Experience the Art of Letting Go

“One person with a divine purpose, passion and power is better than 99 people who are merely interested. Passion is stronger than interest.”

― Israelmore Ayivor 

Set in suburban Powell, Tennessee, Hands in the Air: Jim Kennedy and the PHS Singers is a movie that captures the heart of its audience, and the passion of one music teacher through its intimate look at the creation of one of Tennessee’s top high school singing groups. The movie begins with the group’s final 2013 spring showcase performance that is highlighted by Mr. Kennedy’s resounding message, “how are they going to grow, if we don’t let them go.”  It will be this message that threads the movie together as the film documents auditions, retreats, practices, festivals, performances, and interviews from both current and former members of the program. From the moment he makes the decision to cut one of the veteran singers to the movie’s final performance, Hands in the Air offers an insightful look into one teacher’s program that develops the dynamics of being a group, supports them to excel in performance, and ultimately, watches them  meet his highest expectations. Audiences will laugh, cry, celebrate, and be inspired by this real look at a successful approach to teaching.

I Make a Difference

Guest Blogger: Lindsay Kennedy, PHS English/Language Arts teacher
Contact Info. Lindsay.Kennedy@knoxschools.org

WHAT DO TEACHERS MAKE
He says the problem with teachers is
What’s a kid going to learn
from someone who decided his best option in life
was to become a teacher?

Being a young teacher with fewer than five years of experience, I am often asked the age-old question “Why do you teach?”  It’s a thought provoking question. Why did I put myself through five years of college and chalk up twenty-six thousand dollars worth of debt? I think part of me thought I would never be where I am today. Asking an eighteen-year-old to decide what she is going to do for the rest of her life is a huge decision, and these decisions rarely ever play out the way anyone hopes they will. I guess I got lucky, which is why I am here deciding to answer the question, “Why do I teach.”

Trained to be a team player in high school

Truthfully, I ask myself this question every day, rhetorically, of course. For as long as I can remember, I’ve wanted to be a teacher. At first, it was because in my six-year-old mind I loved the idea of being the “boss.” Nothing sounded better than forcing my imaginary students, or real students depending on who I could convince to be yelled at, to do fake homework and fussing at them for refusing to participate. 
As I progressed thru middle school and high school, the fact that I actually LIKED to learn influenced my decision to pursue teaching in college, along with having some pretty amazing teachers along the way. I think the thing that is the most appealing about teaching now is I am still learning. Yes, I attend workshops where we are taught about which methods work best in certain classrooms. I read through articles where research shows method X is most helpful in situation Y with students 1, 2, and 3. I sit through lectures where I’m told that evaluations count for 50% of my total score, 35% comes from my students’ test scores, and 15% comes from different aspects of professionalism.

I make kids work harder than they ever thought they could.
I can make a C+ feel like a Congressional Medal of Honor
and an A-­‐ feel like a slap in the face.
How dare you waste my time
with anything less than your very best.
I make kids sit through 40 minutes of study hall
in absolute silence. No, you may not work in groups.
No, you may not ask a question.
Why won’t I let you go to the bathroom?
Because you’re bored.

However, learning doesn’t always have to do with facts found in textbooks or this week’s best research-based practice article. Every day we as teachers are given the opportunity to learn about our students. Situations always present opportunities to get to know students a little better every day. Without this, the chances drop of having a successful classroom. But, the effort has to be made in order for this learning to take place. I wouldn’t know that quiet girl in the second row who played the flute in the marching band without going to the game on Friday night. I also wouldn’t know my class clown scored a touchdown, or that over half my class enjoys standing on the bleachers to watch a basketball game. 

New team, but always a team player

I love being able to strike up a conversation with my students because we share common ground. Eventually, struggles at home, requests for extra help emerge from the students who have seen me as something more than just a classroom teacher. Just when the progress has begun, the semester ends and I start all over with a new class. Once again, I’m faced with my own new learning because I barely recognize any of the new names on my roster. When the new students start to pile into my room,  my anxiety begins to recede because I recognize faces. I know that kid from watching the band.  I saw that kid sing in the Christmas program.  Those kids were at a few of the basketball games. It doesn't take long to earn their respect and trust simply because they recognize me. They all seem to "know" me from our common ground.

And you don’t really have to go to the bathroom, do you?

I make parents tremble in fear when I call home:

Hi. This is Mr. Mali. I hope I haven’t called at a bad time,

I just wanted to talk to you about something your son said today.

To the biggest bully in the grade, he said,

“Leave the kid alone. I still cry sometimes, don’t you?

It’s no big deal.”

And that was noblest act of courage I have ever seen.

I make parents see their children for who they are

and what they can be. 

This is learning at its best every day.  It’s simply taking the time to learn about the students who belong to me. It makes for a much better classroom atmosphere, better lessons, fewer discipline referrals, and lifetime connections. It allows a kid to know his teacher cares about him.

My Graduation card to my all of Seniors

 All in all, this is why I teach. I do it for the kids, the things they can teach me about other kids, life lessons, and as selfish as this sounds, I do it for what they can teach me about myself. Education isn’t life-long learning about core subjects. It’s life-long learning about life. All of that other stuff just fills in the gaps.

Here, let me break it down for you, so you know what I say is true:
Teachers make a difference! Now what about you?

~Taylor Mali, "What Teachers Make" 

Poem excerpt from:

 Mali. Taylor. “What Teachers Make.” What Learning Leaves. Newtown, CT: Hanover Press, 2002. Print. (ISBN: 1-­‐887012-­‐17-­‐6)

 

 

Remembering Pearl Harbor the Powell High School Way

Pearl Harbor, Hawaii

On December 7th, seventy years ago, the attack on US Naval base in Pearl Harbor marked the US's entrance into WWII. Today, we commemorate the anniversary of that tragic day and honor the US military survivors who were forever scarred by the losses of that day.

As a part of that commemoration, the Powell High School Panther Marching Band was invited to participated in the Waikiki Holiday Parade to honor and represent the USS Tennessee, one of eight battleships docked at Pearl Harbor on that fateful day.

The Panther Marching Band conducted by MJ Robinson

On Monday, November 21st, on the grounds overlooking the Pearl Harbor, the Panther Marching Band played a series of war related songs in honor of the historical time period. Afterwards, the crew took a walk back in time to the 1941 bombing of Pearl Harbor and honor those who died unexpectedly. As a part of our visit to Pearl Harbor, a PHS wreath was laid at the USS Arizona's wall with the 1,177 names of the dead.

The wreath honoring the names of the soldiers

Memory wall located inside the USS Arizona memorial

 Marked as the attack that changed the course of history, we will never forget those who unexpectedly died and are entombed beneath the waters of the memorial.  We will will continue to honor their names throughout history.

Nothing like high school football time in Tennessee!

Powell vs Oak Ridge from Milestone Pictures on Vimeo.

Harnessing the Power of Nuclear Energy

by: Kristy Homburger, PHS Science/Chemistry teacher
Contact info. kristy.homburger@knoxschools.org

In the classroom it is not uncommon to hear “Why do I need to know this?” As a chemistry teacher I get to teach a very short lesson on nuclear chemistry. During this lesson I always try to introduce the nuclear disasters of Chernobyl and Three Mile Island. Some students become interested and others show no interest. Those who show no interest almost take the attitude of “This is History. Why I am learning this in Chemistry?”

Unfortunately, the very sad event of the nuclear meltdown in Japan at the Fukushima Plant is the perfect illustration of why we should teach nuclear chemistry. Especially since the level of radiation leaked at the Fukushima Plant has reached the same level as what was reached at Chernobyl.  Now my students want to know everything about nuclear energy, nuclear plants, safety and the history of nuclear disasters.  History now has major relevance to my chemistry class.

Many students have entered my classroom with questions like how bad is it; should we be afraid; is it going to reach us, etc. Then they talk about what the media is reporting, and they want to know how accurate it is. Not only do they see what the media is reporting, but they hear what the “officials” are saying, and they question the facts based on their own knowledge and understanding.

Through this unfortunate disaster, I have been able to educate about the facts so that they will not just rely on the information provided by the media. They question; they probe for answers. It is vital for everyone to know what poses a health threat, and when to be concerned. In doing my own research, I have come across a few sources for additional ideas and lessons to help me educate my students on nuclear chemistry and energy. Please refer to the following links for further information:

Argonne National Laboratory has a site titled “Nuclear Energy Resources for Schools”  (http://students.ne.anl.gov/schools/us.php) and it provides multiple resources for teaching about nuclear energy in the classroom and at different age levels.

 “Teachable Moment: Morningside Center for Teaching Social Responsibility” (http://www.teachablemoment.org/high.html) This website address current domestic issues by including articles and discussion questions.

Up Close and Personal

I am so proud of our Powell High School band.  In the winter of 2011, our band will represent our state of Tennessee well in not only music, but as students of history as well.  There's nothing like the opportunity to offer hands-on learning to students.  In this case, the history of Pearl Harbor will come to life.  Special thanks to our band directors, Mr. Ricky Shaw and Mrs. MJ Robinson as well as our middle school director, Janet Roach,  for the dedication and work they contribute toward making our high school band one of the best in the state.

Sparkles, Smiles and Cheers!

People are like stained - glass windows. They sparkle and shine when the sun is out, but when the darkness sets in, their true beauty is revealed only if there is a light from within. ~Elisabeth Kubler-Ross

 

 WBIR's "Moments"

From the time I was called over my summer break by these wonderful young ladies and their sponsors to please come let them in the school to practice, to the bright, shiny happy  faces seen is this video, it has truly been a blessing to watch this simple act blossom into the special moment it has become. Congratulations to a wonderful bunch of young ladies who make our Powell community proud! Everyone should be so lucky as to enjoy our shared experiences of happiness! Enjoy!

For more information about how to become involved, visit The Sparkle Effect website.

College Planning Workshop

The following presentation was created by Powell High School guidance counselor, Kelly Nash. This is the first of several workshops that our guidance department will be presenting for both students and their parents for college planning.

Professional Learning Community Experts

This job is a test. It is only a test. If this had been a real job you would have had:
    - Recognition for good work
    - Pay commensurate with your expertise & results
    - Promotions to greater responsibilities.  - (unknown author)

April has been a fun filled month when it comes to new experiences and professional growth for me. For this blog, I have chosen to write about my trip with several other Knox County School employees to Adlai Stevenson High School in Lincolnshire, Illinois.  It was a short and sweet trip, but it offered many rewards when it comes to my job as an educational leader/administrator.

To kick the month of April off, I was scheduled to visit one of the best high schools in the nation with my new colleagues in Knox County schools.  A visit to Adlai Stevenson High School  provided me and several other principals and assistant principals as well as teachers, counselors, and other central office personnel the opportunity to see researched based instruction and the structure of learning communities in action. 

I was particularly impressed with both the staff and students in this 9-12 high school of 5,000 students with its own superintendent included.  The school prides itself on promoting leadership among its students and welcoming visits by educators from across the nation.  During our particular weekend, Knox County employees were accompanied by educators from Rhode Island, Texas, Oregon, and Florida to name a few. Our visit began promptly at 7:15am in the school's smaller auditorium. 

We were scheduled for numerous sessions that included observations of teacher meetings for collaborative work on curriculum within departments, student-led tours of the facility, a question and answer session with teachers and students, a presentation by the Freshman Mentors (aka..FMPs), and in-class visits with freshman advisories.  It was truly a wonderful opportunity for our high school administrators and school personnel to observe and interact with a high school that has and is making a difference in student lives.