Behavioral Expectations

Rationale:

We believe that our students have the right to an education that addresses their individual needs.  We also believe that students share the responsibility to achieve a sound education.  The parents in our community are encouraged to actively share in their child’s development by working closely with the child and teacher.  Below we have outlined the responsibilities of the student, teacher and parents.

In order to learn, the student’s responsibility is to:

  • Arrive in class on time, attend regularly, and behave appropriately.
  • Be ready to listen and learn when class begins.
  • Make a sincere, concentrated effort to do well in school.
  • Participate attentively and enthusiastically in all music and academic lessons.
  • Remain on-task throughout the class.
  • Hand in assignments on time.
  • Practise his/her instrument daily and listen to Suzuki repertoire CDs daily.

In order to ensure a safe, caring school environment the student’s responsibility is to:

  • Respect himself/herself.
  • Respect all school staff.
  • Respect all other students.
  • Respect the opinions, rights and differences of others.
  • Respect his/her property, school property and property of others.
  • Contribute positively to the atmosphere of the class and of the school.

In order to ensure a safe, caring lunch environment, the student’s responsibility is to: 

  • Refrain from bringing any food with nuts as we have students with fatal nut allergies in our school.
  • Go to the washroom before and after lunch.
  • Sit properly on your chair.
  • Use inside voices.
  • Hang onto garbage or recyclable materials until after you are dismissed.
  • Respect supervisors, visitors and other students.
  • Clean your table and floor before you leave.
  • Follow your supervisor outside.

The teacher’s responsibility is to:

  • Provide a classroom environment conducive to learning.
  • Teach subject and knowledge skills employing the Alberta Education curriculum.
  • Respect personal worth, dignity and characteristics of each child.
  • Keep parents informed of the progress and performance of each student.
  • Maintain order, plan skillfully, teach meaningfully, and present a role model which will be an inspiration to students.
  • Hold high expectations for student excellence in all areas.
  • Be welcoming to the students, parents and visitors in our school.

The parents’ responsibility is to:

  • Ensure that their children are at school on time and prepared to learn.
  • Encourage responsibility for lunch, books, materials and assignments.
  • Encourage high effort regarding achievement and prompt completion of assignments.
  • Encourage daily practice of academic concepts and the musical instrument their child is learning to play as well as supporting daily listening to Suzuki repertoire.
  • Show confidence in their children, and recognize and promote the unique quality of their children’s individual learning style.
  • Actively share in their child’s development by closely working with the child and teacher.
  • Ensure that their child participates in private music lessons with a Suzuki music lesson vendor in addition to Suzuki music group classes they receive in school.
  • Be a positive role model.

Behavior Intervention

 

Statement of Our Resolve to Promote a Safe and Caring Environment

At Suzuki Charter School students learn and play in harmony to foster a safe and caring learning environment and enhance student achievement. All students have the right and the responsibility to learn.  To do so successfully, they must be in a safe, cooperative and respectful school environment.  Behaviour that infringes on the right to learn or on the well being of others is inappropriate and will not be accepted.  Home and school must work together to foster positive student conduct, build accountability, responsibility, and respect for self and others.

We help students understand that they are responsible for the choices they make.  Our first strategy is preventative discipline whereby students are empowered with skills to make good decisions.  Supportive discipline includes those interventions intended to prevent an escalation of inappropriate choices.  Corrective discipline will apply to those circumstances where consequences are required for inappropriate behaviours.  Parents will be contacted to address repetitive or more serious behavioural issues and to establish a plan of action to constructively resolve the situation.

Proactive Practices

The proactive practices at Suzuki Charter School include, but are not limited to, the following:

  • Bucket-filling program including positive recognition awards
  • Positive and caring community of parents, staff and students
  • Service learning opportunities
  • Student leadership opportunities
  • Clubs

At Suzuki Charter School, children are provided with opportunities to demonstrate personal excellence to become both responsible and self-disciplined.  We believe children must increasingly take responsibility for their own actions and acquire the self- discipline required to succeed in the future. 

We help students understand that they are responsible for the choices they make.  Our first strategy is preventative discipline whereby students are empowered with skills to make good decisions.  Supportive discipline includes those interventions intended to prevent an escalation of inappropriate choices.  Corrective discipline will apply to those circumstances where consequences are required for inappropriate behaviours.  Parents will be contacted to address repetitive or more serious behavioural issues and to establish a plan of action to constructively resolve the situation.  In the event that a bullying incident is determined by administration, our established bullying prevention policy will determine further actions.

Bullying Prevention Policy I-202

Behavior Intervention Procedures