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General School Rules

In addition, the following rules have been created to help make our school a safe and clean environment for all:

  1. When you are absent you must have your parent/guardian phone us or send a note when you return.
  2. Students bringing lunches to school must eat in courteous and apropriate way in their classroom and wait to be dismissed by the supervisor assistant.
  3. Students are not allowed to leave the school grounds unless dismissed or permission is obtained from a teacher or the principal.
  4. The only place students are to climb is on the climbing equipment. Not in the trees.
  5. All bicycles are to be parked in the assigned area and bicycles are not to be operated on the school grounds.
  6. Students are not to throw any material except the appropriate sports equipment.
  7. Paved areas are for quiet games only - no soccer, football, etc. Balls are not to be thrown or hit against the school building.
  8. All litter is to be placed in garbage cans.
  9. No knives or dangerous objects are to be brought to school.
  10. Hats are not to be worn in the school.
  11. Students must not spit.

The following is excerpted from the school's Teacher Handbook:

Discipline Philosophy


We are all unique and special at Hatzic Elementary.

We like to see others happy and ourselves happy.

We respect the rights of other students and adults in the school.

We understand that we are in school to learn.

We understand that teachers are in charge.

1. Teacher Expectations
Teacher expectations for students' behaviour is realistic, like a judicious parent.

2. Student Expectations
The student is dependable - attends school regularly and has appropriate learning materials available.

The student demonstrates courtesy, honesty, and a friendly attitude towards others - adults, students, and guests. The student follows directions from all school staff members.

The student uses appropriate language in the school setting.

The student exhibits a willingness to undertake a given learning task.
When the task is completed, seeks out other work from the teacher or can independently pursue additional learning tasks without disturbing others.

The student turns out a quality product to the best of his/her ability.


The basic objective of the instructional program of this school is to provide an educational climate and framework in which each student can achieve to the best of his/her ability. Discipline and control are important components of an effective educational climate. This school assumes responsibility for exercising discipline and control in accordance with the School Act Regulations and School Board policy.

Good discipline may be described as a friendly yet businesslike rapport in which teachers and most students work cooperatively toward mutually recognized and mutually accepted goals. All students will not willingly strive toward the same goals, and individual provision must be made in such cases. Good discipline requires a basic philosphy from which specific techniqes tailored to the individual will emerge. Discipline should be consistently applied and perceived by students to be fair.

Establishing Discipline and Control
As suggested above, the best discipline consists, not of external compulsion, but in habits of mind which lead spontaneously to desirable, rather than undesirable, activities. Most students do or can enjoy learning. Therefore, a postive approach to discipline is the creation of a learning environment which the student finds meaningful and worthwhile.

The ingredients of such a learning environment are diverse, but one essential ingredient is an acceptable standard of student behaviour. Rules should be few in number and clearly understood by each student. Corrective actions which will be taken, should be clearly spelled out and consistently, but compassionately applied. It should not be an all or nothing affair. It is an important educational process and should follow a series of agreed successive steps. Should we expect rules to be broken; they will be. The following series of successive steps are not prescriptive, but rather guidelines to be adapted to fit particular cases.

A. The Teacher
The approach here is highly individualistic and must fit the particular teaching style of the teacher. However, there must be a series of steps clearly understood and accepted by the students. Consistency demands that the teacher upholds the rules of the school and district. The teacher must clearly communicate the standards of work and behaviour expected. Students are in school to learn and if they are not learning, corrective action must be taken. Normally such actions would not be punitive, but punitive action may be necessary at times. Punitive actions should be constructive. Teachers should seek prinicpal and learning assistance teacher help as necessary.

A written, dated record of misdemeanors and disciplinary action taken will be kept by the teachers. Also, the principal will keep similar records of offences which are committed outside the classroom. In addition to these records, teachers will maintain close contact by telephone or letter with parents if a student is not responding to routine disciplinary measures.

If a student's behaviour disrupts the class, or if he does not respond to classroom disciplinary measures, he should be referred to the principal.

B. Administrative Action
1. Conference with teacher and student resulting in detention, removal of some privileges, garbage clean-up, etc. If possible, the punishment should fit the crime; e.g. for defacing walls, clean them or repaint them. This type of punishment is often not given because it is time-consuming, yet it is highly effective and justice is clear to all.

2. Phone parent - conference with teacher, parent, principal and student may be arranged.

3. Suspension of student - in the event that a student is suspended, the principal will phone the parent or guardian followed by a letter with a copy to the Superintendent of Schools. The letter will outline the reasons and duration of the suspension. Under separate cover, the teacher will send an outline of school work to be completed by the student during the suspension period.


Students are expected to attend school clothed appropriately. For example:
Halter tops, muscle shirts, or sunbathing apparel are not permitted.
Wherever possible students will be asked to change the clothing they are wearing if it is too revealing, offensive/inappropriate, ie. poor language/suggestive symbols, etc.
A note or letter from the principal will accompany the child if the parent cannot be contacted.

The following areas are out of bounds to students unless they are under the direct supervision of a staff member:
staff room
furnace room
gymnasium (equipment room/change room)
office area

For those students who require bus transportation, for whatever reason, the following guidelines are suggested:

Students must be given sufficient time to gather their belongings and be at the designated pickup location such that the bus is not required to wait. NOTE: Prolonged waits upset the bus schedules and affect every pickup down the route.

Students who miss the bus as a result of a late dismissal or teacher initiated incidence will become the responsibility of principal.

The principal will communicate with the home and ensure some form of transportation for the child.

NOTE: It is suggested that should the teacher anticipate the need to keep a student at school, he/she should contact the home early in the day such that alternate avenues may be considered re: getting the child home.

Students being kept after school for the purpose of completing unfinished work may be kept as long as is considered necessary provided the teacher has made contact with the home and approval is granted.

School Cash

Contact Us:

Hatzic Elementary School
8465 Draper Street,
Mission, BC, Canada
V2V 5V6

Tel: 604 826 2481
Fax: 604 826 8331


Ms. Beth-Anne Cullen

Vice Principal

Mrs. Vivian Searwar

Office Manager

Mrs. Julie Hinnen


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