For Parents

Dear Parents,

The following is an outline of the discipline plan used in our classroom. Please read it with your child. My objective is to promote the children's self esteem through positive reinforcement while maintaining a controlled classroom.

The following is an all encompassing norm for our classroom, school, and beyond. Ask your child about it.

Our Class Promise: We promise to respect the rules and property and people at Las Brisas.

(Parents: Please ask your child at least four ways to show respect to other people, and property within the classroom, and around the school, and then extend it to people and property at home and beyond!

Positive Reinforcers:

Smiles

Hugs

Specific Meaningful Compliments

leading to Intrinsic Rewards

If a child has difficulty staying within the norms, a planning conference, between that student and myself, will be set on an individual basis, to develop a logical plan to increase the expected behavior and decrease the area of difficulty.

If the behavior is interfering with instruction, or others' learning, the student will be asked to leave the group, until he/she can control the area of difficulty. A planning conference may or may not be set, depending on the behavior and the student.

If the problem is recurring, a character slip will be sent home which you, the parent must sign. After several character slips an extreme infraction of the above promise, administration will be summoned with a discipline referral.

This plan is designed to help children gain more personal control in a positive, loving environment where intrinsic rewards (I feel good about myself!) are the ultimate goal, and responsiblity for their own behavior is the expectation. Wish us luck! Thanks for sharing this with your child. We'll all benefit from your interest.

There are also several chances to volunteer in our classroom, so if you would be interested please contact me!

"Why Multi-Age? In multi age classrooms, children have the flexibility to move at their own pace in learning. They are not expected to perform specific tasks and/or understand concepts all at the same time and all in the same way. Given this organization for learning at your own pace, research has shown that, when children are in classrooms with more than one grade, their self-esteem is raised. Lillian Katz, in "The Benefits of Mixed-Age Grouping", elaborates on the opportunity to nurture, the various ways to learn, the social participation, the intellectual benefits and some embedded within a multi age classroom. Many urban schools are investigating the advantages of multi age classrooms. These classrooms provide for continuity and stability for children and also for the families of these children as well. ------------------------------------------------------------------------ How Multiage Benefits Students Instruction is geared toward individual student needs. In a graded system, the curriculum is often designed around a homogenous set of standards. In many cases, there are children who exceed or fail to meet these standards. Children have many developmental levels and learn in many different ways. In a multiage class, the child learns on his/her own developmental timeline. Children spend 2 years with the same teacher. This enables the student to build a secure relationship with the teacher and allows the teacher to get to know the child, therefore improving the quality of his/her education. The child is a member of the multiage family unit. In a multiage classroom, community is the emphasis. The closer the community atmosphere is, the more secure the children feel. This often results in improved quality of performance. Respect for individual differences is respected. In a multiage class, the teacher understands that each child is unique and has a unique way of learning. The class understands this as well. The result is a non-threatening, non-competetive atmosphere. Assessment reflects instruction. A multiage teacher will assess his/her student's perfomance using more authentic means of measuring progress. Standardized tests tend to measure an arbitrary set of skills where authentic assessment tells the teacher on a daily basis how the child is progressing. Cross-age learning is experienced. Students learn to help one another. This is not a requirement in a multiage class, it just happens naturally. Not only do children begin to depend on one another, but they also get a chance to experience what it might feel like to have siblings of older and younger ages and be an older or younger sibling. Focus is on success. Progress is not measured by what a child does not know, but what a child does know. The child moves forward, building on prior knowledge. Improved self-esteem. The security, community, familiarity and continous progress of a multiage environment allows the child to see the good in himself. He sees how successful he can be and becomes empowered. Flexible grouping. Student learning groups are fluid and heterogeneous. Students are constantly working with different peers based on interest. Ability grouping is not the only focus. Children develop the skills to become lifelong learners. Student choice and interest is always considered. The students begin to think of learning as exciting and fun, rather than a chore. Students are allowed to see things through to the proper end so that they may engage in another thought-provoking activity with enthusiasm. " Adapted from the National Multiage Institute at Northern Arizona University. If you need to reach me, please call:

623-445-5541

or e-mail at:

Debbie.Shelton@dvusd.org

Thanks again!

   -Debbie Shelton