There are many ways we show that “Glenmeadows Cares”. We work together to create a quality learning environment for all. We believe that:
- Learning is our central purpose and clear expectations for behaviour helps adults and students work together.
- Every student has the right to a comfortable nurturing learning environment.
- Students, staff and volunteers are expected to show respect and consideration for each other at all times.
- Everyone will demonstrate respect for school and personal property.
We are committed to the establishment and maintenance of a safe, caring, sharing, and effective learning community for students, staff, and community members. Through direct teaching of respect, responsible, reasonable and empathetic behaviours, we promote social responsibility. We believe that all students are capable of making excellent behaviour choices. Behaviour strategies and consequences are developed according to the individual child’s needs and the situation. We will seek to balance the rights of the individual with those of the total school population.
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 Glenmeadows School.
How does this work at Glenmeadows School?
We do frequent modeling. We give children many 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.
Staff Responsibilities and Commitments
- To provide a safe and positive learning environment and be positive role models for students.
- To reinforce positive behaviour.
- To treat others with dignity, care and respect.
- To collaboratively establish expectations for behaviour in the school environment.
- To assist students in taking ownership for their behaviour by working with them through a positive problem-solving process.
- To provide assistance and support to students who need help problem solving.
- To deal with students confidentially and on an individual basis.
- To develop and maintain open communication with parents in order to discuss student progress and/or solve problems.
- To follow and adhere to the Calgary Board of Education policies and regulations.To discuss concerns using a polite, respectful manner.
- To ensure that instruction and evaluation is provided in accordance with Alberta’s Program of Studies.
Student Responsibilities and Commitments
- To be actively involved in learning, attend school regularly and punctually.
- To complete assignments, and participate co-operatively in the lessons planned by teachers.
- To be respectful to others and responsible for their behaviour on the way to school, at school and on the way home, whether walking or riding the bus.
- To cooperatively participate in positive problem solving processes. • To use appropriate language for the school environment.
- To be clean and appropriate in dress and personal appearance.
- To use all playground equipment in a safe and co-operative manner.
- To only participate in non-contact activities, while remaining within the designated school boundaries.
- To discuss concerns using a polite, respectful manner.
- To treat others with dignity, care and respect. (Students will not throw dirt, rocks or snowballs; students will not engage in fighting of any kind, e.g. pushing, pinching, hitting, kicking, harassing or play fighting.)
- To use respectful language.
Parent Responsibilities and Commitments
- To support, cooperate, give input and model behaviours conducive to children’s learning.
- To promote and support a sense of ownership and positive attitude toward learning in their children.
- To promote a sense of responsibility and respect for others in their children.
- To ensure that their children are clean, properly fed, rested, and clothed.
- To review, discuss and support the Behaviour Expectations and Responsibilities.
- To develop and maintain positive, open communication with school staff members in order to discuss pupil progress and/or solve problems.
- To assist children with the restitution of any wilfully damaged property.
- To model positive problem solving with students and staff at Rosscarrock School.
School Discipline Policy
The CBE is committed to providing students and staff with a welcoming, caring, respectful and safe learning environment that respects diversity and fosters a sense of belonging. With this in mind, the CBE is created a system-wide Student Code of Conduct (Administrative Regulation 6005) with input from students, parents and CBE employees. All CBE students are expected to abide by the new system regulations, Administrative Regulation 6005 Student Code of Conduct, Administrative Regulation 6006 Progressive Student Discipline and Administrative Regulation 6007 Suspensions and Explusions.