Alfred Adler School Code of Conduct
The goal of Alfred Adler School is to foster learning by intrinsic motivation and self-regulation in a social environment that functions as a democratic micro-society. The building blocks originally outlined by Dr. Raymond Corsini (a student of Adler) are the 4R’s:
Responsibility: Learning responsibility is a primary goal of education. A child who learns to be responsible for his/her actions will grow into an adult who is responsible.
Respect: An appreciation for the worth of others and yourself. Self Respect is the foundation of success. Students, staff and parents are encouraged to show respect for others and for themselves.
Resourcefulness: Students learn to become aware of, and use all available personal and material resources to enhance their skills and abilities. Resourcefulness and creativity are valued traits in cooperative group work, projects and school assignments on the playground and whenever solving problems.
Responsiveness: A concern for others is needed in order for a society to succeed. A sense of caring for others must be a permanent part of the fabric of that society. Students care for their classmates, parents, teachers and the rest of the world beyond school.
Parents and Students sign the “Explanation of School Expectations” agreement stating that they understand the school’s code of conduct. Parents and students understand that in order to attend Alfred Adler School the student needs to adhere to these agreements the same way the parents and staff needs to adhere to agreements and expectations.
The School’s “Golden Rules”
As a responsible and respectful person:
1. I will do nothing that could be dangerous to myself, others, or property
2. I will be in a supervised area at all times or en route to a supervised area
3. I will fully cooperate with the GO or STOP signal immediately and silently
The GO Signal:
When a student disrupts the group or interferes with learning, the teacher motions to the student with an open palm signal towards the door. The student must then go quickly and quietly to the designated GO area in the school. The child returns quietly when he/she is ready to rejoin the group. This means the student is ready to be helpful.
Situations for use of the GO Signal:
Talking loudly, bothering others and interfering with learning.
Receiving the GO signal is not a violation of the code of conduct. The purpose of the GO signal is to free the teacher to spend time on teaching and give the student an opportunity to make a different choice. It is a way for the student to self regulate their behavior.
The STOP Signal
To administer the STOP signal the teacher merely raises her open hand towards the student. The STOP signal means, “this group is off limits to you for a specified period of time”. The time period depends on the age of the student. The STOP signal is always given in a respectful manner with the clear message that the student is welcome to come back to class and learn when invited, but if he/she behaves inappropriately he/she will not be able to participate. Younger students take shorter breaks in the designated STOP area; older students are responsible for making up missed academic work if they were out of class for a longer period.
Receiving the STOP Signal is not a violation of the Code of Conduct Our focus is always to allow students to see that mistakes are opportunities to learn, and that they are responsible for the choice of behavior they make. A student has the right to sign the disagreement form if he/she does not agree with the GO or STOP. At this point, the teacher and the student have something to
work out. They discuss the situation calmly, allowing the student to express themselves, and problem solve. This discussion takes place between the two parties who were involved but either party can request a mediator.
According to the National Association of the Education of Young Children, adults facilitate the development of self control in children when they treat them with dignity and respect and use the following techniques:
* Guiding children by setting clear , consistent, fair limits for classroom behavior, or in the case of older children, helping them set their own limits
* Redirecting children to more acceptable behavior or activity
* Listening when children talk about their feelings and frustrations
* Guiding children to resolve conflicts, and modeling skills that help children to solve their own problems
* Patiently reminding children of rules and their rationale, as needed
The “Working It Out” Process
Unfortunately in this day and age, we see a great many instances where students and students, students and teachers and staff and parents and/ or students are in a battle of wills. We often see the struggle in building positive, connecting relationships. The type of relationships that are critical if any teaching, learning and contributing is to take place. At Alfred Adler school we believe that problem solving or as we call it; ”WORKING IT OUT” is the only way to avoid the more dire consequences listed below. We strongly urge parents to learn more about our approach to holding classroom meetings, school wide meetings and the “working it” approach, so that as a family and a school we can be on the same team and work together. Our intention is to build cooperation instead of promoting obedience. Open communication and understanding vs. fighting over who is right and who is wrong. Finding resolutions through the peaceful process, coming up with reasonable agreements instead of punishment and reward.
These come about when a child is referred to the office because he/she is violating the school’s code of conduct. The first referral is considered a practice, so students can clearly understand the process and consequence for violating the school’s code of conduct. Referral is recorded in student’s file. The principal initiates a referral form. Teacher, student and principal meet to discuss the incident and student is encouraged to think of alternative behaviors. (This is done for 1st and 2nd referral). The third time a student receives a referral, the same procedure as was taken for first and second violation is implemented, however, at this time the student is send home. The parent is called in to school for a meeting and all parties review the code of conduct at the meeting with teacher/student/ parent and the violation that has occurred.
Go home procedure
Student is referred to office, office staff contacts parent, and parent must pick up ASAP. Parents are given specific guidelines as to what we recommend when student is at home. The parent is greatly discouraged from using punishment. However, going home should not be by any means fun. We do not want parents to over-react, but encourage parents to support the school’s efforts in holding the student accountable for their actions. Staying in their room working on school work or reading quietly while school is in session. Afterwards discussing with the parent how they can correct their mistake. Who do they need to work it out with? These are some ways we suggest approaching the student and helping them correct their behavior at school. If a student continues to be referred to the office after the first go home procedure or has had more then than two send home incidences, the family is recommended to seek counseling. It may also be that Alfred Adler School and the parents approach at home are not aligned and working in opposition to each other which is confusing to the student and undermines both parties efforts. At that point it is recommended that the family seek a school that is more aligned with their values and parenting approach. These steps will prevent additional escalation. A student is allowed up to two go home procedures in one year upon the third violation the student will receive a 10 day out of school suspension and/or a referral to the Superintendent recommending expulsion.