It's a marathon, not a sprint

On August 8th at 1:00pm, I set out with several friends to compete in the running of a 200-mile ultra-marathon running relay.  Our 12-man team, the Iron Horses, were prepared to run through the night.  As my first leg of the race began, we were already in second place.  I was thrilled at the opportunity to help my team.  I was, however, perhaps a little too excited.  I started my 6.6 mile run with practically a sprint.  I went out way too fast.  It was a silly thing to do, especially in the 80 degree heat and gravel and uphill terrain.  I realized my mistake and eventually slowed down, but not until about 5 minutes into the run.   I was already exhausted and hadn't even covered a single mile.  But that was just the beginning of my struggles.  Soon, a blister formed on my heel.  A mile later, it burst and then it began to bleed.  The pain from that as well as the fatigue in my legs grew with every step.  I also had a stabbing cramp in my side that was getting stronger and stronger with every mile.  I encountered a tree blocking the path, which I had to find a way around.  Then a car drove into my path causing me to slow down and change course.  Finally, with just a mile remaining, I got a second wind, and I was able to creep back to a respectable pace.  This took me stumbling up to where my team was waiting for me, so my teammate could take off.  During my run, I did not catch our opponent.  Instead, their lead increased.  The gap widened.  We lost some ground.  I experienced failure.  I fell to the ground in exhaustion, pain, and disappointment.  My next run, which I was projected to begin in 5 hours at 1:30am, seemed absolutely impossible.

Does any of this sound a little familiar?  Perhaps this can be compared to the ebb and flow of a typical school year as a school staff member or parent: excited at the start, go out too fast, slow WAY down, experience unexpected setbacks, feelings of inadequacy, perhaps defeat.  Even when you are finished, you're not actually finished (you're never finished), and you think  there's no way you'll ever be able to do it again.  Unfortunately, these feelings are all too familiar to most professionals generally involved in working with other people, and school-aged children in particular.

I was mostly disappointed that I let my team down.  However, if any of them were disappointed, I couldn't tell.  All I heard were a lot of encouraging words as I caught my breath and as I cleaned and covered my blister.  There were no criticisms.  By 1:30am, I had mostly recovered.  My energy had returned, and I ran much smarter than I had in my first leg.  I was faster in the coolness of the night.  Later Saturday morning at 10:52am, after 21 hours and 52 minutes, the Iron Horses crossed the finish line, setting a new course record en route to winning the race.  We celebrated our collective success.

The team at Platte River operates in much the same way.  In the coming school year, cramps, blisters, and exhaustion are inevitable.  We will all make mistakes.  However, we seek to replace judgement and criticism with support and encouragement.  The team of teachers, secretaries, para-pros, custodians, social workers, therapists, consultants, administrators, volunteers, and parents at Platte River Elementary is STRONG.  There exists a culture of teamwork at Platte River.  We will work hard for each other at all times.   

I'm proud to be a member of the Platte River team this year, and I'm glad you're here as well.  We will rely on each other in the midst of all that will come our way this year, and throughout it all, we will be each other's inspiration and strength.  It's the only way and what being on a team is all about.

Articles to Read Today

May I Speak to You Privately? -Pernille Ripp

Who Paid Off This Teacher's Loan Debt?- Business Insider

20 Bad Excuses Holding Good People Back - Marc and Angel

Videos to Watch Today

This Commercial Completely Nails It

7 Words To Live By

Teams Work

After my family finished eating our dinner together, and before my two brothers and I could take off to play games, do homework, or watch tv, my dad would always reiterate the expectation that everyone helps with the cleanup of the meal.  "All the way to the dishwasher," he would say.  And then, to encourage us in the process, "Many hands make light work."

It was the latter phrase which would be repeated frequently throughout my childhood and teenage years.  Time and time again, that same phrase, "Many hands make light work." It became a motto, of sorts, in our home.  In every situation: cleaning the boats, shoveling snow off of our hockey rink, raking the leaves in the yard, putting away sporting equipment, and even during grocery shopping.

"Many hands make light work." It reminded us that we were not going it alone.  It reminded us that we could always accomplish more when we work together.  By and large, our family worked well together.  Of course, we weren't without conflict, but we worked for each other, not for ourselves.  And that kept us focused.  We acted as a unit, a team.

Teamwork is the best quality of any great team.  It is, afterall, what makes a team, work. Right?  Teamwork makes dealing with conflict and failure not as hard, as the failure is shared. Besides, it is in those moments that we learn and grow together the most.  Failure and conflict can actually accelerate a team's success.

Two players from the University of Michigan men's basketball Final Four team from last year left the team to go play professionally in the NBA. Then, Michigan lost their preseason All-American player to a season-ending back surgery just two weeks into this year's season. Granted, all teams can count on experiencing setbacks, but those are some pretty major obstacles for a team to overcome.

With very little time to create a new plan for the season, Michigan's players and coaches decided that they were still going to do the absolute best they could to accomplish their goals.  They would each step up and do their best in an effort to be successful.  They were committed to this. Yes, they've had losses, failure, and more setbacks along the way.  Not only has that not stopped them, but these setbacks have led them to achieve. Michigan just finished in first place in the Big Ten Conference this season.

Educators at Platte River work together as a team, with the students, families, and this community, to accomplish the goals we set for ourselves.  We will have setbacks and experience failure together.  We will always learn from our mistakes and grow, and we will support each other in the great work we are here to do.

"Many hands make light work."


Speaking of Great Things Happening at Platte River:

Odyssey of the Mind Students who have been working with Mrs. Jass and Mrs. McLaren had an opportunity to showcase their hard work on Wednesday at the school-wide assembly. Then at Saturday's competition, the 3rd/4th grade team earned 1st place and will be going on to compete at the State competition! INCREDIBLE!

Students are learning how to use martial arts to build confidence and self esteem, among other attributes, as Sifu Jim Adkins of White Tiger Martial Arts offers his leadership to Benzie Central 6th Graders, in conjunction with the SEEDS program.

A new opportunity: Food Corps and Platte River Elementary are looking for Hoop House Angels to help with the maintaining of the Hoop House over the summer.  Please contact Bonnie Smith at Grow Benzie at beulahbonbon@charter.net if you would like more information.

Platte River Elementary is now offering Universal Breakfast for all students, regardless of free or reduced status.  Beginning on Monday, March 3rd, and through the rest of the school year, all Platte River Elementary and Benzie Central 6th Graders will be offered a breakfast everyday.


Next Week at Platte River Elementary at a Glance:
March 3: March is Reading Month Begins
March 4: 6th Grade Martial Arts 2:30pm; Benzie Schools Budget Workshop
March 5: Read Across America in classrooms 9:30-10:30
March 6: Kindergarten Field Trip to Timberlee!
March 7: Way to Grow Preschool Playgroup 9:30-11:00; Pajama Day for Reading; Food Corps Lessons
March 8: Cub Scouts Pinewood Derby 10:00-4:00


Articles/Links you should visit today:

Nurture Your Child Into Being A Lifelong Reader - Edutopia

Platte River School Calendar - If something is missing, contact me at graetzs@benzieschools.net

Mindsets in the Classroom Book - Many Platte River staff are now reading this book together.  Click the link and get a sneak peek.  If you are interested in more information or would like to request a copy to read, contact Mrs. Rosa at rosaj@benzieschools.net

Grow Benzie - Click to visit their website and learn more about our Hoop House and the other programs Grow Benzie offers in our community.

Food Corps - We are proud to have Food Corps partners Lianna and Meghan work regularly in our classrooms to get students excited about a variety of fresh foods.  Click on the link to learn more about this excellent organization.


Videos you should watch today:

Take a Minute with Mr. Rogers, won't you?

Watch this, and if you've already seen it, watch it again!

Anyone can make a difference!

Handy Man

Our dishwasher quit working in mid-January.  It was a fifteen year old kitchen appliance, so it came as no surprise that it died, but there's never really a good time for any kitchen appliance to die.  As you know or can probably imagine, this did not come as welcome news for our family of six.  So now it was time to find a new one. Quickly.  We did all the research online and went and touched a few in the big box stores.  When we'd finally decided on one, and when a good deal came along, we took the plunge.  We had to wait a week until the store received it from the manufacturer, and it was another week before I could arrange to go get it from the store.

But then it was finally time to remove our old dishwasher.  And yes, I'm a guy who reads the instructions.  Usually.

Step one was something about getting the dishwasher away from the wall.  Apparently dishwashers are attached to the countertop with screws, and if you just try to yank it out, you'll rip a bunch of decent-sized chunks off your countertop. Just FYI.

Step two was regarding disconnecting the water line.  After I unhooked the copper water pipe from the old dishwasher, I turned off the water supply.  Yes I did it in that ridiculous and backwards order.

So now I'm all wet and I've wrecked the countertop.  I was into it an hour already and I was kinda done with step two out of thirty-eight.  I hadn't even touched the new dishwasher.  It was still in the box!

Over the next two days, I made four separate trips to the hardware store to buy some incorrect parts and a couple tools that I'll probably never use again.  That new dishwasher sat in our kitchen for another TWO WEEKS just tormenting us.  Then Jill finally came to me and asked if she could call a friend of mine to come over and "have a look at it."  WOW.   It's pretty bad when your wife calls your friend over to fix your mess.  But in all actuality, it's a good thing she did because if she hadn't, I know it would still be sitting there, and Sam at Lake Ann Hardware would still be trying to explain to me how to hard wire it, or how to use a copper pipe cutter, or how to create an air gap.

The purpose of me telling you this story is not to share with you that I'm not that good at plumbing.  Actually, it's to tell you that I'm not that good at most home repair tasks yet.  I'm sure you noticed the key word at the end of the previous sentence.  The operative word was "yet."  If I had just said that I wasn't very good, then I would likely just go on believing that I'll never be able to fix stuff around the house.  That would indicate a fixed mindset, and it would end up being a self-fulfilling statement.  I would never get much better.  But the truth is, if I keep working at it, I will get better.  That is a growth mindset oriented statement.

Knowing my areas of deficiencies and shortcomings can actually be more valuable than knowing my areas of strength, that is, if I'm willing to work on them.


Next Week at a Glance:

Monday 2/24: 6th Grade OM 2:30-5:00; 5th/6th Grade Volleyball 7:00-8:30
Tuesday 2/25: 6th Grade OM 2:30-5:00; 6th Grade Martial Arts 2:30-3:30; 5th/6th Grade Volleyball 7:00-8:30
Wednesday 2/26: Odyssey of the Mind Assembly 1:30-2:00; 6th Grade Band Concert 7:00-8:30pm
Friday 2/28: School Newsletter and March Breakfast and Lunch Menus; Popcorn!

Articles you should read today:
Only teachers really know what teachers do - Washington Post and Sarah Blaine's blog, parentingthecore

8 Great thoughts that'll get you going -marc and angel's practical tips for productive living

Videos you should watch today:

You can do whatever you have a passion for

Dog, Baby, Bubbles = can't stop laughing

Growth Mindset

Platte River Elementary teaching staff participated in our fifth day of Professional Development of the 13-14 school year on Friday, Valentines Day, at Lake Ann Elementary.  Before beginning our discussion about the topic of the session, Instructional and Observational Rounds, facilitator Cathy Meyer-Looze took a few minutes to lead us in a discussion about the power and benefits of possessing a growth mindset.

A growth mindset is holding onto the belief that we all, through persistence, are capable of learning and developing intelligence in limitless ways as we go through our lives.  A person with a fixed mindset believes the opposite: that people are born with a fixed set of abilities, with little or no chance to become "smarter."  Someone with a fixed mindset tries to appear smart, avoids challenges, and ignores criticism.  A great litmus test on our own belief is in our response to failure.  It can reveal our mindset.  Do you fear failure, set up defenses, or give up easily?  Or do you expect and then accept challenges, persist, and carry on in your efforts again and again until you experience success?

The truth is, we are all capable of much more than we ever give ourselves credit for.  Brain research is finding that simply teaching kids about the Growth Mindset will set them on a path of success:

In 2007, researchers from Stanford University divided students into two groups for a workshop on the brain and study skills. Half of them, the control group, were taught about the stages of memory; the other half received training in the growth mindset (how the brain grows with learning to make you smarter) and how to apply this idea to their schoolwork. Three times as many students in the growth mindset group showed an increase in effort and engagement compared with the control group. After the training, the control group continued to show declining grades, but the growth-mindset group showed a clear rebound in their grades. Click here to read the full journal article from Stanford University

These concepts are based on the work by researcher and author Carol Dweck.  In her book, Mindset, she writes, "The View you adopt for yourself profoundly affects the way you lead your life.  It can determine whether you become the person you want to be and whether you accomplish the things you value."

The Growth Mindset is about approaching failure as a place of learning instead of viewing it as sticking point or as an end. We simply must, in our profession of education, believe that intelligence can be developed, changing constantly in life.  We must cultivate a growth mindset within ourselves and within our students.

Articles you should read today

What Students Remember Most About Teachers - An excellent read. by Lori Gard

Will we break the record for coldest winter in Michigan history? - Mlive article





2014 Bridge Report - Bridge Magazine
Benzie Central is among the Top 3 Rural Public School Districts, getting more out of our students than comparable schools across the entire state of Michigan.

8 Ways Happy People Start off their morning - Marc and Angel's Blog

Videos You Should Watch Today

Olympics Commercial "Thanks Mom!"

This is what it would feel like if you ever break a world record after years of commitment and believing you CAN.

Decision Making

We've all heard the term, "data-driven" as it pertains to schools making decisions.  Data are concrete, measured, pieces of information.  Schools are using data with increasing frequency.  And rightfully so.  It's important to collect and to track a number of different data points in order to guide a range of decisions to help improve the success of students and schools.  Data offer that clarity amidst a cloud of so much subjective information that swirls around every issue. So whether we're talking about our reading interventions, our positive behavior supports, or making decisions about adopting a new reading series or a new piece of technology, at the center of every conversation is one question:

"What does the data suggest?"

But we ask this question as if the data were actually going to make the decision for us.   Data are just numbers, values, and calculations.  Data are important, no doubt, and there's no way that we are going back to making decisions without it.  However, data are just pieces in the decision-making process.

Our conversations should begin with the data, but our students are not numbers, values, and calculations. They are a collection of experiences.  They have good days and bad days.  They all have unique strengths and preferred learning styles.  Teachers take these subjective variables into account in addition to any data with which they're presented.

In the end, professional teachers, who know about learning, are the decision makers.  They gather the data to discuss it, discern it, and extrapolate meaning from it.  We use data to help us make decisions. 
 
I've recently heard the term, "Data-Informed," and I think it more accurately and appropriately describes how we treat and use data.  We educators use data to inform us as we make decisions.  I think this is more than just a matter of semantics.  Rather, it's a mind-shift.  It allows us to accept and trust the use of data, to collect reliable data, and truly dive into it, in the process of decision-making, all without feeling like our own subjective human input is going to be somehow discounted.  So let's be data-informed when making important decisions for our students.


Last Week at Platte River Elementary
Monday morning, Mrs. Rosa's students were all engaged in their fun and interactive lesson about the brain.

On Tuesday, Mr. Graetz joined Mrs. Vanderlinde at Camp Hayo-went-ha on Torch Lake for fifth grade camp.  We went down the zipline, snow-shoed, played games, had a campfire in the snow, and generally wore ourselves out.

On Wednesday, many staff were involved in meetings throughout the day.  Meetings are time consuming, yet incredibly beneficial in serving the students and families of our community.

Thursday was bitter cold and snowy, which means...INDOOR RECESS.  Some kids chose to play basketball in the gym instead of games in the classrooms.  What a great way to burn off some energy.

Next Week at Platte River Elementary
Staff will spend two days (Wed and Thurs) using data from multiple assessments to make informed decisions about how we can provide reading and/or math interventions to increase proficiencies in those areas.

There is no school on Friday, Valentines Day, as teachers will be involved in Professional Development at Lake Ann Elementary.

Our 6th graders have an opportunity to join in a new program, Martial Arts, beginning on Tuesday, February 11 after school from 2:30-3:30.  See Ms. Wynkoop for more information.

As a reminder, there is a full school day scheduled for Monday, February 17th.


Articles You Should Read Today

Love Ninja! Glennon Doyle Melton

8 Things we do as educators even though we know better... Justin Tarte


Videos You Should Watch Today
 

Play of the Year: Middle School Football Players

Johnny Carson: 3rd Grade Wisdom

Since we're on the topic of the 80s...this is so RAD!

Tracking Student Progress

Research has shown that some teaching strategies are more beneficial than others as it pertains to the effect on student learning.  The strategy shown to have the most positive impact on student learning is "Tracking Student Progress."  Students rarely have the chance to observe their progress toward a specific learning goal over a period of time.  By tracking their progress, students observe their improving scores, and can interact with the teacher about the reasons for their progress.


We recognize that teaching is as much an art as it is a science. Evey student is unique, so we can't know how each will respond to the lessons, interventions, programs, or our strategies, either now or in the future.  However, Marzano's Learning Sciences Institute studies the effects of nearly every teaching strategy, and has identified this as having the biggest impact on student learning.  Here's a sample/template chart for tracking student progress taken from Marzano materials:

Notice that this score sheet is for the students to use themselves.  On the graph, the y axis is a 0-4 student scale.  The x axis is for the dates the progress toward the learning goal is monitored.  A student scale would also accompany this chart.  The student scale indicates the level of competency achieved.  The chart and scale can then be kept together in a student folder throughout the year along with several other scales and charts for other identified learning goals.

Betsie Valley 2nd Grade Teacher Asa Kelly Leads Benzie Central Boys Cross Country to State Championship

Congrats Asa, Michigan's 2013 Coach of the Year!

Articles you might be interested in:

When Students Track Their Progress - Marzano article from ACSD

Prepared Student Scales Based on Common Core Standards - Must have iObserve password

Videos you might be interested in:

Inspiring Young Kids from Olivet, Michigan

American Military Veteran gets a Heartwarming Makeover in Grand Rapids, Michigan