Helping Kids Succeed

Busy is the way of life here at Martensdale-St. Marys Elementary!  We often use the word “busy” to describe how our day, week or month may be going.  The definition, “actively and attentively engaged in work or a pastime; not at leisure; full of or characterized by activity” certainly describes us and our students.  Today marks our 35th day of school and we are without a doubt, actively engaged in our work!

I have had multiple opportunities to be in classrooms and have been impressed with the level of engagement of the students.  One particular day last week I observed a teacher using the Barton Reading and Spelling System with a small group of students.  This is a system of research-based reading instruction, based on Orton Gillingham, and best practices for students with dyslexia.  According to Sally Shaywitz, author of Overcoming Dyslexia, the essentials of an effective early intervention program are systematic and direct instruction in phonemic awareness, phonics, decoding, spelling, sight words, vocabulary and concepts and reading comprehension strategies.  Practice in applying all of these skills coupled with fluency training and enriched language experiences is powerful!  And proven.  Providing evidence-based programming for struggling readers that is systematic and explicit is a must.  While there are many programs out there and they are constantly changing, the instructional principles remain the same.  We have a committed staff here, willing to do whatever it takes to get this job done. 
 

The following is something that was shared with me.  Great reminders!

Helping Children Succeed  By Leah Davies,  M.Ed.
 

All children have basic needs that, if met, will facilitate success in school.

Every child needs AT LEAST ONE ADULT who is a positive role model.
Educators and other professionals can nurture this by demonstrating concern for each student, and/or by encouraging a parent, relative, or other pro-social adult to become involved in the child’s life.


Every child needs TO FEEL ACCEPTED.
Educators and other professionals can advance this by treating each child fairly and by appreciating his/her uniqueness. Provide opportunities for a child’s culture, exceptionality, or other differentiating characteristics to be acknowledged and valued.



Every child needs RECOGNITION.
Educators and other professionals can promote this by taking time to discover each child’s strengths and help him/her build on them. Furnish opportunities for children to develop skills and talents. Recognize and celebrate small accomplishments such as: running fast, getting a high grade, drawing well, playing ball, singing a song, controlling ones temper, or acting in a play. Acknowledge all successes. Share accomplishments with a parent in person, via phone, or through notes.


Every child needs A SENSE OF BELONGING.
Educators and other professionals can foster this by building a community in which everyone contributes and feels a part. Cultivate cooperation rather than competition and compassion rather than thoughtlessness. Work closely within the school and/or community to support meaningful opportunities for children to share their time, talents, and goods with others.
 

Every child needs TO FEEL SAFE AND SECURE.
Educators and other professionals can help a child feel protected by providing a structured, predictable environment that is free from harassment. Realize that for a child to thrive, adults in his/her life must be responsive to their needs. If abuse is present in the home, take the steps necessary to protect the child.

Every child needs SOME CONTROL over his/her environment. Educators and other professionals can further this by sharing power with students, thus demonstrating adult interest and respect. Provide opportunities for students to make decisions regarding rules and activities.

Every child needs SOCIAL INTERACTION SKILLS. Educators and other professionals can help children develop these by role playing and by encouraging friendships with peers through group work. Supply cross-age interaction during school. For example, have older students present programs, tutor, or lead discussions with younger children. Offer a variety of activities, organizations, clubs, and/or interest groups that foster social competence.

Every child needs TO ACCEPT RESPONSIBILITY for his/her behavior. Educators and other professionals can foster responsible choices by holding students accountable for the decisions they make. Teach decision-making skills through discussion, role playing, and by providing opportunities for children to use problem-solving skills.