SOODEH INTERNATIONAL PRIMARY SCHOOL
STUDENT CODE OF CONDUCT

PURPOSE
At Soodeh International School students, staff and parents believe that learning takes place best in a safe, orderly, caring, and positive environment.
Our goal is to foster a climate of respect for one another and the development of knowledge, skills and attitudes in our teaching and learning.
Socially responsible behaviors are an expectation at SIS. Students are educated to exceed expectations in areas of social responsibility by:
 *  Contributing to the community (participate, serve, lead)
 *  Solving problems in a peaceful way,
 *  Valuing diversity and defending human rights, and
  Exercising democratic rights and responsibilities.

We are committed to providing an environment that is safe, supportive, predictable and open for teaching and learning.
SIS Code of Conduct outlines clear expectations for student behaviors while at school, at a school-related activity or in other circumstances where engaging in the activity will have impact on the school environment. In all cases students are expected to act in a manner that brings credit to the school.
Please note that special considerations may apply to students with special needs, if they are unable to comply with a Code of Conduct due to having a disability of an intellectual, physical, sensory, emotional or behavioral nature.
The school Code of Conduct is consistently taught and promoted through school announcements, assemblies, class meetings, peer buddies, peer leaders, student monitors, and direct interventions by all teachers, support staff and administrators.
Conduct is monitored and reviewed on a regular basis through an established system of incident reports, and regular staff and administrative team meetings.

CODE
Revised most recently in September 2015, the Code of Conduct of SIS was developed in collaboration with students, staff and parents.
Expectations regarding acceptable conduct are communicated directly to parents through the school newsletter. The school Code is also available on the school’s website at www.soodeh.com
The Code of Conduct is prominently displayed in all areas of the school (classrooms, common areas, meeting rooms).

The school Code of Conduct is consistently taught and promoted through school announcements, assemblies, class meetings, peer buddies, peer leaders, student monitors, and direct interventions by all teachers, support staff and administrators.
Conduct is monitored and reviewed on a regular basis through an established system of incident reports, and regular staff and administrative team meetings.

ACCEPTABLE CONDUCT
The following expectations form the basis of acceptable conduct at our school, with examples of behaviors listed below each expectation.
BE SAFE
*  Walk in hallways and stairways
*  Dress appropriately
*  Solve problems peacefully and fairly
*  Report behaviors that are unsafe physically & emotionally

NO fighting, pushing, tripping
NO swearing, inappropriate language
NO teasing, threatening behaviors

BE A TEAM PLAYER
*  Support/help peers
*  Include others
*  Be sensitive to others’ feelings
*  Cooperate
*  Show school spirit

BE POSITIVE & SHOW STAR ATTITUDE
*  Be honest, truthful
*  Be courteous (please, thank you, excuse me)
*  Be kind & caring
*  Share

NO cheating, lying, stealing

BE RESPONSIBLE & RESPECTFUL
*  Demonstrate self-control (Stop, Think, Act)
*  Be punctual
*  Attend School regularly
*  Be organized, prepared
*  Complete homework
*  Listen actively
*  Respect environment (Reduce, Reuse, Recycle)
*  Strive for personal best

SAFETY
TEAMWORK
ATTITUDE
RESPECT & RESPONSIBILITY
 

UNACCEPTABLE CONDUCT
Unacceptable conduct includes but is not limited to the following:
1. Acts of:
*  Teasing, threatening.
*  Physical violence
Retribution against a person who has reported incidents

2. Illegal acts, such as:
Possession, use or distribution of illegal or restricted substances
*  Theft of or damage to property

3. Behaviors that:
Negatively impact the learning of others
*  Create unsafe conditions
Are impolite and offensive to others
*  Hurtfully exclude others based on difference

EXPECTATIONS and DISCIPLINARY PLAN
At SIS, each student is taught to accept primary responsibility for her conduct. The development of self-discipline and social responsibility are important goals of the school and shared fully with the child’s family.
Increased personal responsibility and self-discipline is expected of students as they become older, more mature and as they move through successive grades.
Responses to misbehavior and unacceptable conduct are applied on a consistent basis. In most instances, students are given the opportunity to make appropriate corrections, or adjustments, to her conduct in order to comply with the school’s expectations as outlined in the Code of Conduct.
Most infractions are minor and handled immediately. However, in serious instances of misconduct, or following repeated reoccurrence of related misbehavior, it is understood that progressive disciplinary measures may be required.
The SIS staff and SIS Parent Advisory Council endorse a disciplinary approach that is effective, positive, progressive and restorative. The discipline plan at our school involves two key elements:
1. Close home and school communication; and
2. A principle of logical consequences for misbehaviors.

Whenever and wherever possible, staff responds to student misconduct by applying logical, realistic and consistent consequences. Individual dignity is maintained by setting effective consequences, which teach responsible behavior and respect for others.
Special considerations may apply to students with special needs, if they are unable to comply with the Code of Conduct due to having a disability of an intellectual, physical, sensory, emotional or behavioral nature.
In some instances a group of pupils must share responsibility for their conduct and, when required, group consequences are given. Each case of misconduct is dealt with judiciously and individually.
The following information is provided to clarify how the system at SIS works.

Minor Misbehavior
Whenever and wherever possible, we try to resolve minor disputes and issues on the spot, whether it is in or out of class time, inside or outside the school building. Communication with the child, or children, is essential. Intervention can be varied; although mediation and redirection are most common.
Linkages are made to the school’s Code of Conduct and consequences are immediate (e.g. apologies given and taken, removal from the problem area, time out, restitution or community service, etc.). In the classroom, the teacher has primary responsibility for the management of pupil behavior. Outside of class time and any other situations when required, the school administration assumes primary responsibility for maintaining a positive and safe environment for all pupils.

Major Misbehavior
Situations may arise in which a child is either repeatedly or flagrantly misbehaving. In class, the teacher, may choose to issue the pupil a formal disciplinary caution as well as consequences, to correct the child. In addition, the child may be referred to the school administration for follow-up. Following due process and proper investigation, the administrator may determine it necessary to contact the child’s parents about the extent and nature of the problem.
Any formal disciplinary caution communicated to a pupil requires that a member of staff contact parents. A disciplinary report is written and kept on record for the remainder of the school term. The students understand that this report record signifies the school’s concern. Other consequences are typically given at the same time.
 

General Aims of Primary Education

Primary Education should provide the learner with opportunities to:
1- acquire literacy, numeracy, creativity, and communication skills
2- enjoy learning and develop desire to continue learning
3- develop ability for critical thinking and logical judgment
4- appreciate and respect the dignity of work
5- develop desirable social standards, moral and religious values
6- develop into a self-disciplined, physically fit and healthy person
7- develop aesthetic values and appreciate own and other people’s cultures
8- develop awareness and appreciation of the environment
9- develop awareness of and appreciation for other nations and international community
10- instill respect and love for own country and the need for harmonious co-existence
11- develop individual talents
12- promote social responsibility and make proper use of leisure time
13- develop awareness and appreciation of the role of technology in national development
14- enable the child to live a full life as a child and to realize his or her potential as a unique individual
15- enable the child to develop as a social being through living and co-operating with others and so contribute to the good of society
16- prepare the child for future education and lifelong learning
17- enable the child to meet, with self- confidence and assurance, the demands of life, both now and in the future