Standard of Behaviour

At Eleanor Hall we believe in a Standard of Behaviour that is described in the following philosophy:

A Standard of Behaviour a teaching model rather than a mandate for behaviour. The emphasis is on teaching rather than telling, nurturing rather than sanctioning and including rather than excluding. Emotional and physical safety are fundamental for the provision of safe and caring school communities, and refer to a classroom and school environment in which students can experience all of the following

  • A sense of value, belonging, acceptance, respect and dignity
  • The freedom to, in an environment of respect and acceptance, risk learning new things without fear of making a mistake
  • Encouragement, support, recognition, effective instruction, guidance and appropriate resources
  • Recognition and acknowledgement of one’s unique talents, skills and qualities
  • The freedom from harassment, intimidation (examples include: labeling,
    name-calling, ridicule, taunting, criticism or contempt) and threat of physical harm from adults or peers
  • The freedom to make choices and influence one’s own learning and pursue personal interests
  • The freedom to have (and appropriately express) one’s own feelings and opinions without fear of recrimination

Students are, to the fullest extent possible, responsible for:

  • Showing respect for the rights, property and safety of themselves and others
  • Respecting and appreciating the diversity of all school members regardless of their race, culture, ethnicity, religion, gender, sexual orientation, age and ability
  • Expressing themselves with socially acceptable language and behaviour
  • Exhibiting behaviour that avoids all forms of intimidation, harassment, racism, and discrimination
  • Dressing in accordance with school dress standards
  • Treating school property and the property of others with reasonable care
  • Respecting the responsibilities of all school members in exercising their duties
  • Promoting positive behaviour through the avoidance of all types of violent acts
  • Attending classes, activities and events and being prepared and punctual
  • Showing courtesy and respect for the rights of all people in the school and in the community
  • Demonstrating behaviour that contributes to an orderly, supportive, and safe learning environment
  • Resolving interpersonal conflicts and difficulties through discussions or by seeking assistance from school personnel
  • Developing self-discipline

Staff members are responsible for:

  • Subscribing to the policies of the Pembina Hills Public Schools and/or the tenets of the Alberta School Act and the Alberta Teachers Association Professional Code of Conduct for professional behaviour
  • Treating parents, students and fellow staff with dignity and respect at all times
  • Participating and cooperating with parents and other school staff in the development and implementation of plans to address the learning needs of students
  • Communicating information about student behaviour to parents and administration as appropriate
  • Establishing and maintaining a safe, secure, non-threatening learning environment
  • Providing an environment that promotes self-esteem and self-discipline

Parents are responsible for:

  • Instilling basic values and responsibilities in their children
  • Treating staff with dignity and respect at all times
  • Following established protocol in expressing concerns about individual staff members Refer to school website for communication protocol.
  • Ensuring that their child attends regularly and punctually
  • Helping their children understand and succeed in meeting the behavioural expectations
  • Communicating with the school in regards to their child’s needs (academic, social, emotional and behavioural).
  • Demonstrating support for the school and offering constructive input
  • Problem solving in a manner respectful of all involved
  • Obtaining a Criminal Record Check (CRC) and Child Intervention Check (CIC) prior to volunteering in the school

Behaviour and Responses:

  • Behaviour is situational, and any and every response to behaviour must always be informed by the circumstances of the situation.
  • Expected behaviours must be actively taught both at home and in school.
  • The strategies used to develop understanding and respect for the rights of others may vary from student to student
  • When there is noncompliance with the school’s behaviour expectations, an appropriate response shall follow
  • All disciplinary measures are intended to restore safety, reinforce appropriate behaviour and promote the learning of self control

Inappropriate Behaviour:

The nature and scope of inappropriate behaviour ranges from disruptive to severely disruptive. Behaviour that interrupts the learning climate of the school and/or distrubs the well-being of others is classified as disruptive. Examples of disruptive behaviour may include, but is not limited to:

  • Late arrival at school and to class
  • Disrespect or insubordination
  • Failure to comply with instructions
  • Forging notes or excuses
  • Failure to arrive with the materials required for class
  • Non-attendance or poor attendance in school or specific classes
  • Failure to attempt and/or complete assignments
  • Inappropriate dress
  • Loitering in school areas when asked not to
  • Profanity
  • Minor conflict
  • Inappropriate responses to conflict
  • Passive support for the misconduct of others (being a bystander)
  • Other acts of misconduct that are disruptive or may create a potential safety hazard

Behaviour that significantly disrupts the learning climate of the school, endangers the well-being of others or damages school property is classified as severely disruptive. Examples of severely disruptive behaviour may include, but are not limited to:

  • Chronic disruptive behaviour (a repeated pattern of misbehaviour)
  • Academic misconduct (plagiarism, cheating)
  • Vandalism
  • Disruptions to school operations
  • Verbal abuse
  • Active encouragement for the misconduct of others
  • Racial and/or discriminatory misconduct
  • Sexual harassment, assault and/or abuse
  • Sexual conduct (personal displays of affection)
  • Making threats
  • Physical violence and/or abuse
  • Theft
  • Hazing
  • Smoking
  • Use or possession of any form of a weapon
  • Use or possession of drugs and/or alcohol
  • Drug trafficking
  • Illegal activity
  • Gang activity
  • Bullying: repeated targeting, intimidation and exclusion of others by an individual or group, including electronic harassment

Appropriate Responses:

Schools are safe but by their very nature will encounter problem behaviours. Eleanor Hall School is committed to working towards the provision of a safe learning community, and will always respond to situations that threaten or violate the physical and emotional safety of those in our care. In addressing any misbehaviour, responses shall:

  • Be appropriate for the student’s stage of development and considerate of the student’s unique needs
  • Reflect the severity of misbehaviour and take into account the frequency, duration and intent of misbehaviour
  • Be chosen initially to restore safety and order
  • Make sense to students as much as possible
  • Enable students to generate appropriate responses and solutions

The following are examples of responses that may be considered in addressing inappropriate behaviour:

  • Discussion with those involved
  • Interviews that may involve students, staff, parents and/or divisional personnel
  • A plan that may include counseling, mentoring or mediation
  • Time out: a “cooling” off period
  • Student detention
  • Writing and issuing of apologies
  • Withdrawal of privileges
  • Making amends, either monetarily or through school-based community service
  • Development and implementation of a behavioural or performance contract
  • Suspension: in-school or out-of-school ranging from one class period up to/including 5 days
  • Expulsion: involvement of school administration, Superintendent and Board is required.