El Gouna International School Primary and Secondary School Classroom Etiquette and Behaviour Policy

Ofsted, the UK government Office for Standards in Education, claims that students en-gaging in minor misbehaviour such as swinging on chairs, playing with mobile phones or passing notes are losing up to an hour of learning time a day.

To help address this problem, Tom Bennett, TES behaviour expert and teacher, has been appointed by the British government to lead a new group to develop better training for teachers to tackle low-level disruption.

Tom states: “There are two issues facing schools that, if confronted, would make an enormous impact on the effectiveness of teaching and learning … behaviour, and workload.” He also categorically states that “schools that have the best results also have the best behaviour.

In his writings, Tom Bennett also states that these top performing schools do certain practi-cal things to ensure good behaviour:

Ø They take good behaviour and discipline seriously.

Ø They talk specifically about standards, boundaries and expectations and they revisit these regularly.

Ø They have clear behaviour policies.

    ▪ These include appropriate rules; usually basic, such as procedures for starting lessons, conduct in the playground, etiquette for speaking in lessons,       and so on.

    ▪ All the teachers know these policies, and everyone is expected to support them,

Ø They have clear tariffs of sanctions and rewards, and give time for staff to action these.

Ø They have senior staff who are dedicated to ensuring that the School’s behaviour policy is adhered to.

It is with the foregoing in mind that the EGIS Classroom Behaviour Policy has been instituted. It should be read together with the School Code of Conduct.

The observance of small good habits pays big dividends. It has been proven, even in big business, that instilling small positive habits results in an increase of overall efficiency in the organisation. This also works in schools. If children get used to observing a sequence of events at the beginning and at the end of their lessons, good behaviour will be enhanced and more efficient learning will take place.

At EGIS the following habits and procedures will always be observed:


       a. At the end of break times, students will line up downstairs in the designated area and be met by the next class teacher and the Head of Section

       b. Students proceeding to a class after morning lines or at the end of break are to walk quietly in a line with their teacher at the head.

       c. Secondary School students proceeding from one lesson to another are to walk purposefully and without loitering. Teachers to be in the corridor            waiting for the next class class.

       d. Primary School students are to be fetched and delivered from/to all lessons that take place away from their classrooms by teachers or TA’s.

2. The teacher at the classroom door ensures that the students are lined up and quiet.

3. When the students are quiet, the teacher tells the students to walk into the classroom and stand by their desks, quietly.

4. The teacher instructs the students to sit down and write the lesson objective and (if required) the starter activity in their exercise books.

5. Three to five minutes before the end of a lesson (where the students are leaving the classroom) the teacher instructs students to write down their homework, if any, and to pack their things away, push their chairs in and stand behind them. (This exercise should be complete precisely at the end of the allocated lesson time.)

6. The classroom must be left neat and tidy.

7. If the students have to go to another class, the teacher sends them out row by row.

8. If the students are remaining in their classroom for the next lesson, the teacher says good day to them and waits for the next teacher to arrive. If that teacher does not arrive within 2 minutes, a student is sent to fetch him/her.

9. If a lesson ends at the beginning of a break or the end of the day, the teacher watches students leave at the door and waits in corridor to ensure an orderly exit.

Classroom Rules

The purpose of our classroom rules is, as has been mentioned, to help facilitate an orderly climate of teaching and learning. They do not specifically apply to major misdemeanours but there is overlap between them and the Code of Conduct, therefore these two documents should be seen together.

Classroom rules are displayed at the front of every classroom. They are:

2. Only speak when the teacher permits.

3. Do not get up out of your seat without permission.

4. No disruptive behaviour.

5. Do not touch or annoy/distract other students.

6. Follow a teacher’s instruction quickly, as soon as it is given.

7. Behave sensibly in line or when going to another class or the toilet.

8. Always be polite and do not argue with your teacher.

9. Do not throw anything, and keep your classroom tidy.

10. Do not speak Arabic unless in National Studies lessons.

Enforcement of classroom rules

The Yellow and Red Card system has been developed to facilitate the correction of impolite, time-wasting and minor disruptive behaviour in a manner that causes a minimal loss of teaching time. This system is not a strategy for major issues.

The yellow and red card system works rather like a referee’s cards in a sports match. The yellow card indicates a warning whilst the red card escalates the warning to a sanction.

If a student breaks one of the rules, a yellow card is handed out. If the same student breaks a classroom rule again during the lesson or part of the day indicated by the teacher, a red card is issued and the student is sent to the detention room at 12:35 for a 25 minute deten-tion. (This leaves 15 minutes for the student to eat his/her lunch.) At the end of the lesson, if the student has not broken that particular rule again, the yellow card is taken back and has served only as a warning.


Red cards are recorded as follows:

At the end of each lesson, the teacher sends any red card notifications to the Head of Sec-tion on the What’sApp Red Card group. If a teacher awards a red card to, for example, John Smith in year 7 for breaking rule 3, a message is sent saying: “John Smith 7.3”.
The Head of Section then ensures that the deten-tion form is completed and the student completes this detention.
A red card attracts a mandatory detention.

Parallel Learning Room (PLR)

If a student continues to misbehave, receiving two red cards in a lesson, he/she is sent to the PLR for the rest of that lesson in addition to the detention for the single red card. the classroom rules further.
Any misbehaviour that is more serious than the foregoing is referred directly to the Head of Section.

Repeated incidences:

If, within a week, a student receives 3 red cards:
Internal suspension in the PLR for 1 day and the parents are informed in writing.
This system is monitored and actioned by the Heads of Primary and Secondary.

Green Card Commendations

This system is designed to help teachers recognise and commend students for good behaviour, excellent work or helpfulness.Teachers are encouraged to try to “catch the students doing something right”.

Green cards are recorded as merits. They are noted on the Green Card What’sApp group and are immediately able to be seen by the Head of Section and the Principal, who make a point of commending the students within 24 hours. Staff may wish to develop an additional re-ward system that is appropriate for the age group that they teach.