AIS offers a challenging academic program in a safe, caring environment. We encourage students to master basic skills, sample a variety of educational, social, and cultural experiences, and begin assuming more responsibility for their learning and their citizenship.  Our school system is equipped with the tools for coping with the physical, emotional and intellectual changes that our young teens undergo which play a critical role in shaping their future.

We recognize and address the needs of individual learners, and provide integrated, active, innovative, and exciting learning experiences. Staff, parents, and students work together to create an educational community whose members treat one another with concern and respect.  Clubs are also offered as a part of the curriculum to enhance each student’s freedom of choice and their personal/social development.

Our goal is to provide AIS students with the skills and opportunities necessary for them to make a direct contribution to their community. The AIS Middle School Team honors educational achievement and excellence at every level.

Transition to and from Middle School

"Will I be bullied?"

"Do I look fat?"

"Did I physically develop more than my friends?"

"Am I the tallest?"

"Am I the shortest?"

"How can I prove myself?"

"What will my teacher think of me?"

"Will I be bullied?"

More and more unanswered questions and concerns causing instability in the minds of students beginning in Middle School and throughout their Middle and High School years are encouraging to be a problem. Through reassurance, support, empathy, care, a sense of security, understanding, patience, etc... students will succeed to overcome their fear and concerns.

This is the main reason why AIS adopted the Peace Education Program.

The Peace Education Program has been developed at school to help create the "PERFECT" human being. Through its components, students, parents and staff members, will live its qualities.

Through "Citizenship & Democracy", they learn about the sense of ownership, responsibilities, freedom of speech, etc...

Through "Conflict Resolution", they learn to solve their problem peacefully using effective communication, and express their emotions and opinions as good citizens.

Through "Human Rights", they learn about their rights and the rights of others, and they learn about responsibilities and how to use conflict resolution skills to defend the rights of citizens.

Through "Health & Safety", they learn about developmental phases, how to take care of their health, and others', how to follow safety procedures and how to use good citizenship skills through awareness campaigns.

Through "Environment Education", they learn about the global issues caused by humans, intentionally or unintentionally, that are leading to pollution, global warming, extinction, etc... and that is where they practice the skills of debating in order to defend the rights of the citizens to live in a healthy, safe and pollution free environment.

Through "Service Learning", they learn to give the community without expecting anything in return. They learn to enjoy the art of giving, by seeing beyond their surroundings.

The AIS Peace Education program provides students with the opportunity to:

• Give unconditionally.
• Protect the rights of the unfortunate.
• Provide medical care and nutrition for those who cannot afford it.
• Serve as a voice for those who cannot be heard or seen.
• Care for animals.
• Practice the four R's of recycling, reducing, re-using, and refurbishing which can help protect the environment and provide a healthier atmosphere.
• Wear seatbelts and care about the safety, health and well-being of others.

It is a great opportunity to become a good CITIZEN!

If children live by the skills of the components listed above, do they still need a discipline policy?

The following Behavior/Discipline Policy has been developed to instill in our children, parents and staff members good habits that will lead to success. Once expectations, responsibilities, and rights are clear and well defined, motivation and positive reinforcement are implemented, and a set of consequences is put together to remind everyone about their roles. The result is positive change in each of our learners.

The Middle/High school behavior/discipline policy has been developed to make sure all students have an equal opportunity to develop physically, mentally, emotionally, and socially in a safe, organized, and productive learning environment. As well, it was developed to give teachers the guidelines and support they need to teach effectively. Finally, the Middle/High school behavior/discipline policy provides parents with the knowledge that their child will be treated fairly.

Understanding "Physical Changes & Emotional Instability"

During early adolescence (ages 11 to 16), the body experiences more physical and emotional changes than it has experienced since infancy. These changes are well noticed through behaviors that are often difficult for adults to cope with and are usually centered around:

• Hair styles
• Height
• Weight
• Hormonal effects on skin
• Body odors
• Girls' physical development
• Boys' physical development
• Love issues
• Relationships
• Jealousy
• Dreams
• Deceptions
• Family
• Peer pressure
• Bullying
• Etc...

Therefore, having staff members understand the changes/situations, supporting the students, discussing the changes, caring, loving and being there for students without forgetting students' utmost need for structure and limitations is a key point in the middle school years, and this takes place mainly through student focus groups during Personal and Social Development time, where students express themselves and are encouraged to get to know each, and introduce themselves to others.

"Transition to Middle School" is as important as other phases of school years and life. The difference is the focus we target. A program is set to help middle school students cope with the physical and emotional changes by understanding the changes, remaining positive and taking pride of who they have become.  

The first and most significant step into Middle School is ensuring a successful experience. It deserves spending time, attention, and patience and the results are worth the efforts.

A well-planned, complete transition involves all members in the partnership: students, academic and non-academic staff members, and parents.

Parents' role:

They are encouraged to:

• Attend all open houses and introductory events. When parents know the child's teachers, they establish a relationship with the teachers and a sense of security for their children.
• Attend school meetings to learn about the concerns and questions their children have and will have and those addressed by the teachers.
• Talk with their children about the school, beyond academics.
• Be a good listener and be there for their child.
• Watch for signs of depression and be ready to address them.
• Learn about young adolescents and their developmental issues and stages so that they will better understand the changes that are happening with their children.
• Be able to interact with their children in positive ways that strengthen their relationships
• Encourage physical activities
• Keep an eye on their child and remember that this is the time where children shift away.
• Provide privacy moments but not forget their presence.

Staff's role:

The role of the academic and non-academic staff's goes beyond academics. They provide:

• Guidance
• Understanding
• Support
• A good listening ear
• Care

Students' role:

Students will succeed through knowing their Rights and practicing their Responsibilities. And those are:

• The right to learn and his/her responsibilities are to study, participate in class and school academic and non-academic activities, and follow class and school rules.
• The right to speak and his/her responsibilities are to know how to present and defend their opinion.
• The right to a safe and healthy environment and his/her responsibilities are to practice and promote safe and health standards.

Students are encouraged to participate in the decisions made by the school for and on behalf of their interest and may express personal opinions through evaluations, requesting meetings with the person in charge and during the class representative meeting.

Behavior/Discipline standard

Definition

A positive process designed to teach, model, and use natural consequences in order to bring out the best behaviors necessary and to ensure a safe and productive learning environment.

The school Behavior Discipline Policy is based on statements that will govern staff's actions when dealing with disruptive students.

Procedure

Since Teaching and Learning is the highest priority and the behavior of one student may interfere and/or support the process for the whole class, the teacher's role resides in maximizing the learning opportunities. Changing behavior takes time, and is part of a daily routine. The main objective is to reach and instill self-discipline.

Every situation is an opportunity to teach expected behavior. Teaching and modeling appropriate behavior, along with assigning fair consequences consistently for inappropriate behavior, is the best way to help change unacceptable behaviors to acceptable behaviors.

Expected behaviors must be communicated, taught, and modeled on a daily basis through the development of communication skills. Punishment by itself cannot change behaviors.

The focus will be on judging the behavior not the student. Respecting students at all times must be given priority.

Parents have responsibilities as well; and are asked to join hands with the school as partners by sharing responsibility for controlling and enforcing appropriate behavior/consequences and ensuring that their student's behaviors do not take away from a safe and positive learning environment.

Behavior/Discipline Expectations 

Students, parents, and staff will demonstrate:

• Self-respect, respect for others, and respect for all properties in their environment.

• A safe and productive learning environment at school and where school related activities take place.
• Conflict resolution skills to ensure problem solving without the use of violence or threats of violence and with respect for the rights of all.
• Responsibility to be on task at all times while in the classroom or at other learning activities.
• Cooperation to provide learning opportunities for misbehaving students.
• Care and interest to change students' unacceptable behavior to acceptable behavior.

Desired learning environments and outcomes in relation to the four stages of unacceptable behavior

Stage 4: Safe and healthy environment

Behaviors that are intended to cause another individual physical or mental harm and/or are illegal. Such as:

• Weapons (possession or use of)
• Theft/Vandalism
• Fighting - Physical violence
• Intimidation / Verbal threats / Bullying
• Harassment
• Disrespect toward an adult (cursing, name calling)
• Defiance
• Illegal substance: Alcohol/drugs /tobacco (possession, sale, or use of)
• Sexual harassment of any kind

CONSEQUENCES - Consequences for Level 4 misbehavior can range from a minimum of a one day in school suspension at school to a maximum of an expulsion from school and might require referral to the law enforcement.

Stage 3: Cooperative environment

Behaviors that occur outside the classroom that are not intended to cause physical or mental harm to another individual, are not illegal, but do negatively affect an orderly environment. Such as:

• Disruptive behaviors in the hallway
• Disruptive behaviors in the cafeteria
• Disruptive behaviors at a school activity
• Disruptive behaviors before and after school
• Disruptive behaviors while at recess
• Disruptive behaviors while on the physical education bus
• Absence from school for leisure: ski day - beach -
• Skipping classes
• Coming late to class
• Being in the nurse's office without a pass
• Solicitation (selling unauthorized items at school)
• Inappropriate literature
• Inappropriate display of emotions
• Inappropriate clothing
• Failure to report to the detention area on time
• Forgery and filing false reports of any kind
• Gambling
• Inappropriate language and gestures
• Disrespect of classmates, teachers, and other school staff
• Verbal arguments/name calling
• Using unauthorized personal items: radio - I pod - I phone - ...

CONSEQUENCES - Consequences for stage 3 misbehavior can range from a meeting with the counselor/director/principal to suspension from school.

Stage 2: Productive classroom environment

Behaviors that occur in the classroom and interfere with the learning of others. Such as:

• Failing to follow the reasonable request of a teacher
• Talking
• Rough play
• Speaking without permission
• Disturbing another student in any way
• Being out of seat without permission
• Showing disrespect/defiance
• Not ready to study
• Does not have books, copybooks, agenda, pencil case and needed materials

CONSEQUENCES - Consequences for level 2 misbehavior can range from a minimum of immediate verbal correction from the classroom teacher to a maximum of a parent conference and/or detention. Detention can occur either before or after school or during the breaks. At times students may be removed from the group and placed in a one on one or small group program where additional fees will be added to cover the cost.

Stage 1: Personal outcome

Behaviors that occur in the classroom and affect only the misbehaving student. Such as:

• Not having appropriate equipment and materials
• Sleeping in class
• Being off task but not disrupting others 
• Failing to turn in homework/failing to complete assignments
• Failure to bring signed materials from home
• Failure to return overdue library books
• Failure to bind books
• Chewing gum and/or eating in the classroom without permission
• Keeping/using their mobiles during school time
• Wearing excessive garments/make up in class/school

CONSEQUENCES - Consequences for Level 1 misbehavior can range from a minimum of a "look" in the vicinity of the problem to a maximum of a parent conference and /or time out (detention) administered by the student's classroom teacher. Time out can occur either before or after school, during the noon hour, or during recess.

Motivating your Teen

The best ways to motivate your teen is through good communication and support:

• Paying attention to them
• Getting to know their likes and dislikes, and friends
• Support their hopes and dreams 
• Staying involved in their life
• Understand and discuss feeling and the types of pressure that they are under
• Pay attention to the activities that they enjoy doing and those that they despise.
• Get to know the names of their friends and teachers.
• Observe their body language when they talk about a specific topic.
• Look out for the books, magazines and websites that they enjoy reading.
• Listen to their tone of voice when they speak about particular topics.
• Provide options so that they don't feel forced into things.
• Whisper that you love them
• Praise their talents and/or skills
• Thank them for specific tasks no matter how small or minor
• Ask them for help with things they are good at
• Ask them for their opinion
• Go with their opinion whenever possible
• Allow them to make their own mistakes
• Show compassion when they do fail to achieve but do not let them drown
• Offering them when you think they might need it or do it discretely
• Simply be there and around for when they needs to talk
• Be a role model, not a hero
• Speak about your success but give them room to speak about theirs

Helpful hints for parents, caregivers and educators about the transition from elementary to middle school:

• Break down big chores into small parts
• Set up smaller goals
• Encourage them to keep a daily list
• Remind them about appointments and due dates indirectly
• Listen to what they say but understand what they mean
• Keep the "discipline" for serious issues and deal with daily obstructions with positive reinforcement
• Give space to grow
• The first hint is thinking ahead and being prepared for the physical and emotional changes.
• The second hint is being firm and clear with your rules and decisions.
• The third hint is remembering who the adult is, kids know it, don't hesitate.
• The fourth hint is targeting the problem not the child.
• The fifth hint is caring for the child, and enjoying the phase!

                                                                                                                        Good Luck to all of us!

                                                                                                                        See you in High School Years