2024/25 Supply lists

Student Handbook

Homework

We encourage children to have extra-curricular endeavors and expand their educational experiences outside of school. Homework is a decision that is made between the student, their parents and/or teacher and based on need. Students generally just continue to work through the course material at their own pace; therefore, there is always something that can be taken home, if students wish to do so. See the Homework Policy for more information on this philosophy.

Field Trips

Student’s conduct when off-campus should reflect a concern for safety, consideration for docents, and respect for the reputation of the school. Staff and supervisor-given instructions must be followed.

For safety, liability and insurance reasons, pupils must be under the direct supervision of a teacher or other named supervisor. If a secondary student wishes to go home directly after an event that ends at 3:00 or thereafter, prior approval by parents must be communicated to the front office. For more information, please see our Field Trip Policy.

Breaks

Elementary children have scheduled breaks during the day and are expected to go outside to get some fresh air and exercise. This time is considered a very important part of the school day. There are countless studies done on the benefits of outside play and exercise relating to academic success and emotional well-being. Teachers may on occasion keep students in at recess times to provide remedial one-to-one assistance, or to participate in extracurricular activities and special events. Teachers may also take students out for unscheduled breaks or outside activities at their discretion. Any students who request to stay indoors during these times are dealt with on an individual basis and are subject to available supervision.

Secondary students take a 10-minute break in the morning when suitable. They are not to leave the school at that time. At noon, secondary students may leave the school to obtain lunch or get some exercise and fresh air. There are no breaks in the afternoon.

Clothing

We wish to encourage individual expression and development at our school. Therefore, there is no uniform for students at Banbury Crossroads. Children can easily choose their own clothing and doing so is a particularly suitable means of satisfying our quest to provide meaningful choices for children. Clothing should simply be neat, clean, and appropriate for a multi-aged learning environment.

Suitable sportswear, particularly shoes appropriate to the activity, shall be worn in all Physical Education classes. Students and teachers should have inside shoes that remain at the school. These are especially important at times when outdoor conditions are wet and dirty.Recess, physical education activities, and field trips can occur outside all year round, so appropriate clothing such as hats, mitts, snow pants, sweatpants/sweatshirts, sunscreen, etc. may be required from time to time.

Items can be stored in individual lockers or in classroom closets where available.

Care of school and personal property

Respect must be shown for everyone in the school in order to ensure a peaceful environment for the businesses and professional practices within the building in which we reside. As well, we all have a responsibility to maintain an atmosphere conducive to learning within the school. Thus, we must observe a reasonable quietness within the public lobbies, hallways, classrooms,

It is expected that students will only touch property belonging to the school or to others if they have requested and received permission to do so first. Lockers and study desks are for the primary use of the occupiers, and their privacy must be respected. Accidents do happen, but if they do, the person causing the damage should make amends by replacing the broken or lost item. If the perpetrator of the lost or damaged cannot be ascertained, the school declines responsibility for replacing the lost or damaged item.

Audio-visual equipment and School-owned laptops may only be used under teacher direction or supervision, or under the supervision of the person who owns the equipment.

Students must take responsibility for their own tidiness within the facilities, by placing rubbish in available garbage cans and recyclable containers in bins (after emptying them out), as well as by generally cleaning up after themselves. Lockers should be cleaned regularly to prevent molding food or other health hazards.

On days of inclement weather, all visitors, parents, teachers, and students must leave wet or dirty footwear at the door. It is a good idea for all teachers and students to have a pair of inside shoes, which should remain at the school, and weather-appropriate outdoor footwear. Slippers are fine for indoors and should have some kind of grip on them for safety reasons.

Useful Resources

Welcome to our curated list of self-directed learning resources, ideal for parents seeking to enhance their child’s educational journey and, in some cases, even for students themselves. These selections aim to empower learners with the autonomy and motivation to explore their passions and interests deeply. This is a growing, changing list. If you have any questions about any of the books or are looking for more details, please feel free to reach out to us via our contact us page.

The Self-Driven Child by William Stixrudm PhD and Ned Johnson

“The Self-Driven Child” champions the empowerment of children through increased autonomy in their educational and personal lives. The authors argue that autonomy fosters motivation, success, and emotional wellness. Parents are guided on transitioning from enforcers to consultants, fostering resilience and self-efficacy in their children. Educators are encouraged to create environments that offer choices, enhancing student engagement and ownership of learning. This book is a valuable resource for fostering a supportive atmosphere that encourages self-directed learning.

Read More Here

The Art of Self-Directed Learning by Blake Boles

Blake Boles’ “The Art of Self-Directed Learning” is an inspiring guide that celebrates autonomy in learning. It positions self-directed learning as a balance between learner autonomy and structured education, advocating for educators to serve as facilitators. Parents and educators alike will find actionable advice for creating environments that nurture curiosity and personal responsibility. For students, particularly in later K-12 stages, this book serves as a powerful tool for realizing the potential of self-guided education.

Read More Here

Free to Learn by Peter Gray

In “Free to Learn,” Peter Gray explores the importance of curiosity and play in learning, suggesting that formal education often suppresses these natural inclinations. The book advises parents on the value of free play and highlights for teachers the benefits of less restrictive learning environments. It presents alternative education models that prioritize freedom and democratic participation, urging a shift towards trustful parenting and teaching to cultivate motivated, creative learners.

[Please note that the book contains one sentence with explicit language in a passage describing bullying, so reader discretion is advised]

Read More Here

A Different Way to Learn by Naomi Fisher

“A Different Way to Learn” advocates for embracing neurodiversity in education, arguing that the standardization often fails to accommodate diverse learners. It offers parents strategies for supporting neurodivergent children by creating flexible, responsive home environments. Educators are encouraged to adopt self-directed learning principles, facilitating a learning experience that resonates with every student. This book is a crucial read for understanding and implementing inclusive educational practices.

Read More Here

Free Agent Learning by Julie Evans

“Free Agent Learning” delves into the transformative potential of self-directed learning within K-12 education. Highlighting technology’s role in empowering student choice, it challenges educators to foster a learning environment that prioritizes student interests and motivations. The book offers insights for parents on supporting their children’s educational endeavors at home, promoting a culture of learning that extends beyond traditional classroom boundaries. It presents a compelling case for integrating self-directed learning into the educational system.