Behavior Management and Anti-Bullying at CISH

Management of Student Behavior

Pro-active, Positive and Restorative Behavior Management is our goal at CISH.

The best way to foster positive behavior is to be pro-active in creating a structure and environment that promote positive behavior.  Behavior modification procedures employed should be educational in nature, designed to teach good behavior, rather than a reaction to inappropriate behavior.  Behavior management should be applied in a fair and consistent manner. Students who demonstrate positive behaviors should be recognized and appreciated.

If consequences can be avoided and instead be replaced by a teachable moment, that is the goal. Any consequences given should be well thought through, appropriate to the student’s age, and fitting for the situation. Consequences should be restorative in nature, such as making an apology or repairing damage done. Consequences should never embarrass or be mentally harmful to the child. Physical forms of punishment are never employed at CISH.

If disciplinary action is taken, it is to ensure all students can enjoy learning in an environment free from distraction and intimidation.  Disciplinary action will involve consideration for individual circumstances within the context of respect for the safety and well-being of the entire school community. 

Teachers will always do their best to address and resolve behavior issues that come to their attention right away. The appropriate Principal in consultation with the Head of School will have the responsibility to make the final decision in relation to consequences for severe inappropriate behavior that violates the student code of conduct.

Our behavior management procedures aim to:

• Recognize and promote responsible and positive behavior.

• Provide a consistent approach to managing inappropriate behavior by applying fair and logical consequences.

• Encourage students to take responsibility for their own behavior by teaching and promoting problem solving skills and the IB learner profile.

• Encourage students to learn to reflect on their own behavior and develop self-awareness.

• Promote the IB learner profile attributes in order to encourage students to have a positive influence in our community by being respectful and responsible citizens.

Discipline must NOT:

• Include any form of physical punishment.

• Cause serious distress or psychological harm to a child.

• Be carried out in anger or with the intent of seeking revenge.

• Be more severe than fits the misconduct.

Student Agency

Students are encouraged, taught and expected to manage their own behavior as much as they are capable of doing at their age and developmental level. In addition to the IB Learner Profile, a number of tools have been developed in the PYP in order to support students with their self-regulation and problem-solving.

The following will explain what bullying is and what CISH does to prevent bullying.

Bullying is typically a form of repeated, persistent, aggressive behavior that is directed at an individual(s) that is intended to cause fear, distress and/or harm to another person’s body, feelings, self-esteem, or reputation.  Bullying is aggressive behavior that is repetitive and intentional in which a power differential exists between the victim and bully. 

There are four main types of bullying:

• Physical – it may include hitting, pushing, slapping, and tripping and also includes sexual assault.

• Verbal – name calling, teasing or making offensive remarks.

• Cyber – the use of technology by an individual or group in a way that is intended to upset others. Examples include using social websites, mobile phones, text messaging, photographs, video and e-mail.

• Social – indirect emotional tormenting by gossiping, excluding from social groups, spreading malicious rumors, etc. Social bullying may also occur through the use of technology.

When to report bullying:

Prevention strategies include:

• Instructing students about respectful relationships, including digital citizenship.

• Teaching students about violence prevention, conflict resolution, anger management, problem solving, and developing polices which promote student safety.

• Teaching for and about diversity.

• Providing professional learning for staff.

• Tracking behavior incidents.

Intervention strategies include:

• On-the-spot teacher intervention to stop the behavior.

• Counselling students who have been bullied.

• Talking with parents about the situation.

• Teaching students to be proactive bystanders.

• Ensuring that all staff know how to address bullying effectively and respectfully.

• Putting consequences in place for those who bully others.

Consequences include but are not limited to:

• Writing a reflection

• Engaging in a restorative conversation

• Delivering an apology

• Temporary removal from the classroom

• Loss of privileges

• Detention

• In-school suspension

• Out of school suspension

• Legal action

• Expulsion

Post-incident actions may also include:

• Monitoring the situation between the students to ensure that their safety and wellbeing are maintained.

• Counselling.

• Talking with parents, of both the victim and the bully, about strategies for prevention.

• Creating a rehabilitation plan for the student who has been bullying.

• Reviewing and evaluating behavior codes and polices.

Students at Canadian International School of Hefei

APPENDIX A: VAPING/SMOKING 

In the event that, a student is found engaging in vaping or smoking at school or a school sponsored event, or found in possession of vaping paraphernalia, a student is discovered in the proximity of a group where others are vaping or smoking (the admiring circle) the consequences will be as follows: 

• Immediate suspension from school for a duration of 3 days.