PBIS Improvements

This week I was not able to schedule a guest teaching spot, but I did present on our school's PBIS improvements at a Grant Wood AEA PBIS regional meeting.  I am so proud of the work of this team!  The positives are definitely beginning to show.  Our behavior data shows great improvement from last year, the hallways are clearer, and teachers comment on how much better things are going overall this year.

We began by starting fresh over the summer with a new team of committed individuals.  We attend two and a half days of training with Grant Wood AEA.  We planned lessons to teach behavior expectations, re-worked the behavior matrix, and developed PD for our teachers.  When school started, teachers taught the lessons with fidelity - from going to the cafeteria to talk about lunchroom expectations to reviewing when you can and cannot use your cell phone.  Our PBIS values (Viking Virtues) are safe, responsible, and respectful.

We use V2 tickets - Virtuous Viking tickets.  Teachers hand these out to students when they see that they are displaying the Viking Virtues.  We are sure to tell the students why they are receiving a ticket and give them the praise they deserve.  These tickets can then be used at the store for various prizes including snacks, pencils, Viking apparel, and raffle prizes.  Some of the raffle prizes are most popular and do not cost anything - your table goes first at lunch, play basketball with a teacher during study hall, sit in a teacher's comfy chair, pizza with the principal, etc.

We had a fantastic all-school incentive first trimester.  If the tickets redeemed at the Viking Store filled a box, Herky and the University of Iowa cheer squad would attend our spirit assembly.  It worked!  We filled the box and students loved seeing Herky run through a giant V2 ticket and play with our school band.  The cheerleaders did a cheer and took selfies with the students.  Huge success!

This trimester we are in the middle of a homeroom challenge.  Students must first show their V2 tickets to their homeroom teacher who keeps a running tally.  The homeroom that has the most tickets at the end of the challenge will play a staff team in dodgeball!  There are prizes for second and third place as well.  Students are totally in to it.  They are checking the totals every day and reminding each other to turn in their tickets and do good things to get tickets.

The most important measure of success is the data points.  Behavior is down and especially the behavior categorized as "major."  The PBIS team has worked hard and met consistently.  We share this data with the whole staff and celebrate our success.  Teachers have bought in and are enjoying the benefits of a good system.  We still have work to do, but will take a minute to bask in the glow of a little success.  And then start thinking of our next all-school incentive!

Language Arts 7 - January 19, 2017

This week's guest teaching adventure took me to 7th grade Language Arts.  Ms. Nourski was going to be absent, so this was a perfect opportunity to jump in and teach.  Students had begun a unit on persuasive writing.  Ms. Nourski had gone over key vocabulary terms such as thesis, reason, evidence.  Today we were to read an essay and find the different parts.

We began the lesson with a DOL (Daily Oral Language).  We had to proofread two sentences.  Students did a wonderful job and even found one thing I didn't!  Students complete these every day.  It is a great way to practice writing skills, especially ones that are often found on standardized tests.  Next we reviewed the persuasive vocabulary Ms. Nourski had previously gone over.  It was a good refresher and most students seemed to understand.

Then we read a persuasive essay titled "I'll Take a Cat."  We read together as a class.  Then we talked about whether cats or dogs make better pets.  This became a slightly heated argument and students shared some funny stories about their pets.  It was interesting to learn that several students had both cats and dogs.  And just as many didn't have any pets.

Finally, students highlighted and labeled the different parts of the essay.  We reviewed some just as the bell was ringing.  A few students were confused by the thesis and the reasons.  I worked with a couple of individuals to make sure they got it.  Others highlighted a whole body paragraph claiming that the whole thing was evidence that cats are better.  I tried to convince the student that perhaps not every sentence was evidence.  But they did not back down.

I think the biggest challenge during this guest teaching experience was the variety of levels.  Some students completed the highlighting activity while we read as a class and were done with lots of time left.  Other students quickly finished and were reading other books or working on other homework.  Still others sharpened pencils three times, asked to go to the bathroom, and accomplished little to no work.  The differences of need and ability was very apparent in this class.  Luckily Ms. Nourski's sub stayed in the room and was able to work one on one with a few students while I tried to do the same.  In a perfect world, class sizes would be smaller.  Teachers today have to juggle so many different things.  The quick learners and workers were quietly talking or doing other work because they were done early.  Could they have been doing some other extension activity?  How does a teacher plan for all of this?  Could students partner up?  I don't have any of these answers.  I am impressed every day with how our fabulous teachers manage with the resources they have. I will support them with what they need and advocate on their behalf.

Practical Science - January 12, 2017

I am continuing my guest teaching adventure as we move into 2017 and my first stop was Practical Science.  This is a class for students who require more modifications and accommodations than can be provided in a general education class.  However, the class does follow the Common Core and Next Generation Science Standards - just in a more modified way.  I was excited to work with Ms. Schmitt and these energetic scientists.

The students had been learning about matter and how matter can change due to chemical reactions.  On the day that I got to guest teach, we were going to complete a cool chemical reaction lab where we combine to chemicals to make flubber!  I knew the students would love it.  They had to first make observations about each chemical and record them on a chart.  Then they worked with a partner to combine them and watch the chemical reaction turn the liquids into flubber.

The students were great scientists, offering answers and following along.  They were excited to show me what they knew and to complete the experiment.  They worked very well as partners, each helping the other and encouraging them.  They were responsible workers and were amazed to see two liquids turn into a slimy solid.

The Practical Science class is small, only 9 students.  I was able to check in on each pair of students and talk with each of them.  This is valuable in a hands-on class like science.  It is obvious why other teachers wish they had smaller class sizes and were able to work more one-on-one with students.  These particular students were inquisitive, respectful, and responsible for their work.  I was impressed with how they cleaned up after the lab and helped each other, even if they weren't in the same group.  Just a great group to work with!

One Word - Believe

Inspired by other educators and principals, I decided to participate in the One Word 2017 challenge.  I have chosen Believe as my one word this year.  I had originally thought about a resolution I wanted to make and I also thought about taking my goals for the school year and doing a mid-year review.  But I chose to participate in the one word challenge and I believe it is one that truly has purpose for me.

To believe is simple yet grand.  Anyone can say they believe in something or someone.  To actually take that belief and act upon it is what makes a true believer.  I set some goals for myself this school year, including this blog and guest teaching.  Midway through the year I am continuing this goal.  I believe that this is important work.  I have spent quality time with teachers in preparation for teaching their classes.  I have gotten to teach in classrooms full of students again.  I have worked with students and shown my vulnerability as I have struggled through algebra lessons and conducting a large band.  It has been a fun experience and also one that I truly believe in.  I will continue to work toward this goal.

I believe in my students and the staff that we have at Northwest Junior High.  I finished three books during break: All American Boys, Between the World and Me, and For White Folks Who Teach in the Hood.  All three of these books had a common theme of the struggles that African American students (particularly boys) in our world today.  I believe that schools can be the catalyst for change.  Education, specifically teachers, can open up so many doors for our young people.  And the opportunities we provide for them in our schools can create change.  I believe that we have teachers who are looking for new and innovative ideas to inspire our students.  I believe that we have students who are on the precipice of change.  I believe that together we can try new things and make NWJH a place where all students feel at home and ready to learn.

I believe that this year holds great promise.  I look forward to the challenges and the successes.  I will continue to believe and to work to make those dreams come true - for me and for all those that are part of our NWJH family.  Together we can all believe!