Tenth Grade Girls Discuss: What is my Reputation, Where do I Stand?

10-A

I had a lively discussion with both 10-A and 10-B girls about the word Reputation.  First, we defined it, and then talked about Calvert School's reputation.  Girls offered: academic excellence, awesome teachers, a close community, and a great campus as ways to describe Calvert's reputation  Then I asked them to think about their own reputation and the reputation they would like to have within the Calvert community.  Each girl received a paper mirror as a way to reflect and think about herself.  Such words as caring, kind, smart, bold, funny, and trustworthy came to mind as girls talked about their reputations and what they thought they stood for or aimed to stand for as a student at Calvert. I reminded them that a reputation is behavior used over time and used consistently. As one student said, "I will have an amazing reputation if I use the Calvert Pillars every day, all year long!"

10-B

10-B

The Worst Day of my Life Ever!

Sixth Age classes are having fun with the story, The Worst Day of my Life Ever, by Julia Cook.  RJ is a boy who doesn't listen and follow instructions on a regular basis!  As a result, he has a VERY bad day where everything goes wrong.  When he talks to his mom about it at the end of the day, she works with him on the two skills of listening and following instructions.  The next day of his life gets much better as he puts these skills into use!  Our students got the message from the book, and when I left Ms. Hollander's 6-D class, Ben said to me, "thanks for teaching us how to listen and follow instructions, Mrs. Nichols!"  I had a very good day as a result!

 

 

6-C Children at Work

 

After we read the book together, the children went to their tables to complete a worksheet where they had to decide whether or not three kids were following instructions by looking at pictures and captions.

 

Two Important Skills for having a Good Day!

Eighth Age Girls: Can Cliques and Compassion Co-Exist?

 

I have been working with the Eighth Age girls on the definition of compassion as well as the definition of cliques, and asking them how the two words are part of the social life in the school community and whether or not they can co-exist.  Since compassion is one of Calvert's school pillars, we used this definition: Appreciation of similarities and differences; the caring treatment of one another.  We compared that to the definition of a clique,  and decided that a clique that excludes others and makes them feel unwelcome was not going to be a compassionate group.  This type of clique can make kids feel lonely, unhappy, and angry.  The word, clique, is associated with mean behavior but cliques can also be inclusive, where kids feel welcomed, happy, and loved.  Compassionate groups include because of differences, but mean cliques exclude because of differences.  I challenged the girls to "be themselves" and not be swayed by the potential power of a group with different values than their own.

 

 

 

 

 

Top Ten Ways to be a Compassionate Classmate:

1. Show Kindness and Respect to all
2. Stick up for all
3. Be supportive when classmates need help or advice
4. Tell the truth (in a compassionate way)
5. If you hurt your classmate's feelings, say you are sorry
6. If a classmate hurts you and apologizes, accept the apology
7. If you make a promise, keep it
8. Put effort into your friendships, and share your friends with others
9. Accept your classmates the way they are
10. Treat your classmates the way you want them to treat you

Parent Forum

We had a great turnout this morning at our Lower School Parent Forum!  We delved into the topics of executive functions and worry, and talked about student success as something that is achieved when the student learns, over time, to manage worries and fears, and to gain an understanding of his or her executive function processes and learning needs.  Dr. Trusty, Mrs. Martin, and I shared strategies and skills for both home and school.  Parents had the opportunity to know more about what classroom teachers are doing on a daily basis, and what they can consider implementing at home to help their child with attention, organization, and worries as they grow through elementary school.  Our Power Point is posted on the Calvert School homepage.   Please take some time to look it over, and let Elizabeth Martin or me know if you have any questions.

 

It Just Takes One

Ms. Hollander's Class acts out ONE!

 

Sixth Age students are enjoying the book, One, by Kathryn Otoshi.  I have been reading it to them, and then they have had the opportunity to act it out with the colored shapes and numbers that are the characters in the story.  One is a picture book about bullying; Blue gets picked on by Red and the other colors don't stand up to Red.  Then, the Number One enters the story and says, "I for one" will stand up to Red and tell him to stop picking on Blue .  One becomes the ally to Blue and then all the colors stop being bystanders and turn into numbers and take a stand.  Sometimes, it takes just one voice to make everyone count. This seemingly simple story has deep meaning for the young students as they can grasp onto the concept that oftentimes "it just takes One."  It motivates young learners to stand up for their friends and classmates!

Resilience Builder: Assertiveness with Ninth Age

 

Bo

Ninth Age boys had character lessons about assertiveness and the use of I-messages.  Communication and relationships are strengthened by using these skills.  Being assertive involves stating what you want by using an I-Message, using a firm voice, and looking the person in the eye.  For example: "I feel upset when you interrupt me when I am answering a question in class." Our lesson also examined the words passive and aggressive.  Oftentimes, one student tends to be passive in a relationship because he doesn't want a friend to be mad at him.  He may avoid conflict by agreeing or going along with the other's plans or ideas.  If this happens on a regular basis, the passive student doesn't share feelings or needs and can get "lost" in the complex world of friendships.  An aggressive student can harm others- emotionally or physically- by being bossy, setting the rules, and being in control at all times.  This style is not a successful one for making and keeping friends!  Ideally, you learn to be assertive by standing up for yourself and your needs, being respectful through the use of I-messages, and being courageous because it is not easy to master these skills!  The boys were very creative as they wrote I-messages based on behaviors such as spreading rumors and cutting in front of someone at lunch. Many volunteered to read their I-messages to their classmates.

Henry

Teddy

Finn

What if Everybody Did That?!

 

6-A

I focused on our Pillar of Responsibility with the Sixth Age as we read What if Everybody Did That? by Ellen Javernick.  The book addresses the ways in which our choices impact others, the community, and the world in a lively and engaging way.  In each situation presented, the boy in the story is asked, "What if Everybody Did That?"  For instance, what if everybody threw trash out the window, what if everybody fed the animals at the zoo, and what if everybody bathed just once a year?!  The illustrations are amusing and lots of discussion was generated in each Sixth Age section.

Once we finished with the story, I asked them some follow-up questions:

• What if everybody talked while the teacher was talking?
• What if everybody didn't return their library books?
• What if everybody rushed to the front of the line?

The students had some amusing responses but many serious ones as well!  I think the message of social responsibility came across using this delightful book.

There was Lots of Enthusiasm in 6-A!