E. P. Roberts Primary School

"Hallmark of Excellence!"

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"OUR LEADER OF EXCELLENCE"

Mrs. Janice Moss, Principal

OUR ADMINISTRATIVE STAFF

Vision Statment

To become the premier learning institution that promotes excellence in academic performance, discipline and respect, supported by parents and the wider community to produce global competitors.

Theme for 2015-2016

“Enhancing Academic Proficiency through Collaboration, Performance and Accountability”

Weekly Bulletin: February 22-26, 2016

MONDAY, FEBRUARY 22, 2016

"Serving with Excellence!"

JOKE FOR THE WEEK

Nurse Knowles will be in office today from 9:00 a.m. - 3:00 p.m.

DISCIPLINE COMMITTEE MORNING GUARDS

The following persons are assigned to distribute late slips this morning:

1. Mr. Malkovich Taylor

2. Ms. Virginia Brown

3. Ms. Georgia Robinson

4. Ms. Cynthia Neymour

Please remember to send the students on the Pantry List to the kitchen today for their lunch.

A FEW REMINDERS...

1. Please ensure that students are supervised as they go to the restrooms.


2. It is important that students are accompanied to specialist classes, during lunch break and for after school dismissal.

AFTER SCHOOL CLUBS

This afternoon's clubs are as follows (please ensure that students report to the designated areas):

  • Physical Education (On the basketball court)
  • Spelling Club (Grade 2 - Mrs. Hanna's class)

TUESDAY, FEBRUARY 23, 2016

DISCIPLINE COMMITTEE MORNING GUARDS

The following persons are assigned to distribute late slips this morning:

1. Ms. Nicole Munroe

2. Ms. Virginia Brown

3. Ms. Muriel Charlton

4. Ms. Cynthia Neymour

AFTER SCHOOL CLUBS

This afternoon's clubs are as follows (please ensure that students report to the designated areas):


  • Art Club (Art Room)
  • Brownies (Grade 6 - Ms. Culmer's Classroom)
  • Book Club (Spanish/Special Education Room)
  • Sunflowers (Grade 1 - Mrs. Duncan's Classroom)
  • K-Kids (Grade 4)

GENERAL ASSEMBLY

This morning's assembly will be conducted by Ms. A. Williams and her class.

WEDNESDAY, FEBRUARY 24, 2016

BIRTHDAY GREETINGS

to Ms. Shenekqua Knowles! We hope you have a wonderful day and may God continue to bless you!

PROFESSIONAL DAYS

THURSDAY, FEBRUARY 25, 2016

PROFESSIONAL DAYS

FRIDAY, FEBRUARY 26, 2016

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"ENHANCING OUR PRACTICE"

Probing Skills

What is Probing? Probing is the art of asking questions which prompt an elaboration of initial answers.


Why Probe? This elaboration is desirable because it ensures that the student has a further understanding of the concept under discussion; and, as the student elaborates on a response, relationships that exist between concepts are described and articulated. Far too often teachers allow students to disengage and become passive participants.

Probing helps to counteract this problem.


The Four Most Common Types of Probes

Clarification - the teacher asks the student for more information or meaning. The clarification probe can be used to accomplish two different objectives: a) It may be used when the student’s answer is unclear to the listener; b) It may be used when it appears the student’s understanding is uncertain. For example: “What do you mean by…?” “Tell me more about…” “Would you do anything else?” “Can you be more specific?” “Could you explain that further?” “In what way?”


Critical Awareness - The teacher asks the student to justify his/her answer, to reflect on it. This can be used when the teacher wishes to enlarge or enrich the student’s understanding of the subject matter. A critical awareness probe can also help the student discover greater difficulties or uncover finer details in the subject under discussion. It is especially useful in a situation where a student has taken something for granted or has made an assumption that was not accurate. “Why” questions are classical critical awareness probes. Critical awareness probes are sometimes called reflections. For example: “What are you assuming?” “Can you give me an example?” “Why would that be so?” “How can that be?” “How would you do that?” “Are you sure?” “What do we need to know to solve the problem?”


Refocus - The teacher asks the student to relate his answer to another idea or topic. A refocus probe requires the student to look at a problem from a different perspective. The student is to refocus his or her attention by incorporating another point of view or combining two previously unrelated elements. For example: “How is that related to…?” “Can you summarize the discussion up to this point?” “How does your answer tie into…?”


Prompting - If the student does not respond, the teacher then rephrases or makes the probe easier to answer by. For example: Giving a hint. Giving the student a partial answer. Asking for an example, etc.