Special Olympics Return/Celebration #1:
Special Olympics Return/Celebration #2:
Make Way for Ducklings:
https://www.youtube.com/watch?v=lhgkJqfgQ4I&list=UUs1y8rjGAS7v2uqBz7QrJiw
Coolidge
Sunday, May 11, 2014
Fun Videos!
Cool videos from the week!
Special Olympics Return/Celebration #1:
Special Olympics Return/Celebration #2:
Make Way for Ducklings:
https://www.youtube.com/watch?v=lhgkJqfgQ4I&list=UUs1y8rjGAS7v2uqBz7QrJiw
Special Olympics Return/Celebration #1:
Special Olympics Return/Celebration #2:
Make Way for Ducklings:
https://www.youtube.com/watch?v=lhgkJqfgQ4I&list=UUs1y8rjGAS7v2uqBz7QrJiw
Teacher Appreciation
As you know, this past week was Teacher Appreciation Week. At Coolidge, we appreciated each other as we shared a lunch on Wednesday and then had a "Staff Sharing Hour", where teachers shared interesting teachings or technologies they were using in their classrooms, things they have experienced or learned elsewhere, as well as things they were thinking of for the future. It was a wonderful time together!
I would like to take this moment to thank the teachers of Coolidge, who put their hearts and souls in their work with students, and who make Coolidge the wonderful place it is for students to be their most comfortable and to work to their best potential.
To further acknowledge teachers, I thought I would use this blog post to share the blogs/wikis/online work of some of our teachers (and their students)!
Mrs. Anderson, ELA teacher:
Personal Teaching Blog: makeitinthemiddle.blogspot.com
Twitter: @jennaleeA
Mrs, Doane, Art teacher:
Instagram: To follow her, type: coolige_art
Coolidge Art Facebook Page (click "like"!): https://www.facebook.com/pages/Coolidge-Art-Room/292357114255201
Mrs. Warren, ELA teacher:
Blog that shares student work: : http://finewarren.edublogs.org/
Mrs. Steinhauser, Library Media Specialist:
Coolidge Library Twitter: https://twitter.com/MrsSteinhauser
I would like to take this moment to thank the teachers of Coolidge, who put their hearts and souls in their work with students, and who make Coolidge the wonderful place it is for students to be their most comfortable and to work to their best potential.
To further acknowledge teachers, I thought I would use this blog post to share the blogs/wikis/online work of some of our teachers (and their students)!
Mrs. Anderson, ELA teacher:
Personal Teaching Blog: makeitinthemiddle.blogspot.com
Twitter: @jennaleeA
Mrs, Doane, Art teacher:
Instagram: To follow her, type: coolige_art
Coolidge Art Facebook Page (click "like"!): https://www.facebook.com/pages/Coolidge-Art-Room/292357114255201
Mrs. Warren, ELA teacher:
Blog that shares student work: : http://finewarren.edublogs.org/
Mrs. Steinhauser, Library Media Specialist:
Coolidge Library Twitter: https://twitter.com/MrsSteinhauser
Sunday, May 4, 2014
Celebrating the Styles of Learning
This week at Cooldige, we had the pleasure of welcoming Gianna Hitsos, a senior at Dunstable-Groton High School who happens to be autistic. Gianna has grown to understand her disability, her learning style, and has learned, celebrated, and built upon her strengths. Next year, she will be a freshman at Gordon College, where she will study music and performing arts, and will be able to continue to develop her singing talent!
While I don't have all of Gianna's presentation on video, I do have two clips to share:
In any classroom on any typical day at Coolidge, there are students of many different strengths. Teachers keep this in mind as they develop their lessons, activities, and assessments, and as they engage with students on a daily basis. It is our hope that every student feels that their strengths are recognized and celebrated, and that they are allowed to share their knowledge in a manner that works with their learning style. As every student is different, so the profile of every class is different every year, then this is a new challenge for teachers to learn about their population and to meet their needs. This is an ongoing area of development for all of our teachers and staff, given its importance in our school and society.
While I can speak of my own perspectives on learning styles, I want to take this opportunity to share with you a TED talk by Temple Grandin. Temple is autistic and is a famous face and voice for the autistic community. Beyond speaking of autism, this TED talk speaks about the diversity of learners in our communities, and how we need all of these learners in order to make the world a better place today and in the future. I invite you to watch her talk, along with six others on the topic of autism, by clicking here.
While I don't have all of Gianna's presentation on video, I do have two clips to share:
In any classroom on any typical day at Coolidge, there are students of many different strengths. Teachers keep this in mind as they develop their lessons, activities, and assessments, and as they engage with students on a daily basis. It is our hope that every student feels that their strengths are recognized and celebrated, and that they are allowed to share their knowledge in a manner that works with their learning style. As every student is different, so the profile of every class is different every year, then this is a new challenge for teachers to learn about their population and to meet their needs. This is an ongoing area of development for all of our teachers and staff, given its importance in our school and society.
While I can speak of my own perspectives on learning styles, I want to take this opportunity to share with you a TED talk by Temple Grandin. Temple is autistic and is a famous face and voice for the autistic community. Beyond speaking of autism, this TED talk speaks about the diversity of learners in our communities, and how we need all of these learners in order to make the world a better place today and in the future. I invite you to watch her talk, along with six others on the topic of autism, by clicking here.
These assemblies, these videos, and our intellectually diverse mix of students are themselves a good reminder to celebrate each other in all of our forms, as our differences make our school, and our community, a richer place!
Sunday, April 27, 2014
"Dis"connecting
With all my talk about "connections", I am now going to go against the grain and talk about DISconnecting. I don't mean that I now have a new philosophy about our school and community, or expect each individual to act without consideration or alignment with others. Rather, I am reflecting on the use of technology in our lives.
The Reading district prides itself in the use of using technology to enhance the classroom. I am also not talking about this in this blog. I believe strongly that technology can be a wonderful tool in the classroom. That is for another blog post!
What I am talking about today is our personal dependency, as adults and young adults, to OVER-depend on personal technology in our everyday lives. So many things in life feel so important, and we need to know them, and deal with them, right away. New work emails. Phone calls from relatives. Facebook updates. The dinging of the phone as another text comes in ("come read me! right now!" that sound cries). The fact that we are always with technology creates an environment for always being reachable, and always being able to reach who and what we want, when we want it. It's often a good thing. Yet it's often a detrimental thing as well.
As adults, we can reflect back and can remember our first computers, our first email accounts, our first cell phones. For me, personal technology began in high school, where I had a Brother typewriter with a small screen that allowed me to type my writing assignments on the screen prior to hitting the "print" button, at which point the typewriter portion of the device would go into action, slapping my words onto the paper. If I wanted to use a computer, I went to the school library with my hard disk, where I could use the (new!) Apple computers to word process. Mind you, I went to a top-notch high school that had everything to offer to its students. But not yet the internet, not yet cell phones, not yet email. And while I'm starting to feel old, that wasn't too very long ago!
Throughout my college years, technology grew rapidly; I got my first computer (it had its problems) with my first Ethernet cable and email by my senior year. While word processing got easier, and the ability to email friends was so exciting, we made most of our plans, and shared information, by phone or face, in dining halls, classes, and on the sports fields. To find each other we often went for walks around the small college town, as we didn't yet have cell phones.
And so that pattern continued through graduate school and my early adulthood, with hard-wired phones being the mode of communication and the internet developing in leaps and bounds. I did much of my research in libraries and with real texts. Professors provided handouts and binders with information to read. I called my parents, siblings, and friends at least weekly from my home phone.
It has been seventeen years since I left graduate school (I realize I am dating myself here).... fast forward to the vacation week that we are just finishing. I am reflecting on my own use of technology over this week, as well as that of my children. And I am wondering if the rest of you reflect on this as well. How dependent were you on technology? How dependent were your children? Those 7th graders who attended Prindle Pond did not bring cell phones and did not call home during their 4.5 days away from home; there were no gaming devices or computers. How did they handle that when they first heard of it? How did it feel for them? How did it feel for you? While it probably made intellectual sense (let the kids immerse themselves in the experience), in reality it was probably a challenge for many. But did it enhance the experience? Certainly. Did it allow them to focus on face to face communication, relationships, and real-life connections? Absolutely. So for that experience, the LACK of technology allowed enhancement of connections. This is one example about the importance of face to face experiences, not just technology, for making connections with people.
As for my vacation week, I really struggled with dis-connecting. I purposefully went away in order to separate myself from my home and all the projects that I would do if I was in my home space. I also felt it healthy to separate from work, emails, phone calls, and the list of work things to do, as the list is never ending. I packed a great book, exercise clothing, and a list of (fun!) things I wanted to do on vacation. Yet I still also packed my work computer and of course my cell phone. As for my children, while they brought their iPods and iPad devices (which were certainly useful during travel), theu also packed books, snorkels, cards, and beach games. My husband, who wasn't officially on vacation but thankfully took a few days off, rightfully brought his work computer and cell phone.
How did we do with my intention for us to dis-connect? I give the my son and me about a C, while my daughter and husband earned a B. While I only did one of the three projects on my mind this vacation (which is good that I restrained myself), I did check work email (on my phone) on many occasions, including while on the beach (which seems contradictory to the point of being on the beach, doesn't it?), at the pool, and out to dinner. While my response rate wasn't as great or lengthy as normal, I hadn't set an "on vacation" default set, so felt that I should address any issues that wanted (not even needed) my attention.
My son struggled more with the concept of "relaxing" in a new setting. To relax, to him, means to veg out watching Sports Center or a comedy show. It was hard for him to find the beach relaxing, or kayaking, or anything that didn't involve DOING sports or interacting with technology in the form of a TV, iPad, or gaming device. He did find some time to read during the day as a relaxing activity, which was good. But I often found him technologically connected rather than immersing himself in his new environment.
As for my daughter and husband, they were better at enjoying the location, not picking up devices with any regularity, and focusing more on the environment. They were able to sit quietly, enjoy the sun and beach activities, and be in the moment. Their ability to do so allowed them to better immerse themselves in the experience.
This is a challenge I know many of us face, not just on vacations, but in our daily lives. How do we use technology when we need it, but make good decisions and limit our use during times of wanting rather than needing? And are we good about really differentiating the difference? I personally know I need to work more on being present with those who are with me, to pay attention to what they are doing, saying, asking. At work, am I making time to have face to face conversations, or if someone stops in my office, am I detaching from what I was doing on the computer to be actively present? At home, more importantly, am I separating work and home, and technology and face time, to be present with my family? Am I modeling for my children the example I want to be?
In an age where technology allows many connections beyond our smaller, more personal worlds, it should never interrupt or substitute for having real world experiences, making real-life connections, and building face to face relationships. So while I continue to work on my communication with staff and parents, and utilize technology to help with that, I am also reminded to balance that with face to face connections. I invite you to reflect on your balance, and to share your thoughts as to creating a balance between appropriate technology use and living life "present".
The Reading district prides itself in the use of using technology to enhance the classroom. I am also not talking about this in this blog. I believe strongly that technology can be a wonderful tool in the classroom. That is for another blog post!
What I am talking about today is our personal dependency, as adults and young adults, to OVER-depend on personal technology in our everyday lives. So many things in life feel so important, and we need to know them, and deal with them, right away. New work emails. Phone calls from relatives. Facebook updates. The dinging of the phone as another text comes in ("come read me! right now!" that sound cries). The fact that we are always with technology creates an environment for always being reachable, and always being able to reach who and what we want, when we want it. It's often a good thing. Yet it's often a detrimental thing as well.
As adults, we can reflect back and can remember our first computers, our first email accounts, our first cell phones. For me, personal technology began in high school, where I had a Brother typewriter with a small screen that allowed me to type my writing assignments on the screen prior to hitting the "print" button, at which point the typewriter portion of the device would go into action, slapping my words onto the paper. If I wanted to use a computer, I went to the school library with my hard disk, where I could use the (new!) Apple computers to word process. Mind you, I went to a top-notch high school that had everything to offer to its students. But not yet the internet, not yet cell phones, not yet email. And while I'm starting to feel old, that wasn't too very long ago!
Throughout my college years, technology grew rapidly; I got my first computer (it had its problems) with my first Ethernet cable and email by my senior year. While word processing got easier, and the ability to email friends was so exciting, we made most of our plans, and shared information, by phone or face, in dining halls, classes, and on the sports fields. To find each other we often went for walks around the small college town, as we didn't yet have cell phones.
And so that pattern continued through graduate school and my early adulthood, with hard-wired phones being the mode of communication and the internet developing in leaps and bounds. I did much of my research in libraries and with real texts. Professors provided handouts and binders with information to read. I called my parents, siblings, and friends at least weekly from my home phone.
It has been seventeen years since I left graduate school (I realize I am dating myself here).... fast forward to the vacation week that we are just finishing. I am reflecting on my own use of technology over this week, as well as that of my children. And I am wondering if the rest of you reflect on this as well. How dependent were you on technology? How dependent were your children? Those 7th graders who attended Prindle Pond did not bring cell phones and did not call home during their 4.5 days away from home; there were no gaming devices or computers. How did they handle that when they first heard of it? How did it feel for them? How did it feel for you? While it probably made intellectual sense (let the kids immerse themselves in the experience), in reality it was probably a challenge for many. But did it enhance the experience? Certainly. Did it allow them to focus on face to face communication, relationships, and real-life connections? Absolutely. So for that experience, the LACK of technology allowed enhancement of connections. This is one example about the importance of face to face experiences, not just technology, for making connections with people.
As for my vacation week, I really struggled with dis-connecting. I purposefully went away in order to separate myself from my home and all the projects that I would do if I was in my home space. I also felt it healthy to separate from work, emails, phone calls, and the list of work things to do, as the list is never ending. I packed a great book, exercise clothing, and a list of (fun!) things I wanted to do on vacation. Yet I still also packed my work computer and of course my cell phone. As for my children, while they brought their iPods and iPad devices (which were certainly useful during travel), theu also packed books, snorkels, cards, and beach games. My husband, who wasn't officially on vacation but thankfully took a few days off, rightfully brought his work computer and cell phone.
How did we do with my intention for us to dis-connect? I give the my son and me about a C, while my daughter and husband earned a B. While I only did one of the three projects on my mind this vacation (which is good that I restrained myself), I did check work email (on my phone) on many occasions, including while on the beach (which seems contradictory to the point of being on the beach, doesn't it?), at the pool, and out to dinner. While my response rate wasn't as great or lengthy as normal, I hadn't set an "on vacation" default set, so felt that I should address any issues that wanted (not even needed) my attention.
My son struggled more with the concept of "relaxing" in a new setting. To relax, to him, means to veg out watching Sports Center or a comedy show. It was hard for him to find the beach relaxing, or kayaking, or anything that didn't involve DOING sports or interacting with technology in the form of a TV, iPad, or gaming device. He did find some time to read during the day as a relaxing activity, which was good. But I often found him technologically connected rather than immersing himself in his new environment.
As for my daughter and husband, they were better at enjoying the location, not picking up devices with any regularity, and focusing more on the environment. They were able to sit quietly, enjoy the sun and beach activities, and be in the moment. Their ability to do so allowed them to better immerse themselves in the experience.
This is a challenge I know many of us face, not just on vacations, but in our daily lives. How do we use technology when we need it, but make good decisions and limit our use during times of wanting rather than needing? And are we good about really differentiating the difference? I personally know I need to work more on being present with those who are with me, to pay attention to what they are doing, saying, asking. At work, am I making time to have face to face conversations, or if someone stops in my office, am I detaching from what I was doing on the computer to be actively present? At home, more importantly, am I separating work and home, and technology and face time, to be present with my family? Am I modeling for my children the example I want to be?
In an age where technology allows many connections beyond our smaller, more personal worlds, it should never interrupt or substitute for having real world experiences, making real-life connections, and building face to face relationships. So while I continue to work on my communication with staff and parents, and utilize technology to help with that, I am also reminded to balance that with face to face connections. I invite you to reflect on your balance, and to share your thoughts as to creating a balance between appropriate technology use and living life "present".
Sunday, April 13, 2014
A "Brief" Note
Greetings, Coolidge Families!
The week ahead will be a brief one! Students will be released for the vacation at 11:00 on Wednesday, as the staff has a two-day conference on Wednesday afternoon and all day Thursday. I wish all families well as we head into our spring vacation! Once we return, spring should officially be with us, and the end of the year will be in sight.
Speaking of spring, I want to address "brief briefs". Last week at school, we spoke with all of our girls about proper dress now that the weather is warmer. As a mother of a young girl, I know that the shopping options are limited when it comes to shorts, and that skimpy styles are "in". We do ask that you please help your daughter to make conserative choices when dressing for school. If you or she has to think twice about whether something is appropriate, it probably isn't. And while many girls are just dressing with trends in mind, please try to help them to realize that there is style and beauty in dressing in a way that doesn't reveal their entire body shape. To be more specific, shorts and skirts should cover all aspects of the bottom and uppermost thighs (both when standing and bending over at a locker), while shirts should cover the particulars of the top including the chest. Other shirts to avoid are off the shoulder, cropped, and low V-cut. There has also been discussion about tight leggings. While these are not part of our dress code, we find some pants leaving little to the imagination. We leave these legging decisions up to families, but figure it is worth mentioning to factor into your discussions. If a girls is dressed in a manner that is truly revealing and distracting to others, we will ask her to call home for additional layers or an alternative. We would love to prevent this from happening!
Thank you for your attention to this matter! And most of all, enjoy the warmer weather, and have a safe and restful vacation!
The week ahead will be a brief one! Students will be released for the vacation at 11:00 on Wednesday, as the staff has a two-day conference on Wednesday afternoon and all day Thursday. I wish all families well as we head into our spring vacation! Once we return, spring should officially be with us, and the end of the year will be in sight.
Speaking of spring, I want to address "brief briefs". Last week at school, we spoke with all of our girls about proper dress now that the weather is warmer. As a mother of a young girl, I know that the shopping options are limited when it comes to shorts, and that skimpy styles are "in". We do ask that you please help your daughter to make conserative choices when dressing for school. If you or she has to think twice about whether something is appropriate, it probably isn't. And while many girls are just dressing with trends in mind, please try to help them to realize that there is style and beauty in dressing in a way that doesn't reveal their entire body shape. To be more specific, shorts and skirts should cover all aspects of the bottom and uppermost thighs (both when standing and bending over at a locker), while shirts should cover the particulars of the top including the chest. Other shirts to avoid are off the shoulder, cropped, and low V-cut. There has also been discussion about tight leggings. While these are not part of our dress code, we find some pants leaving little to the imagination. We leave these legging decisions up to families, but figure it is worth mentioning to factor into your discussions. If a girls is dressed in a manner that is truly revealing and distracting to others, we will ask her to call home for additional layers or an alternative. We would love to prevent this from happening!
Thank you for your attention to this matter! And most of all, enjoy the warmer weather, and have a safe and restful vacation!
Subscribe to:
Posts (Atom)