Picture by C-B studio
Iyanuoluwa Akinrinola General, Literacy, Mindfulness, Resources, social emotional learning, Student Ownership, Student wellbeing, Student-led projects, The Arts, Wellbeing, wellness

The Art of Cursive Writing: A Valuable Journey.

In the bustling world of elementary education, where the focus often lies on specific subjects and foundational skills, including cursive writing might seem like a quaint notion. However, delving into the art of beautiful writing from an early age brings forth many benefits.

Alright, picture this: little ones in elementary school getting into the groove of cursive writing. You might think, “Wait, isn’t that more for grown-ups?” Introducing cursive writing to the kiddos early on is like unlocking a treasure trove of skills that go way beyond just pretty handwriting.

Primarily, cursive writing serves as a nuanced exercise in fine motor skill development. The meticulous movements required to craft elegant strokes with a pen or brush contribute significantly to the refinement of hand-eye coordination. As students navigate the intricacies of cursive writing lettering, they concurrently enhance their motor control, laying the groundwork for improved dexterity in various academic and extracurricular activities.

Moreover, cursive writing imparts invaluable lessons in patience and focus. The deliberate and measured approach demanded by the art form instills a sense of meticulousness in young learners. In an era characterized by constant stimuli and distractions, instilling the ability to concentrate on a singular task becomes a transferable skill that can positively impact a student’s overall academic experience.

But it’s not all serious business. Cursive writing is a way for kids to show off their personality. Scribbling becomes an art form, a canvas for expressing feelings and ideas. That creative outlet isn’t just about making pretty letters; it’s about feeling proud of what they create and boosting their confidence.

Within the language arts domain, cursive writing uniquely combines visual and verbal communication. As students engage with this art form, they naturally develop an enhanced appreciation for the aesthetic aspects of language. This heightened sensitivity to the visual nuances of letters and words can elevate their understanding and enthusiasm for written expression, transforming language arts into a more captivating and enjoyable subject.

The advantages of learning cursive writing extend beyond the academic sphere, reaching into the realm of mindfulness and well-being. This art form’s deliberate, meditative nature gives students a serene space to explore creativity. In navigating the rhythmic flow of ink on paper, students can cultivate mindfulness, offering a valuable respite from the frenetic pace of contemporary life.

The integration of cursive writing into elementary education transcends the mere enhancement of penmanship. It represents an investment in the holistic development of students, fostering skills that span from refined motor control and patience to enhanced creativity and an enriched appreciation for language arts. The early introduction of cursive writing catalyzes comprehensive student growth, leaving an enduring impact on their academic journey.

Gary Stewart General, Inspiring Students, Mentorship, Student Ownership, Student wellbeing, transition

Supporting Student Transition from Elementary to Secondary

If you have ever taught grade eight, you are currently a grade eight teacher or you have a child (or had a child) in grade eight then you might appreciate how exciting and stressful this time of the year can be for so many grade eight students as they prepare to transition from elementary to secondary school. As a former intermediate classroom teacher and a guidance counsellor who has worked with many grade eight students, I can certainly say that the process of choosing a high school, applying for a specialized program of study and/or completing course selections for grade nine can be a bag of mixed emotions for students, depending on the level of knowledge and support students have at school and at home. Regardless of the grade students are in, teachers can create opportunities for students to develop strategies and skills that can support them in their transition process. Even though students might feel overwhelmed and isolated at times, they are never alone in the process. They also need to know that our support is non-judgmental, though intentional at times especially for the most vulnerable students, and that our intention is to empower students to make choices about their own life and their own future pathways. 

 

Stress and Anxiety

There is no doubt that the transition from elementary to secondary school can be stressful for many students, especially during the current pandemic when more students are isolated and social support for their transition may not be readily available. Adults and students alike are all experiencing an increased level of stress and anxiety in these uncertain times. For the most part, adults have developed strategies to manage their anxiety, however young children are, more so than ever, depending on the adults in their lives to support them throughout this journey. So, how do we as educators monitor their emotional wellbeing and offer sustainable support?

Here are some suggestions that might be of value to you, regardless of your work circumstances or guidance model in your area:

  1. Get to know your students, whether they are in kindergarten or up to grade eight, and understand their emotional strengths and needs. Pinpoint which parts of the situation students are experiencing that you as an educator have the power to change or influence for the better, and then offer your support accordingly.
  2. Communicate regularly with families/caregivers about their role in supporting student achievement and well-being, as they are the ultimate decision maker in this process
  3. Chances are, you cannot do this alone, so get support to support students. Talk to colleagues, your admin and other school-based support personnel. Keep in mind the best interest of the individual student, the nature of the situation for the student and your Board’s policies around confidentiality. 
  4. Be socially and culturally sensitive to each student’s situation and lived experiences. Above all, be intentional in supporting (without dictating or pigeonhole) vulnerable students, marginalized students and racialized students and ensure they have equitable access to programs and services
  5. Support students in a specialized program or with an Individual Education Plan in having a successful transition
  6. Show care and empathy, and offer assistance to students who might need social/emotional support that best meets their needs

 

Your support to students is crucial now more than ever. Students of all ages and abilities continue to navigate through the pandemic, as well as managing other social and family challenges, and intermediate students also have to adjust to a new destreaming program in grade nine. Some students may find this time of year overwhelming and might need to develop strategies to self-advocate for themselves to ensure all their needs are met. There are many ways to embed self-advocacy in your assessment Of learning and assessment As learning to support student achievement and well-being. With a strong sense of self, students are more likely to see themselves as owners of their own destiny and can independently advocate for themselves. I see this as a gradual release of responsibility and an opportunity to empower students to take charge of their learning and their own future. 

 

Here is a Self-Advocacy Toolkit that was shared with me that could be of some support to you in your classroom (regardless of the grade you teach). This Self-Advocacy Toolkit is intended to be completed by each student. Teachers may wish to facilitate this as part of their instructional day. 

Self-Advocacy Toolkit: https://docs.google.com/presentation/d/1yCD8KViE7-B_NfB1fEkb2Uvsj74H0qcZ_6oka-b3WwE/edit?usp=sharing

 

Ultimately, when it comes to transition and course selections, students and families/caregivers make the final decision about their destination and pathways. We will offer support and guidance to ensure success and a seamless transition from elementary into secondary, and this support can begin as early as kindergarten. When we work together, support each other and respect each other’s choices, even when our perspectives are different, we enable individuals to self-actualize and reach their full potential.

Melissa Turnbull General, Kindergarten, Mindfulness, Play-Based Learning, Student Ownership, The Arts

Process Over Product

Have you ever used cars to make works of art?

No matter how old you are – it’s awesome.

In our Virtual Kindergarten class this year, my DECE partner and I have been trying to incorporate as many creative, open-ended and hands on experiences as possible.

One of our favourite ways to offer these experiences is through process art. 

Process art, by definition, emphasizes and appreciates the process of creating art or manipulating art materials rather than placing value on the final or finished product.

Process art invites students to get messy, get creative and make mistakes. The experience of engaging with materials like paint, is sensory and exploratory. There is so much learning taking place while students are creating an understanding of cause and effect relationships, engaging multiple senses and applying their problem solving and critical thinking skills.

Process art provides students with the opportunity to be successful. There are no examples, there are no rigid expectations of the final product and there are no limits. The learning that begins with process art activities has the potential to grow and blossom into the experimentation of other theories, ideas and challenges. Process art is personalized, developmentally appropriate and inclusive. It’s a provocation that students can enter at their unique stage of development and can be transformed to meet individual needs. In regard to The Kindergarten Program (2016), process art aligns with a wholistic pedagogy in the Early Years. As students explore concepts of math, test theories of science, respond to literacy experiences, practice patience, persevere and gain confidence in their own abilities – they are playing, collaborating and falling in love with learning.

Upside down drawing? Absolutely!

The invaluable learning that occurs when students feel free to express themselves has inspired us to integrate the “process over product” approach into experiences outside of the arts. 

Our most recent attempt was the exploration of composing and decomposing numbers through a game of cup bowling. Students brought 6 cups to their screen and placed them upside down in a triangle formation. Then, they rolled a ball to bowl for their cups. We had many conversations of how much/how many, using words like less and more to describe our game play. Some of the students even discovered that the cups were 3D shapes, and put a ball on top of their cup to create “ice cream cones”. We continue to look for ways to imbed this process focused and play-based learning into our daily routine.

Do you invite older students to explore “process over product” activities?

In what ways does emphasizing “process over product” influence your students and their learning and understanding?

Please note: ETFO’s position on in-person learning remains unchanged. The union firmly believes that the daily, in-person model of instruction and support best meets the educational, developmental and social needs of students, provides the best experience for support, and is the most equitable learning model for all students.

ETFO’s expectation is that elementary virtual learning in any capacity, including through hybrid models of instruction, will end once the pandemic ends.

Stephanie C Student Ownership, The Arts

Dance Anxiety

Although I consider myself a creative music and drama teacher, I don’t feel the same when it comes to dance.  With the other performative arts, I feel that I am able to use my experience as a high school band member and amateur acting hobbyist to present interesting lessons and assist students. Dance was not something I have ever gravitated to since I was young.  Although largely fitted under the same umbrella, someone may have rhythmic talent but not able to convey it through movement.  I have also met colleagues that can choreograph Bollywood routines, but balk at the idea of trying to teach those notes on a scale.

The same can often be said of students.  While they are busy scrolling through TikTok, I wonder what percentage ‘like’ videos but just use the platform for viewing vs. creating their own content.  Or, how many will diligently practise a dance from a viral challenge in a bedroom but freeze at the idea of performing in person in front of their peers.

When Music and Dance were separated into different parts of the report card halfway through my career, I knew I was going to have to challenge myself with teaching content that I was not as familiar with.  Also, picturing myself back in my school days, there were predominantly going to be students that were not confident dancing even for non-‘romantic’ purposes, even in the pre-teen years.  Here are some of the strategies I have adopted from introverted French speakers or oral presenters:

-if the dance is in a group and some students are more confident, see if you can get students to agree to perform one version live and record a different one with all of the group and sometimes this is less anxiety-inducing.

-if you are teaching online, have students send a video in where only you have to see a solo dance and challenge them to see if they have other talents that can be used such as backdrop design or video editing.

-If you have students that straight up decline to participate, do a bit more information gathering from them. Find out how you might be able to engage those students and help them participate in a way that still meets curriculum expectations; even if their learning task is different (e.g. complete a written reflection on the style of dance).

As you can see, these ideas work for both in person and online learning while following the curriculum expectations.

It has been interesting to see how examining a variety of music and dance styles can give students leadership opportunities in the arts, so if all else fails, sometimes performing a favourite song or latest artist hit can have students want to be in on the fun.

I will be getting married in July and I cannot remember ever dancing with everyone watching.  Here’s hoping I can practise what I preach in honour of my students.

Gary Stewart 21st Century Learning, Advocacy for change, Building Inclusion, Curriculum Planning, Inclusion, Inspiring Students, Social Justice, Student Ownership, Students as Teachers

Selecting Culturally Relevant and Responsive Resources

Culturally relevant and responsive resources come from a pedagogy that empowers the educator to think differently by addressing dominant ideologies as well as existing and historical oppressions in actionable ways that engages our learners in critical consciousness thinking that inspire change. Gone (or should be gone) are the days when we, as teachers, solely rely on teacher’s guides to develop our lesson plans and units. Don’t get me wrong, teacher’s guides can be very beneficial when planning out a unit, but we must embed the identities and learning needs of all our students ahead of printed resources. Taking time to get to know your students and embedding their lived experiences, using culturally relevant and responsive resources, will create a much more engaging learning environment and thereby improve student success. 

 

Culturally relevant and responsive pedagogy also looks at how race, gender, class, sexual orientation and ability intersect to create lived experiences for our students and how those experiences play out in the classroom and in society. The concept of intersectionality is part of an inclusive approach to teaching and can be incorporated into all aspects of the curriculum. Regardless of the subject, the identities and needs of students must drive the teaching practices and strategies in the learning environment. Students get to see their whole self being represented in their learning and are thereby empowered to challenge inequities and demand change. 

 

In order for this kind of change to be imagined, educators must first create brave spaces, rather than safe spaces, for learners to openly and freely speak their truth and pose critical questions. One that doesn’t create judgments based on identity or experience, but rather one that builds courage, individually and collectively, to address challenging and controversial issues. Brave spaces take time, collaboration, commitment and willingness to be open and vulnerable in front of others, something that is hard for most people to do, teachers and students alike.

 

Another important factor to consider is the idea of intent vs impact. As we plan our lessons/activities, lead discussions and interact with others, we need to be conscious and mindful of the impact of our actions on others. Sometimes, perhaps without knowing,  the intention of our actions have a negative impact on the person(s) receiving/absorbing the information or actions. Why does this keep happening in our society? Why are individuals not mindful or aware of the impact of their actions? In my opinion, embedded in the intent is the oppression and isms that are systemic in nature and play out in our society’s norms and practices. Therefore, we often see our actions as “normal” instead of something that can be hurtful, uncomfortable or oppressive to someone else. I am reminded of one of my favourite words of wisdom (not sure of the original author):

“Be mindful of your thoughts, as they become your words;

Be mindful of your words, as they become your actions;

Be mindful of your actions, as they become your habits;

Be mindful of your habits, as they become your character;

Be mindful of your character, as it becomes your destiny.”  

 

Some things to consider when choosing culturally relevant and responsive resources:

– who are the students in your classroom and how are their identities and lived experiences reflected in the learning environment and in your teaching practices?

– students can be co-collaborator (part of the decision-making process) of the resources selected for the classroom

– choose books/resources that best represent the different aspects of student identity and lived experiences

– encourage students to challenge stereotypes, prejudices, biases, barriers and oppression

– provide opportunities for students to take action to address critical issues that impact their daily lives

As you learn about your students’ identities, intersectionality, goals and real-time experiences, consider how all that information can be used to inform your curriculum planning, your teaching practices and the resources/topics you share/address with students.

 

When selecting books and other resources, consider asking yourself the following questions:

–  Whose perspective is this text written from?

– Whose ideologies are at the center of discussion in this resource?

– Are the perspectives, beliefs and identities of the author or developer aligned with the big ideas shared in the resource?

– Does the resource actually reflect student’s abilities, social identities and lived experiences?

– Does the resource reinforce, perpetuate or highlight stereotypes or misrepresentations of specific groups and identities?

– If so, in what ways might you address these inequities? 

 

Once you have chosen your books/resources, create rich, culturally relevant and intentional questions that invoke critical thinking in students and empowers them to take action to command change. 

There are many resources you can access to support your planning. Most Boards have (or should have) a list of culturally relevant and responsive teaching resources. Your local newspapers (you might be able to subscribe to get electronic copies) often write articles on relevant issues and current events. You can subscribe to magazines, such as What In The World, that focus on current events and global issues. And of course, ETFO has a list of culturally relevant and responsive resources at your fingertip. There is a Social Justice page with resources that address Anti-Oppression, Anti-Racism, Anti-Asian Racism, Anti-Black Racism, Antisemitism, Islamophobia, Women’s issues, 2SLGBTQ+, First Nation, Metis and Inuit, Climate Change and Disability Programs. I also have a small list of digital books and resources that might be of interest to you. Just a few things to get you started. Remember, your planning pedagogy begins and ends with the hearts and minds of the students in your classroom.

Michelle Fenn 21st Century Learning, Before School Starts, Building Inclusion, Challenging Topics, Classroom Layouts, Classroom Management, Constant Learning, COVID19, Flexible Classroom, Inclusion, Inspiring Students, Inspiring Teachers, Learning About Your Students, Professional Learning and Growth, Resilience, Student Ownership, Student wellbeing, Students as Teachers, teacher efficacy, Teacher Wellness, transition, Wellbeing, wellness, Wellness, wellness

Educational Perfection

As we end another school year and look forward to summer vacation, I think back to my first years in education and what summer “vacation” looked like for me. July was spent taking additional qualification courses and most of August was spent prepping and planning. It wasn’t really much of a vacation.  So why did I do it? Two reasons. I am passionate about learning and I am a (now recovering) perfectionist-especially as an educator.

I must have thought there was some kind of a prize for having the tidiest, prettiest and well organized classroom. I wanted my classroom to look like something out of the Scholar’s Choice catalogue. The custodians would be annoyed at having me in the school and I would wait anxiously for them to be finished waxing our hallway so that I could get in and set up my classroom. I needed everything to match. If I had baskets for items in the classroom they had to all be the same colour. It isn’t always easy to find 24 of the same basket at the Dollar Store.  Before the students started in September I felt the need to have labels on all of their notebooks, duo tangs and I even labelled their pencils. I spent an inordinate amount of time trying to control the environment for my students. My classroom looked like a showroom on the first day of school and I would spend the next 194 days trying to maintain that standard. Our first printing practice lesson (because we still did that back then) was to practice writing “A place for everything and everything in it’s place.” When I think back now to all of the time and energy that I wasted not allowing learning to get messy I shake my head. It was exhausting.

After twenty plus years in education I’ve learned a few things about educational perfectionism and letting go of control in order to empower the learners in the classroom. When I was given a portable for a classroom that I wasn’t able to get into much before school started I panicked at first.  I didn’t have space or time to create a showroom. I decided to give the design over to the grade 4-5 students.  I still had labelled duo tangs and a place for each of them to put their things that was their space ready on the first day but the rest, we did together. It built community, it gave the students ownership and it gave me some of my summer back. If you’ve ever taught in a portable that has the coat racks inside, winter is a bit of a nightmare for an organizational freak but eventually I let it go. We still had a tidy classroom because their wasn’t enough space to be too messy but the organization of things didn’t stifle the learning. We learned how to paint in a portable without water using buckets and trips into the school. We brought lawn chairs to school at sat outside at reading time. I loved our little cabin in the woods.

As educators we have a lot of people that we are accountable to in our jobs. Students, families, administrators, our board and our communities are all stakeholders in what we do. The pressure to be perfect in our roles can be overwhelming and paralyzing. What educators do each day is literally driven by “overall and specific EXPECTATIONS”. It took time for me to realize that the expectations that I was putting on myself were much higher than those of anyone else. It took reflection to realize that perfectionism isn’t the badge of honour that I thought it once was and that it was making my life more difficult. I came to understand that it isn’t the room or the resources that make me a good educator.  It is about the connections and relationships with my students and their families that matter. It is about embracing the Ms. Frizzle moments and rolling with it.  If I’ve learned anything from COVID-19 it is that being flexible and letting go of what I cannot control are the keys to staying out of perfectionism. I plan on guarding my summer vacation as I would a medical specialist’s appointment but I’ll likely take a few professional resource books along to read in the waiting room.

 

Kelly.McLaughlin Assessment and Evaluation, Classroom Management, Differentiated Instruction, Flexible Classroom, General, Inquiry, self reflection, Student Ownership

Checklists and Independent Fridays

When I first started teaching grade eight, by Fridays I often found that only a few of my students were handing things in. It was frustrating as many students by the end of the week couldn’t remember what was due or what they had or hadn’t completed. Some actually forgot and some just pretended…it was often hard to differentiate between the two. This year, I came up with a solution that is allowing all of my students to complete most, if not all of the assigned tasks for the week.

During the weekend I plan the lessons and assessments for the week ahead. It is often a continuation from the week before for subjects such as math, science, history, geography and literacy. When planning, I come up with the tasks that will be due by the end of the week. An example of the tasks for the week of January 20th to 24th were: a map for geography, five reading response questions for literacy, a rough copy of an essay, a science experiment outline and a math task. By Friday, all of these items were due. On Monday and Tuesdays, I teach the lessons and Wednesday and Thursday are used for further instructions and independent work/group work.  At the beginning of the week, I write out on the board the four to six things that would be due by Friday. Students write these things out in a table like format on a large yellow sticky note with the subject on the left and the task on the right. Throughout the week, they check off each item that is due.

On Friday, I do not put any subjects on the schedule, I write the letters I.W. meaning independent work. Students work at their own pace to complete their checklists. Each task has been explained prior to Friday except for the math task. The math task is an extension of the math lessons from the week and they can ask for this math task at any time on the Friday. Throughout the day, they work on checking off items and completing their to do list for the week. This keeps students on top of their work and I often find students are excited when they get to check off an item. Then, by dismissal on Friday, all students hand in their sticky notes in a large blue organizer I have hanging on the chalkboard.

On the weekend, I mark their work as well as I view their sticky notes. Then I record their independent work mark for the week:

0 tasks complete- N
1-2 tasks complete- S
3-4 tasks complete- G
5+ tasks completed- E

Students that finish before the deadline of the end of the day Friday are given an extra tasks that will further their learning in one or more of the topics we covered during the week.

My students are very excited on Fridays because they follow their own set schedule. At first, I wondered if some students would just sit around and do nothing but that hasn’t ever been the case. My students that were slow to start tasks in September/October are often first to hand in their sticky notes. Fridays are my students favourite days because of the way they move at their own pace and they like the feeling of getting tasks completed and getting to checkmark something off their list.

I encourage teachers to try this handy sticky note idea as it helps students stay organized and hopefully, this organizational skill will help them set timelines in high school, college and/or university.

**For the week of January 20th to 24th, 16 out of my 25 students received an E for their sticky note checklists, completing all or more of their set tasks for the week.**

 

 

Deb Weston Classroom Layouts, Student Ownership, Students as Teachers

What is the purpose of a bulletin board?

When you walk into a classroom what is the first thing you see? Decorated bulletin boards?

Looking at bulletin boards often reflect what is happening in a classroom. Bulletin boards often show teachers’ focus on particular curriculum and what students are doing in the classroom. But what do bulletin boards say about teachers’ practices or schools’ efficacy?

Bulletin boards as a reflection of a school or classroom

A New York Times article by Abby Goodnough, Judging a School by Its Posters; Bulletin Boards Are Scrutinized, and Fretted Over, discusses how schools’ and/or teachers’ are judged through how hallways and classrooms are decorated instead of actually examining the pedagogy that is in place.
The article goes on to state bulletin boards “have a far weightier role … as the educational standards movement has required students to master ever-longer lists of skills — and required teachers to explain exactly how they are teaching them — bulletin boards have become an intensely monitored showplace for progress. They are especially important in low-performing schools, which are constantly scrutinized by city and state education officials and under heavy pressure to show improvement.”
Teachers … “complain that administrators dwell too much on how the boards look.” “Sometimes, teachers say, principals make them redo boards that are judged too quirky or dull. Some principals also demand new displays if ” they are damaged.

Bulletin Boards to Make Learning Visible

In a Making Learning Visible Project at the Harvard Graduate School of Education, it states that bulletin boards make learning visible by communicating and creating “values about teaching and learning” by making “individual thinking available to the group and support collective knowledge-building” and helping “learners to make connections across units and subject matter.” Further, bulletin boards “provide opportunities to connect learning experiences across classrooms or time.” Here, the role of bulletin boards is to make students’ learning visible.

Teacher Based vs Students’ Work

Another issue with bulletin boards is not just about the audience but about the content. Some teachers put up inspirational posters and/or curriculum content which is teacher based. Other teachers put up only student work. And some teachers have a combination of both.

Student Driven Bulletin Boards

When I first started teaching, my bulletin boards centered on what we were studying in the classroom with some space dedicated to students’ work. But I have developed an approach of only student centred bulletin boards where students create them with the teacher using students’ work. This means that the space becomes the students, not driven by the teacher. I even have my students decide on the bulletin board boarders.

The Learning Environment as The Third Teacher

An important issue to consider when putting anything up in a classroom is students’ over-stimulation. Given that students with Attention Deficit Disorder (ADD) and/or Attention Deficit Hyperactivity Disorder (ADHD) can experience over stimulation due to “too much stuff on the classroom walls”, teachers should take this into account when they choose what should go on bulletin boards and how it impacts students’ concentration and focus. Sometimes the classroom environment can just be too stimulating!

The Ontario Capacity Building Series notes how the learning environment, The Third Teacher, “can either enhance the kind of learning that optimizes our students’ potential to respond creatively and meaningfully to future challenges or detract from it.”

Finally, when considering classroom decorating, please be mindful of Health and Safety regulations about too much paper on the walls (i.e. usually less than 20%).

Here are some ideas to promote student focused, learner centred bulletin boards:

  • The Fridge – a bulletin board where each student has their own space to display their work
  • To Do List s– where students list work that needs to be done for the day/week (my students love this as they create it themselves)
  • Student developed Word Walls for curriculum topics
  • Student developed Math Walls – listing vocabulary, formulas, graphics that students find important
  • Height Wall – showing how much students have grown in the year (it’s fun to track how fast students are growing and it’s also a great visual to understand linear metric measurement)
  • Data Wall – graphs displaying classroom surveys such as “What is your favourite pizza topping?”
  • Student made calendar – tracking upcoming events for the week and month
  • Class goals for the week or month

For me, in the end what matters is that the students feel like the classroom belongs to them as they have designed it – like an extension of their home space.

I dedicate this blog to my son’s (favourite ever) grade 5 teacher, Ms. G, who recently shared with me the following:

“I can vividly remember TS –  he was such a nice boy, full of life, and so smart. It was also at the beginning of my teaching career, and taught me a lesson I’ll never forget. Being a new teacher, I wanted my boards to look beautiful for my students. I went and bought all the boarders and colourful art work to decorate them. One day, TS told me he couldn’t concentrate – that the bulletin boards were too distracting. I had never even thought about how the beautifully decorated boards could have been a distraction.

From then on, I thought about my classroom set up, and how I could make it a calming place.  I stripped the boards, made them one colour and became much more thoughtful on trying to create a calming place for my students. I also  created different spaces to cater to my students’ needs. Thank you to TS who opened my eyes. The student teaches the teacher.”

Even after 20 years, I too get “taught” by my students every day. My son, TS, turns 26 years old this month!

Collaboratively Yours,

Deb Weston

Arianna Lambert Interviews, Report Cards, Student Ownership

Progress Reports – Reflection & Goal Setting

I have no idea how we got here again so quickly! It’s Progress Report time! I was on leave last year and somehow this year feels as though I’m still really trying to get to know my students. Maybe it’s the same every year and I’ve just forgotten but time has really gone quickly. I feel as though every day there’s a new moment of learning for me and I know that my students may be feeling the same way about me and my teaching style. 

As we prepare for the Progress Reports to go home, I really think it’s important for students to reflect on their progress so far and to start thinking of at least one area in which to improve. Normally I have students reflect and make notes using paper & pencil but this year, I decided to create a Google Form with questions about each Learning Skill; offering students a few examples of look fors and asking them to justify their responses. I’ve found responses always enlightening. They have also been great sources of conversation as students gain a deeper understanding of what is expected of them in each of the areas. 

As educators, we talk a lot about self-regulation but it’s interesting to me that for some of my grade 4s and 5s, this is the first year where they are truly understanding what this term means for them. It’s not about compliance but rather knowing what you need for learning and making sure that you are making choices that align with those needs, so that you can learn optimally. There’s a lot of metacognition involved in self-regulation. How are we modelling this for students as we support them in learning how to self-regulate? 

The great thing about Google Forms is that it provides amazing graphs of responses as they submitted their responses. Next week, we will be taking a deeper look at our classroom data and considering what we can work towards collectively as we build our classroom community. Over the coming weeks, students will also think about their own goals based on their responses, their Progress Reports and our Parent-Teacher interviews. 

For some this is an overwhelming time of year and they are nervous about their report cards. I’m really trying to have students think of this time as a check-in and an opportunity to think about what they’ve done well so far and what they will focus on for the next couple of months. I’m also asking them to consider the character that they would like to have and what skills we can work on together, in order to help them achieve that character.

Will Gourley General, Making a Difference Through Education, Math, Pedagogical Documentation, Start of the year, Student Ownership

Optimism at 9.2 %

I was working with my students on some proportional reasoning exercises in Math. It didn’t take long before I began thinking about numbers and the relationships that exist so beautifully and naturally within them – as one does. After considering the fractions, decimals, and percentages of our tasks that day, I realized that 18 days have sped past – as of this past Friday (Sept 27th, 2019).  Here is some numerical context.

18 days 
= 2.57 earth weeks (Monday to Sunday)
= 4 school weeks (Monday to Friday)
= 1/20th of a year(non-leap)+/-
= 432 life hours
= 5400 minutes of class time
= 3480 minutes of my teaching time (preps deducted)
= 1620 minutes of recess/lunch time (school days M to F)
= 9.2% of the instructional year

Reflecting on the numbers always makes it clear for me to see that we (grade 7s+ me) have already spent a lot of time working at the speed of education. With 18 days in the books, I am feeling optimistic and here are the P.R.I.M.E reasons why.

Patience pays off, not packets of paper

So often students are hurried back to full speed once September rolls around. I have always found it better to ease learners back into the year with broad cross-curricular learning, to activate as many areas of ability from past grades. This approach may make some teachers uncomfortable because it runs counter to archaic ideas of photo-copied workbooks. However, the buy-in from students has always been positive when they are given the time, space, and appropriate tasks to challenge them.

I choose collaborative work that offers low floor and high ceilings, whether it’s Math problems that cover more than one strand at the same time, or whole class discussions/inquiries into current events. Think about tasks and activities that allow each student to show what they can do, and are differentiated enough to honour each learner’s abilities.

My students are responding well to every chance they are given to work with each other instead of another “busy worksheet” packet. I encourage teachers to possess the patience to allow students a different start to the year instead of photocopied packets, to promote engagement instead of ennui.

Relationships = good

We have worked hard to establish our relationships and expectations. In my classroom this has always meant open and ongoing dialogue. Student voice is key in this educational democracy. By always allowing a place for students to be heard, I have found that classroom management and community building become a collective responsibility and benefit.

Since the first bell in September, we have established irreducible norms about responsibility, respect, collaboration, determination, and otherliness. When students have time to grow within their community in these areas, the dynamics of our class relationships are made more positive and enduring.

Invest with interest

The past 18 days in the classroom have also been about learning what makes each student come alive or avoid at school. Having students share their highs, lows, strengths, and weaknesses has provided invaluable insight into what makes them tick in and out of the classroom.

In 11 years, I have always been surprised by the amazing and diverse interests and talents of my students. Making sure they know I am interested in getting to know them is an investment I am happy to make over and over.

Manage it all

The first 9.2% of this instructional year felt like it happened in a blender. Regardless of years of experience, this can be hard when so many daily variables (ie. schedules, personalities, tasks, etc.) are swirling around for teachers to sort out – myself included. Despite 10 years of practice, I still find that I’m overprogrammed and behind schedule. Thankfully, most of my turmoil occurs outside of the classroom from instructional planning, SERT work, and meetings.

Teachers are known for their tireless work ethics, but there has to be limits too. It’s important not to burn out at the start of the year. Setting some boundaries and giving yourself permission to leave some work for the next day is good advice to manage it all.

Encourage everyone, everytime

Take time to celebrate accomplishments on a daily basis – no matter how small. I used our recent Fire and Lockdown Drills to comment on how my students responded so well in those situations. I have also filled our corkboards with fresh work to celebrate each week. When students know they are being noticed, they will feel and have validation. This is something we can honour 100% of the year in the classroom.

Even though 9.2 % of instruction is in the books, you can see how optimism is reaching its prime already. Wishing you all an excellent next 90.8% of your school year.

Additional reading:

http://www.wismath.org/Resources/Documents/Annual%20Conference/210JMetke-Low%20Floor%20High%20Ceiling%20Handouts.pdf