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

I am READY in the hallway because...

  • I know where I am going and walk directly there.

  • my body is safe and calm.

  • I have everything I need for where I am going.

I am a THINKER in the hallway because...

  • I listen to directions.

  • I think before I act.

  • I walk directly to where I am supposed to go.

I am CONSIDERATE in the hallway because...

  • my voice is off to allow teachers to teach and learners to learn.

  • I give appropriate bubble space.

  • my hands are by my side.

  • I walk.

  • I stay on the right side of the hall.

  • I respectfully wave when I see someone I know.

I am a CONTRIBUTOR in the hallway because...

  • I model our habits for others.

  • when I walk quietly I do not interrupt learning.

  • I make sure I have everything I need.

  • I respectfully let others know if they drop something .

BES Hallway.mp4

BES Habits in the Cafeteria

I am READY in the cafeteria because...

  • 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 seat is.

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

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

I am a THINKER in the cafeteria because...

  • I make sure I have everything I need for lunch.

  • I remember to eat my lunch.

  • I am aware of the people around me.

I am CONSIDERATE in the cafeteria because...

  • I use appropriate manners.

  • I clean up my messes.

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

  • I respectfully let an adult know if I need to leave my seat.

  • I keep my food to myself.

  • I keep my conversations respectfully quiet.

I am a CONTRIBUTOR in the cafeteria because...

  • I give quiet reminders to others about our habits.

  • I have school appropriate conversations.

  • I listen respectfully to others.

  • I make sure the area around me is clean including the table, seat and floor.

  • I help clean any other messes I can.

BES Cafeteria.mp4

BES Habits at Recess

I am READY during recess because...

  • My body is safe and calm.

  • I am wearing appropriate clothes to keep me warm and dry.

  • I have everything I need for lunch.

  • I respectfully remind others if I need space.

  • I notice my mind, mood and body.

  • I have an idea of what I would like to do during recess and get what I need

I am a THINKER during recess because...

  • I think before I act.

  • I know the rules of the activity or game I want to play.

  • I am a responsible decision maker.

  • I can respond appropriately to conflict.

  • I know what to do when the whistle blows.

I am CONSIDERATE during recess because...

  • I follow the same rules as others during a group game or activity.

  • I include others to play.

  • I listen to others.

  • I share recess equipment with others and take turns.

  • I line up right away when the whistle blows.

  • I listen to adult directions.

I am a CONTRIBUTOR during recess because...

  • I give respectful reminders to others about our habits.

  • I respectfully remind others about the rules of group activities or games.

  • I make sure everyone is using the same rules and expectations.

  • I clean up recess equipment and materials, even if I did not use them.

  • I tell an adult if I or someone else needs assistance.

BES Habits in the Bathroom

I am READY for the bathroom because...

  • I notice when I need to use the bathroom.

  • my body is safe and calm.

  • my voice is quiet.

  • I walk to and from the bathroom.

I am a THINKER about using the bathroom because...

  • I know it is an appropriate time to leave the room.

  • I know if it is an emergency or if I can wait.

  • I clean up after myself.

  • I flush the toilet and wash my hands.

I am CONSIDERATE when using the bathroom because...

  • I wait for my turn.

  • I clean up after myself.

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

  • I give others bubble space and privacy.

I am a CONTRIBUTOR when using the bathroom because...

  • I give kind quiet reminders to others about our habits.

  • I help clean up messes, even if I did not make them.

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

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

BES Habits on the Bus

I am READY on the bus because...

  • my body is safe and calm.

  • my voice is quiet.

  • I sit and stay in my seat.

  • I notice my mind, mood and body.

  • I have all the things I need before I get on and off the bus.

I am a THINKER on the bus because...

  • I know the bus rules.

  • I think before I act.

  • I treat others the way I would like to be treated.

I am CONSIDERATE on the bus because...

  • I use kind words.

  • I help my bus driver.

  • I model sitting bottom to bottom and back to back.

  • I keep my legs and materials out of the aisle.

  • I do not eat or drink on the bus.

I am a CONTRIBUTOR on the bus because...

  • I am a role model to others.

  • I give quiet reminders to others about our habits.

  • I help clean up messes.

  • I have school appropriate conversations.

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

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?