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Respect for Self Respect for Others Respect for the Environment Examples of Respect for Self, Others, and the Environment The following examples are not an all-inclusive list but do pertain to how everyone is expected to conduct themselves. Special considerations may apply to students with special needs, if they are unable to comply with the Code of Conduct due to having a disability of an intellectual, physical, sensory, emotional or behavioural nature. Respect for Self means: • doing your best to be a good learner • completing homework assignments • using technology/internet in a safe manner • following directions by listening carefully to all school staff • being on time for school and ready to learn • doing things safely so you do not get hurt • staying on the school grounds at recess and lunch unless you have permission to leave Respect for Others means: • treating others the way you would like to be treated • taking turns, sharing, caring and helping others • politely telling others when you do not like their actions • keeping your hands and feet to yourself • including others in games and activities • being honest and speaking kindly about others • acting safely (walking bikes, carrying scooters and skateboards on and off the school grounds) Respect for the Environment means: • recycling, picking up litter and putting items in the proper containers • being careful around plants, shrubs, trees • being proud of and keeping the school grounds and buildings clear • treating all school equipment and materials with care • asking permission before touching the property of others • taking care of school property & public/private property while on field trips Supporting Positive Behaviour We encourage students to make positive choices about their behaviour and to use proactive problem-solving strategies that demonstrate safety, fairness, and kindness at all times. As students move through successive grades and developmental levels, they are expected to demonstrate increasing personal responsibility and self- control. These Code of Conduct behaviour expectations apply while going to and from school, while at school, during school-related activities and behaviour beyond these times (including on-line behaviour) or in other circumstances where engaging in activity will have an impact on the school environment. Racism will not be tolerated in our school. Consequences for Misbehaviour & Parent Notification: Consequences for misbehaviour are considered in three stages with the overall goal of improved student learning and behaviour. Whenever possible, consequences will be logical, preventative and restorative, rather than punitive. Violations of the Code of Conduct will be addressed in one of three ways depending on the severity and frequency of unacceptable conduct, as well as the age and maturity of the students. The examples are not an all-inclusive list. Minor misbehaviours: Staff will ask the student to identify the inappropriate behaviour, to explain, and make a better choice including brief ‘time-outs’, making apologies, and restitution. These are ‘reminder’ situations and parents are often, but not always notified at this stage. Examples ; rough, unwanted ‘hands-on’ play, not listening to staff requests or instructions, talking back, littering, disrupting learning for others. More serious situations/repeated minor misconduct: Staff will make a record of the incident and set in-school consequences such as restitution through community service, loss of appropriate privileges, or problem-solving meetings with the Teacher, Counselor, Principal, and/ or VSB School Liaison Officer. When necessary, parents may be contacted so that they can discuss with their child ways to reinforce the appropriate behavior. Students may be asked to fill out a “Response/Reflection Sheet” that may be sent home to parents with a request to sign and return it to the school and review the Code of Conduct with their child. Examples : using disrespectful language such as swearing, name-calling, teasing; using communication/technology to insult or be disrespectful to others, vandalism, stealing. Serious infractions or chronic misconduct: Formal and logical consequences will be used including meetings with parents and school staff, formal and informal loss of school privileges, or suspensions according to the provisions of the School Act and Vancouver Board of Education Policy. Examples: dangerous or very unsafe behaviour likely to cause physical harm to self or others; bringing dangerous items to school (weapons, lighters etc); vandalism, fighting, showing willful disrespect or non-compliance, using racist, sexist, or other derogatory language. In accordance with the School Act, Sec. 85(2) (ii) and (d), the Board authorizes the Principal or designate of any school in the district to suspend a student from attendance at school for up to five days. Suspensions may be for the following reasons: a. because a student is willfully and repeatedly disrespectful to a teacher or to any other employee of the Board carrying out responsibilities approved by the Board. b. because the behavior of the student breaches the District Code of Conduct or policy and/or has a harmful effect on others or the learning environment of the school. c. because the student has failed to comply with the School Code of Conduct. Suspensions over five days are made in consultation with the appropriate Director of Instruction as per District Policy. Parent Support: Parents have a major part in supporting the school’s Code of Conduct by talking to your children about their school experiences, informing the teacher if you have any concerns or questions, ensuring your child comes to school well rested and on time, checking your child’s agenda, using the Code of Conduct language and expectations at home with siblings and peers, enabling independence and responsibility through accountability, and modeling good citizenship (especially when driving children to school).
