King’s Valley International School

Student Code of Conduct Policy

Rationale
The manner in which a school cares for its community, students, staff, and families,
contributes to defining the quality of the school. Central to students’ well-being at KVIS
we belief in the inherent value and worth of each individual and all children should be
assisted in the development of behavior patterns that lead to the development of self-
discipline.
This document seeks to define a high-quality student well-being philosophy and system,
based upon respect for the individual. At KVIS this encompasses provisions for the
physical, social, emotional, and academic well-being of each student.
KVIS seeks to:
● Guide the children in our care to become responsible for their own behavior
● Explain and apply consequences to inappropriate behavior
● Discuss and clarify school rules
● Create school rules that are visible and concrete using child-friendly vocabulary
● Show consistency in implementing rules and routines
● Inform parents in a clear and accurate manner
● Follow the school procedure for the Code of Conduct
It has traditionally been a principal aim of the school to focus on assisting each child as
she or he learns to strike a balance between his/her individual freedoms and his/her
responsibilities as a member of the community.

Philosophy
The overall aim of KVIS is to provide a well-balanced education, nurturing the physical,
social, emotional, and academic well-being of the students, and assisting them to grow
towards the full stature of responsible citizens. As a central component of this aim, the
school seeks to provide a supportive environment for girls and boys, where individual
needs are recognized and the pursuit of excellence is valued. This is done with the
recognition that we have a sound understanding of the needs of boys and girls and that
works best for them.
Student well-being at KVIS focuses on the total development of each student and the
enhancement of the dignity of each person. It nurtures success and commits forgiveness,
tolerance, and reconciliation. As teachers, we seek to motivate young people to be
socially responsible and committed for building a better world through a partnership of the
school community, teachers, and parents.
Valuing Individuals
At KVIS, we acknowledge that people respond to genuine praise and positive recognition.
We also recognize that learning best takes place in an environment that is supportive and
caring, encouraging risk-taking, and where all are valued and individual needs are met.
This positive approach greatly contributes to the enhancement of each child’s self-
esteem. Children who have a positive self-concept and sense of self-esteem feel worthy,
valued, and resilient and are ready to succeed.
Students are encouraged to understand and value others, work cooperatively, and be
guided towards stable and satisfying interpersonal relationships. As all children are
unique, they should be encouraged to be individuals and their uniqueness should be
viewed as an asset.
Valuing each other
As a teaching community at KVIS, we feel it is important to build positive relationships
with our students based on mutual respect and trust. We endeavor to provide students
with a stimulating, challenging, enjoyable, and supportive learning environment. As
teachers, we believe that all students can learn and as such we have appropriately high
expectations of students. We aim to support each individual within the classroom,
academically and behaviorally, and encourage each student to take responsibility for
his/her actions. The relationship between each teacher and each student is of great
importance in achieving this aim. This is supported between each teacher and each
student and is of great importance in achieving this aim. This is supported by recent
research that suggests that one of the most significant aspects influencing students’
learning is this relationship.
We believe that:
● All students should have the opportunity to develop to their fullest potential and a
positive academic and social climate is necessary for that success
● The responsibility for establishing this climate is shared by students, staff, and
parents as we guide students to become progressively more self-discipline and
responsible, able to work independently and cooperatively
To reach that end, we will provide a positive learning environment that is developmentally
responsive to the academic, social, and emotional needs of students. Our school
environment, both in and out of the classroom, encourages international-mindedness and
global integration.
Part of the learning process involves making decisions and mistakes; however, we do not
expect students to learn from their mistakes and demonstrate growth. KVIS staff uses a
positive discipline approach that encourages students to make the right choice whilst
eliminating the poor choices.
Behavior Management
At KVIS we use a range of strategies to support the students in managing their behavior.
Every teacher at KVIS uses a range of strategies within the classroom as well as during
the course of other behavior. Teachers at KVIS have high expectations of students
academically and in terms of behavior. Some of these strategies include encouragement,
praise, and rewards considering both positive and negative consequences for behavioral
choices
Self-Examination
Teachers must recognize what they are doing currently to cope with discipline problems.
For example, is the voice raised too high and too often, is punishment threatened, is
shaming, blaming, or sarcasm used; do you pretend to ignore bad behavior? First,
examine yourself in action. Note exactly what you do in situations requiring discipline.
Evaluate
Ask yourself, “Is it working?” Does the misbehavior cease altogether or does it stop
temporarily only to recur? Does your discipline method produce undesirable side effects,
such as hostility and resentment that get in the way of learning and fuel further
misbehavior? If your method isn’t working – stop doing it! This is essential if the following
steps are going to work properly. You cannot introduce a new system if you continue
simultaneously to do the other things that don’t work.

Develop Relationships
This is a very important step that is necessary for the rest of the strategy to work
effectively. When the troublesome student is not doing anything wrong, give him/her some
warmth and recognition. Demonstrate that you are interested in him/her, that you can be
nice, and that you are not always against him/her. It will be hard for the student to dislike
you that way. Good relationships remove some of the causes of disruptive behavior and
produce a greater willingness to cooperate.

Rules
For us to implement policy, it is vital that all teachers and classes have a clear and concise
set of class rules displayed prominently. These rules should be negotiated with the
students so that they are looked upon as our rules/shared values and not his/her rules.
The process
Start off by determining with the class “Why are we at school?” You will probably come
up with something like this:
- To learn
- To learn to get on with others
Present them with “Well what rules do we need in our room so that we can achieve
this?”
If there is, you need to re-negotiate (within reason). Finally, make the following
statements very clear as these are the school rules:
1. “Everyone has the right to learn.”
2. “Everyone has the right to be treated with respect.”
3. “Everyone has the right to learn and play in a safe environment.”

Reward and Consequence Systems

Research shows us that the most productive and powerful source of recognition/positive
reinforcement is when rewards are varied and immediate. Delayed recognition does not
work for students as they do not see the connection between the award/recognition and
when it took place.
Research suggests behavior can be improved by 80% just by reinforcing positive
behavior. It is important that reward programme work for students that appreciate long-
term rewards as well as those that need immediate recognition. A variety of reward
possibilities help keep a child motivated over a long period of time. A reward is never a
substitute for words of praise and encouragement. Building an intrinsic reward
mechanism will ultimately have a far greater value on our children.
Teachers have individual student management programs conducted in their classrooms.
These always focus on the reinforcement of positive behavior. Children are also
recognized during assemblies where awards are presented in a particular area of school
life including academic, co-curricular, and sports. Teachers make a point of
acknowledging all students throughout the term.
Tracking of Behavior (Positive and Negative)
Both Principal and Vice Principal are responsible for tracking the behavior of every
student in their respective area.
Whole Class Warning
This may be included in class instructions e.g. Have your novels out and read without any
talking or while you illustrate your work you may talk quietly. It may be necessary for the
teacher to settle the class with a specific statement/warning e.g. This is a class/individual
reminder. I want you to work without talking.
Individual Warning
Should a student choose to break the class rules, acknowledge the behavior and issue
a reminder.
Say to the student
“What are you doing? / I saw you ____________________ Is this against our
rules?
What you are doing is against our rules.
What you are doing is stopping others from working/learning
Stop it!
If this behavior continues you will have to work somewhere else.”
This is your reminder.
Teachers may wish to record when an individual warning has been issued, for future
reference.
Continued Disruption
To date the child has not changed his behavior. State
“This cannot continue. We have to work this out. You are going to have to move to
the Reflection Space until we can work this out.”
No student should be sent to the Class Reflection Space without an Individual
Warning where medium-level misbehavior has occurred or where a safety rule has
been broken.
Classroom Reflection Space
Each classroom will have an area where disruptive students can be placed to “Work Out”
their behavior problems. The name of this space may vary from class to class i.e., timeout
desk. The positioning of the Class Reflection Space should enable the teacher to
supervise the child at all times. Students may work at the teacher’s discretion, but they
are there primarily to “Work It Out.”
If a child repeatedly returns to the Reflection Space and low-level misbehavior
continues the teacher involved is advised to touch base with parents to inform
them of the continued low-level misbehavior.
When the teacher goes to the Class Reflection Space to counsel the student, the
following points can be discussed.
1) That what she/he is doing is against the rules of the class.
2) That his/her behavior is interfering with the other student’s learning and you’re
teaching.
3) What the student wanted to happen when she/he behaved the way she/he did.
4) A plan by which the child may be able to solve the problem.
Counseling Techniques for Class Reflection Space
1. Tell me your story! What’s happened? What’s going on? What brought you here? If
the student cannot tell what led to his being in the Class Reflection Space, then you
need to tell him/her the situation as you see it.
2. When you break the rules, when you call out… or when you distract others. What
does that make the other students want to do? How does that make the others feel?
3. Is there any reason for the rules to be broken? Blaming others is not acceptable.
They haven’t forced him/her to break the rules. He/She has chosen to behave that
way. You have chosen to break that rule
Call out ………
distract others
4. Do you want to come back into the group? Good, I want you to come back. I don’t
like it when you have to leave the group! However, the others have a right to work
without being distracted. Can you promise to follow our rules? (A definite positive
response is required here.) Good, you can come back to the group but I need to let
your parents know that you have left the group today. (Home Lessons Diary)
Specialist Teachers and the Class Reflection Space
Should a child enter the Class Reflection Space prior to attending a specialist lesson, the
child shall remain in the Class Reflection Space until his class teacher/Learning Manager
can counsel him/her. While in the Class Reflection Space, the child will be supervised by
the teacher who placed him/her there, unless otherwise arranged with another teacher,
Vice Principal, and Principal.

Should a child be placed in the Class Reflection Space whilst in a specialist lesson, the
specialist teacher will arrange to counsel the child at the earliest available time. The
classroom teacher will be advised when the child has been placed in the Specialist's
Class Reflection Space.

Flexibility is important. The process has to work for you and be appropriate to your Year
level. Supervision will be conducted by the Vice Principal and Principal. At the first break
the class teacher and Vice Principal and Principal will spend time discussing the concerns
with the student’s behavior with the student.

"A promise is not good enough!"

It is up to the individual teacher to determine the time lapse between returning to the
group.

Common areas

Incidents that occur in common areas should be followed directly by the teacher/staff
member that has observed the incident. Again, flexibility is important. Depending on the
severity of the incident will determine the consequences and the time out space that is
required and who needs to be informed (Vice Principal, and Principal)
Expulsion/Suspension

A student chooses to break his/her contract after having been suspended or should
he/she choose to behave illegally or be deemed a threat to others or their behavior brings
the reputation of the school into question, it is assumed that all of the strategies used thus
far to assist the child in the management of his behavior have not worked and that this
school, therefore, is not an appropriate environment for the student concerned.