Tuesday, November 20, 2012

Giving Thanks


I've been having conversations with my son, Jaeden, about what he is thankful for, and realized today that I have not taken the time to personally reflect and express my gratitude for those who make this incredibly complicated job (and life) meaningful, fulfilling, and purposeful.  So here's my gratitude list, and I hope you will take time over the next few days to generate your own. Best wishes for a safe and restful Thanksgiving holiday!

Dr. Patterson's Gratitude List...
  1. A precocious 10-year old son, a 17-year old nephew I've raised since 6th grade who is finishing up his senior year with the best grades ever, and a super-supportive mom that is the only reason I'm able to balance it all...
Senior Night at Riverwood, Nov. 2012
 
  2. An incredibly talented staff that believes in our school, our students, and community. Problem-    solvers, cheerleaders, worker-bees, data-crunchers, 12-hour day pullers committed to teaching, inspiring, and empowering our students!
I was so honored to recognize our Teacher of the Year, Carrie Gilliland, and Professional of the Year, Amanda Groover, at the annual Legacy of Excellence Awards!


Welcome Matt Pierce, our newest G-Hall Assistant! 
  3. A career that pushes me and stretches me to learn, grow, and develop professionally, forcing me to step out of my comfort zone and engage in ways that are new, different, and previously even a bit uncomfortable. ALL of us are feeling the pressure, but when I reflect, I am thankful for the learning opportunities that are being created from the experience. 
Me and Tiki Warmouth, 5th 3rd Bank Manager and Hopewell's Principal for a Day
Can you keep a secret? I'm actually incredibly shy and one of my Leader Keys goals is to develop relationships and partnerships in the community!
 
4. Family, friends, and colleagues that encourage, support, nurture, calm, listen, sacrifice, and put up with me, flaws and all! I am continually overwhelmed by other's generosity and kindess, and I am ever-so-thankful for how it's demonstrated in our workplace.  So in the words of Jerry Springer, "Be Kind to Others..."  Have a wonderful holiday and count your blessings!
 
Congrats to Alicia Pruitt, Hopewell's Employee of the Month for October!

7th Grade Teachers say "Peace Out" to Drugs





 




Thursday, October 18, 2012

Going the EXTRA mile...

These teens stopped by to show support for
Hopewell's Sock Hop!



















These 50's princesses went the extra mile!


How do you go the extra mile on behalf of students? Maybe it's dressing up to show support for a special cause, maybe it's making yourself available every morning for students who need just a little bit more time, maybe it's the tokens of recognition you provide to celebrate students. Whatever it is, IT MATTERS!


Grabbed this from Pinterest...enjoy!

Source: visual.ly via ASCD on Pinterest

Friday, September 21, 2012

Communicating with Parents

Ms. Beem, Mrs. Whissel, and Mrs. Dye
TEACH, INSPIRE, and EMPOWER our students every day!

Communication...

If you scroll through last year's blog posts, you'll find a March post regarding effective communication. I summarized the best practices for communication with 3 P's: Positive, Proactive, and Periodic. The power of effective communication can never be emphasized enough, which is why I'm writing about communication, AGAIN.  This time, however, I've found someone else's words to drive home the point...

We all know that the teachingchannel.org website has great videos for professional development, but it's also a great place for resources on just about all things education.  This week, Sarah Brown Wessling, a high school Language Arts teachers is being featured for her blog post called "Emailing Parents: How to Avoid Unintended Consequences."  You've GOT to check out her email templates for parents! She has 3 great email examples that you can use!

Wessling has the following reminders for communicating with parents:
  1. Don't get defensive.
  2. Remember that you're ALWAYS teaching, including teaching parents how you support kids
  3. No one is perfect. You make mistakes and parents can, too.
  4. Every time you communicate with a parent is an opportunity - use it to your advantage.
  5. Don't be afraid to pick up the phone.
To view the sample email messages and read the blog in more detail, go to:

https://www.teachingchannel.org/blog/2012/09/20/emailing-parents/

Remember, our vision is to be a place where RELATIONSHIPS matter, LEARNING matters, and PERFORMANCE matters...



Wednesday, September 5, 2012

Dealing with Toxic Gossip at Work

Mrs. Novelli modeled silent reading during DEAR time with her students!

Let's stay positive and look for the BRIGHT SPOTS!
 
Access the link to this article and sign up for the Crucial Skills newsletter: http://now.eloqua.com/es.asp?s=567&e=164606&elq=7c93a5cc73354256a34be23a5afdf902

Q Dear Crucial Skills,
One of my main concerns at work is how we talk about each other—the staff lunchroom can be especially toxic. What feels most shocking to me is how our boss is often thrown under the bus.

I am having a hard time thinking of an appropriate comment to make as I feel that listening to these conversations implies my agreement. And I have to admit there have been times when I've piped up with a rude wise-crack or two, so I don't want to seem like I'm above it all. There are times I just avoid the lunchroom and I know others do, too.

What suggestions do you have for responding to wisecracks made behind coworkers' backs?

Staying In From the Lunch Room

A Dear Staying In,

You've done a great job of describing a familiar problem. I bet many of us have been in the same situation. We're joking around in the lunchroom, one-upping each other's wisecracks, when somehow the topic turns to our boss or maybe to a colleague. We keep on with the jokes and banter, but at some point, it crosses the line from play to poison. As you said, we're throwing someone under the bus—all in the name of fun.

In these situations, silence isn't golden. It's agreement. When we don't speak up, we show our support for the people doing the badmouthing. We're helping to throw the person under the bus.

It's this kind of poisonous conversation that causes bad morale to spread across a team or organization. It begins with a seemingly innocuous joke, which is really the leading edge of an attack. Instead of saying something like, "I see it differently," others in the conversation remain silent or add to the wisecrack, amplifying the attack.

The group is creating a villain story at someone's expense, without stopping to question the story's truth or giving the person a chance to respond. As the story is repeated and grows unchallenged, it becomes full of what the comedian Stephen Colbert calls, "truthiness." It may be several steps away from the facts, but it feels true. And it poisons the workplace.

Why do we do this? Sometimes it's because we don't know the person's true motives and we assume the worst. Jamaicans have a saying, "If you don't know a man, you'll invent him." The implication is that we'll invent him as an ogre. Few of us know our managers—especially senior leaders—really well. We aren't privy to their information or motives. And as the saying suggests, we judge them harshly. We don't give them the benefit of the doubt.

Sometimes these conversations are as simple as failing to give the benefit of the doubt, but often there is more going on. Sometimes your colleague is motivated by jealousy, revenge, fear, or dislike. Regardless of the cause, you need to speak up when you see this inappropriate behavior.

Use CPR to decide what to say. CPR stands for Content, Pattern, and Relationship. CPR can help you think about a problem and decide how to focus your conversation.

Suppose a person at your table says, "Sure, the boss says she's trying to improve staffing levels, but that's just to shut us up. What she really means is 'staphing' levels—you know like a staph infection!"

A statement like this may contain issues related to Content, Pattern, and Relationship. As a problem-solver, you can decide which issues are most central to you. You can use CPR to focus on the issues that are closest to the heart of your concerns.

Content: Addressing the content means you focus on the facts in the person's statement. Focusing on content is usually the simplest and safest way to respond because you aren't drawing any conclusions beyond what the person has just said. An example of addressing the content would be, "I don't think she's trying to shut us up. Why do you think that?" Addressing the content frames the problem as a question of facts. It focuses the discussion toward what your manager said and why your colleague doesn't believe it.

Pattern: Suppose this comment is just one in a pattern of passive-aggressive comments this group uses to badmouth the boss. Then, you might address this pattern by saying, "I like the way we kid around with each other, but not when we start to throw people under the bus—people who aren't here to defend themselves." Addressing the pattern focuses on your colleagues' inappropriate behavior. It's a tougher discussion, but it may be closer to the heart of your concern.

Relationship: The long-term impact of these corrosive conversations is the undermining of trust and respect. The relationship with the boss is put at risk. If you feel that people's comments reveal a rupture in basic trust and respect for your boss, then you might address the relationship itself: "It sounds as if you're questioning whether you can trust and respect her. Is that right? If that's your concern, then I think you need to find a way to talk with her and hash it out." Note that you may decide to have this conversation in private, instead of putting the person on the spot in front of everyone. Again, it's a tough discussion, but it may be closer to the heart of your concern.

The mistake many problem-solvers make is to focus on content, the simple and safe route, when their true concern involves the pattern or relationship. They address a problem, but it's not the problem they really care about.

This CPR skill can be used in a wide variety of situations, not just in confronting gossip about your boss. The next time you have a concern, use CPR to decide which part of the concern to address. CPR can help you focus on the heart of your gossip problem.

David

Friday, August 24, 2012

The Bus Is In Motion...

It's a new school year, and things are probably feeling pretty different. The bus is in motion! There are many changes to adjust to, and it will definitely take some time before we feel like we're in a routine. Change is not easy for anyone!  Ultimately, however, if we focus on the intended outcomes of the change, we can to terms with change and look forward seeing to the fruits of our labor. If you've being a "negative Nelly" lately, ask yourself, "Am I part of the solution or part of the problem? Have I allowed myself to be on board and just TRY?"  My challenge for all of us, is to corral the negative energy and focus on finding the positive.  We're all in this together, and if you need something, just ask! 

I came across these tips below for adjusting to change, and number 1 has been helpful for me especially...
1. Identify supportive people in your life.
2. Recall past coping skills.
3. Maintain some normalcy.
4. Don't stifle your emotions.

5. Embrace the change.
 
 

Change is inevitable - except from a vending machine. ~Robert C. Gallagher



Congratulations to our newest Master Teachers, Tina D'Aversa, Sherri Morales, and
Deb Lajewski (not pictured). They join Robin Berlin and Mark Poole in achieving this high honor.  Way to go Mustangs!!! We're proud of you!!!


 

Monday, March 19, 2012

3 P's of Communication

Positive, Proactive, and Periodic Communication
The Keys to Our Success


Especially at this time of year, when emotions run high and exhaustion has set in, it's important to remember that communication is key, and that how we say things is just as important as what we say. The following guidelines for communicating will help you focus on the how and ensure that you finish out the year successfully!

Remain Positive
  •  Always consider your tone, particularly when responding to a request that has put you on the defensive.  Take a moment to collect your thoughts before you prepare a response.  Talk through what you would like to say with someone else for feedback.
  • Always respond with a proper greeting. In email, be sure to start with "Dear ________," and close with "Sincerely," "Respectfully," or another positive closing.
  • Assure parents that you are available and willing to discuss their concerns.
  • Consider how exclamation points, capital letters, and emails written in red may be perceived.

Hopewell's Languapalooza Winners and Sponsors

Be Proactive
  • The time to share concerns about a student is when the problem first arises. Don't wait until a parent reaches out to you!  Imagine emailing your child's teacher about a low grade on a test only to be told that the problem is your child's behavior, and it's been a problem for 3 months!
  • Establish a relationship with your parents early on. That way, if and when there is an issue, the first contact you make isn't a negative one.
Hopewell's Technology Fair Winners

Communicate Periodically
  • Check-in with your families occasionally. Send a reminder about an upcoming project or activity, share enrichment opportunities, stay in contact!
  • Share good news about students, particularly when a struggling student experiences success. What a breath of fresh air that would be for him/her!
2012 Employee of the Year Nominees




Sunday, February 26, 2012

Professional Learning Communities - Introduction

As we continue to focus on improvement of teaching and learning at our school, we will begin the work of developing "Professional Learning Communities." PLCs at Hopewell will primarily be structured by content, so that in department and grade-level content teams we can examine our practice through collaborative planning, examining student work, analyzing data, and peer-to-peer feedback.  The following are the "big ideas" at the core of PLCs*:

#1 - Ensuring that students learn
As a professional learning community, the team considers:
  • What do we want each student to learn?

  • How will we know when each student has learned it?

  • How will we respond when a student experiences difficulty in learning?


  • #2 - A culture of collaboration
    The powerful collaboration that characterizes professional learning communities is a systematic process in which teachers work together to analyze and improve their classroom practice. Teachers work in teams, engaging in an ongoing cycle of questions that promote deep team learning. This process, in turn, leads to higher levels of student achievement.

    #3 - A focus on results
    PLCs judge their effectiveness based on results. Every teacher team participates in an ongoing process of identifying the current level of student achievement, establishing a goal to improve the current level, working together to achieve that goal, and providing periodic evidence of progress.


    Working collaboratively provides the opportunity for us to share ideas and learn from each other.


    *Dufour, Richard,
    Educational Leadership
    May 2004 | Volume 61 | Number 8
    Schools as Learning Communities Pages 6-11
    What Is a "Professional Learning Community"?

    Tuesday, December 20, 2011

    Reflecting and Preparing

    Happy Holidays! It's the end of our very first semester together, and wow, we have so much to celebrate! Thank you everyone for your hard work, support, and dedication. Congratulations to our first game ball recipients, Donna Fallis, Britt Beene, Lisa Johnson, Denise Theriault, Meredith Tongue, Anne Prodgers, and Al Nellons!  I hope you all enjoyed the morning fellowship as much as I did.  I'm looking forward to our monthly gatherings because the sole purpose is to connect with you and celebrate YOU!

    The TAG Department is all smiles, but saying goodbye to Lori wasn't easy!

    Our dedicated cafeteria staff...looking good ladies!
    What's Ahead in 2012?
    • Committees, committees, and more: Discipline, Mission & Vison, School Beautification, and Data Team will all be meeting in January. It's not too late to get involved!
    • Instructional focus: Walkthroughs will be conducted monthly and targets will be set and monitored. (The summary presentation is available in the Step 2 Achieve folder on the shared drive). As a reminder, our targets for January are:
      • Essential questions posted
      • Learning expectations/standards communicated
      • Higher order thinking questions and/or activities observed
      • Timely feedback given to students
    • Professional Learning Communities (PLCs): We will begin developing an understanding of PLCs through our monthly department meetings. They will look and feel different. 
    • Student recognition: We are looking to celebrate and recognize our students in new and creative ways. Have a suggestion? Please share!
    Go Team!
    We're too good not to be GREAT!


    Coming together is a beginning. Keeping together is progress. Working together is success.
    -Henry Ford

    Sunday, November 20, 2011

    Healthy Food for Thought

    As you know, we recently partnered with Core Physique to establish a student-led Health and Wellness Committee here at Hopewell.  The 4 student ambassadors, selected through an essay contest, have been charged with leading the development of programs that educate, encourage, and support health and wellness.
    The 2011-2012 Health and Wellness Student Ambassadors,
    pictured with Dr. Patterson and Kolleen Riddick of Core Physique

    Their very first event, "Hopewell Lives Well," is a nutrition and wellness fair set for Thursday, December 8th, from 4:30-6.  We will be partnering with various organizations to sponsor massage chairs, healthy eating booths, door prizes, blood pressure screenings, you name it!  The guest speaker is a certified nutritionist that will offer tips and advice for developing and maintaining a healthy lifestyle.

    The kick-off for the event will be our first faculty/student competition of the year! We will host a faculty/student volleyball game right after school.  Teams of faculty and students will play against each other, and student participation will be limited to 8th grade.  Details have not yet been finalized, so please see me if you are interested in coordinating the game.

    This exciting event has the potential to be a huge success, and I love to see every Hopewell staff person there!  Feel free to bring your family and friends as well!

    Monday, October 31, 2011

    Classroom Observations and Instructional Walkthroughs

    What does an athlete, a student, a teacher, an administrator, and just about any other category of worker have in common? They all rely on feedback to improve their practice! 

    While the administrative team will continue to conduct informal and formal observations, a larger team, including teachers and staff, will conduct classroom walkthroughs.  What is the difference?  They are all designed to give feedback, but the walkthrough, conducted by a larger group, is designed to provide feedback about the school's overall instructional practices, not an individual teacher.  On November 15th, our first round of classroom walkthroughs will be conducted.  Here is a link to the form that will be used to collect data: https://employees.fultonschools.org/Instruction/Documents/Instruction%20Learning%20Walk%20Template%202011-12.docx
    Janet Dauenhauer gives "feedback" on volleyball serve techniques in her PE class.

    Please remember that observations are not about "gotcha" moments.  The sole purpose is to provide feedback for improvement, not judgment.  Think of it this way: You're too good not to be great!

    New Principal Woes...

    Every time I think I have it all figured out, I run into Keri, Meredith, Minna, or Kelli and realize I've got some work to do!!! I thought it might be fun to share this struggle with you and offer a challenge....

    Kelli Torkelson, 6th Grade, Science


    Mina Wallace, 7th Grade, Language Arts

    Meredith Tongue, 7th Grade, Social Studies
    Reach out to one of them AND one other person you don't know...introduce yourself, share something about yourself, learn something about that person, and post it here!  No cheating!

    Friday, October 14, 2011

    Sharpen the Saw - Teacher Workday

    Monday, October 17th is our first and only workday this semester. With such limited time to work, plan, and collaborate, it's incredibly important for us to use this time wisely and seek ways to get the most "bang for our buck," meaning when we come together, although this is "work," it doesn't have to feel like it.  I hope you have this experience on Monday. After we come together briefly in the morning, I hope you will take advantage of the opportunities for you to take of yourself physically (free massage and allergy testing, teeth whitening) as well as connect with your colleagues.  Consider the following from Steven Covey's 7 Habits of Highly Effective People:

    Sharpen the Saw means preserving and enhancing the greatest asset you have--you. It means having a balanced program for self-renewal in the four areas of your life: physical, social/emotional, mental, and spiritual. Here are some examples of activities:
    Physical:Beneficial eating, exercising, and resting
    Social/Emotional:Making social and meaningful connections with others
    Mental:Learning, reading, writing, and teaching
    Spiritual:Spending time in nature, expanding spiritual self through meditation, music, art, prayer, or service
    As you renew yourself in each of the four areas, you create growth and change in your life. Sharpen the Saw keeps you fresh so you can continue to practice the other six habits. You increase your capacity to produce and handle the challenges around you. Without this renewal, the body becomes weak, the mind mechanical, the emotions raw, the spirit insensitive, and the person selfish. Not a pretty picture, is it?

    Consider writing a "Thank-You" to our PTA volunteers for donating the delicious treats! 
    What a spread!

    Friday, October 7, 2011

    Rachel's Challenge - Sharing the Love


     Eliminate Prejudice
    Look for the Best in Others


    Forgive Yourself and Others


    Start a Chain Reaction



    Choose Positive Influences


    Use Words to Heal, Not Hurt




    Will you accept the challenge?    





    We will not be the same...

    Don't lose the momentum! So many of us have been inspired, and our acceptance of the challenge means we're committing to "Dreaming Big!"  If you have an idea for a project, even a simple desire to show appreciation, share it and do it! Encourage the students to dream big as well - the sky is the limit.  Let's commit to making a difference in ourselves, our school, and our community.


    "I have this theory that if one can go out of their way to show compassion, it will start a chain reaction of the same."
    -Rachel Joy Scott
    

    Thursday, October 6, 2011

    Welcome to Hopewell!

    Faculty and Staff,

    You have probably noticed a few new faces around the building! I'd like to officially welcome our new PT French Teacher, Abigail Edwards, and our new PE Teacher, Jason Clements.  We also have a new paraprofessional in Special Education, Jermaine Fitzpatrick (picture and bio to come...).  If you haven't already done so, please be sure to give them a warm Mustang welcome!

    Jason Clements, in his own words...

    "I have a BS in ED from Georgia Southern University.  This is my sixteenth year teaching…eleven of those have been in Fulton…two of those years have been in middle and the rest have been in elementary.  I have three beautiful little girls…Riley (7), Zoe (5) and Presley (5)…yes twins J  I enjoy bodybuilding, spending time with my girls, and hanging out with friends."

    Monday, September 26, 2011

    Standards-Based Classrooms - Components

    An appropriate essential question - it aligns to the standard and can be used to guide instruction.

    A word wall supports instruction in a standards-based classroom. It should be current and referred to often.


    Would you consider your classroom a model for standards-based instruction?


    As we prepare to begin our monthly Step 2 Achieve training, I'd like you to reflect on what I consider to be the foundation of standards-based instruction - the classroom.  While our training will focus primarily on teacher behaviors, the following list details classroom elements that are necessary to support standards-based instruction.  How many of these elements have you already incorporated???
    
    • Word walls
    • Standard and essential question posted
    • Student work with commentary displayed
    • Flexible seating and/or grouping
    • Instructional bulletin boards/visuals

    
    Our goal? 100% implementing 4 out 5 elements.
    We can do it!

    

    
    
    

    Friday, September 16, 2011

    What is your vision?

    Symbol of the American WestMustang horses were honored in 1971 by the US Congress with the title of "living symbols of the historic and pioneer spirit of the West, which continue to contribute to the diversity of life forms within the Nation and enrich the lives of the American people."

    In grade level meetings this week, I shared a vision for building school community and moving toward schoolwide policies and practices.  When I stated the feeling of operating as "3 schools in one," I noticed many nods in agreement.  So, I thought I'd recap my vision here, and ask that you would comment and share your thoughts for moving forward.
    • A schoolwide discipline plan to proactively address student behavior.
      • To support consistency, not decrease grade-level autonomy
    • Redevelopment of our school's mission and vision statements.
      • To more clearly state our collective philosophy of education
    • Strategic plan for the design of our hallways (G,D,E,F and Connections).
      • Because the look and feel of a building matters
    What will Hopewell Middle School look like in 5, 10, or 20 years? It is up to us to decide.


    Some make it happen, some watch it happen, and some say, "What happened?"
    - Anonymous

    Friday, September 9, 2011

    Friday, September 9th - Preparing for Curriculum Night

    How do you establish a positive classroom climate?

    Curriculum Night 9/12 and 9/13

    If you're like me, the approach of Curriculum Night stirs up excitement, but also stress and anxiety. Combat the stress by spending time mentally preparing for the evening.  I found a great website with some very helpful strategies for preparation and presentation: http://teachersnetwork.org/dcs/backnigh/overview/

    The following do's and dont's can help you get started...
    •  DO be in your room at least 15 minutes before families arrive. Use the time to relax, relate, and release!
    • DON'T forget your name tag, and be sure to introduce any co-teachers or additional staff members who work with you.
    • DO prepare a sign-in sheet. Consider emailing a "Thank You" note to your attendees.
    • DON'T go over your allotted time.
    • DO be sure to write or provide your contact information and times you are available to meet with students and/or parents.
    • DON'T engage in conversations about individual students. Ask parents to contact you for a conference if they have concerns.
    • DO remember to smile and enjoy your evening.
    AND....
    • DON'T forget to wear jeans on the day following your Curriculum Night!

    The positive thinker sees the invisible, feels the intangible, and achieves the impossible.


    Have a wonderful weekend!


    

    Friday, September 2, 2011

    Friday, September 2nd - This is your holiday!

    Do great minds really think alike? That's what I've heard!


    Important Dates, Reminders, and Other Stuff...
    • Respect for Self, Respect for Others, Respect for School - It's a Hopewell thing, right? We are all responsible for ensuring that students understand the meaning of this motto. Students are using their agendas, and generally being respectful towards each other.  Let's not forget about the overall school environment, as well. Please be sure to review expectations for behavior during locker times and monitor students during class changes. Ask them to pick up trash left behind, particularly in the hallways, and share your expectations for behavior after they are dismissed from the cafeteria.
    • Clubs - It's time for us to get our extra-curricular on! If you haven't already done so, please submit your updated club info to Liz Pyke byt the end of the day on Tuesday.  Also, we are still in need of a sponsor for Tumbling/Gymnastics, Ladies of Hopewell, Anime, and Science Club.  Also, two students approached me with a desire for drama club. Let me know if you're interested.
    • Curriculum Night - You should have already seen the tentative schedule for Curriculum Night. Yes, it will be a looooong day. Please feel free to wear jeans on the day following your Curriculum Night.

    Thanks for another great week. This Labor Day weekend, be sure to celebrate YOU!

    "Labor Day, the first Monday in September, is a creation of the labor movement and is dedicated to the social and economic achievements of American workers. It constitutes a yearly national tribute to the contributions workers have made to the strength, prosperity, and well-being of our country...Some records show that Peter J. McGuire, general secretary of the Brotherhood of Carpenters and Joiners and a cofounder of the American Federation of Labor, was first in suggesting a day to honor those "who from rude nature have delved and carved all the grandeur we behold."


    
    

    Monday, August 29, 2011

    Monday, August 29th - "How was your weekend?"

     What are you doing to get to know your students? These days, I'm enjoying lunch with
    some very special students I met on G-Hall.
    Build Relationships
    Teachers build relationships with their students by showing that they care about them, and by learning about their lives, dreams, and challenges. This is a key element of helping students motivate themselves. Numerous studies have shown that caring relationships with teachers can help build resiliency (the capacity to persevere and overcome challenges) among children. By learning about student interests, teachers can also help connect what is being taught in the classroom to students’ lives and discover their short-and-long-term goals.
    The paragraph above is an excerpt from "Helping Students Motivate Themselves," by Larry Ferlazzo.  The full article will be placed in your mailboxes (be sure to file it in your Step 2 Achieve binder).
    I'd like for you to consider your success as a teacher, reflecting on the years when an initially challenging student turned out to be one of your favorite.  Most likely, the turning point for that student was the moment that you, as the teacher, took an interest in who that student was outside of the classroom.  Perhaps it began with a question as simple as, "How was your game?" or as I heard in the hallway this morning, a positive comment to a student on his new haircut.  Making the connection now provides you with a foundation upon which you can build all year.  Not sure where to start, how about, "How was your weekend?"

            

    Monday, August 22, 2011

    The Fundamentals - Monday, August 22nd

    The first week of school is behind us. What does this mean in your classroom? Are students aware of the policies, procedures, and expectations? Would your students know how to answer these questions?
    • How is homework collected?
    • How do I find out what I missed when I'm absent?
    • Am I allowed to chew gum?
    • What should I do if I need extra help?

    Don't assume students will know what to do. According to Harry Wong in The First Days of School, "A well-managed classroom is a task-oriented and predictable environment...Both teacher and students know what to do and what is supposed to happen in the classroom."

    Is your classroom a task-oriented and predictable environment? Please post your best practices for establishing classroom routines with colleagues....

    Have a great week!