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Code of Conduct

CODE OF CONDUCT


Code of Conduct

A positive school climate, with a safe learning and teaching environment, is essential for students to succeed in school. All of us- staff, students, parents and community agencies- have a part to play in making schools safer. Our goal is to foster a sense of self-worth and self discipline in our students. Our focus is to create a safe, positive atmosphere where students develop self-respect as well as respect for others, school property and the environment. The school Code of Conduct applies at school, virtual classrooms, on the bus, and when classes are participating in out-of-school activities. Physical, verbal, sexual or psychological abuse; bullying; discrimination on the basis of race, religion, gender, language, disability or any other attribute is unacceptable. Any incidence will be investigated and any follow through will be done with Board Policy and Procedure in mind, with a focus on progressive discipline. All members of the school community must demonstrate honesty and integrity in achieving academic excellence and in the appropriate use of technology. The staff at Robert Hopkins work hard to create a positive and safe learning environment for our students. In the upcoming year, we will continue to provide opportunities that will help students to become responsible and caring global citizens. At Metcalfe Public School, Progressive Discipline is a whole-school approach that utilizes a continuum of interventions, supports, and consequences to address inappropriate student behaviour and to build upon strategies that promote positive behaviours. When inappropriate behaviour occurs, disciplinary measures are applied within a framework that shifts the focus from one that is solely punitive to one that is both corrective and supportive.Consequences must be meaningful to the student and result in a positive change in behavior.

 

FOUR SQUARE PROBLEM SOLVING 


We use a four square model to teach students to resolve peer conflicts peacefully by considering others' perspectives and using problem-solving skills. We aim to develop this resilience so our students are better able to face the challenges, frustration and conflicts they will experience throughout their life. 


       

Is it TEASING?

It is teasing if...

  • Everyone involved is participating in fun

  • No one is getting hurt

If you or a friend start to feel that the teasing is not fun anymore...

  • Talk it out

  • Ignore

  • Walk away

Is it a CONFLICT?

It is a conflict if...

  • No one is having fun

  • The problem is with a peer equal to myself

  • There is a solution that will resolve the problem

What is a good solution to this conflict?

  • Talk it out

  • Seek help

Is it a MEAN MOMENT?

A mean moment is when...

  • Someone is being hurt on purpose

  • The mean behaviour is someone’s quick reaction to a strong feeling or emotion

  • It is a single or not frequent situation

What can you do in a mean moment?

  • Talk it out

  • Walk away

  • Ignore     If it continues… Seek Help

Is it BULLYING?

Bullying is when...

  • Someone is being hurt on purpose

  • The problem happens often (it is repetitive).

  • Someone bigger or more powerful is involved.


What can you do when there is bullying?

SEEK HELP- from your teacher, a friend, your parents, your Principal or Vice Principal or a trusted adult



When Challenging Behaviours Arise

We want to reassure you that student safety is our utmost importance and when all children report an issue to us, we follow through. To protect the privacy of children that are not your own we cannot share our follow through.  We understand this is challenging from that perspective as it may seem like we are not.  We try very hard to mediate the conflicts amongst our students so that all parties understand the other's perspective. 


When working with children we make every effort to provide space and opportunity for reflection. We use Progressive Discipline and Restorative Practices which take time and opportunities for discussion. This approach is Policy and Procedure for the OCDSB. From time to time there are incidents that are of a nature that do lead to suspension. This is not an avenue we like to take as we could be suspending students each day. Our challenge is always trying to find the right consequence for the action. We always consider mitigating factors and the level of consistency and type of behaviour. 


When working with families, it is always our hope that we can work together. This looks different for each individual situation. With some families they support through providing the school the permission to utilize our social workers and psychologists. Others support by reinforcing our expectations here at school and understanding that views expressed at home are one perspective. 


Schools are dynamic places where all kinds of students come together. Teachers have a great deal of training in terms of differentiating and accommodating both learning and behavioural needs. Classroom teachers utilize strategies (seating,  body breaks, choice in assignment, reduction of questions, opportunities for play). This is not punitive, but rather a way to provide a safe haven to help students work through issues, and prevent the conflict. Ultimately we would like for all students to be able to problem solve in the classroom or yard, but we know this may not always be the case. 


By providing students with different options when problems arise, our hope is that they will, in time, better self regulate and not respond in a way that is not helpful to themselves or others. It is a process. Please understand that tracking behaviour is one way for us to keep families informed and completed without judgement. Sometimes the message is hard to hear. Careful responses strengthen the relationship and the ability to support the children in their development. Addressing the behaviour and not the child (ie: this type of behavior is not acceptable, but responding with aggression is not acceptable) helps us to form a trusting relationship with our students. When children understand that they are not the problem but the behaviour is, we stand a greater chance of helping them to be successful humans. Again it is a process. 

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