Welcome to the Beehive Class

The Beehive Classroom is a multi-age group of students ages seven to nine 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 component 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 theBeehive are taught individually or in a small group setting to ensure each child is moving at his or her 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 SocialStudies curriculum, which follows the Core Knowledge guidelines. “Specials”include art, library, music, physical education, and Spanish. Finally, our days end the way they begin: at the circle carpet. At Greenbrier Community School welcome 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

Beehive

March Newsletter

We can't believe it is March! Students in the Beehive have enjoyed the weather that comes this time of year and the unpredictability of sunshine and snow...

Meet the teacher

Vanessa Saggio  
Lead Teacher
Master in Elementary Education

ABOUT ME
I love learning. As far back as I can remember, I loved going to school and being introduced to new things. School was always a magical place for me where I saw a great deal of potential for the future. During my undergraduate studies, I had the opportunity to work in the Arizona State University Child DevelopmentCenter. It was there that I discovered my love for teaching. After graduation,I got my first official teaching job teaching a 5th and 6th grade multi-age class. Sixteen years and three countries later, I still have a deep love of helping young learners reach their full potential. In 2019, I decided to go back to school and graduated with a master’s degree in elementary education. 

I enjoy spending time with my husband and my daughter, studying Japanese, and going to the gym. I enjoy traveling and experiencing new countries and cultures. A future goal of mine is to visit the town in Italy where my grandmother was born. 

CLASSROOM ENVIRONMENT  
My goal is to create a classroom environment where students feel comfortable enough to take risks and to not only learn from their successes, but their challenges as well. I give students ownership of their education by having them set their own educational goals, sharing their progress with them, and giving them autonomy over what they learn in the classroom. Our classroom is a safe place where students work together to celebrate successes and discuss their challenges as they build each other up through positive affirmations. 

CLASSROOM COMMUNITY
With Responsive Classroom guiding our classroom community, learning will be guided by set curriculums and further developed through student-led questions, Project-BasedLearning, partner and small group work, and movement. To support learning and provide a balance, there will be moments of independent discovery and quiet time. Although our days will be full of rich student engagement, there will be a regular daily schedule of routines to ensure a successful classroom community. 

EDUCATIONAL PHILOSOPHY
The educator must take into consideration the academic, social, and emotional levels of a student in order to educate the whole child.

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.