The 4 Crucial C's

About Fable
  • The 4 Crucial C's

    A child must feel innately all of the 4 C’s. Children who have the 4 C’s are caring, co-operative, respectful and resourceful. By ensuring that our children get the 4 C’s in the critical early years - before the age of five when the foundation of personality is set - the basis for later life success determined.

  • Connect

    "I need to believe I have a place - that I belong."

    We connect kids and help them feel that they are an important member of the class each and every day. We help the child feel connected by:

    Providing many opportunities for co-operative interaction
    • Class meetings are held to help build class rules consentually and to problem solve issues
    • We have designed a cozy environment to keep children in close proximity to one another to promote child-to-child interaction
    Showing an interest in each student
    • Staggered drop off allows us to greet each child individually and genuinely
    • Chatting and joining them for snack and play time
    • Finding out about their hobbies, families, and trips
    Giving Positive Attention
    • We display a variety of everyone’s art work – not just the “best”
    • We notice and comment when we see behaviour and attitudes that are helpful and appropriate. “You sure helped our class get ready for snack by putting those toys away.”
    Finding and recognizing strengths and talents
    • We look for strengths – not just academic, but mechanical, artistic, athletic, creative, social. Every child has something they are good at. We find that skill and uncover it.
    • We accentuate the Positive – Eliminate the negative.
    Showing Acceptance – separate the deed from the doer
    • We do this with both positive and negative behaviors
  • Capable

    "I need to believe I can do it!"

    We train and encourage self-reliance at every opportunity. Once a child has learned a new skill, they continue to do it for themselves.

    We help the child feel connected by:

    Making mistakes a learning experience
    • Setting the tone and discussing that it is okay to make mistakes “If someone makes a mistake, what do you think we should do?”
    • Demonstrating learning from mistakes “What did you learn? What will you do differently next time?”
    Building Confidence
    • Focusing on improvement not perfection
    • Noticing contribution
    • Building on strengths
    • Believing in the students
    Allowing the child to do for themselves, children will
    • Take care of their own bags and coats
    • Clean up after their own activities
    • Manage their own snack
  • Count

    "I need to believe I can make a difference."

    In order to feel we have value we must contribute. At our school, we create opportunities for children to experience their own importance in the class.

    We accomplish this by:

    Promoting Contribution
    • Every child has a job they need to do everyday to help the classroom function. This is a position of responsibility they volunteer for.
    • Allowing the child to provide input into scheduling, choice of projects and class outings.
    Providing Recognition
    • We give appreciation and complements at class meetings
    • Sending home “love notes” – a brief note that shares concretely something the teacher noticed and appreciated about the child that day
    • Holding class meetings, so each child has a say in what affects them.
  • Courage

    "I need to believe I can handle what comes."

    To feel courageous means to be willing to face challenges with uncertain outcomes and know that you’ll be okay regardless. When a child learns to read they are going to make many mistakes. A child with courage will learn more quickly because they won’t give up. They will have the courage to persevere.

    We accomplish this by:

    Nurturing Courage at the School
    • Our teachers watch for and eliminate the subtle forms of discouragement that children may face. All of our teachers are expertly trained in the skill of “encouragement”.
    • We focus on effort and improvement.
    • We replace traditional competitive approaches with progressive co-operative styles.
  • See How We Deal with Misbehavior
    Dealing with Misbehaviour