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Behavior Expectations
In order to build anything, one must have a solid foundation to build upon. If the foundation is not set, the establishment may crumble. In my class, I intend to set the foundation for success by establishing and implementing rules, safety procedures, and teaching core value skills. Once these are in place, we will do great things.
In order to build anything, one must have a solid foundation to build upon. If the foundation is not set, the establishment may crumble. In my class, I intend to set the foundation for success by establishing and implementing rules, safety procedures, and teaching core value skills. Once these are in place, we will do great things.
Expectations:
Expectations:
* Students are expected to participate in all activities with a good attitude. Some activities require individual work while others may require students to work in a team/group setting. Each person has a role and should be respected at all times.
* Students are expected to participate in all activities with a good attitude. Some activities require individual work while others may require students to work in a team/group setting. Each person has a role and should be respected at all times.
*Observe all classroom rules and safety rules.
*Demonstrate respect for the teacher, fellow students, our neighbors beside us by using inside voices, and the materials and tools given to us to use.
* Be positive. Try your best!
* Clean up after yourself!
* Stay on task and follow directions.
Rewards
*Students that go above and beyond in their behavior will be rewarded.
Consequences
*Offense #1- Student will be given one verbal reminder/warning.
*Offenses #2-5 Behaviors will be documented and parents informed as necessary. Each infraction may result in consequences delt with at school such as removal from a group, loss of privilege, etc.
*Offense #6- Parents will be called and a class discipline report will be sent home for the parent to sign and return.
*Major Offenses or Continued Misbehavior-Student will receive a referral.
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