Monday, November 26, 2018

This Week at LPHS, November 26 - 30

Welcome back! I hope you had a great Thanksgiving and are rested and prepared for the next few weeks until Winter Break!  Please see below for the schedule of the week:

Monday:

Mindfulness Monday Lesson:

Welcome back! We are heading into the holidays. For some, the holidays can be very hectic and stressful.   Let's practice something you can do to find calmness in the middle of the chaos.  This is called "4 7 8 Breathing." It works for anxiety and stress.  Let's try it!


* Happy Birthday, Scott Sitek.   

Tuesday

* Early Release Day

* Meeting to start in the media center at 1:55.  We will be in the Media Center for the first half hour and then you will have department/co-teaching time.  During this time, I would like co-teaching partnerships to work on Specially Designed Instruction and working this in to your lesson plans.  If you do not have a co-teacher, I would like you to review accommodations logs to make sure that they are up do date for any special ed student in your classrooms.  If both of those are completed, you can work within your department.  Our meeting time is until 3:45.  Please make sure you sign in.  

Thursday: 

* Student Success Team Meeting at 1:00.  As a reminder, if you have students that you are struggling with behaviorally or that you have noticed a significant change in recently, you can refer them to their AP or to a social worker to be reviewed by this team.   

Trauma Informed Tip of the Week:

Why public shaming is an ineffective behavior tool

By James Bowen

If you've ever been called out in front of a group of peers, you'll know how acutely embarrassing it feels to be in that situation. It doesn't matter whether you're at the pub or in a staff meeting, being publicly chastised is an awful feeling.

It doesn't really matter if the criticism was justified or not, when you're about to lose face, all rationality tends to go out the window. It’s a rare person who, in this situation, thinks, "Thank you for pointing out the error of my ways, I really must try to do better next time."

Instead, our reptilian brain kicks in – along with our flight, fight or freeze response. Whichever of these we choose (or more accurately, automatically default to), it rarely results in a happy ending.

What we sometimes fail to realize is that the situation is no different for the students we teach. A telling-off in front of the whole class, however justified, seldom results in a positive outcome.

I'm not talking about the relatively unobtrusive reminder or the often-effective teacher look here, I'm referring to that extended dialogue about a student's behavior that we can sometimes get drawn in to.

In such situations, there are some students who will subconsciously, or even consciously, prioritize saving face in front of their peers over quiet acceptance of a teacher's instruction, however reasonable.

The student who answers back or attempts to draw you into a long conversation often does so not so much for your benefit, but for those around them and also so they are able to preserve their own sense of self image. Their reptilian brain has perceived a threat to their self-esteem and the "fight" response has been activated.

If you're not careful, these exchanges can escalate, with ultimatums being issued. Suddenly, you find yourself in a verbal stand-off in front of a watching class.

So how can this be avoided?

My advice would be to, wherever possible, try to address the behavior causing concern on a 1:1 basis. This may mean going over to a student's desk for a quiet, but clear, conversation, or asking them to privately to speak with you after class.

By removing the audience, you have lowered the stakes for the student and allowed them the time and space to comply with your requests without losing face.

In the long-run, it will also help you to build trust with the student as they realize you have chosen not to single them out in front of their peers. Crucially, the other students will also notice how you have chosen to handle the situation.

The quiet conversation should not be confused with being a soft touch. It is important that you use this opportunity to state why the behavior is unacceptable, what you need to see instead and, if necessary, the consequences of them failing to respond to you.

When it comes to managing behavior, there is no one approach or technique that works every time without fail, but reducing the stakes for both you and the student you are working with will usually pay dividends.

Sources: tes.com





Sunday, November 18, 2018

This Week at LPHS, November 19-23

We have a short week this week, but a long day on Tuesday.  Please take a look below and let me know if you have any questions.

Monday: 

For our Mindfulness Monday at the beginning of 2nd. hour:

1.  Please start your Mindfulness Monday by showing this short video clip:



2.  Once the video has finished, please pass out 1 post-it note to each student and as them to write down 1 thing for which they are thankful.

Don't forget! You're part of this, too! Don't forget to write down one of your own!

These post-its can be anonymous.   It's up to you and each student whether or not they want to include their name. 

3.  When finished,  please collect the post-its and put them in a stack.  Someone will come by to collect them at the beginning of 3rd. hour.

For you, our amazing staff:  Wanna really change how your day goes?  Try this for a week in your personal life and see how your feelings and mindset change as you approach each day!  Not sure how to start?  Here is a template to give you ideas!  

https://drive.google.com/file/d/0B-hf1a7L1L2sM0FSMlIxbTZ4Ym8/view?usp=drivesdk

Tuesday:

* Half day for parent teacher conferences, see the schedule below:

1st  Hour   7:50 –   8:50 am
2nd Hour   8:55 –   9:55 am
3rd Hour  10:00 – 11:00 am

12:00-3:00 Parent Teacher Conferences

5:00-8:00 Parent Teacher Conferences

For the evening conferences there will be a sign in sheet on the counter in the main office.  Everyone must sign in!

Wednesday - Friday: 

* No School, Thanksgiving Break!  Enjoy your time away, get some rest and thank you for all that you do!

Trauma Informed Tip of the Week

Addressing Persistent Defiance
By Nina Parrish

We all have students who test our limits. Most kids can be uncooperative at times, especially if they’re tired, hungry, or feeling overwhelmed. For certain age groups, like 2- to 3-year-olds and teenagers, noncooperative behavior is a normal part of development.

So how does a teacher handle a student who openly defies rules, purposely tries to irritate the teacher, or has a pattern of hostile behavior toward authority? Here are some suggestions to help you avoid problems or to manage them when they arise.

REMAIN CALM
As a new teacher, I quickly determined that showing anger was counterproductive with students who were oppositional. It made the behavior worse as they were often amused or encouraged by upsetting an adult.

Even when you’re upset or frustrated, it’s important not to allow the child to see your emotional response. Keep a positive tone to your voice, and adopt neutral body language by keeping your hands by your sides. Be cautious about approaching the student or entering their personal space as this might escalate the situation.

CHOOSE YOUR WORDS CAREFULLY
Learning to use “I statements” helped me immensely in working with students with difficult behavior. When a student is noncompliant, often our first impulse as teachers is to point out the behavior by using a statement that begins with “You” and gives a command. For example, “You never listen and follow directions. Don’t get out of your seat again!”

Rephrasing this as an “I statement” is much more effective. For example, “I would like for all of my students to sit down, listen, and follow directions so that they know what to do next.”

REINFORCE POSITIVE BEHAVIOR
Switch your focus from recognizing negative behavior to seeking out demonstrations of positive behavior. Look for and reward even small steps toward flexibility, compliance, and cooperation.

When a student shows improvement, give it attention. I found positive notes home to be especially effective. I sent postcards to my students who demonstrated improvement in their behavior. A parent once told me that not only was this the first positive note the student had received, but he was so proud of it that he kept it on the refrigerator to look at every day. Don’t underestimate the power of positive words in shaping behavior.

DETERMINE THE CAUSE OF THE BEHAVIOR
Behaviors help students obtain something desirable or escape something undesirable. Learning to think of behavior as feedback or a form of communication helped me to work more effectively as a teacher with students who display problem behaviors.

Ask yourself:
When does this behavior happen or not happen?
What happens before and after the behavior?
Who is the audience?
Are there factors outside of the student’s control that might be causing or contributing to the behaviors? (For example, has the student experienced trauma? Does he or she come from a household with housing or food instability?)
What alternative behavior would be more acceptable than the one being displayed?

Understanding the cause of the behavior will help in establishing a plan to address the challenges.

MAKE A PLAN
Once a behavior is identified and assessed, a plan may be developed to prevent it from continuing. A BIP outlines steps a teacher will take when a problem behavior occurs.

A BIP should teach the student more productive behaviors and strategies, reward positive and appropriate behaviors, and outline who is responsible for each intervention.

Perhaps changes can be made in the environment, like moving the student’s seat, or instructional methodology changes could be made, like shortening or modifying an assignment to match the student’s capability for independent work. Teachers could also consider altering routines if there are times when the behavior is likely to occur.

We all have the capacity to learn, change, and grow. When given the right tools and environment, students with problematic behavior can learn more productive strategies that will help them have positive and effective interactions with others.

Source: Edutopia

Thursday, November 15, 2018

EL Students and Resources at LPHS

Lincoln Park High School has over 250 English learners and you probably have a handful or more in your classroom. As teachers, one of our goals should be to help them achieve a proficient level of English that will allow them to function independently in classrooms and in society.

In order to accomplish this goal, the Can Do Descriptors provide a clear and basic overview of EL’s ability based on their annual language proficiency test, the WIDA. They are great tools to use as they clarify what our ELs CAN do at various stages of language development and for each language domain as they interact with core content.

The Can do descriptors allow to:

* Meet the language needs of ELs

* Assign ELs their appropriate accommodations based on their proficiency levels

* Ensure scaffolded instruction for ELs by supporting mainstream classroom teachers and differentiating instruction and assessment.

I encourage you to take advantage of these valuable resources. If you have questions or need assistance, please do not hesitate to contact me. As the EL high school teacher, I strive to collaborate with you to make our ELs, who you have probably noticed are enthusiastic learners, successful and proficient. A complete list of ELs with the WIDA score is also available.

For more information on Interactive Techniques to use with all kids, especially EL students, please click here


In addition, all students that are receiving ELL services at LPHS are listed at the link to the right on the link titled "ELL Students 18-19."

Sunday, November 11, 2018

Positive Idea for Classroom Circles:

We've talked a lot this year about classroom circles and using them not only for restoration, but to build the community within your classroom.  Check out this video as a quick example of one way to do that!  


Trauma Informed Tip of the Week, November 12

Avoiding Student Humiliation 

Embarrassing or belittling students may interfere with learning and lead to long-term resentment. Teachers should treat students respectfully and be mindful of their feelings. We all need to use our influence to provide a safe haven for all students regardless of their behavior. Here are several ways to prevent students from humiliation, or to fix the situation should you accidently embarrass a student and want to make things better.

1. Keep communication between you and your students private when talking about behavior or academic progress.

2. Frequently check with your students that the message they are receiving is the same one that you are sending.

3. Avoid sarcasm, even if your students might laugh at it. Students often save face by hiding how humiliated they really feel.

4. Pay close attention to body language. Sometimes what a student is saying is not what he is feeling. If a student shows discomfort, defensiveness, or withdrawal, make sure everything is OK between you.

5. If you notice any sudden change in a student's behavior, especially indications of withdrawal, find time as quickly as possible to make sure that you have not been hurtful to that student, even unintentionally.

6. Never write a student's name in a public place.

7. Do not praise a student for doing a simple task. This only makes her feel that you have low expectations for her.

8. Call on all students equally. If a student gives a wrong answer, don't say, "Can anybody help him?" Instead, ask the student if he’d like to choose another student to be his consultant. Let him choose his own consultant.

9. Ask students to tell you (or preferably write you a note) about anything that they might find humiliating or embarrassing in class, and be sure not to do those things with any student that specifically informs you.

10. Tell your students a story about a time when you were embarrassed by a teacher, discuss it with them, and listen to their suggestions of what you could have done to resolve the incident. Come up with a class poster called, "When you are embarrassed, you can. . ." and list suggestions.

Every student in school deserves the right to feel emotionally safe from embarrassment and humiliation by teachers, by other students -- and by local barbers. When this safety is violated, not only does academic performance suffer, but also students might never be free of the hurt for the rest of their lives.

Source: Dr. Richard Curwin for Edutopia

This Week at LPHS, November 12-16

Monday:

* DECA Meeting immediately following school in the LPHS Media Center

* Fall Sports Banquet at 6:00 pm in the LPHS Cafeteria

* Mindfulness Monday Activity: (Reminder, these should be done with your second hour class every Monday, if you are out on Monday, please make it up with your students when you return.)

Today's video introduces deep breathing as a way of helping us when we are stressed, anxious, and frustrated.  Below is a sample of how you can introduce deep breathing to your class.

Welcome to Mindfulness Monday! Today we are going to watch a video about deep breathing.  This stuff works when you are getting frustrated with the people around you, upset about something going wrong in your day, are feeling anxious, or just feel rushed and want to take a break.

In order to get a good, deep breath, put your hand on your stomach and push your stomach out as you breathe in.  That kind of breath fills your whole body up with oxygen.. If you just fill up your lungs and you're upset, you may feel out of breath and get more upset.  So. . let's put one hand on our stomach and on the count of 3, let's get a big deep breath and push our stomach out, and then exhale through our nose.

1. . . .2. . . .3. . . (breathe with the  class).

Here is the video!




Tuesday:

* The Student Council Representatives from all 10 Downriver League Schools will be here in the Media Center for the majority of the day on Tuesday.  No classes will be able to use the Media Center and please do not send students there during the school day.  There will be approximately 100 additional kids in our building for this event. 

* PSP Meeting, 2:50 - 3:50 in the LPHS Media Center.  You will be working with your departments during this time and, if finished, can work on other department topics until 3:50. 

Wednesday:

* PTSA Scholarship Auction in LPHS Cafeteria, Please join the PTSA in this great fundraiser that provides scholarships to LPHS Graduates.  Doors open at 5:30 and light refreshments will be provided. 

Thursday:

* BTN Meeting, 7:00 am, Media Center Conference Room

Sunday, November 4, 2018

Trauma Informed Care Tip of the Week, November 5

All of these that Ms. Jasso has provided to this point have been really spot on and this one keeps with that theme.  This is such an incredibly important area that I know I need to work on as well.  Please join me in doing so!  

Avoiding Toxic Humor: Why There's No Room for Sarcasm in the Classroom by Brian Gatens

Teachers have to always guard against sarcasm, the dark side of humor in the classroom.

The best teachers often have warm hearts and a keen sense of humor. They’re the ones with an almost magical combination of enthusiasm and attention. Their classroom performance looks almost effortless as they seem to glide through the hallways from class to class.

Then there are the teachers with a poor work ethic and a sarcastic temperament — a nightmare combination for students, families, colleagues and administrators. As you work on becoming the educator you want to be, it’s essential is to live as much as possible in the first example, and to flee from the second one.

Sarcasm isn’t the right word

First, sarcasm isn’t even the proper word to use. I prefer to call it what it is: cruelty. Far from being a good-tempered, fun exchange between teacher and student, a sarcastic comment (or action) is like poison in the classroom.


If I come across as passionate on this topic, it’s because I am. I’ve had the unfortunate opportunity to work with teachers whose primary goal was to be as sarcastic and snide as possible. The cascading negative effects on their students and classes were palpable. I’ve also had the unfortunate task of from time to time defending teachers when parents complained about poorly considered comments in the classroom.

Kids don’t get it

Children, depending on their social and emotional development, sometimes don’t grasp the language of humor, and any comment that isn’t direct and clear only serves to confuse them further.

Sarcasm is even worse.

Rather than creating a positive connection with a teacher, the sarcastic jibe becomes a sticking point for the child. This tends to come up when teachers “nickname” their students. Stay away from anything that appears to call out a child’s personal traits or physical appearance. Also, don’t fall into the trap of using a nickname that other students may have given the child. You don’t want to become a co-conspirator to cruelty.

It can spiral out of control

Even the lightest use of sarcasm tells other children that classmates are fair game for fun and teasing. As a teacher you set the behavior and moral expectation for your classroom. By breaking that “law” in your conduct, you’re sending the explicit message that your students can do the same.

This downward spiral creates divisions inside a classroom and makes vulnerable students feel even more exposed. Remember, everything you do sends a signal. On that same note, you have a responsibility to call out and correct any behaviors that work against the student.

The right way to use humor

This doesn’t mean that good humor doesn’t deserve a place in the classroom. I know of one teacher who began class several days a week by putting classic “Far Side” comics up on the wall, and another who encouraged the occasional joke contest. Healthy laughter releases hormones that the body loves to have coursing through it, and helps students open up their brains (and attitudes) toward learning.

Don’t hesitate to create laughter in your classroom, and be prepared to be amazed at the reactions of your students when they see you laugh heartily. Actions like that, which can’t be measured on tests or on a spreadsheet, are among the greatest joys of teaching. Have fun!

Source: education.cu-portland.edu/blog/curriculum-teaching-strategies

This week at LPHS, November 5-9

Hello LPHS Staff, 

I hope you had an excellent weekend and are well rested for the week ahead.  Please check out the notes below on the week ahead, including the launch of Mindfulness Mondays.  Mrs. Fry will be providing a short piece for you to share with your 2nd hour class each Monday.  There is a lot of research that supports work in the area of Mindfulness for everyone.  Please make sure to include this in your day.  

Monday: 

Welcome to our first Mindfulness Monday!  This is a great way for us to teach our kids, and ourselves, different ways to become more focused and to de-stress throughout the school day!  You will receive either a video or strategy every Monday for your 2nd hour. 


Since it is our first Mindfulness Monday,  here is a short video (of our kids!) explaining what mindfulness is.  You will also receive a reference sheet about mindfulness in your mailboxes on Monday.  Thanks to Ms. Knick and her class for putting together the video for us this week! 


* Happy Birthday, Kim Sisk! 

Tuesday:

No School for the elections.  VOTE!! 

Happy Birthday, Sam Breen! 

Wednesday: 

Student Council Meeting after school in LPHS Media Center


Finally, Mrs. Jasso had all of us write down our Why as the school year began.  They are awesome to read still and the memory of that Why is incredibly important for us to revisit.  Mr. Dmitruchina shared this video with me at the beginning of the year and I thought now was as good of a time as ever to share it.  As we've all shared, this job is brutally hard but also incredibly worth doing.  That initial Why has to be really strong to withstand some of the figurative punches we take.  We know that if we are in it for the right reasons, it is.  




Have a great week!