CODE OF CONDUCT
Maintaining an elaborative and flexible code of conduct is a major component to creating an environment conducive to teaching and learning. In order to reinforce the code, all facilitators and staff members must be involved in a mutual, collaborative effort with the school community, administrators, parents, and students. Essential in our philosophy of behavior and conduct is positive reinforcement and the exercise of patience and persistence in developing and modifying student behavior. Relying exclusively on customary methods of negative reinforcement has been shown to be insufficient in both maintaining self-control and allowing for a more complete development of a child’s personality, character and the ICS learner profile. Instead, the school’s mission and vision are based on the facilitators’ approach to students in a positive and constructive manner, emphasizing students’ potential and positive personality/character attributes in an effort to build the appropriate behavior. Such an approach is implemented through a highly self- moderated positive reinforcement program.
GRADES K TO 12
Positive Reinforcement Programs
In our self-disciplined school, there are four positive reinforcement layers: (1) Beads for Deeds, (2) Good News Report, (3) Senior and Junior Prefects (Grades 7 – 12) and (4) Self-Discipline Approach and Benchmark.
Beads for Deeds: Rewardable deeds are voluntary actions witnessed by any staff member that reflect good habits of personality/character and upright citizenship. Examples of such behaviors include:
Offering community service
Protecting the integrity of others
Picking up litter
Rewardable deeds do not involve behaviors that fall within a student’s academic and moral obligations, such as concluding homework or respecting peers and others.
1. A staff member / senior prefect who witnesses a student performing a good deed recognizes that behavior, praises the student for his/her action, and gives the student a Beads for Deeds card.
2. Students will then hand in their Beads for Deeds cards to the Supervisor at assigned times.
3. Students may be able to redeem their Incident Reports with Beads for Deeds during redemption time, within a specific redemption program, tailored by the supervisor to enhance the positive reinforcement environment and spirit.
Examples of Redemption Programs:
– Redemption Marathon / Term
– Redemption Rate based on the flux of incident reports / month
– Recess Raffles Awarding systems
4. At the end of each term, the three students with the greatest number of beads will be awarded a prize. Students are allowed to choose a prize that is approved by the parents and that falls within a certain budget:
1st Place: 750 AED
2nd Place: 500 AED
3rd Place: 300 AED
5. A letter is sent to the parents informing them of the process and requesting a written response as to how the prize money will be spent.
6. For the prize to act as a positive reinforcement it must be meaningful for the student. The money can go towards completing the purchase of something the student is already planning on buying. Possible rewards include but are not limited to: tickets to the movie theater; tickets to other entertaining activities like sports or plays; coupons to restaurants; sports equipment; books; and subscriptions to magazines.
Good News Report. A Good News Report (GNR) is given to students who have performed consistently well or have significantly improved in behavior and character based on the school’s personality/character assessment standards: Punctuality, Duty/Responsibility, Organization, Participation, Team Spirit, Self-Discipline, Esteem, and Honesty.
1. A teacher may identify a student who has demonstrated habits of personality/character that exceed standards or who have confirmed significant improvement in his/her character and gives the student a GNR card.
2. Students will then hand in their GNR cards to the Supervisor at assigned times.
3. Students may be able to redeem their Incident Reports with Good News Report during redemption time, within a specific redemption program tailored by the supervisor to enhance the positive reinforcement environment and spirit.
Code of Conduct
While positive reinforcement constitutes the center of our philosophy of code of conduct, certain violations and recurrent infractions result in disciplinary consequences. The school code of conduct is described below:
Senior and Junior Prefects are responsible at all times to reinforce the school’s code of conduct. Senior Prefects are students assigned by the school’s administration at the beginning of the year.
During their first convention in the first week of September, the nominated Senior Prefects elect their president and their vice-president who are responsible to manage and direct this crucial task force. Senior and Junior Prefects meet biweekly and discuss recurrent disciplinary issues to take appropriate measures to solve those issues.
Senior Discipline Code Regulators’ duties include the following:
1. Assist the school’s administration and facilitators in applying the school’s code of conduct at all times.
– During class instruction time, assist facilitators in maintaining discipline and managing the class.
– During class change, ensure that no student in the prefect’s classroom and neighboring two classrooms is without a pass.
– During recess time, inspect student dress code; prevent play fighting; forbid littering; grant recess and redemption raffles to students; perform routine classroom checks to make sure that no students are present in any classroom; and make sure that all students are in their classrooms after the bell rings.
– During the morning assembly, make sure that all students are lined up properly and promptly after the bell rings.
2. Write incident reports and forward them daily to the administration.
3. Grant Good News Reports and Beads for Deeds to students (maximum quota is 25 per month).
4. Assist facilitators in their daily tasks as requested.
5. Recruit two junior prefects after obtaining approval from the administration.
Grades 1- 12 Code of Conduct
A disciplinary consequence depends on the level of the infraction and the student’s disciplinary record. Infractions are tiered into four levels: Level-1, 2, 3, and 4. The level system allows the school to broadly categorize infractions of school rules and regulations, and the level of infraction determines the initial intervention taken by the school. The levels are described below.
Level-1 Infractions: These infractions are those that do not result in destruction to property, do not expose others’ safety, do not upset or mischief others, or violate governmental rules. Committing a Level-1 infraction for the first time results in filing an incident report.
Level-2 Infractions: These infractions are those that result in damage to property, insult to others, jeopardizes the safety of others without resulting in direct harm, and any academic dishonesty. Committing a Level-2 infraction for the first time results in an in-school learning reinforcement limitation.
Level-3 Infractions: These infractions are those that result in harm to another student or students and include the possession of illegal or dangerous items on school grounds. Any unexcused departure from school grounds is also considered a Level-3 infraction. Committing a Level-3 infraction for the first time results in a home stay learning reinforcement limitation (suspension).
Level-4 Infractions: These infractions are extremely serious. They include physical or verbal assault of staff members and the possession or use of dangerous items with or without harm being inflicted. Committing a Level-4 infraction for the first time results in a mandatory request from the school administration to the related student to find another school for his studies.
KINDERGARTEN’S EXCLUSIVITY FACTOR
Even though the Kindergarten follows the school’s code of conduct, there are some exclusive limitations as cited below:
Procedures for Recurrent Breaches
When the KG coordinator identifies breaches as recurrent per student or per class/facilitator, the following interventions are established:
The KG coordinator contacts all facilitators/staff involved with the student to obtain their opinion and observations regarding the student’s behavior while in their class or under their observation.
The student’s previous academic performance should be reviewed. This is done to assist in determining cause and planning intervention. Examples include: if the student’s academic performance is poor, there may be a need to involve the special education department. Students with good academic performance may require additional intellectual inspiration and incentive during class.
The KG coordinator / principal / vice principal and the involved facilitators/staff systematically observe the student and report any discernable patterns in behavior.
If the recurrent breach involves more than one student, separating students in class or in different sections may be considered.
Parents will be called for a meeting to collaborate in designing an intervention plan to help the child.
Examples of particular infractions that fall under each level are listed in the Disciplinary Code.
Our school is committed to encouraging the best from its students, staff, parents and community. We aim to nurture a passion for learning and a culture of achievementRead More
Our shared vision is of a school that enables each student to achieve their potential within a learning environment that is safe, positive, respectful, inclusive and welcoming...Read More