Monclova Primary

Weekly Bulletin

Events for Week of February 11 - February 17

Healthy Heart Week - Jeans all week with $5 donation to the American Heart Association


Monday, February 11

Crazy Socks

Character Wheel - 9:15 am

Teacher Match - 4:00 pm - Waterville Media Center (teachers received emails from BGSU to attend)

Board Meeting - 6:00 pm


Tuesday, February 12

Exercise/Comfortable clothes

Fire Drill - 1:45 pm

MAPS Meeting - 7:00 pm


Wednesday, February 13

AWAKE shirts

Staff Salad Bar Lunch - 11:00 am - 1:00 pm

MAPS Heros Night - 5:00 - 8:00 pm


Thursday, February 14

Valentine's Day - Wear Red

Primary Principals Meeting - Betsey out - 9:15 am - 1:15 pm

Classroom Valentine's parties - 2:45 - 3:15 pm


Friday, February 15

General Gear

Kindergarten Team Release - 8:30 am - 12:00 pm (conference room)

Announcements

Thank you:

Mr. Buehrer! Happy School Counselor week, we hope you enjoyed your goodies and extra love this week! Monclova staff, students and families are fortunate to have a dedicated counselor like you!


4th grade staff for hosting a STEAM night for your families. This extra time and effort is greatly appreciated, the families had a great time!


Fay for our Wellness Day activity of bowling this month. It was another huge success, we appreciate your time in setting up and organizing these events.


2nd grade teachers for your time administering the CogATs. It's the first time students have taken a standardized assessment, your patience is appreciated!

Reminders:

The teacher match process for possible student teachers next year will take place on Monday, Feb. 11 in the Waterville Media Center. You should have received an email from Beth Ralph from BGSU regarding the teacher match. There were a couple of teachers that signed up but BGSU didn't have students with matching licensure. Those teachers should have received an email, too.


Please make sure you are wearing your ID badges daily. Remember to set up your new proximity badge for the new office. This way you don't have to carry all of your keys, just the badge will get you in and out of the new office area.


Healthy Heart week will be celebrated next week. Staff can donate $5 to the American Heart Association to wear jeans all week and participate in the theme dress days. An envelope will be in Fay's mailbox for your donation.


Students will be raising donations for American Heart Association. Mr. Hennon has kicked off the fundraiser in PE class. Any communications and reminders you can add to your newsletters and emails is appreciated. Students should turn in their packets to the office on Feb. 22. Feel free to see Mr. Hennon with any questions.


Jill has shared information about the AW Spirit of Giving event coming up February 22. Shirt orders are due Feb. 12. We will wear AWSG shirts (this year's shirt or past years) on Friday, Feb. 22. Please turn in your gift card donation for our silent auction basket by next Friday, Feb. 15. Any and all gift cards are welcome!


Our next half day grade level release time has been scheduled and subs secured.

Friday, Feb. 15 (AM) - Kindergarten and Mrs. Whalen

Tuesday, Feb. 19 (AM) - 1st grade and Mrs. Whalen

Tuesday, Feb. 19 (PM) - 3rd grade, Mrs. Spirn and Mrs. Harrigan

Wednesday, Feb. 20 (AM) - 2nd grade and Mrs. Harrigan

Wednesday, Feb. 20 (PM) - 4th grade and Mrs. Spirn

I have agenda topics from all grade levels and will share out as we get closer.

Words of Wisdom and Action..............................

The feedback from Brenda Gift's presentation at the staff meeting has been very positive. She presented some real and scary issues that we see in schools now a days. Just building awareness and background knowledge makes you more equipped to handle new situations. Mental health is a hot topic in education as we are seeing it more and more and finding ways to address it.



Addressing Mental Health Disorders In The Classroom - By Bruce Van Stone


There is often a prevailing image society has of someone with mental illness. The stereotype is of a person who is out of control, with a “crazy” look in their eyes, and is highly dangerous. That characterization is not only incorrect, but also insulting. Mental health disorders come in many sizes and shapes and there is not a one-size-fits-all method of addressing them. According to the Canadian Mental Health Association, about 20% of Canadians will personally experience a mental illness in their lifetime. However, from my own experience as a teacher, I know that a much larger number of youth are never diagnosed. Educators are often in the front lines of their students’ lives so not only are they sometimes the first to notice symptoms of mental illness, but they strongly influence how students perceive mental health. While teaching, I was always aware of instructional strategies and practices that can help their students meet their full potential. I would like to share these strategies that I have used to address mental health in the classroom. Please keep in mind that every child is different and that with each disorder, there are varying degrees of symptoms and presenting issues.


I will begin my focus with the anxiety disorders that can manifest in different forms. Anxious students may be easily frustrated or be perfectionists, having difficulty completing assignments. Or, they may simply refuse to begin out of fear of failure. This can lead to absenteeism to avoid embarrassment.

Here are some strategies that I have used effectively for students suffering anxiety:

  • Allow flexible deadlines when they find a particular assignment worrisome.
  • Encourage accountability and follow-through, but not in ways that promote stress and discomfort.
  • Provide choices for assignments and help them feel like they have some control over their environment.
  • Ensure they write down assignment instructions correctly.
  • Post the daily class schedule so students can know what to expect.
  • Encourage involvement in extra-curriculars to help alleviate some anxiousness through exercise and a sense of social belonging.
  • Model calmness and self-control.

Bipolar disorder is another illness that is seen by teachers in the classroom. Students may experience fluctuations in mood, energy levels, effort, and motivation that may occur many times a day, daily, in specific cycles, or during certain seasons of the year. As a result, a student with bipolar disorder may have difficulty concentrating, understanding assignments that have many parts or that have complex directions and may become defiant when confronted about their classwork.

Here are some suggested instructional strategies:

  • Divide assigned readings into manageable segments and monitor the student’s progress, checking comprehension periodically.
  • When a student’s energy is low, reduce academic demands; when their energy is high, increase them.
  • Identify a place where the student can go for privacy until he or she regains self-control.
  • If a student becomes defiant, do not argue with them; instead, concentre on calming him or her down.
  • Regularly check in with the student’s parents so that you can share your observations and better understand their cycles of mood fluctuations more effectively.
  • If the student is willing, talk to him or her about their cycles and how they would prefer you to respond to their episodes.
  • Correct other students who attempt to “stigmatize” or “label” a classmate who is experiencing mood or energy fluctuations.


Depression is another disorder students may be experiencing. They may display a marked change in their interest in schoolwork and activities. Their grades may drop significantly due to lack of interest, loss of motivation, or excessive absences. They may withdraw and refuse to socialize with peers or participate in classroom-based group projects.

Here are some suggested strategies for addressing depression:

  • Reduce some classroom pressures.
  • Break tasks into smaller parts.
  • Reassure students that they can catch up. Provide step-by-step instructions and be flexible and realistic with your expectations.
  • Help students use positive statements about their performance and encourage positive and realistic goal-setting.
  • Encourage gradual social interaction (i.e./ small group work). Ask students who are more social to help bring that student back into group discussions.
  • Ask parents what would be helpful in the classroom to reduce pressure or motivate the child.
  • Encourage physical activity that will assist the student in getting daily exercise.
  • Never dismiss student feelings. Do not say “you will get over it” or “it’s just a part of growing up.”
  • When students approach you about their depression, ask questions to help understand how they feel and what they are experiencing.
  • Include information on depression in your teaching. Show students that there have been many famous and successful people who have had depression and overcame it.


Mental illness is still very misinterpreted and under-discussed in society and as a result, our youth often suffer in silence. They know that they don’t feel right, but they are also aware that they may be called “crazy” or “nuts” if they come forward. Those labels and any stigmas attached to mental health disorders need to be extinguished and educators need to be at the forefront of such actions. Remind your whole class that those who suffer from mental health issues deserve the same respect and dignity as those who suffer from physical health issues. You can illustrate this through lessons on the effects of stigmatization, prejudice, and discrimination. If a student has been diagnosed and confides in you about their condition, I hope my suggested strategies help students reach their full potential in an inclusive, positive, and empathetic classroom environment.


Disclaimer: I am not an expert nor a clinician on this subject matter, but instead have used resources available to me while teaching in the classroom to implement such strategies. Here are the two resources I used for the article and in practice: Canadian Mental Health Association (www.cmha.ca), and Hazelden (www.hazelden.org).


Bruce Van Stone is a Learning Specialist-Bullying Awareness and Prevention at the New Brunswick Department of Education and Early Childhood Development.