Page 54 - STUDENT HANDBOOK AY 2021-2022

PART VIII. DISCIPLINE

A. Introduction

The vision of Southville International School and Colleges for each of its
students is to become “excellent in academics and values”, “movers of
society,” and who will make a difference in the 21st century.” For a student to
be excellent in both academics and values, SISC believes that they should be
equipped with the appropriate values that will allow them to live in peace,
harmony, and order within the SISC community as well as with others
outside SISC. SISC upholds the teaching from a popular verse:

“Train up a child in the way he should go and when he is old, he will not
depart from it.”

It is difficult to achieve any learning unless there is personal discipline.
Learning requires a person to have focus and a sense of commitment towards
tasks. Discipline requires personal commitment for one to accomplish his/her
tasks with excellence. Discipline Implies focus. A young person who works
hard to set his/her direction and strives hard to achieve that goal in life is
more likely to achieve success. This sense of direction and the will to achieve
are forms of self-discipline. Discipline facilitates the achievement of our
dreams and helps learners become the best they can be.

Athletes, artists, scientists, entrepreneurs, and all types of achievers exercise a
high degree of self-discipline. They are well-focused and are determined to
accomplish their goals in life.

In Southville International School and Colleges, excellence is something we
strive for -- be it in values or academics. SISC makes personal discipline a
personal commitment for our students to make them achieve the set goals of
academic excellence.

However, excellence will be difficult to pursue unless the student accepts the
importance of discipline in his/her life, particularly in his/her studies. As
stated in the Student Pledge, “to follow school rules and regulations knowing
they are for my own good” highlights the need for students to observe
discipline in the school.

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