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Parents night 2010 if i could highlight 5 things

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  • 1.
    • THURSDAY, AUGUST 26, 2010
    • 6:15 – 6:45 PARENTS SOCIAL, PAWS SIGN-UPS
    • 6:55 – 7:25 GENERAL PARENTS MEETING
            • PAWS – Carol Swayze
            • If I Had 10-15 Minutes to Highlight 5 Things – Bo Adams
            • Annual and Capital Giving – Henry Grady
    • 7:30 GRADE-LEVEL MEETINGS WITH GRADE CHAIRS, DEANS, PAWS REPS, HEALTH TEACHERS, OTHERS
    Westminster Junior High Parents Night
  • 2. If I Had 10-15 Minutes To Highlight 5 Things…
    • How I Began the Year with the Students
    • Junior High Goals
    • SAIS-SACS Self-Study and Visiting Team
    • AnComm – Talk About It
    • Opportunities for More Conversation
    • BONUS: ABCs of Supporting Your JH Student
  • 3.
    • “ And Jesus grew in wisdom and stature , and in favor with God and man.” Luke 2:52
  • 4.  
  • 5. What YOU can do with PRACTICE Daniel Pink, A Whole New Mind “ Just because some people can do something with little or no training, …doesn’t mean that others can’t do it (and sometimes do it better) with training.” – Carol Dweck, Mindset , p. 70
  • 6. Differences in Fixed vs. Growth Mindset
    • FIXED MINDSET
    • “ Born with what ya got”
    • Assumes that “smart” or “talent” is a given
    • Labels people as one thing or another
    • Fears failure and avoids risk
    • GROWTH MINDSET
    • Brain is like a muscle that can get stronger
    • Assumes that “smart” or “talent” is learnable
    • Understands that people can grow
    • Accepts failure as a tool for learning
  • 7. How To Promote a Growth Mindset
    • What Parents/Teachers PRAISE are keys!
    • Praise specific , good efforts
      • Avoid praise that “judges [students’] intelligence or talent…. Praise them as much as we want for the growth-oriented process – what they accomplished through practice, study, persistence, and good strategies.” (p. 177)
    • Promote concrete strategies
    • Provide perspective about failures
    • - Carol Dweck, Mindset
    • “ Praise should deal, not with the child’s personality attributes, but with his efforts and achievements.” –Haim Ginott
  • 8. Bibliography [for Mindset section]
    • Dweck, Carol. Mindset: The New Psychology of Success . New York: Ballantine Books Trade Paperback Edition, 2008.
    • Howard, Jeff. Notes from Harvard School of Education, Principals Center, November 2004.
    • Marshall, Martin. “Using a Discipline System to Promote Learning.” Phi Delta Kappan , March 2004.
    • Pink, Daniel. A Whole New Mind . New York: Penguin Group Inc., 2006.
    • Pink, Daniel. “What Kind of Genius Are You?” Wired , July 2006. http://www.wired.com/wired/archive/14.07/genius.html
    • http://montaraventures.com/blog/wp-content/2009/07/tiger_woods_swing.jpg Screen clipping taken: 8/18/2009, 3:16 PM
    • http://willblogforfood.typepad.com/will_blog_for_food/images/yoyoma.jpg Screen clipping taken: 8/18/2009, 3:19 PM
    • http://www.ibo.org/img/imagebank/IBSep07ChangingFace.jpg (Howard Gardner) Screen clipping taken: 8/18/2009, 3:20 PM
    • https://mtsd-ls6.wikispaces.com/file/view/mia_hamm_001.jpg Screen clipping taken: 8/18/2009, 3:21 PM
    • http://thethingsilikeaboutme265.files.wordpress.com/2009/07/maya-angelou.jpg Screen clipping taken: 8/18/2009, 3:23 PM
    • http://www.youtube.com/watch?v=U10IWU_XDPk (Oklahoma Basketball Halftime Show, February 27, 2007)
  • 9. Westminster is a Christian, independent day school for boys and girls, which seeks to develop the whole person for college and for life through excellent education.
  • 10. What is a PLC? A P rofessional L earning C ommunity “ A professional learning community is a group of educators committed to working collaboratively in ongoing processes of collective inquiry and action research in order to achieve better results for the students they serve. PLCs operate under the assumption that the key to improved learning for students is continuous, job-embedded learning for educators.” – Rick and Becky DuFour
    • LEARNING
      • What do students need to learn?
      • How will we know if/when students have learned?
      • What will we do if students already know “it”?
      • What will we do if students do not learn “it”?
    • COLLABORATION
    • RESULTS
  • 11. SAIS-SACS Self-Study and Visit
    • 21 st Century Student Learning and Life
    • Sustainability
    • Faculty Development
    • Marketing and Communications
    • October 24, 25, 26
  • 12.  
  • 13. Opportunities for More Conversation
    • A nnouncements …Now find the announcements behind the “Wildcat Web” portal ( http://www.westminster.net/wildcat_web/index.asp ); Mr. Adams also posts letters and parents meeting resources here.
    • B eing Present - Volunteering
    • PAWS, George Woodruff Library, JH Service
    • C onferences w/ Grade Chairs, Communication w/ teachers, Class Rotation on Tuesday, Sept. 7
    • D ialogue …“Parleys with the Principal” (11:30-1:00 Warren)
      • 6 th Grade (Wed., 9/29) – Learning More about Life in the Junior High
      • All JH (Wed., 1/12) – Adjusting to Adolescence & Digital Kids
      • All JH (Wed., 4/13) – TBA
    • E vening /(Parent) E ducation …8 th Grade Freedom from Chemical Dependency (FCD) (4/20 @ 7:00 p.m.)
  • 14.  
  • 15. ABCs of Supporting Your JH Student
    • A ctivate Learning Readiness
    • B elieve in Process/ B e Positive
    • C ommunicate
  • 16. A ctivate Learning Readiness
    • “ FOOD IS FUEL…SLEEP IS MAINTENANCE!”
    • These students have full and busy days, developing their brains, their bodies, and their hearts…adequate sleep (8-9+ hours) and healthy calories are a must.
    • BEGIN DAY CALM, RELAXED, WITH A PLAN!
    • Avoiding feelings of being rushed, late, and unsure of what the day holds…feeling peaceful and prepared.
    • EMPHASIZE EFFORT!
    • Try to refrain from emphases on grades, final outcomes, products… “Emphasizing effort gives a child a variable that they can control.” [Carol Dweck – research on learning]
    • SUPPORT STRONG STUDY HABITS!
    • Office hours, at-home study routine and environment, etc.
  • 17. B elieve in Process/ B e Positive
    • As much as possible, stress process over product . Both are important, but only one is truly enduring.
    • Small, safe doses of “FREEDOM” are a part of JH.
    • Learning to make choices , facing problems ,
    • understanding life’s ups and downs , and dealing with consequences are INVALUABLE LESSONS…Believe in
    • the process of developing responsibility for your children.
    • PRAISE AUTHENTICALLY & SPECIFICALLY for success and good lessons learned from unsuccessful attempts.
    • Talk positively about adolescence, school, and emerging life as an adult…we want children to look forward to and to be hopeful about adulthood.
    • Support teachers and coaches.
  • 18. C ommunicate
    • As much as possible, eat together as a family – mealtime conversation is strongly correlated with “good kids.”
    • As JH students mature, listening is a critical component of communicating with them. Consider negotiation and compromise.
    • Help your child set realistic, “stretch-attainable” goals… ENCOURAGE
    • Attend conferences, call, send e-mails, and write notes – let us know and remember we are partners (please understand “delays” in getting back to you)
    • We can address concerns most effectively if you talk with US instead of questioning the carpool or calling other parents (sometimes things get lost in translation!)
    • MYTH : Voicing concerns causes retribution
    • FACT : Feedback, positive and negative, helps us improve
  • 19.
    • BREAKOUT LOCATIONS
    • 6 th Grade – MPR (STAY HERE!)
    • 7 th Grade – KELLETT THEATRE, BROYLES
    • 8 th Grade – GWL