Paradise Elementary


	*PARADISE ELEMENTARY SCHOOL VOLUNTEER HANDBOOK* *PREAMBLE* This book is intended to be used as a guide by the volunteers of Paradise Elementary School. It is hoped that the information it contains will assist the volunteer in carrying out the year's activities. Suggestions for improvements will be most welcomed. *WELCOME* Welcome to the ranks of the School Volunteer Program of The Avalon EastSchool Board. You are now a part of a large educational team made up of administrators, teachers, support staff and volunteers working together to help students learn. You have much to contribute to the volunteer program. Your talents, hobbies, experiences and, most of all, your own personality will add depth and dimension to the school program. This Handbook for Volunteers, has many helpful hints on making volunteering beneficial and rewarding for you, the teacher and the students. You are to be congratulated for your initiative in joining the ranks of School Volunteers in these, your schools. *DEFINITION OF A VOLUNTEER* The volunteer is any member of the community, parent or nonparent, young, middle-aged or senior citizen, who wishes to participate in a school programme. Volunteers do not need to possess special skills or talents. The major attribute of a volunteer is a liking for children and a willingness to become involved in their education. The volunteer is not a replacement for, but an extension of, the teacher. *WHERE DO YOU FIT?* The primary objective of the schools is to encourage student growth - emotionally, socially, physically and intellectually. In thinking about that goal, the teacher's role involves the evaluation, diagnosis, prescription and initial instruction. Where do you fit in? The volunteer, who is in a position to work on either a one-to-one or small group basis, can provide the emotional reassurance with the reinforcement of both skills (through successful practice) and positive attitudes (through honest praise), as well as the care and concern that enables the student to see him/herself as a person worthy of the time and effort in his/her behalf. *TEACHER'S RESPONSIBILITIES* It is important that you remember that as the teacher plans activities and tasks for you, there are guidelines that must be followed. No matter how much volunteer assistance you are able to give or how valued that assistance may be, only the teacher may: diagnose contact parents evaluate on a formal basis prescribe •initiate instruction write comments on papers that go home discipline students The school in which you will serve, however, assumes the responsibility of informing you of the school's instructional practices and policies. School personnel will provide supervised practice or assistance for you if you have been assigned a task that you feel incapable of completing. *THE SCHOOL VOLUNTEER COMMITTEE'S RESPONSIBILITIES* The principal roles of the Volunteer Committee are to... keep lines of communication open between Volunteers and School Personnel work with both to ensure the smooth functioning of the Volunteer Programme assist in orientating new Volunteers communicate with each Volunteer in a routine manner *VOLUNTEER RESPONSIBILITIES* Be punctual and dependable in attendance. Inform the school as soon as possible if not able to meet a time commitment Know and conform to school regulations Attend workshop sessions and meetings for volunteers Realize that school records and relationships between staff members and children are confidential matters Bring specific problems or concerns to the supervising teacher or the School Volunteer Committee Realize the importance of the role of being an example to children in behavior, speech and dress *THE VOLUNTEER'S RELATIONSHIP TO STAFF MEMBERS* The volunteer's relationship to staff members is one which requires mutual respect and confidence. There will inevitably be some degree of sharing, or being a party to priviledged or confidential information about pupils, teachers, and the school. This must be kept confidential, as must school records and interpersonal relationships of teachers and students. Understanding and appreciation of the work of the teachers should be communicated to the community in a positive manner. *GETTING ALONG WITH THE STUDENT* You will want to set a positive, warm learning environment when working with students. Do remember that it will take time and patience for you both to feel comfortable and friendly but you will be taking the first step toward building the desired relationship if you will simply be yourself. Remember some of the following points may also help as you begin working with students. What a person is called is very important. Make sure you say the student's name the way he/she wants it said. Make sure the student knows your name. Write it on a card. Show the student that you are interested in him/her as a person. Ask: What does he/she like to do? Who are his/her friends? What are some of his/her hopes or dreams? About his/her family. Try not to be late or absent for your sessions. If possible let the student know when you will not be there. Your student will be watching closely to see whether or not you show up every time. Listen to what the student has to say. Spend a few minutes making light conversation before you begin. Tell the student something about yourself and your family. The student will want to know that you are a friend too. Share experiences that you have had that may be of interest to the student with whom you are working. Praise the student for success at the activity you have been doing together. Let him/her know you expected success by saying "I knew you could do it." Never make a promise to a child you cannot fulfill. Be patient. Although the progress may be slow, you will begin to notice some gain in time. Respect each one's privacy. Keep confidences, unless it is something vital for the teacher to know. Even then, handle this very carefully and thus avoid distrust of you and the teacher. Be comfortable with silences, give the child time to think and organize what he/she wants to say. *LISTENING TO CHILDREN READ* All children like to have an audience other than the teacher and/or parent. The "good" reader may need only a listener, although sometimes he/she likes to discuss the story as well. Less able readers may need different help with reading. For the child who is having much difficulty, you may need to read the page/paragraph first and then have the child read the same passage. (Echoic Reading Strategy). It may be necessary for you to read one page and the child read the next. (Always give the child the shortest page. If two full pages folow each other, you read half the page and have the child read the other half.) (Alternate Reading Strategy). When the child is at a non-reading stage, reading together so that your voice is projected into the child's ear and running your finger underneath the reading will involve the four senses - touch, sight, hearing, speaking. (Imprint or Neurological Reading Strategy). Encourage the child to predict words in context. If the child doesn't know a word, have him/her read ahead and guess a word that would make sense in the sentence. You may need to read the sentence - omitting the word - because sometimes the child can predict if he "hears" the context. Check the prediction by using phonics when necessary. Have the child retell the story in sequence. If the child doesn't remember all the details, ask questions which will build the story from beginning to end. To broaden the concept of the story and elicit thinking - ask questions such as "What do you think would happen if .....?" or "What would you have done when .....?" *TAPING STORIES* One way of providing the Impress Method of Reading is to tape a story for the Listening Centre. Children need to hear stories over and over until they become so familiar that the child can read the story without the tape. When taping - Check out tape recorder, test a few sentences and listen to check on clarity of machine. Tape in a quiet place where there will be no interruptions of doors closing, no rustling of paper, etc. Use moderate pace when reading, speak clearly and with expression. Signal the turning of a page, (bell, tapping a glass, or "turn the page") and allow time for children to turn the page. If questions are asked at the end of the story, ensure literal and thinking questions are included. *SUPERVISION AND DISCIPLINE* Volunteers are not responsible for student discipline and/or safety. Although they are expected to help maintain and assist the teacher in these two areas, that responsibility is ultimately that of the teacher and the school. No volunteer should be left alone to supervise children in either large or small group situations. Misbehaviour should be brought to the attention of the supervising teacher who will then act as school and classroom policy dictates. *SCHOOL POLICIES AND PROCEDURES* *Fire Prevention Rules* Smoking is prohibited in all buildings owned and operated by the Conception Bay South Integrated School Board. No material shall be stored or placed in corridors that would in turn decrease the required width of the corridor. Extreme care shall be exercised by all kitchen staff while cooking. All kitchen personnel must be acquainted with the operation of the required automatic fire extinguishing system and portable fire extinguishers. Pupils should not be permitted at any time to have in their possession, any matches, lighters or firecrackers of any kind, including sparklers. Pupils should not be permitted entry to any furnace room, electrical room, mechanical room or other such similar area. Portable electrical units which are heat producing, shall not be permitted without approval of the Principal. All interior decorations such as crepe paper, Christmas trees, etc. used for decorative or entertainment events in any part of the school, shall be of the flame retardant type. Corridors shall be kept free of obstructions. Maintenance cleaning carts are permitted in corridors during times of room servicing, providing they are kept up close to the wall or on the side, thereby keeping the majority of the corridor open. No housekeeping carts shall be kept in the corridors during any time the area is not supervised by maintenance staff. Conbustible materials such as artwork, displays, etc., which are attached to walls shall not exceed 20% of the area of such walls. *Fire Drills* All people must leave the building in the event of a Fire Drill. *School Food Philosophy* The basic aim of our school food policy is to provide nourishing snacks to students and staff. Our food service does not exist primarily as a source of income. We recognize it to be a responsibility of the school to be concerned about the child's health and well being. We recognize the fact that nutrition plays an important part in the total development of a child and the absence of good nutrition results in a restless, agitated and fatigued child who is frequently sick and resists disease poorly. As a staff we accept the responsibility of teaching good nutrition both in theory and in practice. *School Food Policy* Only nutritious foods shall be sold in this school. These foods which are high in calories and low in nutrients shall not be provided for sale or consumption at school. We shall attempt to improve the nutritional status of children by making available in our school canteen a variety of nutritious foods. We will not engage in fund raising projects that may jeopardize the health of children. Soft drinks will not be sold at the school and we will discourage the consumption of soft drinks. *SCHOOL CLOSING DUE TO STORMY WEATHER* During the winter we may experience stormy weather, which may at times make it necessary to close our schools. You are requested to note the following procedures: As soon as it has been decided that school will not open because of stormy weather, announcements will be made as early as possible over the FOUR (C.B.C., CJYQ, VOCM and CHVO 850) radio stations. You should only be concerned with announcements made by the AVALON EAST SCHOOL BOARD. If it becomes necessary to close schools after classes have begun, announcements will first be made over the FOUR radio stations. *VOLUNTEER SELF EVALUATION* To maintain strengths and improve weaknesses it is important to evaluate ourselves and our performance. The following inventory has been included to help you evaluate yourself. If you find that you have problems with some of the questions, discuss them with a member of the Volunteer Committee in your school. Do I make myself helpful by offering my services to the teacher when there is an obvious need for help? Do I give the teacher adequate notice of absences by reporting them to the office before the day begins? Do I realize that my whole purpose for being in the classroom is to assist the teacher in order that the students might progress more rapidly? Do I avoid criticism of the student, teacher or school? Do I address legitimate complaints through proper channels? Do I have good communication with the teacher? Do I accept criticism and suggestions without becoming emotionally upset? Do I try to maintain a friendly attitude toward all? Do I emphasize the times when students behave well and minimize the times when they fail to do so? Do I plan for the activity that I have been assigned thoroughly, haphazardly, or not at all? Do I observe closely so as to know the student's likes, dislikes, preferences, enthusiasms, etc.? Do I really listen to what students have to say? Do I find opportunities for giving students choices or do I tell them what to do at all times? Do I give too much help to students rather than allowing them time to think? Do I ask questions when I don't understand my assignment? Do I evaluate myself at intervals?