Post date: Oct 01, 2011 4:44:13 AM
Dear Parents and Students,
My thanks to those who replied to last week's newsletter. Hearing your comments and suggestions always helps me mull over what to do next to make things as good as I can.
Today was the last day of a month of mostly unencumbered afternoons for homeroom activities and incredible flexibility. We've used the time to do extra in-depth activities, play games outside, plan possible trips, read quietly a bit every day, and get loud and rowdy when needed as we get to know each other and learn how to work best together. Although I am very much looking forward to the great selectives, it has been nice to have such extensive homeroom time.
The science and English routines are solid and productive. With mostly good results, I've pushed the kids hard to be responsive and productive, agile, and active. This is a "transition" year, and a crucial one. It is my charge that as the kids leave DCS, they will be able to hold their values, strengths, and passion for learning as they hit the challenges of high school. I will hold the bar high and expect much. With each academic activity we do each day, the students progress at different rates and with varying levels of intensity, but my priority is to keep each engaged, productive, and challenged. Some students get right to work and are fairly independent. Others take a bit more time and prodding to get onto the tasks at hand -- which is usually fine. One concern that I have, though, is that with this diversified schedule and flexible progression comes a need for a high level of follow-through on the students' part. For any assignment, there will be a reasonable amount of class time dedicated to that assignment, but at some point I introduce the class on to the next endeavor, and after a while, those who haven't finished the previous one will have to finish it up on their own (either at home or during other class time). The "Day-to-Day" grid on the back wall (as well as my verbal and posted reminders) should keep the students aware of and accountable for all assignments, but I'm getting concerned that some are slipping.
The fact that the grades feature on PowerSchool is now up and running will help you and I and the students to keep close tabs on their progress and areas for possible improvement. The volume of assignments in English is lower than in science, so the importance of each is comparatively higher. I'll try to establish and maintain a quick turnover rate regarding grading assignments and posting scores because any assignment does have a limited "shelf life". It is to a student's advantage to stay current and proactive. Parent assistance, if possible, is often helpful. Please spend about 10 minutes, a few times per week viewing the daily schedule and assignment pages of my website with your student as well as taking a look at their scores posted on PowerSchool. For those who have me for science, the unit packets are crucial in the triad of the curricular conversation.
Now for specifics of the week:
In English, I'm sneaking up on the meat-and-potatoes of reading and writing curriculum by having the kids build a thesis-evidence essay that uses a movie for material rather than a book. Some of the kids have come up with great themes or messages to present and support. They've written a list of ideas, built a graphic organizer, and (over the weekend) they should turn that into a rough draft ready for editing Monday morning.
In addition to the writing process, I added another step to the "High School Vocabulary" process. One of the most rewarding parts of my week was when a parent told me that their kid is actually boasting (and demonstrating) a more powerful vocabulary during dinner conversation.
Science: This week we entered into the unit on forces and motion. For most of the year, the students will be doing textbook reading at home nightly and experiments and interactions to take place during class. I've posted a reading pace on the calendar (see the assignment page of my website) and I'm leaving it up the students to keep up with the reading and take their own notes (which they can use during the almost-weekly chapter tests). During class time, used a 40 meter run to practice graphing formats as well as get a better understanding of acceleration. Additionally, the kids made, tested, and improved a simple accelerometer yesterday and shared their ideas today. By the looks of it, we'll be able to move quickly and investigate deeply in science this year and I'm thrilled.
Parent classroom work starts next week and I'm a bit nervous. I honestly hope that I can utilize your talents and experiences as well as make the most efficient use of the tremendous potential that you provide. I've started a simple to-do list which will grow daily. I'm trying some new things this year and I have high hopes for making things serve the students in the best ways possible. All along the way,please feel free to give me feedback and express your thoughts and needs -- the happier we all are, the better the outcomes for everyone.
Again, thank you for having your wonderful kids at Discovery and I'm honored to be able to share time with them.
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