Types of Behavioral Reponses
For very minor issues that come to the office, there will be an informal record made, but no reflection sheets written. In this case, a discussion, reinforcing of expectations, or outlining of future consequences often corrects the issue. If issues continue, or other issues develop, the principal will use best judgement as to when to use the reflection sheets, when to remove privileges, when a call home or have the child call home is appropriate, when to assign community service, or when to choose a formal or informal suspension. A major incident where home and school discussion need to happen will be dealt with beginning with a call to a parent at home or work during the handling of the incident. Less severe incidents may involve written communication if appropriate.
Please remember that this is not an incremental scale. Each incident is dealt with on its own. Previous issues and discussions are taken into account as mitigating circumstances but escalating consequences (like the three strikes laws in the US) are not used as a starting point. The goal is behavioral change and not to create escalating punishment to act as a deterrent.
A trip to the office does not necessarily mean that a call home is needed or warranted. A phone call is used as another tool to correct behaviours, and not just to inform. Classroom teachers will also indicate or have the child indicate that there was an issue that involved the office in the child’s student planner. Since the planners are signed regularly this ensures that minor situations are brought home for discussions.
If your child is involved in an situation that is brought to your attention, we ask that you discuss and process the issue as well. You may choose to assign additional consequences to reinforce your disappointment and disproval. It is important to understand that how you handle your child during at home follow-up, along with how supportive you are with the process your child has participated in before coming home from school will determine the success of the process. Students that find these situations uncomfortable because of clear consequences, adult disappointment, and their own feelings of remorse, are very unlikely to have further issues. While they have felt supported and feel they can redeem themselves, they have not enjoyed the adult disappointment, or the consequences that they have to live with to “fix” the situation and make it right.
For information around Cheating and Plagiarism in Senior School:
For information around Cheating and Plagiarism in Junior and Middle School: