JANUARY 4, 2015
WEEK AT A GLANCE
MONDAY: Welcome Back!
- 12:30pm: Bible Release-5th/6th grade
- 4:00pm: Grading Practices Book Club
- 4:00pm: Running Club Challenge: No Teacher Left Behind 5k training
- 8:10am: IEP/Wright/Krupp/Sanborn
- 9:10am: IEP/Wright/Krupp/Sackrider
- 3:15pm: Calendar Meeting
FRIDAY: Red and Black and Jean Day
- 8:00am Parent Meeting/Barber
- 3:00pm/Knights of Columbus Free Throw Contest in Gym/C. Ptasnik
- Home Varsity Basketball Game
UPCOMING EVENTS AND REMINDERS
- Jan. 11th: STAR testing begins
- Jan. 18th: MLK Day/Professional Development for teachers
- Jan. 21st: Staff Meeting
Happy New Year KHMS!
We have closed the book on 2015! I hope you found peace and relaxation during our break. As we begin 2016 let's focus on our mission of developing in our students: compassion, innovative problem solving skills, and self-motivation!
You are talented teachers!
10 Guidelines for Teaching
A Good article that is on point for teaching with rigor and care in middle school and creating a transformational environment. An environment where students are achieving academically and taking ownership of their learning. When a student is known, when a student is intrinsically motivated, when a student takes ownership of his or her own learning, and when a student is caught up on concepts and understanding before moving on, that student is engaged in transformational learning.
The Influence of Teaching report makes 10 suggestions for teaching.
Emotional sensitivity and responsiveness
Be attentive and sensitive, but avoid a tendency among sensitive teachers to coddle students in ways that may lower standards and undermine agency.
How welcoming the teacher is to student perspectives
Encourage and respect students’ perspectives and honor student voice but do so while remaining focused on instructional goals; avoid extended discussions that have no apparent purpose and thereby fail to model self-discipline and cultivate agency.
How captivating classes are
Strive to make lessons stimulating and relevant to the development of agency. If some students seem unresponsive, do not assume too quickly that they are disinterested or disengaged. Some students—and especially those who struggle—purposefully hide their interest and their effort.
Making learning coherent
Regularly summarize lessons to remind students what they have learned and help them encode understanding in memory, even when they seem reticent or disinterested. Consolidation helps to solidify student learning.
Clear up confusion
Take regular steps to detect and respond to confusion in class, but in ways that share responsibility (and agency) with students for doing the thinking. Strike a balance between keeping hope alive for struggling students, on the one hand, versus pressing them to take responsibility for their own learning, on the other hand.
Strive to develop clearer explanations— especially for the material that students find most difficult. Also, related to both clarify and captivate, and consistent with the themes in this report, develop lucid explanations of how the skills and knowledge you teach are useful in the exercise of effective agency in real life.
Give instructive feedback in ways that provide scaffolding for students to solve their own problems; through instructive feedback, you provide the type of support that enables students to develop and express agency by correcting their own work, solving their own problems, and building their own understandings.
Press students to think deeply instead of superficially about their lessons; set and enforce learning goals that require students to use reasoning and exercise agency in solving problems. Expect some pushback from students who might prefer a less stressful approach. Try increasing captivation and care in combination with rigor in order to help mitigate the tension and make the experience more enjoyable.
Consistently require students to keep trying and searching for ways to succeed even when work is difficult. Emphasize the importance of giving their best efforts to produce their best work as a matter of routine. Be confident that few things could be more important for helping your students to develop agency.
10. Classroom management
Orderly, respectful, and generally on-task.
Strive to achieve respectful, orderly, on-task student behavior in your class by teaching in ways that clarify, captivate, and challenge—in support of agency—instead of merely controlling students through intimidation or coercion.