At our faculty meeting this week our staff experienced the next in a series of workshops on defining, identifying and growing students grit. Despite it becoming a buzzword over the last 12 months, schools have always tried to develop the elements of grit. Key words that define the attribute are 'perseverance,' and 'passion' and 'the ability to set and stick with long-term goals.' When we think about people who lack this, we think about people who are often impulsive (who don't think about the long-term consequences of their decisions), and who often won't stick with a task or goal that becomes challenging. In short, we parents sometimes think of our own kids!
What's important to realize as parents is that this is okay. One doesn't become 'gritty' simply by thinking about it or because a new challenge comes along that is so engrossing that a switch is flipped. I think one of the hardest parts of parenting is trying to sort out those things that are obvious to us now and trying to remember how we learned them. I don't, for example, remember when it was that I was finally able to translate the focus I could easily employ when playing a sport to reading a difficult text. And so, when I teach my kids I find I'm trying to learn as much about the way I learned and asking myself if I'm trying to accelerate them too quickly by asking them to be masterful at a skill at an age when this expectation is not developmentally appropriate.
An important lesson for children is one we have to learn with them; that gaining a new skill or strength is best done in a lengthy, consistent, and incremental growth curve that allows for a partnered growth of passion for whatever it is that is being practiced. What we (parents and children) fail to understand sometimes is that when this curve is rushed the result is often unpredictable. In situations where students really excel there is as much love and passion for that thing they are excelling at as there is discipline and regimented practice. In environments where there is no passion or time dedicated to enjoyment, it's fairly easy to predict that any child will grow his skill. It is also likely, however, that while the child becomes skillful, the child will also lose interest. I love it when one of my children comes home from a "lesson" and immediately wants to practice (on their own) what they learned in the lesson. I see their excitement and their passion.
As a middle school staff much of our intentional professional development is therefore directed into two realms; we want to develop the specific tactics that help students learn our various subjects (math, science, art, etc.) but we also spend an equal amount of time learning how to inspire students in our subjects as well.
Importantly, and contrary to what some or even many parents might perceive, we do not consider ourselves judge and jury over what the right pace of learning is. We constantly survey the world outside of Bethlehem to assess if there are methods, expectations, and mechanisms that get students along their growth curve faster.
As conscientious educators we realize that this disposition is not consistent from school to school and this is why there has been so much discomfort with the Common Core Standards. We support these and we recognize that they are a push for us because they raise expectations but while others cry foul stating that they are too rigorous and do not allow students to exercise their passion, we recognize that we, the adults charged with growing our expertise, have to get students to these expectations in an intentional manner that allows for them to still exercise their love for math or English.
In next week's post I will describe both how we assess our progress using internal data but I'll also describe how we gauge our progress using external 'data.' It will be my pleasure, while describing both of these domains, to give parents a deeper introduction to our Department Supervisors, our Central Administration, and to describe their role in leading these processes.
Until then have a great weekend!
End of Week Notes
Beginning of the 3rd Quarter
- At the start of the 3rd quarter we encourage students to remember that they are NOT the grades they have earned thus far this year!!!!
- For students who have done really well this means that they have to remain consistent with things like organization and effort and participation in class.
- For students who have struggled it means realizing that things like organization, study skills, and work ethic are often more the reason for struggle than any cognitive issues. We always remind students that there is no reason why someone who has struggled cannot immediately experience growth!
Thank You's
- We are grateful to the local chapter of the Kiwanis Club for their support of our Character Breakfast!
- To Mr. Rizzo and Team Teachers for your work to bring off our Character Breakfast!
- To our 6th grade teachers and students who had a great time at our 6th grade social last night!
- To all the parents who participated in our Tuesday Night PTO meeting. I will be posting the presentation from our Guest Speaker, Mary Lawyer, at some point soon. Mary did a great presentation about how parents of middle school aged students can begin now to prepare (financially) for college
"Public Science is Broken"
- A headline this powerful demands to be read!
- It was stated by the lead investigator of the water contamination issues in Flint, Michigan and when I read his comments I immediately thought of how politics is contributing to the discredit of science!
Calling All Spellers! BOU Annual Spelling Bee - February 25th! (It will be at the High School)
One of the most beautiful Winter Storm PhotosEVER!
Quote(s) of the Week
"I never lose! I either win, or I learn!"
A great growth mindset quote from Cori Difabbio
"If anyone worked as hard as I did, they would get the same result!"
J. S. Bach (forwarded by Pat Pisanello)
"In Flint the agencies paid to protect these people weren’t solving the problem. They were the problem." (see above for more)
A great growth mindset quote from Cori Difabbio
"If anyone worked as hard as I did, they would get the same result!"
J. S. Bach (forwarded by Pat Pisanello)
Calendar of Events...
Monday, February 8
- Teacher Dept Meetings
- Spring Sports Signups this Week!!
Tuesday, Feb 9
- Teacher Dept Meetings
- Late Buses
Wednesday, Feb 10
- Late buses
Thursday, Feb 11
- Late buses
Friday, Feb 12
- FASS (3:00 to 5:00) (Friday After School Support)
Saturday, Feb 13 - February Break begins - School resumes on Monday, February 22nd
Have a great weekend!
