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.