This week our school will be full of excitement! Children who are counting down to Santa and educators counting down to Christmas break (smile)!
Thursday evening we'll have our Holiday party at Mrs. Esarey's home. Please let me know if you are attending so I'll have an accurate number when I go shopping.
Enjoy this week:)
Dr. N
Sunday, December 11, 2011
Tuesday, December 6, 2011
Courageous Conversations
Thank you for listening, speaking, reflecting and sharing of yourselves today. Mr. Padron, in a conversation I had with him after our meeting, admired our courageous conversations and the respect that was shown towards one another.
I truly appreciate you all!
Dr. N
I truly appreciate you all!
Dr. N
Sunday, December 4, 2011
It's beginning to look a lot like Christmas
We only have two more weeks until our Winter Break!
I encourage you all to keep the end in mind when the days seem long.
We've made it through almost half of the school year (smile)...can you believe it?
Once we return from our two week break it won't be long before the end of second quarter.
Keep pushing forward!
Keep it positive:)
Dr. N
I encourage you all to keep the end in mind when the days seem long.
We've made it through almost half of the school year (smile)...can you believe it?
Once we return from our two week break it won't be long before the end of second quarter.
Keep pushing forward!
Keep it positive:)
Dr. N
Thursday, December 1, 2011
From the sound of it...teachers want to hold teachers to higher standard
We had some eventful conversations at our TCT meetings.
I would like to address some of these concerns whole groups.
We will hold a faculty meeting in lieu of TEAM meetings on Tuesday after school.
Enjoy your Friday!
Dr. N
I would like to address some of these concerns whole groups.
We will hold a faculty meeting in lieu of TEAM meetings on Tuesday after school.
Enjoy your Friday!
Dr. N
Wednesday, November 30, 2011
Melissa Tranchida-Memminger's Teacher of the Year
I just wanted to put it out in cyberspace that we at Memminger School of Global Studies are so excited that Mrs. Melissa Tranchida is our Teacher of the Year. We fully support her as she moves forward to compete for the Charleston County School District's Teacher of the Year.
We love you!
We love you!
Monday, November 21, 2011
Happy Thanksgiving Memminger!
I just wanted to wish everyone a very happy, safe Thanksgiving break! You all deserve the break.
Enjoy your family and friends. If you are driving out of town please be careful and drive cautiously.
See you back on Monday!
Dr. N
Enjoy your family and friends. If you are driving out of town please be careful and drive cautiously.
See you back on Monday!
Dr. N
Thursday, November 17, 2011
Thank you!
Dear Staff-
On days like today I have to remember why I do what I do. Being a principal is tough. Period.
No matter how many degrees you have nor how many years of teaching and leadership experience you have under your belt this is a job like no other.
But even on the most challenging of days two things still put a smile on my face: the students here at Memminger and my wonderful staff members.
I want to thank all of you who are supportive and encouraging.
Your kind words matter.
As we approach the season of giving thanks I wanted to take the time to say thank you.
You mean so much to me and I'm proud to be your leader.
Thank you for all you do!
Dr. N
On days like today I have to remember why I do what I do. Being a principal is tough. Period.
No matter how many degrees you have nor how many years of teaching and leadership experience you have under your belt this is a job like no other.
But even on the most challenging of days two things still put a smile on my face: the students here at Memminger and my wonderful staff members.
I want to thank all of you who are supportive and encouraging.
Your kind words matter.
As we approach the season of giving thanks I wanted to take the time to say thank you.
You mean so much to me and I'm proud to be your leader.
Thank you for all you do!
Dr. N
Wednesday, November 16, 2011
Positive-Point System starts now
Research has consistently shown that the amount of time that instruction is provided is highly correlated with student achievement (Brophy, 1988; Fisher, Berliner, Filby, Marliave, Cahen, Dishaw, 1980).
Students must be in class to receive instruction. When a student is sitting in an administrator's office or in the RR (or placed in another classroom with a packet of work but no access to their teacher/or a teacher who is instructing her/him) that student is not receiving instruction. No instruction, no learning. And although we want to keep all of the students in the classroom learning (and that's the reason we have to remove a disruptive student) we must remember that all students in grades 3-6 will take the PASS test (MAP tests). All students, whether they spent everyday with their classroom teacher or missed days (hours out of the room eventually add up to days) outside of the classroom, will receive a score. Scores are tied to a teacher and to our school.
Instruction matters.
So how can we get more instruction to take place?
Our first thought can no longer be to remove the students (those who look like, act like they do not want to learn). Every student matters. That's why we have to look within the classrooms and help our teachers grow the green students.
I would like to thank the team of Super Stars who planned and presented on PBIS: Mrs. Arthurs, Mrs. Holloway, Mrs. Houser and Ms. Lambert . Thank you for taking the time to work on the system and for bringing (to our meeting) the tools all teachers will need to get up and going.
We are a PBIS school.
As a PBIS school we are expected to build a strong primary (green) system before moving forward to the secondary and tertiary systems.
Now that everyone will have the same information (those who missed the meeting will have to attend a make-up session) we can move forward in getting 80% (or more) of our students green and then grow our green.
In my first year as an AP, Kathy Lewis and I revamped the PBIS system at OES.
We had one simple expectation: everyone had to do the point system with fidelity.
I know the point system is new to some of you but the concept of PBIS should definitely be familiar to most, especially those who have been at Memminger for a few years. And although the level system was truly working for some of the teachers we did see and hear about teachers not using it consistently, moving students down levels or allowing the level received in one block of time (special area) to be the only level a student could earn that day.
Having a classroom management system that aligns with points will benefit your students, and really that's why we are all here...for our students.
The moment it is no longer about the students then we have lost our way.
Yes taking points will take up time (time well spent).
Yes you may not want to carry around your clipboard.
Yes you may not want to reward students every Friday.
But the system works...
The system works if you work the system!
Many of you have commented on JSE...they use points and use the system with fidelity.
A few weeks ago our superintendent visited OES. As she walked the halls and visited classrooms she complimented the principal on the point system and how it was consistent from room to room. The principal shared that it was my work with PBIS that transformed the classroom management of the school.
A few days later the superintendent and I were in a meeting together and she came over to me and said how she loved the point system I put into place at OES and asked, "Are you doing the same at Memminger too?"
After many conversations about PBIS and what works and what doesn't work we are now starting the point system.
I will say this...it works when everyone uses points with fidelity. That's the key. We have to have a common language throughout our building, common expectations (for students and adults) and we have to follow-through.
One or two teachers doing their own thing will hamper the school-wide system.
At TCT we will do a follow-up (the rolling out of the points school-wide). I am expecting all teachers and staff members to support the point-system by doing the point system each and every day.
Will your students magically transform over night? Probably not. But being consistent and changing your teacher-talk so it's 5:1 (positive:negative) will change your classroom.
It's worked at other schools and it will work here.
Dr. N
Students must be in class to receive instruction. When a student is sitting in an administrator's office or in the RR (or placed in another classroom with a packet of work but no access to their teacher/or a teacher who is instructing her/him) that student is not receiving instruction. No instruction, no learning. And although we want to keep all of the students in the classroom learning (and that's the reason we have to remove a disruptive student) we must remember that all students in grades 3-6 will take the PASS test (MAP tests). All students, whether they spent everyday with their classroom teacher or missed days (hours out of the room eventually add up to days) outside of the classroom, will receive a score. Scores are tied to a teacher and to our school.
Instruction matters.
So how can we get more instruction to take place?
Our first thought can no longer be to remove the students (those who look like, act like they do not want to learn). Every student matters. That's why we have to look within the classrooms and help our teachers grow the green students.
I would like to thank the team of Super Stars who planned and presented on PBIS: Mrs. Arthurs, Mrs. Holloway, Mrs. Houser and Ms. Lambert . Thank you for taking the time to work on the system and for bringing (to our meeting) the tools all teachers will need to get up and going.
We are a PBIS school.
As a PBIS school we are expected to build a strong primary (green) system before moving forward to the secondary and tertiary systems.
Now that everyone will have the same information (those who missed the meeting will have to attend a make-up session) we can move forward in getting 80% (or more) of our students green and then grow our green.
In my first year as an AP, Kathy Lewis and I revamped the PBIS system at OES.
We had one simple expectation: everyone had to do the point system with fidelity.
I know the point system is new to some of you but the concept of PBIS should definitely be familiar to most, especially those who have been at Memminger for a few years. And although the level system was truly working for some of the teachers we did see and hear about teachers not using it consistently, moving students down levels or allowing the level received in one block of time (special area) to be the only level a student could earn that day.
Having a classroom management system that aligns with points will benefit your students, and really that's why we are all here...for our students.
The moment it is no longer about the students then we have lost our way.
Yes taking points will take up time (time well spent).
Yes you may not want to carry around your clipboard.
Yes you may not want to reward students every Friday.
But the system works...
The system works if you work the system!
Many of you have commented on JSE...they use points and use the system with fidelity.
A few weeks ago our superintendent visited OES. As she walked the halls and visited classrooms she complimented the principal on the point system and how it was consistent from room to room. The principal shared that it was my work with PBIS that transformed the classroom management of the school.
A few days later the superintendent and I were in a meeting together and she came over to me and said how she loved the point system I put into place at OES and asked, "Are you doing the same at Memminger too?"
After many conversations about PBIS and what works and what doesn't work we are now starting the point system.
I will say this...it works when everyone uses points with fidelity. That's the key. We have to have a common language throughout our building, common expectations (for students and adults) and we have to follow-through.
One or two teachers doing their own thing will hamper the school-wide system.
At TCT we will do a follow-up (the rolling out of the points school-wide). I am expecting all teachers and staff members to support the point-system by doing the point system each and every day.
Will your students magically transform over night? Probably not. But being consistent and changing your teacher-talk so it's 5:1 (positive:negative) will change your classroom.
It's worked at other schools and it will work here.
Dr. N
Tuesday, November 15, 2011
Thursday, November 10, 2011
Memminger has the "X" Factor
I sometimes watch The "X" Factor. It's good to see up and coming entertainers show off their talents for the world to see! Blogging is our way to show off the wonderful things we have going on at Memminger!
I would like to thank everyone who has worked on the global work we are doing at MSGS.
I have some amazing staff members who go above and beyond in so many ways.
We are well on our way to clearly defining what global will look in every classroom in our school. Global belongs to us all.
One thing I love about the growing number of teachers blogging is that it's a great way to share the awesome things you are doing in your classrooms. I remember being a teacher and year after year I would work in my room and do some pretty cool projects that no one else in the building (besides an administrator doing an observation) even knew about. Now that many of you are sharing your classroom strategies and activities online it's as if you've opened your classroom door to the teachers on your hall and throughout the building.
It makes us all feel more connected.
I encourage everyone to visit each other's blogs and to encourage each other along the way.
Globally,
Dr. N
I would like to thank everyone who has worked on the global work we are doing at MSGS.
I have some amazing staff members who go above and beyond in so many ways.
We are well on our way to clearly defining what global will look in every classroom in our school. Global belongs to us all.
One thing I love about the growing number of teachers blogging is that it's a great way to share the awesome things you are doing in your classrooms. I remember being a teacher and year after year I would work in my room and do some pretty cool projects that no one else in the building (besides an administrator doing an observation) even knew about. Now that many of you are sharing your classroom strategies and activities online it's as if you've opened your classroom door to the teachers on your hall and throughout the building.
It makes us all feel more connected.
I encourage everyone to visit each other's blogs and to encourage each other along the way.
Globally,
Dr. N
Wednesday, November 9, 2011
'Rock the Block' Party
One idea (Mr. James and Ms. Garner) had on our PD day was to go out into the neighborhoods, where our students live, and have a basketball game or do some fun activity with kids and parents. I was thinking that another idea we could do (and thinking about it's getting cooler) in the coming weeks is a 'Rock the Block' Party. It could be a spin off of going caroling but instead we could rent out (one of our parents offered to reserved one of the community centers) a center and have music and serve food. We could send fliers home (and include it in the classroom and school newsletter) and let parents know that we are going to be out in their neighborhood.
What do you think?
We could make it simple and serve hot chocolate and something light to eat. We could also decorate a Christmas Tree with the children.
I'm open for suggestions.
Thinking globally, acting locally,
Dr. N
What do you think?
We could make it simple and serve hot chocolate and something light to eat. We could also decorate a Christmas Tree with the children.
I'm open for suggestions.
Thinking globally, acting locally,
Dr. N
Global Studies Tours-next week
I'm excited to open our school to potential parents interested in joining Memminger School of Global Studies.
WHAT: Open House
WHEN: Tuesday, November 15th
TIME: 9 am-2 pm
No appointment needed.
WHAT: Open House
WHEN: Tuesday, November 15th
TIME: 9 am-2 pm
No appointment needed.
Tuesday, November 8, 2011
Tone and Emails
I'm very happy to work side-by-side with all of my staff members. I feel that we work very hard! I particularly enjoy helping teachers find solutions to problems.
I don't mind helping you find these solutions. However as your supervisor what I appreciate is respectful and professional communication.
Tone is a difficult thing to explain. Remember when your parents would say "don't use that tone of voice with me, young lady (or young man)?"
Your feelings come across by the way you say something. It is easy to change your tone when you're speaking. When you are writing (emails) it's very hard to do it. A good piece of advice is to read your message over several times before you hit send. That way you will come across as respectful and professional.
Sounding curt or demanding in your communication isn't a good thing.
Sometimes it's not what you say but how you say it.
Leading courageously,
Dr. Nowlin
I don't mind helping you find these solutions. However as your supervisor what I appreciate is respectful and professional communication.
Tone is a difficult thing to explain. Remember when your parents would say "don't use that tone of voice with me, young lady (or young man)?"
Your feelings come across by the way you say something. It is easy to change your tone when you're speaking. When you are writing (emails) it's very hard to do it. A good piece of advice is to read your message over several times before you hit send. That way you will come across as respectful and professional.
Sounding curt or demanding in your communication isn't a good thing.
Sometimes it's not what you say but how you say it.
Leading courageously,
Dr. Nowlin
Monday, November 7, 2011
MSGS is blogging away...
Not only is Ms. Gibson blogging but Mrs. Tranchida has decided to start a blog as well.
It's exciting to see this take off.
I can't wait to see who will be next.
What a wonderful way to share the great things happening in your classroom.
If you post pictures please get parental permission first (smile).
Globally yours,
Dr. N
It's exciting to see this take off.
I can't wait to see who will be next.
What a wonderful way to share the great things happening in your classroom.
If you post pictures please get parental permission first (smile).
Globally yours,
Dr. N
Sunday, November 6, 2011
Celebrating a new year
I would like to thanks everyone for being so thoughtful on my Birthday (weekend)! I am very humbled by the thoughtfulness of everyone at Memminger. I am so happy to share my birthday with Mrs. Breaker as well. I hope you too had a blessed birthday!
Boris spoiled me the entire weekend. I'm very blessed!
Here I am on the evening of my birthday thinking about how to make this year my best one yet.
As we look ahead at the upcoming holiday season and the New Year let's pull together to get our global studies magnet program going full-speed (across the grade levels).
This Tuesday (for those who want to have a say in the global direction of our program) we will meet after school to look at Mission Statements and the Global connections (standards, projects, performances, etc) you worked on the last two weeks (and at TCT). Hopefully we can meet in the media center and work there. We are moving ahead with creating some sub-committees on Tuesday as well.
If you joined the Courageous Leadership Committee we will meet next Thursday.
I'll meet with all Teaching Assistants next Tuesday (more information to come) November 15th. That's also the day for our monthly, mandatory Staff Meeting. All staff members are welcome to attend and all teachers are expected to attend. Do not plan anything during our monthly staff meetings. This is the one day (a month) we get together as an entire team. Plan to be there.
We have so much to do and this year is flying by so quickly.
Thank you for all that you do!
Dr. N
Boris spoiled me the entire weekend. I'm very blessed!
Here I am on the evening of my birthday thinking about how to make this year my best one yet.
As we look ahead at the upcoming holiday season and the New Year let's pull together to get our global studies magnet program going full-speed (across the grade levels).
This Tuesday (for those who want to have a say in the global direction of our program) we will meet after school to look at Mission Statements and the Global connections (standards, projects, performances, etc) you worked on the last two weeks (and at TCT). Hopefully we can meet in the media center and work there. We are moving ahead with creating some sub-committees on Tuesday as well.
If you joined the Courageous Leadership Committee we will meet next Thursday.
I'll meet with all Teaching Assistants next Tuesday (more information to come) November 15th. That's also the day for our monthly, mandatory Staff Meeting. All staff members are welcome to attend and all teachers are expected to attend. Do not plan anything during our monthly staff meetings. This is the one day (a month) we get together as an entire team. Plan to be there.
We have so much to do and this year is flying by so quickly.
Thank you for all that you do!
Dr. N
Thursday, November 3, 2011
Ms. Gibson's gone global too!
I'm truly inspired this evening. It's almost time for me to turn in and I check my work email (which I do often) again before calling it a night. I see that I have an email from Ms. Gibson and she shares with me that she's been blogging about her class.
"A Smile Means Friendship:Growing up to be Global Thinkers"
WOW...I'm so impressed.
If we are global educators at a global school this is one way to take our work out into the world and to invite the world into our school. Ms. Gibson has gotten permission from parents to post the pictures (which are too cute) and reading her blog makes me want to see her "campsite" up close tomorrow.
The other week Ms. Smith shared that she's blogged with her class and I know some of you may want to start blogging too!
This is awesome...awesome-ness in the making.
Who's next?
My only request...blog responsibly (smile)
Globally yours,
Dr. N
"A Smile Means Friendship:Growing up to be Global Thinkers"
WOW...I'm so impressed.
If we are global educators at a global school this is one way to take our work out into the world and to invite the world into our school. Ms. Gibson has gotten permission from parents to post the pictures (which are too cute) and reading her blog makes me want to see her "campsite" up close tomorrow.
The other week Ms. Smith shared that she's blogged with her class and I know some of you may want to start blogging too!
This is awesome...awesome-ness in the making.
Who's next?
My only request...blog responsibly (smile)
Globally yours,
Dr. N
Wednesday, November 2, 2011
I'm Back
I am truly glad to be back in the building. I enjoyed my Principal Induction Program (year-long state mandated program for all first year principals) but like anything...home is where the heart is (smile).
Please read your emails to see the changes we made with the RR.
We'll update everyone when the RR is back open.
I look forward to seeing you all!
Dr. N
Please read your emails to see the changes we made with the RR.
We'll update everyone when the RR is back open.
I look forward to seeing you all!
Dr. N
Monday, October 31, 2011
Turn up the Heat
Ms. Lambert gave me a book the other day entitled "The Leader in Me." One of the highlighted schools in this book is an elementary school in Raleigh, NC (my old stomping ground). A.B Combs Elementary is a magnet school that focuses on developing "global leaders, one student at a time."
Sounds familiar?
Today (November 1st) is the due date for our first homework assignment as a staff (for our magnet project). I asked everyone to write (and submit a personal and school mission statement). Many of you have submitted wonderful statements and I look forward to sharing them with every in the coming days.
If you still need a little inspiration to help you write your mission statement why not take a look at this video.
212 degrees....it's time to turn up the heat!
http://www.simpletruths.com/movie_landings/landings.php?banner=ttwd&us=1408&ca=207&au=184&intl=184
Click "show movie again."
Sounds familiar?
Today (November 1st) is the due date for our first homework assignment as a staff (for our magnet project). I asked everyone to write (and submit a personal and school mission statement). Many of you have submitted wonderful statements and I look forward to sharing them with every in the coming days.
If you still need a little inspiration to help you write your mission statement why not take a look at this video.
212 degrees....it's time to turn up the heat!
http://www.simpletruths.com/movie_landings/landings.php?banner=ttwd&us=1408&ca=207&au=184&intl=184
Click "show movie again."
Thursday, October 27, 2011
A Teacher on a mission!
Good morning MSGS Teachers,
Happy Friday and Jeans Day!
I have enjoyed reading some of the mission statements you have sent to me over the pass few days. Although the statements are not due until November 1st I wanted to give you an example of a statement (actually the first one turned in) written by Ms.Amrhein.
I hope it inspires you as much as it did me!
Dr. N
Personal Mission Statement:
As a teacher at Memminger School of Global Studies, I believe that children come first. It is my duty to do whatever it takes to ensure that all children succeed as learners, peers, friends, and global stewards by providing each child with meaningful, engaging, developmentally appropriate and relevant hands-on activities everday. I am the example. I will show the children how to communicate, how to respect one another, how to learn with one another.
I will do my best everyday.
I will smile everyday.
I will find good in everyday.
I will learn everyday.
School Mission Statement:
At Memminger School of Global Studies, we believe that every child has great potential and that it is our duty to not only find that potential but to magnify it. We believe that through example, each child will grow: first as a person in themselves, then as a member of their class, from the class to a member of the school, and from the school, a member of our community. Through the growth, it is our goal to create global stewards in our community and beyond. Through rigorous academic study coupled with our focus on self, community, leadership, and service we will truly develop the future in our children.
Mission Statements (Personal and School)
Please remember to turn in your Mission Statements (electronically) to me by November 1st. I've received a few and they were outstanding!
If you need some ideas of what a magnet program looks like in other places check out the links Mrs. Holloway sent last Friday.
If you need some ideas of what a magnet program looks like in other places check out the links Mrs. Holloway sent last Friday.
I'll post my Mission Statement here soon.
Have a great one!
Tuesday, October 25, 2011
Lesson from 'Spoon Boy'
Spoon boy: Do not try and bend the spoon. That's impossible. Instead... only try to realize the truth.
Neo: What truth?
Spoon boy: There is no spoon.
Neo: There is no spoon?
Spoon boy: Then you'll see, that it is not the spoon that bends, it is only yourself.
Neo: What truth?
Spoon boy: There is no spoon.
Neo: There is no spoon?
Spoon boy: Then you'll see, that it is not the spoon that bends, it is only yourself.
Some of you have asked me how do I do what I do. How do I balance my demanding job (which spills over into my personal life all the time), civic/social responsibilities, family commitments and maintain a healthy relationship with Boris? I know many of you are balancing a full plate as well (spouses/partners, children, teaching responsibilities, friendships, second jobs, older parents who need your attention and care, etc).
So how do we, the women and men who work with "Other People's Children," keep everything in perspective while being everything to everyone?
I like to think of it as a Lesson from 'Spoon Boy."
Now let's look at this famous line from the Matrix with the the thought of balancing our "plate" of responsibilities...
Spoon boy: Do not try and balance the plate. That's impossible. Instead... only try to realize the truth.
Educator: What truth?
Spoon boy: There is no plate.
Educator: There is no plate?
Spoon boy: Then you'll see, that it is not the plate that balances, it is only yourself.
Educator: What truth?
Spoon boy: There is no plate.
Educator: There is no plate?
Spoon boy: Then you'll see, that it is not the plate that balances, it is only yourself.
Looking at our lives this way takes the focus off all of our STUFF and puts it on ourselves. The truth is we owe it to ourselves to take care of ourselves (mentally, emotionally,spiritually, etc) so we'll have more of ourselves to give to others.
As you all know by now I'm a fan of great thinkers, particularly those who write on topics that transcend our thoughts beyond the ordinary way of looking at life. Below are some quotes from the Dalai Lama, a Tibetan leader known for his writings on love, compassion, peace, humanity and the environment.
May his writings bring you into balance with yourself.
1- Happiness is not something ready-made. It comes from your own actions.
2- If you can, help others; if you cannot do that, at least do not harm them.
3- If you want others to be happy, practice compassion. If you want to be happy, practice compassion.
4- My religion is very simple. My religion is kindness.
5- Remember that not getting what you want is sometimes a wonderful stroke of luck.
6- The ultimate authority must always rest with the individual’s own reason and critical analysis.
7- We can live without religion and meditation, but we cannot survive without human affection.
8- We can never obtain peace in the outer world until we make peace with ourselves.
9- Be kind whenever possible. It is always possible.
10- If you have fear of some pain or suffering, you should examine whether there is anything you can do about it. If you can, there is no need to worry about it; if you cannot do anything, then there is also no need to worry.
11- If you don’t love yourself, you cannot love others. You will not be able to love others. If you have no compassion for yourself then you are not able of developing compassion for others.
12- Human potential is the same for all. Your feeling, “I am of no value”, is wrong. Absolutely wrong. You are deceiving yourself. We all have the power of thought – so what are you lacking? If you have willpower, then you can change anything. It is usually said that you are your own master.
13- We must recognize that the suffering of one person or one nation is the suffering of humanity. That the happiness of one person or nation is the happiness of humanity.
14- Through violence, you may ‘solve’ one problem, but you sow the seeds for another.
15- As people alive today, we must consider future generations: a clean environment is a human right like any other. It is therefore part of our responsibility toward others to ensure that the world we pass on is as healthy, if not healthier, than we found it.
16- To conquer oneself is a greater victory than to conquer thousands in a battle.
17- There is a saying in Tibetan, “Tragedy should be utilized as a source of strength.”
No matter what sort of difficulties, how painful experience is, if we lose our hope, that’s our real disaster.
No matter what sort of difficulties, how painful experience is, if we lose our hope, that’s our real disaster.
18- The creatures that inhabit this earth-be they human beings or animals-are here to contribute, each in its own particular way, to the beauty and prosperity of the world.
19- A spoon cannot taste of the food it carries. Likewise, a foolish man cannot understand the wise man´s wisdom even if he associates with a sage.
20- In our struggle for freedom, truth is the only weapon we possess.
Monday, October 24, 2011
Members Only
Some of you may be too young to remember the Members Only jackets. I remember begging my parents for one. I had a soft blue jacket and wore it every day (well, almost every day). It was neat to be one of the many students who owned the coveted jackets. And just like the name...it made you feel apart of something bigger.
I am hopeful that The Breakfast Club (TBC) will do the same for participating students.
Although TBC idea came out of conversations with teachers on Friday it has been tried by many schools to help decrease tardies, increase appropriate school behaviors and improve academic achievement. It's a great way to build stronger relationships with students and parents who need additional support to be successful at school.
Our inaugural class of 2012 Breakfast Clubbers will meet each day with me. Because we have 24 students participating (at grades 4-6) I am using our guidance counselor substitute (Mrs. Brown) as well Ms. Ludwick to help.
We'll start our day with a Morning Meeting (just like our classroom teachers). We'll have a group discussion and a team building activity prior to setting goals for the day. Each student will set 2 behavioral/engagement goals for the day. After writing their goal they will meet one-on-one with one of TBC sponsors. Once the sponsor determines the student is indeed ready to start their day in the classroom he/she will be sent, along with his/her goal sheet, to the receiving teacher.
We ask that receiving teachers give the student (written) feedback each day on how the day went and send the form home for a parent to see. Students will bring their goal sheets back the next day to TBC. Teachers will have a space on the sheet to report what level/percentage of points earned by the student that day.
With this wrap-around concept I am hopeful that we will begin to see improvements in student behavior in class and more positive interactions with each other.
Keep me posted on what you observe.
Dr. N
I am hopeful that The Breakfast Club (TBC) will do the same for participating students.
Although TBC idea came out of conversations with teachers on Friday it has been tried by many schools to help decrease tardies, increase appropriate school behaviors and improve academic achievement. It's a great way to build stronger relationships with students and parents who need additional support to be successful at school.
Our inaugural class of 2012 Breakfast Clubbers will meet each day with me. Because we have 24 students participating (at grades 4-6) I am using our guidance counselor substitute (Mrs. Brown) as well Ms. Ludwick to help.
We'll start our day with a Morning Meeting (just like our classroom teachers). We'll have a group discussion and a team building activity prior to setting goals for the day. Each student will set 2 behavioral/engagement goals for the day. After writing their goal they will meet one-on-one with one of TBC sponsors. Once the sponsor determines the student is indeed ready to start their day in the classroom he/she will be sent, along with his/her goal sheet, to the receiving teacher.
We ask that receiving teachers give the student (written) feedback each day on how the day went and send the form home for a parent to see. Students will bring their goal sheets back the next day to TBC. Teachers will have a space on the sheet to report what level/percentage of points earned by the student that day.
With this wrap-around concept I am hopeful that we will begin to see improvements in student behavior in class and more positive interactions with each other.
Keep me posted on what you observe.
Dr. N
Sunday, October 23, 2011
Out of our discussions on Friday...immediate changes starting this week
I hope everyone enjoyed this beautiful fall weekend! The Choice Fair was on Saturday was exciting for all. Our table was visited by many Charlestonians. Truly looking down the corridor of Burke High I could say that our county has done an amazing job giving parents choices. There were magnets ranging from Montessori to Math and Science, to the Arts...but among more than 30 magnet and charter tables we were the only School of Global Studies.
Out of our discussions (both during the PD and following) some ideas were shared and some quick changes are rolling out in the next few days to help us build stronger classroom communities and Memminger community.
* Instead of our school-wide morning news I am asking for all teachers to do a Morning Meeting with your classroom. There's a lot of information on the internet about Morning Meetings and many of our classrooms are already doing morning meetings. The purpose of this daily routine is to create a positive climate for learning, and reinforces academic and social skills. Students and teachers sit in a circle (if your room arrangement can handle that) and greet each other by name, take turns "sharing" anecdotes, sing, and or play a game. If you already do morning meetings and would like to share with our staff what you do (in particular) please add a comment to this blog.
Morning Meetings to begin this week. Meetings should occur between 7:45-8:05 if you have the first special area time at 8:05 a.m. This is an expectation for all classrooms in place of the general announcements.
*Discipline and Recovery Room-
Our Recovery Room (RR), which is located in Ms. Manigualts Student Concerns Specialist room, will have three "zones." A "cool down" zone for students who have asked to see Ms. Manigault (self-initiated) or have been sent by a teacher for a stand-and wait. We will make a pass (similar to the nurse pass) for you to use when sending a student for de-escalation. These students will return to your room in 7-10 minutes.
The second zone is the "in process" zone. Students sent to the Recovery Room will be "in process" until an administrator can process the referral. Students should come to the room with an office referral. You do not need to call the front desk. Send the student with a responsible peer. The peer will report back to you that the student arrived to the Recovery Room.
The third zone is the "extended stay" zone. Students who are staying a while will need relevant work sent to the Recovery Room. Ms. Manigault will call you if your student is staying in "extended stay" or a parent is picking the student up.
You will not need to call the front office. Remember that students will walk to Ms. Manigault (if their homeroom is in the building) if not then an adult will need to walk the student to the Recovery Room (CD/K). Students in grades 1-6 can walk to the RR alone (student-initiated cool-offs) or with a peer (teacher-initiated stand and waits or office referrals).
If there's a fight please call the office immediately so the crisis team can be dispatched to your room.
*Starting Tuesday morning some of our students will be invited to be in the Breakfast Club. This group of 4th-6th graders will meet each morning with Ms. Manigault, guidance counselor (Tuesday-Thursdays), Ms. Ludwick (Mondays and Fridays) and myself to set behavior goals for the day. The teachers at this grade level had submitted names to me. Parent letters will be sent out tomorrow. Students in the Breakfast Club will report to the Recovery Room before coming to their homeroom class each day. These students will get a CICO sheet. They will go to the RR to check in mid-day (at lunch time) with Ms. Manigault. They will turn in their CICO sheets to me at the end of each school day.
If you have any questions please ask me.
Moving forward,
Dr. N
Out of our discussions (both during the PD and following) some ideas were shared and some quick changes are rolling out in the next few days to help us build stronger classroom communities and Memminger community.
* Instead of our school-wide morning news I am asking for all teachers to do a Morning Meeting with your classroom. There's a lot of information on the internet about Morning Meetings and many of our classrooms are already doing morning meetings. The purpose of this daily routine is to create a positive climate for learning, and reinforces academic and social skills. Students and teachers sit in a circle (if your room arrangement can handle that) and greet each other by name, take turns "sharing" anecdotes, sing, and or play a game. If you already do morning meetings and would like to share with our staff what you do (in particular) please add a comment to this blog.
Morning Meetings to begin this week. Meetings should occur between 7:45-8:05 if you have the first special area time at 8:05 a.m. This is an expectation for all classrooms in place of the general announcements.
*Discipline and Recovery Room-
Our Recovery Room (RR), which is located in Ms. Manigualts Student Concerns Specialist room, will have three "zones." A "cool down" zone for students who have asked to see Ms. Manigault (self-initiated) or have been sent by a teacher for a stand-and wait. We will make a pass (similar to the nurse pass) for you to use when sending a student for de-escalation. These students will return to your room in 7-10 minutes.
The second zone is the "in process" zone. Students sent to the Recovery Room will be "in process" until an administrator can process the referral. Students should come to the room with an office referral. You do not need to call the front desk. Send the student with a responsible peer. The peer will report back to you that the student arrived to the Recovery Room.
The third zone is the "extended stay" zone. Students who are staying a while will need relevant work sent to the Recovery Room. Ms. Manigault will call you if your student is staying in "extended stay" or a parent is picking the student up.
You will not need to call the front office. Remember that students will walk to Ms. Manigault (if their homeroom is in the building) if not then an adult will need to walk the student to the Recovery Room (CD/K). Students in grades 1-6 can walk to the RR alone (student-initiated cool-offs) or with a peer (teacher-initiated stand and waits or office referrals).
If there's a fight please call the office immediately so the crisis team can be dispatched to your room.
*Starting Tuesday morning some of our students will be invited to be in the Breakfast Club. This group of 4th-6th graders will meet each morning with Ms. Manigault, guidance counselor (Tuesday-Thursdays), Ms. Ludwick (Mondays and Fridays) and myself to set behavior goals for the day. The teachers at this grade level had submitted names to me. Parent letters will be sent out tomorrow. Students in the Breakfast Club will report to the Recovery Room before coming to their homeroom class each day. These students will get a CICO sheet. They will go to the RR to check in mid-day (at lunch time) with Ms. Manigault. They will turn in their CICO sheets to me at the end of each school day.
If you have any questions please ask me.
Moving forward,
Dr. N
Thursday, October 20, 2011
Thinking Globally and Beyond the Box
“She went on olden-day sailing ships with Joseph Conrad. She went to Africa with Ernest Hemingway and to India with Rudyard Kipling. She travelled all over the world while sitting in her little room in an English village.” Roald Dahl, Matilda
Thinking globally is as much about access (ie. technology, field experiences) and process (i.e. Paideia, collaborative working groups) as it is about the input (ie. subject areas, standards) and impact (i.e service learning projects, presentations,portfolios).
We can't have one without the other.
As Global Thinkers we have to move away from the literal interpretations of what global is to the more philosophical thoughts about what global provides and how being global shapes and develops a world citizen.
We are at a critical point in our magnet planning and roll-out.
This is our opportunity to think outside the box----way outside the box. Let us not squelch our own creativity by limiting "global" to how every other school expresses global. We have to stand out from the rest because we are The School of Global Studies for our district.
Yes we do have a box (state objectives, curriculum programs and testing) to consider. But let's think globally with our box and then beyond the box.
I was doing some research and came across this amazing piece of literature "Teaching Students to Think Globally" (Hassard, J. Teaching Students to Think Globally. Journal of Humanistic Psychology, Vol. 37, No. 1, 1997, 24-63). I'm sharing a small portion of this work with you. The article presents many connections to where we are moving with our global way of thinking.
I hope it sparks deeper discussions as we do THE WORK.
Courageously yours,
Dr. N
Hassard, J. Teaching Students to Think Globally. Journal of Humanistic Psychology, Vol. 37, No. 1, 1997, 24-63.
Global Thinking---A New Learning Paradigm
A paradigm is a model, pattern or example of one's way of perceiving reality. A number of writers have described the importance of paradigms in determining the way we look at and interpret reality (Barker, 1992; Harman, 1970; Kuhn, 1962) Global thinking can be understood, in the context of schooling and learning, if it is viewed as a paradigm shift. The shift is from a traditional view of learning, to one that represents thinking that is synergic and holistic (Figure 4).
Figure 4: The Paradigm Shift from the Traditional (Old) Model to the Global Thinking Model (New)
The Traditional Model | The Global Thinking Model |
• Traditional, mechanized thinking • Individualistic--although students may at times work together in groups, interdependence typically is not a goal. • Dependence--teacher-directed instructional model establishes a dependent social system. • Hierarchical---choice-made-for-you. Rarely do students choose content or methodology for their investigations • Emphasis on literacy: knowing facts, skills, concepts • Emphasis on content; acquiring the right body of knowledge • Learning encourages recall, and is analytical and linear | • Innovative, flexible thinking • Cooperative--students work collaboratively in small teams to think and take action together • Interdependence--a synergic system is established in groups within a classroom, and within global communities of practice. • Right-to-choose---students are involved in choice-making including problem and topic selection, as well as solutions; reflects the action processes of grassroots organizations • A new literacy insofar as "knowledge" relates to human needs, the needs of the environment and the social needs of the earth's population and other living species • Emphasis on anticipation and participation; on inquiry, learning how to learn, and how to ask questions • Learning encourages creative thinking, and is holistic and intuitive |
What is global thinking? I will try to present an answer to the question by examining global thinking from a number of perspectives including science and the social sciences. The paradigm of global thinking is not new. We shall see that global thinking in the context of schools has roots in the work of such psychologists as Dewey, Rogers, Vygotsky, Piaget and von Glasersfeld. Further we can trace roots of global thinking to the ideas of such scientists as Einstein, Carson, Vernadsky, and Margulis. Further we shall see that educators such as Springer (1993) have examined global thinking in the context of schools, and conclude that the global thinking paradigm calls for the reexamination of educational goals and objectives based on honest answers to the question:
"What does it mean to be well educated in a global society?"
Jerome Bruner provides a cautionary note for educators. Bruner believes that education needs to consider aspects of human wisdom and philosophical depth. Recently, he commented on reform projects in the United States and made the point that "What we need is a reform movement with a better sense of where we are going, with deeper convictions about what kind of people we want to be." (Bruner, 1992, p.6). In this sense, Bruner suggests we ought to think about why we have focused on making education a global playing field in which students in one country are pitted against another. He puts it this way:
· "It might even lead us to question why, for example, we have made such an exclusive fetish about improving our record in science and mathematics rather than, say, concentrating our effort as well on teaching our students about the politics and economics of the revolutionary world changes through which we are living, or about why human nature risks its neck in the interest of freedom in Tianenman Square in Peking, or in East Berlin, in Prague, in Bucharest, in Vilnius. I am not against providing the nation with scientifically and mathematically literate workers so that we can outcompete the Japanese or the new Europe in world markets---as if that aim alone could ever inspire either teachers or students (emphasis mine). We forget at our peril that the great leap forward in Eastern Europe and soon, hopefully, in South America and in the Republic of China was led not so much by mathematicians and scientists (although they were there too) but by playwrights, poets, philosophers, and even music teachers. What marks a Nelson Mandela or a Vaclav Havel is human wisdom and philosophical depth." (Bruner, 1992, pp. 5-6)
Learning to Think Globally
Two main concepts underlie the paradigm of global thinking:
• Anticipation
• Participation
Anticipation in learning is the capacity to face new situations. It is the ability to deal with the future, to predict coming events, and understand the consequences of current and future actions. Anticipation also implies "inventing" future scenarios, and developing the philosophy that humankind can influence future events.
Participation, on the other hand, is the complimentary side of anticipation. Students must participate directly in learning. The learning model that underlies global thinking is based on the following constructivist ideas (von Glasersfeld, 1988)
• knowledge is not passively received but actively constructed by the student.
• the function of cognition is adaptive and it organizes the experiential world.
Participation has local and global components. Action locally is based on a view of environmental education which is described as "education for the environment (Figure 4)." In this view students not only become knowledgeable about the environment, but aware of environmental problems, how to solve them, and motivated to work toward their solution (Michel, 1996). The design of learning experiences, described earlier, includes an action-taking component that is fundamental to the idea of participation. The other component of participation is global. The use of telecommunications enables students to extend participation beyond their own communities. Telecommunications sets up cross-cultural partnerships, global communities, and global summits for studying common global concerns. Springer suggests that telecommunications used for dialog with peers on the other side of the globe is based on the work of the Russian psychologist Vygotsky. Vygotsky viewed knowledge being constructed in a social context, with student's ideas being influenced by the ideas and interactions with others (Springer, 1993).
The global problems that students explore in environmental education (air pollution, acid rain, solid waste management, water pollution, ozone) have local causes. Because of this, students are involved not only in learning about them, but participating in solutions to them as well. This is accomplished by participating in hands-on activities in which they pose questions, gather and analyze their own data, and take action on their findings.
A quote from the book, No Limits to Learning provides further insight to the concept of participation:
· "Participation in relation to global issues necessarily implies several simultaneous levels. On the one hand, the battleground of global issues is local. It is in the rice fields and irrigation ditches, in the shortages of over-abundance of food, in the school on the corner and the initiation rites to adulthood. It is in the totality of personal and social life-patterns. Thus participation is necessarily anchored in the local setting. Yet it cannot be confined to localities. Preservation of the ecological and cultural heritage of humanity, resolution of energy and food problems, and national and international decisions about other great world issues all necessitate an understanding of the behaviour of large systems whose complexity requires far greater competence than we now possess. The need to develop greater competence and to take new initiatives is pressing. For example, during times of danger or after a natural catastrophe, nearly everyone participates. Can we not learn to participate constructively when animated by a vision of the common good rather than a vision of the common danger?" (Botkin, 1979, p.199)
A Paradigm Shift
Global thinking is a pattern of thinking. It represents a shift in thinking from an old, traditional model to a new, and flexible model (Figure 3). In the old view, thinking was mechanized and individualistic based on an industrial model, whereas global thinking is relativistic, interdependent and cooperative based on an holistic model.
This model of thinking has implications for schools. In the old model, school objectives and curriculum were driven by subject-specific disciplines. Courses and programs were organized to teach students about the subject, e.g. science, history, geography, mathematics. The new model suggests a different way of organizing courses, and experiences. Springer (1993) suggests that:
Global thinking takes direction from societal concerns rather than from the inward structure of traditional education. Global thinking means looking at the process of schooling differently, considering what it means to be well educated in a global society. Global Thinking presents man as a constructivist, a social scientist capable of using a wide range of scientific attitude skills to develop theories for inventing the future and affecting change. Applying the anticipatory/participation model, global thinking facilitates interactions, connections and partnerships that allow students to experience the social nature of knowledge (Springer, p.79).
A number of themes emerge as organizing principles for global thinking. Springer (1993) presents a model of global thinking that emphasizes two themes:
• Interdependence
• Right-to-choose
Springer sees global thinking as a means of helping students accommodate to the rapid globalization of the world by becoming aware of and acting on the themes of interdependence and right-to-choose. Interdependence requires action on the part of the student. Understanding interdependence must go beyond the definition, and be based on real work by the students. Providing experiences in which students learn about interconnections among global problems is essential. Collaborating on cooperative projects with students in other cultures is one example of how to "teach" interdependence.
As Springer points out, "the right-to-choose" metaphor has emerged around the world as people have demanded the right to participate in all aspects of their lives. Of importance here is the fact that grassroots movements have had powerful impacts on how people think about change. As people have realized how powerful their images of reality are, they have demanded the right-to-choose. This notion has a profound affect on the decisions that are made about how and what to teach. Providing students opportunities to enact their ideas to solve problems, indeed to select the problems they wish to investigate, is in sync with global thinking.
Wednesday, October 19, 2011
What are you creating?
“I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.” Haim G. Ginott
When I first read this quote literally the hairs on the back of my arm stood up. I read it again and there was pit in the middle of my stomach. And again, I read this quote. The third time slowly and aloud. I knew that I had a responsibility to share this with my staff.
You are the "decisive element" in your own classroom. What type of climate are you creating?
Haim Ginott was a well known clinical psychologist and child therapist of the 1960’s and 1970’s. He believed that the overall classroom atmosphere should be dealt with and that teachers should work with students by using non-aggressive language. Ginott believed that a child’s self-esteem is greatly affected by their interaction with adults. In other words, what we say and do to our students matter (to everyone, especially them)!
Below are four of Ginott’s beliefs relating to how teachers can establish and maintain positive classroom discipline. As we continue to have courageous conversations about who we are and what we stand for please keep these “proverbs” in mind. When we brainstorm what Memminger should be let us examine ourselves, and our practices, to see if we are measuring up to our own meter stick.
*Learning always takes place in the present tense. This suggests that teachers must neither prejudge students nor hold grudges against them for previous misbehaviors. The effective teacher should correct students by directing them to proper behavior examples.
*Teachers should always be respectful of student needs. Students should never experience any teacher belittling them.
*If teachers want civil behavior, they should model it for students.
*One of the best ways to improve student behavior is for the teacher to actively confer dignity on the students.
Examine yourself and let us enjoy a courageous conversation at our upcoming professional development on Friday.
Leading courageously,
Dr. N
Today at Memminger:
*TCTs (smile)
Tuesday, October 18, 2011
Here we go!
Good morning Memminger Family,
During the Principal Interview portion of the School Quality Review (SQR) I shared with one of the evaluators that I send a morning message to the staff each day. Ms. Berry encouraged me to start a blog. Since I'm already writing she told me to think about using technology to take it to the next level.
So here I am.
Somewhere in cyberspace.
At the intersection of blogger.com and and Daily Dose.
Exited and a bit nervous because I'm not sure where this will take us.
But here we go....
First I want to commend everyone for our great first day of SQR. I heard so many complements! I'm excited to see how day #2 goes and to get a final report on what we are doing well and where we have room to grow.
This is a great opportunity for us especially as we go into our upcoming PD day where we'll sit together and talk about what global studies will look like in each of our classrooms, in our hallways and in our expectations.
I agree that we need to think of global as a way of teaching, leading and learning. I believe that Memminger School of Global Studies will be much more than a collection of lessons plans, our magnet will be the way in which we will transport our students and ourselves to a better place in this world.
Global is not the destination but perhaps the vehicle that leads us to becoming compassionate citizens. It's the means in which we develop young people into justice leaders who examine, critique and create, citizens who are not just consumers but producers. Leaders in every sense of the word.
Global stewards because our earth is depending on it.
Global leaders because our society is depending on it.
Global thinkers because the very evolution of humankind is depending on it.
The world is waiting on us.
And so here we are...at an intersection of where we've been, and were we hope to be.
In a speech Dr. Martin Luther King, Jr.once gave he asked this question, "Where do we go from here chaos or community?"
Years later, a different time and place, we look into the eyes of our fellow educators to ask the same question.
Where do we go from here?
How will the next chapter in the book of Memminger begin.
I look forward to the courageous conversations we will have on Friday.
I encourage you all to think about how to bring our global studies magnet to not only the lessons we teach, but the way we teach them. Being a global studies teacher may look differently, may require more, may tap into a higher version of ourselves. And that's a good thing.
It's time to stretch into what we are now becoming...more of who we were always meant to be!
The world awaits.
Dr. N
Today a MSGS:
During the Principal Interview portion of the School Quality Review (SQR) I shared with one of the evaluators that I send a morning message to the staff each day. Ms. Berry encouraged me to start a blog. Since I'm already writing she told me to think about using technology to take it to the next level.
So here I am.
Somewhere in cyberspace.
At the intersection of blogger.com and and Daily Dose.
Exited and a bit nervous because I'm not sure where this will take us.
But here we go....
First I want to commend everyone for our great first day of SQR. I heard so many complements! I'm excited to see how day #2 goes and to get a final report on what we are doing well and where we have room to grow.
This is a great opportunity for us especially as we go into our upcoming PD day where we'll sit together and talk about what global studies will look like in each of our classrooms, in our hallways and in our expectations.
I agree that we need to think of global as a way of teaching, leading and learning. I believe that Memminger School of Global Studies will be much more than a collection of lessons plans, our magnet will be the way in which we will transport our students and ourselves to a better place in this world.
Global is not the destination but perhaps the vehicle that leads us to becoming compassionate citizens. It's the means in which we develop young people into justice leaders who examine, critique and create, citizens who are not just consumers but producers. Leaders in every sense of the word.
Global stewards because our earth is depending on it.
Global leaders because our society is depending on it.
Global thinkers because the very evolution of humankind is depending on it.
The world is waiting on us.
And so here we are...at an intersection of where we've been, and were we hope to be.
In a speech Dr. Martin Luther King, Jr.once gave he asked this question, "Where do we go from here chaos or community?"
Years later, a different time and place, we look into the eyes of our fellow educators to ask the same question.
Where do we go from here?
How will the next chapter in the book of Memminger begin.
I look forward to the courageous conversations we will have on Friday.
I encourage you all to think about how to bring our global studies magnet to not only the lessons we teach, but the way we teach them. Being a global studies teacher may look differently, may require more, may tap into a higher version of ourselves. And that's a good thing.
It's time to stretch into what we are now becoming...more of who we were always meant to be!
The world awaits.
Dr. N
Today a MSGS:
- Day #2 of SQR (smile)-Teacher Interview Panel will meet with the evaluators Wednesday after dismissal in the CIS room.
- Turn in Parent Information Surveys to Dr. N's box.
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