This document outlines Barranca Elementary School's discipline plan to promote PRIDE (Positive attitude, Respect, Integrity, Dependability, Excellence). It details the school's code of conduct pledge to be respectful and responsible. It explains what each letter of PRIDE stands for and provides examples of demonstrating those characteristics. It also describes the school's PRIDE pass system for acknowledging good behavior and addressing problems. Procedures and expectations are outlined for various school areas like offices, bathrooms, hallways, and cafeteria. A leadership team called the PRIDE Posse is mentioned.
This document provides guidance on frequently confused words and grammar concepts. It discusses the correct uses of affect vs effect, to vs too vs two, there vs their vs they're, amount vs number vs good vs well, and other word pairs. It also covers topics like subject-verb agreement, possessive pronouns, contractions, homonyms, and the impact of single letter changes. The document aims to help the reader accurately distinguish between commonly mixed up words and grammar structures in English.
This document provides instruction on pronoun-antecedent agreement rules. It defines pronouns and antecedents, then outlines three rules for agreement: person, number, and gender. Examples are given to illustrate singular and plural pronouns referring to different types of antecedents. Indefinite pronouns and conjunctions like "or", "nor", and "and" are discussed. The document concludes with an activity where students identify the correct pronoun to complete sentences, followed by an exit slip assessing understanding of the rules.
Exploring key vocabulary with an in-depth approach through morphology, root words, synonyms and antonyms as well as word families. This can be linked explicitly to the study of Romeo and Juliet for Tier 2 vocabulary: https://awakenenglish.com/romeo-juliet/
This short document promotes creating presentations using Haiku Deck, a tool for making slideshows. It encourages the reader to get started making their own Haiku Deck presentation and sharing it on SlideShare. In just one sentence, it pitches the idea of using Haiku Deck to easily create engaging slideshows.
El documento describe los motores de búsqueda, herramientas utilizadas para buscar información en Internet de manera rápida. Explica que tienen características como corrección ortográfica, detección de páginas duplicadas, categorización de la información y actualización constante de los resultados. Además, menciona tres tipos de motores de búsqueda principales - Google, Yahoo y AltaVista - y brinda algunos detalles sobre el origen y desarrollo de cada uno.
Guy Turley thanks James Fresquez and Robb Robinson for their efforts in helping the SLC market meet their Q2 goals. Sue Sivyer congratulates several markets, including Phoenix, Albuquerque, El Paso, SLC, and others for reaching their commissioning blue chip goals for Q2. Willie Salas thanks his team for re-homing over 200 sites in the past two weeks to complete the market re-home.
Ficha de trabalho para exploração do poema Bicho de Conta, de Sidónio Muralha.
Poema retirado da Obra de Iniciação Literária, "Bichos, bichinhos e bicharocos.
Trabalhar o texto poético e a rima.
This document provides guidance on frequently confused words and grammar concepts. It discusses the correct uses of affect vs effect, to vs too vs two, there vs their vs they're, amount vs number vs good vs well, and other word pairs. It also covers topics like subject-verb agreement, possessive pronouns, contractions, homonyms, and the impact of single letter changes. The document aims to help the reader accurately distinguish between commonly mixed up words and grammar structures in English.
This document provides instruction on pronoun-antecedent agreement rules. It defines pronouns and antecedents, then outlines three rules for agreement: person, number, and gender. Examples are given to illustrate singular and plural pronouns referring to different types of antecedents. Indefinite pronouns and conjunctions like "or", "nor", and "and" are discussed. The document concludes with an activity where students identify the correct pronoun to complete sentences, followed by an exit slip assessing understanding of the rules.
Exploring key vocabulary with an in-depth approach through morphology, root words, synonyms and antonyms as well as word families. This can be linked explicitly to the study of Romeo and Juliet for Tier 2 vocabulary: https://awakenenglish.com/romeo-juliet/
This short document promotes creating presentations using Haiku Deck, a tool for making slideshows. It encourages the reader to get started making their own Haiku Deck presentation and sharing it on SlideShare. In just one sentence, it pitches the idea of using Haiku Deck to easily create engaging slideshows.
El documento describe los motores de búsqueda, herramientas utilizadas para buscar información en Internet de manera rápida. Explica que tienen características como corrección ortográfica, detección de páginas duplicadas, categorización de la información y actualización constante de los resultados. Además, menciona tres tipos de motores de búsqueda principales - Google, Yahoo y AltaVista - y brinda algunos detalles sobre el origen y desarrollo de cada uno.
Guy Turley thanks James Fresquez and Robb Robinson for their efforts in helping the SLC market meet their Q2 goals. Sue Sivyer congratulates several markets, including Phoenix, Albuquerque, El Paso, SLC, and others for reaching their commissioning blue chip goals for Q2. Willie Salas thanks his team for re-homing over 200 sites in the past two weeks to complete the market re-home.
Ficha de trabalho para exploração do poema Bicho de Conta, de Sidónio Muralha.
Poema retirado da Obra de Iniciação Literária, "Bichos, bichinhos e bicharocos.
Trabalhar o texto poético e a rima.
Bba i ecls_u-5_spoken english skills and body languageRai University
This document provides information about self-introductions, body language, and spoken English skills. It defines self-introduction and discusses how to give effective self-introductions in the classroom or in a speech. It also defines body language, lists common body language flaws to avoid and positive body language cues. Examples of general conversations in English are provided. The document concludes with resources for further information.
Bdft i ecls_u-5_spoken english skills and body languageRai University
This document provides information about spoken English skills and body language. It discusses the meaning and importance of self-introductions, and provides examples of how to introduce oneself in classroom and speech settings. It then defines body language and discusses its key features. The document outlines several body language flaws to avoid such as fidgeting, crossed arms, and looking down. It provides guidance on displaying confident and positive body language through techniques like making eye contact, sitting upright, and gesturing with open palms. Finally, it examines some specific body language signals and their meanings, both positive and negative.
B.tech i ecls_u-5_spoken english skills and body languageRai University
This document provides information about self-introductions and body language. It discusses how to give effective self-introductions in the classroom or during a speech by keeping introductions brief and positive. It also defines body language as non-verbal communication through gestures, facial expressions, and posture. The document lists both positive and negative body language cues, such as making eye contact, sitting upright, and avoiding crossed arms or looking at phones. Mastering proper body language can help convey confidence and openness during interactions.
Diploma i ecls_u-5_spoken english skills and body languageRai University
This document provides information about spoken English skills and body language. It discusses the meaning of self-introduction and how to give an effective self-introduction in the classroom or in a speech. It also defines body language and discusses its importance in communication. The document then lists several body language flaws to avoid such as fidgeting, hands in pockets, crossed arms, and looking down. It provides examples of positive body language like making eye contact, sitting upright, and nodding. Finally, it discusses specific gestures and their meanings, such as steepled hands indicating confidence and crossed arms showing defensiveness.
Bjmc i ecls_u-5_spoken english skills and body languageRai University
This document provides information about spoken English skills and body language. It discusses the meaning of self-introduction and how to give an effective self-introduction in the classroom or in a speech. It also defines body language and discusses its importance in communication. The document then lists several body language flaws to avoid such as fidgeting, foot tapping, nail biting, and crossed arms. It provides examples of positive body language like making eye contact, sitting upright, and nodding when listening. Finally, it examines specific hand gestures and their meanings in communication.
Bca i ecls_u-5_spoken english skills and body languageRai University
This document provides information about self-introductions, body language, and spoken English skills. It defines self-introduction and discusses how to give effective self-introductions in the classroom or in a speech. It also defines body language, lists common body language flaws to avoid and positive body language cues. Examples of general conversations in English are provided. The document concludes with resources for further information.
B.sc i ecls_u-5_spoken english skills and body languageRai University
This document provides information about self-introductions and body language. It discusses how to give effective self-introductions in the classroom or during a speech by keeping introductions brief and positive. It also defines body language as non-verbal communication through gestures, facial expressions, and posture. Positive body language includes making eye contact, sitting upright with open palms and relaxed shoulders. Negative body language includes crossed arms, fidgeting, nail biting and other signs of discomfort. The document outlines several positive and negative body language cues and their meanings.
This document provides information about a Spanish class. It introduces the teacher, Señora Foster, and provides details about her background and qualifications. It outlines classroom policies on attendance, late work, behavior, and grading. It describes resources for finding course information and contacting the teacher. Expectations are explained for class participation, preparation, and respect.
Week 2 focused on studying grammar topics like the past simple and present perfect tenses. Students practiced their listening, speaking, and presentation skills. They discussed leadership qualities and how to start a movement. Objectives included looking at typical quick responses, indirect questions, and pronunciation of "ed" endings. Students also role played a job interview and gave mini presentations on their work or studies.
The document discusses assertiveness skills, including how to effectively encode and decode messages when communicating. It explains that assertiveness involves clearly expressing one's needs, wants and feelings while also acknowledging others. Three personality types are described: aggressive, passive/submissive, and passive/aggressive. Effective assertive communication involves matching one's body language and tone with one's message.
The document provides tips for developing and delivering an effective presentation by addressing nerves, verbal and nonverbal communication, and presentation structure. It discusses reducing tension before speaking through breathing and stretching exercises. Proper verbal techniques include clear enunciation, voice variation, and avoiding mumbling. Nonverbal best practices include maintaining eye contact, using gestures, and being aware of body language. The document also outlines organizing a presentation through introducing the topic, presenting main points in a logical order, and concluding by summarizing key information.
The document summarizes the key concepts from Stephen Covey's "7 Habits of Highly Effective Teens". It discusses that teens face many choices and challenges as they navigate life. The 7 Habits provide principles and tools to help teens make wise decisions, including being proactive, beginning with the end in mind, putting first things first, thinking win-win, seeking first to understand others, synergizing with others, and continuously improving oneself. Mastering these habits helps teens develop integrity, maturity, and the ability to achieve more through teamwork and open-mindedness.
This document discusses cultivating happiness through gratitude, seeing challenges as opportunities, and controlling the mind through the body. It emphasizes smiling, gratitude, and growth. The true purpose of life is said to be serving God and others. Examples are given of individuals practicing patience, positivity, and finding fulfillment through helping clients. Recommendations include avoiding negativity, boosting staff morale through appreciation, providing diverse training, and being truthful. The closing reiterates gratitude for the lessons on living purposefully.
This document discusses the ethical and legal responsibilities of classroom teachers. It covers topics like professional boundaries, reporting requirements, negligence, and policies. Professional boundaries are important to establish appropriate teacher-student relationships and protect teachers from allegations. Teachers are mandatory reporters who must report any suspected child abuse or situations that could jeopardize a student's welfare. Negligence occurs when a teacher fails to properly perform job duties as described by their contract or policies. Teachers are responsible for understanding and following all relevant policies, and seeking membership in professional organizations can provide legal protection. It is not acceptable to ask for forgiveness for negligence or policy violations.
The document provides information on developing a positive personality for success. It discusses the basic needs of human beings like food, clothing and shelter. It also talks about maintaining good health and having a positive mindset. The document then discusses the importance of focus, setting goals, leading a balanced life and managing time effectively to achieve goals. It provides tips on grooming, dress code, personal hygiene, body language, communication skills and developing the right attitude. The overall message is on the significance of personality development for professional and personal success.
The document discusses the student's experience completing a personality development project. It thanks the project coordinator and faculty for their support. It then describes visiting various locations like a deaf and dumb school as part of learning about communication, perception, rationality, attitude, empathy and other aspects of personality development. The student reflects on strengthening their confidence, time management, and ability to face challenges through the project. It also discusses analyzing strengths, weaknesses, opportunities, and threats through a SWOT analysis and turning weaknesses into strengths.
American etiquette focuses on being energetic, positive, and customer-oriented. Meetings are informal with a focus on sticking to schedules and outlines. Presentations should break the ice with humor. British etiquette emphasizes courtesy, punctuality, and proper dining etiquette. Etiquette provides rules for smooth social interactions and is important in business and online interactions. Albanian etiquette involves respect for elders and avoiding controversial topics. Overall, cultural understandings of etiquette can vary significantly.
The document provides an overview of important business etiquettes including first impressions, handshakes, introductions, grooming, office etiquette, email etiquette, interviewing etiquette, mobile etiquette, and dining etiquette. It emphasizes that first impressions are formed quickly and are important, and covers best practices for greetings, dress, behavior, and communication in professional settings.
The document provides guidance on proper grooming, etiquette, and professionalism. It discusses the importance of personal hygiene, grooming, business attire, communication skills, etiquette for introductions, handshakes, cubicle behavior, table settings, buffets, and having a positive attitude. Maintaining good hygiene, dressing appropriately, practicing etiquette, and communicating effectively can help create a positive first impression and professional image.
Bba i ecls_u-5_spoken english skills and body languageRai University
This document provides information about self-introductions, body language, and spoken English skills. It defines self-introduction and discusses how to give effective self-introductions in the classroom or in a speech. It also defines body language, lists common body language flaws to avoid and positive body language cues. Examples of general conversations in English are provided. The document concludes with resources for further information.
Bdft i ecls_u-5_spoken english skills and body languageRai University
This document provides information about spoken English skills and body language. It discusses the meaning and importance of self-introductions, and provides examples of how to introduce oneself in classroom and speech settings. It then defines body language and discusses its key features. The document outlines several body language flaws to avoid such as fidgeting, crossed arms, and looking down. It provides guidance on displaying confident and positive body language through techniques like making eye contact, sitting upright, and gesturing with open palms. Finally, it examines some specific body language signals and their meanings, both positive and negative.
B.tech i ecls_u-5_spoken english skills and body languageRai University
This document provides information about self-introductions and body language. It discusses how to give effective self-introductions in the classroom or during a speech by keeping introductions brief and positive. It also defines body language as non-verbal communication through gestures, facial expressions, and posture. The document lists both positive and negative body language cues, such as making eye contact, sitting upright, and avoiding crossed arms or looking at phones. Mastering proper body language can help convey confidence and openness during interactions.
Diploma i ecls_u-5_spoken english skills and body languageRai University
This document provides information about spoken English skills and body language. It discusses the meaning of self-introduction and how to give an effective self-introduction in the classroom or in a speech. It also defines body language and discusses its importance in communication. The document then lists several body language flaws to avoid such as fidgeting, hands in pockets, crossed arms, and looking down. It provides examples of positive body language like making eye contact, sitting upright, and nodding. Finally, it discusses specific gestures and their meanings, such as steepled hands indicating confidence and crossed arms showing defensiveness.
Bjmc i ecls_u-5_spoken english skills and body languageRai University
This document provides information about spoken English skills and body language. It discusses the meaning of self-introduction and how to give an effective self-introduction in the classroom or in a speech. It also defines body language and discusses its importance in communication. The document then lists several body language flaws to avoid such as fidgeting, foot tapping, nail biting, and crossed arms. It provides examples of positive body language like making eye contact, sitting upright, and nodding when listening. Finally, it examines specific hand gestures and their meanings in communication.
Bca i ecls_u-5_spoken english skills and body languageRai University
This document provides information about self-introductions, body language, and spoken English skills. It defines self-introduction and discusses how to give effective self-introductions in the classroom or in a speech. It also defines body language, lists common body language flaws to avoid and positive body language cues. Examples of general conversations in English are provided. The document concludes with resources for further information.
B.sc i ecls_u-5_spoken english skills and body languageRai University
This document provides information about self-introductions and body language. It discusses how to give effective self-introductions in the classroom or during a speech by keeping introductions brief and positive. It also defines body language as non-verbal communication through gestures, facial expressions, and posture. Positive body language includes making eye contact, sitting upright with open palms and relaxed shoulders. Negative body language includes crossed arms, fidgeting, nail biting and other signs of discomfort. The document outlines several positive and negative body language cues and their meanings.
This document provides information about a Spanish class. It introduces the teacher, Señora Foster, and provides details about her background and qualifications. It outlines classroom policies on attendance, late work, behavior, and grading. It describes resources for finding course information and contacting the teacher. Expectations are explained for class participation, preparation, and respect.
Week 2 focused on studying grammar topics like the past simple and present perfect tenses. Students practiced their listening, speaking, and presentation skills. They discussed leadership qualities and how to start a movement. Objectives included looking at typical quick responses, indirect questions, and pronunciation of "ed" endings. Students also role played a job interview and gave mini presentations on their work or studies.
The document discusses assertiveness skills, including how to effectively encode and decode messages when communicating. It explains that assertiveness involves clearly expressing one's needs, wants and feelings while also acknowledging others. Three personality types are described: aggressive, passive/submissive, and passive/aggressive. Effective assertive communication involves matching one's body language and tone with one's message.
The document provides tips for developing and delivering an effective presentation by addressing nerves, verbal and nonverbal communication, and presentation structure. It discusses reducing tension before speaking through breathing and stretching exercises. Proper verbal techniques include clear enunciation, voice variation, and avoiding mumbling. Nonverbal best practices include maintaining eye contact, using gestures, and being aware of body language. The document also outlines organizing a presentation through introducing the topic, presenting main points in a logical order, and concluding by summarizing key information.
The document summarizes the key concepts from Stephen Covey's "7 Habits of Highly Effective Teens". It discusses that teens face many choices and challenges as they navigate life. The 7 Habits provide principles and tools to help teens make wise decisions, including being proactive, beginning with the end in mind, putting first things first, thinking win-win, seeking first to understand others, synergizing with others, and continuously improving oneself. Mastering these habits helps teens develop integrity, maturity, and the ability to achieve more through teamwork and open-mindedness.
This document discusses cultivating happiness through gratitude, seeing challenges as opportunities, and controlling the mind through the body. It emphasizes smiling, gratitude, and growth. The true purpose of life is said to be serving God and others. Examples are given of individuals practicing patience, positivity, and finding fulfillment through helping clients. Recommendations include avoiding negativity, boosting staff morale through appreciation, providing diverse training, and being truthful. The closing reiterates gratitude for the lessons on living purposefully.
This document discusses the ethical and legal responsibilities of classroom teachers. It covers topics like professional boundaries, reporting requirements, negligence, and policies. Professional boundaries are important to establish appropriate teacher-student relationships and protect teachers from allegations. Teachers are mandatory reporters who must report any suspected child abuse or situations that could jeopardize a student's welfare. Negligence occurs when a teacher fails to properly perform job duties as described by their contract or policies. Teachers are responsible for understanding and following all relevant policies, and seeking membership in professional organizations can provide legal protection. It is not acceptable to ask for forgiveness for negligence or policy violations.
The document provides information on developing a positive personality for success. It discusses the basic needs of human beings like food, clothing and shelter. It also talks about maintaining good health and having a positive mindset. The document then discusses the importance of focus, setting goals, leading a balanced life and managing time effectively to achieve goals. It provides tips on grooming, dress code, personal hygiene, body language, communication skills and developing the right attitude. The overall message is on the significance of personality development for professional and personal success.
The document discusses the student's experience completing a personality development project. It thanks the project coordinator and faculty for their support. It then describes visiting various locations like a deaf and dumb school as part of learning about communication, perception, rationality, attitude, empathy and other aspects of personality development. The student reflects on strengthening their confidence, time management, and ability to face challenges through the project. It also discusses analyzing strengths, weaknesses, opportunities, and threats through a SWOT analysis and turning weaknesses into strengths.
American etiquette focuses on being energetic, positive, and customer-oriented. Meetings are informal with a focus on sticking to schedules and outlines. Presentations should break the ice with humor. British etiquette emphasizes courtesy, punctuality, and proper dining etiquette. Etiquette provides rules for smooth social interactions and is important in business and online interactions. Albanian etiquette involves respect for elders and avoiding controversial topics. Overall, cultural understandings of etiquette can vary significantly.
The document provides an overview of important business etiquettes including first impressions, handshakes, introductions, grooming, office etiquette, email etiquette, interviewing etiquette, mobile etiquette, and dining etiquette. It emphasizes that first impressions are formed quickly and are important, and covers best practices for greetings, dress, behavior, and communication in professional settings.
The document provides guidance on proper grooming, etiquette, and professionalism. It discusses the importance of personal hygiene, grooming, business attire, communication skills, etiquette for introductions, handshakes, cubicle behavior, table settings, buffets, and having a positive attitude. Maintaining good hygiene, dressing appropriately, practicing etiquette, and communicating effectively can help create a positive first impression and professional image.
2. Our pledge
We pledge to beWe pledge to be
respectful andrespectful and
responsible at all times.responsible at all times.
3. Our Code of Conduct
a.a. We will have a positive attitude in all that we do.We will have a positive attitude in all that we do.
b.b. We will respect others and all property.We will respect others and all property.
c.c. We will live with integrity; telling the truth and beingWe will live with integrity; telling the truth and being
honest all of the time.honest all of the time.
d.d. We will be dependable; completing all tasksWe will be dependable; completing all tasks
assigned to us.assigned to us.
e.e. We will show excellence in academics, play, andWe will show excellence in academics, play, and
behavior; always doing our best!behavior; always doing our best!
4. P.R.I.D.E.
Are you being respectful?Are you being respectful?
Are you being responsible?Are you being responsible?
5. P is for positive attitude
1.1. We will have a positive attitude in all that we do.We will have a positive attitude in all that we do.
Some examples of a positive attitude are:Some examples of a positive attitude are:
• Participate in class activitiesParticipate in class activities
• Demonstrate good sportsmanship during activitiesDemonstrate good sportsmanship during activities
• Encourage one another when things go wrong or a friend isEncourage one another when things go wrong or a friend is
feeling down.feeling down.
• Always try to see the good in a situation.Always try to see the good in a situation.
6. R is for respect
2. We will respect each other and property.2. We will respect each other and property.
Some examples of respect are:Some examples of respect are:
• Cooperate with othersCooperate with others
• Listen when adults are speakingListen when adults are speaking
• Use appropriate language at all timesUse appropriate language at all times
• Keep hands, feet, and objects to oneselfKeep hands, feet, and objects to oneself
7. I is for integrityIntegrity means the quality of being honest and having strong moral principles.
TELL THE TRUTH!TELL THE TRUTH!
3.3.We will live with integrity, telling the truth andWe will live with integrity, telling the truth and
being honest all the time.being honest all the time.
Some examples of integrity are:Some examples of integrity are:
• Be honest and truthful at all timesBe honest and truthful at all times
• Do one's own workDo one's own work
• ONLY use others' property with permissionONLY use others' property with permission
8. D is for dependability
4. We will be dependable, completing all4. We will be dependable, completing all
tasks assigned to us.tasks assigned to us.
Some examples of dependability are:Some examples of dependability are:
• Bring all materials to class each dayBring all materials to class each day
• Complete all class work and homework on timeComplete all class work and homework on time
• Follow all directionsFollow all directions
• Coming to school on time!Coming to school on time!
• Only being absent when you’re sick!Only being absent when you’re sick!
9. E is forE is for excellenceexcellence
““We are what we repeatedly do.We are what we repeatedly do.
Excellence, then, is not an act, but aExcellence, then, is not an act, but a
habit.” - Aristotlehabit.” - Aristotle
5.5.We will show excellence in academics, play,We will show excellence in academics, play,
and behavior, always doing our best!and behavior, always doing our best!
Some examples of excellence are:Some examples of excellence are:
• Always put forth your BEST effort!Always put forth your BEST effort!
• Make good choices!Make good choices!
• Take the time to do things right the first time!Take the time to do things right the first time!
10. BRONCO PRIDE
Praise Pass
• Formerly known as aFormerly known as a
• Green TicketGreen Ticket
PASS
B R O N C O P R I D E
____________________________________ in ____________ was
(name) (room)
showing good character in one or more of the
following areas.
P _____ Positive Attitude
R _____ Respect
I ______ Integrity
D _____ Dependability
E _____ Excellence
Comment:
________________________________________________________________________
________________________________________________________________________
Given by: ______________________________________Date: ________________
11. BRONCO PRIDE
Problem Pass
• Formerly known asFormerly known as
a Blue Ticketa Blue Ticket
P A S S
B R O N C O P R I D E
____________________________________ in ____________ had
(name) (room)
a problem in one or more of the following areas.
P _____ Positive Attitude
R _____ Respect
I ______ Integrity
D _____ Dependability
E _____ Excellence
Comment:
_________________________________________________________________________________________________________________________________
_____________________
Given by: ______________________________________Date: ___________________
The above infraction will be recorded on the student’s PRIDE record sheet.
12. OFFICE
Students need to stay at the counter until anStudents need to stay at the counter until an
adult helps them.adult helps them.
Be kind. Use your manners!Be kind. Use your manners!
Wait until someone is off the phone before youWait until someone is off the phone before you
ask for help.ask for help.
Use inside voices!Use inside voices!
14. HALLWAYS
Walk at all times!Walk at all times!
Please do not yell. There are students workingPlease do not yell. There are students working
in the classrooms.in the classrooms.
You may not be in the hallways without a pass.You may not be in the hallways without a pass.
Use COMMON SENSE!Use COMMON SENSE!
15. PLAYGROUND
Use equipment appropriately and put it awayUse equipment appropriately and put it away
correctly.correctly.
Be respectful to all students and aides.Be respectful to all students and aides.
The aides are there to keep you safe and theyThe aides are there to keep you safe and they
deserve to be treated with respect.deserve to be treated with respect.
No closed games or excluding others. Be KIND!No closed games or excluding others. Be KIND!
16. LINES
Students should be quiet in line.Students should be quiet in line.
Once a student gets in line their hands need toOnce a student gets in line their hands need to
be behind their backs until entering thebe behind their backs until entering the
classroom.classroom.
No pushing or bumping.No pushing or bumping.
Keep you hands to yourself.Keep you hands to yourself.
17. CAFETERIA
Follow directions and wait in line quietly until it isFollow directions and wait in line quietly until it is
your turn.your turn.
No cutting in line. You will get your food when itNo cutting in line. You will get your food when it
is your turn.is your turn.
No running. Be safe, please!No running. Be safe, please!
18. LIBRARY MEDIA CENTER
Line up quietly outside.Line up quietly outside.
Enter the LIBRARY quietly and in line.Enter the LIBRARY quietly and in line.
Follow your teacher’s instructions or the LMCFollow your teacher’s instructions or the LMC
staff’s instructions.staff’s instructions.
Only whispering is allowed, when needed.Only whispering is allowed, when needed.
Use good manners! Say please, thank you, etc.Use good manners! Say please, thank you, etc.
19. PRIDE Posse – Leadership Team
Be looking for more information on joining theBe looking for more information on joining the
PRIDE Posse!PRIDE Posse!
•PRIDE patrol – hallway monitorsPRIDE patrol – hallway monitors
•PRIDE project – community service projectPRIDE project – community service project
•PRIDE paparazzi – photographersPRIDE paparazzi – photographers
•PRIDE days – dress-up and spirit daysPRIDE days – dress-up and spirit days
•Programs of PRIDE –Programs of PRIDE – monthly excellence assembliesmonthly excellence assemblies