ITEMS:
1. Welcome Back - hope everyone enjoyed their time away.
Meetings this month:
March
March 12 - Shared Staff Meeting
March 19 - TA Meeting (middle school meeting)
March 21 - LT/DH Meeting
March 26 - Faculty Writing Workshop Part I2
2. New Lunch/Recess Schedule:
On Wednesday, March 6, lunch and recess schedules will change as follows:
The reason why? The middle school gym will be utilized by the PE department for the months of March and some of April, thus reducing the space for indoor recess. We will continue with this plan for the remainder of the year for both supervision and recess opportunities.
On Wednesday morning, 3/6/19, work will be done to make sure the upstairs gym is ready for use. Some organization and cleaning occurred during February Break.
Lunch and Recess Changes
2019
Longer Recess, A Bit Shorter Lunch, Less Noise, More Opportunities…
8th Grade
18 min
11:58 - 12:16
8th grade goes to lunch
18 min
12:16 - 12:34
8th grade goes to recess in either the common area (MS) or the upstairs gym
Times are staggered to reduce passing issues.
Recess place designation to be made by March 6th. We will go outside as much as possible. Let students know this will be a change and they may need to have appropriate clothes.
7th Grade
18 min
12:00 12:18
7th grade goes to recess in either the common area (MS) or the upstairs gym
18 min
12:18- 12:36
7th grade goes to lunch
8th Grade
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18 min
|
11:58 - 12:16
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8th grade goes to lunch
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18 min
|
12:16 - 12:34
|
8th grade goes to recess in either the common area (MS) or the upstairs gym
|
Times are staggered to reduce passing issues.
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Recess place designation to be made by March 6th. We will go outside as much as possible. Let students know this will be a change and they may need to have appropriate clothes.
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7th Grade
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18 min
|
12:00 12:18
|
7th grade goes to recess in either the common area (MS) or the upstairs gym
|
18 min
|
12:18- 12:36
|
7th grade goes to lunch
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3. Duane's Evaluation
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If you have not already done so, please take a few minutes to complete my evaluation. The request by the Superintendent is to have it finished by March 15, 2019.
I appreciate you taking the time to provide this feedback. Below is a web link for you to use to complete my evaluation. Thank you.
Superintendent Nease depends on staff responses to complete a thorough, meaningful evaluation, one that is focused on areas of growth and improvement, based on the needs and culture of each individual school. As always, survey responses are and will remain anonymous.
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4. What Teachers Can Learn from Athletic Coaches
In this MindShiftarticle, writer/researcher Linda Flanagan bemoans the fact that fewer and fewer teachers are coaching athletic teams. Why is she concerned? Because there are many important classroom insights to be gained from working with a sports team. Here are some:
•Tie teaching and learning to performance. “In sports, players practice their skills in order to play the game better,” says Flanagan, “and coaches modify what and how they train based on the athletes’ performance. Students in the classroom would benefit from similar high-stakes public performances.” The key is continuous, immediate feedback on practice, with lots of opportunities to improve, for an important application of skill. An example from a California high school: students who have been reading Lord of the Flies must take part in a libel “trial” of the author, William Golding, using local courthouses.
•Increase the amount of feedback. “The feedback makes kids feel safe and more willing to speak up next time,” says Flanagan, “even if they’re uncertain about their answers.”
•Think team. The bonding common in athletic teams is often absent in classrooms because academic success doesn’t depend on classmates. “Learning that involves group performances, where every student plays a role and relies on others, can stir up similar feelings of connection,” says Flanagan.
•Build closer relationships. Coaches often get to know their players on a personal level and share more of themselves. Although teachers don’t have as much concentrated time with students, they would do well to emulate coaches in building relationships.
•See students in another context. A child who is timid in the classroom may be a powerhouse on the soccer field. Teachers can see a whole other side of disruptive or chronically unprepared students when they watch them in an athletic context.
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