In addition to the other guidelines for our students and school community throughout our website, please be aware of these principles.
Pillars of Respect
At Buffalo Rubbing Stone School, we believe that every child has a right to an education in an environment that is safe and caring. While all students have a right to an education that right comes with, and demands, certain responsibilities and expectations for behaviour. To help our students assume responsibilities for their learning, we encourage development of self-discipline through adherence to the three pillars of respect that require students to:
- Respect self
- Respect others
- Respect the environment
We will be teaching the learning styles of Circle of Courage and students will explore and develop their own sense of independence, belonging and mastery.
Bullying and Conflict
What is it?
Bullying is when a person targets another person with negative actions. It usually happens several times (more than once / week). Bullying is when there is an imbalance of power (a person cannot defend themself). Bullying is when the bully does not feel as sad or mad as the victim. Conflict is a natural product of human interaction. Conflict is not always bullying. Conflict is normal in social relationships; bullying is unhealthy.
What can students do?
Conflict and bullying are best managed with students and their supervisors (lunchroom supervisors, education assistants, teachers, administrators). At Buffalo Rubbing Stone School, students from age 4-11 years are learning how to work together and resolve differences in healthy and productive ways. Students are encouraged to solve small problems on their own: state their ideas in positive ways and respect the ideas of others. When conflict occurs, students are encouraged to think about respect, caring, and responsibility when working with other people; they are encouraged to seek adult support as needed. Bullying requires adult support to resolve.
Our Discipline Policy
Our discipline policy is based on the Alberta School Act and on the guidelines established by the CBE. Staff will endeavor to manage difficulties in an objective, professional manner, treating each child with respect and considering each child’s individual needs.
We believe that the development of self-discipline and positive self-concept must be encouraged for all children. We believe that children are inherently capable, well-meaning, and responsible; at times they may act impulsively or irrationally. Our approach to solving problems reflects this image of the child.
When a student interferes with the rights of others, disciplinary procedures are initiated. The staff member who first encounters an incident is the initial person responsible for intervening and determining the best course of action. Ongoing, recurring, and escalating difficulties (i.e. problems working effectively with peers, disrespectful treatment of others, physical aggression) are referred to administration. Parents will be contacted to advise them of the nature of the concern and to enlist their support. A strong home-school partnership is essential to help children understand the consequences of their actions.
For serious concerns and misbehaviour, administrators, teachers, students, and parents will be asked to formulate a plan of action. Serious misconduct may result in loss of privileges, assignment of community service duties, social skills training, an in-school or home suspension, expulsion to Area office and referral to student services, or Calgary Police Service involvement. All matters of discipline, including recommended consequences, are confidential. By applying logical, natural, and consistent consequences for actions, and by providing individuals with opportunities to become responsible and caring members of our learning community, our students learn that the choices they make impact how
they live in community with others at Buffalo Rubbing Stone.
Sometimes students have difficulty with emotional regulation. At Buffalo Rubbing Stone School, students learn about the Zones of Regulation. Most children can tell their parents if they are in the green zone, the yellow zone, or the red zone. We work with students to identify their emotions and recognize when they are having difficulty. Then we teach students strategies they can use to return to the green zone and make it a good day. For more information about the Zones of Regulation, go to https://www.zonesofregulation.com/learn-more-about-the-zones.html.