I firmly believe that lifelong success depends on self-discipline. I have developed a Classroom Discipline Plan using aspects of the Responsive Classroom Approach that gives each student the opportunity to manage his or her own behavior. I will discuss this plan with the students, but I would really appreciate if you would take the time to review the plan with your child as well. Working together, will ensure that your child will receive a positive educational climate.
1. I keep my hands and feet to myself.
2. I am kind, polite and respectful.
3. I follow all directions.
4. I follow all safety rules.
The Classroom Rules will be made by your child with the guidance of the teachers and the Whiting School Rules
The Responsive Classroom Approach is an approach which helps the child develop positive social skills. This approach also uses practical strategies for bringing together social and academic learning through out the school day. The components that we are using this year are: * Class Meeting * Rules and Logical Consequences * Guided Discovery * Classroom Organization * Reaching Out to Parents and Guardians
Purple ~ Outstanding Behavior
Positive praise first ~ students will be verbal praised very often, followed by earning classroom money for appropriate good desirable behaviors and getting stickers.
Blue ~ Great Behavior
Green~ “Adventurous Learning” expected behavior
Yellow ~ Think About Your Actions
Verbal and visual reminder of rules
Orange ~ Logical Consequences
There are three basic kinds of logical consequences that we use.
* TAKE A BREAK- If a child is losing self control, s/he goes to a designated spot in the room to gain control. The break is short. The child returns to the learning activity as soon as s/he has gained control. Eventually children may go voluntarily to "take a break".
* LOSS OF PRIVILEGE- If a child misuses a material or acts out during an activity, s/he will be told to stop using the material or doing the activity for a while. The privilege will be restored when the child and teacher have talked about how to prevent a similar problem in the future.
* "YOU BREAK IT, YOU FIX IT"- If a child damages something or hurts another's feelings, s/he will try to fix the damage. In the case of hurting another's feelings, the child might offer an apology of action- writing a card, helping with an activity, making an illustration, or taking some other action beyond verbally saying sorry.
~ Time owed may be taken from: Recess, special(s), fun class activity, Class party/celebration etc.
We will write to you if your child has a “incidence” that results in a consequence
Red ~ Parent Contact
* Parent, Student & Teacher Conference may be done over the phone.
*“My Action Plan” is completed and signed
*Student will owe time
*In addition to following the logical consequences.
We will also be using the PAX “good behavior game” method to teach students self-regulation, self-control, and self-management in context of collaborating with others for peace, productivity, health and happiness. The Game teaches students to “flip on” their internal focus switch, required for any learning. It teaches students how to work toward valued goals, and teaches them how to cooperate with each other to reach those goals. Students learn how to self-regulate during both learning and fun. Students learn how to delay gratification for a bigger goal.
Your child’s grades are based on a variety of assessments that will demonstrate how well he/she understands a concept.
On class work and projects
I = independent, C = whole class, S = with a little support, WA = with assistance for at least two or more steps, 1-on-1 = with a teacher helping numerous times throughout the assignment
On Report Cards
Independent: The student demonstrates with relative ease, grasps, applies, and extends the key concepts, processes, and skills for the grade level. The student consistently meets, and at times exceeds more depth/extension with near grade level work and/or is performing at a higher level.
Consistently meets near grade level requirements
Understands, applies and transfers concepts or skills.
Performs using independent work habits
Progressing: The student demonstrates proficiency in the vast majority of the level expectations. The student, with limited errors, grasps and applies the key concepts, processes, and skills for their level.
Requires some guidance
Understands concepts or skills
Shows steady progress towards expectation
Emerging: The student is beginning to grasp and apply the key concepts, processes and skills for their level but produces work that contains many errors.
Gaining confidence in skill level or concept
Requires frequent assistance
Beginning to work at expectations
Demonstrates beginning in understanding
Having difficulty: The student is having difficulty grasping and applying the key concepts, processes and skills for their level. They produce work only with teacher support.
Unable or unwilling to do work
Unconfident in skill level or concept
Requires much assistance