Our Mission: “Educate students for lifelong learning and responsible living.”
Our Vision: “Provide a learning environment that promotes and develops academic and
social growth.”
Author of the Month: Roald Dahl.
Word of the Month: Intelligent Rise N Shine: Ms. Jackson
- Monday - No School, Labor Day
- Tuesday, September 5. First Day of Benchmark Literacy Unit 1. Asking Questions, Identify Main Idea, Supporting Details. The unit 1 post test will be given September 26th. Unit 2 will begin on September 27th.
- Wednesday, September 6 Huggins out.
- Thursday, September 7 Kona Ice. Huggins Out.
- Friday, September 8 Staff Massages Huggins Out.
What type of questions are you asking?
Level 1 “Find It!” Questions
Answers can be found right in the text, in one place.
Questions prepare students to:
• Identify facts and details
• Identify characters
• Identify setting
Level 2 “Look Closer!” Questions
Answers are right in the text but students need to look
in more than one place for the information they need.
Questions prepare students to:
• Identify cause and effect
• Compare and contrast
• Identify sequence of events or steps in a process
• Identify stated main idea and supporting details
Level 3 “Prove It!” Questions
Answers are inferred or implied. Students must support
their answers with clues and evidence from the text.
Questions prepare students to:
• Make inferences
• Draw conclusions
• Make predictions
• Analyze character
• Identify unstated main idea and supporting details
• Use graphic features to interpret information
Level 4 “Take It Apart!” Questions
Answers require readers to think like the author.
Questions prepare students to:
• Evaluate author’s purpose and point of view
• Analyze text structure and organization
Mastery Connect: Middle of the Unit Assessments for Math should be given this week and uploaded into Mastery Connect. If you need assistance on doing this please see your Team Lead or Ms. Hunt our Mastery Connect contact person.
Lowe’s Charitable and Educational Foundation Grant
Here is a brief synopsis:
Deadline: September 28, 2017
Funder: Lowe’s Charitable and Educational Foundation
Grant: Toolbox for Education
Amount: $5,000 - $25,000
Purpose: To support technology upgrades, tools for STEM programs, facility renovations, safety improvements
https://www.edutopia.org/blog/fresh-starts-hard-to-like-students-allen-mendler
Even though your toughest students are just kids at the mercy of emotions they don't understand or can't control, it can be hard for a teacher to stay calm and not take these ongoing behavioral problems personally. My advice: it's time to hit the reset button!
Tough kids are usually covering a ton of hurt. They defend against feeling pain by erecting walls of protection through rejection. Efforts to penetrate those walls by caring adults are generally met with stronger resistance expressed through emotional withdrawal and/or offensive language, gestures, and actions. Like a crying baby unable to articulate the source of its discomfort, these kids desperately need patient, determined, and affectionate adults with thick skin who refuse to take offensive behavior personally. Here are some ways to connect or reconnect with students who make themselves hard to like.
Our Mission: “Educate students for lifelong learning and responsible living.”
Our Vision: “Provide a learning environment that promotes and develops academic and
social growth.”
Author of the Month: Roald Dahl.
Word of the Month: Intelligent Rise N Shine: Ms. Jackson
- Monday - No School, Labor Day
- Tuesday, September 5. First Day of Benchmark Literacy Unit 1. Asking Questions, Identify Main Idea, Supporting Details. The unit 1 post test will be given September 26th. Unit 2 will begin on September 27th.
- Wednesday, September 6 Huggins out.
- Thursday, September 7 Kona Ice. Huggins Out.
- Friday, September 8 Staff Massages Huggins Out.
What type of questions are you asking?
Level 1 “Find It!” Questions Answers can be found right in the text, in one place. Questions prepare students to: • Identify facts and details • Identify characters • Identify setting
Level 2 “Look Closer!” Questions Answers are right in the text but students need to look in more than one place for the information they need. Questions prepare students to: • Identify cause and effect • Compare and contrast • Identify sequence of events or steps in a process • Identify stated main idea and supporting details
Level 3 “Prove It!” Questions Answers are inferred or implied. Students must support their answers with clues and evidence from the text. Questions prepare students to: • Make inferences • Draw conclusions • Make predictions • Analyze character • Identify unstated main idea and supporting details • Use graphic features to interpret information
Level 4 “Take It Apart!” Questions Answers require readers to think like the author. Questions prepare students to: • Evaluate author’s purpose and point of view • Analyze text structure and organization
Lowe’s Charitable and Educational Foundation Grant
Here is a brief synopsis:
Deadline: September 28, 2017
Funder: Lowe’s Charitable and Educational Foundation
Grant: Toolbox for Education
Amount: $5,000 - $25,000
Purpose: To support technology upgrades, tools for STEM programs, facility renovations, safety improvements
Here is a brief synopsis:
Deadline: September 28, 2017
Funder: Lowe’s Charitable and Educational Foundation
Grant: Toolbox for Education
Amount: $5,000 - $25,000
Purpose: To support technology upgrades, tools for STEM programs, facility renovations, safety improvements
Even though your toughest students are just kids at the mercy of emotions they don't understand or can't control, it can be hard for a teacher to stay calm and not take these ongoing behavioral problems personally. My advice: it's time to hit the reset button!
Tough kids are usually covering a ton of hurt. They defend against feeling pain by erecting walls of protection through rejection. Efforts to penetrate those walls by caring adults are generally met with stronger resistance expressed through emotional withdrawal and/or offensive language, gestures, and actions. Like a crying baby unable to articulate the source of its discomfort, these kids desperately need patient, determined, and affectionate adults with thick skin who refuse to take offensive behavior personally. Here are some ways to connect or reconnect with students who make themselves hard to like.
1. Express gratitude to your difficult students.
At a seminar that I gave at a school in Houston, one of the teachers talked about the turn-around in a boy from her class the year before who had been driving her crazy. She was determined to "love him even more" as her primary intervention. She initiated an "I need a hug" ritual by telling him that since she had no son at home to hug, she needed a "little boy hug" every day to get her day started in a happy way. She asked him to take the job, and every day, "little boy hugger" performed his function. Although challenges remained, mostly due to this child's very unpredictable home situation, his classroom behavior showed substantial improvement.
Since hugging isn't always appropriate, consider this strategy. For two weeks, try expressing something positive every day to each of your difficult students. Hard as it might be, make your first interaction each day something welcoming. For example, when a chronically late and uninterested student arrives, fight the temptation to ignore, tersely request a viable excuse, or hand out a late slip. Instead, make your first comment an expression of appreciation for coming. For example:
Carson, I was hoping you'd show up -- and you did. Welcome! By the way, we're on page 62.
Wait until there is no audience around before you express concern and/or give a consequence for the student's behavior:
Carson, I am concerned that you continue to fall behind because you're often missing part or all of class. Here's your late slip, but much more important to me is knowing how I might help you get here on time. What's going on?'
2. Use encouraging statements every day.
At a seminar that I gave at a school in Houston, one of the teachers talked about the turn-around in a boy from her class the year before who had been driving her crazy. She was determined to "love him even more" as her primary intervention. She initiated an "I need a hug" ritual by telling him that since she had no son at home to hug, she needed a "little boy hug" every day to get her day started in a happy way. She asked him to take the job, and every day, "little boy hugger" performed his function. Although challenges remained, mostly due to this child's very unpredictable home situation, his classroom behavior showed substantial improvement.
Since hugging isn't always appropriate, consider this strategy. For two weeks, try expressing something positive every day to each of your difficult students. Hard as it might be, make your first interaction each day something welcoming. For example, when a chronically late and uninterested student arrives, fight the temptation to ignore, tersely request a viable excuse, or hand out a late slip. Instead, make your first comment an expression of appreciation for coming. For example:
Carson, I was hoping you'd show up -- and you did. Welcome! By the way, we're on page 62.
Wait until there is no audience around before you express concern and/or give a consequence for the student's behavior:
Carson, I am concerned that you continue to fall behind because you're often missing part or all of class. Here's your late slip, but much more important to me is knowing how I might help you get here on time. What's going on?'
2. Use encouraging statements every day.
Words of encouragement get and keep students connected and motivated. Below are a dozen examples. Find an excuse to share at least a few of these every day.
Words of encouragement get and keep students connected and motivated. Below are a dozen examples. Find an excuse to share at least a few of these every day.
3. Act toward your worst student the way you act toward your best student.
Who is your best-behaved or most motivated student? When you think about that student, what adjectives come to mind? When you interact, what comments come naturally? When the student makes a mistake, how do you usually react? For one week, try acting toward your worst-behaved or least-motivated student in the same way, and see what happens.
A teacher at an elementary school that I recently visited told me about Ken, a fifth grade student who had developed a bad reputation but was making an effort to turn things around. Transitions were especially difficult. Knowing there was going to be a substitute teacher the next day, Ms. Silver told Ken, "Tomorrow a sub is going to be here. I expect responsible behavior, and there'll be consequences if I hear otherwise." The sub reported that Ken was awful. When Ms. Silver returned, she told him that she was stuck between a rock and a hard place because, although she was proud of his overall progress, she was very disappointed with his recent behavior. When she asked him what he thought would be a fair consequence he said, "If I was a good kid in this school, what would you do?" She said that she would probably ask the student to explain what happened, why it happened, and what he thought a good consequence would be. Ken looked her straight in the eye and said, "Well, then that is what you should do to me."
Who is your best-behaved or most motivated student? When you think about that student, what adjectives come to mind? When you interact, what comments come naturally? When the student makes a mistake, how do you usually react? For one week, try acting toward your worst-behaved or least-motivated student in the same way, and see what happens.
A teacher at an elementary school that I recently visited told me about Ken, a fifth grade student who had developed a bad reputation but was making an effort to turn things around. Transitions were especially difficult. Knowing there was going to be a substitute teacher the next day, Ms. Silver told Ken, "Tomorrow a sub is going to be here. I expect responsible behavior, and there'll be consequences if I hear otherwise." The sub reported that Ken was awful. When Ms. Silver returned, she told him that she was stuck between a rock and a hard place because, although she was proud of his overall progress, she was very disappointed with his recent behavior. When she asked him what he thought would be a fair consequence he said, "If I was a good kid in this school, what would you do?" She said that she would probably ask the student to explain what happened, why it happened, and what he thought a good consequence would be. Ken looked her straight in the eye and said, "Well, then that is what you should do to me."
4. Send the parents a "positive postcard."
Prepare an email or note home that briefly describes positive behavior or an achievement that you've recently observed. Show it to the student before sending it. If you haven't seen positive behavior that you can genuinely acknowledge, write a positive note or email as if a behavior you are seeking has already happened. Show it to the student. Ask him or her to tell you when it would be a good time to send it.
How do you hit the reset button or make a fresh start with hard-to-like students? As always, your comments and suggestions are welcome and appreciated.
DR. ALLEN MENDLER'S PROFILE
https://www.facebook.com/edutopia/videos/10155782707119917/
To Develop Every Child Into a Reader:
- Everyday a child reads something they choose to read.
- Every child reads accurately
- Every child reads something they understand.
- Every child writes something that is personal and meaningful daily.
- Every child talks with peers about reading and writing.
- Every child hears an adult reader read fluently.
Coolidge Elementary Academic Goals for 2017- 2018
- All Students WILL achieve academically.
- Reading: Increase reading proficiency by at least one grade level, and know their current F & P level.
- Math: Increase math achievement by 10% with 80% mastery of math facts on grade level.
- Writing: Increase writing proficiency by 15%
- Student Attendance: Increase student attendance to 98%.
- Increase Faculty Attendance to 98%
OKCPS Math Standards
Coolidge Elementary School | Oklahoma City Public Schools
Prepare an email or note home that briefly describes positive behavior or an achievement that you've recently observed. Show it to the student before sending it. If you haven't seen positive behavior that you can genuinely acknowledge, write a positive note or email as if a behavior you are seeking has already happened. Show it to the student. Ask him or her to tell you when it would be a good time to send it.
How do you hit the reset button or make a fresh start with hard-to-like students? As always, your comments and suggestions are welcome and appreciated.
https://www.facebook.com/edutopia/videos/10155782707119917/
To Develop Every Child Into a Reader:
- Everyday a child reads something they choose to read.
- Every child reads accurately
- Every child reads something they understand.
- Every child writes something that is personal and meaningful daily.
- Every child talks with peers about reading and writing.
- Every child hears an adult reader read fluently.
Coolidge Elementary Academic Goals for 2017- 2018
- All Students WILL achieve academically.
- Reading: Increase reading proficiency by at least one grade level, and know their current F & P level.
- Math: Increase math achievement by 10% with 80% mastery of math facts on grade level.
- Writing: Increase writing proficiency by 15%
- Student Attendance: Increase student attendance to 98%.
- Increase Faculty Attendance to 98%
OKCPS Math Standards
Melissa Brett | Principal
Coolidge Elementary School | Oklahoma City Public Schools
5212 S. Villa, Oklahoma City, OK 73119
(405) 587-2800
(405) 208-1581 (cell)
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