Principal's Message 11/10/08

DO YOU EVER ASK YOURSELF “WHY”?

When I ask people to do any kind of initiative or to turn something in, the main question that has to be answered is “why?” It’s understood. If people are asked to exert energy or invest their efforts into something unknown and unfamiliar, they should know why they are doing it. Even as a principal being asked by the ISC or the Chancellor himself, I wonder why I am asked to turn things in or to meet other expectations. When I think back to the transition of child to teenager to adult and wonder when I began to care about why I was asked to do requests, demands, or requirements. I am pretty confident to say that it has been at least since sixth grade that I began asking questions of why I had to do what I was doing. My father always gave me the answer, “Because I said so.”

I think we all eventually begin to crave the reasoning behind decisions especially after giving in so many times in the past to procedures that were later questioned by others and eliminated because of the negative feedback. I think we all reach a capacity on requests and need to rebel to feel some sort of control in our lives. As the principal of the building, I know some of you are more anxious than others to find out why. I also have learned how important it is to explain the reasoning so that anxiety is reduced and motivation to achieve is tapped into. If you know the requested action is going to make a difference in your own life or the lives around you, you would be more motivated to participate especially if it was going to positively affect your day to day experience. When we ask our students to do something as far as their classroom, do you ever wonder if they want to know why they are being asked to do it?

ARE CHILDREN ANY DIFFERENT?

If you were anything like me when you were growing up, you needed to know why you had to do anything by anyone. This might be due to the fact that I am an intuitive thinker when it comes to my learning style. I learn best by explaining the concept rather than just giving me the facts, asking me what I think, or placing me in the scenario. I can elaborate more on this if you would like to find out more about learning styles and how they impact your classroom. I was not disrespectful about it. I was just more motivated when I knew why. It was like studying. I did not realize studying could help me so much until I was promised it would produce a good test score (which it did). My English teacher in 8th grade, Mr. Charney, had me write my first research paper. The reasoning behind the thesis statement and the procedures were only assignments to me. It was never explained to me that I would be writing research papers all the way up to graduate school. He never took the time to explain the reasoning behind the thesis statement and how the paragraphs should follow. I remember being so frustrated about the assignment.

When we reflect on our own classrooms, we need to explore whether we are providing the explanation behind the expectations and requirements in our classrooms. When we want our students to raise their hand before they sharpen their pencils, we need to let them know why we want that procedure to exist. If every student got up any time they wanted, then the class would have too many interruptions and the students would be vulnerable to others hitting or teasing them. Not every child will be tuning into what you have to say especially in a whole class format, it does not mean we should hold back from sharing the information. As usual, I would recommend sharing this vital motivating tool in a smaller setting such as a one-on-one with a student or a small group of students. If we can get the students to own what they are doing, then they will be more inclined to follow through or monitor it.

If we become frustrated by our students when they do not follow our rules, procedures, or complete a homework assignment, then we need to explore whether or not they know the value or purpose of it. Please do not mix up getting a good grade as part of a solid explanation. The only way I have ever found this to be helpful is when I show a student how easy it is to raise their grade by keeping up with day-to-day work. You would be amazed how much a conference with the clear explanation of how one homework assignment will impact their grade (if it does have a distinctive effect) by showing them on a calculator or on a computer program.

We need to avoid using the philosophy of my father of “because I said so.” It always angered me when he said that and it led to resentment when I was a teenager. Another one of equal frustration was “because I am the adult and you are the child.” In the end, we want to be partners with our students on any initiative, assignment, procedure, etc. When we leave them in the dark, then they are more likely to resist or disregard our requests. Our mission involves developing life-long learners. Life-long learners need to know why they are asked to do what they do. Let’s make it a point to reflect on our classrooms, responsibilities, and more to find out how we can get the children involved with achieving a goal. Especially one that involves their future.

ANNOUNCEMENTS FROM THE DISCIPLINE COMMITTEE

The discipline committee meets every week from 3:15 to 4:15 to address issues surrounding the structure, implementation, and effectiveness of the school-wide discipline code. We meet in Room 310.
JOIN THE COMMITTEE: Members of the discipline committee are eager and excited to work with new staff members and veteran staff members interested in improving our school’s culture and community. Please join us at this week’s meeting on Thursday in Mr. Mezan’s room.
RESPECT FOR ALL: There will be extended announcements on Thursday, November 13th to introduce the Respect For All campaign - a city-wide initiative to address bullying, intimidation, and harassment in public schools.
DRESS CODE: School hoodies (grey with Falcon insignia on back) are allowed in classrooms. Any solid-colored sweaters are allowed (no stripes, letters, or anything else allowed).

ATTENDANCE LAST WEEK

Monday: 90%
Tuesday: No students
Wednesday: 92%
Thursday: 92%
Friday: 89%

BIRTHDAYS:
James Unger November 14th
Kristen Willis November 19th

QUOTE OF THE WEEK

“The harder the conflict, the more glorious the triumph. What we obtain too cheap, we esteem too lightly; it is dearness only that gives everything its value. I love the man that can smile in trouble, that can gather strength from distress and grow brave by reflection. 'Tis the business of little minds to shrink; but he whose heart is firm, and whose conscience approves his conduct, will pursue his principles unto death.” –Thomas Paine