Sept 25th-29th

PLC and Event Schedule

Monday

• Kindergarten meet w/ Literacy Coach (Review DIBELS and Instructional Focus)
• 1st, 2nd and 3rd Grades Off

Tuesday

• 1st Grade meet w/ Literacy Coach (Instructional Focus)
• Kindergarten-Grade Level Mtg. (Instructional Focus)
• 2nd Grade-Grade Level Mtg. (Review DIBELS Math and connect to instruction)
• 3rd Grade-Grade Level Mtg. (Review 4 Sights and connect to instruction)
• Student Support Meetings

Wednesday

• 2nd Grade meet w/ Literacy Coach (Instructional Focus)
• Kindergarten-Grade Level Mtg. (Instructional Focus)
• 1st Grade-Grade Level Mtg. (Instructional Focus)
• 3rd Grade-Grade Level Mtg. (Instructional Focus)

Thursday

• 3rd Grade meet w/ Literacy Coach (Mult-Syllabic Routine)
• Kindergarten-Off
• 1st and 2nd Grades-Grade Level Mtgs. (Instructional Focus)
• WOW Event

Friday (Committee Meetings)

• Welcome Melissa!
• SWPBS Meeting (Review Universal Screener which will be completed by Oct. 5th)
• Events Committee (Fall Fun Day)
• School Improvement (1st Look at Improvement Plan)

DREAM:  How to Transform Any Group of Students into the ClassYou've Always Wanted

In this section we'll do a brief review of this book by Michael Linsin in which he reviews 15 (plus 1 other idea) points to help build a "Dream Class."

Key Point #1-Allow Freedom within Boundaries

1. Students respond best to a balance of freedom and boundaries, which is a characteristic shared by great teachers.
2. Clearly establish—through direct instruction, modeling, and role-play—unambiguous boundary lines of behavior.
3. Review your boundaries, rules, expectations daily.
4. Enforce your rules 100% of the time with the one consequence that all students dislike: separation from a class they love.
5. Within your boundaries, allow students the freedom to be themselves and enjoy learning without worrying whether other students will interfere with this right.

Key Point #2-Show Them How

1. Modeling is much more effective than voice instructions and infinitely more effective than no instruction at all.
2. Detailed modeling saves hours of time and eliminates confusion.
3. Detailed modeling of even the most mundane procedures best shows your students exactly how you want things (anything) done.
4. Humor and small details act as hooks along a memory map, further solidifying your students’ understanding of your expectations.
5. Understanding your expectations of them will enable your students to focus on the primary goals of any successful classroom:  learning.

September 18th-22nd

PLC Schedule

Monday

• Follow In-Service Agenda

Tuesday

• 1st Grade-Literacy Coach (DIBELS and Student Support)
• K, 2, 3-Grade Level Meeting

Wednesday

• 2nd Grade-Literacy Coach (DIBELS and Student Support)
• K, 1, 3-Grade Level Meeting

Thursday

• 3rd Grade-Literacy Coach (DIBELS and Student Support)
• K-Off
• 1 and 2-Grade Level Meetings

Friday

• Faculty Meeting

Lesson Plan Clarification

For the lesson plans that you need to have for your red folders or for me to review when I come into the room, please note that you just need to have a brief outline and time of what you're doing.  At least once a marking period, I will most likely ask for your submit a complete lesson plan for review.  For your outline lesson plans, please also include the following:

• I Can statements
• Questions for Key Ideas and Details
• Questions for Social/Emotional Connections

Go Math Overview

I recently received a very good resource from Go Math titled GO Math: Professional Learning Guide.  I wanted to include a brief overview of the GO Math Lesson Plan.

Engage 

(This is where we want to get students interested in the lesson.)

• We want to spark their curiosity with the Essential Question.  I saw a great lesson opener on Thursday where the teacher had students take the Essential Question and break it down into an I Can statement so that they could then explain what they would be able to do at the end of the lesson.
• We want to connect the new learning to prior knowledge by helping students make connections.
• We want to use guided questions to enhance learning.
• We want to provide opportunities for students to write about math.

Explore 

(This is where we want to facilitate problem-based learning as students build conceptual understanding.  In grades K-2, students will Listen and Draw or Model and Draw to solve problems.  In grade 3, students Unlock the Problem or Investigate to solve problems.)

• Use manipulatives for lessons labeled "hands on."
• Use "Math Talk" to engage students in mathematical discourse.
• Integrate the ELL strategies for Language Learners.  The ELL strategies could also be used for all learners.

Explain

(During explain, students apply their understanding and build fluency.)

• Use a MathBoard during Share and Show to have students explain their thinking.
• Use Quick Checks to determine if students are ready to go on and to differentiate instruction.
• Assign the exercises in "On Your Own" when students understand the lesson's concepts.

Elaborate

(Use the Real World problems as an opportunity for students to apply the concepts and skills during Elaborate.  The following problem types, requiring the use of higher-level thinking skills, are used in Elaborate:

• Go Deeper
• Think Smarter
• Mathematical Practice

Evaluate

(Lessons close with Evaluate, providing an opportunity for students to summarize their thinking, return to the Essential Question, and make connections to the lesson's objectives.)

Teach Like a Champion

Systems and Routines

Technique 45:  Threshold

• Meet your students at the door and set expectations before they enter.  Greet them and make sure they're ready to enter the room and begin the day.

Technique 46:  Strong Start

• Design and establish an efficient routine for students to enter the classroom and begin class.  Consider using a timer to keep you accountable to time.
• Door to Do Now-this where you make a habit out of what's efficient, productive, and scholarly as students take their seats.  Students should know where to find their work, where they should and should not sit, where to hand in homework, hear you compliment them on getting right to work.
• Do Now-this enables you to maximize instructional time, build industrious habits, and make use of a discrete block of time when your students can practice and build skills.
• Review Now-transition into review of the Do Now.

Technique 47:  STAR/SLANT

• Teach students key baseline behaviors for learning, such as sitting up in class and tracking the speaker by using a memorable acronym such as STAR or SLANT.
• STAR (Sit Up, Track the Speaker, Ask and answer questions like a scholar, Respect those around you)
• SLANT (Sit Up, Listen, Ask and answer questions, Nod your head, Track the Speaker)

Sept. 11th-15th

PLC Schedule and Discussion Points

Monday

• Grades 1, 2, 3 Off
• Kindergarten--Meet w/ Ellis (Observations PA-ETEP)

Tuesday

• Grade 1--Meet w/ Ellis (Observations PA-ETEP)
• Grade K--Team Meeting (Discuss Kindergarten Entry Inventory)
• Grade 2--DIBELS Math
• Grade 3--4 Sight Review

Wednesday

• Grade 2--Meet w/ Ellis (Observations PA-ETEP)
• Grade K--Team Meeting (Discussion Kindergarten Inventory)
• Grade 1--Assessment Review and Lesson Planning
• Grade 3--4 Sight Review

Thursday

• Grade 3--Meet w/ Ellis (Observations PA-ETEP)
• Grade K--Off
• Grade 1--Assessment Review and Lesson Planning
• Grade 2--DIBELS Math

Friday

• Committee Meetings (Event Planning, School Improvement, SWPBS)

Counselor Corner

1.  Weapons Lessons starting 9/13. My goal is to come to each class by the 22nd - by the end of the month at least! Please give me two days/times that are good. 

2.  2nd Grade - I will be coming around to give the Personal Safety 2nd Step lessons after that. I'd like to do what I did last year and do 2 a week. We'll see... my goal is to be done with those before the end of October. 

3. FISH Group - Megan Hunter, the school social worker, and I are going to start a FISH (families in separate houses) group with some of the 3rd graders starting in October. Based on what we learn from our mistakes in that group, we'll follow up with one for 2nd grade, etc.  I'll be in touch with more details. 

Principal Notes

All of our new employees and their mentors are reading Doug Lemov's breakthrough book Teach Like a Champion.  Some of you are also considering reading it in participation with a book study.  In this space, we'll highlight some sections of the book, look to see how the strategies are being implemented, and review some of what you feel are the best strategies.  Many videos can be found by clicking here and searching the Teach Like a Champion blog.  You can also search for videos on YouTube.

Being that it is the beginning of the school year, I think the most appropriate place to start in the book is Part 4:  Five Principles of Classroom Culture.  Lemov points out that building a positive culture in your room is to strive for a room where "students work hard, model strong character, are polite and attentive, and strive to do their best."  He outlines 5 areas that he feels makes up the culture of one's classroom:   Discipline, Management, Control, Influence and Engagement.

Discipline

• As many of you have probably heard Mr. Felix say, the true meaning of the word "discipline" is to teach.  We have to take the time to teach students the right way to do things in our classroom and not expect that they will walk in knowing right from wrong.  Teaching "the habits of being a successful student and community member" would be considered by some to be the most important lessons students can learn from us.  Teacher might say, "'Pay attention,' for example, but don't think to teach their students: 'When I ask you to pay attention, I am asking you to sit up straight and show your engagement by looking at the person who's talking, and taking notes on what we write on the overhead.'"

Management

• Lemov points out that Management "is the process of reinforcing behavior through the use of consequences and rewards."  Management is really the central piece to building class culture.  It's the hub that connects the 4 other disciplines.  Management alone will not lead to success unless you're also implementing discipline, control, influence and engagement.  Lemov is quick to point out that the most "common way to undercut and erode management systems is to overuse deductions, laying on consequences until they appear meaningless and students have nothing left to play for."  On the far other side of the spectrum, Lemov points out that teachers can simply "throw dollars" at students for simply meeting expectations.  His concern is that this can "cheapen praise and lower standards..."  He directs schools/teachers to be cautious in their systems of rewards and consequences so students don't, one one hand, become "desensitized to consequences" and on the other hand, expect to receive large rewards for simply meeting common expectations.

Control

• "Control is your capacity to cause someone to choose to do what you ask, regardless of the consequences."  Control does not have to be viewed in a negative light.  Lemov believes that you can give choices and try to guide students to ultimately make the best choice.  Control can be viewed as a verb, but should also be viewed as noun in that you are in control.  Talking in a calm voice and giving clear directions demonstrates being in control.  Shouting and yelling loudly "almost always is not" demonstrating control.  "Teachers who have strong control succeed because they understand the power of language and relationships:  they ask firmly and confidently, but also with civility, and often kindly.  They express their faith in students' ability to meet expectations."  Vague commands are replaced with specific commands.  Lemov points out that the techniques in the book are not just about gaining control but also to build trust and relationships with students.

Influence

• Influence is being able to inspire "students to believe, to want to succeed for intrinsic reasons" instead of extrinsic rewards.  "Although less visible than getting kids to behave, getting them to believe--to want to behave positively--is necessary to long-term success and to a healthy classroom culture."  You may have once heard some misguided advice to not let kids see you smile until after Christmas break.  Switch that around to sound more like, set your expectations up, expect students to comply, and build relationships at all times.

Engagement

• Most often what we do, or do not do, in the classroom to engage students is the most common reason for poor classroom culture.  "Great and rigorous lessons are standard fare in a classroom with outstanding culture."

Next week we'll look at several techniques to start building Classroom Culture by first looking at Systems and Routines.