“From Under Our Big Tree” Newsletter #8 – School Wide

All Together - Community
“Shame corrodes the very part of us that believes we are capable of change.” 
― Brené Brown

 Dear Friend,

Happy Daylight Savings Day! Friendly reminder: childcare reservations are strongly recommended for this Thursday’s meeting.

This Thursday, we will have our parent meeting. I look forward to getting together with you to connect, reflect and share. You will get to experience highlights from the classroom as teachers share TKG awesomeness with you in the form of videos and photos.  There will be time to share as a community our appreciations and our wonderings as a way to continue solidifying our shared experience.  I look forward to seeing you there!

This week, we went on our 2nd fieldtrip of the year. We enjoy having a chance to experience environments beyond our own, learning from and with, the diverse communities we are graced to live around as Angelinos. We love getting a chance to explore the South Bay too, as we did with our first trip to our local tide pools as we focused on Environmental Stewardship.

This last field trip on Friday was an opportunity to engage our value of Social Justice, as seen through the lens of a cultural art experience.  The Fowler Museum at University of California at Los Angeles elevates art from around the world, encouraging us to think like archeologists, ethnographers, sociologists and art appreciators with works of art that might not always be a part of the historical canon of art seen at most major museums.

With this in mind, we went back to the museum after having gone last year, to have a special behind-the-scenes tour.  This deeper experience included entering through the loading dock, through the secret back door entrance. We knocked on a giant metal door, wondering what was behind it, only to be welcomed into the collections room by a lively, engaging museum staff member. Once inside, we got a private tutorial on how unique curiosities come into the museum, are researched and archived. We were told entertaining stories about 3 pieces of art, piquing our own curiosities about objects. Then, we traveled to the studio classroom and put our research abilities to the test as we put on white gloves and investigated different objects. We measured and touched, described and drew, just like museum staff would. Our visit ended with a tour of one of the galleries where a visually stimulating exhibit called “The Empathics” thrilled our senses with music, computer graphics, sculpture and intriguing fashion.

Following our visit to the Fowler, we made our way towards the Bruin Bear, where a college student volunteer met us for a walking tour of the campus.  The students had so many questions ranging from- Is there homework here?… Who is the youngest student here?… Where do you live?…  Our guides answered all of our questions about the campus and student life in funny, sweet ways that helped our students see UCLA in a whole new light.

This was such an incredible opportunity to take our learning out into the field. And this was all after a week filled with learning and fun. Did you know that students we given the opportunity to eat bugs at park day on Monday? Dried, flavored worms and crickets made their way to the park, courtesy of one of our parent teachers Linda (Kian’s mom), for an optional snack. It seemed fitting that we would have a “creepy” snack on a “creepy” week and children were surprised at how they tasted! This connected to Nikki, our WilderSkills teacher’s lesson on wild edibles.

How much do we love to learn, experience and grow? So much!

With gratitude,
Lena
CHANNELS OF COMMUNICATION
Lena Garcia, School Builder, 7-9 Class Mentor and Collaborator
Michelle Goldbach-Johnson, 5-7 Lead Teacher, Founding Teacher
Yvette Fenton, 7 to 9 Lead Teacher
Trish Valdez, School Business Manager
Monica Evangelist, Board President
Google Calendar: Official Events
Shutterfly: Photos only
Facebook Group: Private forum for parent chatter
Follow us on Facebook/Twitter/Instagram/Pintrest/Youtube
TKG Info

Tending the Garden

  • Monthly Parent Meeting, This Thursday @ 7pm – Thank you for making the time to share our educational experience in the context of community and support. Please contact Lena with questions. Childcarereservations required.
  • First Friday Dance Party, Friday @ drop off
  • Community Day Trip, Sunday 8 Nov (activities from noon to 8pm!) – The Stickley family has invited us to join them at this science adventure at UCLA. Click here for more details and confirm your interest/coordinate directly with Gina.
TKG Principles
  • CONSTRUCTIVISM: teachers and parents support relevant learning & creativity
  • WHOLE CHILD + FAMILY: cognitive, physical and social/emotional health is valued – families & caregivers are our partners
  • BRAIN SCIENCE: we are sensory learners with existing neural pathways and we can help develop and practice positive learning experiences
  • CAPACITY BUILDING: nurturing creative thinkers who are encouraged to solve problems that serve our community
  • COOPERATIVE LEARNING: small groups, low ratios, mixed ages
Parent Teacher Info

Parent Teacher Toolbox

PTs This Week (to receive full tuition credit, download begins at 8:30am and includes 30 minutes post work day debrief)

MONDAY – J, M, K
TUESDAY – L
WEDNESDAY – R
THURSDAY – S
FRIDAY – J, S

Student Connection Opportunity – Tue @ drop-off: join students for some community PE time and connect with students that you work with!

Self-Care Opportunity – Wed, All Day: Visit Riviera Nails (or purchase a gift certificate to go another day) and get some quiet, alone time for your body, heart and brain (and earn a % of the day’s earnings to apply to tuition).

PT RESOURCE: JoAnn Deak-When the window opens, sculpt your brain!
If you’re up on the latest neurological research, you know that experiencing challenge is what educator and psychologist JoAnn Deak, PhD, might say is a fine time for some brain sculpting. A developing PC (the decision making/social relating prefrontal cortex), along with an anterior cingulate cortex (tasked with error detection and emotional regulation) need to work together in order for things to ‘click’ thereby brain sculpting! “If I never get a wrong answer, or make a mess of things or struggle, it doesn’t change my brain,” says Deak. But how does that work? READ MORE…
Admin Announcements

From the TKG Office

Admin Office Hours, this Thursday from 9 to 11am – Catch up on any pending school business, offer your compliments or work on your committee questions.

Handyman Day – Sat Nov 7, 8am – Some parents are on our handy committee and anyone wanting to offer a helping hand is welcome.

School Holiday (No School) – Mon 9 Nov – in observance ofVeterans’ Day.

Visit Shutterfly and check out more of your class’ photos! You may need to be added, so just request permission and we will take care of it asap.

The Four Agreements
1. Be Impeccable with your Word
2. Don’t Take Anything Personally
3. Don’t Make Assumptions
4. Always Do Your Best

Resource Of The Week – Capacity Building

A New Business Strategy: Treating Employees Well

Like the traditional education model, some companies operate from a position of “drill” and grind to squeeze staff to make more money but a growing number are testing the theory that they can have both profits and happy workers. Keep sharing your social experience at work and places where you volunteer – your effort in reimagining social context is good work!
*   *   *
by ALANA SEMUELS/The Atlantic

Call centers are not, typically, very happy places—especially around the holidays. Workers have quotas to make, and often sit in bleak cubicles, headsets on, plowing through calls from stressed shoppers, as they count down the minutes until lunch.

But the employees in this call center in Vermont are rosy-cheeked and—can it be?—smiling. They field calls about misplaced packages and gluten-free dough, while surrounded by orange and red Thanksgiving decorations and a wall lined with baking gear that they’re allowed to borrow. They still have quotas—10 calls per hour, per agent—but they know they won’t get fired if they spend 45 minutes talking to a woman with cancer about baking, as one agent recently did.

“People just really care about each other and look out for each other,” READ MORE @TheAtlantic

Capacity Building - Future Business Models

“From Under Our Big Tree” Weekly Newsletter #7 – 9 to 11 Class (25 Oct 2015)

All Together - 9 to 11 Class
“Mathematics expresses values that reflect the cosmos, including orderliness, balance, harmony, logic, and abstract beauty.” 
― Deepak Chopra
Don’t forget! We have a field trip to UCLA’s Fowler Museum this Friday. Also, we have our monthly parent meeting on Nov 5 – this is a parent participation event. Special note! Grapes of Gratitude tickets are now on sale, purchase asap!

What does it mean to be a critical thinking mathematician? Does it mean you can crank out the answer to computation after computation? Not anymore. We have computers that can do that for us. What we need to be able to do, what our students need to be able to do, is ascertain whether an answer that our electronic device gives us actually makes sense given the context. We don’t need any more human calculators. We need people who can “feel” the numbers and have a sense about how to use them in various contexts.

So, how do you achieve that? You must experience, through various modes, deciphering the clues and missing information, building number sense and developing an ability to explain your reasoning. This is why we have started the year with number sense games like Damault and Spin & Add. Damault helps to reinforce multiplication facts but my emphasis is not on rote memorization of the facts. That will come with repeated experience, of this game for example. My goal is for students to utilize strategies to learn the multiplication facts, drawing upon patterns within the numbers. For example, 8 x 7 can be thought about as double the 7, then double the 14, then double the 28 (visual learners, click here). A strong understanding of numbers helps this make sense and it provides a strategy that can be used while memorization is taking place. Enough interaction with a concept and memorization will happen.

We have started thinking about estimation and how we can use “getting close by using clues” to our advantage to feeling out the answer to a problem. It is important, before we launch into double digit multiplication and division, for students to be able to get a sense of the direction they are heading in, so when they arrive at an answer, they can self-check to see if they ended up where they thought they should have. For instance, if I am multiplying 37x 57, I could estimate first that the answer is probably going to be close to 1500 because 30 x 50= 1500. So then,  if I get a very different answer when I go in for precision, then I can back-up because that just doesn’t make sense. We don’t just compute for computation sake. We are dealing with real-world problems that require real-world, make sense solutions. Gone are the days of page after page of computation problems. If a student can do 4 problems correctly, they can do 100. But can they apply their understanding across situations and take into consideration all the clues that a situation may have? We will all be observing as this skill develops.

This week, we have started with visual estimation, where the students look at a container of items and without actually getting to count them all, make an initial estimation as to how many are in the container. This week, it was small, beautifully painted wooden elephants. The goal was not to just throw out a random number for how many elephants were there, but to use clues to come up with a reasonable estimate. Some students came up to the container and counted a visible “section” and then multiplied that by how many “sections” they thought there were. Other students remembered an activity we had used the elephants for where each person got a certain amount of elephants, so they multiplied the number of elephants by the number of people and arrived at their answer. All of the answers were within the ballpark, none were outlandish. It was a great start!

Then, we proceeded to close the circle in on how precise our estimations could become by counting the elephants. As we counted, we would stop to revise the predictions, making sure everyone got a chance to explain their reasoning for why they were changing their estimate or sticking with it. In the end, it was a powerful lesson in visual estimation that reinforced the students’ ability to utilize clues and reasoning to arrive at an answer that makes sense within a context. Now, for their Home Project work, they get to go onto the computer to play some computer games around estimation to continue to hone this valuable skill. To support their budding capabilities, please review the website with them because it has helpful information about what estimation is and how to do it. You can also share your experiences with estimation in your life: http://www.mathsisfun.com/numbers/estimation.html 

Happy estimating!

Love,
Lena

CHANNELS OF COMMUNICATION
Lena Garcia, School Builder/9 to 11 Classroom Lead Teacher
Trish Valdez, School Business
Monica Evangelist, Board President
Google Calendar: Official Events
Shutterfly: For Photos Only
Facebook Group: Private Forum for Parent Chatter
Follow us on Facebook/Twitter/Instagram/Pintrest/Youtube

TKG Info

Tending the Garden

Fall Picture Day – Monday Oct 26th (Alice had some kit issues and the rental time frame has created some scheduling delays.) Thanks for your patience! Contact Alice.

Field Trip #2, Fri 30 Oct 9:30am – The focus of this field trip is on the value of Social Justice, seen through the lens of a cultural art experience.  We are pleased that we will be able to go on a special behind-the-scenes tour of the Fowler Museum at University of California at Los Angeles. What to Bring (we’ll be doing a lot of walking): snack, water, lunch and sunscreen. Contact Jen Ceci.

11/6 Admin Note – Lena will be out of town on Friday Nov 6th and our dear Elle will be covering the classroom that day. Please contact Lena with any questions.

TKG Principles
  • CONSTRUCTIVISM: teachers and parents support relevant learning & creativity
  • WHOLE CHILD + FAMILY: cognitive, physical and social/emotional health is valued – families & caregivers are our partners
  • BRAIN SCIENCE: we are sensory learners with existing neural pathways and we can help develop and practice positive learning experiences
  • CAPACITY BUILDING: nurturing creative thinkers who are encouraged to solve problems that serve our community
  • COOPERATIVE LEARNING: small groups, low ratios, mixed ages
Parent Teacher Info

Parent Teacher Toolbox

Community Connection Time – Tue @ drop-off: come join P.E. fun and take the opportunity to connect with the community you learn with!

10/28 – Mindful Moment facilitated by Lori. Please check out this short guided meditation and give yourself a few minutes to exhale. Contact Lori

Daylight Savings Change is coming! Nov 1st; we fall back.

PT RESOURCE: How Girls Are Developing Earlier In An Age Of ‘New Puberty’
Many girls are beginning puberty at an early age, developing breasts sooner than girls of previous generations. But the physical changes don’t mean the modern girls’ emotional and intellectual development is keeping pace. Whether you are a parent to girls or boys, as a PT you’ll support them both and should start reading up on the science. This article is about the  book called The New Puberty that looks at the percentage of girls who are going through early puberty, the environmental, biological and socioeconomic factors that influence when puberty begins, and whether early puberty is linked with an increased risk of breast cancer. @ NPR Health Shots
Admin Announcements

From the TKG Office

Admin Office Hours, Thrs 9:00am @ TKG: stop by with any operational, PT, bookkeeping, etc questions!

Tuition Credit Opportunity, Wed Nov 4th all day: visit Riviera Nails in the Village and raise money for TKG, apply a tuition credit and pamper yourself for all the PT work you do!

Grapes of Gratitude, Sat 14 Nov Join us for our second annual TKG fundraiser – to support expanding our offerings at Field Day through native skills enrichment! Tickets, here.

The Four Agreements
1. Be Impeccable with your Word
2. Don’t Take Anything Personally
3. Don’t Make Assumptions
4. Always Do Your Best

Resource Of The Week – Capacity Building

14 Last Minute Halloween Costumes and Props

We love the MAKER movement and encourage our students to experiment, fail and re-configure…so, if you like to make things and dress up, here are some fun things to make with your sprouts!
*   *   *

By Sophia Smith/Make:

Some people spend countless hours making intricately detailed costumes. Maybe you don’t have time for that, but you’re not exactly willing to shill out $60 for a cheaply made, mass-produced costume, either.

So what’s a Maker to do? Check out these quick and easy costumes, props, and accessories for some spooky inspiration. Visit @Makezine

Make A Costume!

Special Event & Fundraiser – Grapes of Gratitude on Sat 14 Nov 2015

GrapesOfGratitudeHorizontal
A Holiday Kick-Off & Fundraiser
Saturday 14 November 2015, 6-8pm
@ Barsha Wine & Spirits in Manhattan Beach
********Eventbrite - Grapes of Gratitude - Holiday Kick-Off & Fundraiser********
The Knowing Garden, now in its 5th year, is thrilled to host our 2nd Annual Holiday Kick-Off Party – raising money to support the expansion of our balanced and enriching academic program as well giving voice to diverse resources we bring to the greater community.
Our Grapes of Gratitude event will include 20 different varieties of sparkling, white and red wines for you to taste as well as an appetizer buffet, a silent auction and high stakes raffle. Wines by the glass will be available for purchase. Like some of the wines you tasted? Barsha will discount any wine purchases by 15%.
PURCHASE TICKETS – SUPPORT TKG
$80 per couple (two entry tickets & one raffle ticket)
$45 per individual (one entry ticket & one raffle ticket)
 
Can’t attend but want to join the festivities?  DONATE here.
FOR INFORMATION ON SPONSORSHIP OR DONATION
CONTACT Fundraising Chair: Jennifer Ceci (j.ceci@knowinggarden.org)
GRATITUDE FOR OUR DONORS
 Canvas & Clay – Ceci Family – Dokmanovich Family – Evangelist Family – Corey Johnson – Garcia Kaufman Family – Shippee Family – Valdez Family – Williams Family
$30 per ticket is tax-deductible.

9 to 11 Class Opening This Fall – TKG Begins Year Five in September

The Knowing Garden is proud to announce that we will open our third classroom, for students ages 9 to 11, this Fall.  Our founding students, along with some new colleagues, are set to break ice and sail on toward extending their academic endeavors and community involvement.  Magdalena Garcia, will walk along side our students, to build the foundation.  You already know Lena because she has been leading the development of TKG’s collaborative and interactive learning environment since 2011. She is a graduate of UCLA’s Graduate School of Education & Information Studies, where her deeply rooted commitment to social justice was strengthened.

Michelle Goldbach-Johnson, our founding teacher, continues her amazing work with helping students develop a love a learning with emphasis on social-emotional growth in the 5 to 7 Classroom. Dawn Smith is our dedicated co-teacher in the 5 to 7 Class and she continues her commitment to meeting our youngest sprouts where they are.

We are incredibly lucky to be adding Yvette Fenton, an experienced TKG teacher, as our Lead Teacher in the 7 to 9 Class.  Her passion for primary education with her extensive experience in Reggio-Emilia education is a wonderful match to Elle Schwartz’s art curriculum.  Elle, co-teacher in our 7 to 9 Class, is a key contributor to the TKG arts program and we are thrilled to continue our collaboration.

Things are growing and changing at The Knowing Garden!  Thank you for your continued support. Enrollment is currently open to students ages 5 through 9 – Applications are available, here. TKG plans to open an 11-13 Class in 2017.

FROM UNDER OUR BIG TREE: Week 13, Year 2 – 7 to 9 Class

All Together - 7 to 9 Class
“Everything we hear is an opinion, not a fact. Everything we see is a perspective, not the truth.”
― Marcus Aurelius, Meditations
This was a week full of learning and connection! Thank you for coming to the parent meeting. I appreciate getting the chance to fill you in on what has been going on behind the scenes to support the growth of the whole child and TKG and your presence at the meeting also supports the growth of the whole family.

Hayden and the Levin Family are Park Day Snack contributors this week!

Last week, I detailed the story of how emergent curriculum comes to life at The Knowing Garden. As a way to continue diving deep in order to help you visualize your child’s experience and provide conversation connection points for your family, I will highlight our experience this week in the subject of writing. This is a time in the day that we call Writing Workshop because it is when we play with ideas and words in order to build stories and understandings. Our time begins with a warm-up, in which students see how much they can write in 5 minutes. I choose the topic which is related to a topic they are already talking a lot about, in this case- Christmas. I offer ideas on how to start for those who might need it because I want them to have the opportunity to stretch their muscles of imagination while working on feeling confident in their ability to keep their pencil moving. If someone doesn’t know how to spell something, they underline and move on, so the activity stays independent and focused on moving forward. Once they are done with this initial 5 minutes, they share what they wrote with a partner in order to spark any other ideas. The students have been really enjoying this process!

Once our warm-up is over, we move onto a mini-lesson and then the project of the day. This week, our goal was to write a newspaper article.  There was progress each day, leading up to Thursday.
Another goal this week was for students to work on their ability to think about multiple points of view. Because this week’s topic was about Point of View, I have included the documentation pieces that parent teachers created from their experience with us. They took notes and pictures during writing workshop and then during deep learning got to synthesize what they saw and experienced.

Tuesday: WATER LAB INCIDENT WRITING 
Gathering Data from Multiple Perspectives: P.O.V. & Small Group Work in Pre-Writing
By Parent Teacher, Alice Kuo Shippee

Recently, the downstairs classroom had an exciting encounter with a neighborhood woman and a police officer. The experience is a perfect opportunity to explore the concept of point of view. The students expressed interest in writing a piece about the incident for the school newspaper, so in an effort to build upon this emergent curriculum talked about in last week’s newsletter, Lena launched the writing process by discussing multiple perspectives or angles as a way to recount the event.

On a social level, the ability to empathize is essential to achieving understanding among people with differing points of view. Asking students to step into the minds of people or creatures other than themselves is an engaging way to exercise empathy skills–whether that be pretending to be the three little pigs or the wolf, the princess or the frog, an ant or an elephant–all of which was explored.

The POV activity involved three small groups of 2-3 students taking turns at  three stations that each focused on a perspective that was present during the Water Lab Incident–that of The Downstairs Class, The Neighbor, and The Police Officer. The groups collaborated to fill in a graphic organizer that helps with categorizing information, called a Tree Map. Each student  wrote in a different color, which was a simple way to encourage participation, accountability, and ownership. It was interesting to see the different methods they used to make sure each student’s ideas were included and had a chance to write. I saw at least two groups have their members alternate writing every other word, even in the same sentence!

Students helped each other a lot with how to spell words. They discussed the questions of

who, where, and when. With some encouragement from teachers, they explored how specific they could be. They referred back to their clipboard schedules and to the calendar to see exactly what day the event took place on. I did notice that the amount of information produced was highly dependent on the writing fluency of each student. But even if one might be writing very slowly, there was not much frustration.

After the first segment spent on filling in the facts based on the P.O.V. of The Downstairs Class, The Neighbor, and The Police Officer, each group rotated to the next poster and first looked at what the group before them wrote–and considered additions they wanted to add. This was an interesting stage to observe, because it was an additional layer of perspective added into an activity that already had multiple points of view.

As a way to keep all students engaged, I suggested that they create a diagram of what happened–show the who and where through drawing. They stayed connected to the central activity and topic and came up with some new ways to contribute to the conversation via their drawing.

I loved how this activity launched the social exercise of empathy and the academic exercise of journalistic angle. It will also foster lots of interesting questions about non-fiction, such as, “What version of the story is true?” Can we know it, and how?

Wednesday: WATER LAB INCIDENT WRITING
Exploring Multiple Perspectives: P.O.V. & Dramatic play as a method of Playful Inquiry
By Parent Teacher, Monica Evangelist

Writing workshop began with a collective reviewing of the work the students did Tuesday on the tree maps. As a result of this review, the question emerged, “Can you learn while playing?” this was sparked by the words used by the students that the neighbor probably perceived our actions in the alley as “messing around”, the students perceived  it as “playing” and “experimenting” and Lena perceived  it as “learning“. 

Taking the idea that different words used to describe the same activity can reflect your point of view, students were placed in groups and then within each group, they were assigned a role- either interviewer, interviewee, or observer.   The interviewer was to ask questions of the interviewee (who would either pretend to be the police officer, Neighbor or a member of the TKG downstairs class) and the observer was asked to think about what they believe the interviewee needs, thinks or wants.

Once they had a chance to rehearse this in their small groups, the students were asked to perform it in front of the class so everyone could stretch their thinking. Sydney (as a reporter) interviews Bennett, who took the perspective of someone from the “downstairs class”. Anna (as a reporter) interviewed Aiel, who took the perspective of the police officer. Zoe (as reporter) interviewed Hayden, who took the perspective of the neighbor and Maddie interviewed Teddy who played himself as he processed the collective fear of being threatened with the police and then actually having a police officer show up.

What emerged was a beginning understanding that every person, based on their perspective was viewing the same situation in a very different way. The neighbor values safety so she felt that was more important than connection in that moment. The police officer believes he is a safe person and hopes for connection with people. The downstairs class viewed an interaction with the police as a scary situation with possible outcomes that included a bigger fight with the neighbor, going to jail or even being killed. 

This activity made me wonder where the conversations will go from here? How can students be supported with some of their fears about law enforcement and the conflict with our neighbor so they are comfortable owning their right to “play”, “experiment” and “learn?”

***

Thank you, Alice and Monica for trying this out and offering your Point of View! We will continue to use this space to offer a deeper exploration of how learning happens at TKG.

Love,
Lena
CHANNELS OF COMMUNICATION
Lena Garcia, School Builder/7 to 9 Classroom
Elle Schwarz, Co-Teacher, 7 to 9 Classroom
Erin Levin, 7 to 9 Room Parent
Shutterfly Info Site: photos, contact information, announcements
Follow us on Facebook/Twitter/Instagram/Pintrest/Youtube
TKG Info

Tending the Garden

***Park Day Weather Forecast
There is a 30% chance of rain on Monday! Yay!  As you know, we support outdoor learning in the rain. It’s natural, when the weather turns really nasty, for parents to want to keep children inside. But, children are far more adaptable, resilient and hearty than we modern parents give them credit for. Rain can sometimes be blamed for causing children to catch colds or flu. The fact is, rain cannot make you sick. While getting wet may be inconvenient for you, kids love to be outdoors – no matter the weather. Dressing children in waterproof clothing can protect kids from getting too soggy.  Have some warm towels and hot chocolate ready for their return and enjoy their outdoor adventures!

***Holiday Celebration 12/19, 12noon @Fellowship Hall
We will begin the Holiday Celebration with student performances. Afterwards, we will gather to have lunch.  Please pack a lunch for your children, for yourselves, and for any others who will be joining us.  Snacks will be provided by the students.  If inclined, bring a snack to share – the intention is to bring something that your child(ren) look forward to eating during the holidays. There will also be some creative crafts and entertaining games!  We will then end with a community clean up. Any questions you may have can be directed to Erin or Saundi.

TKG Principles
  • CONSTRUCTIVISM: teachers and parents provide the trellis on which students will build on their existing knowledge
  • WHOLE CHILD + FAMILY, cognitive, physical and social/emotional capacities are connected – families & caregivers are our partners
  • BRAIN SCIENCE,we are sensory learners with existing neural pathways and we can help develop and practice new learning
  • CAPACITY BUILDING, nurturing creative thinkers who are encouraged to solve problems that serve our community
  • COOPERATIVE LEARNING, small groups, low ratios, mixed ages and generations
Parent Teacher Info

Parent/Teacher Toolbox

PT Schedule for the week
MONDAY Erin, Max (AM), Monica
TUESDAY Lori (Erin-AM set up)
WEDNESDAY – Renee (Erin-AM breezeway)
THURSDAY – (Erin-PM clean up)
FRIDAY (Alice-Project, Erin-clean up, Lori-breezeway, Monica-set up/Admin, Trish-Admin)

PRINT the most current PT Calendar, here!  Please check your Jan-Jun calendar and make any changes asap.

PT RESOURCE: Motivating Students
As a PT, you are a partner in helping us create a culture that nurtures extension and cognitive risk-taking. A body of research on conceptions of ability has shown two orientations toward ability: Students with an Incremental orientation believe ability (intelligence) to be malleable, a quality that increases with effort. Students with an Entity orientation believe ability to be nonmalleable, a fixed quality of self that does not increase with effort. How to help support a student’s high view of their capacity? Help them see that you can always greatly change how intelligent you are.  Help them move through those moments when they feel that you have a certain amount of intelligence, and you really can’t do much to change it.  Read the I’m Bad At Math Article @TheAtlantic for more…
Admin Announcements

From the TKG Office

  • Office Hours 12/19, 10am
  • Amazon Reports – they were misplaced for a couple of days so we will have more time to review.  Please check your report by Wednesday
  • Holiday Break begins 12/22.  Return to Hess Park on Monday Jan 5th.

Thank you Families!  Contact Trish or Monica with any questions or to schedule meeting time.  The most updated calendar is online. PRINT the latest Official Calendar, here. 

The Four Agreements
1. Be Impeccable with your Word
2. Don’t Take Anything Personally
3. Don’t Make Assumptions
4. Always Do Your Best

Resource Of The Week – Whole Child & Family

Steve Jobs Was a Low-Tech Parent
By NICK BILTON

At TKG, we encourage students to create from original ideas.  Sometimes you might need to scaffold for your sprout to extend their horizons and explore new fields. Sometimes that might mean refreshing their environment in a big way!

When Steve Jobs was running Apple, he was known to call journalists to either pat them on the back for a recent article or, more often than not, explain how they got it wrong. I was on the receiving end of a few of those calls. But nothing shocked me more than something Mr. Jobs said to me in late 2010 after he had finished chewing me out for something I had written about an iPad shortcoming.

“So, your kids must love the iPad?” I asked Mr. Jobs, trying to change the subject. The company’s first tablet was just hitting the shelves. “They haven’t used it,” he told me. “We limit how much technology our kids use at home.”

I’m sure I responded with a gasp and dumbfounded silence. I had imagined the Jobs’s household was like a nerd’s paradise: that the walls were giant touch screens, the dining table was made from tiles of iPads and that iPods were handed out to guests like chocolates on a pillow.

Nope, Mr. Jobs told me, not even close.  READ ON@NYTimes

Whole Family - Slow Down!

FROM UNDER OUR BIG TREE: Week 11/Year 2 (7 to 9 Class)

 

All Together - 7 to 9 Class
“I believe much trouble and blood would be saved if we opened our hearts more.”
― Chief Joseph
Happy Thanksgiving.We hope you have had fun, adventure, love and gratitude this holiday.  The season brings us much to be thankful for.  We are so thankful for you – our extended family.

Connections: Gratitude in Action
What a lovely week we had before vacation, getting us ready to be in the spirit of gratitude! Thank you to everyone who helped out, contributed or came to our first Gratitude Fest on Friday. In preparation, on Thursday, with the help of Saundi, Erin and Trish, students had an opportunity to create components of the meal for Friday. Children peeled, chopped, mixed, measured, stirred and cleaned. All of that resulted in corn bread muffins, mashed potatoes, cranberry sauce, fruit salad and Chex mix gifts for the church.  Then, on Friday, our feast started off with a celebration of student theater with 2 productions of “the duck song” and “the runaway pancake” and then the children reading their I Am books. As each child got up on a chair to read their creation, it was a powerful moment to honor growth, both in skill and confidence and celebrate the incredible humans that we call our TKG family.

Field day: Whose land is this anyways?
Before our Thanksgiving break, we spent the morning thinking about what native and non-native, invasive and non-invasive means as we thought about the “prickly plants” taking over the park. We used drawing as a means of thinking by drawing the observing the plants carefully and drawing how the landscape of Hess park has changed as a result of these new plants. Then, music was introduced as a way to capture an invasive species, from both the invaded and invader perspectives. We danced in the sand volleyball court of lower Hess park, what we call “the outback” as a way to feel with our bodies the relationship in that eco-system. Then, we did some graph making in an effort to track the different plant species we could find to actually see whether the diversity of the plant life at Hess is diminishing. Once back in the classroom, students continued thinking about native and non-native by writing poetry about the prickly plant, creating signs that might be posted in reference to the plant, thus stretching their ability to take multiple perspectives and think about an issue from multiple viewpoints. Next week, we will connect these concepts to the story of Thanksgiving that moves beyond a celebration that involves turkey and football to a question of, “whose land is this?”
TKG@home, talk about the meaning of native, non-native, invasive and non-invasive. How have you experienced these words personally?

Math: How do we learn about subtraction without “losing” anything of ourselves?

We worked diligently on our project-based unit revolving around the relationship of subtraction and addition. As a rigorous unity of study, there were multiple opportunities for students to work together to construct knowledge and opportunities for students to work with a teacher to scaffold their developing understandings. Every student was at a challenge point and students were supported to find ways to manage the inevitable frustrations that can accompany challenge. What tools were offered or sought out at these moments?  Water or snack breaks, flops on a pillow and finding laughter. Then, students were refreshed to continue on in pursuit of their goal of figuring out how subtraction works and how subtraction is related to addition. It was a great example of how at TKG we seek to support students’ cognitive growth through rigorous academics while also supporting their ability to care for their mind, body and heart. A way we do this is by encouraging the use of multiple tools to handle difficulties, building their repertoire of self-care, self-regulatory skills as well as the resiliency and “grit” that we all know is so important.

During Math we intentionally worked on the following skills and habits:

  • CCSS.MATH.CONTENT.2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
  • CCSS.MATH.CONTENT.2.NBT.B.5 Fluently add and subtract using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Next week, we are going to be thinking a lot about Smores. Now that we have had him for at least 6 months, it is time for us to do some intensive research about what he will need from us as he grows. How much food? Cage size? We are going to be doing some work in math about perimeter and area to determine adequate home sizes and do some price comparisons on which hay is the best.
TKG@home, you can begin searching the internet for information about the best care for guinea pigs so your child has some information to begin with. Also, talk about how you decide which information from the internet to listen to. Do you just take the advice of the first sight that pops up or do you do more research?Love,
Lena

CONNECTION LINKS
Lena Garcia, School Builder/7 to 9 Classroom
Elle Schwarz, Co-Teacher, 7 to 9 Classroom
Erin Levin, 7 to 9 Room Parent
Shutterfly Info Site: photos, contact information, announcements
Follow us on Facebook/Twitter/Instagram/Pintrest/Youtube
TKG Info

Tending the Garden

***First Friday Dance Party – 12/5 ’til 9.30
Join the fun!  Did you know that dancing blends cerebral and cognitive thought processes with muscle memory and ‘proprioception.’

***Monthly Parent Meeting – 12/11 7pm @ TKG
Please contact Lena with any questions.

***Field Trip #3 – 1/16
Please contact Jennifer Ceci with any questions.

TKG Principles
  • CONSTRUCTIVISM: teachers and parents provide the trellis on which students will build on their existing knowledge
  • WHOLE CHILD + FAMILY, cognitive, physical and social/emotional capacities are connected – families & caregivers are our partners
  • BRAIN SCIENCE,we are sensory learners with existing neural pathways and we can help develop and practice new learning
  • CAPACITY BUILDING, nurturing creative thinkers who are encouraged to solve problems that serve our community
  • COOPERATIVE LEARNING, small groups, low ratios, mixed ages and generations
Parent Teacher Info

Parent/Teacher Toolbox

PT Schedule for the week
MONDAY EL, JS, MS
TUESDAY LS (EL-setup)
WEDNESDAY – RD (EL-BW)
THURSDAY – (EL/AM Breezeway)
FRIDAY (AS-project, ME-BW/Admin, RD-AM/PM, TV-Admin)

PRINT the most current PT Calendar, here!  Please check your Jan-Jun calendar and make any changes asap.

PT RESOURCE: Why Is Dancing So Good for Your Brain?
Dancing improves brain function on a variety of levels.Two recent studies show how different types of practice allow dancers to achieve peak performance by blending cerebral and cognitive thought processes with muscle memory and ‘proprioception’ held in the cerebellum. Through regular aerobic training that incorporates some type of dance at least once a week anyone can maximize his or her brain function.
  • Practicing a dance move like ‘spinning’ from childhood reshapes the cerebellum
  • A new study has found that dancing may help improve your balance and make you less dizzy.
  • Visualizing Movements can Improve Muscle Memory
  • Synchronizing the Cerebrum and Cerebellum Creates Superfluidity
Come to the dance party and get you body moving!  Read the post @PsychologyToday
Admin Announcements

From the TKG Office

  • Amazon Reports will be available next week.  Contact Lori with questions.
  • Parent & Board Meetings – Dec 4&5. This is an optional opportunity to chat about about any school-related questions or concerns, specifically: feedback on your experiences with and time requirements related to your parent job(s) and PT schedule year to date.
  • Office Hours 12/11.  Save the date for some tea with us!

Thank you Families!  Contact Trish or Monica with any questions or to schedule meeting time.  The most updated calendar is online. PRINT the latest Official Calendar, here. 

The Four Agreements
1. Be Impeccable with your Word
2. Don’t Take Anything Personally
3. Don’t Make Assumptions
4. Always Do Your Best

Resource Of The Week – Whole Child & Family

Kids Get Enough Tech Outside of School—Shouldn’t the Classroom Offer Them Something Different?
Annie Murhpy Paul//The Brilliant Report

At TKG, we understand that technology has a place in the real-world but we are making every effort to nurture the value that technology enhances learning rather being the provider of learning.

One thousand hours: That’s approximately the number of instructional hours required of U.S. middle school and high school students each year.

Four thousand hours: That’s approximately the number of hours of digital media content U.S. youths aged 8 to 18 absorb each year. (If you doubt that’s possible, be sure you’re taking into account the near-universal practice of “media multitasking,” or consuming content on more than one platform at a time, as when a teenager listens to a song on his MP3 player while scrolling through Facebook on his smartphone while watching a video on his laptop.)

Parents, teachers, and education writers, myself included, think a lot about what our students are taught in school, the debate over the Common Core being just the latest example. But we think very little about what they’re taught in the blue glow of their screens. READ ON at TheBrilliantReport

Whole Family - Too much Tech

TKG LEARN: An Ounce of Prevention – A S.E.A. Workshop Feb 17th

 JOIN US FOR A COMMUNITY RESOURCE WORKSHOP – Tuesday, February 17, 2015 from 9:30 AM to 11:00 AM (PST)

An Ounce of Prevention – A Safely Ever After Workshop with Pattie Fitzgerald
The Knowing Garden Community School
Redondo Beach, CA

Eventbrite - An Ounce of Prevention - A S.E.A. Workshop with Pattie Fitzgerald

 

Regular price tickets will be on-sale on January 14th.

Pattie Fitzgerald will be at The Knowing Garden to share one of her innovative and non-fearful safety programs, An Ounce Of Prevention.

This 90 minute comprehensive power point presentation designed to teach parents and caregivers vital strategies and skills designed to keep children safe from predators, including 10 Family Safety Rules, 10 Red Flags and Warning Signs, 20 Prevention Tips and Guidelines for teaching children.

Pattie Fitzgerald has been successfully teaching Child Predator Safety Awareness since 2001. She is the founder and creator of Safely Ever After, Inc. and provides effective, non-fearful safety workshops, seminars, and keynote speeches at schools, community organizations, churches, and corporations throughout the United States. She has trained many crime prevention educators and children’s advocacy groups with her specialized programs, curriculum, and educational materials.

For more information, please visit http://safelyeverafter.com, contact pattie@safelyeverafter.com or telephone 310-203-1330.  This event is for Parents and Caregivers only.

TKG LEARN: FIELD DAYS (Homeschool Enrichment) at The Knowing Garden – NOW ENROLLING!

Join us for Homeschool enrichment, unschool adventures or a day off from school!

Field day with The Knowing Garden is designed to enhance academic learning through an extended connection to nature and a community with which to explore social/emotional, physical and cognitive growth. Homeschool and families who want a day off from traditional settings are welcome to join this drop-off experience.

Eventbrite - FIELD DAYS (Homeschool Enrichment) at The Knowing Garden

This adventure is open to students ages 7 to 11. Registration covers the program and materials:

Schedule of the Day

9:00am – Students are dropped off (location confirmed upon registration) for a relaxed community time followed by P.E. options such as running club

9:45am – A morning gathering to ground us and prepare students for the offerings of the day and take a snack break to replenish our energy and care for ourselves.

10:15am: M.E.A.P.P.S. Groups

11:15am: Travel to “Base Camp”

11:30am: Open Play/Choice Time (Deep Learning)

12:00pm: Lunch @ Base Camp; Deep Learning continues

1:30pm: Pack up and travel self and back-packs to Meadow; Read-aloud

2:00pm – Students are picked up at drop off location

What you’ll learn within TKG’s MEAPPS scaffold:

MATH – measurement, estimating, map making, graphing, organization, calculations and score keeping

ENGINEERING – building, crafting, exploring, experimenting, problem-solving

ART & SOCIAL SCIENCES – sewing, painting, ink transfering, drawing, writing, imaginatitve play, anthropology

PHYSICAL EDUCATION – dancing, running, sports, climbing, health and native skills

PLAYFUL CONNECTION – developing relationships, conflict resolution, team building, social-emotional exploration

SCIENCE – geology, geography, physics, biology, biodiversity, environmental studies

Learn about our teachers, here.

What to Pack:

A backpack including: water, a snack, a separate lunch, sunscreen.

Homeschool Benefits

This program will expose students to:

(a) English, including knowledge of, and appreciation for literature and the language, as well as the skills of speaking, reading, listening, spelling, handwriting, and composition.

(b) Mathematics, including concepts, operational skills, and problem solving.

(c) Social sciences, drawing upon the disciplines of anthropology, economics, geography, history, political science, psychology, and sociology, designed to fit the developmental readiness of students.

(d) Science, including the biological and physical aspects, with emphasis on the processes of experimental inquiry.

(e) Visual and performing arts, including instruction in the subjects of art and music, aimed at the development of aesthetic appreciation and the skills of creative expression.

(f) Health, including instruction in the principles and practices of individual, family, and community health.

(g) Physical education, with emphasis upon the physical activities for the pupils that may be conducive to health and vigor of body and mind, for a total period of time of not less than 200 minutes each 10 schooldays, exclusive of recesses and the lunch period.

Contact TKG with any questions.

WHERE
South Bay Park (location varies and will be confirmed upon registration)

TKG LISTEN: Art is Vital to enabling voice and creativity

Art Is Vital

The best education enables artistic voice and creative habits of mind.
JAMES HAMBLIN/The Atlantic     JUN 28 2014

At TKG, we value art in the classroom – doing, observing, making, feeling…in order to develop multiple intelligences, we offer opportunities for physical, cognitive, and emotional experiences connected to art throughout the day.  Come visit and see it in action!  This resource is online at TheAtlantic.com

It has been three years since the spectacular video of Lil Buck dancing to Yo-Yo Ma brought jookin—which draws from hip-hop, ballet, jazz, and modern dance—into mainstream consciousness. Ma would later call Buck a genius; and, he is. According to the theory of multiple intelligences, which posits nine distinct dimensions, Buck is clearly off the charts in intelligences like spatial, musical/rhythmic, and bodily/kinesthetic.

The theory was developed in 1983 by Howard Gardner, who is now the Hobbs Professor of Cognition and Education at Harvard. It defines intelligence expansively, as the ability to create an effective product or offer a service that is valued in a culture; a set of skills that make it possible for a person to solve problems in life. It’s a broader definition than many curricula address, and some of the multiple intelligences regularly go unstimulated and underdeveloped in traditional schools.

Read the article at The Atlantic.

FROM UNDER OUR BIG TREE: Week 4/Year 4 (5 to 7 Class)

Week 4 Documentation & Info – 5 to 7 Class

All Together - 7 to 9 Class
“Education is what remains after one has forgotten what one has learned in school.”
― Albert Einstein
Dear Community Member,

Looking forward to seeing you at the park tomorrow!  Don’t forget to put sunscreen on…forecast is Mostly Sunny with the high at 83°.  Dokmanovich’s are scheduled to bring community snack.

One of the practices we encourage in the 5-7 class is: Learning to Learn.  As collaborators and facilitators, Yvette and I trust that our students will come to the growth mindset and do the work to shift from the (natural) fixed mindset, which means…our emphasis is not on the final, finished, correct result, but rather, the stretching, challenging and gratifying –  process.  We are willing to hold space for each child to take that road.

Learning to learn means that our children practice varied and flexible different learning strategies.  We are also helping them learn that the adult is not necessarily the one with the answer, but that they in fact, are capable of arriving to the answer either by finding the information within them, by working with their peers, or by searching the resources in the room.  We ask students to document or verbalize their learning by asking “How did you do that?” questions.  We have reflective meetings where we may share something that was learned, a struggle they overcame, strategies they used, a thank you to their neighbor, and so much more.  This is one of the cornerstones of this classroom and we will continue to support students in seeing themselves as competent learners, and independent doers.

Language
Many students have picked out books that are “just right” or “medium” books, not too hard and not too easy, to put in their book boxes.  While some have picked chapter books, they are looking at each page and finding words they know and are always excited to be “reading” these longer books.  Your child is always welcome to bring a book from home that they are learning to read, or want to read to us.  Yvette and I were able to meet with most students to play sight word game and now the words they want to learn are in their book box as well.  Students continue to work on their “I am…” books and you may have even received the first TKG newspaper with details on who is done. Some of the specific skills we focused on this week from the English Language Arts Standards »

  • CCSS.ELA-LITERACY.L.1.2.E Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
  • CCSS.ELA-LITERACY.L.1.4.A Use sentence-level context as a clue to the meaning of a word or phrase.
Homeschool Opportunity: Ask to read your student’s I AM book.  Make more I AM books at home.

Math
We are into the Masloppy Family!  This big family, in a big big house, inspired us to count and label things in our classroom.  When entering our room you will find many items labeled, tray of counted and not counted items, and partners working together to discover how many.  I introduced the ten-frame as a tool, and we will continue to learn more and more math tools and strategies. Some of the specific skills we focused on this week from the Math Standards:

  • CCSS.MATH.CONTENT.1.NBT.B.2.A 10 can be thought of as a bundle of ten ones — called a “ten.”
  • Extend the counting sequence.CCSS.MATH.CONTENT.1.NBT.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
  • CCSS.MATH.CONTENT.K.CC.A.1 Count to 100 by ones and by tens.
  • CCSS.MATH.CONTENT.K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
  • CCSS.MATH.CONTENT.K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).Count to tell the number of objects.
  • CCSS.MATH.CONTENT.K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
  • CCSS.MATH.CONTENT.K.CC.B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
  • CCSS.MATH.CONTENT.K.CC.B.4.C Understand that each successive number name refers to a quantity that is one larger.
    CCSS.MATH.CONTENT.K.CC.B.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.Compare numbers.
  • CCSS.MATH.CONTENT.K.CC.C.6
    Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1
  • CCSS.MATH.CONTENT.K.CC.C.7
    Compare two numbers between 1 and 10 presented as written numerals.
Homeschool Opportunity: Ask your child about the Masloppy Family. Organize, label and count at home! 

Sciences
Thank you to Erin for the outdoor plans.  The geology lab and geometry art were big hits!  With this crazy hot weather we will dig into graphing the temperature each day and continue to explore items at the investigation station.  M.E.A.P.S. groups on Field Day will be switching and will either be exploring geology or measurement.

Listening Area
We now have 2 listening areas, one supports a child who may need some grounding time or wants time alone, the other is for small group learning.  We will be learning how to use our classroom equipment this week.
Homeschool Opportunity: Use your CD player together.  Learn how to use it and talk about your family values around books on tape, music and electronic equipment.

Project time
This week we focused on our Bill of Rights (social/emotional) and thought about the right to be and feel safe, to have friends, and the responsibility of Keep the Flow.  Each time we met, students drew a picture or wrote words for what each word means to them.  We will turn these into mini-books and use them to support our Bill of Rights.
Homeschool Opportunity: Schedule playtimes with new friends. These outside interactions help support flexibility in forming new friendships, comfort in others joining plans, and sparks the understanding we are more similar than different.  How about YOU?  Have you made any new friends this school year? 

Social/Emotional
Listening with your whole body.  We read The Dream Tree and noticed how the little caterpillar was listening with her whole body.  We practiced listening with our whole body, and teachers cued students into looking at body language to help them notice that when a teacher or friend is not facing or looking at them, they may not be ready to hear what you are saying.
Homeschool Opportunity: Model listening to hear instead of listening to respond.

Happy Learning,
Michelle and Yvette
CONNECTION LINKS
Michelle Goldbach-Johnson
, Founding Teacher/5 to 7 Classroom
Yvette Fenton, Co-Teacher, 5 to 7 Classroom
Lena Garcia, School Builder/7 to 9 Classroom
Saundi Williams, 5 to 7 Room Parent
Shutterfly Info Site: photos, contact information, announcements
Follow us on Facebook/Twitter/Instagram/Pintrest/Youtube
TKG Info

Tending the Garden

***Classroom Request – Music Education
We are opening a listening station and need some hands-on tools. Please donate percussion instrument (drop off to Trish at drop off/pick up)

***Oct Monthly Parent Meeting – Thursday 10/9, 7pm @TKG

***TKG BookClub- Wed Oct 29th, 7.00pm
Get started on reading Daring Greatly by Brene Brown. Our focus will be the chapter titled: Whole-hearted Parenting.  Buy the book at the TKG Marketplace (click Reading List tab)

TKG Principals
  • CONSTRUCTIVISM, as teachers and parents, we provide the trellis on which students will build on their existing knowledge
  • WHOLE CHILD, cognitive, physical and social/emotional are inseparable
  • BRAIN SCIENCE, students are sensory learners, we honor each student’s unique developmental map
  • CAPACITY BUILDING, nurturing creative thinkers who are encouraged to solve problems that serve our community
  • COOPERATIVE LEARNING, small groups, low ratios, mixed ages and generations
Parent Teacher Info

Parent/Teacher Toolbox

PT Schedule for the week*
MONDAY – EL, MS, SW
TUESDAY – LB (JC, EL)
WEDNESDAY – EC (LS, SW)
THURSDAY – RD,TV (JC,SW)
FRIDAY – GS, SM (LS, SW,TV)

*Names in parentheses are working on-campus, outside the classroom on that day.

Please contact Trish Valdez with any questions related to PTs and scheduling.  Download the most current PT Calendar.

PT RESOURCE-When It’s Done With Adults, The Gender Stereotyping We Do With Kids Looks As Ridiculous As It Is
As teachers, we want to stay out of the way of our students as much as possible.  One way to do that is to avoid judgement or evaluation like “good job” or “I like your dress” or “your mom would be so proud.”  What we are looking for are phrases that acknowledge process and personal accomplishment “you kept going even when…”  or “you like that color!”  Another is by not making conclusions about a student’s capacity or stereotyping them as “smart,” “cute,” or “a handful.”

Stereotyping It’s a ridiculous thing to do, and this video makes it very apparent with good old humor.

Admin Announcements

From the TKG Office

  • TUITION IS DUE – please pay your Oct invoice as soon as possible.
  • TKG OFFICE HOURS – Fri 10/10 After drop off @ Green Roast Coffee
  • Fundraiser Opportunity This Thursday – visit Fresh Brothers and earn deferred tuition credit.  Fundraiser team will circulate flyers soon.

Thank you Families!  Contact Trish or Monica with any questions or to schedule meeting time. PRINT the official Calendar here.  This is a handy tool, the google calendar, online, is the most up to date calendar.

The Four Agreements
1. Be Impeccable with your Word
2. Don’t Take Anything Personally
3. Don’t Make Assumptions
4. Always Do Your Best

Resource Of The Week – Cooperative Learning

This Land Was Their Land: Native American Culture
from RedTricycle

While Native American Heritage Month isn’t until November, lots of the events and activities celebrating this rich culture take place all fall long. Los Angeles was once home to the Tongva, Chumash and many other tribes, so we have loads of museums and cultural centers that teach history, awareness and arts. Take your tots to see and experience how native California peoples lived and worked long ago.

See more at Red Tricycle…

Cooperative Learning - Native American Culture in LA

 

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