Happy Fall Y'all

Dear Deep Creek Family, 

It is Friday. I SCREAM, YOU SCREAM, WE ALL SCREAM FOR ICE CREAM!!!!! Check out the staff lounge freezer and grab an ice cream or sherbet. You deserve it!!! 

We had a great week but it was very busy. A little Pearl Jam if you are interested. Just breathe 

Enjoy the weekend and let's hope for cooler weather soon. 

Thanks for everything, 
Adrienne, James, Kristina, and Noelle

Why...

Dear Deep Creek School Family, 

 

Don't we all wonder why...why does this happen, why do we have to do this, why was that said, why did you do that, why can't I do it this way, why, why, why....

Why is defined as a purpose or reason-it gives us the ability to dig deeper and receive a clearer understanding. Students often wonder as much, or even more than us. They are in the discovery time of their lives, the questions are populating left and right. Giving students the reason why allows them to learn and grow. 

Over the years one of our biggest initiatives is the use of Thinking Maps. They are surrounding us, in and out of school; we are exposing them to the terminology, how to use them, and why they are important; each map creates a lasting memories that they will forever learn upon. Through the use of them, we can't forget to explain the "why" though. They are a learning tool they will use throughout their education so it's important they are clear on their purpose.

Below is a great article explaining the why. It's a quick and valuable article that includes the discovery of why through the use of thinking maps. It's nice because it relates to a student that truly did not understand why he had to keep making maps when note taking was the same thing. Is note taking meaningful, does it help them learn and grow? No! The use of thinking maps exhibits critical thinking skills and gives them a way to visually understanding the content further.

Thank you to everyone for all that you do for our students here at Deep Creek, they would be lost without YOU!

Kristina


Don't Forget the WHY...
I once visited with a high school student who told me that he did not see great value in Thinking Maps. He said he didn’t understand why his teacher would tell him to do a “Bubble Map” or a “Tree Map.”

“Why can’t we just take notes the normal way?” was the question he said entered his thoughts each time he was told to make a Thinking Map.

When I asked him to define the “normal way,” he said, “You know, just write things down that you want to remember.”

I then asked how much of that information he remembered.

“Enough to pass the test,” he remarked.

With his permission I shared with him some of the brain research that supports the effectiveness of Thinking Maps. I also discussed the benefits of using this visual language as a memory tool and a way to establish some consistency across subject areas. When I finished I asked, “Now what do you think of Thinking Maps?”

He responded, “I like them!”

“What changed your opinion about the Maps?”

“No one ever explained them to me that way!”

Making Maps vs. Making Meaning
Sometimes, we forget to tell students the “why” behind the Maps. When we introduce Maps to learners, they should not be presented as an esoteric exercise or just another assignment. To get the most value from the Maps, students need to understand them as a learning tool that benefits them, not a requirement that is given to them. That “why” needs to be continually reinforced through the grade levels as students’ use of the Maps grows and develops.

In recent years, the emphasis in Thinking Maps training has shifted from “Making Maps” to “Making Meaning.” You’ve probably noticed that Thinking Maps posters now have the thought process for each Map noted on the top of the poster and the name of the Map on the bottom. We did that to put more focus on the cognitive processes each Map is designed to support and help students and teachers better understand how to match the right Map to what they are trying to accomplish.

Here are some other ways you can enhance your Thinking Maps practice and help students get more meaning from the Maps:

• When first implementing Thinking Maps in a school, or orchestrating a re-introduction of the Maps, take some time to explain to the students how their brain works and WHY the use of Thinking Maps will help them to better comprehend, retain, and apply information learned in school. This will be especially important for secondary students, like the one with whom I visited.

• Make sure the focus of Thinking Maps implementation is on Making Meaning as opposed to Making Maps. This can best be done by posing the questions, prompted by your standards, that will guide students in the use of Thinking Maps to facilitate the discovery of meaning, answers, solutions, and possibly even more questions.

• Help students with explicit practice and instruction on taking information off the Map(s). While producing strong written products is clearly one of the desired outcomes of organization of thoughts in Thinking Maps, it is equally important to provide students with regular practice in speaking information off the Map(s).

These practices will go a long way towards helping your students get more value from the Maps. By emphasizing not just what to do but also why we are doing it, we can help students internalize the thought processes behind the Maps and get more meaning out of both creating their own Maps and reading Maps created by others. If your school could use some help in moving from Making Maps to Making Meaning, give us a call to discuss your training options.

http://thinkingmaps.com/dont-forget-start/

What I Wish My Teacher Knew

Dear Deep Creek Family, 

You have probably seen this article..it has been trending on Facebook and other social media outlets for a while now.  This is one of the quickest and most powerful ways to build relationships with students. We talk a lot about making connections with our most needy students, but this seems like a pretty important thing to do with ALL of our students. In a quick moment, whether you ask them to write or share in circle time, you know where a student's head is at. You know what is making them happy, proud, sad, or scared that day.  You can help them set a goal to reach higher or to overcome.  Using your reflective listening an calm, empathetic tone of voice, you can reassure your students that everything

 will be OK today. 

Enjoy,

Noelle

http://www.nytimes.com/2016/08/31/well/family/what-kids-wish-their-teachers-knew.html?_r=1

Nothing Less Than Their Success!



 

We are so lucky to have the students that attend Deep Creek.  I also think we are so lucky to have the staff that works at Deep Creek.  I know this because I listen to other administrators when I attend meetings and conferences and hear their complaints.  But still, I know we have our challenges that is why this Tuesday I will be attending your team meetings to talk about behavior.  My main emphasis when I come to those team meetings will be that we are a team.  I don't and will not pretend to have all the answers, every child is different.  However, one item that hasn't changed since I became part of the Deep Creek Family is my desire to assist you and care for our students.  I know along the way there will always be disagreements that we have over discipline, but all it takes is for us to sit down, talk, and find the best route for the student. Do not ever feel like you and I can not speak on how to approach a student's behavior, I am flexible and will not let my ego get in the way when I have handled a situation poorly.

 

I however will be stubborn in my mindset that we have to reach students and show that we genuinely care about them before we can get anywhere.  Every student brings different problems to Deep Creek, different shortcomings, different abilities, and different lack of abilities.  They all at different times will do childish things, they don't make adult decisions, and they don't know what is best for themselves.  This is why they need us.  We can not take their shortcomings personally and hold grudges.  Each day must be a new day to help that child succeed.  We have to give each of our students second chances, third chances, and yes, even fourth chances. We have an obligation as an educator to treat every student like they were our own children.  We would never give up and resent our own children.

 

 

Behind the Mask

by Annette Breaux and Todd Whitaker

(In the book "50 Ways to Improve Student Behavior")

 

If you could see inside of me, then surely you would know

That beneath my bad behavior is a kid who needs you so

I need to feel your love for me - I need your caring smile

I need to be important each day, if only for a while

I need for all your wisdom to pour out onto me

It might not sink in right away - but one day it will, you'll see

I need a lot of patience - I need a calming voice

I need someone to show me how to make a better choice

I know it won't be easy - I'll push and test you often

But surely, teacher, you must know that hard hearts can be softened

So see me as your challenge, your calling and your task

And search until you've found the good that's hidden behind the mask

 

 

I love working with you all to help our children reach Nothing Less Than Their Success.  Have a great weekend.

 

James





Professional Learning 090216

Dear Deep Creek School Family, 

The idea of improving schools by developing professional learning communities is currently in vogue. People use this term to describe every imaginable combination of individuals with an interest in education—a grade-level teaching team, a school committee, a department, an entire school district, a state department of education, a national professional organization, and so on. Here at Deep Creek, we have come so far but our job isn't over. We want to keep growing and learning together. 

According to Richard Dufour, there are three critical big ideas that need to be included for PLCs to be successful:

Big Idea #1: Ensuring That Students Learn - shift the focus from teaching to learning

Big Idea #2: A Culture of Collaboration - be deliberate with collaborative structures

Big Idea #3: A Focus on Results - keep our eyes on student success

Our time is precious. We must be purposeful and deliberate with our learning as to not waste time. The committees will be working curriculum groups where our PLCs will be learning groups. 

Our pattern for Thursdays is as follows:

Thursday week 1 Faculty meeting Traditional

Thursday week 2 PLC Thinking Maps

Thursday week 3 Faculty meeting Committees (Lit Leadership, Math, SS, Science, etc) 

Thursday week 4 PLC - Your Choice see google link for your choices

Based on your input, we have created a survey for possible PLCs to be held on the Thursday PLC choice meeting once a month. Please take time to complete the survey. 

https://goo.gl/forms/yq4HiD00zn7pT9yT2

Thanks for being the best, hardworking, and dedicated staff around! 

Adrienne