Student Planner: Parents and Students
Math and Science Resource Composition Books are created by the student and used in class and at home as a reference tool. The resource books contain notes, handouts, and "how-to" strategies that are used in class and with homework. Students are expected to maintain their resource books and bring them to class each day.
SIXTH GRADE CONDUCT
Lackland Elementary School strives to create a positive school climate with high expectations for student success. As students begin to transition from elementary school to middle school, it is important that they are encouraged to make good decisions and begin to solve their own problems. Students will receive continuous behavior training and guidance from teachers, treating discipline as an opportunity for personal growth. With this in mind, we have each adopted the Love and Logic Classroom Discipline Plan.
LOVE AND LOGIC CLASSROOM DISCIPLINE PLAN
Guidelines and Code of Ethics for Discipline
Dear Parents and Students:
Rules in my classroom are few. I believe that as all children are different, and all actions and reactions very personal in nature, effective discipline involves a few overriding tenets rather than a long list of specific rules. Situations are dealt with as they arise with the focus on enabling the child to grow and learn from his or her actions.
Guidelines for Student Behavior
1. You may engage in any behavior which does not create a problem for you or anyone else in the world.
2. If you find yourself with a problem, you may solve it by any means which does not cause a problem for anyone else in the world.
3. You may engage in any behavior that does not jeopardize the safety or learning of yourself or others. Unkind words and actions will not be tolerated.
In ensuring that the above guidelines are adhered to, I will operate with the following principles as my guide:
1. I will react without anger or haste to problem situations.
2. I will provide consequences that are not punitive but that allow the child to experience the results of a poor choice, enabling him or her to make better choices in the future.
3. I will proceed in all situations with the best interest of the child whose—foremost in my mind—academic, social and emotional well-being will be fostered.
4. I will guide students toward personal responsibility and the decision-making skills they will need to function in the real world.
5. I will arrange consequences for problem situations in such a way that the child will not be humiliated or demeaned.
6. Equal is not always fair. Consequences will be designed to fit the problems of individual students, and they may be different even when problems appear to be the same.
7. I will make every effort to ensure that, in each situation, the students involved understand why they are involved in consequences.
8. If I, at any time act, or react in a way that a child truly feels is unjust, that student need only say to me, “I’m not sure that’s fair.” I will arrange a private conference during which the student can express to me why he or she feels my actions were not fair. This may or may not change my course of action. I am always open to calm, rational discussion of any matter.
We are a team of teachers, parents, and students. In order for the team to move forward and achieve excellence, we must work together. Please contact your student’s Teacher Team (Cox/Street or Rigby/Torre) if you have questions, comments, or frustrations to share.
“No one can do everything, but everyone can do something.”