Adrienne Huber (2001)
Braymur
School does not manage the behaviour of its community. Rather, the whole school
community agrees to support this set of guiding principles for interpersonal
interactions and relations so as to create a safe, caring and happy learning
environment for all who choose to become members of the community. Consistent
effort to understand relationship difficulties is an integral part of school
life based on the following principles:
Joining the
Braymur community implies a contract between the individual
(student/employee/ parent(s)/guardian(s)) and the school community.
The
community invites membership and the individual, in accepting membership,
agrees to live within the community's guiding principles from the time they
leave home until returning home and whenever participating in school community
activities outside the school grounds.
Students do
as teachers ask for the wellbeing of all community members. Teachers are not to
request arbitrary actions by students. Students may review with the teacher
about the need for the request later.
Families,
peers, teachers, society and other adults influence the choices of people of
all ages. All members of the community support others to live within the
community's guiding principles.
Individuals
choose their own actions, consciously or not, and learn to accept
responsibility for them as part of their wellbeing and that of the whole school
community.
Punishment,
adult disapproval, moralism, coercion and force are inimical to this school's
philosophy as are the apportioning of blame and the allocation of guilt.
We plan for
and act in ways such that Braymur is:
A safe,
caring and happy community in which each and all members feel valued and their
rights and responsibilities as community members are honoured;
A dynamic
environment in which interpersonal difficulties are addressed as they occur;
All members
of the school community are able to understand, articulate and participate
where possible in reviewing the guiding principles for interpersonal
interactions;
An
environment where people of all ages and levels relate freely in an egalitarian
environment;
The General
Meeting, ongoing discussion and negotiation provide important avenues for
enhancing and enriching interpersonal relations within the school community;
New
community members are to treated with understanding and supported to enhance
their own understanding of how to act as members the Braymur community.
Focus on
providing opportunities and support for all community members to experience
physical, emotional, social and intellectual wellbeing and growth;
Support the
use of reasoned argument, understanding and negotiation of interpersonal
relations for the enhancement of wellbeing within the community;
Encourage
and support, in all members of the community, an acceptance and responsibility
for their actions, emotions and thinking; and
Ensure that
all members of the community will work together to create a safe, caring, happy
and mutually fulfilling learning environment.
Caring for
each other through respecting each other's right to learn without interruption
from others;
Caring for
each other through respecting each other's belongings; and caring for the
physical environment within which we live and learn; and
Encouraging
and providing a collaborative means for reviewing personal applications of
these guiding principles for enhancing wellbeing within interpersonal relations
within the whole community.
Wellbeing
and interpersonal relations suffer when interpersonal interactions involve
discomfort, insecurity and/or unease for another. Experiences may include
physical aggression, verbal derision, emotional manipulation and other forms of
intimidation.
Dealing
with interactions which involve discomfort, insecurity and/or unease will
usually, initially, include discrete discussions, negotiations and counselling
for those involved.
Such
interactions may be subsequently raised publicly in a school meeting (e.g. a
General Meeting, a staff, parent, class or small group meeting, or a
parent-student-staff meeting) in order to seek assistance with understanding
and how to proceed to re-establish community and individual wellbeing. With
this framework in mind -
To be
respected;
To feel
safe at all times;
To be free
from physical, verbal, emotional, sexual or psychological abuse, harassment,
bullying, or discrimination of any kind;
To safety
for their person and property; and
Not to be
disturbed or interrupted unnecessarily by others.
Everyone
has a responsibility to protect and maintain these rights for all.
To maintain
the integrity of the progressive nature of Braymur's philosophy of education
such that the interests of children and these guiding principles for
interpersonal relations are paramount in all learning opportunities provided
and in so doing, provide a curriculum that satisfies Registration Board
guidelines;
To
communicate and work with each other to provide a support system that
encourages growth and wellbeing in the areas self confidence and competence of
the whole person; and to participate in interpersonal interactions from which
others may learn.
ONGOING MEMBERSHIP OF THE
BRAYMUR SCHOOL COMMUNITY
The school
reserves the right to respond to each person and situation individually;
With the
exception of illegal activities, if a person experiences difficulties living
according to these guiding principles they will be helped to develop an
understanding of how to live in the community; and If, with ongoing support and
counselling, a person is still unable to live in community accepted ways it is
deemed they are saying to the community they do not wish to remain a member. We
will respect their wishes and help them to find another place of learning if
that is appropriate. Alternatively, we will agree that it is too hard for that
person to live in the Braymur community with the concomitant rights and
responsibilities and will respect that and help the person to find a more
appropriate place to be. We do not expect or encourage persistence under
repeated difficulties to a point at which the individual feels overwhelmed.