Week of May 1

Thursday Thoughts May 1

 

 

The Byrds are famous for the song "Turn, Turn, Turn."  You may know it best by the first couple of  lines:

           To everything- turn, turn, turn

           There is a season-turn,turn,turn

 

Thankfully this is a blog and not an audition because I can't carry the tune, but I think you may know where I'm going with this.  Tuesday's faculty meeting and our small celebration of Judy and Beth reminded me that we are all only in this space for a season.  Some seasons will last for decades, while others will only last a year or two.  Either way, I challenge you to make the most of YOUR season.  Accept the challenges because they will strengthen you.  Enjoy the rewards because they will encourage you to keep going.  And when it is time to enter a new season, be thankful for the time you had, the memories made and the new adventures to come.

 

Staff Spotlight

This week I would like to shine the spotlight on Debbie Doyle.  Debbie has done a phenomenal job with SST this semester and has not missed a beat as it relates to the NUMEROUS other responsibilities that she manages.  Debbie pours her heart and soul into curriculum and is constantly reading, researching and reviewing best practices in all areas.  This year she led the Readers' Workshop Cohort and is a resource for me as it relates to vetting the numerous materials that we are asked to consider.  Debbie serves as a resource for each grade level by redelivering County information and providing professional development throughout the year.  When Nisha went out on leave, I will admit that I did not have a plan A or B for SST.  Debbie jumped right in and immediately put my mind at ease regarding the oversight of the process.  Many times we take for granted those that work closest to us.  Debbie, we appreciate ALL that you do for Medlock Bridge.

 

4C's: Collaboration, Communication, Creativity, Critical Thinking Skills

 

12 Things I Want To Hear My Students Say

What Teachers Want To Hear: 12 Examples
by Terry Heick
“Ohhh, now I get it.”
The iconic phrase that teachers value hearing. A sign that you’ve moved a student from not understanding to understanding. Into the light.
A lot is implied in this phrase, not the least of which is your own feel-good success–a warm indicator that you’re being an effective teacher, and that the next generation isn’t doomed after all. Notice the phrase doesn’t say “I get it.” It says “…now I get it,” as if they didn’t a few moments ago, but do now.
And the “Ohhh” even adds an immediacy to it all, as if the light just clicked on–right there at that moment under your sage and effortlessly influential guidance.
But for me, I want to something different. I want to hear and see students grappling with uncertainty–growing both intellectual and emotional muscle. Smarts and self-efficacy. Knowledge and perseverance.
Answers and questions.
The magic of learning isn’t in its finite and concrete inputs and outputs, but rather its abstractions–the confrontation between a thinker and the stimulus around them. This suggests that we look for something other than correct answers–little light bulbs coming on–to soothe us as educators.
We can even continue to think of them as light bulbs, but of a different shape and nature. Signs that the student is beginning to face themselves as a thinker. Some of these may sound a bit academic and unnatural–substitute whatever vernacular that fit in your content area, grade level, etc.
Share in the comments what you love to hear in your classroom, along with your grade level and content. We can see if there are any patterns. ; ^ )
12 Things Teachers Want To Hear Students Say
1. It’s interesting, but the evidence is shaky.
Be still my heart! Separating an appealing form from irrational structure! Superficiality from substance!
2. The text says…
You, young Einstein, are on your way to great things. You make it a habit of returning to the text rather than searching your mind for subjective opinions and half-truths. You skim the text instead of surveying an empty brain that doesn’t remember or did not understand the text the first time.
3. I used to believe…
Becoming aware of the transitions in your own thinking. Standing on your own shoulders as you climb towards enlightenment! If I wouldn’t get arrested I’d hug you.
4. This reminds me of…
This one isn’t earth-shattering, but it’s among the most authentic responses a student can have to something. Rather than searching for an answer to a question (that you probably came up with), they’re instead trying to assimilate this new thing into what they already know, and are willing to share that process out loud.
5. I understand everything up until *this* point.
This is so, so, so much better than “I don’t get it,” or “I don’t know.” It is seldom that a student will flat out not understand a single thing about a problem, text, experiment, or other educational artifact. But they sure act like it sometimes–which is why a student surveying their own knowledge, and then identifying exactly where they got lost is special.
6. I’ve found a better source of information.
Judgment and evaluation–among the highest levels of thinking! And then the fact that they’re actively looking for sources themselves, and comparing them to existing sources! My teacher heart swells with pride!
7. A better question would be…
Yes. Yes. Yes. Yes. Yes. Yes. Yes. A thousand times, yes.
8. I want to know more.
And I can help you!
9. The author loses control of their argument here…
Okay, you may not hear this one often, but if you do give the kid a lollipop. Either you, their parents, or some astronomical happenstance has yielded a special little thinker here.
10. I’m not sure I know enough to add anything new, but…
Self-awareness and humility combined with a willingness to contribute!
11. If we accept that as true, then…
Critical analysis yielding takeaways that are then seamlessly transferred by the student. What else could you ask for?
12. Here, let me try.
A student recognizing rules, needs, or patterns, and then leaping way, way past merely being “engaged” to actually give something a shot. And the diction implies uncertainty (try)–the student is willing to push through uncertainty to make an attempt rather than sitting listless and confused.
All so much better than “Ohhh, now I get it.” The next step? Consistently designing learning experiences so that you hear these kinds of responses.

Technology Tidbits: (If you have websites to share please email me and I will share with all)

Check out the following website:

www.bedtimemath.org -Great site to get a different math word problem each day.  Also a great site to share with parents for the summer.

http://creativitygames.net/- Game or topic ideas that will challenge even the brightest of your students.   This site just might help you answer the question, "What to do with the kid who..."

News & Notes:
Starting Monday, May 5th students will no longer be able to charge meals.  Students must have cash on hand or enough funds in their accounts to pay for all meals. An alternate meal of a cheese sandwich and milk will be provided for lunch, and cheese toast and milk for breakfast will be given to students who do not have money on their accounts.  Teachers we will have this in tomorrow's newsletter, but a message to parents from you would be most appreciated!