The Cooper School Daily

You Gotta Keep It Regulated

We are finishing up our self-regulation study this week in our Advisories. Over the past six weeks, we have talked about what stresses out, how anxiety looks to us, and ways to manage stress and anxiety both at school and at home.

Yesterday in my advisory, we started to watch a waterfall video with a woman directing us to tense and then relax our muscles to feel calm. We all looked at each other and laughed because it was so not what we do…ever! I witnessed that my students, your children, self-regulate all day long. They have tools that they have been taught, figured out on their own, and even shared with others. That being said, the waterfall video seemed so hokey that we just turned it off, listened to Canon-D on repeat, and independently chose a technique that made us all feel more grounded. Some kids played a puzzle game, one person held Monty, others drew and some read. We created our own meditative moment based on individual needs…and it was intrinsic! We all collectively wanted to feel grounded because it just feels good!

Later that afternoon, my own children debriefed their school day, telling me about mistakes they made throughout the day. As First and Third Graders, obviously their self-regulation strategies look very different from the middle schoolers. As I reflected, I realized that they too were truly intrinsically motivated to be regulated at school. They don’t have a clip moved down, or punitive punishments to make them feel ashamed or embarrassed. Instead, they have to realize that they are talking out of turn or having a hard time staying in criss-cross applesauce during circle time.

What’s the common denominator?

Cooper…The goal for Cooper School teachers is to help our students intrinsically be motivated to be regulated in the school environment. Our day is not just teaching academics, but guiding our students to become aware of the behaviors that are disruptive, hurtful, or just not acceptable in a learning environment. Our Cooper kids are working on lifelong skills that will help them mature and grow 🙂


Here’s a look at what is happening in each of the classes:

What’s happening in Social Studies?
Eighth Grade took in a bunch of new information this week as we learned about the Enlightenment and sovereignty! Students were asked to look at primary sources to grab a better understanding of some of the new ideas arising around the world.

Next week, the students will begin looking at the causes of Revolutions. Students will end the week doing a research project about revolutionary women that made an impact on society during this time period.

What’s happening in ELA?
Eighth Graders are working on writing their investigative journalism pieces. Please take a look at their writings and give them some helpful feedback. Your students should be applying the grammar skills they are learning to what they have written. Due to school being canceled for inclement weather, rubrics will not be sent home until next Friday and the following Monday. Please encourage students to continue to read during this long weekend.

What’s happening in Science?
This week, Eighth Graders experimented with how the kinetic energy of an object changes when its speed or mass changes. They created more marble ramps and observed the kinetic energy change with friction involved. They considered how the mass and the speed of objects changes the kinetic energy of the object proportionately. Eighth Graders also started drawing blueprints for the Rube Goldberg machine and what the final “task” will be at the end of the chain reactions. We will create our list materials next week!

What’s happening in Math?
The Eighth Graders are starting to get into what I consider real algebra. They already know linear equations from last year, but they’ll be learning to easily find whether a certain point exists on that line (and therefore, within that relationship). We will continue using and practicing on the TI-84 as often as we can. The other day, for example, we plotted a linear relationship, and could see that the resulting graph was a straight line. Then, however, we plotted a quadratic equation where our variable (x) was squared (x2): quadratic equations form a parabola instead of a line. Just a random piece of information for them at this point, but they’ll use it so much in the months to come. And in the meantime, they learned one more function on the graphing calculator…and there are so many more ahead.

Important Dates:
October 17-18 – Fall Break – No School