Belief statement

The school community believes that the management of student behavior is an integral part of the teaching
and learning process. Standards of behavior need to be clear within the day-to-day life at school although we
believe that knowledge, skills and understandings associated with these behavior standards need to be
transferable to unfamiliar contexts in order for students to be able to make informed, responsible decisions.

The school code of conduct and approaches to behavior management are based on the following beliefs
about learning and learning communities:

• It is the right of every child to have an opportunity to learn and grow in an environment that is safe,
  nurturing and supportive.
• Staff, students and parents/guardians share equally in promoting and maintaining this environment.
• For learning to affect change and action, it is essential that students are given the opportunity to generalize
  concepts and transfer them to new and unfamiliar situations.
• Schools have the responsibility to develop within students the ability to make informed, responsible
  decisions about their own welfare and that of others.
• Students are responsible and accountable for their behavior and conduct.
• Adults within the school community need to actively model expected behaviors displaying purposeful
  enthusiasm.

Acceptable standards of behavior

All student conduct and standards of behavior will be governed by three guiding principles:
 

Respect

General: Making decisions that show consideration for others and acceptance of difference.
Examples:
 

• Being in class on time and ready with necessary materials.
• Following instructions.
• Being mindful of their behavior and being courteous to members of the public when traveling to and from school.
• Using language (including body language) that is not offensive to others.
• Showing consideration for other people’s personal space and personal belongings.
• Moving quietly around the school in a manner that shows recognition for the shared nature of our learning space.
• Behaving in a manner that is inclusive of others.

Responsibility

General: Making decisions that include a reflection of how one's actions will positively or negatively impact on the situation, environment and others involved.
Examples:

• Wearing the school uniform following the guidelines outlined in the School Handbook.
• Following the school guidelines regarding items that are not permitted at school.
• Placing garbage in the correct garbage bin.
• Fully abiding by the laws of our host country.
• Contributing towards the development of a school climate that is free from bullying and harassment.

Safety

General: Making decisions that ensure the physical and emotional wellbeing of one's self and others.
Examples:

• Being in designated areas at the appropriate times.
• Playing games in the appropriate places.
• Using the school ID card when entering and leaving the campus.
• Moving carefully around the school in a manner that avoids potentially dangerous situations.
• Moving directly home after school.
• Being aware of the actions of others on the way to and from school.

At the beginning of each school year, individual classroom teachers and students cooperate to negotiate a set
of specific classroom rules that each student is responsible for following for the duration of the school year.

Management of student behavior

At KIST, we believe that the restorative approach is the most effective way to manage student behavior. This
"approach is based on the belief that the people best placed to resolve a conflict or a problem are the people
directly involved, and that imposed solutions are less effective, less educative and possibly less likely to be
honoured. In order to engage in a restorative approach to conflict and challenging behaviour people need
certain attitudes and skills." (http://www.transformingconflict.org/Restorative_Approaches_and_Practices.htm)

Based on this approach, our behavior management practices include the following:

• Teachers will address behavior issues by talking to the student or students concerned to help identify the underlying problem and come up with possible solutions. In cases of wrongdoing by a student, the people affected by the wrongdoing will be brought together.
• Teachers will use positive and supportive methods of guiding and relating with students as they learn to
  assume responsibility for their actions.
• Teachers will not use physical or demeaning punishments.
• The guidance techniques used will be consistent and based on the individual needs of children.
• Redirecting, offering choices to children, guiding children in problem solving methods, helping children see
  the consequences of their actions, as well as modifying the environment or routine to better meet
  children's needs are some of the techniques that will be used.
• If the usual guidance techniques are unsuccessful, teachers will seek support from Administration.
• In consultation with Administration, parents/guardians may be asked to come for a conference to discuss
  the situation and help set goals for the child’s behavior.

The following discipline procedure will apply for severe or continual infringement of the school conduct code:
1) Severe warning     2) Interview with parents/guardians     3) Suspension     4) Expulsion
 

The school expects families to cooperate in making every effort to redirect unacceptable behavior. If these
efforts fail to help, then in exceptional circumstances, a student may be suspended or expelled.