Belonging Clause Samples
Belonging belonging is what sets Mater Christi apart from other communities of caring. We use songs, skits and activities to enhance our programming. These enhancements develop a strong sense of belonging. This is how we make sure students feel that this is their school. It is how we build your child up from the inside. The Afterschool program closes at 4:30PM daily. Prompt arrival for pick-up is mandatory unless prior notice has been given. After one late pick-up, a late fee of $20 will be added to one’s Afterschool bill. This protocol holds in the event of winter weather, as well. In the event of an emergency, arrangements will be made at no additional expense. The playground is reserved for our Afterschool Program participants only, and is not allowed for use by students after school who are not in the program. School field trips are an extension of the Mater Christi educational program and all school rules, policies and procedures apply. A consent form for local walking field trips is sent home to each family in the summer information packet along with the yearly Statement of Consent for Medical Treatment form. Signed, school-issued permission slips and money, if necessary, are required for all other field trips and must be returned to the homeroom teacher one day prior to the field trip. Facsimiles or emailed permission slips are acceptable as well. Handwritten notes or phone calls are unacceptable. Children unable to participate in a field trip will remain at school in a supervised area.
Belonging. Am I being seen as a person? Am I valued as a person? Do I feel like I belong?
Belonging. Am I being seen as a person? Am I valued as a person? Do I feel like I belong? The questions invite extensive discussion. It is also possible that the participants have not thought much about such questions before. It can therefore be helpful to… ...reduce the questions.
Belonging. To increase Aboriginal students' sense of pride, self-esteem, belonging, place, acceptance and caring in their schools. • Attendance • Ministry Satisfaction Survey Results • Connection Tool Results • Aboriginal Student Stories of Excellence in Leadership Performance Indicator: Attendance The following three tables shows a comparison of absences of Aboriginal and non-Aboriginal students over a 3- year period from 2009-2012, as reported through BCeSIS. There is a significant difference in the rates of absence between the two groups. Over the three years from 2009-2012 there has been a decrease in the percentage of absences of Aboriginal students at the secondary level. The district needs to have a continued focus on identifying and implementing strategies to enable students to be actively engaged and connected with their schools, in support of their learning and achievement. • In 2009-2010 and 2010-2011 Elementary Ungraded and Secondary Ungraded (EU/SU) students were reported as separate categories. For 2011-2012 these students, who are in VSB Alternative Programs, are now included in the reporting for their designated grade rather than a separate category. 01 02 03 04 05 06 07 09 10 11 12 KF Non Aboriginal Aboriginal • Beginning in 2011-2012, all Kindergarten students attended as full day, and were recorded as KF. 30.00 25.00 20.00 15.00 10.00 5.00 0.00 01 02 03 04 05 06 07 09 10 11 12 EU KF KH SU Non Aboriginal Aboriginal 01 02 03 04 05 06 07 09 10 11 12 EU KF KH SU Non Aboriginal Aboriginal 7
Belonging. To increase Aboriginal students' sense of pride, self-esteem, belonging, place, acceptance and caring in their schools.
Belonging. To increase Aboriginal students’ sense of pride, self-esteem, belonging, place, acceptance and caring in their schools. One of the key findings of the Middle Years Development Instrument (2014) is that children’s health and well-being is directly related to the presence of the following assets they perceive in their lives: » Supportive relationships with adults » Supportive relationships with peers » Enriching activities » Proper nutrition and sleep » Positive school experiences What the Research Tells Us Our District has been working on social emotional-learning with ▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇-▇▇▇▇▇▇ and ▇▇▇▇▇▇▇ ▇▇▇▇▇ for many years. We have relied on their research into belonging and relationship to inform our practice in this area. ▇▇▇▇▇▇▇-▇▇▇▇▇▇ and ▇▇▇▇▇▇ (2008) provide multiple sources of evidence for the need for children to feel a sense of belonging. In short they show that “children’s engagement or disengagement
Belonging. It is through a sense of belonging to a feminist community that women experience the feminist movement as supportive and this was enacted at the UK Feminista summer school. One of the organisers took time to tell everyone about a woman who had been unable to get to the summer school and felt very isolated as a feminist. She asked everyone to wave their arms or hold up a sheet of paper with the name of this woman on it while she took a photograph to send to her. There were comments such as, ‘It’s really lovely. That’s what I love about coming to events like these.’ One of the younger respondents told us how her involvement in one of the campaigns had led to her feeling that they were like a ‘family’, ‘we’re all really close, we’re a bit like a family, it’s really sweet’ (▇▇▇▇▇▇▇). They spoke about how becoming part of a feminist group or finding like-minded women had resulted in lasting friendships and had often created friendship networks when they moved to a new place. One said that ‘feminist networks are very much friendship networks’ (▇▇▇▇) while another told us of the support she got from being part of a group. I just wanted to be part of a group which gave me something more, more feminist actually, because it’s emotional support, friendship and laughing and doing and that’s what feminism means to me. (▇▇▇▇▇▇▇) Conversely, friendship networks were also essential to sustain feminist activism. Some links are being sustained because you then create friendships and I think again it comes back to relationships and I think that is so important in activist networks because you get burnt out and because sometimes you are doing difficult things or whatever, it helps you, I don’t know, stay a bit more sane or grounded. (Roxy) The support experienced as part of a feminist community was also important for those who defined themselves as gay, queer, trans, bi-sexual or lesbian and wanted to ‘come out’, sometimes in a domestic context of homophobia. Yeah my Dad is [homophobic] but he would never say anything to – this is the thing about like racism and homophobia, you might be racist but that doesn’t mean you are going to say anything to me because you see me as an exception…. Like he’d prefer that I wasn’t [queer] but he wouldn’t say anything. (▇▇▇▇▇▇) Often the strength to come out resulted from the support of other feminists, both online and off line, and the realisation that they were not the only person going through these experiences. I was meeting other femin...