KARCHER STAFF BLOG
2018-2019 Karcher Calendar
Facebook Page: https://www.facebook.com/KarcherMiddleSchool/
BASD Staff Blog: https://basdstaffnews.blogspot.com/
______________________________________________________________________________
Kudos
_____________________________________________________________________________________________________
- What a great last week prior to the holidays for our students! Thank you to Brad Ferstenou and Stephanie Rummler for all of your behind the scenes work with the dress up days, candy cane sales, hot chocolate, etc, etc, etc! Such a great way to roll into break!
- Thank you as well to Eric Sulik, Wendy Zeman, and Sue Bekken for your work with the activities for the extended advisory and the afternoon assembly!
- And... thank you to all staff who participated and assisted with the activities in the afternoon from helping in the stands, helping with the activities, or playing in the staff vs student basketball game!
Great article to get us all thinking and reflecting on 2018 and tweaking for 2019...
Chapter 3. Classroom Climate and Culture
Q: Is My Classroom a "Bam!" Classroom?
A "Bam!" classroom is one that provides students with an overwhelmingly magical and memorable experience. In my capacity as a consultant, I eagerly seek out the "Bam!" classrooms in every building I visit. They're not hard to notice—they're the ones that give you that "Bam!" feeling as soon as you walk in the door. Is yours a "Bam!" classroom? Is the learning environment you provide for your students magical and memorable? "Bam!" classrooms nurture excellence so that learning can occur at the highest levels. They make students feel good about themselves and comfortable within the overall environment.
When I worked as a principal, I spent the bulk of my days going in and out of classrooms, and I was always especially conscious of the feeling I got when I walked in each door. I wanted to ensure that every classroom provided students with a sense of positivity and well-being—and each one did—but some felt truly magical. In these classrooms, students were valued and free to be themselves without having to conform to peer pressure; relationships abounded, and I could actually sense the caring and compassion in the air; and standards and expectations were set sky-high. In short, these were "Bam!" classrooms.
Q: What Is My Classroom's Way of Life?
Schools are microcosms of the outside world, with each classroom affording a glimpse at a unique culture. As in the world at large, classrooms are densely populated environments where people have to learn how to live together—how to communicate, relate, and resolve conflicts. All the people in a school are bound together by a particular vision and an overall structure of community.
When I worked as a classroom teacher, the culture of my classroom was a key and nonnegotiable element. I knew what I needed it to be at all times and it could not be dictated by the students—at least not until they internalized the culture that I had predetermined. You too must consider the culture of your classroom from the outset. You must walk in there on Day 1 already knowing what it will evolve into. You, the teacher, must be in control of the learning environment rather than letting it control you.
Your classroom's culture represents the way you and your students are living when you're together. It is your classroom's way of life. What is the culture—the way of life—of your classroom? Have your students contributed to it? Did the culture evolve organically, or did you have a preexisting idea that you worked toward realizing?
Schools are microcosms of the outside world, with each classroom affording a glimpse at a unique culture. As in the world at large, classrooms are densely populated environments where people have to learn how to live together—how to communicate, relate, and resolve conflicts. All the people in a school are bound together by a particular vision and an overall structure of community.
When I worked as a classroom teacher, the culture of my classroom was a key and nonnegotiable element. I knew what I needed it to be at all times and it could not be dictated by the students—at least not until they internalized the culture that I had predetermined. You too must consider the culture of your classroom from the outset. You must walk in there on Day 1 already knowing what it will evolve into. You, the teacher, must be in control of the learning environment rather than letting it control you.
Your classroom's culture represents the way you and your students are living when you're together. It is your classroom's way of life. What is the culture—the way of life—of your classroom? Have your students contributed to it? Did the culture evolve organically, or did you have a preexisting idea that you worked toward realizing?
Q: What Is It About My Classroom That My Students Can't Wait to Come Back in the Morning?
I consider intentionality to be the most potent word in my professional lexicon. It is what gets us from striving for something to actually manifesting it. Virtually everything you do related to the social, emotional, and academic growth of your students is something that you must do on purpose; this intentionality must be more than evident to your students. You cannot wait for your classroom climate and culture to develop on their own—you must shape and mold them intentionally.
Imagine transcending traditional models to create an experience that is so stimulating and engaging for students that they are eager to return to your classroom day after day. When you believe that you can achieve these results and focus on doing so, you will be working with intentionality to inspire student excellence.
Are you intentional about the climate and culture—the mood and the way of life—of your classroom? Do you regularly and intentionally celebrate your students' achievements? Do you build strong intentional relationships with students and exhibit as much compassion as you can at all times? All these factors are essential to consider if you want to create a climate and a culture that enable your students to soar.
I consider intentionality to be the most potent word in my professional lexicon. It is what gets us from striving for something to actually manifesting it. Virtually everything you do related to the social, emotional, and academic growth of your students is something that you must do on purpose; this intentionality must be more than evident to your students. You cannot wait for your classroom climate and culture to develop on their own—you must shape and mold them intentionally.
Imagine transcending traditional models to create an experience that is so stimulating and engaging for students that they are eager to return to your classroom day after day. When you believe that you can achieve these results and focus on doing so, you will be working with intentionality to inspire student excellence.
Are you intentional about the climate and culture—the mood and the way of life—of your classroom? Do you regularly and intentionally celebrate your students' achievements? Do you build strong intentional relationships with students and exhibit as much compassion as you can at all times? All these factors are essential to consider if you want to create a climate and a culture that enable your students to soar.
Q: Do I Teach Math or Do I Teach Mathew?
What is the real priority in your classroom: the subject matter or your students? Far too often, teachers get so caught up in the normal pressures of teaching to the test and covering the whole curriculum on time that they forget what truly matters: the children. You can never lose sight of your students being your priority. Ensuring your students' social, emotional, and academic growth is the reason you report to school every day; everything else is secondary.
So, do you teach math, or do you teach Mathew? You teach math to Mathew, of course, but is Mathew's well-being your foremost priority?
What is the real priority in your classroom: the subject matter or your students? Far too often, teachers get so caught up in the normal pressures of teaching to the test and covering the whole curriculum on time that they forget what truly matters: the children. You can never lose sight of your students being your priority. Ensuring your students' social, emotional, and academic growth is the reason you report to school every day; everything else is secondary.
So, do you teach math, or do you teach Mathew? You teach math to Mathew, of course, but is Mathew's well-being your foremost priority?
Q: Is My Classroom's Brand Identity Conducive to Learning at the Highest Levels?
Just as marketers and advertisers work hard to create a brand identity to sell their products, you too must work to develop and maintain a brand identity for your classroom. What distinguishes your learning space from all the others in your school? To what extent did you create your classroom's brand identity, and to what extent are you in control of it?
At a minimum, your classroom's brand identity is composed of
- Your core beliefs about both the practice of teaching and the process of learning;
- Your core values and guiding principles about what matters most for your students; and
- Your classroom's purpose, mission, and vision.
Your classroom's brand identity dictates your students' academic outcomes, their classroom behaviors, and their perceptions of the learning environment. At the same time, what's actually happening in the classroom is what ends up defining the brand identity—not simply what the teacher says or hopes is happening. It is incumbent upon you to ensure that you have in place a classroom brand identity that embraces nothing less than excellence for your students.
Just as marketers and advertisers work hard to create a brand identity to sell their products, you too must work to develop and maintain a brand identity for your classroom. What distinguishes your learning space from all the others in your school? To what extent did you create your classroom's brand identity, and to what extent are you in control of it?
At a minimum, your classroom's brand identity is composed of
- Your core beliefs about both the practice of teaching and the process of learning;
- Your core values and guiding principles about what matters most for your students; and
- Your classroom's purpose, mission, and vision.
Your classroom's brand identity dictates your students' academic outcomes, their classroom behaviors, and their perceptions of the learning environment. At the same time, what's actually happening in the classroom is what ends up defining the brand identity—not simply what the teacher says or hopes is happening. It is incumbent upon you to ensure that you have in place a classroom brand identity that embraces nothing less than excellence for your students.
______________________________________________________________________________
Information/Reminders
__________________________________________________________________________________________________________________________
All staff:
- No PLC on Wednesday, January 2.
- iReading winter testing will begin the week of January 7 within our math classrooms focusing on completing the math diagnostic within iReady during the week of January 7. Reading will then take place the following week in our ELA classrooms.
- Math teachers... you can start on which ever day you would like during the week of January 7 but make sure you are cognizant to complete the assessment by the end of the week with all students.
- If makeup time is needed ALL would be a great use of time for makeups!
- If needed we can also pull students to the library to complete testing, just email me names of students we need to pull and we will help... no problem!
- Changes to Karcher Calendar & iTime information...
- BLT wanted to adjust our start time for iTime to the week of January 15 to give staff more time for planning your iTime groups.
- Click HERE for iTime groups.
- If any adjustments to students should be made please let me know and we can make adjustments as we want all groups to be productive!
- Please note we do have iTime PLC on January 9.
- I would like to meet with applied academic teachers during this time (just FYI).
- Therefore... note the adjustments for the week is Huddle Time within Academic periods throughout the week. This assists 8th grade with ODE wrap up needs during that time and allows 7th grade some Academic minutes with each of your classes for students to catch up, strategy group, etc.
- Flex time on Friday, January 11 for any groups that feel the need to meet! Please add your group and location to this Google Document if needed.
- Note... students in reading intervention during iTime will be in reading intervention during this week with Fulton, Riggs, or Ebbers.
- Monday, January 7 - District Essential Skills Committee Meeting in our Karcher library... 3:45 - 5:15.
7th grade:
- Extended Advisory Week - plans on the website!
8th grade Outdoor Education Information:
- All 8th grade advisory teachers... please remember to take attendance prior to sending students to Yopp or for the ODE activities!!!
- All students not attending ODE should report to Mike Jones's room right after taking attendance.
- Mike Jones's advisory should report to the ULab with their bags (students attending ODE).
For students and staff staying at school Wednesday - Friday:
- Location for students to report to is room 121 (Jones's room) for all three days.
- No computers are needed for those working with Yopp and Weis so please have them stay in your carts Wednesday - Friday.
- Here is the schedule for students staying behind, working with Applied Academic Teachers, Mike Yopp, and Dina Weis:
- 7:20-8:04: Yopp/Weis
- 8:06-8:48: Elective (W-Art/Span; Th-Music/ Stem; F-Gym)
- 8:50-11:15: Yopp/Weis
- 11:15-11:56: Lunch (Yopp-11:15-11:24; Eckmann 11:26-11:56)
- 11:56-12:50: Yopp/Weis
- 12:52-1:34: Elective (W-Gym; Th-Art/Span; F-Music)
- 1:36-2:30: Yopp/Weis
- Lunch duty schedule for Wednesday - Friday for Elective Teachers:
- 7th Grade Lunch (11:24-11:54)
- W: Nelson/ Salbreiter/ Pelnar
- Th: Salbreiter/ Pelnar/Stoughton
- F: Stoughton/ Sulik/ Nelson
- Applied Academic Teachers supporting Mike and Dina during the 9:46-10:28 time frame schedule:
- W: Sulik/Stoughton
- Th: Nelson/Block
- F: Salbreiter/Pelnar
For students going to Outdoor Education:
- Student bag information:
- We will drop off tags for students to write their name, and attach to their bag. Please have students leave their bags in their advisory, and then Hive will head up to the auditorium, and Silver will head to the library.
- While teachers review expectations and clans, hand out schedules, etc., we will check bags. Teachers will not need to be involved in checking bags.
- The buses should arrive around 8:00.
- Jill, Ryan, and Erika will be transporting students each day who are doing day trips.
- Ryan and I will also be back and forth between Camp TimberLee and Karcher over the 3 days. ODE teachers, please feel free to contact Ryan or I at anytime if assistance is needed.
- Students can be picked up at 2:15 PM in the back parking lot next to the gym on Friday 1/4.
Pictures from the week prior to break!
