Tagged “Safe”

Torva Felton

A Legacy of Caring and Learning

"The things he sees are not just remembered; they form part of his soul."

—Maria Montessori

Being with Guilford County Schools since 1998, my heart and soul has been dedicated to teaching here at Washington Elementary School, now known as Washington Montessori School. I love Washington because of the dedication that we as a school have to children. I have taught at one other school and have done many observations at other schools, but when you walk into Washington, the love draws you in and stays with every student, staff member, and parent. As our school's care of students statement says, "You can't get this everywhere, you can only get this Right Here!"

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Whole Child Symposium

Imagine Today’s Children at 25

"What do we want our children to be like? Think of that child, that teenager, that young adult and describe them. What words do we use? ... What do our children want to be like when they are 25? How would they describe themselves? Are they content with an education system which at times seems more designed to sort, test, and label students than develop, educate, or prepare them?"

—"In Support of the Whole Child," The Huffington Post, 2012

We live in a global economy that requires our students to be prepared to think both critically and creatively, evaluate massive amounts of information, solve complex problems, and communicate well. A strong foundation in reading, writing, math, and other core subjects is still as important as ever, yet by itself is insufficient for lifelong success. For too long, we have committed to time structures, coursework, instructional methods, and assessments designed more than a century ago. Our current definition of student success is too narrow. It is time to put students first, align resources to students’ multiple needs, and advocate for a more balanced approach.

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Podcast Whole Child Podcast

Glowing, Growing, and Getting Back to the Real Basics

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Vision in Action: The ASCD Whole Child AwardIn this era of school reform, turn around, and educational change, it is easy to overlook the basics of why we educate and what we want for our children. These aren't the typical basics—reading, 'riting, and 'rithmetic. Rather, these are the "real basics" of learning: developing a sense of belonging, instilling a sense of purpose, and expanding each child's potential for what the future may hold.

How do we get back to the "real basics" of education? What are the fundamental elements and habits that bring us together and set the stage for lasting, comprehensive—sustainable—school improvement? How do we assess where we have been, where we are now, where we want to go, and what strategies are necessary to get us there?

The Whole Child Podcast is one of the many ways we share stories, insights, and discussions about what works in today's schools to achieve these goals and ensure that each student is healthy, safe, engaged, supported, and challenged. And this episode, taped in front of a live audience at the 2014 ASCD Annual Conference in Los Angeles, features very special guests from Washington Montessori School, the 2014 winner of our Vision in Action: The ASCD Whole Child Award. You'll hear from

  • Shanta Buchanan, literacy impact facilitator and dedicated educator who values the process of learning. She has been an advocate for children with hearing loss and early intervention since the birth of her daughter Brooke who was diagnosed with bilateral hearing loss.
  • Erin Deal, a teacher who has enjoyed working with a variety of grade levels during her 10 years in the classroom, including five years in a 1st, 2nd, and 3rd grade Montessori combination class. She values the Montessori methodology of teaching and embraces the inquiry-based learning techniques.
  • Gillian Hill, a veteran educator with more than 20 years of classroom experience as an elementary teacher and curriculum facilitator. She has supported the school and community and assisted in facilitating in the transition from the traditional style of teaching to the Montessori philosophy.
  • Sharon Jacobs, a public school educator with more than 20 years of experience and the founding principal of Washington Montessori School. She is passionate about the learning process and committed to service, change, social development, and above all, children.
  • Paulita Musgrave, K–5 math impact facilitator who provides support and guidance to the staff, students, and parent community. A talented community activist, she is the founder of The Legacy House, a nonprofit organization dedicated to closing the achievement gap, where she directed a federal program that had a 93 percent achievement rate.
  • Eileen Martin, a veteran educator of more than 20 years in various capacities; from bus driver where she earned Bus Driver of the Year, cafeteria cashier, teacher assistant, to now one of the most energetic classroom teachers you will find. She coined the frequently shared statement about Washington Montessori School's care of students, "You can't get this everywhere, you can only get this Right Here!"

What are the "real basics" of education?

Washington Montessori School is the fifth recipient of the Vision in Action: The ASCD Whole Child Award. Listen to previous award-winning schools as they share their stories and how they ensure that each child in their community is healthy, safe, engaged, supported, and challenged:

 

Lora M. Hodges

High-Morale Schools: Readying Students to Take on the World

Post written by Lora M. Hodges for Northeast Foundation for Children/Responsive Classroom, a whole child partner organization.

Morale can be hard to define, but you know it when you see it. When you walk into a school and everything immediately feels calm, safe, respectful, rich with learning, you know you're standing in a school with high morale.

That's exactly how you'd feel if you were to walk in to one of the many schools in the nation using the research-based Responsive Classroom approach. You'd see and hear teachers showing patience, kindness, and respect toward each other and toward students. You'd observe engaging lessons in classrooms. Throughout the school you'd hear adults using positive language and drawing forth positive behaviors from students. You'd get the clear sense the adults like their jobs and the children want to be at school.

This is positive school culture. This is high morale. And this is indispensable to students' school success.

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Klea Scharberg

Throughout April: Getting Back to the Real Basics

Each day, as educators, we make decisions that make a difference in the lives of our learners, propelling them into the world as beacons of success and hope. All students deserve engaging and focused experiences that amplify their brains and hearts. Preparing learners to be creative, critically minded, and compassionate is our moral imperative. In this era of school reform, turn around, and educational change, it is easy to overlook the basics of why we educate and what we want for our children. These aren't the typical basics—reading, 'riting, and 'rithmetic. Rather, these are the "real basics" of learning: developing a sense of belonging, instilling a sense of purpose, and expanding each child's potential for what the future may hold.

How do we get back to the "real basics" of education? Join us throughout April as we discuss the fundamental elements and habits that bring us together and set the stage for lasting, comprehensive—sustainable—school improvement? How do we assess where we have been, where we are now, where we want to go, and what strategies are necessary to get us there?

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Whole Child Symposium

Lines of Thinking From the 2014 ASCD Conference

Post written by Jeffrey Benson and originally published on his blog.

The ASCD Annual Conference took place in Los Angeles from March 14–17. It was consistently thrilling to be among a diverse group of 9,000 educators. Everyone had stories to tell, aspirations to share, and good work to do. You just had to sit down next to anyone and say, "Where are you from? What do you do?" and an hour later you had another colleague.

I heard competing narratives about our students and the schools they need. One narrative concerns poor kids of color who come to school from the earliest elementary years already behind in basic skills. They need schools structures and teachers who are strong enough and sensitive enough to stand with the kids, and who have a pedagogical skill set attuned to their students' particular needs—especially in reading, writing and the traumas of poverty. If we don't provide a more rigorous and high-end curriculum of health care and basic skills for these kids, they'll never catch up; the lack of resources to more predictably turn these communities around is further proof of the institutional racism we still must fight. There is much call from these communities for longer school days and longer school years to bridge all the gaps.

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Whole Child Symposium

A Whole Child Education for Every Child: The Grand Unifying Theory of Education

If our goal is a "whole child" education for every child, here are some essential questions: How should a modern school be managed and led in a world where the ground keeps constantly shifting? How can a single educator piece together a coherent vision of "school today:" management, leadership, curriculum, teaching, tools? Does "21st-century learning" have any real and special meaning? What's certain is that the schools we're striving to create today are not your father's (or your mother's) schools.

I am not a huge fan of posts that start with a number and proceed to a command: "83 Things You Must Do To Be The Teacher You Want to Be;" "Thirteen Cs Your School Can't Survive Without." In general I find these overwhelming, dispiriting, and ultimately pointless; add them all together and you wind up with an infinitude of impossibility and a guilt-trip headache. I have used this pitch a few times, and I'm rather sorry I did.

I find my thinking on education and learning fragmented enough without reducing its elements to lists. When I've actually tried to do this, I wind up with a mental construct that looks like the Strategic Directions to Hell, a road paved in bullet-points of noble intention.

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Kevin Parr

March Madness: What Teachers Can Learn From Great Coaches

The NCAA Men's Basketball Tournament is underway and millions of people are tuned in to root for their favorite team or more likely, to earn bragging rights via the office betting pool. No matter the reason, the fate of these fans' success rests in the success of the teams they are rooting for.

Conventional wisdom would tell us that the secret to a winning basketball team is simple; they have the best players. Although having skillful players does help, it seems that the skills and attitude of the coach plays an even more significant role in predicting the success of a team. The proof lies in the fact that great coaches turn losing programs into winning programs and they do it wherever they go.

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ASCD Whole Child Bloggers

Lead the Next Change in Education

If you could change one thing about education, what would it be? How do you engage other educators? Are you ready to lead?

ASCD Emerging Leaders are accomplished educators with 5–15 years of experience who are highly involved in ASCD and the education community as a whole. The two-year program is designed to prepare younger, diverse educators for potential influence and ASCD leadership. ASCD now enrolls more educators in each class than ever before and includes an Emerging Leaders grant opportunity that will award selected participants in their second year of the program with grants of up to $2,000. All emerging leaders in the program are provided with opportunities to pursue various leadership pathways, including serving on committees, hosting networking events for educators, advocating for sound education policy, and contributing to ASCD publications.

Are you or someone you know interested in becoming an ASCD Emerging Leader? Applications for the class of 2014 are open until April 1. Learn more at www.ascd.org/emergingleaders.

Dru Tomlin

Staff Morale in the Middle

One of the 16 characteristics of an effective school for students ages 10–15 is that teachers, learners, and building leaders should be using multiple assessments to gauge success. Data is collected to gauge learning and instructional success, but there is one other piece of data that also needs to be assessed, analyzed, and acted upon in the middle level: morale. While sometimes elusive, morale is a critical ingredient in the middle school recipe because it affects every instructional dish that is served to our students. But how do we collect, disaggregate, and then act upon morale? How do we pin down such an enigmatic ingredient?

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