Head U Gator News
January 28, 2019
Grateful Heart...
I am grateful for...
...Kim, Donna and Bryan who stayed late on Friday afternoon to conference with a parent of a student going through a challenging period.
...Heather and Tracey, who attended a basketball game Friday night to see a team made up solely of Glenhope boys. They (and their parents) were excited Coach E and Mrs. Lafara were there to cheer them on.
...Karen and Jennifer Bigler, who came and worked in the garden Saturday morning. Karen even forced Bob into doing manual labor for us!
...Brittany, for reversing herself on a consequence we had decided when she learned more of the story. All of our responses to our students need to be individually tailored and aren't always going to look like "punishment" in the traditional sense of the word. That's easier to swallow if we think of mistakes as opportunities for learning and teaching our students a better way to respond or how their actions impact others.
...Megan A., Jayne and Becca, for spending their Friday evening with 38 5 and 6-year-olds. The kids had a good time and loved being at school when they were supposed to be in bed!
Kids and Trauma
On Saturday morning's Weekend Edition they had a segment called, "What do Asthma, Heart Disease and Cancer Have in Common? Maybe Childhood Trauma. It's about 5 minutes long, and much of it you know already. However, it's a review of a new book, and the author speaks very entertainingly about how teachers' responses can make a difference in how kids respond (which you all know). If you want to listen, click on the first link and scroll to the segment on the page (because I couldn't figure out how to embed the actual podcast into the Smore!)
If you want to read the article, here's the link:
VALOR
Applications for VALOR (Vanguard Association of Learning, Observation, and Reflection) will be coming out in February. VALOR is a group of innovative teachers that commit to reading, learning, observing, and reflecting together. If accepted you will have the opportunity to visit classrooms all over the district as well as be observed by your peers based on group and personal goals and receive individualized feedback from an instructional coach. Following is specific information on the application process:
Applications (google form) will go out February 12 in an email from Dr. Newell and due by Feb. 26 at 5 pm. The VALOR team will score based on a rubric and on input from campus principals
A group will be selected to move on to the interview portion and if you make it, you will be contacted by a VALOR team member to set up a time for the interview at your campus either during your conference or after school
You will be contacted by Dr. Newell with the final decision
We hope to invite about 24-28 people to our next class of VALOR
For more information, please visit our web page, ask a former VALOR teacher, or contact Melanie Gonzales (melanie.gonzales@gcisd.net).
“It takes courage to be introspective about your craft as a teacher.” - Dr. Suzanne Newell
Your journey begins with one step. Consider applying to be a part of the vanguard and taking that first step and finding that courage!
From Chicken Soup for the Soul: Inspiration for Teachers
Wisdom from my Elders
Megan Kajitani
I was accustomed to teaching college undergrads, so this summer gig was a bit outside my comfort zone. The university's Senior Scholars program wasn't for college upperclassmen, but for senior citizens- people much older than my twenty-seven-year-old, graduate-student self.
Still, I'd signed on to teach Broadcast Media History to Senior Scholars in order to put a few dollars in my threadbare pockets. I compiled all my notes and slides, planning to start with some historical theory, then go over major radio and television events that shaped US popular culture. (Sounds fun, right?)
I found my classroom in the basement of the senior community center and was greeted by a bright group of fifteen students already seated - women and men with silver hair, wrinkled skin and lively spirits. They were chatty and clearly eager to learn.
"Ahem," I said, clearing my throat and standing tall at the front of the classroom. "Thank you for coming. I'll be teaching you about Broadcast Media History." I noticed some sly smiles and sideways glances.
I proceeded to teach for the full forty-five minutes. And by that, I mean lecture with perhaps a few directed questions sprinkled in. Class ended and I waved goodbye with a professional smile as they ambled out of the room talking in hushed tones.
The next day, as I walked through the senior center lobby, I noticed a few of my students sitting in the lounge area chatting. I gave them a small wave and a slightly confused look. Arriving in the basement classroom, I found the lights out and every seat empty.
I looked at my watch and double-checked my class info sheet. The time was correct, as was the day and the classroom. But nobody was there.
Classes were optional in the Senior Scholars program- no grades or anything- but fifteen students had signed up for mine. And not one of them had come back for the second day.
My stomach lurched, my cheeks reddened, and my breath grew shallow as the realization hit me: They didn't' like me. I was awful yesterday.
I plopped down on a plastic chair and dropped my head into my hands on a desk. Tears pooled at the corners of my eyes.
What was I going to do?
I was being paid to teach Broadcast Media History to fifteen students. And every last one of them had jumped ship after the "young professor" had bored them to rebellion.
Taking deep breaths in an attempt to quell my panic, I thought about how to get myself out of this mess. How could I redeem myself to these students, lure them back to this basement classroom and fill it again with light and oxygen?
Finally, I had an idea. It was slightly mortifying, but it might work. I stood up from the plastic chair, squared my shoulders and then relaxed them. With my gut quivering, I marched out of the classroom with a new approach, hoping I wouldn't be facing a firing squad.
Ascending the basement stairs cautiously, I walked into the lounge. The seniors were waiting there with raised eyebrows to see how this young whippersnapper would handle their walkout. I inhaled and exhaled deeply. "Hi, everybody," I said. Some of the men crossed their legs and sat back in their cushioned chairs, grinning like they were about to watch a boxing match.
"So, I realize...I blew it yesterday, " I said. "I apologize. I was trying to teach like I thought a university course should be. It was boring. And....obnoxious."
They giggled quietly like a group of schoolchildren as I lowered my chin and grinned sheepishly, my eyes scanning them.
"I'm asking you to please give me another chance."
The room was silent as they looked at one another, communicating silently.
"I commit to you that, this time, I will make it more interesting." I continued. "I won't lecture. In fact, what I was thinking is that could ask you to tell me your own experiences of the events of Broadcast Media History. After all, you were alive for most of these, right? What do you remember about them? What did you think about them?"
It felt as though all the tension wooshed out the windows then, like air relasing from a balloon. They started to laught and chatter and talk over one another.
"Remember Ed Sullivan?"
"I actually met Walter Cronkite!"
"We closed our shop early once a week for I Love Lucy!"
They had so much to share, so much they wanted to talk about.
"Yes, yes!" I said, raising my voice above the din. "We'll talk about all of that. Starting today with the War of the Worlds radio broadcast. How many of you remember that, with Orson Welles?"
The room erupted with affirmations and stories.
"Okay, great. Yes!" I said, nodding and raising my hands, trying to bring their attention back to me. "So, would you all be willing to come back to our classroom and talk about it there?"
With heads held high they picked up their purses, notebooks and coffee cups and filed down the basement stairs. They had made their point. Thankfully I had heard them.
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So my question to you is: If your students were free to leave your classroom, without penalty or getting in trouble, would they stage a sit out like these seniors did because what you're planning for them isn't what they want to learn about? Or have you found a way to include their voice in your instruction so that even if it was optional, they'd still want to come?
APPLE survey
Go Wild Garden
Noah and Geraldine Limosneros
Paige and Mrs. Wevadou
Lilliana and Brian, John and Ceclia Sublette
Mr. Trevino and older son
Gabriel, Emilia, Liam and Mikala Rood
Gordon Mangham and Thomas Powers
Finley Foster and Mr. Foster and Jonathon Schwartz
Roman Shevchuk
Brady, Ella and Kristen Bedell
Bree and Don Kuehler
Brad, Lucy, Jennafer Schnautz
Xiao and Mr. and Mrs. Brown
Lila, Mark and Natalie Lumpkin
Mr. Fiegel
Bill Toomey
Bob and Karen Blackwell
Jennifer Bigler
Conner and Dean Fitz
I know there is at least one dad that I didn't know and he never said anything, just worked really hard! If you hear anyone else talking about being there, let me know!
Employee survey Feb. 6
If we can get 100% participation, we can have a jeans day the next day when we also have an outing arranged by kinder and 2nd!!
Calendar
Jan. 29th
There was a short staff meeting listed on the calendar but since I had a chance to talk with you before Gatorville about the 19th, we can cancel that.
Jan. 30th
Fire drill
2:55-4 p.m. Good News Club
GTU
Jan. 31st
Tracey, Marnie and I will be in Safety Care all day (on campus but tied up)
Feb. 1st
Feb. 2nd
Pep rally
Gatorville