A major purpose of the school is to foster the positive social growth of students. This is best accomplished through the efforts of the staff in understanding the nature of the student at a given age level and by guiding him/her accordingly.

The staff is encouraged to create a school atmosphere of acceptance, respect, and understanding. Staff expectations (rules and regulations) should be established under the leadership of the principal after consultation with students and members of the community when appropriate. Students are responsible for obeying the rules and regulations. They should clearly understand what the rules are, why they are necessary, and that infractions of the rules may necessitate disciplinary action.

The staff should work to be as consistent as possible in the implementation of its expectations. Usually confrontation and positive advice is all that is needed in correcting student behavior. When undesirable behavior persists, corrective action will be taken to exercise positive control and correction of behavior that disrupts or that is counter productive to good order and the progress of education.

Corrective action should be in keeping with the nature of the offense. Consultation with those who work with the student is expected and individual differences in students should be recognized. For the same offense the method and/or degree of discipline may differ. Examples of corrective action include parental conferences, detention, work assignments, curtailment of privileges, and suspension.

Corporal punishment as a means of discipline is discouraged; however, a teacher entrusted with the care or supervision of students is justified in using force against any student who creates a disturbance when and to the extent that s/he reasonably believes it necessary to expel said student from the scene of the disturbance.

Should suspension become necessary in attempting to correct student behavior or in protecting the welfare of other students, a complete review of the student's records should be made so as to provide a comprehensive view of strengths and weaknesses. This should provide assistance to those who will work with the student upon his/her return to school and to staff and parents in determining avenues of help in the long-range interests of the student.

Open and regular communication with the home is essential to guiding the student, as is parental support for good school discipline.

Last update on 27-Apr-00 at 8:54 PM.

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This page is edited by David K. Taylor. Please send questions or comments to editor@orol.org.