The most important idea to me came from Chapter 1, pages 24 and 25: “Schools of excellence operate holistically”. It reminds me of the African proverb “it takes a village to raise a child”. That is a very profound statement. Stakes are high with NCLB, AYP and ABC’s breathing down our backs. Educators must realize that it is not just one grade level, one administrator or one department that educates the child but the positive interactions of a collaborating team (school personnel and parents) that will create and maintain high expectations for all students.
The most important idea that came to me was from chapter 1, pg. 9. It was the paragraph about Marva Collins' Westside Preparatory School. Their vision, and how it was communicated, stood out to me because it showed how they held the children up to a standard and expected them to hold themselves up to that standard, but at the same time, letting the students know that they are supporting them with the statement of "I will not let you fail". Also holding classes for parents and holding them to the same standards only adds to helping the child succeed. I think this shows a great way of setting a vision and having everyone aspiring to achieve that vision.
Devon many years ago there was a made-for-tv movie about Marva Collin's school in Chicago. I was much younger and was really inspired by the movie. It was nice to see her cited in this book. She lived out the philosophy this book speaks to. I enjoyed reading some classroom specifics on pages 101-103 on how to make school and personal mission statements become 'real'. I think, perhaps, some of them could be considered on a school-wide; basis (daily readings of inspirational quotes, having students set goals, better use of 1/2 days, creating classroom clubs)
On page 67 Laurie Beth Jones talks about writing a mission statement. She says "It's a written-down reason for being- whether for a person, or for a company. It is the key for finding your way in life. It gives a template of purpose for all of one's activities" We as teachers do this early on in our career and revisit it often. Children should create their own mission statements each year making them think about what they are setting out to achieve. I think if we instill this in students now they will continue to initiate, evaluate and refine all of there activities into adulthood. Making more productive citizens and communities.
The most meaningful idea to me while I read was that I need a personal mission statement and that this statement will probably change through various stages of my career. I have always believed in a school mission statement, and have my classes develop mission statements yearly, but have never fully looked at the impact of an individual one. I like the idea of each teacher knowing it, reminding themselves of it (especially during test crazed weeks), and working to achieve it. I also like the idea of my kids doing this. After all, why are we here?
A few ideas really struck me as noteworthy. On page 34, the section on Courage creates a fairly good litmus test for schools when it basically asks if your school is the kind of place you want your own children to attend. When you think of it in those terms, all of the extra hours and responsibilities seem to make perfect sense. Going right along with this idea is the piece by Dr. Haim G. Ginott on page 78. We truly are the weather-makers for the children at T.E.S. What an opportunity we all have to make a positive difference for children!
Just getting started have not had time to open my book. I am a last minute person so I'll be burning the midnight oil tonight I guess, for staff meeting tomorrow.:)
These two word spoke so loudly to me in the first chapter I had to review the dictionaries definition of both RELATIONSHIP and HOLISTIC and if I may digress for just a minute my Christian instinct kicked in. I just need to say Amen! Relationship--1 : the state of being related or interrelated 2 : the relation connecting or binding participants in a relationship: as a : KINSHIP b : a specific instance or type of kinship 3 a : a state of affairs existing between those having relations or dealings b : a romantic or passionate Holistic--2: relating to or concerned with wholes or with complete systems rather than with the analysis of, treatment of, or dissection into parts
A comment about Mrs. Clemmer's statement...I think it's a great idea to have our kids write their own mission statements. It reminds me of a time when I did not share my student's speech goals with them. I worked on the goals, but never talked to the students about why they had the goals. Everything that happens in EC is confidential so that concept had gone to my head. Then I thought, wait a minute, the kids can chart their own progress and map out what it will take to master each speech goal. That was years ago, but what a revelation! It didn't matter if they started at 10% accuracy, or even "0%," when they saw that they had gotten better (30%) it was a cause for celebration.
The idea of "my students" (p. 72) and a quote (p. 108) stuck out to me. The quote is as follows: "The greater the number of individuals willing to accept areas of responsibility, the greater the potential for the school community to successfully fulfill its mission." If I see a student in the hall that has a "Positive Student Referral" in their hands, I will ask that student what it is for, and then congratulate them for their accomplishment. The fact that I don't know the student's name, grade level, or teacher is not relevant. That child attends TES and I feel personally responsible for their well-being. If I see a 5th grader push another student in line, I will stop and say something to that student and correct the behavior, whether I serve the student in speech or not. All behavior incidents are not just the responsibility of Mrs. Jennifer just as all of the EC students are not solely the responsibility of Mrs. James, etc. They are OUR students and when each of us takes personal responsibility for each student, we create a cohesive school environment.
As a homebound instructor, I was reminded that every time I meet with a new student, it is "a first day of school" (p. 18).I need to remember to create an inviting environment, and learn the student's interests and desires (even in April or May!)Sometimes I have to convince them that they still are important to their teachers and they need to strive to do their best even when at home.
I was inspired by the comment that not only do we need to educate our students but we also need to inspire them to want to learn. We do that by believing in the success of students, and by caring about their dreams. This information is from page 29.
Pat - I also identified with the holistic approach to education. It makes you ask "What type of environment do I cultivate? I use the "It takes a village..." in both my personal and professional life.
I thought the fact that:" the most important factor affecting student learning is the teacher." This is so true to me. Being a teacher is not only delivering the content, but also reaching the psychological and self-esteem issues of students. This greatly affects their efforts, motivation, and confidence. "A school of excellence cannot occur without excellence within the classroom."
Right off the bat, I found an idea that was meaningful to me. On p. 12, Mr. Wynn discusses the importance of FIRST developing a relationship with your students. I will never say that my students are my friends, however, I will say that I try to develop a relationship with them. I believe they need to know that I care about them in order to be the most effective teacher that I can be. He used the example of visiting a school and talking to a boy, Juan, about his dreams of becoming a professional athlete. This example was amazing -asking him about his dream, caring enough to ask this question, I believe was the first step to starting the spark. I think many students don't want to give us their all until they know we care about them. Although we have a curriculum and pacing guide that is too full to have time for anything else, I do think it's essential to take time out to let my students know I care.
Dear Wendy, I have begun to think about the students being involved in creating their own "mission statements" as well. This ties in so well with the beginning of the school when you create both classroom rules and ind. rules. But, I see creating a mission statement as taking it one step deeper....truly making the students responsible for their own actions, and truly realizing that THEY are in charge of their decisions and behaviors, and DO play a role in the classroom.
A part of chapter one that was important to me came from the overview on page 27. We cannot legislate passion in the school system. The General Assembly believes that all children can learn. I share that belief, but know that we as teachers have our limitations also. Page 27 also tells us that not only are students tuning teachers out, teachers are turning off their students and tuning out the accountability standards. We as teachers shoudl not solely be held accountable for conditions, at times, out of our control.
Hey Cindy Clemmer! Great job! I agree that students need a yearly mission statement. We need to teach them how to set goals early in life for better success.
Cindy and Sheila, It sounds like all TES students will be writing their own mission statements soon. It is a great idea for their learning and their lives. I do think we should remind them that they should revisit and perhaps change their statements as things in life change.
I liked the comment to make in a parent conference. "I HAVE HOPE FOR YOUR CHILD AND WANT HIM TO HAVE A GOOD FUTURE. wHAT ARE YOUR HOPES AND DREAMS FOR YOUR CHILD?" I thought the words showed meaning and I have always liked the idea of asking questions of parents.
"I'm not learning disabled I'm eccentric." That was a pretty powerful parable for me. It begs the point that all of us learn differently. And not all of us can learn the way we are being instructed. Relying on one another's strengths and experiences and utilizing internal and external resources are what make us a unique educational-learning community. It brought back memories of my own children and their educational challenges.
The mission statement that is prepared from the top down needs to be meaningful, but realistic with a bit of a stretch. How we achieve these goals are based on our commitment to education, the leadership, direction and the support we give to one another. We have to believe in our mission, continue developing our goals and yet have an inherent commitment that takes our students from Kindergarten to 12th grade, with a will and love to continue their learning. I think that our learning community is doing this well as we grow, support, encourage and work together daily.
Amen Carol! My favorite part of the reading was the parable on page 56 as well. I am always inspired when I read uplifting stories, esp. about teaching but this really spoke to the heart of differentiation for each child. EVERY CHILD CAN LEARN with the right type of instruction, motivation, and someone believing in them and should have that opportunity. I think I just made up my mission statement :)
Jen, Cindy, and Sheila, I loved the idea of the classroom mission statement too. What a great idea for 1-5th was my first thought. I had always thought of a mission statement as a set of very complex words that noone really pays attention too. After reading and realizing that a mssion statement should be a one sentence simple statement I realized that Kindergarten too should have mission statements. They may look and sound much different from other grades... and need much more follow up to stay on track because of our attention spans but it will be a wonderful tool to keep us on track throughout the year.
I really like the short story "Everyone Has A Role", p. 48. It was hilarious, and a great example of how we can sometimes overlook the importance of others. In the four levels of mission pp.50-52, it is top down mission from district to individual (you). The overall mission begins with our leaders which is relayed to the schools, departments and us. Everyone is important as we are all stakeholders in our mission.
Chapter 1: Ensuring students achievement means helping the students to know what their strenghts and weaknesses are; providing opportunities for them to develop their unique intellectual strengths, which can ignite purpose and passion in their education.
Chapter 2: Knowing the 4 levels of Mission is very important for the ultimate success of the educational community in which we teach and live. This will impact the overall student achievement. In addition, the Mission and Vision for a school community "becomes the driving force behind the instructional and operational strategies needed to ensure high student performance and a nurturing school-wide climate and culture" as stated in the first paragraph on page 65.
I really liked what Michelle said about page 34, as I found this area to be most meaningful to me. Wynn says "Being an advocate for children requires that we continually question what we do and why we are doing it;it requires standing up for a child whom we believe is being overlooked, mistreated, undereducated, or in the worst case, miseducated." This correlates to our TES mission statement that these are all of our children at TES and we need to teach and model respect to everyone at TES.
Along with Mrs. Holmes, I was struck by the researcher's conclusion (p.76) "the most important factor affecting student learning is the teacher." When Mrs. Holmes mentioned that reaching a student's psychological and self esteem issues "effect their efforts, motivation, and confidence" it reminded me of my 3rd grade teacher. I lost self esteem and confidence in reading because we were punished if we missed words in our reading. It was a long time before my confidence was restored, and I realized it was alright to make mistakes.
I have to say that I agree with Ms. Seferyn and Ms. Vincent. We need to foster relationships with our students and we need them to feel that they "capable, significant, influential people" (p.56). Self-esteem is very important to learning, if a child does not have that they are not going to grow or care whether they learn. Students need to feel that we care aboout them and that what they do does matter, so many of them may not get that at home and it is up to us to provide that.
I really enjoyed the section (pg. 98) that talks about the physiological needs of students. This reminded me that what I do as a physical education teacher is an important part to the overall development of a student, and their success. I have always said that "success is dependent on health". Students that make healthy choices ie..(nutrition, hygiene, exercise)will have a better chance to share the knowledge that they learned while in school.
I am glad the Mrs. Vincent hit on the different learning styles of students. I try to reach those students that may learn differently. I know that is a weak area that needs more attention!! Thank you for the reminder!!
On page 13, Mr. Wynn talks about sharing his own personal experiences to foster relationships. I find that works well with students. I personally do that with each student/class. I want them to understand that it is ok if something is hard to understand, I let them know that I have struggled and that I know how they feel. I also try to find something in common with them, doing this helps to foster trust. If children don't trust us, they will not learn from us. I want my students to take away the feeling and knowledge that I care about them and what they do matters.
Keely and Jen- I so agree with you! There is so much more to being a teacher than teaching! You absolutely have to take the time to know your students-their strengths and weaknesses, but their dreams too! Students will definitely give you their best, if they know that you believe in them, care for them and that you are giving them YOUR best to help them achieve. We all do our best when we know that someone cares for us and that we matter.
I like the story on pages 107-108 about the engineer. He wanted what he thought was best for his family, forgetting that his family was part of a community. We're all in this together and it will take all of us to succeed. As teachers, we can't go into our rooms, shut our doors and teach "our" children. It's OUR school and ALL of the children in it, are ours. We have to work together as a team, share ideas, support each other and surround all of OUR children at TES with a nurturing family of teachers and staff that want them to achieve and will make sure that they do achieve. I think that we have already begun to create this community at TES. Although we have had to work especially long and hard since we are a new school, the dedication and desire to create the best school in the state is evident in our staff-and we manage to have fun too!
One meaningful idea to me was Chapter 1, pg. 12 when referring to your interactions with students 1. Develop a relationship 2. Demonstrate an interest in what they want to know 3. Have a wide body of knowledge and a willingness to discuss their interests 4. Challenge them
Being an EC teacher, the most important thing to me is really learning and understanding my students. How their home life may effect their performance at school, what are their dislikes/likes, what will motivate them to maintain positive behavior, what kind of reinforcement will push them to achieve their IEP goals. Taking all these things into consideration will help me create lessons and activities that will allow my students to be successful and progress on their IEP goals.
I agree with Deb on helping students assess how they "feel." Sometimes when a student feels aggravated, fustrated, unhappy, we should stop and really ask how they feel, why are they feeling that way and how we can make it better. Relating to your students will help them grow as individuals and to be more intune to the way they feel.
It takes a community of school employees to educate a child - from food service, teachers, office support, custodians, TA's, ancillary services, adminstration, etc. - to teach our students not only the 3 R's but how to be a part of a community. All of us need to be committed to these students to make them feel inspired to achieve their goals and dreams. By listening and encouraging (and any other way we can think of) we can help our students be good members of society. This also helped me write my own mission statement. (Chapter 1)
I find it interesting that as I read everyone's thoughts they all seem to resound one main idea: At TES, the staff and administration strive to build a school community, not separate entities. We are a family! Wendy & Harriett (along with so many others) you are right! I feel the same way. It is important that I take responsibility for ALL students within the TES walls. It's important that I care for each and every student - to recognize their accomplishments as well as their needs; to encourage and assist when appropriate. To accept that I am as accountable for the 5th grader in the hallway as I am my teammate's 1st grader that I teach daily during math clubs! I consider us all a family and we all know how families can be. They may not agree all the time, they may not always say or do the right thing, etc. - but in the end, they still love and care for each other. We must all hold ourselves accountable for not only the few students within our own classroom walls, but ALL the students within our TES community!
In my training as a school counselor, I was taught to think holistically and consider all of the students in the school as "my students." That's one reason the section on "The Mission of the Classroom Teacher" (p. 72) seemed both important and meaningful to me. Having worked at all 3 levels (elementary, middle, and high school), I have found that elementary teachers are the very best at creating that village and considering all students in a school as their own. This is so true of the teachers at TES! Even though we are a new school, we are already our own village. While there is always room for growth, let me say I'm excited and proud to be a part of this newly emerging TES village, and our students are getting the best of what we all have to offer.
An idea that I found meaningful is found on page 76 where it says "The most important factor affecting student learning is the teacher...more can be done to improve education by improving the effectiveness of teachers than by any other single factor...Three consecutive years of effective teachers in grades 3-8 can virtually close the gap between African-American and white students." I think we all know this but do we really think about it? We are the deciding factor. We may not see the end result because every child is a work in progress, but that year a student spends with us can be the catalyst or continuum that determines whether they will succeed or fail in later educational years. How does actually thinking about that one statement change how you approach every day and every student? It makes me want to "work smarter" (p. 25)! This idea also should impact how we view spending the few precious dollars we have. Do we want more "stuff" or more training? We do have valid material needs and desires for technology that can improve student learning experiences, but when I think about these statements, I definately want to focus time and money on carefully chosen training experiences that improve my effectiveness as a teacher!
Carol, I agree that the tale of the teacher who called her student eccentric instead of disabled was a powerful one. I had an emotional, almost visceral response when I read it. She made that student feel special instead of "less than." This is what I strive to do as school counselor, helping students move from hopeless to hopeful by helping them consider their options and perhaps change their perspectives and explore their aspirations. I know that effective teachers do this as well, through strong relationships with the students they teach.
Michelle B, your comment about the importance of asking ourselves, "Is this a school where I would want my own children to attend?" was thought-provoking for me. I don't have children yet, but if I did have an elementary aged child, I would be proud to have him/her attend TES. It's an exciting place and an exciting time for all of us to be there.
Sarah and Rene'-I so agree with you both! It does take a community to educate a child. We are all committed to each and every student here at TES! We encourage and inspire each other, as well as, our students to follow their goals and dreams.
I read so many things within the first two chapters that really made me think but I want to mention what I read in the Foreword. On page x there is a statement that reads, "If we truly care about student success we must stop doing what we have always done. We must not only do it differently, but also re-evaluate what we are doing and ask the question, "Are we doing it right?" Wow! I must say that I have never been one to just pull out last year's plans but rather re-evaluate what worked and what didn't and constantly search for better ways of presenting the information so that it is in line with how each student learns. Always being aware that there's always room for improvement is an attitude that I strive to keep.
I thought there were a lot of important and meaningful ideas in these chapters, for example, “Lead, follow, or get out of the way.” I also particularly liked the idea that we “should demonstrate an interest in what the children want to learn.” Probably the one idea that was most meaningful to me though was Marva Collins’ statement, “All children are born achievers and all they need is someone to help them become all that they have the potential to become.” This might sound corny, but reading this statement makes me think about how I want to help children see the potential they have. One day I will say or do something that might change a child’s life. The funny thing is that I probably won’t even realize that moment is happening, because it will probably happen when I least expect it.
Cindy Johnson, I agree with your post 100%. It is so important to be willing to learn new ideas. Teaching, especially, has changed drastically from when I went to school. Plus every year, in every class, each child is different. This makes teaching difficult, but is also why not everyone is a teacher. Recently, in a class I am taking, we talked about how important it is to be a life-long learners and flexible. All of us in the class believed that if you didn't have these traits you wouldn't make it very far in the work force these days. Brandi
Lori, I, too, see and appreciate the village that we have started at TES. When I talk about TES, people say ,"Yeah, it really feels great when you enter. It's different." There was so much pressure on us at the beginning of the year and we have made TES a place were people want to be. My only hope is that we keep this vibe going.
Glenn's story on page56 from A 2ND HELPING OF CHICKEN SOUP FOR THE SOUL makes me think about how having a clear mission for yourself can take you through life in everything you do, not just as a teacher. We've all heard about "treating others the way we want to be treated" and I use this all the time in teaching children about the way they behave around others. We should be setting the example to children every day in how we interact with other people. This example also shows that giving children labels can be so detrimental to everything they do and think about themselves. This speaks to me because I truly believe that every child can learn and as teachers, we are so powerful in developing a child's sense of himself.
First of all, I loved the story about the eccentric child rather than the learning disabled child... The thing that had the most meaning for me was having children verbalize their goals. They need to have a reason to be here that is relevant to them. Wouldn't it be great if we were not considered teachers, but rather learning coaches. I would much rather help a child reach his or her life goal rather than teach them how to them pass a test at the end of the year.
When I first began teaching, I quickly learned the very first thing my students need to learn is classroom behavior. The classroom has to be run in a respectful manner toward all before academic learning can begin. I was deeply moved by Wynn's thoughts on a relationship with students and most importantly with smart mouth,rude, unmotivated students. He suggest telling a story to grab their attention and proceed to demonstrate an interest in what they want to know. Students need to believe we have an interest in what they want to know and we also need to share our own experiences in stories. In my opinion this part of having a relationship with students. We are expected to challenge our students. I could not agree more. All students know how you feel about them by the standards of challenges we present to the students. It is so refreshing to see the kindergarten students arrive with their big eyes and hearts ready to learn. These students believe we will help them fullfill their dreams. As Wynn explains the dreams of students need to be challenged to compleation at every level.
Cindy, I agree, agree, agree. I have seen teachers and kids just bored out of their wits when the same thing is done the same way again and again. As the saying goes if you always do the same thing, expect the same results and that is not raising the bar. I like how you take what worked well and then improve upon that.
I feel like the focus staff developement outline accurately depicts a holistic approach to building a positive school environment. The bullets on page 141 are a good road map for developing a vision for a positive environment for all students.
Erin I agree with you looking at the home life, likes and dislikes, reinforcers, and what motivates our students. As EC teachers we are always doing that to help the kids progress and meet their goals. I really liked the idea of not playing the blame game and rather being proactive.
One idea that was meaningful to me I found on page 35. It was in regards to a schools climate and culture being defined by the adults or the students. As teachers, administrators, and support staff, we have to have the courage to speak out on behalf of ALL students as we would for our own children. It stated that the adults in a school should model positive behaviors and be advocates for raising standards. I feel this is vital for a school to be effective and achieve high standards. I think most adults at TES feel the same and I think we do communicate positive attitudes toward student success. I wouldn't want to teach anywhere that didn't.
Connie said she liked the comment:"I HAVE HOPE FOR YOUR CHILD AND WANT HIM TO HAVE A GOOD FUTURE. wHAT ARE YOUR HOPES AND DREAMS FOR YOUR CHILD?" I like the idea of asking questions also. so many times we do so much talking and explaining about instruction, and forget to ask the very simple questions.
Trena said, I'm inspired by all the heartfelt comments on how to help our students realize their potential, then guide them to succeed it... We've come along way as a society since the 60's and 70's when I attended school. Does anyone remember corporal punishment as a means to discipline children...? I was the quiet child in back of the classroom who was afraid to speak and participate. With all of our educational advances and centering techniques and strategies on the success of the whole child etc..., it's difficult to imagine how that policy helped students to achieve overall...especially African American children and other minorities...Thank God for all the positive changes that have occurred since then and continue for EDUCATION! I LOVE THIS BOOK so far for it's truthful enlightment! I'm sorry if I sound like I'm preaching. Maybe I have a new calling!
An at risk student success story. Student Events CalendarThursday January 21, 2010
Martin Luther King, Jr. Celebration with Dr. Ben Carson 7 p.m.
Kenan Auditorium
Free
The Upperman African American Cultural Center announces Dr. Benjamin S. Carson as the keynote speaker for the Martin Luther King Jr. Celebration. He will speak at 7 p.m. on Thursday, Jan. 21 in Kenan Auditorium. In 2001, Carson was named by CNN and TIME Magazine as one of the nation's 20 foremost physicians and scientists. Carson speaks to about 5,000 students annually on the campus of Johns Hopkins during his 75-minute THINK BIG presentations in which he gives a slide show and motivational talk discussing his career as a neurosurgeon, other medical careers and his philosophies.
Admission is free, but tickets are required and are available at the Kenan Auditorium Box Office, 10 a.m. - 6 p.m., Monday through Friday beginning Jan. 6, 2009. For more information, call 910.962.3500.
I love your comment "Wouldn't it be great if we were not considered teachers, but rather learning coaches." Maybe if we change our titles to learning coaches they would give us more pay - LOL But seriously we really are coaches to these kids because they decide ultimately if they are going to play in the game of life or sit on the bench.
After reading chapters 1 and 2, I can honestly say that what touched me the most was reading about the author's background. We have similar beliefs. He states, " If you can successfully cultivate a socially supportive, emotionally nurturing ( this being most important to me), and itellectually stimulation school climate and culture, you can engage children in rigorous academic instruction and practical learning outcomes that will transform a school community into a place of passion and purpose. As a parent, I want all schools to work for all children as passionately as I want my own child's school to work for them." Wow what a statement! This really caught my interenst from the get go because it is all so true! I firmly believe that if teachers understand the importance of developing a relationship with their students in order to help them excel academically as well as emotionally then they are doing their job! Believe me, I know that there are many students with challenging personalities, but I think it makes our jobs so much more interesting and actually fun. If we take into consideration that some of these individuals come from environments that do not allow them to grow and develop academically and emotionally, we have taken the first step to better serve them.
I think it is important as stated on p25 not to Play the blame game. We need to focus on how to fix problems, not to blame others. It most often doesn't matter how the problem was created since it can't be changed. We need to fix it and go forward.
The most important idea to me came from Chapter 1, pages 24 and 25: “Schools of excellence operate holistically”. It reminds me of the African proverb “it takes a village to raise a child”. That is a very profound statement. Stakes are high with NCLB, AYP and ABC’s breathing down our backs. Educators must realize that it is not just one grade level, one administrator or one department that educates the child but the positive interactions of a collaborating team (school personnel and parents) that will create and maintain high expectations for all students.
ReplyDeleteThe most important idea that came to me was from chapter 1, pg. 9. It was the paragraph about Marva Collins' Westside Preparatory School. Their vision, and how it was communicated, stood out to me because it showed how they held the children up to a standard and expected them to hold themselves up to that standard, but at the same time, letting the students know that they are supporting them with the statement of "I will not let you fail". Also holding classes for parents and holding them to the same standards only adds to helping the child succeed. I think this shows a great way of setting a vision and having everyone aspiring to achieve that vision.
ReplyDeleteDevon many years ago there was a made-for-tv movie about Marva Collin's school in Chicago. I was much younger and was really inspired by the movie. It was nice to see her cited in this book. She lived out the philosophy this book speaks to.
ReplyDeleteI enjoyed reading some classroom specifics on pages 101-103 on how to make school and personal mission statements become 'real'. I think, perhaps, some of them could be considered on a school-wide; basis (daily readings of inspirational quotes, having students set goals, better use of 1/2 days, creating classroom clubs)
On page 67 Laurie Beth Jones talks about writing a mission statement. She says "It's a written-down reason for being- whether for a person, or for a company. It is the key for finding your way in life. It gives a template of purpose for all of one's activities" We as teachers do this early on in our career and revisit it often. Children should create their own mission statements each year making them think about what they are setting out to achieve. I think if we instill this in students now they will continue to initiate, evaluate and refine all of there activities into adulthood. Making more productive citizens and communities.
ReplyDeleteThe most meaningful idea to me while I read was that I need a personal mission statement and that this statement will probably change through various stages of my career. I have always believed in a school mission statement, and have my classes develop mission statements yearly, but have never fully looked at the impact of an individual one. I like the idea of each teacher knowing it, reminding themselves of it (especially during test crazed weeks), and working to achieve it. I also like the idea of my kids doing this. After all, why are we here?
ReplyDeleteA few ideas really struck me as noteworthy. On page 34, the section on Courage creates a fairly good litmus test for schools when it basically asks if your school is the kind of place you want your own children to attend. When you think of it in those terms, all of the extra hours and responsibilities seem to make perfect sense. Going right along with this idea is the piece by Dr. Haim G. Ginott on page 78. We truly are the weather-makers for the children at T.E.S. What an opportunity we all have to make a positive difference for children!
ReplyDeleteJust getting started have not had time to open my book. I am a last minute person so I'll be burning the midnight oil tonight I guess, for staff meeting tomorrow.:)
ReplyDeleteHey Michelle
ReplyDeleteThese two word spoke so loudly to me in the first chapter I had to review the dictionaries definition of both RELATIONSHIP and HOLISTIC and if I may digress for just a minute my Christian instinct kicked in. I just need to say Amen!
ReplyDeleteRelationship--1 : the state of being related or interrelated
2 : the relation connecting or binding participants in a relationship: as a : KINSHIP b : a specific instance or type of kinship
3 a : a state of affairs existing between those having relations or dealings b : a romantic or passionate
Holistic--2: relating to or concerned with wholes or with complete systems rather than with the analysis of, treatment of, or dissection into parts
A comment about Mrs. Clemmer's statement...I think it's a great idea to have our kids write their own mission statements. It reminds me of a time when I did not share my student's speech goals with them. I worked on the goals, but never talked to the students about why they had the goals. Everything that happens in EC is confidential so that concept had gone to my head. Then I thought, wait a minute, the kids can chart their own progress and map out what it will take to master each speech goal. That was years ago, but what a revelation! It didn't matter if they started at 10% accuracy, or even "0%," when they saw that they had gotten better (30%) it was a cause for celebration.
ReplyDeleteThe idea of "my students" (p. 72) and a quote (p. 108) stuck out to me. The quote is as follows: "The greater the number of individuals willing to accept areas of responsibility, the greater the potential for the school community to successfully fulfill its mission." If I see a student in the hall that has a "Positive Student Referral" in their hands, I will ask that student what it is for, and then congratulate them for their accomplishment. The fact that I don't know the student's name, grade level, or teacher is not relevant. That child attends TES and I feel personally responsible for their well-being. If I see a 5th grader push another student in line, I will stop and say something to that student and correct the behavior, whether I serve the student in speech or not. All behavior incidents are not just the responsibility of Mrs. Jennifer just as all of the EC students are not solely the responsibility of Mrs. James, etc. They are OUR students and when each of us takes personal responsibility for each student, we create a cohesive school environment.
ReplyDeleteAs a homebound instructor, I was reminded that every time I meet with a new student, it is "a first day of school" (p. 18).I need to remember to create an inviting environment, and learn the student's interests and desires (even in April or May!)Sometimes I have to convince them that they still are important to their teachers and they need to strive to do their best even when at home.
ReplyDeleteI was inspired by the comment that not only do we need to educate our students but we also need to inspire them to want to learn. We do that by believing in the success of students, and by caring about their dreams. This information is from page 29.
ReplyDeletePat - I also identified with the holistic approach to education. It makes you ask "What type of environment do I cultivate? I use the "It takes a village..." in both my personal and professional life.
ReplyDeleteI thought the fact that:" the most important factor affecting student learning is the teacher." This is so true to me. Being a teacher is not only delivering the content, but also reaching the psychological and self-esteem issues of students. This greatly affects their efforts, motivation, and confidence.
ReplyDelete"A school of excellence cannot occur without excellence within the classroom."
Right off the bat, I found an idea that was meaningful to me. On p. 12, Mr. Wynn discusses the importance of FIRST developing a relationship with your students. I will never say that my students are my friends, however, I will say that I try to develop a relationship with them. I believe they need to know that I care about them in order to be the most effective teacher that I can be. He used the example of visiting a school and talking to a boy, Juan, about his dreams of becoming a professional athlete. This example was amazing -asking him about his dream, caring enough to ask this question, I believe was the first step to starting the spark. I think many students don't want to give us their all until they know we care about them. Although we have a curriculum and pacing guide that is too full to have time for anything else, I do think it's essential to take time out to let my students know I care.
ReplyDeleteDear Wendy,
ReplyDeleteI have begun to think about the students being involved in creating their own "mission statements" as well. This ties in so well with the beginning of the school when you create both classroom rules and ind. rules. But, I see creating a mission statement as taking it one step deeper....truly making the students responsible for their own actions, and truly realizing that THEY are in charge of their decisions and behaviors, and DO play a role in the classroom.
A part of chapter one that was important to me came from the overview on page 27. We cannot legislate passion in the school system. The General Assembly believes that all children can learn. I share that belief, but know that we as teachers have our limitations also. Page 27 also tells us that not only are students tuning teachers out, teachers are turning off their students and tuning out the accountability standards. We as teachers shoudl not solely be held accountable for conditions, at times, out of our control.
ReplyDeleteDear Keely, Great observations with students self esteem. It plays a huge part in a child's development.
ReplyDeleteHey Cindy Clemmer! Great job! I agree that students need a yearly mission statement. We need to teach them how to set goals early in life for better success.
ReplyDeleteCindy and Sheila,
ReplyDeleteIt sounds like all TES students will be writing their own mission statements soon. It is a great idea for their learning and their lives. I do think we should remind them that they should revisit and perhaps change their statements as things in life change.
I liked the comment to make in a parent conference. "I HAVE HOPE FOR YOUR CHILD AND WANT HIM TO HAVE A GOOD FUTURE. wHAT ARE YOUR HOPES AND DREAMS FOR YOUR CHILD?" I thought the words showed meaning and I have always liked the idea of asking questions of parents.
ReplyDelete"I'm not learning disabled I'm eccentric." That was a pretty powerful parable for me. It begs the point that all of us learn differently. And not all of us can learn the way we are being instructed. Relying on one another's strengths and experiences and utilizing internal and external resources are what make us a unique educational-learning community. It brought back memories of my own children and their educational challenges.
ReplyDeleteThe mission statement that is prepared from the top down needs to be meaningful, but realistic with a bit of a stretch. How we achieve these goals are based on our commitment to education, the leadership, direction and the support we give to one another. We have to believe in our mission, continue developing our goals and yet have an inherent commitment that takes our students from Kindergarten to 12th grade, with a will and love to continue their learning. I think that our learning community is doing this well as we grow, support, encourage and work together daily.
Amen Carol! My favorite part of the reading was the parable on page 56 as well. I am always inspired when I read uplifting stories, esp. about teaching but this really spoke to the heart of differentiation for each child. EVERY CHILD CAN LEARN with the right type of instruction, motivation, and someone believing in them and should have that opportunity. I think I just made up my mission statement :)
ReplyDeleteJen, Cindy, and Sheila, I loved the idea of the classroom mission statement too. What a great idea for 1-5th was my first thought. I had always thought of a mission statement as a set of very complex words that noone really pays attention too. After reading and realizing that a mssion statement should be a one sentence simple statement I realized that Kindergarten too should have mission statements. They may look and sound much different from other grades... and need much more follow up to stay on track because of our attention spans but it will be a wonderful tool to keep us on track throughout the year.
ReplyDeleteI really like the short story "Everyone Has A Role", p. 48. It was hilarious, and a great example of how we can sometimes overlook the importance of others. In the four levels of mission pp.50-52, it is top down mission from district to individual (you). The overall mission begins with our leaders which is relayed to the schools, departments and us. Everyone is important as we are all stakeholders in our mission.
ReplyDeleteChapter 1: Ensuring students achievement means helping the students to know what their strenghts and weaknesses are; providing opportunities for them to develop their unique intellectual strengths, which can ignite purpose and passion in their education.
ReplyDeleteChapter 2: Knowing the 4 levels of Mission is very important for the ultimate success of the educational community in which we teach and live. This will impact the overall student achievement. In addition, the Mission and Vision for a school community "becomes the driving force behind the instructional and operational strategies needed to ensure high student performance and a nurturing school-wide climate and culture" as stated in the first paragraph on page 65.
I really liked what Michelle said about page 34, as I found this area to be most meaningful to me. Wynn says "Being an advocate for children requires that we continually question what we do and why we are doing it;it requires standing up for a child whom we believe is being overlooked, mistreated, undereducated, or in the worst case, miseducated." This correlates to our TES mission statement that these are all of our children at TES and we need to teach and model respect to everyone at TES.
ReplyDeleteAlong with Mrs. Holmes, I was struck by the researcher's conclusion (p.76) "the most important factor affecting student learning is the teacher." When Mrs. Holmes mentioned that reaching a student's psychological and self esteem issues "effect their efforts, motivation, and confidence" it reminded me of my 3rd grade teacher. I lost self esteem and confidence in reading because we were punished if we missed words in our reading. It was a long time before my confidence was restored, and I realized it was alright to make mistakes.
ReplyDeleteI have to say that I agree with Ms. Seferyn and Ms. Vincent. We need to foster relationships with our students and we need them to feel that they "capable, significant, influential people" (p.56). Self-esteem is very important to learning, if a child does not have that they are not going to grow or care whether they learn. Students need to feel that we care aboout them and that what they do does matter, so many of them may not get that at home and it is up to us to provide that.
ReplyDeleteI really enjoyed the section (pg. 98) that talks about the physiological needs of students. This reminded me that what I do as a physical education teacher is an important part to the overall development of a student, and their success. I have always said that "success is dependent on health". Students that make healthy choices ie..(nutrition, hygiene, exercise)will have a better chance to share the knowledge that they learned while in school.
ReplyDeleteI am glad the Mrs. Vincent hit on the different learning styles of students. I try to reach those students that may learn differently. I know that is a weak area that needs more attention!! Thank you for the reminder!!
ReplyDeleteOn page 13, Mr. Wynn talks about sharing his own personal experiences to foster relationships. I find that works well with students. I personally do that with each student/class. I want them to understand that it is ok if something is hard to understand, I let them know that I have struggled and that I know how they feel. I also try to find something in common with them, doing this helps to foster trust. If children don't trust us, they will not learn from us. I want my students to take away the feeling and knowledge that I care about them and what they do matters.
ReplyDeleteKeely and Jen- I so agree with you! There is so much more to being a teacher than teaching! You absolutely have to take the time to know your students-their strengths and weaknesses, but their dreams too! Students will definitely give you their best, if they know that you believe in them, care for them and that you are giving them YOUR best to help them achieve. We all do our best when we know that someone cares for us and that we matter.
ReplyDeleteI like the story on pages 107-108 about the engineer. He wanted what he thought was best for his family, forgetting that his family was part of a community. We're all in this together and it will take all of us to succeed. As teachers, we can't go into our rooms, shut our doors and teach "our" children. It's OUR school and ALL of the children in it, are ours. We have to work together as a team, share ideas, support each other and surround all of OUR children at TES with a nurturing family of teachers and staff that want them to achieve and will make sure that they do achieve. I think that we have already begun to create this community at TES. Although we have had to work especially long and hard since we are a new school, the dedication and desire to create the best school in the state is evident in our staff-and we manage to have fun too!
ReplyDeleteOne meaningful idea to me was Chapter 1, pg. 12 when referring to your interactions with students
ReplyDelete1. Develop a relationship
2. Demonstrate an interest in what they want to know
3. Have a wide body of knowledge and a willingness to discuss their interests
4. Challenge them
Being an EC teacher, the most important thing to me is really learning and understanding my students. How their home life may effect their performance at school, what are their dislikes/likes, what will motivate them to maintain positive behavior, what kind of reinforcement will push them to achieve their IEP goals. Taking all these things into consideration will help me create lessons and activities that will allow my students to be successful and progress on their IEP goals.
I agree with Deb on helping students assess how they "feel." Sometimes when a student feels aggravated, fustrated, unhappy, we should stop and really ask how they feel, why are they feeling that way and how we can make it better. Relating to your students will help them grow as individuals and to be more intune to the way they feel.
ReplyDeleteIt takes a community of school employees to educate a child - from food service, teachers, office support, custodians, TA's, ancillary services, adminstration, etc. - to teach our students not only the 3 R's but how to be a part of a community. All of us need to be committed to these students to make them feel inspired to achieve their goals and dreams. By listening and encouraging (and any other way we can think of) we can help our students be good members of society. This also helped me write my own mission statement. (Chapter 1)
ReplyDeleteI find it interesting that as I read everyone's thoughts they all seem to resound one main idea: At TES, the staff and administration strive to build a school community, not separate entities. We are a family! Wendy & Harriett (along with so many others) you are right! I feel the same way. It is important that I take responsibility for ALL students within the TES walls. It's important that I care for each and every student - to recognize their accomplishments as well as their needs; to encourage and assist when appropriate. To accept that I am as accountable for the 5th grader in the hallway as I am my teammate's 1st grader that I teach daily during math clubs! I consider us all a family and we all know how families can be. They may not agree all the time, they may not always say or do the right thing, etc. - but in the end, they still love and care for each other. We must all hold ourselves accountable for not only the few students within our own classroom walls, but ALL the students within our TES community!
ReplyDeleteDenise, what a statement. I wholeheartedly agree with you and the text, We cannot legislate passion. We can't even patent it. Wish we could.
ReplyDeleteIn my training as a school counselor, I was taught to think holistically and consider all of the students in the school as "my students." That's one reason the section on "The Mission of the Classroom Teacher" (p. 72) seemed both important and meaningful to me. Having worked at all 3 levels (elementary, middle, and high school), I have found that elementary teachers are the very best at creating that village and considering all students in a school as their own. This is so true of the teachers at TES! Even though we are a new school, we are already our own village. While there is always room for growth, let me say I'm excited and proud to be a part of this newly emerging TES village, and our students are getting the best of what we all have to offer.
ReplyDeleteAn idea that I found meaningful is found on page 76 where it says "The most important factor affecting student learning is the teacher...more can be done to improve education by improving the effectiveness of teachers than by any other single factor...Three consecutive years of effective teachers in grades 3-8 can virtually close the gap between African-American and white students." I think we all know this but do we really think about it? We are the deciding factor. We may not see the end result because every child is a work in progress, but that year a student spends with us can be the catalyst or continuum that determines whether they will succeed or fail in later educational years. How does actually thinking about that one statement change how you approach every day and every student? It makes me want to "work smarter" (p. 25)! This idea also should impact how we view spending the few precious dollars we have. Do we want more "stuff" or more training? We do have valid material needs and desires for technology that can improve student learning experiences, but when I think about these statements, I definately want to focus time and money on carefully chosen training experiences that improve my effectiveness as a teacher!
ReplyDeleteCarol, I agree that the tale of the teacher who called her student eccentric instead of disabled was a powerful one. I had an emotional, almost visceral response when I read it. She made that student feel special instead of "less than." This is what I strive to do as school counselor, helping students move from hopeless to hopeful by helping them consider their options and perhaps change their perspectives and explore their aspirations. I know that effective teachers do this as well, through strong relationships with the students they teach.
ReplyDeleteMichelle B, your comment about the importance of asking ourselves, "Is this a school where I would want my own children to attend?" was thought-provoking for me. I don't have children yet, but if I did have an elementary aged child, I would be proud to have him/her attend TES. It's an exciting place and an exciting time for all of us to be there.
ReplyDeleteSarah and Rene'-I so agree with you both! It does take a community to educate a child. We are all committed to each and every student here at TES! We encourage and inspire each other, as well as, our students to follow their goals and dreams.
ReplyDeleteI read so many things within the first two chapters that really made me think but I want to mention what I read in the Foreword. On page x there is a statement that reads, "If we truly care about student success we must stop doing what we have always done. We must not only do it differently, but also re-evaluate what we are doing and ask the question, "Are we doing it right?" Wow! I must say that I have never been one to just pull out last year's plans but rather re-evaluate what worked and what didn't and constantly search for better ways of presenting the information so that it is in line with how each student learns. Always being aware that there's always room for improvement is an attitude that I strive to keep.
ReplyDeleteI thought there were a lot of important and meaningful ideas in these chapters, for example, “Lead, follow, or get out of the way.” I also particularly liked the idea that we “should demonstrate an interest in what the children want to learn.” Probably the one idea that was most meaningful to me though was Marva Collins’ statement, “All children are born achievers and all they need is someone to help them become all that they have the potential to become.” This might sound corny, but reading this statement makes me think about how I want to help children see the potential they have. One day I will say or do something that might change a child’s life. The funny thing is that I probably won’t even realize that moment is happening, because it will probably happen when I least expect it.
ReplyDeleteCindy Johnson,
ReplyDeleteI agree with your post 100%. It is so important to be willing to learn new ideas. Teaching, especially, has changed drastically from when I went to school. Plus every year, in every class, each child is different. This makes teaching difficult, but is also why not everyone is a teacher.
Recently, in a class I am taking, we talked about how important it is to be a life-long learners and flexible. All of us in the class believed that if you didn't have these traits you wouldn't make it very far in the work force these days.
Brandi
Lori,
ReplyDeleteI, too, see and appreciate the village that we have started at TES. When I talk about TES, people say ,"Yeah, it really feels great when you enter. It's different."
There was so much pressure on us at the beginning of the year and we have made TES a place were people want to be. My only hope is that we keep this vibe going.
Glenn's story on page56 from A 2ND HELPING OF CHICKEN SOUP FOR THE SOUL makes me think about how having a clear mission for yourself can take you through life in everything you do, not just as a teacher. We've all heard about "treating others the way we want to be treated" and I use this all the time in teaching children about the way they behave around others. We should be setting the example to children every day in how we interact with other people. This example also shows that giving children labels can be so detrimental to everything they do and think about themselves.
ReplyDeleteThis speaks to me because I truly believe that every child can learn and as teachers, we are so powerful in developing a child's sense of himself.
First of all, I loved the story about the eccentric child rather than the learning disabled child...
ReplyDeleteThe thing that had the most meaning for me was having children verbalize their goals. They need to have a reason to be here that is relevant to them. Wouldn't it be great if we were not considered teachers, but rather learning coaches. I would much rather help a child reach his or her life goal rather than teach them how to them pass a test at the end of the year.
When I first began teaching, I quickly learned the very first thing my students need to learn is classroom behavior. The classroom has to be run in a respectful manner toward all before academic learning can begin. I was deeply moved by Wynn's thoughts on a relationship with students and most importantly with smart mouth,rude, unmotivated students. He suggest telling a story to grab their attention and proceed to demonstrate an interest in what they want to know. Students need to believe we have an interest in what they want to know and we also need to share our own experiences in stories. In my opinion this part of having a relationship with students. We are expected to challenge our students. I could not agree more. All students know how you feel about them by the standards of challenges we present to the students. It is so refreshing to see the kindergarten students arrive with their big eyes and hearts ready to learn. These students believe we will help them fullfill their dreams. As Wynn explains the dreams of students need to be challenged to compleation at every level.
ReplyDeleteCindy, I agree, agree, agree. I have seen teachers and kids just bored out of their wits when the same thing is done the same way again and again. As the saying goes if you always do the same thing, expect the same results and that is not raising the bar. I like how you take what worked well and then improve upon that.
ReplyDeleteI feel like the focus staff developement outline accurately depicts a holistic approach to building a positive school environment. The bullets on page 141 are a good road map for developing a vision for a positive environment for all students.
ReplyDeleteErin I agree with you looking at the home life, likes and dislikes, reinforcers, and what motivates our students. As EC teachers we are always doing that to help the kids progress and meet their goals. I really liked the idea of not playing the blame game and rather being proactive.
ReplyDeleteOne idea that was meaningful to me I found on page 35. It was in regards to a schools climate and culture being defined by the adults or the students. As teachers, administrators, and support staff, we have to have the courage to speak out on behalf of ALL students as we would for our own children. It stated that the adults in a school should model positive behaviors and be advocates for raising standards. I feel this is vital for a school to be effective and achieve high standards. I think most adults at TES feel the same and I think we do communicate positive attitudes toward student success. I wouldn't want to teach anywhere that didn't.
ReplyDeleteConnie said she liked the comment:"I HAVE HOPE FOR YOUR CHILD AND WANT HIM TO HAVE A GOOD FUTURE. wHAT ARE YOUR HOPES AND DREAMS FOR YOUR CHILD?"
ReplyDeleteI like the idea of asking questions also. so many times we do so much talking and explaining about instruction, and forget to ask the very simple questions.
Trena said, I'm inspired by all the heartfelt comments on how to help our students realize their potential, then guide them to succeed it... We've come along way as a society since the 60's and 70's when I attended school. Does anyone remember corporal punishment as a means to discipline children...? I was the quiet child in back of the classroom who was afraid to speak and participate. With all of our educational advances and centering techniques and strategies on the success of the whole child etc..., it's difficult to imagine how that policy helped students to achieve overall...especially African American children and other minorities...Thank God for all the positive changes that have occurred since then and continue for EDUCATION! I LOVE THIS BOOK so far for it's truthful enlightment! I'm sorry if I sound like I'm preaching. Maybe I have a new calling!
ReplyDeleteAn at risk student success story.
ReplyDeleteStudent Events CalendarThursday January 21, 2010
Martin Luther King, Jr. Celebration with Dr. Ben Carson
7 p.m.
Kenan Auditorium
Free
The Upperman African American Cultural Center announces Dr. Benjamin S. Carson as the keynote speaker for the Martin Luther King Jr. Celebration. He will speak at 7 p.m. on Thursday, Jan. 21 in Kenan Auditorium. In 2001, Carson was named by CNN and TIME Magazine as one of the nation's 20 foremost physicians and scientists. Carson speaks to about 5,000 students annually on the campus of Johns Hopkins during his 75-minute THINK BIG presentations in which he gives a slide show and motivational talk discussing his career as a neurosurgeon, other medical careers and his philosophies.
Admission is free, but tickets are required and are available at the Kenan Auditorium Box Office, 10 a.m. - 6 p.m., Monday through Friday beginning Jan. 6, 2009. For more information, call 910.962.3500.
Gwen
ReplyDeleteI love your comment "Wouldn't it be great if we were not considered teachers, but rather learning coaches." Maybe if we change our titles to learning coaches they would give us more pay - LOL
But seriously we really are coaches to these kids because they decide ultimately if they are going to play in the game of life or sit on the bench.
After reading chapters 1 and 2, I can honestly say that what touched me the most was reading about the author's background. We have similar beliefs. He states, " If you can successfully cultivate a socially supportive, emotionally nurturing ( this being most important to me), and itellectually stimulation school climate and culture, you can engage children in rigorous academic instruction and practical learning outcomes that will transform a school community into a place of passion and purpose. As a parent, I want all schools to work for all children as passionately as I want my own child's school to work for them." Wow what a statement! This really caught my interenst from the get go because it is all so true! I firmly believe that if teachers understand the importance of developing a relationship with their students in order to help them excel academically as well as emotionally then they are doing their job! Believe me, I know that there are many students with challenging personalities, but I think it makes our jobs so much more interesting and actually fun. If we take into consideration that some of these individuals come from environments that do not allow them to grow and develop academically and emotionally, we have taken the first step to better serve them.
ReplyDeleteI think it is important as stated on p25 not to Play the blame game. We need to focus on how to fix problems, not to blame others. It most often doesn't matter how the problem was created since it can't be changed. We need to fix it and go forward.
ReplyDelete