Author: Van Am Gram

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TIME to manage our TIME?

Life is a continuous learning journey, therefore, learning time management is something that takes some of us a lifetime to master!  A student recently said to me:  “We just need more time; the day just flies by too quickly!”  This started an interesting conversation about techniques we use to keep ourselves on track and ways to better manage our time.  The two of us then surveyed others such as friends, parents, and staff members to recommend tips for teaching and maintaining time management.  Here are the top time-saving techniques from our little survey:

  1. Routines, routines, routines…these ensure adequate time to complete tasks, chores, or homework assignments.
  2. Keep backpacks, schoolwork (including planners to sign), library books, and other things in the same place each day (like a cubbie or locker at school and then a special place at home) so everything stays together.
  3. Calendars or planners are helpful to list events, assignments, and reminders so nothing is forgotten.
  4. Break big assignments into smaller sections or parts to better manage them.  For example, if the science project is due in three weeks, plan out the parts so everything is completed on time.
  5. Timers are really helpful when doing chores at home so things keep moving.
  6. Learn about priorities by coding things:  red is very important (studying for a test), yellow is important but not immediate (book report due in a week), and green is fun but not critical (play a game).
  7. Have a set bedtime so you get enough rest.  Having lots of rest keeps us focused.  Did you know scientists say elementary children should get up to 10 hours of sleep each night?
  8. Get exercise everyday and move so your brain stays active.  Oxygen flows to the brain when activity increases and boosts brain power; not surprisingly, this leads to greater time management.

Research studies show how time management skills learned at an early age have a lasting impact and effect on future success in college and careers.  We all decided it’s TIME to manage our TIME; join us!  🙂

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Fascinating Fourth Grade!

Ahhh…fourth grade…a banner year filled with wonderful writing, challenging curriculum, wonderful writing, conceptual math, wonderful writing, novel units of fascinating tales, and did you know, wonderful writing?!  The amazing classroom leaders/coaches pictured here are Shannon Williams, Brittany Cole, Jane Crisp, and Jennifer Kids…and they fill your child’s fourth grade year with compelling curriculum, life lessons, and fascinating learning fun!

By fourth grade, our learners should have solid foundations in the fundamentals of all core subjects.  These talented classroom leaders take the raw reading, writing, math, science, and social studies skills of previous educational experiences at the beginning of the year and masterfully weave them into a colorful tapestry of amazing writing processes and products throughout the course of the school year.  While writing and Texas history are strong focuses in fourth grade, the educational adventures, humorous experiences, and unique views on a variety of topics and interests challenge each learner to think (and write) beyond the ordinary into the extraordinary.  As a fourth grade friend shared with me: “Mrs. Van, fourth grade teachers view our day as a continuous learning AND writing experience…my hand is sore everyday when I leave!”  🙂

Due to larger class sizes in our fourth grade this year, your personal assistance is very much appreciated.  The one thing you can do to best encourage your fourth grader is to write—write about everything from a list of groceries to a fun family weekend activity.  Tell stories, write stories, share stories together; turn your verbal thoughts into written expression so you model to your young writer.  The best writers write what they know; you have so much to share!  Join us in Fascinating Fourth Grade land this year!

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Fun Run Time!

It’s our once-a-year FUNdraiser time and we’re excited to partner with APEX Fun Run again this year.  Your child most likely brought home a small Pledge Kit today and hopefully talked about the SUPER Rally we had this afternoon before dismissal explaining the process.  APEX man and his enthusiastic friends shared our SUPER plan for the next few days in order for us to be ready to run on Thursday, September 20th.  They will spend a few minutes each day for the next six days building excitement, talking with teams about leadership characteristics, and getting our fitness goals in place for the race.  Our SUPER focus this year involves these important leadership qualities:  Selfless, Uplifting, Patient, Extra mile, and Reliable.

There are three ways you can help:

  1. Connect your child to sponsors who will pledge an amount per lap (total of 36 laps).  Remember, we use these campus funds to purchase additional technology equipment (like our classroom set of iPads with docking stations, field trips, special speakers/events, family events, SOS and 3-M days, and more).
  2. Help your child log on to http://www.apexfunrun.com and enter the pledges, or use the paper copy to record pledges if needed.
  3. Help volunteer for this event because we need your participation to cheer on our learners and leaders as they run.  Contact the school office at 972-775-4497 to add your name to the list or complete the reservation form coming home on Wednesday with a reminder letter.

We look forward to another highly successful fundraising event and greatly appreciate any support and encouragement you can share with us!  Join us!  🙂

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Getting tough on bullying…

We’ve had some serious conversations lately during our Miller Team Huddles about bullying—what it is, what it means, and why it is wrong.  It’s a common word in our society revolving around three specific components:  conduct, motivation, and effect.  Since bullying involves exploiting an imbalance of power through intentional conduct and for selfish means, let’s look specifically at Midlothian ISD policy to better understand our position:

Note:  Policy FFI (Local) addresses bullying of District students.  For provisions regarding discrimination and harassment involving District students, see FFH.  Note that FFI shall be used in conjunction with FFH for certain prohibited conduct.  For reporting requirements related to child abuse and neglect, see FFG.

Bullying Prohibited

The District prohibits bullying as defined by this policy.  Retaliation against anyone involved in the complaint process is a violation of District policy and is prohibited.

Definition

Bullying occurs when a student or group of students engages in written or verbal expression, expression through electronic means, or physical conduct that occurs on school property, at a school-sponsored or school-related activity, or in a vehicle operated by the District and that:

  1. Has the effect or will have the effect of physically harming a student, damaging a student’s property, or placing a student in reasonable fear of harm to the student’s person or of damage to the student’s property; or
  2. Is sufficiently severe, persistent, and pervasive enough that the action or threat creates an intimidating, threatening, or abusive educational environment for a student.

This conduct is considered bullying if it:

  1. Exploits an imbalance of power between the student perpetrator and the student victim through written or verbal expression or physical conduct; and
  2. Interferes with a student’s education or substantially disrupts the operation of a school.
Examples

Bullying of a student may include hazing, threats, taunting, teasing, confinement, assault, demands for money, destruction of property, theft of valued possessions, name calling, rumor spreading, or ostracism.

Retaliation

The District prohibits retaliation by a student or District employee against any person who in good faith makes a report of bullying, serves as a witness, or participates in an investigation.

Our stance is firm, strong, and clearly states bullying, in any form, is not acceptable; neither is retaliation.  What are we doing specifically?

  • Our staff continues to be trained so they carefully identify potential situations before harm occurs.  They report and document issues
  • Our counselor, Mrs. Stanley, talks regularly in guidance sessions with each class about ways students can help, not hurt, one another using concepts through the R-Time program.
  • As a campus, we actively pledge and practice Rachel’s Challenge.

If something occurs, it’s imperative for the student to immediately report alleged acts of bullying to a teacher, counselor, principal, or other district employee.  In order to be proactive, we ALL have the responsibility to be involved and to be good role models.  Finally, we ALL must work together at becoming better problem solvers (not problem creators) by getting our learners involved as part of the solution.  Together we can work to solve bullying today and everyday . . .

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First Grade Fierceness!

Did you know first grade teachers and students are fierce?  It probably has something to do with the four talented ladies pictured here:  Judy King, Emily Stanley, Susie Dickard, and Stephanie Daniell.  Most first grade learners have one or two years of “real school” under their belts at this point, however, the experience in first grade presents many additional “first moments” for our friends.  Take the comment shared by one friend I interviewed:  “Did you know, Mrs. Van, there are NO naps in first grade?  Is this your rule or Mrs. King’s?” 🙂  Or how about this observation:  “We are NOT babies; we are first graders now just like Ms. Daniell says!”  🙂 Another friend chimed in:  “We have rules and so…much…writing that my fingers hurt!  Mrs. Stanley LOVES to write all day long!”  🙂  I especially smile recalling this comment:  “You better get your homework done and your folder signed; she means it (no name given).”  🙂  Finally, this student summed it up:  “Mrs. Dickard says we have to be fierce first graders who show no fear in learning all day long!”

First graders begin an important journey of building and spiraling core curriculum; we are blessed to have a strong team of experienced teachers to lead them everyday!  These ladies believe in placing learners FIRST by teaching responsibility and accountability for personal choices and actions.  When a young learner begins to grow more independently in his or her individual critical thinking, so many other pieces of the educational puzzle begin to fall into place.  The most important learning opportunity you must always foster in your child is a love of reading.  So much emphasis is placed on this skill in Kinder and First Grade because reading is THE foundation for all the other core curriculum areas!

One of First Grade’s big programs throughout the year is called “Mystery Readers.”  They invite mystery guests and “celebrities” to visit the classroom (after building the suspense all week) as a mystery reader to share a favorite story or book with the class.  This simple yet powerful activity sets a tone and sends the positive message to each learner about the importance of reading (we also enJOY our Panther Readers each Friday too!).

If you’re interested in reading, please give us a call.  In the meantime, as another friend revealed:  “I’m fierce because my teacher puts me FIRST; I’m in FIRST grade, Mrs. Van!”  🙂

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Kinder Kares…

You’ve heard it said before:  “All we really need to know we learned in Kindergarten.”  There’s gentle group of caring souls who strongly believe in the power of Kindergarten everyday.  Pictured left to right are Michelle Spradley, Lauren Bergvall, Karyn Story, and Roanna Nanney.  Each of these talented teachers gives heart, mind, body, and soul to our Kinder friends everyday!

Beyond the basic academics of expected curriculum, these leaders of young learners focus on the “how” and “why” aspects of everything from building relationships with peers and adults to sharing ideas with big hearts to having fun while learning challenging new material.  For many of our Kinder friends, it is their first experience in “real school.”  Great strides are made during this important year of instruction and these ladies will attest to the overwhelming growth (physically, mentally, socially, and emotionally) each student makes throughout the course of the school year.

Visiting classrooms and interacting with our new Kinder friends is a warm, fuzzy experience for me.  These smiling faces LOVE to share their work, their ideas, their stories, and all the family secrets.  As I tell Kinder parents in particular, “I’ll believe about 50% of what they tell me about you if you’ll believe about 50% of what they say about us.”  Sharing just comes naturally.

Whether you’re a first-time Kinder parent or a veteran, we welcome you to join us throughout the year for many school “firsts” in our Kinder classrooms.  Take lots of pictures and capture those magical moments…they grow up fast!  Be brave and volunteer to read or assist on a project in the classroom and do some active lunch duty with us so you experience the “real” feel for Kindergarten.  After all, if it were really that easy, wouldn’t everyone want to be Kinder teacher?!  🙂

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Introducing…Specials Team!

Everyone is special in various ways; our SPECIALS team is no exception!  They meet daily with the entire school population in some form–whether it be in the library media center, the music room, in art, or in the gym during PE.  We are blessed with the leadership of Blane Rogers (PE Coach), Melissa Bolgiano (Library Media Specialist), Amber Grant (Music), Amber Martin (PE assistant), and Scott Fiorenza (Art).  These leaders of learners share a common vision for providing enriching, highly engaging, and meaningful work each day.  Through various visual, auditory, and tactile means, their creative spirits, can-do attitudes, and strong beliefs in all learners sharing unique gifts and talents are seen in the special connections they make with learners.  Specifically, they embrace state-of-the-art teaching approaches, showcase technology in their lessons, and integrate grade-specific expectations and curriculum into every lesson.  What they do in their classrooms each day fully supports and enriches the academic setting for each learner, whether it’s math in music, reading in art, or science in PE.  After all, research supports the fact that students who participate on a regular basis in the fine arts and sports perform better in their daily academics.  We are incredibly grateful for the opportunity to provide these valuable classes to all elementary learners at Miller; thanks, MISD, for supporting these special programs in all our schools!

On top of all this, it is interesting to note this specials team writes, directs, and produces six outstanding grade level performances each school year!  They truly live by the belief that all learners should be given the opportunity to perform on stage at least once every school year at Miller . . . and now you know another reason why they are so SPECIAL!  🙂

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The Golden Rule

While touring the original museum in Stockbridge, Massachusetts this past summer, Mr. Van gifted me with a new Norman Rockwell print for my office entitled, “Do Unto Others.”  As only Mr. Rockwell could, the enormous original painting depicts the familiar saying, “Do unto others as you would have them do unto you…” with beautifully exquisite faces of people from around the world (including actual faces from many of Mr. Rockwell’s friends in town).  The new print will proudly hang in the office area here at Miller soon, but is currently making the rounds to learners in classrooms in the next few weeks first.

Everyone knows a version of the Golden Rule.  What does it really mean though?  How do we follow it everyday with great success?  Accompanying the new print is a gorgeously illustrated book called The Golden Rule by Ilene Cooper and Gabi Swiatkowska.  The book is less a story than a real discussion starter as a clear introduction to a highly important subject.  A grandfather and his grandson are out walking one day when they come upon a sign saying, “Do unto others as you would have them do unto you.”  The grandfather explains this is the Golden Rule and it means, “Treat people the way you would like to be treated…It’s golden because it’s so valuable, and a way of living your life that’s so simple, it shines!”

This may be a simple rule, but it isn’t always simple to follow in real life!  Fortunately, though, the Golden Rule is something everyone can do—every person—old or young, rich or poor, regardless of color, race, creed, nationality, or anything.  We can ALL be a part of making the world a better place just by following the Golden Rule to our personal BEST each day.  We are challenging ourselves every day here at LME to live the Golden Rule . . . join us!  🙂

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School Spirit and Pride!

It’s been the BEST first week of school ever at LME!  Talking with learners, classroom leaders, parents, community members, volunteers, and others, I hear the same compliment.  While I wish I could take credit for this, it’s the learning community at large, our entire Team Miller, who ensure we get everything moving in the BEST direction as we begin a new school year.

Several of our students (and staff members) participated early this morning in the Panther Pep Rally on WFAA’s Daybreak Show from 5:00-7:00 a.m.  I just checked; some of us are gonna need a little nap before the first big game starts tonight.  Thanks for “blue-ing out” the arena so early with your enthusiasm!

We celebrated the end of our first week with a special Miller Team Huddle talking about Random Acts of Kindness as the fifth in our Miller Essential 5 this year.  I shared a couple of personal stories involving situations where I experienced the kindness of another and then how I made the choice to pay it forward later.  Ms. Daniell talked about our Miller KC Club and Mrs. Stanley shared about Rachel’s Challenge—both initiatives are near and dear to our Miller hearts (more coming about these later).  We also awarded our first Miller All-Stars for the year and hope to appoint our first MVP in the coming weeks as well.

Several of the MHS Varsity Panther football players then joined us for Friday Story Time.  Even after an early morning full of activity for these young men, they joined us with great smiles and enthusiasm while sharing stories with our youngest readers.  Here is Mrs. Samek (3rd grade teacher) with some of the guys before they left (she knows the one to her left the best since he’s her son, Cody).  We greatly appreciate the outstanding academic example they set for our learners and the valuable time they give to us (even on important game days!).

As I was humorously reminded yesterday by a dear mentor of mine, “you’re birthing a new school year, so take time this weekend to rest from your labors.”  Here’s hoping everyone takes time for rest and reflection; enJOY this long weekend!  🙂

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A 21st Century Story Time…

My office phone rings in a rare moment when I’m actually at my desk approving purchases for classroom materials.  The teacher says, “Mrs. Van, I have some amazing readers to send your way!  Do you have a few minutes to visit with them?”  Of course, I’m beyond excited to divert my attention to this important venture and wait by my door to see who’s coming.  Imagine my surprise when a group of learners appear with…wait for it…not “real” books, but their e-readers to share with me!  We begin a lovely conversation about the stories they are sharing, asking and answering questions, sharing illustrations, and talking in general about their work.  One child in particular summed it up this way:

Child:  “I’m a better reader now because of technology!”

Me:  “How come?”

Child:  “While I like ‘real’ books, my e-reader makes me smarter.”

Me:  “How does the e-reader make you smarter?”

Child:  “It gets bigger and smaller, has many chapters, and I can carry lots of books at once in my backpack!  Also, I think you need to tell your boss everyone needs one of these in school.”  (Please consider yourself on notice, Dr. Stewart!)  🙂

Story time definitely looks differently in the 21st century.  While I adore technology and engaging our learners in the latest equipment (because they always teach it to me), I still enJOY picking up a “real” book to share with learners.  Whether your family uses e-readers or “real” books, thanks for spending quality time building strong lifelong readers, writers, and all-around successful learners by talking and reading together!  Happy reading, LME!