Discipline
Generally speaking, the word discipline is used in two ways: one, to mean a way of life which, according to Scriptural directives, translates into a life of service; the other referring to a code of behaviour, a list of do's and don'ts, including a set of consequences for misbehaviour. Since it is difficult to have a code of behaviour without an overall consensus on what a Christian lifestyle entails, the second definition flows out of the first one. As such, a school's discipline policy ought to be in keeping with its overall goal which is to prepare the students for a life of stewardship.
Discipline is an integral part of the school curriculum and environment. It is a continuous process to help the students realize their worth as image-bearers. It helps the students develop their God-given gifts as best they can while guiding them towards responsible action. Students need the freedom and the opportunities to make decisions, to make choices and mistakes, to change their minds, to flounder and to stand up again, so they grow in their understanding of who they are, where they are, and why.
One of the most important components of good discipline is the adult modelling. Good and positive modelling includes: respect for each other, adults and children; dependability and consistency; self-discipline and self-control; a positive and cooperative attitude; availability and approachability; praise instead of put downs; the honest expression of feelings, expectations, thoughts and fears instead of sarcasm and ridicule; integrity.
A second component of good discipline is the teacher-student relationship. Mutual respect, unconditional acceptance of the student as a person and daily forgiveness are basic to fostering a positive student-teacher relationship. This is crucial to the development of a harmonious classroom or school atmosphere so necessary for a wholesome and healthy learning environment. In fact, in order for the students to develop a healthy self-esteem, they need to be noticed and affirmed, not in a negative way, but with dignity, affection and compassion.
Thirdly, because there is an unequal power relationship between the student and the teacher, teachers need to use authority wisely, lovingly and sensitively. Otherwise, the relationship will become warped or imbalanced, often resulting in manipulation, deception or power struggles. As teachers, it is important that we "act justly, love tenderly and walk humbly with our God", knowing full well that we need daily forgiveness as much as the students do.
Fourthly, the policies and rules of the school which are designed for the common good, need to focus on restoration and reconciliation, rather than on retribution and punishment. The intent of discipline is to alter the student's behaviour, not out of fear for the consequences, but out of a desire to fulfil God's demands to love others as ourselves.
Finally, another important component to discipline is community. As mentioned above, there is a key teacher-student relationship, but there is also a student-parent and teacher-parent relationship. Although we focus on school based discipline, the school closely communicates with the parents to ensure that those intimately involved in guiding the student into a life of service are working together.
The shepherd's rod of the Bible is a rod of direction, encouragement and comfort. Therefore, at JKCS, following the example of the shepherd, we will discipline our students by guiding them in the right direction, in a quiet, authoritative and convincing manner, as servants who seek their well-being. We will do our best to protect, advise, encourage and gently nudge them onward so that they indeed can become the person God intends them to be.
John Knox Christian School Discipline Procedures
In order to carry out the above Discipline Policy, John Knox Christian School has developed several disciplinary practices. These practices are listed below.
Student Code of Conduct
In an effort to foster responsible behaviour at school, all students and their parents will sign a code of conduct at the beginning of the year. A sample copy can be found in the JKCS Student handbook. The grade 1 and 2 code is entitled I-Care Rules for Little Kids; the grades 3-8 one, Student Code of Conduct. This code is filed by the classroom teacher, for future referral, when necessary.
Think Time Sheets
At JKCS we want the students to be responsible for their behaviour and participate in the restoration and reconciliation process. Therefore, we have designed age-appropriate think time sheets for grades 1-5, which students will have to complete when they continue to ignore or disobey school policies. These sheets are to be signed by the student, teacher and parent. Three think-times will result in an all-day in-school suspension in the office.
After School Detentions
Students in grades 6-8 who choose to disobey classroom or school rules, or are not committed to their learning will be given a Check. Three Checks result in the student serving an after-school detention. Six Checks result in the student serving an after-school detention and a meeting with the principal. Nine Checks will result in the student serving an after-school detention and an interview with members of the Education Committee*. The teacher will communicate with the parents each time the student receives a Check.
*Purpose and process of conference with Education Committee (EC)
The purpose of this interview is to help students articulate their goals for learning and to identify ways in which they must behave so they can achieve these goals. To make sure the student will stay focused on his/her learning, for the duration of one month following the conference, the student must write weekly summaries reflective of his/her progress. These summaries are to be presented at the next Education Committee meeting for their information.
Verbal Abuse
Verbal abuse is not allowed in our school and students will be disciplined accordingly, should they persist with such behaviour.
Physical Violence and Sexual Harassment
JKCS has a policy of zero tolerance to physical violence, threats of physical violence with intent to harm, indecent sexual gestures, and sexual harassment. John Knox also maintains zero tolerance towards the possession of weapons, persistent aggressive behaviour in the classroom, halls or on the playground, persistent bullying, insolence, blasphemous and/or vulgar language, and going off property without permission. When serious discipline measures have to be taken, the home will be involved as soon as possible. Students in grades 6-8 may be sent home immediately; those in grade 5 and under may spend the rest of the day in the office. Depending on the severity of the offence, consequences include a think-time, lunch-hour or after-school detention, or a suspension (in school or at home). In most cases, an interview with members of the Education Committee is required before the student is allowed back at school.
How do we define Harassment?
Harassment occurs when a student has overstepped the boundary of “teasing” and persistently irritates the other person to the point of exasperation or distress. Since this boundary varies from one person to the other, it is difficult to define clearly when someone harasses another. However, it must be remembered that NO means NO and we will deal with situations as they are reported to us. Students guilty of harassment will be sent home for three days and will meet with the victim(s) and parents prior to re-admission to school.
