Mandarin Policies, Essential Agreements and Consequences

All my classroom policies are in alignment with the school’s policies. Please refer to those in the TIS Parent/Student Handbook, if you have questions about those.

If a student is absent, any classroom work that can be done later will be available in their personal folder in my classroom. If an absence is anticipated, students or parents can contact me to receive materials to work on to ensure there will not be a serious gap in understanding.

I will assign homework for Mandarin every lesson. Lessons often take several days to complete, so will often have a number of days to complete homework, which will most often take the form of teaching someone at home how to say what we have learned in class. Music will occasionally have homework, mostly in the form of bringing favorite music from home to share, or bringing materials to make instruments.

Food will occasionally be used in Mandarin instruction. I will request contributions from parents before those lessons. This is the only time food will be acceptable in the classroom. Candy and gum are not allowed anywhere on campus at any time. I will always make sure that foods used in the class are safe for all students.

Participation in all classroom activities is essential for student learning, especially in language acquisition. I will be encouraging participation through Class Dojo, with time-based rewards rather than material rewards.

During the first week of school, I will develop essential agreements for both Mandarin and Music with the students, with no more than 5 points for students to agree upon. They will be based on the Learner Profile, and how students feel they can best support everyone’s learning of both subjects.

Students in the first week of class will determine consequences for upholding essential agreements and showing the attitudes of the Learner Profile.

Consequences for breaking the essential agreements or going against the Learner Profile will be progressive in nature, with the following structure to support students’ improvement:

  • First incident, student will be verbally reminded to comply with our agreement and/or Learner Profile.
  • Second incident, student’s name will be recorded on board, and student will loose 5 minutes of recess. Recorded names will be given to classroom teacher to maintain open communication and consistency across classroom.
  • Third incident, student will write a reflection on what caused the infraction, what the consequences were, and a plan to improve. I will call student’s parent to let them know that we have been having an issue, and to consult with how I can better support the student’s efforts to be successful.
  • Forth incident, student will be asked to leave classroom to wait in office while class finishes. I will call student’s parent to let them know the student continues to be having behavioral issues, and put in place a behavioral improvement contract.
  • Fifth incident, student will be referred to Assistant Head of School for discipline. That office determines consequences.

You can learn more about the progressive discipline policy of the school by reading the Parent/Student Handbook