Quebec civility rules require students to address teachers formally

As the new academic year commences in Quebec, students are confronted with a significant change in how they interact with educators. The provincial government has introduced a set of civility rules aimed at fostering respect within the school environment, mandating the use of formal address when speaking to teachers. This initiative has sparked a robust discussion about its implications for students, educators, and the broader educational landscape.

The New Civility Rules: An Overview

The Quebec government has established guidelines that require students in both public and private schools to address their teachers and school staff using formal titles such as “Mr.” and “Ms.” This initiative is part of a broader effort to promote respectful communication and interaction within educational settings. The rules also stipulate that students must use the formal form of “you” in French, known as “vous,” as opposed to the more casual “tu.”

Additionally, schools are tasked with developing a code of conduct that emphasizes respectful behavior among students, as well as respect for school property. This includes the assertion of gender equality and the requirement for individuals to have their faces uncovered while on school premises.

Perspectives on the Implementation of Formal Language

André Bernier, the president of an association representing school principals, advocates for the adoption of formal language, believing it can help instill respect and clarify the relationship dynamics between students and educators. However, he raises concerns regarding the timing of the implementation, suggesting that it would have been more effective to introduce these changes at the start of the academic year rather than mid-year.

“We think it’s a positive development that formal language is being reinstated, but we need time to adapt to these changes,” Bernier noted. He further emphasizes that applying these rules to younger students, particularly in kindergarten, may not be appropriate, as they may lack the comprehension necessary to navigate the differences between the formal and informal addresses in French.

Challenges for Multilingual Students

For students who are not native French speakers, the rules pose an additional challenge. The nuances of formal and informal language can be particularly difficult for those who come from linguistic backgrounds where such distinctions do not exist. Bernier points out that students may struggle to grasp these concepts, which can hinder their ability to comply with the new standards.

Sanctions and Educational Goals

The provincial government has outlined potential sanctions for students who do not adhere to the new civility rules. These can range from warnings to expulsion, with an emphasis on “reparative” actions, such as writing apology letters, participating in community service, or engaging in discussion circles. However, Bernier advocates for a more educational approach rather than strict enforcement.

• Warnings for first-time offenders
• Mandatory apology letters
• Community service assignments
• Participating in restorative discussion circles
• Suspension for repeated offenses

He argues that fostering an understanding of respect and communication is more beneficial than acting as enforcers of compliance. Bernier acknowledges that a lack of respect in schools often mirrors the behavior of adults in students’ lives, suggesting that parental influence plays a critical role in shaping students' interactions with authority figures.

The Role of Parents and Society in Shaping Civility

Linda Pagani, a professor of psychoeducation at Université de Montréal, supports the new civility rules, arguing that they provide essential learning opportunities for children. According to Pagani, children learn to navigate various levels of interaction, including both “horizontal” interactions with peers and “vertical” interactions with those in positions of authority. She warns that if children grow up thinking everyone is equal, they may face challenges in environments like universities or workplaces where hierarchies exist.

In her view, enforcing respect is crucial for mitigating the disrespect teachers often encounter. She cites research from neuroscience and psychology that shows how language influences thought and attitudes, highlighting the importance of formal language in shaping students' perceptions of authority and respect.

Flexibility in Application: A Critical Consideration

Richard Bergevin, head of the Fédération des syndicats de l’enseignement, notes that some schools have already begun implementing the new civility rules. While he acknowledges that most schools have not experienced significant challenges with these changes, he emphasizes the need for flexibility in their application, particularly for students with special needs.

Julie Auger, president of the Canadian Linguistic Association, echoes this sentiment, suggesting that imposing strict formal language requirements may not serve all students well. She raises the question of whether it is more beneficial to cultivate a closer, more understanding relationship between students and teachers for those who are facing difficulties.

Implications for Multicultural Classrooms

Moreover, many languages, such as English, Arabic, and Innu, do not have formal and informal forms of address. This can present additional hurdles for students from diverse linguistic backgrounds, making it even more challenging for them to adapt to Quebec’s new rules. For students who are accustomed to a more egalitarian approach to language, the sudden shift to formal titles may feel jarring and alienating.

Conclusion: A Step Towards Respectful Interactions

As Quebec schools navigate the implementation of these new civility rules, the focus remains on fostering a respectful and conducive learning environment. While there are challenges and concerns regarding the rules' impact on various student demographics, the overarching goal is to instill a sense of respect and formality that can benefit students in their academic and future professional lives.