School-Wide Behaviour Philosophy
We are committed to the establishment and maintenance of a safe, caring, sharing, and inclusive learning community for students, staff, and families. At Evergreen we aim to nurture individuals who are socially aware, adaptable, and capable of fostering positive relationships through their understanding and practice of expected behaviors.
Expected and Unexpected Behaviours
At Evergreen we use the social thinking language and teach students about expected and unexpected behaviors. This philosophy revolves around creating a positive and respectful environment where individuals understand and practice appropriate actions in various situations.
This philosophy emphasizes:
- Respect and Empathy: Teaching individuals to treat others with respect and empathy, understanding different perspectives and feelings.
- Self-Awareness: Encouraging self-awareness about one's actions and their impact on others, fostering personal responsibility for behavior.
- Social Skills: Developing effective social skills to navigate different scenarios, promoting successful interactions and relationships.
- Adaptability: Recognizing that expected behaviors can vary based on context, culture, and social norms, and adjusting actions accordingly.
- Communication: Emphasizing clear and respectful communication as a cornerstone of expected behavior, enabling productive conversations.
- Personal Growth: Viewing unexpected behaviors as opportunities for growth and learning, rather than solely punitive actions.
- Consistency and Fairness: Applying consistent guidelines and consequences while considering individual differences, to maintain fairness.
- Positive Reinforcement: Valuing positive reinforcement to encourage expected behaviors, fostering a sense of accomplishment and motivation.
- Continuous Learning: Acknowledging that both teachers and learners can continuously learn and improve their understanding of expected behaviors.
- Community Building: Recognizing that a community thrives when its members contribute positively, demonstrating expected behaviors collectively.
Teaching Expected and Unexpected Behaviors Involves Several Key Points
- Clear Definitions: Clearly define what behaviors are considered "expected" and "unexpected" in the given context to avoid confusion.
- Positive Examples: Provide specific examples of behaviors that align with expectations, showcasing respectful communication and appropriate actions.
- Negative Examples: Highlight behaviors that are unexpected, demonstrating the consequences and impact of such actions on others or the situation.
- Role Modeling: Role-play scenarios or demonstrate how to respond appropriately in different situations. This helps learners understand the desired behaviors better.
- Consistency: Be consistent in enforcing expectations to create a reliable and predictable environment for learners.
- Feedback: Provide constructive feedback when learners display unexpected behaviors, explaining the issue and suggesting alternative ways to handle the situation.
- Reinforcement: Offer praise and rewards for consistently displaying expected behaviors, reinforcing their positive actions.
- Open Communication: Encourage open discussions about behaviors, allowing learners to ask questions and seek clarification.
- Contextual Understanding: Teach learners to consider the context of a situation when determining appropriate behaviors, as expectations can vary based on circumstances.
- Empathy: Help learners understand the feelings and perspectives of others, emphasizing the importance of respectful and considerate actions.
Remember that teaching expected and unexpected behaviors is an ongoing process that requires patience and continuous reinforcement.
What is Bullying?
Bullying is defined as the repeated, persistent, hostile or demeaning behaviour by an individual or group in the school community where the behaviour is intended to cause harm, fear or distress to one or more other individuals. This may include psychological harm (feelings or self-esteem) or harm to an individual’s body or reputation. Bullying involves a real or perceived power imbalance based on factors such as size, strength, social power, economic status, religious beliefs, ethnic/cultural origin, race, family circumstances, sexual orientation, gender, gender identity, gender expression, disability or the receipt of special education. (Pg. 6, CBE Bullying Awareness and Prevention)
What is not considered bullying?
If behaviour is not based on a power imbalance, is not repeated and ongoing, is not hostile or demeaning, and/or is not intended to cause harm, fear or distress, then it is not considered bullying. The table below outlines comparisons between conflict, rude, mean/aggressive and bullying behaviour. (Pg. 6, CBE Bullying Awareness and Prevention)
Continuum of Behaviours
| Conflict | Rude | Mean/ Aggressive | Bullying |
Intention | No intention to cause harm, both sides want to have their needs met and work things out to solve the problem | Varies, may indicate attempt to communicate needs and/or achieve goals | Cause harm, fear or distress May also be used to communicate feelings/needs | Cause harm, fear or distress Grain power/control over the target Gain prestige or popularity |
Frequency | Occasional to ongoing, depending upon the relationship | Occasional to ongoing Does not follow a pattern | Occasional to ongoing Does not follow a pattern | Repeated and ongoing |
Description | A disagreement that both parties can work together to solve Interactions can be positive of negative | Impulsive behaviour, apparent selfishness, thoughtlessness or poor manners | Impulsive behaviour, angry or aggressive outburst Directed at certain individual(s) | Planned, deliberate, actions Targeting of specific individual(s) May be verbal, physical, social/relational, cyber/digital |