Learning Plan 2025-2026

Everyone in our year helped to write these guidelines for our classroom.

These guidelines will help us to follow our school rules.

They will also help us to become successful learners.

Our Class Motto

In University of Luzon, we work our best.

As a team, we achieve success.

Everyone, must learns and helps and cares with joy!

In our classroom, safety means …

• We will walk in the classroom slowly and smoothly

• We will sit on our chair, keeping its four legs on the floor

• We will pass things to each other carefully

• We will play and work sensibly, by the rules

• We will push in our chair when we leave our table

In our classroom, learning means …

• We will work quietly

• We will listen and watch carefully

• We will use the keys to success to help us with our work

• We will ask the teacher to help if we don’t understand

• We will help each other to learn

In our classroom, respect means …

• We will use put-ups, not put-downs

• We will accept that others might have different ideas

• We will treat others the way we would like to be treated

• We will take care of school property

• We will take care of our own and others’ belongings

In our classroom, responsibility means …

• We will follow our school rules

• We will tell the truth

• We will make sensible choices

• We will help each other

In our classroom, courtesy means …

• We will use good manners

• We will put up our hands when we want to speak

• We will listen to others’ ideas

• We will use eye contact when we are speaking with someone

Letter to Parents (adapted for publication)

The Learning Perspective Our Philosophy

Our philosophy on education is really quite simple. Any person is going to learn
enthusiastically, independently, and therefore successfully if he or she is in an environment that:

• Accepts and celebrates individual differences

• Is based on mutual respect

• Fosters and values the development of self-esteem

• Encourages the individual to take responsibility for his or her own actions and choices

• Understands and accepts that everybody has strengths and weaknesses

• Gives meaningful, honest, and constructive feedback

• Promotes teamwork, cooperation, and a positive approach to solving problems

• Allows students to be supportive of one another

• Invites students to share a laugh and a sense of humor

• Encourages students to make and accept mistakes and see them as vitally important in
developing new knowledge

• Encourages risk taking both academically and socially

• Enables the student to feel safe and valued as an individual

Learning Plan

We are who we choose to be!

A Message from the Administrations

Our learning plan is one of the most important documents we have put together. All students
were involved in developing the plan and together decided the values that underpin the way we
learn and behave are:

• Learning • Safety• Employment

We also support the 3 Rs of Talent High School:

• Respect for self • Respect for others• Responsibility for actions

We have discovered through creating the learning plan that we are individually responsible for
our own learning and actions and therefore:

We are who we choose to be!

Learning Plan We strive to cooperate successfully by:

• Asking people to join in respectfully

• Letting people play if they are just standing there

• Changing the rules so others can play

• Making decisions on what we want

• Combining each other’s ideas to make a decision

• Lending people your stuff if they want to borrow it

• Speaking respectfully and clearly to others

• Looking at the bright side of anybody’s ideas

• First saying what you do like, then what you don’t like, about an idea

Learning Plan Successful Cooperation

We deal with fights and arguments by:

• Talking about it calmly

• Trying to find a solution within the group

• Apologizing and trying to get along with each other

We make decisions in a group by:

• Respecting people who give suggestions and reasons

• Asking everyone in our group if they have an idea

• Knowing that if everyone agrees, we’ve made a good decision

We use sharing skills by:

• Sharing things that others might enjoy

• Taking turns and respecting other people’s belongings

• Letting other people borrow our things

We suggest and persuade instead of bossing, by:

• Giving reasons for your idea

• Justifying if it is a good idea by giving good reasons why it is

• If the group doesn’t agree with your idea, trying to think of another one

Learning Plan

Rights and Responsibilities

We have the responsibility to:

• Clean up after ourselves

• Respect ourselves and others

• Care for ourselves and others

• Try our best and work when asked

• Work cooperatively and share materials

• Be honest

• Accept consequences

• Feel safe in the classroom

We have the right to:

• Be treated with respect and fairly

• Learn, work, and play in a supportive environment

• Ask questions and be listened to

• Have our own opinion

• Try something new and learn through making mistakes

Learning Plan

Respect

We treat each other with respect by:

• Being the first to show respect

• Making everyone feel welcome

• Caring for each other and equipment

• Being well mannered

• Including others

• Listening to others

• Treating others the way we would like to be treated

• Reflecting the no-put-down-zone mission

• Helping people and encouraging

• Seeking to understand, as well as be understood

Learning Plan Class Message

We welcome all visitors to our classroom and accept the consequences of good and poor
choices.

We support our learning plan because it helps us learn to the best of our ability, allows us to
enjoy our class, and keeps us safe.

Learning Plan Mottos That Didn’t Make the Final Cut

1. Hannan’s classroom: where loopy children are only just the beginning

2. The students are smarter here

3. We are on the very brink of becoming masters of the think

4. Finger-licking thinkers

5. Two, four, six, eight—learning fast is our fate

6. Attitudes are contagious; is yours worth catching?

7. And we’re climbing the stairway to thinking …

Learning Plan Classroom Journal

(Please add any comments about your experiences with our class here.)

Index
The index that appeared in the print version of this title was intentionally removed from the
eBook. Please use the search function on your eReading device to search for terms of interest For
your referenкие, тие нешь итαι appear in the primex are mieu Derow accountability
achievement desire and expectations and lifeworlds and self-assessment and support/safety and
Ainsworth, L. Animal Farm (Orwell) anxiety Assessing the Whole Child (Grift & Satchwell)
assessment end-of-year expectations and formative learner-oriented and teacher- vieniu milivui
vùi vùng and listening acil-suppurusainiy από me fur Assessment Reform Group attendance
attention. See also engagement focusing generating Australian National Schools Network
authentic audiences Baden-Powell, R. behavior problems desire and modeling/exemplars and
observing/listening and questioning and resources and self- supportaututy and behaal foaming
Support bothavy Black, P. Blair, G. R Bloom, B. Blythe, T. Boud, D. J. Boyles, N. bullying
Campbell, B. Campbell, L. cognitive learning support cognitivist learning theory collaborative
relationships Common Core State Standards Initiative communication concepts, key confidence
connectedness Connecting Lives to Learning Project consciousness of teaching consolidation of
teaming constructivist fearning theory constructe definition of decire existing knowledge
expectations explicit instruction how to use this book and lifeworlds modeling and exemplars
observing and listening questioning resources self-assessment support and safety time content,
focus on learning vs. teaching continuums, learning cortisol Cesta, A creative thinking Credo,
Matinal thinking Ceikszentmihaly M Cooti, culture See also safety collaborative learning
expectations in habits of mind and learning-centered resources and safe and supportive self-
assessment and of support and safety curriculum development data collection de Bono, E.
decision making student empowerment for delight demonstration of learning desire definition of
learning environment with/without modelinglavamplare and ratines for research on resources and
arenarins on calf.assessman! and strategies thinking/reflecting on differentiating instruction
existing knowledge and self- assessment and time for diverse learners existing knowledge and
expectations and self-assessment and dropout rates DuFour, R. Dunstan, S. duplication Faker
Reducational change Finstein A empathy empowerment F engagement. See also desire existing
knowledge and expectations and learning continuums and lifeworlds and self-assessment and
evidence, key examinations, end-of-year exemplars definition of explicit instruction and
rationate for research on scenanos on strategies thinking/reflecting on existing knowledge
detinition of expectations and learning environment with/without with/without observing and
listening questioning and rationale for research on scenarios on strategies thinking/reflecting on
expectations definition of learning environment with/without minority groups and rationale for
research on scenarios on self-assessment and strategies support/safety and thinking/reflecting on
expertise explicit instruction definition of learning environment with/without rationale for
research on scenarios on strategies thinking/reflecting on F feedback modeling/exemplars for
self-assessment and strategies for support with time for Finding Flow. The Psychology of
Engagement VVIDI Everyday Life (Сыкасетану flexibility flow states focus on learning time
and on what is valued fraction lunch box fractions fragile knowledge Friesen, C frustration fun
Garmston, R. J. generative knowledge goals learning maps for self-assessment and graphic
organizers Grift, G. groups, cooperative habits independent learning independent study habits
inquiry units integrated learning International Baccalaureate Kazantzakis, N. key concepts key
knowledge knowledge Bloom's taxonomy of existing generative generative vs. fragile key prior
Kuncel, N. R. learning activating successful student consolidation of constructs demonstrating
and fingunndopendent infograd of modalities observational performance of reflection and
replicating shaping behavior and student-centered teaching practices and teaching VS learning
consolidation learning continuums learning environment with/without desire with/without
effectivo questioning with/without existing knowledge with/without expectations withithout
explicit instruction with/without lifeworld connections with/without modeling and exemplars
with/ without observing and listening playful with/without resources with/without self-
assessment with/without support and safety support and safety in with/without time
consideration lanreing gunariance learning mane learning plane learning portfeline lanming
theory le studies Levine, D. U. Lezotte, L. W. lifeworlds definition of existing knowledge and
learning environment with/without rationale for research on scenarios on strategies
thinking/reflecting on ampathetic learning enment with/without rationale for racaarch on
sranarine on listening strategies thinking/reflecting on literature responses Lucas, W. Marzano,
R. J. MasterChef (TV show) McDonald, B. McKinnon, P. meeting schedules memorization
mental models metacognitive abilities minority group students modeling definition of explicit
instruction and instructional learning environment with/without observing/listening rationale for
research on scenarios on strategies thinking/reflecting on Mooney, P Mornington Inquiry
Learning Centre Morrison, J. motivation See desire Neal, P. neuroscience The New Art and
Science of reaching (Marzano) numeracy learning continuum Oakwood School, Victoria,
Australia objectivist learning theory observational learning observing definition of learning
environment with/without rationale for research on scenarios on strategies thinking/reflecting on
urwes, G Otero, G peer teaching performance of learning Perkins, D. persuasive writing physical
environment planning See also time PLC at Work Power Point power sumuarus practice
prenesting prior knowledge. See existing knowledge problem solving procrastination
professional learning communities (PLCs) Project Zero Prosser, B. purpose, in questioning to
challenge traditional beliefs definition of dos and don'ts existing knowledge and intention in
with/without observing and listening rationale for research/support on scenarios on strategies for
for structural support support/safety and tone/intonation in wait time and R raciam teaching units
reflection constructs for on desire on existing knowledge on expectations learning consolidation
and on lifeworlds observing/listening and on questioning resistance to on resources for self-
assessment on self-assessment self-assessment and on support and safety on time time for Reid,
A reinforcement replication of teang on desire on existing knowledge on expectations on explicit
instruction on lifeworlds on on self-assessment on support and safety on time listening/observing
on modeling/exemplars on the need for change on questioning on resources resistance resources
definition of leaming environment with Avithout rationale for research on scenaries on strategies
thinking/reflecting on respect Rothstadt, D definition of learning environment with/without
questioning and rationale for research on safety eranarine.no stratanion think acting on
Satchwell, J. scaffolding explicit instruction and resources and safety and self-assessment skills
self-assessment data collection and definition of expectations and learning environment
with/without modelinglexemplars and rationale for research on scenarios on strategies
thinking/reflecting on self-efficacy self-regulated thinking shaping behavior skills, key Skinner,
B F slow schools movement social learning social learning theory social thinking Socrates
Sousa, U. A. strategies desire exemplars and existing knowledge expectation feedback lifeworld
listening modeling observing questioning resources safety self-assessment stress structural
support See also support student-centered learning success indicators of models/exemplars for
with/without observing and listening resources and self-assessment and support definition of for
existing knowieage learning environment with/without questioning and ramonare for research on
scenarios on strategies thinking/reflecting on sustainable environments Szymborska, W task
completion taxonomy of knowledge teaching based on learners' needs hit-and-hope approach to
learning theories on learning VS new art and science of peer pracaces, arating anu reiection on
una bereits about for uruersuanuing wisdomin Teaching for Understanding Project templates,
self-assessment textbooks think-alouds thinking hats Thomas, L. L. time learning environment
with/without observing/listening and rationale on research on scenarios on for self-assessment
strategies thinking/reflecting on time on task To Kill a Mockingbird (Lee) understanding,
generating Van Doren, M. Vygotsky, L. wait time Weber, C. While, V Wiliam, D. wisdom,
teaching worked examples.

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