Archwood School wishes to ensure that it provides a welcoming, safe, and
caring school community – an environment in which effective teaching and
learning can occur. It is expected that all students will conduct themselves
appropriately at school, to and from school, and at divisional and
school-sponsored activities in the larger community.
We Believe That…
Effective teaching and learning occurs best in a positive school climate
where students behave appropriately.
Teachers and other adults have an ongoing responsibility to prepare students
for their role as citizens and to model these attributes in their daily
interactions with students. Teachers regularly reinforce student learning about
friendship, caring, empathy, citizenship and respect*. Student learning in these areas is maximized when school
and home share the responsibility of teaching and reinforcing appropriate
behaviour. As staff members, we will model respectful behaviour that reflects
the values and positive behaviour expected in this Code of Conduct.
Our expectations revolve around three guiding beliefs:
BE RESPECTFUL BE SAFE
Students are expected to:
behave responsibly, and in a respectful manner
show concern and tolerance for others
demonstrate respect for the rights, roles and responsibilities of other
students and staff
demonstrate respect for the school and the property of others
adhere to provincial (see below), divisional, and school policies respecting
appropriate use of electronic mail and the Internet, including the
prohibition of materials that the school has determined to be objectionable
illegal drugs and alcohol
bullying, harassment, and discrimination
weapons and violence
gang related behaviours
attend school regularly
arrive on time for school
follow guidelines for appropriate school attire**
ensure that all assignments and tests demonstrate academic honesty
comply with this code of conduct
Our goal is student self-discipline.
We believe that students can learn to manage their own behaviour. All of us
make mistakes and mistakes are an opportunity to learn. Staff members will offer
guidance as students learn to meet their needs in appropriate ways. Where
possible, students will be encouraged to fix their mistakes through
restitution*** in order to be strengthened
from the experience, and to become the person that they would like to be.
Restitution, as part of discipline creates a balance that allows for learning
from mistakes, learning different behaviors, and making amends.
School staff plays a critical role by modeling respect for and support of the
Staff will intervene when students:
are disruptive and interfere with the learning of others
use profanity (including language and/or gestures)
do not maintain academic integrity – plagiarism, cheating etc.
deliberately fail to complete school work
Students are referred to administration when the following occurs:
serious physical harm to and/or assault on an employee or another student
(including using a weapon)
weapons on the school grounds (including school buses and bus stops)
serious damage to property (including fires that are set on school property)
chronic behaviour problems
staff members and/or other students are threatened
direct defiance of an adult
Staff members will also intervene in the following unacceptable or
intolerant behaviours as outlined in the Public Schools Act:
bullying or abusing physically, sexually, or psychologically (orally, in
writing or otherwise)
discriminating unreasonably on the basis of any characteristic set out in
subsection 9(2) of The Human Rights Code
using, possessing, or being under the influence of alcohol or illicit drugs
at school or school sponsored events
gang related behaviours at or to and from school
possessing a weapon, as “weapon” is defined in section 2 of the Criminal
Code (Canada), on school sites
Including disciplinary consequences for violating this code of conduct, all
interventions are made with the intent to preserve the dignity and self worth of
all involved. Interventions/ consequences may include:
* Classroom beliefs will be developed by
each class annually, reviewed periodically throughout the year, and shared with
parents. Staff members meet regularly to discuss strategies to help students
meet their needs and to develop plans.
**Guidelines: Clothing and
personal gear should be respectful of the learning environment and the people
who are in it. Our clothing should not be offensive in any way, or unsuitable to
the school setting. This would include:
Logos, emblems or phrases that display disrespectful language, violence, drug
use, gangs, racism, sexism or ethnic prejudice.
Bare midriffs, revealing clothing, exposed undergarments, video games,
headphones (MP3 players, CD players, etc.), using cell phones during school
hours, hats and other headwear are not permissible. Exceptions are headwear worn
for medical or religious reasons, approved learning-related activities and,
special activity days.
To create the conditions for the person to fix the mistake and return
to the group strengthened. (Diane C. Gossen - Restitution:
Restructuring School Discipline, 1998)
When thinking about the concept of restitution, most people generally think
of restitution to the victim. While this is important, the major focus needs to
be on self-restitution, where the offender restores him/herself back to
the person he/she wants to be.
Restitution is mostly about gaining self-balance. Each of us has
pictures in our heads of the way we want things to be. The higher level pictures
reflect the values we hold. These pictures are like mental magnets – they pull
our behaviour to match what we have decided is important. We may have pictures
of ourselves as a caring, competent, and responsible people who are always
growing and self-actualizing.
When we perceive ourselves to be out of balance, we seek to restore ourselves
back to the people we picture ourselves to be. This process of restoring oneself
is an ongoing self-reparation.
Successful people make restitution to themselves all the time. Often it is
almost automatic. The restitution process is a creative art and is especially
challenging when the reparation is not immediately evident.