Instruction, Learning & Communication
During a recent observation, I
witnessed students working in teams as they were answering questions from a
video they had recently watched. This was a
science class, but you wouldn’t necessarily have known that based on the
questions. This was an activity that
spanned multiple disciplines and dealt with real world issues. The students moved from question to question
in the room as the questions were posted on butcher paper in various parts of the room. After all the questions were answered, each group was responsible for sharing
their responses.
During an observation, I witnessed
students in groups of 3 and 4. This was
the Monday after a unit test was taken on Friday. The
students were asked to go over each question that was missed by at least one member in the group. The teacher moved around the room checking in
with individual groups. If asked a question the teacher would ask the group to work together to find the solution. She encouraged the students to use the
resources available to them. Encouraging students to reach out to one another to solve problems and
ask questions not only builds collaboration skills but leads to deeper learning
and understanding. This is a
good example of a teacher “yielding the floor” so the students can teach each
other.
During a recent walk-through, I
observed students working in groups of 3, 4 and 5. The students were using a graphic organizer
to demonstrate their level of understanding on a variety of concepts. In the middle of the paper the students were
asked to represent their thoughts using a picture, diagram, etc. Around the outside of the paper the students
wrote specific information highlighting the key ideas or information. Using graphic organizers can be a tremendously helpful learning tool. This teacher was having students identify the most important characteristics, then draw a picture or diagram to represent those characteristics.
I spoke with a teacher regarding
an opportunity she was providing students who have failed a unit exam. The
teacher has created unit packets that include the most crucial concepts/skills
for each unit. She has eliminated any busy work….it is the most important ideas.
Once the students complete the packet, they take an assessment to improve their
previous score. She is documenting the
results to see the impact and will share with her department.
An email that was sent to all
parents included a progress report for each student. The request to the parents was to schedule a
conference if their student had a grade less than a “C”. It also included information about what the
students were doing in class. I have
heard numerous compliments about the information that is provided by the WHS
staff. Those parents that are reading
the emails you are sending really do appreciate the updates, deadlines, etc.
Student Behavior
We have seen a substantial
increase in the number of students serving detention after school and during
lunch. Students serve detention in the
WGIL after school from 2:30 – 3:30pm with Chuck Grall. When students serve during lunch they serve
in the main office in the back room with Teresa Nelson. We would rather have students serve after
school. If students work with individual
teachers after school that counts for detention as long as we know about
it. Students are assigned detention for tardies,
unexcused absences and poor behavior.
Students who do not serve detention will lose the privilege to attend
school-sponsored events and to participate in extra-curricular activities. Obviously, this does not include all of our
students because we have some students who are not interested in participating;
however, we have seen a heighten interest in clearing unverified absences and
students serving detention. We are hopeful that will see a decrease in tardies and unexcused absences. Fewer tardies represents, fewer interruptions and added instructional time. The same goes for absences.
I have spoken with several
students (individuals and small groups) the last couple of weeks regarding
improving school spirit as well as discussing rules, procedures, senior
walk-in, graduation caps, etc. Students
have initiated the discussions. During
Homecoming Week the topic was about increasing the size of the student section
in the stadium, class competitions at assemblies, adding a few more assemblies
and extending the length of assemblies.
As I have shared with a few individuals the last couple of days, I am
appreciative of how our students are making their requests. They appear to understand that it is
necessary to include staff, parents and the community in certain situations when
making changes to standard operating procedure. They are solution-focused. In each case, the students brought ideas to
the discussion. We have outstanding
students.
After the Homecoming game between
ten to fifteen students helped clean up the stadium (especially the students’
section). How often does that happen?
Right after school on Friday
about twenty students set up for the Homecoming Dance and it looks great. Kudos to ASB and Mr. Condon for their hard
work!
In order for video announcements
to be ready, students spend about an hour after school getting them ready. This is why we were able to have video
announcements each day. I want to thank
those individuals for their commitment to the WHS community.
