Copy
View this email in your browser
UPCOMING DATES TO REMEMBER! 

March 22nd - 5:30-7:30 - Talent Show! 

March 25th - NO SCHOOL

March 28th - April 1st - NO SCHOOL SPRING BREAK


Don't miss tonight's Talent Show!!  
5:30 -  7:30 in the Gym

 
 We will have a raffle for an acoustic guitar and art basket going on during the show
that students can try and win with $1 per raffle ticket.
PARENT MORNING CAR LINE HELPERS NEEDED!

Calling all parents! We are looking for volunteers to help out with morning car line duty, any morning from 7:30 - 8:00am. 

If you are able to help out, please contact Shawna Butcher at
Shawna.Butcher@bcsemail.org or at 828-654-1800

Thank you in advance for your help! 
IMPORTANT INFORMATION FOR ANYONE WANTING  TO VOLUNTEER (OR CURRENTLY VOLUNTEERS) AT A BUNCOMBE COUNTY SCHOOL!!


Please click here to fill out your application: http://www.buncombe.k12.nc.us/volunteer  


A NOTE FROM YOUR EC TEACHER MRS HARRIS



Please help us raise funds for much needed class technology: http://bit.ly/1Rt57Gl
 
Along with all of their many strengths, my students also struggle with reading and writing skills. These struggles can often make the work of learning daunting. I am privileged to teach special education in a rural public school serving approximately 500 students. Because our school is in a community with a growing socioeconomic divide between the poor and wealthy, I strive daily to provide an equitable experience to all students. I teach students who need specialized instruction in reading, writing, math and/or social skills. The population of students that I teach have a variety of gifts and needs. They require a dynamic learning environments in order to maintain their enthusiasm about school. Technology helps them stay motivated to learn and grow, while also helping me to individualize their learning targets in the most effective way.

My Project

My students will use the headphones to access appropriate reading materials online using some amazing apps and software that are now available for those who struggle with reading fluency. They will be able to use the apple pencil to create visuals to show their learning and share with others on our iPad. They will learn to use the other accessories to keep our materials safe. Through this process, they will learn digital citizenship and responsibility, which is a key learning outcome for 21st century students.

Each time my students learn that people outside of our direct school community have contributed to their learning, their confidence and willingness to learn new things expands.

These materials will help the students access the technology that we currently have in our classroom in new and exciting ways. This will increase their engagement and excitement in class, and help them to take ownership of their learning.

A NOTE FROM YOUR 4TH GRADE SPANISH TEACHER SRA. CARRANZA 



Pi day was a fun day!

Students stepped outside to measure with string the circumference and diameter of a hula hoop.  Divide C/d and you get pi!

Pi plates and pi songs were also activities the students had fun learning with. Have you learned facts about pi with a song written to the music of Maroon 5? Ask Oliver, Cooper and Alister to sing it to you!


Measure the middle and circle around, 
Divide so a number can be found.
Every circle, great and small
The number is the same for all.
It's also the dose, so be clever,
Or a dragon he will stay...
forever.

 
A NOTE FROM YOUR 4TH GRADE SPANISH TEACHER SRA. CARRANZA

Our 4th Graders VOTED!!



Dear All,
I've been using NEWSELA for some years now. This is a portal students use during literacy in both languages. As we stay current with the affairs of the world, we took the opportunity to cast a vote. Polls were opened  for students to vote in the NC primary! It is important to lead by example and today they will go home to share with you who they chose as their candidate.
I'm so proud of them!!
Happy Monday.
Counselor Corner
 
Personality Types:

It's been fun to see the results of my recent lessons to our third and fourth graders on personality types.  Students took a brief personality inventory developed by Gary Smalley that identified a primary type describing each student's personality.  We used this information to help understand our relationships with others.  I'm sure most of you will not be surprised by the results of your child's profile!  Another lesson will encourage students to consider career opportunities that would be good matches for their personality.
 
 
Lion:
 
Inline image 4
 
 
  • Likes to lead
  • Good at making decisions
  • Goal-oriented
  • Enjoys Challenges
  • Likes opportunity to advance
  • Can be aggressive, bossy, & competitive

Must learn not to be too bossy and
not to take charge of others affairs.
 
 
Otter:
 

 
  • Very Social/ Loves People
  • Enjoys being popular, influencing and motivating people
  • Lots of friends/not deep Relationships
Must learn not hurry/jobs not always done well
 
 
Golden Retriever:

 
 
  • Good at making friends
  • Loyal
  • Caring, Sensitive
  • Deep Relationships
  • Likes security/not big changes
  • Looks for appreciation
Must learn to be more decisive and
assertive. 
 
 
Beaver: 
 
 
  • Creative
  • Problem solver
  • High standards
  • Precise/exact
  • Orderly
Must learn to be more flexible and see the
optimistic side of things.
 
 
I have begun presenting Sean Covey's  "Seven Habits of Happy Kids" to our kindergarten - 2nd grade.  The seven habits include: Habit 1: Be Proactive, Habit 2: Begin with the End in Mind, Habit 3: Put First Things First, Habit 4: Think Win-Win, Habit 5: Seek First to understand, Then to Be Understood, Habit 6: Synergize, Habit 7: Sharpen the Saw.  After Spring Break, our 3rd and 4th grade will begin lessons to introduce the Seven Habits.
 
I hope you all have a very fun and relaxing Spring Break!
 
Beth Lindsey, beth.lindsey@bcsemail.org
 
 
A NOTE FROM EC TEACHER MS MOORE
 
THANK YOU THANK YOU!

Our grant was fully funded and our materials are on the way to us right now! We are so grateful to everyone that donated to our project "Make Out Classroom Beautiful" Now our classroom will have better lighting for learning. The students are most excited about the bean bag chairs that they will use in our classroom library. 

We can not believe that the project was funded so quickly. As some of you may know we have a project every year and we were very thoughtful when choosing the materials for this project. We can't wait to use our materials and send thank you notes to everyone about how much we LOVE everything!!

Thank you again so much from everyone in Ms. Moore's class.

With gratitude,
Ms. Moore


Thank you all for supporting "Make a Wish Foundation" with your crazy hats and donations on crazy hat day!! 






A NOTE FROM YOUR MUSIC TEACHER MS BUMSTED

Music Training Sharpens Brain Pathways, Studies Say

Yashelyn, 9, plays violin in the Youth Orchestra LA at the Heart of Los Angeles music program class in Los Angeles.
Yashelyn, 9, plays violin in the Youth Orchestra LA at the Heart of Los Angeles music program class in Los Angeles.
—Eric Grigorian for Education Week
By 
San Diego

At the Youth Orchestra Los Angeles, a student sits poised with her bow at a practiced angle to her violin, her eyes following both the written notation in front of her and the conductor’s direction, aware of both her own music and the sounds coming from fellow students’ instruments.

New research suggests that the complexity involved in practicing and performing music may help students’ cognitive development. Studies released last month at the Society for Neuroscience meeting here find that music training may increase the neural connections in regions of the brain associated with creativity, decisionmaking, and complex memory, and they may improve a student’s ability to process conflicting information from many senses at once. Research also found that starting music education early can be even more helpful.

“It’s really hard to come up with an experience similar to that” as an education intervention, said Gottfried Schlaug, the director of the Music and Neuroimaging Laboratory at Harvard Medical School. Not only does it require attention and coordination of multiple senses, but it often triggers emotions, involves cooperation with other people, and provides immediate feedback to the student on progress, he said. Music, on its own, has also been shown to trigger the reward area of the brain, he noted.


Learning to Multitask

For example, a team of researchers led by Julie Roy, a postgraduate researcher at the auditory-neuroscience-research library at the University of Montreal in Canada, tested 15 musicians with 10 to 25 years of experience, as well as 15 nonmusicians of the same age, in sensory-processing tasks. The participants were asked to report touch sensations while also hearing sounds, ignoring what they heard, and reporting only what they felt on a finger. Prior research has shown that to be difficult to do; normally, those who feel one touch but hear two sounds will think they have felt two touches.

Longtime musicians, however, who must simultaneously read music, feel their instrument, and respond to the sounds it produces, were more than twice as accurate at distinguishing touch and hearing.
In another study, Yunxin Wang, a researcher at the State Key Laboratory of Cognitive Neuroscience and Learning at Beijing Normal University in China, examined the structures of the brains of 48 young adults ages 19 to 21 who had studied music at least one year between the ages of 3 and 15. After controlling for gender and the amount of time they had trained overall, Ms. Yunxin found those who had begun musical training before age 7 had significantly more-developed brain areas associated with language and executive function.
Kevin, 11, plays flute in the Youth Orchestra LA at the Heart of Los Angeles music program class in Los Angeles.
Kevin, 11, plays flute in the Youth Orchestra LA at the Heart of Los Angeles music program class in Los Angeles.
—Eric Grigorian for Education Week

Ana Pinho, a neuroscientist at the Karolinska Institute in Stockholm, Sweden, argued that musical education can be helpful at any age. “Even after stroke and disease, starting musical training can still help you get more from your brain,” she said. “All of these findings show [musical training] can create a lot of plasticity that can produce effectiveness across the brain, in cognition and behavior.”

Ms. Pinho used functional magnetic resonance imaging to record the blood flow in the frontal lobes of 39 pianists while they improvised music on a specially designed keyboard. Musicians with longer experience in improvising music had better and more targeted activity in the regions of the brain associated with creativity and the ability to transfer working memory to long-term memory.

While specific parts of the brain can be responsible for a motor task such as strumming a G-string, researchers are finding that a musician interpreting Johann Sebastian Bach’s “Air on a G String,”—much less creating such a masterpiece—uses more of a brainwide process.

“We say that when people are inspired, they create, that it all comes in a rush,” said Antonio R. Damasio, a neuroscience professor at the University of Southern California, “but, of course, it comes in a rush if you’ve trained your hands and your mind for an entire lifetime. That moment of inspiration generally comes on the back of a whole process of imagination and knowledge and criticism of what has come before.”

“We want to know what circuitries are involved, but this is something about the whole brain, not left or right brain or some particular cortex,” he said during a symposium about the neuroscience of creativity at the conference Nov. 8-14.

Mr. Damasio leads an ongoing longitudinal study by USC’s Brain and Creativity Institute on the development of musical skills—and neurological development—of students in the Youth Orchestra Los Angeles. For the past year, the Effects of Early Childhood Musical Training on Brain and Cognitive Development project has worked with the youth orchestra, which provides free musical instruments and training to low-income students in the city. Researchers are tracking students for five years, beginning at ages 6 or 7, who have been matched in age, socioeconomic status, and prior cognitive ability.


Different Focus

Nikki Z. Shorts, the lead strings teacher and conductor of the Heart of Los Angeles site of the orchestra, said she has seen one band of sometimes rambunctious 1st graders develop into attentive 4th graders in the three years she has taught them.

“In order to cultivate the skills to sit and focus, they’re like athletes: We exercise our brains and our bodies, and then we have to take a break, relax, and come back to it. And over time, that skill builds up,” she said.

Moreover, the nonacademic setting can give students who have behavioral problems in school “a different way to focus on the skills of discipline and commitment,” Ms. Shorts said. “They get to communicate emotion without words.”

As students take part in intense, group-based musical training over those years—two hours a day, five days a week—the USC researchers are tracking their cognitive, social-emotional, and physiological brain development, and comparing it to that of matched students who do not receive musical training but participate in sports activities at an equal intensity. At the same time, the study is analyzing the development of the students’ musical skills and creativity over time.

“Several studies have provided compelling evidence that when the brains of adult musicians are compared to nonmusicians there are differences of function and anatomy,” said Assal Habibi, a USC postdoctoral researcher on the study. “Longitudinal studies in children are the only way to examine the relative contributions of nature and nurture to the differences found in adult populations.”


Creativity Toolbox

And insights to the ways music affects brain development may help researchers understand how students process other cognitively complex tasks, Mr. Schlaug said. For example, he has found that “musical disorders,” such as tone-deafness or the inability to distinguish and hold a beat, affect 4 percent to 10 percent of the population—the same percentages that have been identified with primary disabilities in other areas, such as dyslexia in reading or dyscalculia in mathematics. Moreover, a 2011 study by Mr. Schaug and his colleagues found among children ages 7 to 9, the ability to perceive pitch and phonemic awareness were correlated, suggesting there may be a connection or a shared neural cause of both dyslexia and tone-deafness.

“Having this toolbox of ways to examine creativity allows us to understand what brain regions are involved in creative thought and coming up with new ideas,” Harvard’s Mr. Schlaug said. “From a broader societal perspective, it is obviously important to strengthen creativity because that is the seed for coming up with new developments, new ideas, and new tools.

Does this mean states should set mandatory music-training requirements, as nearly all now do for physical education?

Probably not, according to Mr. Schaug. While studies show benefits of music training, so far they have only looked at students who are voluntarily participating, not those who are forced to play.
“You wouldn’t want to do an activity that wouldn’t be joyful and rewarding for anybody to do,” he said.
 
Source: http://www.edweek.org/ew/articles/2013/11/25/13music.h33.html
 
Click here to sign up! http://www.bricks4kidz.com/asheville​ 


Get out your tie-dye and bell-bottoms!

Our upcoming Spring Book Fair is
Saturday, April 23-Friday, April 29.
We will need parent volunteers throughout the fair 
starting with set-up on April 21.
All proceeds benefit the library program.

For questions or to volunteer email Ms. Smith at leeann.smith@bcsemail.org 

 
SAVE THE DATE
Glen Arden Spring Art Festival - April 23rd
Volunteer sign-up link will be provided soon. 

NOTE FROM YOUR ASSISTANT PRINCIPAL MR. LISTER

MONTH OF MARCH 





Bucket Filler Group for March
Intensive Intervention Teachers:  Ms. Felder, Ms. Winchester, Ms. Howard 
All Cafeteria Workers
AIG Teachers
Speech Therapists
Occupational Therapist
Physical Therapist
PTO- Bucket

 
We ask staff, students, and parents to find a little time to write a kind note (bucket filler notes found in a bucket on the bulletin board) to recognize how much these staff members are appreciated!

Scott Lister, Assistant Principal 


THE Y AFTERSCHOOL PROGRAM INCLUDES
 
FULL-DAY CARE ON SCHOOL'S OUT DAYS,
(Snow Days, and MOST HOLIDAYS)
________________________________________
 
Ask about the YEAR ROUND OPTION
Register only ONCE a year
FREE family membership to the -( 2) Youth
programs and MORE!
________________________________________
 
CONTACT US
YBC@YMCAWNC.ORG
Or By Calling (828) 251-5910
________________________________________
YOUR CHILD WILL ENJOY HEALTHY SNACKS,
GAMES, ARTS, SCIENCE EXPERIMENTS,
HOMEWORK AND SO MUCH MORE!!!!
 
A NOTE FROM SHAWNA BUTCHER    



ATTENTION:

We will begin taking appointments for
Kindergarten Registration effective now. 

Registration is May 12th. Appointments must be made through
Shawna Butcher. 

Please see link below for more information
 
http://www.buncombe.k12.nc.us/Page/50216
A Note From Your Assistant Principal Mr. Lister

LOOK WHAT'S HAPPENING AT GLEN ARDEN ELEMENTARY!

Weekly Slideshow!
New photos will be added weekly highlighting student work, classroom activities and much more! 

Please check it out on our Glen Arden website under the "Pictures" Tab - click on the "Look What's happening at Glen Arden!" dropdown  
http://www.buncombe.k12.nc.us/domain/6451








 

Thank you to our GOLD LEVEL sponsor Audaci Church
for your generous donation to
Glen Arden Elementary School's Annual Giving Campaign! 
UPCOMING EVENTS! Mark your calendars! 

March 22nd - 5:30-7:30 - Talent Show! 

March 25th - NO SCHOOL

March 28th - April 1st - NO SCHOOL SPRING BREAK

April 23rd - 29th - BOOK FAIR!

April 23rd - Glen Arden Spring Art Festival!

April 29th - 12:30 - EARLY RELEASE

May 12th - Kindergarten Registration

May 13th - Fun Run! 
Your weekly weather for Arden.
Spring is here!! Make sure your child applies sunscreen every morning before school!
 
 
Copyright © 2015-2016 Glen Arden Elementary School, All rights reserved.

Our mailing address is:
50 Pinehurst Cir, Arden, NC 28704
(828) 654-1800

email questions:
glenardenpto@gmail.com 

Want to change how you receive these emails?
You can update your preferences or unsubscribe from this list

 
Glen Arden Elementary School Facebook
Glen Arden Elementary School Facebook
Glen Arden Elementary School Website
Glen Arden Elementary School Website