Where would information on literacy go? Maybe it's one of the big picture goals that Michael wrote about on another page...what page was that? I think it was unsorted bearings, but I think we need to make those student goals a unique bearing. (See my comments on the unsorted page.)

we need something like "physical fitness" in the categories on the front... mental well being also? Mental health? Or just healthy lifestyle?

I think we should consider elevating Discipline to a bearing asking EO to start dumping ideas to it. I that up to now we have not wanted to emphasize it, since we see other things (e.g. pos. reinf.) being more important than Discipline. But a brain dump from him could help us frame the criteria for a quality replacment for him?

EO is needed here, and I'll say that he may not have the time to devote to it right now. That's okay though. Even if all we can do is pick his brain and put it on this page, that's enough...for now.

MN, regarding your comment about a Bearing for "physical fitness", or mental well being, or healthy life style? I just read something that intriqued me...something about Discpline...check out the Bearing and see if it makes sense.

Discipline of the Mind

CS doesn't want those kids to be complacent. I don't think any of us want our late bloomers, middle grounders or higher achieving satisfied students to be complacent. I tell parents at Curriculum Night that my activities, my projects, will challenge all children at various levels. Sometimes I worry that rather than being too focused on one particular population (late bloomers, let's say), I'm throwing too much out there at random and just imagining that each child, at his or her level, will reach out and grab what she/he finds useful, challenging, easy, (pick any word and insert here). I try to offer the highest challenge possible (with various "easier" challenges imbedded) and see who rises to that level.

I put a set of criteria for evaluting the curriculum/unit that a teacher might plan for their classroom on to a sub-bearing for curriculum. Maybe it would be useful for our discussions... it was originally created for evaluating textbooks but is useful for other things like projects. It is shown to be quite effective at predicting whether the material(s) are likely to be effective. http://awakening.pbwiki.com/TextbookCriteria

Hi everyone! This is so exciting, as I'm finally WIRELESS at home...so you may be hearing more from me. :)
I can't wait to see what CS has to say about pushing the already successful, achieving students. I know she did that, as some strong students have actually remarked about how difficult her class was, in a positive way. What I'd like to know is, just how do you do this, CS? When and how do you take it further with these individuals?
I try to craft many assignments that can be responded to at a variety of intellectual levels, but it doesn't always work the way I intend, as some strong kids choose to do work at the "C" level, keeping their responses pretty basic, when they could be doing much more. What then, CS? I think that this may be where we, as teachers, need to establish relationships that inspire kids to be their best. Some kids who want the "A" will step it up, but others will choose to just get by...how do we help others to see the benefit of stepping it up, even when grades don't motivate them? How do we find out what does motivate them, academically?

Can we have a bearing for something like "living a balanced life"?

MD, yes, that is where it belongs. Thank you. Now I think we all could use some hints from each other on doing that...then again, I don't know that we are the best sources for that...Maybe I should look for a book on that idea since I'm concerned about it. You seem to be great at finding good sources, any suggestions as to how I might find one on that?

I think G and I have always had a balance where we have our time or then we have our time with our kids, and then we have our own time. G likes to play ball, watch sports, go online and follow financial trends (zzzzzz), etc. I used to spend the "me" time with other things. Now, I am focused on this stuff that we are doing. It's actually bringing me closer to my family, because G and I are talking about more interesting things than we used to (again, for the most part), and I am a better mom (in my opinion) because of all of this talk about raising/teaching/guiding children.

There is a book, though, since you asked, that comes to mind. It's titled Flow: The Psychology of Optimal Experience, Steps Toward Enhancing the Quality of Life, by Mihaly Csikszentmihaly. I read it like 10 years ago and it stuck with me. For me, it's about getting the most out of our short time living our lives. "Flow couldn't have come at a better time for us. An inspiring, worthwhile read." - Chicago Sun-Times. "An intruiging look at the ago-old problem of the pursuit of happiness." - Library Journal

JDN, also, I never sleep :)
I can't believe we haven't talked on the phone in the last few days!
I miss MN, and I hope that he is enjoying some peace with his family in FL. And, CK is going to FL on Tuesday - nice break for everyone.

Hey MD...I was waiting for you to get on here! :) I definitely want to talk to you in person or on the phone about a lot that you wrote above. I think it's not going as smoothly for me as for you, and I'm not sure why. There are some positives for sure, but I'm also experiencing some negatives in the mix since this all got started. Mainly, time management...the grading is just piling up. It always has, but it's worse since now much of what I consider "work time" is devoted to reading/thinking/talking about this important stuff vs grading. I've never been great about getting grading done and out of the way, but I admit, it's worse now. I have hours and hours to grade this week, but I also need to take time for me, which I rarely do for various reasons. Hence, my desire to put the idea of balance in here somewhere. Let's talk soon.

I also should have said...I sleep a lot. Not exactly by choice. I seem to need it, and always have. I was often the one to duck out of a great party before it was over because I was just too tired...

Thanks for the disclaimer, but I didn't really think you were targeting me, because I hear many people talking about that on a pretty regular basis...I know it's not just me. However, I think that part of sharing things like that is to have someone say, "Ya, me too" and somehow that makes you (or me at least) feel better that we're all in this together, in a weird sort of way. It's a way to ask for support without directly asking for it when you find other people who share your problems/concerns, etc.

That being said (haha)...I like what you said about sharing success stories. I think it's a great idea because we've been shining a strong, almost constant light on what is not working well for PV and for us, and maybe it's time to change the focus for that light. We all do lots of terrific things, but those are not often the things we talk about. Why do you think that is?

Two questions/comments about what you said about G's work...1) Who is the "they" that SHINE ATTENTION on good things that are happening and the people that are doing a good job? Is it the individuals pointing the spotlight at themselves, is someone else talking about them, or do the numbers, in their case, speak for themselves, or at least make the success obvious and public?
2) You write that they don't "sit around telling each other that they aren't getting it right. They just get to work." While I understand your point, I'm wondering when and how their problem solving/trouble shooting takes place? I think "just get[ting] to work" wouldn't be the best way for us to grow as teachers, and I think you'd agree, as evidenced by your work to not only improve yourself, but to bring the rest of us on the journey with you through awakenings, our many conversations, etc. Your thoughts everyone?

Its good to be back. I missed you all. What say we plan on piloting this "show and tell" idea at our team meeting. Where we each explain something that is working very well for us over the course over the last quarter. To keep its focus on the impact on students, should we define the scope to at first be something in curriculum and instruction (which could also include assessment :) ). That seems like an area that we as a team still don't delve into specifics (outside of the learning goal / large scope curriculum planning discussion of recent). And it would be an excellent opprotunity to give positive feedback to each other (as well as snag good ideas from each other and learn more about what goes on in each others classrooms - in a wholly positive way) as well as to boost each others self confidence in the things we are doing well!

What about a bearing on health? Jen's idea of balance, a bit of psychology related healthy perspectives, but then also something on physical health (which is missing currently).

What is the mission of Awakening? We've talk about this many times. It's sometimes seen as a place for us to state what we believe we should be doing. It's sometimes viewed as a document for things we want to learn more about. It's sometimes a vehicle for a transformative effort we want to spearhead in our school. As we consider asking others (and, let's face it, as the brown bags grow, we may discover that others want to contribute and participate more than we imagined) to join, and as Awakening grows might we want to come to a consensus on what the mission of this document is? We might gain more trust from newcomers if our mission is clear. Thoughts?

Now that it has developed into a larger document, is Awakening MORE than a collaborate space for us? Can we use it for a higher purpose than a space to communicate? People might ask, as some have, what IS this thing FOR?

One possibility, is that we ask the people who ask us, what it is for..?

Another is that we say it is where we try to create a shared philosophy and values for teaching.

Do the definition of bearings help imply what it might be for? Do we need to be more specific? Too specific might come across as a top down - preachy sort of thing.

no preaching allowed :) mn, i think you are onto something. why put a name or purpose to this thing? i was thinking recently that even if we zapped the thing, which i am NOT proposing we do, each of us is greater than the document itself. it's like if bruce wayce was stripped of his bat costume, then he would still find another way to bring truth and justice to the world.