CLASSROOM HANDBOOK 2019-2020
RATIONALE & PHILOSOPHY
In
the classroom, the teacher and students commit to putting into place processes
and systems to guide the learning of the class and the learning of individual
students. Key to such a classroom is the development of a classroom
culture which encourages students to communicate openly in a trusting and caring
classroom environment, thereby enabling them to take responsibility for their
learning. Students at any age can manage their learning and chart their
progress whether it be in Kindergarten or in Grade 4. When things don't go as planned,
they learn to use a growth mindset to create change.
AIMS & INTENTIONS
ü To provide a rich, diverse and challenging education
through excellent and innovative teaching and learning.
ü To help students learn how to develop empathy and
become good citizens both within and outside of the school community.
ü To celebrate success, promote a “can do” mindset.
ü To support personal development, social responsibility
and a sense of self-worth.
ü To meet our collective responsibility to provide students
and staff with a welcoming, caring and respectful learning environment where
students and staff are happy and confident for a lifetime of learning.
ü To promote a safe, supportive and well-ordered
environment where students and staff are happy and confident as they aspire to
achieve.
ü To instill a culture of reconciliation for students when
disruptive behavior negatively affects the learning environment.
PRINCIPLES
ü All members of the learning community, including
students, parents and staff have a role and a shared responsibility to create
and support a welcoming, caring, respectful and safe learning environment.
ü All members of the learning
community have a right to learn and work in an environment free from
discrimination, bullying and harm.
ü Schools will adopt a whole school
approach that supports student personal development, character and citizenship
by managing discipline through a progression of proactive, preventative, and
restorative strategies.
ü Responses to student behaviour
include a consistently applied, school-wide approach that includes fair and
predictable responses to negative behaviour.
EXPECTATIONS
“Clearly stated
expectations convey to students what teachers want. In addition, they tend to
guide student behaviour and strengthen teacher monitoring.”
–
Jeff Sprague and Annemieke Golly, Best Behavior: Building
Positive Behavior Support in Schools
1.
Respect
and cooperation are necessary for successful learning.
2.
Together,
the teacher and students will develop expectations for the classroom,
playground, hallway et cetera designed to clarify appropriate behaviour
choices. These expectations will guide and
support our learning community. Expectations
will be posted in a visible location in the classroom.
3.
Restitution
is a process where students are supported in understanding their own behaviour
choices that have resulted in a problem. Our goal is to teach children
appropriate methods to recognize when their behaviour choices result in a
problem, how to resolve the problem and how to restore themselves and their
relationships to one of trust and safety. Communication with parents is
our primary strategy for ensuring success at school. Should your child work
with the school administration team on the restitution process, parents or
guardians will be contacted.
~from
Auburn Bay School “Behaviour Expectations”
CLASSROOM
EXPECTATIONS
1.
Be
on time at the beginning of the day and after lunch.
2.
Come
to school every day ready to learn.
3.
Model
best manners inside and outside of the classroom.
4.
Be
a good listener and be kind to others.
5.
Demonstrate
on-task behaviours.
6.
Follow
directions the first time.
7.
Raise
hand during whole-class instruction and stay in work area.
8.
Keep
hands, feet and objects to yourself.
9.
Complete
all learning tasks and homework on time.
PLAYGROUND EXPECTATIONS
1.
No
playing tag on playground equipment.
2.
Wear
outdoor shoes and dress for the weather.
3.
Use
school and recreational equipment appropriately.
4.
Play
safe and cooperative games that include other students.
5.
Respect
the rights of participants in organized games such as soccer.
6.
If
it looks unsafe, we will ask you to stop.
7.
Stay
inside school boundaries at all times.
When I follow the playground expectations, I am able to...
•
have fun
•
be safe
•
show respect and responsibility for myself, for others and for property.
ü When leaving the building, I will follow school expectations.
ü When playing outside, I will keep rocks and snow on the ground.
ü When using the equipment, I will bring it back inside.
ü When it’s time to enter the building, I will follow school
expectations.
