The Week Ahead
January 8th, 2026
Happy Friday, Middle School Families and Happy November!
We would like to focus today on a Restorative Strategy that is part of our school improvement work. We are working on using affective language - which is language that helps children understand how their actions affect others, communicate their own feelings and needs, and work through conflict without shame or blame. It's less about finding the perfect words and more about building a habit of communicating with curiosity, empathy, and accountability.
6 Ways to Use Affective Language at Home
1. Name your feelings and explain why. Help children connect emotions to the events that caused them, rather than expressing frustration through criticism or anger. Instead of: "You never listen to me!" Try: "I feel frustrated when I have to repeat myself because I want us to be able to communicate respectfully."
2. Describe the behavior and its impact. Focus on what happened and how it affected someone, rather than labeling a child as rude, selfish, or inconsiderate. Instead of: "You're being so disrespectful." Try: "When you interrupted your sister, she wasn't able to finish explaining what happened. I wonder how that felt for her."
3. Lead with curiosity, not assumptions. Before deciding why a child acted a certain way, ask questions that help you understand their perspective. Curiosity does not mean excusing hurtful behavior. Instead of: "You did that just to make your brother angry." Try: "What was happening for you in that moment? What were you hoping would happen?"
4. Ask questions that build empathy. Instead of demanding that children apologize immediately, help them consider another person's experience. Try asking:
"What do you think your sister was feeling when that happened?"
"How do you think your words might have affected your friend?"
"What do you wish the other person understood about your perspective?"
5. Shift from blame to repair. Restorative conversations aren't just about determining who was wrong. They help children recognize harm, take responsibility, and identify what might make things better. Instead of: "Say you're sorry and move on." Try: "What part of this situation do you need to take responsibility for? What could you do to help make things right?"
6. Pause before addressing conflict. When emotions are running high, children—and adults—may not be ready to have a productive conversation. Model taking a break and returning to the issue once everyone is calmer. Try saying: "We're both upset right now. Let's take a few minutes to calm down, and then we'll talk about what happened and how we can move forward."
THE FOUR-PART FORMULA
1. When… Describe the specific behavior without judgment.
"When I saw the message you sent…"
2. I felt… Name the emotion.
"…I felt concerned…"
3. Because… Explain the impact or why it matters.
"…because I want everyone in the conversation to feel respected."
4. Now what? Invite reflection and identify a next step.
Children learn affective language by hearing it modeled, not just by being told to use it. You can practice it during ordinary moments—when a child is disappointed, when siblings disagree, or when a family member needs to set a boundary. Adults can also model accountability by saying, "I was frustrated, and I raised my voice. That wasn't how I wanted to handle that. I'm sorry, and I'll work on it."
Here’s what’s ahead…
Jason and Dru
Imagine two siblings arguing because one took the other's sweatshirt without asking. A typical response: "Give it back! You always take your sister's things. Why can't you just be considerate?"
An affective, restorative response: "I can see that you're both upset. When the sweatshirt was taken without permission, your sister felt frustrated because she wanted to decide when someone used her things. Can you help me understand what happened? What needs to happen now so you can work this out?"
Reminder
Retakes will be done on Wednesday, November 4th beginning at 9:00. Student must bring their form. Please note that the form describes what else ($5 for example) students need to bring to school. Large group photos and the 8th Grade panoramic photo will be on November 20th at 8:00.
Help Choose the Next Nutmeg Nominees!
The Nutmeg Selection Committees are seeking students to help select the 2029 Nutmeg Book Award Nominees. Committee members will begin meeting in early 2027 and work together throughout the calendar year to create a diverse and engaging list of books for young readers across Connecticut to enjoy during the 2028–2029 school year before voting for their favorites in April 2029.
Applications are open October 15–November 15.
2029 Intermediate 3-5 Nutmeg Book Award Student Reader Application Open to students currently in Grade 6 or Grade 7.
2029 Middle School 6-8 Nutmeg Book Award Student Reader Application Open to students currently in Grade 7 or Grade 8.
Calling all student artists! The Housatonic Resources Recovery Authority (HRRA) is hosting its Annual Billboard Recycling Contest with this year’s theme: “I RECYCLE! DO YOU?” Students are invited to create artwork that inspires our community to take action, protect our environment, and practice proper recycling. Winning designs earn cash prizes and will be featured on regional billboards, giving local students a chance to see their artwork displayed for thousands to see! Official templates HERE and contest guidelines are available through this HRRA link. All entries must be completed on the official template and returned to your teacher or school main office by Monday, November 16, 2026. Let’s show our community how our school recycles right!
Students may ask their teachers for the proper template or click this link and print a copy of the HRRA template. We are looking forward to some great art! If you have any questions please contact Michael Aitkenhead (contest district coordinator) at michaelaitkenhead@westonps.org.
