John Dewey School for Children’sJohn Dewey School for Children’s

Behavior ManagementBehavior Management

• The John Dewey School for Children school-wide policy on behavior management is based on its aims, goals and core values.

JDSC’s JDSC’s MissionMission

JDSC’s MissionJDSC’s Mission

• To provide a nurturing environment for our children to be socially and academically competent, happy life-long learners who are committed to serve the Filipino and global community

GoalsGoals

GoalsGoals• To provide a child-friendly and happy

learning environment

• To implement child-centered and experience-based curriculum with emphasis on Reading, Writing and Math

• To enhance communication, problem solving and higher-order thinking skills

GoalsGoals• To use information communication

as a learning tool

• To offer opportunities for children to practice pro-social skills with respect for individual differences and cultural diversity

• To develop in children a strong sense of country by exposing them to Filipino culture

GoalsGoals• To provide students with opportunities to

enhance community life by engaging in voluntary work

• To foster a strong home-school partnership

• To promote a healthy lifestyle among children and their families

Core ValuesCore Values• Care

• Hope

• Innovation

• Leadership

• Determination

• Responsibility

• Excellence

• Nationalism

Aims of the JDSC School-Wide Aims of the JDSC School-Wide Policy on Behavior ManagementPolicy on Behavior Management

• Behavior Ownership

• Respecting Mutual Rights

• Building Workable Relationships

Preferred PracticesPreferred Practices• Establishment of common rights,

responsibilities, rules with children

• Least-to-most intrusive discipline/management

• Keeping fundamental respect and dignity intact in management/discipline contexts

Consistency in PracticeConsistency in Practice

• Classroom (Student Behavior Agreement)

• Outside of Class Setting

• Individual Behavior Plans

School-wide ConsequencesSchool-wide Consequences• Negotiable Consequences

(common framework)

• Non-negotiable Consequences

Behavior RecoveryBehavior Recovery• Mediation

• Counselling

• Restitution

• Behavior Plans

Key Facets of Behavior ManagementKey Facets of Behavior Management

• Prevent and minimize

• Encourage and correct

• Apply appropriate consequences

• Repairing and rebuilding

A Rights-Responsibility A Rights-Responsibility FrameworkFramework

• We all have a right to feel safe here.

• We all have a right to learn here.

• We all have a right to basic respect and fair treatment.

Expectations of StudentsExpectations of Students

•Students should be regular in attendance and should report to school on time.

Expectations of StudentsExpectations of Students

• Students should exhibit an acceptable attitude toward fellow students, teachers, staff, visitors, and other individuals at all times.

Expectations of StudentsExpectations of Students

• Students should abide by all school rules and regulations.

• Students should show respect for the property of other people and the school.

Expectations of StudentsExpectations of Students• Students should assume responsibility for

having necessary tools and materials in class.

Expectations of StudentsExpectations of Students

•  Students are expected to apply themselves actively in achieving academic goals.

A written and more detailed Policy on Behavior Management will be provided to each family next week. The school will seek the students’ input in finalizing the specific rules in behavior management.

JDSC Assessment JDSC Assessment and Grading Systemand Grading System

AssessmentAssessment• Holistic

• Formative

• Standards-based in terms of content and performance of skills

Four Levels of AssessmentFour Levels of Assessment• Knowledge – 15%

• Process or Skills – 25%

• Understanding(s) – 30%

• Products and Performances – 30%

**As per DepEd guidelines as of April 2012

KnowledgeKnowledge• Substantive content of the curriculum, the

facts and the information that the student acquires

ProcessProcess• Refers to cognitive operations that the

student performs on facts and information for the purpose of constructing meanings and understandings

UnderstandingsUnderstandings

• Refers to enduring big ideas, principles and generalizations inherent to the discipline, which may be assessed using the facets of understanding

Products/PerformancesProducts/Performances• Refers to real-life application of

understanding as evidenced by the student’s performance of authentic tasks

Levels of ProficiencyLevels of Proficiency

• At the end of the quarter, the performance of students shall be described in the report card, based on the following levels of proficiency: Beginning, Developing, Approaching Proficiency, Proficient and Advanced

Levels of ProficiencyLevels of Proficiency

• Based on a numerical value which is arrived at after summing up the results of the student’s performance on the various levels of assessment.

Levels of Proficiency Equivalent Numerical Value

Beginning 74% and below

Developing 75-79%

Approaching Proficiency 80-84%

Proficient 85-89%

Advanced 90% and above

What will appear in the report What will appear in the report card?card?• NOT the numerical value but the

equivalent level of proficiency as follows:

B – Beginning P – Proficient

D – Developing A – Advanced

AP – Approaching Proficiency

Averaging of Grades Averaging of Grades

• The general average is the average of the final grades of the different learning areas, expressed in terms of the levels of proficiency.

Calendar of ActivitiesCalendar of ActivitiesJune

01 General Orientation for New Parents

13 Start of Classes (Grade School)

Meet and Greet (Preschool)

15 Parent Orientation

17 Start of Regular Classes (GS)

Staggered Schedule (PS)

July

3-4 ID Picture Taking

8-12 Council of Student Leaders

(Campaign Period)

13 or 20 Parenting Seminar on SingMath

15-19 GS Student-Teacher Conference

16 Elections (Student Leaders)

25 Initial Parent-Teacher Conference (Preschool) – NO CLASSES PS

August

13-15 Grade School 1Q Assessment

24 Filipino Food Fair & Grade School Parent-Teacher Conference

27 Rest Day

September

2-30 Fire, Earthquake and Emergency Drills

2-30 Book- Making and Storytelling by Parents & Students

6 Caregiver/Yaya Seminar

September

19 Mooncake Festival

20 & 27 Pajama Party (PS)

23-27 Student-Teacher Conference (GS)

October

1-18 The A-W-E-S-O-M-E Literary Festival

5 Community Health Check-up,

Healthful Food Policy Seminar

and Art Exhibit

7 Rest Day

October

14, 16 & 17 1st Preschool Assessment

16-18 GS 2Q Assessment

18 Character Parade for PS and Grades 1-2

21 Start of Sem-Break for Preschool

24 Grade School Project Exhibit

28 Start of Sem-Break for GS

November

5 Resumption of Classes

8 PS Parent-Teacher Conference

9 GS Parent-Teacher Conference

and Language / Reading Seminar

25-29 Student-Teacher Conference (GS)

December

7 Music and Dance Night

9 Rest Day

11 Gift Giving

12 PS Christmas Party

December

13 Start of Christmas Break (PS)

and GS Christmas Party

16 Start of Christmas Break (GS)

18 Staff / Teacher Christmas Party

January

7 Resumption of Classes

8-10 GS 3Q Assessment

10 Class Picture Taking

31 Chinese New Year

February

2 FUN RUN & FAMILY DAY

GS Parent-Teacher Conference

3 Rest Day

4-6 Student-Teacher Conference

March

5-6 Quiz Bee

11-13 GS 4Q Assessment

14 School Year-End Report (PS)

16 School Play

17 Rest Day

March

18-20 2nd Preschool Assessment

19-20 Standardized Assessment (GS)

21 School Year-End Report (GS)

25-28 GS Intramurals – HALF DAY

March

26 Start of Clearance

29 Moving-Up Day and Piano Recital

31 Preschool and Grade School PTC

April

1-7 Singapore Trip

Q & AQ & A