Fifty-two students thrilled to a limousine ride on Monday! As the top sellers in the Club Choice fundraiser, these students cruised to Lincoln High School, the Zoo, the Capitol Building, LPSDO, or Southeast High School! Check out the photos on the Randolph website. http://wp.lps.org/randolph/
Art To Remember Fundraiser
If you submitted an order from Art To Remember it will be arriving the first week in December. Thank you for supporting the art program at Randolph.
Procedures to Remember:
When inclement weather has students move indoors before school, the plan is to assume that lunch recesses will be indoors, too. If the weather improves from arrival to lunch time, an all school announcement will be made before 11:00, saying that recess will be outside.
Love and Logic Moment:
A question we’re often asked goes something like the following:
Is it really fair to expect children with ADHD to do things like chores, get ready for school in the morning, and finish their homework without frequent reminders?
If we want children to need frequent reminders, we should give them.
If we’re more interested in creating kids with the capacity to become self-sufficient, responsible and proud, it’s much wiser to teach them “self-reminding” skills…and hold them accountable for using these skills.
Can you teach your child how to make and follow checklists?
Can you take pictures of your child completing the different tasks required to get ready in the morning? Wouldn’t life be better for you…and your child…if she learned to use these as a guide?
Is your child capable of keeping and using a written date book or electronic organizer?
Can you do these things instead of crippling a child with reminders?
For more tips on this topic listen to the audio CD, Calming the Chaos.
Thanks for reading! Our goal is to help as many families as possible. If this is a benefit, forward it to a friend.
Dr. Charles Fay
CALENDAR
Nov. 4 SIP External Visitors 8-2:00
Nov. 5 Individual picture retakes 9:15
Nov. 5 Student Council 3:10 in Mrs. Songster’s room
Nov. 5 PTA Meeting 6:30
Nov. 7 Computing Services at Randolph (113) to change out teachers’ laptops for new ones! Woo hoo!
Nov. 8 Dental Screening
Nov. 11 GET meets 8:10
Nov. 11 Randolph’s instructional conference at LPSDO 10:00
Nov. 12 Math professional development at Pyrtle (4-5) and Randolph (K-3) teachers
11-12-13 Randolph Night at 27th & Vine McDonald’s!!!!
Nov. 13 Book Club: Daring Greatly by Brene Brown at Lazlo’s
Nov. 13 Elementary Principals Council 7-12:30
Nov. 14 Talent Shows 5 and 7 p.m.
Sat. Nov. 16 Bubba’s Closet: clothing give away for school age children at Hartley Elementary 8:30-9:30 a.m.
Nov. 18 Technology Committee meets 8:10
Nov. 19 Staff Meeting 4:00
Nov. 20 BIST Consult Day
Nov. 20 Community Meeting (staff) 4:00
Nov. 21 Papa John’s pizza night
Nov. 25 Elementary Principals Curriculum Council
Nov. 26 PLC Early Out 2:18
Nov. 27-29 Thanksgiving Holiday
MESSAGE FROM Mrs. Mahoney, Counselor:
Want to equip your children with the skills to handle ups and downs?
Check out these tips for building resilience in children and teens.
10 Tips for Building Resilience in Children & Teens
We all can develop resilience, and we can help children develop it as well. It involves behaviors, thoughts and actions that can be learned over time.
- Make Connections
Teach children how to make friends, including the skill of empathy, or feeling another’s pain. Encourage a child to be a friend in order to get friends. Build a strong family network to support a child through his or her inevitable disappointments and hurts. At school, watch to make sure that one child is not being isolated. Connecting with people provides social support and strengthens resilience.
- Help Your Child by Having Him or Her Help Others
Children who may feel helpless can be empowered by helping others. Engage a child in age-appropriate volunteer work, or ask for assistance yourself with some task that he or she can master. Brainstorm with children about ways they can help others.
- Maintain a Daily Routine
Sticking to a routine can be comforting to children, especially younger children who crave structure in their lives. Encourage a child to develop routines.
- Take a Break
While it is important to stick to routines, endlessly worrying can be counter-productive. Teach a child how to focus on something besides what’s worrying him or her. Be aware of what a child is exposed to that can be troubling, whether it be news, the Internet or overheard conversations, and make sure the child takes a break from those things if they trouble him and her. Although schools are being held accountable for performance on standardized tests, build in unstructured time during the school day to allow children to be creative.
- Teach Self-Care
Make yourself a good example, and teach children the importance of making time to eat properly, exercise and rest. Make sure a child has time to have fun, and make sure that every moment of his or her life is not scheduled so that there is “down time” to relax. Caring for oneself and even having fun will help a child stay balanced and better deal with stressful times.
- Move Toward Goals
Teach a child to set reasonable goals and then to move toward them one step at a time. Moving toward that goal — even if it’s a tiny step — and receiving praise for doing so will focus a child on what he or she has accomplished rather than on what hasn’t been accomplished, and can help build the resilience to move forward in the face of challenges. At school, break down large assignments into small, achievable goals for younger children, and for older children, acknowledge accomplishments on the way to larger goals.
- Nurture a Positive Self-View
Help a child remember ways that he or she has successfully handled hardships in the past and then help him understand that these past challenges help him/her build the strength to handle future challenges. Help a child learn to trust himself/herself to solve problems and make appropriate decisions. Teach a child to see the humor in life, and the ability to laugh at one’s self. At school, help children see how their individual accomplishments contribute to the well-being of the class as a whole.
- Keep Things in Perspective & Maintain a Hopeful Outlook
Even when a child is facing very painful events, help him/her look at the situation in a broader view and keep a long-term perspective. Although a child may be too young to consider a long-term look on his/her own, help him or her see that there is a future beyond the current situation and that the future can be good. An optimistic and positive outlook enables a child to see the good things in life and keep going even in the hardest times. In school, use history to show that life moves on after bad events.
- Look for Opportunities for Self-Discovery
Tough times are often the times when children learn the most about themselves. Help a child take a look at how whatever he/she is facing can teach him/her “what he/she is made of.” At school, consider leading discussions of what each student has learned after facing down a tough situation.
- Accept That Change is Part of Living
Change often can be scary for children and teens. Help a child see that change is part of life and new goals can replace goals that have become unattainable. In school, point out how students have changed as they moved up in grade levels and discuss how that change has had an impact on the students.
(Sources: www.apa.org; www.psychcentral.com; www.raisingresilientkids.com)
Culturally proficient people manifest 5 key characteristics
(as adapted from Nuri Robins, Lindsey, Lindsey and Terrell’s Culturally Proficient Instruction):
1) They can describe and understand their own culture and the cultural norms of the school, and who recognize how their culture and the culture of the school affects others and impacts those whose culture is different.
2) They value differences as manifestations of diversity instead of inappropriate responses to the environment, accept that each culture considers some values and behaviors more important than others, and seek opportunities to work with & learn from people who are different from them.
3) They understand the effect of historic distrust on present-day interactions, realizing that others can be misjudged if seen in the context of your culture and learns effective ways to resolve conflicts among people whose culture and values differ from theirs.
4) They change what and how they teach and or communicate in response to the differences that are present among their students or colleagues, and align practices and programs with the guiding principles of cultural proficiency.
5) They intentionally develop skills for cross-cultural communication.