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KC Wolf Visits Cecil Floyd

2/29/2020

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Did you catch the article in the Joplin Globe about our encounter with ​the Kansas City Chiefs mascot, KC Wolf?  This photo by Globe photographer Roger Nomer features one of our own, as he tries the skin on for size.  Dan Meers, the man usually inside the costume, enchanted the student body with the ABC of Success, a message that emphasizes Attitude, Behavior, and Character.
​For the remainder of the article and a better view of this picture, please follow the link above.  In the meantime, our student's portion of the experience is highlighted at the top of Kevin McClintock's article about the event:
For a moment or two, buried beneath 30 pounds of costumed fur, [this] 9-year-old officially became KC Wolf, the lovable Kansas City Chiefs mascot.

The Cecil Floyd Elementary fourth-grader couldn’t help but giggle beneath the oversized wolf head as he swung his body back and forth, which in turn jiggled the costume’s 85-inch-wide hips. More than 500 pupils watching from the auditorium floor howled with laughter.

“It was extremely sweaty,” said [the boy] about the experience afterwards. “The shoes were a little awkward, a little funny to walk in.”

And the famed head, with its backward-facing Chiefs hat and googly eyes?
​
“It was kind of hard to see,” [the boy] admitted, receiving multiple high fives from his classmates after climbing out of the costume.
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Artifact Analysis

2/28/2020

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With the help of some items in the trunk loaned to us by the American Independence Museum in New Hampshire, today we will analyze some artifacts from the 18th century.  Students will observe British and Continental coins and bills, along with pieces of eight, a powder horn, a wooden canteen, a gorget, some old-style spectacles, and even Thomas Jefferson's rough draft of the Declaration of Independence.
Also from the trunk is a collection of period clothing for us to consider, must most important is our observation and interpretation of the objects before us.
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Congratulations, Mr. Stewart

2/27/2020

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We must have done something right with this one.  After just two years as our assistant principal, our beloved Mr. Stewart will soon move into a new position with Joplin Schools - as the principal at Royal Heights across town.

We recommended hiring Mr. Stewart at Cecil Floyd because we felt like he had the skills to fill the needs we had in our own school, developing relationships with staff and students, facing difficult discipline cases, and teaming with Principal Bozarth to lead our school.  He has succeeded in all of these areas.

​As Nathan Stewart takes the reins at Royal Heights, we wish him the best.  Many of our number will be sorry to see him leave us, but we understand that he has what it takes to lift another school to its brighter potential.  Godspeed, Mr. S!  We only hope they have a shelf big enough for this elf.
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More Connecting with Art

2/26/2020

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Inspired by the art installment called We the People at the Crystal Bridges Museum of American Art in Bentonville, Arkansas, students in Cecil Floyd fourth grade classes had the chance to create their own version.  The original art, seen below during installation at the museum, was made by putting shoestrings into holes in the wall, creating a drooping or dripping or melting effect to these important words of our United States Constitution.

Each of our classes selected a four-letter word to collectively decorate using colored and scissored "shoestrings" of our own.  Of these words - LOVE, HOPE, KIND - ours was the word FREE.
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Our thanks are extended to Dr. Amber Mintert, our guest art-educator from Missouri Southern State University and Crystal Bridges.  We will see Dr. Mintert again, as she will meet us at the museum when we visit for our mid-April field trip.  We are also appreciative to a donor who makes our special connection with the museum possible.
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Be Washington

2/25/2020

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We finally made our way to December 25, 1776, on Monday, and learned about Washington crossing the Delaware River to mount a surprise attack on the Hessian camp in Trenton, New Jersey.  Heralded as one of the greatest strategies in military history, General George Washington turned the tide of opinion, which had been waning in recent weeks.  A quick series of wins were just what the Patriots needed to convince the French that the Revolution in America was actually possible - even against the greatest fighting force in the world.
Be Washington is a special presentation played regularly on physical visits to Washington's mansion at Mount Vernon, Virginia, but it is also available online.  In just a few minutes, students are introduced to the situation on the large board, followed by individual connections to some advisors who help them make their own decisions and discover if they will make the same choices as Washington.
There is no wrong answer, but we did find out that half of our students made the same decision as Washington in the scenario presented about the Battle of Second Trenton.
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Artist Connects with Students

2/24/2020

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Dr. Amber Mintert, instructor at Missouri Southern State University and liaison between the Cecil Floyd fourth grade team and Crystal Bridges Museum of American Art in Bentonville, Arkansas, visited our classroom three times, last week.
Her job is to connect with students and bring the museum experience and art appreciation to them.  At our request, she has shown them images from some of the colonial period and early 1800s that the museum houses in its collection.  Our school certainly appreciates having Dr. Mintert available to us, thanks to a generous donor and an arrangement with Crystal Bridges.

Dr. Mintert returned for two more class periods, this week, winding up her visits today.
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The Disorder Has a Name

2/23/2020

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For anyone who may be following the Hoggatt family saga, as we deal with my daughter's health issues, here is our latest update:

We traveled to Kansas City again, this week, for a follow-up visit to get a neurology consultation.  After looking over all of her records and examining/interviewing her, the neurologist's diagnosis is "Conversion Disorder". He explained more about what that is, telling us it is more technical than just saying, "It's a physical manifestation of stress."  He says the recovery period depends upon the patient, and he gave her some instructions and suggestions to help her face things down and retrain her brain to give her more control.

It seems that Conversion Disorder affects less than half of one percent of people.  The doctor explained it quite clearly to us.  It seems there has been limited research into CD, but that there has been enough to describe it. Researchers have examined the MRI results of people with CD and compared them with people without the disorder.  For both groups, they flashed them a scary picture.  When they did, the center of the brain lit up on the MRI.  In a normal brain, the outside part of the brain turns off the center, telling the individual that it's just a picture and there is no danger.  For a person with Conversion Disorder, the center stays lit up for longer before finally turning off.  The same happens with other emotional stimuli.

My daughter's challenge now is to retrain the outside of her brain.  She will start the appropriate therapy soon, but in the meantime, she has a specific breathing exercise that she must remember to do daily without anyone reminding her to do so.  Making the decision to do the exercise is part of the brain retraining.  He also suggested doing some exercise that involves thought, such as yoga, martial arts, or dance.  She will continue to take time out to do a regular, enjoyable activity, as well, such as sketching and drawing - again, something that requires thought and not something she can do just as a fidget control.

Why does she keep "zoning" out?  The explanation is something akin to driving to work, arriving at my destination, and not remembering going through a particular intersection or making a certain turn along the way.  We all have a degree of "zoning" out that happens.  It just happens to us without warning.  For my daughter, it also occurs without warning, and it happens in a more extreme form.

We have follow-up consultations to continue both at home and in Kansas City during the next few months. The neurologist gave the most specific diagnosis we have received, and we have more specific guidelines to point us in the right direction, assuring my daughter that she will recover but not promising any timeline for the recovery.  He told her that some make a full recovery in one month, but that others take as long as a full year to return to normal. Obviously, this is going to take some adjustment, some trust, and some patience along the way.

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Colonial Williamsburg Teacher institute:  Questions

2/22/2020

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There are questions to be answered during this summer's teacher institute.  According to the sample schedule posted on their website, the folks at Colonial Williamsburg present the following essential question to participants:
How did Virginians evolve from British subjects to American citizens?
That is a compelling question.  I am not sure of the answer.  The people living during the transition of British colonies to independent American states must have given pause to many, while at the same time inspiring others to rebellion.  John Adams surmised that, during the Revolution, one-third of the people were Patriots, one-third British-loyal Tories, and one-third undecided.  It would not have been easy to decide the right path with which to side.

The outline for the week at the institute lists supporting questions for each day of programming:
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​Day One (Jamestown):
Why did England establish colonies? What was their purpose?

As the Jamestown colony expanded, how did the diversity of the populace both contribute to success and lead to conflict?

Why was Jamestown successful when other North American colonization attempts failed?
Day Two (The Colony of Virginia, British Subjects)
How do we know what we know about people who lived in the past?

How was Williamsburg a center of British government, commerce, and culture?
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  • How did the diversity of the Williamsburg populace both contribute to success and lead to conflict?
​Day Three (The British Mercantile System)
What role did Virginia and other North American colonies play in Britain’s economy?
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  • What was the importance of agriculture in colonial Virginia and how did it influence the institution of slavery? ​
Day Four (Life in Virginia's Colonial Capital City)
How did eighteenth-century Williamsburg culture reflect the origins of Europeans, Africans, and American Indians living and working there?

How did daily life differ for the various social levels and groups?

​Where and how did people from different social levels interact? 

Day Five (Unrest in the Colonies)
What caused American colonists to rebel against the most powerful country in the world?

​What was the significant impact of Yorktown?

Were the members of the revolutionary generation founders or traitors?

Day Six (Forming a New Nation)
What does it mean to be an American?

​As citizens, what role do we have in carrying forward these ideals or changing them? 

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National WWI Memorial

2/21/2020

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When we took my daughter to see the neurologist in Kansas City, this week, my son and I took a half-hour to visit the National World War I Memorial nearby.  We didn't have the time to visit the exhibits inside, but I did snap a few pictures outside.  Now, of course, we really want to get tickets to go inside.

We did step inside and zip through the museum store.  On the way we stopped to see the field of poppies underneath the bridge that leads to the exhibits.  The poppies are a nod to the famous "Flander's Field" poem.

Across the way sits the classical train station that now houses the children's science museum and special exhibits.  The outside remains regaled in Red signage to celebrate the Kansas City Chief's recent Super Bowl victory.
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January SOARsembly

2/20/2020

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Last week, we honored exemplary students in a SOARsembly.

​For our class, SERGIO is the January SOAR recipient, having excelled at Showing respect, Observing safety, Accepting responsibility, and Resolving conflict.
​
Additionally, we honored two good citizens.  Here is what I said about them:
When a teacher needs brutal honesty, that teacher needs to go to this student, who is a natural when it comes to presenting herself to peers and to adults.  This young lady can enter and exit a room with flair, take care of business with the best of them, and can speak her mind without offending other people or causing strife.  I am proud to present AMELIAH as one of this month’s best citizens.
Here is the case of a kid who presents himself with maturity.  This is the case of a kid who observes the struggles of life and empathizes with those who are experiencing such struggle.  Here is a boy who cares about his peers, looks out for them, and wants them to succeed. Our class is fortunate to have LANDON in our midst, we appreciate his loving, prayerful spirit, and we hope to return his thoughtfulness if and when he should ever need us to.
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Colonial Williamsburg Teacher Institute:  Objectives

2/19/2020

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As I prepare for this summer's Colonial Williamsburg Teacher Institute, I must consider the objectives of the program:
Elementary school sessions focus on the daily life of colonial Virginians and the transition from subject to citizen that occurred during the Revolutionary War period. Teachers will be immersed in hands-on activities at Jamestown, Williamsburg, and Yorktown that highlight the stories of the people living during this time. During the session, teachers will:
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  • Identify and analyze significant seventeenth- and eighteenth-century economic, political, and social events that led to American independence from Great Britain.
  • Chart the evolution of citizenship, from being British subjects to becoming American citizens.
  • Explain how Native American, European, and African interactions shaped and defined the American character.
  • Examine colonial social levels, gender roles, and specific populations such as gentry, middling sort, lesser sort, free and enslaved African Americans, and Native Americans.
  • Integrate primary, secondary, and technology resources in classroom instruction focused on early American history and citizenship.
  • Create opportunities for continued professional development in social studies education with fellow teachers and Colonial Williamsburg educators.
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There is a lot here, covering two centuries of colonization and settlement, the establishment of slavery in America, and war with the natives, as well as the idea of uniting the colonies, creating a new nation, and fighting for life, liberty, and the pursuit of happiness.  As an educator, I will receive an overwhelming amount of information and experience while I there.  I predict I will return with many rich ideas for the classroom.

In order to accomplish these objectives and cover the broad amount of time, crossing eras and seeing changes in the English monarchy, as well as the attitudes of the colonists - English citizens, entrepreneurial excursionists, and religious pilgrims - the teacher institute has designed some extensive programming.  Says the website:

During the week, teachers will:
​
  • Identify and analyze significant seventeenth- and eighteenth-century economic, political, and social events that led to American independence from Great Britain.
  • Chart the evolution of citizenship, from being British subjects to becoming American citizens.
  • Explain how Native American, European, and African interactions shaped and defined the American character.
  • Examine colonial social levels, gender roles, and specific populations such as gentry, middling, free blacks, lesser sort, enslaved, and Native Americans.
  • Integrate primary sources, secondary sources, and technological resources in classroom instruction focused on early American history and citizenship.
  • Create opportunities for continued professional development in social studies education with fellow teachers and Colonial Williamsburg educators.
  • Experience 42 program contact hours.
I look forward to collaborating with teachers from across the country as we fulfill the week of requirements associated with the program. ​
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Positive Behavior Conversation:  Appreciate What You Have

2/18/2020

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Here's a video about envy, greed, and pride.
Take a moment to watch:
Now for some questions:
  • ​Is it wrong to want more or better things?
  • How does a person become happy?
  • Do you appreciate what you have?
  • Can you think of ways in which other people envy what you have?
  • What could you say to a person who is not satisfied with what she has?
  • Can you be happy for someone who has more than you do without wanting what he has?
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Teach History

2/17/2020

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The message in this image is important:  if our children do not know American history, and if they do not understand U.S. government, they may be doomed to oppression and mistreatment.  If our children do not respect the Constitution, and appreciate the freedoms bestowed upon them and explained in the Bill of Rights, they could lose what we have.  It is important for us all to vet our politicians, to have civil discussions about history (both romantic and ugly), and to defend our standards of life.
Can teachers achieve the balance necessary between left and right?  Is progressive the enemy, leading us down the road to tyranny and socialism?  Is the GOP tyrannical, leading down the road to racism?  How do teachers achieve a balance to teach the facts of history and government without swaying students in one way or the other?  How do teachers teach difficult history, including the story of racism, slavery, and civil rights while maintaining respect for various leaders in history?  Perhaps these are the questions that keep educators from teaching social studies, history, and civics.

I would like to think that we will rise above the rhetoric and extremism of today's media and social media and teach our children to think for themselves.  I have a dream that everything in the first paragraph above can be achieved while avoiding everything in the second. I do not want my students to be naïve concerning the things our founders provided for this nation.
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I noticed this image on a friend's social media feed.
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Professional Pet Peeve:  Stop Carrying Coffee

2/16/2020

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I can't stand the smell of coffee.  Well, can't stand is probably a little harsh, but let's say I find it nasty smelling.  I don't know why anyone would pour something as foul as coffee over their taste buds.

But that's not what this is about.

I just find it in bad form for a teacher to do a recess, cafeteria, or a dismissal duty while also sipping a beverage - coffee or otherwise - from a cup in hand. First, did you bring enough for everyone?  Second, how dependent are you on the drink really?  And third, can you fully devote yourself to your duty, which often requires two hands.
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I understand having a comfortable (appropriate) beverage parked on your desk, but I don't think you should be so casual in the more "public" areas of the school.  It seems to send the wrong signal to parents and students. Sometimes we are too casual and don't consider the way things look to others.

It just something to consider.
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Valentine Party

2/15/2020

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From our valentine exchange to ice cream with toppings galore, our party for Valentines Day was enjoyed by every student present.  Our thanks to the families who contributed their time or supplies to last Friday's event.
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