7. A Time to be Thankful: It isn't that easy for some kids

7. The Impact of Holidays

This we believe (NMSA, 2010).

* Leaders are committed to and knowledgeable about this age group, educational research, and best practices. Committed Leaders

            I was teaching in another state. A young man had moved from outside the state to our school. He often seemed angry and acted out in disruptive ways. In December, he received a new coat from the principal. He was overwhelmed and so appreciative. Our schools do so much more than prepare students for a test.

Thanksgiving break is next week. We are a full-service school; this means all students receive free breakfast and free lunch. I worry about them. Holidays are stressful on people for many different reasons (Wescott, 1989). And while the cited article suggests young adolescents have more stress in the first few months of a year, there is the sense of uncertainty that can taint students’ spirits during the holiday season.  Howes (2012) suggests that the stress of holidays can create anxiety and that children often act out their own stress based on the stress of events and expectations. In her article she suggests a focus on sleep, eating well, and exercise for everyone. I am going to have a conversation with my students about this. As middle school teachers, we need to be aware that not all of our students will have a restful, joyful holiday. As a school, we must work with community agencies to support the needs of our students.

Advice

1)   Know your students. The guidance counselors asked us if we had any insights into the needs of our students. Each team is asked to share the needs so that agencies can support our children. Our school community provided support for over forty families. 

2)   Consider having students set goals as part of their holiday homework. I have my students set a physical goal, an intellectual goal, and a service goal. Every day they are to reflect on what they have done for themselves and others. I use it as a test grade. Students have to analyze their data when they return to school.

3)   We are making an area of the classroom “Things we are Thankful for.” We started by having students identify their heroes. The names were placed in two areas: those living and those who have died. Next we put the names of servicemen and servicewomen we know as part of the Veterans Day celebration. Now we will add people for whom we are thankful.

4)   Consider service projects during this time of year. Our students are collecting canned goods. We will be writing letters to whom we are thankful. In addition, we will create pop-up cards to give away.

5) Know the signs of stress and keep the communication open with your students and your team mates.

Howes, C. (2012, Dec 21). Strategies for managing family stress during holidays. The Brattleboro Reformer Retrieved from http://wncln.wncln.org/docview/1242022377?accountid=8388

John Westcott: The Register. (1989, Jan 05). Post-holidays a time for teens to seek help. Orange County Register Retrieved from http://wncln.wncln.org/docview/272291432?accountid=8388

10. What is best for kids? What is best for teachers?

10. Alternative Schedules to the traditional 36-week school year.

This We Believe (NMSA, 2010).

*Organizational structures foster purposeful learning and meaningful relationships. Organizational Structures

At the end of the first nine weeks, students had a four-day weekend. Teachers had a district-wide in-service day on Friday, and on Monday teachers worked in their rooms and grades were submitted. The new nine weeks started on Tuesday.

 Finishing a nine-weeks with exams and projects, grading all of the pieces, and then turning around to begin a new nine-weeks was challenging. I didn’t feel like I had the “refresh and re-boot” necessary to begin the new nine weeks.

I am in week three of the new nine weeks and I have had a difficult time motivating my students to complete work. In addition, I am seeing more restless behavior. Is it that we are all weary? Is the material becoming more challenging? Perhaps it is a little of both. Students had their first “project” due a week ago. Less than half of my students turned it in on time. And while they are succeeding on weekly quizzes, I have a lot of students not doing homework. Could it be that they need more down time? I think so.

We have a week before Thanksgiving break. I am focusing on catch up and enrichment. This is what it looks like:

1)   Practice – we will still have a warm-up that provides a review of three topics we have covered this nine weeks: midpoints, length based on points on a plane, and exponents. We have also explored Pythagorean’s Theorem, but they are doing well on that.

2)   Those who need a “re-do” will have the opportunity to do it next.

3)   Those who have not finished their projects will work on them.

4)   Those who have been successful and who have finished their projects will work on TenMarks (a Web 2.0 website).

Our district is looking into the possibility of converting to an alternative calendar. We have an elementary school that is using the alternative schedule and now teachers and district leaders are discussing the possibility of going to a calendar that would put several weeks between each nine weeks. The district meets regularly with each school’s Teacher of the Year. In the most recent meeting a discussion took place regarding the school calendar. Our representative brought the information back to us and we are sharing ideas about it. One of my colleagues shared input from one of her friend’s who is experiencing the alternative as a mom…

I think I would like it. I do know someone who does this and wanted to let you know what they say about it.  Just FYI

My understanding from a family who has been at a school that does this;

· She said you really get what "feels like" more time off and at better times of the year.  (Less crowded at parks.  She was able to take her kids to Disney at an off-season time.  This allowed for less people at the parks (no lines) and better deals on lodging and tickets due to the "off season rates".  She was also able to take a cruise at a time it was discounted due to the season.)

· She stated they do much less remediation at the start of the new year, because there is not a long down time.

· Kids that are behind get a chance to catch up during the first week off, so they are back on track with the others when they all return.

· There is less burn out from staff and students because they know that they work 9 weeks and then have a big break.

· Their breaks were normally around the time we would be off anyway.  They always had a long Christmas and now longer Spring break.  Still got normal times like Thanksgiving and other Holidays off as usual.

· There still is a "Summer break".  She still had 7 weeks off.  This included all but the first few days of June and 3 weeks in July.  Even our staff, parents and kids normally are complaining of "nothing to do" by the end of July.

One complaint at first from most people was the daycare.  She had a small kid and with all their schools on that schedule it was no different than having it all during the summer.  Daycares adapted to the schedule and allotted more spaces during the weeks off.  They realized they still needed the extra income that summer kids brought in and adjusted. (YMCA credits would be good).

Even the sports worked out.  She didn't have anyone in sports so I don't know the details.  They did work it out though.

I think the most important thing to think about is “is this good for kids?” NCDPI has shared data that suggests year-round schools show higher levels of achievement for children than traditional schools. While the data were not compared by demographics or any variables, there was a higher achievement mean between the two data sets.

What I like about the situation in our district is that the teachers are being asked to give input and the district started with a pilot program to get some insight into the experience of an alternative calendar. When teachers and leaders work together to come up with strategies for working with children, good things can happen.

I want my kids to do well, to be successful, to grow socially and intellectually. It is possible that time could benefit them and us.

11. Know the codes for fire drills, lock-downs, and tornado drills

Fire Drills, Lockdown Drills, and Tornado Drills

This we believe (NMSA, 2010).

*The school environment is inviting, safe, inclusive, and supportive of all. School Environment

This we believe (NMSA, 2010) provides an overview of sixteen characteristics of exemplary middle schools. This blog addresses the eleventh characteristic and can be found in the section under culture and community.

Depending on where you are in the country, there are requirements that relate to safety. On the first day of school, one of the things I do is ask students to line up in alphabetical order so we can practice a “fire drill” line. I tell them that in the event of a fire drill they will line up with my class records so that I can be sure I have all of my students accounted for.

This week we had a "lockdown." A lockdown is when students are placed in a safe, locked place away from windows.  We happened to be at lunch. However, when the call came across the intercom, our students filed quickly into a locker room. No one spoke. It was a very serious experience and our students handled it very well. Teachers in each hallway were designated “sweepers.” They made sure the bathrooms were clear. Within minutes our children were safely tucked away from doors and windows awaiting the all-clear signal from our principal.

On this day, our students were not only compliant; they were also respectful of teachers and leaders who were making sure they were safe. Learning the codes and procedures are part of a beginning teacher’s job. Safety is our job.

Advice

1)   Have a plan for fire drills, tornado drills, and lockdowns and practice these drills with every class.

2)   Get to know your code drills, who is the CPR, safety person, what to do if you are outside. Ask your team members about these drills.

3)   Once the lockdown was over, our principal came over the intercom and let everyone know what was expected.

8. Silent Lunch is Your Friend!

8. Silent Lunch is Your Friend

This we believe (NMSA, 2010).

*Leaders demonstrate courage and collaboration. Courageous & Collaborative Leaders

The following are comments from our classes.

“Warning. The next time I have to call you down you will be on silent lunch.” (He got silent lunch.)

“Boys, you left class without permission. I am responsible for your safety. You need to serve Lunch Detention for this.” 'Yes ma’am,' they reluctantly share.

“Whoa, whoa, whoa. Rough housing in class is not okay. Lunch detention for you.” “But we didn’t get a warning!” they say. (They keep hoping for another chance. Note: The more consistent you are, the better it will be.)

My teammate gives lunch detention for students who do not turn in homework. (I love this idea.)

Another teammate has given lunch detention twice when a student jumped into a water puddle and splashed her. He said, “I didn’t mean to...” – both times.

Lunch detention is not a harsh punishment, but it does provide students with accountability for their actions. We have two students who will probably be on lunch detention until they turn twenty-one. One of our teachers said to one of the boys, “You are on lunch detention until we tell you, you are not.” 

Another boy walks up to our table and says, “Am I still on lunch detention?” “Yes, Mrs. Ruppert gave you two days.” “Oh, yeah,” he smirks.

They face us during lunch detention. They must be silent. They cannot communicate in any way and they cannot put their heads down. When they are sitting, their body language oozes misery. One day I walked in and about half my homeroom was on lunch detention. "What did my homeroom do?" I asked my teammates. I have never heard them so quiet. (:

What we know is that our students would much rather be sitting with their friends, socializing. What we know is that when we speak with one voice, they are more likely to hear us.

And while the above incidences may seem trivial, having a consequence or a response to disruptive behavior can diffuse students’ actions. Not all students respond to Lunch Detention, or Silent Lunch; but many do. Students have to sit quietly during lunch, and they hate it.

Advice

1)   If you give lunch detention be sure and keep a record of who has served, what the offense was and how many days they have. Our team leader keeps a running total for all of us. Eventually, the lunch detentions could provide us with information that parents may want to know.

2)   Those who serve lunch detention are not allowed to talk. If they talk to anyone, another day is added.

3)   Students have to ask for permission to take their tray to the dishwashing section of your cafeteria.

4)   Students sit facing the teachers at their own table.

12. The Frontal Lobe is Not In Tact

12. Talk to your Kids: The Frontal Lobe is Not in Tact

This We Believe (NMSA, 2010).

*Every student’s academic and personal development is guided by an adult advocate. Adult Advocate

Kids make bad choices. In the past week, we have had several incidences that would be great textbook examples of that detached frontal lobe phenomenon. The theory is that until our frontal lobe is fully intact (around age 25), we have the propensity to make poor decisions. This is not an excuse for our students; but it is a reality.

A student cussed out and flipped off the bus driver; another student flipped off a teacher; another was cussing under his breath, loud enough to be heard; another student was seen by a neighbor walking down the highway, on a school day, and this was the second day she was out; another student arrived at our school removed from his home by a court decision. Several students have revealed that they are “grounded” because of social media issues. Each of these students shows few disciplinary problems in school. They are well-liked, and are performing well in school. What we, as teachers, must realize is that just because a student is well-behaved, liked, and doing well, does not exempt them from making bad decisions.

The key is what to do about it. Our team leader came in earlier this week and said, “When ____ gets out of In-School-Suspension (aka – The Pit), we need to give him lots of love. He needs to know that we care about him and that we do not judge him for his slip in behavior.” She and I talked to him for about 10 minutes prior to classes. Our other team mates tag-teamed on the skipping student under the same approach. We are doing the same with all students who are making poor decisions, that we know about. This does not mean they are not being punished; it means we are letting them know we care about them and want them to make better decisions.

So far, working with them as a team has been positive.

Advice

1)   Students who have made bad decisions and who are in ISS (In-School-Suspension) or otherwise punished need to know that their teachers care about them. Do not assume that the punishment is all that needs to be said. Check in with your students.

2)   Find ways to have conversations with your students about their lives. This could be during advisory, or could be informal as a whole class or during individual conferences.

3)   ‘How is it going?’ is a good opening line for students. Be careful not to take sides against other people, teachers, parents, students, administrators, or community members. If a student wants to start verbally bashing a colleague, stop the conversation. The purpose of “how is it going” is to see how they are coping with their lives in a positive manner.

6. The Power of Love: Caring for One Another

This We Believe (NMSA, 2010).

* A shared vision developed by all stakeholders guides every decision. Shared Vision


While I believe a spirit of advocacy must guide all decisions, this morning I heard a reflection that could serve to guide all of us as team members. It is shared with permission.

"I have a friend, a classmate from Davidson, who found out the week before our 20th reunion, (which was four years ago), that she had Stage Four Colon Cancer. I have watched her journey with cancer in awe of her strength and her faith that God is with her every step of the way. Daily affirmations are shared from her on her Facebook page, that most days bring me to tears, about her life and living it fully. About two months ago, she received the news that traditional treatment was not working. Faced with the fear of mortality, hear her words in the midst of this devastating news: 

'The key to happiness is love. We all know it's true, and yet we resist this truth over, and over, and over again by focusing on money, and stuff, and power, and prestige, and anger, and blame, and insecurities, and hotness, and fitness, and I'm-better-than-you-ness, and a million other things that do nothing but stymie love and relationality, and inner-peace. Please, friends, save yourselves from the misery of what doesn't matter and live your life through the lens of love! That's my plan, every day.'"

Her words remind me that we must live life fully and if we care, we must care wholly. We each bring our own baggage to classrooms, teams, and schools. There are days when we inadvertently make mistakes and damage relationships. There are days when we lift one another up, and make it a point to let others know they are doing good work. In a spirit of care, may we find ways to walk beside one another on our journey. May we consider that our purpose in this life is to advocate for the children we are serving. What we may not realize is that we also have the charge to serve one another. Let's make every day count towards good.

Advice

1) When you hear a compliment about a colleague, share it with them. When you value those you work with, let them know.

2) When you make a mistake, never be afraid to say you are sorry. We are all human. I have had to tell my students I am sorry;  I have had to tell colleagues and administrators I am sorry.

3) Sometimes when children and/or colleagues lash out, it may be that their world is in disarray. Our own insecurities make us vulnerable and often we choose to be "the victim." When in reality, the one's who are causing the most harm may be the weakest in spirit. Our job is to find out what is really going on and help guide children and our colleagues into a better understanding of their world.

4) If someone is lashing out at others, someone needs to let them know how it is perceived. When we are by-standers to verbally abusive people, children, parents or administrators, we are not helping the situation. It takes more courage to challenge angry people; the courage to speak must be shared in love.

5) If you are miserable at what you are doing, if the environment is too toxic, you need to consider changing jobs. Children and colleagues do not deserve to live in an environment of dread.

6) Finally, life is short. We do not know how long we are here, on this journey. My hope for you is that you live it fully!

15. Bring in the Parents!!!!

15. Open House: Bring in the Parents!!

This We Believe (AMLE, 2010)

·        *Leaders are committed to and knowledgeable about this age group, educational research, and best practices. Committed Leaders

·       * The school environment is inviting, safe, inclusive, and support of all. School Environment

During my early years of teaching I would send home a weekly, handwritten, quarter-sheet of paper with information regarding each child’s tests, homework, and behavior. As technology improved, I was able to print an update for my students every week. Current technology allows parents and students access to every class.  While this system does not relieve us of the need to contact parents, it does enhance communication.

As teachers, we must keep up with communication tools so parents can see how their child is performing. If we wait several weeks to post grades, no one is benefiting from the tool. However, we must also be aware that not all parents have internet access at home. At the three-week mark, I print out every child’s grades and send them home. At midterm, our team prints out a midterm report card of their overall performance; the report must be signed. At the end of the grading period, our school invites parents to come to school the day before report cards are sent home as an additional layer of communication. Parents can pick up report cards and talk to each of their child’s teachers.

This week we had Open House from 3:30 – 6:30 on Thursday. About one-fourth of our parents attended. Parents first wanted to know how their child was doing; they also wanted to know how their child was behaving; finally, parents wanted to know how to help. Parents were able to bring younger siblings, and in most cases, the student came, too. The meetings were positive and upbeat, and students who had challenges participated in a united front of support and encouragement.

I was able to share student performance data in the classroom, as well as data from a district-wide Benchmark Test given in August. This information gave parents comparative data, and the time together gave each of us insight into the needs of each child as we shed light on their strengths and challenges.

The take-away from this night reinforced my view that parents need more information. The more we can share with parents, the more likely children will be successful. Parents want to know how often you give homework, and when assignments are due. Parents want us to know how they are handling behavior and responsibility at home. (We heard quite a few parents who have removed phone and technology from their child’s world.) Parents and teachers need to be on the same page. This activity was a great way to reinforce the experience.

Advice

1)   Make your grading system simple. If possible, collaborate with your colleagues. Each member of the team should be aware of how the other grades. If possible, spread out your quizzes and assignments so children are not overwhelmed with due dates. The more consistency that exists on a team, the easier it will be for parents to support your efforts.

2)   Keep a record of parents you contact. When you contact a parent, take the time to follow up the next week to report how the student is doing. I have heard of teachers who make it a point to contact every parent within the first six weeks of school.

3)   I highly recommend contacting parents of students who are doing well. Parents do not receive enough encouragement and appreciation. It is a small gesture to call and let a parent know that ______ is doing well in class and that you appreciate their work as parents as well as the work of their child.                              

4)   Parents cannot help their children if they do not know what is happening in school! If we wait until the last minute to post grades or let parents know about problems, they may not be able to help. As you begin thinking about the structures of your grading system, consider how often you will communicate with parents.