Jump to Main Content
Decrease font size Reset font size Increase font size
Ontario Institute for Studies in Education, University of Toronto Home| OISE| U of T| Quercus| Site Map | Contact Us | Feeling Distressed?
INSPIRING EDUCATION | oise.utoronto.ca
Go to selected destination

Dr. Eric Jackman Institute of Child Study Laboratory School
Behaviour Code

This code was developed by teachers, children, and parents. It is revisited and revised as needed in order to remain efficient and sensitive to the current needs of students and of the school. Parents can expect that teachers will be in touch with them regarding their children’s behaviour and we ask parents to work with teachers in support of this code.

Expectations Regarding Behaviour at Jackman ICS

1. All members of the school community respect themselves and others in their interactions with children, teachers, student teachers, school personnel, parents, researchers, and visitors.

2. All members of the school community respect the property of others and of the school.

3. Actions that contribute to a respectful school culture include:

• use of caring and considerate words

• use of caring and considerate actions such as: including people in games, playing fairly, sharing equipment, taking turns, stepping aside at times, holding doors for others, helping people, staying to the right when walking through halls or up stairs to allow others to pass easily

• behaviour choices that allow: others to concentrate, listen and discuss various points of view, class time for children and teachers to discuss areas of concern, the learner to feel comfortable and at ease in the classroom and in the school

4. Actions that are inappropriate at Jackman ICS include:

• Rudeness: for example, ignoring adults or children,, speaking in a disrespectful manner, or creating an uncomfortable learning environment for others

• Hurting people’s feelings: the social exclusion, verbal disrespect, rumours, or ignoring someone

• Bullying: physical aggression, intimidation, exclusion, swearing, shouting, or using abusive language

• Dangerous Activities: unsafe activities involving self, others, or school property

Administration of the Behaviour Code

A clear, developmentally appropriate process is in place at Jackman ICS for dealing with inappropriate behaviour. This process has several steps that aim to encourage problem-solving skills as well as ownership for actions and the consequences that arise from these.

The administration of the Behaviour Code is the responsibility of the Jackman ICS Principal. All stakeholders – teachers, students, and parents - are involved in day-to-day operations in support of the Jackman ICS Behaviour Code.  

Steps in the Process:

We strive to resolve issues as they arise, with all matters addressed initially at the level closest to the event in an effort to achieve lasting solutions and learning.

1. Disputes may be settled by those directly involved by talking things through alone, or with the help of peers/older children.

2. Dispute resolution may be assisted by teacher intervention as appropriate. Interventions and facilitations emphasize understanding, empathy, and awareness of both intent and impact of behaviour.

3. The principals may become involved when the child needs additional support, the teacher needs additional support, or the situation is reoccurring or requiring ongoing intervention.

4. Parental Involvement: Parents will be contacted and involved at appropriate stages in the administration of the behaviour code. The school depends on open, two-way communication with parents.

Specific Consequences in Use

The consequences for inappropriate behaviour at Jackman ICS vary depending on the severity of the behaviour, the age of the participants, and the effectiveness of early-stage interventions. Consequences should be logical in order to provide learning opportunities for students. Repeated incidents and a history of inappropriate behaviour are taken in to account when choosing consequences.

Consequences may include:

1. Time Out: ranging from a few minutes to a period out of class (in library, etc)

2. Withdrawing recess privileges outside for an appropriate length of time or number of recesses.

3. Withdrawal from recess, plus a supervised school-care activity

4. Discussions with teacher, child, principal, and parents to plan for change including:

i. Resolving a concern by using consistent consequences at home and at school
ii. A day of in-school suspension when the child does school work in the library or office and does not join in class activity
iii. Out-of-school suspension for one to three days and/or an extended suspension from the Wednesday Afternoon Program or other extra-curricular activities. Parents are informed prior to any suspension
iv. Suspension from Daycare after repeated episodes of inappropriate behaviour

Classroom Teaching Strategies Which Support the Jackman ICS Behaviour Code

1. Respect is shown for all students by all staff and parents

2. Modelling of conflict resolution through:

• Discussion

• Shared leadership

• Celebration of differences

• Valuing the ideas of all

• Drama (role-playing, etc)

3. The social curriculum is part of every teacher’s priorities and is promoted in developmentally appropriate ways at all grade levels.

On the Playground:

The playground works because of fair play, consideration of others, and inclusion into games. We believe children can learn from their mistakes and that unacceptable behaviour can provide an opportunity to try again, to face consequences, and to accept responsibility. Teachers and interns are objective and learning-focused rather than discipline-focused when dealing with the children’s behaviour on the playground.

Basic Rules:

1. “You can’t say you can’t play” – recess activities are based on inclusion.

2. Children use the washroom one at a time and with the duty teacher’s knowledge.

3. No pain or playing potentially harmful games

4. No using potentially harmful equipment

5. No swearing or hurtful language

6. No throwing snowballs

7. Out-of-bounds areas:

For Primary children: the window wells and areas beyond the playground. Balls that go out of the year must be retrieved by the teacher and the child or by a student in the junior grades.

For Junior children: the window wells and areas beyond the playground (except to retrieve lost balls). Lost balls may be retrieved only with the duty teacher’s knowledge and permission.  

The Dr. Eric Jackman Institute of Child Study community is committed to the principles of the Ontario Human Rights Code and the Canadian Bill of Rights. Sexism and discriminatory behaviour is not acceptable.

OISEcms v.1.0 | Site last updated: Tuesday, September 26, 2017 Disclaimer | Webmaster

© OISE University of Toronto
Ontario Institute for Studies in Education, University of Toronto, 252 Bloor Street West, Toronto, Ontario M5S 1V6 CANADA