tag:blogger.com,1999:blog-45218936178407794402024-03-05T01:46:35.067-08:00Esperanza ElementaryLovejoyhttp://www.blogger.com/profile/05276052796284124635noreply@blogger.comBlogger907125tag:blogger.com,1999:blog-4521893617840779440.post-20945349262266936892013-12-11T13:38:00.001-08:002013-12-11T13:38:40.270-08:00Knute Rochne<a href="http://www.blogger.com/null"><img class="mainImage" src="http://www.psaautographfacts.com/ResourceImages/knute-rockne-signed-photo-3.jpg" style="background-color: white; height: 537px; width: 429px;" /></a><br />
<br />
I watched a movie about Knute Rochne. Even though he was a football coach, all educators have much to learn from him. <br />
<br />
Some quotes:<br />
<br />
A team in an ordinary frame of mind will do only ordinary things. In the proper emotional state, a team will do extraordinary things. To reach this state, a team must have a motive that has an extraordinary appeal to them. <br />
<br />
<i>Knute Rockne</i><br />
<b></b><h4>
<center>
<b>Knute Rockne Quotes #2</b></center>
</h4>
Football is a game played with arms, legs and shoulders - but mostly from the neck up. <br />
<br />
<i>Knute Rockne</i><br />
<b></b><h4>
<center>
<b>Knute Rockne Quotes #3</b></center>
</h4>
It isn't necessary to see a good tackle...you can hear it. <br />
<br />
<i>Knute Rockne</i><br />
<b></b><h4>
<center>
<b>Knute Rockne Quotes #4</b></center>
</h4>
One loss is good for the soul. Too many losses is not good for the coach. <br />
<br />
<i>Knute Rockne</i><br />
<b></b><h4>
<center>
<b>Knute Rockne Quotes #5</b></center>
</h4>
One man practicing sportsmanship is far better than fifty preaching it. <br />
<br />
<i>Knute Rockne</i><br />
<b></b><h4>
<center>
<b>Knute Rockne Quotes #6</b></center>
</h4>
Show me a good and gracious loser and I'll show you a failure. <br />
<br />
<i>Knute Rockne</i><br />
<b></b><h4>
<center>
<b>Knute Rockne Quotes #7</b></center>
</h4>
The secret is to work less as individuals and more as a team. As a coach, I play not my eleven best, but my best eleven. <br />
<br />
<i>Knute Rockne</i><br />
<b></b><h4>
<center>
<b>Knute Rockne Quotes #8</b></center>
</h4>
We can all be geniuses because one definition of genius is the infinite capacity for taking pains. <br />
<br />
<i>Knute Rockne</i><br />
<b></b><h4>
<center>
<b>Knute Rockne Quotes #9</b></center>
</h4>
When you are riding on the crest of a wave, you are most likely to be missing out on something. <br />
<br />
<i>Knute Rockne</i><br />
<b></b><center>
<h4>
<b>Knute Rockne Quotes #10</b></h4>
</center>
Win or lose, do it fairly. <br />
<br />
<i>Knute Rockne</i><br />
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<span class="bqQuoteLink"><a href="http://www.brainyquote.com/quotes/quotes/k/knuterockn147482.html" title="view quote">Build up your weaknesses until they become your strong points.</a></span><br /><span>Read more at <a href="http://www.brainyquote.com/quotes/authors/k/knute_rockne.html#634o622yf4rVAKBm.99" style="color: #003399;">http://www.brainyquote.com/quotes/authors/k/knute_rockne.html#634o622yf4rVAKBm.99</a></span></div>
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<span class="bqQuoteLink"><a href="http://www.brainyquote.com/quotes/quotes/k/knuterockn147482.html" title="view quote">Build up your weaknesses until they become your strong points.</a></span><br /><span>Read more at <a href="http://www.brainyquote.com/quotes/authors/k/knute_rockne.html#634o622yf4rVAKBm.99" style="color: #003399;">http://www.brainyquote.com/quotes/authors/k/knute_rockne.html#634o622yf4rVAKBm.99</a></span></div>
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<span class="bqQuoteLink"><a href="http://www.brainyquote.com/quotes/quotes/k/knuterockn231991.html" title="view quote">Generalities don't count and won't help you in football.</a></span><br /><span class="bodybold"><a href="http://www.brainyquote.com/quotes/quotes/k/knuterockn231991.html" title="view quote">Knute Rockne</a></span> </div>
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<span class="bqQuoteLink"><a href="http://www.brainyquote.com/quotes/quotes/k/knuterockn231952.html" title="view quote">I enjoy talking to my football men and my chemistry classes and I feel sure that they are quite interested in what I have to say.</a></span><br /><span class="bodybold"><a href="http://www.brainyquote.com/quotes/quotes/k/knuterockn231952.html" title="view quote">Knute Rockne</a></span> </div>
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<br /><span>Read more at <a href="http://www.brainyquote.com/quotes/authors/k/knute_rockne.html#Lz8eUxTEiIsPdxR8.99" style="color: #003399;">http://www.brainyquote.com/quotes/authors/k/knute_rockne.html#Lz8eUxTEiIsPdxR8.99</a></span></div>
Lovejoyhttp://www.blogger.com/profile/05276052796284124635noreply@blogger.com0tag:blogger.com,1999:blog-4521893617840779440.post-5808224248024821942013-12-04T04:35:00.001-08:002013-12-04T04:35:22.593-08:00RetentionThis article has some great points about why we don't want retention at Esperanza.<br />
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Reader View: Retention an expensive use of education dollars</h1>
<strong><strong>By </strong>Edward Tabet-Cubero | Posted: Saturday, November 23, 2013 7:00 pm </strong> <br />
T<em>he New Mexican</em>’s Nov. 13 editorial, “Focus on reading, not just retention,” was on target and merits further discussion with additional consideration of our unique New Mexico context.<br />
The current administration’s relentless focus on bringing Jeb Bush’s failed Florida reforms to New Mexico is questionable at best. As Lew Wallace once wrote, “All calculations, based on experience elsewhere, fail in New Mexico.” Seventy-one percent of New Mexico public school students are linguistically and/or culturally diverse. The English learner and Hispanic student populations are the fastest-growing sub-groups of students in U.S. schools, and as a minority-majority state, New Mexico looks today what much of the country is projected to look like in the near future.<br />
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Therefore, New Mexico has to get it right when it comes to educating these students. We have supportive legislation such as our Hispanic Education Act and Bilingual Multicultural Education Act, both of which call on the Public Education Department to build upon our students’ linguistic and cultural assets. An educational approach that builds on our state’s diverse assets has the potential to position New Mexico as a leader in minority student education. Unfortunately, the Martinez administration, under the leadership of Education Secretary-designate Hanna Skandera, continues to take not only a deficit approach but a punitive one as well toward our state’s diverse students.</div>
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The research is clear. Mandatory retention does not work. It punishes students for a system that failed to meet their needs in the first place and has an inequitably detrimental impact on students of color. Recent publications by the RAND Corp. as well as the American Association of School Psychologists make these negative effects resoundingly clear:</div>
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1) Retained students are more likely to be male, minority, live in poor households and come from single-parent families.</div>
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2) Some studies showed brief academic improvement in the years immediately following retention, but those gains were “short-lived and tend[ed] to fade over time.”</div>
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3) There is a negative relationship between retention and subsequent academic achievement for all demographic groups.</div>
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4) Retained students are much more likely to drop out of school, less likely to attend college, and have lower overall earnings than their non-retained peers.</div>
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5) Grade retention is a very costly intervention.</div>
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A quick analysis of New Mexico Standards Based Assessment data shows that mandatory retention is sure to impact minority students at unequal rates, with only 11 percent of Anglo students scoring at the lowest level of proficiency on the Reading NMSBA, compared with 25 percent to 35 percent of Hispanic, African American, American Indian and English Language Learner students scoring at this level. The governor’s proposal would only perpetuate the achievement gap for these underserved students, and with higher numbers of minority students being retained, it would result in de-facto segregation.</div>
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One only need to look as far as Chicago Public Schools, where a mandatory retention policy’s impact on students of color drew a federal Department of Justice investigation, or to North Carolina, where the state completely did away with the policy because it did not have “the intended effect.”</div>
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Forcing struggling readers to repeat a year of the same instruction that didn’t work for them in the first place seems like a poor use of our limited education dollars. An alternative to punishing 8-year-old children for the “failure” of the state education system would be to invest the funds in early childhood education, provide additional training and support for teachers to improve their practice, teach students to read in a linguistic and cultural context they can relate to, engage parents in their children’s literacy development, and provide early culturally and linguistically appropriate interventions.</div>
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It’s time the governor and the secretary-designate stop politicizing the education of our youth by acquiescing to outside influences and begin engaging local experts and educators with experience in New Mexico to identify solutions that work for our unique context.</div>
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<em>Edward Tabet-Cubero, a dual-language expert, is with the Coalition for the Majority and lives in Santa Fe. The group advocates for the rights of all children in eduation.</em></div>
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Lovejoyhttp://www.blogger.com/profile/05276052796284124635noreply@blogger.com0tag:blogger.com,1999:blog-4521893617840779440.post-7102573204952220812013-11-20T06:48:00.002-08:002013-11-20T06:48:59.422-08:00Take Those Picture Books Off the Shelf<img alt="" class="main-image" src="http://www.elmers.com/teachers-blog/image.axd?picture=2013%2f11%2fbooks.jpg" /><br />
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<span style="color: black; font-size: x-small;"><span style="font-family: Arial;">Tikki tikki tembo-no sa rembo-chari bari ruchi-pip peri pembo! I can still recite the name of the favored son in the Chinese folktale, Tikki Tikki Tembo, that was introduced to me over 40 years ago. </span><span style="font-family: Arial;">Maybe it was the fun cadence or the silly rhyming of the words that made such a lasting impression. Whatever made it stick, just thinking about it today takes me right back to the plaid loveseat where my mom read that book to my sisters and me. </span></span></div>
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<span style="color: black; font-size: x-small;"><span style="font-family: Arial;">As yet another standards evolution is at the forefront of educational reform, and teachers are striving to increase rigor and present lessons with relevance to real world problems, I fear that those lasting memories created by picture books may be replaced by more “substantive” learning experiences. With testing, accountability, and the push to cover more content in less time so that our students are prepared for college and careers, I worry that picture books may get put on the shelf. Consider, for example, one of the primary conceptual shifts in the Next Generation Science Standards: “Science education should reflect the interconnected nature of science as it is practiced and experienced in the real world.” Can we address this shift and keep picture books in our science instruction?</span><span style="font-family: Arial;"> Great teachers know that we have to hook the kids first, and one of the best ways to do that is with a picture book. </span></span></div>
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<span style="color: black; font-family: Arial; font-size: x-small;">Every once in awhile, I stumble across a picture book that reminds me how important it is to integrate those fun, humorous, and sometimes silly stories into sound content and classroom activities. <em>Too Much Glue</em> is one of those books. Written by teacher and children’s librarian, Jason Lefebvre, <em>Too Much Glue</em> was conceived when a movement activity in his preschool classroom went awry. </span></div>
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<span style="color: black; font-family: Arial; font-size: x-small;">“I set up an art project with glue in cups on the art tables, but decided to play a movement game with the students first. I called out an animal and the kids moved around the room like that animal until I said the word sleepy. Then the kids would fall to the floor and pretend to sleep until I called out the next animal. In all of the excitement, one of the cups of glue overturned and glue was dripping off of one of the tables and on to one of my little ‘sleeping animals.’ Later, during circle time, I noticed one child with a giant splotch of glue on his shirt. As I was getting him a new shirt I started to think of what would have happened if I had never noticed and the idea was born.”</span></div>
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<span style="color: black; font-family: Arial; font-size: x-small;">Jason also shared that the main character, Matty, is a combination of every precocious, energetic, quirky student. “He’s the kid who drives you nuts, but you love him just the same.”</span></div>
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<span style="color: black; font-family: Arial; font-size: x-small;"><em>Too Much Glue</em> is the perfect springboard for a hands-on, inquiry-based unit about the science of polymers and adhesives in the world around them. Elmer’s has created a <a href="http://www.elmers.com/lesson-plans/uploads/worksheets/the-world-of-glue_1.pdf" target="_blank">free instructional unit</a> to help teachers engage students in understanding the polymers that create the fundamental building blocks of adhesives essential to so many products that we use every day. This 22-page guide provides cross-curricular lessons in English/language arts, writing, science, history, and art for students in grades K-5. </span></div>
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<span style="color: black; font-size: x-small;"><span style="font-family: Arial;"> </span><span style="font-family: Arial;">In addition, we’ve created The World of Glue Teaching Toolkit including the instructional guide, Elmer’s School Glue, Elmer’s School Glue Naturals®, Elmer’s Classic Glitter Glue, an official Elmer’s 1</span><sup style="font-family: Arial;">st</sup><span style="font-family: Arial;"> </span><span style="font-family: Arial;">Day t-shirt, and a signed copy of <em><a href="http://www.amazon.com/Too-Much-Glue-Jason-Lefebvre/dp/1936261278" target="_blank">Too Much Glue</a></em> that we want to share with 50 members of the Elmer’s Teachers Club. Tell us what you think about The World of Glue Teaching Toolkit in the comments below for a chance to win one for your classroom.</span></span></div>
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<span style="color: black; font-size: x-small;"><span style="font-family: Arial;">The World of Glue Teaching Toolkit was created by Elmer’s Products, Inc. in cooperation with </span><a href="http://www.adhesives.org/adhesives-sealants/the-world-of-glue" style="font-family: Arial;" target="_blank">The Adhesive & Sealant Council</a><span style="font-family: Arial;"> and </span><a href="http://www.dpna-international.com/" style="font-family: Arial;" target="_blank">DPNA International, Inc</a><span style="font-family: Arial;">. </span></span></div>
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<span style="color: black; font-family: Arial; font-size: x-small;">Too Much Glue by Jason Lefebvre (<a href="http://flashlightpress.com/" target="_blank">Flashlight Press Books</a>) has been recognized by the 2013 ABC Best Books for Children. </span></div>
- See more at: <a href="http://www.elmers.com/teachers-blog/post/2013/11/18/Take-Those-Picture-Books-Off-the-Shelf.aspx#sthash.exuVecie.dpuf">http://www.elmers.com/teachers-blog/post/2013/11/18/Take-Those-Picture-Books-Off-the-Shelf.aspx#sthash.exuVecie.dpuf</a><br />
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<img alt="" src="http://www.elmers.com/teachers-blog/image.axd?picture=2013%2f11%2fglue.jpg" />Lovejoyhttp://www.blogger.com/profile/05276052796284124635noreply@blogger.com0tag:blogger.com,1999:blog-4521893617840779440.post-49442584538898854872013-11-19T14:15:00.001-08:002013-11-19T14:15:49.136-08:00Third Grade Reading ProficiencySuzi Ramos shared this info. We need to pay close attention to this while also remembering the Stephen Krashen research on how all is not lost if a child isn't on level by 3rd grade: <a href="http://www.sdkrashen.com/content/articles/late_intervention.pdf">http://www.sdkrashen.com/content/articles/late_intervention.pdf</a><br />
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States Insist on Third Grade Reading Proficiency<br />
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By <a href="http://www.pewstates.org/projects/stateline/about#adrienne-lu">Adrienne Lu</a>, Staff Writer </div>
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Students say goodbye to the monsters after a recent reading of "Where the Wild Things Are" at Amidon-Bowen Elementary School in Washington, D.C. A number of states have adopted policies to try to ensure students are reading proficiently by the third grade, which researchers say is a critical milestone for learning. (AP)</div>
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Educators have known for decades that learning how to read by the third grade is a critical milestone for children. Students who fall too far behind by the third grade rarely catch up. <br />
One recent <a href="http://www.aecf.org/~/media/Pubs/Topics/Education/Other/DoubleJeopardyHowThirdGradeReadingSkillsandPovery/DoubleJeopardyReport030812forweb.pdf" target="_blank">study</a> found that students who don’t read well by the third grade are four times more likely to drop out of high school. <br />
Despite progress in some states, only 35 percent of fourth graders across the country are proficient in <a href="http://nationsreportcard.gov/reading_math_2013/#/what-knowledge" target="_blank">reading</a>, according to the most recent National Assessment of Educational Progress (NAEP), released earlier this month. <br />
“I think it’s an outrage,” said Carol Rasco, chief executive officer of <a href="http://www.rif.org/" title="Reading is Fundamental">Reading is Fundamental</a>, a children’s literacy nonprofit organization that distributes millions of books to needy children every year. “To me, that’s an emergency. It’s a crisis.”<br />
States across the country appear to agree. About 30 states have adopted measures to try to meet the reading milestone, according to Ralph Smith, managing director of the <a href="http://gradelevelreading.net/" target="_blank">Campaign for Grade-Level Reading</a>, a collaboration of nonprofits, foundations and communities. Last month, the National Governors Association released a report urging <a href="http://www.nga.org/files/live/sites/NGA/files/pdf/2013/1310NGAEarlyLiteracyReportWeb.pdf" target="_blank">governors</a> to take five policy actions to improve reading by the third grade. <br />
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Approaches To Reading Proficiency</h3>
The strategies vary widely, including working with parents of young children and improving access to pre-kindergarten. <br />
Retention policies, which typically require third graders to pass reading benchmarks before being promoted to fourth grade, are among the most controversial approaches. <br />
Fifteen states and the District of Columbia have strict retention policies on third grade reading, which often call for schools to help students who are struggling before they reach third grade, according to Emily Workman, a policy analyst for the <a href="http://www.ecs.org/" target="_blank">Education Commission of the States</a>.<br />
Many of the states followed the path of Florida, where reading scores <a href="http://nationsreportcard.gov/reading_math_2013/#/comparison-graphs?st0=FL" target="_blank">jumped</a> after 2003, when the state started requiring third graders who did not meet reading benchmarks to be held back. <br />
This year, <a href="http://neshobademocrat.com/main.asp?SectionID=2&SubSectionID=297&ArticleID=29744" target="_blank">Mississippi</a> adopted a law requiring third graders who can’t read proficiently to be retained, and third graders in <a href="http://www.cleveland.com/open/index.ssf/2012/06/ohio_gov_kasich_signs_third-gr.html" target="_blank">Ohio</a> and Arizona are facing similar reading mandates for the first time. In <a href="http://www.azcentral.com/news/arizona/articles/20131004arizona-no-free-pass-third-graders-reading.html?nclick_check=1#protected" target="_blank">Arizona</a>, officials estimate 1,500 third graders could be held back if they do not pass the new reading requirement, the <i>Arizona Republic</i> reported. <br />
<a href="http://www.freep.com/apps/pbcs.dll/article?AID=2013310300116" target="_blank">Michigan</a> and <a href="http://www.omaha.com/article/20131014/NEWS/131019385" target="_blank">Nebraska</a> lawmakers are also considering similar laws. <br />
A handful of states this year have adopted other kinds of laws aimed at improving early reading, Workman said, including:<br />
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<li>Connecticut expanded its statewide reading plan to include oral language and pre-literacy proficiency for children moving from pre-kindergarten to kindergarten. Lawmakers also approved legislation requiring elementary school teachers to take surveys on reading instruction to help improve their teaching of reading. </li>
<li>Virginia approved legislation requiring school districts to provide early intervention services to students from preschool to third grade who are behind in reading.</li>
<li>Ohio will require school districts to submit reading achievement improvement plans every year beginning in 2016 if too many students fail to meet certain reading benchmarks. Beginning in 2017, most new teacher licenses will require teachers to pass tests on reading instruction. </li>
<li>Utah will require schools to improve the percentage of third graders reading on grade level or risk losing state funds. </li>
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‘Reading to Learn’</h3>
Experts call third grade a critical turning point for learning.<br />
“It is the transition point between learning to read and reading to learn,” said Susan Neuman, an expert on early literacy at the University of Michigan. “If these children don’t have the (reading) skills, they are really going to fall behind not only in reading but in all the other subject areas.”<br />
But reading scores are notoriously <a href="http://www.nytimes.com/2013/05/30/education/reading-gains-lag-improvements-in-math.html?_r=0" target="_blank">difficult</a> to improve. While math scores on tests such as NAEP have improved substantially since testing began in the early 1990s, reading scores have increased only by slim margins. Experts believe that’s because children learn math mostly at school, while they learn most of their language skills at home, much of it before they even enter school. <br />
Neuman said that means states wanting to make significant improvements in early reading need to target parents before their children reach school, or even preschool.<br />
“Universal pre-k is terrific, but it starts at age four,” Neuman said. “We know these disparities begin as early as 12 months. What we need are parent engagement policies that work with parents very early on to promote what we know are really good language strategies.”<br />
Despite Florida’s apparent success, the research on retention policies is mixed. Smith, of the Campaign for Grade-Level Reading, said the intermediate steps before either promotion or retention, including intervention for struggling readers and providing incentives and instruction to teachers, may prove most useful. <br />
Neuman said the research shows parents can also be taught simple interventions that can help the youngest children develop early language skills. <br />
“We’ll start very early with a hug and a smile and a focus on getting that parent to do eye-to-eye contact with the child, to talk to them, to sing to them,” Neuman said. “There are things we can do very early on that can promote and really change the trajectory of learning.”</div>
Lovejoyhttp://www.blogger.com/profile/05276052796284124635noreply@blogger.com0tag:blogger.com,1999:blog-4521893617840779440.post-11344857291047357122013-11-17T05:47:00.001-08:002013-11-17T05:47:22.287-08:00A Hammer and a Chisel<br />
I listened this morning to the BYU Devotional given by Ulisses Soares in November 2013. His comments about Michelangelo made me ponder on how to make Esperanza a work of art. <br />
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<a href="http://www.blogger.com/null"><img class="mainImage" src="http://www.stephenhicks.org/wp-content/uploads/2010/02/michelangelo.jpg" style="height: 537px; width: 392px;" /></a><br />
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Ulisses Soares said, "Michelangelo used basically two main tools to accomplish his works of art: a hammer and a chisel. It is truly incredible to imagine how someone could create such an enormous and beautiful work of art [such as "The Pieta"]from a piece of raw marble using these two tools. ... When I think about the work he produced and the result he achieved,,,"<br />
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<a href="http://www.blogger.com/null"><img class="mainImage" src="http://www.turismo.intoscana.it/allthingstuscany/tuscanyarts/files/2010/09/chisel.jpg" style="background-color: white; height: 450px; width: 600px;" /></a><br />
H<a href="http://www.blogger.com/null" id="iol_mdit" title="View original image at: turismo.intoscana.it">ammer and chisel like those used by Michelangelo </a><br />
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La PietaLovejoyhttp://www.blogger.com/profile/05276052796284124635noreply@blogger.com0tag:blogger.com,1999:blog-4521893617840779440.post-19291539374491883862013-11-15T06:27:00.004-08:002013-11-15T06:27:44.062-08:00FatigueMore wisdom from Kevin Eikenberry:<br />
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Seldom does a day pass without someone telling me they are tired, exhausted, or feel like they need a vacation. Fatigue seems pervasive, a malady that is faced by some at least occasionally, and by many people as a nearly constant state of being. One solution might be to get more sleep, but today, I present another idea, one that might work better and last longer. . .<br />
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Q<strong>uestions to Ponder</strong></h2>
- How fatigued am I?<br />
- What do I worry about?<br />
- What are the sources of my frustration and resentment?<br />
- How could I lessen the hold these emotions have on me?<br />
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<strong>Action Steps</strong></h2>
1. Really ask yourself the questions posed above – spend time thinking about them.<br />
2. Take action on your answer to the last question – invest the time to take those actions.<br />
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<strong>My Thoughts</strong></h2>
There is a lot that could be said about this short quotation. Carnegie hit the nail on the head – our head, which is where these sources of fatigue come from. Physiologically, our brain uses a large percentage of the oxygen our body takes in. In other words, our brain is a big user of the energy available to us. If we are using that energy on worry, frustration, and resentment, not only doesn’t the brain have time to work on productive things and solutions, but that energy is being sapped for non-productive purposes.<br />
If you are feeling fatigued, consider this quotation and whether or not any of these sources are a cause of that fatigue. If so, take steps to reduce that impact. Not only will you feel better, but you will have more capacity in that amazing brain to accomplish, create, and produce.<br />
Lovejoyhttp://www.blogger.com/profile/05276052796284124635noreply@blogger.com0tag:blogger.com,1999:blog-4521893617840779440.post-61091899286249626342013-11-14T13:18:00.002-08:002013-11-14T13:18:20.799-08:00Oh, English!<img alt="" aria-busy="false" aria-describedby="fbPhotosSnowliftCaption" class="spotlight" height="600" src="https://scontent-a-dfw.xx.fbcdn.net/hphotos-prn2/1377491_603423153037605_688862238_n.jpg" style="height: 600px; width: 600px;" width="600" />Lovejoyhttp://www.blogger.com/profile/05276052796284124635noreply@blogger.com0tag:blogger.com,1999:blog-4521893617840779440.post-48015395975570308062013-11-14T13:10:00.001-08:002013-11-14T13:10:11.856-08:00Do You Say Them Correctly?<img alt="" aria-busy="false" aria-describedby="fbPhotosSnowliftCaption" class="spotlight" height="600" src="https://scontent-b-dfw.xx.fbcdn.net/hphotos-ash3/541461_607303365982917_311153831_n.jpg" style="height: 600px; width: 600px;" width="600" />Lovejoyhttp://www.blogger.com/profile/05276052796284124635noreply@blogger.com0tag:blogger.com,1999:blog-4521893617840779440.post-23652187623986004402013-11-10T15:30:00.000-08:002013-11-10T15:30:07.858-08:00The Last Full Measure of Devotion<br />
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In the long and honored history of America<br /> There are names that shine like beacons in the night<br /> The Patriots whose vision gave us meaning<br /> Who kept the lamp of freedom burning bright<br /><br /> In the long and honored history of America<br /> There are those that paid the last and final price<br /> Who were called upon by chance, or desperate circumstance<br /> To make the ultimate sacrifice<br /><br /> A grateful nation bows its head in sorrow<br /> And in thanks for guaranteeing our tomorrow<br /> The last full measure of devotion<br /> That's what they gave to the cause<br /><br /> The last full measure of devotion<br /> And though they cannot hear our applause<br /> We honor them forever and keep alive their story<br /> Pay tribute to their lives and give them all the glory<br /><br /> The last full measure of devotion<br /> Beyond the call of duty were their deeds<br /> The last full measure of devotion<br /> They gave themselves to serve the greater need<br /><br /> And for those who did survive<br /> And came back home alive<br /> They join in praise of comrades who were slain<br /> And highly resolved, most highly resolved<br /> That these dead shall not have died in vain Lovejoyhttp://www.blogger.com/profile/05276052796284124635noreply@blogger.com0tag:blogger.com,1999:blog-4521893617840779440.post-79557715383110839672013-11-07T05:56:00.001-08:002013-11-07T05:56:20.377-08:0011 Phrases to Outlaw from Students’ WritingBorrowed from WeAreTeachers blog:<br />
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11 Phrases to Outlaw from Students’ Writing<a href="http://www.blogger.com/null"><img class="mainImage" src="http://chronicle.com/blogs/linguafranca/files/2012/10/Writing-writing-31277215-579-612.jpg" style="background-color: white; height: 537px; width: 508px;" /></a><br />
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Ask any teacher who has ever spent every single minute of a beautiful weekend grading student essays and he or she will tell you this: In the garden that is student writing, certain “weeds” pop up again and again, and yes, again. These words and phrases—we'll just call them bad writing habits—obscure meaning and undermine even the strongest argument. Every year, teachers work hard to eradicate these should-be-outlawed phrases, yet still they persist.</div>
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So we decided to make a list of the worst offenders. We asked middle- and high-school teachers: “What are the phrases in student writing that make you cringe, wail, and gnash your teeth?” From hundreds of responses, we narrowed it down to a carefully chosen list of Outlawed Words and Phrases.</div>
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<strong>(Click <span style="text-decoration: underline;"><a href="http://www.weareteachers.com/hot-topics/topics-in-education/11-essay-phrases-to-outlaw" target="_blank">here</a></span> to download and print a mini-poster version for your classroom)</strong>.</div>
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<li><strong><em>Since the beginning of time… </em></strong> <strong><em>Throughout the whole of history…</em></strong><br />
<strong>Example:</strong> “Since the beginning of time, countries have fought in wars.”<br />
<strong>Why It’s Outlawed: </strong>These statements are vague, hyperbolic, and very difficult to prove as we have no historical reports on the moment time began.</li>
<li><strong><em>My paper is going to be about ….</em></strong> <strong><em>Hi, my name is ______, and I am going to tell you about …</em></strong><br />
<strong><em>This paragraph is about…</em></strong><br />
<strong>Example:</strong> “Hi, My name is Bryce and I am going to tell you about cell reproduction.”<br />
<strong>Why It’s Outlawed:</strong> Just tell us. Don’t tell us what you’re going to tell us or write how you’re going to write about it. If using phrases like these help you to get started on a draft, that’s fine. Just remember to remove them before submitting your final version.</li>
<li><strong><em>Very</em></strong> <strong>Example:</strong> “Benjamin Franklin was a very fascinating man.”<br />
<strong>Why It’s Outlawed:</strong> <em>Very</em> is a word that is often over-used. Be sure you are adding meaning, not It weakening the point you are trying to make. Cross it out!</li>
<li><strong><em>Kind of</em></strong> <strong><em>Sort of</em></strong><strong><em>Sorta</em></strong><br />
<strong>Example:</strong> “The War of 1812 was kind of an important turning point in the history of the United States.”<br />
<strong>Why It’s Outlawed:</strong> Using “kind of” and “sort of” makes you sound unsure of your argument. Was it an important turning point or wasn’t it? And <em>sorta</em> isn’t a word at all.</li>
<li><strong><em>A wise man once said…</em></strong> <strong>Example:</strong> “A wise man once said: A bird in the hand is worth two in the bush.”<br />
<strong>Why It’s Outlawed:</strong> Who is this “wise man” you speak of? If you can find the source, identify it. If you are quoting a commonly used idiom or cliché, chances are you should cross it out and use your own words instead.</li>
<li><strong><em>The reason why is because…</em></strong> <strong>Example:</strong> “Macbeth and Lady Macbeth decide to murder King Duncan. The reason why is because they want Macbeth to become the next king.”<br />
<strong>Why It’s Outlawed:</strong> The phrase “the reason why is because” is grammatically incorrect and unnecessary. Cross out these four words, "The reason why is," and combine the remaining words with the previous sentence to make one sentence. Then, re-read the sentence. It still makes sense, doesn’t it?</li>
<li><strong><em>It’s just my opinion but …</em></strong> <strong>Example:</strong> “It’s just my opinion but I think Teddy Roosevelt was a better president and leader than Franklin D. Roosevelt.”<br />
<strong>Why It’s Outlawed:</strong> Own it! The whole point of an essay is to express your point of view. Delete this timid phrase and any others like it.</li>
<li><strong><em>Like… like… like</em></strong> <strong>Example:</strong> “The Supreme Court made like the wrong decision in Bush vs. Gore. Like the course of history was decided by a hanging chad.”<br />
<strong>Why It’s Outlawed:</strong> If the word <em>like</em> appears in your writing and it is not used as a verb (“to like”) or as a synonym for “similar to,” remove it immediately. Enough said.</li>
<li><strong><em>Things</em></strong> <strong><em>Stuff</em></strong><br />
<strong>Example:</strong> “There were a lot of things wrong with the way the Southern states viewed slavery.”<br />
<strong>Why It’s Outlawed:</strong> Most of the time, there’s a more specific and accurate word than <em>things</em> you could use in your writing that would strengthen your argument. In the case of the example, a good writer would look for a more powerful word or phrase that means “things wrong with” such as <em>faults, errors,</em> or <em>defects.</em></li>
<li><strong><em>I hope you liked this essay. That’s all I have to say.</em></strong> <strong><em>…And that’s what my paper was about. </em></strong><br />
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<strong>Example:</strong> “I hoped you liked my essay about why kangaroos are dangerous. Thanks for reading.” </div>
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<strong>Why It’s Outlawed:</strong> Your conclusion is your last opportunity to persuade your reader <ins cite="mailto:Jojo%20oleary" datetime="2013-10-14T16:14">of your position </ins>not to beg your reader to like you.</div>
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<li><strong><em>#11 LOL, Grt, OMG, WDYT, IDK, JK</em></strong> <div style="text-align: left;">
<strong>Example:</strong> “The ending of <em>The Diary of Anne Frank </em>was so sad OMG.” </div>
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<strong>Why It’s Outlawed:</strong> Text-speak does not belong in a formal essay. Such acronyms and abbreviations are general and vague. Expressing outrage in writing demands more than an “OMG” and joy should be represented more than by a smiley face. OMG and LOL have no place in writing. Unless, of course, you want your teacher to LOL! </div>
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Lovejoyhttp://www.blogger.com/profile/05276052796284124635noreply@blogger.com0tag:blogger.com,1999:blog-4521893617840779440.post-30622542361936135152013-11-05T05:00:00.001-08:002013-11-05T05:00:25.991-08:00Get Ready to Learn!I felt these great ideas from the September 2011 <em>Friend </em>magazine could be shared with Esperanza scholars and their parents:<br />
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</span></span></span><!--[endif]--><span style="color: #2f393a; font-family: "Lucida Sans Unicode","sans-serif"; font-size: 10pt; mso-fareast-font-family: "Times New Roman";">• A lamp that helps
you see<o:p></o:p></span></div>
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</span></span></span><!--[endif]--><span style="color: #2f393a; font-family: "Lucida Sans Unicode","sans-serif"; font-size: 10pt; mso-fareast-font-family: "Times New Roman";">• A quiet place where
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</span></span></span><!--[endif]--><span style="color: #2f393a; font-family: "Lucida Sans Unicode","sans-serif"; font-size: 10pt; mso-fareast-font-family: "Times New Roman";">• A television that’s
turned off<o:p></o:p></span></div>
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</span></span></span><!--[endif]--><span style="color: #2f393a; font-family: "Lucida Sans Unicode","sans-serif"; font-size: 10pt; mso-fareast-font-family: "Times New Roman";">• A box or bag to keep
everything you need for studying<o:p></o:p></span></div>
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</span></span></span><!--[endif]--><span style="color: #2f393a; font-family: "Lucida Sans Unicode","sans-serif"; font-size: 10pt; mso-fareast-font-family: "Times New Roman";">• A sharp pencil<o:p></o:p></span></div>
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</span></span></span><!--[endif]--><span style="color: #2f393a; font-family: "Lucida Sans Unicode","sans-serif"; font-size: 10pt; mso-fareast-font-family: "Times New Roman";">• A good book to read
every day<o:p></o:p></span></div>
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</span></span></span><!--[endif]--><span style="color: #2f393a; font-family: "Lucida Sans Unicode","sans-serif"; font-size: 10pt; mso-fareast-font-family: "Times New Roman";">• A regular time for
homework<o:p></o:p></span></div>
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</span></span></span><!--[endif]--><span style="color: #2f393a; font-family: "Lucida Sans Unicode","sans-serif"; font-size: 10pt; mso-fareast-font-family: "Times New Roman";">• A calendar to keep
track of assignments<o:p></o:p></span></div>
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</span></span></span><!--[endif]--><span style="color: #2f393a; font-family: "Lucida Sans Unicode","sans-serif"; font-size: 10pt; mso-fareast-font-family: "Times New Roman";">• Cards to make your
own flash cards<o:p></o:p></span></div>
Lovejoyhttp://www.blogger.com/profile/05276052796284124635noreply@blogger.com0tag:blogger.com,1999:blog-4521893617840779440.post-74187903889865642522013-11-04T10:00:00.003-08:002013-11-04T10:00:50.329-08:00Tim Wise Coming to Utah<table border="0" cellpadding="0" cellspacing="0" id="ecxtemplateHeader" style="width: 600px;"><tbody>
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The Inclusion Center Invites You to Join Us:</div>
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November 12, 2013</div>
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<em>TIM WISE, Colorblind:the rise of post racial politics and retreat from racial equality</em></div>
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Tim Wise will be at the U next week to deliver a keynote based on his book, Colorblind. Tickets are available for free to U students and for $10.00 to the public. Sponsored by ASUU, this event will surely be a highlight of the season!</div>
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Tuesday November 12th<br /> 6-8 pm<br /> SFE Business Building Room 1110</div>
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Lovejoyhttp://www.blogger.com/profile/05276052796284124635noreply@blogger.com0tag:blogger.com,1999:blog-4521893617840779440.post-75210504469667964402013-11-03T02:20:00.002-08:002013-11-03T02:20:26.287-08:00Reading Feast at the Library Reading Feast at the Library <br />
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By Joan Welch Major</div>
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I checked out seven books today.</div>
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I really wanted more.</div>
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But Grandma said, “Why take all those?</div>
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You can’t read more than four.”</div>
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I laughed and said, “Why, Grandma,</div>
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It’s a banquet, don’t you see?</div>
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A taste of this and some of that—</div>
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And best of all—it’s free!</div>
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“I’ll polish off a mystery</div>
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And sample some suspense.</div>
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I’ll gobble down some history—</div>
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All at no expense.</div>
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“I’ll gorge myself on poetry.</div>
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The nature books are great!</div>
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I like to nibble here and there;</div>
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No need to clean my plate.”</div>
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My grandma understands now</div>
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That my appetite’s increased.</div>
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“We’ll go back anytime,” she said,</div>
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“For another reading feast!”</div>
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Lovejoyhttp://www.blogger.com/profile/05276052796284124635noreply@blogger.com0tag:blogger.com,1999:blog-4521893617840779440.post-15301420236727774532013-10-31T07:58:00.002-07:002013-10-31T07:58:34.116-07:0021st Century Skills<table cellpadding="0" cellspacing="0" style="width: 700px;"><tbody>
<tr><td style="border: 0px currentColor; font-family: Arial, Helvetica, sans-serif; font-size: 14px; padding: 20px;" valign="top" width="371">"One of the 21st Century Skills our students need to be college and career ready is higher-order thinking. But does building these critical thinking skills seem a little daunting? One way to venture into this kind of thinking is using children's literature—Try this and your students will be on their way to the top of the thinking ladder!<br /><br /> After reading a story to your students and ensuring they have sound comprehension of the story elements, break students into small groups (or do this together) and ask them to consider how the story would be altered if: the setting changed from the country to the city (for example) or if the story took place in 2013 as opposed to the time period it was originally set in. Perhaps ask them to consider how the story's events could be different if the main character had been a boy rather than a girl. Not only does this require students to understand the story as it stands, but it also asks them to reflect on the impact of story elements and characters, and it's a great listening and speaking opportunity. A big bang for your instructional buck!"<br />
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</td><td valign="bottom" width="40"><img align="left" alt="Laureen Reynolds, CCSS & 21st Century Skills Expert" height="75" hspace="10" src="https://bay168.mail.live.com/Handlers/ImageProxy.mvc?bicild=&canary=ZzmBT0Is9tcxFpiRgzMZGTVbVmiv1WcGyzg0HqsgVqQ%3d0&url=http%3a%2f%2fwww.sde.com%2fimages07%2fpresenters%2fReynoldsLaureen.jpg" width="60" /><br />
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Laureen Reynolds<br /><em>CCSS & 21st Century Skills Expert</em></td></tr>
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Lovejoyhttp://www.blogger.com/profile/05276052796284124635noreply@blogger.com0tag:blogger.com,1999:blog-4521893617840779440.post-46802039549592181592013-10-29T08:08:00.001-07:002013-10-29T08:08:58.996-07:00ChangeMore wisdom from Kevin Eikenberry: <img height="300" src="http://ts1.mm.bing.net/th?id=H.4746322325013760&pid=1.9&w=300&h=300&p=0" style="height: 300px; opacity: 1; width: 300px;" width="300" /><br />
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<span style="font-size: xx-small;"><span style="font-family: verdana,geneva,sans-serif;">Yes, you read that right. Leaders everywhere think their job is to create change across their team, organization or industry.<br /><br /> And they are all wrong.<br /><br /> You <em>can</em> create broad change across people and distance, but you <em>can’t</em> do it by changing the organization.<br /><br /> You can only achieve it by helping individuals make the choice to change.<br /><br /> In other words, organizations don’t change, people do.<br /><br /> Here are 5 ways you can help influence change:<br /><br /><strong>Start with yourself. </strong>How easily are you influenced to change by someone who isn’t changing themselves? If you want to influence others to change, you must begin with yourself — your level of belief is critical to your success.<br /><br /><strong>Open conversation. </strong>Too many changes are introduced with PowerPoint and polished, practiced presentations. Stop that approach! Introduce the situation and the need for change as you see it and have a conversation with people about their concerns, fears and ideas. Recognize their initial resistance not as threat but as energy to be used.<br /><br /><strong>Pick the easy fruit first.</strong> In order to influence the entire group, start with individuals most likely to be open to the change. Going to these people first will help you build your confidence, and build a cadre of people to help influence others.<br /><br /><strong>Engage their help. </strong>You don’t have to, and if you are trying to change a group of any size, you can’t, do it yourself. Engage those who are excited about the change. Support them with the same approaches you are using; encourage them to influence change one person at a time.<br /><br /><strong>Be patient. </strong>Change isn’t always easy. Just because you have some early adopters on board today doesn’t mean everyone else will jump on the bandwagon tomorrow. When you realize that all change is individual, you see that it will take some time. Remember that if your change is important, your patience will be rewarded.</span></span><br />
<span style="font-size: xx-small;"><span style="font-family: verdana,geneva,sans-serif;"><img alt="" height="58" src="https://bay168.mail.live.com/Handlers/ImageProxy.mvc?bicild=&canary=ZzmBT0Is9tcxFpiRgzMZGTVbVmiv1WcGyzg0HqsgVqQ%3d0&url=http%3a%2f%2fg.dmsgs.com%2fkevineikenberrygroup%2fkev_signature.jpg" width="53" /></span></span><br />
<span style="font-size: xx-small;"><span style="font-family: verdana,geneva,sans-serif;">Kevin Eikenberry<br /> Chief Potential Officer<br /> The Kevin Eikenberry Group</span></span>Lovejoyhttp://www.blogger.com/profile/05276052796284124635noreply@blogger.com0tag:blogger.com,1999:blog-4521893617840779440.post-74358305000176133832013-10-28T04:00:00.004-07:002013-10-28T04:00:53.908-07:00Candleman<table border="0" cellpadding="10" cellspacing="0" style="width: 100%px;"><tbody>
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If you wander through the cobblestone streets at night, you can feel secure in the circle of light cast by The Candleman. Here, the children, wide-eyed and wondering, will be safe though it’s late and they’re far from home. The trusty Candleman will escort them through the still silence of the snow covered streets by the light of his torch and his hat abrim with burning candles. In James C. Christensen’s marvelous world “just a little left of reality,” The Candleman, like a friendly crossing guard you may remember from your school days, keeps a loving and watchful eye on everyone in his care.</div>
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Lovejoyhttp://www.blogger.com/profile/05276052796284124635noreply@blogger.com0tag:blogger.com,1999:blog-4521893617840779440.post-83029174628229030102013-10-25T15:13:00.002-07:002013-10-25T15:13:35.719-07:00The Silly, Alarmingly Popular Way to Punish Kids<h1 class="headline">
<span style="font-size: small;">From: <a href="http://www.theatlantic.com/education/archive/2013/10/nixing-recess-the-silly-alarmingly-popular-way-to-punish-kids/280631/">http://www.theatlantic.com/education/archive/2013/10/nixing-recess-the-silly-alarmingly-popular-way-to-punish-kids/280631/</a></span></h1>
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Nixing Recess: The Silly, Alarmingly Popular Way to Punish Kids</h1>
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Three-quarters of principals say that taking away recess is part of their discipline plan. Why this is a bad idea—and what schools should do instead. </div>
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<span class="authors"><a class="author" href="http://www.theatlantic.com/sigrid-anderson-cordell/" rel="author">Sigrid Anderson Cordell</a></span><span class="date last-child"><time datetime="2013-10-23T07:31:00-04:00">Oct 23 2013, 7:31 AM ET</time></span></div>
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When Kathy Lauer-Williams’s son was in elementary school in Allentown, Pennsylvania, he would often lose recess as a punishment for forgetting his homework or a signature on a form. Troubled by the teacher’s habit of taking away recess, Lauer-Williams wrote about it on her <a href="http://blogs.mcall.com/parents/2011/09/are-schools-wrong-to-take-aways-recess-as-punishment.html">blog</a> and spoke to other parents. She found that she was not the only parent questioning this practice. Despite her attempts to talk to the school, she says nothing has changed.</div>
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Taking away recess has become a common practice among teachers trying to rein in unruly students. A study by the <a href="http://www.rwjf.org/en/research-publications/find-rwjf-research/2010/02/the-state-of-play.html">Robert Wood Johnson Foundation</a> found that 77 percent of school principals reported taking away recess as a punishment, while a <a href="http://onlinelibrary.wiley.com/doi/10.1111/j.1746-1561.2007.00229.x/full">2006 study</a> found 81.5 percent of schools allowed students to be excluded from recess. While teachers may think taking away recess is an effective way to punish students for bad behavior, recess plays an important role in children’s development. <a href="http://onlinelibrary.wiley.com/doi/10.1111/j.1746-1561.2010.00537.x/abstract">Research</a> shows the value of recess: It gives kids a much-needed break from intense studying, teaches them social skills, encourages them to use their imagination, and allows them to exercise.</div>
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So why is this practice so prevalent? In her work mentoring teachers, Olga Jarrett, a professor in the College of Education at Georgia State University often hears teachers express frustration and a sense that they have few other options for controlling misbehavior in their classrooms. At one event where she discussed the importance of recess, a group of teachers from the same school asked, “What do we do? We make lunch silent, we keep them in at recess as punishment. What else do we do?” This feeling that teachers have few options for maintaining discipline in their classrooms is backed up by online discussion groups, such as <a href="http://www.proteacher.net/discussions/showthread.php?t=313794">pro-teacher</a>, where educators debate approaches to classroom management.</div>
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State and district-level policy can also guide a teacher’s decision to keep students in from recess. In <a href="http://www.michigan.gov/documents/mde/SchoolwidePBS_264634_7.pdf">documentation</a> for its statewide implementation of a program called Positive Behavior Interventions and Supports, a disciplinary framework adopted by many states, Michigan’s Department of Education lists taking away five minutes of recess time as a possible disciplinary option. Chris McEvoy, a behavior support consultant who co-authored the policy, explains that “It is essentially a brief time-out. It allows the student to reflect on their behavior and quickly get back on track. “ Withholding recess, notes McEvoy, “in a PBIS school would never be done in isolation from other positive (teaching and positive acknowledgments) classroom management strategies.” On the other hand, Steve Goodman, co-author of the policy and director of Michigan's Integrated Behavior and Learning Support Initiative, describes taking away recess as “a process where the student may ‘owe’ time from recess” because of negative behavior during class time. The question remains, however, whether recess is the appropriate place for educators to be looking to make up that time.</div>
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When it comes to instituting recess, state-level policies like those in Michigan matter. A <a href="http://archpedi.jamanetwork.com/article.aspx?articleid=1148397">study</a> published in <em>JAMA Pediatrics</em> found that children are most likely to get recess if state laws require it or if districts have a policy encouraging it. The National Association of State Boards of Education <a href="http://www.nasbe.org/healthy_schools/hs/bytopics.php?topicid=3120">lists</a> states with policies encouraging or requiring recess, and slightly less than half have such policies in place. Whether or not these policies are enforced is a separate question, and in some cases the policies appear contradictory. For example, Michigan’s State Board of Education has also issued a <a href="http://www.michigan.gov/documents/mde/Final_SBE_PE_PA_Policy_11_12_405423_7.pdf">Model Policy on Quality Physical Education and Physical Activity in Schools</a> recommending that “physical activity, including recess, not be denied or used for disciplinary reasons, or to make up lessons or class work.” As of yet, this policy does not appear to be reflected in the state’s discipline guidelines, and it would be understandable if both educators and parents were confused about what is or is not acceptable. Nationally, recess policies reflect a patchwork of individual and state practices.</div>
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<strong>When Recess Goes, What Else Do We Lose?</strong></div>
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An increasing number of organizations are speaking out against the practice of withholding recess. In its recent statement on the “crucial role of recess,” the American Academy of Pediatrics emphasizes that <a href="http://pediatrics.aappublications.org/content/131/1/183.full.pdf+html">recess should not be taken away for disciplinary or punitive reasons</a>. Likewise, the National Association for Sport and Physical Education outlines in a <a href="http://www.aahperd.org/naspe/standards/upload/Recess-for-Elementary-School-Students-2006.pdf">position statement</a> that “students should not be denied recess so that they can complete class work or as a means of punishment.” Furthermore, most researchers advise against replacing recess with physical education classes: PE is a class, they argue, whereas recess is an opportunity for social interaction and creativity.</div>
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Recess has the added benefit of leading to a more effective learning environment in the classroom. Research has shown that taking away recess does not make classroom behavior any better, and, in fact, it might make things worse in the case of students who are misbehaving because of an excess of energy or boredom. In a <a href="http://www.tandfonline.com/doi/abs/10.1080/00220679809597584#.Ul0c6RYksmw">study</a> of fourth graders, Jarrett and her colleagues found that students were less fidgety and more on-task if they had recess. As Jarrett explains, “a lot of the kids deprived of recess are kids with high activity levels … so you make them sit it out and not be active? It doesn’t make sense as a useful punishment.” Likewise, as Jarrett’s study revealed, kids with ADHD are particularly likely to benefit from recess.</div>
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Sheila Kahrs, principal of the Haymon-Morris Middle School in Winder, GA, asserts that at her school, “Nobody can be punished in that way. Bad, good, or indifferent, they get recess. I say to the teachers, look, the worse a kid is that day, the more they need it.” In Kahrs’s view, the practice of punishing kids for bad behavior by making them sit out part or all of recess can have the negative effect of making the problem worse when kids lose the opportunity to take a break and work off excess energy.</div>
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Tahnee Muhammad, a New Haven, Connecticut, parent who fought to make recess mandatory in her district, suggests an additional benefit to recess: a more “positive perception of school.” When her son’s school eliminated recess, he began to express unhappiness about going to school. According to Mohammad, “He just was not liking it anymore. In the beginning. I didn’t know what it was. I thought he was being bullied. [He] wouldn’t say, just, I hate school. I asked what about your teacher? What are the tears coming from? What are you not liking? And he replied, ‘We don’t have recess!’”</div>
<figure class="metadata"><img alt="[IMAGE DESCRIPTION]" src="http://cdn.theatlantic.com/newsroom/img/posts/Cordell_recess_insidepost.jpg" /><figcaption class="credit">Matt Rourke/AP Photo</figcaption></figure><div class="metadata">
<strong>Alternatives for Discipline</strong></div>
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It’s fair to ask how teachers are expected to maintain discipline in their classrooms. Many schools have attempted to change the focus from punishment to positive discipline. At Haymon-Morris, Kahrs has long used a positive discipline approach that rewards kids for coming to school ready to learn rather than focusing entirely on discipline problems. In her school, they acknowledge positive behavior using stamp cards that accrue points toward a fun Friday. Positive discipline is one of the central tenets of the Positive Behavior Interventions and Supports program, although it leaves the details of school policies up to individual states, districts, and schools.</div>
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Another way of looking at the issue is to focus on the learning that can come about through corrective measures. Instead of withholding recess for disciplinary issues in the classroom, for example, Jarrett recommends that consequences should be logically connected to behavior. As Jarrett explains, “I think that teachers need to look for natural consequences of behaviors. If you’re rude to somebody, you apologize. If you don’t get along with the kids in your group, the teacher should arrange your seating […]. There are other things that are appropriate for dealing with misbehavior.”</div>
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Similarly, the <a href="https://www.responsiveclassroom.org/">Responsive Classroom</a>—an approach to elementary education that focuses on both pedagogy and encouraging a positive school atmosphere—recommends “logical consequences” for misbehavior. According to Mike Anderson, a program developer for Responsive Classroom, their approach distinguishes between logical consequences and punishments. Logical consequences are directly tied to the behavior and are aimed at teaching students the skills to channel their energy in more productive ways. In addition to being directly tied to specific instances of misbehavior, logical consequences should be respectful of both the student and the teacher and developmentally appropriate. So, a logical consequence for making a mess in the cafeteria might be to clean up that mess, but not to clean the entire cafeteria. As Anderson points out, it would make sense to have a logical consequence related to recess <em>if </em>the misbehavior is related to recess. For example, if a student has been pushing other kids on the playground, that student might miss recess for a few days in order to meet with a school counselor to talk about safe behavior on the playground. On the other hand, punishments, in Anderson’s view, are less effective in the long-term because they are not directly related to the misbehavior and often aim to humiliate or shame the student.</div>
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While the Responsive Classroom offers concrete suggestions for ways to teach students more positive behavior, it is not just about classroom management, but also about making learning more engaging for students. As Anderson points out, “If students don’t enjoy what they’re doing, they’ll misbehave.”</div>
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The non-profit Playworks offers another approach to school-wide positive discipline through a structured recess program led by trained coaches. Playworks coaches organize games on the playground and spend considerable time establishing community standards, like treating each other with respect and having, which they encourage through positive reinforcement like high fives. They also use seemingly simple strategies for teaching kids to settle disputes. For example, a key practice in the Playworks recess is the use of rock-paper-scissors to manage conflict. Rather than losing playtime by arguing over issues like who got there first, students are encouraged to play rock-paper-scissors to determine a “winner” and then move on. Angela Rogensues, program director for Playworks in Detroit, says that they tell the kids, “the more time we argue, the less time we have to play.”</div>
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I had an opportunity to see a Playworks recess, and the rock-paper-scissors approach, in action when I visited the Roosevelt School in Ferndale, MI. At one point in the 20-minute recess period, two kids were arguing over a foursquare spot and Angela went over to see what was going on. After hearing that they both claimed the same spot, she suggested that they try rock-paper-scissors. The game led to an immediate de-escalation of tensions, with one child returning to line and the other staying in the square. According to Rogensues, the advantage of this approach is that arguments on the playground get settled quickly, rather than being taken back into the classroom after recess.</div>
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The program also integrates play sessions into class time once every two weeks, This offers another opportunity to focus on relevant behavior issues. For example, if a class is having a hard time getting along, the Playworks coach might have them engage in cooperative games.</div>
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One other key element to Playworks’s approach to encouraging positive discipline is the junior coach program. Every year each school identifies about a dozen older kids to be junior coaches who will help lead recess and encourage play. Considerable time is spent supporting the junior coaches and helping them to be strong leaders and examples for their peers. In choosing junior coaches, the focus is on choosing both children who are natural leaders and those who may not always exhibit positive behavior. By giving those kids a chance to be leaders, Playworks attempts to channel their energy and behavior in a more productive way.</div>
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According to Playworks’ founder, Jill Vialet, “Playworks contributes to a healthy school climate - one in which kids are engaged and feel as though they have choice and voice and belong. A healthy school climate is simply a more effective place to teach and learn.”</div>
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For Dina Rocheleau, principal of the Roosevelt School in Ferndale, Michigan, Playworks has worked. According to Rocheleau, there have been no disciplinary referrals from recess since Playworks came to the school two years ago. Before that, she was spending much of her time managing disciplinary issues that were arising on the playground. “And the families love it,” she adds.</div>
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There are detractors who say that coached recess programs like Playworks are too managed. Olga Jarrett, for instance, expressed “mixed feelings” about such programs because one of the crucial elements that makes recess a learning opportunity is the ability to organize one’s own activities at recess time. Although Playworks allows children to decide what games to participate in or whether to participate at all, she fears that they might miss some of the “cultural transmission” that happens in less structured recess environments.</div>
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<strong>The Counter Movement: A Resurgence of Recess</strong></div>
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Just as many schools are cutting back on recess, and others are leaving it up to individual teachers’ discretion, there is a growing movement to make sure that all children have an opportunity for play during the school day.</div>
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In addition to schools partnering with programs like Playworks to ensure that recess is productive at their school, administrators like Sheila Kahrs are taking the lead in re-establishing recess. Seeing recess as a necessary break for all students, Kahrs took the unusual step of introducing recess into her middle school. Kahrs insists on it: “This works for us. This is a non-negotiable of mine.” One reason that Kahrs feels so strongly about the importance of recess at her school is that she fears that many kids are playing video games or watching television after they get home rather than going outside, unless they are in an organized sport. Recess is particularly important, she says, because “I don’t think the children go out when they go home.”</div>
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The push for recess has also come from parents: Parents in Chicago successfully lobbied to reintroduce recess in area schools, making it a policy that children are not allowed to have recess withheld for disciplinary reasons. Most recently, parents in New Haven worked with their district to institute a mandatory recess policy for all students, again stipulating that withholding recess is not a disciplinary option.</div>
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However, even when there are state laws, there is no guarantee that recess will happen. The push for recess in New Haven was facilitated by a recently passed Connecticut state law requiring recess in all public elementary schools, but individual districts moved slowly to make changes. Even with support from teachers, administrators, and the Board of Education, making recess mandatory was hard work in New Haven, according to Eliza Halsey who joined Tahnee Muhammad and other parents to push for the policy.</div>
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According to Halsey, the most important thing that parents can do in advocating for recess is to organize and be prepared for hard work, especially in getting the word out to other parents. Halsey says, “It’s not as easy as saying that our kids should have recess and making it happen”</div>
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The good news, Halsey points out, is that districts are looking for parent involvement, and this is one area where parents can advocate for their kids. For the New Haven parents group, it’s not just about recess, but putting recess and education in the context of children’s development, beginning with “small, winnable campaigns.”</div>
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Jarrett agrees: “Parents can make a difference […] meeting with the teacher. If that doesn’t help, meet with the principal. Talk about the effect on the home when the child has no break. Many parents say their kids are wild when they get home. Raising it in a respectful way, realizing […] that teachers have challenges. There have to be consequences. Parents and teachers can work together.”</div>
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As the policy changes in New Haven and Chicago show, it requires both parents and educators to come together to bring everyday practices into line with what we know about how recess benefits our kids. </div>
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</time></span>Lovejoyhttp://www.blogger.com/profile/05276052796284124635noreply@blogger.com0tag:blogger.com,1999:blog-4521893617840779440.post-83246955466922996852013-10-24T05:37:00.001-07:002013-10-24T05:37:28.487-07:00Successful Education Policies and Practices <h1 class="title">
<span style="font-size: small;">George Monsivais sent me this great article from <a href="http://www.utahpolicies.com/">www.utahpolicies.com</a> </span></h1>
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Utah Foundation Study: Successful Education Policies and Practices in Utah’s Peer States</h1>
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Written by <a href="http://utahpolicy.com/index.php/component/contact/contact/2">Bryan Schott</a> on <time datetime="2013-10-23" pubdate="">23 October 2013</time>. Posted in <a href="http://utahpolicy.com/index.php/features/featured-articles">Featured Articles</a> </div>
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<img alt="" class="size-auto align-left" src="http://utahpolicy.com/images/Logos/Utah_Foundation_Logo.jpg" /><span><span>Utah Foundation today released a study of educational policies and practices within Utah’s top-ranked peer states—Colorado, Minnesota, Montana, North Dakota, South Dakota—and benchmark states—Massachusetts and New Jersey—that may have contributed to K-12 student achievement over the last two decades.</span></span> <span> The peer states were selected based on their similarity to Utah with respect to parental education levels, race/ethnicity of the student population, and percentage of students receiving free and reduced lunch. In addition, these states enjoy high achievement on National Assessment of Educational Progress (NAEP) tests in fourth and eighth grade and are typically ranked in the top ten nationally.</span><br /><br /><span>Utah has lost ground in K-12 student achievement over the past two decades and has not kept pace with top-performing states or with the nation as a whole. Utah’s 1996 13th–place ranking in both fourth- and eighth-grade math on NAEP assessments fell to 21st in fourth-grade math and 25st in eighth-grade math in 2011. Similarly, student achievement rankings in reading fell from 17th and 15th in fourth and eighth grade to 30th and 23rd respectively between 1996 and 2011.</span><br /><br /><span>The following are some key findings of the report:</span><br /><ul>
<li>Peer and benchmark states employ professional development strategies such as personalized training that emphasizes pedagogy, content knowledge, and classroom practice to improve teacher quality and effectiveness. In addition, many states are experimenting with professional learning communities to enhance performance within schools.</li>
</ul>
<ul>
<li>More states now use periodic assessments and data-driven tools to inform classroom instruction and teacher practice throughout the school year, rather than only at the end of the school year. Student growth models are being used to track the year-over-year growth of individual students in comparison with similarly-achieving peers.</li>
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<li>High quality preschool and full-day kindergarten programs targeting at-risk student populations have been shown to provide a strong positive return on investment. Outcomes from programs in New Jersey, Massachusetts, and Colorado indicate that participants have reduced grade retention, decreased usage of special education services, and improved student achievement in the early grades.</li>
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<li>Many states leverage third-party, nation-wide organizations with proven results to intervene early with students at risk of not graduating. Career readiness is addressed through additional counseling to students and parents who have little personal experience or knowledge of college admission requirements, cost, and processes.</li>
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<span>“We are excited to see that there are some initiatives from other states that can be adopted or replicated here in Utah to boost our student achievement. There are a several proven programs targeting at-risk high school students that show particular promise,” said Utah Foundation research analyst, Kathryn Zwack.</span><br /><br /><span>“Since Utah Foundation first reviewed the success of Utah’s peer states in 2010, we have been interested in learning what those states do differently in their schools to reach their high achievement levels. This research provides a framework for the Legislature’s Education Task Force to consider as it crafts policy solutions for Utah’s education systems,” said Utah Foundation president, Stephen Hershey Kroes.</span><br /><br /><span>The ability of Utah’s peer states and benchmark states to improve student achievement over time and to maintain higher test scores is reassuring. The research and case studies presented in the Utah Foundation study illustrate that the implementation of select programs and initiatives, together with targeted investment, can contribute to improved student performance, as well as better prepare students for college and career.</span> The full report is available free to the public at <a href="http://www.utahfoundation.org/reports/?p=1066" target="_blank">http://www.utahfoundation.org/reports/?p=1066</a>.</div>
Lovejoyhttp://www.blogger.com/profile/05276052796284124635noreply@blogger.com0tag:blogger.com,1999:blog-4521893617840779440.post-71739689497929434582013-10-22T10:53:00.001-07:002013-10-22T10:53:37.958-07:00Invest Time to CoachMore wisdom from Kevin Eikenberry:<br />
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<span style="font-size: xx-small;"><span style="font-family: verdana,geneva,sans-serif;">Last year, the Red Sox won just 69 games. This season, after a change in management, they're heading to the World Series.</span></span><br />
<span style="font-size: xx-small;"><span style="font-family: verdana,geneva,sans-serif;">The New Orleans Saints won the Super Bowl four years ago, but after losing their coach went just 7-9. That same coach is back and now they're 5-1, legitimate Super Bowl contenders.</span></span><br />
<span style="font-size: xx-small;"><span style="font-family: verdana,geneva,sans-serif;">I use these examples only because I read the sports pages first, but the other headlines and stories will no doubt show me what I already know:</span></span><br />
<span style="font-size: xx-small;"><span style="font-family: verdana,geneva,sans-serif;"><strong>Coaching matters. </strong></span></span><br />
<span style="font-size: xx-small;"><span style="font-family: verdana,geneva,sans-serif;">If we want to grow our results...<br /><br /> If we want to grow our team...<br /><br /> If we want fewer fires in the future (because others are avoiding them – or aren't able to manage them themselves)...<br /><br /> If we want the satisfaction of helping others succeed...</span></span><br />
<span style="font-size: xx-small;"><span style="font-family: verdana,geneva,sans-serif;"><strong>Then we must invest time to coach.</strong></span></span><br />
<span style="font-size: xx-small;"><span style="font-family: verdana,geneva,sans-serif;">Here's the bottom line - as leaders we have the great opportunity (and responsibility) to be coaches of others – to help them find and unleash their potential, reach their goals and more.</span></span><br />
<span style="font-size: xx-small;"><span style="font-family: verdana,geneva,sans-serif;">So as you go about your busy work day today, challenge yourself to think:<br /><br /><em>Who can I help develop today?<br /><br /> What can I do specifically?<br /><br /> And when will I get started?</em></span></span><br />
<span style="font-size: xx-small;"><span style="font-family: verdana,geneva,sans-serif;"><img alt="" height="58" src="https://bay168.mail.live.com/Handlers/ImageProxy.mvc?bicild=&canary=ZzmBT0Is9tcxFpiRgzMZGTVbVmiv1WcGyzg0HqsgVqQ%3d0&url=http%3a%2f%2fg.dmsgs.com%2fkevineikenberrygroup%2fkev_signature.jpg" width="53" /></span></span>Lovejoyhttp://www.blogger.com/profile/05276052796284124635noreply@blogger.com0tag:blogger.com,1999:blog-4521893617840779440.post-87429790985530694772013-10-21T02:06:00.001-07:002013-10-21T02:06:09.183-07:00Follow the Fellow Who Has a DreamLook to the Rainbow from Finian's Rainbow<br />
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<a href="http://www.blogger.com/null"><img class="mainImage" height="213" src="http://www.biggis-psp-stuebchen.de/Tutorials/Uebersetzungen_von_PSP-in-PI/Tutorials_von_OzeanMoni/Look_to_the_Rainbow/Look_to_the_Rainbow.jpg" style="background-color: white;" width="320" /></a><br />
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On the day I was born,<br /> Said my father, said he.<br /> I've an elegant legacy<br /> Waitin' for ye,<br /> 'Tis a rhyme for your lips<br /> And a song for your heart,<br /> To sing it whenever<br /> The world falls apart.<br /><br /> Look, look<br /> Look to the rainbow.<br /> Follow it over the hill<br /> And the stream.<br /> Look, look<br /> Look to the rainbow.<br /> <span style="background-color: lime;">Follow the fellow<br /> Who follows a dream</span>.<br /><br /><br /> So I bundled my heart<br /> And I roamed the world free;<br /> To the East with the lark<br /> To the West with the sea.<br /> And I searched all the earth<br /> And I scanned all the skies,<br /> And I found it at last,<br /> In my own true love’s eyes.<br /><br /> Look, look<br /> Look to the rainbow.<br /> Follow it over the hill<br /> And the stream.<br /> Look, look<br /> Look to the rainbow.<br /> <span style="background-color: lime;">Follow the fellow<br /> Who follows a dream.</span><br />
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</span><br />
'Twas a sumptuous gift<br /> To bequeath to a child.<br /> Oh the lure of that song<br /> Kept her feet funnin' wild.<br /> For you never grow old<br /> And you never stand still,<br /> With whippoorwills singin'<br /> Beyond the next hill.<br /><br /> Look, look<br /> Look to the rainbow.<br /> Follow it over the hill<br /> And the stream.<br /> Look, look<br /> Look to the rainbow.<br /> <span style="background-color: lime;">Follow the fellow<br /> Who follows a dream.<br /> Follow the fellow,<br /> Follow the fellow,<br /> Follow the fellow<br /> Who follows a dream.</span>Lovejoyhttp://www.blogger.com/profile/05276052796284124635noreply@blogger.com0tag:blogger.com,1999:blog-4521893617840779440.post-65092909900286608502013-10-18T09:47:00.001-07:002013-10-18T09:47:50.694-07:00Incorporating Chess<span style="font-size: large;">City incorporating chess at three elementary schools</span> <br />
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<span class="byline">By Scott Fishman, Forum Publishing Group</span><br />
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<span class="dateString">October 18, 2013</span></div>
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<span class="dateString">Sunrise leaders view chess as a tool in education. To further that, the city is taking part in the First Move program.<br />
It integrates formal instruction of chess into the curriculum of 40 second- and third-grade classrooms at Village, Banyan and Discovery elementary schools.<br />
America's Foundation for Chess initially approached <a href="http://www.sun-sentinel.com/news/local/broward/"><a class="taxInlineTagLink" href="http://www.sun-sentinel.com/topic/education/schools/broward-county-public-schools-OREDU0000200.topic" id="OREDU0000200" title="Broward County Public Schools">Broward County</a><a class="taxInlineTagLink" href="http://www.sun-sentinel.com/topic/education/schools/broward-county-public-schools-OREDU0000200.topic" id="OREDU0000200" title="Broward County Public Schools"> Public Schools</a> about First Move. Since Sunrise Mayor Mike Ryan believes the game provides big academic benefits, he was brought into the discussion over the summer.</a><br />
"The superintendent was a huge fan of bringing chess into the schools and had prior experience in Chicago with it," he said. "The challenge we had was the school board can't fund a specific pilot program for a specific school. It would have to be countywide."<br />
The Sunrise Police Department stepped up to provide the additional money needed from its forfeiture funds, which are confiscated from criminals.<br />
<br />
The program includes streaming video, a curriculum book and training for each teacher, chess sets, demonstration boards and activity workbooks for students to practice their reading and writing skills. The 50-minute lessons are taught once a week.<br />
"Really, becoming a chess player is almost secondary to the academics," said Kathi Cirar, the foundation's program director. "Students are having a fun time and are engaged learning about coordinates, math [and] reading comprehension. With the curriculum, it's taught via streaming video by the 'Chess Lady.' … The video teaches the new concepts. The classroom teacher simply facilitates the reinforcing activities in the classroom that were introduced in the video."</span><div class="date">
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The focus is on second- and third-graders because the belief is they already have basic math, writing and reading skills, and they can build on those fundamentals with the program, in use in 24 states over the last eight years.<br />
"We've had school districts that have been with us for a very long time," Cirar said. "… This program will help students' test taking skills through exercises in the curriculum. The very first lesson that they teach is how to map a coordinate on a chess board. They learn all the math terms, including horizontal, vertical and diagonal. It's accelerated learning."<br />
Ryan anticipates positive results and wants to work with the foundation to possibly expand the program's reach.<br />
"If other elementary schools want to do this next year, we hope we would be able to find the gap funding to make that happen," he said. "… The teachers have been incredibly enthusiastic. The great thing about this program is that teachers who have never played chess are still going to be able to teach this. What they love is that the curriculum includes a lot of the core principles they are already teaching, just in another way."<br />
For more information, visit http://www.af4c.org.Lovejoyhttp://www.blogger.com/profile/05276052796284124635noreply@blogger.com0tag:blogger.com,1999:blog-4521893617840779440.post-71359454965328468962013-10-17T09:43:00.002-07:002013-10-17T09:43:43.280-07:00Dialogue JournalsFrom <a href="http://www.lessonplanet.com/">www.lessonplanet.com</a><br />
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Dialogue Journals in the Classroom</h1>
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<strong class="dark-blue"><span itemprop="description">Using dialogue journals in the classroom can help you get to know your students and help them increase their writing fluency.</span> </strong> </div>
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<strong>By <a href="http://www.lessonplanet.com/us/bios?reviewer=racheld" rel="author">Rachel De Pass</a></strong> </div>
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Posted <time datetime="2011-09-26T14:00:00-07:00" itemprop="datePublished">September 26, 2011</time> </div>
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<img alt="Dialogue Journals in the Classroom" class="main-photo" itemprop="image" src="http://content.lessonplanet.com/articles/photos/961/iStock_000015519142XSmall_large.jpg?1317035117" title="Dialogue Journals in the Classroom" /> Teaching positions don't always start at the beginning of the year, but there are ways to make any situation work. When I started teaching in a third grade class in the middle of the school year, I found that my class had already built <a href="http://www.lessonplanet.com/lesson-plans/community">community</a> and their classroom systems were already in place. Coming into this unique classroom environment was intimidating. Everyone knew exactly where they were supposed to be and what they were supposed to be doing; then, I came into the mix. I wanted to get to know my pupils on a more personal level, but I had no time for <a href="http://www.lessonplanet.com/search?keywords=ice+breakers">ice breakers</a> or fun first-week-of-school activities, so I decided to have everyone start <a href="http://www.lessonplanet.com/search?keywords=dialogue+journals">dialogue journals</a>.<br />
<h3>
What is a Dialogue Journal?</h3>
Dialogue journals are a way for students and the teacher to communicate; it is a way to engage in a written, private conversation. I began by asking my students to write a letter to me, telling me about themselves and what I should expect as a teacher in their classroom. At the end of the letter, I also asked them to write at least two questions they wanted me to answer. I replied to each question individually (in writing), telling them about myself, and asking a few questions. After the first week, I didn't have give them a prompt anymore. Each of my 22 learners led the conversation in his/her dialogue journal. I learned about Mia’s relationship with her twin sister, Cesar’s love for baseball, and Omar’s compassion for lizards. These written conversations broke the barrier between my students and me. It also provided the groundwork for a more cohesive relationship. Getting to know each individual pupil on a deeper level also helped me to better instruct each one.<br />
<h3>
Dialogue Journals and Basic Skills</h3>
Although I never corrected the spelling or punctuation in the dialogue journals, I began to notice that students' <a href="http://www.lessonplanet.com/search?keywords=writing+fluency">writing fluency</a> began to increase, even though I put no pressure on them. I think that the combined effect of having them practice writing often, and being able to read my writing as an example, helped learners to gradually increase their writing fluency. At the end of the school year, it was neat to see the amount of progress each learner had made in his/her writing abilities. The evidence was obvious, not only in their dialogue journals, but also in other classroom assignments. The dialogue journals provided a way for kids to write freely, which has a positive affect on their writing habits for all assignments. After using the dialogue journals, my students became more creative, more independent, and were, most importantly, more excited about writing.<br />
<h3>
Creating Dialogue Journals</h3>
Ways to create a dialogue journal:<br />
<ul>
<li>Use composition journals or spiral notebooks.</li>
<li>Sandwich a stack of lined paper between two sheets of card stock for the covers--bind with staples or a spiral comb.</li>
</ul>
Here are some questions for teachers:<br />
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<li>How do you get to know your students, whether it be in the beginning of the school year, or in the middle?</li>
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<ul>
<li>What learning activities or assignments have you found helpful in increasing your learners’ writing fluency?</li>
</ul>
By using dialogue journals, and thinking about other activities that can build community and increase writing fluency, teachers can create a classroom full of successful and fluent writers.</div>
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Lovejoyhttp://www.blogger.com/profile/05276052796284124635noreply@blogger.com0tag:blogger.com,1999:blog-4521893617840779440.post-27389270662705113412013-10-16T03:10:00.000-07:002013-10-16T03:10:03.833-07:00Leader In Me<h1>
Stephen Covey's '7 Habits' shakes up schools</h1>
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<img src="http://img.vrvm.com/media/render.htm?m=709448926&width=185" /> <br /> In this photo taken Friday, Sept. 6, 2013, walk between classes past a sign extolling a leadership principle at Indian Trails Elementary school in Independence, Mo. The school is one of 1,400 nationwide utilizing a program called "The Leader in Me" which is based on the late self-help guru Stephen Covey's best-selling "The Seven Habits of Highly Effective People." (AP Photo/Charlie Riedel) </div>
INDEPENDENCE, Mo. (AP) - One year after Johnathan Kent kicked his principal and school "went all bad," the 8-year-old was recognized at a recent assembly as the "Star of the Month" for being polite and helping out his teachers.<br />
The third-grader's explanation for the turnaround: "I'm not doing what I did last year."<br />
But Emily Cross, the principal of Indian Trails Elementary on the outskirts of Kansas City, Mo., is giving some credit to a program the school began using last year that is built around the late self-help guru Stephen Covey's best-selling "The Seven Habits of Highly Effective People." A 25th anniversary edition of the 1989 book will be released in November.<br />
The nearly 1,500 mostly elementary schools using the program - called "The Leader in Me" - teach principles from the book, including "think win-win," ''seek first to understand, then to be understood" and "synergize." Teachers, for example, might ask students how historical figures like George Washington might have used them.<br />
And if a student gets into trouble, teachers and principals ask what habit could have helped him or her avoid the scrape.<br />
When Johnathan's principal asked the boy what habit led to his turnaround, he quickly responded, "Do first things first." He said he didn't finish his work last year.<br />
Students typically are assigned leadership roles that range from class greeter to fish-tank cleaner. They also keep a leadership notebook in which they chart growth in an academic area. The notebooks also track a personal goal, such as the time spent learning to tie their shoes. Cross said the tracking is a big motivator for Johnathan.<br />
"He sees that when I'm in class putting first things first, my dot on my graph is going up, and he's proud," Cross said. "He's very confident now, and he wasn't last year."<br />
The Leader in Me, which has started branching out into preschools and middle schools, is one of "literally dozens" of programs seeking to improve the school climate, said Paul Baumann, director of the National Center for Learning and Civic Engagement at the Denver-based Education Commission of the States, a nonpartisan group that researches education policy. He said most of the programs are run by nonprofits. The cost of the Leader in Me was "pretty high" in comparison, he said.<br />
For a 400-student school, adopting the Leader in Me program would cost between $45,000 and $60,000 over the first three years.<br />
The program's developer, FranklinCovey, acknowledges that the expense is one of the biggest challenges. Some schools are able to cover the cost using federal Title I money that's awarded to schools that serve large numbers of low-income students. And for schools that need help, foundations, community Chambers of Commerce or businesses might be asked to help cover the cost, said Meg Thompson, who oversees the program for Salt Lake City-based FranklinCovey.<br />
Not everyone is sold though. Lakeview Elementary in Kirkland, Wash., a Seattle suburb, dropped the program this year after parents complained. Lake Elementary parent Paul Devries said he found the program "cult-like" and "objected to the group mentality." Some schools offer training sessions for parents.<br />
"It's our responsibility as parents to teach values to our kids, not for kids to come home and teach FranklinCovey's values to us," said Devries, 53, a fishery scientist and water resource engineer. "Kids should be able to be creative and think for themselves and not be automatons and repeat the seven habits."<br />
Asked how many schools had dropped out, FranklinCovey said that would be hard to calculate.<br />
Before his death in July 2012, Covey disputed criticism that he simply repackaged his Mormon faith in the "Seven Habits."<br />
Backers say the program exceeded expectations.<br />
"It is easier for kids at 5, 6, 7 to learn the habits than it is for us adults," said Joel Katte, principal of Meadowthorpe Elementary in Raleigh, N.C., where student leadership assemblies feature students singing about and performing skits about the habits. "It's kind of a first language for them."<br />
The program got its start in 1999 when Muriel Summers, principal of A.B. Combs Elementary in Raleigh, asked Covey whether he thought the habits could be taught to children. FranklinCovey provided free training for her staff.<br />
"We started to see amazing results," Summers said. "We saw children really being recognized for what they do well, not what they didn't do well. And we started to love them through their challenges."<br />
Covey documented the experience at Summers' school and others in a 2008 book, and the program expanded. Besides the U.S., it's also being used in more than 35 countries, including Australia, Japan and China. Sean Covey, executive vice president at FranklinCovey and one of Covey's sons, said the company's goal is to have the Leader in Me program used in 10 percent of U.S. schools.<br />
The Center for Research and Reform in Education at Johns Hopkins University examined two elementary schools using the program and found that students reported their teachers were nicer, while staff reported improved student behavior. That was the experience at Benjamin Harrison Elementary in Marion, Ohio, where discipline problems declined as troublemakers turned into "role model" students, principal Leah Filliater said.<br />
"I think they saw themselves differently, and I think staff treated them a little differently," Filliater said. "I think it's a different philosophy that each student can be great at something."<br />
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From the Associated Press<br />
<!-- story --> Lovejoyhttp://www.blogger.com/profile/05276052796284124635noreply@blogger.com0tag:blogger.com,1999:blog-4521893617840779440.post-30173899753447411612013-10-15T08:09:00.001-07:002013-10-15T08:14:02.191-07:00Significance<table align="center" border="0" cellpadding="0" cellspacing="0" style="width: 580px;"><tbody>
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Seven Choices for Success and Significance</div>
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<tr><td style="font-family: Arial, Helvetica, sans-serif; font-size: 15px; line-height: 18px; padding: 0px; text-align: center;">by Nido R. Qubein<br />
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An Excerpt from <em>Seven Choices for Success and Significance</em><br />
by Dr. Nido R. Qubein</div>
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What is success? Only you can define it in your own life. In my own life, I have attempted to define both Success and Significance.<br />
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To me, <em>Success is secular. Significance is spiritual.</em></div>
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<tr><td bgcolor="#f2ebe8" valign="top" width="227"><img alt="Bridge" border="0" height="340" src="https://www.simpletruthsimages.com/st/email_images/misc/SCSS_pg_83_image.jpg" style="display: block;" width="227" /></td><td bgcolor="#f2ebe8" style="font-family: Arial, Helvetica, sans-serif; font-size: 15px; line-height: 22px; padding: 0px 20px; text-align: justify; vertical-align: top;" width="353">It doesn't matter how you define your own spirituality. Spiritual matters are always finer, deeper, and longer lasting than secular matters.<br />
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Success focuses on three Fs:<br />
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• <strong>Fans</strong><br />
• <strong>Fame</strong><br />
• <strong>Fortune</strong><br />
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Success is focused on tasks, even goals.<br />
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Significance also focuses on three Fs:<br />
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• <strong>Faith</strong><br />
• <strong>Family</strong><br />
• <strong>Friends</strong></td></tr>
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But, <em>significance</em> focuses on <em>purpose</em>. Why am I here? What do I do with the talents, experiences and skills that I have? How can I make the world a better place? How do I plant seeds of greatness in the lives of those around me? How do I make an impact in the circles of influence where I find or place myself?<br />
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To choose success and significance, you must be a strategic thinker who:<br />
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• Has a <em>clear vision</em> of what you want to accomplish<br />
• Develops a <em>solid strategy</em> that answers three questions: </div>
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- Who or what are we today?<br />
- Who do we want to become?<br />
- How do we get there?</div>
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• Employs <em>practical systems</em> to achieve your goals<br />
• Commits to <em>consistent execution</em> because in consistency, success emerges.<br />
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When implementing your strategic plan for success, it really comes down to three "Ds":<br />
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<strong>Decide</strong> what you want most to achieve<br />
<strong>Determine</strong> the first step to getting what you want<br />
<strong>Do</strong> the first thing that will start you moving toward your goal.<br />
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Using these seven keys, you can choose success and significance. But keep this in mind: success is not a matter of luck, not an accident of birth, not a reward for virtue. The most successful people I know are the ones who have something to do, somewhere to be and someone to love.<br />
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No one is responsible for your success or your joy. You must search for it and be in a continual state of earning it.<br />
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To merely succeed is not an end in itself. You must use your success to impact other people...to impact the world...<em>to Live Life from the Inside Out.</em><br /><br /> It all starts with the choices you make—they determine the person you will become.</div>
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Lovejoyhttp://www.blogger.com/profile/05276052796284124635noreply@blogger.com0tag:blogger.com,1999:blog-4521893617840779440.post-24552842659716417612013-10-14T12:22:00.001-07:002013-10-14T12:22:03.250-07:00Science In Action<img alt="" aria-busy="false" aria-describedby="fbPhotosSnowliftCaption" class="spotlight" height="960" src="https://scontent-a-pao.xx.fbcdn.net/hphotos-ash3/993411_651910634840612_1710675994_n.jpg" style="height: 763px; width: 543px;" width="683" />Lovejoyhttp://www.blogger.com/profile/05276052796284124635noreply@blogger.com0