Embed Size (px)
Citation preview
T.I.S. Digital Backpack
December 12, 2016
FROM THE PRINCIPAL’S OFFICE
DECEMBER 2016
14 BOARD OF ED MEETING, 7:30, HICKS
14 COFFEE WITH THE PRINCIPALS, 9:15
22 EARLY RELEASE
23-JAN. 2 NO SCHOOL
ART TO REMEMBER Thanks to all the families who ordered products from our
Art to Remember Fundraiser. We appreciate your
support and hope you enjoy your children’s beautiful
artwork.
The Product Pick Up Date is:
Thursday, December 15, 2016 at the Birch Grove
cafeteria from 3:30 – 6:00 pm
(snow date: Wed. Dec 14th – Robo call will be sent to inform)
** If you need your items for the holidays, then please
make every effort to pick them up on this date. If you
are unable to pick up your order please make
arrangements with a friend or family member. We
cannot guarantee holiday delivery if your order is not
picked up at the school. **
Thank you!
TEPTO
Any questions please contact Tricia Byam at [email protected]
News from the
Student Services Department
Guidance
Third Grade
In our third guidance lesson for the year, students warmed up by doing a special
dance called Move and Freeze. Students were eager to get their “wiggles” out by
dancing along and following the instructions! We then learned all about the word
“diversity.” We discussed that the word “diversity” means, “the ways we are
different.” This can include our personality traits, likes and dislikes, hair and eye
color, family structure, cultural background, clothing preferences, and our
strengths and weaknesses.
Students then read the story Carla’s Sandwich by Debbie Herman. This story was
about a girl named Carla who was initially teased for a special personality trait; she
liked to make unique sandwiches for her school lunch. Other students in the class
made fun of her unique taste, but by the end of the story, they have a change of
heart. We talk about how if someone is a little bit different from you, to always
give them a chance because you may end up making a new great friend. We then
worked together to make our own giant “diversity sandwich.” Students wrote one
unique trait that they possess on a sandwich piece that we put together on large
chart paper.
Fourth Grade
In fourth grade guidance, our next topic was Bullying. We talked about how to be
considered bullying, an incident needs to include four things: 1. The issue has
happened over and over again. 2. The same people are involved. 3. What happened
was on purpose. 4. It hurt someone’s body and/or feelings. Students then learned
about what to do if you experience bullying, or see someone being bullied. We then
played a game called No Bully Basketball, where students were given scenarios
about bullying situations and needed to decide what they would do to help the
situation. Students loved the competition, especially the chance to score extra
points by tossing a bean bag into a small target!
Our next fourth grade guidance lesson focused on diversity. We discussed that the
word “diversity” means, “the ways we are different.” This can include our
personality traits, likes and dislikes, hair and eye color, family structure, cultural
background, clothing preferences, and our strengths and weaknesses. Students
then listened to a story called The Invisible Boy, by Trudy Ludwig, and worked in
small groups to complete a written activity to decide how they would help students
being treated unkindly for being a bit different.
Fifth Grade
In fifth grade guidance, our topic was Time Management. Students did a lively
activity with a small group of 4-5 students. Groups were asked to complete a series
of tasks together to earn as many points as they could, based on which tasks they
were able to complete in a given time limit. The activity was designed so that teams
who multi-tasked, worked together most efficiently and prioritized in the best way
would earn the most points. Students then talked about their own time
management skills, and worked on completing a time management “pizza.” During
this activity, students were asked to think about a typical school day, and to write
about how much time they typically spend on various tasks such as homework, free
time, after school activities, and sports. They were then asked to think about how
they could rearrange their day so that they were wasting as little time as possible.
This activity was great preparation for middle school and beyond, when students
will be given more independence in choosing how to spend their time.
Student Council
Our first project for the year is now complete! “Hawks Against Hunger:” A food
drive to benefit the Tolland Food Pantry was a HUGE success! We collected
approximately 70 boxes of food to donate to the Tolland Food Pantry. The
classroom who collected the largest number of items was Mrs. Hurley’s fourth
grade class! Congratulations! This homeroom won coupons to the school store as
prizes.
Student Council will now be sponsoring Staff Member of the Month. Students have
been busy submitting nomination forms to guidance as to which staff member is
most deserving of the title. We had many submissions, but one staff member stood
out above the rest.
This person always helps students when they need to fix their work. She works
hard to make sure her students understand things, and will explain something in a
different way until it makes sense. This person is so helpful at math, and is also
very funny! She always makes kids laugh. She is kind, helpful, and cares a lot about
her students. She helps students with their homework when they don’t understand
it, and is patient. This staff member also did a fun Day of the Dead activity with
students. And lastly, she has done great work to make our community a “greener”
place as the leader of our T.I.S. Green Team. Our staff member of the month for
December is… fourth grade classroom teacher Mrs. Grinold! Congratulations, Mrs.
Grinold!
Developing Your Child’s Self-Esteem
(Adapted from www.kidshealth.org)
Sometimes it's easy to notice when kids seem to feel good about themselves — and
when they don't. We often describe this idea of feeling good about ourselves as
"self-esteem."
Kids who have healthy self-esteem tend to:
feel valued and accepted
feel confident that they can do what's expected
feel proud of a job well done
think good things about themselves
feel prepared for everyday challenges
Kids with low self-esteem often:
feel self-critical and are hard on themselves
feel insecure, or not as good as other kids
focus on the times they fail rather than the times they succeed
lack confidence
doubt their ability to do well at things
Why Self-Esteem Matters
When children feel good about themselves, it sets them up for success — in
everything from school to friendships. Positive feelings like self-acceptance or
self-confidence help kids try new challenges, cope with mistakes, and try again.
Taking pride in their abilities and accomplishments helps kids do their best.
By contrast, kids with low self-esteem might feel unsure of themselves. If they
think others won't accept them, they may not participate as often. They may allow
themselves to be treated poorly and have a hard time standing up for themselves.
Kids who don't expect to do well may avoid challenges, give up easily, or be unable
to bounce back from mistakes.
How Parents Can Nurture Self-Esteem
Self-esteem develops over time. And if it's low, it can be raised. Here are things
parents can do:
Help your child learn to do things. At every age, there are new things for kids to
learn. Even during babyhood, learning to hold a cup or taking first steps sparks a
sense of mastery and delight. As your child grows, things like learning to dress,
read, or ride a bike provide perfect opportunities for self-esteem to take root.
When teaching kids how to do things, show and help them at first. Then let
them do what they can, even if they make mistakes. Be sure your child has lots of
opportunities to learn, try, and feel proud. Don't make new challenges too easy —
or too hard
.
Praise your child, but do it wisely. Of course, it's good to praise kids. Your
praise is a way to show that you are proud, too. But research shows that some ways
of praising kids can actually backfire.
Avoid over-praising. Praise that doesn't feel earned doesn't ring true. For
example, telling a child he played a great game when he knows he didn't feels
hollow and fake. It's better to say, "I know that wasn't your best performance,
but we all have off days. I'm proud of you for not giving up." Add a vote of
confidence, "Tomorrow, you'll be back on your game."
Praise effort rather than fixed qualities. Offer most of your praise for effort,
progress, and attitude. For example: "You're working hard on that project," or,
"You're getting better and better at these spelling tests," or, "I'm proud of you
for practicing piano — you've really stuck with it." This kind of praise encourages
kids to put effort into things, work toward goals, and try. When kids do that, they
are more likely to succeed.
Be a good role model. When you put effort into everyday tasks (like raking the
leaves, making a meal, cleaning up the dishes, or washing the car), you're setting a
good example. Your child learns to put effort into doing homework, cleaning up
toys, or making the bed. Modeling the right attitude counts, too. When you do
tasks cheerfully (or at least without grumbling or complaining), you teach your child
to do the same.
Ban harsh criticism. The messages kids hear about themselves from others easily
translate into how they feel about themselves. Harsh words ("You're so lazy!") are
harmful, not motivating. When kids absorb negative messages about themselves,
they feel bad about themselves, and act accordingly.
Focus on strengths. Pay attention to what your child does well and enjoys. Make
sure your child has opportunities to develop these strengths. Nurturing strengths
is better than focusing on weaknesses if you want to help kids feel good about
themselves and succeed.
COFFEE WITH THE PRINCIPAL
2016-2017
Wednesday, September 14, 2016 Wednesday, February 15, 2017
Wednesday, October 19, 2016 Wednesday, March 15, 2017
Wednesday, November 16, 2016 Wednesday, April 19, 2017
Wednesday, December 14, 2016 Wednesday, May 17, 2017
Wednesday, January 18, 2017
(all meetings begin at 9:15 a.m.)
Tolland Community Women will once again partner with Laura Ann Weekes with
"From the Heart" to run a Hat and Mitten Drive. New or GENTLY used Hats,
Mittens, and Scarves will be collected from November 2nd thru December 16th
at Tolland Intermediate School. Socks and slippers may be donated, but must be
new. Collection boxes, by grade, will be in the office. The grade that collects the
most items will be rewarded with a pajama day. Donations are given to DCF for
children in our area. Please contact Jennifer Shaw at [email protected]
with any questions.
The End
