The arrival back to school heralded with it the reality that “things are picking up” in 7.1 Social Studies. Indeed, students approached the week back from school with a sense of understanding about where we are, where we are going, and where we need to be. I was struck by how students perceived that there were standing on a precipice. It seemed as if many of them connected with the idea that the unit on the Constitution would be tough, that this Final Exam will be a challenge in how much it covers, and that there would be more asked from them by placing more on their broad shoulders. Students did not express resistance as much as they did a sense of wonderment about their capabilities and capacity for endurance. I believe that this level of toughness is a sign of maturation and something that we might not have seen a mere month ago.
I remember standing in front of many of our stakeholders on the first day of school and at Curriculum Night and declaring that I will do my best to create 7.1 students as “Scholars.” I feel that this maturation that I have seen in many of our students, your children, is helping to bring this goal into reality.
However, such a noble and enlightened goal will require work from all of us. I believe we will all need to commit ourselves to this cause, one that is within our reach. It will require us to demand more of ourselves and endure more challenge, more difficulty, and perhaps suffer more in order to reach our ultimate goal of being welcomed with open arms into the pantheon of scholarship. We have made progress, yet there is much more to be made, many more steps to be taken.
As there is a certain buzzing activity that seems to be evident in America right now with the impending arrival of the next President, we can see that same activity in the hearts and minds of our 7.1 students. I hope that all stakeholders will join me in embracing such activity, such challenge, and such maturation.
I hope parents/ guardians can assist in this journey towards scholarship. This can take on many forms. I think one level of assistance could be for parents to continually remind their students that revising work is a very good thing. If a student has not scored well on a particular assignment or task, the student can revise it (redoing the assignment integrating specific changes that I indicate to them) and receive half of the credit lost. For example, an assignment where a student scored 400 out of 600 could be revised accurately and correctly to receive a new score of 500 out of 600. Another reason why revisions would be a good opportunity for students would be that revising work teaches students that success is something that requires multiple attempts. I think it is artificial to emphasize to students to not stress that we are what we repeatedly do and that the attempt at success could be something that must be revisited. However, it should be noted that revisions will be phased out by the third trimester, making it an opportunity that will soon pass. Another aspect of advocacy that parents/ guardians can assume would be to encourage students to take advantage of all extra credit opportunities. Signing syllabi, completing and exceeding the number of outcome sentences on student logs, as well as taking advantage of all extra credit as featured on the weekly blog could yield significant points to be added to student grades.
Yet, the business of learning is one of discourse. It is not about points. It is not about a percentage. It is not about a letter grade. Rather, it is about the conversation, the new patterns of recognition that emerge, and the dialogue that results from learning. I have always been a staunch defender of parents simply “talking” to their children about the concepts being covered in their Social Studies classes. The topic we are preparing to study is the Constitution. If parents could find time to simply ask students about anything in the news and its connection to the Constitution, I think this is where real learning, real partnership, real scholarship will be evident. The upcoming inauguration, policies advocated by the incoming administration, confirmation of executive cabinet members, as well as the civic drama known as American political life could provide excellent conversation and set the stage for understanding about the concepts being addressed in Social Studies. When individuals outside the classroom setting talk to students about what they are experiencing within it, I think there is a truer sense of relevancy established. The conversations with should be student driven with parents/ guardians asking leading questions such as how a particular news event might represent an amendment from the Constitution, or how a specific news action is important to the Constitution. The topic area we address now has so much relevancy to the time in which we find ourselves right now.
I encourage as many of our stakeholders as possible to join me on the path of scholarship, the road the intellectual wellness, and a journey of significance and meaning.
All best and happy hunting.
Mr. Kannan
I remember standing in front of many of our stakeholders on the first day of school and at Curriculum Night and declaring that I will do my best to create 7.1 students as “Scholars.” I feel that this maturation that I have seen in many of our students, your children, is helping to bring this goal into reality.
However, such a noble and enlightened goal will require work from all of us. I believe we will all need to commit ourselves to this cause, one that is within our reach. It will require us to demand more of ourselves and endure more challenge, more difficulty, and perhaps suffer more in order to reach our ultimate goal of being welcomed with open arms into the pantheon of scholarship. We have made progress, yet there is much more to be made, many more steps to be taken.
As there is a certain buzzing activity that seems to be evident in America right now with the impending arrival of the next President, we can see that same activity in the hearts and minds of our 7.1 students. I hope that all stakeholders will join me in embracing such activity, such challenge, and such maturation.
I hope parents/ guardians can assist in this journey towards scholarship. This can take on many forms. I think one level of assistance could be for parents to continually remind their students that revising work is a very good thing. If a student has not scored well on a particular assignment or task, the student can revise it (redoing the assignment integrating specific changes that I indicate to them) and receive half of the credit lost. For example, an assignment where a student scored 400 out of 600 could be revised accurately and correctly to receive a new score of 500 out of 600. Another reason why revisions would be a good opportunity for students would be that revising work teaches students that success is something that requires multiple attempts. I think it is artificial to emphasize to students to not stress that we are what we repeatedly do and that the attempt at success could be something that must be revisited. However, it should be noted that revisions will be phased out by the third trimester, making it an opportunity that will soon pass. Another aspect of advocacy that parents/ guardians can assume would be to encourage students to take advantage of all extra credit opportunities. Signing syllabi, completing and exceeding the number of outcome sentences on student logs, as well as taking advantage of all extra credit as featured on the weekly blog could yield significant points to be added to student grades.
Yet, the business of learning is one of discourse. It is not about points. It is not about a percentage. It is not about a letter grade. Rather, it is about the conversation, the new patterns of recognition that emerge, and the dialogue that results from learning. I have always been a staunch defender of parents simply “talking” to their children about the concepts being covered in their Social Studies classes. The topic we are preparing to study is the Constitution. If parents could find time to simply ask students about anything in the news and its connection to the Constitution, I think this is where real learning, real partnership, real scholarship will be evident. The upcoming inauguration, policies advocated by the incoming administration, confirmation of executive cabinet members, as well as the civic drama known as American political life could provide excellent conversation and set the stage for understanding about the concepts being addressed in Social Studies. When individuals outside the classroom setting talk to students about what they are experiencing within it, I think there is a truer sense of relevancy established. The conversations with should be student driven with parents/ guardians asking leading questions such as how a particular news event might represent an amendment from the Constitution, or how a specific news action is important to the Constitution. The topic area we address now has so much relevancy to the time in which we find ourselves right now.
I encourage as many of our stakeholders as possible to join me on the path of scholarship, the road the intellectual wellness, and a journey of significance and meaning.
All best and happy hunting.
Mr. Kannan
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