Guidelines and Code of Ethics for Discipline
Rules in my classroom are few. I believe that all students are different and all actions are reaction very personal in nature. Effective discipline involves a few overriding tenants rather than a long list of specific rules. Situations are dealt with as they arise with the focus on enabling the student to grow and learn from his or her actions.
Guidelines for Student Behavior
In ensuring that the above guidelines are adhered to, I will operate with the following principles as my guide:
- You may engage in any behavior that does not cause a problem for you or anyone else in the world.
- If you find yourself with problem, you may solve it by any means which does not cause a problem for anyone else in the world.
- You may engage in any behavior that does not jeopardize the safety of yourself or others. Unkind words and actions will not be tolerated.
- I will react without anger or haste to problem situation.
- I will provide consequences that are not punitive but that allow the student to experience the result of a poor choice, enabling him or her to make better choices in the future.
- I will proceed in all situations with the best interests of the student foremost in my mind –academic, social and emotional well-being will be fostered.
- I will guide students toward personal responsibility and the decision making skills they will need to function in the real world.
- I will arrange consequences for problem situation in such a ways that the student will not be humiliated or demeaned.
- Equal is not always fair. Consequences will be designed to fit the problems of the individual students, and they may be different when the problems appear to be the same.
- I will make every effort to ensure that, in each situation, the student involved understand why they are involved in consequences.
- If I at any time act or react in a way that a student truly feels is unjust, that student need only say to me, “I’m not sure that’s fair.” I will arrange a private conference during which the student can express to me why he or she feels my actions were not fair. This may or may not change my course of action. I am always open to calm, rational discussion of any matter.
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