LS PARENT COFFEE

MORNINGWelcome

andGood Morning!

AGENDA Positive Behavior Support- Ms Cronk, ES Counselor

PYP at XIS- Mrs. McGrath, PYP Coordinator

Gr. 5 UOI Gr. 4 IT UOI

POSITIVE PARENTING, BEHAVIORAND DISCIPLINE

Home/School Goal- to have a self-disciplined child who can independently problem solve

WHAT ARE SOME STRATEGIES THAT HAVE BEEN EFFECTIVE FOR YOU AT HOME? Brainstorm- please talk amongst

yourselves and have a recorder to “share out”

What do you struggle most with your child at home? (homework, power struggles, defiance, etc)

WHAT IS YOUR STYLE OF PARENTING?

Autocratic,Helicopter/Bubble Wrap/Tiger Mom, Facilitator or Passive

PARENTING STYLES

HAVING AN EFFECTIVE HOME/SCHOOL CONNECTION Suggestions: Follow the 3 B’s (Be safe, Be Responsible, Be

Respectful). This creates same consistent language

Kelso’s Choices (problem solve) STEP (problem solve) Solution focus- “How can we solve this problem

together” instead of the child being the culprit Think WIN-WIN instead of LOSE-LOSE Behavior Chart and Reward System- small reward

like extra time doing favorite activity, special date with friend, mom or dad, movie on the weekend, extra computer time, etc (extrinsic motivation)

PARENTS AND PUNISHMENT Research shows that hitting isn’t the most

effective way to discipline (neither is yelling) Other Alternatives: Point out a way to be helpful Express strong disapproval State your expectations Show the child how to make amends Give a choice Take action Allow the child to express the consequences of

his/her behavior

EFFECTIVE COMMUNICATION/PROBLEM SOLVING Use an “I Message” I feel _________ when you

did ____________. I would like you to________. “Calm Down” first/Take a Break! Use S.T.E.P. 1) Talk about your child’s feelings and needs 2) Talk about your feelings and needs 3) Brainstorm together to find a mutually

agreeable solution 4) Write down all ideas without evaluating 5) Decide which suggestions you like, don’t

like, and chose the best one

POSITIVE BEHAVIOR AT XIS WITH MR. MONIZ

BEHAVIOR LEVELS 1-3

LEVEL BEHAVIOR EXAMPLES Level 1/Tchr Level 2/Cnslr Level

3/Principal Minor Behaviors Minor-Escalating Major

behaviors Teasing “Put downs” Verbal

Bullying Annoying on Purpose Mean-spirited teasing

Put downs/teasing continues

PARENT BOOK CLUB:HOW TO TALK SO KIDS WILL LISTEN AND LISTEN SO KIDS WILL TALK BY ADELE FABER AND ELAINE MAZLISH

Express your anger with out being hurtful Engage your child’s cooperation Set firm limits and maintain goodwill Use alternatives to punishment Resolve family conflicts peacefully Cope with your child’s negative feelings

QUESTIONS?COMMENTS?Resources on Counselor’s Yola Website

How to Talk so Kids Will Listen and Listen so Kids will TalkParenting with Love and Logic

It Isn't Easy Being a Parent... | ParentFurther

http://www.parentfurther.com/why/9-parenting-strategies 

PEUNIFORMS Athletics uniform sets are available in B108-Student

Activity Office -- for viewing and ordering this week only.

There are samples and sample sizes there to view. Money is due with their order.

MrQiang Lin will try to be in the student activity office -- B108 -- as much as possible these next two days because there will be many parents on campus for meetings and they may want to purchase or check on sizes.

The dead line is this Wednesday.

Gooo Dolphins!

THE FUNDAMENTALS

OF THE PYP

IB MISSION STATEMENTThe International Baccalaureate aims to develop

inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

WHAT, THEN, IS A PYP SCHOOL? It is a school that, regardless of location, size or constitution, strives towards developing an internationally minded person. What is an internationally minded person? It is a person who demonstrates the attributes of the IB learner profile.

LEARNER PROFILESThe aim of all IB programs is to develop

internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.IB learners strive to be:

 Knowledgeable:They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

 

Open-minded:They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

 Caring: They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers: They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Principled:They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

 

Thinkers:They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

 Communicators: They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

 

Balanced: They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

 Reflective: They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

THE FIVE ESSENTIAL ELEMENTS OF THE PYP

 KnowledgeSignificant, relevant content that we wish the students to explore and know about, taking into consideration their prior experience and understanding.

 Concepts:Powerful ideas that have relevance within the subject areas but also transcend them and that students must explore and re-explore in order to develop a coherent, in-depth understanding.

 

Skills (Approaches to Learning):Those capabilities that the students need to demonstrate to succeed in a changing, challenging world, which may be disciplinary or transdisciplinary in nature.

 Attitudes:Dispositions that are expressions of fundamental values, beliefs and feelings about learning, the environment and people.

 Action:Demonstrations of deeper learning in responsible behavior through responsible action; a manifestation in practice of the other essential elements.

QUESTIONS?

GRADE 5 UOI IN OCTOBER New unit under Who We Are Central Idea is: The choices we make can

effect our physical, social and emotional health.

Within the unit there will be a discussion on the male and female reproduction system.

Collaborative unit with Ms. Cronk, Mr. Ward and the grade 5 teachers.

Boys from both classes will be in one class, girls in another

The physical and emotional changes during puberty will be discussed.

GR. 4 UOI IT-BASED Collaborated on with our IT Integrator

Ms. Lori Moody Students are asked to Bring Their Own

Device (BYOD) to help students develop 21st Century IT skills

Students who can’t bring devices will have access to a device.

Please discuss the XIS Computer Guidelines in your child’s Student Handbook with your child and sign the form.

QUESTIONS?