Third and Fourth Grades - to honor their growing devotion and sense of place within their social group. The intention is to go deep into important studies, acting in stillness and joy, and supporting everyone in the process.
The Wolfpack Classroom is a multi-age group of students ages eight to ten who spend their days in a learning environment that encourages creativity, risk taking, problem solving and mindful thinking. Our multi-age grouping not only has proven academic benefits, such as heightened language and cognitive development, but also lends to creating an atmosphere of respect and leadership.
Students enter the class each morning and spend time socializing with their peers, playing games, and completing small academic math or literacy components known as “Morning Work.”
From there, we begin our day with a very special Morning Meeting time at our circle carpet. Here, students greet one another, share stories, complete calendar work, and discuss the agenda for the day.
Our Morning Meeting time sets the tone for the day and creates a safe space for children to share and ask questions; it transitions students from home to school and establishes the foundation for respectful learning.
Our morning academic time is spent focusing on literacy, grammar, and math. Students in the Wolfpack are taught individually or in a small group setting to ensure each child is moving at their own academic pace. One of students’ favorite time of day is known as, “Chill Zone.” This quiet time happens after recess and lunch: the lights are dimmed and students are read an age-appropriate novel. This unique portion of our day, though only twenty minutes, lends to a deepening of reading comprehension skills and prediction making, as students are engaged, asking questions, and understanding the various components of a story.
Additionally, our days are intermixed with a blend of “Specials” and our Science and Social Studies curriculum, which follows the Core Knowledge guidelines. “Specials” include art, music, physical education, and foreign language. Finally, our days end the way they begin: at the circle carpet. At Greenbrier Community School, we come together at the end of the day and reflect upon our time together at our “Closing Circle.” Here, students prepare for the transition to homes and find a peaceful closure to their day.
From there, we begin our day with a very special Morning Meeting time at our circle carpet. Here, students greet one another, share stories, complete calendar work, and discuss the agenda for the day.
Our Morning Meeting time sets the tone for the day and creates a safe space for children to share and ask questions; it transitions students from home to school and establishes the foundation for respectful learning.
Our morning academic time is spent focusing on literacy, grammar, and math. Students in the Wolfpack are taught individually or in a small group setting to ensure each child is moving at their own academic pace. One of students’ favorite time of day is known as, “Chill Zone.” This quiet time happens after recess and lunch: the lights are dimmed and students are read an age-appropriate novel. This unique portion of our day, though only twenty minutes, lends to a deepening of reading comprehension skills and prediction making, as students are engaged, asking questions, and understanding the various components of a story.
Additionally, our days are intermixed with a blend of “Specials” and our Science and Social Studies curriculum, which follows the Core Knowledge guidelines. “Specials” include art, music, physical education, and foreign language. Finally, our days end the way they begin: at the circle carpet. At Greenbrier Community School, we come together at the end of the day and reflect upon our time together at our “Closing Circle.” Here, students prepare for the transition to homes and find a peaceful closure to their day.
Latest Events in Beehive
October News in the Beehive
We have truly created a great foundation in our classroom these first five weeks of school. Our “Class Promise” is established, we are getting to know one another, build new friendships, and develop the first steps of responsibility.
Meet the teachers
Jessica Hunt
Lead Teacher
Lachelle Wise
Co-teacher
Jessica Hunt
Lead Teacher – Wolfpack Classroom
I like to think of myself as a life-long learner because to me, each day is an opportunity to discover something new. In December 2020, I received my BA in English at Tennessee Tech University and began teaching 4th grade at Frances K. Sweet Elementary in Fort Pierce, Florida. During my time in Florida, I also worked as a high school volleyball coach. Most of my childhood was spent dedicated to a softball field or volleyball court. I have always been in love with learning—but having the opportunity to provide an education to others is what I consider to be the ultimate gift. To me, teaching is about giving children the vital skills, abilities, strategies, social opportunities, and emotional tools to get them through life. However, my greatest goal is to make sure that my students have passion and love for what they do every day. My favorite hobbies include: writing (I am published and awarded), hiking, learning German, reading, and spending time with my fiancé and pets (dog, chinchilla, and a ball python)!
My goal is to create a classroom environment that is safe, promotes having a positive growth mindset, and builds a sense of strong community to overcome challenges and celebrate our achievements. Students will take ownership of their learning through personal goals. By allowing them to set their own educational goals, students are empowered to choose what they feel is important for their learning growth while I provide support and feedback as they grow. Collaboration is a key component to our daily routine and students will guide each other to success through problem-solving, discussion, and exploration. It is important that the students feel free to express their ideas to help shape their individuality as scholars within the classroom community.
My goal is to create a classroom environment that is safe, promotes having a positive growth mindset, and builds a sense of strong community to overcome challenges and celebrate our achievements. Students will take ownership of their learning through personal goals. By allowing them to set their own educational goals, students are empowered to choose what they feel is important for their learning growth while I provide support and feedback as they grow. Collaboration is a key component to our daily routine and students will guide each other to success through problem-solving, discussion, and exploration. It is important that the students feel free to express their ideas to help shape their individuality as scholars within the classroom community.
Creating the Culture
of the Classroom
Over the first six weeks, the primary focus of all GCS classrooms is to set up the structures and behavioral atmosphere needed to create the ideal learning environment for all students. Students co-create this environment so that they feel safe to voice their concerns and needs, clear in their understanding of behavioral and academic expectations and inspired to learn and grow as a valued member of a real community. Click on the links below on the right for details.
Click on links below for details
Daily agenda Introduced
Every classroom has a daily agenda and the day begins and ends with a morning circle to discuss the the goals for the day and what may have been missed at the end of the day so students are aware of what adjustments will be made for the agenda on the following day.
Classroom Structure Development
Students make lists of what will make the class work smoothly. Procedures are set for how students operate in the classrooms, how they transition from activities, how materials are used and put away, and how they will take responsibility in the classroom for their behavior for their needs.
Social Behavioral Constructs
Procedures for how teachers respond to breakdowns with students, and how peers respond to each other if there is a conflict are developed. Teachers model behavioral responses for students to emulate, which helps to set the tone for a harmonious classroom environment.
Building Trusting Community
Teachers connect with students on a human level to create relationships as caring community members not authoritarian teacher/student roles. Strategies such as being at the door in the morning, saying good morning, showing empathy with separation from parents or emotional concerns of students may have.
Class Promise
A behavioral contract for the rules that govern the class is co-created by students and facilitated by the teacher. All students sign or add hand prints to validate the contract. The contract may get read daily and students are reminded that failure is ok and the class promise is in place for students to realign with if a breakdown occurs. Teachers post the promise in a visibly prominent place in the classroom for students to refer to often.
