Friday, June 08, 2012
A Little Boost Goes a Long Way
In education, a small boost of recognition, acknowledgement, gratitude and understanding goes a long way. When was the last time you recognized someone's good work or impact? Did you take the time to acknowledge the contribution of a student, colleague or volunteer? Have you thought about all those who have contributed to your classroom success this year and thanked them? Did you demonstrate understanding and empathy as colleagues face obstacles and challenge? Providing encouragement and care to those in your midst is an essential part of the job--one I want to continue to develop as I attend to my craft.
Thursday, June 07, 2012
From Frustration to Advocacy
At times when one looks out into the world, he or she may feel frustration or even anger and think, Why aren't things different, or Why hasn't change occurred? When that happens it is important to define what is not working, and turn the strong emotions and energy of frustration and anger into actions of advocacy and change.
My dad says, "Don't complain; do something about it." I am also reminded about the famous Gandhi quote, "Be the change you want to see in the world." Tuesday's #leadfromwithin NOW leadership chat reminded me that we are living in the now, and while the "then" can inform our journey, "then" should not serve as an anchor to our current action and growth.
This week, a parent Olympian came and spoke to students and staff. He reminded all of us that achievement happens with one small step after another. Bill Belichick, the New England Patriots Coach, looks at the game in "chunks," breaking it down into plays rather than tackling the whole game at once.
We can help our colleagues and students when they become frustrated by asking these questions:
When frustration and anger grow, those emotions disable individuals, and they become mired in a sense of hopelessness or despair. However, turning those emotions into a forward movement towards change, one step after another (and sometimes one leap after another), will move individuals, families, organizations and communities toward better effect and greater happiness.
My dad says, "Don't complain; do something about it." I am also reminded about the famous Gandhi quote, "Be the change you want to see in the world." Tuesday's #leadfromwithin NOW leadership chat reminded me that we are living in the now, and while the "then" can inform our journey, "then" should not serve as an anchor to our current action and growth.
This week, a parent Olympian came and spoke to students and staff. He reminded all of us that achievement happens with one small step after another. Bill Belichick, the New England Patriots Coach, looks at the game in "chunks," breaking it down into plays rather than tackling the whole game at once.
We can help our colleagues and students when they become frustrated by asking these questions:
- What is making you frustrated?
- What would be your ideal?
- How would you help a student/teacher like you?
- What can I do to help you create change?
When frustration and anger grow, those emotions disable individuals, and they become mired in a sense of hopelessness or despair. However, turning those emotions into a forward movement towards change, one step after another (and sometimes one leap after another), will move individuals, families, organizations and communities toward better effect and greater happiness.
Wednesday, June 06, 2012
Expert Visitors
Students are fortunate to learn via Dr. Sheffels' experience, study and carefully crafted lessons that include multiple maps and hands-on models. School systems and students gain when local experts volunteer their time and expertise. Children have the chance to see and talk to an expert in the field, while teachers are able to see the expert convey their lessons with specific disciplinary knowledge.
We are indebted to Dr. Sheffels' thoughtful work and time.
Endangered Species Projects: June 2012
Students are completing their endangered species projects.
As mentioned in earlier posts, students had many choices with regard to their written, film and creative aspects of the project.
Many chose the traditional venues of a Google presentation, iMovie public service message and the large color pencil illustration.
Students are also choosing to add the following presentation pieces to their museum exhibits:
As mentioned in earlier posts, students had many choices with regard to their written, film and creative aspects of the project.
Many chose the traditional venues of a Google presentation, iMovie public service message and the large color pencil illustration.
Students are also choosing to add the following presentation pieces to their museum exhibits:
- crossword puzzles
- word finds
- animoto films
- sculptures
- signs
This is an example of one exemplar slide show and public service message.
This is an example of an artful public service film. I'll add images of our Endangered Species Open House later next week after the event. Enjoy!
Oration: It Matters
Today I had the occasion to listen to talented orators.
I was struck by the impact of their delivery.
How often do we give students the chance to orate?
Also, this week two students gave Olympics "ted talks" at our school assembly. They did an amazing job.
Every year we should give students the chance to speak aloud to an audience. Next year as part of my fourth grade curriculum I'm going to add an "It Matters" unit. During the unit students will research a topic that matters to them. Then they'll craft a one-three minute "ted talk" about the topic. They'll practice, and then they'll deliver their speeches.
Oration matters. In what ways do you give students an opportunity to grow this skill?
I was struck by the impact of their delivery.
How often do we give students the chance to orate?
Also, this week two students gave Olympics "ted talks" at our school assembly. They did an amazing job.
Every year we should give students the chance to speak aloud to an audience. Next year as part of my fourth grade curriculum I'm going to add an "It Matters" unit. During the unit students will research a topic that matters to them. Then they'll craft a one-three minute "ted talk" about the topic. They'll practice, and then they'll deliver their speeches.
Oration matters. In what ways do you give students an opportunity to grow this skill?
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