NSU University School Faculty, Staff and Employee Handbook

65 each other, and if we intervened every time there was an argument between children, we would deprive them of the opportunity to manage conflict. We must intervene when the normal process of peer control becomes particularly problematic. Adults have an important role as teachers, role models and disciplinarians. Bullying exists when targets react and onlookers remain passive, and as such, children themselves, particularly onlookers, must take a significant role in order to stop bullying. Types of Bullying 10. verbal bullying including derogatory comments and bad names 11. bullying through social exclusion or isolation 12. physical bullying such as hitting, kicking, shoving, and spitting 13. bullying through lies and false rumors 14. having money or other things taken or damaged by students who bully 15. being threatened or being forced to do things by students who bully 16. racial bullying 17. sexual bullying 18. cyber bullying (via cell phone, Internet, social media, etc.) Children Are the Solution Bullying is a social control phenomenon within the peer group. Adults have an important sideline role as teachers, cheerleaders, and disciplinarians. Children themselves have the primary responsibility and the power to change bullying. Bullying exists when targets are willing to be victims and onlookers remain passive and when victims inaccurately believe the situation cannot change. Children themselves have to take a primary role in stopping bullying. LOWER SCHOOL DISCIPLINE POLICY Discipline, responsibility, and behavior by choice are essential behavioral standards for success in the Lower School. Students are expected to conduct themselves cooperatively and with positive attitudes at all times. Established school rules and procedures for safety, respect, and smooth operation dictate expected behaviors. These expectations are for all students and parents. These policies clearly define the conduct required of each student and parent. In order to ensure a safe, peaceful, and cooperative atmosphere for all children, we will closely, yet fairly, adhere to the standards for behavior of this school, and expect students and parents alike, to assume responsibility for supporting these behavioral expectations. There are two basic expectations for Lower School self-discipline: 1. “I will be a responsible student.” 2. “I will be respectful and caring of my classmates and teachers.” These basic expectations are posted in each classroom area. They are described as “expected behaviors” for all students. Through guided activities and direct instruction, students generate a list of age/grade-appropriate specific behaviors for each category. These specific behaviors are incorporated in behavioral agreements or “contracts and commitments” signed by all students. Copies of the contracts and commitments, with a cover letter, are sent home with all students. A “sign and return” portion ensures that