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Mike Beetham Classroom Management, Differentiated Instruction, Planning, Student Ownership, Students as Teachers, Year End Activities

Keep Them Learning

As June (and all it brings with it) unfolds, minds start to wander, summer day dreaming begins and as a result students start to lose their focus with all the activities that are competing for their attention. This usually results in increased classroom management concerns as well as a significant drop in productivity. My plan at this time of the year is to keep my students as engaged as possible to the very last minute. This is accomplished in two ways. The first is that they become decision makers in what we are going to learn about. This can be done either as a class or as individual learning modules. The students will compose a question to which they will seek to answer. How do words travel from a studio over the radio so that we can hear them is an inquiry chosen by one of my students this year. The questions they create have to be approved and meet the criteria we have pre-established.

The length of this unit is about 3 weeks and will culminate with a classroom open house whereby the other students in the school will be able to visit our work over two days. The student must be at their site in order to share information they have uncovered and answer any questions their audience may have. Needless to say, this unit generates some of the best work of the year. For me as a teacher, it allows me that opportunity to witness (and assess) the transfer of a year’s work of academic focus in  reading, writing and oral language.

The premise remains  the same as I have used drama presentations, storytelling and musical performances to keep my students school focused and engaged until the last minute of school.  I encourage you to share other ideas you have used or witnessed as end of the year units.

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Erin.Grewar Differentiated Instruction, Diverse Learning Needs, General, Student Ownership, Students as Teachers

Meeting the Challenge – What to Do With Immersion/Francophone Students in your Core French Classroom

     Imagine the following scenario. A former French Immersion student for the past 5 years transfers schools and winds up in a Grade 6 Core French classroom and is subjected to a year of learning basic vocabulary, how to conjugate “er” verbs and doing skits with “AIM” hand gestures. What a nightmare – and our Core French students think that they have it rough!
Over the years, I have had several competent French-speaking students who end up in the Core French stream for a variety of reasons. It can be quite daunting as a teacher to try to effectively accommodate and integrate them into the classroom. It’s almost like having a first year university student suddenly join your Grade 8 History class. I also find, somewhat ironically, that they can be even more challenging to deal with than your neediest students and actually pose the same problem. The difficulty becomes how involve them in the class in a way that they remain interested and motivated to keep challenging themselves as French learners.
     This year, I have a student in one of my classes who is a fully bilingual Francophone who went to all francophone school up until the end of Grade 6. After conferencing with him at the beginning of the year, he felt most comfortable learning alongside the rest of the class. I obviously altered the scope of the work and assessments and in consultation with him, designed some individual project. I still noticed that he wasn’t bursting with motivation (perhaps he never was) but still felt guilty at the thought of his languishing away.
     Finally in a conversation, it came up that he really enjoyed the time I had him working with a group of students on their pronunciation for a presentation. Suddenly, I had an idea. One of my most vivid memories of being in French Immersion in high school was getting to speak in small groups with an older (very good-looking by the way) student from France named Yves. We would go visit with him and just spend the time having a natural, relevant conversation. I thought this could serve two purposes: Charles would feel valued as an expert helping his peers and my students would also benefit by increasing their conversational skills.
Every Friday, I reserve the last 20 minutes of the period for Charles to lead the discussion group. Students must then report back to me and demonstrate the new language they learned so that everyone is accountable on all fronts. So far, it’s been a welcome experience for everyone.

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Erin.Grewar Classroom Management, Diverse Learning Needs, Students as Teachers

The ”EXPERT” Solution

A couple of months ago, I wrote a blog about the difficulties of trying to meet the needs of all the students in my grade 7 class.  Just to refresh your memory, this particular group has a unique set of factors at play which undeniably influence the overall dynamic and structure of the class: 33 students in total, almost a 2:1 ratio of boys to girls, 5 gifted students, 3 hsp and another 3 on IEPs. As a solution to managing the endless questions and difficulties of all students, I had set up a system of students who acted as “experts” in their group. I had recruited those students who felt they had a solid grasp of the material and who equally were able to demonstrate patience and good communications skills. Luckily I had more than enough who fit the bill. I had asked the remaining students to submit the names of the top three experts they felt comfortable working with and after spending a couple of months in this arrangement, I decided to move them around to new groups. In the process, I had asked the class to provide me with some written feedback on their thoughts about the “expert” system. On the whole, people thought that it was an effective solution but there were quite a few amusing comments which I had not anticipated. I thought I’d share them with you.

They could all see that having an intermediary was a good form of “blockade” and made life much easier for the teacher. Some were annoyed that their experts couldn’t answer all their questions while others were grateful for the time and effort they had put forth. Funnily enough (I suppose in response to those super demanding students), some had felt rather intimidated and overwhelmed with having to look up all the words in the dictionary for their charges. Others reflected how it was sometimes a thankless job where people were quick to criticize but slow to appreciate.

We had a subsequent discussion as a class where we had to specifically define the duties of the experts who were really only supposed to be the first line of defence. We talked about the need to balance demands with also giving the experts some space to get their own work done. Finally, it was established that the experts were not free labour nor did their duties include literally doing the work of others. With these new parameters in place, the system has been fine-tuned and is now running like a well oiled machine. The experts have achieved a near celebrity type status and seem to enjoy the esteem of their peers. We have now added a new tier as well – the “Experts In Training.”J

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Erin.Grewar Classroom Management, General, Students as Teachers

Feedback on Descriptive Feedback

Sometimes the latest educational trends sound good in theory but oftentimes tend to be less than fruitful in reality. After thoroughly marking ninety assignments and including lots of suggestions, positive reinforcement and constructive criticism, I couldn’t help wondering if the writer’s cramp was really worth it. Were these kids really going to follow the advice so painstakingly offered? For that matter, were they even going to take the time to read what was written or were they just going to zero in on the mark and disregard everything else? I decided to candidly ask one of my grade 8 classes some pointed questions. They were more than happy to participate in an official “study group” and this is what they had to say on the subject.
“Do you read the comments your teachers provide or do you just look at the mark and disregard them? “ It’s true, the mark is what they look at first but all of them take the time to thoroughly read any feedback.
“Do you try to follow through with the suggested advice?”  Most said yes but there were a handful (and you know who they are) who stated that realistically, if it required a lot of effort (example – to redo something entirely), they would not.
“What form of descriptive feedback do you feel is the most valulable?”
This question kind of depended on the type of student they were. The ones who tended to be self-motivated and driven were able to take written feedback, internalize it and apply it. In all cases, students really found that a one on one meeting (however brief) where they had a private moment with the teacher was the most valuable. The verbal feedback provided them an opportunity to better absorb and ultimately respond to advice/suggestions instead of reacting defensively to critiques.
In sum, is the time and writer’s cramp worth it? Yes, it is above all, an opportunity to engage and connect with your students which does not go unrecognized.

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Mike Beetham Before School Starts, Classroom Management, First Week Reflections, Learning About Your Students, Learning in a Real Life Context, Students as Teachers

What’s For Lunch?

One of the best team building activities and diagnostic tools that I use is eating lunch with my students during the first month of school. During this precious time, I am able to discover so much about the uniqueness of each and every one of my students as people and students. Bonus content comes in the form of what I learn about the  social climate of the classroom (and school).  Over the course of a week I make sure that I move around the room and sit in a variety of groupings to ensure that I have 1:1 contact with every student.

Of course the reciprocal scenario also unfolds as I am able to reveal myself as a real person right before their eyes. I soon am not just their teacher! It is that critical beginning where I am able to send them the message they are important, they are special and that together we will accomplish great things and overcome challenging struggles.

For any teacher new to a school you must always balance this with the need to connect and become a part of the professional team at your site. The critical concept is that this is a planned event with a specific target outcome and can’t just be left to happen haphazardly.

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Mike Beetham Before School Starts, Classroom Management, General, Learning About Your Students, Learning in a Real Life Context, Student Ownership, Students as Teachers

When Does A Classroom Agreement, Become A Classroom Agreement?

I have been using the concept of the group collectively coming up with the behaviour and work standards they would like to live with for their time together as a team for over a decade. But on one fateful day in the winter of 2013 I was able to be a part of an experience that was a profound learning opportunity for me. Students have always enjoyed and valued being asked about the type of classroom they want to create. They have generated ideas, held dialogue on their and other’s ideas, compromised and come to an agreement in which they sign and live by. At that point the class moves forward and the journey begins.

This year we went through the same process I had for many years and came up with a wonderful classroom agreement that everyone was proud of. As always, about a month into the year I purposely broke the classroom agreement and needed to be held accountable for my actions just like everyone else who signed the agreement. That usually means that I have to go through  the problem solving model we use, take ownership for my choices and deal with the appropriate consequences for my actions. Needless to say, there is never a shortage of students who are willing to give up their free time to monitor their teacher as he sits in a detention. Thus the lesson passed on is that this agreement is truly for everyone in the room and not just for students. What made this year different was how my students reacted to it. They were completely silent and unsure of what to say or do when I put myself in the solution zone. A follow-up debrief revealed that teachers have always said that they were part of the agreement, but usually just said sorry when they did something wrong and moved on. They had never been held accountable as the students are. This experience provided me with me a lot to think about!

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Mike Beetham Anti-bullying, Building Inclusion, Celebrating Success, Classroom Management, Learning About Your Students, Learning in a Real Life Context, Student Ownership, Students as Teachers

A Great Classroom Is Created When…

I had to share this with someone, so I felt this blog was the best way. At a recent class meeting we all sat down and started to talk about what makes a classroom great. This topic generated a myriad of ideas, discussion and debate. I am sharing with you the final product that came from this amazing group of students.

– when everyone works as a team

– you celebrate when people do something right

– every student is a success

– tell the teacher how you care for them and they will tell you the same way

– teachers teach us how to share, cooperate and work as a team

– we have fitness in the morning

– we do different kinds of things like planting

– you don’t give too many chances

– you take the time to get to know each other

– don’t be too easy, don’t be too hard

– we set goals

– when students can be taught and entertained at the same time

– teachers discipline

– you take risks with each other

– students and teacher communicate to each other

– we give lots of smiles

– students are allowed to teach teachers

– students are allowed to learn from their mistakes

Needless to say, my students have once again taught me how valuable an asset to our classroom they are. Their collective voice has demonstrated the power of our class motto ‘Together Everyone Achieves More Success’. I hope you can read my happiness and pride!

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Erin.Grewar Building Inclusion, Classroom Layouts, Classroom Management, Diverse Learning Needs, Students as Teachers

Reaching All Learners – Flexibility in Core French Class

Out of all the challenges you are confronted with as a teacher, it seems to me that one of the most difficult of all is making sure that you can meet the needs of all of your students (simultaneously!). Everything else seems to hinge on this; if your students can function/are sufficiently challenged, they are engaged. If they are engaged, they are motivated and will not cause problems in class. Seems like once you can identify the root problem, implementing a solution is easy…As we all know, this is seldom the case. Core French being a second/third language makes it that much more challenging. In essence, EVERYONE is needy and that much more dependent on the teacher. It can be exhausting and difficult to be pulled in so many directions. See if this sounds familiar (keep in mind, the key word is once again “simultaneously”).

 Do you have your project with you today?

What project?

 The one we worked on together yesterday? I had given you sentence starters and we spent 20 minutes working on key vocabulary?

 No, I lost it.

 (Great) Well, start it aga…(interrupted) 

I can’t find my sheet!/He stole my pencil and won’t give it back!/How do you say “is” in French?/If I write double the sentences, do I get a level 4?

  So on and so on. No matter how much experience you have (and I have a lot), it is still a difficult task that can leave you feeling overwhelmed. This year, I’m trying out a different approach with my grade seven class with the following scenario: 33 kids in a small space (not my classroom), 4 gifted, 3 on IEPs and 2 HSP students with identified learning disabilities. Already seated in groups of four, I have them now sitting with at least 1 “expert” per group. They are those students who are not only high functioning but are also good communicators. Their job is to make sure that everyone in their group is following along and if they are having difficulties of any kind, they are the “go to” people. I am hoping this will allow me to circulate more and really help those in need (for remediation or enrichment) in a focused way.

 

we made it
Carmen.Oliveira Celebrating Success, Literacy, Students as Teachers, Year End Activities

Celebrating Learning as the Year Winds Down

As our school year winds down, I thought I’d share a few ideas I’ve used in the past along with some I’ve recently come across that can create fun and meaningful opportunities to reflect on the learning and  overall experience in our classrooms this year.

END OF YEAR BOOKLET: This booklet is geared toward junior students but can easily be modified for primary grades.  This booklet is a way for students to think back on the various aspects of their year and includes tasks that involve creativity by adding artwork.  Students enjoy reading each others’ booklets and sharing them with the class at a year-end party.

END OF YEAR AWARD: Students create their own award to present to anyone they wish.  They decide what the award is celebrating and the recipient can be someone in the class, the school, their family, or community.  You can make it fun by having students draw each others’ names and create an award for their classmate which they present at an end-of-year award ceremony.  This often becomes very humourous with some silly awards being created.

TEACHER REPORT CARD: I can understand why some teachers would be wary of having their students do this but I actually find it very helpful and the students love giving me feedback.  I spend so much of the year assessing them and sharing descriptive feedback about their learning so why shouldn’t they do the same with respect to my teaching?  Students are quite insightful and honest.  Some of the reports I’ve received have been eye-openers and got me thinking about how to better my program the following year.

LETTER TO NEXT YEAR’S STUDENTS: This gives the current students the opportunity to reflect on their year and think of advice to give to the students for the upcoming school year.  Both the students writing the letter and those reading it the following year really enjoy this opportunity to get a sense of what can be expected.

LET STUDENTS TEACH A CLASS: You can split the class into groups and assign each a specific topic you studied this year. Give them time to go over their topic and invent a good review activity, which they have to grade (or not, if it’s too much for the end of the year). You assess them on whether they were able to re-teach the concept or skill and how effective their review activity is.

STUDENT CREATED QUIZ SHOW: Have students come up with questions for a quiz show about concepts, skills, facts, or anything they learned throughout the year.  Create categories (ie. like Jeopardy) for each subject area and have students organize their questions.  Enjoy the quiz show as a class competing against the teacher or form teams of students to compete against each other.  Prizes can include a longer recess, extra gym time, or some frozen treats at the end of hot June day.

end of year booklet part 1

end of year booklet part 2

end of year award

Teacher Report Card

letter to next year students

Sometimes you win. Sometimes you learn.
Carmen.Oliveira Celebrating Success, Making a Difference Through Education, Mentorship, Students as Teachers

My Little Guru

Ever since I can remember, I have always strived to surround myself with people and experiences that inspire and motivate me to question, learn, and celebrate the art of living.  My teachers, or gurus, have manifested themselves in different forms.  A parent, a sister, my son, a friend, poets and writers in my favourite books, social activists, great teachers, or simply people who demonstrate an innate ability to rise above obstacles in their quest to live a life of purpose.

I have the privilege of coming across little gurus each and every day of my life.  They happen to share a classroom with me.  I owe much of my learning and growth, both professional and personal, to my students.  One in particular has left me humbled and deeply grateful for allowing me to be a part of his journey.  Daniel* has been the reason behind quite a few sleepless nights.  His life has been one I wouldn’t wish on my worst enemy.  At the start of year, his personality reflected the confusion, fear, anger, and instinct for survival that is expected within his reality.  He’s the one  I would come home and talk to my family about non-stop because I was determined to understand him and somehow be a guide or figure that would help him see how amazing he truly was.  After a few weeks of racking my brain and over-thinking the situation, I decided to let it go and just work on three things: building trust, getting him to believe that I liked him no matter what he did or said, and playing to his strengths at all times so he felt the power that comes from knowing that he matters.  I learned to really listen, so much so that he would need to feel that he was the most important person at that moment.

What unfolded in the following months was a teacher-student relationship where I learned far more than I could teach him.  When his social worker came to visit 3 weeks ago, he asked me to be at the meeting with him.  What I heard during that time, was nothing short of astonishing.  His wisdom, strength, compassion, and resiliency left the social worker and I in complete awe.  I was in the presence of a little guru, a teacher who knows how to use obstacles to create possibilities and hold himself accountable for the decisions he makes in life.

I’ll leave you with an excerpt from the speech he recently wrote for our Speech Arts unit.  When I conferenced with him to look it over, I had to make an excuse to leave the classroom so I could have a cry in private.  He gave me permission to share it with you:

“Have you ever had a moment in your life when you didn’t believe you could do something or you thought you weren’t good enough?  I remember having low self-esteem.  There was a time I didn’t care about myself and I felt I couldn’t be me.  But that time is long gone and now when I come to school I’m proud to be Daniel*.  I feel free from judgement.  I walk down the hall and feel joyful.  Every child needs to have someone who inspires them to stay true to themselves.  They must be inspired.  The change can happen in your life and it’s amazing.  

My teacher inspires me because every day I’m with her she gets me to really think about life and how I can become better and better at what I do.  When I’m having a bad day and so something I didn’t mean to, she sits down with me and talks to me.  We talk about how I can use what I know to make decisions to avoid negative situations.  I have learned to just be me without changing for anyone else.  

…Imagine what society would be like if everyone who needed help had someone to inspire them?  Thinking back to when I felt so low and not like the Daniel* I am today I realize that having someone that came into my life and helped me change made all the difference.  There’s a quote in my classroom I really like.  It goes like this, “I may not be perfect, but parts of me are pretty awesome.”  I’m not perfect, but I am a very unique and awesome kid.”

I let him know that he inspired me to share our story with teachers world-wide.  He smiled with the smirk of self-confidence.