Daily Communication:
Students will bring home their homework folder each night. Their folder should contain:
Unfinished Classwork
Bible verse
Password/login list
These folders are a great way for students to learn to stay organized.
Weekly Communication:
Friday Folders - Each week students will bring home their envelope with notes and graded work. Please initial the appropriate date and return the envelope on Monday.
Newsletter - Each week a classroom newsletter will be sent out via Class Dojo containing important information for the week.
Classroom Website - The classroom website will be updated weekly with information for each week including the spelling pattern and Bible memory verse of the week.
Please note that all absences and tardiness will need to be reported directly to the front office.
Other information:
Snack time will be in the classroom each morning. Snacks should be a way for students to maintain their energy throughout the day. Students may also have a water bottle at their desk each day, so long as they are using it responsibly. Please remember water is the only drink that is allowed to be in their water bottles. If students have trouble focusing or cause disturbances with their water bottle, I will ask them to keep it in their cubby and they may drink from it there as needed. We will not be microwaving snacks or lunches for students at this time. No DoorDash or Uber Eats style deliveries for students will be allowed.
Grading:
The second grade report card grading system is as follows:
4 - Student exceeds expectations
3 - Student meets expectations
2 - Student is progressing toward meeting the expectations
1 - Student has not yet met expectations
When grading student work I will use the same grading system. I will grade by either the number possible or by indicating a 1-4 on the paper based on the percentage correct and how much guidance was needed to complete the work.
Please be aware that not all work is scored. Some work is graded based on participation other work may just be practice as it could be your child's first exposure to a new skill.
Memory Verse:
Students will have a weekly Bible memory verse. Memory verses will be recited on Fridays. Students will be graded on the 1-4 scale based on the amount of help/cues they needed to recite the verse. Occasionally we will have a fill in the blank quiz rather than reciting the verse verbally. This is usually reserved for shorter weeks.
Cheating:
Cheating on tests is not tolerated. Any cheating will result in a zero and parents will be contacted. Students will then have to retake the test during their recess time in order to get their true score.
Make-up Work:
Make up work will be provided for excused absences upon the student’s return to school. The expectation is that you will guide your child and explain any new topics that they may have missed. Although work can be made-up, missed lessons cannot be retaught due to time constraints. Excessive absences can result in large learning gaps and can lead to grade retention the following year.
Behavior Management:
We use a classroom currency system. Good behavior will result in teacher dollars that your student will earn in their Class Dojo bank account. They may use their teacher dollars to shop in our classroom store at the end of the day on Fridays. If there is no school on a Friday or there is a school-wide conflict with our shopping time, we will make it up the following week. Poor behavior choices may result in the loss of teacher dollar/s, typically warnings will be given before that happens. Students do not have access to one another's bank account balance which helps maintain privacy and prevents public shaming. However, I cannot prevent students from willingly sharing their own balance with others.
Students who follow the classroom expectations all week and have completed all unfinished classwork will earn a Fun Friday pass. They will have the last 15-20 minutes of each Friday to play games, do puzzles, draw, have computer time, and shop. Students who have had two or more behavior incidents in the same week which result in a contact home will lose their Fun Friday privileges for the week.
Super Improver:
We will celebrate Super Improvers in our classroom. This is an opportunity for students to notice improvements in their peers and learn to complement one another. This helps build character as well as motivates students to try their best to improve.
How it works:
I will call out two students which showed improvement throughout the week. I may say something like, "I am giving _____ a star because I noticed he/she improved on reading with expression this week." That child then has the opportunity to select two peers to give a star to for something they noticed an improvement in.
What it is NOT:
Super improver is NOT a behavior chart. While it is possible to earn a star with specific improvement which could be behavior related, students can earn stars for many different things. It is not likely or expected that students will reach the top of the chart. There are ample levels so that we will not ever run out during the year. We can NEVER stop improving!
Secret Friend:
We will promote kindness by playing the Secret Friend game.
How it works:
Each day I will pair students together as "secret friends." No one will know who their secret friend for the day is. At the beginning of the day, I will randomly draw the name of one student. If I notice them being kind to their secret friend during the day, they will win a prize or sticker.
As we navigate the journey of childhood, we understand that our young learners are still developing crucial social skills. One aspect of this development is how they handle situations involving rudeness, meanness, or even bullying. It is essential for us, as parents and educators, to recognize these moments as opportunities for growth and learning. It is important to teach the skills of apologizing for mistakes and forgiving freely.
For the Offender and the Victim:
Rudeness, in particular, often catches us off guard, and as parents, it can be concerning to witness our children have hurt feelings. It's important to approach these situations with patience and a positive mindset, understanding that children are still learning the ropes of appropriate social behavior. Additionally, it's important to remember that some children may be dealing with special needs/difficulties that can impact their social understanding, and your child may not even be aware of such challenges others have. Let's approach every interaction with compassion and understanding, fostering an inclusive and supportive environment for all.
For both the offender and the victim, these incidents can serve as valuable teachable moments. On the one hand, the child displaying rude behavior needs guidance on understanding the impact of their actions as well as the consequences of them. On the other hand, the child facing such behavior learns how to navigate challenging situations and develop resilience and conflict resolution which is an important skill to develop even through adulthood.
For the Victim:
It might sometimes seem at times like the offender is not being given consequences for their actions, as specific consequences might not always be visible to the other students but rather may be given privately between the teacher, student, and the offender’s parents. However, it's crucial to assure you that every incident is addressed accordingly when we are made aware of it.
We follow the Biblical principle, as stated in Matthew 18:15, encouraging children to address issues directly with the person involved. This approach promotes open communication and empowers children to take responsibility for their actions. If the child first does this and the issue persists, we strongly encourage them to bring it to the attention of a supervising adult immediately.
Please note that we take bullying very seriously; however, it's essential to understand that bullying is defined as relentless picking on a specific person with an imbalance of power, occurring consistently each time the child is encountered. Instances where children may play together and, in the course of mutual interaction, say something unkind, while upsetting and not acceptable, do not fall under the definition of bullying. Rest assured that we still address all forms of unkind behavior promptly and work diligently to foster a safe and respectful environment for every child.
Reporting such behavior to an adult or teacher in-the-moment is crucial for effective correction. It provides us with the opportunity to guide the child towards better choices and reinforces the importance of respectful behavior within our school community. This swift intervention allows us to address and rectify the situation promptly, ensuring a safe and supportive environment for everyone.
If Your Child is the Offender:
It's important to acknowledge that our own children will inevitably make mistakes and display inappropriate behavior at some point in their lives. In such instances, it becomes an opportunity for us as parents to guide them towards better choices. Open a dialogue with your child, helping them understand the consequences of their actions and emphasizing the importance of kindness and empathy. It is important to not look for fault in the other child as well. While this may sometimes be true that both children are the victim and offender, two wrongs will not make a right. Retaliation is rarely constructive and more often leads to a vicious cycle of negative interactions. It is better for both children to make amends for their mistakes.
Encourage your child to apologize and make amends if necessary. Reinforce the values of respect and empathy at home, and consider involving the school in the conversation to ensure a unified approach to behavior correction.
In Conclusion:
As our children navigate the complexities of social interactions, let's view rude behavior not just as upsetting but as an opportunity for growth. Together, we can guide our young learners towards becoming compassionate, respectful individuals who understand the importance of kindness and empathy.
Thank you for your ongoing support and collaboration.