BES Bobcat Habits

Bow Elementary School has established our individual Core Values that all staff, students and families should emulate throughout their day. The Core Values are intended to transfer to any and all situations.

READY - THINKER - CONSIDERATE - CONTRIBUTOR

BES Habits in the Hallway

Ready

  • My body is safe and calm.

  • I am in my spot in line.

  • My voice is off.

Thinker

  • I listen to directions.

  • I think before I act.

  • I pay attention to where I am going.

  • I think about how the noise in the hall could distract other learners.

Considerate

  • My voice is off so others can learn.

  • I give people bubble space.

  • My hands are by my side.

  • I use walking feet.

  • I walk only to the place I am going.

  • I stay on the right side of the hall.

Contributor

  • I am a role model for others.

  • I give kind and quiet reminders to my friends.

  • If I see trash, I throw it away.

  • I tell an adult if there is something I need help with.

BES Habits in the Cafeteria

Ready

  • I know if I am having school lunch or lunch from home.

  • I clean my hands before and after I eat.

  • I know where my assigned seat is.

  • I am aware of my mind, body, and mood.

  • I knw where to find what I need to eat lunch.

Thinker

  • I am focused on eating.

  • I am aware of the people around me.

  • I am aware of how much time I have to eat.

Considerate

  • I have appropriate manners.

  • I clean up my messes.

  • I make sure my trash goes into the trash can.

  • I respectfully let a teacher know if I need to leave my seat.

  • I keep my food to myself.

  • I keep my conversations respectfully quiet.

Contributor

  • I have school appropriate converations

  • I give kind and quiet reminders to my friends.

  • I listen respectuflly to students and teachers.

  • I make sure the floor is clean under my table.

  • I leave the cafeteria as clean as I found it.

BES Habits at Recess

Ready

  • My body is safe and calm.

  • I bring the clothes I need to stay warm and dry.

  • I wear my mask until I get outside.

  • I let people know if I need space.

  • I notice my mind, body, and mood.

  • I use walking feet as we go outside.

  • I have some ideas of what I would like to play.

Thinker

  • I make thoughtful choices.

  • I think before I act.

  • I am a responsible decision maker.

  • I am a problem solvers.

  • I create win-win situations.

  • I use a strategy when I have big feelings.

Considerate

  • I take turns.

  • I invite others to play with me.

  • I listen to how others are feeling.

  • I share equipment.

  • I line up right away when recess is done.

  • I listen to adult directions.

Contributor

  • I help organize games.

  • I help make fair teams.

  • I leave the space cleaner than when I got there.

  • I clean up recess materials, even if I didn't use them.

  • I tell an adult if there is an injury.

BES Habits in the Bathroom

Ready

  • I notice when I need to use the bathroom.

  • My body is safe and calm.

  • My voice is quiet.

Thinker

  • I think before I act.

  • I am in charge of me.

  • I make thoughtful choices.

Considerate

  • I wait for my turn.

  • I clean up after myself.

  • I wear a mask.

  • I wash my hands.

  • I use the "just right" amount of toilet paper, soap, and paper towels.

  • I give people bubble space and privacy.

Contributor

  • I give kind and quiet reminders to my friends.

  • I help clean up messes, even if I didn't make them.

  • I let an adult know if there is a mess I cannot clean up.

  • I let an adult know if anything makes me feel uncomfortable or unsafe.

BES Habits on the Bus

Ready

  • My body is safe and calm.

  • My voice is quiet.

  • I sit in my seat.

  • I notice my mind, mood, and body.

  • I let my bus driver know if I need something.

Thinker

  • I make thoughtful choices.

  • I think before I act.

  • I am a responsible decision maker.

  • I understand the bus rules.

  • I treat others how I would like to be treated.

Considerate

  • I use kind words.

  • I wear a mask.

  • I help my bus drivers.

  • I sit bottom to bottom, back to back.

  • I face forward.

  • I keep my legs and belongings out of the aisle

Contributor

  • I am a role model for others.

  • I give quiet reminders to my friends.

  • I help clean up messes.

  • I have school appropriate converations.

SAU 67 Core Values

Learning is the Focus

This is job one! We've been emphasizing how the brain learns by growing dendrites and strengthening neural connections. It is not teaching that is so important, but instead how every individual interacts with content to grow and strengthen their brain power. We have done work in our PD days to look at how we grade and give feedback. A fixed mindset is that kids have “it” or not and that intelligence is relatively fixed by the time kids are in school. The role of grading is thus to sort and rank students. However, we have been challenged to move more to a growth mindset.

In the growth mindset, brains are plastic and can always grow and improve. The role of grades is to give actionable feedback to students, to give them information on how they learn as compared to a standard and what they have to do to improve their individual performance and learning. We have been challenged to increase our formative assessment (ongoing feedback for learning) and to make sure our summative assessments actually measure what kids know and can do instead of other behaviors. Practically this means we have been asking teachers to look at developing rubrics, to examine the types and grading of homework and other practice work, to look at policies around late work and “re-dos” and to look at how we can make a grade an accurate measure and communication of learning. Our teachers have been having great discussions on how a focus on learning is changing their teaching.

Care for Each Person Every Day

Schools are not just about becoming smart, but also about becoming good. People cannot learn if they are hungry, anxious, or worried about other things. We need to make school a safe haven both physically and emotionally for our staff and students so that they can focus on teaching and learning. Practically, this means we continue our focus on school safety and on preventing bullying and harassment by having students become invested in their communities as a place they want to be and a place they want to make better. We invest a lot in co-curricular activities and in student groups to try to make sure every student feels a sense of belonging. We look for students who may need extra help and encouragement to succeed. Learning is ultimately about human relationships and an old saying from my teaching days still rings true: Students don’t care how much you know, until they know how much you care. Caring is an essential ingredient to our practice.

Teach to Touch the Future

This is borrowed from Christa McAuliffe, who does have some Bow roots. We need to educate students for their future, not our past. We need to give them tools that will evolve for jobs and careers that do not even exist yet. We need to be future minded and not rely on what worked for us or TTWWADI (that’s the way we’ve always done it). Practically, we are looking at how going to Chromebooks in more of a 1:1 environment may lead us to a flipped classroom. The traditional classroom has content delivered from experts in class and students at home doing practice, but the flipped classroom has students getting content from technology rich sources at home and coming in to do practice and processing under the teacher’s supervision. We are looking at the role of individual work and effort and how perhaps we need to help students work in teams to create original products. The work place of the future might involve more collaboration on Google Documents and less of an individual producing paper. How can we help our students prepare for that future? How do our libraries move toward becoming learning commons and how do we restructure study halls to make them more supportive if differentiated learning?