Sequoyah Elem 2009-2010: Great Expectations

We are an official Great Expectations Model School.
Every Sequoyah teacher has been trained in GE methodology,
with many teachers going above and beyond that each year by
taking elective GE classes during the annual GE Summer Institute.

You can visit the GE website to learn more about it
www.greatexpectationsok.org
as there are a great many things that comprise all the elements
of which Great Expectations is made. Below are some of these elements:

The 8 Expectations for Living
Educators helping students achieve excellence
guide them in adhering to the following expectations:

We will value one another as unique and special individuals.	We will not laugh at or make fun of a person's mistakes nor use sarcasm or putdowns.	We will use good manners, saying "please," "thank you," and "excuse me" and allow others to go first.	We will cheer each other to success.
We will help one another whenever possible.	We will recognize every effort and applaud it.	We will encourage each other to do our best.	We will practice virtuous living, using Life Principles.

The 17 Classroom Practices
The daily use of these practices within the classroom setting assists students
in becoming self-directed learners, productive citizens, effective communicators,
critical thinkers, and cooperative contributors to the classroom as well as society.

The teacher models desired behaviors and attitudes such as those set forth in the Life Principles and the Eight Expectations for Living.	Students and teachers speak in complete sentences and address one another by name, demonstrating mutual respect and common courtesy.	Students are taught as a whole group, thoroughly and to mastery, with intensive and specific modifications insuring success for all
Lessons are integrated, related to the real world, reviewed consistently, and connected to subsequent curricula.	Critical thinking skills are taught.	A non-threatening environment, conducive to risk-taking, is evident. Mistakes are okay. Students are taught to learn from their mistakes and to correct them.
Memory work, recitations, and/or writing occur daily. These enhance character development and effective communication skills while extending curricula. Recitations are exuberant and full of expression.	Enriched vocabulary is evident and is drawn directly from challenging writings and/or wisdom literature. Sources should include classic literature, myths, fables, poetry, proverbs, quotes, and other genres.	The Magic Triad, a positive and caring environment, and discipline with dignity and logic are evident.
Every student's work is displayed in some form. Teachers provide positive commentary through oral and/or written feedback.	Word identification skills are used as a foundation for expanding the use of the English language.	Students assume responsibility for their own behavior. Their choices determine consequences.
A school, class, or personal creed is recited or reflected upon daily to reaffirm commitment to excellence.	All students experience success. The teacher guarantees it by comparing students to their own past performance, not the performance of others. Students are showcased, and past failures are disregarded.	The teacher teaches on his/her feet, engages students personally, holds high expectations of students, and does not limit them to grade level or perceived ability.
Each classroom has a student who greets visitors and makes them feel welcome and comfortable.	Teachers and students celebrate the successes of others.

High Expectations	Teacher Attitude and Responsibility	Building Self-Esteem
All Children Can Learn	Climate of Mutual Respect	Teacher Knowledge and Skill