CLASSROOM POLICIES

BEHAVIOR EXPECTATIONS

BGE EXPECTATIONS: “We treat people right, and do the right thing!”


CLASSROOM EXPECTATIONS:

1. Keep it safe.

2. Be helpful.

3. Practice kindness.

4. Try your best.

5. Learn from mistakes.


Learners will color a calendar page for each day of the month sharing their behavior for that day. The colors will represent the following:

“Fintastic” BLUE: above and beyond expected behavior, model for others, extra helpful

“Smooth Sailing” GREEN: expected daily behavior

“In Rough Waters” YELLOW: 3 or more poor choices were made which resulted in possible loss of 5 mins of extra recess time or free choice time with me or some other logical consequence (students will ALWAYS get their full lunch recess)

“Shipwrecked” RED: 5 or more poor choices or unsafe, hurtful choices for self or peers which resulted in being sent to the office. This will always be followed up with a caregiver contact.

Please let me know if you have any questions!



CONSCIOUS DISCIPLINE:

I use Conscious Discipline in my classroom supporting behavior management. We identify feelings learning how to manage them with focused breathing, guided choices, and reenacted situations. I believe in logical consequences learning from situations verses punishments and rewards. When we are safe and connected our brains learn best!

See the TSC Neuroscience Framework for more details, or the Conscious Discipline Website.


Kindergarten pupil evaluation

(GRADING POLICY)

The Kindergarten year is a period of socialization and learning to function in a formal setting for the child. Our evaluation of each learner's academic progress would include making periodic observations of each learner's performance on the report card items four times a year. The evaluation would be as follows:

  • If the learner performs the items satisfactorily 90%-100% of the time s/he will receive a (4) on the progress report.

  • If the learner performs the items satisfactorily 80%-89% of the time s/he will receive a ( 3) on the progress report.

  • If the learner performs the items satisfactorily 70%-79% of the time s/he will receive a (2) on the progress report.

  • If the learner performs the items satisfactorily less than 70 % of the time s/he will receive a (1) on the progress report.

All items marked ( 3), (2), or (1) will result in further teacher assisted work toward mastery, while considering that the processes in doing the task are as important as the finished product. Unmarked items indicate that the instruction will be given at a later time during the school year.

All of the Kindergarten Progress Report items measure performance in the areas the learner needs to master before entering first grade. From time to time the question of what effect maturity has on a learner's performance is asked. Certainly a learner is not penalized for his or her immaturity, but rather his or her immaturity may impact lower performance due to decreased attention span and the inability to stay on task. It is recognized that the learner's maturing may increase understanding and thus grades may improve.

Attendance in Kindergarten is essential to the learner's development. Most of what is taught in kindergarten cannot be made up at home. This should be kept in mind when planning to excuse a learner from school for anything other than illness or similar reason. Some missed work cannot be sent home with the learner after an absence due to our hands-on classroom nature. Come learn with us!