The Week Ahead: What Matters?

Teamwork and Respect
After play practice on Friday, I had a serious talk with students about what's required for optimal teamwork. It's clear that for a few, the long play practices are tiring, yet it's important that students have an opportunity to try out this kind of learning and performing. For some, it will be an important step to their participation in countless arts events, and for others, it will offer the recognition that drama may not be their first choice when it comes to extracurricular activities or their future study and/or careers.

The play, in many ways, is also a lesson on teamwork and respect. As students practice they are learning about their role as part of a team, and as part of a team, they are learning to help each other out, encourage one another, and demonstrate respect and care about each others' strengths, interests, and challenges too.

I had to be a bit strong as I spoke to students about this need for teamwork, and I stated that it's not fair for any one person to upset the performance for all students. I enlisted a bit of parent support in this as well. Sometimes teachers and parents have to use strong words and cautionary tales/advice to lead children forward. We know from our own lives, that learning these lessons early on, helps children navigate their lives in the future.

Fifth Grade Play
Once we complete our final practice on Monday, it will be time to encourage the team with positivity. At that point we all will have given the performance our best time and attention, and then we will celebrate and enjoy the excellence of team and talent that the students portray as they entertain schoolmates, teachers, family members and friends.

Safety
As seasons change, I give safety talks. I try to help students anticipate the kinds of problems that can exist and give them a way to deal with those problems. During this season, the problems that can exist for students include street safety, water safety, stranger safety, and fire safety. Generally the rule of thumb when it comes to street safety is to be very careful when crossing streets and walking near busy streets--with increased traffic in our area and so many who are distracted by phones and other tech devices, students have to be extra cautious. Similarly, students have to be safe by water. As tempting as it may be to jump in for a swim, children should never go swimming without an adult present, and they should never dive into water without checking the depth of the water first. Stranger safety is a bit more important in the warm weather months simply because there are more people out and around, and fire safety is important as people begin to barbecue and have camp fires. Parents who may not have grown up in this area or who may not have spent lots of time with lots of children might not realize the safety lessons important for young children at the turn of each season, so I think it's important for teachers and safety officials to keep those messages alive.

Math Assessments
Students will take the final systemwide math assessments this week as well. That will give them a chance to "show what they know" about the final standards which we have already reviewed. The assessments will also give me the information I need to complete standards-based report cards which identify which standards students have mastered in math and which standards they are still working on. Parents and future teachers can use this information to work on the gaps and provide enrichment where needed with summer study via Khan Academy and other venues as well as lessons in sixth grade.

Biography Project
Students will continue to read about their "global changemakers" and take notes. Soon they'll start writing their presentations, completing mini posters, and drawing portraits too.

PLC Focus: Improving our Student Orientation for 2017-2018 School Year
Our team will meet to discuss these efforts.

Thanks to our team approach to teaching all fifth graders, so far this has been the best end-of-school year I can remember. It is well choreographed and organized allowing both teachers and students to enjoy the final days rather than experience too much stress or worry.

Specifically Charting the Focus Ahead: A Joyful and Meaningful Time

The calendar is set for the final weeks of school. Everyday is filled with wonderful learning and teaching activities, and as I think about dignity today, I want to think more specifically about the focus of all of these events.

Final Math Assessments and Goals
Several students are about ready to complete an expected online math goal. I want to make the time and provide the support to students so they can complete this goal. What's important here is that the goal provides students with a worthy foundation of math understanding and visualization--a foundation that will support later study.

All students have to take the final math assessments too which they will do at the end of next week. It's important that students understand that this is a systemwide requirement and one that gives them an opportunity to show what they know. Doing their best is what is important since what we learn from student assessments will help us to help parents and next year's teachers teach the students well.

Biography Project: Global Changemakers
Essentially this project provides every child with one global changemaker "mentor" since their study will reveal how one transformative individual lived/lives and to made/makes a difference in the world. These modern and historical "mentors" will inspire students now and in the future and the project will provide students with critical thinking, research, writing and presentation skills.

Field Day
Field Day is all about good sportsmanship, fun, health and team. It's also a chance for those students who love and enjoy the physical fitness aspects of life the most to shine.

Field Studies
Field studies related to historic Boston and local wetlands will provide students with an opportunity to learn in rich city and nature landscapes. We hope this learning will inspire students and families to continue this kind of learning in their lives outside of school as well.

STEAM
Students love the hands-on science, tech, engineering, art, and math design and exploration activities. They will have the chance to engage in a number of these activities at the end of the year--activities which teach them how to work with their individual and collective creativity, knowledge, research, and skill to innovate, invent, and design solutions to real-world problems.

Fifth Grade Play
The fifth grade play teaches students how to work with the arts as a team. They learn that a good performance depends on all of their skills, talents, and attention to the team needs and efforts. They will also learn the magic of the arts as they watch the way their collective performance brings joy, smiles, interest, and emotion to the audiences of schoolmates and family members.

Celebrations and Fun
The end-year celebrations are well orchestrated providing students with the right amount of memory, reflection, relaxation, and joyful celebration. The celebrations signal the end of the year, and for our students the end of elementary school, and this is important because it's important to acknowledge the important milestones in life--milestones that bring meaning and happiness.

As one teacher involved in all of these events, what's important is to be present for the students coaching and helping every child to get the most out of each event in positive, meaningful, and joyful ways. Onward.

Teaching with Human Dignity: What Messages Do You Send as You Teach?

What messages do our decisions, acts, rules, and programs send to students? This is an important question to ask whenever we make a decision that involves students.

In general I think we want to achieve the following messages when we act with and for students:

• You matter: We want students to know we care about them and they are important in our world.
• This decision will provide you with important tools and perspective for your future: We want to connect the decisions and actions we make to our desire to help students develop well for a future of "life, liberty, and the pursuit of happiness."
• I see you and I respect you: We want students to know that we see and respect who they are and how they are wonderfully similar and different from all the other students.
• I am working with and for you: We want students to know that we are working with them to develop as learners--none of us have all the answers, and no one is without merit or importance as we learn together. Also, teachers are there to serve students and not the other way around.
• Learning is meaningful and transformative: We want students to know that what they are doing as learners will truly change their lives in positive ways. For example during our recent biography study, students are essentially learning how to live by reading about the life of one famous world changemaker. Changemakers can serve as mentors to us as we make choices and act in our lives. 
• Learning is fun and playful: We want students to understand what learning is with the latest cognitive and social/emotional research, and that learning is, in part, playful and fun. 

The programs and lessons we plan, the way we set up our classrooms, the tone of our voice, the conversations we have, the demeanor we share, and the care we put into every aspect of the teaching/learning program sends a message to students. It's integral that the messages that we send elevate, empower, and engage students in ways that leave them with self confidence, a sense of responsibility, and the tools to go forward with strength.

The questions in the chart below are one way that we can assess our work in this regard. 

Note: As I read this post again, I recognize that this post explains our essential aim--an aim that is often a challenge too.

Needled

Like a pin cushion, you feel the pricks of one troubling remark, directive, or expectation over and over again. At first you let it go. Then you begin to feel a bit bothered, and after that you really have to make a decision about how to respond.

We probably have all been needled one time or another, and perhaps we've needled knowingly or unknowingly too. The key is to figure out how to respond to needling with respect and good process.

• Listen carefully to what the needler is saying and not saying.
• Respond as you would hope to be responded to with respect, care, and honest intent.
• Keep track of the needler's efforts and speak to look for trends and to understand better.
• Figure out a peaceful path in light of the needler's constant barrage.

It's the time of the school year where needling can happen for many reasons. It can be as simple as a hot classroom or as complex as a troubling family issue. It's important not to let needling get to you, but instead to react with a professional, well-meaning response. 

Silence Can Be Used to Intimidate

A response of silence to questions and quandary can be considered a form of intimidation. When people repeatedly ignore questions or not respond to requests, they send a worrisome message that you are not worth the time or energy that a response takes.

As much as possible, it is my intent to respond to requests, questions, and issues in a timely, polite manner. If I don't respond, please let me know. Also if you are not pleased with the response, let me know that too.

I worry about those who don't respond. I keep track to understand trends and try to find, perhaps, a better way, but all in all consistent silence with regard to responses to questions, concerns, and issues is intimidating and disconcerting. Onward.