Just as our students are learning the academic content of elementary school, they are also developing social and emotional skills. These include learning how to behave appropriately at school, how to control their emotions, set and achieve goals for themselves, develop and maintain positive relationships with others, feel and show empathy. We support children as they learn these behaviors, learning to respect the rights of others, and sharing responsibility for the school community. Our student progress report reflects the importance that we place on these skills.
Each student has the right to learn in a safe and supportive environment. Each student has the right to be treated with fairness and respect by students and staff. With these rights come responsibilities, and each student has responsibility to contribute to the positive, safe learning environment.
Students at Nixon are expected to learn to:
- Come to school on time and ready to learn.
- Follow school rules, make safe and respectful decisions, and take responsibility for their actions at all times and in all locations (classrooms, library, playground, halls, theater, lunch pods, restrooms).
- Listen to and follow the directions of all adults at the school.
- Treat all students, staff and adults with courtesy and respect.
- Listen to all adults and follow their directions.
- Treat materials, the school building and the outdoor environment with respect and care.
- Use inside voices when in the school building.
- Follow school rules while on the school grounds: on the playground, at the bus and car pick-up zones, on the black top areas, in the classroom, and in all parts of the school building.
- Walk when inside the school building.
To foster this positive school climate, the staff models the behaviors that we want students to learn, emphasizes positive attitudes, encourages good conduct, and helps children to value themselves and others. Our Lifeskills awards assemblies are designed to validate students in a positive manner.
Our district has defined social and emotional learning core competencies for each grade level in our progress reports. We teach these core competencies and communicate with parents regarding each student’s progress in attaining them.
From the beginning of the school year, each teacher works with her/his class to establish classroom rules and procedures, to share school-wide rules and expectations, to develop ways to reinforce appropriate behavior, and to make clear the consequences for misconduct.
As much as possible we use a problem-solving approach to settle disputes among students. We teach students conflict resolution skills so they can work with others to settle conflicts and arrive at mutually agreeable solutions in the classroom and on the playground.
Consequences for misbehavior in the classroom depend upon the seriousness of the offense, the conditions under which it occurred, and the degree of recurring instances. Teachers will involve parents and the principal when further support for the child is needed or the seriousness of the problem warrants parent/principal involvement.