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EXPECTATIONS FOR POSITIVE BEHAVIOUR


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As part of Morna Heights School Improvement Plan, it was established that more communication from the school regarding discipline and behaviour expectations would be beneficial. This is an introductory letter outlining the general expectations of behaviour for ALL students at the school. This document is considered as a "working draft" and the school appreciates any feedback from parents.

CO-OPERATIVE DISCIPLINE

Throughout the 2009-2010 school year, all teachers received training in Co-operative Discipline. This discipline model ensures that teachers emphasize the three C's to support children's sense of belonging:

C-Capable:
All students must be made to feel capable.
C-Connect:
All students benefit from forming positive connections
with others in the school.
C-Contribute:
All students benefit when their contributions are valued
at school.

It is important for all school staff to foster these "three C's" throughout all learning experiences. Co-operative discipline also aids in categorizing student misbehaviour with respect to goals:

  • Attention
  • Revenge
  • Power
  • Avoidance of Failure

When adults recognize a student's goal in misbehaviour, it is easier to identify the strategies which best address the correction of the behaviour. Obviously, children, like adults, are not uni-demensional beings that are easily identified as behaving or misbehaving in one distinct manner. Therefore, it often requires much observation and persistence in identifying the cause of certain misbehaviours. Patience and willingness to attempt new approaches is central to good discipline. Co-operative discipline emphasizes prevention first, then support and finally intervention where needed.

CODES OF CONDUCT

Each homeroom teacher has developed an appropriate "Code of Conduct" for his or her class. Teachers must involve students in the process and reflect the developmental appropriateness for the age level. Each class should share this code with parents and revisit it often with students to review the expectations. Each classroom code is unique, although they must all reflect the following principals:

  • Respect for learning and educators
  • Respect for one another's property
  • Respect for one another's body and dignity
  • Safety to self and others
  • Participation in learning

 

CONSEQUENCES

As an extension of developing a code of conduct, each homeroom class is involved in the identification of possible consequences for misbehaviour. Consequences should reflect age development of children, severity of misbehaviour and frequency of misbehaviour. Consequences should fall in line with the "goal" of misbehaviour. All teachers at Morna Heights School have been trained and have information on appropriate consequences for the various types of behaviour.

UNACCEPTABLE BEHAVIOUR

There are behaviours which our education system views as unacceptable and warrant an immediate consequence. These behaviours will result in immediate withdrawal from the classroom setting and often suspension. These behaviours include:

1. Intentionally causing injury to another.
2. Obscene/threatening language or gestures.
3. Open defiance of teacher or other school personnel.

A student who engages in the above behaviours may receive a formal written warning, or a formal suspension. All formal warnings and suspensions are copied to the parents and district personnel. The principal is responsible to consider age development, severity, and/or frequency of misbehaviour.

Parents of children who are immediately suspended are responsible for transportation of their children home, soon after they receive notice by phone. The degree of severity and frequency of behaviour will determine the length of suspensions.
A parent has the right to appeal any suspension longer than 5 days.

LUNCH DETENTION

Morna Heights has established a lunch-hour detention room, which is supervised by a teacher every day. The detention room gives students an opportunity to reflect on their behaviours and provides time to work on assigned grade level work.

The goal of detention is to act as a deterrent for certain behaviours by losing a privilege such as playing outside with friends. The detention room attendance is monitored and parents are to be informed if children are making a habit of receiving lunch detention.

BEHAVIOUR SUPPORT

Like all schools, Morna Heights requires the assistance of many to support discipline programs. A team approach is required and consists of:

  • Teachers
  • District Psychologist
  • Principal
  • Secretary
  • Teacher Assistants
  • Custodian
  • Bus Drivers
  • Volunteers
  • Guidance Counselor
  • Community
  • Behaviour Interventionists
  • Parents

In order to provide consistent support that encourages positive behaviour in children, it is imperative that all of the parties above work together to ensure that the interest of children is paramount.

DIVERSITY

At Morna Heights School, the staff places value on diversity. All children are valued as individuals. We must continually face balancing the needs of individual students with the needs of the group of students. Whereas most children require little or no discipline attention, there are always children who challenge us with requiring more attention in this area. It is our mandate at Morna Heights School to continuously evaluate and re-evaluate our response to all students including those who require minimal discipline intervention, as well as those who require much more discipline intervention.

No matter ALL children deserve positive attention in our school. It is the commitment of the teachers and staff to support all students by monitoring both the positive recognition and the disciplinary measures we offer to our students.

COMMUNICATING WITH HOME

It is the intention of the teachers, principal and staff at Morna Heights to provide as much information as required to parents about the behaviour and well-being of students. Parents are to expect appropriate information regarding "codes of conduct," consequences and any information pertinent to their own children. School personnel may not indulge specifics regarding other students' behaviour to non-parents or guardians. If a child is involved in a serious misbehaviour incident or frequent acts of misbehaviour, parental contact is to be made by the homeroom teacher. Incidents regarded with "zero tolerance" will warrant the intervention of the principal. The principal may initiate home contact over less serious incidents as well.

Standard forms of communication used by the teachers are: homework/communication books and telephone calls. It is expected that teachers be reached by telephone after school hours, as they are required to be with the students during the hours of instruction. Parents are encouraged to communicate with homeroom teachers at anytime. After doing so, more serious matters may be referred to the principal. Most importantly, continual and open communication is essential.

EXPECTATIONS OUTSIDE OF SCHOOL

Proper behaviour is expected to occur:

  • Within the school
  • On the playground
  • Walking to and from school
  • On the bus
  • At bus stops
  • On extra-curricular trips