Social Responsibility

  • As our motto says, "together we teach and guide learners to develop academic achievement and social responsibility." 

    Social Responsibility is the way we interact with each other as humans, and the earth, both inside and outside of the school building. We understand that children learn so much more than reading, writing, and math at school; they are also learning how to become kind humans and good citizens.

    How do we focus on Social Responsibility? As a community, we focus on Social Responsibility through the use of Restorative Practices, Positive Behavior Interventions and Supports (PBIS), the Zones of Regulation, and Culturally Responsive Teaching.

Global Citizenship

  • At Cherokee Heights, we strive to foster an understanding of the interconnectedness of people throughout the world and to form global connections.  Global citizenship focuses on our place in the world, how we recognize that we are part of society outside of Minnesota and our interactions with others can impact others.

    Beginning in pre-K, children explore different cultures through holidays of the world, begin to understand who they are as individuals, as a part of the greater community, and as a member of society. In 1st grade, students begin to understand their life as a timeline, gain information from their families and elders, and learn about homes around the world. In grades 3 through 5, topics covered are geography, including the map compass and their place in the world, citizenship, voting, U.S. history, and Minnesota indigenous peoples. 

    We are focusing on the foundations for a harmonious society, cultivating an appreciation for all life on earth, developing a sense of moral responsibility, and learning to successfully navigate problems in a peaceful way. 

     

PBIS

  • PBIS (Positive Behavior Intervention & Supports) is an implementation framework for the use of evidence-based prevention and intervention practices that support the academic, social, emotional, and behavioral success of all students.

    PBIS implementation involves explicitly prompting, modeling, practicing, and encouraging positive social skills across settings and individuals. When students are taught to effectively use social skills with others, learning environments and relationships are described as more positive, safer,  and more trusting and respectful.

RP in the PBIS Framework

Restorative Practices

Seven Core Assumptions
  • What is Restorative Practices?

    Restorative Practices is a way of being in community with each other that fosters connection and a sense of belonging. It is based on principles and processes that emphasize the importance of positive, healthy relationships. At Cherokee Heights, our goal is for children, families, and educators to be happy to come to school every day and feel that they are connected to each other through healthy relationships. We build these relationships through the use of the Circle process, and when relationships have been harmed, Restorative Practices offers a pathway to repair the relationship. Mistakes are an opportunity for growth and learning, and Restorative Practices promotes problem-solving, inclusiveness, and relationship building rather than exclusionary punishment which does not offer a pathway for learning from mistakes. Children and adults in communities implementing Restorative Practices show improved empathy, kindness, collaboration, communication, and problem solving skills. 

Zones of Regulation

  • Zones of Regulation is a system for children to learn to identify and name their feelings and develop tools to respond to "big" emotions. Children are better able to stay in the learning portions of their brain, rather than the reacting portions of their brain, when they can identify when they begin to feel frustrated, sad, hurt, angry, or any of the other emotions that might impact their ability to remain calm. Children are taught language about emotions and a variety of calming tools each month that help them stay in or get back to the "green zone" - the learning centers of the brain. 

Zones of Regulation

Culturally Responsive Teaching

  • Culturally Responsive Teaching and the Brain, written by Zaretta Hammond, is a guide to help educators understand the many ways culture impacts learning. In her book, Hammond speaks directly to collectivism versus individualism and the way that positive relationships enhance the brain's ability to learn. Hammond notes that humans are "hardwired" for connection, which guides our work as educators at Cherokee Heights. Children and adults in our community are loved and valued for who they are authentically. 

Social Responsibility Book of the Month

  • All Cherokee Heights classrooms read the book of the month, and participate in activities which support the following themes:

    Self Awareness

    Growth Mindset

    Kindness

    Gratitude

    Self Control

    Perseverence

    Empathy

    Responsibility

    Celebrating Diversity and Community