Cedar Time

C.E.D.A.R. Time - Creative Enrichment, Development, and Remediation

I have some great ideas or resources, or maybe I'd like to volunteer to help.  Who should I talk to?

This is not going to be easy and we can't do it alone.  That is a simple fact.  Like the old expression, "It takes a village to raise a child," we, too, need parents, volunteers, community groups and organizations, churches, theatre troops, and anyone who wants what's best for our kids to come in and help us deliver the very best education that we can.

Do you have an idea for a class or want to volunteer to help out?  Maybe you know someone with some seeds, or soil, or a nice round stone for soup...  There are so many possibilities!

CEDAR Time must be tied to our standards of learning because the goal is to enrich  our students learning within the guiding principle of "by student... by standard."  We genuinely want students to enjoy their education, and we want to teach our passions, and there are many ways to get to that end. 

For example; One of our Language Arts teachers wants to do a project with children's books.  Her idea was to have students make little book bags, collect children's books to fill them, and then give the bags to other younger, underprivileged  children.  In the process, she would have the kids read and analyze some of the children's books and maybe write one of their own.  There are several standards embedded in that, but not all of them would be available to her in her regular curriculum because they are not necessarily part of her discipline. 

One of those standards comes from Family and Consumer Sciences in dealing with the materials and fabrics, and the process of cutting and sewing the bags.  Another standard is embedded in Language arts concerning reading and analyzing children's literature.  Yet another standard comes from leadership in mentoring and community service.  On top of all that, it may be possible to connect with the community library system and literacy advocacy groups to help with some of the logistics and in managing the activities of the project. 

And better yet, there is the whole idea of teaching our students that even though they may not have much, it is rewarding to be generous and kind to those who may have less.  That is a hard standard to pin down on paper, but isn't it one of those things we all want our students, and our own kids to know?

The problem is, she would most likely never have the time to conduct this activity in her core reading class.  So why not use CEDAR Time?  She could teach reading support lessons during CEDAR Time two days per week for her struggling learners, run a study hall on another day for students who just need a little extra help, and maybe run this project on Fridays when a group of community members might be able to help her. 

She still supports her struggling students and her more advanced students have a meaningful activity when their regular work is done.  The teacher meets the needs of her high and low performing students, she also gets a spirit lift by doing a project she loves, connections are made, the community grows stronger, and students learn to enjoy the learning process. That's meaningful and empowering.

So bring us your ideas.  They do not need to be as complicated as this one, but we want to hear them anyway.  They may relate to something one of us is passionate about and your perspective may help us put the pieces together to make it happen.  We strive to fit the needs of our students and our community.  After all, sometimes it really does take a village.

Please e-mail Jobie Flint, Assistant Principal, if you have ideas or questions or want to support us in this program.  We will always welcome questions, ideas, resources and volunteers.
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