Celebrate, Inspire, Grow
vol.1 - edition 1: August 2021
Director's Delights - Jay Trujillo
"How will you and students seek connections?"
Teacher-Student Relationships: The Foundation, The Research, The Reward
As we reopen schools and return more and more students to physical classrooms, we experience nostalgia, loss, joy, and a range of emotions. We’re thrilled to see our students repopulate the campus, yet recognize that learning environments have changed. Some students did much better with distance learning, academically and socially, and may choose to continue online. Others craved the social interactions of school or needed more support from a teacher. Still others need significant social and emotional support to re-engage with learning. We understand that remote learning may continue for some, but not most. Students are back! The realization that school may never be the same can test our resilience and passion. But, if we embrace the possibilities, we will move forward to reimagining our classrooms like never before... the next and better normal... classrooms of high impact for all students.
To help quantify impact, we must first understand a commonly used research metric: effect size. An effect size emphasizes the difference in magnitude of given practices for purposes of comparison. An effect size of 0 reveals that the influence had no effect on student achievement. The larger the effect size, the more powerful the influence. John Hattie’s research (2009) suggested an effect size of 0.2 as relatively small, an effect size of 0.4 as medium/average, and an effect size of 0.6 as large. While Hattie has continued to update his research synthesis (e.g., 1250 meta-analysis today vs. 800 in 2009), the story remains the same: an effect size of 0.4 equals average learning results, or better said, one year of learning in one year’s time. In JUSD no one I know desires to be an average teacher or average leader. We strive for better.
The evidence of the influence of strong teacher-student relationships is a positive one, with an effect size of 0.48 (Hattie, 2018). But how does one define or characterize teacher student relationships? Elements of teacher-student relationships (Cornelius-White, 2007) include: teacher empathy (understanding); unconditional positive regard (warmth); genuineness (teacher self-awareness); non-directivity (student initiated and student-regulated activities); encouragement of critical thinking (vs. traditional memory emphasis). Establishing these conditions begins on the first day of school—from the very first interactions students have with their teacher.
Fisher, Frey & Hattie (2021) remind us that the quality of teacher-student relationships is dynamic or ongoing, meaning that it is continually shaped by classroom experiences and context. For example, the element of “teacher empathy” isn’t revealed in day one or week one lessons embedded with positive messages and student affirmations. Empathy is evident over the long haul of classroom challenges, student interactions, and rituals fostered and consistently modeled by teachers. How will you seek connections with students, and they with you? The element of teacher empathy and a positive classroom culture and climate develop by design, not happenstance. The culture is determined by the policies, procedures, and events that happen in a classroom. The climate is how these are felt and perceived by students in the classroom. We're all going to be a little rusty. Be sure to take the time to thoughtfully create the conditions to support student success over the long haul.
Every Kid Needs a Champion - over 12 million views
Chilly Classrooms
Let’s be real… some students will be hard to love, or they will keep us a bit more than one arm’s length away. The reasons for this are many, understandable (most times), maddening, and heartbreaking. Such students can be reserved or quiet, loud or obnoxious, edgy or distrustful, difficult or disruptive—and this may just scratch the surface! But as Rita Pierson eloquently shares in her famous TED Talk, these students can never know we love them less, care about them less, or believe in them less than we do for others. IN FACT, these children need stronger teacher-student relationships—it’s a matter of their survival.
Research shows that teachers unknowingly demonstrate differential teacher treatment of hard to reach or teach students (Good, 1987). These students, often referred to as “low-achieving students,” experience the following:
Are criticized more often for failure
Are praised less frequently
Receive less feedback to guide their learning
Are called on less often (i.e., never raise their hands)
Experience less eye contact from teacher
Have fewer friendly interactions with teacher
Experience acceptance of their ideas less often
Developing authentic teacher-student relationships with ALL of your students requires thoughtful planning, monitoring, trial and error, and perseverance. Did you greet students by name as they entered the classroom? How many times did you use their name to elicit ideas (not as a correction)? Did you ask students a personal question or pay them a compliment? Did you provide feedback just in time just for them when and where they needed it most? [BTW... stay tuned for the Feedback edition of Secondary to None, when we delve deeper into the topic of feedback 😊.]
Classroom Climate for Learning
In 2003, John Hattie wrote a paper titled – Teachers Make a Difference: What is the research evidence? Hattie and his research colleague, Dick Jaeger identified 5 major dimensions (distinctions) of excellent teachers vs. simply experienced ones. One dimension begs mention here: Expert teachers are masters at creating an ideal classroom climate for learning. Specifically, expert teachers build climates where error is welcomed, where student questioning is high, where engagement is the norm, and where students can gain reputations as effective learners (Hattie, p. 7). Further, expert teachers have high respect for students, evidenced by attending to students’ affective attributes (Hattie, p. 9). Step into any highly effective classroom and within minutes, genuine student care, concern, attention, and responsiveness are clearly apparent. These classrooms are psychologically safe for learners.As we launch the return of “in-person instruction” and the 2021-22 school year, never doubt the tremendous impact we have on learners in classrooms, playgrounds, cafeterias, and schools. It begins, first, with relationships—connecting with the human spirit. Be great. Be well.
Look forward to our next Secondary to None edition coming in September/October - Teacher Clarity for Empowered Learners
Principal's Place
Mira Loma Middle School Welcomes Students Back
- Mary Boules
Principal
Coordinator Connection - Janice Cloward
Strategies for Relationships with Intention
We all know that teacher-student relationships are a crucial part of our classroom environment. We’ve heard about the research that tells us that our relationships support a student’s social and emotional wellbeing, as well as their academic success. But how often do you take the time to make building those relationships intentional? How often do you implement specific strategies to target relationship building? Developing our relationships with students is too important to simply leave to chance. We need to invest in creating space and time to show students that we value them and that we care.
Here are some strategies for intentionally building relationships:
Greetings
Learn Student Names
When building relationships, learning a student’s name and pronouncing it correctly is important. Greeting a student by name tells them that you see them and that you care. It helps you to connect to who they are and their identity as individuals. Learning names is the first sign of respect that we can give our students.
How to learn all of your students' names.How to learn student names quickly: 26 names in 5 minutes.
The 4H Method
It always seems like there is so much to do during a 6-minute passing period, but consider putting it all aside to greet your students at the door. Consider greeting students everyday using one of the 4H’s:
Handshake
High five
Hello (with name)
How are you?
Just Like Me
Take 5 minutes at the start of class to make a small connection with students. Either the teacher or student(s) can lead this activity.
Directions: Everyone is seated and the person leading the activity stands. The leader makes a statement based on his/her interests, family, or other experiences that others may have in common. For example, the leader states “I have a dog.” Everyone to whom the statement applies, stands up and says “Just like me!” then sits down. The activity continues through a predetermined number of statements and others again respond “just like me.”
Just Like Me provides a quick and easy opportunity to get-to-know your students. In the beginning, consider the teacher being the only leader to keep the activity low-risk until you develop a sense of comfort and safety with your students. Then start allowing students to lead.
End-of-the-Day Exit Slips
Most of us use Exit Slips formatively to check for understanding, but have you ever considered using them in a non-academic way? Take 5 minutes at the end of the school day (6th period teachers) to make a connection with students. Ask questions such as:
- What was your favorite moment today?
- What was a class activity that you enjoyed from today (this week)?
- What do you hope to learn tomorrow?
- Did a teacher make you laugh today? How?
It’s like a parent asking their child, “how was your day?” For some of our students that might not have someone at home to ask or that asks, this is a simple way to show students that you value them. But remember, you’ll only demonstrate that value by taking the time to read every Exit Slip and respond (written or verbal).
Be Empathetic
Two-by-Ten
We all encounter those one or two students we have a more difficult time connecting with, or that student that is more disruptive or less motivated than other students in class. Well, consider spending intentional time with these students to have conversations and to listen. The Two-by-Ten strategy involves the teacher spending two, uninterrupted minutes a day with the student for ten consecutive school days. During your two minutes with the student, have non-academic conversations. In the beginning you may need to ask more questions, but the goal is to maintain a fluid conversation with the student for the entire two minutes. Be sure to be genuine in your questioning and be interested in what they are interested in.
Want to learn more? Read: The two-minute relationship builder.
Interested in a little humor? Check out this video:
Simply Listen
Being a teacher requires more from us than just simply teaching our content. Many of our students want someone to acknowledge them and to show they care. Thus, many of our students seek time to make small talk with us about their lives and about the things that matter most to them. In these moments, we need to just simply listen. Stop what you're doing! Put down those papers, move away from that computer screen, and undividedly listen. Make eye contact and allow yourself to be interested. You will make yourself more approachable and will strengthen your relationships with students.
Strategies for students can work for us too: 8 Listening Strategies Students Can Use for Better Communication
Read more: Six strategies for Effective Listening
Be Equitable
Random Response
“When you fail to recognize particular students, you can communicate a low level of confidence in their abilities. Individual students may “tune out” and believe that you don't expect they will be able to answer your questions. This message is compounded when these students see others being called on regularly” (Boynton and Boynton). Consider implementing strategies for calling on students like Cold Calling, random name generators, or good ol’ popsicle sticks. But even more importantly, take time to track the frequency of which students are being called upon. Your results might surprise you.
Acknowledge Every Student Response
Acknowledging students’ responses lets students know that they are a part of the classroom community. It validates the students, their thinking, and their engagement in the learning, which in turn can reinforce their participation in future lessons and discussions. Even when students’ responses are incorrect, we need to acknowledge their responses to show appreciation for their efforts. Further, consider it an opportunity for expanding and deepening students’ learning through questioning strategies. Acknowledgement of students’ contributions to learning will promote a safe environment for students and reinforce positive behaviors.
Read more: Questioning Strategies
Teacher Voices: Teacher-Student Relationships
"The most important methods to creating positive impacts in the classroom are building rapport with students and fostering a love for math."
- Phillip Ramirez
Jurupa Valley High School
Phillip Ramirez, Teacher at Jurupa Valley High School
"I mess up a lot, but everything I do is out of love and compassion."
- Claudia McMains
Nueva Vista Continuation
"The issue must be addressed by pre-teaching the habits of the heart and mind in order to make it a common structure within the class."
- Todd Martin
Mira Loma Middle School
"I like tacos."
A few years ago I had a student that was having an off day and was acting out in class. I asked him to step outside and I would go talk to him after I gave the assignment instructions to the rest of the class. He said something under his breath and waited for me outside. After a few minutes, I went to check on him and asked him what was wrong. He was still angry. I said, "don't be mad at me, please, I like tacos." He was really confused and I said, "you told me that you and your dad make tacos for parties on the weekends. I just don't want you to be upset with me because then you won't bring me any leftovers on Monday. How can I help?" He looked at me in disbelief and began to laugh. He apologized and said there were things going on in his personal life that was upsetting him. I told him he could always talk to me or his guidance counselor if he needed to. He thanked me, apologized again, and said he would bring me tacos. I told him that we have all been there, but we need to try to leave it at the door and to come in otherwise he would miss out on a short story that is one of my favorites and I knew he would enjoy it too.
- Janiece Bailey
Rubidoux High School
"Keeping a positive outlook regarding the situation with the student, instead of a negative one is key."
- Richard Leach
Jurupa Valley High School
"Positive phone calls home are worth the time."
- Elizabeth Wells
Mira Loma Middle School
"I have a passion for making my classroom environment welcoming to all and I am constantly working to become a better educator."
I try to figure out what is causing the interference with their education. I see if it is a need I can help them obtain, but if not, I direct them to our site counselor or our district’s PICO department’s resources.
- Angela Katayama
Del Sol Academy
"I try my best to celebrate each student's individuality and give them room to be themselves with me and their peers.
- Eric Hidalgo
Nueva Vista Continuation
"I like to start off the year doing activities that allow students to get to know each other."
- Shane Wells
Mira Loma Middle School
"When you listen, it shows students they hold value, you're supportive of their endeavors, and you care."
- Roberto Flores
Nueva Vista Continuation
"I consider it imperative for me to relate my content with my student's interests."
- Delia Toscano
Rubidoux High School
"Before you ask them [to] do anything, rapport MUST be created."
- Patrick B. Thompson
Rubidoux High School
Student Voices
Communication, Leadership, Kindness
- Priscilla Perez, 11th Grade
ASB President, JVHS
Ask How the Day is Going
- Lyonnie-Rose Cabreros, 10th Grade
PHS
Communication that goes above and beyond
- Angel Estrada, 11th Grade
JVHS
Have Fun While Learning
- Gisele Serrano, 10th Grade
PHS
Kindness and Understanding
- Haden Hoffman, 10th Grade
JVHS
Learn About Students
- Anonymous, 10th Grader
JVHS
Respect Student-Teacher Confidentiality
- Deveni Almazan, 11th Grade
PHS
Made Us Laugh
- Lizbeth Lopez, 11th Grade
JVHS
Be Patient, Understanding, and Relatable
-Isabella Chandroo, 10th Grade
PHS
Editor's Ending - Sheila Szabo
Sum of All the Parts
CTE News - Roberta Pace
Cyber Security Training Comes to JUSD High Schools
According to The US Bureau of Labor Statistics, cybersecurity jobs are among the fastest-growing career areas nationally. The BLS predicts cybersecurity jobs will grow 31% through 2029-- over seven times faster than the national average job growth of 4%.
This past summer JUSD partnered with Riverside Community College - giving interested high school students the chance to participate in the AFA CyberCamp Program at RCC. This program gets students new to cybersecurity excited about STEM career opportunities while teaching important cyber defense skills through hands-on instruction and activities. But the district’s commitment to cyber security training doesn’t end here.
Nueva Vista High School launched a CTE program for cyber security this fall. The four-semester pathway, taught by CTE Teacher Kevin Brown, is aligned to the information Security and Cyber Defense Certificate program at RCC (23-unit certificate program) and Cyber Patriot, a national youth and college cyber education/competition program sponsored by the US Air Force Association.
Thanks to our partnership with RCC, students at Patriot and Rubidoux High School are now able to take college cyber security classes as part of their regular school day. Students in this dual enrollment program can complete seven to 14 units towards RCC’s 23- unit cyber security certificate program.
Unlike computer science-based technology careers, cyber security does not require advanced preparation in mathematics. In fact, cyber security can be a great fit for people interested in
- Graphic and performing arts
- Problem solving
- Details and solving mysteries
- New challenges
- Making a difference for others
SAVE THE DATE
ALEKS Training (New and Refresher) at the PDC Lab
Monday, Aug 2, 2021, 08:00 AM
10223 Bellegrave Avenue, Jurupa Valley, CA, USA
RSVPs are enabled for this event.
Read 180 Training at Parent Center South
Monday, Aug 23, 2021, 08:00 AM
4850 Pedley Road, Jurupa Valley, CA, USA
RSVPs are enabled for this event.
Mark Your Calendar
- September 6th - Labor Day Holiday
- September 8th - Math UOS (8:00-3:30) PDC Lab
- Optional 2nd Math UOS - September 10 (8:00-3:30) PDC Lab
- September 14 - Principal Meeting
- September 15 - ELA UOS (8:00-3:30) Parent Center South
- September 16 End of Report Period
- Optional 2nd ELA UOS - September 17 (8:00-3:30) PDC Training Room
- September 20 Teachers Grade Reporting Deadline
- September 22 Science UOS (8:00-3:30) PDC Training Room
- September 23 Report Cards Mailed
- Optional 2nd Science UOS - September 24 (8:00-3:30) PDC Training Room
Sheila's Showcase
Cool Chicken Lettuce Wraps
INGREDIENTS:
- 1 tablespoon olive oil
- 1 pound ground chicken
- 2 cloves garlic, minced
- 1 onion, diced
- 1/4 cup hoisin sauce
- 2 tablespoons soy sauce
- 1 tablespoon rice wine vinegar
- 1 tablespoon freshly grated ginger
- 1 tablespoon Sriracha, optional
- 1 (8-ounce) can whole water chestnuts, drained and diced
- 2 green onions, thinly sliced
- Kosher salt and freshly ground black pepper, to taste
- 1 head butter lettuce
DIRECTIONS:
- Heat olive oil in a saucepan over medium high heat. Add ground chicken and cook until browned, about 3-5 minutes, making sure to crumble the chicken as it cooks; drain excess fat.
- Stir in garlic, onion, hoisin sauce, soy sauce, rice wine vinegar, ginger and Sriracha until onions have become translucent, about 1-2 minutes.
- Stir in chestnuts and green onions until tender, about 1-2 minutes; season with salt and pepper, to taste.
- To serve, spoon several tablespoons of the chicken mixture into the center of a lettuce leaf, taco-style.
Jay Trujillo
Janice Cloward
Sheila Szabo
Education Services/Secondary Education
Do you have feedback or thoughts for future editions?
Want to nominate a teacher or staff member for a featured highlight?Do you have artwork, a fun side gig, or accomplishment you'd like to showcase?
Write us all about it to sheila_szabo@jusd.k12.ca.us
Email: sheila_szabo@jusd.k12.ca.us
Website: https://jurupausd.org/our-district/edserv/secondary/Pages/default.aspx
Location: 4850 Pedley Road, Jurupa Valley, CA, USA
Phone: 951-360-4174
Twitter: @jayjtca