Having High Expectations for Students and Higher Expectations for Ourselves

Excellence in Education: Having High Expectations for Students and Higher Expectations for Ourselves 

Seven months ago, I had lofty expectations for myself and my students. Like I do every year, I pledged to hold my students--all of them--accountable. Included in my pledge this year: “I will not let any student’s past determine their present; when challenged, I will only work harder to ensure their success."

The other day, however, I caught myself slacking. My first day optimism waned and my mid-year frustrations impacted my attitude. I’m ashamed to say that I allowed student problems to impact my attitude, and my effort. I caught one of my frequent fliers skipping class. Rather than addressing the student’s misbehavior, I let my expectations slide, and only encouraged the student to go to class. I didn't even follow-up to see if he had made it to class.

On my drive home--it was a rare day where I hadn't biked--I reflected on the day and was curious to see if the student had made it to his class. As I pulled my car into my parking spot, I logged into PowerSchool. The student hadn't made it to his next class. I emailed his 2nd block teacher to see if he had made it the class after I had talked to him and awaited the reply. An hour or two later the email came, "No, he didn't."

I had failed and I recognized I hadn't met my own expectations. Yes, it was easier for me and for the student to let it slide, but as soon as I allow that, the bar cannot be raised. The lower expectations become the new norm. 

This is a tough stretch. I challenged myself and now I challenge you: rather than let the school’s problems--whatever they may be--impact your attitude, flip it so that your attitude shapes your actions.

Tasks, Important Information, Upcoming Events

Friday: Clubs and A-Day

Intent to return. Intent 2020.  Please complete by 2/21/20.

Talent Show: Friday @ 7

Field Trips

Birthdays
February 19: Alexa Dostart
February 20: Laura Massey
February 21: Teresa Goodin

Useful Information

Bell Schedules http://bit.ly/MustangBells 

• This includes links to the Friday calendars and the year-end calendar

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 

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Encouraging Ethical Behaviors

Excellence in Education: Encouraging Ethical Behaviors 

The other day I was having a conversation with a teacher who wanted to give her students a take home test. Even though the test consisted mostly of short answer type of questions, she was concerned about the students cheating whether this meant copying from a classmate or directly from an online source. On the other hand, she wanted students to be able to refer to online sources and she felt that doing this in class might not be the best use of instructional time. 

We talked about the assignment, its instructional value, how it could be tweaked to encourage higher-order thinking and less cheating, and made some modifications to the assignment. We also recognized that most students don’t cheat and we shouldn’t make a decision based on the small minority that may. 

As teachers we can instill in our students a sense of personal responsibility, of ethos, and it’s pretty easy to do.

1. Avoid loss-framed statements, such as “If you cheat, you will get a zero.” Research shows that these statements may temporarily prevent cheating but do little in the long-run. Instead frame your statements in a positive manner.
2. Teach character. Remind students that even minor cheating infractions, speak to their character and trustworthiness.
3. Reinforce positive behaviors, such as being honest and have students reflect on their own principles and values.

So before giving a take home test or another assessment where the opportunity to cheat presents itself try, “We’ve worked hard to build trust this year. I’m proud of the trust that we’ve built, I know you won’t let me down.” Then when you hand out the assignment, require students to look you in the eye and pledge their affirmation with a statement like “I will not cheat,” or “I won’t let you down.” 

As a final step, when students turn the assignment in you can have them either write on the assignment or have them say, “I fulfilled my promise. I didn’t cheat,” or a similar statement. When they do this, thank them for their work and honesty.  

So instead of threatening students with zeroes and office referrals, a more effective anti-cheating policy is to remind students of who they are, how they want to be seen and who they want to be.

Tasks, Important Information, Upcoming Events

Wednesday, February 12: Senior class picture. To ensure all seniors will have the opportunity to be in the class picture, the picture will be taken at 1pm. 

1. Seniors will be called out of their 2A classes or lunch at 12:50 to go to the stadium.
2. At 12:55 students will be lined up by Mr. Garland, Ms. McCaskill for pictures.
3. At 1pm the picture will be taken.
4. Students will be dismissed to class or PM CATEC. 

Thursday, February 13: Medford League Basketball Game during Mustang Morning 

Friday, February 14: B day, Lovefest, ACPS climate survey to be administered before all Lovefest Activities. No clubs. 

AVID Professional Learning Workshop (earn 14 re certification points, become AVID certified, learn new instructional techniques that are high-yield and can be easily implemented): Feb 18-19 @ Jouett. Email wtrent@k12albemarle.org if you're interested in attending.

If you haven't yet completed the Showcase Survey, please do so  https://forms.gle/V9aqhxC32PDe1VaY9


Intent to return. Intent 2020.  Please complete by 2/21/20.

 

Field Trips

February 11: Leadership/Winterfest with our feeder elementary schools 

Birthdays
February 10: Hannah Huntington
February 11: David Waters
February 12: Jeff Lloyd
February 14: Barry Keith

Useful Information

Bell Schedules http://bit.ly/MustangBells 

• This includes links to the Friday calendars and the year-end calendar

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 

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7:40-8:40	Zero Period
8:55-10:55	1st Period After Announcements: ACPS Climate Survey
11:00-1:00	2nd Period   Lunch Class 1st: 11:00-11:35 11:40-1:00 2nd: 12:25-1:00 11:00-12:20
1:05-2:25	3rd Period
2:30-3:50	4th Period

Motivational Interviewing, Part 2

Excellence in Education: Motivational Interviewing, part 2
Last week I wrote about a simplified version of Motivational Interviewing and I used it several times with students with moderate success. This week, I'm going to dive deeper into motivational interviewing. 

Again, the purpose of motivational interviewing is to help students take ownership for their progress, help prepare them for potential obstacles, and ultimately experience growth and success. I see myself using Motivational Interviewing with students who are not experiencing academic success, those who receive minor referrals, and for students who need help with executive functioning skills and are frequently "lost." I also believe it is an important technique to use with students who are not like me and/or culturally different. 

At the basis of motivational interviewing is the acronym OARS (open-ended questions, affirmations, reflective listening, and summary statements). 

Open-ended questions are those that cannot be answered in a word or two and get students to tell their stories, enabling you to learn about the student and the issue. Example stems include: Tell me more about...How...What....What have you tried...As you can see these keep the communication flowing forward. 

Affirmations, when delivered with sincerity and non-judgmental, boost student confidence and empowerment while also encouraging desired behaviors. Examples include I appreciate how...You did a really good job...That's something we can work on together...These affirmations are intended to validate the student and acknowledge his/her experiences. 

Reflective Listening mirror what the student is saying and show collaboration and equity.* Stems include It sounds like...You're saying....You're feeling...Please tell me more. You may want to try to avoid Do you mean and What I hear as they may appear to be patronizing.  Reflective listening must be purposeful; aim for two reflections for every question you ask. 

Summaries let the student know that you are listening and understanding. It's a chance to wrap things up and allow the student to hear their own motivations and also hear contradictions and short-comings. Summary statements might sound like So, let me make sure I got this...Here's what I've heard...Please tell me what I'm missing....What we discussed...These statements enable the student to hear their plan and to make any modifications and corrections. 


I encourage you to try motivational interviewing with me. I know that I need to work on these skills and I know that often I will face a certain amount of resistance from many students. However, I know that the work that we do is important and we need to confront these challenges with zealousness. I look forward to using motivational interviewing to increase and improve communications with students and providing them with a helpful, focused and purposeful approach. I'm eager to get to know our students better through understanding what challenges and frustrations they are experiencing and I hope together we can turn these feelings of despair to ones with purpose and hope.  Our kids deserve it. 


*As a young teacher, I often felt I was better than my students. I now realize that such thinking is and we cannot teach if we think we're better than our students. We have so much to learn from them and vice-versa.

Additional resources 
A two-page handout 

A very detailed clinical approach

Tasks, Important Information, Upcoming Events

Vaccination Clinics: February 4, 11-1 at COB, February 7, 11-1 at COB

February 6: PLC Activators/Leadership Team Mid-Year Data Meeting

February 7: extended 1st block for ACPS Climate Survey 

February 14: B day, Lovefest, Speak Up Survey to be completed 

Intent to return. Intent 2020.  Please complete by 2/21/20.

Field Trips

February 4: Leadership/Winterfest with our feeder elementary schools 

February 6: Champions League Basketball Game during MM

Birthdays
February 10: Hannah Huntington 

Useful Information

Bell Schedules http://bit.ly/MustangBells 

• This includes links to the Friday calendars and the year-end calendar

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 

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Motivational Interviewing

Excellence in Education: Motivational Interviewing

Motivational interviewing originated in the therapeutic and counseling fields and has practical applications for teachers and students. 

Last week I wrote about my own struggles as a student, often failing to take ownership for my own learning. Motivational interviewing helps students navigate their own challenges in a non-confrontational manner. 

Here's how it works: 

Motivational interviewing can be accomplished with a two question approach developed by Mike Pantalon of Yale.  

Here's an example Panatlon's simplified approach  that can be used when a student is choosing not to do something. 

Teacher: Reed, on a scale of 1-10, how ready are you to do this assignment? 

Reed: Mmm, I don't know. 2 maybe? 

Teacher: So you're at 2 right now. Why didn't you choose a lower number? 

Reed (who was probably caught by surprise and was expecting confrontation): Well, I know I need to do this because if I don't, I'll struggle with the next assignment too and I know I need to work to pull my grade up so I can pass this class. 

By using the motivational interviewing technique, the teacher avoided confrontation by not challenging the student and placing Reed in a defensive posture where he may have become increasingly defiant. Instead, Reed has had to examine and explore his own motivations. Now Reed is more likely to be engaged and self-motivated to complete the assignment. 

For more information, see Daniel Pink's To Sell is Human and check back next week when I'll explore Motivational Interviewing in a different manner. 

Tasks, Important Information, Upcoming Events

Fire drill: Tuesday, period tbd

Vaccination Clinics: January 27, 3-5:3o at Cale, February 4, 11-1 at COB, February 7, 11-1 at COB

Friday: B-day with clubs

February 7: extended 1st block for ACPS Climate Survey 

February 14: B day, Lovefest, Speak Up Survey to be completed 

Intent to return. Intent 2020.  Please complete by 2/21/20.

Madison House Tutoring Referral Deadline is January 31

Field Trips

February 4: Leadership/Winterfest with our feeder elementary schools 

Birthdays
January 29: Connie Jenkins
January 31: Laura Glassow
February 2: Josh Mound, Anne Dawson 

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 

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Helping Students Learn About Their Own Motivations

Excellence in Education: Helping Students Learn About Their Own Motivations

I was a borderline student--at best--in middle school. My grades ranged from D's to A's with the A's coming in electives and social studies classes. I struggled emotionally and behaviorally. My mother's attempts to help me fell flat, and may have actually worsened my self-esteem (I hope she's not reading this). 

I don't remember many of middle school teachers trying to help me. When they did talk to me it was about my actions and usually it was negatively framed. What are you doing? Are you working to your fullest? Is this your BEST effort? 

After a tumultuous middle school experience, my parents sent me to boarding school. While my grades improved dramatically during my freshman year, I attribute that to easy classes, a structured environment, and no social life. It wasn't until my sophomore year, that I had a teacher who made me feel like I WAS IMPORTANT. Mr. Beck, who was both my dorm parent and social studies teacher, asked questions that made me feel valued. What do you want to be? What and who inspires you? 

I knew I had someone on my side, but also someone who was going to hold me accountable. When I complained to him about a teacher's grade, I remember him challenging me,  Are you being the person you want to be? You talk about being admired for working hard, but are you working to your fullest? 

Although I hesitated, because I respected him and trusted him, I told him the truth. He continuously held me accountable for my actions. Do you really want to be successful or do you just want it when it's easy? Today, we'd refer to Mr. Beck as a warm demander. 

Like many students, I allowed my relationships with teachers to impact my effort and grades. I acted like the student and person I wanted to be for the teachers I liked, and I allowed myself to put forth a lesser effort in my other classes where I wasn't the person I wanted to be. Like most teenagers, my success was at least partially driven by my sense of belonging and trust. 

I was fortunate that my parents had the wherewithal to send me to boarding school, but more integral to my success was how Mr. Beck helped me learn about myself, my motivations, and my locus of control. I often wonder what would have happened to me if I continued down my middle school path. Would I have been identified as an academic failure? Would I have been pushed towards a non-college tract? Would I have been in a perpetual cycle of failure? I became an educator because I believe every student deserves a teacher who believes in them and the opportunity that affords.  

8 Ways to Help Students Learn About Their Own Motivations

1. Give students power and control within your class and over their success. Don't strive for compliance. 
2. Strive to create a sense of community and belonging in your class through cooperative and self-directed learning. 
3. Include behavioral learning objectives and skills as part of your learning targets. 
4. Have students reflect and evaluate their progress in both academic and non-academic matters. 
5. Give students choices that enable them to demonstrate high learning expectations. 
6. Provide students with structure in the classroom with purposeful breaks. This goes beyond, You have five minutes to go to the bathroom and check your phones. Instead, explore ways to use mindfulness, physical movement and peer interaction. 
7. Remain positive and upbeat even when students are challenging you the most. 
8. Like Mr. Beck did with me, help students focus on who they want to be, not who they are.  

Tasks, Important Information, Upcoming Events

Tuesday, January 21: Teacher Work Day

Wednesday, January 22: Turn in EXAMS for students who haven't completed We will be sending communication out to these students and families with instructions to plan for a make-up exam next Wednesday January 22^nd and Thursday January 23^rd. Students with an excused absence to a midterm will be provided with the opportunity to complete their exam(s) during the school day in the forum under supervision. Students with an unexcused absence to a midterm will be provided with the opportunity to complete their exams during after school from 4-5:30pm. 

In an effort to lessen the burden of retakes, a substitute will be monitoring all exams in the forum throughout the day; please consider allowing those with excused absences the opportunity to make up your exam during class time. Please bring up any exams and or directions, with the students name clearly written at the top, to Ms. Jackson in the main office by 4pm. Thank you for an outstanding 2^nd quarter.

Hope you have a great day, and wonderful weekend.

Thursday, January 23: Meet with CRT Teams

Friday, January 24: Class Meetings During Mustang Morning

Club Sponsors:  If you would be so kind to check this to see if your club is accurately reflected on this spreadsheet. We've had many new club changes, so we want to make sure we have an accurate list and locations for next week. Please email Reed and Corey with any changes or update it yourself. 

January 24: Schoology Survey , Grades Due, Special Education Progress Reports due https://docs.google.com/spreadsheets/d/1_a03rfc85GiZ8i_Q_PsjlJxspkuaktWIoIKWWCjvEJ0/edit?usp=sharing 

If you have not contacted a student with a D/F family (see below), please do so. Please also be sure to request D/F students for Mustang Morning. 

1. Per interim period
1. Assign student to Mustang Morning. 
2. Discuss action steps in PLCs.
3. Communicate with case managers, if applicable.
4. Student has a D: Contact family via email or phone call.
5. Student has an F: Contact family via phone call.
2. Marking period:
1. In addition to A-C, speak to any parent of a student with an F who you have not yet contacted. 
2. Communicate with student’s school counselor

Intent to return. Intent 2020.  Please complete by 2/21/20.

Field Trips

Birthdays

January 20: Jennifer Turner-Warren 

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 

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