Post date: Sep 04, 2015 10:32:0 PM
Dear Room 25 Parents and Kids,
This week we settled in, established some of the routines and got down to the academics a bit. I have such admiration for the kids in our class and high ambitions for our year. I've gotten to know the kids more and have seen the quality of their efforts and reaffirmed the creative power that is DCS. These kids are good hearted people, each with a distinct set of attributes, and yet quite cohesive when it comes to the practice of collaboration and a sense of community. I hope to further foster those attributes and capitalize on them in order to have exceptional learning experiences in the next 10 months.
Field Trips: The first two trips are both amazing experiences. The first is the team building and ropes course adventure at Mount Hermon, near Scott's Valley on September 24th. I've made a Ropes Course page on my website that has details, and Susan and Jane have been drafting drivers and creating car groups and will be sending home a release form for you to fill out.
The Cal Coast Walkabout is a 3-day trip (November 16, 17, and 18; $150) that explores some great trails and places along the coast between Santa Cruz and Marin. For many kids in previous years (and certainly for me) this trip has been an incredible highlight of the year -- check out the itinerary and maps. That trip needs 6 parents, 3 dads and 3 moms (due to room configurations) that can take 4+ kids each in their car. If you are interested in coming on that trip, please read through the webpage carefully, especially the part of the FAQ page relevant to chaperones, then let me know if you are the right person for the job (Meagan Mujushi went a few years ago and can tell you about it too).
Current Events: There is so much going on in the world that our kids should be aware of and understand. Much is complex and concerning, but we shouldn't shy away from complexity nor turn a blind eye to the troubles and needs of others. The daily current events process that I require of the kids is an attempt to have them find an issue or event that piques their interest, learn about it, and facilitate a 10 minute discussion with their peers. This page on my site has details and resources, but parents, I'm hoping that you will help by discussing things with your kid and help them to live up to the intention of the process.
Classroom Work Shifts: There are four main types of jobs that I'm hoping parents can take on this year:
1. Writing Coach: work 1:1 with a group of 5 kids to review their essays and offer suggestions for improvement
2. Intensive Assistant: work with any of the 3 8th grade teachers during each day for 2.5 to 3 weeks of an intensive
3. Library Manager: bolster our class' weak library and manage the Science World & Kids Discover non-fiction resources
4. Book Clubs: engage a group of 5 kids in weekly discussions and activities about a particular book.
Feedback, Assessment, and Grades: So now I have some questions for you: How is the daily work load so far and what is your (and your student's) opinion regarding grades? Let me elaborate... The days go by fairly quickly and I give the kids a lot to do -- just take a look at the assignments list -- about ten different projects/assignments gone by already, including one fairly significant essay writing endeavor. I've been giving them daily assignments that should take about 40 minutes each evening, but the number of students that are missing some/many/all assignments is a concern to me already. So my question is really about the complexity meaningfulness of the work, ease of independent completion, and the time-demand it is placing on the kids, you parents, and the family dynamics -- any input about those things will be valuable to me. My second question is this: now that I have collected assignments, what should I do with them? For the "small" short-turn around assignments that are of a fill-in-the-blank style, once I've corrected them (circled one that could have better answers), what should I do next? Giving them a score and entering them into the online grade-book is the process that I've always used in my teaching career, but I'd like to know your perspective on the issue. For the larger assignments, especially writing, the written comments and suggestions for (and expectation of) improvement are most valuable and I will certainly be providing that, but should a score of some kind be included in that set of feedback as well?
Thanks. I didn't mention it in last week's newsletter, but I really appreciate all the supplies and offers for help that came in during the opening weeks of school. I will love, support, challenge, and work hard for your kids throughout the year, and I'll depend heavily on your feedback, support, and talents as well. I intend to capitalize upon and focus the kids energy and emerging abilities in order to help them learn a lot and enjoy it even more. The great start for our year together is an encouraging sign that we'll be able to make this an excellent year.
Lets Review:
1. The Cal Coast Walkabout is set for November 16-18 and needs 6 parent chaperones. Fantastic experiences assured!
2. Help your kid to be well prepared to lead their current-events discussions
3. Parent work jobs are a bit unconventional this year. Where can you help out?
4. I'm hoping to get your feedback about workload and grades
Upcoming Events:
September 15 (Thursday): Fall Portraits
September 17 (Thursday): Middle School Math Back to School Night
September 18 (Friday): International Day (4 to 7) & Star Party
September 24 (Thursday): Room 25 to Ropes Course
September 24 (Thursday) Parent 101 at Westgate Church (7 to 9)
September 25 (Friday): Middle School Dance
September 28 (Monday): Selective & Parent Workshifts start
September 30 (Wednesday): Student Council Elections
October 16 (Friday): Teacher Learning Day (no school for kids)
October 17 (Saturday): Fall Festival
October 26-30: Fall conferences
November 11: Veteran's Day (no school)
November 23-27: Thanksgiving Break
December 4 (Friday): Middle School Dance
December 18 (Friday): Early dismissal
December 21 - January 10: Winter Holiday
Post Email Discussion
Parent 1 writes (about grades) "I like the score giving and grade entering process. Seeing what high school is like, I think it's important to prepare them. I wish scores weren't such a part of high school, but for now they are and we might as well help them know what they are headed for. My two cents. (My kid, freshman) has about 3-4 hours a night, sometimes more and there are a lot of assignments, all graded."
Chris' reply: Yeah, I bet that the rigors of high school demand a big adjustment for most DCS grads.
I'll continue to score assignments but I'm not going to add the emotional burden that is caused when teachers stress grades as a performance motivator/threat. Kids and families can invest to whatever level they want to into the meaning/importance of grades.
Parent 2 writes:
1. (My kid) feels overall, the work load is "good." Sometimes she feels it's a bit much. She feels the work is meaningful. She told me she is up to date with her assignments.
2. Homework during the week hasn't been a problem. Our family always appreciates not having homework on the weekends.
3. I think grading/scoring can become stressful for students and teachers. I feel written or verbal feedback is the best. When my oldest daughter went to DCS (7th-8th) she loved school. She is so stressed out now because she's trying to get perfect grades. She does not enjoy school anymore.
4. If you are familiar with the "Race to Nowhere" movement I tend to be aligned with that way of thinking. I like meaning & balance in life.
Chris' reply: I think that your last line, "meaning and balance" is the right sentiment. My daughters all go/went to schools with relatively high academic offerings and expectations (from parents and peers more than teachers, usually) and many of our discussions with them revolve around living up to their own goals and criteria-of-value, rather than those that are external. Luckily our kids still love learning and do very well with regards to grades, so we as parents don't stress it at all.
Parent 3 writes:
With regard to the amount of homework / workload - (my daughter) maintains her own calendar /projects and I rarely feel that it is necessary for me to monitor her assignments /progress.If you find that she starts missing deadlines and needs reminders, let me know and I will become more involved. I noticed that she had "stuff" to do at night, but didn't feel that she was spending an unreasonable amount of time doing homework. I spoke with her briefly and asked if she felt like you were giving them too much - and she said no. I think she is used to a certain amount of homework / projects from being in Carols' Rm 27. With regard to "grades" - I am okay with subjective comments and feedback without the score/actual letter grade. I know that the kids will be getting letter grades in high school - and I know that there will be some adjustment getting used to all that. I am okay with whatever you decide, but I don't feel an urgency for them to get letter grades this year.
Parent 4 writes:
Workload seems good.
I think (my son) would like your traditional method of scoring and adding the score to your grade book. I think scoring will facilitate his knowing where he is effort wise...and whether he needs to work harder or not. I also think getting the kids used to receiving grades just prior to high school is a worthwhile preparatory endeavor