Tough Teachers Get Results

I’m posting an article that I realize might be a bit controversial or viewed as “old school” when it comes to student-teacher relationships and classroom management.  I’m not advocating name-calling or corporal punishment.  I am, however, advocating for teachers to be the instructional leaders in their classrooms.  There is a fine line between befriending a student and establishing a strong, mentoring relationship.  Students need to understand that we care, we have their best interests in mind, and that we will ensure their safety while at school.  Instructors must maintain a “professional distance” in order to build those strong, mentoring relationships.

Students must also realize that respect breeds respect.  There is never a time when professionalism takes a back seat.  Students will test, and those that have experienced repeated school failure are quite often on the defensive. Taking what students say too personally is a downfall of many good instructors.  There is ALWAYS a reason behind the behavior; focusing on the underlying cause is the first step in mitigating those behaviors and encouraging mature, respectful replacement behavior.

There is precious little that modern students have committed to memory. They are resourceful, and that's positive. However, it's alarming how few of the students are able to recite a poem, memorize important facts or formulas, or even recall simple math facts when requested. It’s no wonder that they are unprepared for state-wide testing!  That is a sad commentary on the state of education, or maybe just a sad commentary on how "soft" today's students have become.  Grit, resilience and hard work will lead to success, and it is imperative that we, as educators, instill those work ethics and character traits in the students we serve.  

The eight bullet points in the article, “Why Tough Teachers Get Good Results,” highlight some of the things that have been lost in many of today’s classrooms.  It’s okay to experience a bit of pain and failure IS an option.  When those things happen, the skilled educator responds with corrective action - and THAT is what builds confidence.  Showing the students how to pick themselves up and try again is what will, ultimately, serve them well.  

I hope you enjoy the read and contemplate how you might use some of the strategies in your personal growth.  

Why Tough Teachers Get Good Results

Monday Morning Message

Each Monday, I offer a brief message to the students. Sometimes it’s inspirational, sometimes it is to offer advice, and sometimes, it’s related to the weekly theme.  Today, it’s about America, patriotism and how fortunate we are to live in a country with so many freedoms.

If you haven’t traveled outside of the US, you haven’t begun to experience or appreciate all that it means to live in this country.  I traveled to Europe the summer after my senior year in high school, so I was just about the age that many of you are.  I, like many of you, took everything for granted.  School, books, clothes, friends, cars, pizza on Friday night - all of those things that are important to teens - were important to me, too. I expected that I would have those things, but I didn’t think about what sacrifices others had made so that I could have what I wanted - not what I needed, but what I felt was important.

So, that trip to Europe. I traveled with a group of about 70 teenagers, all members of the Youth for Understanding exchange student program. The YFU Chorale was an elite group of vocalists from Michigan and Ohio. After auditioning and passing the YFU exchange student criteria, the year-long preparation and rehearsals began. At the end of June, with itinerary in hand, we boarded the aircraft for the trip across the Atlantic. 

We stayed in youth hostels, with families that did not speak English, and in low-budget hotels with running cold water only.  It was an eight-week trip. No Internet, no cell phones, no long-distance phone calls.  Strange food, new experiences and unfamiliar customs made most of us very homesick.  In Yugoslavia, which is now Serbia, Croatia, Macedonia,  Montenegro and Kosovo, we stayed in youth hostels.  No one spoke English.  We made our way around using improvised sign language and what little translation the guide could provide.  Our beds were dirty mattresses on the floor, the shower was communal - a man actually walked in when I was showering! - and the toilets were a hole in the floor. There were stalls, but no toilets.  The Yugoslav teens we met were members of the communist party. The President, Joseph Tito, was named President for life in 1963.  The teens spoke openly of President Tito and how no one was permitted to speak negatively about him.  They were living in small, state provided apartments, and had a monthly allowance on which to live. No one was permitted to earn more than the government permitted.  It was strange to us, but even stranger was the fact that these teens were happy. This was their world, and this is what they knew. For me and the group that I was traveling with,  it was definitely an experience for which we were woefully unprepared.

Flash back to that teenager living in the suburbs attending a good school, living in a nice house with everything one might want:  me.  Traveling through Europe, and especially into Yugoslavia, gave me a newfound sense of patriotism.  I never realized or appreciated all that America had to offer.  It was definitely an eye-opening experience.   When we flew back over the Statue of Liberty, I felt a sense of patriotism and pride that I can’t even express today, so many years afterward.

So, why do I bring this up?  Well, many reasons.  First, so many of you seem so sad. Putting your life in perspective might help you realize that you are so very, very fortunate.   Second, the the United States Flag.  I wonder, as I look about the BASE class each day, why so many of you choose to stay seated during the Pledge.  I am not judging you or your choice, but I am curious.  Maybe you’re just too tired to stand.  Maybe you really don’t understand all that you’ve been given.  Maybe you don’t like the implied perception of forced patriotism  that saluting the flag assumes.  Whatever your reasons, it does make we wonder.

So, what is the point of all of this?  Simply this.  Please know that you have a great opportunity in this country. You can go to school. You can live where you want.  You can worship in whatever religion you choose. And, you can stay seated during the Pledge.  And I will continue to wonder, every day, how  I can help you to understand how very, very lucky you are to live in this country.

Develop an Attitude of Gratitude

Today is the final Monday message for most of the seniors. It’s been an interesting year – and it’s gone way too fast.  The end of formal schooling for some, and the beginning of a new adult world looms.  What will that look like for you?  Have you done all that you can to prepare to be the BEST you?

For all of you, there have been many that helped you along the way.  Your parents, friends, teachers, pastors, siblings, and countless others. Take a moment to thank them. You would not be where you are today - or who you are today - without someone that held your hand along the way. 

I thought it’d be fun to look back through the year and highlight something from each of the MMM Monday Messages.  Here is what I found:

In September: I like to start any new school year by setting goals for the year – both personal and professional.  It is a new beginning and setting goals helps me feel a sense of accomplishment.

Fourth year students.  We will do all that we can to help you reach that stage at the graduation ceremony on June 2.  But you’ve got to meet us at least half way.

Senior meetings this week!  Have you set up your appointment?

Early October: Showing up on time, attending to your classes, working outside of school, being here on Saturday morning….Your attitude is starting to show.  I need some help understanding what is getting in the way.  What is more important?  Or is it that you want to continue to live life on the edge?  That’s fine, but the consequences are real.  The message you send when you arrive late is that the rules don’t matter or apply to you. How will that behavior transfer into the adult world?

There is nothing that I can imagine that is more important than getting a good education. We have provided you with the resources, a good curriculum, great teachers, and given incentives, motivation and encouragement.  Help me understand what is more important than putting in some time on e2020 over the weekend….!

Character is like a tree and reputation like a shadow. The shadow is what we think of it; the tree is the real thing. ~Abraham Lincoln

Late October: We have had several “drama” related postings this week.  THINK before you post.  Is this what I want the world to know about me?  Is this how I want a potential employer to view my character? Everything that you post that is transmitted electronically can be retrieved, even after it is deleted.  THINK – this is your life. What do you want others to know about you?

This week, your lessons in BASE class will center around planning ahead. Setting goals and accomplishing them – and imagining what might be possible.   Graduation won’t happen by just wishing for it.  You need to plan, set goals, and then discipline yourselves to achieve those goals each week.  Now is a perfect time to set those goals. With just two weeks until the break, what do you think you can accomplish in that time?  Is 100 activities per week an attainable goal?  What will you need to change in order to make that happen?  Coming in early, staying late, committing to Saturday school, or working outside of school for the next TWO WEEKS is something that each of you can do. 

December:  Schedules, seating charts, expectations.  Stay in your assigned class!  There is NO reason to go to another lab.  We have started to see (again) where social media is getting in the way of what you need to be doing at school. Cyber-bullying, posting unkind things about your classmates, arranging rides, setting up social events after school….all of these things take time away from what you seriously need to contemplate this year.  Are you wasting time trying to make yourself look better by hurting someone else? What gives you the right?  How does that motivate you?  In the end, the person pushing the text button to send that negative tweet or post is really the one getting hurt.  Life is full of choices. We encourage you to make wiser ones.

November 29: Go the Extra Mile For Greater Success

http://www.jackcanfield.com/articles/career-and-business/item/1015-go-the-extra-mile-for-greater-success.htmlhttp://www.jackcanfield.com/articles/career-and-business/item/1015-go-the-extra-mile-for-greater-success.html

If you want to really excel in business, school and life, go the extra mile. Give the people around you – your customers, your team, your family – more than they expect, and you’ll be handsomely rewarded with loyalty, referrals, opportunity and money.

Successful people go the extra mile – and they stand out as a result. They get the promotions and the loyal customers. They grow their businesses twice as fast and attract the best employees. They receive financial rewards and job security. Best of all, they go home at night feeling satisfied and bursting with self-confidence.

THURSDAY, Nov. 29 (HealthDay News) -- Lower school grades among depressed adolescents are linked to behavior problems, not their depression, a new study finds.

Researchers examined data from thousands of U.S. teens who were tracked through their middle and high school years and as they moved into early adulthood.

Unlike students with depression, those with behavior problems such as attention issues, delinquency or substance use had lower GPAs than others. The study also found that delinquency and substance use were associated with receiving lesser educational degrees, while depression was not.

Students with two of these problems typically earned lower GPAs and lesser degrees than those with one problem, and some combinations of problems had more harmful effects than others, according to the study, which was published in the December issue of the Journal of Health and Social Behavior.

For instance, substance use worsened the educational risks associated with depression, attention issues and delinquency. Having depression did not, however, increase the educational risks associated with attention issues, delinquency or substance use.

"Behavior problems including attention issues, delinquency and substance use are associated with diminished achievement, but depression is not," study lead author Jane McLeod, a sociology professor and associate dean at Indiana University, in Bloomington, said in a journal news release.

December 17: School Safety.

It takes a community.

As horrific as the events were last Friday at Sandy Hook Elementary School, there are a number of things that went right.  The teachers were trained. The children responded.  Hundreds of lives were saved as a result.

The teachers knew, without an announcement, that there was danger – an active shooter – in the building. Instead of panicking, they reacted to their training. They stayed calm and helped the children to the “safe area” inside their classrooms.  They stayed there until help arrived.  Had there been panic, the shooter could have ended many, many more lives that day.

I’m not making light of the tragedy.  The fact is, we can never be absolute certain that something like that couldn’t happen here. We can, however, continue to practice what we know.  We can prepare.  We can keep you safe using our protocols.

Those protocols might require that you stay in a secure area for several hours.  In complete silence.  Let’s think about how that might look after what came down here last week….

Drama. Petty drama. Is it really worth it?  Kids were dying last week – and you’re hung up on who said what to whom and whether you want to lower yourself to assume an assigned seat.  Really?  How does that fly in the real world?  Think for a minute about our school – how we present ourselves when visitors come through.  It’s just not okay.  For the most part, we had a great week last week. Students were working, learning, devoting time outside of class to their studies, and then everything changed.  I cannot describe the disappointment I feel when you are unable to keep the drama at bay.  I can’t think of anything so important that it allows you to scream obscenities in a classroom, call each other horrible names, and show blatant disrespect toward those in charge of your care. 

It’s really not necessary. This week, let’s take care of each other.  Let’s be kind. Let’s swallow those unkind words and stomp out those unkind thoughts.  For really, that’s what will measure your success.  Are you able to hold it together, consider the other’s perspective, view something from another’s point of view, or are you so self absorbed that nothing matters but your immediate needs?  I think we’re better than what I saw on Friday.  This week, take care of yourself and be kind.

There are no easy answers.  We will never know why, but we can prepare and we can help you to be safe while you’re at school.

And with that, I stopped.  While there was another half year of Monday Morning messages, nothing seemed to matter more that this:  Are you safe?  Can we keep you reasonably safe with the safety protocols that we’ve developed?  Will you be safe as you venture out into the world?  What have you learned that you will take with you about being safe, making wise choices, and giving back to those that many never be able to repay you?

So today, be grateful.  You’ve done well, and you’ve completed what you set out to do.  Let today – and every day ahead – be one that you look upon as a gift.  Learn to give more and take less.  Learn to appreciate all that you’ve been given.  Pause, reflect, think, and be kind.  Congratulations 2013.  You’ve made us all proud.

Oh Twitter......why hast thou forsaken me??

It was five years ago that I opened my first Twitter account, @SalineSPED.  Being a new Twitter user, I didn’t really know what to expect. Thinking back, I didn’t hold out much hope for the platform, but I wanted to learn.  Five years is a LONG time in the world of social media.  Five years ago, most of my current students were in elementary school, and most did not yet own their first cell phone.  Fast forward to 2013, and almost all of the students have a smart phone.  That smart phone is equipped with many applications that allow students to access social media at the touch of an icon.  Twitter, FaceBook, Instagram, SnapChat, Vine, Reddit, LinkedIN, GoogleChat, Pinterest, MySpace, Tagged, Ning, and many others are available to students instantly.  So much powerful technology, yet so little teaching has taken place with regard to using the technology appropriately.   

In the past five years, I have learned what a phenomenal tool Twitter is for learning, growing, and discovering.  I have connected with educators in nearly every state and formed online relationships with companies, school districts, teachers, principals, superintendents, and school board members all across the county, and even internationally.  This growing Professional Learning Network provides me with updates in school legislation, curricular changes, lesson plans, resources for grants and funding, service opportunities and sometimes, a sounding board.  If I have a question about Special Education assistive technology, law, policy, or practice, I can post a question to my Twitter feed and within minutes, I have several resources from which to draw.  In short, I’ve learned that Twitter is a powerful way to connect with like-minded educators and to learn from them.

Three years ago, I opened a second Twitter account, @NEWSalineALTHS. My thinking was that this would be a fabulous way to communicate quickly with parents about school events, school cancellations, and schedule changes, or to post relevant information about parenting teens. I follow nearly 1000 people on my @NEWSalineALTHS account and over 600 of those followers also follow me.  My tweets are my own and my tweets are not protected.  Why?  For the simple reason that I use Twitter to learn.  I have nothing to hide and I welcome comments, retweets, and replies to my posts.  It is a powerful venue for learning, growing, and connecting. 

I was hopeful that others within the school setting would realize the value of using Twitter appropriately, but unfortunately, the Twitter-verse has morphed into something that I really didn’t see coming.

Maybe I was naïve, or maybe overly optimistic. 

What about those teens that I mentioned earlier?   Many, well, most, have Twitter accounts.  From what I’ve seen, most use Twitter as a way to quickly chat up a friend, to post a status, or to comment on something for which they have a strong opinion.  Rarely are their tweets embedded with other links to relevant information.  Occasionally, a picture is posted, but the pictures are for one purpose: to draw attention to a superficial personal attribute, social gathering, or new piece of clothing.  It’s a cyber-predator’s haven since most of the teens do not protect their tweets.  Pictures of teenaged girls in provocative or suggestive attire clutter the Twitter feeds of most of these young people.  In their naivety, the far-reaching negative affects of these posts are far from their minds. What matters, so it seems, is the ability to instantly connect with a peer, and to draw attention to oneself, whether or not that attention is positive.  It’s faster than an email, less cumbersome than FaceBook, and tweets can be composed and posted within a couple seconds on a smart phone. 

I worry about this use of a fabulous technology.  I worry that students are unaware that others, many not as forgiving as I am, are reading those posts.  I worry about what potential employers or college admissions officials will think when they read what students are posting.  I worry about the message they are sending out to the world.  Is cursing online EVER okay?  Is name calling a good use of the technology?  When – and why -  did Twitter become a slam book?

Ironically, and almost comically, I do not take offense at the negative posts that students feel compelled to write about me.  Teens need to experiment, grow, and assert themselves.  Students claim that they have First Amendment rights and can post whatever they would like.  Yes, to a point.  When directing a post toward an individual that is potentially libelous, you cross a line where your First Amendment rights are no longer applicable.  When you use Twitter to post an untruth or potentially defamatory comment, you put yourself at risk.  When you post that you are using drugs, engaging in underage drinking, looking for the next party, or where and with whom you’re having sex, the infinitely large world wide web is watching and reading. 

The fact that I read your posts was met with some surprise and dissention this past week.  Why do I read your Twitter feed, students?  Because I care.  Because I think you’re better than what you’re posting.  And truly, because someone needs to monitor and guide you when you’re headed astray.  And unfortunately, you are one step ahead of what most of your parents are monitoring.  Not all, but most.  The digital footprint that you’re leaving is forever.  Protecting your tweets does not prevent others from reading what you’ve posted.  Be wise. Be better. Be above the fray.  Use Twitter for the purpose of learning, growing and becoming better people. 

And finally, help restore my faith in the power of using social media for what is good and what is right.  

Showing Up and Being on Time

Staff:

I was overwhelmingly impressed with the BASE lesson today.  Your efforts to research appropriate content for this population never cease to amaze me.  

As you have noticed, the students' attention to punctuality has declined, and in the past three weeks, absenteeism has been at an all-time high.  Responding to that behavior, you developed a very succinct lesson, targeted at highlighting behaviors that will help students transition into the adult world with greater ease.  You provided them with strategies to change bad habits and tips to help with timely attendance.

I especially liked that you monitored the classroom door and addressed each student personally that arrived after the 7:45 start time.  That personal attention sends a clear message of your expectations and your efforts to curb abhorrent behaviors.  It demands additional time and effort on your part; working as a well-oiled machine, as a team, you carried off the lesson and the message with aplomb.

My commitment to you is that I will continue to work with the parents of the students so that they may help support your efforts at home.

THANK YOU!

Boundaries and Filters

Perhaps the one thing that has surprised me the most about working with students in an Alternative setting is that deficits in social norms are prevalent.  Without passing judgment on why this characteristic is pervasive, it's best just to offer up some remedies and reminders of how we all need to conduct ourselves, manage our impulsiveness, and "play nice" in a civil society.

BOUNDARIES and FILTERS
How successfully we interact in a civil society is directly related to how well we have learned our boundaries and how well we have learned to control our internal filters.  In any society, there are norms and conventions that determine appropriate behavior.  It’s NOT okay, for example, to pick your nose in public, or to barge into a room and start speaking without checking what is going on. Most of us have learned those basics of how to successfully engage in a social setting.

 

People who lack healthy emotional boundaries are individuals who struggle with interpersonal relationships in specific ways. They say things that are inappropriate, or they ask questions or make statements that are far too personal and invasive, or they come over to your house without calling first, among other annoying habits.

What does this mean at school? Simply stated, these reminders should help guide everyone to assimilate a culture that is conducive to learning.  

         Knock
         Look, listen, pause…..ask permission

         Edit, pause before publishing

FILTERS
Develop internal controls that enable all to feel comfortable in your presence.  Blurting out, burping, passing gas, name calling and offering up unsolicited judgmental comments are examples of lack of filtering.  And in many cases, those outbursts are very offensive.

That being so…….consider that ANYTHING is a judgment call.  Unless you’ve been asked for an opinion, it’s better to say nothing.

There are a few extremely offensive phrases that have become too common in recognized teenage jargon.  Some students are very offended – and I join them in their concern.  I’d like to read what they’ve put together so you can get an idea.

Offensive slang – the “R” word.

Used as a disparaging term for a mentally handicapped individual. When one says “That’s retarded!” it usually means that something is stupid. The use of the work in a derogatory context has become so common that many young people are not even aware that it is slipping into their causal conversations so frequently. Many teens are using it as a filler word to break moments of silence or boredom.

Often, the phrase is not meant to offend a person with disabilities, but rather to insult a person that they think has acted oddly or has done something inadvisable or clumsy. Regardless of the intent, this has become a very touchy subject. Some parents of children with autism will now ask parents of non-disabled children If the term is allowed at their home before accepting a play date invitation. 

There is a movement to eradicate the word from the spoken language.  It has become a very emotional social issue in America and parts of Europe as the phrase is frequently used to degrade or humiliate – with little regard for the term’s true meaning. 

In my opinion, using phrases such as "That's Retarded!" are ways to express displeasure or disagreement when the speaker has limited vocabulary or other means to challenge.  In short, it becomes a catch-all phrase when the inexperienced debater is devoid of other constructive criticism or a means to convey an alternative opinion.  Lacking that experience, an impulsive reaction is blurted out without regard to its implications.  

At the Saline Alternative, a simplistic approach to learning self control is posted:

BREATHE before you speak

PAUSE before you post

Sometimes that brief hesitation will give the speaker just enough time to avoid blurting out potentially offensive corprolalia.  Teaching specific language and phraseology that is more mature, appropriate and germane is the objective to instilling lifelong habits that enable young adults to interact with decorum in any social situation.  

The Second New Year

In education, there are two “new years” to celebrate each school year. The first comes in early September when students return to school to start their studies in a new classroom, school or program. The second, just recently celebrated, begins with the passing of a calendar year and the welcoming of a new year.  Both offer times to renew, reflect, and revitalize.

For all students (and staff for that matter), I offer the following as ways to renew, reflect, and revitalize.

1.     Set goals.  For students in an alternative setting, short-term goals work best.  Instant gratification.  Goals are only goals if they are written down, realistic, measurable, and attainable within the set time period.  Action steps help define the goals, and give the learner a pathway to the short-term success.

2.     Reflect.  What goals did you set in September for your school achievement?  What progress have you made toward attaining those goals?  If you aren’t where you had hoped, what interfered with that progress?  How will you change your actions, thoughts, or behaviors so that your progress will be in line with your goals? What steps will you need to take to avoid those same pitfalls?

3.     Revitalize.  Try something new.  Dream big.  Believe.  Give back: there is always someone less fortunate than yourself. Learn to look ahead. Let go of the past.  Look forward to something, and reward yourself for getting there. Be the most positive person you’ve ever met.

4.     Do the right thing.  Always.  Even when it’s more fun to run with the crowd, or more important to save face, what really matters is your integrity.  Be honest in all that you do; it will help you like that person looking back at you in the mirror.

Let 2012 be a new beginning for you.  If it’s setting goals or just reflecting on what needs to be changed a bit from the first new year, set aside the time to make 2012 your best year ever in public education.  It’s your life. Take charge of it and just see if you can amaze yourself this year.

Do The Right Thing...Don't be a Dirty Diaper

THE SAGA OF THE DIRTY DIAPER

On Thursday last week, as I Ieft work at the end of a busy day, I noticed that someone had changed a baby’s diaper and left all of its contents on the drive in front of the school.  Used baby wipes were scattered about the front of the school and the exposed contents of the diaper were enough to turn my stomach.  Incidentally, I’ve raised four babies to adulthood, so not much grosses me out.

The diaper was still there when I returned to work on Friday morning.  Partially frozen due to the overnight sub-freezing temperatures, it was still there, with all of its exposed fecal material in plain view.  Several students noticed and commented on it as they arrived for school on Friday morning.  “Honestly, who DOES that?”  “That’s gross!”  “Are you kidding me?”  “I’m not picking that up during Service Learning!”

The irony and the parallels to what the Alternative High School is struck me.   While I can promise you that I did not change a baby in front of the school on Thursday afternoon, it occurred to me that it WAS my responsibility to pick up and dispose of what someone had left.  Leaving that diaper in front of the school for anyone, and especially visitors to see is just not acceptable.  Leaving it for someone else to clean up didn’t seem reasonable as the diaper had already been there overnight. Whose job IS it to pick up what others have carelessly discarded?  The answer is very evident:  We are all responsible. 

 I implore to the common sense and sensibility of each student.  What are you doing to help boost the reputation of the school?  Regardless of whether or not you left the lunch tray or dirtied the toilet seat or broke a head set or threw a half consumed sticky beverage container into the recycle bin – aren’t we ALL responsible for what the school looks like? And ultimately, the image of the school speaks volumes about what goes on inside.

So, that dirty diaper has me thinking.  Are we in this together or are we simply continuing to take, continuing to expect handouts and continuing to rape the system with preconceived notions of entitlement and expectation? I can hope and I will continue to encourage that we MUST be in this together or we stand the risk of failing and falling together.  Is our school an eyesore?  If it is, then that’s what the community will think of each of us – right or wrong.

Doing the RIGHT thing, whether it is your mess or something that someone else left – is what we all need to do if we are to develop some sense of pride in the school, ourselves, and in the community.  Don’t be a dirty diaper.  Do the right thing. Always.

Essays, Research Papers....or Tweets?

When is enough, well - enough?

Teaching students to write succinctly is difficult, especially when their vocabulary is limited. The author of this New York Times piece, Andy Selsberg, teaches Freshmen English at John Jay College in New York. Professor Selsberg believes that a lot can be said with few words, if the word choice is correct. Teaching students to write captions, descriptions of clothing posted on eBay, or original hooks for You Tube videos requires critical thinking beyond that required for the five-paragraph essay. Getting one's point across in 140 characters or less is a difficult skill, and developing that skill through expansion of a student's grasp of the English language could tax even the master teacher.

Activities that Professor Selsberg suggests may help students increase their vocabulary by forcing them to use descriptive language with limits on the content. Lessons in vocabulary development will increase their skill level, as will practice, especially when challenging others to describe similar objects or events. I can see applicability to language development in students with language deficits to those born with the gift of proficiency in language fluency. In mastering the art of clarity, careful selection of adjectives and experimentation, students should become better writers of all genre.

I like the experiment.

I Can’t Think!

I Can’t Think!

Online Learning

The instructional format of the NEW Saline Alternative High School has implemented a largely online learning experience, for the majority of the core classes required by the Michigan Merit Curriculum. Students engage in lessons provided through the accredited vendor Education 2020. Tutorial, re-teaching and curricular explanations are provided by certified teachers and instructional para-professional staff. For many, taking classes in this format has proven to be a highly motivating, academically competitive learning experience. The curriculum is consistent. Credit accrual has been swift, and some have achieved early graduation.

However, as instructional leaders, we often question whether this online experience will adequately prepare students for what comes next: post-secondary education, the work force, or the military. Are we doing all that we can to prepare them for the rigors of those experiences?



A review of more than one managerial preparation website questions the validity the total online experience in efforts to prepare the student with other skills necessary for life. Are we neglecting to instruct students in the requisite "soft skills" that they will need for a successful adult life? The Ladders, a web based career preparation company, suggests that even IT executives must posses sensitivity, common sense and people skills in order to keep the job that the hard skills posted on a resume secured for them. Read more at http://goo.gl/dHXq1




In an effort to ensure that all students are prepared for whatever "comes next," the NEW Saline Alternative has employed a thematic programming component to aid students in becoming more well rounded, employable, compassionate citizens of the community. Each week, a theme is chosen that guides instruction in BASE classes. Teachers present the theme and provide talking points to begin discussions. As the week progresses, students practice skills they've learned in a non-threatening, small group discussion format.

While it is difficult to measure what impact this instruction has played, there are some related data: disciplinary referrals are down from October, attendance is up significantly from last year, and students are showing an increase in confidence, self-worth and self-satisfaction.

We will continue to question if this alternative experience, provided largely in an online learning community, is what is best for the traditionally unengaged, at-risk learner. For now, predictions are good that this form of instructional delivery, coupled with valuable instructor face-time, is working and producing students that are informed, curious and ready to contribute.

Saline Alternative Clothing Drive

Saline Alternative Clothing Drive

Early Successes

One of the criteria by which we judge a program's success is through student achievement. Is it working?

All of the students in the NEW Saline Alternative are enrolled in core classes offered through Education 2020 (e2020), an online accredited vendor. Their experience in these core classes can be individualized, with accommodations such as extended time or pre-testing added as applicable. The classes provide academic rigor and consistency in curriculum delivery. Further, as necessary, staff members offer tutorial or re-teaching.

During the first six-week marking period, the fifty-three students enrolled at the NEW Saline Alternative completed 64 courses in e2020. They took Biology, Algebra II, Economics, English, US Government, Career Planning, Financial Math, Environmental Science, Dr. Jekyll and Mr. Hyde, Health, Physics.....and many more course offerings. Progress has been, well, REMARKABLE!

Staff members award each student upon completion of a course in e2020. The hall lockers are now adorned with paper trophies, each depicting a completed class. I've felt a renewed sense of academic competition - and academic interest! - as students compare their list of achievements to those of their classmates.

So, is it working?

To date, five students have completed all requirements for high school graduation. On October 18, 2010, the first graduate of the NEW Saline Alternative received his diploma, a full eight months prior to classmates at traditional high schools. With a firm plan in place, he has enrolled in college level courses at the local community college and has his sights set on the Peace Corps. If earning a high school diploma and having a solid post-secondary plan in place is the mark of success, then the early reports decisively indicate, YES!

US Constitution Day

The students at the NEW Saline Alternative High School spent the past week learning about the US Constitution in preparation for Constitution Day on September 17, 2010. Working in their “Family” groups, the students memorized the Preamble to the US Constitution and focused their studies on the Bill of Rights. They’ve learned that the rights guaranteed by the Constitution are bound by responsibility. That responsibility is to themselves, the school, the greater Saline Community and also to the global community. They have learned that while you can be many things without knowing your own Constitution, you cannot be an effective citizen. Knowing your Constitution is not only a birthright; it is a rite of passage that allows you to become a responsible citizen in a modern representative democracy.

What is Constitution Day? According to the Law Library of Congress, Constitution Day, enacted by Congress, is observed on Sept. 17 each year to commemorate the signing of the Constitution in 1787. Constitution Day traces its roots to federal acts in 1940 and 1952 that authorized the president to recognize citizenship through observation of the signing of the Constitution. It formally became Constitution Day and Citizenship Day in 2004, with two new provisions, including one that stipulates every educational institution that receives federal funds shall hold an educational program on the Constitution on Sept, 17^th of each year.

Two hundred and twenty three years ago, the founding fathers of this nation signed the United States Constitution. In all, 55 men representing 12 of the 13 original states attended the Constitutional Convention, although there were just 39 signatures on the original document. In the opinion of many, the Constitution signed in Philadelphia on September 17, 1787 embodies the greatest expression of statesmanship and compromise ever written. In just four hand-written pages, the Constitution gives us the owners' manual to the greatest form of government the world has ever known.

Professor Jamin Raskin teaches Constitutional Law at American University in Washington, DC. He makes a strong point in this excerpt:

“ Every great legal conflict has at is heart a clash over values and principles. Learning the Constitution enables you to clarify what your values are and to engage in real dialogue with other people about the rules of our common life. No one knows what leads to disasters like the Columbine High School massacre. But it is hard to believe that the students responsible were taught to think for themselves as citizens and to appreciate the values and equal dignity of other people in the community.”

To cap off the week’s studies, the students, along with several staff members and administration at Liberty School, raised the first flag over the school. In many ways, we who now work and attend school at Liberty School are representative of a diverse and eclectic inter-mingled society. District Administration, Community Education, Little Stars Day Care, The Saline Young Adult Program and the NEW Saline Alternative now call Liberty School home.

Welcome, Students!

September 7, 2010

Dear Students,

Today begins a new school year, and from my perspective, this year promises to be the best ever for each of you. The Alternative High School has moved to a new building where you will see new staff, more space, new technology, and many more programs than in the previous setting.

The opportunities are boundless for those who chose just three things:

1. Attend school regularly.

2. Arrive at school ready to learn.

3. Follow the school rules.

In fact, if you commit to those three premises, I can virtually guarantee your success at the NEW Saline Alternative High School.

In the days and weeks ahead, we will be asking you to define your hopes and dreams for the future, establish goals, and define an area in the school or community where you might offer up your time and talents. In return, the dedicated staff at the Alternative High School will provide you with consistent and ready support, guidance and suggestions to help you realize your educational and post-school dreams.

These are exciting times – and I am humbled at the opportunity to serve as your Principal. Through trial and experimentation, we – TOGETHER – will define what the NEW Saline Alternative High School will become. I am feeling a sense of pride and a sense of urgency as we forge ahead with the important work that is before us. My door is open to you at any time. Please feel free to offer your suggestions or discuss your concerns.

Thank you for taking a risk and making the decision that the NEW Saline Alternative High School is right for you. I promise, you will not be disappointed!

Sincerely,

Carol Melcher, Principal

The NEW Saline Alternative High School

Service Learning

What is service learning and why will it be an important component of the NEW Saline Alternative?

This question has been posed by several students, parents and faculty and in this blog, I'll give my attempt at a succinct response.

Cathryn Berger Kaye offers a definition of service learning in her book, A Complete Guide to Service Learning: Proven, Practical Ways to Engage Students in Civic Responsibility, Academic Curriculum, and Social Action. "...service learning can be defined as a research-based teaching method where guided or classroom learning is applied through action that addresses an authentic community need in a process that allows for youth initiative and provides structured time for reflection on the service experience and demonstration of acquired skills and knowledge." Service learning - for the NEW Saline Alternative, will combine classroom learning with authentic application that meets a need within the community.

That said, service learning differs from volunteer work in that the advancement of academic skills is at its core. Students learn that their academic skills can be applied in community settings. They cement fledgling skills in an environment that is outside the walls of a school building. Students apply academic and personal skills to improve the community. The result is that both students and communities benefit.

To begin the 2010-2011 school year, staff members will guide students through the process of defining "community" and "service learning" and what that means for each student. For some, "community" may mean the school campus or the greater school student population. For others, "community" may mean the greater Saline area including local businesses, parks and agencies. And for a few, "community" is defined globally and may include connecting with a political campaign, national disaster, international charity organizations such as UNICEF, or The American Red Cross. Service Learning is individualized, and what that means for for each student at the NEW Saline Alternative will have more clarity as the year progresses.

Service Learning is a critical component of the instructional programming at the NEW Saline Alternative High School. The aim is to give students a renewed interest in school and a true sense of purpose.

The opportunities are boundless. With a dedicated staff and a redefined structure and format, the NEW Saline Alternative High School is poised to provide programming for students that will ensure academic rigor and transitional success through service learning.

Beginnings

I'm often asked what defines an alternative high school. What type of student attends such a school? There are no clear definitions, yet one that broadly defines the New Saline Alternative is this: a learner-centered, ad-hoc assembly of students and instructional staff that are in some way dissatisfied with the mainstream, traditional high school education.' Stereotypical concepts of the alternative model bring to mind thoughts of disengaged youth; those who have dropped out of the traditional high school and for some, dropped out of life.

My vision of the alternative high school is one where students are very engaged in their learning. So engaged in fact, that for most, they define what individual path they will choose that will culminate in a high school diploma. The alternative path allows students to explore career paths while practicing newly acquired academic skills.

Flexibility is critical, as is an individualized learning plan, ample adult coaching and on-site opportunities to develop and practice employability skills that are readily transferrable into the work place or into the post-secondary setting. Helping students to realize their unique gifts and how those talents can be transformed into "what comes next" is the essence of the alternative high school.

The flexibility mentioned above offers the alternative student the opportunity to progress through the requisite Michigan Merit Curriculum requirements in as accelerated or remediated a pace as necessary. There are no pre-requisites for any coursework; students may elect as few or as many classes as desired during each designated marking period. As a result, a student may elect a marking period of off-site service learning as an extension of his/her educational development plan. A second marking period might be all classroom-based instruction and a third, a combination of the two.

The alternative high school provides a flexible path to a high school education where students can feel safe to explore a potential career or academic interest without fear of ridicule, judgment or criticism. While students will be held to a new standard for attendance and academic accountability, the New Saline Alternative will put requisite supports in place to allow each student to explore a personal passion while earning credits toward a high school diploma.