Hawk Herald
News and Notes for Teachers- Dec 11
Dear Staff
We had a nice turn out at the staff party on Friday. It gave us a chance to just enjoy each other's company. We are lucky to have such a great group of people in our building. Let's expect that everything will be calm and productive this week. Keep up the routines and enjoy the week.
Mary
Tardy sweeps
PLC-Wednesday
Please fill out the feedback form from Module 2 if you haven't done so.
Math observations
Pajama Day-Friday
AVID-Tuesday
Leadership meeting-Friday
Meetings and Events
Monday-11 Check your advisory calendar
- Assistant Meeting 8:45 room 126
- ELD meeting 1:30
Tuesday-12
- Team Meetings-Cooper hawks and Red-tails Pod 4(Admin)
- AVID visit 11:00-12:00
Wednesday-13
- PLCs 8:00
- Attendance 10:10
Thursday-14
- Team Meetings-Sparrow hawks and Royal hawks pod 1(counselors)
- safety meeting 9:20
- discipline task force 3:30
Friday-15 Pajama Day
- Leadership meeting 7:30
- SST
The Power of Our Words-Paula Denton
Five Guiding Principles for Positive Language
How can we ensure that our language supports students' learning and helps create a positive, respectful community? During the 20 years I've been involved with the Responsive Classroom, I have found this approach to be a good base for using language powerfully. The Responsive Classroom approach, developed by Northeast Foundation for Children, offers language strategies that enable elementary teachers to help students succeed academically and socially. Strategies range from asking open-ended questions that stretch students' thinking to redirecting students when behavior goes off-track. These strategies are based on the following five general principles.Here is the first one.
1. Be Direct
When we say what we mean and use a kind, straightforward tone, students learn that they can trust us. They feel respected and safe, a necessary condition for developing self-discipline and taking the risks required for learning.
It's easy to slip into using indirect language as a way to win compliance. For example, as a new teacher, I tried to get students to do what I wanted by pointing out what I liked about other students' behavior. "I like the way May and Justine are paying attention," I would cheerfully announce while impatiently eyeing Dave and Marta fooling around in the corner.
When this strategy worked, it was because students mimicked the desired behavior so that they, too, would win praise from me, not because I had helped them develop self-control or internal motivation. And often, when I pointed out how I liked certain learners' behavior, the rest of the class ignored me. If I liked the way May and Justine were paying attention, that was nice for the three of us, but it had nothing to do with the rest of the class, who had more compelling things to do at the moment.
Moreover, comparative language can damage students' relationships. By holding May and Justine up as exemplars, I implied that the other class members were less commendable. This can drive a wedge between students.
Later in my career, I learned to speak directly. To call the students to a meeting, for example, I rang a chime to gain their attention (a signal we practiced regularly), then said firmly, "Come to the meeting area and take a seat now." To Dave and Marta in the previous example, I'd say, "It's time to listen now." The difference in students' response was remarkable.
Sarcasm, another form of indirect language, is also common—and damaging—in the classroom. Sometimes teachers use sarcasm because we think it will provide comic relief; other times we're just tired, and it slips in without our even knowing it. If a teacher says, "John, what part of 'Put your phone away' don't you understand?" students will likely laugh, and the teacher may think she has shown that she's hip and has a sense of humor. But John will feel embarrassed, and his trust in this teacher will diminish. The position of this teacher may shift in the other students' eyes as well: They no longer see her as an authority who protects their emotional safety but as someone who freely uses the currency of insult. Much better to simply say, "John, put your phone away." If he doesn't, try another strategy, such as a logical consequence.
South Meadows Middle School
Email: mendezm@hsd.k12.or.us
Website: http://schools.hsd.k12.or.us/southmeadows
Location: 4690 Southeast Davis Road, Hillsboro, OR, United States
Phone: 503-844-1220
Facebook: facebook.com/SouthMeadowsMiddleSchool