Michelle Fenn 21st Century Learning, Advocacy for change, Building Inclusion, Coding, Constant Learning, Equity, Gender Equity, Gender stereotypes, General, Genius Hour, Inquiry, Inspiring Students, Inspiring Teachers, Integration, Learning in a Real Life Context, Making a Difference Through Education, Math, Mentorship, Modern Learning, Planning, Professional Learning and Growth, Resilience, Resources, Robotics, Technology, Technology in school, The Global Competencies, Use of Technology, Using technology well, Women at Work

The Gender Gap in Technology

Quote for blog

According to a recent report* by ICTC (the Information and Technology Information Council) Canadian women represent about 50% of the overall workforce but represent only 25% of the technology industry workforce.  Of the 100 major tech companies in Canada only 5 have female CEOs and 1 Co-CEO.   26% of the tech companies have no women in senior leadership at all.  There is a gender wage gap in the industry of $7,000-$20,00 per year.  When I read these statistics I wondered as educators, what can we do about the gender gap in technology?  This is not an exhaustive list, but it is a place to begin:

1.  Build her confidence in her abilities.

2. Cultivate a community of supportive peers.

3.  Provide a STEM/STEAM club for girls.

4. Ensure that access to technology and computer experiences is encouraged and inclusive.

5. Foster interest in computing careers.

6. Be a role model as a LEARNER.

May 11th is National Girls Learning Code Day.  If you are looking to encourage coders in your school, why not begin on May 11th?  Below you will find links to resources for beginning coding.  Many students code on their own at home and may appreciate the opportunity to mentor fellow students.  The resources attached will get you started.  There is no special equipment or robotics required.  Teachers do not have to be expert coders to encourage their students.  Teachers can be role models of resilience, risk taking and problem solving by learning alongside their students.  Teachers only need to open the door and expose their students to the opportunities.

Girls Who Code Canada

National Girls Learn Code Day

Canada Learning Code

Scratch

Hour of Code

Code.org

 

*Cutean, A., Ivus, M. (2017). The Digital Talent Dividend: Shifting Gears in a Changing Economy. Information and Communications Technology Council (ICTC). Ottawa, Canada.

Elaborated and written by Alexandra Cutean (Director, Digital Innovation Research and Policy). and Maryna Ivus (Senior Analyst, Research and Policy) with generous support from the ICTC Research and Policy Team.

Michelle Fenn Challenging Topics, Constant Learning, Inspiring Teachers, Mental Health, Mindfulness, Professional Learning and Growth, Resilience, self reflection, Teacher Appreciation, Teacher Wellness, Teaching as a public profession, Wellness, wellness

Let’s Talk About Shame

Author Brené Brown from her book “The Gifts of Imperfection” writes that there are three things that people need to understand about shame:

1.  We all have it.  Shame is universal and one of the most primitive human emotions that we experience.  The only people who don’t experience shame lack the capacity for empathy and human connection.

2.  We’re all afraid to talk about shame.

3.  The less we talk about shame, the more control it has over our lives.

While reading this it resonated with me as a teacher.  How many have you experienced Professional Learning Shame?  I’m a professional learning hoarder.  I consume professional learning whenever possible and yet, often I feel shame while experiencing professional learning.  I listen to another teacher who is courageous in sharing strategies and ideas that are meant to help me in my job and ultimately I end up thinking that I must be a poor teacher because I don’t do those things in my classroom. Often I come away feeling worse about myself.  I’ll think, “Well great, obviously everything that I’ve been doing has been ineffective and I need to add THIS onto everything else.” or “I haven’t been doing THAT in my classroom. Clearly I’m not working hard enough. What must my colleagues think of me?”

Shame makes us think that we are somehow not worthy.  I know that I’ve convinced myself of not feeling worthy when I compare my work to other teachers in my school, on Twitter or (cringe)…Pinterest.  I find it difficult to look at myself professionally through an asset lens.  The best way to stop feeling that shame is to talk about it.  Once shame is talked about it tends to lose power and it is easier to let it go.  So, I’m talking about it in a public forum so I can work on building up that resiliency.

I’ve felt shame as a teacher in social situations with people who aren’t educators.  I’ve felt judged, compared and found unworthy.  More than once I’ve heard, “Teachers are paid too much and have far too many holidays and benefits and they’re really just babysitters.”  Whenever a Provincial Government talks about making cuts to education, it sends a message that teachers aren’t worthy of maintaining the current working conditions and fuels the public perception held by some that teachers are unworthy of what we earn.

In our school, whenever EQAO results are returned and we have our fall meeting to talk about the school improvement plan for the year, we celebrate for a nano second the areas in which the student have succeeded and focus intently on the shortcomings.  As a school we know that we all share in the responsibility for the cumulative education of students and feel shame when we look at where we didn’t succeed, but some of my grade 3 and 6 colleagues have told me about how they feel solely responsible for EQAO scores and consequently, feel shame.

Well, this is a downer of a subject, get over it Fenn.  What can we do?  It’s the nature of our job right?  Nope.  There are some great pointers that Brené Brown shares about becoming shame resilient:

1.  Understand when you are feeling shame and recognize what messages and experiences trigger shame for you.

2.  Remember not to equate being imperfect with being inadequate.

3.  Share your stories with people you trust and own your stories.

4.  If you feel shame, name it.  Talk about how your feeling and ask for what you need.

Teachers are constantly in receipt of feedback about their job; from parents, students, administrators, colleagues, the public and themselves.  Staying open to criticism and feedback is what helps us improve education for our students.  We need to take risks to remain open so that we can experience improvement.  However, what we should also try to remember is that everyone is flawed and imperfect but that doesn’t mean that we are lacking.

 

 

 

Will Gourley Climate Change, General, Global Warming, Health & Safety, Resilience, Teacher Wellness, Weather

Beating the winter blahs

Brrrr! If my teeth weren’t chattering so much I’d be able to truly describe how b-b-b-barbarically c-c-c-cold it is outside right n-n-n-now. Not surprisingly, with such brutally un-balmy temps comes some interesting behaviour at school. Perhaps it’s a function of daylight hours(or lack thereof) or our proximity to one another as we cocoon indoors(achoo), or maybe due to the fact that we are all putting on a few pounds(of extra clothing each day). Whatever the reason(s), my demeanour is in direct dispute with my daily sunny disposition due to a lack of warm temperatures and sunlight in my life.

All this to let you know, the winter blahs have arrived. Yes, I am aware that this is what we all expect and get for living in Canada. Times like this make us tougher as a people and that living in colder climates is statistically proven to increase life spans of inhabitants. For what, so we can suffer the cold longer?

Just because we are polite Canadians does not mean we can’t be miserable about the weather(dangerous drives, snow days, bus cancellations) once in a while as an act of national unity. So winter has officially slapped us all in the face with frosty windows and frigid temperatures I thought it would be a good time to talk about how we can overcome this recurring seasonal challenge that affects staff and students alike.

Recent dips in temperatures have necessitated some strategic planning on many schools supervision staff when it comes to bus duty before and after school. Snow pants, heavy duty boots, layers of clothes(including longjohns), toques, parkas, and mittens all called in for active service when the sleet, ice, blizzards, and wind chills come.

There’s a Norwegian saying, “There is no such thing as bad weather, only bad clothes”. Recently, on a particularly cold morning I could feel my eye sockets freezing and I was angry for second guessing the decision not to bring ski goggles to school for bus duty because everything else was comfy and warm.

The cold weather also means that students have not been outside for much needed fresh air. This can compound itself in a number of behaviour issues especially when they are limited to quiet indoor games within the confines of classrooms. On occasion, I have seen the gyms at my old schools opened up for the JK/SK students who are able to work out a few wiggles, but this space can only safely accomodate so many students at once. Often it falls on teachers to up the amount of DPA on days like this to get the heart rates and minds going. Go Noodle is a great way to get everyone moving.

For the older students, staying inside is like a windfall because many in the Junior/Intermediate Divisions are happy to avoid going outside. It’s not so bad if it happens infrequently, however it becomes an issue when students are unable to understand the advantages of a break and some fresh air.

All of this time indoors takes its toll on the mood of a building. It’s as if the cold challenges us to use all of our energy to keep our emotional well-being fires burning. Here are some sure fire ways to keep mind and body stoked while making sure behaviour doesn’t burn out of control;

1. Have students be part of the decision making process well in advance of rough winter days. Let them create the standards and expectations for class behaviour and activities. They are usually more strict than you and more likely to adhere to rules they had a voice in creating.
2. Be patient. When everyone is cold and tired before the day even starts it is best to take things slowly.
3. Increase movement breaks in every class. Consider building active learning into instruction such as milling to music, yoga, counting in French while doing jumping jacks or vertical Math. Worksheets are not an option.
4. Consider Genius Hour or other ways to incorporate technology, inquiry, and presentation skills. I usually schedule this for Mondays so that students have another reason to look forward to coming to school to start the week.
5. Take time to check in and talk with students/staff. A simple smile and hello and conversation goes a long way. Sometimes a little recognition is all it takes.

All of the above have made whole-school life better for me and students when the winter blahs hit. What is working for you? Please take the time to share in the comments section. Thank you for reading. Keep the fires burning.

 

Michelle Fenn 21st Century Learning, Coding, Constant Learning, Inquiry, Inspiring Students, Inspiring Teachers, Integration, Learning in a Real Life Context, Modern Learning, Resilience, Robotics, Technology, Technology in school, The Global Competencies, Use of Technology, Using technology well

Coding with Microbits

Twice I have attended the Ontario Teachers’ Federation “Pedagogy before Technology” conference in the summer.  This year I attended a design workshop that the InkSmith company provided and would never have been able to predict the chain of events that would follow.  In the workshop we were grouped with people at our table to come up with a design concept and present it in the manner of a “Dragon’s Den” pitch.  As we discussed the concept and made diagrams on chart paper, I put the visuals together in a small Google Slide presentation and added an entertaining video.  I have my drama specialist and I’m not afraid to ham it up in front of a crowd.  When it came time for the presentation we wowed the InkSmith team and ended up presenting to the entire group.  We then went to lunch and I didn’t really think too much more about it.  However, because I had so loudly and visibly put myself out there in an entertaining way, I was contacted by the team at InkSmith and then connected with kidscodejeunesse team.  Kids Code is a federally funded program that helps students learn to code.  They provide free workshops to classrooms across the country using handheld, programmable micro-computers called micro:bits. The coding program is web based and is in the blockly format but can also be switched to html for more advanced coders.  When a workshop is provided to a classroom, the teacher is provided with ten microbits for the class to use and keep.  You can visit the website kidscodejeunesse to sign up for a workshop for your classroom.

microbit

                                                                                                                                 This is the microbit connected to a battery pack.

Kids Code Jeunesse provided me with training and as part of my job as an innovations consultant, I now go into classrooms within my school board to deliver workshops to students.  The only coding that I had done up to this point was with Spheros and Ozobots which was quite rudimentary.  I am now immersed into the coding culture. Which means that sometimes my kitchen counter looks like this:

IMG_6320 It was a little out of my comfort zone to be sure.  As I have gone into classrooms I have admitted to students that I’m not an expert on microbit   technology and I have learned from some of the students that have been engaged in complex coding on their own time.  With a quick conversation with   the classroom teacher I can usually make some decisions around differentiating the program to keep students engaged.

 You might be wondering what it is these little computers can do.  The LED lights on the front can be programmed to light up in patterns which create   animations.  Students can create dice or rock, paper, scissors games and with a few alligator clips and a small speaker or headphones, microbits can be   programmed to create music. With a little innovation and some adaptation it can be programmed to water plants automatically or become a pedometer.   It can also be paired with a robot called K8 which can be purchased from Inksmith and assembled.  The microbit website itself is where the coding takes   place and it has easy to follow tutorials and ideas for projects to code.

The initial workshop is only the beginning.  The only limit to these little computers is the limits of your student’s imagination.  Microbits would be incredibly useful in a maker space or genius hour environment.  The students develop design and critical thinking skills and problem solving techniques as they create and de-bug programs.  It is an amazing way to introduce coding to students-especially if you are a teacher who is brand new to coding.  Be warned: coding is extremely engaging and you and your students may have an inordinate amount of fun while learning.

         IMG_6350IMG_6200IMG_6358IMG_6326IMG_6356

Arianna Lambert 21st Century Learning, Building Inclusion, Challenging Topics, Mental Health, Mindfulness, Professional Judgement, Resilience, Resources, Wellness, wellness

Everyday Mental Health Classroom Resource

As January and the new year approaches, I start to reflect on balance and keeping true to what I believe to be most important. When in the classroom, I always thought that it was a great time to press the reset button with students and gear up for the next half of the year. Over the break, I often take some time to check out resources that I think will help me along this goal so that I can add fresh ideas to lessons that I know have allowed students to reflect on themselves as they start to set goals. This year was no different even though I’m not in the classroom. While taking a look through some of the amazing ETFO resources available online, I found the Everyday Mental Health Classroom resource that I think is absolutely fantastic and essential for classrooms.

Co-developed over the past two years by School Mental Health ASSIST and ETFO, this resource is designed to provide K – 8 educators with evidence-based strategies to help develop the Social Emotional learning skills of students. The great part about this resource is that the activities contained have been tested by ETFO members and not only that, but a research project was done to determine the efficacy in classrooms. It’s definitely a resource that educators should consider using in their classrooms.

Here’s why! The resource:

  • offers the evidence and need for this work in classrooms;
  • honours the professional judgement of teachers;
  • focuses on core skills;
  • is online and easily accessible.

In this post, I’ll dig into why I think it’s a great resource for using in classrooms in the hopes that you’ll try it with students and if you already have, share what you’ve noticed with others.

Evidence-Based

When I think of a resource being evidence-based, I understand that it is informed objectively. In that there is a perceived need for the development of the resource and that there is time taken and reflection made to truly understand the impacts of what is being proposed as good pedagogy in the classroom.

The Everyday Mental Health Classroom resource offers a great deal of background on the rationale for the project and the findings. The resource honours and speaks to the fact that as educators, we are not expected to me experts in mental health and yet we have an important role in working with a diverse group of students. We do have the responsibility to create safe and caring classroom environments for all and for helping our students further develop the core skills that I’ll get into later. The idea is that the lessons and activities can be easily embedded into daily classroom practices with this goal in mind. Of educators who participated in the study, 84% found the resource extremely or very useful; while 95% would recommend the resource to other educators within and outside of their division and roles. The background page on the site offers a wealth of information on the benefits of Social Emotional Learning for students (1).  I encourage your to take a look.

Honours Professional Judgement

In Understanding Your Professional Judgement, Professional Judgement is defined as, “judgement that is informed by professional knowledge of curriculum expectations, context, evidence of learning, methods of instruction and assessment and the criteria and standards that indicate success in student learning. In professional practice, judgement involves a purposeful and systematic thinking process that evolves in terms of accuracy and insight with ongoing reflection and self-correction”.  ETFO has provided support for teacher and occasional teacher members in exercising their professional judgement.

One thing that makes this resource unique is that right on the landing page, there is mention of the importance of professional judgement. The site further encourages educators to consider their students and exercise professional judgement to maximize growth in students. It also states that, “Using professional judgement, educators can select from a variety of practices within the Everyday Mental Health Classroom Resource to enhance classroom conditions and build social emotional skills in ways that best meet the needs of their students”.

This is so empowering! While I may not be an expert in mental health, knowing that I can use my professional judgement to select and embed activities that will develop core skills that can potentially have a positive impact on students mental health and wellbeing is amazing.  Sometimes hearing this is just the thing that a teacher needs to gain that confidence in trying something new.

Focuses On Core Skills

This resource focuses on developing 6 core skills:

Stress Management and Coping Skills

Everyday, we face challenges. How we manage these challenges and stresses is key to our success. Different people use different strategies in stress management. This section contains activities that helps students to develop skills and build their own toolboxes with strategies that work best for them.

Emotion Identification Skills

I’ve heard that there is power in naming emotions. We all face a variety of different emotions throughout the day. This section contains activities that help students to identify and appropriately express their feelings, further developing their ability to effectively self-regulate.

Positive Motivation Skills

This section reminds me of the importance of Growth Mindset. This section contains activities that help students in the areas of expressing gratitude, practicing optimising and perseverance, as well as reframing.

Relationship Skills

Positive relationships are important to have and are essential for a safe and caring classroom environment. This section contains activities that focus on acts of kindness, being a good friend, respect, conflict resolution, empathy and listening.

Self Confidence and Identity Skills

We all have qualities that make us unique. Understanding our identities and who we are is an important part of building our own self-confidence. This section contains activities that will help students to learn about and appreciate their identities while empowering them to hold firm to their beliefs when faced with challenging decisions.

Executive Functioning Skills

When we think of executive functioning skills, I think of the skills needed to plan, organize and complete tasks. This section contains activities that help students develop and master these skills through repeated opportunities for practice.

Online and Easily Accessible

This free resource is available online with challenge cards that can be printed for easy access while the activity is in progress. Each activity provides the teacher with information on the purpose and the time required so that they can best determine which might be best to embed into their day. The filter allows for teachers to search by division and also has a great feature that allows for Occasional Teachers to be able to search for activities that they can also use during their time with students. I think this is fantastic!

I know that this post just gives you a taste of this resource and I hope that you take some time to take a deeper look into it and consider using it in your classrooms. By developing these skills in students, we can prepare them to succeed beyond the classroom. The evidence is there, what are you waiting for?

1. https://drive.google.com/file/d/11gM59_aU_enXWpED03URIPUpS0iLjxI1/view

Kim Cousin Behaviour Management, Classroom Management, Constant Learning, Flexible Classroom, General, Health & Safety, Inspiring Students, Learning in a Real Life Context, Making a Difference Through Education, Mental Health, Mindfulness, Resilience, Teacher Wellness, Wellness, wellness, wellness

Mindful Pause, with or without Technology?

Everywhere I turn I see the effects of our technologically advanced world. Gains have been made in medical research, communication abilities, and advancements toward an easier life?
Some of the effects on individuals are now coming to light. Many people are connected to the internet 24/7. This is causing sleep disturbances, eye issues, addiction behaviours, and other physical ailments.

As a previous mental health professional I look at my present vocation in Education with that type of lens. I have practiced and taught Mindful strategies for many years now. I see the benefits of technology in the curriculum. I also observe the negative effects. I have noticed some educators looking for a researched solution to help calm, focus and ground their students. Some are now turning to all the apps, and internet connections to provide a quick and easily guided mindful activity. I think this may be counter productive to being present and in the moment. We are seeing the effects of this new age world and the fast pace it is changing. As educators we are up to date with the many changes or apprised to avenues in which to guide our charges.

When I guide a group through a mindful experience I eliminate as much technology or other electrical sources as possible. I then guide students into focusing on being present in their own body and mind through the use of many verbal scripts vocalized in a relaxed, quiet voice. These moments of taking a pause are valuable. We live in a busy, stressful society where a pause can assist in a healthy balance to our daily lives.

Links-
https://www.psychguides.com/guides/computerinternet-addiction-symptoms-causes-and-effects/

https://www.psychologytoday.com/us/blog/virtual-addictions/201710/tips-mindful-technology-use

http://meditationscience.weebly.com/what-is-mindfulness-meditation.html

Mindfulness Meditation: Guided Practices

Kim Cousin Before School Starts, Celebrating Success, Inspiring Teachers, Mental Health, Resilience, self reflection, Start of the year, wellness, wellness, Women at Work

Happy New Year

As a parent and educator this time of year is a transition back into a regimented routine. It is the New Year.  New 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

 

Michelle Fenn Assessment, Challenging Topics, Combined Grade Classes, Constant Learning, Curriculum Planning, Differentiated Instruction, Genius Hour, Inquiry, Inspiring Students, Inspiring Teachers, Integration, Learning in a Real Life Context, Math, Modern Learning, Professional Learning and Growth, Questioning, Report Cards, Resilience, Student Ownership, Students as Teachers, Technology in school, The Global Competencies, Use of Technology

Why Coding is Important Part One

I consider myself a fairly techie teacher.  However, until recently I hadn’t really tried my hand at coding or robotics.  Well, I had, but I had lost interest as I quickly felt as though I was out of my depth.  So, I did what I always do when I really want to learn something about teaching, I go to a colleague that has the knowledge and I try it WITH the students.  Collaborative inquiry.

Until recently, I didn’t see what the big deal was or why it was important to teach coding to students.  Yeah, playing with robots is fun but what does that have to do with curriculum?  When I started working with and learning coding along side students I had a change in mindset.  There is a lot of math, strategic planning and visualization in coding. Coding may not always directly relate to curriculum content-that is true.  However, in terms of teaching students about the deep learning competencies, coding is key.  If you aren’t sure what I mean by the deep learning competencies; they are referred to as the 6 C’s.  Here is a link to the New Pedagogies for Deeper Learning paper but I have extracted a summary of the 6 C’s for a quick reference:

Character: Character refers to qualities of the individual essential for being personally effective in a complex world including: grit, tenacity, perseverance, resilience, reliability, and honesty.

Citizenship: Thinking like global citizens, considering global issues based on a deep understanding of diverse values with genuine interest in engaging with others to solve complex problems that impact human and environmental sustainability.

Collaboration: Collaboration refers to the capacity to work interdependently and synergistically in teams with strong interpersonal and team-related skills including effective management of team dynamics, making substantive decision together, and learning from and contributing to the learning of others.

Communication: Communication entails mastery of three fluencies:digital, writing and speaking tailored for a range of audiences.

Creativity: Having an ‘entrepreneurial eye’ for economic and social opportunities, asking the right questions to generate novel ideas, and demonstrating leadership to pursue those ideas into practice.

Critical Thinking: Critically evaluating information and arguments, seeing patterns and connections, constructing meaningful knowledge and applying it in the real world.

I reflected on these 6 C’s as I wrote the learning skills for my grade 4/5 students this year.  I spend the most time on my reports creating the Learning Skills for each student.  They are personal and they reflect each individual student.  As a parent, it is what I am most interested in reading about my own child.  The 6 C’s are competencies not only for school, but for life.  While students were exploring coding I had them working in pairs or small groups to give them the opportunity to communicate, collaborate and show leadership.  When the code didn’t work, they were able to go back and find the error and correct it and try it again with results right away. Sometimes they found it painstaking and I had to let them work through that and they were glad in the end when I didn’t give them the easy way out and they solved things on their own.  When they learned something in coding, they quickly wanted to share their learning with other students.  I gave basic instruction about the program to start using a youtube tutorial and then let the students go.  Students who often don’t do well in groups with “typical” academic tasks often excelled as leaders in coding because it is a divergent way of thinking and they had a self-check strategy built into the task.  It was incredible to witness the amount of learning that was taking place.

You don’t have to have robots to code.  There are online coding websites that teach kids to code such as code.org and Scratch.  The students even as young as grade 3 are easily able to use these sites to code.  Scratch Jr. is available for younger students.  The sites have great tutorial videos and somehow the students seem to just start discovering and creating things intuitively.  They begin helping each other when they see that someone has created something cool and ask the creator to show them how to do it too.

I am proud to say that I can now code a square, star and a small obstacle course using blocks and a Sphero robot.  My students discover new things every day and share them with me.  It is definitely a new age in teaching.

 

 

Michelle Fenn Constant Learning, Inspiring Teachers, Making a Difference Through Education, Mental Health, Mindfulness, Professional Learning and Growth, Resilience, wellness

Teacher Guilt

I have felt guilty about my job since the first year that I started teaching.  I have always felt that I did not do enough, didn’t contact parents enough, didn’t make it fun enough, didn’t write down observations or assessments enough, didn’t do enough intervention with those struggling readers, writers, mathematicians, didn’t do all of the wonderful Pinterest extras, didn’t go above and beyond enough, didn’t volunteer for enough extra curricular activities, didn’t give enough timely critical feedback, didn’t document behaviour enough, didn’t post enough on Seesaw and the big one is not feeling like I get enough work done on the weekend.  When I told a colleague about this recently he said, “If you were only doing half of the things that you do, you would still be working harder than me and a whole bunch of your colleagues!” I thought to myself, “Really?  I thought everyone else was working harder and doing more than I was and seemed to have it all together.”  The truth of it is though, most of us feel like I do and we feel the same way about our colleagues.   Rationally, I know that we can’t “do” it all.  However, I somehow feel that I might if I just keep trying!  Crazy, right?

I lamented to a friend recently that I don’t get enough done on a weekend and always feel guilty on Sunday night.  “I have 48 hours every weekend.  You’d think I’d be able to get something done! I manage to watch Netflix and read my book.  Why do I feel like such a lazy teacher every Sunday night?”   Her wise answer was this, “You think you have 48 hours to do work?  I suggest you write down what you do in a weekend, write everything down from sleeping to eating to doing the laundry and driving your son around.  You’ll see you don’t have 48 hours to do work.  You also need to balance with family time and self care.  Reading your book or watching Netflix is not being a lazy teacher.  It is practicing self care.”  So, I did it.  I wrote down everything I did in a weekend.  Guess what?  I had precisely 3-4 hours to do some teacher type work which is on average the amount of work I do practically every weekend.

Social media keeps me connected with friends and family all over the world.  Sometimes, however, it also becomes a land mine for guilt.  I find myself thinking, “I should be doing that or what a great idea!”  I used to send home a hand painted pumpkin at Halloween and hand painted Christmas decorations for every student every year. When I stopped doing it, no one said a word. That is not what the students remember me for years later.  They remember the connection and the relationship.  They remember my quirky sense of humour and the hand puppet named Butch who is a little irreverent and likes to use the word underwear in whatever song it will fit.  I have discovered that I’m not the Pinterest teacher and I have to be okay with that.

After20+ years of teaching I still struggle in thinking that I haven’t done enough but I’m trying to look at all of the things that we have accomplished this year rather than all of the “great ideas” on the many lists that I didn’t accomplish.  I will cut myself some slack.  I will look at self care as a positive and necessary thing and not a lazy one.  On the lists I make now I will put family time first, accompanied by good sleeping habits and good eating habits.  Keeping me healthy makes me a better teacher and a better person.  So if you struggle like I do, here is a video that a friend suggested to me to help me get through those negative self-talk times when I feel that I am not enough.

Stop It.

You won’t regret watching it.  I promise it will make you smile.

Will Gourley Challenging Topics, General, Resilience

Defy-ns

https://pixabay.com/en/one-way-street-decisions-opportunity-1991865/ CC0
https://pixabay.com/en/one-way-street-decisions-opportunity-1991865/ CC0

no
nah
nope
never
not yet
not today
no thank you
not acceptable

I’ve used all of the above.

Postive and negative language flows like freeways in education.
Yet, many of us drive like we are on one way streets?

Consider the interactions below that evoked the responses above;

S: Do we have to hand our tests in if we need more time to complete it?
T: No. Extra time can be added to help you finish without feeling rushed.

S: Do we need to work with the same people on this project?
T: Nah. Work with who works best with you on this one.

S: Do we have any homework over the March Break?
T: Nope. Take some time to enjoy a rest.

S: Why do I always struggle to understand Math? I will never get it.
T: Not yet. Your struggle does not mean you won’t ever understand Math. Keep asking questions and practising problem solving. You will make progress.

S: Can we do a worksheet?
T: Not today.

S1: Thank you for letting us discuss what happened outside.
S2: Thank you for letting us do our presentations over again.
T: No. Thank you. I appreciate your honesty and kind words.

T: Is this your best work?
S: No. I think I’d like to change a couple of things, but I need to hand it in or it will be late.
T: Sorry, not acceptable. Take an extra period/recess/evening to work on it so you will be one hundred percent happy with your work. It will be worth the wait.
S: Thank you.
T: No. Thank you.

For many of our students the kindest words they will hear all day will come at school. The power to alter the expectations and narratives of our learners is at the tip of our tongues.

I hope that you will all have a chance to be defiant in the way you use traditionally negative language in your classrooms. Please take the time to share your thoughts in the comment section. Thank you for reading.