Ridgeview Review
Week 15 ~ December 8, 2014
What I See in You ~ by Laurie Wasserman, special education teacher
As I read about Brenda's wonderful, spontaneous idea, I thought, "What better way to validate and inspire my learning disabled students?" My students come to me in their first year in middle school as worried, frightened, and often emotionally and academically defeated sixth-graders. Frequently, they tell me how dumb they feel. That's why I always make it my priority to strengthen their self-esteem by acknowledging their strengths. My first goal of the school year is not about teaching parts of speech or names of polygons. Instead, it is about teaching them to understand why they have the learning difficulties they have and, more important, how they can learn to compensate for them.
My focus all year -- but especially during that crucial first month of school -- is on teaching my students to understand that there is a reason why schoolwork has been difficult in the past, empowering them to take control of their learning, and validating their frustrations and victories along the way. So, you see, when I first learned about What I See in You, I jumped at this opportunity to say something positive and public to my students.
I took Brenda's idea a step farther by writing the comments I share with them on a dated index card, which I read aloud to the class. I call the student to the front of the room, shake his or her hand, and lead the entire class a round of loud applause. Then the student hangs up the index card on our What I See in You bulletin board. What kinds of things are recognized during What I See in You time? Those things cover a wide range of skills and actions.
One day I observed Nancy struggling with her math homework and Kara patiently helping her to understand it. I presented Kara with a card for the What I See in You board. The card read simply Kara patiently explained the math homework to Nancy so she would understand it. When Joaquin's mainstream world history teacher excitedly shared with me that he had read aloud for the first time in class, I wrote a card for him that said Joaquin read aloud in World History class today! (Joaquin has a decoding disability. He had no idea that I knew he'd read aloud, but his teacher had shared his moment of triumph with me. Being acknowledged with a What I See in You card was a total surprise -- a magical moment -- for him.)
The looks on my students' faces as they proudly accept their public accolades have been among the most meaningful, poignant, and effective moments of my middle school teaching experience. As one student said to me upon receiving public recognition, "This is the first time I've ever felt smart."
- See more at: http://www.educationworld.com/a_curr/voice/voice132b.shtml#sthash.2cCurwYY.zifDLiHY.dpuf
January 5 - District Professional Development
Employee Children
* Between 7:30 - 7:50 am and 3:00 - 3:20 pm, the kids must remain in their parents’ classrooms. If students arrive and see them in the halls, they think it’s
okay to walk down to their classrooms or down the halls. Please do not allow your child to go to his/her classroom before the 7:50 bell.
* Make sure your children have a place to “be” while they are here and that they remain there the entire time. They may go to another teacher’s room to play with a friend, but once there they need to stay. They should not be wandering the building or running up and down the halls. Due to meetings and sensitive documents and conversations, the children should not enter the office area, including the clinic. The parent should know where their child is at all times.
* Make sure that when you are in meetings the kids remain in your rooms. It is important that meetings aren’t interrupted, whether you are in attendance or
another staff member is. Remember that many meetings take place before and after school and we all need to be respectful of others.
* Staff member children should never be in another teacher’s classroom if that person is not there.
Staff Dress Code
Holiday Instruction/Decorating/Attire
* Instruction and activities related to holidays must be in alignment with the district curriculum.
* Personal beliefs should not interfere with providing a comprehensive appreciation for other cultural practices and beliefs.
* Instruction involving holidays should remain neutral in nature without direct evidence of religious preferences.
DISPLAYS/DECORATING:
* Holiday decorations must be limited to seasonal decor or customary practices while maintaining an appreciation for cultural differences and be neutral in nature without direct evidence of religious preferences.
* Lights or other decorations requiring electricity are not permissible.
ATTIRE:
* Holiday attire should be neutral in nature and maintain an appreciation for cultural differences and religious preference.
* Please see Jacque or myself if you are unsure about the appropriateness of holiday activities, decor, or attire.
LDA - Leadership Development Academy: If you are interested in applying for this leadership opportunity within the district, please see me for more information. Applications are due December 18.
This Week at RES....
BOOK FAIR ALL WEEK IN THE LOWER LIBRARY
MONDAYBecky off campus PM
WEDNESDAY
Staff Gingerbread Man hunt begins!!!!
Jacque off campus AM
PTA Fundraiser Delivery - 1:30, cafeteria
THURSDAY
Fire Drill, 9:30 AM
Faculty Meeting - PBIS, 3:30, cafeteria
FRIDAY
Deb out
Becky off campus mid-day
Jacque off campus PM