• Classroom Expectations

    Guideline One (1):

    I can work and learn at school every day.

    Looks like:

    I get my work done first.

    Guideline Two (2):

    I can listen when other people are talking.

    Looks like:

    I use whole body listening.

    I listen with my eyes, ears, mouth, hands, feet, body, brain, and heart.

    Guideline Three (3):

    I can do what the teachers tell me to do right away.

    Looks like:

    I do what the teachers tell me to do with a smile and okay.

    Guideline Four (4):

    I can keep my whole body and the things around me off other people.

    Looks like:

    I keep my body and my things in my own space.

    Guideline Five (5):

    I can be a bucket filler.

    Looks like:

    I say and do things that make other people feel happy.

    I use a Kelso’s Choice or find another way to help me stay calm.

     

    Behavior Support Systems at Paxson Elementary

    Your child(ren) will have an intense start to the year with new experiences, rules, friends, and learning.  As the children settle into their new routine, these behavior support systems will support continued growth as they work toward become a friend, a reader, a writer, a mathematician, a scientist, a historian, a learner (in both English and Spanish), and a future first grader.

    Every day is a new and exciting day. Encourage and motivate your child to do their personal best. Some days might seem harder than others and it is important for children to learn to be resilient and persevere despite the challenges day to day life presents. It is also important for all children to know and remember we all make mistakes. Those mistakes give a person the chance to learn, grow, and change for the better.

    Here are some tools used at Paxson Elementary to support children socially, emotionally, and academically.

    Conflict versus Bullying

    Please use the following link to access important information regarding the definitions of conflict and bullying at Paxson Elementary School. It is important to use the correct vocabulary when labeling a person's actions.

    Conflict versus Bullying

    PAX Panther Respectful, Responsible, Safe, and Kind Actions

    Since our days are filled with new challenges and adventures, everyone works hard, every day, to face these learning opportunities with the PAX Panther Respectful, Responsible, Safe, and Kind actions. Together, we can support all children in learning to manage themselves for success!

    Link to come!

    Character Strong

    CharacterStrong is a research-based social and emotional learning (SEL) curriculum for students in grades Pre-K through 12. The program's goals are for students to learn to be kind, strong, and well. The curriculum integrates SEL abilities with 10 character traits, including kindness, courage, respect, responsibility, perseverance, empathy, cooperation, creativity, honesty, and gratitude. SEL abilities include self-awareness, relationship skills, responsible decision-making, and self-management. CharacterStrong works with schools and families to create a positive culture and climate that helps students develop the competencies they need to thrive in the 21st century.

    Bucket Filling

    bucket
    The purpose of “Bucket Filling” is to improve social & emotional learning. It is based on a simple concept where we each have an invisible bucket with the singular purpose of holding good thoughts and feelings about ourselves. It comes from the popular children’s book ‘Have You Filled a Bucket Today?’ by Carol McCloud.

    A bucket filler is someone who shows positive character traits (kind, considerate, caring, respectful). Bucket Fillers fill both their own and others’ buckets when they do and say things that are kind, considerate, caring, and respectful. Conversely, if a person is unkind or hurtful, they are referred to as “Bucket Dippers”. Like Bucket Fillers, Bucket Dippers dip into both their own bucket and others’ buckets when they choose to be mean or hurtful to others. This simple yet profound concept teaches children that actions and words affect both ourselves and others.

    During this school year we are encouraging, reminding, and recognising everyone’s efforts to be bucket fillers at home, at school, and everywhere they go. As parents, you can help reinforce this by discussing this further with your child and using some of the terminology (bucket fillers, bucket dippers).

    Here are some helpful links:
    Have you filled a bucket today?
    http://www.bucketfillers101.com/

    You might like to use this concept at home too to encourage family and community members to be more positive and to fill each other’s “buckets” with compliments and positive comments.

    Bucket Filling. Waitakiri Primary School. (n.d.). http://www.waitakiri.school.nz/Our+Learning/Well-being/Bucket+Filling.html.

    © Copyright 2013 Waitakiri Primary School

    Kelso’s Choice

    Kelso's Choice Website

    The program’s success begins with its simplicity. Kids as young as preschool (and even those who aren’t strong readers yet) can benefit from learning Kelso’s Choices. Children are taught conflict resolution through Kelso’s Choice curriculum. The program puts power in kids’ hands to be problem solvers and gives everyone at school a shared language to help kids get along. 

    Kelso the frog teaches students how to solve “small” problems on their own. “Small” problems include conflicts that cause “small” feelings of annoyance, embarrassment, boredom, etc. “BIG problems” always need to be taken to an adult. These are situations that are scary, dangerous, illegal, etc. Students need to know when to solve "small" problems and when to get an adult for "big" problems.

    Kelso has nine choices students can choose from to help solve “small problems.” These are illustrated in the Kelso’s Choice Wheel. They include:

    • Go to another game
    • Talk it out
    • Share and take turns
    • Ignore it
    • Walk away
    • Tell them to stop
    • Apologize
    • Make a deal
    • Wait and cool off

    When a child comes to you to solve their “small problem,” tell them to try one to two of Kelso’s choices first. If that doesn’t work, then an adult can intervene. Make sure your kids know to ask an adult for help in the event of a “BIG problem.”

    Kelso's Choice. (2019, September 3). Kelso's Choice Parent Page. Kelso's Choice. https://kelsoschoice.com/free-resources/for-parents/.

    Copyright © 2021 Cerebellum Corporation

    Zones of Regulation 

    Students need to share their emotions.  They are taught how to identify their emotions and how to respond appropriately through the Zones of Regulation curriculum. 

    The Red Zone is used to describe extremely heightened states of alertness and intense emotions.  A person may be elated or experiencing anger, rage, explosive behavior, devastation, or terror when in the Red Zone.

    The Yellow Zone is also used to describe a heightened state of alertness and elevated emotions; however, one has some control when in the Yellow Zone.  A person may be experiencing stress, frustration, anxiety, excitement, silliness, the wiggles, or nervousness when in the Yellow Zone.  

    The Green Zone is used to describe a calm state of alertness. A person may be described as happy, focused, content, or ready to learn when in the Green Zone.  This is the zone where optimal learning occurs.  

    The Blue Zone is used to describe low states of alertness and down feelings, such as when one feels sad, tired, sick, or bored.

    Zones of Regulation Website

    These supports offer a multitude of resources to help your child(ren) to manage their learning, their friendships, and their success! Every one of these resources are useful at school, as well as at home. I appreciate your support from home and hope you see how these resources can empower your child to manage everyday challenges in learning and relationships!

    Looking for more resources?

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