All members of the Montroyal School Community, students, staff and parents, are expected to demonstrate:
• for self, others and property
• for their own behaviour and work
• for self and others
STATEMENT OF PURPOSE
The purpose of Montroyal’s Code of Conduct is to provide a framework that promotes a safe, respectful learning environment. All members of the Montroyal School Community have a responsibility to be accountable for actions and to put safety and respect first.
The Montroyal Code of Conduct sets clear standards for behaviour that establish an appropriate balance between individual and collective rights and defines the consequences for student actions that do not meet these standards.
The expected standards of behaviour apply, not only to students, but also to parents, volunteers, staff, etc. Standards apply at school-authorized events away from the school as well as at the school
The Code of Conduct is monitored on an ongoing basis, reviewed annually, and revised as necessary, with input from the Parent Advisory Council, the staff, and students. Compatibility of the Montroyal Code of Conduct with other schools in the Handsworth family has been established.
COMMUNICATION OF THE CODE OF CONDUCT
The Code of Conduct, including behavioural expectations and consequences for misbehaviour, are made known to students, parents, staff and visitors. The Code of Conduct is posted in the school, on the school website, in each newsletter, in a brochure circulated to all parents and staff, and presented in assemblies and classrooms.
The chart of expectations applies to students at school, while going to and from school, and at any school-authorized event at any location. Application of behavioural expectations is age-appropriate and supports a developing sense of personal responsibility and self-discipline.
In accordance with School District #44 Policy #302, students at Montroyal Elementary School are expected to meet the standards set out in the BC Human Rights Code that include the prohibited grounds of discrimination. Specifically they must not discriminate against anyone because of their race, colour, ancestry, place of origin, religion, marital status, family status, physical or mental disability, sex, sexual orientation or age.
Anti-bullying measures will
ensure all students, regardless of their sex, race, religion, culture, sexual
orientation and gender identity or expression, enjoy a safe, inclusive and
welcoming learning environment.
CONSEQUENCES FOR MISBEHAVIOUR
Students at Montroyal are given the responsibility of knowing the rules, following the rules, and managing their own behaviour. We believe that, when rules are broken, consequences for students should be logical and suit the misbehaviour as closely as possible. Learning from one’s mistakes and changing inappropriate behaviours, not punishment, are the goals of all interventions by staff. Therefore, every effort is made by staff members to emphasize a problem solving approach. Application of consequences is age-appropriate and supports a developing sense of personal responsibility and self-discipline.
Students are encouraged to solve problems independently by following these steps:
1. Talk: Try to discuss and work out problems
2. Walk: If this is not working leave the area.
3. Report: Ask a staff member for help.
Bullying is a pattern of repeated aggressive behaviours, with negative intent, directed from one child to another where there is a power imbalance. Bullying can be physical, or verbal, can involve social alienation, and can take the form if cyber-bullying.
Students are taught to report acts of bullying promptly to an adult, and all parties involved in bullying situations know that retribution against a person who has reported incidents is unacceptable behaviour.
Responses to Misbehaviours
The following is an overview of consequences that may be applied for various levels of student misbehaviour, including bullying.
Misbehaviours that are minor rule violations (e.g. running in the hallway, arguing over game rules), a staff member will:
• Speak directly to the student and ask him/her to:
o Identify the unwise decision
o Review the applicable section of the Code of Conduct or school rules
o Identify and practice a replacement behaviour that would meet expectations
o When appropriate, encourage thoughtful reflection on the effect the behaviour has had on others
o When appropriate, make an apology
o May apply a consequence such as time out or warning.
For misbehaviours that are more serious or are repeats of minor misbehaviours (e.g. fighting over a game, out of bounds, repeated disruption in class), a staff member will:
• Speak directly to the child as in Level 1
• May involve the parents by phone or by setting up a staff/student/parent meeting
• Apply consequences such as longer time out, restitution, school community service, detention
• These behaviours are communicated between teacher and office, recorded and tracked
For non-compliant behaviours, violent behaviours (e.g. threats, bullying, physical aggression) or vandalism to the school, school staff will:
• Respond as in Levels 1 and 2
• The Principal, Vice Principal, or Counsellor will involve the parents by phone or by setting up a staff/student/parent meeting
• The school staff may become involved in providing specialist services, accessing community services, involving School District officials or the RCMP liason officer and/or the development of a plan for improved behaviour
• Consequences applied at this level might include restricted privileges, in-school suspension, suspension.