What is “Reflection”?

We teach and reinforce positive behaviour expectations to our children. We want to set up all our children for success at school. Sometimes, things go wrong. Our school escalation sequence manages children who are making poor choices and decisions. The card system is a key part of this escalation process. Escalation sequence includes a “Reflection” as a consequence of a Red Card behaviour. We have had some questions and misconceptions about what “Reflection” means and what it looks like should your child find him or herself in this position.

Reflection is a calm, formal timeout during break time for students who have received a Red Card. During Reflection Time, the student comes to Leadership (usually Mrs Browne or sometimes another designated staff member). 

Reflection is a teaching opportunity as well as a consequence. The child is asked to reflect on the reasons why he or she received the red card. This includes a review of the steps that preceded receiving the Red Card and the choices the child made. The Reflection is structured using the Reflection Sheet. Children have the option to write or draw their response. The children are asked to think about and respond to the following questions;

1. Why are you on reflection?
2. Which Code 5 rules did you break?
3. How do the other people feel?
4. What can you do to make up? 
5. What can you do differently next time? 

This last reflection question is the most important part of the process. This is where we ask the child to think about alternative ways they could deal with a situation in a better way in the future. Our aim to have the child take responsibility for his or her actions and we help them to make better choices in the future. 

For example, after a hands on incident a child may tell us they were angry because of a situation that has occurred between friends. We talk to the child about what made them angry in the first place and what we could do about that. We listen to the child and ask them to think about the impact of his or her actions on others. We acknowledge that it is OK to feel angry. It is the choices we make when we are angry that is important. 

Another example would be when a child says they thought they were joking or just offering an opinion that has caused significant hurt or upset to others. We talk about what is considered a joke and when a joke is going too far. We talk about how words can hurt and how considering the feelings of others is important. We practice alternative ways of expressing our feelings or opinions that show respect and consideration to others.

There are times when children don’t know or understand why they reacted the way they did in a particular situation. We talk about the signs that might indicate that they are not OK and their emotions are getting out of control. We teach the children that these signs are a clue to walk away and seek the help of a teacher. 

Once the child has completed the Reflection Sheet they wait until the break is finished. We always make sure the child has time to go to the toilet and get a drink before returning to class.

A reflection letter will be sent home with your child. There is a section at the bottom for you to sign and return to school. When your child presents you with the letter ask your child what happened and what they were able to work out during reflection. Reflection is a learning opportunity for the student to think  about their behaviour choices. It is about giving them options and skills in how to make better behaviour choices in the future.