Conduct in Humanist Schools

1. Conduct in Humanist Schools

2. Expectations of childrenIn humanist schools children share a responsibility for: • Upholding school rules • Respecting school staff, fellow students and the wider community • Respecting personal and school property • Protecting others from teasing, bullying or intimidation • Behaving fairly in tests and exams • Rejecting all forms of physical or verbal abuse (including alcohol, drugs and sexual) • Being punctual and attending school at times required.

3. ATTENDANCE Regular attendance to routine school programs is essential for developing a rounded education. Therefore children in the humanist schools have a responsibility to: • Report back to school on the first day of each term. • Attend all lessons unless permission has been granted for absence. • Follow the routine school timetable. • Complete all designated exercises, tests and exams. • Attend official preparation

4. LANGUAGE The humanist schools recognise the role communication plays in fostering human cooperation, happiness and achievement, therefore children should: • Use English as the official language. • Not use abusive, unkind or vulgar language. • Always tell the truth. • Prevent back-biting, rumor-mongering or gossiping about others.

5. UNIFORM As a principle of social identity and togetherness,children in humanist schools should: • Wear official uniform in school whenever required • Avoid artificial make-up or jewellery during school time. • Wear flat-bottomed shoes of designated colour and socks/stockings. • Maintain short and tidy hair.

6. RESPONSIBILITYChildren in the humanist schools should demonstrate responsibility by: • Being orderly and non-violent. • Participating in communal/charity work both in school and the vicinity. • Respecting school property. • Seeking proper medical care when they are sick. • Bringing no electronic gadgets to school without permission. • Treating 'out of bound places' as no go areas. • Not keeping or carrying dangerous weapons. • Not talking to unauthorised visitors. • Protecting the environment and its beauty. • Respecting each other's opinions. • Rejecting irrational behavior e.g. superstition. • Not staying at school beyond dismissal time. • Respecting secular days in the humanist calendar.

7. Management of conduct The humanist schools aim at involving learners, and their parents/guardians in regulating school conduct through: • An elected prefects body chaired by the head prefect. • A students council composed of elected class councillors and prefects chaired by elected speaker. iii. A staff disciplinary committee (DC) composed of Headteacher (chair), deputies, humanist counsellor and a representative of parents.

8. Managing poor discipline • In managing poor discipline among learners, the humanist schools advocate the principle of “guidance rather than violence”. Violence implies any application of physical force among learners however light. All corporal punishments ranging from pinching to beating are not permitted. • The following broad categories of alternatives to corporal punishments shall be employed in managing morality and discipline among learners: • Reflection • Penalty • Reparation • Last Resort.

9. 1. Reflection and Apology For minor day-to-day problems, such as coming late to school or being disruptive in class a teacher could ask children to think about their misbehaviour by using one of the following techniques: • Empathy – ask the child to consider the person who has been hurt by their action, to consider how they would feel if the same thing had been done to them, and asking them to apologise to the person expected. • Apologies – these can either be done in private with the teacher taking the child to apologise to the person affected by their actions or, in serious cases, they can be asked to apologise in public in front of the whole class or other group.

10. Minor actions These might be considered for minor issues: • Imposing a time-out. This would involve asking children to either leave the class or sit in a quiet place for say10 minutes to think about their behavior. To be released they have to articulate what they did wrong and how they will avoid repeating the mistake. This should be done firmly, but without humiliating the child. • Letter writing. This could involve asking children to write a letter or even an essay on why they behaved in a certain way and what they will do to avoid repeating the mistake. • Apology. This involves asking children to apologise to the wronged person and to ask for forgiveness.

11. 2. Penalties For offences that are persistent and detrimental for all concerned, such as continually coming late without an adequate explanation, missing school without an adequate explanation or insulting other students, a teacher could impose an appropriate penalty. Penalties within a positive discipline approach might include  • Physical work, such as children slashing grass or cleaning the school compound in a designated area.  • Withdrawal of privileges, such as children not being allowed to go out during recess or to play games during school. • Additional time at school (detention), such as children remaining for an extra half hour after school to reflect on what they did wrong. Care must be taken to ensure that the penalty meets the principles of positive discipline. The penalty should also provide children with an opportunity to think about their behaviour and to think of an alternative behaviour for future similar circumstances. At the end of a penalty, teachers should help children learn what was wrong with their behaviour and how not to repeat the same mistake

12. 3. Reparation For offences that cause damage to a third party, such as hitting other students, bullying younger children, damaging property, or fighting and causing general disorder in school, a teacher could insist that a child undertake public reparation, such as the following: • The child apologises in the assembly to the entire school, if feasible, the child contributes toward replacing or repairing the damage, such as erecting a fence, chopping wood or repainting a wall (based on the capacity of the child).  • The child receives a written notice in the school disciplinary record and commits to reform. • The school involves parents in preventing a repeat of the behaviour.

13. 4. Last resort For persistent and serious offences, such as violating other children or serious damage to the school property or reputation, the headteacher could take action as a last resort, using interventions such as the following:  • Summon and discuss with parents the possible next steps, as a warning to the child. • Implement a time-limited suspension (e.g., one week) with a written warning and referral to a counselor or probation officer. • As a very last resort, refer the case to the board of Directors with a specific recommendation for expulsion from school, including the involvement of a probation officer and an action plan for next steps to taken.

14. Regulations for staff 1 The core mission of the humanist schools is to shape and preserve childrens' dignity, self esteem and achievement. To realise this, all staff should: • Conform to the humanist values and principles of the school. All staff should sign to denote their acceptance of these principles as a condition of employment. • Keep time and monitor children’s attendance. • Take regular roll call of students and submit reports to authorities. • Never use physical or verbal abuse. • Organise children for communal/charity work in school or vicinity. • Facilitate the preservation of nature and its beauty. • Respect the rights of learners as stipulated in children’s legal instruments.

15. Regulations for staff 2 • No discrimination among learners according to race, sex, tribe or religion. • No perpetuation of irrational behavior among learners e.g. superstition. • No use of language that undermines learners' dignity or self-esteem. •  Organise learners in celebrating secular days on the humanist calendar. • -Ensure the security and safety of school and personal property. •  Respect authority so as to lead by example. •  Ensure that learners health and welfare are safeguarded at all times. • Dress decently in a manner that reflects self respect before learners. • Attend staff induction and development events.

16. Regulations for parents/guardians The Humanist schools value the role of parents and guardians as partners in the education of children. Thus parents and guardians should: • Support their children’s education by meeting fee and other requirements on time. • Visit the school whenever called upon to discuss their children’s behaviour or academic progress. • Respect the schools humanist values and principles.