45 the look of the young professional and should provide excellent examples to the students in the lower grades. Their white shirts should be well-ironed and the Wolmer’s regimental tie worn with the dignity that befits the Wolmerian. No accessories (jackets, coats, earrings, rings, chains, armbands, headbands, sun shades, etc.) may be added to the uniform. However, students are allowed to wear a wristwatch, their tested glasses and any Wolmer’s Boys’ School pin, badge or medal. Speech: The Book of Proverbs shares this nugget: “Knowledge flows like spring water from the wise; fools are leaky faucets, dripping nonsense” (15:2). The Wolmerian is a wise young man and it is expected and anticipated that he will hold his own in the use of the English language. It is also expected and anticipated that he will always seek to expand both his spoken and written vocabulary as he develops precision in conveying his ideas. In addition, he should endeavour to use kind words instead of the harsh ones and deploy his speech in contending for good rather than in defence of evil. Representing the ‘Maroon-and-Gold’: The privilege to represent one’s school should be treated with the utmost regard. Whether the student is involved in a sport, service club, artistic competition, oratorical activity or civic function, he should engage in the spirit of excellence. He should be diligent in preparation and meticulous in execution. The Wolmer’s ‘maroon-and-gold’ must stir an unyielding pride and bind us to the virtues of disciplined conduct, on and off the field of play. We will therefore hold those who represent the school to very strict standards because they are stewards of a legacy. Thus, our representatives in extra-curricular activities are each expected to maintain fairly good to flawless attendance and punctuality to school and classes. They should each aim for a fairly good to flawless disciplinary record, and ensure that each term they are improving in their academic performance. REGARD FOR OTHERS Managing relationships: Within the school context, there are quite a few relationships that we are all required to manage. These include the administration-teacher; administration-student; teacher-student; parent-teacher; student-auxiliary staff relationships. It is supremely important that all these relationships are healthy and that there are deliberate efforts to maintain such soundness. It is critical therefore that there is a clear understanding of what each role entails and the responsibilities of each person. This will assist in managing expectations, ensuring that they are indeed reasonable. For example, it is reasonable of parents to expect that teachers will show care and concern for students but it would be unreasonable to expect a fully individualized approach within the classroom context in which we currently operate. It is equally critical to understand the correct procedures for treating with whatever concerns that may arise from time to time. This will save not only time but also safeguard our interrelations.
46 Resolving disputes: At Wolmer’s, we place a premium on dialogue; we have found that there is tremendous merit in talking to each other rather than talking at each other. As a result, we take the time to invite in our students and/or parents who may have concerns. We take the time to listen because we want real solutions to whatever issues may arise from time to time. Our redress procedures are also represented on page 57 and we invite all our stakeholders to utilize them. Respecting the other's space: The matter of personal space is one aspect of human interaction that is often disregarded, but can be of such explosive consequences when breached. Everyone who interacts on our school plant is expected to understand that standing too close to someone with whom they do not share a filial relationship is discouraged. In similar fashion, hugging someone without their express permission is not to be contemplated. Also discouraged is the touching of anyone with whom there is no established or immediate fraternal tie. Regard for property: Similar to the treatment of the matter of personal space, emphasis has to be placed on the Wolmerian’s regard for property, including the personal property of his follow Wolmerian. The expectation is that we will all participate in the protection of the assets of the school community as well as the belongings of our schoolmates. We want to make it abundantly clear that the school administration will move uncompromisingly against any student who damages, steals or destroys the property of the school or the property of his fellow Wolmerian. Any First to Third Form student who is found guilty of such acts will be suspended for up to five (5) school days and his parents/guardians will be required to bear the cost of repairing or replacing the damaged or stolen items. Any Fourth or Fifth Form student who is found so guilty of involvement in stealing or destruction of property, along with the consequences outlined in the Breaches and Penalties, MAY be immediately disallowed from participation in the Valedictory Service and being conferred with the official School Leaving Certificate. Entering and exiting the compound: Students should use the designated pedestrian entrance/exit to the school, and seek as best to avoid having to cross the path of moving vehicular traffic. Prior to entering the compound each morning, students should ensure that their uniform is complete and that they are properly groomed for school. Young men should remove any addition bit of clothing and/or accessories and have their epaulettes and/or their identification cards clearly displayed. Failure to do so will incur the penalty identified on page 60.
47 Note to Parents Please be advised of the school’s vehicular traffic schedule, which is effective between the hours 6:30 – 9:00 a.m. and 2:15 – 3:45 p.m. This is necessary to facilitate the free flow of traffic during peak hours. The main gate is closed to vehicular access at 7:30 each morning and is again re-opened for such access at 2:15 p.m. We ask for your observance of these times as we seek to ensure the safe movement of our students around the compound. We also ask all parents/guardians to proceed with care while driving on the compound and to obey the signs erected. In the morning: parents/guardians who are only dropping off students will enter at the Main [Northern] Gate, take a left turn, and exit through the Southern Gate. In the afternoon: parents/guardians will enter at the Main [Northern] Gate, take a left turn, and exit through the Southern Gate. Parents who will be on the compound for a period of time should use the designated parking areas by the Industrial Arts block or by the multi-purpose courts. Use of Specialized Rooms: Specialized rooms include our computer labs, Science laboratories, Geography Room, Music Room, and Visual Arts Rooms. We also have the gym, changing rooms as well as the equipment room. Access to all these rooms is restricted unless the students are being supervised by a member of staff or a coach. Care of furniture: All categories of furniture across the school are ours, and we want the full partnership of all students in the protection of these assets. The desks, chairs, TD tables, Art horse and donkey benches, and the lunch tables in the gazebos and Canteen all require our care if they are to serve us well. As such, we should not be throwing furniture neither should we place our weight on the two back legs of the chair as this will likely cause them to bend or break. Defacing a desk should never be named among us, and neither should there be removal of the furniture from the classrooms. Let us all share in being good stewards of that which has been given to us. Restricted Areas: Conduct in the Gazebos The gazebos are to be used for having a meal and for friendly conversation. Students are allowed to be under the gazebos up to 7:20 in the morning, during their lunch time and after school. The gazebos are out of bounds to students during the hours slated as Contact Time.
48 Conduct in the Canteen/Dining Area Students are expected to access the Canteen in an orderly fashion, being mindful of the comfort and safety of others who share that space. Additionally, the instructions and directives of the teachers and/or prefects who monitor the lines and the Dining Area are to be strictly observed. Use of the Library The library is for use by First to Fifth Form students before 7:20 a.m. and after 2:15 p.m. Sessions for Library Studies for First Form students are also held in the library. Sixth Form students with non-contact sessions may use the library for quiet study and/or research. It is a general expected that all students will speak quietly so as not to disturb other users of the library. Resource materials are to be treated with respect and should not be removed from the library. Designated Out-of-Bounds Areas The school has designated the following areas to be out of bounds to students: The Cenotaph; The Douglas Orane Auditorium unless engaged in appropriate and supervised activity; The entire area along the fence that divided the Boys’ and Girls’ Schools; The Girls’ School, unless on official school business; The tennis court unless engaged in appropriate and supervised activity; The all-purpose courts, unless engaged in appropriate and supervised activity; The paved area near the bottom gate (the Gazebo and the Industrial Arts Block) during class time; The playfield unless it is during Physical Education class or other appropriate and supervised activity; All Staff Rooms; The Sixth Form Block; The Gully; The Mico University College premises; The Gazebo area during class time; and All laboratories, unless accompanied by a member of staff.
49 REGARD FOR AUTHORITY Ministry of Education Officials: From time to time, personnel from the Ministry of Education may visit our school. All such officials are to be given due regard and be treated with the greatest of respect. They should be greeted with a ‘Good morning’, ‘Good afternoon’, or ‘Good day’ and it would be polite for the student to introduce himself. It is anticipated that the Wolmerian hospitality will be rolled out and that our gentlemen will volunteer directions to the Main Office or other area of the school. School Administrators: Our school administrators and senior teachers are to be given due regard. Our gentlemen should greet the Principal around the compound or when he enters a room. During general assembly, our gentlemen should stand when the senior administrators enter the auditorium. The same action should be repeated when the Principal, Vice Principal, Year Group Supervisor or a Head of Department enter any classroom. Teachers: Our teachers represent the senior administrators as they move around the compound and as they conduct lessons. The same quality of respect that is shown to senior administrators should be shown to our teachers. As such, all students should stand when a teacher enters a classroom. Silence should be observed prior to a hearty greeting being said. All students are encouraged to give heed to the instructions and guidance of the teacher because strong cooperation from each student does contribute to great productivity in each class session. Auxiliary Staff: The secretaries, accountants, clerks, janitors and grounds men are very important to the overall goal of the school and to the educational development of each young man. They ensure that we are all well supported and have a clean and healthy environment in which to function. As such, honour is to be given to all. Each student should greet the members of our auxiliary staff and show gratitude for their contribution to our collective life here at Wolmer’s Boys’ School. Parents: Every parent who visits our school should experience the respect and honour that as Wolmerians we have for people in general and those who are a part of our community, in particular. It is anticipated that all students will give heed to the guidance being provided by parents who may from time to time be on the compound. Even if the student disagrees with what it is said or how it is said, the general rule is never to show disrespect. Instead, take the concern to someone in authority for the matter to be addressed.
50 DISCIPLINARY POLICY Teacher/Student Relations The teacher/student relationship is, on one level, governed by the social nature of our existence as human beings and the drive to interrelate. The desired teacher/student interaction is characterized by genuine care and mutual respect. There should be a clear understanding that “the adult is the adult and the child is the child.” Even so, such interaction should be flavoured by genuine care and mutual concern for the wellbeing of each person. On another level, the teacher/student relationship is circumscribed by statute. Jamaica, as a signatory to the United Nations Convention on the Rights of the Child (adopted 20 November 1989; entry into force 2 September 1990), has committed to “[ensuring] the child such protection and care as is necessary for his or her well-being” under Article 3 of the Convention. This commitment is enshrined in the Education Act, 1960; the Education Regulations, 1980; and the Child Care and Protection Act, 2004. Students, by law, are required to obey the rules [and guidelines] of the school they attend. And school personnel, as adults, are required by law to provide the facilities, guidelines, instruction, supervision, materials and tools that demonstrate care and protection of students, as minors. So, while teachers have a clear responsibility to ensure good relations in the school and classroom, students also share the responsibility to ensure that good relations will win the day. What are the ingredients of good teacher/student relations? The teacher… The student… Affirms students Sets high personal standards and strives for the best Uses enabling words Also practices the use of enabling words Sets clear expectations Contributes to a set of clear expectations Is firm yet fair with all students Seeks to cooperate with his teacher Is consistent Give heed to the set standard Shows concern for all students Is considerate of his teacher and fellow students Speaks in measured tone to students Listens and responds politely Uses wit instead of sarcasm Accepts the correction and re-focus Is well-informed and comes well- Reads ahead and comes well-prepared for prepared for classes classes Respects the personal space of each person
51 Wolmer’s Boys’ School Behaviour Management System The school’s Behaviour Management System is founded upon the belief that the reinforcement of clear expectations and norms supported by a consistent application of incentives and sanctions will drive goal attainment. Our aim is to have our young charges cultured in the ways of integrity, respect, empathy and hard work upon their exit at either the Fifth or Sixth Form levels. As such, we have prior to this outlined our norms and expectations and hereafter, the following components to our behaviour management system are explored: 1. Disciplinary procedures 2. Breaches and penalties 3. Interventive strategy and support Figure 1: Behaviour Management System – Overall Process Flow
52 Figure 2: Behaviour Management System – Process Owners Detentions The Principal has delegated aspects of his disciplinary function to the teachers who are charged with maintaining order in the classroom and around the school. As such, students are expected to respond to the guidance, instructions and steerage of the members of the academic staff, giving the same quality of respect that they would show to the Principal. When a student fails to respond appropriately to the guidance, instructions and steerage of any teacher, such member of staff may exercise the authority delegated to him or her by the Principal to sanction that student. And in keeping with sound disciplinary practice, the teacher is expected to clearly cite the student for the breach and notify him that he will be required to serve the detention at 2:30 p.m. the next day. Breaches that are punishable via the issuance of a detention are listed on pages 58-61. The accumulation of FOUR detentions within the space of 20 school days will incur a suspension. Suspensions Section 30 of the Education Regulations, 1980 empowers the Principal to suspend from the institution, for a period not exceeding ten days, any student whose conduct in his opinion is having or is likely to have a detrimental effect on the discipline of the institution or such student as commits any act which causes injury to any member of staff or to any other student in the institution. “Detrimental effect” speaks to causing obvious harm. And “injury” refers to property damage, bodily harm, or violation of a right. When a student has served a period of suspension, he returns to school on a Red Card Report. Colour Coded Report Card System The Form Teacher will monitor and collate information received from subject teachers. However, if the above sanctions have been applied and the behaviour continues, the student
53 will then be placed on a Green Report Card. If the student receives two (2) detentions while on Green Report Card this will immediately propel him to the next stage of the Colour Coded Report Scheme. The period of being on a Green Report Card should not exceed four (4) weeks. A student would normally be placed on a Green Report Card for persistent: lack of preparation for class talking during class (disruptive conduct in class) unpunctuality to school or class non-submission of class work or homework restlessness wearing of incorrect uniform (detention) If, after such monitoring, satisfactory improvement has not been made and the student continues to present the school with behavioural problems, the student will then be moved to the next stage of the Colour Coded Report Scheme and will be placed on a Yellow Report Card – monitored by the Year Group Supervisor. If a child receives a detention while on a Yellow Report Card this immediately propels him to the next stage of the Colour Coded Report Scheme. A student could immediately move to a Yellow Report Card from not being on a report at all. However, this would be for serious breaches of the school’s rules. The period of being on a Yellow Report should not exceed three (3) weeks. A student would normally be placed on a Yellow Report Card for the following reasons: continuation of the behaviour/concerns beyond the four-week monitoring period for which the student was placed on Green Report defiance insolence persistent/very serious disruption of classes If, after such monitoring, sufficient improvement has not been seen and the student continues to present difficulties which are in breach of any of the school’s rules, he will immediately move to a Red Report Card which will be monitored for two weeks by a Vice-principal. Any breaches of the school rules and/or any detention received while on a Red Report Card will result in immediate suspension. If, following the end of the two-week period, no change/improvement has been made, the student will be suspended and his parent(s)/guardian will be asked to come in to meet with the Principal, Vice-principal and other relevant staff. A student would normally be placed on a Red Report Card for the following reasons: continuation of the behaviour/concerns which led to the student being placed on Yellow Report Card beyond the three-week monitoring period extreme insolence
54 extreme defiance/Insubordination use of expletives Students on Red Report card may be referred to the Guidance Department for additional support. Any student who receives two (2) Red Reports in one (1) term will be suspended immediately for a minimum of two (2) days and referred to the Disciplinary Committee of the Board for possible exclusion. Exclusion Section 30 of the Education Regulations, 1980 highlights the fact that a student may be excluded from the school. This regulation notes that any student who commits any act which causes injury to any member of staff or to any other student in the institution or whose conduct is such that it is likely to have a detrimental effect on the discipline of the institution may be suspended by the Principal. During this period of suspension, the Board may investigate the matter and based on their findings: a) reinstate the student with or without a reprimand or a warning to the student, and where appropriate, to his parent or guardian; b) suspend the student for a further period not exceeding five days beyond the period of suspension already given; or c) instruct the principal to exclude permanently the student from attending that institution and shall inform the Minister of such action. Lateness Policy The policy will be activated at the start of the second week of each school term. This should enable parents and students to make the necessary adjustments to their departure time from home, given traffic and transportation realities, to ensure their son/ward arrive on time. Suspensions will be served internally. The first suspension will carry a penalty suspension from classes for half of the school day. This period will be served as a silent study period in an assigned room. The second suspension will be for a full school day, entailing study room and community service. Note A suspension for lateness to school will not carry the penalty of Red Card monitoring and no student will be suspended more than twice in the same term.
55 Suspensions will be incurred in the following ways: if the student accumulates more than 5 inexcusable latenesses in any 20 or fewer consecutive school days; and/or if the student is inexcusably late for more than 12 times in the same term. Any suspension for lateness automatically disqualifies a student from obtaining a Blue Report for the term affected. Similarly, any student who is recorded late more than 10 times in the same term will automatically be disqualified from obtaining a Blue Report for that term. Any student recorded inexcusably late more than 19 times in the same term or more than 39 times in a school year will be issued a formal warning letter and runs the risk of losing the opportunity to qualify for the Valedictory Service and the School Leaving Certificate as well as being accepted into the Wolmer’s Sixth Form programme. Further, any student who is issued more than TWO letters during the Fourth and Fifth Form years is likely to be disqualified from the Valedictory Service and consideration for the Wolmer’s Sixth Form. ALL latenesses, even those with an acceptable excuse will be recorded as latenesses on the school report. However, excusable latenesses will not count against the student receiving a Blue Report or qualifying for the Valedictory Service and receiving the School-Leaving Certificate. Injury or Accident All students are insured for personal injury or accident while on the school premises. However, if a student has caused injury to another (for example, in an altercation) he will be responsible for any cost incurred. This will also apply to students who are involved in accidents as a result of irresponsible behaviour. In case of injury or accident, an immediate report must be made to the School Nurse or to a member of staff. Possession and/or Use of Weapons The safety of all is of paramount importance to the school’s leadership and we want to be able to guarantee a safe space for students, teachers, auxiliary staff, parents and our visitors. As a result, the possession of knives or any dangerous weapon is strictly prohibited; these items should not be taken onto the school compound. Any student found with any such weapon will not only have it confiscated, but will also be suspended from school and be referred to the Personnel Committee of the Board for possible exclusion. Possession and/or Use of Mobile Phones and Electronics Many questions have been raised about the school’s stance in relation to mobile phones and other similar devices. However, our experience has not yet provided us with sufficient evidence to have us reconsider our position. As such, the students of Wolmer’s Boys’ School are NOT allowed to take their mobile phones, other devices with mobile communication capabilities, or other electronics onto the school compound. Any such device that is seen, heard or detected will be summarily confiscated and be returned on the last day of the school year in which it was confiscated. In addition, the student will be issued with a one-day suspension. Further, should a student take such a device to school and loses it, the school will not be liable for such loss.
56 Note Laptops will ONLY be allowed, with the written consent of the senior management, to: Fifth and Sixth Form students who are actively doing SBAs; EDPM students; Students with diagnosed (and certified) fine motor challenges; Students whose course of study requires the use of AutoCAD; and Other students who take it on the day that a presentation is being done. Teachers through their Heads of Department will be required to make an application to the Principal, who will issue the requisite approval, contingent upon the receipt of written parental consent that clearly indemnifies the school in the event of the loss of or damage to the device. Students will be allowed to take a mobile phone ONLY to field trips that are out of parish (Kingston and St. Andrew). The parents of the students so affected will be similarly required to indemnify the school in the event of the loss of or damage to the device. Leaving the School Premises Once a student arrives at school, he is not permitted to leave the school premises before 2:15 p.m. unless permission is granted by the Principal or a Vice Principal. A letter from the parent or guardian of such student must accompany the request for permission to leave before the slated end of the school day. The student will then be issued an EXEAT Form that will be presented at the Security Post before he is allowed to exit the premises.
57 Redress Procedure The following diagram outlines the steps that are to be followed by students and parents in seeking redress: Figure 3: Redress Procedure
58 BREACHES AND PENALTIES OFFENCES AGAINST THE PERSON Offence Minimum Sanction Maximum Sanction 1. Name calling Verbal warning Detention 2. Name calling unto bullying Detention 2-day Suspension 3. Issuing a (direct or veiled) threat to another student Detention 5-day Suspension 4. Raising one’s voice in aggression against a teacher Detention 2-day Suspension 5. Issuing a (direct or veiled) threat to a teacher 1-day Suspension 5-day Suspension 6. Approaching a teacher in a threatening manner 5-day Suspension Referral to Personnel Committee 7. Use of expletives Detention 1-day Suspension 8. Use of bigoted, ‘hate’ speech Official Warning 2-day Suspension 9. Striking a student with limb (punching, kicking) Detention 1-day Suspension 10. Striking a student with an object Detention 3-day Suspension 11. Striking a student, causing injury 2-day Suspension 5-day Suspension 12. Causing fractured digit(s) 1-day Suspension 5-day Suspension 13. Causing a fractured limb 3-day Suspension Referral to Personnel Committee 14. Causing injury to facial area 2-day Suspension Referral to Personnel Committee 15. Causing injury to eye(s) 3-day Suspension Referral to Personnel Committee 16. Causing bodily scratch(es) Detention 1-day Suspension 17. Causing a gash 1-day Suspension 5-day Suspension 18. Stabbing another student (with any implement) Referral to Personnel Committee 19. Body slamming another student 3-day Suspension Referral to Personnel Committee 20. Moving chair, almost causing student to fall 1-day Suspension 2-day Suspension 21. Moving chair, causing student to fall 2-day Suspension 5-day Suspension 22. Removal of item, book from bag of another student 2-day Suspension 5-day Suspension 23. Removal of item from pocket of another student 3-day Suspension 9-day Suspension 24. Removal of money from pocket of another student 3-day Suspension 9-day Suspension Removing item from student’s desk, without 1-day Suspension 5-day Suspension 3-day Suspension 9-day Suspension 25. permission 26. Grabbing of money from student’s hand 27. Subduing and stealing item, money from student 5-day Suspension Referral to Personnel Committee 28. Asking younger student(s) for money 1-day Suspension 9-day Suspension 29. Stealing student’s P.E. gear 2-day Suspension 9-day Suspension 30. Stealing student’s uniform 2-day Suspension 9-day Suspension 31. Posting derogatory comment in social media 3-day Suspension Referral to Personnel Committee 32. Posting images of the students, staff in social 5-day Suspension Referral to Personnel media without permission Committee 33. Texting inappropriate comments to students, staff 5-day Suspension Referral to Personnel Committee 34. Making sexually-suggestive remarks to students, 2-day Suspension 5-day Suspension staff 35. Invading the personal space of staff, student 2-day Suspension 9-day Suspension 36. Any act of intimidation or attempt to intimidate 1-day Suspension 9-day Suspension
59 Offence ACADEMIC OFFENCES Maximum Sanction Minimum Sanction 37. Plagiarism 100% Marks Deducted + Official Warning Letter 38. Tampering with assigned grade 1-day Suspension 2-day Suspension 39. Failure to submit homework Detention Green Card Report 40. Failure to submit homework on time Detention Green Card Report 41. Failure to participate in group task 100% Marks Deducted 42. Arrival at class after 10 minutes of the scheduled Detention Green Card Report start time 43. Leaving class without the express permission of Detention 1-day Suspension the teacher 44. Being out of class during Contact Time without an Detention Green Card Report Official Pass 45. Being absent from class(es) while being present at Yellow Card Report 1-day Suspension school (truancy) 46. Being absent from Physical Education (i.e. being Detention Yellow Card Report out of gear) while being present at school (truancy) 47. Absence from Form Time Detention Yellow Card Report 48. Passing off someone’s work as one’s own 100% Marks Deducted 49. Failure to produce necessary textbook Detention Green Card Report 50. No pens, pencils or other writing implement Detention Green Card Report 51. No T-square, set squares, geometry set, graph Detention Green Card Report paper, etc. 52. For the regulations governing Internal and External Examinations, please see pages 25-28. OFFENCES AGAINST PROPERTY Offence Minimum Sanction Maximum Sanction Detention 53. Littering the class, compound Community Service 1-day Suspension 54. Urinating, excreting around compound Detention 3-day Suspension 3-day Suspension 55. Damage to lab equipment 1-day Suspension 2-day Suspension 3-day Suspension 56. Causing damage to library facilities 1-day Suspension 2-day Suspension 3-day Suspension 57. Damage to lab furniture 1-day Suspension 5-day Suspension 2-day Suspension 58. Opening of gas line without permission 1-day Suspension 3-day Suspension 3-day Suspension 59. Damage to gas dispenser in lab 1-day Suspension 5-day Suspension 2-day Suspension 60. Damage to sink in lab 1-day Suspension 3-day Suspension 61. Tampering with a Fire Extinguisher 2-day Suspension 1-day Suspension 62. Throwing classroom furniture 1-day Suspension 5-day Suspension 63. Causing damage to furniture 1-day Suspension 100% Marks Deducted 64. Throwing furniture, causing damage 1-day Suspension 1-day Suspension 65. Damage to windows, doors 3-day Suspension 2-day Suspension 66. Mounting graffiti 1-day Suspension 67. Structural damage to walls, ceiling material, floors, 2-day Suspension railing 68. Damage to plants, vegetation Detention 69. Damage to vehicle (paint, tyres, etc.) 2-day Suspension 70. Defacing of academic materials (test paper, Detention worksheet, etc.) 71. Damage to academic tools (T-square, set square, Detention pen, etc.) 72. Causing damage to the furniture in the Canteen 1-day Suspension
60 73. Causing damage to the furniture in the gazebos 1-day Suspension 3-day Suspension 74. Interfering with CCTV equipment around the 2-day Suspension 5-day Suspension school 2-day Suspension 9-day Suspension 2-day Suspension 5-day Suspension 75. Causing damage to CCTV cameras or TV monitors around the compound 76. Causing damage to plumbing fixtures OFFENCES AGAINST THE COMMUNITY OFFENCE MINIMUM SANCTION MAXIMUM SANCTION 77. Speaking out of turn, disrupting the flow of the Detention Green Card Report lesson 78. Causing distraction to another student or other Verbal Warning Detention students 79. Failure to adjust behaviour after being warned Detention Green Card Report 80. Uniform violation (outside the school) Detention 1-day Suspension 81. Uniform violation (inside the school) Detention 1-day Suspension 82. Lightening of the skin (‘bleaching’) 1-day Suspension 2-day Suspension 83. Using crass language during Contact Time Verbal Warning Detention 84. Being involved in a brawl on the streets 3-day Suspension 5-day Suspension 85. Being in possession of mobile phone Confiscation + 1-day Suspension 86. Being in possession of mobile phone accessories Detention Detention 87. Being in possession of electronic device, Detention Detention accessories 3-day Suspension 5-day Suspension 88. Using the Wolmer’s insignia or crest without permission 89. Consuming food item while walking Verbal Warning Detention 90. Grooming violation: immodest haircut Verbal Warning 1-day Suspension 91. Uniform violation: tight-fitting shirt, pants Verbal Warning 1-day Suspension 92. Uniform violation: athletic wear, trainers, sandals, Verbal Warning 1-day Suspension crocs 93. Taking a knife to school Referral to Personnel Committee 94. Taking other cutting implement onto school Referral to Personnel Committee compound, without (written) permission Police Action 95. Being in possession of a firearm or explosives 96. Offering confectionaries in exchange for money 1-day Suspension 3-day Suspension (or other value) 1-day Suspension 3-day Suspension 1-day Suspension 3-day Suspension 97. Offering clothing in exchange for money (or other Yellow Card Report value) Detention 98. Offering souvenirs or paraphernalia in exchange for money (or other value) 99. Playing in the classroom 100. Being or playing on the playfield, courts or in the Detention 1-day Suspension cricket nets in uniform 101. Playing games in exchange for money (or other 3-day Suspension 5-day Suspension value) 102. Arriving at school after 7:45 a.m. Recorded Lateness 103. More than five (5) inexcusable late arrivals in 20 1-day Suspension or fewer consecutive days 104. Absence from Registration Detention Green Card Report 105. Attempting to leave the school compound without Detention 1-day Suspension the requisite (written) permission
61 106. Entering a Staff Room (or office) without Verbal Warning Detention permission or supervision Removing any item from the Staff Room (or Detention 3-day Suspension 107. office) without permission Detention 1-day Suspension Being in any area that is designated ‘Out of Detention 1-day Suspension 108. Bounds’ Detention 109. Being under the gazebo during Contact Time 110. Failure to cooperate with the School Safety Warden during an Emergency Drill 111. Failure to follow the instructions of a teacher Detention during a school safety procedure Giving false information (name, parents’ name, 1-day Suspension 112. address, etc.) 113. Making a false report that accuses another student Detention 3-day Suspension of having committed a violation 114. Reporting that a violation has been committed Detention 3-day Suspension when it has not been committed 5-day Suspension 9-day Suspension Referral to Personnel 115. Possession of illegal drugs, cigars, cigarettes, 5-day Suspension Committee inhalants or alcohol (or paraphernalia) 1-day Suspension Referral to Personnel 116. Use of illegal drugs, cigars, cigarettes, inhalants or Committee alcohol on the school compound Referral to Personnel 117. Sale or distribution of over-the-counter or Committee prescription drugs 9-day Suspension 118. Being under the influence of drugs or alcohol on school property or at a school function 119. Being in a game shop, music shop, cinema in 1-day Suspension 2-day Suspension uniform 120. Possession of pornography 3-day Suspension 9-day Suspension 121. Possession of child pornography OCR/Police Report 122. Use of the school’s network to access pornography 3-day Suspension 9-day Suspension 123. Accessing forbidden sites while on the school 2-day Suspension 9-day Suspension compound 5-day Suspension Referral to Personnel 124. Simulating or invoking the occult while on the Committee school compound
62 STUDENT WELFARE Guidance and Counselling Arrangements The guidance programme at Wolmer’s Boys’ School is an important part of the school’s thrust to provide assistance to the students and ensure their development. The programme is administered by two guidance counsellors and is organized around a multi-faceted approach to meeting the needs of the students: Preventive: Implement initiatives to deter or undermine the onset of individual or group problems. Intervention: Initiate activities to reduce the risk to or the impact on the group of a problem situation already existing. Administrative: Proper and timely delivery of services, including the preparation and production of transcripts and recommendations. Supportive: Facilitating activities important to achieving the overall objective of student welfare and development such as adjustment to school, aid in performing to the best of their ability, help in their educational, financial and personal problems. Programme of Advancement Through Health and Education (PATH) The Programme of Advancement Through Health and Education (PATH) is a welfare programme administered by the Ministry of Labour and Social Security and funded by the Government of Jamaica and the World Bank with the aim of delivering benefits by way of PATH cash and bursary grants to the most needy and vulnerable in the society. To be qualified for the PATH, the individual must satisfy the specific eligibility criteria, which include being a member of a low income or poor family residing in Jamaica. On the basis of the information submitted, families who meet the established criteria are selected. Information provided at the interview is later verified by a home visit, after which qualified applicants are registered to begin receiving payments. Some students at Wolmer’s Boys’ School benefit under this programme through the lunch grant, which affords them up to five days of lunch provision. School Welfare Programmes The school has active partnerships with the PTA, Old Boys’ Association and other individuals and organizations who have, over the years, funded scholarships and bursaries from which many of our students have benefited.
63 Health Care and Emergency The school has secured Personal Accident Insurance through Sagicor on behalf of all students and staff members of Wolmer’s Boys’ School. Parents are able to access benefits from this policy once the requisite payment is made on behalf of their sons/wards. There is also a Designated Health Provider, Medical Associates Hospital, which guarantees a quick response to any medical emergency that may occur. And in the event that such an emergency arises, parents will be notified. In cases that required immediate attention, the school through the Nurse will ask the parents or guardians to meet us at the health facility. Book Rental System Through the Ministry of Education’s Book Rental Scheme, the school is able to provide many of the books that are on the book list. During the first week of the new school year, students will be able to collect their books from the Book Room. And the converse happens at the end of each school year: students are provided with a schedule as to the dates and times for return of their rental books. Students are urged to take the best care possible of these books as they are passed on to others for use. In the event that a student loses a book, arrangements must be made with the Bursary to have it replaced.
64 SCHOOL SAFETY AND SECURITY The Student Identification Card Each student has a unique identification number and, along with his picture, these are placed on an identification card that we expect our student to use. Identification cards should be clearly displayed upon entry to the school compound and during ALL examinations. No student will be allowed to sit an examination without a valid Wolmer’s Boys’ School identification card. Use of the Compound and Emergency Procedures All students are to be familiar with the layout of the compound, having full knowledge of where offices, classrooms, laboratories and other facilities are located. Important too is a clear understanding of the school’s Emergency Evacuation Routes from each location on the compound and the eventual Muster Points on the playfield. Emergency drills will be held at least once each term and ALL students are expected to participate. (Where a student fails to follow the instructions of a teacher of the School Safety Warden, he will be punished. See page 61 for sanction.) Visitors to School All visitors should report to the Principal’s Office immediately after receiving a pass from the Security Post. Personnel in the Principal’s Office will provide additional direction on how to proceed with you stated business. No visitor is allowed to go straight to any classroom or other facility on the compound. Pedestrian and Vehicular Movement There are two entrances/exits to the school. The main gate has both a pedestrian gate and a larger gate for motorized vehicles. We ask that both be used with care. Operators of motor vehicles are asked to be doubly careful when entering and exiting the school compound and to look out for students who may, from time to time, veer into the path of the vehicular traffic. Field Trips The Ministry of Education has published guidelines for school-sponsored field trips. At Wolmer’s Boys’ School we are fully committed to the implementation of those guidelines. See Appendices for sections of those guidelines.
65 APPENDICES
i Appendix 1 What's Your Learning Style? For these questions, choose the first answer that comes to mind and click on a, b, or c. Don't spend too much time thinking about any one question. Question 1 When you study for a test, would you rather a) read notes, read headings in a book, and look at diagrams and illustrations. b) have someone ask you questions, or repeat facts silently to yourself. c) write things out on index cards and make models or diagrams. Question 2 Which of these do you do when you listen to music? a) daydream (see things that go with the music) b) hum along c) move with the music, tap your foot, etc. Question 3 When you work at solving a problem do you a) make a list, organize the steps, and check them off as they are done b) make a few phone calls and talk to friends or experts c) make a model of the problem or walk through all the steps in your mind Question 4 When you read for fun, what do you prefer? a) a travel book with a lot of pictures in it b) a mystery book with a lot of conversation in it c) a book where you answer questions and solve problems Question 5 To learn how a computer works, would you rather a) watch a movie about it b) listen to someone explain it c) take the computer apart and try to figure it out for yourself Question 6 You have just entered a science museum, what will you do first? a) look around and find a map showing the locations of the various exhibits b) talk to a museum guide and ask about exhibits c) go into the first exhibit that looks interesting, and read directions later Question 7 What kind of restaurant would you rather not go to? a) one with the lights too bright b) one with the music too loud c) one with uncomfortable chairs
ii Question 8 Would you rather go to a) an art class b) a music class c) an exercise class Question 9 Which are you most likely to do when you are happy? a) grin b) shout with joy c) jump for joy Question 10 If you were at a party, what would you be most likely to remember the next day? a) the faces of the people there, but not the names b) the names but not the faces c) the things you did and said while you were there Question 11 When you see the word ‘d - o – g’, what do you do first? a) think of a picture of a particular dog b) say the word \"dog\" to yourself silently c) sense the feeling of being with a dog (petting it, running with it, etc.) Question 12 When you tell a story, would you rather a) write it b) tell it out loud c) act it out Question 13 What is most distracting for you when you are trying to concentrate? a) visual distractions b) noises c) other sensations like, hunger, tight shoes, or worry Question 14 What are you most likely to do when you are angry? a) scowl b) shout or ‘blow up’ c) stomp off and slam doors
iii Question 15 When you aren't sure how to spell a word, which of these are you most likely to do? a) write it out to see if it looks right b) sound it out c) write it out to see if it feels right Question 16 Which are you most likely to do when standing in a long line at the movies? a) look at posters advertising other movies b) talk to the person next to you c) tap your foot or move around in some other way Total you’re a’s, b’s, and c’s. Now look at the numbers - more A's means Visual;more B's means Auditory; and more C's means Kinesthetic.
iv Appendix 2 A Note-Taking Tip The Cornell Method of Note-Taking This format provides the perfect opportunity for following through with the 5 R's of Note-Taking: Record During the class session, record legibly in the Note Taking Area as many meaningful facts and ideas as you can. Reduce As soon as possible, summarize these facts and ideas concisely in the Cue Column. Summarizing clarifies meanings and relationships, reinforces continuity, and strengthens memory. Recite Cover the Note-taking area using only your jotting in the cue column, repeat the facts and ideas of the class session as completely as you can, not mechanically, but in your own words. You may then verify what you have said. Reflect Draw out opinions from your notes and use them as a starting point for your own reflections on the subject and how it relates to your other subjects. Reflection will help prevent ideas from being forgotten. Review Spend 10 minutes every day in quick review of your notes and you will retain most of what you have learned. Feel free to research other note-taking strategies such as the Mapping; Outlining; and Charting methods. Each has its advantage and you will find one (or a combination) that works well for you.
Appendix 3 Selections from the Ministry of Education’s Field Trip Policy Guidelines (2015) School Field Trip Procedures Any act of negligence is a potential liability. Negligence is the failure to exercise a degree of reasonable care which is considered to be a reasonable precaution under the given circumstance. It is the unintentional doing or not doing of something which causes injury or loss to another. Negligence involves four elements; all four elements must be present for one to be found negligent in a court of law: Duty – an official or reasonable expectation Breach of duty – the expectation was not met Proximate cause – not meeting that duty caused or exclusively contributed to the accident Damages –Injuries/harmful impact resulting from an accident to property or person Responsibilities A school (and its employees), have certain basic responsibilities to help ensure the safety of all students, staff, and visitors. These are summarized as follows: The responsibility to: • warn and inform • provide proper instruction • condition and equip participants properly • provide proper supervision • provide a safe environment • provide safe equipment • administer prompt and appropriate post-injury care When these responsibilities are unfulfilled, the school could be held liable for a student’s injury, loss of life or property damage. Field Trips Field trips, excursions, and outdoor education are a part of student education in many schools. As these events are out of the ordinary, school field trips are an area rife with possibilities for injuries and liability. The off-site situations mean that students are exposed to hazards not present in the usual school environment, and staff members can more easily lose control of the students. Therefore, additional safeguards must be used for the protection of students.
Description of field trip activities A full description of the proposed activity will include the following: a. School and organisers (staff member(s) b. The educational benefits to be derived c. Detailed information on the activities in which the students will be participating, (it answers who, what, when, where, why, and how). d. The date and time of the trip e. Where the trip will be to and from f. Estimated number and ages of students to attend field trip. g. Related brochures/information provided h. Any special exposures or any unusual aspects of the trip identified including, but not limited to: a. remote locations/hiking b. animals c. outdoor education d. air travel e. motorized activities Other pieces of critical information to be made available prior to the trip include the following: i. Means of transportation j. Means of providing food k. Means of housing (if applicable) l. A preliminary trip itinerary m. Alternative(s) to field trip for students not attending n. Student health-related information and medication requirements o. Expected time/date of return p. Any other special student needs
Field Trip Activities to Avoid a. Non-insured activities b. Beach trips c. Places of questionable intent d. Boating activities e. Air or flight activities (excluding flights to field trip destinations) f. Motorized races and contests, including auto racing, and go-cart racing, stunting g. Any form of water activities h. High risk activities i. Weigh carefully the risk involved in amusement park activities e.g. amusement or joy rides, food eating contests, animal activities like horse riding, saddle animals, snake handling, un-caged or improperly caged wild animals, petting zoos j. Athletics not Ministry of Education approved e.g. high-impact sports, martial arts, boxing etc. k. Skating (unless it is a part of an approved Physical Education programme) l. Remote activities: mountain climbing, rock climbing, cave exploring. m. Other high risk activities e.g. private parties, fireworks, use of trampolines Determination of how many and what kinds of chaperones are needed throughout the trip Determine what supervision (what kind and how many) is needed. Establish the proper ratio of supervisors to students based on a case-by case evaluation of each field trip. A higher number of supervisors will be required for more activities with more potential for risks. Be sure to follow school /Ministry of Education policy. a. Base the number of staff/chaperones on an evaluation considering the number of students, age and maturity of the students, types of activities, facilities, duration of trip, type of transportation, and safety considerations (such as emergency procedures). b. There should be a minimum of two adults supervising a field trip. If not specified in school policy, recommended minimum supervision ratios (teacher/adult to students) are as follows: i. Early Childhood age - 1:5 ii. Primary school age - 1:10
iii. Secondary school age - 1:20 iv. The principal and field trip organizer should agree upon the ratio for each field trip. It is important to note that more and/or specifically qualified staff may be needed for higher-risk activities, overnight stays (gender-specific), activities out of country travel (interpreters), and those including behaviourally, physically or mentally challenged students. First aid/CPR-trained chaperones/staff are required - at least one such person on each field trip should be certified in First Aid/CPR. If the field trip is part of a classroom educational experience, sporting event, or sponsored club, at least one certified staff member or medical personnel should be assigned. For supervision purposes, each bus should have a minimum of two staff members/ chaperones other than the driver.
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