"Dramatically Transforming..."

In the current issue of the UFT (United Federation of Teachers) newspaper, there is an article about "Literacy in the social studies classroom" (p. 8, by Patrick Sprinkle). Five teaching-learning strategies are outlined. The author's intentions are good. Methods he recommends  would indeed be dramatic in places where teacher-centered "chalk & talk" still dominates. However, I have to say that HSLI is light years ahead of such strategies. Here are two:

• "Think, pair, share"---"This approach creates a more collaborative classroom, allows more voices to be heard and exposes students to different perspectives while also encouraging a more student-centered classroom."

>>Good, in a very rudimentary sense, but still a practice controlled largely by the "sage on a stage." Our school HSLI smashes boundaries in our 70 minute class periods, taking the teacher completely from center stage, except during the 10-20 minute mini-lesson. 

~Students control Unison Reading groups.

~Students control their independent work time. 

~Students control the share time at conclusion of each period. 

~Students even largely control our school's "Ladder of Consequences," signaling for others to be more promotive as they aid in stabilizing the classroom atmosphere. 

• "One-sentence interviews"---"This technique can get students to verbalize their beliefs after reading a text...Students would take seven to eight minutes asking each other this question and writing down their responses. Again, this technique creates a more collaborative and democratic classroom...It also acknowledges that history is not handed down from on high but is subject to multiple and competing interpretations."

>>Great intentions but unless this strategy is employed several times weekly, students will remain mostly in their own worlds. Even if this strategy is employed well, students will spend the majority of time writing rather than working cooperatively with others, as they will need to do in the "real" world. 

Perhaps in our school we do need to emphasize more about student perspectives and interpretations of various texts. But we are doing well employing a structure which leaves no option but do interact cooperatively, communicating, with a small group of peers for at least fifteen minutes per period, per core class, per day*.

*with Friday as an exceptional day when students spend two full hours of the afternoon in "enrichment" elective classes of their choosing (i.e yoga, Taekwando, dance, music, etc.)

Ladder of Consequences

What follows is the updated and revised Ladder of Consequences for the High School of Language & Innovation. A major strength of our school's Ladder is that it is a living, breathing policy. This is already the third version of it so far this school year.

The entire teaching staff, administration (which is primarily the principal since we have chosen not to have an assistant principal), & even support staff--including school aides and hallway support team--play a role in creating school policies. I'm not sure how often this occurs in other schools but know for a fact it did not occur in my previous two schools.

Ladder of Consequences

First and foremost:
Students show respect for social norms through reciprocal interactions with peers; and when norms are violated, students actively enforce them.*


1. Teacher warning (verbal or visual).
2. 5-10 minute silence in retreat spot.†
3. 5-10 minute behavior reflection in retreat spot.
4. Behavior conference with phone call home. ‡
5. Silent lunch with phone call home.
6. After school reflection with phone call home. Review behavior conference and write response.
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[1] From “Learning Cultures Classroom Social Norms Rubric,” Cynthia McCallister. 

[1] Not in Unison Reading.  In Unison Reading, “Students demonstrate promotive behaviors toward their peers and manage the group by attending to social process concerns.”  Cooperative Unison Reading Rubric, McCallister. 

[1] Student and teacher, or student and support staff, must have a behavior conference at this point.  Students write their part of the behavior conference before they meet with the teacher during class or lunch in B37. 

How to Have the Perfect Life

According to B., one of our 9th grade male students...


1. Be always in a good mood (Happy) and enjoy life to the fullest like it's your last day on earth

2. Never lend money no matter who it is, because they will become your first enemies when they dont want to pay you

3. Try not to owe people favors, because they will annoy you reminding you that favor

4. Try to never fall in love alot cause your heart might get broken.

Friday...But We Don't Have Any More Dreams...

With great thanks, it is Friday. Compared to my old school, it's been all calm on the western front--mostly. 

But for our up and coming school, there have been some rough times this week. 10D has paper ball issues and 9D two afternoons ago was a living nightmare. I even had to "break formats" in that 9D class, not able to sit with either Unison Reading group (sorry to Principal Nariman and C., originator of Unison Reading, who may be reading this). 

Meanwhile, a nice freshman girl, C., from 9D was with Mr. R. today in his class, talking about dreams. While writing down her dreams, she told Mr. R.: "Mister, you're a teacher. You don't have dreams anymore."

Knowing this was said in a purely naive way made it funny. And, I'm pretty sure she meant that becoming a teacher was achieving one of his goals. Although I'm not sure that this was meant as his sole goal in life. 

No More Sage on the Stage

That's the opposite of our school's philosophy. 
Never heard that term before today but now it's stuck in my mind:

"Sage on the Stage."

Whereas in the vast majority of schools, students are in audience to the teachers--learning primarily from them--in our school teachers are in audience to the students, learning more from them. 

No more Sage on the Stage.

We now have "AA Sponsors," as well. Adults in the school--from the Parent Coordinator to the School Aides and Supplies Secretary--are acting as point people for specific students who have had interventions. This method will help ensure students are followed up with and their progress is monitored accordingly.

A New Year

Recommitted. At least a couple of posts per week are promised for the new year. Ever since just before Hurricane Sandy, I've been totally off track with this blog. But I'm rededicating myself to the task.

I feel it is important to archive the innovations our school is making:

~placing a ninth grade student, O., in a tenth grade class (10A) in an effort to influence him positively and form him into a "productive citizen"

[So far, his behavior is vastly improved, as 10A does not entertain much craziness---although someone in there passed serious, disturbing gas today which overpowered the room for about ten minutes. Smelled so bad it was like a stink bomb, but I think it was actually gas.]

~switching another ninth grader, A., from 9C to 9D

[Not quite as innovative, but hopefully will help 9C refocus and not disrupt the structure in 9D.]

~another updated and revised Ladder of Consequences, which I will outline in detail perhaps next week

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L. shared at the conclusion of 10A's class today. She struggled to speak English and it was very endearing; especially when she told everyone how a "strength" of hers was receiving an "E" (exceeds expectations) in the Scientific Revolution multiple choice segment of her test, on December 20th.

L. then stated that her "challenge" was writing a thematic essay in English. Her "revolution" for that would be... She began laughing, as did others, at her substitution of a major turning point which leads to lasting change for a resolution.

This is Who We Are:

High School of Language and Innovation [HSLI]

There it is. The name is now out there.

And now, finally, for part II of the interview with Principal Julie Nariman. Yes, her name is out there now, too.

What is HSLI's major goal for the 2012-2013 school year?

"Making every student twice as independent as they were when they started."
For teachers, "Every teacher would be a competent teacher of another teacher learning Learning Cultures."

[Editor's Note: Learning Cultures is the guide our school employs in structuring its foundational formats, such as Unison Reading time, independent work time, and student share time each period of every school day.]

How will HSLI implement the new federal Common Core learning standards?

A New York State visitor said last year: "He'd never seen Common Core implemented to such a degree as here...I think we're doing the Common Core, 3-5 elements per Unison Reading session. We need to improve alignment more between writing standards and practices."

"Being a Learning Cultures principal is fun and delightful. It's the most fun job I've ever had in my life."

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In today's daily Common Planning period for teachers, Principal Nariman stated succinctly how for "millennia teachers have been the holders of knowledge. Now, little HSLI" is upending that entire history.
The base--students--are becoming the new holders of knowledge at least to the degree that teachers are.