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Tribes and Bullying Prevention


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Tribes and Bullying Prevention at Joseph Gibbons

At Joseph Gibbons School we believe it is important to create a caring, learning community within our classrooms, hallways and playgrounds. The school encourages, supports and recognizes acceptable behaviour in our students through a variety of positive practices. Tribes is a process that helps develop a positive environment in the classroom and the school communities. It helps build community through three stages of group development and the use of four agreements among our students and staff. Having an agreed upon way of being and learning together reinforces and shapes behaviour in positive ways. Please read below for more information about the Tribes process.

Building healthy children is a shared responsibility. School, home and community contribute to the development of each student and build his or her "Developmental Assets". Everyone can and should be an asset builder for our students. Children with a greater number of developmental assets are more likely to be successful in school and in life. They are less likely to be bullies or victims of bullying or to engage in risky behaviours.  The Search Institute provides information and several resources related to bullying prevention and the Developmental Assets and we encourage you to visit this website: www.search-institute.org

Tribes:
The three stages of development are Inclusion, Influence and Community.
It is important for students to feel included in the classroom and, by establishing a caring environment, we can learn to respect and interact with everyone in our school community.

The four agreements among our school community are:
Attentive listening:
When listening, it is important to use our eyes, ears, and hearts to show that we are listening to the person speaking.

Appreciation/No put downs:
We encourage students to show appreciation to others in our school community and to confront put downs with an "I message" that tells the person how they feel and that they would like them to stop.

The right to pass:
During classroom community circle, the right to pass allows the students to choose how much they wish to share during a group activity.

Mutual respect:
Tries to ensure that every individual is considered equal and properly respected for who they are.

Bullying Prevention
At Joseph Gibbons, we take bullying behaviour seriously. Joseph Gibbons has a Bullying Prevention and Intervention Plan that is a constant work in progress (see link) Bullying Prevention and Intervention Action PlanIf You are Bullied.pdf
The following documents may be of assistance to you and your child.Bystander Tip Sheet.pdf

Discipline:
Cultivating and promoting positive behaviour is our shared goal. Although research shows that practices such as Tribes and approaches that build Developmental Assets prevent misbehaviour, inappropriate behaviour will happen from time to time. For privacy reasons, we are unable to share information about the discipline of students that do not belong to you. All staff respond to inappropriate behaviour using progressive discipline.

Progressive discipline is an approach that makes use of a continuum of interventions, supports and consequences, building upon strategies which promote positive behaviours. We encourage students to take responsibility for their behaviour and understand that there will be consequences to their actions. A progressive discipline approach is used to address inappropriate behaviour. This may include: oral reminders, a review of expectations, contact with parent(s)/guardian(s), written reflection, volunteer services in the school community, conflict mediation and resolution, peer mentoring, and/or referral for support services such as the Child and Youth Counsellor.

Each student is unique. Every situation that requires disciplinary action has its own set of extenuating circumstances. All factors that may have affected the student's behaviour are considered before progressive discipline is applied. Students who behave inappropriately will receive an age and developmentally appropriate consequence. For a student with special education or disability-related needs, all progressive discipline approaches will be consistent with his/her Individual Education Plan and his/her demonstrated abilities.
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