Cougar Camp

2016-2017

Courtesy, Consistency and Common Language

1

Be Courteous ♦ Be Consistent ♦ Use Common Language

Overview

Module 1: Rules and Routines

  • Entry & Exit
  • Personal Items
  • Washroom Procedures
  • Classroom Expectations
  • Recess & Lunch Expectations & Yard Boundaries
  • Dress Code

Module 2: Our School as a Community

  • Review of Character Traits
  • Respecting Classroom and School materials and resources
  • Respectful Communication
  • Cooperative Work
  • Inclusive Community

Module 3: Good Work Habits and Learning Skills

  • Review of Learning Skills and Work Habits
  • Classroom Behaviour
  • Agenda Use and Homework
  • Attendance & Punctuality

Module 4: Safety Procedures

  • Ensuring a Safe Environment
  • Indoor Recesses
  • School Boundaries
  • Care and Use of Technology
  • Emergency Procedures
  • Guest Teachers

Module 5: Growth Mindset

Module 1- Rules and Routines

Big Idea: By setting out a solid foundation of consistent expectations, students will have a greater chance of success because they will know what is expected of them each day they are at school.

We Are Learning:

  • How to properly enter and exit the school
  • How to line up properly
  • Where to put our backpacks and personal items
  • Expectations around washroom use
  • Recess and lunch behavior and yard boundaries
  • Appropriate clothing for school
  • How to be safe and respectful in our classrooms

We will know we are successful when we can follow these routines and meet these expectations consistently on a daily basis

Today’s Discussion will include the following topics:

Entry and Exit

  • Homerooms will be assigned an entry door
  • Primary and Junior Students will line up to enter the building or their portable
  • Intermediates are expected to stay behind the white box marked on the pavement until the door is opened by a teacher, then proceed directly in an orderly and respectful manner to their own locker

Practice where and how to line up, how to enter the school, how to walk up the stairs and through the halls. Practice which doors to exit and enter

•Practice lining up quickly and quietly.

•Students are expected to be moving toward line immediately after the bell

  • Walk quickly and quietly on the right side of the hallway in single file.
  • Keep hands to yourself and arms/hands away from walls.
  • Quiet respectful voices in the halls
  • Leave the school building after being dismissed through the designated exit door.

Hats

Hats are to be removed and stored in a locker or cloakroom. Students who continue to wear their hat in the building will have to hand their hat over to the staff member who addresses it, to be retrieved at an agreed upon time.

Hallways/Backpacks/Personal Items

•Putting away your jacket/shoes etc.

•All electronic devices are to be turned off and not to be used or seen during school hours unless given express permission by the teacher for educational purposes only. Personal devices being used in the hallways will be taken away and sent to the office

•Backpacks are to be stored on hooks or in lockers

•All students who are in the hallways must have permission from their classroom teacher and be on task

•Taking photographs at school is NOT allowed unless specific permission has been given (forms need to be checked by teachers in the office).

Classroom Washroom Procedure

Review the following classroom washroom procedures:

  1. Students are encouraged to have drinks and use the washroom during recess breaks, especially BEFORE going outside.
  2. Leave room for washroom breaks only when absolutely necessary. Obtain permission first, and follow classroom procedures. Students in portables must bring a fob with them.
  3. Flush toilet after use.
  4. Wash hands properly (using one squirt of soap).
  5. Dry hands properly.
  6. Return to class promptly.

Yard Boundaries

Explain the school boundaries and expectations (map has been included in slideshow). Revisit yard boundaries throughout the year to ensure consistency of expectations on the yard.

Recess Expectations

•Behaviour on the yard- “hands off policy”, how to play appropriately with others.

•Washroom use at recess (pass from teacher on duty)

•Must get a hall pass from a teacher and return it to the SAME teacher if possible, or to your homeroom teacher.

•Stay within school boundaries and designated areas

•Emphasize that students exit and enter through the proper door, not through the front door.

•Use equipment properly and safely

Lunch Procedures and Expectations

If students go home for lunch, they MUST leave at 11:40 and return promptly the end of lunch bell at 12:40. They are not to stay and play or visit and then go home.

•Lunch in classrooms (11:40-12:00)

•Respect of lunch room monitors and supervisors (looks like/sounds like)

•Outside play/co-curricular activities (12:00 – 12:40)

Review where students will be eating lunch and the behaviour and expectations within the lunchroom:

  • allergy alert
  • seating plan
  • review and post lunchroom expectations (appendix page 1)
  • no use of technology or music players (includes computers, laptops, tablets, gaming devices, MP3, IPod, cell phones etc.)
  • students must be given permission to leave the lunch room
  • treat supervisors with dignity and respect, clean up all garbage when leaving (boomerang lunch)
  • must remain on school property unless a dated and signed note has been received by the teacher each time or as outlined on your registration form
  • all food purchased off of school property must be finished before returning

Dress Code

Students are expected to wear clothing that is appropriate for school:

  • for health and safety reasons, students must wear footwear on school property at all times
  • clothing or jewelry must not depict or convey demeaning messages, profane language or racial slurs, gang related markings, be distracting and/or suggestive or promote the use of weapons, alcohol or illegal substances
  • hats will be removed upon entering the school
  • labeling clothing with student’s name makes it easier to return lost clothing
  • halter tops, crop tops, spaghetti straps, short shorts are not appropriate
  • undergarments must not be visible
  • shirts must meet pants (no stomach showing)

Students not following these guidelines will be given a school shirt to wear or parents may be called to bring appropriate clothing.

Classroom Expectations/Learning Spaces

Together as a class, co-construct a positive agreement with students where all class members sign the agreement and post it in the classroom. Some examples may include: taking turns, raising hands, being patient, wait turn to speak and respect the right to pass, respectful communication with peers, E.A.’s and teachers (model this respectful communication).

Examples of “Positive Language”:

Instead of… / Try Using…
“Don’t Run” / “Walk”
“Don’t Hit” / “Keep your hands to yourself”
Etc

Gum- is prohibited and is NOT to be used as an incentive/or reward.

Module 2 - Our School as a Community Character Counts!

Big Idea: To ensure a safe and inclusive environment for all students, parents and staff, a sense of belong to the community is important. If students and staff are engaged in a safe environment where everyone embraces positive character traits, and they are accepted and feel free to take risks, they will be able to best apply their thinking to a variety of situations.

We Are Learning:

  • Positive character traits
  • How we can demonstrate positive character when interacting with each other, and looking after our school
  • The roles we all have to make our community welcoming and safe
  • How to talk and interact in a respectful way.

We will know we are successful when we demonstrate positive character traits in our classroom, on the playground, and while at school.

Today’s Discussion with include the following Topics

Character Counts!

Review the Durham District School Board’s 10 Character Traits, framing the rest of today’s discussion points within the context of students’ demonstrating character throughout the school day.

  • Teamwork
  • Responsibility
  • Respect
  • Perseverance
  • Optimism
  • Kindness
  • Integrity
  • Honesty
  • Empathy
  • Courage

Respecting Classroom and School materials and resources

  • Maintaining a clean classroom: Create an anchor chart outlining expectations and jobs
  • Picking up items, displaying ownership, cleaning up, tidy/clean-up at the end of period/day
  • How the room should look and where items are returned to
  • Location of waste and recycling containers and what goes into each container
  • How to care for textbooks, desk, gym equipment, computers and all school property
  • Importance of reporting any incidents of damage or vandalism
  • Respecting other people’s property (ask to borrow items, take care of other people’s things)
  • Standing respectfully for O Canada and listening to announcements

Respectful Communication

  • Interact respectfully with all people in the school
  • Saying “good morning”, “thank you”, “please”, holding the door for someone to walk through
  • Respectful body language, facial expressions
  • Respectful language and tone of voice
  • Compliance: what is expected when asked to do something, appropriate responses vs. inappropriate responses

How to Play Cooperatively with Others

  • Cooperation, speaking with good purpose, including others, getting out of games that you no longer want to play

Respect

  • Respecting differences
  • Honour personal space and privacy
  • Value others’ opinions and beliefs
  • Play and interact safely and fairly
  • Harsh words and how they affect others
  • Considering others feelings
  • Supporting one another

Module 3 - Good Work Habits and Learning Skills

Big Idea: Each student needs an understanding of what is expected of them to be an active participant in their learning environment. This includes establishing good work habits and learning skills from day one, which will directly contribute to a positive work environment.

We Are Learning:

  • What good work habits and learning skills are
  • The impact of our work habits and learning skills on our success
  • How to create an environment where everyone feels safe and respected coming to school
  • The importance of coming to school regularly, on time, ready to learn, and completing homework

We will know we are successful when we demonstrate good work habits and learning skills on a daily basis.

Today’s Discussion will include the following Topics:

Review and practice previous module topics

Learning Skills and Work Habits

Review the Learning Skills and Work Habits categories, framing today’s topics within the context of how these contribute to, and can determine, our academic success.

  • Responsibility
  • Organization
  • Independent Work
  • Collaboration
  • Initiative
  • Self-Regulation

Responsibility / Organization
-Fulfills responsibilities and commitments within the learning environment.
-Completes and submits class work, homework, and assignments according to agreed-upon timelines.
-Takes responsibility for and manages behavior. / -Devises and follows a plan and process for completing work and tasks.
-Establishes priorities and manages time to complete tasks and achieve goals.
-Identifies, gathers, evaluates, and uses information, technology, and resources to complete tasks.
Independent Work / Collaboration
-Independently monitors, assesses, and revises plans to complete tasks and meet goals.
-Uses class time appropriately to complete tasks.
-Follows instructions with minimal supervision. / -Accepts various roles and an equitable share of work in a group.
-Responds positively to the ideas, opinions, values, and traditions of others.
-Builds healthy peer-to-peer relationships through personal and media-assisted interactions.
-Works with others to resolve conflicts and build consensus to achieve group goals.
-Shares information, resources, and expertise, and promotes critical thinking to solve problems and make decisions.
Initiative / Self-Regulation
-Looks for and acts on new ideas and opportunities for learning.
-Demonstrates the capacity for innovation and a willingness to take risks.
-Demonstrates curiosity and interest in learning.
-Approaches new tasks with positive attitude.
-Recognizes and advocates appropriately for the rights of self and others.
- / -Sets own individual goals and monitors progress towards achieving them.
-Seeks clarification or assistance when needed.
-Assesses and reflects critically on own strengths, needs, and interests.
-Identifies learning opportunities, choices, and strategies to meet personal needs and achieve goals.
-Perseveres and makes an effort when responding to challenges.

Classroom Behaviour

  • On task work
  • Taking turns: raise hand, wait patiently
  • Transitions & Schedule (posted if possible)
  • Procedure for handing out and collecting of items
  • Independent work – how it should look/sound and where to find items in the room
  • “Sponge” activities – what to do when finished early
  • Strategies to stay focused and on task
  • How to help peers without giving away the answer
  • Cooperative learning group expectations (group work anchor chart)
  • Establish group norms: how to discuss as a group, how to agree or disagree politely, taking turns, listening attentively, and how to sit and have a good discussion
  • How to speak and treat our classmates

Attendance/Punctuality

  • Getting to class promptly after recess or when on rotary
  • Students are responsible to catch-up on work they have missed
  • Late – arriving in the classroom after second bell in the morning or after lunch, or taking too long to transition between classrooms while on rotary.

Agenda

Establish classroom expectations and routines for agenda use, ensuring consistency across divisions.

Homework

  • Come to class with all necessary materials, ready to learn
  • Complete assigned school work to the best of your ability
  • Communicate with teachers when you cannot get something done on time
  • Seek help when needed (how, where, when, etc.)
  • Use agenda to track and organize homework
  • Go over how to use agenda effectively

Module 4 – Health & Safety Procedures

Big Idea: When students are aware of safety procedures around the school, and behavior expectations are consistently followed, students are able to stay focused during classroom lessons and activities. Evacuation plans and lock down plans are important for the safety of students, and all students must be aware of these plans and what to do should the need arise.

We Are Learning:

  • How to use computers and digital devices safely and appropriately
  • What to do and how to behave during indoor recesses
  • The school boundaries, and the importance of staying within them
  • What to do during fire drills and lockdowns
  • How to treat guests in our classroom and school.

We will know we are successful when we can follow these routines and meet these expectations consistently on a daily basis

Today’s Discussion will include the following topics:

Ensuring a Safe Environment

  • Only bring objects and equipment that are safe to school
  • Everyone should feel safe coming to school
  • Bicycles, scooter boards, skateboards and anything else with wheels are not ridden on school property but walked and locked on bike racks for the day.

Computer use

  • Acceptable Use Policy and Procedure
  • Read & review as class, and sign contract
  • Review appropriate laptop cart use (transporting, care, reporting vandalism and missing keys, shutting down, plugging in)
  • Review personal device expectations (Off and Away, unless given express permission for an educational task, and with a teacher present and supervising)

Indoor Recesses

Teach expectations for indoor recess behavior and practice BEFORE indoor recess occurs.

  • Find a quiet game or activity to play for the duration of the recess
  • Ask permission from teacher on duty to leave to leave the room
  • Students will remain in their own classrooms
  • Computers, tablets, and personal devices to stay OFF and away.

School Boundaries

  • Students are to remain on school property at all times during school hours
  • Bike racks, parking lots, and driveways are considered out of bounds
  • Review recess boundaries – share and discuss school site map

Emergency Procedures

  • Review and practise procedures for fire drills and lockdowns (exiting the building, where to stand outside, re-entering the building)
  • Practise a fire drill

Guest Teachers

  • Discuss expectations for when there is a supply teacher, highlighting the need for respect

Module 5: Growth Mindset

Big Idea: We all make mistakes, and that is ok. What matters is what we do next.

We Are Learning:

  • To do our best
  • How to learn from our mistakes
  • To work to the best of our ability

We will know we are successful when we embrace new challenges and opportunities, and not accept defeat.

Today’s Discussion will include the following topics:

Growth Mindset vs Fixed Mindset

In a growth mindset, we believe:

  • Each of us can develop our abilities through dedication and hard work
  • We can and will persevere to achieve our goals
  • Maintain a positive attitude even in challenging times

Activities:

Videos

Primary/Junior /
Junior/Intermediate /

Books

  • What Do You Do with an Idea? by Kobi Yamada. All of us have had the feeling at some time or another that our ideas are not good enough or that people will think they are silly or worthless. The main character in What Do You Do with an Idea? helps his idea grow.
  • Peter Reynolds gets growth mindset. And he is able to capture the essence of growth mindset in ways that even the youngest children can understand. In The Dot, young Vashti is discouraged by what she thinks is a fixed ability to draw. respond? “
  • Ish is a fantastic read-aloud to follow The Dot. Ramon loves to draw, until his brother insults his work, causing Ramon to doubt his talent. His sister Marisol sees things from a different perspective. She carefully smooths out all of the drawings Ramon has crumpled up and hangs them in her room.
  • The main character in Ashley Spires’ newest book, The Most Magnificent Thing. She builds, tinkers, gets angry, gets frustrated. Nothing that she builds turns out. Finally, after numerous attempts and failures, she creates exactly what she had picture.

Partner/Group Task