POSITIVE BEHAVIOUR
POLICY
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Introduction: In The City School International, we strive to provide a caring ethos where everyone in the school community feels safe, confident, valued and respected. By promoting an environment where everyone can live and work together in a supportive way, students are able to reach their full potential, emotionally, socially and intellectually. Aims: ● to define acceptable standards of behaviour; ● to encourage consistency of response to both positive and negative behaviour; ● to promote self-esteem, self-discipline and positive relationships; ● to ensure that the school's expectations and strategies are widely known and understood; ● to encourage the involvement of both home and school in the implementation of this policy; ● to show appreciation of the efforts and contribution of all. Standards of Behaviour: We expect standards of behaviour based on the basic principles of honesty, respect, consideration and responsibility. The adults encountered by the students at school have an important responsibility to model high standards of behaviour, both in their dealings with the students and with each other, as their example has an important influence on the students. Code of Conduct: The TCSI Code of Conduct(Link) entails all the Rules and Regulations that must be always followed and observed by all students. The Code of Conduct is an embodiment of Law and Order and promises to make students better citizens for a brighter future. The Code of Conduct is created with aspects beneficial to a Student’s Overall character and the school as a whole. The students are motivated to follow the school rules through the encouragement and constant reminders by parents, school management, teachers and all the administrative staff of TCSI. Rules and Procedures: Rules and procedures should be designed to make clear to the student how they can achieve acceptable standards of behaviour. Rules and procedures should: ● be kept to a necessary minimum; ● be positively stated, telling the students what to do rather than what not to do; ● actively encourage everyone involved to take part in their development; ● have a clear rationale, made explicit to all; ● be consistently applied and enforced; ● promote the idea that every member of the school has responsibilities towards the whole.
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Rewards: Our emphasis is on rewards to reinforce good behaviour, rather than on failures. We believe that rewards have a motivational role, helping children to see that good behaviour is valued. The commonest reward is praise, informal and formal, public and private, to individuals and groups. It is earned by the maintenance of good standards as well as by particularly noteworthy achievements. Rates of praise for behaviour should be as high as for work. When creating the recognition and rewards programs, school considered the following: ● Standards of appropriate behaviours are clearly stated, shared, and understood by everyone. ● All students are eligible for recognition and rewards. ● Consistent level and use of recognition associated with specific positive behaviours− Recognition and reward systems are clear and everyone understands the reasons for receiving rewards. ● Recognitions and rewards can be verbal (praises), action (clapping hands), or material (a gold star or a certificate), or all the above ● Material rewards should not have significant monetary value (sometimes a certificate would be sufficient) Examples of Positive Recognition and Rewards Practices How to Encourage Positive Behaviour (1) Moral Recognition (A) Verbal Recognition ● Recognize and praise student written work. This can be done during morning assembly/registration time or in class before all students. ● Arrange for a meeting between student and the SLT to encourage and motivate the student. (B) Written Recognition. ● Certificates and appreciation letter ● Put student name and photo on appreciation boards. ● Post students work/appreciation on electronic sites, newsletter or end of year magazines issued by the school. ● Present a thank you/ appreciation letter/email to the parent (during parent meetings, in the morning assembly, through school activities or special occasions) ● Gem of a lesson sticker. (2) Material/Financial Recognition. ● Different kinds of prizes and/or rewards
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(3) Recognition through allowing participation in school events and activities ● To have student enjoy additional school trips, camps and other types of events and activities which would enhance students’ social skills and experience. Disciplinary Code/ Procedures: Although rewards are central to the encouragement of good behaviour, realistically there is a need for actions to register the disapproval of unacceptable. The use of consequences is characterised by certain features: • • • •
It must be clear why the action is being applied; it must be made clear what changes in behaviour are required to avoid future repitition of the action; group reprimanding should be avoided as this breeds resentment; it should be the behaviour rather than the person that is reprimanded.
Actions range from expressions of disapproval, withdrawal of privileges, notes or letters to parents, referral to the Head of Inclusion, Vice Principal or Principal, and, ultimately and in the last resort, suspension. Any disciplinary action used to address student misconduct should be firm, consistent, clear and in compliance with all KHDA and UAE laws, policies and guidelines. The disciplinary action shall also be in accordance with the nature of the negative behaviour and the level of offense that is associated with the behaviour. School staff will ensure that students are given appropriate opportunities to act positively before it is escalated in disciplinary action. Levels for Disciplinary Actions At TCSI we categorize student misconduct into three levels: Each level of behaviour requires a different disciplinary approach for modifying and correcting the student behaviour. The strategy applied for the level of behaviour must be appropriate for the school phase, student age and gender. Levels of Misconduct
Level One Behaviour that causes the disruption of teaching and learning. Behaviours in Level One may include but are not limited to: ● Tardiness ● Unexplained absences ● Not bringing the necessary books and equipment ● Incorrect school uniform (including sport uniforms when appropriate) ● Disruptive classroom and school behaviour
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● Breaking school rules including classrooms, hallways, playgrounds, and buses. ● Defying school authority and staff members and not obeying school authority, staff and teachers’ instructions. ● Abusive or inappropriate language toward peers. ● Disruptive behaviour on school buses ● Using cell phones during school time. Level Two Behaviour, that causes greater disruption of teaching and learning than level one behaviour. It also covers student behaviours that may lead to physical and mental harm of another person or property damage.
Behaviours in Level Two may include but are not limited to: ● Defying school authority and staff members ● Trespassing ● Mocking others ● Fighting with other students. ● Bullying and racism ● Cyberbullying. ● Theft ● Vandalism ● Leaving school without permission ● In possession of or viewing pornographic material ● Cheating on exams or assignments ● Providing false documents (e.g. signing letters without the knowledge of parents) ● Smoking or in possession of a cigarette, vape or any other illegal drugs. For Level Two offences that involve vandalism, parents may be held responsible for paying all or part of the costs of rectifying any defacing, damage or destruction of school property caused by their child or children’s acts of vandalism. (Refer to procedures for reporting the willful damage and/or destruction of school property, as below). Level Three Behaviour that causes the physical endangerment of fellow students, school staff and other people. Behaviours in Level 3 are at times also violating UAE Laws.
Behaviours in Level Three may include but are not limited to:
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● Fighting with teachers, staff members and/or community members ● Assault and sharing or distributing pornographic material. ● Sharing video/photos of students or teacher on social media without consent. ● Bringing school name or UAE to disrepute. ● Using school’s name or logo without consent in any ads/pictures or relevant documents. ● Willful damage to, or destruction of, school and personal property ● Possessing, selling, weapons, and/ or explosives ● Using/possession of any illegal and inappropriate substances ● Exchanging any inappropriate materials, photos, etc ● Committing major actions contradictory to the morals such as sexual assault ● Any other relevant action/behavior – which leads to bodily or emotional harm to students of staff. ● Blasphemy. For Level Three offences that involve willful damage or destruction to school property, parents may be held responsible for paying all or part of the costs of rectifying any defacing, damage or destruction of school property caused by their child or children’s acts of vandalism.
The procedure for reporting the willful damage and/or destruction of school property: 1. School incident report to be completed and submitted to the school’s operations manager. 2. School’s operations manager to take necessary action to obtain a repair and/or replacement quotation. 3. Incident report along with repair quotation to be acted upon by the school operations manager to repair or replace the damaged or destroyed school property. 4. The operational manager must submit the incident report and the repair/replacement quotation to the principal who will make the decision as to whether the incident report along with repair quotation to be sent to the parent of the student responsible. 5. If the principal decides that the cost of rectifying the damage or replacing the item should be recovered a letter will be sent to the parent conveying the decision and mentioning the cost. 6. The head of school section will arrange a meeting with the student and parent to negotiate a timeframe for the cost recovery for the repair and/or replacement of the damaged and/or destroyed school property. 7. Action arising from the meeting must be documented and kept on file at the school. Banned Disciplinary Actions It is prohibited to use any of the following methods for applying disciplinary actions. ● All forms of physical punishment ● Lowering and/or threatening to lower grades ● Punishing a group of students for an individual’s misconduct
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● Imposing more schoolwork. ● Mocking or insulting the student in private and/or public ● Depriving the student of using toilet facilities or meals Suspension: Before a suspension is considered the school must have a documented history of incidents of misconduct and details of behavioural interventions that have been implemented (Warning letters at least 3). The principal can assign an immediate suspension on special occasions when required. Before a suspension can be considered the school must have conducted a fair and documented investigation into the behaviour incident. Steps for Suspension: 1. A student may only be suspended from school by the principal. 2. The school shall have documented evidence of the student’s behaviour to support a suspension. 3. The head of section shall notify the parents or guardian directly (by phone or in person) of the student(s) conduct prior to issuing a suspension. 4. The head of section shall complete the Notice to Suspend letter and forward directly to the parent or have the parent collect it from the school. 5. A copy of the Notice to Suspend is kept in the student’s file. 6. The period for suspension must not exceed 3 days. 7. The student must be provided with a continuation of work programme by the school with the assistance of the teachers to be completed during the suspension period. 8. A Return to School meeting will be conducted at the earliest convenience to the school (No later than the last day of suspension) 9. The student, parent and/or guardian must attend the Return to School meeting before the suspension can be concluded. 10. If the Return to School meeting is unsuccessful the principal may extend the suspension by no more than 5 days. 11. If the second Return to School meeting is also unsuccessful the principal may choose to disciplinary transfer the student. 12. When a student has been suspended on more than one occasion for serious misconduct, then the school may consider the option of permanent suspension. Permanent suspension In extreme circumstances the school Disciplinary Committee must seek the approval of the principal to permanently suspend a student from the school. This disciplinary action only applies to students who have repeatedly been suspended from school or possess an immediate threat to himself or others. Parents will be guided by head of Inclusion and Principal about getting the external support required for the child. Use of Behaviour Report.
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In case of repeated offense (3 times) the behaviour report will be issued. The initial (Green) report will be monitored by the respective class teachers/ Head of the section and eventually it will be filed by the Head of Section at the end of the week. If the report is Satisfactory, the student will be removed from the report, or another chance may be given before it escalates to the next level, which is the head of section report (Amber Report) followed by the principal’s report (Red). The Head of Section will be in touch with the parents. The student, when on the report should ensure that he successfully completes the report with the set targets. The students should present the report to his class teacher every morning during the period of report. The Head of Section may involve the counsellor if he/she finds that it is a need of the hour. In case the student is unsuccessful when on report then the behaviour policy of the school will be applied leading to warning, where parents will be intimated etc. Behaviour Modification Programs: If a student persists in presenting undesirable behaviour which adversely impacts on his or her learning/safety or the learning/safety of others, teachers/counselor may implement a Behaviour Modification Program specific to that child. In these cases, the following steps should be followed: 1. Clearly define the course of behaviour modification and include reasonable targets and outcomes for the student 2. Counselor to Inform the parents of the course of action and include a school-home link to ensure that the student, teacher, and parent are aware of the progress made from the behaviour modification 3. Discuss the behaviour modification plan with the student and promote a more positive school experience for the child 4. Reward and praise, rather than disciplinary action, should be the motivator behind the behaviour modification, and result in a change towards desirable behaviour 5. At all times the behaviour modification should be age appropriate, discreet, and promote the child’s wellbeing and ability to succeed
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