Tiger Times
NEWS AND INFO FOR SLATER STAFF 8.12
This does not mean that academic tasks are "wrong." However, this focus on structures means that we will prioritize 100% execution of those structures over the content taking place within them. Right now, it is more important that students and staff master our shared routines and systems. This may look like
- leaving the class earlier than usual to make sure transitions are 100%
- staying with students in the cafeteria to make sure they follow lunch procedures 100% (you are no longer required to, but I trust that you will not leave them until they are 100% ready to follow lunch structures without you)
- MODELING how we expect conflicts to be resolved. Model and practice BEFORE there's a conflict. We have some resources for this that we will share this week.
- narrating expectations at all times - this of course includes positive narration as well as think-alouds/narration of how you want students to think.
- celebrating 100% when the entire class has mastered a system.
In the spirit of "keeping it 100," here's how we're doing with our systems:
- Arrival to School - 90% (The only missing piece is the use of Dojo points)
- Arrival to Classroom - 100% (YES!)
- Morning Meeting - 90% (Shout out to 4th grade! Not only are they consistent across the grade level, but they "got curious" about how to make this structure come to life for their grade! Ask Ms. DeVeaux about her Tuesday Topic! She is building curiosity, listening/speaking skills in an intentional way, and most important building a safe culture and strong relationships!)
- Transitions - 100% in the morning (yay!) but 70% in the afternoon. Let's try to leave our students with the same sense of calm and positivity they are greeted with in the morning.
- Classroom Routines - 80% (To get to 100%, we'll need three things: 1. As a team, crosscheck your classroom routines with each other. Every classroom doesn't have to be identical, but share your ideas with each other. 2. When you don't see the efficiency you want, ask yourself, "Do I have a system or routine for this?" If so, that means you need to either stop and practice until you have 100% or the system doesn't work and you need a new one. If you don't have a system that has been clearly articulated and practiced with students, you need to create one. Ask coaches to help with this :-)
- Restrooms/Water Fountains - 90% (Remember to take class restroom breaks with a partner teacher when possible so that students are never in the restroom alone. The piece that we need to work on is "Teacher narrates positively and interacts with students while waiting in the hall (ex: practicing multiplication facts, spelling words, vocabulary, etc." If we don't do anything else, always use positive narration. This is something that needs to continue until the last day of school.
- Cafeteria - 85% Make sure you practice and review these systems. Remember to model saying please and thank you to our cafeteria staff!
- Recess - (Great job with managing the transitions to and from recess. Shout out to 5th grade! They alternate locations and classrooms so teachers are spread out among different spaces and so students are not crowded together.)
- Dismissal - 85% (Positively narrate throughout the entire dismissal procedure. Use Dojo points. Most importantly, know how each student gets home prior to the beginning of the dismissal process. Equally as important is making sure students arrive at their dismissal location on time and are . We are also working on how to make sure that all spots have coverage. Look for information from Mr. Moultrie on updates/refinements to the dismissal process.
If we don't get anything else right this year, having 100% execution of just these systems will drastically improve outcomes. Rituals, routines, and systems are fundamental to trauma-informed practice because they create the consistency that makes us feel safe. When children (and adults) feel safe they can move to the next part of the brain. When we take the time to build relationships with students they will feel loved and secure so they can move to part of the brain we need them to be in most - their prefrontal lobes where they can think and problem-solve. We want them to think critically and learn complex content. They cannot do this if they don't feel safe or loved. I promise if you get those 2 things right, teaching content will be mmmuuuuccchhhh easier. (Still reading? Yay! The first 4 people to tell me one system you aren't at 100% with yet and either what you'll do this week or who you'll ask for help, will win a prize.)
When it comes to systems KEEP IT 100.
Have a great week!
Coach Freeman
Ms. Robinson
Mr. Koonce
Before Conferences
- Each teacher should schedule conferences with their individual families. Consider using Sign-Up Genius or a similar tool to automate this process.
- MAP data will be printed and provided for you to review with parents.
- As a grade level, prepare a take-away (document, folder, brochure, etc) with what caregivers need to know about the school year. Examples of pertinent information include but are not limited to: major testing dates, standards, upcoming PBL units, communication tools, celebrations, etc. Click HERE for parent roadmaps to standards.
During Conferences
- Begin with multiple examples of positive feedback about the child. Move beyond just saying things like "X is a joy to have in class" and these types of general statements to giving more specific information.
- Provide an opportunity for parents to share the strengths and areas for growth of their child, as they see it. Also ask them if there is any important information you need to know about their family, schedule, needs, etc.
- Share MAP data and goals for the year.
- Share standards for the year.
- Ask the parent what their needs are, goals for their child are, etc.
- End the conference on a positive note.
After Conferences
- Send a thank you note to each parent that attends.
- Reach out to each parent who does not attend to reschedule. Continue to reach out to them until they do attend.
Specific tools will be provided closer to conferences. You will receive a sample script, sample activities to begin the conference, etc.
Instructional Resource of the Week
Lead4Ward Instructional Strategies Playlists
- engage learners
- provide practice without penalty
- encourage interaction among students
- see and hear students’ thinking
Who: This can be used by all teachers, subjects, and grade levels. They are not subject-specific, but are instead a collection of strategies that you can embed in any lesson.
When: Anytime!
How: Click HERE to access this resource.
Culture Resource of the Week
Why: "There is plenty of evidence available now that demonstrates the value of teaching mindfulness to young people, and many of the benefits of mindfulness are skills and dispositions that are especially helpful in the context of education. Mindfulness practices help children improve their ability to pay attention, by learning to focus on one thing (e.g., breath, sound) while filtering out other stimuli. Mindfulness also provides kids with skills for understanding their emotions and how to work with them."
How: Click HERE to access Mindfulness Practices to Bring to Your Classroom.
Who: This resource applies to all teachers
When: Varies
- Motherland Mondays - Wear African print or clothes that represent your heritage.
- Tiger Tuesdays - Wear school colors
- Thankful Thursdays - Give a note to a colleague or student that you'd like to thank. Consider having your students participate!
Got an idea for Wednesday or Friday? Let us know!
TO DO LIST
- Be sure you've sent positive communication home for each individual child by Monday, August 12.
- Continue to take PAPER attendance using the rosters provided.
- Reach out to parents to schedule conferences.
- Build relationships and have fun with your students :-)
- Have you turned in sub folders yet? The FINAL due date is Monday, August 12.
- Class Dojo should have been set up by Monday, August 5. Please make sure you have added enrichment teachers as collaborators.
- Remember to document daily behavior issues under minor incidents in Educator’s Handbook.
- Submit lesson plans.
THIS WEEK
IMPORTANT LINKS AND NUMBERS
Lesson Plans
- Calendar Requests
- YouTube Whitelist:
- Supply Request:
- Tech Requests:
- Digital Instructional Resources: www.portaportal.com Guest Access: dkemp