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PAWS GCE

Our School Rules

  1. Be respectful.
  2. Be prepared.
  3. Keep hands, feet, objects, and unkind words to yourself.
  4. Stay on task and engaged.
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GCE Behavioral Expectations

Behavioral expectations taught...

The behavioral expectations are taught to all students in the building and are taught in real contexts. Teaching appropriate behavior involves much more than simply telling students what behaviors they should avoid.   

  • Sharing a positive outlook with students is the key to successful implementation of desired school-wide expectations.  At Grand Caillou Elementary School, we want our students to feel safe and welcomed as they are learning to be productive adults.   Lesson plans will be presented with suggestions of ways to teach the aspects of PAWS.  Please be guided by the following when teaching PAWS:
    • The teacher must believe in the concept and sell the idea to the students.
    • Students should be involved in demonstrating what PAWS looks like.
    • In most cases, the teacher should provide negative examples with students focusing on the demonstration of positive behavior.
    • If negative examples or consequences are used, they must be followed by positive examples.
    • PAWS should become a permanent fixture school-wide.  It is not something to be taught and forgotten.  It must be modeled, practiced, and recognized daily.
  • Lessons taught by teachers:
    • Beginning of School Year (BOY):  Lessons via Power Point presentations are taught during the first weeks of school by all homeroom teachers to all students. Review lessons and positive practice are provided as needed to all students. Teachers mark when lessons are taught on recording sheet and submitted (see appendix).
    • Beginning of Third Nine Weeks (MOY):  Booster lessons will be presented to students based on PAWS expectations.  Teachers can use booster lesson in Appendix or review beginning of year presentations. 
    • New Students:  Lessons are taught to new students within the first two weeks of their entering GCE using Power Point presentations from school opening.
  • Character Education:  Students will participate in Classroom Circles at the end of every day for 10 minutes to engage in discussion of monthly character topic.  The monthly character topic will be used to pick the Student of Month from each class.  Listed below are the monthly character topics along with links to lessons that can be used as resources in case character lessons need to be taught within the classroom.  In addition, teachers have access to “Positive Action” character education kits with lessons.
    • August: Respect – an attitude of honor oneself and others through our words and actions; treating every person with dignity and courtesy
    • September: Responsibility – taking ownership of one’s thoughts, words, and actions
    • October:  Empathy – having the ability to understand and share the feelings of another
    • November:  Purposefulness – awareness of the meaningfulness of our lives; living by a clear vision and focusing our energy on the goal before us
    • December:  Commitment – caring deeply about a person, a goal, or a belief; willingness to give our all and keep our promise 
    • January:  Caring – giving tender attention to the people and things that matter to us; listening with compassion and helping with kindness
    • February:  Tolerance – being open to differences; refraining from judgements; patience and forgiveness with others and ourselves; accepting things that we wish were different with humor and grace
    • March:  Honesty – being truthful, sincere, open, and genuine; the confidence to be ourselves; not lying or cheating
    • April:  Trustworthiness – being worthy of the trust others place in us; when we give our word, we stand by it; keeping our agreements faithfully; able to be trusted or depended on; reliable
    • May:  Perseverance – staying on course for however long it takes; steadfastness and persistence in pursuing our goals
  • Classroom Management Plan:  All teachers are required to create, submit, and utilize classroom management plans.  These should include classroom norms that deal with the expectations and procedures for each class.  “Engaging students in a discussion about how students should act and how they can all work to enforce those expectations changes the nature of classroom management. Instead of the traditional arrangement of a teacher unilaterally making and enforcing behavior expectations, classroom management becomes a collaborative process with shared responsibility and ownership.