Dexter families are likely familiar with The Helm, which represents The Learner Profile. This profile outlines nine key skills that Dexter students work on daily. The goal? For every student to master these skills by the time they graduate from Dexter High School.
But how are these skills actually taught and practiced? What does Kindness & Empathy look like for DHS students coding in Applied Computer Science? How does Financial Literacy come to life in a DEEC kindergarten class? This series will unpack the Learner Profile to help everyone understand the Dexter Community Schools guiding principles.
October: Communication
In October, the competency focus was Communication, emphasizing the ability to express thoughts and ideas effectively through oral, written, and nonverbal skills across various forms and contexts. DCS students learn to listen actively to understand meaning, including knowledge, values, attitudes, and intentions. Mastering effective communication for diverse purposes and audiences, including the use of appropriate media, formats, and tone, is essential for success in all areas of life.
Communication in Action
Here are some DCS staff- and student-reported examples of what Communication looks like, feels like, and sounds like around the District:
- Students articulate thoughts both verbally and in writing while simultaneously listening to understand each other.
- A teacher might redirect students and answer individual questions as they walk around the classroom.
- Students express thoughts and feelings through writing, oral presentations, and conversations.
- Teachers communicate with students about sports and their outside interests, building connections and rapport.
- Teachers model helpful behavior by assisting students and providing clear expectations for tasks.
- The classroom atmosphere is calm but productive, with students focused on the task at hand while still engaging in discussions and debates.
- Classrooms are organized to facilitate conversation and collaboration, with multiple whiteboard surfaces and calculators available for use.
- Students engage in discussions, debates, and critical thinking exercises that promote mutual understanding.
- Emphasis is placed on students' ability to disagree and come to a consensus, which is essential for success in both academic and professional settings.
- Teachers’ approaches to facilitating healthy debates and encouraging peer-to-peer interaction have a positive impact on students' communication skills.
- One-on-one interactions help students feel seen, heard, and valued, which can lead to increased motivation, confidence, and a stronger sense of belonging.
Here is an example of how Mill Creek teacher Laura Saulles emphasizes productive Communication in her classroom:
Students in Laura Saulles 7th grade English classes participated in a small-group communication activity using discussion cards this past October. Each student had a deck of cards (pictured at right) to help keep track of their contributions during a group discussion about a poem or story. The goal of each discussion was for each student to “play” the four main cards (blue, purple, green, and yellow), then try the ones marked “extra” (black and red) as a “stretch goal.” Students wrote down their specific contributions as they played their cards.
The Communication competency posters (one for listening and one for speaking) distributed to each classroom at the beginning of the year are displayed on the wall in Saulles classroom, complete with student input as to what good communication looks like, sounds like, and feels like. Saulles notes that there is significant overlap between what is written on the posters and the ELA common core standards for speaking and listening.
By focusing on one competency each month, DCS helps students recognize their strengths and areas for growth. These concrete examples reinforce the skills and prepare students to confidently share their experiences when asked, “What are your core strengths?”
Next month’s competency: Content Knowledge.
- communication
- curriculum