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Core Behaviors Breakdown:  Your Positive Reputation

2/28/2017

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When I revisited our district's four Core Behaviors, I made a list of specific components for teachers and students to consider in explicitly teaching toward success in the behaviors.  At the top of the image, there is a simple statement:
At Joplin Schools, all learners (children and adults) are expected to master four core behaviors[.]
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While I appreciate the concise statement, it also presents some problems for the instructor and the learner.  It is not enough for me to just tell my students, "You will master these things," and not break things down into doable components.  A conscientious teacher will break things down ahead of time, teach each component, and make students practice each component, over and over again, until mastery is achieved...and then repeat as necessary.

But before we get ahead of ourselves, shouldn't this be purpose-driven from the get-go?  More so, shouldn't our students understand the reasons for our focus on these behaviors?  When I constructed my list to dissect the Core Behaviors, I started a separate list for questions to which I didn't necessarily have answers.  One of the questions was a why question:  Why are we doing these things?  Yes, when we achieve in these areas our classrooms run smoother, and teachers are relieved, but that means very little to children; they don't always see things from our angle.  So, I needed to ask the same question in a child voice:  why are these behaviors important to me?

After toying with some language to answer the inquiry, I simply came up with the idea that you (the learner) must protect your positive reputation.  I hope that doesn't sound selfish or self-centered, but it's true.  Once tarnished, a positive reputation might be difficult to reestablish.  Behaviors from our past tend to come back to haunt us, either in the form of skeletons in our closets or as someone digging things up from our past from which we may well have been exonerated and forgiven.

A bad move can reduce the number of people willing to date you in high school.  It can affect college acceptance. It can remove the availability of career choices.  More immediate for the elementary student, however, poor behavior simply reduces joy.

I don't want there to be a popularity contest in my classroom, but I understand that there's nothing wrong with people liking you and enjoying your presence.  Without compromising values and beliefs, why wouldn't you do the things that make other people want to be around you?

Is that where these Core Behaviors get you?

Conversely, a positive reputation addresses many aspects of your future life.  As such, a positive reputation is a treasure to be guarded and protected.  Therefore:

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Peace Cemetery

2/26/2017

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Drive down Schifferdecker toward Briarbrook and Carl Junction, and you might find a couple of treasures. One is a property important to the Kansas-Missouri Border Wars (pre-Civil War).  Keep going and you'll come across a small cemetery called Peace.


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I had some time after school, one day last week, so I stopped at the cemetery to walk around.  Along the way I found several markers that were knocked over.  I also saw stones that were too weather-worn to read. Some of the oldest grave markers were the ones pictured here from 1868.

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Crash Course:  Courage

2/25/2017

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If there is one need in education, it is that beginning teachers should have more courage.  They are entering unknown, uncharted territory - but only for themselves.

Ahead are challenges.  There are potholes.  Great chasms into which a teacher may headfirst fall. There are precipices, roadblocks, and great stones of discouragement, but, like that great twentieth century philosopher, Poison, once told us:
Every rose has its thorn
Just like every night has its dawn
Just like every cowboy sings his sad, sad song
Every rose has its thorn
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Some people are discouraged too easily by failure.  In fact, too many give up without trying.  Kim Bearden has written in her book, Crash Course, about striving for courage.  She fully understands, after almost three decades as an educational professional, that a teacher's courage is something that either develops or it doesn't.  Working with Ron Clark to build and build up the Ron Clark Academy in Atlanta, Georgia, Kim and Ron often take courage to new levels.  They live - or at least portray living as - fearlessly, taking students to new heights and beyond borders. No dream is too big and no kid is too lost in their world.

[W]hen we are able to embrace the support of others, take a deep breath, and face our anxieties, the feeling of accomplishment is profound.  Sometimes we have to ease in just one step at a time, but as we overcome each small challenge, our courage grows.
But how often do we fail in our dreams because of our fears?

New teachers allow anxiety to weigh them down.  My own career had a timid start, beginning in an inner city fifth grade center, populated predominantly by minorities with very different backgrounds and experiences from my own. The first professional inservice I sat in was delivered by the Oklahoma City Police Department.  One of the first handouts I was given explained how to recognized gang sign language.  I was told how to take a weapon from a hostile person.  The principal even hired me, partially because I drove a Ford:  he told me people liked to steal Chryslers from the parking lot in broad daylight.  You think that didn't raise anxieties?

Then there were the times when I had to change schools or grade levels with little notice - four times in my first five years.  There were the foreboding observations by principals, confrontations with contentious kids, emergencies on the playground, shootings in the neighborhood, interviews with media, and the ever-menacing parent contacts.

All in all, this is a profession unlike many others, among the most stressful careers a person can choose.  I don't say that for attention or pity, but to encourage others to keep moving forward.  Undoubtedly, different teachers feel different pressures and stresses, and they feel them in different ways, but we all become anxious for something - several times a year, and we don't/can't always leave those things in the past.

In fact, I think Mrs. Bearden agrees that we learn from those situations.  We learn that our reactions were unfounded, that our reactions were inappropriate, or (rarely) that our reactions were true.  The point is, if we are to continue and be successful, we learn from those times.  Bearden's conclusion is this:
Stop allowing your fears to paralyze you from enjoying the magnificent blessings all around you.
Eventually, we learn to be bolder, to dream bigger, to follow through, and to live our lives.  Probably our problems don't mean as much to other people as they do to us living in our personal bubbles.  I know I have grown immensely in my abilities as a teacher.  Make mistakes?  Definitely I do, and sometimes my acknowledgment of those mistakes don't mean anything to the people on the other end, but I must still learn from it.  And with each one, I hope to continue to grow and thrive.
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Core Behaviors Breakdown:  First Thoughts

2/24/2017

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This week, I was able to attend another meeting of our school's leadership team.  This is a team that represents every grade level, literacy specialists, special education teachers, counselors, extracurricular teachers, and administrators.  In our monthly meetings, we discuss the state of our school system, identifying shortcomings and recommending improvements.

At times we wrestle with our needs.  Sometimes we are perplexed.  Sometimes we have trouble coming to consensus.  One thing we have found is how difficult it is to please everyone.

That's not a bad thing:  it just proves that one size does not fit all.

But building a flexible, moldable system is also difficult.

As part of this week's meeting, we talked about the topics of student and adult behavior in our school.  We wondered how we are doing with the district's Core Behaviors.  The conclusion?  We are doing well.  We are doing well, especially, in comparison with the behavior data we recorded just three years ago.
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It occurred to us that we are well in the area of Greet One Another.  In fact, we think we do quite well with students greeting adults in our school.  But that's where our "quite well" probably ends.

Why?

I believe Greet One Another is pretty specific.  I have written about our greetings in the past, and no doubt I'll get back around to it again, but we might recognize that the remaining three Core Behaviors, are more general than the first.

I realized that while I teach some specific, explicit steps to Greet One Another, I don't have the others tied down as tightly.  I'm almost certain that others also have the same issue.  If I am to expect these Core Behaviors, I need to break them down for my fourth graders.  I will spend some time pondering these very things.
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What Is this Teacher Doing These Days?

2/23/2017

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With a student-teacher (teacher candidate) taking more and more responsibilities in the classroom, the regular teacher (That's me!)  has opportunities to create new lessons and activities to use in the future.  At the same time, I have a responsibility to help Miss Fitzgerald improve in her teaching abilities and techniques.  Her improvement and vision has already improved.

While I have enjoyed a limited time to create and discover, I have also been called upon to help in other ways:

  • assisting with our school's emergency plan
  • making suggestions for our school's "systems evaluation" (a self-reflection tool)
  • presenting information about last spring's staff, parent, and community satisfaction polls to the staff
  • presenting higher-order math tools and ideas to the staff
  • informally observing other classrooms for my own edification
  • attend meetings of our school's leadership team​​
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​On Tuesday, we invited another fourth grade class to ours for the purpose of sharing our morning routine and our use of iPads, also allowing the other teacher to attend a conference elsewhere in the building.
​
​At the same time, a couple of former students skipped down from the fifth grade to spend a few minutes with me as their positive behavior reward.

During this time, Principal Bozarth alerted me that we had a third grade classroom without a substitute teacher.  I took the advantage to introduce some of our methods to the third graders for half of the day and get to know some of the students who might be in my class come this fall.

After a short lunch, I read our current book of choice aloud to my own class before handing them back over to Miss Fitzgerald for Reading instruction.

Passing through the office, I was summoned into the principal's office to review my own "system" (again, an opportunity to reflect on and evaluate my current focus for improvement and its effectiveness, or ineffectiveness).

Dismissal duty went well, when our presence was requested for the last parent conference we needed to have (resulting in 100% conference participation for the second time this year!).

After a good conversation with Miss Fitzgerald about our plans for a substitute teacher for tomorrow (when we will both be out of the room for separate reasons).

Upon my arrival at home, I was confronted with a summons for jury duty, some forms to fill out for my children for the upcoming school year, and a request for summer presentations for the sixth annual Technology Summit with the Southwest Center for Educational Excellence.

I have these things to do, in addition to recording some grades for third quarter report cards, evaluating Miss Fitzgerald's performance in the classroom, making a nomination for a media award for Lisa Olliges' report about Joplin Schools (which featured our class), and taking some time to dig deeper into some of my own creative plans for coming activities and future classes.

And then there is testing:
  • next week's three NWEA tests (in Math, Language, and Reading)
  • next month's NAEP test
  • April's state MAP test (in Math and Communication)

​Spring Break is coming.  Whew.

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Sentence Surgery XX

2/22/2017

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​Read the sentence below.  Do you see any problems?
We picked Gwen to be are group leader
​cause shes fare 2 everybody
​Do not rewrite the sentence.  In fact, don't even fix the sentence.  Instead, on your paper, tell the writer how to correct three things.
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Crash Course:  Magic

2/21/2017

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There is certainly something to be said for "magic" in America's schools.  No where is this as apparent as in the Ron Clark Academy in Atlanta.  I visited RCA about six years ago and spent the day with some phenomenal teachers and their impressive collection of fifth through eighth graders.  The "magic" in their inner city, private school is palpable.

A few months earlier, just after the EF5 tornado beat up on Joplin, I had met the co-founder of RCA, Kim Bearden.  She invited me to Atlanta to spend a day in the school on a regular school day, and I jumped at the opportunity.  While there, I sat in classrooms to observe.

But the day turned out to be anything but regular.

While I observed in those classrooms and corridors, my mission was to learn more about what made the place tick. I wanted to find out how they did the things they did, how they achieved their results, how they reached their potential and soared above normal expectations.

Part of the answer has always been a goal for this teacher - to create a magical atmosphere.  I want not only to host my students in a classroom that appears different, but one in which they are immersed in the lessons.  I want the classroom to transform around my students, to become more than just another tick on their elementary timeline.

Mrs. Bearden addresses this in the second chapter of Crash Course, the book she wrote about the lessons she has learned in her career as an educator.

We all need a little magic in our lives - we need to allow ourselves to imagine, to dream, to delight in a world that is full of mystical wonder.  When we are young, we revel in fairy tales; we talk to the invisible and even imagine that we hear them answer.  I believe that we can still capture the joy that comes from these illusions and experience them as adults...
The fact that RCA is a middle school and not an elementary school does not bother me.  I still believe we sit in a location in time where students can pretend.  I love to take kids on mental hikes and imaginative adventures.  I love to dream with them as I put them into scenarios and simulations.

That's part of what makes RCA so successful, and it is part of the motivation for kids at any level.  In fact, it may be why adults are paying money to be "locked" into escape rooms around the country.  We're still pretending!

So why not capitalize on the magic?  What would be wrong with making "each classroom come alive"?
This collective commitment to creating magic permeates our school, and it begins with our staff.  We support each other in our quest to make each classroom come alive.  Together, we realize the power of instilling such joyful experiences in the hearts of our students; the magic ignites a fire for learning deep within them.
Mr. Culbertson and I have often contemplated the value of filling classrooms with joy.  We believe that happily engaged students are the ones with the most potential for future success.  Keeping them that way - giving them the gift of the joy for learning - is not always easy, but it is crucial for both the students' and the teacher's benefit.
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Hail to the Chief

2/20/2017

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The third Monday of February is designated as Presidents Day.  Officially, this is a day dedicated to the Father of our Country, none other than George Washington himself, but since George's election, there have been many others who have served this nation.  Let's pause on this day to pay tribute to the the United States presidency.

Music Appreciation

Here is today's special edition of
Music Appreciation
to help you with your reading fluency.

Presidential Oath

"I do solemnly swear [or affirm] that I will faithfully execute the Office of President of the United States, and will to the best of my ability, preserve, protect and defend the Constitution of the United States."
  • What is the purpose of the Constitution?
  • What is the president's primary duty?

P O T U S

POTUS is the well-known acronym for
President Of The United States.
What other acronyms do we often use?

While We're on the Subject

Learn more about
​the office of the president:
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What's the Difference Between
​a Prime Minister ​and a President?

​Memorize the Presidents

We will change the ending of this "story" to help us better visualize things (See below right.*).
*The CART (Carter) is full of RAY GUNS (Reagan).  One of the ray guns accidentally shoots a BUSH (Bush).  They take the bush to the CLINIC (Clinton).  The doctor declares the bush is OK.  A giant BOMB (Obama) explodes destroying all the evil in the world, and a TRUMPET sounds to declare victory.

Presidential Research

Find out more about your favorite presidents (or not so favorites)
at ​The Presidents
​
or American Democracy.
Create your own infographic
​
based on the individual you choose.

Presidential Seal

Briefly explore the elements of the presidential seal shown here.
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​What do you think each piece of the seal represents?

​What would a seal representing you look like?

Presidential Discounts

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What's the deal with all the sales?

What does getting a cheaper price have to do with presidents?

More importantly, what's the deal with this percent thing?  What is percent? How does it relate to fractions or decimals?

Let's have a discussion to help you understand what this thing is and how to use it.
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Sentence Surgery XIX

2/19/2017

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​Read the sentence below.  Do you see any problems?
i heared there point of view and i changed my opinion
​Do not rewrite the sentence.  In fact, don't even fix the sentence.  Instead, on your paper, tell the writer how to correct three things.
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Crash Course:  Chemistry

2/18/2017

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There is something to be learned - that strong, respectful teacher-student relationships are powerful.  When teachers do more than care, more than give lip service to their classes, students respond.  Like anything, this is something of which we must remain conscious.  It does not happen naturally, on its own, and it's not something that can be forced.

In her easy-to-read book, Crash Course, middle school teacher Kim Bearden outlines many of the things she has learned from her students through almost three decades in the field of education. Having met and spoken to Kim a couple of times, and after following her teaching journey for a few years, I know her to be sincere and thoughtful.  She is an open book.  So when she advocates for thoughtful relationships with students in the first chapter of her book, I surmise that she believes it is the single-most important impact on those students.  While that chemistry is ineffective on its own, it is the single pillar upon which the rest of her suggestions will be built.

...I have often found myself alone in my classroom, sitting in the desks of my students and pondering better ways to develop the relationships that are necessary in order to teach them all well.  I don't always find it easy to love some students, but it is something that I actively strive to do.  I think about those children who challenge me the most, and I meditate on all that is good within them.  I think about their gifts, their talents, their hearts, and I remind myself that they, too, are God's children and the He has a purpose for each of them.
I could have written this book.  Many of Kim's anecdotes are similar to my own.  I suspect most seasoned teachers might say the same.

That's not to say that Crash Course is a book is generic.  Instead, it is eye-opening.  The book Kim wrote may cause even the crustiest of teachers to slap palm to forehead.  Within the pages about relationships, we find kindness and encouragement; we find ourselves reaching out more, even to the most difficult of characters.
Relationship building isn't always easy, but I have learned that it is the single most effective way to engage and motivate my students.  Though I am clearly the teacher and they are the students, I can still let them know that I care for them and that I'm trying to understand them.  This kind of attention has a profound impact on their ability to grow.
When teachers look through our door, they often wonder what's happening inside our classroom.  They often don't understand how our class is able to work so well together, how they are able to work quietly at quiet times, or how they choose to pick up their classmates when they are down.  All of those relationships are built on the foundation of the teacher-student relationship.

We aren't perfect, and our social skills aren't perfect.  That is blatantly obvious.  The same might be said of any relationship we have - employer-employee, mother-son, Democrat-Republican, you name it.  We are all works in progress.

To me, this chapter was a no-brainer, the obvious choice to come first in Mrs. Bearden's book.  I'm happy to see that she and her publisher agree.
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Shermerhorn Park

2/17/2017

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It's right under our noses - just across the Missouri border.  In Galena, Kansas, there's a quaint little park called Schermerhorn.  Here is a park that sports a nature center with a pretty impressive natural history collection.

Outside is a playground with some well-maintained equipment, including the elusive swings, seesaw, and merry-go-round.

Additionally, short walks deliver the visitor to a small bat cave and a mild creekside oasis on Shoal Creek.
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Cars on Route 66

2/16/2017

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I think it's important to touch local history from time to time.  That's why we headed across the border for Galena, Kansas, last weekend.  Galena is the home of the original Tow Mater (depicted in animation form in Disney/Pixar's Cars franchise).  Other familiar faces - grills, rather - also share the property.  While there, we noticed a glove atop a construction cone, posed in Mr. Spock's live-long-and-prosper fashion.
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Valentine Party

2/15/2017

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Here are some pictures from yesterday's last party of the year.
Thank you to all the parents who attended, and special thank you to our organizer.
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Love Is in the Air

2/14/2017

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Valentines Day is all about love, of course.  Fourth graders, however, true, romantic love, love is pretty elusive. Still, we'll have a little fun with the day - safely distanced from the kissing and all of the other mushy stuff.

George + Martha = Love 4Ever

Check our lesson set featuring George and Martha Washington's love relationship:  ​My Dearest.

Music Appreciation

*I Won't Give Up
​
​
​My Funny Valentine

She ​Makes Me Laugh
​
​
You Are Loved

​
You Are the Reason

Let Me Count the Ways

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Read this iconic poem from Elizabeth Barrett Browning.  What do you think about it
As long as we're counting ways, how many ways can you arrange the letters in the following words?
love
heart
valentine
​sweetheart

  • Is there a pattern to your results?
  • Does it matter when a letter appears more than once in the word?
  • Can we determine a formula that can be used?

While We're on the Subject

Explore a little more
​about this lovely topic:
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Who Is
​Your Valentine?

Notice and Wonder

Look at each of these images. Click on each to enlarge.

What do you notice?  Make a list.

What do you wonder?
Create a good math question for the class to solve.  All of the information needed to solve your problem must be included in these four images of a cherished valentine candy called conversation hearts.  Use the information on the packaging for your problem.
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Picture
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Enter, Shakespeare

Everyone has heard of Romeo and Juliet, but who were they?

​William Shakespeare remains the master of the tragedy, but in Romeo and Juliet, he wrote about two characters who fell in love.  Here is an impressive love story, with plenty of romance and plenty of violence to go along with it.

The video here is a short explanation of the much longer play written by the one and only William Shakespeare.  After all, "All the world's a stage..."

I  < 3 U

How have emoji changed the way we communicate in the 21st century?  Write a paragraph or short story using as many emoji as possible (no more than two of the same emoji in a row).

Which emoji have vertical symmetry?  Which have horizontal symmetry?  Create your own emoji and use a ruler to show symmetry. 
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Finally

Try this.  Follow directions closely.  You may have to pause the video to follow along with your own marker and paper.
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The Joplin Fire Department Touches History

2/13/2017

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The Joplin Fire Department pulled a 1939 Pirsch fire truck, complete with its 100-foot ladder and tiller seat, out of its storage garage.  Head over to the JFD facebook page for more pictures and a video that shows the dust billowing from the fenders as this gem feels the Joplin wind.  It looks like the truck will clean up nicely, and I think we can expect to see it at special events and parades in the near future.  Can you imagine the local history that this thing must have seen?
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