Please see below for the link to the complete GVA Student Conduct Policy
INTRODUCTION
- PART I: STUDENT CONDUCT AND DISCIPLINE POLICY
Global Village Academy’s (GVA) Student Conduct and Discipline Policy is based on the principle of civil obedience and mutual respect for all mankind, including obedience for school leadership. Every student is expected to follow accepted rules of conduct and to show respect for and to obey persons in authority at the school. Learning to respect fellow students from all cultures, teachers and other school personnel, and all those with whom students come into contact in and out of the school community, is an essential lesson to qualify one for the duties of citizenship. This policy applies to conduct at school, at school-sponsored activities and events (whether or not the school-sponsored activity or event is on or off campus) and under circumstances where off-campus behavior is detrimental to the welfare or safety of others.
Student conduct is also based on the essential elements of the Student Profile in the IB-PYP and MYP programmes. These student characteristics (i.e., inquirers, thinkers, communicators, risk-takers, knowledgeable, principled, caring, open-minded, well balanced and reflective) are integrated in the educational program and curriculum, and also serve as the basis for positive behavior, on the one, and disciplinary action, on the other.
- Inquiring students will ask questions; this is not disrespect, but encouraged intellectual curiosity. Disrespect occurs when the “question” is not an honest attempt for knowledge, and the tone of voice communicates disrespect or disdain. This kind of negative behavior will be met with a response of individually and/or in-classroom consultation, helping students practice ways to communicate effectively and respectfully. Continued disrespect for either school staff or fellow students will result in disciplinary intervention and action.
- Thinking students will demonstrate critical thinking skills and creativity. Misconduct can be a learning experience when students are required to think about and explain why they did what they did, and then, to use critical thinking skills to create ways to rectify the behavior or ascertain natural consequences. Such remedies may include conflict resolution, natural consequences in terms of the normal outcome of such behavior, etc. Students who cannot come up with logical solutions or consequences for unacceptable behavior will meet with the teacher, fellow students involved, parents, and the principal and/or school counselor to be supported in their behavior modification, with understanding. If unacceptable behavior is consistent, intervention of both behavior modification and disciplinary action will be initiated.
- Risk-takers are students who are not afraid to make mistakes. This is encouraged in GVA, and all students and staff should feel they are in a safe environment to take risks. This means mistakes are understood as opportunities for learning. No one should fear ridicule or other hurtful responses to attempts at learning that may not have the desired results. Risk-taking does not imply behavior that is dangerous or inappropriate. All students will be guided in understanding what is legitimate risk, and risk that is reckless or potentially harmful. Students who do not manage the quality of their risk-taking will receive intervention. Extreme behavior that risks others’ safety will result in serious consequences, including the possibility of expulsion.
- Knowledgeable students understand the rules of conduct and manifest them in their daily lives. They also understand the significance of rules and how they are developed. Most rules are clearly explained; but in some cases, obedience is expected whether the student has understood them or not, for the good of all. In time and with maturity, all students come to understand and want the order that comes from self-discipline and obedience to rules. GVA staff is committed to helping students understand, practice and apply a high standard of behavior at all times. Student progress and demonstrated knowledge is evaluated along with academic progress, and communicated to parents.
- Principled students have a sound grasp of the principles of moral reasoning and demonstrate integrity, honesty, and a sense of fairness and justice.
Students who find these behaviors difficult will receive intervention based on alternative conflict resolution. Behavior that is not honest, fair and just, will have disciplinary consequences as well as intervention. Examples of dishonesty are stealing, cheating, plagiarism, telling lies or gossiping about others.
- Caring students show sensitivity towards the needs and feelings of others and have a sense of personal commitment to action and service. These are learned behaviors as well as intuitive responses. Students will be given scenarios and models to learn these behaviors. Behavior that manifests the opposite- as in insulting or name calling others, bullying, creating cliques to exclude or marginalize others, prejudice, disdainful attitudes toward others, etc.-- will not be tolerated. If the student is not learning appropriate caring behavior within the school curriculum and activities, intervention will be appropriate. Disciplinary action will be the consequence if this type of behavior if repeated in spite of intervention.
- Open-minded students respect the views, values and traditions of other individuals and cultures. No form of discrimination will be tolerated; the school curriculum and activities will be supportive of learning this value of open-mindedness, understanding of differences and tolerance. Breach of this principle will require intervention and possible disciplinary action.
- Well-balanced students understand the importance of physical, emotional and mental balance to maintain well-being. Students are expected to participate in the various activities that promote individual well-being, which will be very diverse in GVA. Students who have difficulty with this and manifest any form of self-destructive behavior will receive intervention and counseling. Examples may include refusal to participate in self-help activities; self-mutilation by cutting or burning; use of drugs and/or products that cause self-inflicted danger; negative self-talk and abusive language, etc. In extreme cases, such as drug use and/or other dangerous activities, disciplinary action is mandated and will result in expulsion from GVA.
- Reflective students think about what they do and why. The general philosophy of discipline in GVA is “natural consequences” and “dispute resolution”, both of which foment positive self-esteem while providing learning experiences to students’ mistakes in conduct. Students must ultimately learn to become self-disciplined and this is only possible through being aware of one’s actions, of the natural consequences of one’s behavior, and being reflective of what one’s self-motivation was that provoked the particular behavior. All misbehavior will have to be explained by the student, either verbally or in writing; students need to try to think about why they did what they did it. The student must also suggest what would be a fair and appropriate disciplinary response; they may even want to have a class consultation on the issue, or appeal to a smaller peer group, ask for a “mini-court” session, etc. Ultimately, the teacher will determine the severity of the misconduct and response, but in general, students are given every opportunity to be reflective and decide what the misconduct was, why it happened, and what should be the consequence.