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Our
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Motivate. Activate. Celebrate.
Parent’s PAG E 23
F E AT U R E
Index: Feature .................................................2 Animals.................................................3 Poems....................................................4 History..................................................6 Art..........................................................7 Food for Thought................................8 Astronomy.........................................12 Sport....................................................13 Fiction.................................................14 Students View....................................15 Parent’s Corner..................................16 People we admire .............................17 Our Society.........................................18 Society.................................................20 Educators............................................21 Parent’s Corner..................................23
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Contributors: Darian Razdar, Camron Razdar
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Shifting the Paradigm
few decades ago, as many adults might have experienced it, most approaches to teaching and learning were based on drill. The thought was that if something were repeated enough, students would remember it. Memorization was learning. Nowadays, we live in the world where information is not only available in a matter of seconds, but is also incredibly vast. As mankind rapidly accumulates knowledge, biologically, our children cannot quickly enough expand their cognitive abilities to absorb endless data. One cannot simply add new knowledge and expect to conceptualize it. Dealing with many of the world’s most pressing issues requires an ability to reason about causal complexity, wherein the consequences of one’s actions are often not realized. So instead of being good at familiar subjects, kids have to be able to work in unfamiliar subjects. Knowledge needs to be connected to previous concepts as well as to be applied to unfamiliar settings. To do so, one needs to think. Thinking is learning. Unfortunately, thinking skills, such as inferring unstated fact, for most children do not appear on their own. And yet, as research suggests, there is a lot can be done
Arina Bokas
Kids’ Standard Editor & The Future of Learning Host
to help children learn to be better thinkers. Interestingly, thinking is something most children do enjoy because they see immediately that it gives them power. Our January issue, Learning to Think – Thinking to Learn, showcases thinking and the application of thinking skills, so all of us can learn together.
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Special thanks to Janny Hurkmans, a Dutch American and former teacher who resides in Lake Orion for bringing the story that was featured in the last issue. She contacted a teacher in Netherlands, who works with such students and forward us the story after translation.
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ANIMALS
Need a Pet? Think of an
Exotic Shorthair Cat By : Morgan Bodway
5th grade, Clarkston Elementary
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n 1960 breeders crossed a Persian cat with an American Shorthair cat and developed the exotic shorthair cat. The reason they're called exotic shorthair cats is because they have pushed in faces like Persian cats and short hair like American Shorthair cats - a combination that many people find desirable in a house pet. Exotic Shorthair cats are attractive. They usually have very copper eyes, but sometimes their eyes match the color of their fur. There can be over 50 different markings and colors
January 2016
on one cat. These breed can weigh from 7 to 12 pounds. A female cat is pregnant for about 65 days and delivers 2-8 kittens in each litter.They’re blind and helpless for the first week. Here are some reasons why they make good house pets. First they’re really good with kids. Second, they don’t get excited much. Third, they’re very easy to groom and need to be groomed only once a week. So if you want an Exotic Shorthair cat, you can search for a pet store that sell this breed or you can find an Exotic Shorthair cat breeder and get one there. They can range from $150 for a normal exotic shorthair cat up to $1,500 for a blue ribbon winner.
Exotic Shorthair cats are attractive. They usually have very copper eyes, but sometimes their eyes match the color of their fur. There can be over 50 different markings and colors on one cat
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POEMS
Proof That You’re Trying By: Keira Tolmie, 5th grade
Pine Knob Elementary, Clarkston Proof that you’re trying doesn’t mean that you’re right, Proof that you’re trying might not fit very tight, Proof that you’re trying may be a big fall, Proof that you’re trying when you’re learning to crawl, Proof that you’re trying may lead to success, Proof that you’re trying might be a big mess, Proof that you’re trying can teach you a lot, Proof that you’re trying is always, but not, the worst thing in the world, don’t get on yourself, Mistakes are proof that you’re trying.
SEASON By: Chloe Krawczak
5th Grade, Pine Knob Elementary, Clarkston Schools
Winter Flakes
Snowflakes, Snowflakes falling down I watch them as they hit the ground They are the little white puffy stars from the sky They make their way down as they fly Although no two will ever look alike They have their uniqueness just like you and I I have been waiting for them all year round These puffy white little flaky crowns I stick my tongue out in the air To catch that snowflake white as a hare From its journey down to the ground Will then be stopped to join his brothers and sisters In deep or shallow it does not matter It will be stacked up higher and higher Snowflakes, Snowflakes falling down Their journey is over as they land on the ground.
Spring Steps
The White Angel Fish By: Hannah Eichbrecht
5th Grade, Springfield Plains Elementary, Clarkston Schools The white angel fish. Hiding in the plants and reefs. He is very scared. The white angel hides. He is very scared and lost. He’s in big danger. The predator looks. He swims constantly in reefs. Quietly swimming.
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Spring, spring with beautiful things New babies take first steps tumbling and falling They go to their mothers for her milk Can’t open their eyes yet Can’t even walk But in a few days they are stumbling and falling Trying to move their legs up and down They struggle but they get back up All on their own because mommy has no thumbs Trying and trying they will not give up The determination inside them will erupt Their little legs yes they move Muscles start to move legs start to tighten this little animal starts to get higher Finally, Finally there first step is made By the pigs, babies, cows, sheep and more Spring,spring is finally here! Continue...
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POEMS We All Fall Down Leaves are blowing off the trees They get pulled out from their permanent spots
When I fall into those colors I get buried I pop out of those leaves that have fallen and make another pile and… I fall
After there is enough leaves I rake them up into a big pile and… I fall I fall into that pile of leaves They softly and gently touch my face and sweater Some of the stems of the leaves tickles me under my chin
Swimming in the warmness of the pool Mixed with the hot summer sun
More leaves make they way down into the pile as I get up and brush myself off After all the leaves are off of me I face the and fall
I am glued to the side of the pool when my friends make a huge… SPLASH! My face gets drenched with water
Fall, the wonderful season of Fall Just the right time to fall Fall into those colors that artwork of red, orange, yellow and green
When I am swimming I feel like I am on a magic bubble of imagination There is no limit to the adventures you can have
January 2016
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H I S TO R Y
Let’s Sail with
Columbus! By: Ella Caddy
5h Grade, Pine Knob Elementary, Clarkston
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hristopher Columbus was a remarkable sailor, whose discoveries greatly impacted our world. He took four expeditions. As you read this, you will learn about his early life, his exploration, and even some interesting facts. Cristorore Columbus, in English Christopher, was born in Genoa, Italy, on October 30th, 1451 to a good family. He was the oldest of five kids. His mom’s name was Suzanna; his dad’s name was Domenico. His dad homeschooled his kids, but not often. Columbus began an apprenticeship as a sailor in 1473. He married Filipa Moniz Perestrelo and had
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a son in 1482 just before his departure for his first expedition. For his first exploration, he sailed on a ship called Nina. There were 90 crew members on this ship. Columbus set sail on August 3rd, 1492 from Palos, Spain. On October 11th, 1492 he spotted the Caribbean island San Salvador, which means “Holy Savior”. Columbus thought he was in Asia and called the natives indians. He returned to Spain on March 15th, 1493. A few months latter, he took another expedition. On October 13, 1493, he sailed with 17 ships and 1,000 men on the voyage to find gold and capture indians to become slaves for them. It was a large colonization project. On November 3rd, 1493, Columbus sighted land that he
named Island of Dominica. After exploring a number of small islands, he founded the town of Isabella on Hispaniola. Isabella had never thrived and was abandoned in 1496 in favor of a new site. In need of supplies, on June 11th, 1496, Columbus returned to Spain. Christopher Columbus took two more explorations before he died on May 30th, 1506, but his second voyage was the most important because it started colonialism in the New World. He was most famous for being the first European to step foot on mainland. Christopher Columbus is recognized as a great explorer. He was an outstanding navigator who achieved his frame by sailing across the Atlantic Ocean. He refused to give up on his dream to discover new land.
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Samantha Milks
7th Garde Waldon Middle School
Karissa Yang
6th Grade Waldon Middle school
Keaton
Lucy Mengyan
January 2016
5th Grade, Clarkston Elementary
5th Grade Independnece Elementary
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FOOD FOR THOUGHT By: Reece Moodt
5th Grade, Carpenter Elementary, Lake Orion Schools
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ever expect to pick up your math homework and know the answer to every problem the second you look at it. You actually have to do the work and think. When you do this, you are “learning to think and thinking to learn.” It might sound complicated. Just think of it as if you were to pick up a challenging assignment or paper and you knew the answer to every problem because your best friend told you the answer. Finally, it comes time to take the test on that subject and you have no idea what to write because your brain never did the work; your best friend’s brain did the work. Therefore you have never learned anything. You can’t learn without thinking and you can’t think without learning. It may seem boring to stop and think about things that you`ve already learned but your brain can’t grow without thinking. You have to learn to think and think to learn because there’s no challenge in being told the answer.
Challenge
Your Brain
By: Paige Potter
5th Grade, Carpenter Elementary, Lake Orion Schools
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hen you think, you learn. It’s as easy as that. But there’s more to it. For instance, when you are at school and the teacher teaches you something, you learn. But you have to think about it in order to truly know what it means. You’re thinking to learn and learning to think. You can’t just automatically know something; you have to learn about it and think about it. You can’t just look at a test with things your teacher hasn’t taught you yet and just know all of the answers. You need to learn and think. SO THINK!
By: Bradley McWilliams
5th Grade, Carpenter Elementary, Lake Orion Schools
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ave you ever heard the phrase “measure twice cut once”? This is almost exactly what you do every day at school. Think twice, try it out once. Like in math, your teacher explains the lesson, he or she gives you a moment to think about it, then your teacher tells you to open your notebook and try it yourself. It will take some time, but you will understand someday. Or like when you take a picture on your camera or phone, you zoom in and look at the screen or lens twice, then you take the picture once. Remember measure twice, cut once. By: Claire Varzaru
4th Grade, Orion Oaks Elementary, Lake Orion
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roblem solving is a lot of work. Sometimes, it seems impossible. But everything has a solution, even fights or arguments. I think everyone is a great problem solver. Being a problem solver means to be independent and trustworthy so people trust you with their problems. Whatever it is, remember anything is possible!
Learning to Think By: Alexia Kalush
5th Grade, Carpenter Elementary, Lake Orion Schools
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n school you are being taught, and you are learning. To learn you need to think. Thinking is very hard when you are frustrated. Then you need to re-learn to think about your problems and how to fix them. This has happened to me, and all I had to do was to slow down and think. I was in music class at school and we were learning how to play the ukulele. I was having a tough time with the G chord. I was really frustrated and I felt like I was going to cry. I had to learn to think about what I was doing wrong. It was hard to learn because I thought my hand was in the right position, but I was still getting the note wrong, I just couldn’t get the note to sound right. Finally, I started thinking and looking at my hand position. I was using the wrong finger. I corrected myself and got the note right. I was getting the right note! I had to learn to think, then think to learn to figure out my problem, and my problem got fixed!
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Gymnastics (Ages 1-18) Tumbling (Ages 5-18) Dance (Ages 2.5-16) Karate (Ages 3-18) Piano (Ages 5-Adult) Preschool
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ASTRONOMY
The Special Planet By: Avery Pummill
5th grade, Clarkston Elementary, Clarkston Schools
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he Solar System consists of 8 planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. However, the only planet among them where people can live is Earth - the third planet, which is 93 million miles away from the sun. Why is it so? One of the reasons is a distance from the sun. Some planets are too close to the sun. They are too hot for people to live there. Mercury is the closest planet to the sun. The temperature on Mercury can reach up to 800°F [427°C]. Mercury is 37 1/2 million miles from the sun. Venus is the second closest to the sun. Venus can reach temperature up to 900° F (480° C). Venus is about 70 million miles away from the sun. Other planets are too far from the sun, and they are too cold. Mars, the fourth closest to the sun is 140 million miles away from it. Mars’ temperature can reach -81° F (-63° C). Jupiter is even farther. Its temperature
can drop down to -234° F (-140° C). Jupiter is 483 million miles away from the sun. Saturn is 890 million miles from the Sun; Saturn’s temperature can reach down to -270° F (-168° C). Saturn is the only plants with rings and is the most noticeable in Space from Earth. Uranus and Neptune are the seventh and eighth farthest from the
sun, where temperature can reach -357° F (-220° C). Uranus is 1,800 million miles and Neptune is 2,800 million miles from the sun. Our Earth is the only planet in the Solar System that is located at the right distance from the sun to have life. It is a very special planet.
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S P O RT
Soccer Tournaments By: Isabelle Shaw
4th grade, Clarkston Elementary
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t a field in Brighton, Michigan, my team and I had our first soccer tournament of the year. Soccer was brought to the United States by Irish, German, and Scottish immigrants in the 1860’s. Before the United States Soccer Federation became the organizing group for soccer in the U.S., the U.S. had unorganized regions with teams. U.S. Soccer began to organize tournaments as competitive play for these different regions to come together and play friendly matches. This reflects the spirit of the World Cup that was already being played in Europe. Different people come together and play friendly games. Now it was our turn. Before our first game, we practiced. I was so excited to play soccer in my first tournament. My coach picked me and Abby to be captains for this game. Abby and I won the coin toss and got to pick our side of the field. I watched the ref blow the whistle, the other team kicked the ball, and the game started. We ended up scoring five goals and won the game. We all were very happy. After the game, my whole team went out to lunch and I sat at a table with my teammates only. Natalie started a funny spitball fight, and everyone was laughing. I felt lucky to have such great friends! For our next game, my teammate Emma and I went to the field early and started to play ball as our teammates began to arrive and join us. We won the game seven to one. In tournaments, there is usually a second day. Since we had won the first games, we
January 2016
continued to play on day two. My team and I arrived early in the morning at the field to warm-up for the game. After our practice, our coach called us to him to talk before the game. Coach Rean told us that even though we had won the last two games, we should continue to play strong. He wished us good luck. We chanted “1...2...3...Go Impact!” in a circle together as the ref blew the whistle to start. This team was a harder to team to beat, but we soon began scoring and won the game 5-1. We were moving on to the championship game! We all went to lunch again together before returning to play the big game. We won our first tournament! We beat the
other team by at least 6 goals. Tournaments are fun to play our favorite sport together with teammates and friends, and to get to win. We even received big gold medals with a soccer ball in front of a goal. The best part about tournament though is to be around all of the friends who share love for the game of soccer. We are of different ages but we all come together to play our best. We also see teams from all different regions and backgrounds that come together and play friendly games of soccer with us. I love that I can share the love of my favorite game with so many different girls. I think that’s what U.S. Soccer had in mind, for soccer to bring people together.
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FICTION
The Ice Cream Family By: Brooke Armstrong and Elena DeVito
2nd Grade, Orion Oaks Elementary, Lake Orion
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his book is for Elena’s family, Brooke`s family, and our class at Orion Oaks Elementary. Inspired by the boys who made “How to get a Girlfriend.” One day, the ice cream family went to the ice cream park. There were swings, fire poles, slides, and a zip line there. They were so excited! They went down EVERYTHING! They had so much fun playing. It was the best part of their day. Then they had to go home to eat dinner. They were sad… But they were happy when they saw their dinner. They were having CHICKEN! After dinner, they had to go to bed. When mom and dad said that it was time to go to bed, the kids did… BUUUUUUUUUUUUUUUUUUUUT... After they brushed their teeth, Piper went downstairs, sat on the couch, turned on the
The Forest By: Ryan Suender
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5th grade, Bailey Lake Elementary, Clarkston Schools
jumped out of the car and felt a warm breeze. Then I saw a forest. I looked at it for a second, then I ran and ran and ran. When I stopped, I did not know where I was. It started to get darker, and soon it was pitch black. I yelled to my mom and dad, but there was no answer. I began to run again until I finally got to the house. There were no lights! “I am going to have to prepare for the night,” I said to myself. Luckily, I had a flashlight in my pocket. I turned it on - no! Out of battery! I found a stick and and started to walk. I found
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TV, and started watching. Benjamin heard the noise and went downstairs. He saw her, but she did not see him. Benjamin went upstairs to mom and dad’s room and told on her. The parents said, “ Do not be a tattle tale.” Then the parents said, “Go to bed!” “But,” said Benjamin... “I DO NOT WANT TO HEAR ANOTHER WORD!” said mom. So Benjamin did what he was told. She’ll just get in trouble, he thought. The next morning when mom, dad, and Benjamin woke up, Piper was gone… They called the cops; the cops came. “What’s wrong”? asked the cop. “My daughter is gone!!! ”AHHHHHHHHHHHHHH+p;” said mom. “She ran away!” said dad. “Maybe she is in front of the subdivision?” suggested Benjamin. No one heard him. Mom was so sad and so scared that she started to cry.
a sharp rock and some grass to make a spear. Suddenly, I heard a growl. I saw red eyes and sharp teeth! Then it pounced! I screamed and “shing;” I realized that I had stabbed the wolf. The next day, I made a knife and ate some of wolf’s meat. I made a coat. I put the coat on and walked and walked. I found a split stick and an old rubber band; I strap the rubber band on the split stick and made a sling. I was great for shooting. Just then a deer came; I took a rock and made my best shot... I made a blanket out of the deer and saved the meat. Then I walked some more until I saw this humongous bear! I picked up a stick and a long piece of grass. I used my spear as an arrow; I made a bow and arrow. I put my spear on my bow and pulled back - RELEASE! The arrow zoomed through the air and hit
“WHY?” shouted mom. “Why couldn’t it have been BENJAMIN?” EXCUSE ME, MOM!!! They looked and looked and looked some more!!! They did not find her, and the cops left. They were pulling out of the subdivision when…THEY FOUND HER!!! “HOORAY!!!” they cheered. “Where were you?” Mom asked. “I was at the front of the subdivision,” said Piper. “I KNEW IT!” said Benjamin “I KNEW YOU WOULD BE IN AN OBVIOUS SPOT! Whenever we play hide and seek, you always go to the obvious place.” “Then why didn’t you find me?” asked Piper. Mom and Piper had a BIG talk! Piper was sad. She ran upstairs to her room and locked the door! It was dinner time. Piper came downstairs to eat. “So,” said mom, “why did you run away?” “Well because… um… well… BENJAMIN ALWAYS TELLS ON ME!” said Piper. And that was not a good thing because Christmas was coming soon…
the target. I took all its meat and made a teepee out of the bear’s skin. I gathered up some sticks and rooks and made a fire in the teepee. I cooked the meat that I had collected. At night, I went outside with a torch. I walked very consciously through the forest, and all of a sudden something flew over my head! It was a screech owl - fascinating! The forest was full of wonder and life. It was a cool night. I made a bed out of the skins and slept well. As days went by, I had to prepare for winter. I went hunting some more. I got another bear, wolf, turkey, lion, buffalo and a squirrel. I made pillows out of the turkey’s feathers and a squirrel pelt. I cooked all of the meat that I had collected in the woods and put it in my pantry. As soon as I had finished, the first snow ca me.
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STUDENTS VIEW
School Uniforms By: Ashley Romps 7th grade, Waldon Middle School, Lake Orion
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chool uniforms are a big dilemma in many schools. School administrators have a hard time choosing if they should adopt uniforms at their school. Students’ first thought when they hear “school uniforms” usually is negative. They feel they cannot express themselves. However, school uniforms help to improve school safety, decrease peer pressure, and increase concentration on learning. First off, with school uniforms school safety improves. A 1996 study of Long Beach California schools found a marked decrease in fights, sexual violence, and weapons possession two years after adopting school uniforms (Gillin). In another study, principals identified the following effect on school uniforms: sixty-two percent noticed a positive effect on school safety (Daniels). Most of the time, outsiders try to blend in with the other students and teachers. However, with school uniforms, they are easier to notice, which any student or teacher can report suspicious characters when needed. Peer pressure is a common problem among students. Many students feel left out if they don’t have trendy clothes. Some students are bullied because of what they wear is not in style. With a dress code, students will feel happier because everyone is wearing the same thing (Dress for Success). Next, in a study, principals identified the following effect on school uniforms: seventy-five percent indicated a positive effect on peer pressure among students (Daniels). Since peer pressure can lead to mental and emotional stress for students, eliminating this with school uniforms is an important benefit to consider. Student concentration on learning is very important in school. When students can concentrate, they think better and academically improve. A dress code won’t make a student sacrifice their style, but it will allow for a more academically focused school (Dress for Success). A bulletin published by the National Association of Secondary School
January 2016
Principals said, “when all students are wearing the same outfit, they are less concerned about how they look: thus, they can concentrate on their school work” (Gillin). School work today is important for students to focus on. If they take their attention off what they are wearing and put it back on their school work, more students are likely to succeed. One objection to school uniforms is that students feel they do not have the freedom of expression. However, that’s not entirely true. Clothes may say a lot about a person, but there are many other ways for a person to express themselves, such as, how they react to things, participation in class, again, getting creative with their hair, and many more. Additionally, a 1998 study in USA today reported that parents spent less on uniforms than clothes for school (“Financial Effects”). Students in public schools wear the latest trends, which could be expensive. Prices range from twenty dollars all the way to 200 dollars and higher, such as Ugg boots. School uniforms should be required because school safety improves, peer pressure decreases, and there’s better concentration
of students. School uniforms enhance school safety, which is important for a school. Outsiders are easily identified, stopping violent crimes in school, before they can even start. Additionally, if a school wants peer pressure to decrease, school uniforms should be applied. Self-expression is not inhibited by uniforms. It is natural for a person to give away a lot about themselves just by reactions or conversations they have. Progress is valuable. It is the thing that keeps us moving forward on to bigger and better things, and as progress grows, accomplishment takes place. Work Cited Chen, Grace. “The Benefits of Public School Uniforms: Safer Learning Environment.” N.p., 3 Mar. 2015. Web. 22 Nov. 2015. Daniels, Stephen. The Benefits of School Uniforms. (2005). Print. Gillin, Joshua. “School Uniforms Improve School Safety and Truancy Janet Adkins Says.” (2015). Print “Should Students Have to Wear Uniforms.” Procon N.p., 12 Sept. 2014. Web. 18 Nov. 2015. “Financial Effects.” N.p., n.d. Web. 18 Nov. 2015
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PA R E N T S C O R N E R
Writing A Legacy BY: Erin Shaw
Clarkston Junior High School 9th Grade Language Arts Teacher
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riting isn’t just for English majors. I realize this may sound a bit biased coming from an English major and teacher. An engineer who writes memos and emails is a writer. The police officer who writes incident reports is communicating in writing. Each communicates something important and must find the best way to communicate it. At the end of the year last year, I sat listening to Dr. Jeff Grabill from Michigan State University. In my notebook, I wrote in the middle of the page: Writing is most authentic when it has audience and a meaningful purpose. Teacher can’t be the audience. I have no idea what he actually said that day that sparked that note, but I realized that there had to be the way to convince my students that the writings that represent their thoughts matter. Students make decisions as writers to communicate to others what is meaningful to them.
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A few days later, in another, noneducational, setting I heard someone speaking on what we want our legacy to be. This caught my attention. I spoke with a respected colleague. I spoke with my father. I made notes on napkins and grocery receipts on the two topics- authentic writing and our legacy - is there a connection to help children understand the value of their meaningful writing? On an envelope from a letter I received from a friend, I wrote: what if my students wrote all year about their own qualities that they admire and can use to make a difference in the world? What if my students realized they can be unsung heroes to their friends, family, and community? If they wrote about these qualities they see in themselves, would they realize how much they and their thoughts matter? What if my students realized they are writing their story every day? These questions are threads we have
explored in conversation, reading and writing. I have watched my students’ writing transform to become more meaningful. I have watched them think about why that dance recital, raking leaves for a neighbor, or the loss of a beloved childhood pet mattered so much to them, and what they learned about themselves through this experience. They agonized when the best moment in their piece was to highlight their internal thoughts or where to put dialogue of a conversation. They were using the skills we were exploring in the writing genre to convey the significance of the moments they remember from their childhood. They carefully chose how to communicate their story, realizing it represented a moment that had helped to shape them. They made decisions about the best way to communicate effectively. I watched them to value qualities in themselves. I hope my students understand the value of their thinking represented by their writing; the stories they come from and where they hope to be; the things they think and wonder about. I hope that in June, when they present to their chosen audience their entire collection of writing from this year, they will be proud of the different ways they chose to communicate their story. No matter where their schooling and career take them, children will need to make choices about effective communication with their audience of one or many. But most importantly, they need to understand how valuable they are and how valuable their thinking is.
www.KidsStandard.org
P EF E O AT P LU E RW E E ADMIRE
Odd Opa By: Maya Girschner
S
9th Grade, Clarkston Junior High School
itting on the itchy plaid couch, at the time, this didn’t seem important. Such a small moment in time didn’t seem like a memory to last forever. My Opa (Grandfather in German) gestured out the window with his wrinkled hand, shepherding my view towards sights of nature. I carefully sat up, cautious not to knock over the phone, like I had done many times before, and peered out the window. The front yard had many turkeys strutting through, and Opa had apparently thought I would be interested to see the animals. But I most definitely was not. However, I pretended to be interested not to hurt his feelings. I sat up further, to see better, this time careful not to sit on the newspapers that my grandpa would gather and balance on a certain section of the ugly couch, where no one was allowed to sit. I was immediately not
January 2016
interested. Turkeys, deer, birds, and rabbits were often a cause for my gaze to be stolen from my book and directed out the window. My visits to Opa’s house were often laden with sightings of nature, and eating stale cookies. It wasn’t that I didn’t enjoy my times there, but for a nine year old girl it was boring. I conducted my gaze away from the window and back towards my book. But before I was engrossed back into my book, he lightly shook me and said, “Look again.” So wishing to make him happy, I rolled my eyes and glanced out the window ready to be disappointed again. But this time, behind the turkeys, something else caught my eye. A fox, a brilliant red,stalking through the meadow. The dark eyes filled with mischief, captivated by the the turkeys. It large pointed ears quivering every second, absorbing the sounds. Its snout twitching, sniffing the autumn breeze. I could almost hear the sounds of the dead leaves crunching
underneath its paws. I could feel the excitement within the fox, as strong as stomach butterflies. How could something from nature hold so much beauty? Never before on my Opa’s 15 acres of property, had I seen a fox. I was mesmerized to see such a beautiful creature. If I would have not taken a closer look I would have missed it. “Wow. That’s amazing.” I didn’t realize I said out loud. I turned around at the sound of an amused chuckle. Opa glanced at me and smiled. I smiled back, and giggled happy to have experienced such a special moment. I watched the fox for a little while longer, my little fingers gripping the windowsill, amazed at such beauty I had almost missed. Sadly this is one of my last happy memories of Opa. Shortly after this he was noticed to be sick. In december of 2010, Opa passed away. But he left behind a legacy of expressing gentleness, kindness, paying attention to detail, and of course loving nature. When I die, I hope to leave behind a legacy like his. Because he allowed me look again, and see what almost passed me by. And it enlightened me to realize I need to pay attention, and be kind enough to help others see too, even if they don’t care.
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OUR SOCIETY
Thinking of
Bullying Cycle of Abuse
1
Tensions Building
4
Tensions increase, breakdown of communication, victim becomes fearful and feels the need to placate the abuser
so let’s
Calm
Incident is “forgotten”, no abuse is taking place, The “honemoon” phase
Bullying is wrong,
2
Incident
Verbal, emotional & physical abuse, Anger, blaming, arguing. Threats, Intimidation
3
Reconciliation
Abuser aplogizes, gives excuses, blames the victim, denies the abuse occured, or says that it wasn’t as bad as the victim claims
stand strong.
It isn’t right, so let us
fight.
It’s not stopping, it’s just topping. So let’s
stop it.
By: Lianara Garcia 5th grade , Bailey Lake Elementary, Clarkston Schools
T
he definition of bullying is ‘unwanted aggressive behavior toward other people.’ It is unknown why people bully, but some reasons might be that they’re jealous of the victim or they were once bullied themselves. Bullying is getting so serious so one could go to jail for it, if the victim feels threatened enough. Although, studies show that 75% of kids who get bullied don’t tell a grown-up, so more than half the time, the problem is not discovered until it gets very serious. Although bullying has been going on for a long time, recently it just got more advanced. Now, there’s cyberbullying, which is when
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bullying happens online, or in cyberspace. Cyberbullying is even worse than normal bullying, because the attackers don’t really leave any evidence, since they’re not directly facing the victim. Unfortunately, it is usually girls who cyber bully. Here is an example of cyberbullying: if there is a person in your school who sends a mean message to your friend, that is cyberbullying. Sometimes, it’s not just one person bullying. Sometimes, it’s a whole group of people. Let’s say somebody sends you a message, for example, “Brittney is so stupid!” It’s probably to get you to join them in bullying somebody. Many people join in.
There are ways to stop bullying, but I believe that telling a teacher, parent, or any other grown-up you know is the best way to help. If you see somebody else being bullied, don’t be a bystander and not tell , because in the end, you’re just as bad as the bully. I recommend you tell a grownup, because if you stand up to the bully, then you might be bullied, too. And if you tell a friend, he or she might stand up to the bully, or not do anything. So, it seems as if telling a grownup is always the best choice, whether you’re a victim or a bystander. Whether it’s cyberbullying, or just plain old bullying, it doesn’t matter, it all needs to be stopped.
www.KidsStandard.org
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SOCIETY
My Card’s Lesson
I
By: Megan Mayernik 9th grade, Clarkston Junior High School
darted down the stairs to our cave of an unfinished basement. The wintry chill radiating from the concrete floors easily passed through my thin as paper pajamas. My blond hair was a rat’s nest because I had just woken up. I shivered as I hurried to gather the craft supplies. I was on a mission: I was crafting a card for my old preschool friend, Chanel.
Chanel and her family, the Smithers, relocated to South Africa to help orphans who were in bad financial and health situations. They supplied food and care for these children, as well as taught them about God. The Smithers brought hope to many kids and adults alike. Because they lived there permanently, I didn’t see Chanel much. I missed her; we attempted to stay in touch, but being able to see her in person today was a real treat.
Lake Orion and Clarkston Optimist Clubs present
Community Leadership Workshop (CLeW) For High School Freshmen
CLeW Program 8:45 9:00 9:15 9:30 10:30 Noon 12.45
Student arrival and Check In Welcome and Orientation Group Ice-breaker activity Motivational Speaker Panel of Speakers Lunch Leadership skill development activity 1:30 Leadership for Service 2:30 Panel with speakers 3:45 Wrap-up, evaluation, HOBY alumni presentation 4:30 Departure
POSSIBLE TOPICS Volunteerism Business (entrepreneurs, small business, ethics) Law (crime, juvenile justice, local law enforcement Democratic process (local, state, and national government Education Media (journalism, public relations) Leadership Medicine (ethics, research)
Saturday, February 6 Clarkston Junior High School 6595 Waldon Rd., Clarkston 8:45 AM-4:30PM
FREE
All 9th Grade Students at Clarkston Junior High and Lake Orion High are Invited! LO students may receive community service hours.
What is HOBY? Founded in 1958, HOBY’s mission is to inspire and develop our global community of youth and volunteers to a life dedicated to leadership, service and innovation. HOBY programs are conducted annually throughout the United States, serving local and international high school students. HOBY programs provide students selected by their schools to participate in unique leadership training, service-learning and motivation-building experiences.
Registration Form (DUE TO STUDENT’S HIGH SCHOOL MAIN OFFICE BY JANUARY 22, 2016)
Name ____________________________________________ Address___________________________________________ City______________________________________________ Zip Code___________________________________________ School email________________________________________ A detailed permission slip will be provided to parents before the event.
BENEFITS OF ATTENDING A CLeW YOU can Learn from others how to strengthen your community YOU can get directly involved with others in order to serve others YOU can meet lots of new friends YOU can participate in a great service project YOU can be a part of a program universally known by both high school and college administrators YOU can be a part of a program that is 8 hours long, but seems to go by in 2! YOU can learn so much about so many things in one day…you will love it!
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With all the stickers, paper, ribbons, and glue gathered, I set to work constructing the card. I drew Christmas trees, presents, and some rather subpar stockings on the half of the card not containing my note to Chanel. As I doodled, I thought of many people in Africa who weren’t even getting clean water every day, let alone a Christmas tree with presents underneath. I am blessed with so much. I live in a cozy house and have lots of food. I have a family who cares for me. I am given many opportunities to get an education and become whoever I want to be just because I was born in America. I don’t have to worry about my safety because I am driven to school every day. It didn’t seem fair for so many kids just like me to be suffering. I wished I could do something to help. When I finished perfecting my card, I flew back upstairs to the warmth of my parent’s bedroom, with the thoughts still strong in my mind. My dad looked up as I entered the room. “Hey Megan,” he said casually. “What have you been up to?” “I was making a card for Chanel!” I exclaimed, perching myself on the edge of the bed. “I am really excited to see her today! But I wish I could help kids over in Africa like Chanel does.” “You could give a donation for Mr. Smither’s organization,” he offered. “You don’t have to, but think about it.” I did ponder the thought as I ambled from the room. The idea hadn’t occurred to me before. If I couldn’t travel to South Africa, I could donate money to help the kids there! I scrambled into my bedroom and grabbed my piggy bank. I reached in for my small gift and felt a surge of meaningfulness sweep my body, like floodgates were opened. I was actually helping someone who was struggling. I could use the resources I had been blessed with to help those less fortunate than me. When I slipped my donation into Chanel’s card, I felt a smile spread across my face. I knew then that giving to others would be a big part of my life; I was going to keep on helping others.
www.KidsStandard.org
E D U C AT O R S
Build a City: How Our Instruction has Changed
By: Jenny Rossi
Visible Thinking Coordinator Way Elementary Bloomfield Hills Schools
F
or many years, our second-grade social studies curriculum has asked us to explore and develop our learners’ understanding of civics and government. Traditionally, we organized our unit of study around grade-level expectations, we gathered reading material and resources, and we delivered the material in a predetermined order to offer some assessment weeks later on key vocabulary terms and ideas. That was then. Having embraced the instructional framework Visible Thinking, originated from Harvard’s Project Zero, we began to reexamine our approach. We decided on a set of beliefs to cultivate a Culture of Thinking, wherein we promote independence, teach for understanding, encourage deep-learning strategies, strive to develop a growth mindset, and focus on the learning. We were no longer relying on the end product, the final take away. We were now concentrating on the journey; the path our learners traveled as they developed a deeper understanding of content as well as critical thinking skills. Going back to our second-grade government unit, we wanted to create an experience that was fueled by student wonders. What would this look like? What productive struggle could we evoke to launch an engaging and authentic exploration of civics and government? We spent countless hours brainstorming
January 2016
thinking routines and opportunities for a deeper understanding. As the time ticked by and our creative juices began to flow a bit slower, a colleague, half joking, shouted out, “Why don’t we just tell them to make a city?” Silence filled the room; we each pondered the thought. Truly, can we let twenty eight second graders run loose in the classroom and attempt to build a city as we sit silently on the outskirts and observe? Why not! And so began the creation of our new unit of study. Unorganized chaos ensued. When challenged to create a city with very little direction from the teacher, some children reached for paper towel to make roads; others started to move desks around to create a business or fire station. Their eyes continued to look to the adult standing amongst the energy. Very quickly, though, they began to question one another’s choices and disagree as to where and what should be included in their city. After an allocated amount of time, children were invited back to the whole
group learning area to reflect upon the experience. Second graders concluded that there was a need for organization, structure, rules, leadership, collaboration… and government. They were now ready to uncover the complexity of civics and government using self-generated questions to deepen their understanding. As subsequent learning opportunities were presented, students often reflected upon this initial experience, building explanations, making connections, considering different viewpoints, reasoning with evidence, forming conclusions, and generating additional wonders. Fostering a Culture of Thinking within our classrooms has forever changed instruction. We simultaneously strive to teach content and thinking dispositions. We cannot guarantee that our students will leave us retaining all of the content we have explored. Yet, if we do our part, they will have the critical thinking skills to take them wherever they dream of going; maybe, to building their own city.
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E D U C AT O R S
THE ART OF QUESTIONING
By: Michael Medvinsky
Instructional Technology Specialist University Liggett School Grosse Pointe Woods
L
ong ago, Socrates established the importance of learning through questioning. It has taken different forms and has had many iterations, but I wonder why it has taken this long to permeate today’s learning? I have spent years developing my critical listening skills and sensitivity toward individual perspectives to create questions that bring learners closer to their own understandings. There have been many student
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centered changes happening in classrooms as educators consider best practices and redefine the hierarchy in learning environments. As the focus shifts from the teacher lecturing to students to the teacher guiding learners toward understanding, the student centered learning environment is becoming more common in today’s schools. Learners taking an active role in learning and focusing on their thinking, when reflecting upon questions, is the beginning of a bigger change. I have moved away from asking the class one question and exploring multiple perspectives to a single question to posing a problem in which learners consider divergent solutions. When learners find that there may be many solutions to one problem, they begin thinking differently about how to curate answers. The questions change ownership. Each learner draws upon prior experiences and ponders solutions. This creates space for learners to ask their own questions - questions that are intended to bring clarity to or probe for new understandings. The questions become theirs to ask and answer as they are solving
the problem. This pedagogical shift has moved the focus from answering my questions to finding and answering their own questions. The ownership has changed and, in turn, the hierarchy has flipped. This is where the art of questioning becomes an important skill to have. I have never considered the role of questions in the classroom. How do I craft a “just right” question for a learner when I don’t know the answer? This will be one of my goals this year. We all might agree that the “sit and get” model of lecturing - note taking and regurgitating information on a standardized test - is not good for kids. There has been a push toward problem-based learning and engaging learners in deep thinking. This is not a new phenomenon; it is a renaissance in constructivism in schools. Many teachers have begun accepting projects as divergent ways for learners to create tangible artifacts and show their understandings of content. This is a great start in the movement toward individualized education.
www.KidsStandard.org
PA R E N T ’ S C O R N E R
Happy New Year!
Maggie Razdar Publisher/Founder
H A P P Y
N E W
Y E A R !
From the President
T
he New Year is a traditional time of rebirth, renewal, and resolution. What’s your 2016 resolution? Start your New Year off with a bang! In this issue, you read many articles on learning and thinking. I also want to let you know how thinking, learning, and writing are linked.
Thinking
Conventional wisdom holds that one of the best ways to improve critical thinking skills is for students to write. However, researchers have found most of the benefits from writing assignments occur in students who already have strong critical-thinking skills. Similar to reading, students that start with better critical-thinking skills increase their abilities at a faster rate than other students. Therefore, the best way to develop critical thinking is to learn the process explicitly.
Learning
When classmates work together in a creative environment, they are exposed to the thought processes of their peers. Students develop empathy and learn others’ perspectives. This exposure leads to creative and innovative ways to analyze situations and address problems. These skills are not only applicable to academic subjects, but also in life. In fact, research on student creativity has shown creative students are better problem solvers and are more adaptable to change. Only effort can make intelligence grow and blossom; it is not a trait one has at birth. The brain has neurons that grow whenever you learn something new. You may struggle in a certain subject, but as you do the neurons in your brain are making new connections and getting stronger. While struggling in school is normal, simply by studying and learning you will likely struggle less in the future. One of my sons always struggled with tests. He was such a perfectionist he would run out of time. When it came time for the SATs, he did not do well because of this personality trait. Because we wanted him to be able to manage this trait, we hired a tutor to teach him skills to improve his testing ability. As a result, he gained a new skill that will serve him for a lifetime. Again, learning is not just about doing well in school, but seeking self-improvement throughout your life. My wish to everyone is for a joyful new year. May you cherish the moments of joy in all areas of your life each day.
Happy New Year! January 2016
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