Progress Reports

It is that time of year again! Progress reports are due in most boards this month. It is a hard task to think about what your students have done in just a month and a half of school.

I like to give students time to reflect on their learning skills as well as what they have done in each subject. Each year I create a survey for students to self evaluate themselves. Then, I include comments from this evaluation on their progress report. I like to use google forms to create the survey so all of their answers stay in my google drive.

For learning skills, my current grade eight class has made it quite challenging to comment on. They have good and bad days but it is important to set these students up for their next grade. Getting an “E” has to be true at all times since next year I am nervous about how their learning skills would measure up. I gave my students time to come check their current learning skills today and only one student came to my desk to see their mark. At my old school, the entire class used to line up to check their current learning skills. I feel that they may know they aren’t doing the best since they did not come to see their marks.

For math and literacy, progressing very well is very hard to receive as a level four is hard to achieve at all times. I have explained this to my class so that they will not be disappointed by the “progressing well” comment on their reports.

Other subjects we are just getting started on so the “progressing well” comment is hard to justify. “With difficulty” and “very well” also wouldn’t make sense since we have just begun. It is for that reason I find the progress reports timeline a bit challenging and I wish students had a bit more time to dive into each subject. It is hard to get students interested in their marks as well for the first time in my career so this thought makes me nervous for them in high school as well as for the rest of the year.

Is getting students interested in their marks something I can teach or is it just something students come to school with? I am hoping my students will gain that desire soon.

Building blocks

This post is a follow up to Building upon balance. It also has a companion post titled Wyoming 1971 if you want a trip back in time that adds more context to my thinking.

In the 1980’s, if you wanted to attend a university program you needed to complete a 5 year high school school diploma. Grade 13. The big one. It was a make or break year for any and all of us with aspirations of a white collar middle-class jobs whether they be Engineering, Medicine, Law or Finance. That was it. There were no other jobs(sigh).

Grade 13 meant you could choose some of your courses. Some. You still had to take English and at least one Math course. I chose the easiest one, Functions and Relations, or so I thought. By mid-term I was on my way to a failing grade(60%) with poor results at every turn. I wondered why it wasn’t clicking? I had an 85% in Grade 12 Math so a decent mark should not have been out of the question. My teacher was good enough most days, my effort was only questionable some days, but scraping by was not going to get me into university. I ended up with a 51%.

I wondered why things had not come together? Then I realized that my grade 12 Math class had been nearly a year before. My school was on the semester system, and that meant if you took Math in Term 1, you might not be taking it again until a year later. At the bare minimum if I do the Math right, it meant 8 months of not keeping previously acquired skills sharpened if your course ended in January. I limped through the course, somehow graduated, went to university, and got kicked out 3 years later for academic underperformance. Could not practicing Math on a more frequent basis have contributed to my lacklustre results?

Like so many people I was mad at Math. I wasn’t good at it(cop out). I didn’t have a Math brain to solve for x or any other letters of the alphabet for that matter(fixed mindset). I used my Math skills for bargains, business, and family budgets(with a calculator). I did not take another Math class until 20 years later in teachers college. I rediscovered my love for Math after many hours of review and practice problems because I saw it not as problems and symbols on a page, but as a challenge and chance to be a problem solver. It was like working out for the first time and instead of my body waving the surrender flag, it was my brain most of the time. After a number of months, some, but not all of the concepts were returning. However, I had lost a lot of form and vocabulary. To put it another way, the blocks of my foundation were in bad shape and in need of a rebuild(still working on it).

A few years into the future I stood in front of my first Math class as a teacher. To no one’s surprise, the first few weeks were like peddling a bike with square wheels. It took a while to wear down the edges in order to build momentum. The students needed time to build up their brain muscles too. It had been nearly 3 months since their last Math lesson and although the blocks were formed, they were no longer as firmly fixed to their foundations for the time being. It was like a knowlege hemorrhage had happened over the summer. This made me wonder whether I could change the way Math and other subjects could be taught to reduce this from happening each year?

The following September, it became clear that there was some evidence supporting my observation that students were losing their academic edges over the summer break. I wanted to find out whether any academic studies were considerate of this and if there were ways to slow it down or stop it. In a study from 2016 titled Summer Math Loss, this occured much more frequently as a result of socio-economic factors, but that was not the issue at my school which by and large did not mirror the demographics mentioned in the article. However, the Harvard Study provided a practical solution that would help regardless of socio-economic status. Simply, share a little bedtime Math along with that last story of the night. From experience, I can say that a little Math conversation can go a long way. It could be a matter of planning a family fun day or saving for a new toy. It could also happen earlier in the day while driving somewhere by playing license plate Math. Whatever time of day it happened would add some rock solid reinforcement about remainders, ratios, and everyday numeracy. The article goes on to share 4 ways to overcome a “summer slump” that could be easily applied in all seasons.

If it can be done at home, then it can definitely be done in the classroom over the 10 months of learning each year. Teachers can now work at threading or interleaving concepts throughout the entire school year. When we shift from the teach, test, and move on model of instruction to the teach, apply, connect, assess, and revisit model our students’ abilities to acquire, apply and retain concepts will improve. I see the value in doing whatever it takes to help my learners succeed. On one hand a longer school day or year may be the answer. For others, it may still come in the form of more worksheets(please no). There is also the spiralled or interleaved approach that constructs the foundations of understanding block by block the whole school year long.

We have 9 months of incredible opportunities ahead of us. I hope you are already seeing the hard work you are pouring into your classrooms paying off and that the foundations are being strengthened for a growth filled year to come.

Note:

I started this post with the intention of arguing about why we need a more balanced school year because our students are not retaining what they have learned. I softened my stance after reading a few papers in the research(some are linked above). I wanted to share my experiences of losing my own skills when they went unused over time. It ended up as a reflection and a call to action, not to tear down the walls, but to strengthen them around our students as often as possible.

I hope you enjoyed reading this post. Please consider sharing it with others and commenting to keep the conversations going strong. Thank you.

 

 

Building upon balance

I’m back. You’re back. They’re back. We’re back!!!!!
And it could not have come at a better time. Or could it?

While our transition from summer to school traditionally begins after Labour Day, there are more and more students starting back to class in August than ever before. This is known in edu-circles as a balanced or modified year. It offers quite a few upsides that benefit our learners and with some time for adjustment, for our profession. So I ask…

Imagine if we all started in August with a balanced school year that allowed the learning to be spread out over a longer period of time, but with a few week long breaks built in? What are the pros and cons of such a shift in a historically established calendar? Is it possible to change a 100+ year old practice?

Helping out on the farm

A balanced school year makes sense on a number of levels. Especially, when we consider that the original reason for a September start stemmed from the need for students to be available to work on the family farm. In some areas of the province, farming is still a factor, but it is very evident, that the majority of the nearly 2 million students from K to 12 live close to or in cities. Most are not feeding a herd, driving a combine, or mending fences in July and August.

However, a greater majority of students are left to swelter in concrete jungles trying to stay cool. There are few if any universally accessible programs that do not require a computer bot like skill in order to register on-line for limited spaces. So no swimming lessons, city camps, or classes for all. In fact, the City of Toronto announced that it will try to add 70 000 new program spaces just to accomodate current demand.

Which means, for the foreseeable future, most students will still be given a summer sentence stuck indoors. It is no secret, our cities lack adequate child care, recreation, youth programming, and social spaces. What if all school boards were able to offer a balanced school year and provide working families with an option that would ultimately save them money in conjunction with municipalities? A kind of multi-tiered approach to community and education.

Who will pay?

With government money used for creating and subsidizing child care spaces, an investment in a balanced school year would relieve, not remove, the pressure by allowing younger school aged children to be in the classroom rather than a daycare centre. This in itself could save families 3 to 4 weeks of childcare costs that could then be spread out over time through the year rather than in one expensive 9 week chunk. Granted, that there are extra weeks off throughout the year, but they are distributed over the school calendar.

The biggest obstacle to all of this is from a purely structural point of view and comes from having to retrofit hundreds, if not thousands of elementary schools with adequate climate controls, aka air conditioning. Recent returns to the classroom remind us all that our elementary schools are woefully equipped to deal with irratic temperature fluctuations and extreme heat. 2 fans per classroom do nothing to cut through the sweltering heat on the first or second floors of any ill-equipped building – even with the lights off.

The bigger question that comes to mind is why our province still chooses to provide air conditioning to students in high school, but not from JK to 8? This type of systemic disparity does not seem fair. Are elementary school students and staff expected to feel they are being treated fairly by the government’s funding model? I can see fingers pointing in all directions here, but not a one is doing a thing to acknowledge or remedy the problem. Students suffering from heat exhaustion do not make good learners. Perhaps it’s time for our grade 5 Social Studies classes to mount a letter writing campaign to ask our government to do its job and serve its future taxpayers. We’d better hurry before that curriculum gets changed. http://www.edu.gov.on.ca/eng/curriculum/elementary/social-studies-history-geography-2018.pdf

I feel we are about to see bigger problems in our province if facilities equity cannot be guaranteed in all schools. Think of it like this; the province buys or leases 1000s of vehicles each year. After a few years they are traded in or replaced with newer models and the fleet stays rolling. If Ontario maintained its government auto fleet like its schools, some would have hand crank windows, some might have air-conditioning, some would have low mileage, while others would be up on blocks. Most would need to go to the body shop for repairs and others would have to be towed to the scrapyard. Nobody would want to drive in an unreliable vehicle. So why are our schools being left to deteriorate through underfunding and repair backlogs?

How is it fair to expect standardized results when there are no standard facilities? Is it a class thing? A neighbourhood thing?

As teachers, we take pride in our workspace. We have witnessed all that can be done each year despite the structural shortfalls and disparities from school to school and board to board. We also know that the current funding model for our schools cannot be a band-aid solution. The recent cuts by the new provincial government are leaving school boards with open wounds.

It’s not all bad (well the above part is, but below is all sunshine)

This year’s return to school was ushered in with all of the elation, excitement, and chaos of its predecessors. How could it not be so? At my school over 600 hope-filled students converged on the playground for a surreal moment of truth. Who was going to be their teacher? In which classroom? Main building sauna or luxurious portable? I loved the chaos that was the first day. It was perfect weather for a July day in September. Perhaps in the future you will be reading this message in August. In the meantime, welcome back.

https://www.theweathernetwork.com/ca/monthly/ontario/richmond-hill

In my next post I’ll discuss the aspects of greater knowledge retention that come from a more balanced school year. What do you think of the idea of the school year spread out over a longer period of time? Please share and comment to continue the conversation. Thank you for reading.

Further reading

Interesting blog post explaining how education is funded in Ontario.

Happy New Year

As a parent and educator this time of year is a transition back into a regimented routine. It is the New YearNew Year, for my child entering grade 3. New Year, for myself with a traveling (on a cart) assignment, Grade 5-8 Math and Self Contained Class coverage.

Preparation for this New Year celebration spans through the summer.  Beginning in June by sorting and putting away this past year’s materials. I’m always thinking about what the New Year will hold.  When I’m shopping and something catches my eye, I think, “Is it useful to me and my charges? Can I afford it? Will I use it?” As I unpack my storage areaZ, I find all kinds of collectables there.  I started teaching at the beginning of the technological age of the education system.  I still have materials necessary before the use of technology. This year, I found a grade 3, “Word Wall”. My child’s Grade 3 teacher, inherited this and a box of books for this level. whether she uses them or not, I feel great about the possibility.  Sharing with others brings me joy.

New Year is a great celebration, ringing in the new, decorating for the season, preparing for a fantastic time, thinking of all the details, and knowing that an unpredictable event will happen and I will have to adapt and be flexible to smoothly slide through it. As Educators we have a multitude of talents. We are planners, organizers, predictors, caregivers, decorators, researchers to name a few.  With all celebrations we plan and prepare well before the event. It is exciting to watch, assist and create space for the New Year.  It is exciting to meet the new educators, children, and families whom will help with the growing and learning for all.

During the summer, usually a few weeks before the New Year, nightmares enter my dreams which include, “I’m lost in the school. I’m late getting there. I forget the most important item of my plan.” My mother has been retired from teaching for over 20 years and still has these dreams/nightmares just before the New Year. I wake up in the night thinking about plans and details. I jot notes in preparation for the celebration back, then convince my brain to slow down and return to a resting place.

The preparations as an Educator include more than the New Year celebration.  These include preparing yourself and others for a change in routine. My child has appointments through the week.  I have to plan my life around these and my own appointments too. I have to prepare for travel to and from, meals to eat, clothes for the changing season and the New Year.  I have learned to slowly slide into these practices beginning before the New Year.  This gives my body  a chance to adapt to the earlier start times, bed times and daily expectations.  I began teaching later in life and my body and mind thank me, when I care for them.  Preparing for the New Year must include self care.  I have made realistic goals to care for myself, so I can continue to celebrate the New Year with the many people I affect.

As you prepare for your New Year events, be mindful of yourself and flexible in all the change that will happen during these times. Smile, walk proud and be kind is my continuous reminder every moment of this New Year celebration.

Kimberley Cousin

 

Building Connections with Students

Be Authentic

The video of a teacher giving each of his students a “just for them” handshake each morning upon entry has gone viral.  His efforts to connect with students have been applauded.  I think that this is a wonderful way to create a bond between teacher and student; for THAT guy.  I know that this is not “my thing”.  If I were to choose to try this at the beginning of a new school year, it would not be genuine and it just wouldn’t feel right.  I’ve also often wonder what happens when a parent wants a word in the morning, or someone forgot their backpack on the bus, or there is a class trip leaving 5 minutes after the bell.  There are many ideas for connecting with students online, but you need to do what is genuine for you.  Otherwise, you won’t sustain it and the students see right through it.

Lunch

During the first few weeks of school I try to stay in my classroom while the kids eat lunch.  I will often eat my lunch at the same time as my students so that I can have the other half of lunch to relax, visit with colleagues or do some preparation.  I choose to do this for the first couple of weeks to make sure that the routines for lunch time are established and students understand my expectations around cleanliness, behaviour and technology use during lunch.  There are often different teachers on lunch duty, so it is helpful for them if the regular classroom teacher is in the room until they become acquainted with the students. When I take the time and effort to do this at the beginning of the year I find that there are less issues throughout the school year at lunch time.

Circle Chat

No matter what grade level, I have always started of my day chatting with kids.  In a circle format the students can share something, check in, ask a question or some days they pass (I will personally check in later to make sure everything is ok).  Sometimes we have topics, sometimes we have to discuss class updates but no matter what, we’ve connected in some way.  Yes, it takes instructional time.  Sometimes it takes up a LOT of time.  But, in my experience, it builds relationships with your students and saves time in the long run.

Front End Load Communication

Parents’ concern for the well being of their children seems to be at its highest point at the beginning of the school year.  It may be a new school, a new teacher, academic concerns from previous years or peer group concerns.  Taking the time to communicate during the first week of the school year by phone, note or at least a personal email in addition to class updates on websites or newsletters home will pay off during the rest of the school year.  The more you assure families that you are accessible and concerned about their child, the more supportive they will be if an issue arises.  Find the good in each student and make sure that you communicate it to families.  For the students that have academic or behaviour concerns, meet with families face to face as soon as possible.  Do not leave it until report card time.  I often start those conversations by asking them to voice their concerns, as well as asking their goals and hopes for their child for the school year.  Those positive and proactive attempts at communication at the beginning of the school year will go a long way with families and ultimately will benefit the student.

Take Your Job Seriously; Don’t Take Yourself Seriously.

About 10 years ago I picked up a pair of absolutely crazy novelty sunglasses.  No matter the weather, I wore them in the morning when I picked the students up at their bus lines and I wore them when I walked them out to their buses in the afternoon.  There were always comments from the students (and sometimes parents) and it was often a conversation starter when I could see that kids needed to be checked in on first thing in the morning or at the end of the day.  I began to get crazy sunglasses as gifts.  I now have about 60 pairs and wear different ones depending on my mood.  My staff humoured me and each wore a pair in the staff photo for the yearbook.  This might be something that you try in your classroom, I’m happy to share, but make sure it is something that suits you.

I remember being told by a colleague at the beginning of my career that you shouldn’t smile at your students during the first few weeks or even until Christmas.  I didn’t follow that advice, because it wasn’t genuine and authentic for me.  The way I see it, if you aren’t smiling at the beginning of the year, you can pretty much be guaranteed that you won’t be smiling at the end of the year!  Students feed off of the mood of the teacher.  Ultimately, the teacher makes the weather in the classroom.  There are days when I have to apply the “fake it until you make it” strategy and I smile until I really feel like smiling.  I also highly recommend a morning music mix for the way to work.  Put together 5 or 6 songs (or more depending on the length of your commute) that really motivate you, make you bouncy and make you smile.  On the days where I know I’m tense, in a mood or haven’t slept well I put this on during my drive and usually by the end I’m singing along and feeling better.  Then, I slide on those crazy sunglasses and I’m in tip-top teacher mode ready to greet every student with their name and a smile.  I may not have individual handshakes ready to go but after 23 years…I still start the year off smiling.

 

 

My Yearly Notebook

Each summer I buy a brand new spiral bound notebook.  Not the skinny ones that you get in the 3 pack from Hilroy with the flimsy cover that rips within a few uses. I am particular about my stationary.  It may be a kind of a problem.  I get the 8 1/2 by 11 solid cardboard spiral bound notebook.  It is where I keep my lists.  Lists of things to buy for the classroom.  Lists of things I want to change in the physical space of my classroom.  Lists of books I’d like to read or add to my classroom library.  Lists of things to get done before September.  Lists of the curriculum topics I’ll be teaching and in what months I plan to teach them.  Lists of special events each month that I might highlight or celebrate with my students.  Lists…of lists.  I use that big notebook all school year long to add notes from meetings, professional development sessions and of course, more lists.  I have many already filled spiral notebooks of new ideas that I’d like to try over the school year on my shelf in my office.  This summer I realized something.  After the school year is over I have NEVER opened those notebooks again.  There are lots of great ideas in there that I didn’t implement and then I feel guilty about that!  Teacher guilt never seems to stop, unless of course, I choose to stop it.

This summer I quickly read the book, “Ditch That Textbook; Free Your Teaching and Revolutionize Your Classroom” by Matt Miller. It has fantastic teaching tips for technology integration in the classroom.  Although I do not have the desire nor the access to the 1:1 technology to go completely paperless, I found a lot of wisdom and great teaching tools in Matt’s book.  I have also provided a link to Matt’s blog.  Matt helped me to break a cycle.  I haven’t bought a spiral bound notebook this summer and I’m not planning on buying one.  Among many pieces of advice in the book, Matt suggests picking two new things that you are really excited about to add to your teaching practice, being clear about your intention for using those practices and following through.  I’ve been guilty of overdoing the professional learning to the point that I overwhelm my students by doing a whole bunch of new things all at once and then don’t end up sticking to any of them.  I also get overwhelmed by the many great ideas out there and wonder if I do something else, what I’ll have to give up doing.

I’ll admit that I’m already kind of cheating.  Instead of just choosing two teaching practices I’m also choosing two new technology platforms to learn about for next year.  One of the practices that I would like to get in the habit of doing is adding more descriptive feedback to assignments that students do online and have multiple opportunities for the students to respond to that feedback and re-submit assignments with changes.  The second thing that I would like to do is educate parents on how to leave constructive feedback for their students online rather than a thumbs up or “Good job!”  I plan on exploring the video and audio creation tools, WeVideo and Voki.  I may explore more than these but these are the ones that I am committed to doing.  Since I have written my commitment here on the blog, I also commit to sharing what I thought about those tools in a review format.  If you get a chance to read Ditch That Textbook, I highly recommend it. It is a quick read with great already-made lists and hey, it made me “Ditch That Notebook”.

 

A new year…three new assignments

Hello all,

It has been a busy start to this new year of teaching! I am now a permanent teacher after 3 years of amazing LTO placements at my school in Ancaster. I have moved on now to teach a new subject, instrumental music. This involved numerous music lessons over the summer, making sure I knew the ins and outs of each instrument. I was very excited to receive this job as I have such a huge passion for music, even though I have never explored the instrumental side of it.

Starting the year up was not as bad as I had thought because the LTO in the class before me had done an incredible job of organizing the room and making sure the school has all the necessary instruments and equipment. Getting the room decorated and organized was so exciting because for the first time, the room was mine and not someone’s that I was taking care of for them! The thrill of your first permanent placement is more than I could have ever hoped for.

The first few classes of music were interesting because although I would have loved to get right into letting the kids choose their instruments, I know I had to start with the basics. Having a mentor would have been helpful during this time because I had little to no clue where to start. I had to recall things previous teachers had done that I had worked with in the past as well as I had asked people at Long and McQuade for some helpful hints.

Now that October has come, my students have now selected their instruments and yesterday was our first day actually playing them! How cool it is to have purposeful noise in a classroom. All those years where I was so focused on students working quietly have now come to an end. The noise was incredible. Even some squeaks that I heard that were a little hard on the ears were exciting to hear because for someone, that was their first official squeak on the first instrument they have ever played. It will be such an exciting journey and I am so thankful it has just begun.

I was also offered a second permanent job as a librarian so now I have that to juggle into my weekly schedule. I am also teaching a 4/5 split this year. The planning has not been too hard so far but it is hard to think about the one job when you are in the one school without having your mind wander off to thinking about the other school.

I know this is the year where having a 0.4 permanent is necessary to make the next step into a 1.0 permanent world, so I am grateful for the opportunity. Some days my head is swimming with ideas for a wide variety of things but having a Staples day planner has been essential to keeping all my thoughts down on a page somewhere.

That is all I have to share for now! I am so excited for this year and it has already gone by so fast. I just hope I have time to do everything the kids and I want to accomplish this year.

 

A Wonder-Ful Start to the Year

This year I am teaching a grade 5/6 class. I’m learning a lot as I transition from teaching a grade 2/3 class last year. I have always had a heart for the younger grades but as I am getting to know my new group of grade fives and sixes, I feel my heart growing.

I have a class of 24 wonderfully bright, inquisitive and compassionate kids. Every day I am blown away by their ability to share ideas, challenge norms and push their learning to new limits. My favourite thing about teaching this class are the spontaneous, unplanned conversations that arise during the day and the powerful learning that comes from them.

I wanted to find a way to break down barriers and set an inclusive tone for their year. There had been a lot of buzz around the book Wonder, by R.J Palacio, so I decided to use it as our first read aloud. I cannot recommend this book enough. If you haven’t heard of it, Wonder follows the story of a fifth-grade boy named August Pullman, who has a severe facial deformity, as he makes his way through attending school for the first time. The book is written through his point of view, but also through the point of view of other characters in his life. The story touches upon countless valuable topics, themes and discussion points. Ranging from bullying, social groups, peer pressure, self esteem, growing up, parent divorce and grief to love – the interweaving storylines of Wonder’s characters offer a wide range of access points for teachers and students.

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Since the first day of school, we have started every morning sitting under the big tree in our playground reading Wonder together – my students gathered around me reading, completely immersed in the story, always asking to read on to the next chapter. It is my favourite part of the day. Not only does this create a calm transition into the school day for my students, but it sets the tone with powerful messages and mindful discussion.

With Wonder as our mentor text, my students have engaged in many literacy, drama, visual arts and health learning experiences. Our classroom has been taken over by Wonder and it’s message – choose kind. The curriculum connections are plenty but they aren’t why this book is so powerful. It is powerful because of its ability to resonate with every student in the room. It is powerful because of the thinking it sparks.

Last week, I had one of my top teaching moments. After nutrition break, I thought my students needed a few minutes of quiet to transition them into our math block. I called them over to our carpet, sat down there with them, and thought I would read just a few pages of our book. We didn’t get to that math lesson. Instead, we happened to read a fairly impactful chapter about the idea that everyone is fighting a battle though we may not know it. I noticed a few tears in the eyes of some students. When I stopped reading, the chapter sparked a very powerful conversation. Without invitation, several of my students chose to share their own experiences of struggle in their own lives. A few of them were brought to tears in doing so, immediately comforted by their peers. Other students commented on how brave they were to openly share that with others. They talked about empathy, compassion and shared some very profound thoughts. The bravery, maturity and vulnerability they displayed amazed me. It was a beautiful experience to share with them.

All this to say, the author of Wonder has done an outstanding job at addressing real issues in a way that is engaging and accessible for kids. I highly recommend this book for your class and I believe every child in school should have the opportunity to read it.

 

Helping parents transition to school

Hi everyone. My name is Tammy Axt and I am a music teacher in the Peel District School Board.

On the third day of school, which happened to be the first day for our kindergarten students, I went to do my duty at 8:05. I opened the door and observed as our students entered the building. I heard the usual friendly chorus of: “Good morning Mrs. Axt!” as our lovely students entered the building, ready for the third day of school. The door I stand beside is used by our older students in grades 3, 4 and 5 to enter the building. Most of them have been at our school for 5 or 6 years and have contributed to the wonderful climate at my school. They bring their friendly nature, upbeat attitude and are just a pleasure to greet every morning.

This morning there was one addition to the number of students coming in the door and going upstairs to start their days. There was one parent quietly wiping her face as she watched down the hall as her only child started his very first day of kindergarten. In a quiet moment, I spoke with the parent about our school and the very special place that it was. I spoke with her at length about the amazing things that are going to happen for her son this year, including all the friends he was going to make, all the learning he would do, and all the growth he was going to experience.  I also spoke with her about the beautiful and amazing children that come to our school. I told her how kind and helpful they are.

After I reassured her, I stopped and encouraged her to tell me about her son and how she was feeling. She told me through tears that this was the first day that she would be away from her child. This was her only child and today she was feeling like the time is going by so fast. That first day of school is a difficult one for many parents as I see them anxiously saying goodbye to the most important person in their lives and literally trusting a virtual stranger with their child’s emotional, physical and intellectual wellbeing.

This experience was a reminder for me that in the hustle and bustle of the school year to not get hung up on the lessons or the colour of your bulletin board, but instead remember what parents have just done. They have entrusted you with their most valued person in their world. They have trusted that you will care for them, help them and teach them all they need to learn this year. That is one important task facing us all this year.

The parent waiting beside me watched as her child cried for a few minutes and then hung up his backpack and joined the kids in line. He was even smiling in the next minute or two. She turned to me and very excitedly stated, “He is smiling, he is smiling!” She wiped her tears and I reassured her that she could do this. Finally, I gave this mom a confident affirmation that everything would be great, and a high five, and she was on her way.

Ultimately, this parent captured what most of our parents want for their children in our care. They want to know that they are smiling and that they are happy at school. They want to know that their wellbeing is looked after. If that is what we achieve for all our students, we will all have had a successful year! Good luck to everyone over the next nine months. I hope you have a great year.

 

 

It’s like September all over again

via izquotes.com
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Have you ever walked into a classroom and did a double take? Trying to gather your bearings, did it feel as if you’d been in that exact same spot and the very same moment before? I know it’s happened to me and wonder if other educators feel this way?

Returning to the classroom in September can be like this. The faces are different, maybe even the school, but there are connective currents running through time and space that signal you’ve been there before. I am reminded of a hall of fame quote by Yogi Berra, “It’s déjà vu all over again.”

This September, I started at my 4th school in 9 years. I could not be more thrilled joining a new family of learners and educators. Of course, I miss my old schools, but as I’ve written before, we have to move on to grow in our professional practice. This year was no exception, even after 3 amazing years at my former school.

Unsurprisingly, since the first bell on Day 1, things have been occurring at the speed of learning. Meeting my students/families, observing them interact, and watching them navigate our classroom for the first time. I’m never sure who is more anxious on the first day, parents, students or me?

To this teacher, the first week of school is like a three-way collision between energy, ideas, and awkwardness. I love walking into a new building and asking students to help me learn directions and routines. On more than one occasion, a student will ask, “Aren’t you supposed to know this?” I reply, “Maybe, but it’s more fun to ask. I’m new.”

What I’ve seen over my  first 9 Septembers

After 9 first days of school, some things have not changed. September is a time when everyone is (re)acquiring their routines and rhythms. Everyone is trying to put their best foot forward – almost. Depending on their Summer, the most reticent learners and educators might still require an extra week or 2 to get up to speed. We need to avoid the rush to establish out of reach expectations. There have been a couple of years where I struggled to find my groove. I have found that the first few weeks are like a contract negotiation. Everyone is trying to get what they want out of the deal, and it takes time to hammer them out.

Each year I enter our, not my, classroom with complete trust that students are there to be awesome. Empowering them and presuming best intentions have always been great places to launch an important year together. Bringing students into the conversation and decision-making process, from the start, allows for long-term success based on understanding and mutual respect.

This happens in our classroom in a number of ways across a number of days.  Students are asked to take chances, make mistakes, and be unafraid to fail. It asks us all to become comfortable with discomfort, feeling safe when vulnerable, and knowing everyone is respected and valued. If a space for this has not been created in my classroom, then there will be a risk of starting off on the wrong foot. Taking the time to create a consistent and caring class culture will ensure a cohesive committed community for the whole year.

What I did over the Summer

As a kid, it seemed that every start of the year writing assignment was a retelling of my summer. This was usually followed up with a presentation in front of the class. I am not sure whether this was an act of sadism or masochism for the teachers who assigned the task, and then had to listen as each one was shared. All I remember is that the act of recalling my summers and the subsequent in-class attention were boring for me too.

As I enter the classroom, I vowed to change this. I have asked students to share what they’ve regretted about their Summer, or what they would do over and change. We hold off on presentating” in favour of peer sharing where volunteers are asked to read a few highlights that stand out after reading their classmates’ work. I’ve found that using 6 Words Stories as a great introduction exercise.

This year I had students write their own and then write one for their seat partner. *

Build flexibility into your planning

Beware of over planning. Yes, some planning must be done. Preparation is important, but a measured approach is best. Over planning  has been, and continues to be a mistake I make. However, when plans go uncompleted or go off course, I am not going to count it as a loss. There needs to be time built into our work for the second and third questions. Sometimes students have more questions than we have answers. Yes, it takes away time from your plans, but the relationship building established through it will become invaluable going forward. Give yourself permission to go off script. The students will appreciate the spontaneity.

Noise

As part of classroom routines and noise management, I have heard classics from, “Hands on top. That means stop.” to “Un, deux, trois, les yeux sur moi.” These work well with JK/SK and primary classes, but tend to aggravate the more sophisticated learners in the Junior Panel.

I use a number of noise makers, ranging from a wood block shaped like a pig, a rain stick, and a guira Each is strategically placed about the room to access as needed. They are used to draw students back from their independent or team work. I also have a spot in the class where I will wait for students to come back to hear further instruction or feedback.

Another ‘attention-getter’ to consider is something shared by Paul Solarz called “Give me 5!” I love the power this places in students hands along with the responsibility to be relevant and engaging as they capture the room to share their ideas.

Having a wide variety of tools in the kit have allowed each of my 9 first days of school to begin memorably and effectively. Of course there are bumps and tweaks to be made along the way, but that ads to the joy of the job. As each year brings us a unique set of lives to discover, equip, and watch flourish.

Thank you for reading this post. I look forward to sharing with you again this year. If you have any questions about the resources or strategies shared please message me below.

*Which 6 words would you use to share your story? Feel free to share in the comments section.