Code Of Conduct

At Tremblay Elementary, we firmly believe that children are responsible for their behaviour. Decisions children make every day bring them either positive or negative consequences. We strive in formal and informal ways to teach our students how to make positive decisions on a daily basis. When a student chooses to make a poor decision we use a restorative process to allow them to decide how they will repair and restore the balance to the learning community. The code of conduct is also created so that students know and realize that they are accountable for their actions.

Tremblay promotes and upholds the values expressed in the BC Human Rights Code respecting the rights of all individuals in accordance with the law – prohibiting discrimination based on race, colour, ancestry, place of origin, religion, marital status, family status, physical or mental disability, sex or sexual orientation – in respect of discriminatory publication and discrimination in accommodation, service and faculty in the school environment.

Purpose

The purpose of the code of conduct is:

  1. To establish and maintain safe, caring, and orderly environments for purposeful learning,
  2. To establish and maintain appropriate balances among individuals and collective rights, freedoms and responsibilities,
  3. To clarify and publish expectations for student behaviour while at school, while going to and from school, and while attending any school function or activity at any location, and behaviour beyond these times when it affects the safe, caring and orderly environment of the school.
    • This would include: web site postings, blogs or text messages by or about students or staff using electronic devices, and other means that negatively affect other members of the school community and student learning.

Conduct Expectations

Students at Tremblay Elementary are expected to:

  1. Respect self, others and the school
  2. Help to make the school a safe, caring and orderly place
  3. Inform a "tellable" adult, in a timely manner (in advance, if possible) of incidents of bullying, harassment or intimidation
  4. Engage in purposeful learning activities in a timely manner
  5. Act in a manner that brings credit to the school.

Unacceptable Conduct

The following examples are an idea of what would be consider unacceptable conduct at Tremblay Elementary. These are examples and this is not to be considered an all-inclusive list.

  1. Behaviours that:
    • Interfere with the learning of others
    • Interfere with an orderly environment
    • Create unsafe conditions
  1. Acts of:
    • Bullying, harassment or intimidation
    • Physical violence
    • Retribution against a person who has reported incidents
  1. Illegal acts, such as:
    • Possession, use or distribution of illegal or restricted substances
    • Possession or use of weapons
    • Theft, vandalism or damage to property

Rising Expectations

As students become older, more mature, and move through successive grades, there is an understanding that the level of expectations for them increases. For example:

  • Students will have increasing personal responsibility and self-discipline.
  • Students will have increasing consequences for inappropriate behaviour.

Consequences

When determining consequences the severity and frequency of the unacceptable conduct as well as the age and maturity of students is considered in determining appropriate disciplinary action. Responses to unacceptable conduct are pre-planned, consistent, and fair. The disciplinary action, whenever possible is preventative and restorative rather than merely punitive. Students are, as often as possible, encouraged to participate in the development of meaningful consequences for violations of the established code of conduct.

The Following Pages List Examples Of Unacceptable Conduct And The Consequences That May Be Used:

Please note that the information reflects both Primary and Intermediate; further, the policy considers both the one time offender and those who frequently make poor choices. In most cases, the practices for the younger children will be different from those who are in the older grades. The consequences are not listed in order of how they would be used; it is just a list of different strategies. As well, please read the definitions at the end for bullying behaviour, cyber bullying, harassment, and intimidation.

As well, any time a child is referred to the office they will complete a “Think” sheet with restorative type questions on it, which will help students explain the incident and be accountable. This gives students time to think about what they’ve done and how their actions affected others.

The items on the following list are not in order of how they are used, they are just there as suggestions for teachers, support staff and administrators to use.

Consequences - Primary

 

First Situation

Repeated Problem

Fighting:

  • Time out
  • Class meeting/circle
  • Visit the principal
  • Phone call home
  • Loss of privileges
  • Detention
  • Phone call to the parent
  • School based team meeting  - develop a behaviour action plan
  • Counselling
  • Recess restrictions
  • Loss of privileges
  • Visit the principal
  • Suspension
  • Part-time program

Swearing:

  • Time out
  • Class meeting/circle
  • Phone call home
  • Loss of privileges
  • Detention
  • Visit the principal
  • Phone call to the parent
  • School based team meeting  - develop a behaviour action plan
  • Recess restrictions
  • Loss of privileges
  • Visit the principal

Bullying:

  • Time out
  • Class meeting/circle
  • Meaningful apology
  • Phone call home
  • Loss of privileges
  • Detention
  • Visit the principal
  • Phone call to the parent
  • School based team meeting  - develop a behaviour action plan
  • Counselling
  • Recess restrictions
  • Loss of privileges
  • Visit the principal
  • Suspension
  • Part-time program

Teasing/ Name Calling

  • Time out
  • Class meeting/circle
  • Meaningful apology
  • Phone call home
  • Loss of privileges
  • Detention
  • Visit the principal
  • Phone call to the parent
  • School based team meeting  - develop a behaviour action plan
  • Counselling
  • Recess restrictions
  • Loss of privileges
  • Visit the principal
  • Suspension

 

First Situation

Repeated Problem

Off Task:

  • Time out
  • Teacher/child conference (in the hallway)
  • Class meeting/circle
  • Phone call home
  • Loss of privileges
  • Detention
  • Removal from class to another class for a period of time.

 

  • Phone call to the parent
  • School based team meeting  - develop a behaviour action plan
  • Detentions appropriate to the misbehaviour
  • Recess restrictions
  • In school Suspension
  • Loss of privileges
  • Visit the principal

 

Vandalism:

  • Repair or replace, when ever possible
  • Phone call home
  • Teacher/child conference
  • Class meeting/circle
  • Loss of privileges
  • Detention
  • Visit to the principal
  • Phone call to the parent
  • Repair or replace when ever possible
  • School based team meeting  - develop a behaviour action plan
  • Detentions appropriate to the misbehaviour
  • Recess restrictions
  • Internal or external suspension
  • Loss of privileges
  • Visit the principal

Disrespectful:

  • Time out
  • Meaningful apology
  • Teacher/child conference (in the hallway)
  • Class meeting/circle
  • Phone call home
  • Loss of privileges
  • Detention
  • Phone call to the parent
  • Written apology
  • School based team meeting  - develop a behaviour action plan
  • Recess restrictions
  • In school Suspension
  • Detentions appropriate to the misbehaviour
  • Loss of privileges
  • Visit the principal

Non-Compliance: refusing to do things when asked.

 

  • Loss of privileges
  • Written apology
  • Removal to another class for a period of time
  • Detention
  • Phone call home

 

  • Phone call to the parent
  • School based team meeting  - develop a behaviour action plan
  • Counselling
  • Loss of privileges
  • Visit the principal

 

First Situation

Repeated Problem

Stealing:

  • Repair or replace wherever possible
  • Time out
  • Phone call home
  • Teacher/child conference
  • Class meeting/circle
  • Loss of privileges
  • Detention
  • Repair or replace when ever possible
  • Phone call to the parent
  • School based team meeting  - develop a behaviour action plan
  • Detentions appropriate to the misbehaviour
  • Counselling
  • Loss of privileges
  • Visit the principal
  • In-school suspension

Tardiness

(Student choice):

  • Discussion
  • Dealt with in classroom.

 

  • School based team meeting
  • Action plan
  • Phone call home
  • Loss of privileges if the tardiness is caused from coming in late from recess and lunch.

Consequences - Intermediate

Fighting:

 

  • Phone call home
  • Think Sheet
  • Detention
  • Restitution – school service appropriate to the situation
  • Student and Teacher begin a “behaviour Plan”
  • Suspension – internal or external
  • Visit the principal
  • Loss of privileges at recess or lunch
  • School Based Team Meeting – involve teacher, student, parent (s), principal, etc.
  • Counselling
  • Suspension – internal or external
  • Think worksheet
  • Detention
  • Recess restrictions
  • Loss of school privileges
  • Home study
  • Part-time program

Swearing:

  • Think Sheet
  • Phone call home
  • A meaningful apology
  • Suspension – internal or external
  • Detention
  • School Based Team Meeting – involve teacher, student, parent (s), principal, etc.
  • Counselling
  • Suspension – internal or external
  • Think worksheet
  • Detention
  • Loss of school privileges

Bullying: this includes cyber-bullying.  Please read the definitions provided at the end of this document so there is a shared understanding of what bullying is. 

 

Bullying is NOT disagreements, arguments, or conflicts. 

  • Class meeting/circle
  • Detention
  • Think sheet
  • Phone call home
  • Restitution – school service appropriate to the situation
  • Student and Teacher begin a “behaviour Plan”
  • Suspension – internal or external
  • Loss of school privileges
  • Recess restrictions
  • School Based Team Meeting – involve teacher, student, parent (s), principal, etc.
  • Counselling
  • Suspension – internal or external
  • Detention – Think sheet
  • Recess restrictions
  • Loss of school privileges
  • Home study
  • Part-time program
  • Involve the RCMP in very serious circumstances

Dishonesty:

 

  • Meaningful consequence
  • Discussion
  • Counselling
  • Visit the principal
  • Loss of privileges
  • Phone call home

 

Teasing/ name calling:

  • Detention – Think Sheet
  • Phone call home
  • A meaningful apology
  • Recess restrictions
  • School based team meeting  - develop a behaviour action plan
  • Counselling
  • A meaningful apology
  • Suspension – internal or external
  • Detention
  • Think sheet
  •  Recess restrictions
  • Loss of privileges

Off Task:

  • Review of class expectations
  • Phone call home
  • Teacher/student conference in the hall
  • Detention – appropriate to situation
  • Loss of privileges
  • Removal to another class or quiet area where there are no distractions
  • School based team meeting  - develop a behaviour action plan
  • Detention – appropriate to situation
  • Daily reports to the parents
  • Recess restrictions
  • Loss of privileges
  • Counselling

Vandalism:

  • Repair or replace, wherever possible
  • Detention
  • Think sheet
  • Phone call home
  • Teacher/child conference
  • Class meeting/circle
  • Visit the principal
  • Loss of privileges
  • Detention
  • Repair or replace, wherever possible
  • Involve the principal
  • School based team meeting  - develop a behaviour action plan
  • Recess restrictions
  • Loss of privileges- presence on the school property only for instruction
  • Counselling
  • Suspension – internal or external
  • Home study program
  • Involve the RCMP in very serious circumstances

 

Disrespectful/Non-Compliance:

  • Detention
  • Think sheet
  • Phone call home
  • Student and Teacher conversation on respect
  • Recess restrictions
  • Loss of privileges
  • Removal to a different class or quiet area

 

  • School Based Team Meeting – involve teacher, student, parent (s),

principal, etc.

  • Detention
  • Think sheet
  • Loss of privileges
  • Counselling
  • Suspension – internal or external
  • Part-time program

Stealing:

  • Items returned or replaced wherever possible
  • Meaningful apology
  • Phone call home
  • Detention
  •  Think sheet
  • Loss of privileges

 

 

  • Items returned or replaced wherever possible
  • Phone call to the parent
  • School Based Team Meeting – involve teacher, student, parent (s),

Principal, etc.

  • Loss of privileges
  • Counselling
  • Suspension
  • Involve the RCMP in very serious circumstances

Tardiness

(Student choice):

  • Discussion
  • Loss of privileges
  • Phone call home
  • School based team meeting

Action plan

Harassment Or Intimidation

  • Think sheet
  • Detention
  • Phone call home
  • Restitution
  • Behaviour plan
  • Loss of privileges
  • Visit the principal
  • School Based Team Meeting
  • Suspension – internal or external
  • Counselling
  • Involve RCMP
  • Part-time program

Definitions

The following definitions may be useful in the development of codes of conducts so that everyone in the school community shares a common understanding of terms that appear in the codes. They are not legal definitions, but have been commonly used in the school system.

Bullying behaviour: a pattern of repeated aggressive behaviour, with negative intent, directed from one person to another where there is a power imbalance.

Bullying behaviour is a type of harassment and intimidation. This aggressive behaviour includes a physical or verbal behaviour, and is an intentional and purposeful act meant to inflict injury or discomfort on the other person. There are three critical conditions that distinguish bullying from other forms of aggressive behaviour including:

  1. Power: involves a power imbalance. Individuals who bully acquire their power through physical size and strength, including status within the peer group, and or by recruiting support of the peer group.
  2. Frequency: is repeated over time. Bullying is characterized by frequent and repeated attacks. It is this factor that brings about the anticipatory terror in the mind of the person being bullied that can be so detrimental and can have the most debilitating long-term effects.
  3. Intent to harm: is intended to hurt. Individuals who bully generally do so with the intent to either physically or emotionally harm the other person.

Remember bullying is a repeated aggressive behaviour. It is NOT an argument or conflict.

Cyber bullying: bullying behaviour, which is carried out through an Internet service such as email, chat room, blog, discussion group, Facebook, Twitter, uploading videos to YouTube, or instant messaging. It can also include bullying through mobile phone technologies and new Internet technologies in the future.

Harassment: any unwelcome or unwanted act or comment that is hurtful, degrading, humiliating, or offensive to another person is an act of harassment. Of particular concern is such behaviour that persists after the aggressor has been asked to stop.

Any of the following behaviours could be considered harassment:

  • Condescending treatment that undermines another’s self-respect, name-calling, teasing, disrespectful comments
  • Gossiping, spreading malicious rumours, “dirty” looks, social ridicule, public embarrassment
  • Social isolation (“freezing out” or rejecting others), exclusion from a group threatening withdraw friendship
  • Repeated unwanted communication
  • Unwelcome jokes, innuendoes, insults, or put downs; taunts about a person’s body, disability, religion, attire, age, economic status, ethnic or national origin
  • Insulting graffiti directed at an individual or group
  • Unwanted and uninvited sexual attention, particularly when it is intimidating, hostile, or offensive to the recipient.

Intimidation: Intimidation is the act of instilling fear in someone as a means of controlling that person.

For example, any of the following behaviours could be considered intimidation:

  • Verbal threats; threatening phone calls, threats of violence against a person or property
  • Physical threats: showing a weapon, jostling, threatening to punch, stalking or following
  • Defacing or stealing victim property
  • Daring or coercing victim to do something dangerous or illegal
  • Extortion (demanding payment or goods for a victim’s safety)
  • Inciting hatred toward a victim
  • Setting up a victim to take the blame for an offence
  • Pretending to use imaginary weapons on people.

Safe schools: schools in which members of the school community are free of the fear of harm, including potential threats from inside or outside the school. The attitudes and actions of students, staff and parents support an environment that is resistant to disruption and intrusion, and enables a constant focus on student achievement.

Caring schools: schools where it is known that a sense of belonging and connectedness – not just for students, but also for everyone in the school community – is a necessary element in the creation and maintenance of a safe learning environment. Caring schools are ones in which members of the school community feel a sense of belonging and have opportunities to relate to one another in positive, supportive ways. All aspects of school life embrace and reflect diversity. The school is an inviting place for students, staff, parents and visitors. Staff members make conscious and concerted efforts to help other members of the school community feel connected.

Orderly schools: schools that are free from chaos and confusion, and alive with the sights and sounds of purposeful learning activities. Routines for repetitious activities are well established so students’ minds and bodies are free to focus on learning and development work at hand. A businesslike atmosphere exists, yet there is creativity and fun in abundance. Everyone in the school has work to do and does it in a timely way – and in a way that does not interfere with the learning and development of others. Everyone feels a sense of meaningful accomplishment, and feels the school is a good place to be. All members of the school community are informed about and exercise their rights and responsibilities as school citizens.

Rights And Procedural Fairness

  • Entitles a student to an education program;
  • Requires a student to comply with the Board approved, school code of conduct;
  • Holds students and parents liable for the school property damage;
  • Give students/parents the right to appeal any decision made by an employee or officer which significantly affects the student’s education, health or safety;
  • Requires that student discipline be similar to that of a kind, firm and judicious parent;
  • Allows boards to suspend students as long as it continues to provide an educational program;
  • Makes rules establishing a code of conduct, suspension and the provision of an education program for a suspended student;
  • Allows boards to refuse to provide an educational program to a student who is 16 years old and refuses to comply with the code of conduct.
  • Common law gives students and parents the right to procedural fairness.

Tremblay Elementary School Dress Code

The appearance of any young person is primarily the responsibility of that individual and his/her parents/ guardians. We expect students to maintain the type of appearance that is not distracting to teachers or other students to the detriment of the educational process of the school. When a student’s appearance is felt to be detrimental, the principal will meet with the student to address the concern and resolve the situation. In some cases, a student /parent/ principal conference may be requested.

At Tremblay Elementary, staff in conjunction with the parents have, agreed that we would like to maintain a dress code. Students are not to wear attire:

  • Advertising drugs or alcohol
  • Tank tops or sun dresses with spaghetti straps, short shorts or midriff revealing clothing or clothing revealing undergarments or cleavage. Short length must reach the end of your fingertips.
  • Tops must meet bottoms when arms are raised.
  • Expressing vulgar language, racist or sexist comments.
  • Displaying any suggestive sexual thoughts.
  • Covering their heads unless it is for religious reasons sanctioned by their parents. This includes hats, hoodies and bandanas.
  • NO wristbands or gloves are to be worn in school.
  • NO sunglasses are to be worn in class.

Consequences:

  • Sent to the office
  • Borrow clothing
  • Call home
  • Clothing turned inside out
  • Tape over inappropriate language

Tremblay Elementary Expectations

  1. Students are expected to be polite and respectful in dealing with teachers, support staff, guests to the building, and other children. Rudeness in words or gestures will not be accepted.
  2. Swearing, vulgar language and racist comments have no place at school. Students using such language will be held accountable for their actions.
  3. Students are not permitted to smoke or carry any tobacco products while they are at school. Cigarettes and other tobacco products, as well as matches and lighters will be confiscated. We will advise the parents of any student we have reason to suspect may be smoking so that the parents can address this important health matter. As well, School District 59 is a non-smoking environment. There is to be no smoking on school district property. Likewise, no energy drinks will be permitted at school. They will be taken from students and not returned.
  4. Stealing or vandalism to school property or the belongings of other students will not be accepted. Replacement or restitution will be expected in instances of willful damage.
  5. Students are not to leave the school premises at recess or lunchtime without written permission from parents or guardians.
  6. Children are to walk while inside the school and maintain a low speaking volume.
  7. Outside shoes are to be removed and put on the boot racks when children enter the building. Children are expected to have inside footwear for the classroom and gym use.
  8. The use of cell phones is not acceptable in the building or on school grounds. If a child needs to use a phone they can come to the office. If you are trying to reach your child please call the office and we will pass on the message. If a student is using their phone they will be asked to put it away. If they are repeatedly asked their phone may be taken away and parents will be called to come pick it up. When students are texting during class this takes away from their learning environment. It also distracts other students around them. If a phone is stolen it is not the school’s responsibility to find it or replace it, as it is not supposed to be at school. Another reason cell phones are not allowed at school is because students have been hiding inappropriate items in the spots where the battery should be.
  9. Toys/ electronic devices should not be at school. Students will be given a warning to put it away. For repeat offenders the electronic device will be sent to the office and parents will have to come in and pick it up. If a child has brought a toy or electronic device to school, and it is lost or stolen. It is not the school’s responsibility to find or replace that item.
    Another reason for not having toys or electronics at school is that sometimes students feel the need to sell them or trade them. This has a tendency to cause conflict between students and should not be done at school.
  10. Parents and guests are more than welcome at Tremblay Elementary. Unless it is the end of the day or first thing in the morning, visitors must check in at the office first. However, if you would like to go into classrooms you need to plan this ahead of time with the teacher. If you are not volunteering your visit should be limited to 15 minutes.
  11. No pets are allowed in the school due to allergies and safety reasons.

Communicating Between Home And School

Communicating with your child’s teacher.

If you have a question or concern regarding your child, please contact your child’s teacher. This can be done by sending a note, phoning, or leaving a message at the office. Appointments made in advance are the most efficient way to raise concerns or questions with your child’s teacher. While sometimes it is possible to drop in to see the teacher, usually they are meeting the needs of the whole class, and therefore appointments and phone calls work best. Concerns should not be brought to the administration first but need to be communicated to the teacher first.

Written communication to provide families with school information will be issued throughout the year. Please take time to read them, discuss them with your children, and keep them handy for future referral.

Each month a school newsletter is sent home. Our newsletter provides information on events that have taken place, events that are about to happen and interesting news about our school community. It will also have the dates and times of events and assemblies. If you would like to receive your newsletter via e-mail please leave your e-mail address at the office. This will also cut our costs on paper.

Erase Bullying

Erase is all about building safe and caring school communities. This includes empowering students, parents, educators and the community partners who support them to get help with challenges, report concerns to schools, and learn about complex issues facing students.

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