OUR CLASS MISSION STATEMENT
THE PRIMARY LEARNING CONTINUUM
INTRODUCTORY PACKAGE
| parent_guardian_intro_package.docx |
LONG RANGE PLANS
(SUBJECT TO CHANGE)
(SUBJECT TO CHANGE)
| grade23longrange.docx |
SCHEDULE
(SUBJECT TO CHANGE)
(SUBJECT TO CHANGE)
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DISTANCE LEARNING ROUTINES
IN CLASS ROUTINES
(SUBJECT TO CHANGE)
(SUBJECT TO CHANGE)
ENTRY ROUTINES
Students are expected to sit/line up silently under their “baseball cards” while waiting for entry into the classroom or when they await to leave it to go on rotary, go to an assembly, etc.
START UP ROUTINES
Did you complete a book exchange and/or return guided reading books?
Did you place Drooker’s Deliveries on your desk for me to collect?
Do you have a highlighter, marking pen, sharpened pencil, eraser, dry erase marker? (If not, check the green bin for extras)
Is your desk neatly organized?
If you want to "listen to reading" during our literacy block, have you logged into a computer and visited Raz Kids (Store the computer in your desk)?
Students listen to announcements silently
Attendance is conducted and the Star of the Day is announced who then selects our mental breaks for the day
SHUT DOWN ROUTINES
Stack chairs in piles of 5 and stand before your desk with your homework bag in hand
Do you have a highlighter, marking pen, sharpened pencil, eraser, dry erase marker?
Is your desk neatly organized (with your toolkit binder on one side of your desk and your clipboard with unit booklets clipped on the other side)?
Students are dismissed
DAILY HOMEWORK ROUTINE
I've wrestled with homework over the years for primary aged students. In recent years, I would send home a monthly homework package at the top of every month for students to complete. Upon reflection, I've decided to go in a different direction. Firstly, there simply isn't any research that backs its efficacy. As a parent, I'm all about giving my child opportunities to be responsible and accountable however assigned homework is only as good ultimately as the facilitator. Rich provocations and conversations need to come about and it's pointless to give a child solo work without a sounding board. In light of where we stand right now societally (notably a significant number of new demands and anxieties to navigate), I have chosen to keep things simple. I will send home a laminated daily homework checklist that I will ask you to affix to your fridge (or another high visibility area) and ensure your child goes through on a daily basis.
*Review the Google Classroom learning summary and Zello App alongside your parents/guardians
(Remote learners: Review the feedback given on work filed within your Distance Learning Google Drive)
I write a significant amount on our Google Classroom learning summary every day with relevant links, videos, anchor charts, extra learning practice opportunities, etc. If your child spends but a few minutes every night unpacking what they've learned alongside you, that's a phenomenal and enriching accomplishment in creating a strong academic foundation.
*Visit Raz Kids and listen to, read, and respond to at least one book (tiny.cc/razk -Teacher Username: jdrooker1 - Password)
Spending a few minutes in reading, listening, and responding to at least one book through their levelled reading account offers targeted scaffolding and reinforcement to the bedrock of their learning-reading.
*Work on your monthly Flipgrid task (s)
Providing students with a monthly Flipgrid task creates a fun environment for them to work on their oral presentation skills all the while learning about and responding to their peers.
Note: Don't forget that there are also weekly drama tasks to prepare in advance along with the occasional task and/or project sent home. I think that is more than sufficient by way of homework. Should you desire extra practice work (beyond what I might occasionally send home should your child require some additional attention in select areas) or a challenge, reach out to me and I'll oblige. Don't forget that 6-9 year olds need to be kids and to get outside and experience life. As the saying goes: "Don't let school get in the way of your education!" :)
Students are expected to sit/line up silently under their “baseball cards” while waiting for entry into the classroom or when they await to leave it to go on rotary, go to an assembly, etc.
START UP ROUTINES
Did you complete a book exchange and/or return guided reading books?
Did you place Drooker’s Deliveries on your desk for me to collect?
Do you have a highlighter, marking pen, sharpened pencil, eraser, dry erase marker? (If not, check the green bin for extras)
Is your desk neatly organized?
If you want to "listen to reading" during our literacy block, have you logged into a computer and visited Raz Kids (Store the computer in your desk)?
Students listen to announcements silently
Attendance is conducted and the Star of the Day is announced who then selects our mental breaks for the day
SHUT DOWN ROUTINES
Stack chairs in piles of 5 and stand before your desk with your homework bag in hand
Do you have a highlighter, marking pen, sharpened pencil, eraser, dry erase marker?
Is your desk neatly organized (with your toolkit binder on one side of your desk and your clipboard with unit booklets clipped on the other side)?
Students are dismissed
DAILY HOMEWORK ROUTINE
I've wrestled with homework over the years for primary aged students. In recent years, I would send home a monthly homework package at the top of every month for students to complete. Upon reflection, I've decided to go in a different direction. Firstly, there simply isn't any research that backs its efficacy. As a parent, I'm all about giving my child opportunities to be responsible and accountable however assigned homework is only as good ultimately as the facilitator. Rich provocations and conversations need to come about and it's pointless to give a child solo work without a sounding board. In light of where we stand right now societally (notably a significant number of new demands and anxieties to navigate), I have chosen to keep things simple. I will send home a laminated daily homework checklist that I will ask you to affix to your fridge (or another high visibility area) and ensure your child goes through on a daily basis.
*Review the Google Classroom learning summary and Zello App alongside your parents/guardians
(Remote learners: Review the feedback given on work filed within your Distance Learning Google Drive)
I write a significant amount on our Google Classroom learning summary every day with relevant links, videos, anchor charts, extra learning practice opportunities, etc. If your child spends but a few minutes every night unpacking what they've learned alongside you, that's a phenomenal and enriching accomplishment in creating a strong academic foundation.
*Visit Raz Kids and listen to, read, and respond to at least one book (tiny.cc/razk -Teacher Username: jdrooker1 - Password)
Spending a few minutes in reading, listening, and responding to at least one book through their levelled reading account offers targeted scaffolding and reinforcement to the bedrock of their learning-reading.
*Work on your monthly Flipgrid task (s)
Providing students with a monthly Flipgrid task creates a fun environment for them to work on their oral presentation skills all the while learning about and responding to their peers.
Note: Don't forget that there are also weekly drama tasks to prepare in advance along with the occasional task and/or project sent home. I think that is more than sufficient by way of homework. Should you desire extra practice work (beyond what I might occasionally send home should your child require some additional attention in select areas) or a challenge, reach out to me and I'll oblige. Don't forget that 6-9 year olds need to be kids and to get outside and experience life. As the saying goes: "Don't let school get in the way of your education!" :)
| nightly_homework_checklist.pdf |
MONTHLY FLIPGRID TOPICS
September: Introduction/Interests
October: Day in the Life
November: Favourite Hobby
"Decembuary": Cooking
February: Drama
March: Review of your March Break
April: Magic/Card Trick/Prank
May: Pay it Forward
June: MENACE machine
September: Introduction/Interests
October: Day in the Life
November: Favourite Hobby
"Decembuary": Cooking
February: Drama
March: Review of your March Break
April: Magic/Card Trick/Prank
May: Pay it Forward
June: MENACE machine
POINTS SYSTEM
Students have a clipboard in their desk with a point sheet. Students receive a point per positive contribution (as per the norms outlined in our Class Contract for Success:www.drooker.ca/class-routines.html. They are trusted to highlight a point or points by themselves using the highlighter in their desk.
When 100 points are reached, students receive a half hour off of work coupon to be used at a time of their choosing. When every individual in the class has reached 100 points, the class will receive a party with pizza, drink, and movie.
Students have a clipboard in their desk with a point sheet. Students receive a point per positive contribution (as per the norms outlined in our Class Contract for Success:www.drooker.ca/class-routines.html. They are trusted to highlight a point or points by themselves using the highlighter in their desk.
When 100 points are reached, students receive a half hour off of work coupon to be used at a time of their choosing. When every individual in the class has reached 100 points, the class will receive a party with pizza, drink, and movie.
STUDENT DESKS/MANIPULATIVES
Student desks should only contain:
In the "well" of the desk: pencil, marking pen, highlighter, dry erase marker
Completion cup
Toolkit binder
Clipboard (with privacy curtain and unit workbooks clipped atop it)
Independent reading books
Any toys or items that might distract will stay with me till the end of June and will be returned thereafter! Extra snacks, water bottles and pencil cases are to be kept in student school bags and may be accessed when requested.
WASHROOM/WATER PROCEDURES
If a student needs to leave the classroom for any reason, they are to ask for permission (be it from a teacher or lunch monitor). They must put an orange cone on their desk and return it to the bin found by the door when they return. Only one boy and one girl are allowed out at a time to cut down on socializing in the hallway and in the washrooms. Water bottles are to be kept in students' bags.
IF WORK IS FINISHED EARLY
When students finish their work, they are to place a completion cup on top of their desk and then are to consult the “What Can I Do When I Finish My Work” poster. Everything listed on my whiteboard is to be done INDEPENDENTLY at their desks to limit distractions. I ask students to revisit any work that needs finishing or revising within their brown folder found within our portfolio cabinet first. Certain key work that should be revisited is often listed below the poster. Any completed work from within the brown folder can be brought up for feedback and documentation when called for and is then shifted into their blue folder within our portfolio cabinet. If everything has been addressed to their satisfaction, they can then read INDEPENDENTLY at their desk or grab one of 10 classroom computers should it be their week with computers. They may work within their Raz-Kids Reading accounts, etc. Passwords are available within students' Distance Learning Drive Passwords folder.
WORK STORAGE ROUTINES
Complete (or incomplete work) that is awaiting descriptive feedback is stored in a student's finished bin
Completed work that has received descriptive feedback is filed in our student portfolio cabinet
V.I.P.
The VIP has several important roles:
VIPs are allowed to sit at my desk for the day and receive a more intensive assessment and evaluation for the day while they work alongside me. they also receive a learning skill report card on or around the day that they are VIP. This learning skill report card is uploaded to the "Learning Skill" folder of their Distance Learning Google Drive. VIPs periodically receive a goal setting/pay it forward sheet to fill out and return the next day.
ORAL PRESENTATION SKILLS
Whether for a homework package task on Flipgrid or within a classroom setting, children must have their materials ready, have strong eye contact, good posture, sufficient volume, inflection, gestures and be able to answer questions posed to them by the audience.
GYM PROCEDURES
The star of the day is responsible for bringing down (and returning at the end of the period) the washroom cone bin and the gym bin (containing squad pylons, helper hats, whistle, etc). Should a student need to go to the washroom during gym, they are to receive permission and remove a washroom cone from the basket and place it next to the bin. There is never to be more than 2 people out using the facilities at any point in time. Don’t forget to take (and subsequently return) the emergency folder that contains our class list, etc. in case there is a fire drill, code red, etc.
Upon entry into the gym, students will individually and silently complete a dynamic warm-up that we refer to as the “1, 2, 3” warm-up. Students will start on the far black line and jog to the opposite side of the gym. They will then walk back. Upon returning to their starting line, they will shuffle step to the far black line and then walk back. Lastly, they will complete a twisted shuffle step (Karaoke Step) and then walk back and sit behind their squad cones. They are well versed in this routine.
I run gym using the 1,2,3,4 whistle system. Students freeze after one blow of the whistle. After two blows of the whistle, they freeze and sit down. The third blow of the whistle sees students return to their starting positions (typically one of the outside black lines on either side of the gym). Four blows of the whistle indicate the need to sit in alphabetical order behind the exit door as gym is over. I rehearse the whistle drill at the beginning of every gym period. I often refer to the grey area surrounding the gym playing surface as the "shark moat". The grey area is a play area where they need to slow down their bodies to ensure that they do not bump into the walls. Teachers are solely responsible in the distribution or collection of equipment.
PENCIL SHARPENERS
If a pencil needs sharpening, students are to place the dull pencil into the red pencil bin. Should they not find a pencil already sharpened for them in the green bin, they are permitted to independently use the electric sharpener.
LUNCH RULES
Students are to begin eating immediately. They are to ask a student lunch monitor or teacher on duty for permission to leave their desk, to sit next to a friend, or to go to the washroom. "Restaurant Rules" apply! Appropriate noise levels and movement around the classroom are a must.
INDOOR RECESS RULES/LINKS
www.drooker.ca/indoor-recess.html
Student desks should only contain:
In the "well" of the desk: pencil, marking pen, highlighter, dry erase marker
Completion cup
Toolkit binder
Clipboard (with privacy curtain and unit workbooks clipped atop it)
Independent reading books
Any toys or items that might distract will stay with me till the end of June and will be returned thereafter! Extra snacks, water bottles and pencil cases are to be kept in student school bags and may be accessed when requested.
WASHROOM/WATER PROCEDURES
If a student needs to leave the classroom for any reason, they are to ask for permission (be it from a teacher or lunch monitor). They must put an orange cone on their desk and return it to the bin found by the door when they return. Only one boy and one girl are allowed out at a time to cut down on socializing in the hallway and in the washrooms. Water bottles are to be kept in students' bags.
IF WORK IS FINISHED EARLY
When students finish their work, they are to place a completion cup on top of their desk and then are to consult the “What Can I Do When I Finish My Work” poster. Everything listed on my whiteboard is to be done INDEPENDENTLY at their desks to limit distractions. I ask students to revisit any work that needs finishing or revising within their brown folder found within our portfolio cabinet first. Certain key work that should be revisited is often listed below the poster. Any completed work from within the brown folder can be brought up for feedback and documentation when called for and is then shifted into their blue folder within our portfolio cabinet. If everything has been addressed to their satisfaction, they can then read INDEPENDENTLY at their desk or grab one of 10 classroom computers should it be their week with computers. They may work within their Raz-Kids Reading accounts, etc. Passwords are available within students' Distance Learning Drive Passwords folder.
WORK STORAGE ROUTINES
Complete (or incomplete work) that is awaiting descriptive feedback is stored in a student's finished bin
Completed work that has received descriptive feedback is filed in our student portfolio cabinet
V.I.P.
The VIP has several important roles:
- Delivery Person: They place any forms needing to be sent home in student mailboxes and/or delivery things to the office
- Hallway Checker: They ensure that coats, boots, hoodies, etc. are neatly placed on our coat hooks
- Line Leader: They lead the line on rotary around the school and record names of talking students
- Classroom Cleaner: They sweep up any messes using our classroom broom and dustpan
- Mental Break Leader: They select which mental breaks we should enjoy throughout the day from our co-created menu
VIPs are allowed to sit at my desk for the day and receive a more intensive assessment and evaluation for the day while they work alongside me. they also receive a learning skill report card on or around the day that they are VIP. This learning skill report card is uploaded to the "Learning Skill" folder of their Distance Learning Google Drive. VIPs periodically receive a goal setting/pay it forward sheet to fill out and return the next day.
ORAL PRESENTATION SKILLS
Whether for a homework package task on Flipgrid or within a classroom setting, children must have their materials ready, have strong eye contact, good posture, sufficient volume, inflection, gestures and be able to answer questions posed to them by the audience.
GYM PROCEDURES
The star of the day is responsible for bringing down (and returning at the end of the period) the washroom cone bin and the gym bin (containing squad pylons, helper hats, whistle, etc). Should a student need to go to the washroom during gym, they are to receive permission and remove a washroom cone from the basket and place it next to the bin. There is never to be more than 2 people out using the facilities at any point in time. Don’t forget to take (and subsequently return) the emergency folder that contains our class list, etc. in case there is a fire drill, code red, etc.
Upon entry into the gym, students will individually and silently complete a dynamic warm-up that we refer to as the “1, 2, 3” warm-up. Students will start on the far black line and jog to the opposite side of the gym. They will then walk back. Upon returning to their starting line, they will shuffle step to the far black line and then walk back. Lastly, they will complete a twisted shuffle step (Karaoke Step) and then walk back and sit behind their squad cones. They are well versed in this routine.
I run gym using the 1,2,3,4 whistle system. Students freeze after one blow of the whistle. After two blows of the whistle, they freeze and sit down. The third blow of the whistle sees students return to their starting positions (typically one of the outside black lines on either side of the gym). Four blows of the whistle indicate the need to sit in alphabetical order behind the exit door as gym is over. I rehearse the whistle drill at the beginning of every gym period. I often refer to the grey area surrounding the gym playing surface as the "shark moat". The grey area is a play area where they need to slow down their bodies to ensure that they do not bump into the walls. Teachers are solely responsible in the distribution or collection of equipment.
PENCIL SHARPENERS
If a pencil needs sharpening, students are to place the dull pencil into the red pencil bin. Should they not find a pencil already sharpened for them in the green bin, they are permitted to independently use the electric sharpener.
LUNCH RULES
Students are to begin eating immediately. They are to ask a student lunch monitor or teacher on duty for permission to leave their desk, to sit next to a friend, or to go to the washroom. "Restaurant Rules" apply! Appropriate noise levels and movement around the classroom are a must.
INDOOR RECESS RULES/LINKS
www.drooker.ca/indoor-recess.html
DISTANCE LEARNING GOOGLE DRIVE
I have created a “Distance Learning Drive” for your child. To access this digital work portfolio, students must login to their YRDSB GAPPS account using their username@gapps.yrdsb.ca and password while you will be provided with an invitation to collaborate via email. Once they have logged in, students must click on the “Waffle Icon” and then select “drive” followed by clicking on “Starred”. I invite you to peruse its contents frequently if not daily (ideally alongside your child)!
This Google Drive has many subfolders within it that I’d like to familiarize you with:
Parent/Guardian Survey: Kindly fill in the document as soon as possible for my perusal at the start of the year.
Passwords: Key passwords will be uploaded within to access various digital tools.
Monthly Homework Packages: Monthly packages are available for download within this folder. Feedback will be uploaded here too.
“Finished Folder”: Completed work for every subject is to be uploaded to this folder for assessment and/or evaluation.
“Additional Resources”: This subfolder contains a variety of supporting materials such as advanced math, Level 4/A+ Writing, Examples, At Home Spelling Program, etc.
Subject Folders/Feedback: I will respond to work submissions via text based comments and screencast videos and will file both the submitted work and feedback within these subject folders for perusal at your convenience.
Learning Skills: The Learning Skills folder is a place where I file completed “Learning Skill” and “Goal Setting” report cards
This Google Drive has many subfolders within it that I’d like to familiarize you with:
Parent/Guardian Survey: Kindly fill in the document as soon as possible for my perusal at the start of the year.
Passwords: Key passwords will be uploaded within to access various digital tools.
Monthly Homework Packages: Monthly packages are available for download within this folder. Feedback will be uploaded here too.
“Finished Folder”: Completed work for every subject is to be uploaded to this folder for assessment and/or evaluation.
“Additional Resources”: This subfolder contains a variety of supporting materials such as advanced math, Level 4/A+ Writing, Examples, At Home Spelling Program, etc.
Subject Folders/Feedback: I will respond to work submissions via text based comments and screencast videos and will file both the submitted work and feedback within these subject folders for perusal at your convenience.
Learning Skills: The Learning Skills folder is a place where I file completed “Learning Skill” and “Goal Setting” report cards
FEEDBACK SYMBOL/SHORTHAND GUIDE
You might have some questions about my shorthand notations/comments. Over the years, for the sake of efficiency, I have developed quite the shorthand. The majority of these acronyms or symbols are added alongside the student and they should be able to articulate to you what most of them mean. I tend to use my online grade book to type more extensive comments. I have unfortunately fractured my hand multiple times through various sporting pursuits and my handwriting is lacking. Typing and audio notes help out tremendously! Feel free to seek out any clarification as you see fit.
When offering descriptive feedback alongside your child, I tend to use the “CUPS” feedback method:
C stands for missing capitals.
U stands for issues with understanding/lack of clarity.
P stands for a lack/incorrect punctuation.
S stands for spelling issues (ie. Spelling strategies were not utilized). Students are to clap out a word that they are unsure of or use chin drops to syllabify it. They are to place the number of lines down as there are syllables. They will then put down the letters and blends they hear. Ok Toe Ps is a reasonable attempts for “Octopus”.
WW signifies that the word in question was available on a word wall.
WM signifies that a word was available on a co-developed word menu that was handed out.
TW stands for transition words (First, Next, Then, Lastly, etc.)
WC acknowledges excellent word choice or signifies a spot where fresher words might be needed.
SVA stands for subject/verb agreement issues.
T stands for issues with tense.
On tests, I will sometimes write R to show that the student needed the question read out loud for them with added emphasis. M will sometimes appear to indicate that I prompted their knowledge with some modelling on a post it note.
You will certainly see margin notes amongst all of these symbols too!
You might have some questions about my shorthand notations/comments. Over the years, for the sake of efficiency, I have developed quite the shorthand. The majority of these acronyms or symbols are added alongside the student and they should be able to articulate to you what most of them mean. I tend to use my online grade book to type more extensive comments. I have unfortunately fractured my hand multiple times through various sporting pursuits and my handwriting is lacking. Typing and audio notes help out tremendously! Feel free to seek out any clarification as you see fit.
When offering descriptive feedback alongside your child, I tend to use the “CUPS” feedback method:
C stands for missing capitals.
U stands for issues with understanding/lack of clarity.
P stands for a lack/incorrect punctuation.
S stands for spelling issues (ie. Spelling strategies were not utilized). Students are to clap out a word that they are unsure of or use chin drops to syllabify it. They are to place the number of lines down as there are syllables. They will then put down the letters and blends they hear. Ok Toe Ps is a reasonable attempts for “Octopus”.
WW signifies that the word in question was available on a word wall.
WM signifies that a word was available on a co-developed word menu that was handed out.
TW stands for transition words (First, Next, Then, Lastly, etc.)
WC acknowledges excellent word choice or signifies a spot where fresher words might be needed.
SVA stands for subject/verb agreement issues.
T stands for issues with tense.
On tests, I will sometimes write R to show that the student needed the question read out loud for them with added emphasis. M will sometimes appear to indicate that I prompted their knowledge with some modelling on a post it note.
You will certainly see margin notes amongst all of these symbols too!
| mountrushmore.docx |
OUR SPELLING STRATEGIES: https://tinyurl.com/spellingstrat
OUR PROOFREADING PLAN: tinyurl.com/ourppplan
DECODING/DECIPHERING: https://tinyurl.com/decodedecipher
WRITER’S TOOLKIT: http://tiny.cc/wtoolkit
READER’S TOOLKIT: http://tiny.cc/rtoolkit
OUR PROOFREADING PLAN: tinyurl.com/ourppplan
DECODING/DECIPHERING: https://tinyurl.com/decodedecipher
WRITER’S TOOLKIT: http://tiny.cc/wtoolkit
READER’S TOOLKIT: http://tiny.cc/rtoolkit
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OUR CLASS CONTRACT FOR SUCCESS
When you want to participate, raise your hand up and wait till you are acknowledged!
Golden Rule: One speaker at a time (When I talk, you listen. When you talk, we listen).
Always treat people the way you would like to be treated.
Do the right thing even when no one is around to see it.
Safety matters:
*Keep your hands to yourself at all times!
*No running in the classroom or in the hallway.
*Always request permission to go to the washroom. Make sure you place a "Washroom Cone" on your desk when leaving and replace it when you return.
*Always request permission to leave the classroom for any reason (e.g. returning your lunch bag)
*Keep your indoor shoes on at all times. There might be a drill or real situation that requires an immediate response.
*Kindly do not share snacks.
*Ensure that belongings outside of the classroom are on the hooks and racks provided.
Positivity matters (PMA: Positive Mental Attitude): Be aware of your words and tone/volume. Be honest. Don't cheat. Avoid swearing and put downs. Respect people's belongings. Do not bring toys/distractions into the classroom (I will keep distractions till June!).
When walking in the hallway, do not run. Walk silently and politely. When waiting in the hallway, stand silently under your baseball cards. Our Star of the Day will lead the way and will notify a teacher of any disturbances.
Please follow through on instructions the FIRST time.
If the classroom door is closed, please knock. I might be on the phone or having a meeting!
During assemblies, we sit in two rows of 10. During assemblies, you are to sit cross legged, listening silently. Try to go to the bathroom before an assembly. If it is an emergency, make eye contact with a teacher and gesture to us! We will signal back a response!
If you have an issue with someone at school, ask a teacher for help as soon as you can. Please ask for a private conversation away from the person who is disturbing you and trust that the teacher will resolve it. We will debrief with you once we have spoken to everyone involved.
During lunch, you must ask a lunch monitor for permission to leave your desk! Lunch Monitors can record a strike per reminder for the class to quiet down should the class be too noisy. Remember that you need to have everything off of your desk by the second bell and prepared to learn!
Don't forget our Start Up and Shut Down Routines! If our Star of the Day catches you leaving a mess, you will be solely responsible for cleaning up for the entire class the next day.
Always try to find ways to help your peers, teachers, principals!
Be responsible: Hand in your homework/forms on time!
When finished your work, place a completion cup on your desk and check out the “What Can I Do When Finished Poster”.
Show off to me/others: Have you truly put in your best effort? Are you actually proud of your work? Have you fully applied the lessons that you have learned?!
Remember: I won’t “bite”! Be honest. Take responsibility if you make a mistake and let me know how you plan on fixing it. Talk to me about it!
Breaking a contract rule results in a strike. Should a pattern emerge or matters escalate (3 times or more a day), detentions, restorative tasks, letters home, Parent/Guardian and/or Principal meetings might be required.
HAVE FUN!
Golden Rule: One speaker at a time (When I talk, you listen. When you talk, we listen).
Always treat people the way you would like to be treated.
Do the right thing even when no one is around to see it.
Safety matters:
*Keep your hands to yourself at all times!
*No running in the classroom or in the hallway.
*Always request permission to go to the washroom. Make sure you place a "Washroom Cone" on your desk when leaving and replace it when you return.
*Always request permission to leave the classroom for any reason (e.g. returning your lunch bag)
*Keep your indoor shoes on at all times. There might be a drill or real situation that requires an immediate response.
*Kindly do not share snacks.
*Ensure that belongings outside of the classroom are on the hooks and racks provided.
Positivity matters (PMA: Positive Mental Attitude): Be aware of your words and tone/volume. Be honest. Don't cheat. Avoid swearing and put downs. Respect people's belongings. Do not bring toys/distractions into the classroom (I will keep distractions till June!).
When walking in the hallway, do not run. Walk silently and politely. When waiting in the hallway, stand silently under your baseball cards. Our Star of the Day will lead the way and will notify a teacher of any disturbances.
Please follow through on instructions the FIRST time.
If the classroom door is closed, please knock. I might be on the phone or having a meeting!
During assemblies, we sit in two rows of 10. During assemblies, you are to sit cross legged, listening silently. Try to go to the bathroom before an assembly. If it is an emergency, make eye contact with a teacher and gesture to us! We will signal back a response!
If you have an issue with someone at school, ask a teacher for help as soon as you can. Please ask for a private conversation away from the person who is disturbing you and trust that the teacher will resolve it. We will debrief with you once we have spoken to everyone involved.
During lunch, you must ask a lunch monitor for permission to leave your desk! Lunch Monitors can record a strike per reminder for the class to quiet down should the class be too noisy. Remember that you need to have everything off of your desk by the second bell and prepared to learn!
Don't forget our Start Up and Shut Down Routines! If our Star of the Day catches you leaving a mess, you will be solely responsible for cleaning up for the entire class the next day.
Always try to find ways to help your peers, teachers, principals!
Be responsible: Hand in your homework/forms on time!
When finished your work, place a completion cup on your desk and check out the “What Can I Do When Finished Poster”.
Show off to me/others: Have you truly put in your best effort? Are you actually proud of your work? Have you fully applied the lessons that you have learned?!
Remember: I won’t “bite”! Be honest. Take responsibility if you make a mistake and let me know how you plan on fixing it. Talk to me about it!
Breaking a contract rule results in a strike. Should a pattern emerge or matters escalate (3 times or more a day), detentions, restorative tasks, letters home, Parent/Guardian and/or Principal meetings might be required.
HAVE FUN!