Teaching and Learning

Proactive Relationships and Communication

We believe effective management of behaviors is closely tied to fostering positive relationships with students and maintaining excellent communication with all stakeholders: parents, students, support staff, teachers, and administration. Early, positive, and proactive communication with parents and guardians typically prevents undesirable behaviors. Every effort should be made by staff members to contact parents or guardians on a regular basis.

Safety, Predictability, Equity, and Inclusion

Students are more successful and engaged when they feel safe. We build safe and inclusive environments through relationships and well-established school and classroom procedures and routines. It is important to review our procedures with students during the first days of school and after periods of absence or after an extended break. Reinforce procedures and routines with repeated practice, as needed. Practice makes permanent, only perfect practice makes perfect. Essential Agreements are developed collaboratively and adhered to by all parties. They are created and posted within each classroom and structure the norms with which the classroom runs. Equity and inclusion is about supporting students with what they need which looks different for each individual. We believe that the best place for students to learn is in the classroom with their peers.

Models of Expected Behavior

All staff should be mindful of student behavior expectations and adhere to them in the same manner as they would expect children to do. As adults in the building, modeling of desired behaviors is one of the best ways to teach children of our expectations. Staff members are required to be discreet and respectful in all matters of discipline, avoiding haste and prejudice, yet firmly insisting on good order. Special attention should be given to the habits, morals, and manners of pupils. Every teacher should maintain and support positive behaviors within the classroom community.