Principal’s Report
October 1, 2008
Anti-bullying, civility training, playground rules: What we’re working
on. We have had two faculty meetings devoted to examining and improving
our approach to student life. I think we have a new approach to working
on the issues and strengthening our program in a way that feels
familiar to past efforts and unique to Adams. Here are some elements we
propose:
1. Choosing a standard for expectations and guidance.
We still like the 25 rules of Choosing Civility (Forni) that we
introduced last year. They are more global and comprehensive than most
sets of rules, and they encompass almost any imaginable situation:
playground, classroom, sports, and home. I.e. they’re the rules of
Life. They dovetail with our academic work and with the ultimate
goal of preparing kids for citizenship and life-long learning. They go
way beyond the language and detail that other schools are using to
assess attitude and behavior. But we need to use their language more
consistently as the core of our approach, and make a point of formally
studying them more frequently with the kids. We might also consider
focusing in just a couple, or prioritize them. They are a good, high
standard that deserves our concentrated attention.
2. A consistent language. Change the “me” to “we.”
We’ve noticed that a consistent use of a common language is making kids
feel part of a community ethic, inducting them into a sense of power
and responsibility for helping to set the tone of their own school. “We
don’t do that here,” is a good phrase used by our teachers to model and
reinforce what we want as a school—not just a particular, immediate
person-to-person issue. We foresee training kids to use “I” language to
solve their conflicts, helping them to say to a peer what it is that
has offended or bothered them. This is in use now, but needs more
consistent and universal practice. We’d also like to note the
self-centeredness of our era, as in Forni’s chapter on The Age of the
Self. We may be a bit preoccupied, at times, with getting what we need
as individuals rather than showing concern for the group. * “Having
made the Self the central concern and value in our lives,” writes
Forni, “we should not be surprised of self-centered behaviors have
become more prevalent than altruistic ones.” And yet it’s the
altruistic ones that make for peace and harmony—and more fulfilling
lives. So we’d like to work on generosity, gratitude, empathy, caring
as values that we can say typify our school community.
3. Group work…by groups that work. We will begin
meeting by division and class units to talk more frequently about
school-wide and individual issues, beginning with a review of the
questionnaire that the kids filled out last week. The kids ought to
hear one another! So, 5-8th graders can meet as a middle level and
discuss their issues; and different groups of K-4 students meet and
discuss their issues. The issues vary; so should the groups, perhaps
recombining, from time to time, with older and younger classes sharing
their ideas in a comfortable forum. We want to convene more discussion
about how we all can make school positive, safe, supportive; how we can
use the 25 rules of civility; how we interpret one another’s needs and
expectations. A list of 25 rules might seem overwhelming to a 1-2 grade
student. But starting with an exploration of one or two—Mind your body;
Pay attention—is a good start.
4. Rewards. We’ve made it a goal as a faculty to seek
opportunities to quietly, personally reward good behavior. Compliment
students when they make a good comment or generous gesture. We can
“pass it on” more than we do, and show kids how to do the same with one
another.
5. Sanctions. Some kids need a time out! When
behavior exceeds what’s acceptable, and isn’t corrected by talking,
action needs to be taken and parents involved. This has always been the
case, but probably happens without many uninvolved kids knowing that
it’s going on. This will continue to be so. We’ll take this on a
case-by-case basis. Parents will be called and kids sent home or
removed from school or school activities until they can handle Adams
School values.
6. 4-Square rules summit. Since this game is at the
heart of quite a few bad feelings, and is so magnetic to students of
all ages, during all recesses, we need to help kids create workable,
consistent rules. The commissioner will convene a meeting of the rules
committee….Invariable rules will help solve some of the abuses of the
“king square” and air complaints about the conduct of “league” play.
Student Survey. As we talked in faculty meetings about our approach
to student relations this year, we thought it would be good to
listen to the student views. How to collect this data? We conducted a
very simple survey—enclosed—to see how students perceive their school
lives. The results are encouraging! Yes, there are conflicts and
problems to be solved—the usual ones faced by every school and student.
4 Square in particular seems to be the source of a lot of conflict…and
yet no one can resist playing. A 4-square constitutional congress is in
order! I think most students feel very positive about school; supported
by the rules we have; and are asking for a little bit more support in
just a few areas of friction.
The Hands-off Rule: On the questionnaire, several students specifically
noted that they liked the rule. But misunderstanding exists about the
application of the rule, perhaps created by my own comments in morning
meeting. What we really want to clarify and protect is invited,
appropriate touching that does not veer out of control. Holding hands?
Giving hugs? Good! Playing touch football in PE and square dancing in
music? Not the intended target of the rule. Playing tag? A problem area
that can veer into feeling “hit.” Capturing another student and holding
them prisoner in recess games? Inviting abuses and already a problem
this year when someone got scratched. “No physical contact” is an
ancient Adams School rule (there used to be 20 playground rules!);
“Mind your Body” is the civility rules equivalent…but needs defining
and more sophisticated understanding to work. I think with some
clarification, “No Touch” can be appreciated by all for the right
reasons.
What we want ultimately is to get the “Rule One,
Rule Two,” or “Do-Over!” style of rules to be our ethic. And some kids
remember these. We want kids to be able to measure their behavior and
decisions against three simple standards: respect, responsibility,
compassion. We certainly know that we can’t make a rule for
everything—and shouldn’t have to. We’re in the business of raising
people with good judgment, able to behave well and apply what they know
about the demands of civility in situations that are unanticipated.
In other news:
Bus Break-in, theft: Our bus was broken into at the transfer station
two weeks ago. Charlie reported loss of fire extinguisher, first aid
kids, emergency flares, and a broom. I reported the theft to the state
police/sheriff’s department. No destruction of bus itself.
Common Ground Fair: Let’s go again! Next year, we’d like to stay longer
at the fair…and we can, when we have a second bus of our own not
dedicated to afternoon transportation commitments. As you saw in the
newsletter last week, it was a good “first taste” of the offerings and
it’ll be something to look forward to. Everyone brought something
memorable back from the fair. When we get to calendar season, remind me
to block this in.
The French Students are coming. Now we have an exchange program! I have
had confirmation that St. Castin is organizing a group of their oldest
students for a trip to Castine next September. They had a parent
meeting last Friday and are very energized by the exchange. And theirs
will be a school trip, like ours, and they will begin fund raising for
the project. This means that next year will be a big French year:
hosting 13 students in September, and sending our own 7th & 8th
graders to France in April. For that reason, I’m planning that this
year be “quiet” in terms of fund raising, though I’ll be working hard
to secure pledges from past donors and expand our donor base to more
business sponsors. Also, each student will have as a project earning a
goal of $500 towards their trip…babysitting, bottle drives, etc.
We will be starting to make plans for activities for
the French in the winter and spring, and asking various community
members/groups to help us reciprocate the warm welcome they showed us.
On a related note, Charles Shay (Penobscot Indian,
Legion d’Honneur recipient, descendant of Baron and Madockawando) will
be visiting St. Castin in June—a grand historic homecoming. Part
of our students’ preparation for going to France was learning
about French and Indian relations, and meeting Charles Shay. When the
French students come here, they’ll have a visit to Indian Island and
meetings with Charles and James Francis. I’ll be on the radio (WERU)
later in October for a program about the French-Indian relations, past,
present and future…Joined by Shay, Francis, and François
Gauthier, Consul General of France in Boston.
K-2 Classroom….Improvements coming and issues that need our attention.
We have a very large kindergarten (9), as you know, and small first and
second grade classes (2 and 4). Although we have added lots of adult
coverage (see schedule with Elaine Bertrand and Cheryl McFadden times
highlighted), and even parent volunteers, the room is bursting at the
seams…or feels that way. Any kindergarten of nine has a huge span of
school-readiness and maturity in it. So in this crucial first year of
school, kids need lots of personal training—and they’re getting it in
our school. But the problem is the impact of the dominant kindergarten
tone on the program for first and second graders. There is no other
grade span in the school that combines such a developmental
spread.
To-date, we have ordered some classroom furniture
that will help give a sense of privacy and separation to second
graders. But it is still a struggle to meet as diverse a set of
age-appropriate needs as required in this classroom space. An ideal
solution would be a separate kindergarten classroom; a separate grade
1-2 classroom. But we’re fresh out of space, much less personnel. Our
building is maxed out as far as dedicated space. Furthermore, in the
next two years the problem will be intensified by the addition of
kindergarten classes of five (’09-10) and five again (’10-‘11). In two
years, there will be 21 K-2 students in the room.
Naturally, we’re watching this very closely. It’s
not a personnel issue—highly effective teachers are being highly
effective! The combination of space and time crunch is proving that the
continued success of a K-2 classroom ought to be watched and assessed
carefully and forethought given to more adaptations. A separate
kindergarten room? A part-time teacher for Kindergarten only? The
demands on this space and this 3-age group will only increase.
Soccer games. This year, we have relied on parent drivers again for
travel to our away games. A combination of factors: unavailability of
First Student buses; parent willingness to drive; saving some bucks.
I’m looking into First Student buses still. The possibility of renting
Penobscot school’s spare bus is not an option; perhaps for Basketball
season, though not looking likely. (Penobscot gets to away soccer games
with parent carpooling). I’ve erred on the side of asking for parent
drivers for soccer season since many parents attend the games and
driving is not yet difficult, as it will be in the basketball season.
Next year I look forward to having our own spare bus and the
flexibility and savings of hiring our own driver to do field trips and
away games, as the other schools in the union are able to do. I realize
that there is an impact on parents when asked to deflect time from work
to provide transportation. So far, I’ve heard only one complaint about
the practice. Most parents seem willing to step in and help…with the
benefit of seeing their kids play.
Skype Conferencing. We had a live video conference with Gurdeniz Neser
in Turkey on Friday; a live video-conference with Katsushige Murai in
Tokyo on Tuesday (Professor Murai calls me “Todd Nelson Sensei”); a
live video-conference with Jean Renault in France last week. Pretty
cool!
Alarm System: We may be faced with an expensive repair on the
Simplex-Grinnel alarm system, if a part can’t be found for our
antiquated panel. No part? Gotta replace the panel. Not something we
can ignore, unfortunately. Waiting for actual figures.
I am away on Thursday as a panelist at the state “Take it Outside”
conference in Augusta. Our school turned up on their radar due to a
piece I wrote about the playground for Maine Public Radio…i.e. a
newsletter. Next Thursday evening: Nature center dedication and
open house. Nice timing.
Sincerely,
Todd R. Nelson
Sensei
*The Age of the Self
We now live in an age of idolatry of the Self. We have persuaded
ourselves that first and foremost we live to realize our own Selves for
our own good. Having made the Self the central concern and value in our
lives, we should not be surprised of self-centered behaviors have
become more prevalent than altruistic ones. We shouldn’t be surprised
if civility has suffered. The more we focus on our Selves and our
self-gratification, the less moral energy we have available to spend on
others and the less attuned we are to others’ well-being. We emerged
from the upheaval of the 1960s and ‘70s with a stronger belief in the
decency of equality and the goodness of freedom. What many of us are
learning or relearning now is the essential role that self-control
plays in the lives of democracies. The emphasis on individual rights
and entitlements in advanced democracies makes self-control
particularly relevant to us. It is in part to prevent the massive
intervention of government and the law in our everyday lives that we
are expected to develop a civil discipline. As a system of
self-regulation, civility assures the survival of self-determination.
It is nothing less than the life-blood of democracies.
P.M. Forni, Choosing Civility, 169-170.
Questionnaire: Adams Schoolers on School Life
All students answered the following questions in writing. No names on
sheets.
1. These are the things that make me feel good at
school:
K-2
Stamps and stamp pads, Dolphin, playground/foursquares, playing with
friends, “love everything about school”, “I love everything.
3-4
Games, art, reading, recess.
I really like art, gym, readers theater, and class time.
Nothing, only read out loud and PE and recess; the squirrels.
Playing 4 square.
My big brother (from MMA).
Reading and recess.
Playing
Learning, fresh air, recess, playing.
Reading, free write, spelling, recess, videos.
Playing 12 square
Recess, playing in the sandbox, reading, drawing.
5-6
Recess, reading out loud, art.
Singing, band; recess, lunch.
Friends by my side.
Not having a lot of homework.
Everything—except getting hurt.
All my teachers love me; my classmates are fun friends; there is always
someone around for me to be with.
Science makes me feel good and so does math.
Having fun; science.
Playing with my friends; getting high grades; not losing my homework;
not getting bored.
When I’m sure I got the right answer; when I complete all my work; when
I’m not tired or cranky.
Laptops; teachers who don’t yell at you; warm lunches; reading time;
fun assignments.
Having friends; having a soccer game after school; going outside for
recess; having science.
Gym recess, art, music, chorus, social studies, language arts.
7-8
Being with my friends; not being excluded; getting things right;
swinging on swings.
We have no groups; we all know each other, no matter the class or the
age; when I get good grades the teachers are nice; talking at lunch.
When I get good grades; when I swing on the swings; being with my
friends; talking about my interests and having people listen to them.
There are not very many kids so I feel like I know everybody.; we have
good teachers.
My friends; swinging; when I get good grades.
When I get good grades; when I have a funny joke; when people share
candy.
To see and hang out with my friends.
Hanging out with friends going down town to eat and getting to help
with different classes.
Chatting with my friends, doing work on our laptops, being in classes
with only your grade; Getting good grades.
Going to smelt brook for science; reading novels in LA going on field
trips.
Art classes, science, sports, swings, friends, laptops.
Art class, science, hugs, the swings, friends, getting good grades, no
uniforms, creative writing, reading, helping, field trips, photography,
the nature center, laughing, singing.
Lunch, recess, laptops, doing well on tests, field trips, and getting
good grades.
Being with my friends and being on the playground.
2. These are the things that make me fee bad at
school (bad can mean frustrated, scared, stressed, anxious, etc. ):
K-2
When people don’t play with me; don’t like being pushed; don’t like
being yelled at; don’t like mean words.
3-4
Math, 4 square
When people yell; getting in trouble; when some boys make the boys
against girls rule.
In 4 square people won’t admit they are out; also, I hate when people
gane up on you; also, sometimes when a boy is king theymake it boys
against girls.
When people argue at 4 square; a (particular person) being mean.
Nothing.
When things don’t go right at recess.
I never have enough time to spend with my dad and mom.
Fights.
Getting in trouble.
Nothing.
Knowing that I may be held back.
Getting hurt at school.
Nothing.
5-6
When someone yells at me.
Frustrated in all classes.
Math, Science.
Having a hard math test, a long boring day.
When my old friends ignore me; yelling teachers; bad grades.
When I fight with my friends; when I think I failed a test; when I’m
tired I get cranky and that can make me feel frustrated at school.
Getting low grades; getting in trouble; losing stuff that I need.
Everyone telling me how to run my life.
Not anything, lately.
Homework can stress me out a lot; tests could scare me, if I knew I
didn’t know the stuff.
Some of the other students.
People calling me names.
When teachers don’t help you and yell at me for no absolute reason;
when teachers yell at me.
7-8
Nothing really, but if I get a bad grade, I feel kind of down.
Gym class.
When I don’t get good grades.
I can’t think of anything.
When I get bad grades; hard tests or quizzes.
When people don’t share their candy because of something I did in the
past.
When you have to partner up with someone and two people want to partner
with you and you have to choose; when someone’s trying to annoy you.
People being mean to other people.
I don’t have any.
I think I could be more focused if school didn’t start so early.
I don’t have one.
Gym class, being told I am not trying hard enough, being laughed at,
sometimes Math, being lied to, not getting help when I need it.
Waking up at 5:30, the long bus ride to and from school; homework;
unfair games; and kids yelling at others.
Waking up at 6:20; having a long day of activities.
3. These are the things that I can’t solve without a
teacher’s help:
K-2
Big kids hog the swings.
3-3
Reading
Nothing.
Nothing.
Nothing…only speeling (sic) a word.
Telling someone’s out in 4 square.
Nothing.
Nothing.
Sometimes with homework.
4 square.
Nothing.
Fighting.
Someone not getting out in 4 square.
Nothing.
Speling.
5-6
Sometimes math and science.
Someone hurting my feelings by talking to me mean or looking at me
unkindly.
I can solve all my problems on my own.
Math test.
Spelling and gramer; history.
Math is a little hard for me and I usually need some help.
Fighting kids, people swearing who won’t stop; the same person
insulting our town and other people.
Certain division problems; certain multiplication problems.
What we do in gym; what we do in art; what we play in music and what we
sing in chorus.
Decimals in math; just in math.
Dividing in math class.
Some assignments don’t make any sense to me.
7-8
My friends usually help me with things.
Math…confusing questions.
It all depends on the questions, but usually I struggle a bit in math.
I can’t think of anything.
When I am working in class and need help; when someone is bothering me
and they won’t stop.
Working out friendship and trust.
I don’t have any.
SS, LA, Math.
I don’t have any.
Can’t think of anything.
Math, LA, SS.
I am not sure.
A couple of math problems, certain science tab questions.
Name calling.
4. These are the rules that are helpful:
K-2
Playground rules; don’t need too many rules.
3-4
NO running out of the school.
Be nice to people.
NO skipping school; good sportsmanship.
No side swing; one on a swing at a time; no snowballs.
NO snowballs and no swearing.
The no touch rule.
No pushing.
No snowballs.
No touch.
No beating people up during school hours.
NO touch and no yelling.
No slamming; no yelling.
No jumping off the swings or monkey bars.
5-6
No talking.
No touching.
If you make a mess, clean it up. No touching rule, and of course you
can have seconds.
The 9’s trick for multiplication in math.
No touching.
No running in the hall is helpful because people might collide.
Being quiet in class; not speaking out.
You can get help on a test.
The rules in the school don’t help if you make a rule someone will
break it.
No “nya-nya” rule.
All of them except for No snowballs, no talking during classes, no
running in/out of the school; no breaking all the rules.
NO touching.
No rules are helpful.
7-8
If you make a mess, clean it up.
Taking in the playground balls.
The MLTI policy; the Bess software/blocking system; the clean-yup rule;
there are probably more I just can’t remember.
I can’t think of one.
No touching.
I don’t have anything to say.
NO swearing; no fighting (like fist fights).
No touching.
Don’t hit people; don’t whine.
The “nya-nya” rule.
We can take our laptops home.
I think the snowball rule is a good rule.
Snowball rule.
The snowball rule.
5. Adding these rules would be good:
K-2
No comments.
3-4
No yelling “you’re out” during 4 square.
If two people are arguing in 4 square, they are both out.
I don’t know.
People having bad sportsmanship at recess, for example at 4 square;
people don’t say they’re out…but they really are.
No crashing into other sleds.
One person at a time on the sled.
Don’t destroy other peoples’ stuff.
One on the twirly bars at a time.
Having no leader; whoever starts a fight is out in 4 square.
In 12 square, don’t run in the squares when some people are playing.
Have a grown up with after school.
5-6
I can’t think of any.
No gum.
Having science in the morning.
I have nothing to add.
None that I can think of at the moment.
No weird 4 square—just regular 4 square.
Teachers can’t yell at you at all; use inside voice in school. Taking
these rules away would be good: hands-off, no snowball fights.
7-8
I don’t have any.
No yelling at other students for small reasons; If everyone agrees that
you are out in 4 square, get out.
I don’t have any.
None.
Put the “no hat stealing” rule back into effect.
I don’t know any.
Not being so mean and “no touching” -- sit out if touched.
I don’t have any.
The “keep your hands to yourself rule” is a bad rule because you can’t
play tag, two hand touch football, or any physical sports.
I think we have enough rules in this school.
Having a rugby team would be nice.
I don’t think we need any new ones; I think we are fine.
Friends holding hands; playing tag.