Parent Handbook2018-2019

WELCOME TO SUMMERLAND MIDDLE SCHOOL

13611 Kelly Ave., P.O. Box 3000Summerland, B.C. V0H 1Z0

Phone 250-770-7685Fax 250-770-7685

PRINCIPAL: Mr. Darcy MullinVICE-PRINCIPAL: Mrs. Diane Haddow

TABLE OF CONTENTSPage 3

Introduction

4 Staff List 5 Bell Schedule 6 Important Dates 7 Overview of Summerland Middle

School 8 Absences – Lates – Early Dismissals 9-12 S.M.S. Code of Conduct 13-17 School Routines and Procedures 18 Student Extra-Curricular

Opportunities 19-20 Reporting 21 Physical Education 22 Exploration Programs 23-24 Advisory Programs 25-27 Tips For Parents

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INTRODUCTION

Welcome to Summerland Middle School. For the next year (or more), we have the special privilege of working with your child during their exciting adolescent years. Middle School is a busy, active place, but full of very caring adults who want to ensure that your child has a positive experience in this stage of their educational path.

Our hope is that this handbook will give you some basic school information as well as some strategies that will make these next few years successful. Communication between home and school is very important. Please know that we welcome your questions, input and suggestions about how we can best work with your child.

Summerland Middle School prides itself in being a Tribes Learning Community. Tribes is not a curriculum, not a program or list of activities. It is a “process” – a way to establish a positive culture for learning and human development throughout the school community. The Tribes process not only establishes a caring environment for cooperative learning, but provides structure for positive interaction and continuity within the Summerland Learning Community.

Inherent in our goal of Social Responsibility is the need to encourage self-responsibility and develop the internalization of ethical social principles within our young adolescents at Summerland Middle School. This process begins by the teaching, understanding and following four social agreements. The Four Agreements are:

1. Attentive Listening: To pay close attention to one another’s expression of ideas, opinions and feelings; to check for understanding; and to let others know that they have been heard.

2. Appreciation/No Put-Downs: To treat others kindly; to state appreciation for unique qualities, gifts, skills and contributions; to avoid negative remarks, name-calling, hurtful gestures and behaviors.

3. Responsibility to Participate/Right to Pass: In group activities students have the responsibility to participate and will be encouraged to participate in a safe, inclusive environment where students comfort level will be respected.

4. Mutual Respect: To affirm the value and uniqueness of each person; to recognize and appreciate individual and cultural differences; and offer feedback that encourages growth.

Enjoy your years at Summerland Middle – they are but a short moment in time!

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STAFF LIST

SMS Staff Assignment 2018-19

Darcy Mullin Principal Diane Haddow Vice Principal

Team 6 Team 7 Team 8 Specialty Team

Mr. McCallan Ms. HolmesMs. Manuel Ms. Finlayson (Librarian)

Ms. McElhinney Ms. Thorpe Mr. Surzyshyn Ms. Hope (Counsellor)Ms. Hunter Miss Brisson

Ms. Steves Ms. Bell (Special Education)Mme Arnason Mme. Porter Mme. Burdock Mrs. Dixon ( Spec Ed/Learning Assistance)

Mr. Lou Lemire (PE) Mr. Lind (Band/Computers) Ms. Manuel (Home Ec.)

Mr. Surzyshyn (Tech Ed)Ms. Steves

Support Staff

Mrs. Barb Perrin Certified Education Assistant/Noon Hour SupervisorMr. Craige Bidwell Certified Education Assistant/Noon Hour SupervisorMr. Jerry Pagliocchini Certified Education Assistant/Noon Hour SupervisorMrs. Mandy Smith Certified Education Assistant/Noon Hour SupervisorMrs. Ruth Aschenbrenner Certified Education Assistant

Mrs. Sandra Hussey Certified Education Assistant - Aboriginal Education

Ms. Berle Sands Library Assistant

Mrs. Karen Sidoni Secretary

Mrs. Rosaura Diaz Caballero Custodian Mr. Michael Freed Custodian

BELL SCHEDULE 2018-2019

SUMMERLAND MIDDLE SCHOOL

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Student Name: Teacher Name:

Division: Locker Number:

TIME BLOCK DAY 1 BLOCK DAY 2

8:38 – 8:40 WARNING BELL

8:40 – 9:04 (24) ADVISORY CLASS

9:04-10:03 (59)A F

10:03-11:02 (59)B G

11:02-11:17 (15) NUTRITION BREAK

11:17 – 12:16 (59)C H

12:16 – 1:01 (45)LUNCH BREAK

12:57 – 1:01 WARNING BELL1:01-2:00 (59)

D I

2:00-2:59 (59)E J

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Important Dates 2018 - 2019

Sept. 5 School Opens14 Terry Fox Run20 SMS Open House21 Team Building Day24 Professional Day (schools closed)

Oct. 8 Thanksgiving Day (schools closed)15-19 Interim Reports Issued19 Provincial Professional Day (schools closed)23-24 Early Dismissal- Parent Teacher Interviews

Nov. 9 Curriculum Implementation Day (schools closed)12 Remembrance Day Observance (schools closed)

Dec. 3 End of Term 14 Winter Term Begins4 Applied Skills Rotation14 Term I Report Cards Home21 Last day of school before Winter Break

Jan. 7 School Re-Opens 28-29 Fine Arts Rotation

Feb. 4-8 Interim Reports Issued15 Professional Day (schools closed) 18 Family Day19-20 Early Dismissal Days (Parent Teacher interviews)

Mar. 1 Winter Term Ends4 Spring Term Begins4-5 Applied Skills Rotation

14 Term II Term Report Cards Home 15 Last day of school before Spring Break

Apr. 1 Schools Reopen15 Professional Day (schools closed)19 Good Friday – school closed22 Easter Monday – school closed

May 3 Professional Day (schools closed)6-10 Interim Reports Issued20 Victoria Day (schools closed)

June 24 Last day for work completion25-26 “I” Days26 Grade 8 Dinner/Dance27 Awards/Recognition Assembly (10:30am)27 Final Report Cards Distributed27 Final Day of School (Dismissed at noon)28 Administrative Day (no students)

An Overview of Summerland Middle School6

Summerland Middle School Mission Statement

In a safe and supportive environment, we will provide our students with the intellectual, physical, and social skills to enable them to become lifelong learners and responsible, contributing, and adaptable citizens in a global society.

A Middle School: Is designed to address the developmental needs of adolescents aged 11-14; Focuses on social, emotional, intellectual, physical and artistic/aesthetic dimensions of learning; Provides an exploratory program in a wide range of educational programs (Humanities,

Math/Science, Fine Arts, Practical Arts) to allow students to make informed choices at the high school level;

Supports social and emotional needs in the early stages of adolescence through “home based” teachings, skills for adolescence, counseling, and an integrated student services model for students with special needs;’

Is based on principles of active learning; Has teachers who are student-oriented, rather than subject-oriented, and who believe in the

philosophy and stated goals of middle school education.

Summerland Middle School: Is a school designed by educators with an eye to the future, to reflect the needs of middle school

students (flexible use of space, incorporation of technology, environmentally inviting, student-oriented);

Meets the tenets of sound middle school practice; Serves a diverse student population with a wide range of abilities and needs, via the following:

- Home basing with generalist teachers - Special Education program - Behaviour Support program - Strong Fine Arts and Applied Skills programs - Enrichment - Learning Assistance- French as a Second Language - Cross-curricular subject integration

Supports social, emotional and physical needs of middle school students through the following: - Extracurricular and intramural sports programs- Clubs and activities- Counseling- Peer helpers and tutors - Advisory program - Referrals to outside agencies as necessary

Values parents and community as partners in education, through a strong Parent Advisory Council, School Planning Council and a variety of interactions with the community at large.

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ABSENCES - LATES - EARLY DISMISSALS

EVERY STUDENT IS REQUIRED TO ATTEND EVERY CLASS ASSCHEDULED ON HIS/HER TIMETABLE

ABSENTEE POLICY:1. If a student knows ahead of time that he/she will be absent from school, then the student must provide the office with a

note/letter signed by his/her parent(s) and/or legal guardian(s) outlining the number of days the student will be away, as well as the date the student can be expected to return to school.

2. If a student is absent without prior notification (i.e. wakes up sick), then his/her parents must telephone the school (250-770-7685) before 8:40 am and notify the office staff that their son/daughter will be away from school. Parents can also e-mail the secretary, Mrs. K. Sidoni at ksidoni@summer.com. Parents should inform the school of the nature of the absence and how many days can be anticipated, and the expected date of return. If the absence is of a significant length, then the teacher will provide the student with the work that was missed. This can be sent home with a classmate, picked up by the parent/guardian, or faxed.

3. Attendance is taken during advisory (morning) and immediately after lunch.

LATE POLICY:

1. Students who arrive late to school at any point after 8:45 am must first report to the main office where they can sign-in, and receive a “LATE SLIP” from the secretaries.

2. At this point, students should also provide a note/letter from a parent/guardian stating the reason they were late. A phone call prior to the student’s arrival can serve in the place of a note.

3. After receiving the late slip, students should report to their class that is currently in session and show their teacher.

EARLY DISMISSAL POLICY:1. Students who must leave school at any point during the school day (eg. Doctor/Dentist appointment) MUST provide the

office with a note/letter from a parent/guardian giving permission for the student to leave. The time of the early dismissal must be provided in the note/letter. (A phone call may serve in the place of a note/letter)

2. The secretary will then provide the student with an “EARLY DISMISSAL SLIP” that should be presented to the teacher at the beginning of the class in which the early dismissal is to occur. This will let the teachers know immediately that the early dismissal is authorized.

3. Without exception, early dismissals will NOT be granted to those students who do not provide the school with some form of parental permission.

All of the above will help ensure the safety of your child.

S.M.S Student Code of ConductThe school’s code of conduct complies with the School Act and the Provincial Standards for Codes of Conduct Order and is further informed by the BC Human Rights Code. Our Code of Conduct is communicated to all students, parents, staff, temporary staff, visitors and district staff. Acceptable behaviours are communicated regularly to staff and students, and compliance with school expectations applies at school, during school organized or sponsored activities. Unacceptable behaviours, occurring inside or outside of the school day (including on-line behaviour), that negatively impacts the safe, caring

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and orderly environment of the school and/or student learning will be considered in conflict with the Code of Conduct and will be addressed accordingly.

All students, parents, teachers and staff have the right to be safe, and feel safe in their community, whether they are on school property, on school buses, or at school-authorized events or activities.

Purpose of the Code of ConductStudents’ feelings of safety and belonging, including freedom from discrimination, can have significant impact on their ability to learn. Our Code has been established to clarify and publish expectations for student conduct both in and out of school. The staff at SMS strives to create and maintain a place where students are free from harm, where clear expectations of acceptable behaviour are held and met, and where all members feel they belong. As presented in our Tribes Matrix, it is expected that all students will demonstrate attentive listening, appreciations for others, the right to participate, and mutual respect.

Conduct Expectations:Acceptable conduct is demonstrated by the following behaviours: (list is not exhaustive)

responding in a respectful and cooperative manner to requests by staff members; respecting self, others and the school. This includes the learning environment: books, equipment,

school building and grounds; using acceptable and appropriate language during and outside of school hours; ensuring a clean, litter free school, in classrooms, bathrooms, hallways, and outside on the

playground modeling respectful and responsible behaviour in the community and while acting as ambassadors

of SMS; demonstrating respectful and appropriate behaviour at all school assemblies; helping to make the school a safe, caring and orderly place by modeling positive behaviour and

informing a staff member in a timely manner of incidents of bullying, harassment or intimidation; seeking staff assistance, if necessary, to resolve conflict peacefully; dressing in accordance with our school being a place of business (refer to guidelines in student

planner, pg 14); attending regularly and arriving on time engaging in school work and seeking to do their personal best; showing respect for the safety rules and expectations while riding the school bus maintaining a healthy lifestyle and attitude

See also the Tribes Matrix

Unacceptable Conduct is demonstrated by the following behaviours (list is not exhaustive): interfering with the learning and teaching environment of other school members; physical or emotional violence verbal or physical harassment or intimidation, including the use of any object or weapons (including

replicas); inappropriate behaviour on any technology-based activities occurring inside or outside our school

that negatively impacts at school on students and/or staff; bullying or harassment. Bullying can occur in many contexts in school and the workplace. Bullying

can be overt aggression, shoving, poking, taking things, choking, punching, kicking, and beating. Bullying can also be covert and be demonstrated by behaviours such as taunting, gossiping, teasing, exclusion, and silent treatment;

any behaviour or communication that discriminates based on race, colour, ancestry, place of origin, political belief, religion, marital status, family status, physical or mental disability, sex, or sexual orientation, age, and unrelated criminal or summary convictions. (prohibited grounds set out in the BC Human Rights Code)

theft or vandalism of school or other’s property use of lasers, lighters, open flames; skateboarding, bike-riding, and use of scooters on school property, including the bus zone; throwing snowballs on the school grounds or on the side streets around our building; possession, use of or sale of any tobacco product at anytime including non-school hours is

prohibited on school property;

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possession, trafficking or use of illegal substances such as drugs or alcohol (see School District 67 policy #311);

School ExpectationsThe staff has successfully established a middle school program based on the Exemplary Middle School model. The Tribes process has been implemented on a school wide basis and specifically reflects expectations for student behaviour. Teachers will refer regularly to the Tribes “agreements”: Appreciations; No Put Downs; Mutual Respect; Attentive Listening; Right to Pass.

As students progress through grade 6-8, behavioural expectations will rise so that: student levels of maturity, personal responsibility and self-discipline will improve; consequences for unacceptable conduct in grades 7 and then in grade 8 will likely result in more

severe consequences

Special considerations may apply to students with special needs, if they are unable to comply with the Code of Conduct due to having a disability of an intellectual, physical, sensory, emotional, or behavioural nature.

ConsequencesConsequences for unacceptable behaviour will be implemented on a case-by-case basis, based on the severity and the frequency of the behaviour. Progressive discipline methods may be implemented if student behaviour does not change or escalates. Restorative practices will be used when suitable.Some of these methods include:

parent/guardian meetings suspension of nutrition break and lunch-time privileges referral to school based team for possible counseling or behaviour plans formalized “success sheets” to monitor daily progress participating in meaningful consequences for the unacceptable behaviour completion of an educational discipline package conflict resolution strategies including small group mediations informal suspension or “timeouts” in school implementation of a part-time program suspension of student property to be returned to the parent if the property either poses a threat to

students or disrupts the learning environment formal suspension referral to the Office of the Superintendent of Schools and District Discipline

RetaliationThe administration and the District Office will respond to and investigate any acts of retaliation made against a student who has made a complaint of a breach of a code of conduct. NotificationsDepending on the nature of the unacceptable behaviour, the school staff will contact the following people:

parents or guardians of the student offender(s) parents or guardians of the student victim(s) a copy of suspension letter will be forwarded to District Discipline Committee RCMP and other agencies as required by law School staff as deemed appropriate by school counselor and administrators

As outlined in the Safe, Caring and Orderly Schools: A Guide, our purpose is to establish and maintain a safe, caring, and orderly environment in which our students can learn, and in which our staff can facilitate learning. The Summerland Middle School Code of Conduct has used the structural set up, designated passages and terminology from the BC Ministry of Education Standards Department Safe, Caring and Orderly Schools Document. The Safe, Caring and Orderly Schools Document can be found at www.bced.gov.bc.ca

Summerland Middle School

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Tribes Behaviour Matrix

All Settings Hallways and Stairwells

Playground,Field, Play court

Multi-Purpose Area

Library and Computer Lab

Assembly/Gym

Bus

Attentive Listening

Eye contact Withholding

opinions Paraphrasing Positive body

language Read between

the lines

Be aware of other students and staff around you.

Listening to staff on duty

Listen to other people’s concerns

Be aware of other students and staff around you.

Listening to staff on duty

Listen to other people’s concerns

Pay attention to the speaker

Eyes forward Positive body

language

Pay attention to the driver

Always face the front

Positive body language

Appreciation

No put downs Positive

appreciations Value other

people’s contributions

Keep a tidy locker

Use appropriate language and volume

Be a good sport and let fair play be your guide

Thank the hot lunch workers

Eat with proper manners

Thank those who offer assistance

Encourage those who are working appropriately

Applaud appropriately

Thank those who present or share

Thank your driver regularly

The Right to Participate

Students may pass on activities they are not comfortable with

Participate by walking safely on the right side of the hall

All students have a “right’ to play

Students have the right to share their lunch (or not)

Make healthy food choices

Participate in the library and computer lab appropriately

Participate in assemblies showing the appropriate appreciations, mutual respect and attentive listening

Participate by following the driver’s expectations

Mutual Respect

Appreciate and celebrate differences

Respect and value the opinions of others

All students feel safe and included.

Share space with locker above or below you

Walk on the right

Share equipment

Put garbage and recycling in appropriate bins.

Put garbage and recycling in appropriate bins.

Don’t ask for money

Respect the line up

Work so you don’t disrupt others

Eat and Drink elsewhere

Respect books and equipment

Respect others by not having side conversations

Have food and drink elsewhere

Respect other people’s right to ride the bus.

Do not leave litter on the bus.

School Routines and Procedures Summerland Middle School has a number of procedures that aid in the smooth running of the school. Please do your best to follow these.

1. AbsencesAny time you know you are going to miss school please have your parent phone the office at 250-770-7685 and leave your name, division, date of absence and reason.

If a student has missed, or will miss a day of school, a parent or guardian may call and request work by 9:00 a.m. to be picked up after 3:00 p.m. from the office. The office is open until 3:45 p.m.

If a student is absent for family holidays or for other non-medical reasons, the school may not be able to make special arrangements for missed work and tests. Although the school cannot approve such absences, the student should talk to all teachers so they are made aware of the absence. The responsibility for the decision to take a student out of school rests with the parent or guardian.

2. Appointments

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Regular classroom attendance is important. Please, whenever possible, schedule appointments before or after school.

3. Change of Address / Phone / E-MailIf you change your address / phone / e-mail during the year, report the change to the office as soon as possible.

4. AssembliesAssemblies are an important component of our school program. Assemblies are used for student recognition, entertainment, and school management. We highly value appropriate assembly conduct. A courteous audience shows its appreciation with applause and attentive listening skills. Often assemblies will be conducted by you and your peers. Leadership is important.

5. BicyclesBicycles brought to school are the sole responsibility of the owner. There is a designated area for locking bicycles. Bicycles should not be ridden on school grounds during school. Helmets are required.

6. Bus BehaviourFor safety reasons, the bus driver has authority over the students on the bus he/she operates. These drivers are to be given the same respect and courtesy given any staff member. Students who behave inappropriately on school buses may face suspension from further use of the bus system.

7: School-Wide Etiquette

Cellular Phones /Electronic Devices…in lockers pleaseCellular phones may not be used during the school day. Phones need to be off and stored in lockers at all times. Students are not permitted to take photos with cell phones at any time anywhere on school property. Students who use their phones/cameras during the day or inside the building will have them taken away and they will be stored in the office. Repeat offenders will be prohibited from having their phones/cameras at school. If parents need to contact their child, please call the office (250-770-7685) and we will ensure that the message gets to your child.

Electronic Devices Students are strongly discouraged from bringing Ipods, MP3 players, gaming devices or other electronic devices to school. These devices are not to be used as phones, send emails, access Facebook or other internet services during school time. If you choose to bring these devices to school, they are to be locked securely in lockers and are not to be used during school time. In addition the loss of any device at school is not the responsibility of the school. Cameras are not allowed at school and taking photos is prohibited.

Gum

Gum chewing is not permitted at school. Our intention is to ensure that the school stays in its best possible condition, and the absence of gum ensures that we will avoid gum stuck under desks, on sidewalks, countertops etc…

Closed CampusSummerland Middle School has a closed campus policy. This means that only students who attend SMS are to be on the school grounds during the school day. Students are not permitted to leave campus unless accompanied by a parent/guardian. Students are encouraged to participate in school activities at lunch time

LunchStudents are expected to bring a lunch each day. A limited selection of food (e.g. pizza, hamburgers, meat pies, hot dogs) is sold. Grade 8 students may eat their lunch in the Common Room / Open Area. Grade 6 and 7 students eat lunch in their classrooms. We are a closed campus. Students must eat at the school.

Dress Code12

Although the responsibility for personal dress and grooming rests primarily with students and their parents, clothing which is comfortable, clean and modest is conducive to a good educational climate.

The following points indicate our expectations of student attire at Summerland Middle School: Clothing should be appropriate to a learning / work environment, and should not be distracting

to others (eg. beachwear, tank tops, and clothing which is too revealing are not appropriate for school; undergarments of any kind should not be seen.)

Hats may not be worn inside the school Jackets are to be taken off during school hours and stored in lockers Clothing items which promote alcohol, drugs, inappropriate language, racism, or are in poor

taste are unacceptable. Proper gym strip (shorts, T-shirt, and gym shoes) is required for P.E. .

MessagesMessages will be given to students at appropriate breaks during the day. Students will not be called from classes to receive phone calls or visitors unless the situation is considered to be of an urgent nature. Please only call the school to leave a message if it is absolutely imperative!

Sign in and outAny time a student is late, he/she must sign in at the office. If he/she needs to leave early for an appointment, they must sign out and then sign back in again when you return. A note or phone call to accompany this is mandatory. Students may not leave the school without permission and parent contact with an adult at the school.

Skateboards/Roller Blades/Scooters/BikesSkateboards, roller blades, and scooters may be brought to school but must not be used on school grounds. Students caught using these items will have them confiscated and face disciplinary action. Storage of these items is the student’s responsibility. Loss of skateboards and roller blades at school is not the responsibility of the school.

8. Homework Homework is considered to be assignments that were not completed during class time, specific skill practice or a component of long term assignments or research. While it is an important part of our educational program and is a compliment of a classroom activity, it is not usually part of our assessment practices. It emphasizes that learning is more than just a school class activity and independent learning is valued. Reviewing the material covered in class each day is also a component of homework. Students may expect to spend ½ hour to 1 hour per night on homework.

9. Field Trips / TravelPermission forms for all school authorized excursions must be signed by the parents / guardians prior to the departure date.

10. Fire, Earthquake, and Lock Down DrillsThere will be a number of fire, earthquake, and lock down drills during the year. Students should be familiar with the exits from the rooms in which they receive instructions. All drills should be considered serious and conducted without talking.

11. Locks and LockersAll students at SMS Middle School will be issued a locker and lock during the first week of school after school fees have been paid. Remember it is a privilege to have a locker. School staff may enter a locker if needed. Keep your combination confidential.

12. Lost and Found Identify all books and articles of clothing with your name. If you misplace books, etc., check for them in the rooms in which you have classes. Textbooks turned into the office will be given to subject teachers. Valuables turned into the office will be kept there. Lost clothing and binders can be found in the Lost and Found box by the office. Unclaimed articles will be donated to the Thrift Shop at the end of each month.

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13. Newsletter

A regular monthly newsletter will be sent home every month. Newsletters will be e-mailed home as well as posted on our school website. This newsletter will provide information on school activities and upcoming events. Check the calendar for additions/deletions.

14. Nutrition BreakNutrition Break takes place every day between B/C block and G/H block. The purpose of our morning break is to encourage you to “recharge your batteries” with a snack and fresh air. Please remember to put your garbage in its proper spot.

15. School FeesSchool fees consist of a student activity charge of $35.00 per middle school student, per year. This fee provides goods and services beyond the basic instructional program including, but not restricted to, the supply of a student planner, a school lock, and funding for a range of student activity costs.

ATHLETIC FEES Grade 6 $35.00 Includes T Shirt (with name and

number) and covers costs of refs, etc. for Play Days.

Grade 7 $20.00 If the player has a T Shirt from grade 6. The $20.00 covers costs of refs, etc. for Play Days.$35.00 If the player does not own from grade 6, or wish to purchase another T Shirt (with name and number) and covers costs of refs, etc.

Grade 8 $35.00 for all sports, with two exceptions: Gr 8 Basketball is $100 and Gr 8 Volleyball is $75.00. These fees are based on the cost of officials as well as a uniform fee. If a team participates in additional tournaments outside of league play, an additional fee will be charged.

16. School PhotosDuring the month of September, school photos are taken of all students. Prints are used for office files, the yearbook and student ID cards. Packages may be purchased separately by students and their parents/guardians.

17. Sickness or InjuryPlease report to the office immediately, and you will be admitted to the Medical room. We have staff members qualified in First Aid. We will call your parents to come and get you if you are very sick and/or send you to the doctor or hospital. Please help other students by reporting accidents to the office.

18. Smoke and Tobacco Free EnvironmentAs required by the Tobacco Control Act of British Columbia, our school is a “Tobacco Free Zone”. We ask that all adults refrain from smoking on the grounds of Summerland Middle School.

19. Starting the DayA warning bell is run at 8:38 a.m. each day. Students are expected to be sitting silently at their desk prior to the start of the day, which is 8:43 a.m. At the beginning of the day, prior to 8:43 a.m., all personal belongings such as backpacks, hats, and all technology, etc. are to be left in your locker. All class materials are to be gathered together for the block(s) following each break (i.e. before school – advisory & A/F; nutrition break – B/G & C/H; lunch – D/I & E/J.)

20. Student Support ServicesIf you need help with your school work, or have a personal concern, there are many ways to get support. Don’t be afraid to ask Advisory teachers, Learning Assistance teachers, Administration, our School-Based Counselor, or any school staff member to lend a hand. Counselling is available through student, parent, or teacher referral. At SMS we all work together to support one another.

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21. TextbooksThere is no rental for textbooks. Books will be given out during class time by the teacher. Students who lose or damage books will be charged accordingly. Students will not be issued another textbook until the fee is paid.

22. ValuablesWe encourage students to keep valuables locked in their lockers, thereby minimizing the temptation for theft. Do not bring large sums of money to school and never leave money or valuables in the P.E. change rooms. If possible we will help recover missing things, but the school cannot assume responsibility.

23. Vending MachinesVending machines are only to be accessed during break times (before school, nutrition break, lunch break or after school).

Student Extracurricular Opportunities

I. ClubsSummerland Middle School offers a variety of clubs for students to join. Times vary and students must listen to announcements for starting times and sponsors. A few examples may include: Me to We Club, Art Club, Drama Club, Yearbook Club, Announcement Club, and Destination Conservation Club.

II Leadership/ServiceA number of students offer their services to the school, teachers, community and peers on a regular basis. Some ways to show leadership or service are: peer tutors, recycling helpers, lunch helpers, office monitors, announcement crew, equipment monitors, gym helpers, and scorekeepers. These activities occur outside of the Grade 8 Leadership Class.

III Athletics

Athletics play a major role in the environment of Summerland Middle School.

Activities that may be offered:Cross-country (Grades 6, 7 and 8)Rugby (Grades 7and 8 boys)Basketball (Boys and Girls) (Grade 6, 7 and 8)Volleyball (Boys and Girls) (Grade 6, 7 and 8) Track and Field (Grade 6, 7 and 8)

Intramural activities are offered during the lunch hour. They are open to all students and encourage fair play, participation and fun.

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Reporting

Reporting is ongoing and may take a variety of forms. The School Act stipulates that reporting shall occur five times during the school year, and three of the five reports shall be formal, written reports. Teachers may report on students’ development and learning more frequently than required. The decision regarding when and how to report the two non-formal reports will be made by the individual teacher.

1. Ministry Guidelines for Student Reporting

Your child will receive a letter grade each term in Career and Personal Planning (Advisory), Language Arts, Math, Science, Social Studies, P.E., French and Applied Skills and Fine Arts (Exploratory). The following percentage scale may be of assistance when referring to the letter grades as outlined in the Ministry Guidelines for Student Reporting.

A 86% to 100%The student demonstrates excellent or outstanding performance in relation in relation to the expected learning outcomes for the course or subject and grade.

B 73% to 85%The student demonstrates very good performance in relation to the expected learning outcomes for the course or subject or grade.

C+ 67% to 72%The student demonstrates good performance in relation to the expected learning outcomes for the course or subject and grade.

C 60% to 66%The student demonstrates satisfactory performance in relation to the expected learning outcomes for the course or subject and grade.

C- 50% to 59%The student demonstrates minimally acceptable performance in relation to the expected learning outcomes for the course or subject and grade.

I 0% to 49%In Progress. The student is making progress, but it has been determined that additional time is required to meet the expected learning outcomes for the course or subject and grade.

F 0% to 49%Failed or Failing. The student has not demonstrated, or is not demonstrating, minimally acceptable performance in relation to the expected learning outcomes for the course or subject and grade. F (Failed) is assigned if an “I” (In Progress) has been previously assigned and an I program not followed. *Students who are failing any subject must receive an “I” letter grade before an “F” can appear on their Formal Student Progress Report. The student can be informed by the teacher through verbal or written communication. Once an “I” has been given it is the student’s responsibility to take ownership in improving his/her demonstrated progress within the given time.

2. Interim Student Progress ReportsInterim Student Progress Reports will be distributed at the half way mark of each term for all students who are failing or are in jeopardy of failing the term. There are three terms in a school year. Not all subject areas may be reported in each Interim Student Progress Report. Please check your child’s planner or refer to SMS’s Monthly Newsletter for the specified date when your child will be bringing home this progress report. Parents in need of knowing their child’s progress more often may check with their child’s teachers.

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3. Formal Student Progress ReportsFormal Student Progress Reports are issued three times during the school year. All subject areas will be reported. These progress reports are sent home with your child after each term. Please check your child’s planner or refer to SMS’s Monthly Newsletter for the take home date.

PHYSICAL EDUCATION – GRADES 6, 7, 8The following is a brief summary from the S.M.S. PE Handbook outlining the needs and responsibilities of all students. We feel that students should be aware of these important needs and requirements well in advance so that they will be prepared when they come to class in September. We hope that Physical Education is an enjoyable and rewarding experience for you next year.

RUNNING SHOES:A number of students are suffering from a variety of knee, ankle, and foot problems. It is important to find a running shoe that will provide proper arch support, be durable for both indoor and outdoor use, and

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provide cushioning and comfort for the feet. Students must also ensure that the running shoes that they have for PE classes are clean (soles and tops), so we recommend that the students have a separate pair of runners for PE class.

GYM STRIP:Since vigorous activity causes perspiration, ALL students MUST have special clothes (gym strip) solely for Physical Education classes while at school. Hats, blouses, sweaters, and buttoned shirts, are not to be worn in Physical Education class.

Gym Strip consists of: a) T-shirt – intact, clean, and appropriate.b) Running Shoes – previously mentioned.c) Shorts – clean; no cut-offs or belt-loops.d) Sweats – if the class is going outside

**Put your name on everything!!

There are no lockers available in the gym changing rooms. Students should keep all money, jewelry, wallets, purses, etc. in their hallway lockers BEFORE attending PE class. We cannot assume responsibility for these items if they are left in the change room.

ATTENDANCE & PARTICIPATION:PE is a participation-oriented course, so regular attendance is essential if the student is to be successful. Students who are medically excused or have a parental note are still expected to participate in one form or another.

EXPLORATION PROGRAMS

Exploratory classes are an integral part of an effective middle school program. They are taught by specialists in their fields and are offered in 12, or 18-week blocks of time. It is important that middle school students experience a wide range of exploratory offerings so that they can make informed choices about elective offerings when they become high school students

1. What exploration classes are offered at Summerland Middle School?

The exploration classes are divided into two groups: Fine Arts and Applied Skills.Fine Arts = Art – Drama - BandApplied Skills = Home Economics - Technology Education - Computer Studies

2. Do students get to take all six exploratory classes?

Every student will take all three applied skills course for one-third of the year. For Fine Arts, students taking Band will take it for the entire school year, therefore, they will not take Art or Drama. Students taking Art and Drama will take those classes for half the year each.

3. What should students expect to do in each Exploration class?18

Below is an outline for each of the exploratory classes and what will be expected of the students:

Home Economics: Students will participate in activities that reflect the work of families without gender bias. The aim of the programs to further the well-being and independence of adolescents by helping them deal responsibly with the challenges of everyday life. The course is divided into two components: Foods and Nutrition and Clothing and Textiles. Throughout both segments, students will interpret and follow written and oral instructions, and learn to work both cooperatively and efficiently as members of a group.

Technology Education: Students will participate in wide variety of skill building experiences rather than focusing on one area. The program aims to develop and support the information learned in core courses such as following instructions, measuring distances, drawing shapes, and making intelligent decisions. Students will learn how to use power machines safely and with respect, as well as learning how to act responsibly in a work environment.

Art: Students will be expected to experiment with a wide variety of materials to explore the elements and principles of design. Students are expected to come to class prepared with the materials outlined in the supply list. Over the course of grades 6, 7, 8, topics covered may include art appreciation, drawing skills with pencils, pastels, or charcoal, collage work, mosaics, painting, printmaking, 3-D construction, or fabric work. Experimentation, set-up, clean-up, and use of materials are emphasized as much as final art projects.

Drama: Students will participate in a wide variety of age and experience appropriate drama games and skill based activities. These activities are intended to develop self-confidence and encourage active participation. The activities will explore different drama skills that include concentration, movement, observation and sensory awareness, teamwork and interaction, imagination, mime, speech, role play, and improvisation.Each grade level will complete units that focus on the above skills. A typical class will include a warm-up activity (physical stretching, relaxation, and an improvised situation) and a skill based activity. Students will have many opportunities to work in small groups, and to present their ideas to class. Each grade level will have the opportunity to demonstrate new skills and learning in individual, partner, and small group projects.

Computer Studies: Students will learn keyboarding skills using “All the Right Type.” We will be using Microsoft Office for word processing, spreadsheets, databases, and slide shows. Students will also learn to do internet searches and multimedia presentations such as web pages, PowerPoint, and Front Page Express

Band: Students will experience the challenges and excitement of playing a musical instrument. More so than any other exploration class, band gears itself toward performances and a finished product. Student MUST practice a minimum of 30 minutes per day if they wish to keep up with the progress of the rest of the band.

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ADVISORY PROGRAMS(National Middle School Association Research Summary #9)

Definition and PurposeAn advisory program is an arrangement whereby one adult and a small group of students have an opportunity to interact on a scheduled basis in order to provide a caring environment for academic guidance and support, everyday administrative details, recognition, and activities to promote citizenship. Stevenson (1992) stated that the purposes of advisory are "to ensure that each student is known well at school by at least one adult who is that youngster's advocate (the advisor), to guarantee that every student belongs to a peer group, to help every student find ways to be successful, and to promote coordination between home and school" (p.293).EffectivenessAlthough few formal research studies provide hard data on a comprehensive, national level, numerous narrative accounts attest to the effectiveness of advisory programs in the affective domain and subsequent effect in other areas. Simmons and Kiarich (1989) wrote about a successful advisory program and its influence on school climate, "Students who have learned to cooperate with and care about others help create a pleasant school atmosphere in which everyone feels a sense of security and belonging... The results are increased concern, trust, and better communication among the entire school community" (p. 13).

A few quantitative research studies address the effects of middle school advisory programs. Mac Iver and Epstein (1993) related advisory to drop-out rates and reported, "With family and student background variables, regions, and grade organization statistically controlled, principals in schools with well-implemented group advisory programs report that they have stronger guidance programs overall and lower expected drop-out rates" (p. 526).

Putbrese (1989) surveyed 3,400 middle level students to assess the effects of advisory programs and reported a reduction in student smoking and alcohol use. Ziegler and MuIhall (1994) in a three year longitudinal study of a Canadian advisory program found an increase in decision-making, the sense of belonging to the school, and in teacher-student relations. Simpson and Boriack's (1994) study of a special advisory period for 70 chronically delinquent students showed marked decreases in absenteeism during the implementation period.Supporting Research for the Objectives of Advisory ProgramsA growing body of research in adolescent development supports advisory program objectives by showing relationships among psychological characteristics of students, social responses,

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achievement, and other variables. The following sections highlight advisory objectives and current research:Advisory Programs

Promote student-teacher relationships : For the past 15 years Eccles and her colleagues have been studying the effects of different school environments and middle level students' declines in motivation, competency beliefs, and general self-esteem after the transition to middle school. Eccles, Lord, and Midgley (1991) concluded that the decline in motivation appears to be linked to specific classroom characteristics, such as declines in the quality of the student-teacher relationships and in opportunities for participation in classroom decision making, and in an increase in classroom ability grouping. They recommended that "serious efforts be made to improve, and expand, the nature of student-teacher relationships in schools that serve early adolescents" (p.539). Arhar & Kromrey (1993) emphasized the importance of social bonding for potential drop-outs and other students who have few quality relationships elsewhere.

Address general self-esteem and competence beliefs : In a study of 1,850 7th graders, Wigfield and Eccles (1994) found children's self-esteem decreased following the transition to a typical junior high school. They noted, "Decline in social competence beliefs illustrates the impact of the transition to junior high. This decline probably occurs because the transition disrupts early adolescents' social networks, at a time when social activities are becoming increasingly important" (p.123). Advisory programs attempt to promote self-esteem by recognizing each student and providing time in small groups with a caring adult.

Provide social exchange and peer recognition in a safe environment : Students' concern about peer pressure, not wanting to appear able, and the resultant self-handicapping strategies result in poor academic performance (Midgley & Urdan, 1995).

Link parents and school . Advisory programs can provide a vehicle to link parents with adolescents. Petersen and Epstein (1991) noted, "Peers become increasingly important in adolescence. nevertheless, values of an adolescent's peer group are more likely to support or complement parental values than to be in conflict with them, a finding that deviates sharply from earlier views of an oppositional peer culture" (p.375). Paulson (1994) found higher levels of both maternal and paternal responsiveness were related positively to achievement outcomes, and that "despite declines in parental involvement in higher grades, it continues to be important for achievement" (p.262)Wigfield and Eccles (1995) pointed out that "continued parental involvement in education is crucial to early adolescents' success in school" (p.7). Based on the literature that links parenting and academic performance, Wentzel(1994) proposed social and emotional adjustments as mediating variables between parenting and academic performance.

Mediate between academic and social concerns . The advisory curriculum supports achievement by addressing the range of intervening variables such personal factors (self-esteem, attitudes, behavior, motivation, well-being, anxieties), interpersonal factors (peer relationships, belonging, acceptance) and practical strategies for success (study habits, test-taking techniques, peer-coaching) as compared to self-defeating behaviors. Research studies include the following:

Following a four-year research program of young adolescent sixth grade boys provided evidence of the role of emotions and restraint in linking family functioning and academic achievement, Wentzel (1994) noted, "children's academic achievement in middle school is related significantly to their levels of emotional distress and self-restraint" (p.278).

Linn and Songer (1995) examined the "powerful influence of the social context in which learning occurs. This social context gains importance during adolescence in conjunction with increased awareness of social relationships and social influences" (p.379).

Other findings, reviewed by Wigfield and Eccles (1994), include "adolescents' competence beliefs and expectancies for success are the strongest predictors of subsequent performance in math, stronger predictors in fact than previous math performance" (p.133).

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Although the above studies provide some understanding of the effects of advisory programs, more research is needed to report benefits to students (George & Alexander, 1993).Current TrendsAdvisory is more than a program. It can be expanded to develop quality teacher-student relationships and to become an integral part of the curriculum, as in schools that use advisory time to review portfolios with students and assess progress individually and holistically.References

Arhar, J.M., & Kromrey, J. D. (1993, April). Interdisciplinary Teaming in the Middle Level School: Creating a Sense of Belonging for At-Risk Middle Level Students. Paper presented at the meeting of the American Educational Research Association, Atlanta, GA.

Ayres, L. R. (1994) Middle school advisory programs: Findings from the field. Middle School Journal, 25(3), 8-14. Beane, 3., & Lipka, R. (1987). When the kids come first: Enhancing self-esteem. Columbus, OH: National Middle School Association. Cole, C.(1992). Nurturing a teacher advisory program. Columbus, OH: National Middle School Association. Connors,N. A. (1992). Teacher advisory: The fourth R. In J. L. Irvin (Ed.) Transforming Middle Level Education. (pp.162-178). Boston: Allyn and

Bacon. Eccles, J. S., Lord, S., & Midgley, C. (1991). What are we doing to early adolescents? The impact of educational contexts on early adolescents.

American Journal of Education, 99(4), 521-542. Espe L.(1993). The effectiveness of teacher advisors in a junior high. Canadian School Executive, 12(7), 15-19. Epstein, J. L., & Mac Iver, D. J. (1990). Education in the middle grades: Overview of national practices and trends. Columbus, OH: National

Middle School Association. George,P.S., & Alexander, W. (1993). The exemplary middle school. New York: Harcourt Brace Jovanovich College Publishers. James, M. (1986). Adviser-advisee programs: Why, what and how. Columbus, OH: National Middle School Association. Linn, M.C. & Songer. M. B. (1991). Cognitive and Conceptual Change in Adolescence. American Journal of Education, 99(4), 379-417. Mac Iver, D. J. (1990). Meeting the needs of young adolescents: Advisory Groups, Interdisciplinary Teaching Teams, and School Transition

Programs. Phi Delta Kappan, 71(6), 457-464. Mac Iver, D. & Epstein, J. (1993). Middle grades research: Not yet mature, but no longer a child. Elementary School Journal, 93(5), 519-533. Midley,C. & Urdan, T. (1995). Predictors of middle school students' use of self-handicapping strategies. Journal of Early Adolescence, 15(4),

389-411. Petersen,A. C., and Epstein, J. (1991). Development and education across adolescence: An introduction. American Journal of Education, 99(4),

373-378. Paulson,S. E. (1994). Relations of parenting style and parental involvement with ninth-grade students' achievement. Journal of Early

Adolescence, 14(2), 250-267. Putbrese(1989). Advisory programs at the middle level--the students' response. NASSP Bulletin, 73(514), 11-115. Simmons, F. G., & Blyth, D. A. (1987). Moving Into Adolescence. New York: Aldine de Gruyter. Simmons, L., & Klarich, J. (1989). The advisory curriculum: Why and how. NELMS Journal, 2(2), 12-13. Vars, G.E. (1989). Getting closer to middle level students: Options for teacher-advisor guidance programs. Schools in the middle: A report on

trends and practices. Reston, VA: National Association of Secondary School Principals.

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A RECIPE FOR SUCCESS – TIPS FOR PARENTSTips and Suggestions for Parents

1. Recognize that Transitions are tough The first year of middle school can be a difficult and stressful year. The work is harder, expectations are higher, and pressure for good grades is stronger. What’s more, students may not be ready to adjust to a bigger school with new faces and a new social system.

At the other end, grade eight students must be prepared to leave the familiar routine of middle school and venture into a new situation with new routines, even higher expectations, and more critical demands of high school. By simply acknowledging how difficult these tasks are, parents can help students manage successfully.

2. Let them stretch Middle schoolers grow rapidly in physical, mental, and social maturity. They must try out and learn to manage these new abilities. Parents can assist by:

1. Letting their children express their opinions in family discussions – and taking their opinions seriously.

2. Encouraging students’ efforts to try out new activities – especially ones those parents haven’t selected for them.

3. Giving them room to fail as well as room to succeed.

3. Guide through example During their middle school years, students begin to grow sophisticated enough intellectually to begin to recognize and resent contradiction between what you say and what you do. Telling students it is important to study and learn is more effective if, after saying it, parents sit down to read a good book rather than sit down and watch television.

4. Discipline with choices and consequences, not demands and punishments By saying, “This is the rule, period.” Parents give students the subtle message: “I don’t think you are able to make good decisions.” An alternative is to offer choices and consequences. For example, “You may do this or you may do that, but if you do that, please understand that the consequences will be …”

Students whose parents use this strategy tend to have better grades, high self-esteem, and closer relationships with their family. This atmosphere should be established also in school. Some researchers suggest that students should learn in a democratic environment that focuses on positive behaviour and helps students build self-confidence and self-worth.

5. Be consistent No matter what discipline style parents use, it is always more effective when it is consistent. Try to make the consequences for a particular action the same each time it occurs. And, try to ensure that each parent disciplines in the same fashion. Students raised in households with consistency develop a stronger sense of self-discipline.

6. Praise works much better than presents Some parents respond to good grades with concrete rewards (money). They also take these away if grades fall. Others raise expectations and challenge their children to do even better. Interestingly, studies show that these strategies tend to drive grades downward.

The most effective strategies were to respond to good grades with praise and to respond to poor grades with simple words of encouragement or offers to provide help (a tutor, for example).

However, in Helping Your Kids Make the Grades, Sandy Dornbusch (1986) warns that “… the only failure of this approach comes when student grades are very low to begin with. For poor

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performance, parents should seek out a sympathetic teacher, counselor, or administrator to develop a school-family partnership.

7. Attend School Functions The more frequently parents were involved in the school, the better their children did academically. Students seem to appreciate the interest parents show by attending back to school nights, parent-teacher conferences, and co-curricular events – especially ones in which the student is involved.Attending these functions also puts the parents in a better position to be able to talk about school with their child, to spot difficulties their child is having, and to suggest strategies for overcoming difficulties.

8. Keep in touch with your Adolescent These days, teens and parents are often so busy that they hardly see each other. But young adolescents benefit enormously from opportunities to talk with a parent about their experiences, opinions, and feelings. This is not a time for parents to lecture, offer advice, or remind about rules. It is time to listen intently to what is going on in their child’s life.

9. Keep in touch with other parents When neighborhoods or communities share a common set of expectations for adolescent behaviour, life is much easier for the parents and for adolescents. Communicating with other parents is a good vehicle for establishing shared expectations and for learning how other parents handle common situations.

10. Discuss classes and set goals Sit down with your son or daughter at the beginning of each grading period and help him/her set realistic academic goals for that term. Your child will better understand what you expectations are, and having goals will give your child something to work towards. For example, at the beginning of the grading period, Kathy and her parents decided that she should be able to earn A’s in math, social studies, English, PE, and art. Since Kathy finds French and science a little more difficult, they decided that in these two subjects, they’d be very pleased with B’s.

Throughout the term, recognize effort and improvement. Acknowledge each academic success, even if it’s only a good grade on a quiz or homework assignment. At the end of a term, you can offer “rewards”, such as a family celebration, if goals are met and/or “consequences” if they’re not. Rewards are particularly good when you want to encourage a change in attendance, effort, or behaviour. (Eventually, doing well will be its own reward.) Consequences should be logical whenever possible. For example, a logical consequence for routinely being late to school is an earlier bedtime. Never take away a positive activity (sports, school plays, music lessons, scouting, etc.) as a consequence.

11. Be available to help Be available to help with homework, but don’t give more help than is wanted. Your son or daughter may not ask again. Keep in mind that it is your child’s responsibility to be organized, to get homework done, and to prepare for tests.

12. Encourage involvement .Students who are involved in school-related activities enjoy school more, and they generally have greater academic success. Encourage your child to be involved in one or more activities at school.

13. Important “don’ts Don’t nag about school or grades. Your child will tune you out. Don’t allow your child to miss school unless he/she is really ill. You will send a message that

school isn’t important. Don’t criticize a teacher in front of your child. Your child will only lose respect for that

teacher. Don’t make your child’s failures (or successes) your own. Your child may see getting poor

grades as a way to rebel. Don’t have expectations that are unrealistic. Knowing he/she will never be able to meet

them, your child may decide to not even try.

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14. Work with the school Know that teachers, counselors, and principals are there to help your child get the best education possible. A health problem, a death in the family, or a divorce can affect your child’s attitude and/or performance in school. If such a circumstance should arise, call the school and tell them what’s going on. IF you have a question or concern that relates to a specific teacher or class, call the teacher. For other questions and concerns, call the counselor.

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COMMUNICATION TIPS FOR PARENTSWHY WAIT FOR SPRING?

If you have a big concern about a course, teacher, or student . . . don’t put it off, seek some service. Big problems often start as little problems that can be dealt with quickly and easily. If your child comes home early in the year and says he is having a problem in a particular class, this is cause for meeting the teacher before there is a behaviour problem. Call the school and make an appointment (770-7685).

TALK TO THE HORSE’S MOUTH.If you have a concern, then communicate with the person directly involved. If you can’t come in, then phone the school and leave a message or write a note. Many parents think that the only time they are allowed to talk to the teacher is on parent-teacher nights. If you are not sure how your child is doing send him/her with a note asking for an update

“I DON’T HAVE ANY HOMEWORK”The favourite line of many students each year is, “I did my homework at school.” Your son/daughter should have his/her planner filled out with all of the assignments that are due. Take the time to check it. Remember there is always studying the day’s notes, organizing notebooks, working on a distant assignment, or reading ahead for the next day

THE EARLY BIRD GETS THE WORM.Students who get off to a solid start in the fall allow themselves some leeway in case they slide later on. Experience indicates that it is easier to attain a good mark in the first term than it is to improve from a poor start. Push hard the first months in order for your son or daughter to gain some space; students find they like the feel of success.

BUY INTO THE SYSTEMEncourage (directly or indirectly) your child to become involved in something at school. Students who join clubs and teams are on the "inside" and often gain an important feeling of belonging and importance. This feeling of self-worth is a proven ingredient for success in the school system.

ADOLESCENTS ARE INTO TODAY, RIGHT NOW!Even some adults sometimes find it difficult to think much past the weekend. If your child is not doing well, use a short term, immediate, pre-discussed, logical consequence. Each year there are some parents who pull their kids totally out of a school team or club until they shape up. Often the student then totally gives up and the behaviour doesn’t improve: think short term with results that can be measured. (Then reward the progress)

PEER PRESSUREFrequently, peer influence begins to outweigh parental influence during middle school. Recognize the power your child’s friends are beginning to have. A good friend can be like a third parent. Tune into their friends; drive them places, participate in discussions, support their activities and know who and what they are involved in.

“LAY DOWN THE LAW BEFORE YOU ARE IN COURT” Adolescents will want the rules changed as they grow up. They will all eventually separate and win their independence. It is a good idea to frequently discuss existing rules and regularly amend them as your child grows up and is capable of more responsibility.

YOU MAY WANT TO LISTEN EVEN IF YOU DON’T LIKE WHAT YOU HEAREncourage sharing and give your child a lot of opportunities to talk without being interrupted. Let them speak and ask questions to show you are interested. Interruptions and immediate criticism easily turn off the volunteering grade 6, 7, or 8 who offers information, ideas, thoughts, and insights. Be an effective listener.

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