BEHAVIOURAL NORMS

Common language and expectations foster success by creating consistency, clarity, and a sense of safety that empowers students to thrive academically and socially.

Common language and expectations foster success by creating consistency, clarity, and a sense of safety that empowers students to thrive academically and socially.

Mentone Grammar has developed a suite of research-informed classroom routines that harness the power of the brain and create the best conditions for learning. You may see these simple Entry, Attention and Exit routines displayed around the School, all of which have the following benefits:

  • Promotes clarity and consistency: When all staff use the same terms and phrases to describe behaviours, routines, and values, students receive a unified message. This reduces confusion and helps them internalise expectations.
  • Builds a shared culture: A common language reinforces school-wide norms and values, making students feel part of the campus community. It encourages positive behaviour and mutual respect.
  • Supports emotional safety: Consistent language from all adults’ teachers, Mentors, administrators, helps students feel secure and understood, especially during the emotionally turbulent adolescent years.
LEARN | STAR | TTT

The LEARN | STAR | TTT acronyms are powerful tools to support positive Entry, Attention and Exit routines.

SOAR & BED Framework (accountability vs blame)

This framework is designed to help students understand the difference between taking responsibility and avoiding accountability in their actions and decisions.

It introduces a CHOICE in how individuals respond to all situations:

  1. Above the Line Responses (SOAR): Success, Ownership, Accountability, Responsibility

These represent proactive behaviours where students acknowledge their role, take ownership of outcomes, and commit to positive change. Essentially displaying the core MG Value of Integrity.

  1. Below the Line Responses (BED): Blame, Excuses, Denial

These represent reactive behaviours where students deflect responsibility, justify poor choices, or refuse to acknowledge issues.