P.I.E.
Partners in Education
2009 - 2010
Missouri Valley Elementary
602 N. 9th St.
Missouri Valley, Iowa 51555
Bill Huggett, Principal
Connecting Our Community of Learners
Table of Contents
Welcome ------3
Policies------3
School Procedures------5
The Three R’s------6
Behavioral Techniques------7
Ways to Work with Children------8
Paired Reading------9
Ready to Read------10
The Young Reader------11
Read Aloud Handbook------12
Faculty------14
Volunteer phone numbers------15
Welcome
What a difference even one adult can make in the life of a child! On behalf of the Missouri Valley Elementary learning community, we want to welcome you and thank you for your help. We appreciate your interest in helping our future leaders with their education. You will find this a most supportive atmosphere. If you have any questions, please feel free to ask any staff member.
Ways a volunteer can help
· Clerical help
· Listen to students read
· Read to students
· Read books on tape
· Help students with math activities
· Help students with computer activities
· Publish student’s work
· Inventory science kits
· Process book orders
· Help with special classroom events
· Go on field trips
· And many more….
School Volunteers make a Difference!
Across the nation, mothers, fathers, grandparents, businesspeople, and senior citizens are finding that their involvement as school volunteers is having a positive influence on student achievement. Volunteers are making a difference in schools!
VOLUNTEER POLICIES AT MISSOURI VALLEY ELEMENTARY
Code of Ethics for Volunteers
1. Classroom and student work is always confidential. Please don’t discuss student problems with anyone except the teacher.
2. Try not to compare children within the classroom.
3. Since there are as many different methods as there are teachers, please do not compare different methods of teaching. There is no one best way to do anything.
4. Work positively for the good of the school. Constructive criticism should be directed only to the supervising teacher or school administrator.
The Do’s and Don’ts of a Volunteer
What a Volunteer does
/What a Volunteer does not do
Praises and encourages / Berates or belittlesTells the child good things about him or herself / Acts in a cold or indifferent manner
Tries to understand how the child feels / Criticizes the teacher
Commits to regular attendance and arranges own volunteer substitute / Fails to call and let school know he or she is going to be absent
Builds caring and supportive rapport / Gets physical with a child
Speaks directly to teacher about any concerns regarding student performance / Violates confidentiality by passing on information to the community
Is considerate of teacher’s time / Loses control and says something that is inappropriate or might be regretted
Makes a difference in a child’s life!
ATTENDANCE/ABSENCE
If you are unable to volunteer at your assigned time, refer to the volunteer list to find a substitute and call or email (as soon as possible) the staff member you are scheduled to work with or the Missouri Valley office at 642.2279. All emails for staff are as follows: first initial, last name @movalley.k12.ia.us ()
CONFIDENTIALITY
All volunteers, no matter what job they perform, have an obligation to keep in confidence all information that pertains to the people they serve. Information regarding students, staff, and other volunteers is not to be discussed with anyone who is not entitled to such information. Volunteers also need to protect their own privacy.
VOLUNTEER APPROVAL LIST
All volunteers must fill out a volunteer application, which can be obtained from the Missouri Valley office, and be approved through the school district before volunteering may begin.
POSITIVE ENVIRONMENT
We believe that all people, adults and children, deserve love and respect. We create a positive atmosphere in our programs by encouraging and supporting our students and one another. We do not accept violence or verbal abuse of any kind.
SIGN IN/OUT TIME SHEETS
Anyone entering the building must sign in and out and also wear a volunteer badge at all times. Please document all volunteer hours by recording your in and out times in the book by the communications box in the office.
SUSPECTED CHILD ABUSE
Child abuse shall be defined as any mistreatment or neglect of a child by an adult resulting in serious injury or harm to the child. Any volunteer who suspects child abuse should notify the child’s teacher. If the teacher is not available, contact the Missouri Valley office at 642-2279. It shall be their responsibility to determine whether child abuse is suspected as per the Iowa Code and whether a report will be made.
MISSOURI VALLEY ELMENTARY
IMPORTANT INFORMATION
SCHOOL PROCEDURES YOU NEED TO KNOW
Tornado, Fire Alarm, and Intruder Alert Procedure
If an announcement is made or an alarm sounds, all volunteers present in the building should take their children back to the child's classroom immediately. Follow that classroom’s safety procedure.
Dress Code: Dress as a positive role model for children.
School Hours: 8:05 –3:15 (Monday, Tuesday, Thursday, Friday) 8:05 –2:15 (Wednesday)
Office Hours: 7:30-4:00 Monday-Friday
OTHER:
Parking: Anywhere in parking lot except designated parking for visitors.
PEOPLE YOU WILL WANT TO KNOW:
Principal: Bill Huggett
School Secretaries: Lori Pickle and Chris McMurray
School Volunteer Coordinator: Geri Birks
PTO President: Michelle Wilson
PUT YOURSELF IN CHARGE
1. Ignore
2. Walk away
3. Ask to stop
4. Report
I CARE RULES
1. We care about each other's feelings.
2. We use I care language.
3. We listen to each other.
4. We are responsible for what we say and do.
5. Hands are for helping, not hurting.
6. Different is O.K.
CORE VIRTUES
Honesty
Respect
Compassion
Perseverance
Giving
Self-Discipline
Responsibility
Courage
The Three R’s for School Volunteers
Responsibility ---The effective volunteer is
Ø Dependable and recognizes the vital importance of regular attendance
Ø Appreciative of the efforts of the school to educate all children and to provide maximum learning opportunities for each
Ø Supportive of the administration and teaching staff
Ø Aware of the importance of planning
Ø Sincerely concerned about the students
Ø Able to generate enthusiasm about each child
Ø Willing to be discreet, dedicated, and punctual
Ø Professional in his or her commitment, dress, and manner
Rapport ---The understanding volunteer
Ø Recognizes the child’s need to improve self-image and independent study habits
Ø Supports the child by offering genuine friendship
Ø Recognizes the individuality of each student
Ø Provides a relaxed, friendly, and caring atmosphere with students
Ø Respects the teacher and school’s ultimate responsibility for the health, welfare, and education of each student
Ø Provides opportunities for each child to be successful
Ø Cooperates, coordinates, and communicates continually with teacher, school administrators and volunteer coordinator
Ø Is comfortable asking for clarification and is willing to express concerns and questions with school staff
Ø Recognizes the essential need for confidentiality and will not comment or gossip about individual students, staff members, or the school
Rewards---The successful volunteer
Ø Shares with the child the warm personal satisfactions that result from successful human relationships
Ø Provides the teacher or staff member with the satisfaction of knowing that the student’s needs are being met and that quality education is being promoted, extended, and enriched
Ø Receives the sincere gratitude of the school community
Ø Celebrates in the knowledge that he or she has made difference in a child’s life
BEHAVIORAL TECHNIQUES:
Alternatives to Punishment
Punishment is used to hurt; character development strategies are used to identify behaviors. The message that physical punishment gives children is that it is okay to hurt people; okay for people who love you to hurt you; and it is okay for bigger people to use force on smaller ones. This is not the message that we want to convey in our programs; therefore, we provide these alternatives to punishment to be used in influencing the behavior of the children in our programs. Using these strategies takes more energy, but it feels better for all involved and is more effective in the long run.
1. POSITIVE REINFORCEMENT
Find someone using good behavior and be really interested in what they are doing.
Praise the child for doing the appropriate thing.
For example, “I like the way you started working right away.”
Use: I Care Rules, Put Yourself in Charge, and the Character Development Rubric.
2. DISTRACTION/REDIRECTION
3. ACTIVE LISTENING
Sometimes it is enough for a child to hear that you understand and accept and understand their feelings.
4. CONSISTENCY
Be specific and follow through.
5. CHOICES
Choice does not mean allowing a child to not follow a directive.
Give the child some control over the situation.
Offer only choices you intend to honor.
For example, “Would you like to read to me in the hall or the media center?”
6. BEHAVIOR SPECIFIC DIRECTIVES
Let the child know exactly what it is that you expect for behavior.
For example: “I expect you to…”
Rather than using broad instruction such as, "Be good," be more specific.
For example, "Turn around in your chair, and work on your math problems."
Tell the child what you want them to do vs. what you want them to stop doing.
Rather than telling the child to stop screaming, tell the child to please use an inside voice.
7. SETTING LIMITS/EXPECTATIONS
Limits are necessary and help kids feel safe, if enforced correctly.
Keep them simple and positive.
8. UNCONDITIONAL POSITIVE REGARD
Treat all children with respect. Children do not have to earn this by behaving in a certain way. This is our right as human beings.
9. NATURAL/LOGICAL CONSEQUENCES
Natural consequences happen with out adult intervention.
“If you don't come to snack now, all the apples will be gone and you won't get any.”
Logical consequences do require adult intervention
“If you waste your reading time, it will run into your game time, and you'll have less time to play.”
10. HUMOR
A great way to defuse a tense situation, so that it can be dealt with more effectively, is to use humor. Never underestimate the power of a little bit of levity.
How Children Learn
Children learn by doing, not by observing. Children learn by asking questions and by searching for answers to their questions. They learn by discovery and experimenting. They learn by using all their senses when possible. They learn by sorting and combining objects and ideas. They learn by repeating experiences. They learn by building confidence in themselves. Children learn behavior by observing people they respect.
How You Can Help Children Learn
1. Let children participate in activities as frequently as possible.
2. Ask children questions that may lead them to the correct answer instead of telling them directly.
3. Let children explore and discover by themselves.
4. Encourage children to feel, smell, taste, and listen, as well as look at objects.
5. Let children try new methods of doing things even though you already know an easier way. Avoid making models for children when they use are media.
6. Let children sort and combine according to their own ideas.
7. When speaking to children
- Praise their good efforts
- Use a tone of voice that will encourage them and make them feel confident
- Avoid comparing children and their work
- Give children choice only when you intend to abide by the choice
- State directions in a positive form (“We use blocks for building” rather than “Don’t throw the blocks”)
8. Let children observe you a model for appropriate behavior (sharing, showing respect, talking quietly, taking turns, etc.)
Effective Ways To Work With Children
1. Be warm and friendly—learn the children’s names and show interest in what they are doing and telling you; you are very important as a listener.
2. When working with children, encourage them to do their own thinking. Give them plenty of time to answer. Silence often means they are thinking and organizing what they want to say or write.
3. If you don’t know an answer or are unsure of what to do, admit it to the children and work it out together---feel free to ask the teacher for help when you need it.
4. Use tact and positive comments. Encourage children and seek something worthy to compliment, especially when children are having difficulties. (Catch them being good!)
5. Accept each child as he or she is---you do not need to feel responsible for judging a child’s abilities, progress, or behavior.
6. If a child is upset, encourage him or her to talk the problem over with you. You need not solve the problem, but by listening and talking you help the child feel you care.
7. Respect a child’s privacy—if a child or teacher reveals personal information about a child regard it as a confidence. Keep it confidential!
8. Maintain a sense of humor.
9. Be consistent with the teacher’s rules for classroom schedules and behavior.
10. Wear comfortable clothes and don’t hesitate to get down to a child’s level.
11. If parents and friends ask about what you do at school, tell them you enjoy working with the children and discuss the activities you do rather than specific information about a child, the teacher, or the school.
12. Keep your commitment. The children expect you and look forward to you coming. If you know you will be gone, tell them in advance.
The Components of Paired Reading
Getting Ready
1. Explain the procedure
Before you begin paired reading, share a very simple explanation of the strategy with your student. Let the child see your enthusiasm and confidence in this procedure.
2. Agree on a time commitment
It only takes 5-15 minutes a day, 5 days a week for 8-12 weeks to strengthen a
child’s reading skills.
Let’s Read
1. Let the child choose the reading material
The student will be more eager to read material that he/she has selected.
2. Use a starting signal
This is simple, like one-two-three, and gets you started together.
3. Adjust your reading speed to match the student’s
Don’t surge ahead or lag behind. This is “together reading.”
4. Deal with mistakes by simply repeating the words correctly