Walter and Gladys Hill Public School develops engaged 21st century learners from ECDP to Grade 6. Our students are ethical, global citizens learning through collaboration and inquiry with an entrepreneurial spirit that meaningfully contributes to society.

Positive Behaviours and Character Education


Positive Reinforcement and The Leader in Me

Students are taught the school wide expectations and rewarded with positive feedback.  We have yet to decide what the procedures for this will be, as we need to meet as a staff to discuss during our Leader in Me training.  "Caught being good" types of public positive reinforcement is one way they do it with The Leader in Me.  This will replace our previous "P200 club".   Positive Reinforcement systems are based on a research based program for Positive Behavioral Interventions and Supports.  The PBIS website states the following:

In the past, schoolwide discipline has focused mainly on reacting to specific student misbehavior by implementing punishment-based strategies including reprimands, loss of privileges, office referrals, suspensions, and expulsions. Research has shown that the implementation of punishment, especially when it is used inconsistently and in the absence of other positive strategies, is ineffective. Introducing, modeling, and reinforcing positive social behavior is an important step of a student's educational experience. Teaching behavioral expectations and rewarding students for following them is a much more positive approach than waiting for misbehavior to occur before responding. The purpose of schoolwide PBIS is to establish a climate in which appropriate behavior is the norm.

Our data collection has proven time and again that the research is correct and that behaviors will improve with this school wide program in place.

At the beginning of the school year we send home a document outlining our behavior expectations and how misbehaviors are dealt with.


(taken directly from their website)

Students achieve because they:

  • feel included and appreciated by peers and teachers
  • are respected for their different abilities, cultures, gender, interests and dreams
  • are actively involved in their own learning
  • have positive expectations from others that they will succeed.

The clear purpose of the Tribes process is to assure the healthy development of every child so that each one has the knowledge, skills and resiliency to be successful in a rapidly changing world.

Tribes is a step-by-step process to achieve specific learning goals. Four agreements are honored:

Students learn a set of collaborative skills so they can work well together in long-term groups (tribes). The focus is on how to:

  • help each other work on tasks
  • set goals and solve problems
  • monitor and assess progress
  • celebrate achievements.

The learning of academic material and self-responsible behavior is assured because teachers utilize methods based upon brain-compatible learning, multiple intelligences, cooperative learning and social development research.  Most staff is either trained in TRIBES, or committed to the training when it is offered.  


Character Education Through the 7 Teachings

The 7 teachings are integrated aross the K-6 curriculum through First Nations, Metis and Inuit Education and/or taught as a special class at WGH.   

The traditional concepts of respect and sharing that form the foundation of the Aboriginal way of life are built around the seven natural laws, or sacred teachings. Each teaching honours one of the basic virtues intrinsic to a full and healthy life. 

Each law is embodied by an animal to underscore the point that all actions and decisions made by man are manifest on a physical plain. The animal world taught man how to live close to the earth, and the connection that has been established between the animal world and that of man has instilled a respect for all life in those who follow the traditional Aboriginal way.