Supporting Positive Behaviour

Fostering Good Behaviour

Authentic assessment separates academic performance from behaviours and potential disciplinary issues. This does not mean problem behaviours are not addressed.

Attendance and punctuality are strong foundations for student success, so they are monitored and included on the report card.


Counter-productive behaviours may be reflected in the portion of the report card that speaks to evidence of competency growth — the degree to which a student is self-directed and collaborative, for example.

Incomplete assignments will give teachers less evidence the student has achieved the learner outcome and may result in a lower assessment.

Good assessment is not designed as a reward or punishment and has not proved effective in modifying behaviour. In fact, attempts to use grades as punishment are too often interpreted by students as permission to quit.

Self-regulated behaviour is a learning objective in itself. As in learning all skills, students develop mastery on varying schedules and require varying levels of support. In some cases, poor behaviour may also be a symptom of underlying issues such as anxiety, frustration, depression, or trauma, which must be addressed with the support of RVS' wrap-around services.

The capacity to be a self-directed learner is an important learning competency, so RVS addresses behavioural issues like any other learning challenge. Teachers work with students to clarify the behavioural learning goal, design learning experiences that build practice, assess progress along the way, and celebrate success.

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