Elementary School Code of Conduct
The goal of each elementary school in the Tredyffrin/Easttown School District is to provide the highest quality of educational programs for our students. The cornerstone of school discipline lies in the development of responsible behavior of each child. All five schools utilize the Bache "Pro Social Skills" model which emphasizes the responsibility of students to make proper choices for their behavior. When a choice is made, a student must reflect and evaluate it with an awareness of direct consequences. To facilitate these skills, guidelines are established which are consistent at all grade levels. All school staff members are trained to employ this model if and when a confrontation occurs.
Student behavior on buses, in hallways, cafeteria and recess areas is expected to comply with established guidelines. In addition, rules for behavior are in effect at school sponsored events during or after school hours, on or off the building premises.
We believe that a climate conducive to learning is established through the consistent application of disciplinary guidelines, staff expectations and parent support. The Elementary School Code of Conduct reflects a strong sense of community and partnership exemplified through the responsible behavior and academic excellence of our elementary students.
Prosocial Skills Overview
Behavioral psychology indicates that internal language is a key to self-control. The Prosocial Skills Program includes a five-step system that provides language to help children control impulses and make constructive choices. Initially, this language is externally impressed by parents and visual icons. Through modeling, rehearsal, and application, this language is internalized by children and used to exercise self-control and social responsibility. The following is a list of the five steps and the rationale for each.
1. STOP AND THINK
Teachers say "Stop and think" to students behaving inappropriately. This message interrupts negative and impulsive behaviors. This prompt also aids self-control as students internalize and apply it themselves. For adults, "Stop and think" is calm, rational, consistent response to challenging behaviors. It serves as an alternative to emotional responses such as yelling or being drawn into arguments with children.
2. GOOD CHOICE OR BAD CHOICE
Teachers ask, "Are you going to make a good choice or bad choice?" This question places responsibility for decisions squarely upon children. Power struggles and win or lose situations that are generated by child defiance are defused. It is made clear that consequences are derived from choices made by children.
3. CHOICE OR STEPS
Implementation of this part of the sequence varies according to need. Some children are helped to explore alternative choices. In other cases, children are taught social skills essential for school and interpersonal success. These steps are concrete and specific. For example, steps for ignoring are: Break (the gaze), Turn (your body), and Move (out of the area). These steps are verbalized to reinforce the controlling capacity of language.
4. JUST DO IT!
Teachers say, "Just do it!" This message is intended to activate children and eliminate excessive verbiage regarding events and behavioral expectations.
5. HOW DID I DO?
This step is used for self-monitoring and self-evaluation. Children reflect upon the results of their choices and consider behavioral alternatives when needed.
In addition to this five-step sequence for addressing challenging child behaviors, the Prosocial Skills Program offers a problem-solving system that is adaptable across ages and situations.
Based on the work of Dr. George Batsche.
Adapted by Jerry McMullen, Ph.D.