Ashlynn Wittchow

8th Grade ELA/Creative Writing

Ashlynn.Wittchow@richlandone.org

Learning the Legal System: A Look into the Mock Trial Program at Hand Middle School 

The Middle School Mock Trial Program, sponsored by the South Carolina Bar Association, is a hands-on extracurricular learning experience designed to teach students about due process and the American judicial system. Students work together as a team for countless hours after school each week as they prepare as both attorneys and witnesses for both sides of a fictional case that is being tried in court. Teams present that fictional case against teams from other schools at regional competitions across South Carolina each year. The top three teams from each regional competition advance to the state championship competition at the Lexington County Courthouse in December.

After spending a year as assistant coach of Hand Middle School’s mock trial team, I had the thrilling opportunity this year to take the helm leading our mock trial team along with our attorney coach, Greg Collins. It was an exciting (and long) season. Students began preparing their cases in late August, reading lengthy witness affidavits, demystifying legal jargon, and memorizing pages of legal rules. In addition to reading and writing extensively, students also had to hone their problem solving and public speaking skills. Mock trial students can’t simply memorize a script. Regurgitating a case doesn’t cut it when faced with an unfriendly opposing council. Students needed to know their characters and arguments inside-and-out. As our season progressed, students began getting into character, walking-and-talking as attorney and witness duos. Students even had the opportunity to practice in a “real” courtroom when we took over a lab classroom at USC’s Law School for a Saturday practice prior to state competition.

Ultimately, we had a very successful season. At the Columbia Regional Competition, several students placed as the most effective attorney or witness in their respective rounds. We managed to advance to state competition at the Lexington County Courthouse as a wild card team. Will Rambo, Gabriella Cruz, and Sophia Austermiller were recognized as being most effective in their rounds by the attorney judges at state competition. Although we didn’t make it to the final championship round, the team represented Hand Middle School very well through their civility and professionalism.

Below, you can read more about what the students had to say about their experience this season as a member of the Hand Middle School Mock Trial Team:

What do you enjoy most about Mock Trial?

“I love being part of a team, in which we all look out for each other and work together to reach a common goal. I also really enjoy the competition of playing the opposing teams, and the satisfaction it brings to work hard and it pay off. Lastly, I love the challenge of mock trial in general and everything it has helped me learn.” –Will Rambo, 6^th Grade

“I enjoy being able to be part of a team with the same goal: winning state. I also love that the amount of work you put in during practice is shown during competition.”  –Catie Willm, 8^th Grade

“I enjoy being able to be a part of a team and using critical analysis to support an argument.” –Bryson Stakely, 8^th Grade

 “I enjoy meeting new people and learning to fine tune speech development and what to say in different situations. Collaborating with others is also something that I love about Mock Trial. You get to know other people and work with each other to make the best possible outcome for the benefit of the team.” –Maggie Smith, 8^th Grade

What have you learned from participating in Mock Trial? 

“I've learned, obviously, more about the US legal system and how it operates, as well as how to think on your feet and listen to details. I've also learned how to turn a situation around, no matter how bad it seems.” –Bryson Stakely, 8^th Grade  

I learned about persuasive writing, and how to really captivate a listener. I also learned how to get information out of a witness efficiently. My public speaking skills also benefited greatly from doing mock trial. –Catie Willm, 8^th Grade

I have obviously learned that being a lawyer/witness is not easy stuff, but it is satisfying when you beat some other school's butt at it!!!! –Eli Crissan, 7^th Grade

During my year doing mock trial, I have learned a lot about the US judicial system, how it works and what it takes to be a lawyer. But more importantly, I have learned about being part of a team, how to think on your feet, and how to be observant and pay attention to detail. Lastly, I learned how to be confident and cool under pressure. –Will Rambo, 6^th Grade 

Comfort Zones

                                                                           Comfort Zones

Comfort zones…we all love them.  It’s where we feel confident…where we feel we can be most productive…where we know what’s going to happen and won’t have to face many challenges.  While comfort zones are where we feel our best, there are times when we need to step out of our comfort zones in an effort to dig deeper within ourselves and reach our full potential.  Often times, as teachers we want to challenge our students to help them reach their fullest potential.   We as teachers try daily to move our students out of their comfort zones, but what about us?  We too need to step out on a limb and accept risks and challenges.

I have had my own personal experience with comfort zones and this has challenged me greatly. When I began my teaching career, I was given one 8^th Grade Algebra 1 and three 8^th Grade Pre-Algebra classes.  While all students took a standardized test, I was very concerned about my 8^th Grade Algebra class because they had to take an End of Course Test and it counted as 20% of their final grade.  I knew that these results were going to reflect how much my students learned and how well I taught them.  With butterflies in my stomach, the day came for my students to be tested and they all passed! I was thrilled!  I felt as if all of my hard work and dedication paid off.  100% passing rate!

The next school year I was given two 8^th Grade Algebra 1 classes.  I already struggled with doubting my abilities as a teacher and now I would be given another class that would have to take the End of Course Test. Whew!  Someone believed in me and I am grateful, but to whom much is given, much is required.  With reservation, I accepted the challenge.  Someone saw much more in me than I saw in myself.   Once I began to believe in myself, I saw a few more years of 100% passing rate by my students.

 I am now teaching three Algebra 1 classes which includes two 7^th Grade classes.  I have never taught 7^th grade, so I naturally had a fear of the unknown.  Many people painted a negative picture of Seventh Graders to me and it discouraged me.  I prayed about the move and was reminded that no growth can take place within comfort zones, it is not until we are challenged that we find out what we are capable of.  After being questioned by others, I realized that I was doing exactly what I should be. 

My leap of faith paid off because I love what I am now doing.  I love my 7^th graders just as much as I love my 8^th graders.  I love seeing their glowing faces when they come into my room and have “aha!” moments while I’m teaching.  Although we have only been in school for about a month, I have learned that I do not want to just sit in my comfort zone, but I would rather accept a challenge and fail knowing that I gave it my best shot than to live knowing that I never tried to be better.  After all, you can never fail outside of your comfort zone, it is simply a new learning experience that promotes growth.

Outside of our comfort zones is the knowledge of who we are and what we can become.   Our potential is never realized in times of comfort and ease, rather only in difficulty, change and challenge.   Although you may love your comfort zone, if you want to grow personally and professionally, step outside of it, feel the thrill, enjoy the moment, and continue to grow. 

Ms. Starlings

7th & 8th Grade Math
Hand Middle School

Manage with the Right Mindset

Manage with the Right Mindset

We spend so much time planning and being proactive, thinking about how we assess our students, and what we will do if they don't show mastery or if they do show mastery. Behavior and classroom management must follow the same continual improvement process. Teachers and administrators must plan and practice management scenarios, “expect” students to ask for materials at inopportune times, to arrive to class without a pass or with food in their mouths, to be playing a game on their laptops, to shout back when redirected in front of a whole group, and to even simply refuse to complete work. These aren’t instances that should create visual frustration, verbal shock, and a heated staff-student interaction. This “type” of encounter is more than what it appears, and it represents the realization that schools must differentiate for management.

We (schools and staff) must teach kids how to live in our world because, sadly, so much of theirs does not involve the need to recognize and take responsibility. 16 hours a day outside of classroom walls, students can post, snap, text, and tweet responses without having to explain themselves, and rarely are they held accountable. Adult-student relationships are no longer cemented in the minds of our kids- teachers have become partners and likes, and followers, out of touch observers, and often mirror images of reactive officials. Knowing all of this, and interacting with the youth of today doesn't change our expectations- instead it ignites our approach to create social emotional systems that focus on the goals and rights of each child.

Interventions and actions can't simply be a warning, a phone call, a lunch detention, a referral, and a “rinse and repeat stance.” We don't teach by saying, “here is what you will learn, you will learn it, your parents now know you will learn it, and if you don't learn it, I'm telling the principal.” We must incorporate mindfulness, intentional thought, peer mediation, restorative justice, and community conversation into our new social-emotional approach. It is not about saying, “you must follow these rules because I said so and your future job requires you to do this”…it is all about saying, “ we have created this together so we can learn how to live well in each moment and with each choice in our lives.” As all teachers know, behavior is a response to instruction, yet we cannot achieve success until we all celebrate a growth mindset for each of our kids. We are all responsible for what our students learn, we are all responsible for how they behave, and we owe it to everyone to manage with the right mindset.

Charlie Seamans
Assistant Principal
6 Grade Academy Leader

I Support You!

"If you don't like something, change it. If you can't change it, change your attitude." - Maya Angelou

We have all been through a lot of changes. Sometimes I think changes are difficult and wished they didn’t happen. Even though I am an adult, I struggle with change sometimes.  Sometimes I wish I could see the future to figure out where all of this is going. However, that is not the way life is set up. Change happens no matter how much we try to fight it.

However, change can be a great thing. For example, Mrs. Wise stepped out of the classroom to travel all of South Carolina to talk with teachers, students, and administrators. I know she misses all of us, but this change allows her to experience things she would have never before dreamed. Instead of fighting the change, she embraced it and went boldly into her calling. We can use her experience as an example for our lives.

Sometimes we resist change because we are so comfortable in our routine of life. The ‘we have always done it this way’ mentality gets very comfortable, and we often miss out on some of the greatest things because we don’t want to open our eyes to other possibilities. This school year has brought about a lot of changes with the new administration, teachers, and friends. I’ve had to step into more of a leadership role this year and to be honest with you, I have avoided this previously because I was comfortable just being me. However, becoming a leader has opened up more opportunities and introduced me to some amazing people. I have learned that just being me, isn’t being the GREATEST me! Change has developed me into someone stronger and wiser.

Teaching and learning are always changing and advancing. Our lives are about changing from day to day, and no two days are ever the same. As a teacher, I get apprehensive about letting go of my previous year’s students because I am so used to their attitudes, behaviors, and personalities. With a new group, I do not know what to expect. However, every year, I get a group of kids who I really like, and they make teaching worthwhile.

I am learning just like you to become comfortable with the many changes we face in our lives. Even though change can be uncomfortable, it helps to build us into a newer version of ourselves. Do not stand in your own way. Do not block amazing opportunities. Step out there and be bold. Reinvent yourself and never apologize for being better than you were yesterday. I support you.

Danielle Odom

8^th Grade English Teacher

2016 -2017 Teacher of the Year

Twitter: @OdomADanielle

A LEAP of Faith

Sivon Matthews
8th Grade LEAP Student
Hand Middle School
Mrs. Odom’s 7th period








The transition from one school to another is not easy. For some it is even harder than others. It’s a struggle adjusting to new rules, new authority, new people, and just a new place period. I had a shaky start coming to a new school but now I think I fit in pretty well. I have adjusted to everything. It wasn’t easy but I think everyone has a little trouble in the transition going to a new school.

I came from Crayton Middle School. They did things pretty different than they do at Hand. The teaching staff was different, the rules are different, and just the way things are set up is different. I adjusted in a regular manor of time in my opinion. It took me a while to get set up with the rules and what I could and could not do. Getting used to the teachers also took a while.

While learning everything I was taught a lot about what my teachers expected of me. I learned that they’re going to push me as hard as I need to meet those expectations and do whatever it takes to help me achieve my goals. By the time I finally adjusted to the rules and regulations everything was moving pretty smoothly. My teachers adjusted to the way I acted and I adjusted to the way they do things in their classrooms like what they do and do not allow. Once I got used to everything, everything was cool my teachers are nice my principal is nice and they all keep me motivated.

Now I think everything is flowing smoothly. I have settled in and I like it. I’m doing really well in most of my classes. I really like my new teaching staff. They are nice, caring, and motivational. Hand Middle School is a lot different from Crayton but during this transition I really think that a change of scenery was necessary. I really enjoy being at Hand Middle School. It’s a very nice place with a great vibe. I had a rocky beginning to my transition due to the changes in just about everything. Although I will miss everything I had to leave behind, I’m very glad that I got to move on with my life and further my education in the LEAP program. 

Ms. Odom was very good teacher for the time that I did have her. She was very nice and kind but at the same time she was strict and always on my back but the motivation kept me going which lead to me do very well in her class. She taught me a lot and a life lesson, the main one being “you’re never going to make it giving up over a little problem so whether you like it not I’m going to stay on your back and make sure you succeed.” She was a major part to me putting in effort so to her I say thank you for not giving up on me and helping me strive for success. I appreciate you.

Courtroom to Classroom

Robert Lominack
Latin Teacher at Dreher High 
Co-Founder, Achieve Columbia

Contact Mr. Lominack:
robert.lominack@richlandone.org
robert@achievecolumbia.org
Twitter: @RobertLominack






“There are wounds that never show on the body that are deeper and more hurtful than anything that bleeds.” ~Laurell K. Hamilton, Mistral's Kiss

There's a reason I am a teacher. I spent almost 15 years investigating and trying to tell the stories of men on death row. In each case, I learned every imaginable detail about their families and their childhoods. The trauma that they endured was not always extreme or unique. In fact, it was the type of trauma that many of our students face. But the consequences were extreme and debilitating. Of course, I had the advantage of being able to look back and trace the story from the beginning to the tragic end. I quit being a lawyer, because I wanted to be a part of the story before it had been written, when there was still time to help change the trajectory of their lives.

Interestingly, attorneys who represent death row inmates have to be very knowledgeable about childhood trauma and mental health issues. In fact, our clients' childhoods were the most important part of their story, because this part of their life set the stage for what was to come. Therefore, in addition to being trained in mental health issues, in every case we worked with a full team of mental health folks (psychologist, psychiatrist, neuropsychologist, and social worker at a minimum). I am worried that we are not providing teachers the knowledge, training, and support to work with students who suffer from childhood trauma and mental illness. So we often miss opportunities to help, we are impatient when we need to be more understanding, and we give up because we just don't know what to do. 

By the time many kids reach middle school they have absorbed years of trauma. It takes patience - months, not days - to work with these kids and get them back on track. Until schools focus on this aspect of teaching, we will continue to do a mediocre job at working with the children who need us the most. Nobody should be content with that. But we will not be able to change our results until we have changed our practices.

I am hopeful that we can begin to do that.

Click to view website

Article on the Paper Tigers Documentary 
http://attachmentdisorderhealing.com/paper-tigers-1/

Video
As principal of Lincoln High School in Walla Walla, Washington, Jim Sporleder is credited with helping change the culture of the alternative school. Lincoln has gained national attention as a “trauma-informed” school.

https://www.youtube.com/watch?v=-BofLj9l7S0

Pay It Forward

Martha Shaffer 

& 

Elizabeth Thomson

8th Grade Pay It Forward Leaders

Community service is something that has been important to the two of us since we were young, but this year, it took a special turn for us. In October, the flood devastated the Midlands. We finally understood what it was like to experience something so tragic in our communities. We also noticed the support we received from across the country. People drove to South Carolina from different states to bring supplies. LSU donated a truckload of water bottles. We were there alongside our friends and neighbors to repair and recover from what had happened. We finally knew what it meant to be proud to be a South Carolinian.

One day, in English, we had a class-wide discussion about the Flint, Michigan water crisis and the question of whether or not it was a genocide. We were both extremely passionate about the issue. The day went by, but the two of us were still just as intrigued about what was happening in Flint as we had been that day. We wanted to do something.

We discovered exactly what we wanted to do when we had a meeting with our English teacher, Ms. Odom, and our 8^th grade Administrator,  Dr. Coletrain. We created a plan to partner with a school in Flint and collect the supplies they needed. We were so excited that we were actually getting to do something for Flint. We brainstormed the logistics of the drive, and we were ready to begin.

Ever since we hit the ground running, we have been busy at work on this project. We made posters, digital flyers, powerpoints, and letters to prepare. We went on the morning announcements to announce the collection. We passed out boxes to every first period class in the school. We made phone calls to numerous stores, churches, and other businesses in the community.

We continue to create ideas about ways to improve the outcome of our drive. We have to problem solve, adapt to change, work with different people, and manage the project on a daily basis. We keep ourselves updated and research the Flint crisis extensively. We have become better citizens because of the work we do.

Running this drive has been extremely hard work, but it has all been worth it, because we know we are helping others who desperately need it. We hope that all the students as well as the teachers understand how important it is to help others. We believe we all can grow from a project like this when we learn the importance of paying it forward.

The students and teachers of Flint Southwestern Classical Academy need us. Together, we can Pay It Forward.

The Journey

 

Ms. Claire Kruger

Student Intern

University of South Carolina

Contact Ms. Kruger

cnkruger315@gmail.com

Two years ago, I was completely set on not becoming a teacher. I decided I would complete the Middle Level Education Program at the University of South Carolina and then figure out what I would do next… but it definitely was not going to be teaching. I had fallen victim to the negativity and pressure of entering the education field and could not look past the challenges that clouded my vision of helping shape the minds of young adolescents. I remember sitting in one of my classes during my sophomore year and a professor telling us that we can plan amazing lessons and units now, but when we actually become teachers we will have to follow strict standards and essentially just teach whatever our school or district tells us we have to teach. This broke me down. It made me feel like a robot could do this job and I was better suited for something else.

Flash forward a year to the beginning of my senior year. I was set on just completing this year and motivated by my Bachelor’s Degree at the finish line. I was prepared to enjoy the experience given to me but certainly not prepared to fall back in love with teaching. As soon as I began teaching my own lessons, preparing my materials on my own, and building relationships with the students in the classroom, I was reminded why I originally wanted to become a teacher and had reestablished my passion for this lifestyle. I have had the opportunity to work with two incredible coaching teachers, and didn’t expect to learn as much as I did about teaching, students, education, and myself. I learned to be creative with the standards and build a unit using the standards as a guide, not a script. I learned how to motivate students by allowing them to explore and engage in the real world. I learned that waking up at 6am every morning isn’t really that bad, and a secret stash of chocolate in my desk can get me through practically any challenge or long day.

I have been given incredible opportunities during my internship at Hand Middle School and I’m thankful to every staff member who has welcomed me with open arms and provided me with opportunities to learn and grow throughout this process. The students at this school are a lively and passionate bunch, and I feel lucky that I’ve had the opportunity to learn with them. Someone once told me that being a middle school teacher is not a job, it’s an adventure. I’m so glad that I was given the opportunity to begin my adventure at Hand Middle School and can’t wait to see where this journey takes me next!

A Heart Flooded with Gratitude

Lesley Snyder

7th Grade ELA Teacher

Contact Mrs. Snyder

lesley.snyder@richlandone.org

Twitter: MsTeachELA






  

Anyone who knows me, knows I’m a planner. I practically breathe because I’ve scheduled it into my overly expensive, color-coded Erin Condren planner. Over-planning isn’t my best quality, I also tend to be stubborn and often put more on my plate than I should. These aren’t my best qualities, a phrase that has taken some time to admit. Thankfully, I had plenty of opportunity to work on these qualities the past few months. The one-in-a-thousand year flood wreaked havoc over our state and drowned all of my well-laid plans. That being said, I’ve never been more grateful for having gone through such a trying situation.

A few weeks before the flood, I was blessed to find out that my husband and I were expecting our first child. Being the planner that I am, I started to make lists, timelines, and deadlines for all of the things we needed to get done. My husband and I went to bed the night before with big plans of working on the soon-to-be nursery the next day. We had spent the evening cleaning, organizing materials, and deciding how we wanted to arrange everything…super romantic Saturday night, I know. Unfortunately, we awoke to chaos. Within thirty minutes, water was pouring into our home from every exterior wall. The floors were lifting up and breaking apart. We scrambled to pick up our pets and anything meaningful that we could. We huddled with our animals in the attic until the water receded in our house a few hours later. When the water cleared, it became evident that everything was ruined. Many of our belongings were littering neighboring yards or floating in the street. It was so much to process at once, and the only thing I felt was numb.

Immediately, the well wishes, prayers, and love poured in. My phone was almost dead, but that didn’t stop the text messages and phone calls. At the time, we truly didn’t know what we needed, but somehow everyone else knew exactly what we needed. The outpouring of hope and love really helped us get through the initial period of shock. Within hours, co-workers, family, and friends were trying to help us wash clothes, make food, and so much else. It was difficult to start accepting so much help at once. Living my life with the “I can do it by myself” attitude sure didn’t help. Thankfully, everyone was persistent and kind with their offers. I am not sure I’ve ever been more thankful for a hug, a pizza, or a box of basic necessities. My students went to Edmodo showering the timeline with posts of encouragement and love. Within days, my house was cleaned out (even this was a blessing). What few possessions we had left were boxed up, and we were left standing in an empty home trying to figure out what to do next. I’m not sure I could have ever planned to be pregnant, carless, and homeless. I wasn’t even sure I was ready to deal with this reality, but with everyone cheering us on, it didn’t seem so daunting. 

Insurance worked slowly, but eventually, they arranged a hotel for my husband and me. Hotels are great to stay in, but only on vacation. Those words taste a little bitter coming out of my mouth. It seems ungrateful to say that I hated living in a hotel, but honesty is an important quality too, right?  Two months in a hotel being sick, pregnant, irritable, and living in a one room space isn’t fun. To be honest, it quickly brought our newly wedded bliss to an end.  We often joked that it would be a miracle if we didn’t get divorced before our home was ready. Though, at times, it didn’t seem like a joke. We had good days, and we had days that seemed worse than the day of the flood.

Many people sought me out and let me vent. They offered their positivity and prayers. They reminded me that they were here for us, and that they were in our corner. For those things, I am truly grateful. I’m not sure those people will ever truly recognize the abundance they gave me with their simple presence and listening ear. You realize when living in a hotel that: cooking is impossible with just a microwave, you must wait to use the restroom (even if you really have to go), it is impossible to catch up on your graduate studies when your husband is watching football loudly, and that you have no idea how expensive washing your clothes at a laundry mat truly is. Even those small annoyances were met with solutions. Those solutions gave me the hope I needed to push through the trials.

Though the two months out of our home drug on, help came in constant, rushing waves.  Somehow, the complete destruction of how I thought my life was supposed to go over the past few months didn’t seem so disastrous with the help of so many. My fellow co-worker, Jeff Burden, probably sums it better than I ever could,

“I am so thankful for all of the support that my family has received through this experience.  My church, my friends, my co-workers, my family, small businesses around Columbia and other people from around America have been so supportive.  Not only have,folks helped me tear out walls and clean my home, but my family has received everything from quilts and food to prayers and money from wonderful helpful people.  We would not have been able to get through this had it not been for the generosity of others.”

I have learned so much about myself and the world in the past few months. Despite seeing negativity constantly on the news, my faith in humanity is truly restored. I learned that it is TOTALLY ACCEPTABLE to ask for and accept help (I wasn’t sure I was ever going to learn that). I learned that the best experiences sometimes come out of unplanned, terrible situations. Cynthia Pierce, our registrar, in all of her grace, expressed her gratitude to me after having gone through the flood. She said, “Earl and I have been amazed at the ways God is still blessing us every day.”  I have found that even when everything seems lost, there is still so much value and love that exists in the world. Sometimes we simply have to shuffle through the mud, clean ourselves off, and allow others to help build us back up. This holiday season, I am thankful for a great support system and the opportunity to grow. Now that we are starting to move back into our home, I’m ready to start creating new lists and deadlines in my planner. The first item on the agenda is to send out an abundance of gratitude; then, I’ll get back to planning that nursery. 

From Nothing to Something!

Danielle Odom
8th Grade ELA Teacher
Hand Middle School
Contact Mrs. Odom
danielle.odom@richlandone.org









When I present a problem-based learning project, all I see are wide eyes staring at me with fear, confusion, and anxiety plastered all over their faces. I can see the panic set in as we go over the rubric and requirements for the projects and slowly they begin to unwind. I tell them many times over, “Don’t worry, I will be with you every step of the way, this is a process.” No one ever believes me. They fire question after question trying to determine how big the project is and how long will it take. Their lack of confidence is evident and in a way it saddens me because I want them to believe in themselves as much as I do.

They begin this journey with an empty paper in front of them. They ask questions that I will not answer for them because this is a journey that they have to take. Once they realize that this is THEIR journey, they begin to talk, and debate about what needs to be done and where their project will go. Their questions go from how do I tackle this to how BIG can my project be?!! They begin with nothing but the requirements and the rubric and they create beautiful works of literature and art that amazes me every year.

This year we began AAP with our Utopian project. Students are responsible for building their own Utopias and in the end explaining how their world is better than the world they currently live in. They have to create a government, healthcare, educational system, employment, create a philosophy, address the citizenship of the country, a declaration of independence, economics (importing and exporting goods, money, etc.), and help to sustain life in their communities. It seems like a lot, but they started to tackle it, one step at a time. The thing I love about problem based learning is not only the cross curricular element, but the ability to incorporate new ideas and problems for them to solve along the way. Every Monday we discuss current events and propaganda. We used the propaganda to create posters inviting people to join their Utopias. After the migrant crisis in Syria and Europe, we compared and contrasted three articles from reputable news sites and discussed how our current world is handling the situation. I then gave each Utopian group 16,000 migrants to take into their Utopia. They have to figure out how to feed them, house them, educate them, and fully incorporate them into their world. Students then had to write a newsletter to their community to let them know the plans for the migrants. The problem solving skills of these students floors me sometimes. They had so many ideas on how to help the Syrian’s and yet the leaders of the world are at a loss as to what to do with them. I am wondering if they are smarter than an 8th grader.

My other classes worked tirelessly on Public Service Announcements as we read Tears of a Tiger which deals with some serious young adult issues. They had to research and discuss issues that are not usually talked about in class and create a poster project that shows their understanding of the research. Could they do it? ABSOLUTELY! They too started with a blank page and lots of questions, but when they were done, their creativity shined through. The students put their all into the projects and while many claim “they cannot draw” they are still creative in their own right.

The best part about problem-based learning for all of my classes is that I can incorporate service learning into the curriculum. The best is yet to come. Our goal is to make an impact so big that we break the cycle for so many who have been dealt a poor hand of natural talents.

In the end the students learn how to solve problems and become the true leaders they were meant to be. I am excited to see these projects all the way through, but their growth is what amazes me the most. With every problem-based project they grow more confident and more ready to turn nothing into something.

What A Year!

Robert Harris

Family & Consumer Harris Teacher

Hand Middle School

Contact: robert.harris2@richlandone.org

Follow us on Instagram @hand_facs.

Year One. Where do I start? How do I keep up? Will I make it? All of these questions seemed to cloud my mind as I began my first year as an educator. I was anxious to see what teaching was all about, but more so, what type of impact I would have on my students.

During my internship, I was introduced to Family, Career and Community Leaders of America (FCCLA). FCCLA is a national Career and Technical Student Organization that provides personal growth, leadership development, and career preparation opportunities for students in Family and Consumer Sciences education. While at my internship, I was given the opportunity to work with some of the students in the FCCLA chapter. It was such a rewarding experience; so much that when I got my own classroom, I knew that becoming an adviser would be essential to my FACS program and the overall development of my students. Through the tremendous support of my principal at the time, Mrs. Marisa Vickers, I completed the necessary paperwork to start the chapter at Hand Middle School. We became the first middle level FCCLA chapter in Richland County School District One and one of three in the state.

Immediately, after submitting the charter paperwork for FCCLA, we began to work. Although we were small in numbers (12 charter members) for our inaugural year, we accomplished a lot. Throughout the year, we raised funds through our Krispy Kreme fundraiser, Carolina/Clemson paraphernalia, donated socks to the Oliver Gospel Mission through our "Sock"tober event and donated coats, jackets, gloves, and hats to Goodwill through our Warm Up Drive. Additionally, we participated in the SC FCCLA State Fall Leadership Rally at the SCEA in November in Columbia where members learned more about FCCLA, developed the state's program of work and represented their school. Hand Middle School won the award for the "Best Chant" out of schools attending. 

There was no stopping us! In March, we attended the SC FCCLA State Leadership Conference in Charleston, SC. Six of our members traveled to the state conference where all of them placed (Gold, Silver and Bronze medals) and one became a state officer, holding the position of SC FCCLA Vice President of Middle School Programs. But it wasn't over yet. We traveled to Washington, DC with our gold winners and state officer to attend the National FCCLA Leadership Conference in July. Our winners placed SECOND on the national level, which was an amazing accomplishment for those students and Hand Middle School.

What a year! I am extremely grateful for the support from the students, parents, faculty and staff to make our inaugural year one to remember. We are in our second year and well on our way to another year of success!!

Tied to Success

William Judge

Science Teacher

Hand Middle School

Contact: william.judge@richlandone.org

Standard 8.E.4 of the South Carolina Science Standards suggests that there is an observable universe.  Our galaxy, the Milky Way, is in that universe.  In the Milky Way exists an unfathomable amount of stars.  Our star is the sun.  We live on Earth, which orbits the sun once every 365 days.  Every 24 hours, Earth makes one rotation on its axis at a speed of 1,040 mph.  

The order of the universe continues.  At the start of each period, my 8^th grade gentlemen know to set their materials at their desks and line up outside of my classroom for “the talk.”   This is when I have the opportunity to teach young boys what it takes to be a man.  It’s something that goes beyond academics.  Manliness is about self-respect and the respect of others.  It’s about selflessness and service.  It’s about doing the right thing when no one is looking.  It’s about looking your best, feeling your best, and doing your best.

These young gentlemen have begged me to give them the opportunity to voice “the talk.”  Now, I have the privilege of listening intently to these leaders encourage, challenge, and inspire their classmates and me.  Outside of my classroom, boys are becoming men.  They’ve learned to look a man in the eye, extend their hand, and execute a firm handshake.  They know that presenting a man with a “dead fish” is never an option.  We are currently learning to properly tie neck ties; a skill that every man ought to know and no man will ever forget.   It must fall to center of the belt.  Not too long.  Not too short.   

As the Earth keeps spinning and Hand Middle School becomes a memory, my hope is that “the talks” stick.  I hope that handshakes and neck ties become reminders to my young men of their worth, potential, and success.  My 8^th grade boys are model Hornets who “Love Blue” and “Live Gold.”  They truly are “tied” to success. 

Success to Success

Brian Williams

Assistant Principal

Hand Middle School
Twitter: @brwilliams15

Contact:  brian.williams@richlandone.org

The term “success” is used often times to describe a person who has completed a task or has finished a career or life of vast accomplishments. Success is always seen as a destination that we all want to reach one day. We set short term goals and long term goals, and when we reach those goals, we refer to ourselves as a “success.”  I was challenged to think of a successful life as a journey, and not simply a destination. The idea of a successful life being a journey or a process is an oxymoronic idea in nature. How can one be a success on the way to becoming successful? 

During a recent conversation with a former student, I was enlightened to the reality of what a “success” truly is.  A success, by my definition, is simply doing what you were placed on earth to do! There is a process that leads to that ultimate success, but are you not successful during the journey?  Success equals fulfillment.  Money or fortune fulfills no one completely, but a successful person understands the purpose of their existence.  Mark Twain said, “The two most important days in your life are the day you are born and the day you find out why!” What a remarkable statement! The key to success is knowing exactly what you were created to do and doing it!

Seven years ago when I began my teaching career, I knew that I was fulfilling my purpose and reaching young people in a way that only I could. I felt contentment with my career; I could teach for 30 years and never get tired. There was a joy that accompanied going to work and seeing the eyes of my students light up when we were engaged in the learning process. Over time that feeling changed. I felt as if I was wrong for not feeling the joy and happiness I once felt in the classroom. I came to the realization that when seasons change, a discontentment takes place in our heart and it pushes us to greater things. That discontentment is what moves us from good to great, it is the driving force by which we journey from one season of joy to another. When there is more in us to do, we can’t stay where we are.

I am more than humbled to be a part of the Hand Middle School family. I am learning daily from the comradery and teamwork displayed at Hand Middle. I am exactly where I am supposed to be and I am looking forward to this journey from Success to Success!

A New Year’s Gifts

Helen Schell

ELA Teacher

Hand Middle School

Contact Mrs. Schell at helen.schell@richlandone.org

The first several weeks of school, while often epic and discombobulating for my new-to-Hand sixth grade students, are days that I treasure. There’s electricity in the hallways that follows the students into my room, crackling and snapping from their heels as they locate their seats and smile at their neighbors. In a way, it’s like I am waking up each morning to some grand holiday or my birthday, and the presents I am receiving are the students.  On Monday I unwrap seven or eight, on Tuesday another eleven, on Wednesday six more, until I’ve unwrapped every single child and am left to marvel at his and her talents.  The same is true for my students; they are busy unwrapping one another, finding out about each amazing person who is sitting beside them or is grouped with them for certain activities. There are so many smiles and laughs as we celebrate the new community we are building.

Toward this goal, I recently had my students grouped into “neighborhoods” for an activity in which they wrote answers to four questions and then took their time sharing responses. As a result, my young people learned about each other’s embarrassing moments, favorite technologies, good habits, and kind memories they harbored of former teachers. At the end of class I collected their response cards and took them home to read after dinner. I was transported. Their reflections were both humorous and powerful, and I found myself being especially moved by their memories of former teachers.

In this category, loving acts were recorded that painted a picture of daily life with all its trials and triumphs. One student appreciated a teacher reimbursing him a coin from her purse when the pencil machine ate his quarter. Another received photos at her fifth grade graduation that the teacher had saved since kindergarten. A different student was told to climb the jungle gym knowing he would be caught if he fell. On and on my students wrote: I was taught how to create the art that I love; I was given the job of taking care of the class pets; I was defended when my classmates bullied me for being short; I was seen for being musically talented and encouraged to become a singer; I was given a second chance; I was pulled aside and comforted when I had a really bad day; I was so good at history that my notes were used to create the class study guide; I was called smart; I was given a tie-dye shirt made by my classmates when I moved to SC; I was understood and forgiven.

When I set the cards down I felt humbled, humbled that they would share these treasures with me and humbled by the role of teacher. In the twenty-first century, data plays a starring role in a teacher’s life. August is when we analyze data on end-of-year testing to get a snapshot of our incoming students. This allows us to shore up a class’s strengths and weaknesses and set goals for the year ahead. Each one of us wants to build on the strong foundation laid by previous teachers and propel our students into new realms of thought and comprehension. We are intimately aware that our efforts feed future successes in high school, college, the job market, and our students’ waiting adult lives. But for just a moment I want to push all of those expectations and numeric data aside and simply inhale the sweet fragrance of my students’ heart-felt note cards. I want to sit still and absorb the gift that each child is. And if there is one prayer on my lips, it is that I, too, will come to hold a sacred spot in their hearts. 

A Little Taste of Oxford

Ashlynn Wittchow

ELA Teacher

Hand Middle School

Follow Ms. Wittchow 

on Twitter @AshlynnWittchow

This summer I embarked on the Professional Development experience of a lifetime: six-weeks of studying English Literature with fellow English teachers at Oxford University. Each summer, the program enrolls approximately 85 international students, mostly teachers, to study and learn at Lincoln College, one of Oxford’s smallest and most beautiful colleges. At the end of June, I packed my bags and boarded a plane to London Heathrow, ready to hit the ground running. Oxford was calling.

The summer was overflowing with valuable learning experiences. As a visiting student, I had access to the Bodleian Library of Oxford, one of the finest research libraries in the world. The Bodleian Library is over four hundred years old and houses manuscripts significantly older. As one might imagine, they take security pretty seriously. All students and visiting researchers have to recite an ancient vow not to bring any open flames into the library. It was hard not to feel as though I had stepped back in time wandering its oldest wing, Duke Humphrey’s Library. 

In front of Shakespeare's home

As a cohort, we embarked on various learning excursions. We visited Shakespeare’s birthplace in Stratford-upon-Avon and watched the Royal Shakespeare Company’s production of Othello. We attended lectures delivered by many of Oxford’s world-renowned professors. We traveled to Bath to visit the ancient Roman temples, explored restoration theater, and wander the footsteps of Jane Austen. We sponsored poetry readings, pedagogy workshops, lesson planning sessions, and a graduate conference covering topics that ranged from Shakespeare to Jaws. And of course, we visited London at every available opportunity. Its museums and libraries are among the finest in the world.

The opportunities for hands-on learning were unparalleled. I cannot wait to bring everything that I learned this summer back into my own classroom this year at Hand Middle School. However, one of the greatest assets of the program was its people. It was a privilege to learn and grow with passionate and intelligent educators from across the globe. I hope to maintain these connections this year in a professional learning community that extends beyond the walls of Hand Middle School. Indeed, through the latest developments in one-to-one computing through Hand’s Digital Learning Environment, I hope to give my students a little taste of Oxford, connecting students with classrooms across the globe.