Oakdale Christian Academy offers the Honor Code designation to students who, during the nine-week marking quarter, have consistently demonstrated excellence in the areas of respect for authority, kindness, integrity, gratitude, positive leadership, diligence, and serving others.
Honor Code is given at the end of each quarter. Students who have been enrolled at Oakdale for at least two quarters are eligible to receive Honor Code.
In order to receive Honor Code, students must have demonstrated excellence in three of the seven areas if they are in junior high and in four of the seven areas if they are in high school. Major infractions in any one area (cheating, stealing, having contraband, etc.) disqualify a student from Honor Code in the quarter during which the infraction occurred.
Two weeks before the end of the quarter, students are given an Honor Code Self-Evaluation Form, asking them to reflect on how well they embody the standards of the Honor Code. The dean of students uses these evaluations and input from the deans to create an initial list of potential Honor Code recipients, which is then presented to the academic staff.
After the principal and dean of students meet with the academic staff to receive input, specific students may warrant additional input, so they solicit feedback from staff members who have interactions with those students in other settings, such as Job Training, the kitchen, in a discipleship relationship, etc. The administrative committee makes the final determination regarding Honor Code recipients and the areas awarded to students.
The honor code is presented by the president at the last chapel or final event at the end of each quarter.
Areas of Honor Code
The student who models Respect for Authority:
Has learned to accept the correction of adults or immediate supervisors in a positive way, without complaining or arguing. The student asks questions for further clarification but does so in an appropriate way and at the appropriate time.
Addresses authority with their proper title of respect (e.g., Mr., Mrs. Miss, Dean, President, Teacher, Coach). They do not use nicknames, other than to abbreviate names that are either very long or difficult to say, which are established with general staff agreement.
Addresses authority with appropriate body language and tone of voice (e.g., looks at the person in authority as they speak to them, does not roll eyes, or show other visible physical signs of disrespect).
Uses the proper method of getting the attention when needed of the person of authority (e.g., raises their hand in class at the appropriate time or in a public situation such as the dining hall). If they need to speak with a person of authority not sitting at their table, they gain permission from the adult at the table to go speak to that person, looking first to see if that person is engaged in another conversation. If so, the student waits until that conversation is done before going to address the person.
The student who models Kindness:
Has an attitude in which the student seeks to share their time, their help, and (when appropriate) their things with others, not only with their personal friends. Has a general attitude of wanting to reach out to others.
Speaks well of others when they are present and not present; (e.g., is not “two-faced” and does not talk about others negatively behind their backs.)
Seeks to be encouraging to others by words, support in time of need, and gestures of kindness.
Extends grace to others when there has been an offense or a difference of opinion expressed and the other person has acted cordially and attempted to make amends.
The student who models Integrity:
Tells the truth about or to another person in a way that represents a general attitude of kindness and respect and overall concern about the other person’s well-being.
Tells the truth even when doing so may stand to jeopardize them in some way (e.g., their status as a leader, their friendship with a person, their own reputation).
Wholly tells the truth when needed; does not seek to tell enough to be seen as being truthful, but still concealing some of the information that should be revealed.
Doing what is right even when no one else is looking.
The student who models Gratitude:
Expresses their appreciation of others (staff and students) in verbal or written form.
Holds a general attitude of being grateful for what they have been given (e.g., does not complain about the food being served to them, or acknowledges when someone performs a given task for them, even when that is part of a person’s job.)
Don’t complain, either through words or action.
Recognizes opportunities they have been given by acknowledging the person responsible or speaking to others in such a way that demonstrates they are grateful.
The student who models Positive Leadership:
Encourages others to follow the rules at all times, not just when staff is present.
Demonstrates an eagerness to help others with their homework, dorm jobs, Job Training, room cleaning, etc. in a positive way. These acts would be done when a person is visibly struggling and out of a heart to encourage them to keep on, and not an act designed to get the other person out of doing the work themselves, or in response to the other person being manipulative.
Reaches out to others to encourage them in their spiritual growth, relational abilities, physical needs, or academic support needs.
Is recognized by others as a positive leader and has a generally positive effect on whomever they are around.
The student who models Diligence:
Consistently completes homework on time and in a thorough manner
Demonstrates thoroughness in tasks outside of school; (e.g., dorm work, Job Training, etc.)
Makes sure that an assigned task is followed through to completion, including putting all necessary tools or materials away, cleaning up after oneself, etc.
Demonstrates hard work when supervised and unsupervised.
The student who models Serving Others:
Volunteers to help others before they are asked.
Uses their gifts and talents for the benefit of others (e.g., finds someone in the dorm who is struggling in a subject area they are doing well in and volunteers to work with them on homework).
Puts the needs of others before themselves (e.g., does not rush to the front of the line when it is time for “seconds” in the dining hall).
Deliberately takes steps to push themselves outside their comfort zones for the benefit of others even when that action does not serve to benefit them personally in any way and may come at a personal sacrifice to them.