This blog addresses the following: classroom management, working with exceptionalities, and technology in middle schools.
(Know that people will be responding to your posts and offering their insights and advice.)
I am in a session that talks about publishing. It is giving advice and sharing opportunities for editors to share their work. Some of the journals relate specifically to research. Many of the articles are open source, meaning the articles do not require a password or a requirement of membership. Some of the advice is to use:
Clarity: use the APA manual... chapters 2 and 3 will give you good advice.
Significance: how your manuscript relates to current research. Include references to existing field work, and
Integrity: internal consistency, support your arguments with evidence and explain the significance as it relates to current work. Explain how your work fills the missing pieces. What is the significance of your work?
They are sharing information about the power of research and the need for teachers to share their work. North Carolina, South Carolina, and Tennessee all have Middle Level journals and Middle Level conferences. I would recommend
Middle Grades Review is a journal out of Vermont. Two areas of interest.
Technology for Learning, January, 15, 2018
LGBTQ Youth in the middle Grades, September 15, 2018
Saturday, December 30, 2017
Time to refocus
In a few weeks I will be giving presentations on Mindfulness in the middle school classroom. And while my content focus will be on mathematics, the strategies and theory base are generic. The following is part of the idea that when we focus on kindness, gratitude, and awe, we are happier; and when we are happier we have the potential to learn more.
Over the past several years I have noticed more evidence of anxiety and stress in young people. Principals in our region are concerned with the number of students experiencing trauma, incidences of depression, and concern for the emotional well-being of their students. We teach them, thinking content is all they need to be successful. As middle grade teachers and leaders, we have known for a long time that learning is cognitive and affective. We have also known that we need to take care of our students. A way to do that is to integrate more activities that take care of our students' social and emotional needs in our classes. One way to do this is to integrate strategies associated with contemplative or mindful practice: kindness, gratitude, and awe.
On kindness. I took a MOOC called, 'The Science of Happiness.' This eight week course, run by UC Berkeley, examined features of kindness, gratitude, and mindfulness. In each of these topics, research and activities were shared. In a video on 'kindness-happiness loop", the instructor shares, ' that kindness, caring, volunteering, assisting others, is good for your life expectancy. So what are some other advantages or benefits to kindness? ... the more I practice kinndness, the more I'm enhancing the welfare of others, I tend to be less lonely on a regular basis, I show stronger immune profiles, I have better health symptoms, sort of less pain and the like, I have fewer bodily aches, [and]. I am working with a middle school that has implemented 'mindfulness' twice a week. This school is using advisory time to do this. I am also working with an after school enrichment class, in the same school, where I am implementing these practices. I report lower levels of depression. There are studies that show that volunteerism and helping others is twice as protective for your cardiovascular profile as taking aspirin.'
On Gratitude. One resource I have used to combine math and mindfulness is from mindfulschools.org. This organization offers courses in mindful fundamentals and activities for younger and middle/secondary children. In a personal reflection, Orin Sofer (2017) talks about the power of gratitude, 'Gratitude is, by definition, deeply connected with a sense of presence and contentment.’ The following link takes you to a gratitude exercise which includes steps for processing Gratitude..http://www.mindfulschools.org/personal-practice/nourished-by-gratitude/
A second resource I have used is the characterlab.org. This organization suggests there are six characteristics of successful adults. The characteristics are grit, curiosity, growth mindset, zest, and gratitude. On their website, under gratitude they share, 'When we express gratitude—especially when it’s heartfelt rather than a reflexive throw-away—we strengthen our relationships with other people.' for each of the characteristics, there are suggested activities for students to participate in to develop these six traits.
On awe. A third concept to consider while teaching math is 'awe.' Awe was a topic in the MOOC course that took me back to my first experiences with mindfulness. In 2013, I participated in the European League of Middle Schools conference (ELMLE.org). We participated in a mindful walk, quietly wandering in a beautiful area of Rome, Italy to take in sights, sounds, and smells. In our own region of the world, we have the chance to 'notice,' to 'reflect,' and to 'appreciate,' our surroundings through the mathematics and art that is in our everyday life.
So if gratitude, kindness and awe make a difference in our lives, a way to consider these is to integrate them in our schools and in our classes something to consider is to make these elements part of normal interdisciplinary experiences for your students.
We can use additional time in our teams to implement projects related to our students' interests and needs. My recommendation is to consider one of these to focus on: kindness, gratitude, or awe for a month and check in with your students. Mindfulness can take as little time as a minute, a deep breath, an openness to work together to appreciate and love your subject.
Where to start. We must get to know our students. We must help them get along with one another. Start with a Gratitude Journal. As we study and learn about math in our world, consider how math is part of our world. Suppose we ask our students what they love to do. What do you love to do?
Sing, dance, knit, sew, paint, surf, take photographs, draw, skateboard, play an instrument, play sports, act, cook, read. Did you know, that when you engage in these activities, they make you happier? So we are going to do a study.
A gratitude Journal. One activity that can impact you and your students is to consider what gratitude is in light of mathematics. An example is to take specific math concepts and consider either images or graphs to appreciate the value and visuals associated with mathematics.
In your math gratitude journal write the following. These are taken from the greater good website.
What we notice in our lives for which we can be grateful
How we think about why we have been given those things
How we feel about the things we have been given
Using web resources and focusing on Mindfulness can improve classroom management and enhance students' own knowledge of using technology to take care of themselves.
Over the past several years I have noticed more evidence of anxiety and stress in young people. Principals in our region are concerned with the number of students experiencing trauma, incidences of depression, and concern for the emotional well-being of their students. We teach them, thinking content is all they need to be successful. As middle grade teachers and leaders, we have known for a long time that learning is cognitive and affective. We have also known that we need to take care of our students. A way to do that is to integrate more activities that take care of our students' social and emotional needs in our classes. One way to do this is to integrate strategies associated with contemplative or mindful practice: kindness, gratitude, and awe.
On kindness. I took a MOOC called, 'The Science of Happiness.' This eight week course, run by UC Berkeley, examined features of kindness, gratitude, and mindfulness. In each of these topics, research and activities were shared. In a video on 'kindness-happiness loop", the instructor shares, ' that kindness, caring, volunteering, assisting others, is good for your life expectancy. So what are some other advantages or benefits to kindness? ... the more I practice kinndness, the more I'm enhancing the welfare of others, I tend to be less lonely on a regular basis, I show stronger immune profiles, I have better health symptoms, sort of less pain and the like, I have fewer bodily aches, [and]. I am working with a middle school that has implemented 'mindfulness' twice a week. This school is using advisory time to do this. I am also working with an after school enrichment class, in the same school, where I am implementing these practices. I report lower levels of depression. There are studies that show that volunteerism and helping others is twice as protective for your cardiovascular profile as taking aspirin.'
On Gratitude. One resource I have used to combine math and mindfulness is from mindfulschools.org. This organization offers courses in mindful fundamentals and activities for younger and middle/secondary children. In a personal reflection, Orin Sofer (2017) talks about the power of gratitude, 'Gratitude is, by definition, deeply connected with a sense of presence and contentment.’ The following link takes you to a gratitude exercise which includes steps for processing Gratitude..http://www.mindfulschools.org/personal-practice/nourished-by-gratitude/
A second resource I have used is the characterlab.org. This organization suggests there are six characteristics of successful adults. The characteristics are grit, curiosity, growth mindset, zest, and gratitude. On their website, under gratitude they share, 'When we express gratitude—especially when it’s heartfelt rather than a reflexive throw-away—we strengthen our relationships with other people.' for each of the characteristics, there are suggested activities for students to participate in to develop these six traits.
On awe. A third concept to consider while teaching math is 'awe.' Awe was a topic in the MOOC course that took me back to my first experiences with mindfulness. In 2013, I participated in the European League of Middle Schools conference (ELMLE.org). We participated in a mindful walk, quietly wandering in a beautiful area of Rome, Italy to take in sights, sounds, and smells. In our own region of the world, we have the chance to 'notice,' to 'reflect,' and to 'appreciate,' our surroundings through the mathematics and art that is in our everyday life.
So if gratitude, kindness and awe make a difference in our lives, a way to consider these is to integrate them in our schools and in our classes something to consider is to make these elements part of normal interdisciplinary experiences for your students.
We can use additional time in our teams to implement projects related to our students' interests and needs. My recommendation is to consider one of these to focus on: kindness, gratitude, or awe for a month and check in with your students. Mindfulness can take as little time as a minute, a deep breath, an openness to work together to appreciate and love your subject.
Where to start. We must get to know our students. We must help them get along with one another. Start with a Gratitude Journal. As we study and learn about math in our world, consider how math is part of our world. Suppose we ask our students what they love to do. What do you love to do?
Sing, dance, knit, sew, paint, surf, take photographs, draw, skateboard, play an instrument, play sports, act, cook, read. Did you know, that when you engage in these activities, they make you happier? So we are going to do a study.
A gratitude Journal. One activity that can impact you and your students is to consider what gratitude is in light of mathematics. An example is to take specific math concepts and consider either images or graphs to appreciate the value and visuals associated with mathematics.
In your math gratitude journal write the following. These are taken from the greater good website.
What we notice in our lives for which we can be grateful
How we think about why we have been given those things
How we feel about the things we have been given
Using web resources and focusing on Mindfulness can improve classroom management and enhance students' own knowledge of using technology to take care of themselves.
Sunday, November 5, 2017
AMLE Sessions: Mindfulness in Schools
This morning I gave a session on Mindfulness in Schools. Middle schools in our region are introducing and implementing mindfulness activities. In the spring of last year my colleagues at UNCA and I took two online Mindfulness courses.
We talked about the concern of administrators that there appears to be a higher number of students with social-emotional challenges. We are seeing this at the university as well. As educators we must learn as much as we can about young adolescents. An element of This We Believe is that we should 'Value Young Adolescents and are prepared to teach them.' A way to develop this is to consider the needs of students in our classes and to find ways to meet their needs. Research on middle school students regarding Mindfulness is new and a hot topic to consider addressing.
This presentation was about how gaining knowledge on how our own knowledge of Mindfulness practice has impacted us, is being used in our college of education, and we believe it will impact the culture of our department. We believe when we take care of ourselves, we are more likely to take care of those we serve. We also believe that we have to be intentional about taking care of ourselves and teaching our candidates to take care of themselves. By doing this, we believe that those we work with as students and colleagues will benefit.
SRS - Table H - Mindfulness in Teaching
Dr Nancy Bell Ruppert
Mindfulness in teaching starts with each of us considering our own ability to be present and open. How we convey this to our colleagues and students has the potential to impact our own spirit as well as the culture of the group. Three colleagues participated in two online courses. This session looks at our collective learning individually and shares how we are using it in teaching preservice teachers.
Dr Nancy Bell Ruppert
Mindfulness in teaching starts with each of us considering our own ability to be present and open. How we convey this to our colleagues and students has the potential to impact our own spirit as well as the culture of the group. Three colleagues participated in two online courses. This session looks at our collective learning individually and shares how we are using it in teaching preservice teachers.
We talked about the concern of administrators that there appears to be a higher number of students with social-emotional challenges. We are seeing this at the university as well. As educators we must learn as much as we can about young adolescents. An element of This We Believe is that we should 'Value Young Adolescents and are prepared to teach them.' A way to develop this is to consider the needs of students in our classes and to find ways to meet their needs. Research on middle school students regarding Mindfulness is new and a hot topic to consider addressing.
This presentation was about how gaining knowledge on how our own knowledge of Mindfulness practice has impacted us, is being used in our college of education, and we believe it will impact the culture of our department. We believe when we take care of ourselves, we are more likely to take care of those we serve. We also believe that we have to be intentional about taking care of ourselves and teaching our candidates to take care of themselves. By doing this, we believe that those we work with as students and colleagues will benefit.
Active Learning
AMLE Sessions: The importance of being intentional
This blog addresses the following: classroom management, working with exceptionalities, and technology in middle schools.
(Know that people will be responding to your posts and offering their insights and advice.)
In our document 'This We Believe,' there is direction regarding curriculum and instruction. We should include 'varied and ongoing assessments advance learning as well as measure it.' In a presentation this morning at the AMLE (Association for Middle Level Education) conference, a colleague, Hillary Dack shared research on 'effective practice in teacher education.' She talked about metacognition of being intentional with why we are doing what we are doing so that our students know what to do and why they are doing it.
So, one of the things that our candidates are having to do is teach process skills, teach content, teach 21st century skills, and teach students skills that will prepare them for post secondary school. If we are going to teach students language functions (describe, compare, analyze, evaluate...) we must be intentional about what we are doing and how to do it. Are you being intentional?
I am at the conference with professors, a superintendent, district leaders, consultants, and classroom teachers. We talked about how we model best practices in our teacher interactions, and we believe that if we give the Why of our work, we have more potential that our candidates will be more metacognitive and will learn to be more intentional about how students learn as well as the content they learn.
Advice: As a tool for classroom management, consider giving students the what and the why of teaching. At the end of instruction, be intentional about helping them communicate their own metacognition.
In our document 'This We Believe,' there is direction regarding curriculum and instruction. We should include 'varied and ongoing assessments advance learning as well as measure it.' In a presentation this morning at the AMLE (Association for Middle Level Education) conference, a colleague, Hillary Dack shared research on 'effective practice in teacher education.' She talked about metacognition of being intentional with why we are doing what we are doing so that our students know what to do and why they are doing it.
So, one of the things that our candidates are having to do is teach process skills, teach content, teach 21st century skills, and teach students skills that will prepare them for post secondary school. If we are going to teach students language functions (describe, compare, analyze, evaluate...) we must be intentional about what we are doing and how to do it. Are you being intentional?
I am at the conference with professors, a superintendent, district leaders, consultants, and classroom teachers. We talked about how we model best practices in our teacher interactions, and we believe that if we give the Why of our work, we have more potential that our candidates will be more metacognitive and will learn to be more intentional about how students learn as well as the content they learn.
Advice: As a tool for classroom management, consider giving students the what and the why of teaching. At the end of instruction, be intentional about helping them communicate their own metacognition.
Wednesday, August 23, 2017
Managing Middle Schoolers
This blog addresses the following: classroom management, working with exceptionalities, and technology in middle schools.
(Know that people will be responding to your posts and offering their insights and advice.)
Welcome back! Your students need you and are so lucky to be in your class! I hope you all have a fabulous year.
As you begin to plan for the year, I am sure you are thinking about how to organize your classroom...rules, responsibilities, building a culture of care within your class and your team works better when there is consistency across the school, how to communicate with children and parents and colleagues. Some middle schools have PBIS which gives structure and expectations to all students. Within your classroom getting to know your students is extremely valuable. Know that they will be very honest with you. Consider starting with an interest inventory and consider how to help your students get to know one another.
One of the first things I teach them is how to line up for fire drills. Each class starts with this. I say, 'You have to line up in alphabetical order. I need to see how quickly you can do this. Once you are in alphabetical order I need you to be absolutely quiet. Go.' I do not tell them how to get in alphabetical order. It is an activity to get them to problem solve. The first time will take a few minutes. I then said, 'Okay, go to your seats.' They will do this. 'Now,' I say, 'Do it again. Go.' We see how quickly, and safely, they get in line. When we are successful we celebrate with silent celebrations (Students can dance, jump, move with no sound.)
A second routine I teacht my students is how to respond when an adult or student comes to the door. It is important that whatever message is being delivered, we freeze. I tell them to stop, put your head down or stare gently at the visitor, completely silent. We practice it. The best part is when someone comes in. Magic happens when they participate in this routine. When it happens first, I say, 'Fabulous, loo at how effective this is! You all are amazing and we are amazing! Great job. Stay frozen,' then I turn to the visitor and share what we are doing and ask what they need. (:
Celebrate successes!
Welcome back! Your students need you and are so lucky to be in your class! I hope you all have a fabulous year.
As you begin to plan for the year, I am sure you are thinking about how to organize your classroom...rules, responsibilities, building a culture of care within your class and your team works better when there is consistency across the school, how to communicate with children and parents and colleagues. Some middle schools have PBIS which gives structure and expectations to all students. Within your classroom getting to know your students is extremely valuable. Know that they will be very honest with you. Consider starting with an interest inventory and consider how to help your students get to know one another.
One of the first things I teach them is how to line up for fire drills. Each class starts with this. I say, 'You have to line up in alphabetical order. I need to see how quickly you can do this. Once you are in alphabetical order I need you to be absolutely quiet. Go.' I do not tell them how to get in alphabetical order. It is an activity to get them to problem solve. The first time will take a few minutes. I then said, 'Okay, go to your seats.' They will do this. 'Now,' I say, 'Do it again. Go.' We see how quickly, and safely, they get in line. When we are successful we celebrate with silent celebrations (Students can dance, jump, move with no sound.)
A second routine I teacht my students is how to respond when an adult or student comes to the door. It is important that whatever message is being delivered, we freeze. I tell them to stop, put your head down or stare gently at the visitor, completely silent. We practice it. The best part is when someone comes in. Magic happens when they participate in this routine. When it happens first, I say, 'Fabulous, loo at how effective this is! You all are amazing and we are amazing! Great job. Stay frozen,' then I turn to the visitor and share what we are doing and ask what they need. (:
Celebrate successes!
Friday, June 16, 2017
Sharpening the Saw: Teachers teaching teachers
Steven Covey published a book based on his dissertation called 7 Habits of Highly Effective People. (There is actually a workshop people can participate in as teams based on his work. It is a fabulous course.) One of his habits is labeled 'sharpening the saw.' I always think about this metaphor as being intentional about taking care of ourselves intellectually, physically, socially, emotionally, and spiritually. I also think about it often in the summer. It is the time I reflect and dream. It is the time of year I try to take care of myself. It is the time of year I play and read, and paint, and take long walks... I hope you are doing that this summer.
Jeanie , one of the CIROs, and I will be presenting at the Buncombe County 'Best STEAM Conference' in August. A few year's ago, Buncombe County technology facilitators decided to organize an in-house conference for their teachers. They use their own teachers to present their strategies to colleagues. It is a great conference. The organizers invite Food Trucks and the conference is held at one of the high schools (Nesbit Academy). They invite state technology facilitators and the coordinators also present. The sessions are interactive and current and authentic.
As you reflect on your year and dream about next year, consider sharing your ideas with colleagues. State conferences will be soliciting for proposals. Make presenting part of your PDP and you may be able to get funding to share your knowledge.
Happy summer! And Happy Painting!
Jeanie , one of the CIROs, and I will be presenting at the Buncombe County 'Best STEAM Conference' in August. A few year's ago, Buncombe County technology facilitators decided to organize an in-house conference for their teachers. They use their own teachers to present their strategies to colleagues. It is a great conference. The organizers invite Food Trucks and the conference is held at one of the high schools (Nesbit Academy). They invite state technology facilitators and the coordinators also present. The sessions are interactive and current and authentic.
As you reflect on your year and dream about next year, consider sharing your ideas with colleagues. State conferences will be soliciting for proposals. Make presenting part of your PDP and you may be able to get funding to share your knowledge.
Happy summer! And Happy Painting!
Saturday, May 27, 2017
Containers
Happy Break, or Almost Break, to those who are just getting one.
Whether you stay home or travel, may the week be one of rest and relaxation. Taking time for you is the most important thing you can do. This week We were listening to some mindfulness exercises and considered the metaphor of a container. I shared the following with our faculty.
In some schools, teachers are receiving the, 'Are you planning on returning?' letter. I know for some that can be challenging. Do I stay or look for another position? We have and are having job fairs in our region. Wherever you end up, may you look to embrace yourself, the students you will serve, and the colleagues you will live in community with.
Whether you stay home or travel, may the week be one of rest and relaxation. Taking time for you is the most important thing you can do. This week We were listening to some mindfulness exercises and considered the metaphor of a container. I shared the following with our faculty.
A few thoughts… on Containers… we have to take care of what’s inside.
You are an important member of this department. You bring courage, creativity, insights, and experiences that will help our candidates (aka students) become great teachers. There are three things I hope for.
First, within your own container, I hope that you will take care of yourself. Take care of your yourself physically – take walks, exercise, eat right; mentally – write, explore something within your field, read; emotionally – play, do something that makes you happy, garden, hike; socially – intentionally activate your support group, have a cookout, work with an organization; spiritually – meditate, pray, what ever “centers” you, embrace it.
Second, consider how in the container of your workplace: your office, your classroom, with your advisees, your program, your outreach, your colleagues, your responsibilities here, the committees you get to work with, how can you make it better? How can we find ways to help one another take care of our students? As we seek ways to reach out to our candidates, current and prospective, perhaps we can look deeper into their needs and have more conversations with one another, with and about them.
Third, consider the container of this department. We are in a small container. May we find ways to take better care of one another, to celebrate and encourage one another, to listen and inspire one another. May we ensure that our outreach efforts reflect passion for making a difference in the lives of children and educators in this region, this state. May we create a container that is welcoming, collaborative, creative, and supportive
In some schools, teachers are receiving the, 'Are you planning on returning?' letter. I know for some that can be challenging. Do I stay or look for another position? We have and are having job fairs in our region. Wherever you end up, may you look to embrace yourself, the students you will serve, and the colleagues you will live in community with.
5 Minute Yoga Break!
Happy Today.
I hope you are well. I was at a meeting yesterday where someone was proposing a program that when implemented 20 minutes a day increased students' math scores compared to control groups that didn't receive the additional 20 minutes a day.
I love the reality that 20 minutes a day can impact change. I wondered, what if it had only been ten minutes a day, would that make a difference?
Suppose students had 20 minutes of art, or music, or yoga each day? Or what about time to dream, to create, to have deep conversations of self or community?
One of the things all teachers try to do is set the tone in their classroom. But setting the tone goes well beyond a list of rules.
So in middle schools, there is this thing called Advisory. It is time set during the day to build community, solve problems, set goals. The focus of advisory is to develop the social-emotional resiliency of young adolescents. When I was first learning about advisory I worked at doing activities, but I didn't realize the importance of naming 'community.' I now think, as team members, we need to teach our students how to take care of themselves and one another using words like 'our team, our community.'
But, it is only going to work if we, the teachers, are grounded in our own understanding of the needs of young adolescents and how those needs play out in our own lives... so that we lead by example. So I encourage you to find ways to take care of yourself socially and emotionally, physically and intellectually. Time to set goals!!
One thing that helps us be more centered is yoga. The following video clip was created by a Tammy Clark, a faculty member at UNCW. And if you don't have 20 minutes to see a difference, the following five minutes can be done by you and if you want, show it to your students. Oh yes, and don't forget to breathe! (:
Here is to a peaceful week. Take a 5 Minute Yoga Break .
Nancy
I hope you are well. I was at a meeting yesterday where someone was proposing a program that when implemented 20 minutes a day increased students' math scores compared to control groups that didn't receive the additional 20 minutes a day.
I love the reality that 20 minutes a day can impact change. I wondered, what if it had only been ten minutes a day, would that make a difference?
Suppose students had 20 minutes of art, or music, or yoga each day? Or what about time to dream, to create, to have deep conversations of self or community?
One of the things all teachers try to do is set the tone in their classroom. But setting the tone goes well beyond a list of rules.
So in middle schools, there is this thing called Advisory. It is time set during the day to build community, solve problems, set goals. The focus of advisory is to develop the social-emotional resiliency of young adolescents. When I was first learning about advisory I worked at doing activities, but I didn't realize the importance of naming 'community.' I now think, as team members, we need to teach our students how to take care of themselves and one another using words like 'our team, our community.'
But, it is only going to work if we, the teachers, are grounded in our own understanding of the needs of young adolescents and how those needs play out in our own lives... so that we lead by example. So I encourage you to find ways to take care of yourself socially and emotionally, physically and intellectually. Time to set goals!!
One thing that helps us be more centered is yoga. The following video clip was created by a Tammy Clark, a faculty member at UNCW. And if you don't have 20 minutes to see a difference, the following five minutes can be done by you and if you want, show it to your students. Oh yes, and don't forget to breathe! (:
Here is to a peaceful week. Take a 5 Minute Yoga Break .
Nancy
Monday, May 22, 2017
Mindfulness in the classroom
How are you?
I hope this finds you well and heading toward the 'home stretch' of this school year! It may be time to teach your students to take a few deep breaths at the beginning of each class. (:
I have been taking online courses related to Mindfulness, what I refer to as 'the art and science of being present and aware' of how we react and respond to events and experiences. The overall premise is that sometimes we need to take a breath, or two, or three. When we take time to notice our surroundings, to notice our own breath, and our own openness to hear others, we can increase communication, increase our own patience and openness to hear our colleagues.
Want to try it? Okay, sit comfortably, feet on the floor, back straight... try to relax, take a deep breath in, hold it for a few seconds, then blow it out your lips as if you were blowing through a straw. No conversation, just breath. As you breathe without looking around, consider what you hear, or are aware of?
It is a simple exercise. Very often when our lives are busy, when we have deadlines and papers due, reports and conversations, it is nice to take a mental break. May the next few weeks be warm and caring.
I hope this finds you well and heading toward the 'home stretch' of this school year! It may be time to teach your students to take a few deep breaths at the beginning of each class. (:
I have been taking online courses related to Mindfulness, what I refer to as 'the art and science of being present and aware' of how we react and respond to events and experiences. The overall premise is that sometimes we need to take a breath, or two, or three. When we take time to notice our surroundings, to notice our own breath, and our own openness to hear others, we can increase communication, increase our own patience and openness to hear our colleagues.
Want to try it? Okay, sit comfortably, feet on the floor, back straight... try to relax, take a deep breath in, hold it for a few seconds, then blow it out your lips as if you were blowing through a straw. No conversation, just breath. As you breathe without looking around, consider what you hear, or are aware of?
It is a simple exercise. Very often when our lives are busy, when we have deadlines and papers due, reports and conversations, it is nice to take a mental break. May the next few weeks be warm and caring.
Tuesday, May 9, 2017
Happy Teacher Appreciation Week!
I hope this finds you all well. It is warming up in the south, which can be a bit dangerous in middle school classrooms. Breathe! And help them learn to breathe. I have two things to share.
Yesterday, a committee of beginning teacher leaders in our region met to talk about what we are doing for beginning teachers. There is much research on the importance of mentoring and supporting beginning teachers. This blog, celebrates each of you where you are, where you have been, and where you are going on your journey. We want you all to know how valuable you are, how much we respect you, and we want you to know we care and believe that the children in this country are lucky to have you as their mentors. So, yes to mentoring one another whether you are in Year one or six, or thirty-eight!
The second thing is that at our meeting, the WRESA representative (WRESA - western region educational services alliance) contacted principals in our region to ask what beginning teachers need. Most years principals ask for more technology integration, diversity training, classroom management. And while those were mentioned she shared that principals overwhelmingly are asking for help enlightening teachers on mental health issues and how to create safe environments in the classroom. The social-emotional well-being of our young adolescents has been at the center of middle level advocacy since the beginning of this movement and my hope is that there is a revitalization of the sources and conversations that relate to making our classrooms safe. We have much to learn, and much to share. May we all take a breath and tune into the needs of our students, ourselves, and one another.
Finally, Happy Teacher Appreciation Day! You are loved! You are valued! And you are making a difference. We hope to see you at the middle school conference in November (amle.org. 10% discount with NR10). It is in Philadelphia! Wouldn't that be fun? As a gift, I have made and will share two short videos that relates to the ocean and young adolescents. The second one was completed by one of my students and relates the topic to rafting. The videos include references to student learning outcomes related to our diversity intensive, and it references characteristics of exemplary middle schools outlined in This We Believe. Enjoy your day!
Mine: https://drive.google.com/open?id=0B7Nv170QJF-jSE9iSDRkSkczTVE
Juliett's: https://drive.google.com/open?id=0BypcbToN7db7d3MxVmFpY0x1Y2NOcWdNR05wM3dDOEs1Zi1R
Yesterday, a committee of beginning teacher leaders in our region met to talk about what we are doing for beginning teachers. There is much research on the importance of mentoring and supporting beginning teachers. This blog, celebrates each of you where you are, where you have been, and where you are going on your journey. We want you all to know how valuable you are, how much we respect you, and we want you to know we care and believe that the children in this country are lucky to have you as their mentors. So, yes to mentoring one another whether you are in Year one or six, or thirty-eight!
The second thing is that at our meeting, the WRESA representative (WRESA - western region educational services alliance) contacted principals in our region to ask what beginning teachers need. Most years principals ask for more technology integration, diversity training, classroom management. And while those were mentioned she shared that principals overwhelmingly are asking for help enlightening teachers on mental health issues and how to create safe environments in the classroom. The social-emotional well-being of our young adolescents has been at the center of middle level advocacy since the beginning of this movement and my hope is that there is a revitalization of the sources and conversations that relate to making our classrooms safe. We have much to learn, and much to share. May we all take a breath and tune into the needs of our students, ourselves, and one another.
Finally, Happy Teacher Appreciation Day! You are loved! You are valued! And you are making a difference. We hope to see you at the middle school conference in November (amle.org. 10% discount with NR10). It is in Philadelphia! Wouldn't that be fun? As a gift, I have made and will share two short videos that relates to the ocean and young adolescents. The second one was completed by one of my students and relates the topic to rafting. The videos include references to student learning outcomes related to our diversity intensive, and it references characteristics of exemplary middle schools outlined in This We Believe. Enjoy your day!
Mine: https://drive.google.com/open?id=0B7Nv170QJF-jSE9iSDRkSkczTVE
Juliett's: https://drive.google.com/open?id=0BypcbToN7db7d3MxVmFpY0x1Y2NOcWdNR05wM3dDOEs1Zi1R
Friday, April 21, 2017
Getting to know your students... Ideas?
This week our student teachers were presenting portfolio data that shared their insight into their communities (parent contacts, community events, IEP meetings, interest inventories, analyzing community data from Teacher Working Conditions Surveys and NC Report Card, riding the bus), and sharing professional development research and work they participated on in professional learning communities. Getting a whole picture of children, schools, and communities is our first goal for learning where to start.
Our candidates are learning the importance of getting to know their students, using data. They created 'mock' Professional Development Plans and worked in teams on areas of interest.
I wonder if you would like to share the best ways to get to know your students' needs (perhaps sharing an interest inventory), parents, and communities. My candidates would appreciate your insights. (:
Friday, March 31, 2017
You Matter!
How mindful are we of how well we listen to our students, to our colleagues, to ourselves?
I am just leaving the Northeast League of Middle Schools (NELMS) conference and once again this semester I have had the opportunity to interact with teachers, administrators, and superintendents; and engage in conversations, and I have been inspired by the following recurring themes:
1) Teachers and administrators who share their passion and ideas inspire others.
2) Keynote address speakers remind us of our values and commitment to serving this age group and the importance of never giving up on kids or one another.
3) Vendors give teachers and schools ideas and support by sharing their expertise.
4) Teachers and administrators who celebrate the successes of one another and who join with an intention of advocacy and renewal are inspired, energized, and infused with passion they carry back to their schools.
5) We are reminded, in these settings, that kids matter, that we are committed to meeting the needs of all students, and that we as individuals and as teams and as schools are the most important people in the world.
6) We need to share our stories, fill one another's cups, sing our songs, and advocate for children and one another.
My hope is that somebody reminds each of you that you matter! Perhaps there is someone in your building who needs to hear that they matter. Tell them.
Perhaps you need to take better care of yourself. Take a breath. Look in the mirror and say, 'I matter!' (Say it more than once. Sing it. Dance in your car or in your living room and say it.) 'I matter!'
You do matter. What you do everyday matters. Your 'kiddos,' as my friend calls her students, need you. Your colleagues need you too. Let them know they matter!
Thank you for your commitment. On your journey, know that I am sending you lots of good energy.
Have a good week.
I am just leaving the Northeast League of Middle Schools (NELMS) conference and once again this semester I have had the opportunity to interact with teachers, administrators, and superintendents; and engage in conversations, and I have been inspired by the following recurring themes:
1) Teachers and administrators who share their passion and ideas inspire others.
2) Keynote address speakers remind us of our values and commitment to serving this age group and the importance of never giving up on kids or one another.
3) Vendors give teachers and schools ideas and support by sharing their expertise.
4) Teachers and administrators who celebrate the successes of one another and who join with an intention of advocacy and renewal are inspired, energized, and infused with passion they carry back to their schools.
5) We are reminded, in these settings, that kids matter, that we are committed to meeting the needs of all students, and that we as individuals and as teams and as schools are the most important people in the world.
6) We need to share our stories, fill one another's cups, sing our songs, and advocate for children and one another.
My hope is that somebody reminds each of you that you matter! Perhaps there is someone in your building who needs to hear that they matter. Tell them.
Perhaps you need to take better care of yourself. Take a breath. Look in the mirror and say, 'I matter!' (Say it more than once. Sing it. Dance in your car or in your living room and say it.) 'I matter!'
You do matter. What you do everyday matters. Your 'kiddos,' as my friend calls her students, need you. Your colleagues need you too. Let them know they matter!
Thank you for your commitment. On your journey, know that I am sending you lots of good energy.
Have a good week.
Wednesday, March 29, 2017
To those who support students outside the classroom...thank you!
This past weekend our university hosted the regional Science Olympiad, a middle and high school science competition. Our campus was abuzz with spirited middle schooler, supportive teachers, parents, leaders, and other advocates. Faculty, student leaders, students, staff members and administrators led events that took place from 9:00 to 3:00. Faculty in physics and mathematics led the logistics and recruited and coordinated over 200 volunteers and all of the events on campus as well as coordinating with school leaders. Each school had their own 'home base' in a classroom on campus. Water, drinks, snacks, lunches, and contraptions used to test physical prowess, accuracy, and order were backdrops to focused, excited, sometimes silly, and always anticipating the hope of accuracy and success Middle School students. Students worked individually and in teams throughout the campus to compete with 12 other middle schools.
The energy was palatable. It reminded me that what teachers do outside their own curriculum and classroom is extremely important to middle level students. We often hear how our schools are doing academically. (It is a given that we are committed to and work to help students gain content knowledge and skills.) Perhaps we should also look at what our schools are doing for students outside the classroom! Those teachers who lead kids in Science Olympiad, Battle of the Books, Odyssey of the Mind, Math Counts, not to mention Band, Clubs, Service Learning, Yearbook, Newspaper, Cheerleading, Sports, are the real heroes to me. School counselors, Gear Up coordinators, nurses, assistant principals, media specialists, other outreach coordinators and parent volunteers give students support and encouragement. Those universities to work with after school enrichment programs and as AVID tutors make a difference in the lives of students.
Teaching is more than a test score, and I imagine those who participate in after school enrichment, who are engaged in academic and community competitions and experiences, do well on those exams. When we look at growth, it is time to look at the activities students are engaging in. Thank you teachers and leaders who work tirelessly to support students outside academics!
The energy was palatable. It reminded me that what teachers do outside their own curriculum and classroom is extremely important to middle level students. We often hear how our schools are doing academically. (It is a given that we are committed to and work to help students gain content knowledge and skills.) Perhaps we should also look at what our schools are doing for students outside the classroom! Those teachers who lead kids in Science Olympiad, Battle of the Books, Odyssey of the Mind, Math Counts, not to mention Band, Clubs, Service Learning, Yearbook, Newspaper, Cheerleading, Sports, are the real heroes to me. School counselors, Gear Up coordinators, nurses, assistant principals, media specialists, other outreach coordinators and parent volunteers give students support and encouragement. Those universities to work with after school enrichment programs and as AVID tutors make a difference in the lives of students.
Teaching is more than a test score, and I imagine those who participate in after school enrichment, who are engaged in academic and community competitions and experiences, do well on those exams. When we look at growth, it is time to look at the activities students are engaging in. Thank you teachers and leaders who work tirelessly to support students outside academics!
Friday, March 24, 2017
To police or not to police?
I'll always remember my first faculty meeting as a teacher. The principal said, "We're not going to dress code leggings anymore. We lost the legging battle."
This struck me. There are times when prohibiting any one thing becomes more trouble than its worth. These days, it's phones. Every teacher at my school has a different rule for phones. This inconsistency tends to cause a lot of problems for everyone and creates tension between teachers with hard vs. soft rules on cell phones.
My personal rule is that they can have them in their pocket, or upside down on their desk, they just cannot use them during class.
Another teacher on my team says if she sees it, it will be taken away.
Another has a basket in the front of them room that they have to put them in during class.
Seventh grade has a rule that they cannot use their cell phones at lunch, however UA and 8th grade teachers let them use their phones at lunch.
See the problem here?
I favor softer cell phone rules if only because, for me, policing phones is more trouble than it's worth. You have students thinking they're getting away with something, which, in my mind, undermines my authority. There's also the issue with dealing with disgruntled parents who are angry with you for taking their child's phone away (when it's taken and sent to the office, a parent has to pick it up and if it's taken a 2nd time, parents cannot pick up the phone for 10 days). And finally, you are also battling other teachers who have softer rules on cell phones, which creates that friction/tension in your peer relationships.
I don't know what the best way is, all I know is that I have far less problems with cell phones than other teachers with harder rules, who seem to be dealing with cell phone issues daily.
But the question remains, is it worth the effort to police?
Friday, March 17, 2017
Leading up to spring break! Engagement is the key?
Leading up to spring break. I loved the time between January and spring break. It always seemed like we were in a groove. Structures, projects, systems, and the weather were all conducive to engaged, peaceful learning. When I was living north of Florida there was also an occasional snow day (Angels from heaven drop in for an unexpected day off.). Ahhh yes, a time out of sorts which provided a little extra time to unwind or get caught up.
The week before spring break could be met with anticipation, and for some, anxiety. Therefore, I always tried to mix it up a bit, by bringing in more active engagement. The 16 chatpracteristics of exemplary middle schools includes 'health and wellness.' Math, including statistics and algebra, is a great tool to engage learners! I used grant monies to purchase a classroom set of pedometers. The pedometers recorded steps and miles.
We estimated how many steps were in a mile, compared the track (four laps = one mile), estimated how long it would take us to make one lap, how our steps compared to the average, and then set off to compare. We talked about wellness, how walking is related to health and wellness, compared how we felt before and after walking, and discussed the purpose and value of exercise. At the end of the week, students created brochures to promote wellness. The following is a hand-made brochure. (Note: Students had the option of creating it by hand or by computer.)
Friday, March 3, 2017
Tell your story! What is the most important part of teaching?
This week I have been at the Georgia, South Carolina, and will be at the North Carolina Middle School conferences. We are learning about brain growth and how to help students with self-efficacy. I have heard preservice teachers share their experiences with Genius Hour. have been in meetings with pre-service, inservice, principals, and professors. Over and over again I hear, 'We, as teachers, have the most important job in the world.' 'Relationships matter!' 'Your job is to inspire, engage and empower young people.' 'Our children need adults who care about them.' 'When you are with kids, be with your kids.'
In other meetings we are realizing, as middle school teachers, we need to tell our story. We need to promote middle level education and middle level teachers and middle level students. How can we do that and to whom can we share?
One way to do this is to reflect on your story. What is your story? Share your passion, share your support of working with Middle Level students. What makes teaching important to you? Share your joy!
Saturday, February 18, 2017
Know your students! Seek ways to support them!
Know your students!
This we believe (AMLE, 2010) gives us 16 characteristics to guide exemplary middle schools. I have selected three to focus on, one from each of three categories.
Curriculum, Instruction and Assessment
*Educators value young adolescents and are prepared to teach them. Value Young Adolescents
Leadership and Organization
*Leaders are committed to and knowledgeable about this age group, educational research, and best practices. Committed Leaders
Culture and Community
*The school environment is inviting, safe, inclusive, and supportive of all. School Environment
This we believe (AMLE, 2010) gives us 16 characteristics to guide exemplary middle schools. I have selected three to focus on, one from each of three categories.
Curriculum, Instruction and Assessment
*Educators value young adolescents and are prepared to teach them. Value Young Adolescents
Leadership and Organization
*Leaders are committed to and knowledgeable about this age group, educational research, and best practices. Committed Leaders
Culture and Community
*The school environment is inviting, safe, inclusive, and supportive of all. School Environment
My EDUC 320 (intro to middle school) students finished reading Sara Powell's Introduction to Middle School, chapters 2 (characteristics) 3 (diversity) and 4 (social contexts). I had them select an issue or topic they were interested in, find an article, and share it with the class including a definition of the issue, findings, what teachers can do, and pose a question. Two of the topics were trauma in young adolescent girls and media. I asked if I could share their ppts.
At Risk Females
https://docs.google.com/a/
Social Media and Young Adolescents
Our students need teachers who care and are prepared to teach them. The more we know about our kids, the better prepared we will be. It is so important that we remember and pay attention to who our students are. I find it inspirational that our pre-service teachers are showing passion and empathy and seeking paths of support.
Saturday, February 11, 2017
The Power of Disconnecting Electronically.
I was chatting with a colleague in Europe this week. In an effort to connect more middle level people we were chatting about contributing to a blog for middle level principals. She shared the following.
"I am sorry to admit that I have difficulty remaining current, with my usual correspondence for daily work... I rarely have time to follow the multitude of streams... I actually am purposefully having to make disconnect time to keep balance these days."
When my nephew was in middle school, I challenged him to not watch television for a week. (I bribed him.) He did it and I paid him off. I asked if he felt any different. He said, "No," and went off to, well, be a middle schooler.
I wonder how many of us are over connected, and feel a lack of balance? Could it be that all the cool stuff that is available to read and connect is causing more stress in our lives? Was it really that easy for my nephew to give up television? Would middle schoolers have more trouble today?
Like my friend, I too have been trying to wean myself from technology. Last year when I was teaching 8th grade, I locked my phone in my car everyday. Currently, I purposely do not take my phone to class. A warm fire and a cup of coffee is my morning routine, when I am intentional. Does it help? I think so. But even my college students and colleagues have difficulty leaving the phone off during class or meetings.
If things are getting too stressful, take a moment to breathe, take in your world, turn the phone over, even if it is for 3-5 minutes...(: mindful minutes...
I asked if I could share her thoughts. She said yes and added the following:
In the morning, I had the habit of checking 'what was coming up' in terms of new work messages before heading out for my quiet dog walk and I have worked to stop that... to instead just have the outdoor, nature and morning light time with my pooch.
Here's to disconnecting!! Here's to pooches; haha, as I share it with the world! Happy weekend.
"I am sorry to admit that I have difficulty remaining current, with my usual correspondence for daily work... I rarely have time to follow the multitude of streams... I actually am purposefully having to make disconnect time to keep balance these days."
When my nephew was in middle school, I challenged him to not watch television for a week. (I bribed him.) He did it and I paid him off. I asked if he felt any different. He said, "No," and went off to, well, be a middle schooler.
I wonder how many of us are over connected, and feel a lack of balance? Could it be that all the cool stuff that is available to read and connect is causing more stress in our lives? Was it really that easy for my nephew to give up television? Would middle schoolers have more trouble today?
Like my friend, I too have been trying to wean myself from technology. Last year when I was teaching 8th grade, I locked my phone in my car everyday. Currently, I purposely do not take my phone to class. A warm fire and a cup of coffee is my morning routine, when I am intentional. Does it help? I think so. But even my college students and colleagues have difficulty leaving the phone off during class or meetings.
If things are getting too stressful, take a moment to breathe, take in your world, turn the phone over, even if it is for 3-5 minutes...(: mindful minutes...
I asked if I could share her thoughts. She said yes and added the following:
In the morning, I had the habit of checking 'what was coming up' in terms of new work messages before heading out for my quiet dog walk and I have worked to stop that... to instead just have the outdoor, nature and morning light time with my pooch.
Here's to disconnecting!! Here's to pooches; haha, as I share it with the world! Happy weekend.
Friday, February 3, 2017
Mindfulness and the Groundhog Day 2017
"Mindfulness and the Groundhog"
How are you? I work with student teachers who are in their fifth week of student teaching. We use the same teaching phases to describe our week: anticipation, reflection, disillusion, survival, rejuvenation, and anticipation. Many were between disillusion and survival on the roller-coaster ride of teaching. Student teachers came to class Wednesday night (I know, it is a little challenging to work all week, all day, and then come to a night class for 3.5 hours.) and were wound up and weary. However, their wound-up energy was one of a spirit of "I am ready to be a teacher." I remember that feeling. I remember feeling, 'Okay, I can do this, turn me loose.'
With the energy in the room being a little stressful (Okay, maybe more than a little stressful.) I decided to share a "mindfulness activity." Note: I had shared earlier that we were going to do a mindfulness activity. The activity was to sit with your feet on the floor, back straight, eyes resting and just breathe. Deep breaths bringing good energy in, slow breath release to let stress and worry out. We only did this for about three minutes. Ahhh.
The energy in the room changed. People relaxed, and I was able to engage them in a discussion about creating an "Impact on Student Learning" project. We talked about mindfulness and how stress is taking over.
So how does this relate to Groundhog day? Well, the little rodent saw his shadow. He does this every year for us. In a playful way, we look forward to the celebration of the community that surrounds Punxsutawney Phil's "prediction." We are all mindful for a minute. Perhaps in a playful way, we should consider taking a moment everyday to breathe and see if the sun is shining.
There are two websites I would like to share. The first is Mindful Schools. The website focuses on helping teachers become more mindful and the link is mindfulschools.org. The second is a Mindfulness in Schools website called Mindfulnessinschools.org. There is research associated with the impact of mindfulness and professional development opportunities for teachers and schools. I believe, as teachers, we need to be more mindful of our own needs. Mindfulness is a way to connect with our selves to bring us towards anticipation and rejuvenation on our journey.
How are you? I work with student teachers who are in their fifth week of student teaching. We use the same teaching phases to describe our week: anticipation, reflection, disillusion, survival, rejuvenation, and anticipation. Many were between disillusion and survival on the roller-coaster ride of teaching. Student teachers came to class Wednesday night (I know, it is a little challenging to work all week, all day, and then come to a night class for 3.5 hours.) and were wound up and weary. However, their wound-up energy was one of a spirit of "I am ready to be a teacher." I remember that feeling. I remember feeling, 'Okay, I can do this, turn me loose.'
With the energy in the room being a little stressful (Okay, maybe more than a little stressful.) I decided to share a "mindfulness activity." Note: I had shared earlier that we were going to do a mindfulness activity. The activity was to sit with your feet on the floor, back straight, eyes resting and just breathe. Deep breaths bringing good energy in, slow breath release to let stress and worry out. We only did this for about three minutes. Ahhh.
The energy in the room changed. People relaxed, and I was able to engage them in a discussion about creating an "Impact on Student Learning" project. We talked about mindfulness and how stress is taking over.
So how does this relate to Groundhog day? Well, the little rodent saw his shadow. He does this every year for us. In a playful way, we look forward to the celebration of the community that surrounds Punxsutawney Phil's "prediction." We are all mindful for a minute. Perhaps in a playful way, we should consider taking a moment everyday to breathe and see if the sun is shining.
There are two websites I would like to share. The first is Mindful Schools. The website focuses on helping teachers become more mindful and the link is mindfulschools.org. The second is a Mindfulness in Schools website called Mindfulnessinschools.org. There is research associated with the impact of mindfulness and professional development opportunities for teachers and schools. I believe, as teachers, we need to be more mindful of our own needs. Mindfulness is a way to connect with our selves to bring us towards anticipation and rejuvenation on our journey.
Friday, January 27, 2017
Taking care of one another
î am at the European League of Middle Level Education (ELMLE) conference, in Vienna. Many wonderful sessions on topics related to wellness, mindfulness, grit, technology in the classroom, instructional strategies and cross-cultural communication. As teachers we often are so busy that we forget to consider our own professional interests and interpersonal needs. Conferences are a great way to connect with other educators, hear great speakers, and challenge our own professional thoughts and ideas.
î have loved being part of this dynamic group of educators, leaders, administrators, advocates for middle level education. To be able to share ideas and challenges we all face has been inspiring. I hope all of you have the chance to share your good work with others. We can start here, on this blog.
Perhaps you and your colleagues have great ideas to share. Consider submitting a proposal to AMLE.org to present at the Association for Middle Level Education conference that will take place in Philadelphia, Pennsylvania in November. The deadline is February 15.
î have loved being part of this dynamic group of educators, leaders, administrators, advocates for middle level education. To be able to share ideas and challenges we all face has been inspiring. I hope all of you have the chance to share your good work with others. We can start here, on this blog.
Perhaps you and your colleagues have great ideas to share. Consider submitting a proposal to AMLE.org to present at the Association for Middle Level Education conference that will take place in Philadelphia, Pennsylvania in November. The deadline is February 15.
Friday, January 6, 2017
Professional Learning Networks: New for the New Year!!
Last semester, alumni from our university read and wrote blogs about successes, whoo-hoo moments, and challenges they face. We started the blog as an opportunity to share and connect. Before the end of the semester we agreed that connecting with one another is a fabulous tool for supporting and lifting the spirits we bring to the classroom. But we wonder if connecting online is enough?
Teaching is challenging. Meeting the needs of so many different children and colleagues is an ongoing focus. How can we continue to advocate for those we serve and work with? How can we advocate for ourselves? How can we connect?
Chris Weiler is a professor at Kutztown University in Pennsylvania. He wrote a piece for the AMLE Magazine on Professional Learning Networks.
Teaching is challenging. Meeting the needs of so many different children and colleagues is an ongoing focus. How can we continue to advocate for those we serve and work with? How can we advocate for ourselves? How can we connect?
Chris Weiler is a professor at Kutztown University in Pennsylvania. He wrote a piece for the AMLE Magazine on Professional Learning Networks.
Chris' article, "Join the Crowd: Building a PLN" is exactly what we are doing.
I told him what we are doing and he was very excited to share his article with us. It is linked below... and a quick read.
I told him what we are doing and he was very excited to share his article with us. It is linked below... and a quick read.
It is a new year... time to take care of your students; time to take care of your colleagues; time to take care of yourself. It is possible to create your own PLN. Blogger.com is a web 2.0 tool that allows you to have multiple authors. It could be a good tool for your team of teachers to create for your students and the school! I recommend bringing in school counselors to add to the spirit of support!
We will continue to work together to Check In and Reach Out (CIRO). We hope to continue to lift the spirits of those who work with middle level youth and their advocate: teachers, administrators, staff, parents, and community members!!! Here is to 2017: the year of Advocating for One Another!! (:
Peace.
We will continue to work together to Check In and Reach Out (CIRO). We hope to continue to lift the spirits of those who work with middle level youth and their advocate: teachers, administrators, staff, parents, and community members!!! Here is to 2017: the year of Advocating for One Another!! (:
Peace.
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