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 I am most easily reached by e-mail at dawn.phillips@marion.kyschools.us  However, I can be reached by phone at the individul schools.  Please see the Important Information page for a copy of my schedule with phone numbers included.


Reason to Celebrate

This is Howl at The Moon Night!



Trivia Question of the Day

Math: The sum of the reciprocals of these two numbers equals ten. One of the numbers is 3 1/2. What is the other?

Yesterday's Answer: Grapes of Wrath



Fun Fact

You don’t sneeze when you are asleep because the nerves involved in the sneeze reflex are also resting.



Student Tip of the Week

10/24/2016 - 10/28/2016

Growth Mindset

In the book Mindset, Carol Dweck explains that the most successful and happy people have what she calls a “growth mindset” compared to a “fixed mindset.” A fixed mindset seeks success as affirmation of intelligence or worth; a growth mindset thrives on challenge and sees failure not as evidence of unintelligence or unworthiness but as a catalyst for growth and stretching beyond existing abilities.

After twenty years of research, Dweck concluded that those with a growth mindset had happier relationships, achieved more success in the classroom, and were much more persistent through challenges.





Teacher Tip of the Week

10/24/2016 - 10/28/2016

Research on Instructional Delivery: Projects, Independent Study, Hands On

Gifted students demonstrate the following at a statistically significant level when compared to normal students:

  • Preference for self-structured tasks and self-imposed deadlines
  • Preference for working on projects alone or with one like ability peer
  • Preference for self-instructional tasks (programmed instruction), games or simulations
  • Greatest preference for independent study projects that are reading/content acquisition-based
  • Greater interest in learning "something new and different, " rather than doing hands on things.





Parent Tip of the Week

10/24/2016 - 10/28/2016

Creative Decision Making

When children have problems, they usually respond with some form of acting out or withdrawing. Most haven't yet learned many coping mechanisms. Instead, children need to become aware that they always have choices over their behaviors and attitudes when they face challenges. They need to learn that their choices can work for them or against them. They need to experience and see the connections between what they do and what happens to them. (Sounds obvious, but this axiom is not internalized in many.) It empowers a person/ child to know that they have choices! People who want to suicide basically feel that they have run out of choices..

Here are some more ideas to appeal to your children's sense of control:

Tell them what to expect. Then ask them to tell you what they expect to expect. They might have interpreted the situation quite differently. We not only need to assume responsibility to communicate what we want, need, etc. but we also need to assume responsibility to validate that our messages are received and understood. You already know that just because you tell somebody something doesn't mean that they hear or comprehend what you meant!

Allow lead time and give notice before an activity is to be started or terminated.

Give explanations and reasons for processes and jobs.

Separate parts of a situation and help them to distinguish between which they have control over and which they do not.

Teach and depend on shared control. Guide negotiation to a consensus on how the children will cooperate and assume shared control. You might need to define limits of possible choices. The consequences of each alternative need to be understood.

As a devotee of the Creative Problem Solving Institute, I want to offer you a basic outline to equip you and your family with creative decision-making. This is so important. As Michelle concluded, there is research evidence that quality of life, health, and success is more determined by how a person reacts to adversity, obstacles, etc, than the number of "hard knocks" he/she receives from life. How we encourage our children to respond to their frustration that ensues from wanting things to go their way now is essential education for Life!

Here is a process to consider:

  • Analyze the problem situation: What is involved? Find the facts. Compartmentalize and prioritize components of the problem rather than generalize awfulness. Analyze the dynamics and components of stress being experienced before you deal with it.
  • Appreciate and try to understand the involved people's different reasons, needs, emotions, meanings. Whose needs are not being met?
  • Examine the influences of your attitudes and behaviors.
  • Recognize the external components so that you can identify what behaviors and attitudes you can change and what you cannot change.
  • Define the problem: What would I like to be different? Who owns the problem?
  • Determine your current range of options, rather than react as a victim.
  • Be a solutions finder, rather than a fault finder! Move from thinking about it to doing something about it.
  • Consider choices to experience control of your life. Replacing thinking that you have to do something with thinking that you choose to do something.
  • Brainstorm alternatives: How might I make that happen? This is the fun part. Try to go for the 37th idea. The sillier, more absurd you can get, the more fertile the thinking!! It can make a good impression to have chart paper and everybody get into the act and write down suggestions. Cardinal rule of brainstorming is that no idea is criticized.
  • These can be little idea, small, attainable goals and big idea that need more chunking.
  • Appreciate a situation as one component of your life. It's not the end of the road!!
  • Evaluate consequences: How might this work for and against me? For and against others? PG children are good at this since they can abstract.
  • Allocate resources: What do I need to make this happen? Get your stuff!
  • AT LEAST READ THIS: Make a plan: What will I do by when? This is another "chunk it" part. For most projects, it usually is more convincing to start from the due date of a project and work backwards. How long will it take for each part - if this is a big project with a due date. If you start with now, it can feel like you have forever to get it done! Kids tell me that they need the adrenalin rush of time crunch!!
  • Do it!
  • Re-evaluate: What did I learn? How did it help? What might I try next time?