WELCOME BACK

WELCOME 

2018/2019 SCHOOL YEAR

GETTING OUR HEAD IN THE GAME

It is with great excitement that we begin this new year together. The feel, tone, and over-all vibe from the last few days of PD with our staff has been focused with a sense of kind, supporting, eagerness to get our hands on our little ones. As much as we might fuss and complain (sometimes) at the end of the year, we sure seem to face each new year hardly able to contain our excitement and joy at seeing our students again. Your joy and excitement to start the new year is palpable. I wish to savor the moment. Linger on the smiles and loving comments I have heard from all our staff the last few days. Smile while recalling each funny story from summer break. You see, I have learned something. We, humans have brains that are amazing. However, it seems we are primarily programed to survive. To do this, our brain constantly scans for any signs of danger. If any danger is noted, we have this negativity bias that keeps us looking for negative stuff. This is bad for us as our brain is now vigilantly looking for negativity while almost simultaneously moving these thoughts/feelings into long-term memory. Not true for positive thoughts and feelings.  I read once that if you linger on a positive thought/experience for at least 12 seconds, you will increase the likelihood of moving it into long-term memory. So, I choose to be purposeful in recalling and lingering over as many of the happy thoughts, stories, and experiences as I can from over the last few days. 

The name of this game - Choose Happy!

Letter To Staff

Dear Staff,

With your permission, I would like to share our journey with other educators interested in learning more about our path toward a non-violent organization that is committed to building people. We build strong, connected, aware people that can support their community with social and emotional regulation as well as critical thinking and problem solving skills.

Chronologically, to the best of my recollection, this was our landmarks along the way;

We began as a group of eager and passionate adults that want to teach children

We want to teach content, knowledge, wondering, tinkering

We want to be rigorous

We want to make learning fun

We want to create opportunities for critical thinking and creativity

We learned some of our old ways of thinking weren't serving us well

We learned that sometimes calling home or going for a home visit didn't achieve the desired outcome we were hoping for

We learned that we were starting to feel unsure of our known strategies and unable to control the learning environment for all

We learned we weren't always responding the way that would represent our best self. However, we also learned that we are doing our best, and with grace, we will learn to do better

We learned about the ACE study

We learned about adverse childhood experiences

We learned about toxic stress

We learned about cortisol and it's impact on the developing brain of a child

We learned about emotional regulation

We learned, some, about how the brain works

We learned about mirrored neurons

We learned to recognize our own emotional responses and regulations

We learned about grace and forgiveness

We are looking through a different lens, today, right now…

We see hope

We see potential

We see gratitude

We see that where we focus, we get results... Amazing results!

We, with respect and kindness, have the momentum swinging the positive direction... Yeah!

We wish for the day that taking the necessary time to really teach the mind-up curriculum was a priority above all else. When equal weight is given to social - emotional skills (boystown, mind-up, yoga, conversational skills, social skills up, or down, a socioeconomic registry) as content knowledge.

In the meantime, great things are happening at Holiday Park. We are open to learning more about how our response, to any given situation, is the best indicator of our outcome. As we learn, together, to respond differently, we have had to be both vulnerable and honest with each other at times. We were extremely lucky last year to have Dr. Bill and Kate give of their time to offer strategies and relief for the adults on campus. As we desire to learn in our craft of purposeful teachers, we desire to learn in our craft of inner-focus of control thinkers.

With much thankfulness,

Rebecca

Class Environemnt At Holiday Park

Environment For Learning At Holiday Park

In Helping Children Succeed, PaulTough writes about a new generation of researchers – neuroscientists, psychologists, and economists – who are questioning the idea that character strengths should be thought of as skills at all. Instead, these researchers say, qualities like perseverance or self-control are more like psychological states or mindsets – which means they’re mostly the product of a child’s environment. So if we want to help kids to persevere, these researchers say, we need first to figure out how to improve their environment, both at home and at school.

Research also shows, for schools, that we can positively impact the outcomes for these students in spite of not being able to have a direct impact on their home and family life.

The research is clear, and supported by all we know about social and psychological development, that one positive attachment with a caring adult changes the trajectory of the lives of children. Early interventions and support for parents and caregivers is certainly a necessary component for the future well being of our society. As they say, it takes a village.

Holiday Park, and every person connected to it, are important and crucial members of this village. We realize, and bring alive, the immense moral duty being a teacher carries. We have to be the best of the best, everyday. Owners of our own thoughts and actions. Driven by our internal locus of control with the courage to do better. Willing to set our “self" aka “ego” aside for the better good of raising a child and building a village. 

Through our regulated and best selves, we plan engaging rigorous lessons that allow our students to learn to think critically and take risks with their learning. We will purposely provide our students with opportunities to be successful and experience excellence in their learning. Weaving through every lesson our teachers model perseverance, a growth mindset, respect, and ways to handle conflict. 

Our Thoughts Matter

Hello All,

Happy summer! I hope you are resting and finding happiness every day. I have thought of ya’ll a lot this summer, specifically when running a quick errand to the store. I have remembered to have a positive attitude and believe that the lines will open up for me, like the sea parting! Before heading to the store I remind myself that everyone there is shopping just like me and that his or her time is just as valuable.

The first time I tried this things actually went pretty smooth. I got right in and right out. I felt great and took a few moments to enjoy feeling good and remembering to reach for just a better belief/thought about the experience.

So, excitedly, the next time I ran for something quick at the store I had a great feeling about it and I kept that positive feeling as I ran into the store. I got my items and even found the express line to only have one customer. Yeah! Life is good. Except, not so much for the lady in front of me. Her card was declined and she was looking through her purse. She seemed unorganized and frustrated. So, I started to get frustrated. I mean really, you are in the express lane. However, this time I was able to catch myself right away. I did actually relax my muscles and took a few deep breaths. While doing this I heard her mention that she was sorry but she was just a little unsettled. She is traveling to California with her three grand kids and they have been talking non-stop for two days! I am sorry, but I just had to laugh inside. I was able to picture this non-stop laughing and talking inside the car as the grandma is trying to drive and maneuver through several states.  I was then looking so differently at her. Instead of being upset with her, I felt both envy and pity at the same time. Either way, I enjoyed the thoughts and pictures conjured up in my head!

I learned a very important lesson that day. My expectations are now positive each time. If, and when, I start to realize I am feeling impatient or frustrated I can catch it pretty quickly. Then the choice is mine. Every time I choose to feel better, I do! Really. Every time!l

I have to be honest, I have found myself not choosing to feel better at times. It’s kind of like I feel justified feeling bad. This person or event really deserves it! Really! However, I am starting to realize that holding on to that feeling does not usually turn out well for me. I usually end up in several more frustrating situations and eventually realize I need to stop the madness! I do have control over my thoughts and beliefs. When I choose to feel just a bit better, I can. From there I can reach the next good feeling. Before you know it, peace and calm rule!

I am anxious to hear if any of you guys have practiced thinking through a frustrating situation this summer. Dr. Gentry taught us to stop and think. Are we really in danger? If not, then we have control of our thoughts. The environment has no control over how we are feeling. Do not give your power away.

Stressed?

Got Stress?

Summer's here, and the living is easy, right? Well, you would think so, if everyone else could just get it right and stop messing stuff up! I almost think I should pick a lane at the grocery store, and then run from it... because without a doubt, whichever lane I pick, something is going to hold up that line. Wrong price, too many items, fruit not marked and cashier doesn't know fruit code... ugg! True to form, this happened to me again today. I was in a hurry and only had a few items, which lane? This one, yep, this guy only has a few items. Good to go. Nope! He wanted to buy some cigarettes. Locked up, stashed away, and apparently more valuable then gold, these cigarettes are evasive little buggers. 

So, as I realize my jaw is tight and by hands are clenched, I start the same monologue in my head; "oh my gosh, really, why me?" when a sudden thought came over me; okay Rebecca, you just asked all of your teachers to think of a negative student behavior they don't want to happen again next year and state what they do want. Seriously? And I can't even make it through the express lane without losing my cool.  Okay, I know I can say that I don't want to get in a grocery lane that will have incompetent people that hold up my day. Which means I can say - "I want to be able to get through the grocery line without any hick-ups or time-wasting events". Well, too late. So that doesn't work! In all fairness, perhaps if I had started that more positive thinking and energy before I was frustrated it might have worked. Hmm

What now? So, At our last PD, I asked the teachers to take that positive statement and try to feel that it may be possible. I asked the teachers to try to find just a softer feeling toward the positive statement until they can say the statement with every fiber in their being believing it is possible. Can I do that? We are about to find out. While I am a little behind the eight ball right now, I can take what I learned from Dr. Gentry and take back control over my reaction to this environment. As I stood there I immediately knew I was not in any real danger. Check. So, as I relaxed my jaw and pelvic floor I felt better right away. Deciding to turn this ship around, I picked up a magazine from the check-out stand and started flipping through. Oh my! So fun! Who knew! Who cares! Before I realized it, I needed to put the magazine away and pay for my purchases. Relaxed, stress free, pumped full of celebrity rumors, I left the store smiling. Okay, one step forward. This might work. This could work.  

 Standing in that line I realized this mumbo jumbo stuff about our brains is so difficult to wrap our heads around! While I believe the research, it is hard to really believe in something physiological or non-physical that you can not see. But, for me and my house, we believe. So, while I know that the next time I go to the store I will be purposeful in my thinking and clarity in knowing that I want to get to the store and get through the line without any problems. I will practice this. I will say this to myself, however, my brain will probably say back "really, where have you been? This happens every time you go to the store" at which point I will have to reach for that better thought/feeling. Wish me luck. I'll keep you posted.   

Summer = Rest and Rejuvination

Summer 2017

Summer of 2017... Here at last, here at last! We will rest, we will rejuvenate, we will rejoice. We know that only through this rest and rejuvenation comes renewed passion and perseverance for our chosen craft; Teacher

Teachers, staff, students, and families, please enjoy this time to just Be 

Be playful

Be thankful

Be still

Be happy

Be tan

Be at peace

Be present

Just Be 

Stay Connected

Social and Emotional Practices at Holiday Park

As always, we start the year with much promise and excitement. Without fail, the new members of our organization often have so much to learn it can become overwhelming. The veterans of our organization often tend to rely on old habits and revert back to what we “used” to do when overwhelmed and tired. So ultimately, as we move forward toward our continuous improvement, we are all in this together. New and veteran staff alike can benefit from the same reminders, models, and opportunities to practice application of new learning, and peer coaching for refinement.

Taking us back to the end of last year, we knew, as a community, we needed to learn more and do different. We agreed to the First Six Weeks of School as the way to ensure first best practice for social and emotional practices at Holiday Park. As a reminder, I looked through all of the summer work and beginning of this school year emails and documents and found some “nuggets” that reminded me how important this part of our work is. Let’s start with the seven beliefs that are specific to the First Six Weeks of School:

The Seven Beliefs –

1.  The social curriculum is as important as the academic curriculum.

2.  How children learn is as important as what they learn.

3.  The greatest cognitive growth occurs through social interaction.

4.  There is a set of social skills that children need in order to be successful academically and socially: cooperation, assertion, responsibility, empathy, and self-control

5.  Knowing the children we teach is as important as knowing the content we teach.

6.  Knowing the parents of the children we teach is as important as knowing the children.

7.  Teachers and administrators must model the social skills they wish to teach their students.

Where do we stand on these seven beliefs as an organization?

1.  Social curriculum – We have implemented Boys Town and MindUp to help ensure that a successful social curriculum is being taught. If taught with fidelity, these programs are proven to positively impact students’ social and emotional growth. Are your Boys Town lessons each day purposeful and well planned? Are you teaching the mini-lessons throughout the MindUp curriculum? Are you ensuring the morning and end of day brain break as a minimum?

2.  How Children Learn – We know that children learn best when lessons have been purposefully created with a clear end-goal in mind. When the teacher has a clear end goal in mind, the lesson can be modified depending on what the teacher hears the children saying. Feeling safe is very important for children as they are learning. Some activities we have done for years can be emotionally unsafe for kids. Example – switching papers and having students grade each others work. Then calling out the grade for the teacher to enter into the grade book. For struggling students, this can be very embarrassing and cause social concerns for the child.

3.  Social Interaction - We know that children learn best through social interaction. Is your classroom set up so that children have ample opportunities to talk with each other as they share ideas and learning? Have students been taught exactly what this looks like. It was part of our work in guided discovery and should be reasonably executed in every room at this point.

4.  Set of Social Skills – Cooperation, assertion, responsibility, empathy, and self-control. Wow! If we could get each of those skills embedded in each of our students (maybe in each of us as well) we would sure feel a different vibe around here each day. How do we do this? Not sure, but we must try. So, here is the plan for now:

Every Thursday that we meet we will take a few minutes to talk about one of these skills and share some ideas and some data. Each team, after administration identifies skill, will be responsible to find out the following and bring to PD –

What does this skill mean specifically for children?

Is there any way to find sample lessons on how to teach the skill?

Some ideas we have as a team –

Lessons that we are going to teach this week –

Artifacts we will bring back to our next PD to share outcomes –

It will be exciting to see these new skills being taught to our students and watch them start to take ownership and use the skill independently,

5.  Knowing the Children – We know that this is perhaps the single most powerful belief we can use to positively impact the children at Holiday Park. Please remember that the first 20 minutes, 8:00 – 8:20, every day, are set aside for personal connections. We do not teach content during this time. No worksheets, no centers, no content. We are all about social connection at this time. We use our morning meetings to accomplish this goal. Getting to know our kids, having the class get to know each other, letting our students know more about us, these are each important to build positive relationships with children. We also have an expectation that we greet each child, each morning, as they enter the classroom. A greeting consists of eye contact, the use of the student’s name, some type of contact (elbows touch, foot to foot greeting, etc.) and a simple personal phrase if possible. Never anything negative or judging (like, I hope you brought your homework today) as that changes a friendly greeting to a defensive interaction. We also use our closing circle each day to close out the day, set the tone for tomorrow’s learning, and calm the students down to go home organized and relaxed.

Just for a friendly reminder, the morning meeting has specific parts to it that together make up the effectiveness of the meeting. As we continue to grow in this practice, please plan for each of these parts of the morning meeting each day.

The Four Components of the Morning Meeting:

    1. Greeting:

Children greet each other by name, often including handshaking, clapping, singing, and other activities.

    2. Sharing:

Students share some news of interest to the class and respond to each other, practicing communication skills and learning about one another.         

    3. Group Activity:

The whole class does a short activity together, building class cohesion through active participation.

    4. News and Announcements:

Students develop language skills and learn about the events in the day ahead by reading and discussing a daily message posted on a chart by their teacher.

6.  Knowing the Parents – We know that working with our parents can deliver big dividends in regards to student learning and parent/teacher relationships. While it might seem difficult to manage, reaching out to parents on a regular basis is necessary to ensure the success of each student. Phone calls for challenges have to happen, however, phone calls for little things or sharing something good about the student is necessary as well. Parents need to know that we "see" their child and notice their talents and treasures. Let them know how much we care.

7.  Model Social and Academic Skills – We have spent considerable time teaching expectations to our students the first three weeks of school. Some ideas to ponder:

How is your class, overall doing with these expectations?

How do new students learn these expectations?

When, if ever, do I re-teach these expectations again?

These are questions we will need to be prepared to answer both individually, as teams, and as a whole school.

One last “nugget” I wanted to mention , was the “Time-Out” portion of the First Six Weeks of School. I know that we didn’t spend much time as a staff talking about this section, however, this section is critical to the success of our students. You can go back onto the book to read more, however, this was the summary I sent out at the beginning of the year:

Time-Out:

Time away from the group is used when a child is not able to cooperate and is being disruptive to the group. In younger elementary grades, there is often a designated area in the classroom where children go for a brief time to regain their control. In older elementary classrooms, students often have input into deciding where their time-out place will be. To be a

logical consequence and not a punishment, time-out must be used in a matter-of-fact and respectful manner. The teacher’s tone and intent is a critical factor in this distinction.

So, this is the place that a teacher can choose to ask a child to go to in an effort to regain self-control and rejoin the group, or perhaps a student can go to this time-out if the student has identified the need to get away from the group and regulate his/her emotions. The important part of this space is that the class agrees on the place, the students understand it is not punishment, and the teacher remains respectful during these interactions. How many of our classrooms have time-out areas created by the class that every child can articulate?

So, as you can see, we have taken on a huge innovation as we work to ensure the social and emotional learning of each of our students. Hard work, but worth it!