During the past two weeks we have had the pleasure of attending the various holiday music programs produced by each Lake Forest School to packed audiences.
We are so fortunate to be able to sustain our music program here. I’m told by colleagues around the country that they’ve had to cut music and art programs as they struggle to balance the budget as well as meet the reading and math achievement goals of their state. We don’t anticipate that will happen here.
Why? We value the arts as an important part of a child’s development. Every child in Lake Forest is taught by highly qualified music and art professionals beginning in kindergarten. They have class at least once each week and through those classes they explore creativity and imagination and self-expression.
The Lake Forest Board of Education has always included in its strategic plan an expectation to increase the number of students involved in extra-curricular activities and especially to see an increase in those students enrolled in art and music classes. That is one of the reasons we have added specialized classrooms at Lake Forest High School for Band and Chorus.
Below, copied from one of our holiday music programs, is a great explanation for why music is important for all children.
MUSIC IS A SCIENCE. It is exact, specific, and highly organized. . It embodies many levels of physics from acoustics to architecture.
MUSIC IS MATHEMATICS. It is rhythmically based on the subdivision of time in space into fractions, which must be done instantaneously, and not worked out on paper, in a highly specific form with regard to exact placement and symmetry. It is disciplined and logical.
MUSIC IS LANGUAGE. It is composed of phrases, thoughts and ideas. Its goal is to communicate and to reach a part of us where words no longer suffice. Most of the terms are in a foreign language, mostly Italian, German or French. The line notation is certainly NOT English, but a highly developed and organized symbolic system.
MUSIC IS HISTORY. It is the only art form we can hear as people hundreds of years ago heard. Unlike paint, whose image is always there once created, music is perpetually "repainted" each time it is performed. The feelings and thoughts of countless generations are forever cast into sound.
MUSIC IS PHYSICAL EDUCATION. It required fantastic coordination of fingers, eyes, hands, lips, cheek and facial muscles, in addition to extraordinary control of the diaphragmatic, back, stomach and chest muscles. There are as many calories burned by a symphony trumpet player in one performance as there are by a quarterback in a professional football game.
MUSIC IS ALL OF THESE THINGS AND MORE, BUT ABOVE ALL, MUSIC IS AN ART. It allows a human being to take science and technique and create EMOTION. This is the one thing that science cannot duplicate - human feelings and emotions.
THIS IS WHY WE TEACH MUSIC. Not because we expect to produce music majors. Not because we expect people to play all their lives. Not so you can relax. Not so you can trot around a field in a uniform....
BUT SO YOU WILL BE MORE HUMAN. So you will recognize beauty. So you will be more sensitive, especially to all the thoughts and feelings put into sound throughout the ages. So you will be closer to the infinity of your own heart and soul. So you will have something to cling to. So you will feel the beauty of being alive. And so you will come to know the value of your own self.
Friday, December 16, 2011
Thursday, November 17, 2011
Fixed Mindset vs. Growth Mindset
This is a phrase I’m hearing more and more around Lake Forest. Our principals have been studying the idea and planting the seeds of the Growth Mindset model with their faculty members. We believe teaching children with a Growth Mindset can make a huge difference in how they see themselves and their ability to do well. It’s really pretty simple.
If you have a fixed mind set, you are likely to believe that you are born with intelligence or talent or special gifts. You are what you are. Although you may have a desire to look good and be smart you avoid challenges. When faced with obstacles you might give up easily. Extending your effort into unknown territory means the potential to make mistakes, and you are afraid mistakes will show others what you don’t know. You feel threatened by the success of others.
If you have a growth mindset, you believe that your abilities can be developed with effort. You embrace challenges. You persist in the face of obstacles. You see mistakes as an opportunity to learn. You learn from criticism. You find the success of others inspiring.
So, how does this play out at the school level? Here's a small example.
We’re going to stop saying things like, “You did really well on that test. You sure are smart.”
Instead we’ll say, “You did really well on that test. It’s clear you worked hard.”
Words like naturally smart, gifted, bright, brainy and talented will not be used as the reason why a student has performed well. Instead, when students are successful, we will draw attention to their effort, the obstacles they overcame and the mistakes they might have learned from that led to a successful final outcome.
But Dan, you ask, what about those who are truly gifted or talented?
They must learn that natural talent is not enough. Even they must learn that it is their effort, their perseverance, their challenges that will strengthen their natural skills and propel them to success.
There are plenty of examples to share with students. I have seem some naturally talented student athletes pass through high school and win college scholarships only to fail at the next level. Often it is because everything at the high school level was easy. Going to the next level meant greater challenges and harder work. They were so accustomed to coasting with their natural ability that they never learned perseverance. They never had a major obstacle. They didn't really know how to work harder or learn from mistakes.
My niece is a fine, talented pianist. She can out play anyone you’ve ever known. She is taking a full load of college classes and practices the piano 25 hours a week. Why? Because she's not good enough. And if she goes pro, she will probably practice even more.
So, it will also be our challenge to challenge the most able of our students to learn that it is not their talent or giftedness that leads to success.
Good grades and college scholarships are within everyone’s grasp - if we can develop in them a Growth Mindset.
For more on this topic I recommend the book Mindset: The New Psychology of Success by Carol S. Dweck.
If you have a fixed mind set, you are likely to believe that you are born with intelligence or talent or special gifts. You are what you are. Although you may have a desire to look good and be smart you avoid challenges. When faced with obstacles you might give up easily. Extending your effort into unknown territory means the potential to make mistakes, and you are afraid mistakes will show others what you don’t know. You feel threatened by the success of others.
If you have a growth mindset, you believe that your abilities can be developed with effort. You embrace challenges. You persist in the face of obstacles. You see mistakes as an opportunity to learn. You learn from criticism. You find the success of others inspiring.
So, how does this play out at the school level? Here's a small example.
We’re going to stop saying things like, “You did really well on that test. You sure are smart.”
Instead we’ll say, “You did really well on that test. It’s clear you worked hard.”
Words like naturally smart, gifted, bright, brainy and talented will not be used as the reason why a student has performed well. Instead, when students are successful, we will draw attention to their effort, the obstacles they overcame and the mistakes they might have learned from that led to a successful final outcome.
But Dan, you ask, what about those who are truly gifted or talented?
They must learn that natural talent is not enough. Even they must learn that it is their effort, their perseverance, their challenges that will strengthen their natural skills and propel them to success.
There are plenty of examples to share with students. I have seem some naturally talented student athletes pass through high school and win college scholarships only to fail at the next level. Often it is because everything at the high school level was easy. Going to the next level meant greater challenges and harder work. They were so accustomed to coasting with their natural ability that they never learned perseverance. They never had a major obstacle. They didn't really know how to work harder or learn from mistakes.
My niece is a fine, talented pianist. She can out play anyone you’ve ever known. She is taking a full load of college classes and practices the piano 25 hours a week. Why? Because she's not good enough. And if she goes pro, she will probably practice even more.
So, it will also be our challenge to challenge the most able of our students to learn that it is not their talent or giftedness that leads to success.
Good grades and college scholarships are within everyone’s grasp - if we can develop in them a Growth Mindset.
For more on this topic I recommend the book Mindset: The New Psychology of Success by Carol S. Dweck.
Monday, October 31, 2011
Delaware School Money Needed
Times are tough economically. We all agree.
Schools play an important role in economic recovery. We all agree.
So, how is it that schools, have had to take more than their fair share of cuts in state funding? How can we move forward, when much of the past three years have been spent dismantling much of what was designed to help our students achieve at increasing higher rates?
Many of the cuts in state support to schools have been temporarily filled with federal support funds known as Stimulus Funds, Stabilization Funds and Ed Jobs Funds. All have provided protection against mass lay-offs of teachers, administrators and support staff.
This year, we hope and pray (legal prayers only) that our Governor and General Assembly will make it a priority to guard the public education budget and even restore many of the previously eliminated forms of support.
All districts have been affected in much the same way. Each has managed to save what it can by drawing from reserve funds: Reserves that might be used to pay for major emergency expenses. Reserves that might be used to reduce the impact or even the need for local referendum and tax increase. Reserves that might be used to support a new, experimental initiative. We are spending some of our savings to reduce major impact on classrooms.
The following specialized programs have been wiped out of the state budget. The dollar amount represents the dollars no longer available annually for spending on the students of Lake Forest.
Reading and Math Specialists $289,837
Limited English Proficiency Grant $26,665
Technology Block Grant $45,425
School Climate $160,000
Tax Relief Allocation $412,230
Academic Excellence Grant $106,995
Extra Time Programs $312,703
Teacher Tuition Reimbursement $33,890
Teacher Cadre & Mentoring $19,600
Other parts of the state support formula have been significantly reduced.
Delaware public schools rely on significant support from the state. That is why in 2009-2010 state support for public schools represented 33.33 percent of the state budget. But this year, state spending for public schools represents just 31.63%.
Lake Forest students now get $400 less per pupil in annual state support than they did in 2008.
We hope that will be restored.
Schools play an important role in economic recovery. We all agree.
So, how is it that schools, have had to take more than their fair share of cuts in state funding? How can we move forward, when much of the past three years have been spent dismantling much of what was designed to help our students achieve at increasing higher rates?
Many of the cuts in state support to schools have been temporarily filled with federal support funds known as Stimulus Funds, Stabilization Funds and Ed Jobs Funds. All have provided protection against mass lay-offs of teachers, administrators and support staff.
This year, we hope and pray (legal prayers only) that our Governor and General Assembly will make it a priority to guard the public education budget and even restore many of the previously eliminated forms of support.
All districts have been affected in much the same way. Each has managed to save what it can by drawing from reserve funds: Reserves that might be used to pay for major emergency expenses. Reserves that might be used to reduce the impact or even the need for local referendum and tax increase. Reserves that might be used to support a new, experimental initiative. We are spending some of our savings to reduce major impact on classrooms.
The following specialized programs have been wiped out of the state budget. The dollar amount represents the dollars no longer available annually for spending on the students of Lake Forest.
Reading and Math Specialists $289,837
Limited English Proficiency Grant $26,665
Technology Block Grant $45,425
School Climate $160,000
Tax Relief Allocation $412,230
Academic Excellence Grant $106,995
Extra Time Programs $312,703
Teacher Tuition Reimbursement $33,890
Teacher Cadre & Mentoring $19,600
Other parts of the state support formula have been significantly reduced.
Delaware public schools rely on significant support from the state. That is why in 2009-2010 state support for public schools represented 33.33 percent of the state budget. But this year, state spending for public schools represents just 31.63%.
Lake Forest students now get $400 less per pupil in annual state support than they did in 2008.
We hope that will be restored.
Wednesday, October 12, 2011
Public Budget Workshop
When: October 18, 5 – 7 pm
Where: Lake Forest Central Business Office
(next to Lake Forest High School)
What: An overview of the district’s budget development
An overview of the district’s revenues
An overview of the district’s expenditures
Input from the district’s major stakeholders (parents, students, educators and residents of the district)
Why: To make information available to the public
To provide transparency to the public
To obtain input from the public in the budget decision process
Refreshments will be served.
Everyone is welcome. If you have questions, contact business manager Christine daCosta 284-3020 ext. 105 or ccdacosta@lf.k12.de.us .
Where: Lake Forest Central Business Office
(next to Lake Forest High School)
What: An overview of the district’s budget development
An overview of the district’s revenues
An overview of the district’s expenditures
Input from the district’s major stakeholders (parents, students, educators and residents of the district)
Why: To make information available to the public
To provide transparency to the public
To obtain input from the public in the budget decision process
Refreshments will be served.
Everyone is welcome. If you have questions, contact business manager Christine daCosta 284-3020 ext. 105 or ccdacosta@lf.k12.de.us .
Wednesday, October 5, 2011
I Love Lake Forest Day
I’m sure you noticed that your calendar says I Love Lake Forest Day will be here this Saturday, October 8 at Lake Forest High School. Plans are coming together nicely for a wonderful day of fun.
You will see first- hand how your tax dollars have been spent on remodeling and additions at the school.
There will be student entertainment throughout the day in the auditorium.
The latest student produced "I Love Lake Forest" videos will be revealed at 1pm in the cafeteria and the winners will be announced.
There will be exhibitors of all kinds both inside and out.
There will be an art show, face painting, pony rides, petting zoo, moon bounce, dunking booth (with yours truly scheduled to be dunked), ice hockey and tumbling demonstrations and much more.
And there will be food for sale – such as fried chicken dinners, corn dogs, funnel cakes, kettle corn and Italian Ice.
There is no charge and plenty of parking. So, bring the whole family and make a day of it. That’s this Saturday, October 8 from 10 to 2 at Lake Forest High School.Help us celebrate the community we know as Lake Forest.
Isn’t it great to be a Spartan
You will see first- hand how your tax dollars have been spent on remodeling and additions at the school.
There will be student entertainment throughout the day in the auditorium.
The latest student produced "I Love Lake Forest" videos will be revealed at 1pm in the cafeteria and the winners will be announced.
There will be exhibitors of all kinds both inside and out.
There will be an art show, face painting, pony rides, petting zoo, moon bounce, dunking booth (with yours truly scheduled to be dunked), ice hockey and tumbling demonstrations and much more.
And there will be food for sale – such as fried chicken dinners, corn dogs, funnel cakes, kettle corn and Italian Ice.
There is no charge and plenty of parking. So, bring the whole family and make a day of it. That’s this Saturday, October 8 from 10 to 2 at Lake Forest High School.Help us celebrate the community we know as Lake Forest.
Isn’t it great to be a Spartan
Thursday, September 29, 2011
Bullying
Bullying is not a normal rite of passage. It can have serious
consequences. You can help your children learn how to prevent
bullying.
™™ Help your children understand that bullying is more than
physical. It can happen in person or over the phone or computer.
™™ Keep open lines of communication with your children. Listen to
any concerns about friends and other students.
™™ Encourage your children to pursue their interests. Doing what
they love may help your children be more confident among their
peers and make friends with others with similar interests.
™™ Teach your children to take a stand against bullying. Tell them
how to stand up to those who bully if it is safe to do so.
™™ Talk to your children about seeking help from a trusted adult
when feeling threatened by a bully. Talk about whom they
should go to for help and role-play what they should say. Assure
your children that they should not be afraid to tell an adult when
someone they know is being bullied.
™™ Know what is going on in your children’s schools. Visit the
school websites, read the student paper if there is one, and join
the parent organization listserv or mailing list. Get to know other
parents, school counselors, and staff. Contact the school by
phone or e-mail if you have suggestions for making the school a
safer and better learning place.
If you suspect your children are being bullied, consider these
steps:
™™ Express your concern and make it clear that you want to help.
™™ Tell your children that bullying is wrong, that it is not their fault,
and that you are glad they had the courage to tell you about it.
™™ Work together to find solutions. Ask your children what they
think can be done to help. Reassure them that the situation can
be handled privately.
™™ Document ongoing bullying. Work with your children to keep a
record of all bullying incidents. If it involves cyberbullying, keep
a record of all messages or postings.
™™ Help your children develop strategies and skills for handling
bullying. Provide suggestions for ways to respond to bullying,
and help your children gain confidence by rehearsing their
responses.
™™ Be persistent. Bullying may not be resolved overnight.
™™ Stay vigilant to other possible problems that your children
may be having. Some of the warning signs for bullying may be
signs of other serious problems. Share your concerns with the
counselors at your children’s schools.
If you think that your children may be bullying others, work with your
children’s schools to address the issues. Remember that children who bully
are at high risk for engaging in risky or even criminal behaviors, and it is
very important in a bullying situation for the parents to act immediately.
™™ Talk with your children. Ask for their account of any situation for which
they have been accused of bullying. Be objective and listen carefully.
™™ Make it clear to your children that you take bullying seriously. Calmly let
them know that you will not tolerate this behavior. Help your children
learn that bullying hurts everyone involved.
™™ Develop clear and consistent rules for your children’s behavior. Praise
your children when they follow the rules. Decide on fair consequences
and follow through if your children break the rules.
™™ Spend more time with your children. Carefully supervise and monitor
their activities, including when they are online or texting.
™™ Be aware of who your children consider to be their friends. Find out how
they spend their free time.
™™ Build on your children’s talents and positive attributes. Encourage them
to get involved in well-supervised social activities.
™™ Work with your children’s schools to ensure the bullying does not happen
again. Ask your children’s teachers to keep you informed. Develop
strategies together to send clear messages to your children, and all
students, that bullying must stop.
™™ Talk with a school counselor or health professional. They may be able to
provide your children with additional help.
This information has been prepared and printed with permission of the National School Public Relations Association, Judy McDaniel and StopBullying.gov.
consequences. You can help your children learn how to prevent
bullying.
™™ Help your children understand that bullying is more than
physical. It can happen in person or over the phone or computer.
™™ Keep open lines of communication with your children. Listen to
any concerns about friends and other students.
™™ Encourage your children to pursue their interests. Doing what
they love may help your children be more confident among their
peers and make friends with others with similar interests.
™™ Teach your children to take a stand against bullying. Tell them
how to stand up to those who bully if it is safe to do so.
™™ Talk to your children about seeking help from a trusted adult
when feeling threatened by a bully. Talk about whom they
should go to for help and role-play what they should say. Assure
your children that they should not be afraid to tell an adult when
someone they know is being bullied.
™™ Know what is going on in your children’s schools. Visit the
school websites, read the student paper if there is one, and join
the parent organization listserv or mailing list. Get to know other
parents, school counselors, and staff. Contact the school by
phone or e-mail if you have suggestions for making the school a
safer and better learning place.
If you suspect your children are being bullied, consider these
steps:
™™ Express your concern and make it clear that you want to help.
™™ Tell your children that bullying is wrong, that it is not their fault,
and that you are glad they had the courage to tell you about it.
™™ Work together to find solutions. Ask your children what they
think can be done to help. Reassure them that the situation can
be handled privately.
™™ Document ongoing bullying. Work with your children to keep a
record of all bullying incidents. If it involves cyberbullying, keep
a record of all messages or postings.
™™ Help your children develop strategies and skills for handling
bullying. Provide suggestions for ways to respond to bullying,
and help your children gain confidence by rehearsing their
responses.
™™ Be persistent. Bullying may not be resolved overnight.
™™ Stay vigilant to other possible problems that your children
may be having. Some of the warning signs for bullying may be
signs of other serious problems. Share your concerns with the
counselors at your children’s schools.
If you think that your children may be bullying others, work with your
children’s schools to address the issues. Remember that children who bully
are at high risk for engaging in risky or even criminal behaviors, and it is
very important in a bullying situation for the parents to act immediately.
™™ Talk with your children. Ask for their account of any situation for which
they have been accused of bullying. Be objective and listen carefully.
™™ Make it clear to your children that you take bullying seriously. Calmly let
them know that you will not tolerate this behavior. Help your children
learn that bullying hurts everyone involved.
™™ Develop clear and consistent rules for your children’s behavior. Praise
your children when they follow the rules. Decide on fair consequences
and follow through if your children break the rules.
™™ Spend more time with your children. Carefully supervise and monitor
their activities, including when they are online or texting.
™™ Be aware of who your children consider to be their friends. Find out how
they spend their free time.
™™ Build on your children’s talents and positive attributes. Encourage them
to get involved in well-supervised social activities.
™™ Work with your children’s schools to ensure the bullying does not happen
again. Ask your children’s teachers to keep you informed. Develop
strategies together to send clear messages to your children, and all
students, that bullying must stop.
™™ Talk with a school counselor or health professional. They may be able to
provide your children with additional help.
This information has been prepared and printed with permission of the National School Public Relations Association, Judy McDaniel and StopBullying.gov.
Tuesday, September 20, 2011
Tech Support in the Schools
Have you seen one of our tech support guys? We have two of them - Ron Usilton and Don Riser.
Something just whizzed by me in a blue blur. Perhaps that was Ron, or maybe it was Don. It’s hard to tell at that speed. Lately they seem to be needed everywhere. Yesterday. It’s little wonder, given the explosion of the use of technology in schools. I don’t know how they keep up.
A generation ago we were just beginning to get computer labs in the schools. After that we started distributing a few computers to each classroom. They weren’t all connected to the Internet in those days, most ran software installed in each one or on a local server.
And the staff? I remember it took a long time before we felt the staff was competent enough to issue computers to everyone. Now, we don’t hire a teacher without accepting that she will need a laptop computer. She needs it for communication. She needs it for the development of lessons and the research to go along with lesson prep. Teachers often teach lessons that call for projecting photos, videos, stories, charts and graphs found on the internet. Often, lessons are packaged in a colorful PowerPoint presentation.
As a matter of fact, the technology needed in the classroom as basic tools has exploded. Practically every classroom has an interactive white board, projector and printer. Half of those classrooms have what is called a document camera, which looks like a miniature overhead projector and can focus on any book, document or object and project that picture onto the white board. Back in the day they called that an opaque projector. It was as big as a Volkswagen and probably cost as much.
The other day I did a little search on the Internet to see what the business world considers an appropriate ratio of computers to tech support personnel. On the first site I quickly abandoned my search because the numbers I saw suggested we don’t have enough people to keep everything running. The first report I saw suggested one tech support person for every 50 computers.
Now Ron used to work in the private sector and he tells me that 1 tech person for every 200 computers was probably more likely.
Here in Lake Forest School District Ron and Don install and maintain computers at a ratio that exceeds 1000 to 1. In addition they take care of most of the installation and maintenance of hundreds of interactive white boards, projectors, document cameras, printers, servers and routers. They maintain and upgrade our wireless networks.
And, oh yes, Ron also serves as our web master for the district website as well as coach for those teachers maintaining the school websites. Obviously they’ve got their hands full. But, amazingly, they get the job done and they do it well. I wish we could afford a few more Rons and Dons.
Something just whizzed by me in a blue blur. Perhaps that was Ron, or maybe it was Don. It’s hard to tell at that speed. Lately they seem to be needed everywhere. Yesterday. It’s little wonder, given the explosion of the use of technology in schools. I don’t know how they keep up.
A generation ago we were just beginning to get computer labs in the schools. After that we started distributing a few computers to each classroom. They weren’t all connected to the Internet in those days, most ran software installed in each one or on a local server.
And the staff? I remember it took a long time before we felt the staff was competent enough to issue computers to everyone. Now, we don’t hire a teacher without accepting that she will need a laptop computer. She needs it for communication. She needs it for the development of lessons and the research to go along with lesson prep. Teachers often teach lessons that call for projecting photos, videos, stories, charts and graphs found on the internet. Often, lessons are packaged in a colorful PowerPoint presentation.
As a matter of fact, the technology needed in the classroom as basic tools has exploded. Practically every classroom has an interactive white board, projector and printer. Half of those classrooms have what is called a document camera, which looks like a miniature overhead projector and can focus on any book, document or object and project that picture onto the white board. Back in the day they called that an opaque projector. It was as big as a Volkswagen and probably cost as much.
The other day I did a little search on the Internet to see what the business world considers an appropriate ratio of computers to tech support personnel. On the first site I quickly abandoned my search because the numbers I saw suggested we don’t have enough people to keep everything running. The first report I saw suggested one tech support person for every 50 computers.
Now Ron used to work in the private sector and he tells me that 1 tech person for every 200 computers was probably more likely.
Here in Lake Forest School District Ron and Don install and maintain computers at a ratio that exceeds 1000 to 1. In addition they take care of most of the installation and maintenance of hundreds of interactive white boards, projectors, document cameras, printers, servers and routers. They maintain and upgrade our wireless networks.
And, oh yes, Ron also serves as our web master for the district website as well as coach for those teachers maintaining the school websites. Obviously they’ve got their hands full. But, amazingly, they get the job done and they do it well. I wish we could afford a few more Rons and Dons.
Tuesday, August 23, 2011
Getting the Kids Up
(The following great advice is useful year round, but especially as we try to re-establish routines at home for the beginning of school. It is provided by the National School Public Relations Association. )
Getting children up and ready for the day, whether it be for school,
daycare, or even a sport or enrichment activity, is a sure-fire stress
builder and typical cause of morning madness. What can parents
do to start each day in a positive fashion?
™™ Make the morning routine a way of life.
Parents unwittingly cause morning madness by not instilling
that the routine is a family requirement and not an option. A
non-negotiable routine must be established, and consequence
discussed and determined.
™™ Stagger wake-up times.
If you’ve got more than one child in the house, and especially if
you have a large family, consider staggering wake-up times for
greater efficiency. Start with children who need assistance first,
or the ones who are real sleepyheads and move at a snail’s pace
come mornings.
™™ Conquer clothing wars with proper planning.
Clothing, down to clean socks, underwear and shoes, and even
matching hair accessories should be laid out each night before
bed. Youngsters can play a role in choosing the outfit, but no
changes are allowed once their head hits the pillow. And, then
stick with it! The only exceptions should be an unknown tear
or stain, or surprise change in the weather. This avoids missing
socks, unmatched shirt and shoes, and keeps getting dressed a
simple step in beginning the day vs. a looming battle.
™™ Determine breakfast choices in advance.
Some parents swear by weekly breakfast menus; others
adhere to cereal and fruit. Yet others have their children eat
the $1 breakfast at school each morning. Some daycares offer
breakfast; others allow parents to bring in a morning meal.
Breakfast is important. Some experts argue that it is the most
important meal of the day. Children need a nutritious start
each morning, but that start shouldn’t put parents in a work
bind or make children late for school.
™™ Only do what’s really important.
Some parents unwittingly set their children up to fail with
their morning routines by taking on unexpected chores and
duties, which causes whines and a mad rush to end up on
time. Consider creating a checklist of what absolutely must be
done each morning, and then forget the rest. If you want your
child to make his or her bed every morning, then make that a
requirement. However, cleaning the cat box can surely wait
until a child gets home after school.
™™ Recognize the snatch and go theory does work.
It’s just not enough to get dressed and eat. How many times
have children missed the bus because they couldn’t find their
homework sheet or didn’t have their backpack put together? If you
drive your children, then put their organized backpacks in the car the
night before. Lunches should also be prepared just before bed and easily
grabbed from the fridge the next morning. Jackets should be in a central
location. The “snatch and go” theory really does work in the mornings.
Designate an area for all essentials that can eliminate the crazed
morning syndrome when you’re trying to leave. Shoes, backpacks, car
keys, cell phones, purses, etc., should be placed in this area every day,
always, so they are always in place and ready for action. Keep a cell
phone charger in this area so your phone is charged for the day. Not
having to hunt down keys or other last-minute essentials is a time and
blood pressure saver, for sure.
™™ Plan an occasional exception morning.
One way to make it easier for children to get up in the mornings is to
create an occasional “kids get up...NOT” day as a reward. If it’s a school
holiday, lazy weekend opportunity, or just about any reason at all,
parents can make a special celebration out of the exception. The “not”
day also serves to reinforce the lesson that normal mornings have a
schedule and expectation; and that occasionally everyone gets a break
from the routine.
™™ Instill self responsibility.
Except for the very youngest, children can learn to awaken by an alarm
clock and get themselves up without mom or dad hovering and yelling,
“Are you up yet?” Let them decide what is the best time for the alarm
to go off and get ready on time. If this means Erica doesn’t get her hair
braided or Sam doesn’t get second helpings on cereal, encourage them
to set their alarms 15 minutes earlier for future days. Cause and effect is
a good lesson to learn.
™™ Model good morning behavior.
And, finally, parents really can help to determine whether their children
become morning risers or morning whiners. If parents moan and groan,
are always frantic, grumpy and running late themselves, then how can
they really expect anything more of their children? Good advice is to
get up earlier yourself, start that coffee or do 10 minutes of exercise, and
then show that Positive Mental Attitude (PMA) and really mean it when
you greet your kids with “Good Morning!”
Getting children up and ready for the day, whether it be for school,
daycare, or even a sport or enrichment activity, is a sure-fire stress
builder and typical cause of morning madness. What can parents
do to start each day in a positive fashion?
™™ Make the morning routine a way of life.
Parents unwittingly cause morning madness by not instilling
that the routine is a family requirement and not an option. A
non-negotiable routine must be established, and consequence
discussed and determined.
™™ Stagger wake-up times.
If you’ve got more than one child in the house, and especially if
you have a large family, consider staggering wake-up times for
greater efficiency. Start with children who need assistance first,
or the ones who are real sleepyheads and move at a snail’s pace
come mornings.
™™ Conquer clothing wars with proper planning.
Clothing, down to clean socks, underwear and shoes, and even
matching hair accessories should be laid out each night before
bed. Youngsters can play a role in choosing the outfit, but no
changes are allowed once their head hits the pillow. And, then
stick with it! The only exceptions should be an unknown tear
or stain, or surprise change in the weather. This avoids missing
socks, unmatched shirt and shoes, and keeps getting dressed a
simple step in beginning the day vs. a looming battle.
™™ Determine breakfast choices in advance.
Some parents swear by weekly breakfast menus; others
adhere to cereal and fruit. Yet others have their children eat
the $1 breakfast at school each morning. Some daycares offer
breakfast; others allow parents to bring in a morning meal.
Breakfast is important. Some experts argue that it is the most
important meal of the day. Children need a nutritious start
each morning, but that start shouldn’t put parents in a work
bind or make children late for school.
™™ Only do what’s really important.
Some parents unwittingly set their children up to fail with
their morning routines by taking on unexpected chores and
duties, which causes whines and a mad rush to end up on
time. Consider creating a checklist of what absolutely must be
done each morning, and then forget the rest. If you want your
child to make his or her bed every morning, then make that a
requirement. However, cleaning the cat box can surely wait
until a child gets home after school.
™™ Recognize the snatch and go theory does work.
It’s just not enough to get dressed and eat. How many times
have children missed the bus because they couldn’t find their
homework sheet or didn’t have their backpack put together? If you
drive your children, then put their organized backpacks in the car the
night before. Lunches should also be prepared just before bed and easily
grabbed from the fridge the next morning. Jackets should be in a central
location. The “snatch and go” theory really does work in the mornings.
Designate an area for all essentials that can eliminate the crazed
morning syndrome when you’re trying to leave. Shoes, backpacks, car
keys, cell phones, purses, etc., should be placed in this area every day,
always, so they are always in place and ready for action. Keep a cell
phone charger in this area so your phone is charged for the day. Not
having to hunt down keys or other last-minute essentials is a time and
blood pressure saver, for sure.
™™ Plan an occasional exception morning.
One way to make it easier for children to get up in the mornings is to
create an occasional “kids get up...NOT” day as a reward. If it’s a school
holiday, lazy weekend opportunity, or just about any reason at all,
parents can make a special celebration out of the exception. The “not”
day also serves to reinforce the lesson that normal mornings have a
schedule and expectation; and that occasionally everyone gets a break
from the routine.
™™ Instill self responsibility.
Except for the very youngest, children can learn to awaken by an alarm
clock and get themselves up without mom or dad hovering and yelling,
“Are you up yet?” Let them decide what is the best time for the alarm
to go off and get ready on time. If this means Erica doesn’t get her hair
braided or Sam doesn’t get second helpings on cereal, encourage them
to set their alarms 15 minutes earlier for future days. Cause and effect is
a good lesson to learn.
™™ Model good morning behavior.
And, finally, parents really can help to determine whether their children
become morning risers or morning whiners. If parents moan and groan,
are always frantic, grumpy and running late themselves, then how can
they really expect anything more of their children? Good advice is to
get up earlier yourself, start that coffee or do 10 minutes of exercise, and
then show that Positive Mental Attitude (PMA) and really mean it when
you greet your kids with “Good Morning!”
Monday, August 8, 2011
Summer Reading
Some say you can tell a lot about somebody by the books they have stacked on their night stand. My wife and I seem to have the bedroom littered with books. She devours books. I'm more of a snacker, working on 3 or 4 books all at the same time.
Last week, we had all school administrators in for a retreat for three days and I required each to give a book report. That turned out to be a very popular activity. Some read books on leadership. Some shared their favorite crime novel. Some even decided to tell of the favorite book they’ve been reading to their children.
I seem to read a little more in the summer. Maybe going on vacation and relaxing with a good book kind of gets me in gear for it. Anyway, I thought I’d give my own little book report for your consideration. I’m not sure what these titles say about me, but they are my most recent beside readings.
The Art of Racing in the Rain by Garth Stein – Recommended to me by my mother who has turned into a real dog lover, the story is told by Enzo, the family dog. You learn through his eyes how the family fell apart and the role he played in putting it back together. Keep the hanky handy.
A Captains Duty By Richard Phillips - This is the true story told by the captain of a cargo ship over run by Somali Pirates in April 2009. He is eventually taken hostage, spending several days with his captors in a life boat.
Seized by Max Hardberger - (What is it with me and the sea captains?) This is a collection of true stories of a sea captain who specializes in recovering stolen ships in some of the world’s most troubling waters.
Room by Emma Donoghue – (my favorite of the summer) This tale is told from the point of view of a five year old boy who was conceived, born and lived his entire life in a room with his mother who was kidnapped from her college campus at age 19. She has done her best to teach him everything she can in this limited environment. He loves his little world, but she decides to use him in an attempt to escape their captor.
The Johnstown Flood by David McCullough – If you’re a history buff, and I can’t say I ever was, this is a fascinating account of one of the most devastating disasters America has ever known.
That’s enough. There are others in baskets and under the bed I’m sure. Maybe I’ll get to them next summer.
Last week, we had all school administrators in for a retreat for three days and I required each to give a book report. That turned out to be a very popular activity. Some read books on leadership. Some shared their favorite crime novel. Some even decided to tell of the favorite book they’ve been reading to their children.
I seem to read a little more in the summer. Maybe going on vacation and relaxing with a good book kind of gets me in gear for it. Anyway, I thought I’d give my own little book report for your consideration. I’m not sure what these titles say about me, but they are my most recent beside readings.
The Art of Racing in the Rain by Garth Stein – Recommended to me by my mother who has turned into a real dog lover, the story is told by Enzo, the family dog. You learn through his eyes how the family fell apart and the role he played in putting it back together. Keep the hanky handy.
A Captains Duty By Richard Phillips - This is the true story told by the captain of a cargo ship over run by Somali Pirates in April 2009. He is eventually taken hostage, spending several days with his captors in a life boat.
Seized by Max Hardberger - (What is it with me and the sea captains?) This is a collection of true stories of a sea captain who specializes in recovering stolen ships in some of the world’s most troubling waters.
Room by Emma Donoghue – (my favorite of the summer) This tale is told from the point of view of a five year old boy who was conceived, born and lived his entire life in a room with his mother who was kidnapped from her college campus at age 19. She has done her best to teach him everything she can in this limited environment. He loves his little world, but she decides to use him in an attempt to escape their captor.
The Johnstown Flood by David McCullough – If you’re a history buff, and I can’t say I ever was, this is a fascinating account of one of the most devastating disasters America has ever known.
That’s enough. There are others in baskets and under the bed I’m sure. Maybe I’ll get to them next summer.
Monday, July 25, 2011
Lake Forest State Fair
How fortunate we are to have the Delaware State Fair in Harrington.
It involves so many of our children and their families in positive, productive, constructive activities; not only for that 10-day period, but often for the entire year. Teachers and staff members get involved as well, whether it’s in the Kids Zone or the Needlepoint Show, Pete’s or the sheep barn - Lake Forest Spartans are everywhere.
We are a rural community with strong agricultural roots and you’ll find many of our people in the show barns. You’ll also see them doing public speaking through 4-H, exhibiting their photography or sewing, and helping out at a family exhibit or church-run food venue. You’ll find a lot of Spartans on the ice rink, too.
I first got to know the state fair experience through 4-H forty years ago. Each summer for four years during college, I worked for West Virginia University Extension. I managed 4-H camps all over the state and finished the summer at the state fair in Lewisburg in August. The first summer I worked in the youth exhibit hall and at night I was assigned to sleep in the loft of the sheep barn to keep an eye on the 4-H and FFA boys who would be using those bunks. There was nothing between us and the sheep, and the general public, but chicken wire.
Those folks that live at the fair all week long are a special breed. You have to love it or you wouldn’t be there. I’m not sure what does it for me -the people, the reunions, the smell of the hay, the funnel cake. I always met girls at the fair. Maybe it was the oppressive heat, the dirt rings around my neck, the smell of manure or the limited opportunity to see to personal hygiene.
You can’t spend any time at the fair without developing some lifelong friends and lifetime memories. Back in my day, the favorite grandstand shows were acts like The Beach Boys, The Statler Brothers and Up With People. Some of my most indelible memories involve finding and reuniting families with lost children, getting knocked over (along with a table full of ribbons and trophies) by a couple of fighting boar hogs, showering through a garden hose next to a Holstein steer and being one of the first ones to walk the grounds as the sun came up on a brisk summer morning.
The Delaware State Fair belongs to everyone in Delaware and we are so lucky to have it right here in our front yard. Sure, it is great for the local economy, but, for the children who spend the week, it is even greater. They learn more about their interests and learn more about themselves than they would in any other environment.
They grow. They gain independence. They become leaders. They learn responsibility. They mature. They become better Spartans. They don’t know it, but they become better students because of the fair.
It involves so many of our children and their families in positive, productive, constructive activities; not only for that 10-day period, but often for the entire year. Teachers and staff members get involved as well, whether it’s in the Kids Zone or the Needlepoint Show, Pete’s or the sheep barn - Lake Forest Spartans are everywhere.
We are a rural community with strong agricultural roots and you’ll find many of our people in the show barns. You’ll also see them doing public speaking through 4-H, exhibiting their photography or sewing, and helping out at a family exhibit or church-run food venue. You’ll find a lot of Spartans on the ice rink, too.
I first got to know the state fair experience through 4-H forty years ago. Each summer for four years during college, I worked for West Virginia University Extension. I managed 4-H camps all over the state and finished the summer at the state fair in Lewisburg in August. The first summer I worked in the youth exhibit hall and at night I was assigned to sleep in the loft of the sheep barn to keep an eye on the 4-H and FFA boys who would be using those bunks. There was nothing between us and the sheep, and the general public, but chicken wire.
Those folks that live at the fair all week long are a special breed. You have to love it or you wouldn’t be there. I’m not sure what does it for me -the people, the reunions, the smell of the hay, the funnel cake. I always met girls at the fair. Maybe it was the oppressive heat, the dirt rings around my neck, the smell of manure or the limited opportunity to see to personal hygiene.
You can’t spend any time at the fair without developing some lifelong friends and lifetime memories. Back in my day, the favorite grandstand shows were acts like The Beach Boys, The Statler Brothers and Up With People. Some of my most indelible memories involve finding and reuniting families with lost children, getting knocked over (along with a table full of ribbons and trophies) by a couple of fighting boar hogs, showering through a garden hose next to a Holstein steer and being one of the first ones to walk the grounds as the sun came up on a brisk summer morning.
The Delaware State Fair belongs to everyone in Delaware and we are so lucky to have it right here in our front yard. Sure, it is great for the local economy, but, for the children who spend the week, it is even greater. They learn more about their interests and learn more about themselves than they would in any other environment.
They grow. They gain independence. They become leaders. They learn responsibility. They mature. They become better Spartans. They don’t know it, but they become better students because of the fair.
Thursday, July 7, 2011
Guidance Counselors on the Road
We’re trying something new this summer.
The Lake Forest High School guidance department is making itself available to parents and students out there in the community. They especially want to see the incoming 9th graders. Why?
9th grade can be a difficult year. It can make or break a successful high school experience. Many students experience their first failing grade in 9th grade.
There are a variety of theories as to why this happens:
• Parents have a tendency to let go and monitor school less when kids start high school
• It often means moving to a new, larger environment where relationships with peers and teachers have to be rebuilt
• They are not adequately prepared for the greater academic demand
• High school teachers teach subjects not students
These theories all have merit, but none of them represent the issue totally. Perhaps to some degree, struggles in ninth grade may be due to fractions of any and/or all of the above.
We want to be sure that parents of 9th graders in Lake Forest know that we want you to stay involved. We want you to monitor your student’s progress. The best way to get started is to be sure you connect with the guidance department.
They are available at the Felton Fire Hall July 7 from 4-7pm; at the Frederica Fire Hall on July 12 from 8a.m. to 4p.m.; and at the Harrington Parks and Recreation Center on July 13 from 8-12 and 4-7. You don’t need an appointment, you can just drop in. If you have questions, please call the high school guidance office at 284-9291 ext.210.
We hope you’ll take advantage of this unique opportunity.
The Lake Forest High School guidance department is making itself available to parents and students out there in the community. They especially want to see the incoming 9th graders. Why?
9th grade can be a difficult year. It can make or break a successful high school experience. Many students experience their first failing grade in 9th grade.
There are a variety of theories as to why this happens:
• Parents have a tendency to let go and monitor school less when kids start high school
• It often means moving to a new, larger environment where relationships with peers and teachers have to be rebuilt
• They are not adequately prepared for the greater academic demand
• High school teachers teach subjects not students
These theories all have merit, but none of them represent the issue totally. Perhaps to some degree, struggles in ninth grade may be due to fractions of any and/or all of the above.
We want to be sure that parents of 9th graders in Lake Forest know that we want you to stay involved. We want you to monitor your student’s progress. The best way to get started is to be sure you connect with the guidance department.
They are available at the Felton Fire Hall July 7 from 4-7pm; at the Frederica Fire Hall on July 12 from 8a.m. to 4p.m.; and at the Harrington Parks and Recreation Center on July 13 from 8-12 and 4-7. You don’t need an appointment, you can just drop in. If you have questions, please call the high school guidance office at 284-9291 ext.210.
We hope you’ll take advantage of this unique opportunity.
Monday, June 13, 2011
Why So Late?
The last day for students this year is June 16. That’s later than usual for us and later than most of the other school districts around us. Why so late?
Remember we started late this year. The first day was Tuesday after Labor Day, September 6. We had several construction projects going on and wanted to be sure they were done.
Of course if you’ve been to the high school this year you know that remodeling both inside and out has continued. Our appreciation goes to the administration, teachers, staff and students for enduring yet another year of disruptions and occasional classroom relocations.
This summer we’ll be undergoing the last piece of remodeling that began with the referendum voters approved in 2006. The newly enclosed courtyard is being painted this week and a beautiful, long lasting, terrazzo floor will be the final step.
The old office area, including principal’s offices, guidance, wellness, nurse, special education, teacher work room is partially gutted now and will be vacated as soon as the staff is done on Friday of this week. That entire area will be redesigned and rebuilt. Front door access to the guidance area will be from the center of the school.
Many of the hallways will get new tile and the last of the brick will be finished on the outside.
Where other districts have moved to tear down 40 year old schools and build new ones that cost 60-80 million dollars, Lake Forest has conservatively breathed new life into its high school with a redesign and upgrade that should make the whole community proud. We’re making plans to show it off at the next I Love Lake Forest Day on October 8.
Next school year we will return to what is a more normal schedule for us. The first day for students will be Monday, August 29, 2011 and the last day will be Friday, June 8, 2012. That’s more like it.
Remember we started late this year. The first day was Tuesday after Labor Day, September 6. We had several construction projects going on and wanted to be sure they were done.
Of course if you’ve been to the high school this year you know that remodeling both inside and out has continued. Our appreciation goes to the administration, teachers, staff and students for enduring yet another year of disruptions and occasional classroom relocations.
This summer we’ll be undergoing the last piece of remodeling that began with the referendum voters approved in 2006. The newly enclosed courtyard is being painted this week and a beautiful, long lasting, terrazzo floor will be the final step.
The old office area, including principal’s offices, guidance, wellness, nurse, special education, teacher work room is partially gutted now and will be vacated as soon as the staff is done on Friday of this week. That entire area will be redesigned and rebuilt. Front door access to the guidance area will be from the center of the school.
Many of the hallways will get new tile and the last of the brick will be finished on the outside.
Where other districts have moved to tear down 40 year old schools and build new ones that cost 60-80 million dollars, Lake Forest has conservatively breathed new life into its high school with a redesign and upgrade that should make the whole community proud. We’re making plans to show it off at the next I Love Lake Forest Day on October 8.
Next school year we will return to what is a more normal schedule for us. The first day for students will be Monday, August 29, 2011 and the last day will be Friday, June 8, 2012. That’s more like it.
Thursday, June 2, 2011
School Budget Looks Bleak
We’re in the last month for action on the school budget. The Governor presented his budget months ago and it included $36 million in cuts to the public schools. Last September school districts in Delaware received a total of $24 million from the Federal Government aimed at preserving local jobs. It’s called Edjobs money and it can only be used for salaries and fixed costs at the school level. Lake Forest, like most districts, sat on that money to use it to plug holes for next school year – FY12.
As you can see, 24 is significantly smaller than 36, so the hole didn’t get plugged. We have a $12 million dollar hole.
Here’s how this plays out for Lake Forest:
The proposed budget reduces support for school transportation by 10% across the board. For Lake Forest that amounts to $231,200. We have no local control over the actual costs of buses and bus runs because it is all determined by state formula. And the number of buses allowed in the district has always been in the hands of the state transportation office. Edjobs money cannot be used for this. So, our only options are to reduce the number of buses or use $231K of local money to maintain services. Fewer buses on the road mean longer runs and more students on each bus.
The proposed budget cuts $635,000 from Lake Forest by not replacing the loss of federal dollars (Stimulus and stabilization money) that have been used to pay for Education Tax Relief and other former state budgeted initiatives. In Lake Forest we have used this money for a variety of things including School Resource Officers, tutoring and summer school.
Finally, the proposed budget eliminates something called the flexibility block grant which used to be around $350,000 and was slashed last year down to $163,500.
So, Lake Forest is facing a possible loss of $1+ million in a variety of areas and we have $800,000, our share of Edjobs money for this one year. There is no more discretionary money.
All districts have been reducing positions and programs over the last couple of years. Even though we have the same number of students and Race to the Top has added to the work load. Next year will be tough and FY13 will be really ugly.
To add insult to injury, there appears to be a surplus of around $320 million in the Delaware budget right now. The Governor has proposed and the General Assembly seems poised in support to spend it on a lot of 1 shot allocations – roads, buildings, etc. Pretty smart, huh?
I don’t know. I have a prediction. You will soon see a referendum to increase the local school tax to replace the loss of state dollars, not only in Lake Forest but in other districts around the state. We are apparently awash in money with $320 million surplus and $100 million in Race to the Top Funds and districts will be reducing services and slashing more jobs than ever in FY13.
"Water, water everywhere,
And all the boards did shrink
Water, water everywhere
Nor any drop to drink."
from *The Rime of the Ancient Mariner* by Samuel Taylor Coleridge
As you can see, 24 is significantly smaller than 36, so the hole didn’t get plugged. We have a $12 million dollar hole.
Here’s how this plays out for Lake Forest:
The proposed budget reduces support for school transportation by 10% across the board. For Lake Forest that amounts to $231,200. We have no local control over the actual costs of buses and bus runs because it is all determined by state formula. And the number of buses allowed in the district has always been in the hands of the state transportation office. Edjobs money cannot be used for this. So, our only options are to reduce the number of buses or use $231K of local money to maintain services. Fewer buses on the road mean longer runs and more students on each bus.
The proposed budget cuts $635,000 from Lake Forest by not replacing the loss of federal dollars (Stimulus and stabilization money) that have been used to pay for Education Tax Relief and other former state budgeted initiatives. In Lake Forest we have used this money for a variety of things including School Resource Officers, tutoring and summer school.
Finally, the proposed budget eliminates something called the flexibility block grant which used to be around $350,000 and was slashed last year down to $163,500.
So, Lake Forest is facing a possible loss of $1+ million in a variety of areas and we have $800,000, our share of Edjobs money for this one year. There is no more discretionary money.
All districts have been reducing positions and programs over the last couple of years. Even though we have the same number of students and Race to the Top has added to the work load. Next year will be tough and FY13 will be really ugly.
To add insult to injury, there appears to be a surplus of around $320 million in the Delaware budget right now. The Governor has proposed and the General Assembly seems poised in support to spend it on a lot of 1 shot allocations – roads, buildings, etc. Pretty smart, huh?
I don’t know. I have a prediction. You will soon see a referendum to increase the local school tax to replace the loss of state dollars, not only in Lake Forest but in other districts around the state. We are apparently awash in money with $320 million surplus and $100 million in Race to the Top Funds and districts will be reducing services and slashing more jobs than ever in FY13.
"Water, water everywhere,
And all the boards did shrink
Water, water everywhere
Nor any drop to drink."
from *The Rime of the Ancient Mariner* by Samuel Taylor Coleridge
Friday, May 20, 2011
What do you do when you're mad?
Perhaps it’s the stress of the economy or simply the pressures of the closing of the year. I’ve been getting a few more calls from parents than usual. That’s what I get for being accessible I guess.
I try to return all calls within 24 hours and sometimes, if you catch me in, I am available for those who just drop in.
Why do they come to the superintendent? They're mad. Mad at their child’s teacher. Mad at the coach. Mad at the bus driver. Mad at the principal. Usually their madness is based upon something their child has told them. They presume that their child was 100% accurate in his/her retelling of an event at school in which they believe they were treated unfairly.
It is amazing how many believe going to the top will get the action they need. What I usually end up doing is counseling the parent to return to the chain of command and discuss what happened with the adult who was there. So, based upon more than 30 years of helping people in my community resolve their problems with the local school I offer these tips.
• When your child comes home from school crying or complaining about an incident in which they believe they were not treated with fairness, take what they say with a grain of salt. I’m not suggesting that your child is lying. I’m just suggesting that he is telling of the event from his perspective.
• Ask your child the name of the adult who made the decision that presently upsets them. (Bus Driver Bob, teacher Mrs. Cadaver, Coach Dragon) Contact the school and ask for an appointment to meet with that person. You would be surprised how clearer the picture gets when you hear another point of view. We all see better when we use both eyes.
• Don’t go to the appointment mad. Wait a day or two and cool down. If you are angry when you meet, things will not go well. What does the fact that you are angry have to do with the truth? Stay calm, tell the individual what your child has told you and indicate you want to hear his/her perspective before you jump to judgment.
• If, after hearing the other point of view, you are convinced the matter was poorly handled and you were unable to reach some reasonable resolution then you move up the change to the supervisor.
• For most issues, that would be the principal. Make an appointment to see the principal
• If there is no satisfaction from meeting with the principal, then contact me.
Years ago a parent called me to complain about a poor teacher. I asked her what she thought of the principal of the school. She loved him – thought he was a great principal. I told her that from what she was telling me, I would have to fire the principal because he was allowing a poor teacher to continue in the profession. Doing something with an ineffective teacher was not my job, but his. It was my job to deal with ineffective principals.
Jumping to the superintendent over something that could well be a misunderstanding and easily resolved with a little conversation in the classroom is like reaching for the shotgun when all you need is a flyswatter. Make that call. 99% of the issues get resolved at that level. Believe me. You’ll be glad you did and your child will learn how to resolve problems by your example.
I try to return all calls within 24 hours and sometimes, if you catch me in, I am available for those who just drop in.
Why do they come to the superintendent? They're mad. Mad at their child’s teacher. Mad at the coach. Mad at the bus driver. Mad at the principal. Usually their madness is based upon something their child has told them. They presume that their child was 100% accurate in his/her retelling of an event at school in which they believe they were treated unfairly.
It is amazing how many believe going to the top will get the action they need. What I usually end up doing is counseling the parent to return to the chain of command and discuss what happened with the adult who was there. So, based upon more than 30 years of helping people in my community resolve their problems with the local school I offer these tips.
• When your child comes home from school crying or complaining about an incident in which they believe they were not treated with fairness, take what they say with a grain of salt. I’m not suggesting that your child is lying. I’m just suggesting that he is telling of the event from his perspective.
• Ask your child the name of the adult who made the decision that presently upsets them. (Bus Driver Bob, teacher Mrs. Cadaver, Coach Dragon) Contact the school and ask for an appointment to meet with that person. You would be surprised how clearer the picture gets when you hear another point of view. We all see better when we use both eyes.
• Don’t go to the appointment mad. Wait a day or two and cool down. If you are angry when you meet, things will not go well. What does the fact that you are angry have to do with the truth? Stay calm, tell the individual what your child has told you and indicate you want to hear his/her perspective before you jump to judgment.
• If, after hearing the other point of view, you are convinced the matter was poorly handled and you were unable to reach some reasonable resolution then you move up the change to the supervisor.
• For most issues, that would be the principal. Make an appointment to see the principal
• If there is no satisfaction from meeting with the principal, then contact me.
Years ago a parent called me to complain about a poor teacher. I asked her what she thought of the principal of the school. She loved him – thought he was a great principal. I told her that from what she was telling me, I would have to fire the principal because he was allowing a poor teacher to continue in the profession. Doing something with an ineffective teacher was not my job, but his. It was my job to deal with ineffective principals.
Jumping to the superintendent over something that could well be a misunderstanding and easily resolved with a little conversation in the classroom is like reaching for the shotgun when all you need is a flyswatter. Make that call. 99% of the issues get resolved at that level. Believe me. You’ll be glad you did and your child will learn how to resolve problems by your example.
Wednesday, April 27, 2011
The Cost of Gas and Education
A few weeks ago I was traveling back from West Virginia and I decided to check the accuracy of the gas gauge in my car. On the control panel is a button to push that tells me how many more miles I can travel before I run out of fuel. I was on that long stretch of I-68, East of Cumberland, Maryland , where there were no gas stations. So, I pushed beyond my comfort level.
Finally, with only 20 miles of gas left, I pulled off the highway in search of petrol.
I drive a late model Jeep Wrangler with a six cylinder engine. Filling it up that day with a near empty tank cost around $74. Shocking! I was unprepared for my first experience of $70+ for a tank of gas.
As gas approaches $4 per gallon in Delaware, it helps to keep our costs in perspective. At least we’re not Dutch. According to GTZ, The German Technical Cooperation, gasoline in the Netherlands costs $9.54 a gallon this April. In the UK, if you were renting a car while waiting for the royal wedding this week, you’d pay the equivalent of $8.29.
You want cheap gas? Go to Venezuela for $.09 a gallon. In Nigeria it’s $1.67 and in Saudi Arabia it’s only $.67 a gallon.
No thanks. I’ll pay whatever the cost, right here in the USA.
We all know that while gas prices go up, stressing the family budget, many other things we need begin to cost more as a result. Unless we grew it in our yard or built it from home grown products, there is nothing we buy that isn’t affected by the cost of gas. Most everything is trucked into our area and petroleum was likely used in some step of its construction. As we prepare to pay more for food and consumer goods, we have to be prepared to pay more for the education of our children as well.
We begin each day by bringing them to school in the big yellow taxi. Those who can’t walk to school and choose not to ride the bus, often are brought by family members in petroleum dependent vehicles. Once they get to school, they may have a nutritious breakfast, which will no doubt cost more. In class they’ll need books and paper and pencils and markers and computers and lights and heat and air conditioning and all the usual things. Most, I expect will be costing more due to some connection to oil.
So, expect it.
Finally, with only 20 miles of gas left, I pulled off the highway in search of petrol.
I drive a late model Jeep Wrangler with a six cylinder engine. Filling it up that day with a near empty tank cost around $74. Shocking! I was unprepared for my first experience of $70+ for a tank of gas.
As gas approaches $4 per gallon in Delaware, it helps to keep our costs in perspective. At least we’re not Dutch. According to GTZ, The German Technical Cooperation, gasoline in the Netherlands costs $9.54 a gallon this April. In the UK, if you were renting a car while waiting for the royal wedding this week, you’d pay the equivalent of $8.29.
You want cheap gas? Go to Venezuela for $.09 a gallon. In Nigeria it’s $1.67 and in Saudi Arabia it’s only $.67 a gallon.
No thanks. I’ll pay whatever the cost, right here in the USA.
We all know that while gas prices go up, stressing the family budget, many other things we need begin to cost more as a result. Unless we grew it in our yard or built it from home grown products, there is nothing we buy that isn’t affected by the cost of gas. Most everything is trucked into our area and petroleum was likely used in some step of its construction. As we prepare to pay more for food and consumer goods, we have to be prepared to pay more for the education of our children as well.
We begin each day by bringing them to school in the big yellow taxi. Those who can’t walk to school and choose not to ride the bus, often are brought by family members in petroleum dependent vehicles. Once they get to school, they may have a nutritious breakfast, which will no doubt cost more. In class they’ll need books and paper and pencils and markers and computers and lights and heat and air conditioning and all the usual things. Most, I expect will be costing more due to some connection to oil.
So, expect it.
Monday, April 4, 2011
Screen Free Week
“Turn that thing off and go outside!” I seem to remember my mother barking at me.
We had just one black and white TV and 3 channels that came to us via the antenna strapped to our chimney. Back in the 60s the “boob tube” could mesmerize us and turn us into carpet spuds in spite of the limited shows and 1st generation special effects. Is it any wonder that now, with all the channels and variety of programming, not to mention video games, computers and even cell phones that will show videos, that we have a childhood obesity problem?
On April 18-24, children around the world will be asked to celebrate Screen-Free Week (formerly TV-Turnoff) by turning off televisions, computers, and video games and turning on the world around them. Given the links between screen time and childhood obesity, as well as other health and social problems I’m asking parents and grandparents and guardians of all kinds to get on board.
According to Susan Linn, Ed.D., Director of the Campaign for a Commercial-Free Childhood and Instructor in Psychiatry, Harvard Medical School preschool children, on average, spend over four and a half hours a day consuming screen media, while older children spend over 7 hours a day. Excessive screen time is linked to a number of problems for children, including childhood obesity, poor school performance, attention span issues and psychological difficulties. And it’s primarily through screens that children are exposed to harmful marketing. That’s why interventions like Screen-Free Week – which get children actively playing with peers and spending quality time with their families – are more important than ever. Reduced screen time can help prevent childhood obesity and lead to better school and health outcomes.
At the risk of stating the obvious, parents need to model for their children just how to do this. Don’t announce from on high that there will be no TV, video games or computer games; then proceed with your own routines. Give them some options and join in with them if you’re fit enough.
Just what do you do? First, make sure homework is done and if the computer is necessary for doing homework, it should be allowed. But only for completing assignments.
Then consider going low tech. Do you have some old board games? Scrabble? Checkers? Chess? Parcheesi?
Teach them a game from your childhood – does anyone play jacks anymore? It’s great for eye-hand coordination.
Go outside. Bird watch. Throw a Frisbee. Play kickball. Take a walk. Ride bikes. Plant a garden.
Oh, here’s a good one – read! Set aside a time for everyone in the house to read. It doesn’t matter what – magazine or novel, comic book or cookbook. Just read.
Screen Free Week starts April 18. Get to know your family again.
We had just one black and white TV and 3 channels that came to us via the antenna strapped to our chimney. Back in the 60s the “boob tube” could mesmerize us and turn us into carpet spuds in spite of the limited shows and 1st generation special effects. Is it any wonder that now, with all the channels and variety of programming, not to mention video games, computers and even cell phones that will show videos, that we have a childhood obesity problem?
On April 18-24, children around the world will be asked to celebrate Screen-Free Week (formerly TV-Turnoff) by turning off televisions, computers, and video games and turning on the world around them. Given the links between screen time and childhood obesity, as well as other health and social problems I’m asking parents and grandparents and guardians of all kinds to get on board.
According to Susan Linn, Ed.D., Director of the Campaign for a Commercial-Free Childhood and Instructor in Psychiatry, Harvard Medical School preschool children, on average, spend over four and a half hours a day consuming screen media, while older children spend over 7 hours a day. Excessive screen time is linked to a number of problems for children, including childhood obesity, poor school performance, attention span issues and psychological difficulties. And it’s primarily through screens that children are exposed to harmful marketing. That’s why interventions like Screen-Free Week – which get children actively playing with peers and spending quality time with their families – are more important than ever. Reduced screen time can help prevent childhood obesity and lead to better school and health outcomes.
At the risk of stating the obvious, parents need to model for their children just how to do this. Don’t announce from on high that there will be no TV, video games or computer games; then proceed with your own routines. Give them some options and join in with them if you’re fit enough.
Just what do you do? First, make sure homework is done and if the computer is necessary for doing homework, it should be allowed. But only for completing assignments.
Then consider going low tech. Do you have some old board games? Scrabble? Checkers? Chess? Parcheesi?
Teach them a game from your childhood – does anyone play jacks anymore? It’s great for eye-hand coordination.
Go outside. Bird watch. Throw a Frisbee. Play kickball. Take a walk. Ride bikes. Plant a garden.
Oh, here’s a good one – read! Set aside a time for everyone in the house to read. It doesn’t matter what – magazine or novel, comic book or cookbook. Just read.
Screen Free Week starts April 18. Get to know your family again.
Monday, February 7, 2011
Celebration Coming Soon
We had such a good time last year. We’re going to do it again.
The Second Annual Community Celebration of African American history will be here soon and it promises to be a fun one. The event will be held on February 26, that’s the last Saturday in February, at Lake Forest High School.
Plan on coming for dinner which will be lovingly prepared by our food service employees. Proceeds from the dinner go to scholarships for Lake Forest graduates. Dinner starts at 5:30 and the menu will include baked chicken, ham, sweet potatoes, collard greens, macaroni & cheese, potato salad, cornbread, sweet potato crunch, peach cobbler and fresh fruit. Cost is $8 for adults and $5 for children if paid for in advance. Reservations can be made through any school office. Dinner tickets at the door will cost $2 more.
The program, which begins at 7pm, features student performers from every school in the district. They’ll be singing, playing instruments, reading poetry, stepping and more. There will be guest performances from some of the best singers in the Delaware State University music department.
Finally, we will recognize one of our finest teachers with the Obsidian Spartan Award. This special tribute goes to someone who has done much to contribute to the success of all children, but especially minority children in the Lake Forest community.
We hope to see you there.
The Second Annual Community Celebration of African American history will be here soon and it promises to be a fun one. The event will be held on February 26, that’s the last Saturday in February, at Lake Forest High School.
Plan on coming for dinner which will be lovingly prepared by our food service employees. Proceeds from the dinner go to scholarships for Lake Forest graduates. Dinner starts at 5:30 and the menu will include baked chicken, ham, sweet potatoes, collard greens, macaroni & cheese, potato salad, cornbread, sweet potato crunch, peach cobbler and fresh fruit. Cost is $8 for adults and $5 for children if paid for in advance. Reservations can be made through any school office. Dinner tickets at the door will cost $2 more.
The program, which begins at 7pm, features student performers from every school in the district. They’ll be singing, playing instruments, reading poetry, stepping and more. There will be guest performances from some of the best singers in the Delaware State University music department.
Finally, we will recognize one of our finest teachers with the Obsidian Spartan Award. This special tribute goes to someone who has done much to contribute to the success of all children, but especially minority children in the Lake Forest community.
We hope to see you there.
Friday, January 21, 2011
Camp Invention
If you have a child who loves creative challenges you may want to avoid scheduling family vacation during the week of August 8. During that week, Lake Forest School District will sponsor Camp Invention at Central Elementary School on Killens Pond Road.
This is a specially designed summer day camp experience for students who will be in first through sixth grades next year. The Camp Invention folks tell us the week is made of “five exciting modules that are designed to provide a unique opportunity to explore the unknown, tinker with ideas and satisfy an innate sense of curiosity. Children will tap into their creativity to solve real-world challenges and work as a team, using problem solving as a portal to discovery.”
The program includes experiences with some interesting titles. Makes me wish I was a kid again.
• Problem Solving on Planet ZAK Crash land on an alien planet! Use your creativity to assess its weather conditions, assemble protective shelter and clothing and survive this strange environment.
• Saving Sludge City It’s up to you to “green Up” the contaminated wasteland.
• Imagination Point: Ride Physics Investigate the science behind daredevil rides and construct your own model roller coaster.
• Game on: Power Play Explore new games and add your own twist.
• I Can Invent: Edison’s Workshop Take apart old appliances and build new machines with the stuff inside.
The camp will run from 9am to 3:30pm from August 8-12. Registration is $190 per child until March 30. After that the cost is $215. A down payment of $50 will secure your child’s spot. The camp will be directed by local qualified educators and is not limited to students of Lake Forest.
Elementary students in Lake Forest Schools have been given a flyer with all the information you need to register your child. But, if you didn’t get one because it disappeared in that black hole known as the backpack you can register on line at www.campinvention.org or by calling 800.968.4332. Be sure to mention promo code RERD.
We are proud to bring Camp Invention to our community this summer. Renowned for the difference it’s making nationwide, this STEM enrichment program will provide a safe, creative outlet for children to extend school year learning through fun hands-on activities that develop important life skills that prepare them for the 21st century.
This is a specially designed summer day camp experience for students who will be in first through sixth grades next year. The Camp Invention folks tell us the week is made of “five exciting modules that are designed to provide a unique opportunity to explore the unknown, tinker with ideas and satisfy an innate sense of curiosity. Children will tap into their creativity to solve real-world challenges and work as a team, using problem solving as a portal to discovery.”
The program includes experiences with some interesting titles. Makes me wish I was a kid again.
• Problem Solving on Planet ZAK Crash land on an alien planet! Use your creativity to assess its weather conditions, assemble protective shelter and clothing and survive this strange environment.
• Saving Sludge City It’s up to you to “green Up” the contaminated wasteland.
• Imagination Point: Ride Physics Investigate the science behind daredevil rides and construct your own model roller coaster.
• Game on: Power Play Explore new games and add your own twist.
• I Can Invent: Edison’s Workshop Take apart old appliances and build new machines with the stuff inside.
The camp will run from 9am to 3:30pm from August 8-12. Registration is $190 per child until March 30. After that the cost is $215. A down payment of $50 will secure your child’s spot. The camp will be directed by local qualified educators and is not limited to students of Lake Forest.
Elementary students in Lake Forest Schools have been given a flyer with all the information you need to register your child. But, if you didn’t get one because it disappeared in that black hole known as the backpack you can register on line at www.campinvention.org or by calling 800.968.4332. Be sure to mention promo code RERD.
We are proud to bring Camp Invention to our community this summer. Renowned for the difference it’s making nationwide, this STEM enrichment program will provide a safe, creative outlet for children to extend school year learning through fun hands-on activities that develop important life skills that prepare them for the 21st century.
Subscribe to:
Posts (Atom)
