Tag: clear expectations

102 Review, Issue 2017-2-12: Respect for All (and Making Sure It Happens)

FEBRUARY 12, 2017 BY PGEBHARDT

“Ultimately, this report concludes that Wisconsin must honor its commitment to make a public education available to all of its students, but must not do so at the expense of the vast majority of pupils who do not engage in disruptive behaviors. Similarly, teachers must be supported and allowed to teach in an environment where their focus can be on student learning, not discipline.”

-Mike Ford, The Impact of Disruptive Students in Wisconsin Public Schools

There was a fantastic study two weeks ago I could no longer find, but the gist of it is simple: children learn how to behave mostly from the way their peers do, and not how the teachers and parents teach them.

When the majority of their classmates respect one another, children reliably learn how to do so. Conversely, when they observe classmates exhibiting disrespectful behaviors, the likelihood of them misbehaving increases.

Unfortunately, children who misbehave draw them most attention, and thus have the most impact. That’s why one hardworking student can never improve the behavior of 29 other students, but one unchecked misbehaving student can absolutely torpedo his/her entire grade.

The solution, obviously, is for educators to check their idealism and pragmatically remove the persistently misbehaving student from the general population. (This is all researched-based, by the way.)  So this Respect for All week (thank you for planning, Ms. Babakitis!), I urge all of us to identify the most-pressing behavior issues still persisting in each grade and let your APs know. The School Climate Team will have a mid-year review of our most critical “cases” this Friday and we’ll escalate our responses accordingly.

HIGHLIGHTS

Ms. Meenan, Ms. Danielski, Ms. Wyckoff, Ms. Monteleone, Ms. Listl, and Ms. Mercado, and Ms. Lee. To watch you expertly attend to explosive misbehaviors as you teach brings back memories of my mother wrangling with her own Hurricane William. Thank you, and your persistence is absolutely vital to the ones who need it most.

THINGS YOU NEED TO KNOW

INQUIRY SHOWCASE

AIS, School Events, and TechFlex: You’re Up. All staff please be ready to learn in the auditorium by 3PM.

OPERATION THANK YOU: I’ve heard that the Chancellor’s office were delighted by our Operation Thank You videos. Please upload them here; I’m creating a web gallery and we would like to share all of our photos and videos.

6TH GRADE TEACHERS: Effectively immediately, please direct all 6th grade students to use only the stairway by Ms. Mulé and Ms. Mintien’s office to and from lunch.

DISCRETIONARY SPENDING SEASON: I’ve been meeting with grade teams to determine how best to spend some of our discretionary budget. Instead of allocating funds to each teacher to make little purchases here and there, we’re aiming to be more intentional this time around with our Spring spending. Whether it’s furniture for the School Climate Team, per-session for planning, Whatever the Cohen’s need, TC books, chromebooks, or the Zecca’s Wish(es) foundation, we will take care of it because we are committed to removing as many obstacles from your work as possible. Help me help you. Go ahead, say, “Show me the_________” and I’ll do my best to oblige.

THIS WEEK’S STAFF TG: What one piece of research would you look at to determine whether a teacher is highly effective or not? Do you look at a sample lesson plan? Student state test scores? Family surveys? Advance observations?

Personally, I’d say none of the above. Instead, I would randomly choose a student and ask the teacher what the student has specifically struggled with this year, why, and what they are doing about it. Good teachers assume nothing and confirm everything; While lesser educators consider a lesson to be done once it’s taught, highly effective teachers see learning as a give-and-take process, and not only do they never take for granted that students will always master what they was taught by the teacher, they assume the opposite is true. They are relentless in their search to uncover what and how students have failed to learn, and it’s fair to assume that by April each year they would know pretty much know how each student would succeed or fail at each standard.

Taking it a step further, I believe how well a teacher can predict student outcomes on state tests is a better indicator of their highly effective instruction than even if the students uniformly demonstrated incredible growth on these tests. Whether students actually learn or not depend on so many variables both in and out of schools, and it’s difficult if not impossible to evaluate a teacher on things they have little control over. And while strong lesson plans and direct instruction can certainly indicate preparation, it cannot show how well students learn as a result. In the end, it’s knowing exactly where students stand, what their last great hurdle was, or what the teacher is excited to do soon to try push each student over the hump that speak volume to both the intentions and expertise of the educator.

MONDAY: Even for highly effective teachers, looking only at your own data and classroom observations can only take you so far. On Monday teachers who elect not to engage in Inquiry work will meet with their respective grade level teams to surface and discuss trends in student progress, behavior, new noticings and concerns, and most importantly, students whom you believe to be significantly off track and will most likely not meet the year’s expectations (1’s and low 2’s). Share this information with their other teachers–clusters included–and confirm whether there are discrepancies in performance for different content areas. This is important for three primary reasons:

1) Intervene: To better focus the delivery of intervention (i.e. students with low math and high ELA should engage mostly in 102+ on math days as well as use Khan Academy and not Lexia during TechFlex);

2.) Identify students who have significant discrepancies–unexpected under-achievement–between content areas. This is one of the many indicators of a potential Learning Disability, and our timely recognition of such gaps in students (3-4 in math, 1 in ELA) will have immense impact both now and in the future if that’s the case.

3.) Shepherd: When teachers can speak to students about their performance in classes they do not teach, students will understand that adults talk about them outside of class, and better realize that we care and that they have meaning in our lives beyond the classroom and our profession. Students don’t care about meeting the expectations set by those they do not trust, and for students who may be in difficult family situations, knowing that a team of adults here have genuine concern for their well-being can make all the difference.

You should also discuss with your team and AP regarding any nuts-and-bolts issues that need attention. From materials, custodial issues, schedule changes, to student discipline, come up with items as a grade team and we’ll see if we can generate a timely fix.

HIGHLIGHTS:

HAPPY HOLIDAYS! Who knew the recipe for a good time was to combine a decidedly scary place for animals with freezing weather and then adding the magic of Jenny, Ravi, Mary, a photo booth, and some alcohol? Thank you for the work you all did for planning the event, and it was great to see everyone out of the building. You are a special bunch, indeed, and I look forward to the next one.

THINGS YOU NEED TO KNOW:

RECESS PICK UP: We have started releasing classes of students out for recess for the last 15 minutes of lunch, and they will go out on a rotational as well as conditional basis. As such, there is not yet a system for informing teachers whether to pick up students from the cafeteria or the yard. For the time being we will have students who went out for lunch line up right outside our lobby so you can see who’s out there as you are on your way to the cafeteria.

SCHOOL CALENDAR: Lots of students means lots of events, and it’s time we have a better system to keep track of all the happenings in and out of our building that were planned before our calendar was printed. If you have any upcoming events this month, please email admins and Rose so we can put it on a giant calendar that will go up in the office. Field trips, games, parent events, anything out of the norm.

HOLIDAY SEASON SENSITIVITY:  Fun (or not so fun) fact: Jails are busiest after winter break, and I have a feeling why that is so. Kids who are most prone to violence and other ways of acting out are often the same ones who, whether they know or acknowledge it, lack the very same things we celebrate during the holidays and thus their frustration is most profound at this time. We should be cheery and we should be happy and we should celebrate, and we should also do it mindful of the fact that there are students who have never and may never experience the joys that some of us were privy to. This season, let’s set the goal for us to pay as much attention to how we make students feel (myself absolutely included) as we do to not offend adults whenever we check ourselves to always use the generic term “Holidays”.

In the end, it is children whom we work for and there’s little they care more about more than better loved and to love. (Or PlayStation. Or Shopkins.)

*I apologize for all the earlier typos and that this review has been changed, adapted, and edited many times since it was posted. Typed this entirely on an iPad and it’s a horrible experience.