6.1 Overview

At the International School of Belgrade, we recognize that behavior for learning is fundamental to enhancing the educational experience and well-being of all our learners across various school environments. This encompasses the quality of relationships with oneself, peers, and the curriculum. Our aim is to foster a positive learning environment and a classroom ethos that empowers students with self-efficacy and agency.

6.2 PURPOSE

At the International School of Belgrade, our primary objective is to foster an environment where every learner experiences happiness, safety, and a profound sense of respect. We are dedicated to embodying the principles of Diversity, Equity, and Inclusion (DEI) in all facets of our educational community, ensuring that every member feels an authentic sense of belonging.

We are driven to establish a positive learning atmosphere and classroom culture by actively promoting and ingraining the core values of integrity, empathy, responsibility, and respect within our school community.

A positive learning environment not only facilitates active engagement in the learning process and academic progress but also nurtures healthy interpersonal relationships (Rimm-Kaufman & Sandilos, 2011, Cefai & Cavioni, 2015). It serves as a sanctuary where learners are encouraged to voice their thoughts, ask questions, seek help, and explore new concepts (Zull, 2002).

6.3 AIMS OF THE GUIDELINES

• To underscore the pivotal role of positive behavior in fostering a conducive learning environment.

• To outline the expectations for learners, staff and parents regarding positive behavior.

• To provide a framework for the consistent management of all behavior related issues.

• To unite every member of the ISB community in demonstrating respect and empathy towards one another, in pursuit of creating an inclusive school community.

6.5 CORE VALUES

The core values of the International School of Belgrade are:

Empathy - We understand the impact of our words and actions and act with compassion towards our community members. 

Integrity - We conduct ourselves in ways that bring honor to ourselves, our school and the community. 

Respect - We demonstrate respect for the person and property of ourselves and others. 

Responsibility - We are responsible for our behavior as well as for contributing to a healthy and safe learning environment. 

Excellence - We pursue excellence by challenging ourselves to grow, supporting one another, and embracing high standards in all that we do.

The expectation of how the core values are demonstrated within school environment:

Empathy:

• Listen to the voices, opinions and perspectives of others

• Celebrate diversity and differences in our community

• Reflect upon our actions and the impact these actions have on others

Integrity:

• Be reliable, truthful and trustworthy

• Do what is right & stand up for what is right, even when others may be acting differently

• Report and seek support when you see something is wrong, including discriminatory behavior

Respect:

• Actively listen when others, including the teacher are speaking to the class

• Follow the instructions of teachers

• Respect the school environment

• Communicate to all members of the school community  in a kind and respectful way

Responsibility:

• Arrive to school & lessons on time

• Have all the necessary equipment ready and prepared for learning

• To be fully committed to personal and academic improvement 

• Have a positive influence on our own learning & the learning of others

Excellence:

• Set meaningful goals, reflect on your progress, and take ownership of your learning journey.

• Encourage your peers, collaborate with empathy, and contribute to a positive learning community.

• Consistently put forth your best effort, take pride in your work, and uphold academic integrity.

• Learn from mistakes, stay open to feedback, and bounce back stronger when faced with challenges.

6.6 THE ROLE OF COMMUNITY MEMBERS

School Leaders:

The school leadership team will…

• be highly visible, with leaders routinely engaging with learners, parents and staff on setting and maintaining the behavior culture and an environment where everyone feels safe and supported;

• ensure all staff and members of the school community understand the behavioral expectations and the importance of maintaining them;

• monitor and evaluate the effectiveness of the behavior guidelines;

• ensure that all new staff are inducted clearly into the school’s behavior culture to ensure they understand its rules and routines and how best to support all learners to participate in creating the culture of the school;

• consider any appropriate training which is required for staff to meet their duties and functions within the behavior guidelines;

• ensure ongoing engagement with experts, such as school counselors to help  inform effective implementation of behavior policies and strategies;

• establish feedback mechanisms with staff, learners, and parents to gather input on the effectiveness of behavior policies and strategies.

Welfare Coordinator

The welfare coordinator will:

• liaise with school leaders, student support services, teachers, parents and learners regarding matters of behavior;

• develop and monitor systems and processes to support behavior for learning;

• monitor trends and patterns in relation to behavior, attendance, and tardiness;

• promote the school values through school activities;

• support the development and implementation of the homeroom programme;

• be responsible for analyzing behavior-related data and preparing reports to inform decision-making and guidelines adjustments.

• will collaborate with other members of faculty including teachers, leadership team, counselors and student support services.

Homeroom Teacher

Homeroom Teachers will…

• create a safe and inclusive space where learners feel comfortable expressing themselves and sharing their experiences;

• develop strong, positive relationships with each student, getting to know their individual strengths, challenges, and aspirations;

• actively support the social and emotional development of their students, including the implementation of the SEL curriculum;

• play a key role in reinforcing and modeling the core values of ISB, which include integrity, empathy, responsibility, and respect. They set clear expectations for behavior and conduct within the school community;

• facilitate the transition of students into the school community;

• familiarize learners with school culture, routines, and expectations, helping them integrate smoothly into the ISB environment;

• work in close collaboration with welfare coordinators, support services, counselors, and other relevant professionals to ensure that students receive the necessary resources and interventions to thrive academically, socially, and emotionally, including the implementation of the school's tiered support system;

• maintain open lines of communication with parents, keeping them informed about their child’s progress, achievements, and any areas of concern;

• acknowledge and celebrate the successes and positive behaviors of their students. They recognize achievements both inside and outside the classroom, reinforcing a culture of appreciation and motivation.

Faculty

Faculty members will:

• develop a calm and safe environment for all learners 

• establish clear expectations for learners within their learning environment 

• tailor instruction to meet the diverse needs of students

• uphold the whole-school approach to behavior as set out within the behavior for learning guidelines

• will recognise that making mistakes is part of the learning process for learners at ISB and should support learners through the use of discussion and reflection

• model expected positive behaviors so that learners can see examples of good habits and are confident to ask for help when needed

• aim to create positive relationships with learners and the wider school community

• support and challenge learners to meet the classroom and school expectations

• communicate the school expectations, routines, values and standards both explicitly through teaching behavior and in every interaction with learners

• record incidents which go beyond the use of the individual teachers ‘toolkit’

Learners

Learners will:

• be aware of the school behavior standards, expectations, support, and consequence processes

• follow the school behavior guidelines and uphold the school rules, and should contribute to the creation of a positive school culture

• reflect upon their actions so that they can make better informed decisions

• be supported to achieve the learner expectations, including an induction process that familiarizes them with the school culture

• positively contribute to all aspects of school life

• actively seek support when needed, fostering a proactive approach to their own learning and their relationships with others

Parents

• know the school’s behavior guidelines 

• support the school’s behavior guidelines and should reinforce the guidelines at home as appropriat

• where a parent has a concern about behavior, they should raise this directly with the school while continuing to work in partnership with them

• the school has a role in keeping parents updated about their children’s behavior, encouraging parents to celebrate learners’ successes, or holding sessions for parents to help them understand the school’s behavior guidelines

• parents will be included in discussions regarding specific behavior interventions in place for their child

• to participate in school information sessions to develop an understanding of the schools behavior for learning guidelines

• to recognise a child’s behavior as an opportunity for learning and growth

6.7 POSITIVE BEHAVIOUR

Rationale

Celebrating student’s achievements in school can have a positive impact on their overall development and academic progress. Recognizing accomplishments strengthens the connections between teachers and learners, fostering a positive learning environment (Rimm-Kaufman & Sandilos, 2011). 

Additionally, it contributes to students' well-being, self-esteem and motivation to excel academically (Cefai & Cavioni, 2015). This positive reinforcement cultivates a sense of belonging and self-efficacy, empowering learners to take ownership of their learning journey (Beeby et al, 2009). 

Recognizing accomplishments not only strengthens the connections between teachers and learners but also nurtures a sense of mutual respect and understanding, creating a classroom environment where every student feels seen, valued, and supported in their learning journey (Rimm-Kaufman, S. E., & Sandilos, L. E, 2011).

This positive reinforcement cultivates a sense of belonging and self-efficacy but also equips learners with the confidence and skills needed to navigate their educational path with purpose and determination (Beeby, C. E. et al, 2009).

Overall, these practices create a supportive community where students feel valued, motivated and empowered to reach their full potential, ultimately contributing to their holistic development and long-term success.

Celebrating Positive Behaviour

In the Classroom:

Teachers at ISB recognise the successes our learners have each and every period, each and every day. At the start of each year, teachers will work alongside our learners in creating classroom agreements which help support the creation of a positive learning environment. Throughout the year, our teachers will recognise the success our learners have both academically and holistically when our learners are demonstrating the schools’ core values of respect, responsibility, empathy and integrity. 

There are a number of ways in which this success can be celebrated, including: 

• Submission of a positive behavior report on Moze

• Contact parents when a positive behavior report is submitted

• Use of learner work as models and exemplars

• Display of learner work in the classroom & corridors

• Praise of positive behaviors, growth and quality learning

• Say ‘Well Done’

In the Homeroom:

Homeroom provides an opportunity for small groups and whole grade levels to come together on a daily basis. This structure allows for even greater opportunity for us to celebrate learner success that goes beyond individual subject areas. 

Opportunities to celebrate success in homeroom could include:

• Positive behavior reports

• Success outside of the classroom, e.g. CEESA

• Success outside of school

• Whole class success, e.g. attendance and tardies

• Praise box - learners identify the successes of others

Within the Community:

Through the use of assemblies and other communication with the whole school community, we will celebrate the success of our learners both inside and outside of the classroom. 

The ways in which we will do this are:

• Seasonal awards for learners based on the core values of respect, responsibility, empathy & integrity

• Showcasing success and positive behavior through the Dragon’s Dispatch 

• Displaying success and positive behavior on displays around school

• End of year awards including all learner recognition 

6.8 HOMEROOM PROGRAMME

Overview

Each day, learners will participate in a 10-minute homeroom lesson as well as having a dedicated 55 minute Social and Emotional Learning lesson each week. Having a small group ratio of 1:12 helps our homeroom teachers to really get to know their learners in their homeroom and develop strong positive relationships, ensuring a safe and supportive atmosphere. The homeroom teacher provides support and guidance to our learners throughout their daily experiences at school, as well as aiding them in navigating their educational journey.

Key Concepts

Opportunities to inquire about the following key concepts will be provided within the homeroom programme:

• Self Awareness - The ability to understand one’s own emotions, thoughts and values and how these influence across contexts

• Self-Management - The ability to manage one’s emotions, thoughts and behaviors effectively in different situations and to achieve goals and aspirations

• Social-Awareness - The ability to understand the perspectives of and empathize with others as well as understand broader historical and social norms for behavior in different settings 

• Relationship Skills - The ability to establish and maintain healthy relationships settings and to effectively navigate with diverse individuals and groups

• Decision-Making - The ability to make caring and constructive choices about personal behavior and social interactions across diverse situations

Curriculum

As part of the homeroom program, we also emphasize the development of social and emotional learning (SEL). This support aids our learners in cultivating social-emotional skills such as fostering positive relationships, managing emotions, and setting goals. These sessions are tailored to their developmental needs, ensuring they receive appropriate support aligned with their specific requirements. 

Maintaining a small group ratio of 1:12 enables our homeroom teachers to genuinely connect with their learners and foster robust, positive relationships within their homerooms.

• Mindsets & Goals

• Bullying and Harassment 

• Thoughts, Emotions and Decisions

• Managing Relationships and Social-Conflict

You can find more information regarding the Second Step curriculum here

In high school, our learners will be following the SEL curriculum called Maia Learning, which has a broad focus tailored to the developmental needs of our older students. They will cover topics such as:

• Cultural Identity

• Developing a Growth Mindset

• How to Handle Changing Relationships

• Sleep Habits

• Plus many more

You can find more information regarding the maia learning curriculum here

In addition to this, we also monitor the needs of each of our learners and grade levels and enhance our curriculum accordingly. This may involve incorporating additional areas of focus or responding to observations around the school that indicate potential topics of interest. Furthermore, we supplement the SEL program with extra learning opportunities in the following areas:

• Digital Citizenship

• Relationships & Sex Education

6.9 FAILURE TO MEET EXPECTATIONS

Overview

We understand that there may be times when learners do not meet the high expectations we have set for behavior. At these moments, it's important to remember that behaviour is a form of communication. Understanding these behaviors is key to identifying the best ways to offer support.

Our first step is to engage in a conversation with the learner, where we'll ask questions such as:

• What happened?

• What were you thinking when this situation occurred?

• How did this affect you and others around you?

It's worth noting that consequences are meant to encourage positive behavior and provide an opportunity for learning and growth. The purpose is to foster positive change and personal development.

Above all, our aim is to create a safe and supportive learning environment where all students feel valued and empowered to grow. We encourage open communication and value the input of each learner in finding the best way forward. We're here to support you through any challenges you may face, and together, we can work towards your success.

Our responses are always tailored to each learner's specific needs and circumstances. Each learner has a unique journey that matters to us, and we're committed to helping all learners thrive.

Possible Consequences

• Reflection conversation with the teacher: A one-on-one discussion between the teacher and the learner to explore the behavior and its impact, with the goal of finding a resolution and preventing future occurrences.

• Lunch or break time reflection: An individual or group discussion involving relevant staff members to address the behavior, provide guidance, and offer support in a more structured setting.

• Internal day(s) of reflection (in school but out of class): A designated period during the school day for the learner to reflect on their behavior, consider its consequences, and plan for positive change.

• External day(s) of reflection: This will be used when additional time is needed to identify the levels of support for the learner before they return to school. An extended reflection period conducted outside school, allowing for a deeper understanding of the behavior and the necessary steps for improvement.

• Restorative consequences: A consequence that encourages the learner to take responsibility for their actions by actively participating in the resolution process, in this case, cleaning the area affected by their behavior. e.g. throwing food in the Boma may result in supporting the cleaning of the area during the next lunch.

Support

For learners receiving support at the tier two to four levels, a behavior plan will be developed. The plan will include the following information:

• An overview from the data which has been collected

• Feedback from the learner

• Who will be supporting the learner (homeroom teacher, welfare coordinator etc.)

• Identified targets (in consultation with the learner)

• Identified strategies which can be implemented by the learner and the teachers (in consultation with the learner

• Feedback from teachers based on the progresses towards the identified targets 

• Date for review

This information will be shared with the learners' teachers and with their parents. 

On the date of review, we will analyse the data from both the weekly teacher feedback reports as well as any subsequent behavior reports which have been submitted. At this point a decision will be made to either:

• Remove the level of support

• Continue to provide support for an extended period of time

• Provide additional support with a move to the next tier of intervention

6.11 BULLYING

Overview

Bullying is defined as the repetitive, intentional hurting of one person or group by another person or group, where the relationship involves an imbalance of power. Bullying can be physical, verbal or psychological. It can happen face-to-face or online’

Anti-Bullying Alliance

Bullying behavior can be:

• Physical - Pushing, poking, kicking, hitting, biting, pinching etc.

• Verbal - Name calling, sarcasm, spreading rumors, threats, teasing, belittling

• Emotional - Isolating others, tormenting, threatening gestures, ridicule, humiliation, intimidating, manipulation, coercion

• Sexual - Unwanted physical contact, inappropriate touching, abusive comments, homophobic abuse, exposure to inappropriate content

• Online - Posting on social media, sharing photos, sending unwanted and nasty messages, social exclusion

• Indirect - The exploitation of others

Bullying is not the occasional falling out with friends or the odd silly joke. It is something done on several occasions with the intention of upsetting or harming the victim.

Dynamics

Research undertaken in Finland by Christina Salmivalli (1996) gave us a greater understanding of the roles involved in bullying. It showed that the traditional view of bullying where there is a ‘victim’ and a ‘bully’ was much more complicated. Bullying rarely takes place between a 'victim' and a 'bully' alone. It tends to be a group behavior. Others can have a significant influence on the outcomes of behaviors among children and young people intentionally or otherwise.

Anti-Bullying Alliance

The roles within group bullying behavior

• The ringleader - The individual who does the majority of the negative actions towards another. They will often encourage others to get involved.

• The assistants - Will join in with the bullying even if someone else has started it

• The reinforcers - They may not get directly involved but they will give power to the ringleader through empowering them or inciting them into action. This could be through laughing along with or giving encouragement.

• The defenders - The defenders will support the target which may be done openly through confrontation or indirectly by telling a teacher

• The outsiders - Stay on the outside of the bullying situation and pretend not to notice or are unaware of the situation.

When Bullying is Reported or Identified

• Listen to the learner  and make any appropriate notes that may help support in future interactions 

• Refer the incident to a member of the leadership team

• Collect witness statements which may be verbal to begin with and written statements where necessary

• Reassurance and strategies should be provided to the victim of bullying

• Check Moze to see if there are any patterns of behavior to be identified 

• Contact home to inform the parents of the victim of bullying and to gain an insight from home

• For the learners conducting the bullying behavior, the tiered system should be followed

• Counseling may be offered to the victim and bullies to help discuss their concerns and resolve issues

• Follow ups should take place to ascertain if the behavior is continuing or has stopped

• Contact home to close the loop and to gain further insight from home

6.12 ATTENDANCE

Overview

Your learner's presence at school is essential for their growth and academic progress during their time at ISB. Regular attendance provides them with consistent opportunities for learning, building strong relationships, and developing essential life skills. Additionally, consistent attendance helps your child establish a clear routine, develop a sense of responsibility, and prepares them for future academic and professional expectations.

• In a typical school year, there are around 1284 lessons (MYP).

• If a student maintains a 98% attendance rate, they may miss about 26 lessons annually.

• However, if the attendance rate drops to 90%, this could lead to missing a significant 128 lessons per year.

If a learner's attendance drops below 90% this may result in the learner not being able to progress to the next grade level for the following academic year.

Reporting Absences

We understand that circumstances may arise, such as illness, doctor's appointments, or necessary embassy visits, which may lead to your child's absence from school, whether for a full day or part of the day.

To streamline communication about absences, parents will report their child’s absence through the Moze application, accessible on both web and mobile platforms. Here, you'll find a link to a comprehensive 'how-to guide' that will walk you through reporting your child's absence using this system. 

For unforeseen circumstances, such as illness, please:

Complete the absence report by 8 AM on the morning of the absence.

 If you don't report your child’s absence, we will contact you via email or phone call to confirm and gather any relevant information.

Illness

This process using the Moze application can also be used to provide school documentation, such as doctor's notes, which will be shared with our school doctor, Dr. Lily, to support your child's return to school. 

Regarding medical absences, the following guidelines will apply:

• In case your child is absent with minor symptoms and no fever for 1-2 days and is symptom-free to return to school on the third day, there is no need for a medical clearance note.

• Absences with fever and lasting more than 3 days require a medical clearance note.