A. Support in being a Successful Eagle Learner

Student Self-Management skills

AIS-R Student Rights and Responsibilities

Solving a Student Problem at AIS-R

Communicating with Your Teacher

We follow our Core Values & the Profile of an E.A.G.L.E. Learner:

Core Values

Every individual has equal worth and dignity. (Equitable)

We are stronger when we embrace and learn from the diversity of our community. (Adaptable)

Learning is a lifelong journey that is a catalyst for personal growth. (Learning)

Our individual actions impact our interconnected global communities. (Impactful)

Open and honest communication builds trusting relationships. (Ethical)

Profile of an E.A.G.L.E. Learner

Empathetic

We are compassionate and seek to understand.
We are supportive of open communication.
We treat everyone with respect and dignity.
We advocate for unity and equity.

Accepting

We honor the customs of our host country and embrace different cultures.
We are inclusive and understand that everyone has equal worth and value.
We celebrate diversity by creating a positive and inclusive environment.
We build trusting relationships through open and honest communication.

Grateful

We appreciate the opportunity to learn and grow personally.
We benefit from the diverse perspectives of our community.
We engage in meaningful community outreach and service.
We respect and appreciate all members of our community.

Learning

We are engaged in our learning.
We are curious and inquisitive about the world around us.
We value experience and reflection leading to the transfer of understanding.
We are committed to continuous improvement.

Empowered

We inspire positive change.
We pursue knowledge and academic excellence.
We are self-motivated and take the initiative to seek out new learning.
We keep trying even when learning is difficult and learn from our failures.

AIS-R's Mission

Together, we cultivate inquisitive, independent, and resilient learners who inspire positive change in their communities.

Student Self-Management skills

A significant factor in success at the High School level is the ability of students to manage themselves. This does not only mean the organization of materials, meeting deadlines and managing the learning required, it also means developing and managing affective skills and being able to reflect on experiences and learning and take steps based on that reflection. A student who can self-manage, will be able to demonstrate the skills and dispositions inherent in our Profile of an EAGLE Learner. Self-Management Skills are one of the five skills which form the basis of Approaches to Teaching and Learning in the Diploma Programme (ATLs).

AIS-R Student Rights and Responsibilities

The school faculty, staff, and administration believe that students have rights that must be recognized and respected. However, every right carries with it certain responsibilities, and the expectation that High School students are mature enough to honor them.

Among these rights and responsibilities are the following:

Solving a Student Problem at AIS-R

AIS-R prides itself on the positive relationships among faculty, staff, administration and students. Every member of AIS-R is entitled to mutual respect and at the same time should not infringe on the rights of others. Prejudicial behavior will not be tolerated and is subject to serious discipline.

When problems arise, individuals are encouraged to go directly to the source and take the initiative to resolve the problems in a reasonable and mature manner. Students experiencing a problem should consider the following steps:

- If the problem is with a teacher and you are not comfortable talking one-to-one with the teacher, ask your counselor or principal to help facilitate communication
- If you have spoken directly with the person with whom you are having a problem, as well as your counselor, and the problem is still not resolved, then the grade level Associate Principal will become involved to assist in resolving the problem and to ensure that school policies are correctly followed
- It is always advisable to discuss the problem with your parents.

Communicating with Your Teacher

Here are the guidelines to follow if you are finding the learning challenging, need extra help or have concerns about your learning:

Step 1:

Student meets with teacher to address learning concerns

- Student has concern
- Student discusses concern with counselor and/or teacher face to face; action plan is put into place
- Allow 2-3 weeks between meetings
- Student, counselor and teacher meet to discuss and changes/results of action pan
- issue is resolved/addressed

If issue is not resolved/addressed...

Step 2:

In partnership, student, parent and teacher meet together to address learning concerns

- Student, parent and teacher meet to discuss concern; action plan is put into place
- Allow 2-3 weeks between meetings
- Student, parent and teacher meet to discuss and changes/results of action pan
- issue is resolved/addressed

If issue is still not resolved/addressed...

Step 3:

In partnership, student, parent, teacher and grade level Associate Principal meet together to address learning concerns

- Student, parent, teacher and grade level Associate Principal meet to discuss concern; action plan is put into place
- Allow 2-3 weeks between meetings
- Student, parent, teacher and Associate Principal meet to discuss and changes/results of action pan
- issue is resolved/addressed

Please note that before approaching the grade level Associate Principal with concerns regarding teaching and learning in the classroom, the above communication steps must be followed, as well as the specified timeline. Students are encouraged to approach their teacher to address their concerns using the following sentence starters:

- Dear Mr/Ms_________, can I ask you about something? When would be a good time to talk to you? I think I need about 10 to 15 minutes to explain an issue.
- I am finding it difficult to learn at the moment because…
- I am really struggling with...
- I am having trouble understanding…
- I think this might be because…
- I am more used to …
- I’ve noticed that…
- How can you help me?
- What do you suggest I can do?

Advocating for yourself is an important aspect of building positive relationships. However, it is important to remember that the following types of responses are not helpful to address your concerns:

- Exaggeration
- Drama
- Stirring up discontent with other students and parents (eg. petitions, social media)
- Misrepresenting what has happened in order to place yourself in a better light

The consequences for maligning, misrepresenting, or inaccurately communicating the reputation of a teacher or administrator and/or school program/curriculum, whether in the form of contributing to any kind of petition or survey, online comments, or seeking to represent the views of other students/parents will result in a maximum suspension and immediate removal from all leadership positions and/or clubs.

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