Thinking Prompts

Excellence in Education: Thinking Prompts

Thinking prompts are designed to promote and prompt thinking and dialogue. Thinking prompts can be used at the beginning of class to prime the brain for the day’s learning.

Thinking prompts vary in length. Thinking prompts can include video clips, short readings (articles, short stories, poems, etc.), visual arts (photographs, advertisements, paintings, etc.), and metaphors.

Why Use Thinking Prompts

When used with fidelity, thinking prompts engage all students. They prompt discourse and conversation by engaging students through reflection, creating opportunities for dialogue and allow all students to equally comment on. For example, after sharing a photograph, the opportunity exists for every student to comment equally and the teacher should strive to take a back seat during this process.

Effective thinking prompts help students make connections which in turn increases motivation as students are better able to understand not just what they are learning but why they are learning. They can also provide students with background knowledge which is integral to learning (one of the strongest indicators of how well students will learn new information).

By engaging students in conversation around a visual or other thinking prompt, we authentically engage students.

According to Jim Knight, effective thinking prompts are:

Provocative: The prompt inspires conversation and deeper thinking.

Complex: They promote different ideas, emotions and thoughts and can be seen from many different perspectives.

Personally relevant: When taken personally, students are going to be more invested in the learning that is about to occur.

Concise: Shorter clips keep students engaged and leave more time for thinking and learning.

Positive: Thinking prompts can set the mood for a class and can have an impact on the culture of the classroom.

Knight’s Six Suggestions for Sharing Thinking Prompts

1. Establish respectful norms for classroom dialogue.
2. Use the right kind, type, and level of question.
3. Listen empathetically.
4. Encourage students by offering authentic praise and paraphrase when unclear.
5. Suggest connections between various ideas offered by students.
6. Keep the dialogue session short so that all students remain engaged.

Excellence in Education: CRT Quote

Don’t focus on achievement; focus on getting your kids excited about learning. ~Pedro Noguera 

Tasks, Important Information, Upcoming Events

Mustang Morning. This week our sophomore seminars are meeting during Mustang Morning. Please remember that students should have passes when they are in the hallways during Mustang Morning (and at other times too). We’re trying hard to make sure students are signing up and using Mustang Morning for advancement. If you have students in the hallway, please remember that you are responsible for them and they should be provided a pass.

This Friday will be an extended 1st block for PSAT Pre-test Administration. Details will follow.

Friday is a B-Day. No Mustang Morning or clubs.

Parent-Teacher Conferences: Thursday 10/17 , both from 4:30-7:00.

October 16: PSAT / CWRA Tests (3rd and 4th periods will meet)

Diabetes training

If you are going on a field trip with a student who has diabetes, a chaperone on the field trip is REQUIRED to be diabetes trained. Training is a combination of online (4-5 hours) and includes a one time hand-on portion. The latter is being offered from 4:15-5:15 on October 21 at Center 1/Seminole Place. You will not be able to go on a field trip if you have a diabetic student and no diabetic-trained chaperones. List of students attending field trips should be provided to Ms. Tomlin 3 weeks prior to the field trip. For a helpful field trip checklist, click here. See Ms. Tomlin for more information.

Once an employee completes the training and passes a test at the end, he/she will be issued a certificate of completion that counts as being trained. Recertification credit will be granted.

ACPS AVID is hosting a Fall Workshop on October 22-23.  If you are interested in attending this workshop, please click on the link below and submit your names in the attached Form.

To be considered AVID trained and receive recertification points participants must attend both days (there are 5 topics discussed).

For those deciding to attend, please request your subs early.  If you are unable to attend this workshop there is a second workshop in February. The February workshop is the same as October.

AVID Fall Workshop Sign-Up

October 31: End of Quarter; 10th grade field trip to Career Expo (will miss Mustang Morning and 2nd period)

Field Trips

French Tours: Through October 11

Job Shadowing: October 8 @ PVCC

October 10: Paramount Field Trip

October 31: 10th grade Career Expo (all 10th graders)

October 31-November 3: Theater Trip/Competition

Birthdays

October 12: Paula Loving

Shout Outs

Mike Schafer inspired this week’s Excellence in Education for how he used  John Gast’s American Progress/Spirit of the Frontier painting in his ST US/VA History. It was great to see a lively conversation and the ahh-has when students developed a greater understanding of the painting as it related to the time period. When one student referenced Manifest Destiny, I thought to myself, “mission accomplished.”

Useful Information

Bell Schedules http://bit.ly/MustangBells 

Seeking volunteers? ACPS is attempting to expand volunteer outreach and help teachers find volunteers. Here’s a form that takes a minute to complete.

Morning Announcement Stream: http://streaming.k12albemarle.org/ACPS/links.htm

Announcement Request

Athletic team schedules, rosters, etc.

Teacher Manual

Want something included on the Monticello Outlook Calendar, the Monticello website, in the PowerSchool Daily Bulletin, schoolwide Schoology accounts, or the student newsletter (viewed by parents, students and staff)? Please use this link https://goo.gl/forms/bIjfJLKokWPcEHx33 

Worth Your Time

How to be an Antiracist Educator: A MUST Read!

This teacher won’t use textbooks. His students succeed despite that--or maybe because of it.

3 Ways to Ask Questions that Engage the Whole Class

Mindful Reflection

mohsmustangmemo.blogspot.com

Mindful Reflection Protocol, Culturally Responsive Teaching

Below, through a culturally responsive lens, I share how some of my assumptions clouded my perceptions and actions as a teacher. When we have trouble interacting and reaching students, it’s often easy to chalk it up to factors beyond our control without truly understanding and diagnosing the reasons and our role. While I use the protocol to highlight an experience from my teaching, I recognize that I must strive to better understand the deeper meaning of student behaviors. This can only be done through reflection and communication.

I appreciated that this protocol can be used to support not only culturally marginalized groups, students with disabilities, and truly any student we’re not reaching. It can help us ensure that all students are well supported and successful.

Explain the Attributions That You Have About the Student

I taught D’andre in both Individual Reading and World History I. D’andre was often withdrawn and non-participatory, and when he participated, more often than not it was disruptive. He was particularly quiet--often asleep--in reading, which was first period and was more talkative and disruptive during history, which was in the afternoon. I don’t remember D’andre  being belligerent or argumentative. Despite being intelligent and capable, his negative behaviors were relatively constant in all of classes. His grades, attendance and disciplinary record did not correlate with his above average cognitive abilities.

Write Out and Reflect on Your Feelings and Thoughts When Working with the Student

As a member of the freshman transition team, the five of us met regularly to discuss our students and develop action plans. While I can’t remember the specifics, I know we were frustrated; not just with D’andre’s behaviors but with D’andre. After the first marking period, I remember sharing with the team an offer I made to students who failed to “recover” their grades. Frustratingly, D’andre was the only student who didn’t take me up on my offer. I’m sure I chalked this up to him being defiant, uninterested, immature, etc. His lack of effort and disruptive behaviors couldn’t be attributed to academic readiness, further exacerbating the situation.

During a reading class, my negative feelings got the better of me. We were in small groups and D’andre was telling a story that didn’t seem on topic. I responded with something along the lines of, “I’m glad you’re awake today and working with your group, but this isn’t what we’re talking about.”

Dripping with sarcasm (albeit not intentional), my comment was quickly met with “Whateva. I’ll just go to sleep.” Of course, his rebuttal increased my frustration and our level of conflict.

Consider Alternative Explanations by Reviewing Your Documentation and Reflections

D’andre was not following the prescribed lesson plan that day--or was he? I’m not sure. I didn’t truly listen to the group’s conversation, nor did I provide him with an “out” and an opportunity to respond. No matter the class, D’andre rarely participated in group work. Yet, today he was participating. Was he actually engaged? Was he attempting to participate, demonstrate to his peers his ability? Was there something in the story that connected with him  and inspired him to share?

Regardless, I didn’t even give him a chance. I automatically viewed his behavior negatively. If he was any other student, would I have reacted in the same way? Was my response influenced by his race (African-American) or gender?

Check Your Assumptions

I had reached out to D’andre’s mother multiple times, but had never heard back from her. Ashamedly, I’m sure I had shifted to a fixed mindset and started to blame him, his home life, Warrenton Middle School, Brumfield Elementary, and everyone and everything else for his poor performance. I felt defeated.

One day, I remember talking to Mr. Ashby, my assistant basketball coach, an African-American and someone who taught D’andre at Warrenton Middle. To my surprise, he said he had a great relationship with D’andre, his family and had actually taught his mother. He shared that she was a hard-working mother, who worked two jobs, and was raising her kids and her sister’s children. D’andre shouldered much of the responsibility for helping around the home.

Mr. Ashby shared that he also suspected that D’andre’s mother’s boyfriend (who was not D’andre’s father but was the father of a couple of the children in the house) had been in-and-out of trouble with the police.

Make a Plan

In learning about D’andre’s situation, I reflected on my practices and reconsidered my approaches. I no longer viewed D’andre as immature and irresponsible; just the opposite actually. D’andre had much to offer and I needed to tap into this.

I started by sharing what I had learned with the other teachers on the freshman transition team. I was beginning to understand why D’andre slept in class and seemed disengaged. Mr. Ashby agreed to come over one morning and have a conversation with D’andre. D’andre shared that reading often put him asleep because he was constantly tired and that he was easily agitated in class by both some of his immature peers and often by my actions. He preferred working alone in class and he felt helpless in my class because I assigned too much work.

Right off the bat, I agreed to allow D’andre to choose a new seat in history and I’d allow him to work individually in my “office,” a room off the classroom with a couple of desks. I also explained to him my grading was based around standards and mastery, I’d see what I could change. We allowed D’andre to read while standing to see if that would help.

Continuosly Revisit This Process to Reassess Your Attributions and Your Progress with the Student

I wish I could say that my actions turned D’andre’s freshman year around. They didn’t, but at least we were heading in the right direction. Our interactions became more positive and his behaviors and grades slowly improved. He did benefit from working individually and in isolation, but at times he chose not to. And when he stayed in class, he negatively influenced others. He and I talked about this often, but I never figured out the rhyme or reason, nor did I notice any patterns. The wall between him and I remained. It just wasn’t as high.

In reading class, he rarely read. He only stood to read a couple of times. Mrs. Parks, my co-teacher, and I did alter our daily schedule to make the independent reading later in the period, and we tried to include more physical state changes in our class. Ironically, this benefited the rest of the students more than D’andre.

Unfortunately, D’andre failed World History I. I taught D’andre again the next year in Academic Coaching and his second year was--by all measures--a success. Like is often the case, it wasn’t just D’andre who learned that year. I recognized that the most important questions I can ask myself about students who are not experiencing success are How can I understand this student better? and What can I do to make a difference?

Important Information

Midterm Exam Schedule Below

December 10: Panera Fundraiser for Music Boosters

Fundraiser for MHS Music Boosters general fund, which we use to help pay for equipment and other music program needs. On Monday, December 10th from 4pm-8pm, come get a meal at Panera Bread , 5th Street Station. If you present the flyer (use link below) either printed or on your phone, Panera will donate 20% of sales to the Music Boosters. Send the flyer to everyone your know! Feel free to share on your social media accounts and anywhere else. Remember: you need to have either a paper copy of the flyer or be able to show it on your phone.
https://drive.google.com/file/d/1KAFLg5b70jLcD0xDkMOJl15f_ZADQoMJ/view?usp=sharing 

December 19: Faculty Meeting before school

December 19: Staff luncheon / Potato Bar

January 2: Monticello-based PD. 9-12: Culturally Responsive Teaching Focus Groups, Afternoons: PLC-based work

Field Trips and SOLs

SOLs Start Up (see Cindy’s email/Monticello Outlook Calendar)

Birthdays

December 15: John Skelton

December 17: William Wells, custodian

Shout Outs

Thank you Nanette for organizing our staff winter social!

Useful Information

Bell Schedules : http://bit.ly/MOHSbells

FAC Form

To add to Monticello-Outlook, School Calendar, PowerSchool Daily Bulletin

Morning Announcement Stream: http://streaming.k12albemarle.org/ACPS/links.htm

Announcement Request

Athletic team schedules, rosters, etc.

Teacher Handbook 

We’ve got something new! Want something included on the Monticello Outlook Calendar, the Monticello website or in the PowerSchool Daily Bulletin (viewed by parents, students and staff)? Please use this link https://goo.gl/forms/bIjfJLKokWPcEHx33 

Student, Staff, Student of the Month Form

Worth Your Time

Scaffolding Instruction/Discussion Skills with Socratic Circles

A test of critical thinking: Why don’t all AP students take AP exams 

Black teachers improve outcomes for black students 

Midterm Exams Bell Schedule

Midterm Exams Bell Schedule

8:55-10:55	Exam Period 1
11:00-12:40	Class Period	1st lunch: 10:55-11:25 2nd lunch: 11:35-12:00 3rd lunch: 12:10-12:40
12:45-2:45	Exam Period 2
2:50-3:50	Class Period

Midterm Exam Schedule

Friday, Dec 14	Monday, Dec 17	Tuesday, Dec 18	Wednesday, Dec 19
1B-exam	1A-exam	2B-exam	2A-exam
2b*	2a*	1b*	1a*
3B-exam	3A-exam	4B-exam	4A-exam
4b	4A	3b	3a

Midterm Exam Schedule December 14
8:55-10:55	1B Exam
11:00-12:40	2B Class Class Teachers Lunch 1 10:55-11:25 11:30-12:40 Normal 2B Lunch Schedules Lunch 2 11:35-12:00 11:00-11:30 & 12:05-12:40 Lunch 3 12:15-12:40 11:00-12:10
12:45-2:45	3B Exam
2:50-3:50	4B Class

Midterm Exam Schedule December 17
8:55-10:55	1A Exam
11:00-12:40	2A Class Class Teachers Lunch 1 10:55-11:25 11:30-12:40 Normal 2A Lunch Schedules Lunch 2 11:35-12:00 11:00-11:30 & 12:05-12:40 Lunch 3 12:15-12:40 11:00-12:10
12:45-2:45	3A Exam
2:50-3:50	4A Class

Midterm Exam Schedule December 18
8:55-10:55	2B Exam
11:00-12:40	1B Class Class Teachers Lunch 1 10:55-11:25 11:30-12:40 Bendall, Bradley, D. Brown, Bush, Colgan, Dove, Lindemann, McDaniel, Omesiete, Parsons, Trent, Waters, Williams, Wililamson Lunch 2 11:35-12:00 11:00-11:30 & 12:05-12:40 Ayres, Baber, Csapo, Huneycutt Deegan, Eliason, Mann, McClung, McDonald, Mound, Rowanhill, Scott, Shepherd, Smith, Stallings, Stott, Streit, Stallings, Streit, Sullivan, Warren, Lunch 3 12:15-12:40 11:00-12:10 Easton, Frazier,  Garland,  Inman, Kai, Lloyd, McCaskill, Meade, Parks,  Rocco, Schafer, Skelton, Thomas, Wade, Wilkerson
12:45-2:45	4B Exam
2:50-3:50	3B Class

        `

Midterm Exam Schedule December 19
8:55-10:55	2A  Exam
11:00-12:40	1A Class Class Teachers Lunch 1 10:55-11:25 11:30-12:40 Ayres, Bailey, Deegan, Eliason, Escobar, Huneycutt, Mann, Mound, Omesiete, Shepherd, Smith, Stott, Sullivan,  Warren, Waidelich, Lunch 2 11:35-12:00 11:00-11:30 & 12:05-12:40 Bendall, Eisenhauer, Easton, Fisher, Haney, Inman, Lipscomb, Meade, Parks, Parsons, Pippin, Redd, Reynolds, Ritchie, Schafer, Skelton, Tapscott, Wade Lunch 3 12:15-12:40 11:00-12:10 Di Battista, Bradley, D. Brown, Dove, Dudley, Frazier, Garland,  Kai, Keith,  Lloyd, Lindemann, Mann, McClung, McDaniel, Rocco, Stanek, Thomas, Trent, Waters, Wilkerson, Williamson
12:45-2:45	4A Exam
2:50-3:50	3A  Class

high respect; whereas in another, it might indicate lack of respect). We use this common concern to walk through the process of understanding the deeper meaning of behavior in the classroom by introducing and applying a process