Monday Memo

Week of 9/29/2014

Reminders

1. Please visit rasorpta.org to join the PTA as teacher support. It is $9.50. Please encourage parents to join as well. The grade-level with the most parents as part of PTA will win a popsicle party.

2. Today was a data dig Monday with your grade-level team.

3. Enrichment/Clubs will start on Wednesday, Oct. 22nd. If parents are asking, this is the date you can give them. It will be more of a lottery/drawing this year because we can not accommodate as many students as before.

4. We are looking for volunteers to help with Enrichment. If you know of any parents who would be willing to help, please let Ana or Jana know.

5. Red Ribbon Week and Parade are fast approaching! Please consider making a float or decorating a wagon for the parade.

Upcoming Events

Tuesday, September 30th

  • Crosswalk for Kinder and First
  • Alternate CMIT day
  • Team meetings with Zack and Jana


Wednesday, October 1st

  • Zack and Jana out at Principal meeting


Thursday, October 2nd

  • Team Leader meeting after school
  • Mobile Computer lab from 6-8


Friday, October 3rd

  • ESL teachers off campus at meetings
  • Rasor Market (Mystery)


Tuesday, October 7th

  • AVID Site Team Meeting 3:15 - 4:00
  • Sunshine Team Meeting 3:15 - 4:00


Wednesday, October 8th

  • Walk-to-School Kick-Off!


Thursday, October 9th

  • Rasor Picture Day
  • Vertical Team Meetings after school
  • Mobile Computer Lab 6-8 at Rasor


October 13th - October 31st - The Pumpkin Phantom


Tuesday, October 14th

  • Chick-Fil-A Spirit Day at the McDermott location

Our Staff Rocks!

Brags to......

All teachers for your fantastic help with dismissal and making sure the students go home the right way everyday!


Thank you to Nurse Cheri for all she does that is above the call of duty. Thanks for keeping us safe and clean!


Thank you Senida for watching my class on Monday!! You were a huge help and I really appreciate you!


Thanks to Becca Bailey for helping me with a tinyurl link for the eNews


Amanda Valentini, Diana Moore, Christine Dargan, Jana Sandall, Zack Pruett & and other staff member I may have missed – Thank you for riding the bus home with our students to make sure they are getting their as safe as possible! You rock for taking your time to do this!!!

Christine Dargan – Thank you for covering bus duty when needed the past week! Thank you so much for filling in!!!

AVID Elementary

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Technolgoy Tidbits

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How Teaching Gratitude In School Makes Kids Happier

By Emily Campbell

As Thanksgiving approaches, kids may start hearing and thinking more about gratitude at school. Maybe they'll make handprint turkeys and write something they're thankful for on each feather, or do something similar. Sure, it's a nice exercise, but does being grateful really make a difference for kids?


Previous research clearly shows that it does. Practicing gratitude increases students' positive emotions and optimism, decreases their negative emotions and physical symptoms, and makes them feel more connected and satisfied with school and with life in general.


But most of these studies have been done with upper-middle-class students in middle or high school. The results raised the question: Would these findings hold true for other types of students, particularly younger kids or kids in high-risk situations?


Two new studies find that gratitude is associated with real positive effects in the lives of these kinds of kids -- enough to suggest that it should be a focus for students all-year round.


Making Young Kids More Grateful
Jeffrey Froh is a pioneering researcher of gratitude in youth. He and colleagues tested a new kind of gratitude curriculum for elementary school children (ages 8 to 11), the youngest studied thus far. First, children learned about the three types of appraisals that make us feel grateful:


  • That someone has intentionally done something to benefit us
  • That providing this benefit was costly to them
  • That the benefit is valuable to us


After one week of daily half-hour lessons, these students showed significant increases in grateful thinking and grateful mood -- meaning that the lessons worked. Also, when all the children were given the chance to write thank-you notes to the PTA after a presentation, the students wrote 80 percent more notes than kids who didn't receive the lessons, showing that their enhanced gratitude translated into more grateful behavior.


In the second part of the study, researchers delivered the curriculum over five weeks, with one lesson per week. The students' outcomes were tested right after the program ended and then several more times, up to five months later.


Compared to kids who didn't get the lessons in gratitude, these children showed steady increases in grateful thinking, gratitude, and positive emotions over time. In fact, the differences between the two groups were greatest five months after the program ended, indicating that the gratitude lessons had lasting effects.


Overall, this study suggests that even young students can learn to look at the world through more grateful eyes -- and that they may become not only more appreciative but also happier as a result.


Working with at-risk youth
In another recent study, Mindy Ma and colleagues looked at gratitude in a very different kind of population than those used in previous youth gratitude studies: African-American adolescents (ages 12 -14) in low-income, low-performing urban schools.


They wanted to know if, in this kind of high-risk environment, gratitude would help protect them from stresses they faced at home and school. The researchers surveyed almost 400 students from three different middle schools to see if they felt grateful emotion in response to things others do that benefit them (which researchers call "moral-affect" gratitude) or if they tended to focus on and appreciate the positives in our lives and the world (called "life-orientation" gratitude for short).


The researchers found that those who were more likely to feel grateful to others also scored higher on academic interest, grades, and extracurricular involvement; those who appreciated the positives in general scored lower on risky behaviors like drug use and sexual attitudes and activity. One factor, positive family relationships, was associated with both types of gratitude. In other words, at least for this group of students, moral-affect gratitude seemed to enhance the positive conditions of their lives, while life-orientation gratitude seemed to buffer against some common high-risk pitfalls.


Of course, this study couldn't determine whether gratitude actually caused the good outcomes (or vice versa). But it did provide promising evidence that gratitude can play a critical role in protecting at-risk adolescents' from the difficulties of their lives, possibly by broadening their mindsets and building their personal resources and coping skills.


Future studies should include experiments with programs -- such as Froh's new curriculum, perhaps -- to test the effects of teaching gratitude in at-risk populations as well. Which might give us all something more to celebrate on Thanksgiving!


This article originally appeared on Greater Good, published by the Greater Good Science Center at UC Berkeley. For more, please visit greatergood.berkeley.edu.

Rasor Elementary

Rasor Elementary, with the community, will give us a safe, caring place to learn and reach our dreams.