Week of September 19


I love hearing the I Am Creed by Mark Scharenbroich as I walk into a classroom.  Our students say it aloud with great energy and enthusiasm. Instead of using a long list of do’s or don’ts for classroom rules, we use the I Am Creed to help students feel important and worthy.  I love how in the kindergarten classrooms we take the time to teach it line by line so students truly understand the importance of these words.  We all need a reminder to start our day with feeling we are a one-of-kind human being and a celebration of life. By saying the creed every day we are reminding our students and our ourselves that we are important part of our community.

As Barbara Colorosso writes in her book, Just Because It’s not Wrong Doesn’t Make it Right: From Toddlers to Teens, Teaching Kids to Think and Act Ethically:

“Raising kids who can think and act ethically involves nurturing their innate need to act “beyond narrow self-interest”; to care deeply, share generously, and help willingly; to stand up for another child against an injustice.  At the same time, it involves creating peaceful and just homes, schools, and communities that will effectively support us in parenting our kids.  That means finding ways of being in the world that will reduce the harm we do to one another and our planet.” (pg. 232)

“Their learning must come from the inside out.  They need opportunities to care and to share and to help.  They need to be accountable for what they do or fail to do.  They also need opportunities to reflect on moral issues, work through ethical dilemmas, and determine for themselves what kind of people they would like to become.” (pg. 233)


Book Buddy List


Staff Meeting

Bring your Love and Logic ®workbooks!  We will have our meeting in the MS Blackbox.

September 21 9 Essential Skills for the Love and Logic ClassroomⓇ

Delayed Consequences




The Week At A Glance:

Monday, September 19th:
9:30-10:15 – Volunteer Training for Parents
Tuesday, September 20th:
Juli at DPI meeting
Wednesday, September 21st:
Nancy Lauro – Teacher Leader
7:30 a.m.-12:30 p.m. K-7 Staff Flu Shots – Sign up below – http://www.signupgenius.com/go/20f0b4fa8a92ba7f85-csdelementarymidd
3:30 – K-7 Staff Meeting – Be sure to bring Love and Logic Workbooks!
Thursday, September 22nd:

Friday, September 23rd:
½ of 6th Grade to Ropes Course

Upcoming Dates:
Sept 28-30 – 5th Grade Barrier Island Ropes Course
Sept 30th – 6th Grade Ropes Course Field Trip (1/2 grade level)
Sept 30th – Red Cross Blood Drive at Middle School 12:00p.m.-4:30p.m.
Oct 3rd – NO SCHOOL – Holiday
Oct 4th – Parent Advisory 9:00 a.m. at HS
Oct 4th – Bullying Book Study  7:00 p.m. at K-7 Media Center
Oct 5th – K-7 Staff Meeting
Oct 6th – Love and Logic Parent Workshop 7:30 at K-7
Oct 7th – Elementary Spirit Friday/Kindergarten Teddy Bear Parade
Oct 7th – CSD Homecoming
Oct 11th – CSD Kickball Tournament and Family Festival
Oct 12th – No School; Teacher Workday
Oct 13th i- Love and Logic Parent Workshop – 7:30 at K-7
Oct 14th – K-11 Tentative Picture Make-Up Day
Oct 18th – K-7 Lottery Open House 9:15 & 6:30
Oct 19th – K-7 Staff Meeting
Oct 20th – Love and Logic Parent Workshop – 7:30 at K-7
Oct 27th – Love and Logic Parent Workshop – 7:30 at K-7
Oct 28th – Parade of Fiction
Oct 31st – No School; Teacher Workday
Nov 1st – No School; Teacher Workday
Nov 2nd – K-7 Staff Meeting
Nov 3rd – Elementary Day of Dead Celebration (Spanish)
Nov 3rd – Love and Logic Parent Workshop – 7:30 at K-7
Nov 4th – Elementary Spirit Day
Nov 4th – 7th Grade Africa Day
Nov 8th – Love and Logic Parent Workshop – 8:45 in 6th Grade Art Room
Nov 13th – K-7 Lottery Open House 9:15 & 6:30
Nov 14h – 7th Grade Africa Day
Nov 11th – NO SCHOOL – Veteran’s Day Holiday
Nov 15th – Love and Logic Parent Workshop – 8:45 in 6th Grade Art Room
Nov 15th – K-8 Cyberbullying Parent Workshop – 7:00 in MS Black Box
Nov 16th – K-7 Staff Meeting
Nov 17th – MS/HS Band Concert
Nov 18th – 6th Grade Greek Day
Nov 21st – Davidson Walking Tour – ½ of 2nd Grade
Nov 22nd – Davidson Walking Tour – ½ of 2nd Grade
Nov 22nd – Love and Logic Parent Workshop – 8:45 in 6th Grade Art Room
Nov 23rd – Nov 25th – NO SCHOOL; Thanksgiving Holiday
Nov 29th – Love and Logic Parent Workshop – 8:45 in 6th Grade Art Room
Dec 1st -3rd – Christmas in Davidson
Dec 16th – 2nd Grade Art Gallery
Dec 16th – 3rd Grade Charlotte History Performance
Dec 19th – Jan 2nd – Winter Break
Jan 3rd – Classes Resume


Teaching Tips with Marianne

I Am Creed by Mark Scharenbroich

I am a person who appreciates the difference in others.

Promoting Respect for Cultural Diversity in the Classroom

01/06/2012 10:43 am ET | Updated Mar 07, 2012

A primary goal of culturally responsive education is to help all students become respectful of the multitudes of cultures and people that they’ll interact with once they exit the educational setting. This can be a daunting task for the educator, given that the world at large is infinitely more complex and diverse than the microcosmic environment that the student inhabits. In typical educational and social settings there is a marked tendency for students to exhibit classic in-group/out-group behaviors.


In general, most students are comfortable interacting with people, behaviors, and ideas that they are familiar with but react with fear and apprehension when faced with the unfamiliar. Among its other goals, culturally responsive instruction aims to teach students that differences in viewpoint and culture are to be cherished and appreciated rather than judged and feared.


How might a culturally responsive educator push against human nature’s natural aversion to the unknown and help students become more respectful of cultures with different ideas? The best way to combat this tendency is to provide students with ample evidence that people that don’t look like them are, at the core, people just like them. Such a viewpoint can be taught by promoting a culture of learning from one another rather than a culture of passing judgment on differences in values and beliefs.


There are a wide range of classroom activities that can help students recognize the essential humanity and value of different types of people. For instance, providing students with an opportunity to share stories of their home life, such as family holiday practices, provides fellow students with a window into their peer’s cultural traditions.


Showing students everyday photographs of people of different ethnicities, shapes, sizes, and garb gives students the opportunity to see people that look very different from themselves and their family engaging in the same types of activities that they and their family participate in; this activity can help humanize types of people that a student has never had an opportunity to interact with personally. Welcoming guest speakers into the class that hail from differing backgrounds and have all made a positive contribution to important fields can also help dispel any preconceived notions that students might possess about the relative competence and value of people from different cultures.


Teaching students about multicultural role models also serves as an effective method for demonstrating that people of all genders, ethnicities, and appearances can have a positive influence on the world and deserve to be respected and emulated. It’s important to avoid teaching students about the same minority role models repeatedly; after all, if students never learn about prominent African American citizens other than Martin Luther King, Jr. and Malcolm X then it’s likely that some students will assume that few other African Americans have made substantial contributions to American culture and politics. If students are taught about the contributions that people of various ethnicities, genders, and creeds have made to a variety of different artistic, scientific, and political fields then they’re more likely to respect and value diverse cultural backgrounds as a whole.

In addition to tailoring classroom activities and lessons toward multicultural appreciation, it is critical that the educator provide students with a culturally responsive learning environment. Wall spaces can be used to display posters depicting cultural groups in a non-stereotypical fashion, students can mark the countries from which their ancestors immigrated from on a world map, and classroom signs can be hung in several languages. Such touches will help promote an environment in which students from diverse backgrounds feel more comfortable being themselves and will help insulate students from the cultural and ethnic stereotypes that pervade television and other mass media outlets.

Another important goal of culturally responsive education is to teach students to respect and appreciate their own culture and heritage. Minority students can sometimes feel pressured to dispose of their cultural norms, behaviors, and traditions in order to fit in with the prevalent social order. When this happens it can create a significant disconnect between the culture of the student’s school and community lives and can interfere with emotional growth and social development, frequently resulting in poor performance in social and academic domains. Providing opportunities for students to investigate unique facets of their community is one effective way to help students gain a greater appreciation for their own culture. Having students interview family members about cultural practices and traditions or write about important learning experiences that the student has experienced in his home community are just two of the many ways that students can explore their heritage.


Using a culturally-centered instructional approach can help facilitate cultural pride among diverse students. Given the current federal and state preoccupation with standardized testing in core subjects, it is particularly crucial that educators multiculturalize core curricula such as math, science, reading, and writing. Providing diverse students with examples of diverse contributors to these fields and using culture-specific subject matter when teaching core topics will help them perform better in these highly scrutinized and important domains. Placing ethnically diverse students in a situation that emphasizes the strong points of their culture’s preferred means of learning may help provide them with a greater sense of self-efficacy and achievement.


Consistent exposure to positive role models is another excellent way to emphasize respect and admiration for the diverse student’s own culture. All too often, students are exposed to ethnic stereotypes on television and in movies. Providing diverse students with role models who demonstrate exceptional leadership qualities and make social contributions in a non-stereotypical way helps students recognize the limitless ways in which they can have a positive impact on society.



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