Galloping Gazette
A Newsletter for the Faculty and Staff at CFES
January 22-26, 2018
Put Students First • Seek Growth • Be Open to Change
Do Great Work Together • Value Differences
This Week "At the Farm"
- 4th Grade Fire Safety
- Newspaper Club - 2:40pm-4:00pm in 34A
- Genealogy Club - 2:40pm-4:30pm in Room 9
January 23
- DODEA Tutoring - 7:00am-7:55am
- 4th Grade Fire Safety
- PAC Meeting - 3:00pm-4:00pm in the Library
January 24
- DODEA Tutoring - 7:00am-7:55am
- 4th Grade Fire Safety
- Robotics Club - 2:40pm-3:45pm in 34A
- PTA Chuck E. Cheese Night 3:30pm-9:00pm
January 25
- 4th Grade Fire Safety
- Colt Maker Club - 2:40pm-4:00pm in Art Room
- Eco Club - 2:40pm-4:15pm in 34A (meet in cafeteria)
January 26
- End of 1st FULL week of school in January! :)
Shout Outs!
We have the BEST cafeteria staff! Thank you ladies for always being so flexible and positive, even when we are thrown crazy early dismissals.
Student Teachers and Practicum Students 2018-19
Requirements for hosting a practicum/observation student are:
1. Currently under contract.
2. Recommended by the principal or his designee.
Requirements for hosting a student teacher are:
1. Certification in the teaching assignment.
2. Demonstration of teaching expertise and outstanding communication skills.
3. Willingness to serve as a role model and mentor for a student teacher.
4. Minimum of three years teaching experience with at least two years with VBCPS.
5. Minimum of one year in the current teaching assignment.
Responding to Student Needs - Six Ways to Reach Your Students
Over the next few weeks, we will highlight six ways to reach your students, focusing on a couple of ways each week. These excerpts come from the Educational Leadership December 2017/January 2018 edition. The article is entitled "Responding with Care to Students Facing Trauma" by Kristen Souers.
Six Ways to Reach Your Students
1. Identify what need a behavior is expressing.
We all express our needs in ways that were taught or modeled for us. If the choices a person is making to express their needs are ineffective, it's up to us to partner with them to find alternative ways of communicating what they want. Remember to focus on what a student is really asking for versus how he or she is asking.
2. See the worth in each student and build from his or her strengths.
When we give ourselves permission to identify a strength, we invite hope. Teachers might try an activity I often use during trainings. Take a moment to think about your current "tough nugget." What do you know about him or her? What are his or her strengths, skills, hobbies, interests, goals, and successes? What does she or he need? Who is this student's champion?
If you don't know the answers to these questions, here is your chance to learn. List these things on a notecard and in tough moments where you find yourself moving away from your own regulation, look at the list. Use this list when designing interventions and support plans for your student. It will provide inspiration and opportunities for connection.