Thursday, February 28, 2019

February Worthy Wildcats!

Congrats to the following students who were selected to be the February Worthy Wildcats by their peers.

Students were selected for: after reading the book Heartprints, the student has gone above and beyond doing acts of kindness in the classroom to spread  "heartprints", always been kind to peers, following the directions in the classrooms always the first time,  always being kind and respectful, checking on his friends and always sharing a smile with them and asking a classmate in a different grade level who was sitting alone at lunch to join his table!  These students are fine examples of how to be a kind and caring Wildcat who follows the Wildcat Way of being Kind, Safe and Responsible because You are Important!   Congrats to: Kindergartener-Henry S., First Grader-Liv F, Second Grader- Gianna L., Third Grader-Kosta T, Fourth Grader- Lucas A. and Fifth Grader-Johnny N. 

Gianna L. 

Kosta T. 

Liv F. 

Lucas A. 

Johnny N.
Henry S. 

Wednesday, February 13, 2019

February Growth Mindset Work: Goal Setting

Image result for goal setting

In the month of February, Wildcats are learning how to set goals.  This is an important aspect of Growth Mindset as when we have not learned something yet, we can set a plan of how to learn it. As students or adults struggle with learning, Annie Brock and Heather Hundley write in The Growth Mindset Coach, with a goal and deliberate practice, improvement can occur.  We are teaching our students to set goals by using SMART goals.

S- Make it Specific, What exactly do you want to accomplish?
M-Make it Measurable, How will you know when the goal is accomplished?
A-Make it Attainable, What will you do to make sure the goal can happen?
R-Make it Relevant, Is the goal that you decide on worth putting effort into it?
T-Make it Timely, When will the goal be accomplished?

The other work we are doing is to help students work through any obstacles that can occur on the way to meeting a goal.  We will be asking the students to think of things that could occur that might stand in your way and ask them how they will deal with each obstacle.

By detailing the goal and naming the issues that can get in the way of meeting the goal, we hope that students will develop grit, tenacity and the fortitude to get through the obstacles and accomplish their goals! 

We hope that you will model goal setting for your children!  We encourage you to help your children set SMART goals and dialogue about what might get in the way of meeting their goal, so that they can persevere through the difficulties! 

A popular saying is:

Image result for goal setting

Tuesday, February 5, 2019

January Worthy Wildcats!

We are delighted to share these students who received the Worthy Wildcat Award today. These students are selected by their peers for following the Wildcat Way! Anyone can nominate the students- their friends, teachers, staff members and the student committee makes the selections! 
Congrats to Kindergartener Griffin S., First Grader: Brady H., Second Grader: Drew D., Third Grader Aidan  H., Fourth Grader: Megan A. and Fifth Grader: Esteban L.-B.

Students were selected for following the Wildcat Way and having good manners, following directions and knowing the right thing to do, being kind to peers, helping a student clean out his desk, staying late to help a peer find something she lost and switching a lunch twice a week to help with our Kindergarteners! 

These students truly exemplify the purpose of the Wildcat Way.  Our goal of the Wildcat Way is to help students respect others, help out as needed, demonstrate kindness and have good manners throughout the school day!







Thursday, January 10, 2019

Growth Mindset: January Focus- FEEDBACK

Image result for feedback
Our Growth Mindset focus for January is Feedback.  How do we give feedback to our students and how do our students share feedback with their peers are the questions that we will be looking at this month. The more specific feedback we give our students, both positive and critical, helps students continue to grow and work hard to get to "yet".

Praise is one form of feedback and it is probably most often what is used at school and at home.  Some examples are: "You are doing a great job, you're so smart, you worked really hard". These feedback phrases are specifically related to the person and not the process of the work that they were doing. It can be related to some inborn quality that one has, versus the amount of effort that one put in to the task.  In the Growth Mindset Coach, the authors share that when we praise the process as opposed to the person, you are validating the effort involved.  They share that person praise works when a task is completed successfully, but if the feedback is more critical, the person may become fearful to try new things or make mistakes.

In my opinion, praising the process (effort) is an extremely important part of feedback. But, even more important is specificity. How specific can your feedback be?  An example is, "I really see that you worked hard to organize all the books in your bedroom to help keep it clean!" as opposed to, "thanks for cleaning your room". Another common feedback comment might be, "Oh, I like what you made in art." Instead, you might say, "This drawing has so many colors and different shapes that I can tell you enjoyed making it."

Being specific with praise/feedback is not easy.  It is much easier to be general in our comments to students and our children. It is a skill that requires continuous practice and awareness.  During the month of January, teachers will be working together on process versus people praise and being specific in our feedback to our students.  We will also be working on framing feedback questions, that we hope will push students in the right direction, like "Have you considered, One suggestion might be, What a great example of.." We hope you will try this at home as well with your children.