Murray Language Academy

February 2020Parent Data

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Objectives• Provide parents with an understanding of our approach to non-cognitive skills

• Show parents how to interpret MOY reports

Supporting the Emotional growth and development of young people

Age of Opportunity: Lessons from the new science of adolescence—Dr. Lawrence Steinberg

Murray Language Academy seeks to graduate young people whose talents and independence will sustain their constant inquiry and reflection, whose interest in community and the world around them surpasses their self-interest, and whose passion for learning pushes them to greater intellectual heights.

Murray Vision

The mission of Murray Language Academy is to develop and inspire the intellectual will in young people. We believe in scholarship, creative minds, healthy bodies, and ethical spirits needed to contribute wisdom, heart, service, and leadership to a global society. We strive to maintain a safe, secure, caring, and joyful environment.

Murray Mission

• In pursuit of its mission Murray Language Academy is guided by three core values:

• In developing Mind, students develop the capacity and propensity to ask questions, evaluate, estimate, and think critically;

• In building Character, students develop perseverance, self-regulation and use the habits of highly effective people;

• In creating Community students develop good citizenship;

Our Core Values

In Pursuit of achieving our…

• Vision

•Mission

• Core Values

We must advocate for….

Self-Regulation

“The capacity for self-regulation is probably the single most important contributor to achievement…the ability to exercise control over what we think, what we feel, and what we do …contributes to satisfying relationships in work and school”—Dr. Steinberg

Objective:Moving from External control to Self-control

Conditions:

• 1)Students must be emotionally secure

• 2)Students must be behaviorally skilled

• 3)Students must be self-assured to seek assistance (Trust)

Foundations for building self-regulation: By being

•Warm

•Firm

•Supportive

Being Warm

•Affectionate•Generous with praise•Responsive to emotional needs

Results for being Warm

•Students feel loved and valued

Being Firm• Consistency of limits• Clear rules•Demand students to behave in a mature and responsible fashion

Results for being Firm

•Students know what is expected and understand the consequence

Supportive• Scaffolding—giving students slightly more responsibility: just enough so they feel the benefits if they succeed but not suffer the consequence if they fail.

Result for being Supportive

•Building self-confidence

Why Self-regulation• Delay of gratification—Those who lack the wherewithal to

stay in school suffer disproportionately

• Only 25% of school performance is accounted for by intelligence

• Strong need for persistence, grit, and determination: Non-cognitive skills

• Shift Focus from how to get students to understand things to encourage them to use what they understand

“Our ultimate actions depend on two things: the strength of the emotion and our ability to manage it”

Again…“The capacity for self-regulation is probably the single most important contributor to achievement…the ability to exercise control over what we think, what we feel, and what we do …contributes to satisfying relationships in work and school”—Dr. Steinberg

NWEA MOY

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