection with them on the progress in the school year.

iii)

To early identify students in need and refer them for appropriate professional services within/outside school (e.g. student guidance service in primary schools and guidance service provided by school social workers in secondary schools).

iv)

To help students handle personal, social and learning problems, etc. through individual and group guidance.

v)

To accept and appreciate individual students’ improvement and give him/her appropriate encouragement and praises.

vi)

To conduct case conferences among school guidance and discipline teachers, social workers, class teachers and parents to review the progress and outcome of the case.

vii)

To make good use of community resources, to provide students in need and their parents with useful information, and to help them seek appropriate services.

viii)

To encourage students to face the challenges in growth and seek support actively from their teachers and parents.

ix)

To maintain close contact with parents to keep them well informed about their children’s performance in school.