The behavior plan, developed by a committee made up of Enfield staff, is the first to formally address appropriate student behavior, responses to behavior, interventions, expectations and rules. The primary goal of the plan is to give students, teachers, administrators and staff overarching guidelines.
Enfield Principal Mike Simons said the plan is a way to put everyone on the same page about what is expected.
"It's a really positive move forward for us," he said. "It gives everyone a common language to deal with student behaviors and a real positive way of dealing with that."
The plan first declares that Enfield will be guided by the principles of a "Responsive Classroom" school. These include promoting social curriculum and interaction, recognizing that how children learn is as important as the content they learn and teaching students specific social skills -- cooperation, assertion, responsibility, empathy and self-control.
In the classroom, staff members are expected to use the principles of Responsive Classroom in their teaching by clearly defining behavioral expectations, modeling and teaching them, implementing class routines and prompting students to use appropriate behavior.
Teacher John Brooks said he emphasizes cooperative learning and social-skill building.
"It's very important that kids work with other kids," Brooks said. "It reinforces the human element."
School-wide, the plan includes setting aside 30 minutes each morning for classroom meetings, and twice-monthly all-school morning meetings hosted by a different grade level.
During the all-school meetings, students demonstrate and learn appropriate behavior, such as how to greet a friend in the hallway without being disruptive, say the Pledge of Allegiance together and announce birthdays. The meetings and plan in general, try to create a sense of community in the school, said Sheila Kissiloff, a member of the behavioral plan committee.
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