Orientation in the first week of school for one hour blocks by grade level 3-8; 30 minute block for grade levels K-2, followed by 30-60 minute weekly/monthly meetings by grade level.d
- a. Each day a PRIDE value will be taught by a PRIDE leader using interactive, engaging, energizing activities
- b. School wide affirmation taught and recited each day, internalizing PRIDE principles.
- c. Teaching and using a common language and vocabulary used by entire school is a part of every lesson and reinforced each day, e.g., 100%, sweat the details, reset, no opt out, etc.
- d. Something to notice, write, say, something to do, recite, is attached to most lessons in class and as homework to deepen the meaning of each lesson and principle.
- e. Connecting principles and vocabulary to students’ daily lives at school, home, and community infuses and deepens the meaning of the principles to students. E.g., classrooms have visible PRIDE areas, greetings exchanged between teachers, adults, and students, PRIDE homework assignments involve parents, students conduct community service projects, etc. If no connections, students lose the meaning of these values. How do you see respect, excellence, perseverance, etc. in community service projects, in sharing homework with parents, in reciting affirmations, greeting adults, etc.?
- f. Celebrations connected to PRIDE principles with visual rewards, e.g., picture on bulletin board, free snack, certificates, etc. Students should feel privileged in what they earn, but not better than others