What is Bullying?

Bullying is unwanted, aggressive behavior among school-aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time.

If bullying is reported, the class teacher must investigate the situation and communicate with the children and families involved. If the bullying continues, the class teacher should consult with a member of the admin team and set-up a meeting with the parents of the students involved. A member of the Admin team will also be present at this meeting.

But not all misbehavior is bullying. Read here to learn more about the difference between bullying and unkind behavior. Additionally, this article was shared by our teaching staff who find that it is still meaningful and true today.

What is the CWC-EV Approach to Behavioral Concerns at School?

RESPONSIVE CLASSROOMS

Class/Recess Agreements:

At the start of the year, students have a discussion, agreeing on ‘classroom’ and ‘recess agreements’ so that everyone can learn and be safe. Every student signs these agreements, either using their name or a drawing themselves, depending on their age, to show that they agree with them. The recess agreements should include agreements for operating outside of the classroom, as well, such as walking in the hallways, quiet voices in the hallways, and appropriate use of the restroom, remembering that these are spaces we share with our community.  Please reinforce these agreements before starting the day, before going to recess/lunch, before any transition.  Be explicit at all times.

Remind, Redirect, Reinforce:

If students are acting inappropriately, we use ‘remind, redirect, and reinforce’ to support them: 

• Remind: A teacher would remind students of the directions or expectations often done in advance of students carrying out the task or behavior

• Redirect: A teacher would redirect the student(s) if they are off-task

• Reinforce: A teacher would reinforce the correct behavior s/he sees, using positive reinforcement

If these strategies are unsuccessful, or the behavior is more extreme, a teacher might employ logical consequences.

Logical Consequences:

At CWC, we use logical consequences to remedy inappropriate behavior. These may include:

• A reflection form being completed and sent home

• Cleaning up and/or replacing property that was damaged

• Writing a letter of apology or issuing one verbally

• Sitting out of the activity they were engaged in when the community agreement was broken (time appropriate with age and with some form of reflection)

• Reflecting on what they should do next time, either verbally or writing or pictures. 

MORNING MEETINGS, MINDFULNESS, SEL LESSONS

At CWC, we employ Morning Meetings, Mindfulness Practice, and SEL lessons into our daily schedules. These practices are an effective way to build community within the classroom, infuse joy with learning, help students develop close relationships with others, and develop empathy skills and self-regulation. 

RESTORATIVE JUSTICE 

As a school, we have a duty to support all students regardless of their needs or background. We must educate the whole child, including giving behavior support, social and emotional support, and academic support. If a child acts inappropriately, we have a duty to correct them and support them, so that they don’t act in this way again. We strive for the student to understand why their actions were inappropriate for the situation, and for the student to change their behavior because they want to, not because they are being forced to. Our restorative practice focuses on meeting each child where they are to effect meaningful accountability within a context of care and support while relationships are restored. 

Students who have done something hurtful to a friend are required to fill out this Social Emotional Support Form.

COMMUNITY AGREEMENTS

Each classroom will be provided with Community Agreement forms, which students, parents, and teachers should sign. Class teacher will keep signed copies of forms.

SPECIALIST TEACHERS

If a student in a specialist lesson misbehaves, the specialist teacher teaching the lesson is responsible for giving a logical consequence or giving the behavior reflection sheet.  The specialist teacher must also ensure that they inform the class teacher so that they may log the behavior or follow-up with parents and admin if needed.  

CATEGORIES FOR BEHAVIORS 

At CWC we believe behaviors can fall into any of these categories.