March 24 (Tuesday): NJROTC, and The Way Ahead

Today, we are going to talk about our program and the future. Our program is the first US Navy JROTC program in the state of Connecticut. This is a picture of one of our cadets (Sergio) who was the Captain of the BMHS Soccer Team, but now he has moved on to other things. 

As the year approaches the last Marking Period, and our senior's will be preparing to move on after graduation, you the cadets who remain need to prepare for the future and the changes that come with it. I will give you a class brief on NJROTC and The Way Ahead and then talk to a number of you individually. 

APPRECIATION 2: YOUR PEERS... YOUR FELLOW STUDENTS

We continue to learn from last week. Through our act of appreciation to those adults at BMHS that have made an impact on our and others lives came a suggestion from a student. Can cadets write a letter to a peer or a fellow student that they appreciate? I told that student it was a great idea and that is what you are going to work on today. 

Similar to last week we will watch a short video to get you focused on appreciation for your fellow students. This video is called the Science of Happiness, watch it and then you will write your letter of appreciation. Even though the video is not specifically about appreciating you fellow students, it will help you form your thoughts prior to writing. 

Class Activity:

1. Watch the video. 
2. Take out a piece of paper and print your name and class period on the paper.
3. Think about a student who you appreciate and why you appreciate them. Ensure you address that letter to that student.
4. Write a one page letter telling that student why you appreciate them and the impact they have on you and others. Review your work.
5. Turn that piece of paper into the Naval Science Instructor once you are complete. 
6. For Tuesday, you need to study the acronym, SURVIVAL and know what each letter represents. (See previous postings).

Brainstorming for Upcoming TOPGUN Competition

Welcome back from break, I hope you enjoyed yourself. Tommorrow is uniform day so be ready with your appearance, bearing, and knowledge.

Today we will break up into small groups (group leaders chose teams) and brainstorm potential TOPGUN events for the platoon versus platoon competition. I want each group to come up with events for two categories: 

IN CLASS EVENTS: can be done in school during the class period.

OUT OF CLASS EVENTS: can be done  after-school and online.

Come up with a group list and then give to designated class scribe (see below) to write input on a Google Doc.

Google Doc: PROPOSED TOP GUN EVENTS  (Click on Link) 

PERIOD 2: Group Leaders are Bonilla and Velmani. 

Scribe is Tom Mirabella

PERIOD 4: Group Leaders are Ceja and Fequiere. 

Scribe is Kevin Martinez.

PERIOD 6: Group Leaders are Micheal Ragusa and Christian Araujo. 

Scribe is Michele Veliz.

PERIOD 7: Group Leaders are Mercy Stevenson and James Gray. 

Scribe is Robert Chavez.

Select a Naval Science and a Non-Naval Science Topic You are Interested In

Monday's Class Activity: 
1. Organize Yourself into Three Groups. Group Leaders designated by SNSI.  (See Below)
2. Review the Naval Science Curriculum from the Naval Science Books.
3. Select one Naval Science Topic your group agrees upon and write down why you are interested in that topic.
4. Select one Non-Naval Science Topic (SNSI screened) your group agrees upon and write down why you are interested in that topic. 
5. Group Leaders provide both topics to the SNSI by the end of class on a written paper with your groups names, class period, two topics and why you picked those topics.

Group Leaders:
Period 2: Suarez, Bonilla, Dallas
Period 4: Armas, Walsh, Iraheta
Period 6: Valez, Vacas, Young
Period 7: Stevenson, Rainone, Chacua

Uniform Inspection (Appearance, Bearing, and Knowledge)

Today is Wednesday and we will have our weekly uniform inspection. You will be inspected in three areas: appearance, bearing, and knowledge. Uniform inspection is a test. This test (inspection) will be conducted by the Senior Naval Science Instructor. This week, we conducted station training (knowledge, bearing, and drill) and had a quiz on cadet knowledge and a squad unit leader drill evaluation all to prepare you for the inspection. Good Luck?

Uniform Accountability and Prep Day for Drill, Appearance, and Knowledge

Today is a modified uniform day due to a change in the school schedule yesterday. Today we will set up three working stations:

• Station 1: Squad Drill Evaluation Prep: Review each cadet being the squad unit leader for squad drill. 
• Station 2: General Orders To Sentry Review: Review individually and collectively the first five General Orders to the Sentry. 
• Station 3: Uniform Accessories Update: Cadets will notify the Supply Rep of the uniform items or accessories they are missing to include updating their ribbons. the Supply Rep will keep a detailed record and turn it into the SNSI. 

The Class Drill Peer Leaders from the previous day will be the station leaders. Cadets will be at each station for approximately 15 minutes. 

Time for the Oscars...Upperclassmen Brief to a First Year Cadet

While we have a few presentations remaining, once completed we will be selecting one group to provide a presentation to a First Year cadet class period (periods 1,5,8). 

We will select one group per upperclassmen class period: periods 2,4,6, and 7.

Period 2 Winner: Shane & Erby
Period 4 Winner: Johanna & Jen
Period 6 Winner: Nicole & Jen 
Period 7 Winner: Mercy & AJ

Honorable Mentions: Ahmad & Christian, 

Class Task: We will have that winning group place their presentation on a Power Point presentation. The PPT template is already loaded in the Upperclassmen Working Folder on the Desktop. There are six slides: Cover, Intro, Slide 1,2,3; Conclusion. 

Once the brief is loaded, the winning group leaders can modify their brief with input from the class and will then rehearse it with the class taking notes and critiquing their performance.  

More Drill...Right Shoulder and Left Shoulder Arms

Based on your recommendation to increase armed drill (with drill rifles) in class and our unit's desire to participate in armed drill for the upcoming Bethel Drill Competition in November, we will conduct armed drill in class today. 

Lets take a look at a video about the manual of arms: 

We will go through the manual of arms "by-the-numbers" (with the unit commander utilizing a verbal number) count for each step of a particular manual of arms. 

The foundational basis for all drill is the proper position of attention. Pay attention, ask questions, and put forth your best effort. We may have some cadets work one-on-one so remain flexible and keep a positive attitude. Everyone learns differently, so be patient with yourself and with each other. 

The benefits of drill are developing attention to detail, technical proficiency in drill, followership and leadership, and teamwork. 

Drill with Drill Rifles

One of the suggestions for improving cadet involvement in our Navy JROTC program is to conduct more rifle drill in class. The above short 5 minute video is a Navy JROTC unit conducting a portion of an Armed Drill routine. We will be conducting platoon unarmed and armed drill as a class period this year based on the cadet suggestion. In the past we focused on the after school drill teams while conducting drill during class periods but not with as much emphasis, we will change our focus. What that means to your class period is each individual cadet needs to focus and put more effort into drill than perhaps they did in the past. Your class period's ability to conduct both unarmed and armed drill is a SMART (Specific, Measurable, Attainable, Relevant, Time Bound) NJROTC goal for each of you. Our goal will be to conduct the platoon drill card for the Bethel Drill Meet by the end of the first Marking Period. 

Class Activity: You will draw drill rifles and a class leader will be designated to go through the basics of individual armed drill. 

Basics: 
Fall In.
Position of Attention.
Dress Right Dress.
Right, Left, and About Face.
Parade Rest and Rest.
Port Arms.
Mark Time March.
Forward March
To The Rear March.

Overview of Manual of Arms: :

• Do's and Don'ts of carrying a Drill rifle
• Professionalism, Maturity, and Safety
• Order Arms
• Port Arms
• Right Shoulder / Left Shoulder Arms
• Present Arms

Individual Areas of Focus When Performing Armed Drill:
Rifle positioning: placement of the hands, distance of rifle from your body, elbow placement, etc.

FOCUS and MAKE an EFFORT TO IMPROVE. 

Your Feedback on Improving Cadet Involvement in our JROTC Program

EACH CLASS PERIOD WILL REVIEW THESE RECOMMENDATIONS AND PICK THE TOP THREE RECOMMENDATIONS AND DEVELOP A SPECIFIC PLAN ON HOW TO MAKE THEM HAPPEN. 

CLASS LEADER FOR PERIODS:

2:  Cadet Suarez

4:  Cadet Walsh

6:  Cadet Vacas

7:  Cadet Stevenson

READ:  BASED UPON WATCHING "REMEMBER THE TITANS" AND YOUR ANALYSIS OF THE TECHNIQUES USED TO BRING THIS TEAM TOGETHER, YOU DEVELOPED THE FOLLOWING RECOMMENDATIONS:

• COMPETITIONS BETWEEN CLASS PERIODS
• MONTHLY PFT & COMMUNITY SERVICE COMPETITIONS
• POST WINNER
• WIN A SWEATSHIRT
• PARTICIPATION BY-NAME ROSTER OF ALL CADETS 
• PROMOTIONS & AWARDS IN THE AUDITORIUM MONTHLY
• UNIT READ BOARD
• PARENT MEETING
• MONTHLY PARENT NEWS LETTER
• UPDATE OF UNIT ACCOMPLISHMENTS
• EMAIL NOTIFICATIONS TO PARENTS
• GET TO KNOW THE PLATOON COMMANDERS BETTER
• CLASS LEADER BRIEF EVENTS AND ACTIVITIES
• AFTER SCHOOL EVENTS NEED TO BE BETTER ADVERTISED AND ORGANIZED BY CADET COMMAND ELEMENT.
• A TOP GUN CALENDAR NEEDS TO BE PUBLISHED
• POWER-POINT BRIEF OF OTHER JROTC ACTIVITIES
• COMMUNITY SERVICE, DRILL COMPETITION, FLAG CEREMONIES
• HOW THE UNIT WORKS: STAFF MEETINGS, ETC
• INTRODUCE THE CHAIN OF COMMAND
• REFORM THE PLATOONS
• ROTATE THEM AFTER A MARKING PERIOD
• DRILL:
• RE-INSTITUTE ARMED DRILL. 
• HAVE A DRILL EXHIBITION.
• CONDUCT RIFLE DRILL / DRILL IN CLASS.
• HOW TO PREPARE YOUR UNIFORM FOR UNIFORM DAY (MALE /FEMALE UNIFORM DAY PREP)
• SOCIAL ICE BREAKER  & COMPETITIVE GAMES AFTER SCHOOL
• ASSIGN EVERYONE TO BE AN OIC  /ASST. OIC FOR A COMMUNITY SERVICE EVENT
• MORE THOROUGH BRIEFING OF HOW TO GO TO BLT OR LA/ST. ALSO, HOW YOU GET A RIBBON.
• TEACH NAVAL FLAG SIGNALING
• HAVE INVOLVED CADETS TALK TO NON-INVOLVED CADETS ONE-ON-ONE
• CLASSES ABOUT ALL OF THE ARMED FORCES AND FEDERAL LAW ENFORCEMENT AGENCIES.
• TOP GUN: BASKETBALL 3 x 3, WIFFLEBALL. 

Soliciting Your Inputs for TOPGUN (Interclass) Competition

Background. Every year our JROTC program conducts a competition between the classes. We merge a freshmen class with an upperclassmen class organized into a platoon. The TOPGUN (named after the US Navy Flying School) competition is designed to re-energize the cadets, build unit and class integrity, and for the cadets to have safe and organized fun with a purpose. Any effective organization solicits input from its members to ensure everyone's involvement and identify good ideas. That is what we are going to do today in class, before we solidify the TOPGUN schedule I want to harvest your input and ideas. 

Class Activities:  
1. Form into three small groups and discuss and brainstorm ideas for activities for 20 minutes. Everyone will take notes.
2. Near the end of class, each group will brief the class and provide a written copy of their suggestions. 
3. Make sure you are prepared for PT tomorrow for Friday and review the blog for the weekends homework. 

Let Us Grade Homer

Purpose of this Task in Class: To become more familiar with the school-wide rubric (assessment tool) which will be used for you to assess and evaluate yourself, your peers, and that the teacher will utilize to assess and evaluate you. 

Administrative Instructions: 

• Provide every student with their own hard copy of the rubric (BMHS Problem Solving / Critical Thinking / Innovation).
• Have students write their own name and class period on the top of the rubric.
• Rank the criteria in sequence from (Step 1) Define the Problem through (Step 6) Develop A Plan of Action to familiarize them with the process. 
• Write the name of "Homer Hickam" on the upper right corner of rubric sheet. (He is the "student" they the "teacher" will conduct a summative assess on from the movie the October Sky. Homer Hickam was one of the West Virginia Rocket Boys who through his passion for space, creativity, and innovative spirit launched amateur rockets in high school. 
• Have each student split each criteria assessment box in half by drawing a line. See below picture. 
• Conduct a quick review of the rubric criteria (6 criteria) and assessment ratings (basic, goal, developing, exemplary)
   

CLASSROOM TASK:  The discussion associated with the assessment ratings is more important than the assessment ratings themselves. 

Step 1: (Your Summative Assessment of Homer Hickam) Review rubric content and scoring criteria by yourself. In the teacher evaluation column grade Homer in each of the six rubric criteria and assign one of the following assessment ratings (B,G, D, or E). (Individual Summative Assessment)

Assessment Ratings: Basic, Goal, Developing, Exemplary (refer to rubric for definitions of each rating for each category)

Step 2:  (Group Collaborative Feedback on Hickam Summative Assessments) Form into 4 person small groups and discuss your grades with the group. Annotate the group grade on the rubric sheet. Taking the BMHS Problem Solving / Critical Thinking / Innovation school wide rubric, in small groups you will grade Homer Hickam's performance in his big idea project.

Steps 1 and 2

Step 3: (Formative Self Assessment on Your Big Idea Project) Remain in your small group seating arrangements. Now that you are somewhat familiar with using this rubric to assess someone else (Homer Hickam) as well as discussing how other in your small group used it to assess Homer Hickam, now you will conduct a formative self assessment of your performance thus far on your Big Idea Project using the rubric. Do not collaborate during this step. Your candid assessment of yourself is key. Your assessment DOES NOT EQUATE TO YOUR GRADE. 

Steps 3 and 4

Step 4: (Group Collaborative Feedback on your Formative Self Assessment) Once your self assessment is done, now you will collaborate and share your formative self assessment (Big Idea Project) per criteria with your small group. Collaborate and give each other constructive input on how each can improve.  

Step 5: (SNSI Teacher Formative Assessment of Student's Performance on their Big Idea Project). Teacher will use the rubric to assess each cadets present level of learning on their Big Idea Project at this time. Their assessment rating score will be entered in the bottom quadrant of the student score box for this evolution. 

Note: If you were absent see the teacher to make up this assignment.

The Rubric is a tool to evaluate and assess student learning and can be used to measure the effectiveness of student centered activities. It assists the teacher in how to navigate the depth and direction 

Weekly Activities October 28 to November 1.

Monday and Tuesday: (Focus) Public Speaking. The assignment is to draft a 2 to 3 minute impromptu on the topic of their cadet innovation project (Big Idea Project). They are to rehearse the content of the speech to include the timing. They will give the speeches in class on Monday and finishing them on Tuesday.

Wednesday: (Focus) Uniform Inspection.  Senior Naval Science Instructor conducts a weekly personnel inspection assessing: appearance in uniform, cadet knowledge, and bearing. This event is a test where they receive a grade.

Thursday: (Focus)  Thinking About Associations: What People and Organizations and Areas of Interest are Related to their Big Idea Project. Prior to the development of a future research plan for their cadet innovation project, the students will be brainstorming what individuals, what organizations, and what other related areas of interest are related to their Big Idea Project. They will graphically depict this brainstorming session with a mindmap graphic. The intent is start to make associations with the people and organizations they can research to determine the potential to network with them in the future. Additionally, I want them to determine what associated areas or interest can be linked to their innovation concept for their project topic.


Friday: (Focus) Assessment of In Class Association Assignment and Initial Research Link. 
Instructor reviews student association brainstorming graphic and discusses student progress on their project at this point. They are also required to provide an on-line link that they have discovered in their initial research.

BIG IDEA TIME...TIME TO DELIVER !!!

TIME TO ACTUALLY GET STARTED ON YOUR BIG IDEA PROJECT!!! You are going to actually give "birth" to your big idea that is going to have an impact on the world... home... school... neighborhood...community...church...team...organization...city... state... country...or the globe.

This project is YOUR OPPORTUNITY TO SHOW YOURSELF HOW AWESOME YOU ARE.  

Class Activity: Based on our last class and blog entry, you were tasked to be ready to state your innovative big idea in today's class. 

1. Look at the whiteboard in the front of the class, and you will see five different colored papers with an innovation category (STEM-Social) written on each. 

Innovation Categories and Corresponding Colors: 

Science: Red, Technology: Orange, Engineering: Blue, Math: Brown

Social: Green

2. Take two minutes and confirm what category you are curious or passionate about (this guidance is not new to you). Go to the back of the room and take a small colored piece of paper associated with the innovation category your big idea originates from and return to your seats. 

3. Teacher will groups students by their innovation category (colored piece of paper) into small fishbowl (circular) groups. 

Group interaction: 

Small Group: One person at a time presents their "big idea" to your group and each person provides feedback, not agreement or disagreement to their idea. They rotate until each person has presented their idea and received & provided feedback. 

Large Group (Class): Once small group interaction is done then, they will each present their idea to the entire class which provides their idea to exposure to the potential collaboration with other ideas from other categories. 

4. Each student will write their big idea on their colored piece of paper and turn it into teacher by the end of class. 

The Big Idea Journey has begun, you have taken the first step....

What Leaders Have You Created...?

In our Navy JROTC program we talk about the concepts of both followership and leadership. The belief is you have to learn how to lead yourself before you can lead others. Every leader follows someone in their "chain of command". For example, the Senior Naval Science Instructor follows the guidance and direction of the Principal of our school and the Area Manager. The Principal of the school follows the guidance and directions of the Norwalk Public Schools Superintendent and the Area Manager follows the guidance and directions of the Commanding Officer of Naval Service Training Command. 

Looking at Leadership from a different angle, in the graphic pictured above on this blog post it makes the statement True Leaders Don't Create Followers They Create More Leaders. 

Your Homework Assignment: Based upon that statement, I want you to post an entry (blog comment) specifically stating what "Leader" have you contributed in creating or developing, use their first name only. Describe and explain your contribution to their leadership development. If you have not contributed towards developing any specific leaders in this unit, then I want you to explain in detail why you have not done this. This assignment is due to be completed by Wed (June 12) during your scheduled class period. Use your first name and class period to identify yourself. 

April 23, 2013: Peer Interview and Presentation (Presenting Someone Else)

Welcome back from Spring Break and Time To Get To Work!!!! This week's public speaking assignment is to interview someone else and then conduct a short presentation of that person to the class. 

Classroom Activity: 
1. You will be assigned a partner, you will interview them and they will interview them. you will be given two class periods (Tuesday & Wednesday) for the peer interviewing. The two of you will form your own questions, but they do not have to be the same. 
2. Ensure you take notes of what your questions are and their answers to those questions. Try to capture who they are to provide your classmates with appropriate but interesting insights - paint a picture of who they are as an individual. It is not merely a regurgitation of the facts and answers to your questions.  
3. Prepare a short (3 to 5 minutes) presentation of the peer you interviewed and rehearse it. You may use prepared notes to assist but you can't read your presentation. 
4. Conduct the peer presentation on Thursday in class. 
5. You will be graded on the length (minimum 3 minutes and maximum 5 minutes, quality of the content, and your public presentation skills.

Remember, after these presentations our class (our team) should be closer together in understanding each other, because we know each other better. First Leadership principle is "KNOW YOUR PEOPLE". 

Hey Remember the Discussion of Meditation for Stress Management, Maybe We Are On to Something...?

Meditation Helps Improve Student Grades

Click on the above Link

Remember our class on Meditation as a form of Stress Management, the link above has a posting that says meditation can improve your grades and school performance.

Feedback to Improve The Teacher's Performance

I reviewed your feedback from the End of the Second Marking Period Feedback. I specifically asked you the students to focus on my shortcomings and provide me critical professional advice on how I can improve myself as a teacher. I appreciate your candor and efforts you made in satisfying this requirement. It is important for leaders to solicit feedback from their followers. These were the major areas of your comments:

• Curriculum Topics Recommendations
• Teaching Critiques
• Group Activities
• Discipline

I will review these specifically with you in class. Your feedback and comments were greatly appreciated.

I will also complete the individual cadet performance reviews this week. 

Peer & Teacher Feedback from MP 2

It is one thing to give feedback to others, but it is another thing to receive feedback on your performance from your peers or even people junior to you. It is critical that the feedback is collected professionally and presented professionally. A professional needs to have a secure ego to be able to hear negative, but constructive criticism. Take a look at this short video on peer evaluations on work and performance. 

As your teacher, I have included myself in the process where I solicited your feedback on my performance. 

What will take place in class: 

1. You will be given a group activity such as in class manual of arms or drill practice.
2. I will pull you into the staff room individually and give you a synopsis of your peers comments & advice for you.
3. I will also include my own impressions of your performance and conduct.

Tuesday Night Homework: 

Post a blog response on what value this experience was for you to hear what your peers and teacher thought about you.  Put initials and class period in your response.

Inspection Trends for the Pre-Area Manager's Inspection Dec 13

How this unit looks in uniform, demonstrates it's knowledge and character in and out of school or uniform, and performs in public (flag ceremonies, AMI, etc.) demonstrates who "WE" (Cadets, JROTC Instructors) are. We are a team and

These are my observations from the Dec 12 Uniform Inspection which is the last inspection before the Area Manager's Inspection on Dec 19th when Commander Hankins inspects our unit and program on behalf of the United States Navy.

Period 2: Overall Comment: Our goal has been "raising the bar" but today period 2 lowered the bar. I was not impressed with the lack of preparation for this inspection. As a class you lost considerable ground in your performance from previous weeks. The knowledge has been taught in class, is in your Cadet Reference Manual, and on the Senator's Cadet blog. As a class you didn't make the effort which hurts our unit's credibility and discipline. 

Observed Trends:

• Knowledge of General Order 1 through 11 and Chain of Command was exceptionally weak. Some people didn't know who their NSI, SNSI, or Area Manager are??? (UNSAT)
• The majority of cadet's shoes were not shined (UNSAT)
• Ribbon Measurements are still off, especially from the top of the pocket and the first row of ribbons. The average was 1/3 to 1/2 of an inch vice 1/4 which is the standard. 
• Most of the stars were skewed (tilted) or upside down. The tip of the star should face straight up. 
• One cadet lost his shoes, second time he didn't have them and one cadet had white socks on????
• Pre-Inspection 10 min prep not properly utilized: numerous irish pennants, lint on trousers, crust stain that could have been scrapped off. 
• We can't wear unit medals (Top Gun Medal) for an AMI inspection.
• Positive Comment: those who were missing ribbons and stars squared that away. The three most senior cadets looked outstanding and had great bearing - they set the example. 

Steps Taken

• Inspection is a test and those not performing received a grade accordingly.
• This period will have a detailed Knowledge Test on Monday. 
• Cadet Chain of Command needs to address these shortcomings.