2010_02_15 OMS Staff Weekly E-Newsletter

8/14/2019 2010_02_15 OMS Staff Weekly E-Newsletter

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O R E G O N M I D D L E S C H O O L

MS Weekly Staff E-Newsletter 2010_02_15

OREGONMIDDLESCHOOLCitizenship,Attitude, Responsibility, Excellence

Hi Bill: How do I get my students to thepoint they choose to learn

voluntarily rather than having contentimposed on them. Meagan

At-Risk Newsletter: Response to Meagan

Dear Meagan:

Because kids are human, there is only one waythey will do anything without coercion, the sameas you and I.

Make it interesting and worthwhile. Presenting

is the simple part of teaching. Lesson plans are adime-a-dozen, even free. Getting students togive a darn about the lesson is the hard part.Given the irrelevant stuff schools cram downkids throats because somebody higher-up andfurther-away thinks it's good, this is especiallytrue, and it is the primary reason for classdiscipline problems. Teachers use reward-punishment even though it works ineffectively.

Interesting presentations are rare as well asinefficient, especially beyond 10 or 12 minutes.Thats what the fuss over Learner Centeredversus Teacher Centered Lessons is about. Togive students good reasons to be interestedithas to be in their terms not yours.

Having students think of reasons, createapproaches, and collaborate are the best ways ofgetting participation. The lesson can belong tothe kids if they are involved, if it is pleasant, if itis meaningful, and if there is an intrinsic,personal payoff.

Practical Strategies for StudentParticipation

Following are the best techniques (gimmicks) Ihave ever used. You can find material written bythe books full on the ideas if you wantelaboration.

A. Use the Partner Plan(also known asPair-Share or Study-Buddy)

Brain research shows that interacting withsomeone on material can double the learningand memory. Listening, comparing, speakingdebating, responding, discussing, andparticipating are all-important. They also causinvolvement, interest, and meaningful activityPairs should be voluntary, reciprocal, and goaoriented.

The brain is more like a sieve than a sponge.Information passes right through with only apart being caught momentarily. Unless the neknowledge can be related to previous knowledor unless something is done with it, informatigoes out of the memory system. Pairing permsomething to be done with informationimmediately. Pairing allows every kid either totalk or listen at the same time. Three or fourstudents will fail to profit from the pairing--thbecome my partners.

B. Use longer-range projects in lieu ofhomework.

And use pairing, too. I think of two or threeweek, mini projects, for science, history reporliterary exhibits, etc. Examples might include

Answering letters and questions from a firstgrade class, a charity endeavor, gettingsignatures on a petition to cancel theDeclaration of Independence, planning acontrived incident, putting out a classnewspaper for parents, writing advertisementposters, editorials, and videos to sell the clasor a novel to other students. Monitoring workduring the weeks is essential; it allows foradjustments. Students who work fast can useextra class time on their project.

C. Make class members activeparticipants from the start.

The of Oregon Middle School is to develop conscientious citizens, foster positivattitudes, respect and appreciate individuals, and achieve academic excellence.

OMS 2009-2010 Goals(4Cs)

Sharpening YourSkillSawPanther propsto:

Kerri Mcontinuing non-cad recognition, PBISGoal

Lunch and Bus Supervision Staffkeeping up positive relationship withour studentsJohanna Panzer

becoming part of the 7th grade lunchsupervision teamHeidi P, Amy B and Darren HGood use of guest speakers this week

A teacher who is attempting

to teach without inspiring

the pupil with a desire to

learn is hammering on cold

iron. ~Horace Mann
http://moodle.oregonsd.org/course/view.php?id=35http://docs.google.com/Doc?docid=0AR6vW_raMpr6ZGZnNWQ0NnhfNDM2aGh2cmJiZ2g&hl=enhttp://docs.google.com/Doc?docid=0AR6vW_raMpr6ZGZnNWQ0NnhfNDM2aGh2cmJiZ2g&hl=en


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! OMS Weekly Staff E-Newsletter 2010_

Involve them in the planning anddiscussion. They can participate indecisions regarding every aspect ofthe class. If you make it their class,theywill take a natural interest.Select from choices, vote onprocedures, have them keep ownrecords, check own work, and createstudy sheets. Have students

organize, review, and practiceprocedures. Arrange class meetings,discussions, and debates. Let thekids or pairs teach units andsegments of the class. Teach a uniton Learning How to Learn orMemory Techniques. Add thedimension of games or chance tothe study and learning.

Example:To introduce a WWII unit.I began by asking what they knewabout that war. Students drew fromevery movie they ever saw fromTora! Tora! Tora! to The LongestDay. It would have taken the entireyear just to settle the arguments,cull the misinformation, and directthem to the current implicationsand underlying factors. The interestwas over whelming, but I wouldrather be overwhelmed withenthusiasm than underwhelmed.When the course objectives includeconcepts such as causes, strategies, justice,precedents, imperialism, values, and perspectivesthe details are just thatdetails.

D. Guest speakers.

Virtually anyone is acceptable as a guest. They areresources not speakers. Students from last years

class, people around school who dont haveclasses, college students, parents are all readilyavailable. Let you classes know what you wanttheyll make suggestions and recruit people. Iused to have waiting list for speakers to come tomy English Classes. Some of the best speakers Ihad were very ordinary people who simplyanswered questions from my students. In middleschool social studies, I had a policy of getting 37speakers for the 38 weeks.

E. Doing it for real.

Real personally acquired creek water, tested andreported on, bacteria found on cafeteria utensils,personal experiments; surveys, unique projects(something no one else is doing), and moving upthe line of Blooms taxonomy a few steps indiscovering the nature of the problems and thesolutions normally leads to the scientific method.

RESOURCE LINKSOMS Staff Only PageOMS Staff Collaboration SiteOMS online DB (Refocus, etc)OMS PBIS SiteOMS Literacy SiteOMS PLC Site

GOOGLE CALENDARSOMS Orange Black and Other CalendarOMS Field Trip Calendar

FORMSNEWOnline Behavior InterventionFormNEWONLINE CADs

Sub Evaluation FormOMS Field Trip Request FormGuest Speaker Request FormTeam Meeting form (Google Doc)Video Use Permission FormOMS Committee Meeting TemplateOMS Protocol Documentation Form toFacilitate positive dialog (PDF)

OMS Protocol Documentation form(Word format)OMS Team Minutes InteractiveForm - fill in fields and click subm

bottom of Staff Page

SUBSCRIPTION SERVICOregonMidSchool TwitterOMS E-Newsletter

Resource Links for OMS Staff

Upcoming Events

February 2010CARE Review Classroom (especiallywith subs)15 OrangeDay - HB Reading Day

OPTIONAL Staff Meeting -Discussion of BOE Position paper

BUS- Dale, Bob, Ryan16 BlackDay - Lit Committee AM

PBIS PM in Book RoomBUS- Dale, Bob, Ryan

17 OrangeDayEXTENDED HOMEBASEINTERVENTION DAYAcademic Needs CommitteeAlternative Scheduling Committee-Book Room

BUS- Dale, Bob, Ryan18 BlackDay -

OMS BUDGET MeetingBUS-Ryan, Damaris, Dan K

19 OrangeDay -Progress Reports Due

BUS-Ryan, Damaris, Dan KOMS Weekly Update (Bus Duty,Co-Curricular) - Lynda G

BUS Map For OMS

Did you Know?

You can review the OMS Goal Report withtypes of data for your enjoyment? Go to th

OMS Moodle Site to view themOMS 0910 Committee Membership***

Reminders

Please lock your computer when youleave your room (ctrl-alt-del)

Fire Drills - be sure to shut yourclassroom door when you leave

Review with your homebase theweekly CARE Areas

OMS Vision

OREGON MIDDLE

SCHOOL VISIONIndividualizing learning for parents, studeand staffNavigating toward excellenceSharing responsibility for success ofallstudentsProducing positive, collaborative energyIncluding ALL

Reflecting and collaborating for continuouimprovementEngaging students in rigorous learning

Examples:... (to see the rest of this article frBill Page, click here)

OMS Belief Statements

OREGON MIDDLE SCHOOL

BELIEF STATEMENTSWe believe students will develop respectfor their community, environment, andthemselves.We believe all staff, students, andcommunity will foster a positive attitudeand outlook.We believe all staff, students andcommunity will be respectful andresponsible.We believe all staff will model life-longlearning and engage students in highlevels of academic excellence.
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MS Weekly Staff E-Newsletter 2010_02_01!

OMS Dat for Wee Februa y 1-5, 20 0

Data Area

#of

Referrals EthnicityReferring

TeamResident

TeamGenderActual

GradeLevelActual

Actual #of

Students

%of

Studen

REFOCUS ROOMTotal=Reg=SPED=At-Risk=GT=504=

Black=White=Hisp=Indian=Asian=

7O=

7M=

8O=

8M=

Enc=

SPED=

Admin=

SUB=

EA=

Student=

7O=7M=8O=8M=

F=M=

7=8=

STAFF MAKINGREFOCUS REFERRALS

Total=

Teacher=

EA=

SUB=

Admin=

7O=7M=8O=8M=

F=M=

7=8=

OFFICE REFERRALSMay include Duplicates from

detentions, refocus room, ISS/OSS)

Total=Reg=SPED=At-Risk=GT=504=


7O=

7M=

8O=

8M=

Enc=SPED=

Admin=

SUB=

EA=

Student=

7O=7M=8O=8M=

F=M=

7=8=

DETENTIONSTotal=Reg=SPED=At-Risk=GT=504=


7O=

7M=

8O=

8M=

Enc=

SPED=

Admin=

SUB=

EA=

Student=

7O=7M=8O=8M=

F=M=

7=8=

HEALTH OFFICETotal=

7O=7M=8O=8M=

F=M=

7=8=

OSS



7O=7M=8O=8M=

F=M=

7=8=

ISS



7O=7M=8O=8M=

F=M=

7=8=

CADsTotal=Reg=SPED=At-Risk=

GT=504=

Black=White=Hisp=

Indian=Asian=

7O=

7M=

8O=

8M=

Enc=

SPED=

Admin=

SUB=

EA=Student=

7O=7M=

8O=8M= F=M= 7=8=


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Documents

2010_02_15 OMS Staff Weekly E-Newsletter