As required by Calgary Board of Education, Richmond School has a policy stating expectations for student behavior based on the Alberta school act and CBE policy 6001. Our policy is positive. It stresses student responsibility, encourages self-discipline, and fosters emotional and social growth. It makes clear the consequences of poor decisions and honors exemplary behavior. Our policy emphasizes the responsibilities of parents and staff in regards to setting a positive example for students.
Creating a Positive Learning Environment
Proactive Approaches: At Richmond School we are committed to developing a positive environment for learning and to proactively support positive and effective student behavior. In support of this commitment we:
- develop capacity and skills for good decision-making and problem-solving,
- come together as a community and regularly scheduled assemblies,
- offer opportunities to connect to the broader community through field trips and guest speakers,
- provide leadership experiences through clubs and activities,
- expect everyone to accept responsibility for the care and maintenance of school property.
Behavior Policy: As required by Calgary Board of Education, Richmond School has a policy stating expectations for
student behavior based on the Alberta school act and CBE policy 6001. Our policy is positive. It stresses student
responsibility, encourages self-discipline, and fosters emotional and social growth. It makes clear the consequences of
poor decisions and honors exemplary behavior. Our policy emphasizes the responsibilities of parents and staff in regards
to setting a positive example for students.
Goal: Our goal is to help students see themselves as being responsible for their behavior. While most students behave in a responsible manner, we recognize that on occasion, a student my make an error in judgment and make poor decisions
regarding his or her behavior. Staff and parents share the responsibility for teaching students ways to handle their errors in judgment in an acceptable manner.
Our approach to supporting positive decisions/behavior will be to:
- Help the student identify the problem
- Help the student solve the problem situation and learn from the experience
- Preserve the student’s self-esteem
Students Can Expect To
- Be treated with dignity, respect and fairness by other students and staff
- Learn in an environment that is free from physical, emotional, and social abuse
- Be included in all appropriate activities Our “Four Pillars of Care” provide the framework for our expectations.
School Wide Expectations
- Attend school regularly and on time
- Learn from school experiences and refrain from interfering with the learning of others
- Contribute to a positive learning environment
- Use technology and the Internet safely and appropriately
- Stop and listen to the adult in charge
- Play in a safe and friendly way
- Keep hands, feet, bodies and objects to ourselves
- Use acceptable language
- Respect feelings
- Solve problems with words not physical actions
- Use school equipment and materials safely and respectfully
- Show pride in our school
Students will receive assistance, encouragement, specific feedback and positive recognition for acceptable behavior. Communication of positive recognition may take the form of a comment from a teacher, a note in the agenda or Communication Book (Kindergarten), a positive phone call home, or acknowledgement in the morning announcements,
assemblies, or monthly newsletters.
All students at Richmond will know what is expected of them and can expect to be actively supported in their efforts to develop problem-solving skills and strategies. Intervention will focus on problem-solving and may take the form of:
- Class meetings that include an instructional component
- Individual or small group problem-solving discussions
Involvement of parents
When a student behaves inappropriately, consequences will be given to help the student realize poor judgment was used on their part. The student will be assisted to choose and use more acceptable alternatives. We will respond to all major misconducts and instances of bullying.
Letter Home Protocol
In the event that a student has made a poor choice with their behavior, the student, with the assistance of a teacher or administration, will write a letter home and/or apology note to any affected person. This note will be read by the student to the parent the day of the incident and will need to be signed by the parent and returned to the school the next school day. Where administration is involved, we kindly ask parents to please call administration.
Minor misconducts will be handled “on the spot” by any staff member by stopping the students and reminding them of the school wide expectations. Referrals may be made to the classroom teacher. Examples of misconducts include but are not
- Making excessive noise in the building
- Disturbing the learning of others
- Ignoring the bell
- Playing in non-designated areas
Major misconducts are behaviours that interfere with the orderly functioning of the school and threaten the safety and /or dignity of students or staff.
Examples of major misconducts for which immediate action will be taken are:
- Defiance or willful disobedience
- Hitting , tripping, throwing objects or physical abuse
- Disrespectful or abusive language including swearing, name-calling, teasing
- Vandalism or theft
Bullying is negative behavior that reflects the following characteristics:
- Targeting a person, over time, with repeated negative actions
- Victimizing a person that feels unwilling or unable to defend him/herself
- Causing feelings of embarrassment, hurt, fear or anger in the victim
Bullying can be stopped when adults are aware that it is happening and students are taught the appropriate skills. Parents and students are strongly encouraged to talk about experiences at school and to report to teachers or administration all concerns with respect to bullying.
Immediate Action Taken
- Letter of apology / statement of problem
- Principal or designate conference with student
- Parents notified
When handling consequences for major misconducts, staff members will consider all circumstances prior to action taking place. These may include age and placement of student, patterns of misconducts, student attitude, involvement and support of parents, and the seriousness of the misconduct.
Loss of privileges, in-school suspension, parent/student/administration conference, behavior action plan, out-of school suspension, making restitution for damages, support team intervention.