Events for Week of February 26 - March 4
Monday, February 26
2nd Grade IOWA
Tuesday, February 27
2 hour delay - 8:00 am - 10:00 - agenda shared
Wednesday, February 28
2nd Grade IOWA
Last day for Hoops for Heart collection
Spring Pictures - see schedule
Thursday, March 1
2nd Grade IOWA
Baby Shower for Mrs. Black - 11:00 am - 1:15 pm
Friday, March 2
4th Grade Knockout Reward - 9:00 am
3rd Grade Knockout Reward - 11:00 am
2nd Grade IOWA
Movie Night - 6:45 pm
The high school girls softball team will be hosting their yearly Family Fun Night. Please help promote this event, it makes for a great family night out with little cost. It is Friday, March 9 from 5:30 to 8:00 pm at the high school.
On Tuesday during the 2 hour delay for professional development, you will be meeting in grade level/department teams. The agenda will be shared with the staff.
The dental program for kindergarten and 1st grade has been rescheduled for March 13. Make sure to sign up for a time on the schedule Fay shared with you.
The end of the 3rd quarter is fast approaching! In preparation, time to meet with the tutors has been set for Friday, March 16. The schedule will be similar to what was used in January. I will share that out once finalized.
Words of Wisdom and Action..............................
Building a student-centered school
Amy Dujon February 14, 2018
This is an exciting era in education. We’re all starting to realize that the most effective way to prepare learners for the uncertain sands of the new economy is to take a bold step: to move from teacher-centered to student-centered classrooms with rigor.
This isn’t just another fad that will come and go; this work requires each teacher to unlearn and relearn deeply ingrained pedagogical techniques that have placed the responsibility for all learning in the teacher’s hands. In turn, students are now encouraged to struggle productively so they can build the resilience and self-reliance they’ll need for success in college and the global workplace.
To bring about this second-order change, we need to equip kids with soft interpersonal and critical-thinking skills. Through partnerships with schools throughout the US, we’re seeing the results of these instructional shifts and gaining a clear picture of teachers’ challenges. Specifically, we’ve identified two things that teachers tend to do to help students that actually hinder learning.
A struggling child’s first instinct is to rely on adults to tell him what to do. Kids know that if they keep waiting or ask enough questions, someone will eventually help them. Far too many teachers encourage this pattern, asking leading or loaded questions until they arrive at the answer for the students. It’s human nature to assist others who are struggling -- especially children -- but to get students using higher-order thinking skills, we need to break this habit.
When I was the principal of Acreage Pines Elementary in Florida, my teachers had a lot of difficulty changing this behavior. Some would physically step away from kids when they caught themselves rescuing. Some even wore rubber bands that they could pop as a reminder. I’m certainly not advocating self-abuse, but visual or physical cues are definitely helpful. Once students accept that they need to rely more on peers and less on teachers, they unlearn the habit of waiting for answers.
This pattern is also prevalent among teachers and leaders. When teachers aren’t sure which strategies to use or how to execute specific techniques, they’re inclined to wait until a principal, coach or other observer tells them what to do. As with students, it’s critical to create an environment that helps teachers engage in the productive struggle and rely on their peers to find solutions.
Traditional instruction is full of robbed moments. It may seem kind to spoon-feed information to students, tell them what to think and provide experiences that require right and wrong answers, but in the long run, the lecture-focused format robs them of valuable opportunities to think critically, assimilate information and draw conclusions.
Children are fully capable of determining what’s important -- and they need to get even better at doing so. It’s our duty to structure lessons around discovery rather than rob them of high-level learning by telling. I can’t stress this enough: It’s our duty.
In Who Moved My Standards? Joyful Teaching in an Age of Change, Michael Toth describes the shifts that teachers need to make to help students develop “new-economy skills.” He strongly emphasizes the notions that:
- Students can’t be directly instructed into becoming critical thinkers and problem solvers.
- Too much support can prevent students from developing critical-thinking skills.
At Acreage Pines, our teachers worked diligently in their PLCs to plan lessons to move students toward effective team-centered problem solving. Little by little, students also become increasingly comfortable with engaging in their own interactive teams. There, they practiced academic language, improved their verbal and social skills and provided emotional and academic support for team members -- fellow students.
Believe me: It’s worth the effort.
What surprised us the most was how all students flourished in the learner-centered setting. With the support of their peers, disadvantaged children and those with disabilities learning in inclusion classrooms became skilled at using academic vocabulary and honing their own thinking skills. At the same time, higher-achieving students deepened their understanding as they mentored their classmates.
The shift from teacher-centered to student-centered classrooms made our entire school an exciting place to be. That kind of enthusiasm is contagious, and it makes me so happy to know that other administrators have toured Acreage Pines and resolved to replicate the work in their own buildings.
There’s nothing more rewarding than being at the forefront of such an influential and important transformation -- one that will change the trajectory of the future for countless children in classrooms throughout the country.