Tag Archives: G-town

Acceptance & Tolerance/GSA?

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At the beginning of this year, three students met with me about starting a group for gay students. We talked a lot about what they wanted out of the group, what they thought the purpose of the group would be, and what they needed from us. They weren’t really clear on all of those questions and neither was I. So we moved forward with a caring counselor as the volunteer adult in the room, the three kids met after school with her, and we called it the “Acceptance and Tolerance” group. Kids had to get permission to stay after school and Jen facilitated.

Next, we hosted “Rachel’s Challenge”, an assembly program which talks about treating everyone with kindness and compassion. The next week’s “Acceptance and Tolerance” group met and 46 students showed up.  46 out of 500! The students talked about being the GSA, Gay-Straight Alliance, and about why each person was there. Most were straight kids who wanted to show support for their friends.

Now I have even more questions. Is it the role of the school to run a club that’s basically about sexuality or is this beyond our school’s purpose? Or is the purpose of the club really something else? Is it really about acceptance and tolerance and treating everyone fairly, with respect? Does it limit the group if it’s focused on the differences we have sexually? Wouldn’t it be more inclusive if it was about diversity and included all of the ways we differ, but more important, all of the ways we’re the same? I need to attend the next meeting, so I can ask the students those questions.

Is it a case of an open forum, with the students meeting on their own and using the building the same way other organizations would ask to use our building? What do they really hope to accomplish as a “club”? How do I support all students within our academic setting, and by support I mean protect, listen to, understand, and create an environment that’s so safe and caring that every child can achieve to his fullest? And again, what do they hope to accomplish–what will they actually do as a school group?

How do I say “yes, we hear you”, but now can we get back to the issues of your homework, attendance, class performance? How do I say, “yes, I accept all of you, now get to work”?

And the personal question I keep coming back to, the Kim question that’s unrelated to the professional person, wonders why anyone would want to be defined by this one part of who they are? I try so hard to see people for ALL that they are, not judging them for one piece, that it’s hard for me to understand why anyone would want to be DEFINED by one thing. I want to say, yes, you’re gay, so what? You’re a lot of things and I see them all. I support you simply because you are ours, a G-Town student.

Pass It On

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Our Building Improvement Team is made up of teachers, support staff, parents, community members, students, and me. We have a generosity drive each year, where our students and staff raise money to help make the holidays better for a few area families.

I received the coolest phone call ever from one of our families from last December. Seems they went shopping, bought about five bags of toys, and want us to distribute them to a needy family this year. As it turns out, they’re having a much better year this holiday season and they want to give back. That’s the best example of generosity I could possibly hope for—not a phone call asking if we can help them out again–but one that says “it’s our turn to help someone else”.

Student Member on the Board

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G-Town Board of Education gave the oath of office to it’s first student board member, Jeremiah Davis, last night. How cool is it that we have a superintendent and a school board who value what our students think so much that they’ve adopted policy to include a representative on the Board?

It’s Nice to Be Noticed

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So I get this phone call this morning from my old friend and college roommate, Lisa. This is unprecedented for two reasons. One, we only call a couple of times per year and two, it was at work, during the workday. The purpose of her call? She wanted to be sure that I’m okay, that nothing tragic has happened, that all is well with our family. Why? Because I haven’t posted to my blog in a week!

As a relatively new blogger, blogging since July, this is the longest I’ve actually gone without a post. I also received an email from a parent with a similar inquiry this morning. While it’s nice to see that anyone noticed, it also drives home how much of a connection blogging can be professionally and personally. It’s just that, a connection that readers come to depend on, a way to stay connected to what’s happening in G-Town.

It was a typically busy week at G-Town with evaluations and meetings and Rachel’s Challenge assemblies on Friday. When I reflect on my absence, it’s actually not because it was any busier last week than other week.

Quite honestly, my husband and I have been remodeling our main living space since the end of October and last week brought the push to finish applying stain and poly-acrylic to the wood for the ceilings, painting the entire room, washing windows and carpets. Instead of the usual G-Town thoughts swimming through my head that result in a blog post, I had paint colors and wood swirling around in there. In other words, life got in the way. I was drop dead tired every night from remodeling and didn’t have the energy to read or write anything.

Which makes me realize I can’t really separate this blogging from my personal life, keeping it primarily G-Town centered. Do we owe our readership an explanation when we’re gone from the blog for a short time? I think so, as we develop those on-line relationships, it seems appropriate to also mention the personal occasionally. If we’re lucky, professional life and personal life can spill over into one another and it’s probably totally okay to share that here.

G-Town’s clicking along and I’ll make sure the readers of G-Town Talks know what’s what around here, even when my head shifts elsewhere. (Which probably isn’t a bad thing from time to time.)

Who keeps students safe at school?

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Our superintendent’s conference days were yesterday and today. Yesterday, Superintendent Rinaldi put together a panel of law enforcement experts, along with school personnel and counselors. Our entire district staff was in attendance for discussion about keeping our students safe, what law enforcement has learned about school shootings and how to respond, and what can we do better as a district.

The conversations were meaningful, the expert advice prudent and right on the money, and the staff feedback helpful. The message that I kept getting was that prevention will be much more effective than anything we can do should someone enter our school.

I’m not talking about metal detectors, armed guards, and security cameras. I’m talking about the one-to-one knowledge of every student. The concerted efforts to connect every kid with some adult in the building. A teacher, staff member, SRO, counselor, coach, bus driver, cafeteria worker, or principal. Helping our students to feel so comfortable and valued in our building that they share the responsibility of safety.

Parents, students and teachers talk to us every day about concerns. The follow through is just as important. And if the problem isn’t remedied when we’ve addressed it, that’s when we really need to hear back from parents, students, and teachers again. No one should ever think, “I told the principal and nothing happened.” Most likely something did happen and we assume the problem’s been taken care of unless we hear back from school community members again.

I hope the message is clear that communication and caring overwhelmingly trump metal detectors and armed guards. Anyone who thinks an SRO (school resource officer) alone can take care of school safety is wrong. It’s every member of the school community’s responsibility. We have to work together so that every child is noticed, supported, and safe.

Principal Disappointment

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We had 89 of our seniors absent today, many for a “Senior Skip Day”. This is November. Not May or June when I might be able to look the other way. And it probably wouldn’t be as bad if report cards hadn’t just come out and 54 of them are failing one or more subjects.

Coincidentally, I’m working on the Senior Lounge applications. This is a privilege afforded our Seniors who have excellent attendance, complete homework, maintain at least a passing average in every class, and participate with a good attitude and behavior. I’m not really feeling the desire to provide my Seniors with any privileges when a large portion don’t assume the responsibility of coming to school. And the Senior Trip? That was designed as an incentive to eliminate Senior Skip Days. As you can tell, I’m disappointed in a group of students who I expect more from, every day in G-Town. Not every Senior, but those who “skipped” today. Did I mention it’s only November? And over 1/3 of them are failing?

From where I sit, I’m wondering where we get an atmosphere of entitlement that means we do everything we can for students and they take a Skip Day in NOVEMBER? Having a great school takes everyone and it’s not okay for me to care more about how each student does than he or she does–1/3 of the class failing one or more subjects?! Is it really that hard?

Rachel’s Challenge at G-Town

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We have only one or two major assemblies per year, because I really try to guard instructional time. I receive requests for assemblies and meetings and pictures–interruptions–weekly. One of our assemblies is the “G-Town Show Down”, an annual program that is the culminating event for our positive schoolwide behavior management program. We feature student and teacher acts and it’s a blast.

For our other assembly this year, I’m pleased to welcome Rachel’s Challenge to our schools on December 1. We will host a middle school assembly in the morning, a meeting for student leaders mid-day, a high school assembly in the afternoon, and a free to the public community presentation at 7:00 that evening.

I have written about Rachel’s Challenge previously, as I attended the assembly at Silver Creek Central to check it out. If you’re an educator please go to the Rachel’s Challenge website and consider it for your school.  If you are a member of our Gowanda community, please join us at 7:00 pm on December 1 in our auditorium. I left this assembly at Silver Creek Central feeling like everything we do makes a difference and I can’t wait for our students to learn that too.

G-Town Salutes the Armed Forces

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Our Fall Band Concert was tonight for grades 5-12. As always, it was wonderful–everything from fifth graders who have been playing for three months to a terrific jazz band that includes three of our teachers. The auditorium was packed and everyone seemed to enjoy the concert. Our music programs have always helped G-Town shine the brightest.

I’ve worked in four districts over my eighteen years in education and we have something that happens at our Fall concert that I think is unique to G-Town. At the beginning of our concerts, our concert choir performs the National Anthem and the members of our local American Legion and VFW participate with a presentation of Colors. The concert concludes with the Armed Forces Salute and as our 9-12 Band plays, each flag is presented. Members of our audience who have served stand as their flag is presented. It is unusual and inspiring.

It’s unusual because it takes our 5-12 concert and turns it into a community event. It’s inspiring because it teaches every child in attendance that our veterans, our country, and our flag are meant to be honored and respected. The presentation and removal of Colors is a formal and serious part of our concert, and it teaches our students something important about service and about patriotism.

It also teaches each of us that we’re part of something much bigger than our school community, and that’s a good place to be.

Students step up

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We have five seniors coming to our BOE (Board of Education) meeting tonight to interview for a student seat on the BOE. I’m not sure what questions our BOE members will ask of them, but I’m pleased and proud to see that each student feels committed enough to G-Town to spend several hours twice a month talking about it. And hopefully, the student member will be listening and learning too.

To be completely honest, at first discussion I couldn’t really see why the BOE was looking for this input. After all, I’m at every meeting and I work hard to represent their needs and interests. I’m looking out for each student here. But hey, I’m an adult with my own slant on things and my own perspective. I talk about listening and learning and I give students a strong voice within the building, why not on the BOE? I’m glad the BOE members pushed on this one and I can’t wait to see what perspective a student member on the BOE brings to the discussions. I wonder what influence they’ll have? I wonder what I’ll learn.

Ineligibility Procedures

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Do you work in or attend a school with an ineligibility procedure? This means that if students don’t meet a teacher’s criteria, they will be ineligible for after school activities. This is an issue that I’ve been thinking about for a very long time. It’s somewhat of a “hot button” issue for our school and something on which I have not been able to come to agreement with some of our faculty. I write about it now to clarify my own thinking and to solicit ideas from others.

The criteria for participating in non-credit bearing activities are based on five academic criteria. The student must be prepared for class. He must be working at a successful level, or, if not, at the student’s level of potential. She must have assignments up to date and not on the obligation list. Students must be present and on time for class. They must also exhibit positive class participation and cooperation.

Those students a teacher feels are not meeting the criteria above may not participate in extra-curricular activities during ineligible status until removed by the teacher. The teacher can place the student on probation for a week, remove the student, and extend the probation to ineligibility. Students who play school sports are removed from the sport if they land on ineligibility three times in a given season.

Teachers place the students on the list at their discretion. This year, the procedure has been changed in two ways. One, the student must be ineligible in two or more subjects to be ineligible for extra-curricular activities. Two, students may still attend practices/activities if they are participating in an after school “learning center” where there is a teacher available to help with school-work.

My thinking in making these changes is simple. Previously, the procedure seemed based on a reward and punishment model. “You do this for me or I take that away.” While I understand that philosophy and agree that our students should be taking care of business during the school day, I do not find the strictly punitive model to be motivating to students and effective. The addition of the two changes cited above offers the student support to get off of the ineligibility list through the learning center and allows him or her to continue with the activity, which can be extremely motivating to a student.

The addition of the two subjects or more section is to recognize that a good student may struggle from time to time in one subject. Last year, we had about half of our junior class facing the loss of Prom because of incompletion of a major research project. Do I think they should have taken care of the project? Of course. Do I think there are consequences built into the classroom procedures, within the power of the teacher, that are in place for that failure? Certainly, students receive lower grades, phone calls to parents, and serious implications for some in regard to passing the course. Do I think otherwise good students should lose a major high school event for lack of completion of one project? No, I don’t. And this is where I differ from some of my teachers.

I understand that this change, which makes perfect sense to me, also caused some teachers to feel that they weren’t supported. But how do I support something that I don’t believe in? I do believe in reasonable consequences for our students when they fall down, but I will never be able to support an extremely punitive environment. That’s not how I manage anyone in G-town, teachers and support staff included. So why would I manage students in that way? Readers, am I way off base on this one?