TidewaTer Teacher Magazine | SepT • OcT 2008

SEPT/OCT 2008

InsIde

AdHd In tHe ClAssroom

FIrst leGo leAGue

VAlentIne rICHmond HIstory Center

eleCtIon

‘08

TidewaTer Teacher Magazine | SepT • OcT 2008TidewaTer Teacher Magazine | May • june 2008

Tidewater Teacher Magazine proudly

announces our new Corporate Honor

Roll Program. Become a member and

let teachers know you appreciate their

tireless efforts. Contact Tidewater

Teacher at 757.620.2631 today.

After what seems to have been the longest Presidential Campaign in history, it is hard to believe that Election 2008 is just around the corner. On November 4th, millions of citizens across America will exercise their right to vote for the new President. Many of our present and former students will be voting for the first time.

I voted for the first time in 1984. President Ronald Reagan and Vice President George W. Bush were the incumbents for the Republican Party. Former Vice President Walter Mondale was the Democratic candidate. Mondale chose U.S. Rep. Geraldine A

Letter From the EditorFerraro of New York as his running mate, the first woman nominated for that position by a major party.

I don’t recall the issues of Campaign 1984. As a high school senior, I had more pressing problems on my mind – like what I was going to wear to school the next day. But I didn’t let that stop me from voting. Turning 18 was a right of passage, and I was determined to exercise my new voting powers. So I asked my dad who I should vote for and headed off to the polls.

Now, as a mother, teacher and small business owner, choosing the next President has much more importance to me. I am no longer the naïve 18 year old that is willing to rely on another’s recommendation. I have a family, a career and a business to consider.

The media has done a fine job of covering Obama’s and McCain’s stand on issues like the economy, the War on Terror, and sustainable energy. But little, if nothing, has been mentioned on the subject of education.

A quick visit to the web site Strong American Schools (link located

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at www.TidewaterTeacher.com) reveals that America is falling behind in preparing students for jobs, college and for life. 1.2 million students drop out of high school in America each year. One-fourth of high school students don’t graduate on time. Seventy percent of 8th graders can’t read at grade level.

As teachers, the direction of education in this country is very significant. For that very reason, this issue of Tidewater Teacher will focus on the educational goals of each Presidential candidate. It is not an endorsement of either McCain or Obama. Just the facts so teachers can make an informed decision when they go to the polls. I hope you find the information helpful.

I wish you all a successful and joyful school year. Despite the plight of education in this country, I know you all work very hard to give your students the best possible future. Evidence of this fact is found in every issue of Tidewater Teacher.

Sincerely,

Newest Member of the

Corporate Honor Roll:

TidewaTer Teacher Magazine | SepT • OcT 2008TidewaTer Teacher Magazine | May • june 2008

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ContributorsPublisher and Editor-in-ChiefDory Suttmiller

Production and DesignRoy Brubaker

WritersKaren ArnettKendra A. Bish Raven Miller Joan B. Sechrist, MS, RD Jocelyn Bell Swanson

PrinterJones Printing Service, Inc.

Mission StatementThe mission of Tidewater Teacher Magazine is to inform and inspire educators in Hampton Roads by providing current and relevant information on career development, educational enrichment and personal growth.

DisclaimerThe views and opinions of writers and contributors that appear in Tidewater Teacher Magazine do not necessarily reflect the views and opinions of Tidewater Teacher Magazine’s publisher, editor, staff and affiliates. The information in Tidewater Teacher Magazine is provided as a service to the readers of Tidewater Teacher Magazine for information purposes only. Tidewater Teacher Magazine is not responsible for problems arising out of reference to the included material. Information on a commercial product or service does not imply an endorsement by Tidewater Teacher Magazine. Reproduction without permission is prohibited. All photographs are property of and credited to Tidewater Teacher Magazine, unless otherwise noted.

AdvertiseTo advertise or to obtain a current rate card call 757-620-2631 or email at advertise@tidewaterteacher.com.

Editorial SubmissionTidewater Teacher Magazine accepts news releases from credited organizations. Submit material for editorial consideration to editorial@tidewaterteacher.com.

Extra CopiesFor extra copies call 757.620.2631.Tidewater Teacher Magazine325 Flax Mill Way Chesapeake, Virginia 23322Phone 757.620.2631Fax 757.410.0783Web www.tidewaterteacher.com

Kendra Bish

Kendra Bish, the Education Director at Junior Achievement (JA) of Greater Hampton Roads, Inc., is responsible for supervising a team of employees and volunteers in bettering the financial literacy of students in grades K-12. Prior to JA, she supervised and managed three Computer Resource Centers for Norfolk Virginia Public Schools. There, she worked with areas schools and administrators to improve the computer literacy of children in poverty stricken areas. A graduate of Princess Anne High School, she is currently pursuing her Master’s degree at Saint Leo University and is a PTA Board Member at her son’s elementary school. She lived in Virginia Beach with her son, Collin.

Karen Arnett

An elementary gifted education specialist for Chesapeake Public Schools, Karen graduated from Millersville University in Pennsylvania with a BS degree in elementary education and received her MS degree from Old Dominion University. In 2004, Karen earned a gifted education endorsement. An educator in Chesapeake since 1979, she has worked with children from K-6th grade. In 2003 she began volunteering as co-coach/mentor of Greenbrier Intermediate School’s FIRST LEGO League team.

Karen has been the recipient of numerous educational honors and awards, as well as being selected for inclusion in multiple editions of Who’s Who Among America’s Teachers. For five years, she has been the Chesapeake site director for ODU’s Tidewater Writing Project, a creative writing camp program for children.

Jocelyn Bell Swanson

Jocelyn is a freelance writer/editor in Williamsburg. Her work over the past two decades has spanned corporate, educational and government communications, culminating in the formation of her marketing communication company, Write 2 Say. In addition to client work, she enjoys writing fiction and has produced a full-length novel set in Iquitos, Peru. She is currently working on an autobiographical narrative of her early equestrian experiences and a book dedicated to her father’s memory of a young Chinese woman in World War II. A member of the International Association of Business Communicators, you can read her work at www.write2say.net.

TidewaTer Teacher Magazine | SepT • OcT 2008

Table of Contents

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election 2008 6 Find out how the two Presidential Candidates stand on educational

issues affecting our country

partners in education 10 Junior Achievement: Helping students become productive and

responsible citizens

Lunch room Topics 12

Strategies for coping with ADHD in the classroom

Teachers’ health 14 Understanding and treating headaches

Making the grade 16 First LEGO League: Building solid opportunities for learning

Beyond the classroom 18 Valentine Richmond History Center: Engaging students in

history and civics

class reunion 28 Judge Eileen Olds: Indian River High School, Class of 1975

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Election ’08 hOw dO The candidaTeS

STand On educaTiOn?By Jocelyn Bell Swanson

“No Child Left Behind” (NCLB) is one of the biggest concerns among educators watching the presidential campaign this year. Many are hoping for a reform of this legislation and the related assessments that seem to sap the creative life out of the classroom. Other issues remain important to them, as well, however – such as vouchers and merit pay, to name two. But as Election Day steams closer and closer, no one is really talking about education. There is little to console those who would like to see candidates more forcefully and frequently “sell” their education policies.

Both the media and politicians are focused on the economy, the war on Iraq and energy. While deep down educators understand why,

it’s tough for them to concede that in

today’s election

climate, there truly are issues that so far outweigh the subject of education that the latter is barely discussed.

“If you were to ask me where each candidate stands on education, I would say I don’t know because I don’t hear a lot from either,” said Denise Schnitzer, a retired teacher, reading specialist and most recently interim superintendent for the Norfolk Public Schools district. Her experience over the years in elementary, middle and high school gives her a unique perspective on many education issues. The one most concerning to her is NCLB. “It’s had such an impact on everyone in the field. Philosophically, I have to agree with the basic tenants. We can’t afford to let any child go without receiving a quality education, including minorities and those with special needs. The children are the life of our country. However, as I look into the details, I see things about this legislation

that were not well thought through and need to change.”

Schnitzer admits that it’s a unique campaign period with the economy and war so overwhelmingly a priority. “But I see the economy and its health as tied to the educational system. If we don’t have a well-educated populace that includes all people, we can’t compete globally. Take, for example, this whole thing of sending jobs overseas. If low level jobs are going elsewhere, then we need to educate our kids to prepare them for higher level jobs. It is linked to the health of the economy.”

John Conner, a Deep Creek middle school history teacher, has followed the election closely. Like Schnitzer, he feels there is a dearth of information when it comes to the candidates’ positions on education.

He has resorted to the Internet to find out what he can.

Like Schnitzer, he is most concerned about NCLB. “A lot of people who

TidewaTer Teacher Magazine | SepT • OcT 2008 7

are not in education feel No Child Left Behind is a good policy and works. They don’t understand the pitfalls. I should think educators would agree with any plan to reform it. We need more flexibility in our assessment of students. Assessment is vital for students and teachers, but standardized tests are not the best way. We need to give more control to states and schools and find creative alternative ways to test students who are more creative and assess differently. We also need to properly fund any program like this. No Child Left Behind is not funded well enough. But the candidates are not talking about this a lot. In fact, education is not high on their list at all and probably because it is not a priority among the public.”

Conner also wants to hear more about how candidates plan to address the needs of kids who have skills that can’t be shown in a traditional academic setting, such as those who are very artistic. “Those are the kids that get left behind. What are we going to do for them?”

While Williamsburg elementary school teacher Susan Alis feels NCLB – especially the related assessment methods – needs to be reviewed, she considers teacher compensation to be as pressing an issue. She is in favor of compensation for results or initiatives that are generated by teachers, she says. This would help preserve the quality of instruction on all levels and support recruiting and retaining the best and brightest teachers. Fully invested in the public school system as a teacher and parent, she is wary of the candidate who supports vouchers, feeling they could dilute a good program. She is equally wary of anyone wanting year-round school or longer school days. She has seen both fail. What she hasn’t seen is a lot of is attention given to any of these education issues.

“I don’t think I have seen or heard

enough,” says Alis. “Really what’s been at the forefront has been Iraq. I certainly understand that would be above anything. And in the end, I don’t know if what we need for education can come from the highest level of government anyway. That level needs to be concerned with Iraq. When it comes to education issues, we need to perhaps begin change locally, then move to a statewide initiative and go on up from there.”

The Vote When teachers from Hampton Roads go to the poles this fall, they will know where each candidate stands on war, economy and energy, but much less so on education issues. What follows is a summary of education policies based on what the two leading candidates have published on their websites. (A more comprehensive explanation can be found at the website address following each summary.)

Who gets your vote?

John McCain’s Education Policy:

Build on the lessons of no child left behind, emphasizing standards and accountability and de-emphasizing group averages. He feels that while NCLB has been invaluable in providing a clear picture of which schools and students are struggling, it is only the beginning of education reform.

Provide effective education leadership

by providing the resources needed to succeed. He wants to invest in people and reward achievement.

Ensure that our children have quality teachers:

• Encourage alternative certification methods that open the door for highly motivated teachers to enter the field.

• Provide bonuses for teachers who locate in underperforming schools and demonstrate strong leadership as measured by student improvement.

• Provide funding for needed professional teacher development.

• Empower school principals with greater control over spending.

Give parents greater choice and control over educational money:

• Expand The D.C. Opportunity Scholarship Program to $20 million, b nefitting more than 2,900 families.

• Ensure that children struggling to meet state standards will have immediate access to high quality tutoring programs.

• Invest $500 million in virtual learning by reforming the “Enhancing Education Through Technology Program.”

• Allocate $250 million through a competitive grant program to support states that commit to expanding online education opportunities.

• Commit $250 million for digital passport scholarships to help students pay for online tutors or enroll in virtual schools.

For more detailed information on John McCain’s education policy, go to: http://www.johnmccain.com/informing/news/PressReleases/b9a7c28f-141c-4008-b724-debd2df51642.htm

Barack Obama’s Plan

• Zero to Five Plan: Provide critical support to young children and their parents through Early Learning Challenge Grants that promote state “zero to five” efforts and help states move toward voluntary, universal pre-school.

• Expand Early Head Start and Head Start: Quadruple Early Head Start, increase Head Start funding and improve quality for both.

• Provide affordable, high-quality child care to ease the burden on working families.

• Reform No Child Left Behind by improving assessments used to track student progress, improve student learning in a timely and individualized manner, and improve NCLB’s accountability system.

• Prioritize Math and Science Education

• Address the Dropout Crisis

• Expand High-Quality Afterschool Opportunities

• Expand Summer Learning Opportunities

• Support College Outreach Programs

• Support English Language Learners

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• Recruit, Prepare, Retain, and Reward America’s Teachers through new Teacher Service Scholarships, the requirement that all schools of education be accredited, a voluntary national performance assessment to ensure that every new educator is properly trained, mentoring programs that pair experienced teachers with new recruits and new and innovative ways to increase teacher pay that are developed with teachers.

• Create the American Opportunity Tax Credit to support higher education

• Simplify the application process for higher ed financial aid

For more detailed information on Barack Obama’s education policy, go to: http://www.barackobama.com/issues/education/

TidewaTer Teacher Magazine | SepT • OcT 2008 99

Can you imagine waking up to a world that is run by 12 year olds? In just a few short years they will be the leaders of our world. Rest assured that Junior Achievement of Greater Hampton Roads, Inc. (JA) is ready and willing to arm our imminent leaders with the tools for a successful financial future! Simply put, the Junior Achievement purpose is to inspire and prepare young people to succeed in a global economy. We are able to do this with the help of volunteers from our local business and military community. These volunteers share their life experiences and introduce the JA curriculum to students in an engaging, hands-on approach. JA volunteer (and former high school participant), Kevin Ballinger, President/CEO of Strategic Force said this about his JA experience, “I believe education leads to improving the lives of others and leaving the community and world better than you found it. Junior Achievement allows us all (volunteers, students, and

teachers) the opportunity to improve so many things about our future.”

For over eighty years Junior Achievement has been the world’s largest organization devoted to educating students in grades K-12 on the three pillars of student success: entrepreneurship, work readiness and financial literacy. With 20 classroom programs to choose from, students participating in Junior Achievement are shown how to generate wealth and effectively manage it, how to create jobs which make their communities prosper, and how to apply entrepreneurial thinking to the workplace. Students put these lessons into action and learn the value of contributing to their communities.

About Junior Achievement K-12 programs…

Junior Achievement elementary school programs include six sequential themes for kindergarten through fifth-

grade students. Each covers the basic concepts of business and economics and how education is relevant to the workplace. The six program themes teach students that people assume roles as individuals, consumers, and workers in an expanding cultural environment that extends from the self and family to global relations. An enthusiastic first grade teacher at a Virginia Beach elementary school told us, “I can’t wait for my students to participate in this program! The lessons on needs and wants, goods and services, buyers and sellers, etc. were excellent. I had great materials afterwards which I have used often since.”

Middle school programs focus on the history of entrepreneurship, personal finance, career options, global economy and the economics of staying in school. The nine Junior Achievement high school programs offer a wealth of information on a range of topics from the banking industry to careers with a noble purpose to work-readiness education.

During the 2007-2008 school year Junior Achievement of Greater Hampton Roads, Inc. reached over 15,700 students and we hope to continue above and beyond that number in the years to come. Students in all grade levels (K-12) will benefit not only from their JA volunteers’ experience, but from their JA programs which correlate to the Virginia Standards of Learning for history, social science, math and English.

For more information about Junior Achievement programs please visit our website at http://hamptonroads.ja.org or call (757) 455-9500 and ask to speak with a Program Manager.

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Partners in EducationBy Kendra A. Bish, Education Director

Grades K-12 can benefit from a variety of Junior Achievement programs.

TidewaTer Teacher Magazine | SepT • OcT 2008TidewaTer Teacher Magazine | May • june 2008 11

ADHD in Brief

ADHD is a neurobiological disorder exhibited in three main signs—inattention, hyperactivity and impulsivity often through behavior deemed inappropriate for the child’s age and stage of development.

It is estimated that three to five percent of all children have ADHD. On average this may mean there is one child with ADHD per classroom. Since many teachers can recognize learning and development issues early on, it is the first-time, structured environment of the classroom where ADHD signs first emerge. However, for new and experienced teachers alike, dealing with behavior and learning issues are challenging and may impact the entire class.

ADHD can impact a child’s social status, schoolwork, home life and their play. Sometimes children show ADHD signs in response to a grief situation, such as death or divorce.

Symptoms of ADHD are most visible in kindergarten (when it’s the “first time [kids] have to sit and focus”) and in third grade (“when things get tougher and learning takes another level”), according to Burt Segal, a Norfolk-area Licensed Clinical Social Worker.

“All children with ADHD are different and need to be treated as individuals. Sometimes kids get pigeonholed but ADHD is an explanation, not an excuse,” said Segal, who specializes in treating children with ADHD.

“ADHD has nothing to do with IQ, it’s a focus issue,” Segal noted, suggesting that perhaps some children with ADHD may find it hard to express some of their energy because of today’s cultural and societal shifts towards a more sedentary lifestyle. Living in cities and suburbs, many children lack the open spaces and freedom to play freely, due to automobiles, congestion, crime and more.

Segal suggested that children with ADHD can prosper with certain accommodations, although they should still be held accountable for their actions. Segal, however, recognizes some school administrators have their hands tied with a lack of resources, including staffing shortages, crowded classes, financial restraints and more.

Some children with ADHD may also be depressed, have an anxiety disorder, be learning disabled or have oppositional defiant disorder (usually exhibited as non-compliance and a temper—particularly in boys). Others may have bipolar disorder or conduct disorder, showing serious antisocial behavior.

ADHD…or Something Else?

Some experts have said ADHD might be over-diagnosed in children. A child with ADHD may be gifted or mentally disabled and a proper diagnosis requires careful observation and assessment by a mental health professional. Especially with children who are inattentive, quiet, passive and not as noticeable as children who are frequently moving around and talking.

When diagnosing ADHD, it helps to rule out other conditions, by starting with a hearing or vision test, working with a pediatrician,

Lunch Room TopicsADHD in the Classroom – Signs and SolutionsBy Raven Miller, Virginia Beach Psychiatric Center staff

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Children with ADHD May:• Be easily distracted or daydream

• Seem forgetful with everyday activities

• Have trouble staying organized and being prepared for activities and homework

• Make careless mistakes

• Lose things (books, homework, toys, etc.)

• Have difficulty listening when spoken to

• Avoid activities requiring too much thought or concentration

• Fidget with hands or feet

• Not be able to sit still

• Run and climb more often than most children

• Have trouble finishing tasks and following instructions

• Talk constantly and blurt out answers and responses impulsively

For years, Attention Deficit Hyperactivity Disorder (ADHD) has been buzzing around the media, appearing in papers, and even “20/20.” Some experts even say that ADHD may be over-diagnosed. But what is it and how can a school help children with ADHD?

TidewaTer Teacher Magazine | SepT • OcT 2008

as well as reviewing school and medical records. If diagnosed, an appropriate treatment plan can be created based on consultation from parents, healthcare professionals, guidance counselors, teachers and others. This helps all parties in managing the child’s behavior, establishing an appropriate classroom setting, determining if medication or behavioral therapy are options, and more. If necessary, children may be prescribed medication in conjunction with therapy.

Segal advised teachers to keep school staff informed of a child’s development issues and allow parents to decide the best course of action. In some cases, that may or may not be medicine or placement into different learning programs.

Since ADHD often continues into adulthood, the need for families and schools to work together to help children with ADHD is even greater in order to help children live successful lives.

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Ways Teachers Can Help Children With ADHD:• Give shorter assignments

• Create more frequent break times

• Allow movement in class (use a timer, if needed)

• Use positive reinforcement/rewards (such as stickers, small gifts)

• Consider offering children a to-do list as a way to keep them organized

• When sending notes home, send kids with some praise and not always what they’re doing wrong, in Burt Segal’s words, “Catch them being right”

More on ADHD:• National Institute of Mental

Health—NIMH.gov

• Children and Adults with Attention-Deficit/Hyperactivity Disorder—CHADD.org

Virginia Beach Psychiatric Center provides specialized treatment for adults, as well as children and adolescents ages 3-17. For help, call 757-627-LIFE for free, confidential assessments 24 hours a day. For more information, visit us at www.vbpcweb.com or 1100 First Colonial Road in Virginia Beach. Burt Segal can be reached at burt@bebetterparents.com or (757) 489-4700.

common in women than in men. Many things can trigger a migraine, including anxiety, stress, lack of food or sleep, exposure to light and, in women, hormonal changes. Some people can sense when they are about to have a migraine because they see flashing lights or zigzag lines, or they may temporarily lose their vision. Some may experience tingling in their arms or face or have trouble talking.

Unlike migraines, which more often affect women, cluster headaches mainly strike men, as well as people ages 20 to 40. Many people who suffer from cluster headaches are heavy smokers. Alcohol can also trigger cluster headaches, but usually there is no family history of cluster headaches. Cluster headaches result in intense pain that is often described as a burning or piercing sensation. The pain is so severe that most sufferers are unable to sit during an attack and find themselves pacing. Cluster headaches can occur regularly over several weeks or months and then disappear for years at a time.

Sinus headaches, caused by sinusitis, occur when the membranes lining the sinuses become swollen and inflamed. There is constant pain and tenderness over the sinus and a deep dull ache. Moving or straining the head can worsen the pain. You may also have nasal discharge, ear sensations or fullness and facial swelling. To reduce the risk of sinusitis, keep your sinuses healthy with frequent hand washing, avoid irritants like cigarette smoke and use an air humidifier.

Headache Treatments and Prevention

Preventive treatment is usually recommended if you have headaches three or more times a month. Drug therapy, biofeedback training, stress reduction and eliminating certain foods from your diet are the most common methods of preventing and controlling migraines and other vascular headaches. Regular exercise, such as swimming or vigorous waking,

You wake up Monday morning with a splitting headache and swallow a few aspirin in hopes of relieving it before you have to spend the day in front of a class full of energetic third graders.

Many teachers can relate to that scenario. In fact, nearly everyone has had a headache. However, if you work too much, don’t get enough sleep, miss meals or use alcohol in excess, you increase your chances of getting headaches.

Types of Headaches

The most common type of headache is a tension headache due to tight muscles in your shoulders, neck, scalp and jaw. These headaches are often related to stress, depression or anxiety, affect both sides of the head and are characterized by a dull ache. Other common types of headaches are migraines, cluster headaches and sinus headaches.

More than 29.5 million Americans have migraines, an extremely painful type of headache. People who get migraines often describe the pain as pulsing or throbbing in one area of the head. During a migraine, people tend to be very sensitive to light and sound. They may also experience nausea and vomiting.

Migraines are three times more

can also reduce the frequency and severity of migraines. Drug therapy for migraines is often combined with biofeedback and relaxation training.

According to the National Headache foundation, dietary triggers do not necessarily contribute to headaches in all patients; however, particular foods may trigger attacks in some individuals. Keep a log of the foods you have eaten before a migraine attack and determine if removing these foods from your diet reduces or eliminates your headaches. Foods that may trigger migraines include ripened cheeses, chocolate, nuts, dried fruits and cured meats. Heavy consumption of caffeinated beverages may also lead to migraines.

When Should I See the Doctor?

Many things can trigger headaches, but serious causes are rare. Sometimes headaches do warn of a more serious disorder though. Let your health care provider know if you have sudden, severe headaches. Get medical help right away if you have a headache after a blow to your head, or if you have a headache along with a stiff neck, fever, confusion, loss of consciousness or pain in the eye or ear.

References National Institute of Neurological Disorders and Stroke, NIH

Mayo Foundation for Medical Education and Research

Submitted by:Joan Sechrist, PhD, RD Health Educator Sentara Health & Preventive Services

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Optima Health, a division of Sentara Healthcare, offers a broad spectrum of innovative products and service solutions designed for employers, employees and their families. Progressive plan designs encourage greater employee participation in healthcare decisions, reducing administrative costs while improving service quality. We’re passionate about your health.

Teachers’ Health

Oh My Aching Head – Tips for Relieving Headache Pain

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TidewaTer Teacher Magazine | SepT • OcT 2008

• Respect each other in the best spirit of teamwork.

• Behave with courtesy and compassion for others at all times.

• Honor the spirit of friendly competition.

• Act with integrity.

• Demonstrate gracious professionalism.

• Encourage others to adopt these values.

These six core values represent FIRST LEGO® League (FLL), a partnership between FIRST (For Inspiration and Recognition of Science and Technology) and LEGO® Education North America. As a result of this exciting alliance, teams of up to ten children between the ages of 9 and 14 gain opportunities to challenge, deepen, and accelerate their math, science, and technology skills while focusing on teamwork, creative problem solving, and analytical thinking. In addition, team members solve real engineering challenges, develop important life skills, and make positive contributions to society.

Each September, FLL unveils a new challenge problem topic, which relates to a relevant concern or opportunity facing today’s world. Over the course

of eight weeks, team members work collaboratively to design, build, program, experiment, and refine a fully autonomous LEGO® NXT robot capable of completing the topic-specific missions on the robot game table. They also develop a compelling fact-filled presentation on the challenge topic. Every aspect of the annual challenge engages students, expands their classroom experiences, and is an integral part of the Virginia Standards of Learning. According to local coach and teacher John C. Sammons, “FIRST LEGO® League provides a meaningful way for students to integrate the many cross-curricular standards they are learning in the classroom into the annual challenge.”

Math and Science Connections

As the coaches and mentors encourage the children to solve problems and experiment with new ideas, the team members sharpen their science and math abilities. Developing hypotheses; collecting, graphing, and interpreting data; maintaining constants; and manipulating variables all become standard practices as the children test innovative methods to program the LEGO® NXT robot. Using essential computation and measurement skills, the team members make adjustments in distance calculations; determine the number of degrees required for the robot to make right, acute, and obtuse turns to avoid obstacles; and estimate the number of rotations required for the robot to move forward and backward to its home base.

Furthermore, the team researches cutting edge trends, interviews scientists and other experts in the topic field, and takes

field trips to gather data, from which they propose solutions to the challenge topic. In the past, some of the topics have included nanotechnology and the implications for its current development and use; ocean odyssey, emphasizing ways to minimize further negative impact to our watershed system; the technological and environmental benefits of future travel to Mars; and the power puzzle, an in-depth look at energy consumption and conservation and the expanded use of renewable energy resources. The 2008 FLL participants will explore Earth’s climate, past and present, and unveil the connections between human activities and resulting climatic conditions.

Local Competition Day

“3…2…1…LEGO!” The cry echoes throughout Webb Center at Old Dominion University as the competition begins.

Teams parade through the crowds with matching t-shirts, crazy hats, and banners with personalized team names. The excitement level is electric as the teams compete in four categories: robot game, robot design, challenge project, and teamwork.

For the robot game, the team members demonstrate their autonomous robot’s abilities as it races across the game

table to complete up to ten specific missions in a 2-½ minute timeframe.

In robot design, the team members articulate each step of the programming process. What mathematical skills were necessary to make programming modifications? How were missions combined to facilitate more success? How were touch, light, rotation, and

Making the GradeLEGO® Education: Building Solid Opportunities for LearningBy Karen Arnett

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TidewaTer Teacher Magazine | SepT • OcT 2008 17

ultrasonic sensors incorporated into their robot’s design? How do variations in light, temperature, and sound affect the robot’s performance?

Throughout the competition, the team’s gracious professionalism is observed and rated for the teamwork category. Team members demonstrate gracious professionalism by celebrating each individual’s accomplishments, recognizing high quality effort, and maintaining respect among teammates and between competing teams. Are the team members supporting one another, being sensitive, and acting with pride and integrity?

Teams that perform consistently throughout the day while also modeling the six core values of FIRST LEGO® League are invited to repeat their performance at the state championship tournament in December at James Madison University in Harrisonburg.

earned awards at both the regional and state competitions each year. Greenbrier Middle School jumped on the FLL bandwagon in 2005. In 2006, Chesapeake’s Western Branch Intermediate School also joined in the FLL fun.

For more information, contact FIRST LEGO® League at http://www.firstlegoleague.org

Tidewater Connections

Every year since 2002, with funding and support from grants, local businesses, and the Chesapeake Public Schools, Greenbrier Intermediate School has prepared a FIRST LEGO® League team for competition. Rising fifth grade students experience a rigorous tryout process as they demonstrate problem-solving abilities through timed writing, drawing, and building tests. Teams are selected annually through this process. With gracious professionalism as the backbone of the team’s philosophy, the Greenbrier Intermediate teams have

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“I was impressed with everything from the start of the reservation process through the end of the presentation. I wish I knew about the available programs earlier. I will definitely utilize the museum in the future.”

Heather Crowder, English Teacher L.C. Bird High School

Given in response to a “Segregation/Integration - Era Exploration”

“The World War II Homefront/Rosie the Riveter presentation was very well received by the students and by Ms. Gilmore. The images and music drew the students into the time period and greatly enhanced their understanding of that era; the emphasis on Richmond also contributed to their interest level. In addition, both speakers were enthusiastic, knowledgeable and quite personable.”

Nancy Schneider, Librarian L.C. Bird High School

Located in one of the nation’s oldest capital cities, the Valentine Richmond History Center has enriched student education for more than a century and continues to offer innovative, hands-on programs and interactive tours to schools throughout Central Virginia. In 2007-2008 alone, more than 16,500 students participated in the History Center’s school and special summer programs, hailing from 29 public and 21 private schools, as well as day care and pre-school facilities, home school and scout groups, and 21 schools located outside of the Richmond Metro area. Almost 7,000 students participated in an Historic Richmond bus or walking tour.

Programs for School Groups

School program topics for the 2008-2009 year include Civil War spies, African American history, transportation, the American Revolution, growing up in the 1800s, Greek and Roman architecture, Powhatan Indians, and the Great Depression. The History Center also can develop a custom program to meet particular instructional goals, as well as add a gallery tour of current exhibitions or a visit to the John Marshall House.

K-12 programs initially are designed for specific grade levels but can be adapted to suit any level. Most are available either at the History Center or in the classroom and are moderately priced on a per child basis, with an additional mileage fee for outreach programs. All programs are designed to support the State

of Virginia’s Standards of Learning for History and Social Science, English and Visual Arts. Visit www.richmondhistorycenter.com/school-programs.asp for a complete list.

Valentine Richmond History CenterBy Brandy Centolanza

Beyond the Classroom

Historic Richmond Tours for Students

A unique alternative to the classroom-based program is a guided walking or bus tour of Richmond, available for students in grades 3-12. The History Center’s Historic Richmond Tour series allows students to experience the city firsthand while learning about its distinct heritage, people and the key role the city played in the birth of America. These increasingly popular programs are developed around a specific theme and often include a tour of an historic site or museum.

In particular, the Civics on the Road tour examines the structure and powers of local, state and federal governments, with stops at the Virginia House of Delegates, the Executive Mansion (exterior), the Virginia Supreme Court (exterior)

and the U.S. District Court (exterior). Students drive by the Federal Reserve and discuss the government’s role in setting interest rates and circulating money, as well as City Hall, the Virginia Department of Transportation, the Department of Motor Vehicles, National Park Service sites and the Library of Virginia. The tour also includes a visit to the John Marshall House for a discussion of the

famous Marbury vs. Madison case.

Additional Historic Richmond Tours for students include Richmond and the Civil War, Capitol Square,

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Colonial Richmond, How a City Grows, African American Heritage and Richmond’s Canals. Custom, grade level appropriate walking or bus tours can be designed to meet your instructional needs or interests. Walking tours of city neighborhoods such as Monument Avenue or Jackson Ward, as well as Hollywood Cemetery, also are available.

All Historic Richmond Tours are led by certified History Center guides and are designed to support the State of Virginia’s Standards of Learning for History and Social Science, English and Visual Arts.

School groups may opt to arrange box lunches or inquire about a place to eat bag lunches. History Center staff members also are happy to arrange for group visits to other history and heritage sites in Richmond.

Times and costs vary depending on the size of the group and any additions to the tour, including time for lunch. Visit www.richmondhistorycenter.com/schooltour.asp for a complete list of Historic Richmond Tours for students.

Summer Enrichment Programs

The History Center’s educational programs extend year-round, with a selection of summer enrichment programs for children ages 5-12. These 60-minute sessions draw upon the History Center’s vast and diverse collection of artifacts and images to engage children in a unique history lesson. All sessions include a related craft activity and can be customized to suit. Boxed lunches are available for an additional fee. Visit http://www.richmondhistorycenter.com/education.asp for a complete list of summer programs.

Professional Development

A wide variety of professional development programs related to historic investigations are available

for presentation to faculty and staff either at the History Center or on location. The History Center also offers tours for teacher groups and a complimentary overview presentation of programs and tours.

Free Resources for Teachers

A staff member can attend your faculty or Parent-Teacher Association meeting to present a free overview of the museum, its history, collections, exhibitions, programs and tours. Also available are Traveling History Kits that include historic photographs, newspaper articles and suggested lesson plans on topics such as “Women of Talents” and “Richmond in Black and White: Photographs as History.” Videos and DVD’s on a variety of subjects also are available. All free resources are distributed on a first come, first served basis and may require a deposit. Kits must be returned within 12 working days.

Information and Reservations

School Programs: (804) 649-0711, ext. 317; education@richmondhistorycenter.com

Historic Richmond Tours:

(804) 649-0711, ext. 319; tours@richmondhistorycenter.com

Summer Enrichment Programs: (804) 649-0711, ext. 317; education@richmondhistorycenter.com

Free Resources for Teachers: (804) 649-0711, ext. 317; education@richmondhistorycenter.com

The mission of the Valentine Richmond History Center is to engage, educate and challenge a diverse audience by collecting, preserving and interpreting Richmond’s history. Located at 1015 E. Clay Street, Richmond, VA,

23219, the History Center’s public hours are Tuesday through Saturday, 10:00 a.m. to 5:00 p.m., and Sunday 12:00 – 5:00 p.m. www.richmondhistorycenter.com

Class Reunion By Dory SuttmillerThe Honorable Eileen Olds President, American Judges AssociationDescribe yourself as a student. What unique characteristics did you

exemplify that lead you toward a legal career?As a student, I was well prepared and always excited about learning new things. I think these are

characteristics that are useful in a legal career. Each case is different. So there is always a degree of “newness”

even when the subject matter is similar. Participating in many extracurricular activities as well as engaging

in a broad range of academic subjects, definitely was helpful in gaining entrance into law school.

How did growing up during the era of desegregation strengthen your character?

Growing up during the era of desegregation underscored to me the necessity to put forth my best effort and to

demonstrate that my race should not be a barrier to attaining goals nor to receiving recognition that I was due. I

developed a keen sense of desire to “right wrongs” that I am sure arose from injustices I observed at an early age.

How did a teacher(s) encourage you?I had the support of many teachers. I especially held in high regard my 10th grade English teacher,

Carole Fleming (who later became principal of Oscar Smith Middle School). She was able to teach

life lessons in the classroom along with the subject at hand. She stimulated thoughts of how to operate

in the real world and strived to prepare her students. She is also the person I recall most for warning

me that a true measure of success was how one handled adversity and inevitable failure.

As a judge in the Chesapeake Juvenile and Domestic Relations Court, what challenges

do you see youth facing today? How do you hope to make a difference?

As a judge, I see the enormous impact that peer pressure has on young adults. I think this is heightened by the

fact that parenting presence is not as great as it once was. An extreme and detrimental outgrowth is youth

involvement in gang association that often times mimics the dynamics traditionally held in families. The use

of both illegal and prescription drugs continues to escalate. Then there is teenage pregnancy, educational

disparities, and socioeconomic disadvantages. I hope to make a difference by searching for root causes and

then employing a number of services available through the court and the community to address these problems.

I am particularly proud of the fact that I preside over a truancy caseload in addition to my regular duties. I

believe that education is the great equalizer, and to hopefully inspire students to make education a priority.

Honorable Eileen Olds is a 1975 graduate of Indian River High School. Olds attended the University of Virginia only

two years after the school opened to women. At the College of William and Mary’s Marshall-Wythe School of Law,

she was one of only four blacks in her class. She began her legal career in 1982 as a private practitioner.

Today she is a judge for the Chesapeake Juvenile and Domestic Relations Court, a position she

has held for almost 13 years, four of which she served as chief judge. She was the first black

and female in the city to be appointed as judge, and she’s currently the only woman

jurist in Chesapeake. In September 2007, she earned national honors in her

profession when she was sworn in as president of the American Judges

Association. She is the first Virginian to hold the title.

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