Volume 51 - May 21, 2018
A look to the week ahead
Welcome to our last week of classes! These last 8 days are going to be crazy so please remember to be patient and flexible, and know that you get a well-deserved break in 10 days.
As we enter our final week of classes, please be communicating with students that are in the D and F range and their parents. We only have a few weeks left and parents should not be getting any surprises when final grades are sent out. This includes keeping Powerschool up to date for all students. Finals are next week. The schedule is below.
The Awards Assembly and last day for seniors is Wednesday. Seniors will not be in classes that day so their last day of classes is Tuesday. As I mentioned on Thursday, seniors are allowed to finish work or do make-up work after Tuesday. Their grades must be done by Friday.
Baccalaureate Mass is at 7:30 at St. Wenceslaus Church on Wednesday. Graduation is at 2:00 on Sunday. All teachers are expected to attend Baccalaureate and graduation.
Monday: ASA Meeting @ 8:00, CEC Telecenter training from 9:00-10:30, Senior Elementary walk @ 2:00, Meeting @ 2:45
Tuesday: Faculty vs. seniors kickball @ 2:00, Board of Ed. meeting at 6:30
Wednesday: Awards assembly @ 9:00, Foundation Luncheon @ 12:00, Graduation practice @ 1:00, Meeting with Father Trevino @ 2:00, Baccalaureate Mass at St. Wenceslaus Church @ 7:30
Thursday: Title 3 meeting @ 10:00, No afternoon meeting
Have a great week!
Congratulations to Mark Schomer!
This Week's Morning Prayer - Not over the intercom if there are AP test make-ups
5/21 St. Augustine’s Prayer to the Holy Spirit
Breathe into me, Holy Spirit,
that my thoughts may all be holy.
Move in me, Holy Spirit,
that my work, too, may be holy.
Attract my heart, Holy Spirit,
that I may love only what is holy.
Strengthen me, Holy Spirit,
that I may defend all that is holy.
Protect me, Holy Spirit,
that I may always be holy.
5/22 Prayer to be Faithful of Serving God
Father in Heaven,
ever-living source of all that is good,
keep me faithful in serving You.
Help me to drink of Christ's Truth,
and fill my heart with His Love
so that I may serve You in faith
and love and reach eternal life.
In the Sacrament of the Eucharist
You give me the joy of sharing Your Life.
Keep me in Your presence.
Let me never be separated from You
and help me to do Your Will.
5/24 Prayer to Love God above all Things
God, my Father,
may I love You in all things and above all things.
May I reach the joy which You have prepared for me in Heaven.
Nothing is good that is against Your Will,
and all that is good comes from Your Hand.
Place in my heart a desire to please You
and fill my mind with thoughts of Your Love,
so that I may grow in Your Wisdom and enjoy Your Peace.
5/25 Prayer for Eternal life with God
Heavenly Father, in glorifying Jesus and sending us your Spirit, You open the way to eternal life.
May my sharing in this Gift increase my love and make my faith grow stronger.
Send Your Spirit to cleanse my life so that the offering of myself to You at Mass may be pleasing to You.
May my sharing in the Eucharist, our Bread of Life, bring me eternal life.
No Religious Celebration on Wednesday
Thursday Afternoon Meeting
Yearlong Reflection Journal
Links to past videos:
Week 23 - http://beingcatholic.com.au/?p=3441
Week 26 - http://beingcatholic.com.au/?p=3578
Week 27 - http://beingcatholic.com.au/?p=3596
Week 28 - http://wp.me/P3nYbb-Yf
Week 30 - http://beingcatholic.com.au/week32/
Week 31 - http://beingcatholic.com.au/?p=3664
Week 33 - http://beingcatholic.com.au/?p=3895
Week 3 - Popular culture brings many challenges and pressures to our students. What do you think the Church can bring them to help them deal with all of the outside influences they face? How does Regina do this? Can we do more? How?
Week 4 - What structures or opportunities exist at Regina to help students build a deep sense of community? Can we do more? What?
Week 5 - What kind of balance exists between a Regina student’s intellectual, emotional, physical, and spiritual lives? Are we happy with the current balance? If so, what can we do to change it?
Week 6 - What practical ways could we incorporate periods of silence into our school day?
Week 7 - Is Jesus the genuine foundation of Regina? In what ways can we improve in making Jesus the foundation of Regina?
Week 8 - Does the sense of Regina achieving its mission ‘depending chief!y on you’ make you feel excited or burdened as a community?
Week 9 - An authentic Catholic school will try to reveal to students the deep truth that they are made in the image of God, that they are loved and that are needed in the world. How effective do you think Regina is at the moment in helping young people know these truths?
Week 9 - It takes courage and effort these days to present Jesus both to the hearts and heads of young people. Do you think your school has the courage to first make Jesus a priority for staff and then proclaim Him to young people in the many opportunities of each day or is Jesus given an occasional mention? What could change and how?
Week 9 - The idea of your subject being a way that students encounter truth can be a paradigm shift. Being totally honest, do you think your school values academic and teaching excellence more in terms of rankings and its appeal to parents or in terms of leading students to truth and Christ? Could both be possible?
Week 10 - What ways currently exist to really encounter the person of Jesus at Regina? What could change or be given more emphasis?
Week 11 - In what ways do you see your school currently developing ‘strong habits of virtue’ in each student that will ‘sustain them in the struggle of life”? What is one thing that could be attempted to strengthen this?
Week 12 - How effectively do you think Regina addresses the spiritual hunger that exists in every young person? Could more be done?
Week 13 - Try and define two or three core elements that truly capture what living the Gospel means.
Week 14 - Do you feel your strengths and expertise are creating a community where love for others is increasing? If not, what could be attempted or done differently?
Week 15 - How could Regina, “...bring warmth and stir hearts.’ through how it understands and uses social communication?
Week 16 - What is your sense of the quality of Regina’s religious education curriculum? Do you think students are given the chance to engage deeply with the Catholic faith on a rigorous level?
Week 17 - If observers spent a week at Regina what would they encounter? What ways exist at Regina for staff to deeply encounter Christ?
Week 18 - John Paul II saw Jesus as the centre of the universe and of history. Would it be fair to say that Christ is the centre of Regina?
Week 19 - Do you think that Regina is currently a place where students, ”...sense their dignity even before they have a definition for it”? What things make this likely or unlikely? What needs to change or what more can be done?
Week 20 - As a staff how do you see the current balance at Regina between a focus on knowledge and outcomes and the bigger picture of human and spiritual formation of staff and students?
Week 21 - How are we meeting the needs of the poor at Regina whether that be financial, relational, social or spiritual? What do we need to do more of? What could we start doing that we are not doing at the moment?
Week 22 - Describe the ‘purpose’ of Regina in a single sentence.
Week 23 - In what ways are we currently bringing the brokenhearted in our Regina community, ‘...rest for their souls.”? In what ways can we help them encounter Jesus who wants to be closer to them? In what ways are we being the presence of Christ to them? What could we attempt?
Week 24 - What role does tradition play in the life of Regina? What is our most valued school tradition? Could new traditions be started that would create a more vibrant Catholic community?
Week 25 - How can moral courage be lived out as a staff at Regina when it comes to witnessing to the Catholic faith? What would it cost people?
Week 26 - In terms of finding the courage to be a faithful Catholic school that is committed to sharing the Good News what do you think are the biggest fears and obstacles to this courage that need to be faced and overcome at Regina?
Week 27 - As well as the focus on Jesus and the need to value every person, what other basic principles do you feel matter at Regina? What opportunities currently exist at Regina for reflection and self-criticism?
Week 28 - In what ways if any do you think Regina is undertaking missionary work in the lives of young people?
Week 29 - As a staff do we love our students equally? How well do we love the most difficult of our students? What strategies can we share with each other for loving those that test our capacity?
Week 30 - How do you feel as a staff about the idea of teaching truth in a very relativist world? Is is hard or easy for you?
Week 31 - What could we do as a staff to know Jesus more deeply and discover the joy that scripture and tradition tells us can be found in Him?
Week 32 - What is one simple practical step that could be taken to give more staff and students the opportunity to encounter Christ?
Week 33 - As a staff what are the one or two key messages you hope that your students might hear from the one shepherd during their time with you? What are we doing to make this happen? Could we be doing more?
Week 34 - What would Reginal be like if we all decided to make Christ the focus of our vocation? What is holding us back? What could we do to ensure that somehow, each day we are growing in our relationship with Him?
Daydreaming or Distracted? What Teachers Misunderstand About ADHD
By Kyle Redford - Education Week
May 2, 2018
We all have students in class who look as if their brains may have been hijacked. These are the students who have a faraway look in their eyes and struggle to stay present during the school day. They fail to make efficient transitions between activities and classes. They often arrive late and can't get oriented to classroom tasks. For years, I have referred to these students as "daydreamers." But after learning more about what is behind their struggle to stay present in class, I’ve come to realize there is a serious problem with doing so.
The problem starts with the word. Daydreaming implies pleasure and escape. It suggests choice. However, it is much more likely that our students with their heads in the clouds are simply students who have not been identified as having Attention Deficit Hyperactivity Disorder. For them, ADHD may be manifesting as inattentiveness rather than the easier-to-see hyperactivity or impulsivity that most people associate with the disorder.
An estimated 6 million U.S. children ages 2 to 17 have ADHD, according to the Center for Disease Control and Prevention. The noisy brain at the heart of these behaviors is not something anyone chooses. Students who struggle with paying attention consider it a frustrating and sometimes debilitating academic curse. It interferes with their ability to complete assignments in a timely manner (if at all), their ability to listen to and understand directions, as well as their ability to efficiently comprehend content in class. In short, ADHD makes it hard to thrive in school.
An Invisible Misunderstanding
It is hard to understand what we cannot see. Students with this form of ADHD, in eras past known simply as attention deficit disorder, are not the hyperactive ones attracting teacher attention by moving about the room, fidgeting, tapping their feet or tipping their chair. What they are dealing with is essentially invisible.
The misunderstanding surrounding this condition often leads to frustration and harsh judgments on the part of teachers, as well as unnecessary discipline. Certain behaviors like arriving late, turning in incomplete work, losing focus during class, or missing directions are typically seen as indications of a poor work ethic. But common teacher instructions I have heard throughout my years of teaching to "listen better," "focus," or "follow directions" are typically ineffective strategies for these students.
A student struggling with inattentiveness is more likely to be the one who raises her hand to ask a question that has just been answered, or the one who loses track of the discussion altogether. Frequent miscues and obvious confusion make her seem like she is not listening when, in fact, the opposite is true. ADHD makes it difficult to filter out the unessential information and focus on the most essential. A student with ADHD is actually trying to process multiple streams of information at once.
Maybe the cruelest thing about the misunderstanding that surrounds attention difficulties is the toll that it takes on a student’s sense of potential. Some of my brightest, most creative, and capable minds are the ones who struggle to pay attention in class. I see this in their brilliant contributions in discussions, their original ideas, and their completed projects and assessments. These students do care about their learning, but they struggle to master the practices to help them do so efficiently and effectively.
A Guide for Learning Accommodations
While we teachers should not discount the importance of diagnosis for students who may suffer from ADHD, there is only so much we can do in this realm. We must not wait to offer classroom-based accommodations for our students who have clear issues with attention, regardless of whether or not they have been diagnosed or medicated.
I have found that one-on-one, compassionate conversations with students about their difficulties can be truly profound. Taking the time to privately acknowledge students' often invisible effort (and struggle) is essential. I ask my own students who face these challenges what they think is at the heart of their attention difficulties.
Even if students are not able to offer much clarity, a transformation often occurs in their learning because they finally feel seen and understood. They become more motivated to sustain the extra stamina required for all the school tasks that do not come naturally.
I also find it helpful to directly engage students in designing personalized strategies to sustain their focus and attention during school. My students have suggested various classroom supports for themselves, like preferential seating, noise-cancelling headphones, a quiet corner, and a posted daily schedule or class agenda.
Other helpful instructional accommodations include providing extended time on assessments, using weekly planners, breaking large assignments into smaller chunks, offering instructions in multiple formats (such as oral, written, and digital), setting small, achievable class goals for long-term activities and projects, and providing rubrics that clearly describe the elements of a successful completed assignment. These accommodations do not change the expectations or end goals for these students, only the form of the assignments.
Taking Action for Students
ADHD, for many students, is invisible and complex. It is no wonder that it is often ignored or misunderstood by teachers. But whether or not a student carries an official ADHD diagnosis should not be a prerequisite to taking action. As teachers, we do not need permission to help distracted students. There are no tidy, silver-bullet strategies to eliminate struggles related to attention.
But engaging our individual students in thoughtful conversations about their attention and helping them design strategies to address them can be a good place to start.