For this first post, please share your thoughts on the activities. Specifically, how have the activities a) supported the mission of Nokomis b) ensured there is one teacher who knows the student well personally and academically, c) provided a means for addressing grade-level or school-wide issues d) helped students lead a more conscious, "examined" life? Have the activities helped students to reflect on learning and the school experience?
posted by Mrs. Gould @ 12:29 PM
4 Comments:
In response to Brian's post, who should be responsible for explaining to students why this program is important? I know in the first days of school, this new program was briefly discussed with students by administration. It would be great if advisors were reinforcing through their words and actions why WT is important.
Furthermore, I hope that staff would feel they could approach at least one of the people on the Board about activities they would like to see. This is a work in progress; we need that conversation for continuous improvement and growth.
During the summer we were talking about having one free WT per quarter (excluding the first) so advisors could have a chance to experiment with different activities. I think this would be a good idea, and it would be nice to have one before a faculty meeting. We could use some of the FM time to talk about successes.
I am glad the poster activity worked. My group looked almost exactly the same; everyone was around the poster figuring out how they could leave their mark on it. Many of the posters were really clever and informative. Some of the scripts from the upper classmen look promising too.
Ethical question.
As we try to foster trusting relationships with our advisees, and show them we care, I find myself becoming aware of some of their personal problems. This does not bother me; as a teacher, I need to know how to handle my students' personal problems when they come up.
But what about my regular students in English class? I have a student who is going through some sort of spiritual existential crisis, and various other students with upheaval at home. Should I notify a student's advisor? As an advisor, I would appreciate knowing about (some of) my students' problems in case I could help in some way -- I guess that's part of my job as an advisor. On the other hand, I don't want to jeopardize any trust I might have with one of my regular classroom students by blabbing their problems to someone else.
In general, I guess I could use some clarification on how much I'm supposed to communicate with my students' advisors and what, if anything, I should be telling them.
Thanks...
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