School-Wide Behaviour Philosophy
We are committed to the establishment and maintenance of a safe, caring, sharing, and effective learning community for students, staff, and community members. At Evergreen we aim to nurture individuals who are socially aware, adaptable, and capable of fostering positive relationships through their understanding and practice of expected behaviors.
Expected and Unexpected Behaviours
At Evergreen we use the social thinking language and teach students about expected and unexpected behaviors. This philosophy revolves around creating a positive and respectful environment where individuals understand and practice appropriate actions in various situations.
This philosophy emphasizes:
- Respect and Empathy: Teaching individuals to treat others with respect and empathy, understanding different perspectives and feelings.
- Self-Awareness: Encouraging self-awareness about one's actions and their impact on others, fostering personal responsibility for behavior.
- Social Skills: Developing effective social skills to navigate different scenarios, promoting successful interactions and relationships.
- Adaptability: Recognizing that expected behaviors can vary based on context, culture, and social norms, and adjusting actions accordingly.
- Communication: Emphasizing clear and respectful communication as a cornerstone of expected behavior, enabling productive conversations.
- Personal Growth: Viewing unexpected behaviors as opportunities for growth and learning, rather than solely punitive actions.
- Consistency and Fairness: Applying consistent guidelines and consequences while considering individual differences, to maintain fairness.
- Positive Reinforcement: Valuing positive reinforcement to encourage expected behaviors, fostering a sense of accomplishment and motivation.
- Continuous Learning: Acknowledging that both teachers and learners can continuously learn and improve their understanding of expected behaviors.
- Community Building: Recognizing that a community thrives when its members contribute positively, demonstrating expected behaviors collectively.
Teaching expected and unexpected behaviors involves several key points:
- Clear Definitions: Clearly define what behaviors are considered "expected" and "unexpected" in the given context to avoid confusion.
- Positive Examples: Provide specific examples of behaviors that align with expectations, showcasing respectful communication and appropriate actions.
- Negative Examples: Highlight behaviors that are unexpected, demonstrating the consequences and impact of such actions on others or the situation.
- Role Modeling: Role-play scenarios or demonstrate how to respond appropriately in different situations. This helps learners understand the desired behaviors better.
- Consistency: Be consistent in enforcing expectations to create a reliable and predictable environment for learners.
- Feedback: Provide constructive feedback when learners display unexpected behaviors, explaining the issue and suggesting alternative ways to handle the situation.
- Reinforcement: Offer praise and rewards for consistently displaying expected behaviors, reinforcing their positive actions.
- Open Communication: Encourage open discussions about behaviors, allowing learners to ask questions and seek clarification.
- Contextual Understanding: Teach learners to consider the context of a situation when determining appropriate behaviors, as expectations can vary based on circumstances.
- Empathy: Help learners understand the feelings and perspectives of others, emphasizing the importance of respectful and considerate actions.
Remember that teaching expected and unexpected behaviors is an ongoing process that requires patience and continuous reinforcement
What does it mean when we say we do not tolerate verbal or physical abuse?
In today’s changing world, it is not enough to simply avoid misbehaviour. Students need to be shown how to handle complex and changing social contexts. The purpose of our behaviour policy is to develop a common understanding among school staff, parents and students.
The intent of any action taken by our staff is teaching positive behaviours, not punishment.
We want to work with you on developing positive strategies to support all students.
From time to time, all of us may make a mistake or a poor choice. An atmosphere of cooperation and understanding between all parties is the most productive way of making this learning effective. A consistent approach to behaviour by school staff, students, and parents will result in students knowing, and following, behavioural expectations at Evergreen School.
How does this work at Evergreen School?
We do frequent modeling. We give children lots of opportunities to practice appropriate behaviours in different contexts. When children have difficulties we talk to them and provide coaching on different problem solving strategies.
When minor incidents happen they are dealt with immediately so that the child learns from the situation. Consequences are appropriate for the incident. For example, a child playing unsafely on the playground may be asked to sit out and observe other children playing safely. Families would not typically get a call home about this type of isolated incident unless the behaviours form a pattern and there are on-going concerns about the safety of students.
If an incident is of a more serious nature, students may go through either an oral or written problem solving process. Where the problem solving process is done in writing, parents will receive a copy. We ask that you discuss the incident with your child. Your child will undoubtedly share his or her perspective, but please keep in mind that in any conflict situation, there are several perspectives from others involved. If you have questions about the perspective of other students or staff involved please call the school. An important part of the problem solving process is in helping children understand and build empathy and to look at problems from different perspectives. We ask that you sign the problem solving sheet and return it to school. Please feel free to make additional comments if you would like to do so.
If an incident occurs that requires more immediate intervention, parents will be telephoned so that they are immediately aware of the situation. Such situations may result in the following: detentions, in school suspensions, out of school suspensions or bus suspensions. These decisions are never made lightly and are always out of concern for the safety and security of all students.