Our School Vision Statement
We believe that all children are competent, capable, and full of potential. We will co-create a respectful, safe and welcoming environment that nurtures and accepts the whole child ensuring developmentally appropriate strategies that address the biological, emotional, cognitive, spiritual, and social domains. We are committed to establishing a community of learners that includes the child, family, and staff who embrace best practices. We will encourage each child to see themselves as a child of God, believing in themselves and their individual capabilities. (Written by: The St. Monica Catholic Elementary School Family (Brampton, Ontario Canada)\
How does understanding our own self regulation impacts and supports our daily practice?
” When I think of self regulation, I am reminded of the video “Just Breath”. After watching the video, I myself would take deep breaths, in and out to calm myself. As I think about this, another thing I am reminded of is how important it is to know the children and learners in our classroom. The importance of knowing their families, interests (in and outside of school), activities etc. When you have this information I feel I have more understanding, more patience and I am better able to guide and support their well-being and learning.” L. Stott (Teacher)
“As an educator, understanding our own current state of self regulation and strategies we use daily is important. When we are able to recognize and regulate, not only are we modelling positive, effective coping strategies, we are slo ensure we offer the children we teach the best version of ourselves each minute of each day.” C. Thornton
How do you see our Vision Statement in action in our school community?
What does our vision statement look like in action at St. Monica;
Environment:
- Bamboo dividers
- Light covers
- Dim lights
- Trees and plants
- Quiet cozy corner – tents
- Music, Meditation, Yoga
- Choice of seating – different levels of seating
- Natural colours (calming)
- Natural materials
- Student voice is present
Community:
- Communication with parents (Newsletters, Twitter)
- Extra-curricular activities (Glee Club, Choir, Intramurals) – teachers, students and parents get to know each other
- Reading Buddies with older students
- Ensuring parents feel welcome to share and contribute to their child’s learning and school experience
- Involving the children in participating and becoming involved in the larger school community through field trips, walks, fundraising efforts to support those in need, visits to Burton Manor Nursing Home
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Participating in community outreach initiatives such as, Share Life, food drives, refugee family assistance, hurricane relief
Whole Child
- Build self-esteem and contribute to the well-being of the school (e.g. Courier group)
- Feed them
- Clothe them
- Nurture
- Address academics at developmentally appropriate levels.
- Provide support to family
- Addressing sensory needs (e.g. weight vests, head phones)
- Assistive technology ( iPad, grid 3, laptops, desktops, various assistive programs and apps)Dr. Stuart Shanker – The Meaning of ‘Safe’Dr. Stuart Shanker – The Meaning of ‘Safe’
- Multiple opportunities to engage children through extra curricular activities through clubs and teams. Some examples are athletic teams, choir, art club, lego club, pals, eco club, healthy schools club, youth faith ambassadors
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The Theory and Science Behind our Inquiry
It all began with Dr. Stuart Shanker- The Meaning of ‘Safe‘:
As you watch the following video, take a moment to reflect on your own practice and the needs of the students you teach:
Our School Goal
We began following Stuart Shanker’s research into the “Meaning of Safe”. In the past 10 years there have been “major discoveries” in brain research that have transformed our understanding of children’s behaviour. Why children behave the way they do and why they don’t respond to the current strategies. Research has helped build an understanding of what affects a child’s mood, attention, how they relate to others, and bullying. With this information and new approach to behaviour, the question becomes “how do we put this into practice to benefit all children?” Canadian leaders in our province decided it was best done through school. The goal is to create an environment that helps children understand, and gives them the tools to cope and return to a feeling of calm, to create an environment where children, parents and educators feel safe.
Knowing the Whole Child
Shanker states that this knowledge and new practice will benefit all. This understanding about how the brain works will change our view of even the most challenging behaviours, and how we deliver/facilitate anti bullying messages. In a video entitled “Meaning of Safe” (https://vimeo.com/113843366) Shanker talks about the brain’s reaction to triggers. If a child feels unsafe, this can translate into acts of bullying. If we want to put a stop to bullying, each child needs to feel safe. Teachers and educators need to be aware of each child’s stressors and triggers.
Knowing the whole child is key!
Supported by our entire school staff, and written by:
Journey Together FDK 