Some of the things we
expect at our school and all school functions include: * showing good manners;
* respecting self, others & property;
* giving best effort at work & play;
* making safe choices;
* punctuality in attendance;
* using appropriate language;
* following school guidelines and
* showing responsibility and leadership.
Our school has
identified “Rights and Responsibilities” for all students and “School-Wide
Expectations”. These are the foundation of our Code of Conduct. The rights and
responsibilities, and the school expectations are taught and reviewed at the
beginning of every school year. They are also reviewed with students who make
choices which infringe on a student’s rights. The Code of Conduct is also
posted on our website and throughout our school.
A variety of strategies will be used to deal with incidents that occur – severity of the incident, frequency of infractions, and student age/maturity are considered when determining appropriate disciplinary action. Special consideration may apply to students with special needs who are unable to comply with expectations due to having a disability. Whenever possible and appropriate, consequences will be restorative rather than punitive.Minor Incidents
Glenrosa Elementary School promotes the values expressed in the BC Human Rights Code respecting the rights of all individuals in accordance with the law – prohibiting discrimination based on race, colour, ancestry, place of origin, religion, marital status, family status, physical or mental disability, gender, gender identity and expression or sexual orientation. Behaviour or communication that discriminates based on any of the prohibited grounds listed will be treated seriously by our school.
These actions disturb the positive and orderly school environment & include behaviours like:
* being in an out-of-bounds area
* misuse of washrooms or playground items
* playing unsafely (ie. rough play)
* poor lunch manners
* gum chewing
* rudeness to other students (ie. name calling)
* pushing and shoving in a line-up
* running while indoors
* disruption of instruction / learningPossible Consequences:
* problem solving conversation
* review of expectations
* a time-out with supervising staff
* school service
* loss of privileges Major Incidents
Minor repeated incidents will be treated as a major incident. This level of misbehaviour may also include:
* wilful vandalism to property
* leaving school grounds without permission
* defiance to staff
* bullying (ie. intimidation, racial slurs - verbal,
written, social medial...)Possible Consequences:
* problem solving conversation
* school / community service
* contract created
* parent / guardian contacted
* in-school / out-of-school suspensionUnacceptable Incidents
These behaviours are highly disruptive. Repeated major incidents will be dealt with as unacceptable. These incidents include:
* fighting (violence)
* verbal abuse
* throwing dangerous items (ie. rocks, snowballs, etc.)
* major theft or vandalism
* possession of or use of weapons
* extreme non-compliance with staff
* drugs, alcohol and/or tabacco at schoolPossible Consequences:
* in-school / out-of-school suspension
* 1-10 day suspension or indefinite suspension (away from school, at the discretion of the Principal)
* legal intervention (ie. R.C.M.P.)Notification
Depending on the severity of the infraction parents of student offenders and student victims may be notified. The school will also inform other parties as necessary. For example, in case of illegal activity, the R.C.M.P. will be notified or if the safety or well-being of a child is in question, the Ministry of Children and Families will be notified.
*Note: Students may
be disciplined for violations which occur going to and from school, off school
property and outside of regular school hours, if such violations adversely
affect students or the operation of any school.Steps to Self-Discipline & Support Services
When helping students solve their problems, teachers, supervisors and administrators will use the following steps as a guide:Step 1.
Listen to the student explain the problem as he/she sees it. The emphasis is on listening without bias at this point. (It is not the time to be judgmental or coercive!)Step 2.
Clarify details and facts with the student and any other participants, victims and/or witnesses as necessary. This can be crucial to giving a reasonable, logical consequence or in developing a fair plan of restitution.Step 3.
CRUCIAL: The adult must decide on the severity of the problem and how to help the student solve it. Many problems can be dealt with on the spot (ie. running in the halls) and do not require much more than a logical consequence (ie. “go back and show me how it should be done properly”).Step 4.
Use the 4 main questions to help the student to think about the problem and develop a plan to correct it. The questions can be worded in many different ways but their intent should be the same. Note: This step can be done verbally or by using the “Behaviour Support Activity” form to put it in writing which then can be used to guide the discussion to help correct the behaviour. The key to a restitution plan is that the student takes ownership for the problem and the solution, not the teacher or administrator.The 4 questions are as follows:
– What do you really want? What are your beliefs about this? How do you really want it to be?
– What are you doing to get what you want? What have you tried?
– Is it working for you? Do you feel good about it?
– What can you do differently to make it right? What would help solve this problem? (ie. Make a Plan of Restitution)