Professional Documents
Culture Documents
-You follow your parents' rules to show them you care about (respect) how
they feel towards the situation.
-You dress, speak, and act in a way that shows you care about what you know
is right and safe, because you care about (respect) yourself and your wellbeing.
-You don't call people names because you care about (respect) their feelings.
-You don't hit or otherwise hurt people because you care about (respect) their
well-being.
-You don't interfere with other people's right to look, think, or act differently
than you because you care about (respect) their feelings and well-being.
E Equipment
S Self
Understands that each person is unique and treats them kindly and
respectfully regardless of economic status, national or ethnic origin, religion,
culture, body image, gender, sexual orientation, gender identity, age, or
ability
Understands and respects the importance of personal space and belongings
Is cooperative, courteous, and respectful in dealings with administrators,
teachers, school staff, bus drivers, other students, and volunteers
Takes the initiative to seek help for others
Avoids physically or verbally aggressive behaviour in person or online
E Environment
C Citizenship
B) Inappropriate Behaviors
In abiding by Anthony Paddon Elementary Standards of Behavior, all members of
the school community are expected to refrain from:
Minors (Level 1)
These behaviours are
handled by the classroom
teacher or the attending
Middles (Level 2)
These behaviours are
handled initially by the
attending adult, but are
Majors (Level 3)
These behaviours are
immediately referred to
the administration.
adult.
Teasing/name calling
referred to the
administration if
necessary.
Lateness
Inappropriate hallway,
stairwell, and
cafeteria behaviour
Cheating
Physical aggression
Lying
Defiance
Attendance
Sexual/racial
teasing/name calling
Serious
threat/intimidation of
others
Disrespecting
teachers personal
space/belongings
Weapons
Theft (serious)
Disrespecting other
students personal
space/belongings
Sexual
behaviour/harassment
Inappropriate Internet
sites and/or print
material
Inappropriate use of
Social Media
Inappropriate
representation of
school (field trips,
athletics,
performances, etc.)
Chronic middle
behaviour
Using technology to
intentionally abuse or
bully another person
Non-compliance of
classroom Code of
Conduct
Incomplete school
work
Talking out of
turn/blurting
Disrespecting other
students and/or
school environment
Inappropriate
clothing/scents
Inappropriate use of
electronic devices
Assembly behaviour
Inappropriate use of
personal equipment
(skateboards/hats,
etc.)
Inappropriate
language choice
Intentionally
disrupting the
teaching and learning
environment
Chronic minor
behaviour
Making derogatory or
hateful comments
towards others
Fighting
*All behaviours that are given in this code are meant to serve as examples and are
not exclusive. There are circumstances that occur outside of the school that may
have an impact on student learning and will be addressed at the school level. Any
activity that violates a local, provincial, or federal law is prohibited.
C) Proactive Strategies
The following is the range of consequences that may be used at Anthony Paddon
Elementary:
1. On-the-spot reminders, conference, reprimand
2. Model and/or re-teach expected behaviours
3. Follow-up meeting between the student and the staff member
4. Contact parent or guardian with a confirmed response
5. Restitution
6. Referral to counselling or administration.
7. Loss of privileges
8. Behaviour contract
9. Behaviour Management Plan
10.Persistent or serious indiscretions will be directed to assistant principal or
principal (in and out-of-school suspension)
11.Police involvement
This range of responses is not necessarily sequential. This means that the point at
which we begin our intervention will vary with the severity of the incident, and that
not all steps are necessary in all situations. For example, a teacher may simply
confer with a student or may refer the matter to counselling or
administration. Some issues, such as classroom misbehaviour, may result in
sequential elevation up the scale, depending on the student's response to teacher
intervention. On the other hand, major infractions such as verbal or physical
aggression will be immediately directed to administration.