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Alison.Board First Week Reflections, Learning About Your Students

Our Classroom Voice

At the start of September our classroom looked bare and generic. Although a few motivational posters would have provided some aesthetic visuals to liven the room up, I refrained. Instead, I waited to see how student voice and interest would fill the wall space.

In only one month, our room is taking shape with student work, anchor charts, and art that is unique to the community of students in Room 8. Included in the room is:

  • a row of self-portraits. These are simple line drawings with multi-coloured marker lines, similar to the style of John Lennon’s Imagine album cover. They provide a visual reminder of our diverse group and represent how each individual imagines their own image.
  • an array of clear plastic page covers stapled to the bulletin board. One display of each student’s current published writing. Using the plastic covers allows the work not only to be protected, but stored throughout the year as a tool to show development.
  • a large picture graph on grid chart paper. This graph shows the Multiple Intelligence strengths of each student in the classroom. In the first week of school we used a survey to determine our M.I. strengths. Then after photo day, we used one set of the small photo stickers to make a visual graph of our strengths. We have already referred to the graph on numerous occasions, and other teachers (French, Phys. Ed) have appreciated the graph as well to easily identify student strengths.
  • a math gallery. When students solve problems in small groups, they are all provided with the same size paper. After they complete their work, we hang it on a bulletin board (math gallery) where the other groups can view it, add sticky note responses, and refer to it when working individually.
  • an inquiry corkboard. This dedicated space grows as we add newspaper articles, photocopies of book covers, questions, photographs and data that support our inquiry questions. Our current question is “How are we all connected?” This question has led many discussions about water and our inquiry board is reflecting the questions and knowledge building of the students.
  • logos. The students created their own logo contest for Room 8. There is a display of six logos that were created, then the students voted. Although they selected one winner, all the logos will stay in the classroom on display. We are using the winning logo as our image for our class Twitter account.

There are still many blank spaces to be filled, but I would rather they get filled by student work that is meaningful and authentic, then just decorating the space. As I look around the classroom, I realize that what I see (and more importantly, what they see) is a reflection of their own interests and perspectives. It is their voice.

 

 

 

 

 

 

Alison.Board Classroom Layouts, First Week Reflections, Learning About Your Students, Planning

Adjustments in September

 

With all the plans we make for those first days and weeks in September, it is worth being open to making adjustments, for your benefit and the benefit of the students. Here are some examples of how I have adjusted the environment and the program in the first few weeks:

  • I have changed the layout twice. We were pleased to get 6 rectangular tables and 1 round table in the second week, but have rearranged them twice to suit the needs of the students. This means that there are two sets of tables put together seating groups of up to 12 students who like to work together, and one table seats only 4 students who require more personal space. I planned for an even distribution of students per table, but am responsive to their different requests regarding space and collaboration.
  • The area carpet was originally placed in one corner of the room for community discussions and knowledge building sessions. The students enjoyed these talks, but found it hard to get close when we are limited with only two accessible sides to the carpet for rows of chairs behind those who are seated on the carpet. So, I moved the carpet to the centre of the room and it connects to the small carpet area of our class library. Now there is less movement of chairs as students turn to the centre of the room for discussions and use the extended space of the class library to sit.
  • We took a Multiple Intelligence survey to get to know our own learning strengths and the strengths of all the students in the class. We continue to consider these and reflect on them by referring to graph compiled in the class to remind us.
  • I finally typed out my schedule last Thursday. It took me that long to juggle our literacy block and periods for Science and Social Studies with withdrawal for ESL and special education support. I have added 15 minutes of literacy to the end of our day when we review our agendas with a poetry cafe allowing dedicated time for the reading, sharing, and writing of poetry.
  • We introduced “Minutes for Mindfulness” each afternoon. After lunch and a transition for French class, some of the students had difficulty settling for a full-class discussion regarding our inquiry topic. I asked if they wanted to try some mindfulness techniques, and a new student shared a website/app called www.calm.com that his teacher used last year. This adjustment not only helps the students, but I benefit from the 2 minute relaxation exercises as well!
I am sure our class will continue to grow and change. Allowing for adjustments to your best made plans is necessary to be responsive in your teaching practice – and everyone will benefit.
Alison.Board Before School Starts, General

New Beginnings

 

My name is Alison Board. I have taught for eight years. This is a second (or third) career for me, as I was previously a librarian and a technical writer.

Over the years I have developed specific interests within education. They include early years literacy, the learning environment, an inquiry approach, and inclusivity. This year I will be teaching a grade 6/7 class and will be in another new classroom (4th room in 4th year!).

September is a time of new beginnings for the students and for me. I look forward to the first few weeks of community building. This requires you to slow everything down, and not feel the pressure of jumping into content on the second day. I also look forward to trying new ways of teaching and learning. This year I will be using Google Docs to share documents with students, confer, and collect work. I will also be introducing a daily poetry cafe. My students will have French every day in the second last period. We will meet for the last 30 minutes (about 20 minutes really) – so I am hoping we can read, share, write, listen and love poetry in a collaborative and reflective way that ends our day on positive note.

I look forward to sharing more of my teaching and learning journey with you.

Alison.Board Celebrating Success, Year End Activities

Time for Reflection

The last week of school is a great opportunity for reflection. It is a good winding-down exercise that the students can enjoy. In my grade 5/6 class I am currently leading the students through the steps of creating a Portfolio of their work. This is what we are doing:

– last week, we handed out all the work that I had saved through the year in various folders for assessments/interviews (such as math tests that were returned after being signed, displayed writing pieces, art work, individual goals).

– each student had a large pile of accumulated work to sort through on their desk. As they sorted I listened to their recollections and delights as they discussed their work with their peers.

– I provided each student with a folder and instructions to select 2-3 pieces to represent math, language, art and any other subjects that they wanted to represent.

– then they were encouraged to create a table of contents for their work, and write a reflection on why they chose the pieces that they did.

– now they are assembling and decorating their folders as they choose. Some students have stapled their work in, while others have used holes and ribbon to create a book.

– in the next few days we plan to do a gallery walk and the students can share their portfolios with others in the class.

This exercise in reflection has provided students with direction and time to reflect on their own progress and success. Every student has been engaged and interested in creating their own personal portfolio. It has also encouraged them to take pride in their work and take home at least one folder, rather than making the rash decision to recycle their work before it even makes it home. It also provides a vehicle to share the work with their families.

Alison.Board Classroom Management, Inquiry, Learning in a Real Life Context, Year End Activities

Keeping them Engaged…

These last two months of school can be trying for both teachers and students. The students are ready to get outdoors and classroom management is necessary as their social volume seems to increase with each warmer day. People that are not working in education often suggest that I must enjoy these last weeks of school as I anticipate the summer. It is hard to explain how challenging the last two months can be. Teachers feel overwhelmed to complete marking, prepare themselves for the looming task of report writing, as well as make plans for their teaching placement in September! In addition to that, teachers want to feel that they are keeping their students engaged with learning into June, not just keeping them busy.

Here are some suggestions to try out in the last month of school that will actively engage your students, if you haven’t already:

  • Have students design an original book cover for a book they have read, with a new artistic representation (art, media) and a new summary (language) on the back. When completed, create a gallery walk or a contest for best original design. If completed with another class, you can swap covers to judge.
  • Allow students to work individually or in small groups to create a dance based on a specific theme, element, or cultural influence. Provide them time each day to work on it (they love this!), then use days in June for each group to present to the rest of the class (or even invite parents in for an Open House event).
  • Provide students with about 3 poems of different styles to read and reflect on. Allow time for group discussions and sharing of ideas. Create a poetry workshop for a few periods each week. Students can peer review or you can provide feedback. Students select their favourite original poem to read to the class. Or create a Poetry Cafe for parents or other students in the school to attend. Students will enjoy advertising, writing invitations, and preparing beverages for the Cafe!
  • Take your learning outside! Go on weekly walks in the community and look for connections to your current lessons/activities in Science, Social Studies, or Math. If students ask particular questions, use it a starting point for a mini-inquiry that you can support for the last month in the classroom. Document your walks with photos, written reflections, or drawings.
  • Find a purpose. Use the last two months to pursue something meaningful in the community that there may not have been time to do over the winter months. Adopt a school garden to care for, clean up in the community, or buddy up with younger/older students and work together.
Enjoy!
Alison.Board Anti-bullying, Making a Difference Through Education

Promoting Prosocial Behaviour

Most students, if asked, know not to bully or know not to litter. Yet, you may see those same students exhibiting behaviours that contradict what they know.

Prosocial behaviour is behaviour that uses positive words or actions to benefit others. Rather than a desire for personal gain, students are prompted to act this was by empathy, responsibility to others, or moral values. Much of the responsibility to teach this behaviour is falling on schools and teachers.

To promote prosocial behaviour, consider some of the following:

  • Encourage a caring school community that includes everyone from teachers to caretakers and lunch room supervisors.
  • Implement a positive discipline approach that includes clear expectations, discussions, and modelling.
  • Initiate school-wide programs such as “learning buddies” that match up older and younger students to work together in a variety of activities (computer lab, shared reading, picking up litter, community walks).
  • Integrate value or character education to learning in all classrooms
For more information on creating a caring community in your classroom or school that promotes prosocial behaviours, see the Principles and Practices of Responsive Classroom at http://www.responsiveclassroom.org/principles-and-practices-responsive-classroom.
Alison.Board Differentiated Instruction, Diverse Learning Needs, Integration, Use of Technology

Integrating Learning with Technology

 

 

 

  “Some teachers feel technology is being pushed on them, especially those who struggle with it. They might start using technology just for the sake of using it. This has shown to be an ineffective method for both tech-savvy and tech-challenged teachers. There is a big difference between using technology to teach and the successful integration of technology into lesson plans.“(http://www.edutopia.org/blog/help-teachers-struggling-with-technology-josh-work)


Here are some suggestions to integrate technology in a meaningful way that connects to curriculum:
  • in primary grades, use programs like Kidpix to have students create 2-D representations to demonstrate understanding for Science (Life Systems, Structures and Mechanisms)
  • watch videos of dance performances, (YouTube) and have students respond
  • have students select nature/architecture photo from images or take a photo with iPad and write poem to accompany photo/image
  • using spoken word poetry in the classroom https://www.youtube.com/playlist?list=PLC5PJtWBigV2f4TM4Gx7IlPe1ummqg5jt
Also, don’t feel that you have to be an expert before you “teach” the technology to your students. Think of yourself as a facilitator of a technological opportunity! You can and will learn along with your students.
Alison.Board Before School Starts, Classroom Management

Care for Materials

When reading Mike’s blog entry “I Lost my Pencil” I was struck with how I have struggled with the same dilemma this year. Coming from a Kindergarten class I was comfortable being a “Materials Manager” for the classroom. All the materials were shared and they were intentionally presented in an inviting way to encourage use, conversation, and expression. There was time in our day to return all the materials, and to do so as a whole class.

In my current grade 5/6 classroom, I started the year with a materials centre. This was set up with a few shelves to hold pencils, erasers, rulers, scissors, glue sticks, and markers, etc. I was surprised to discover that within a few weeks the items were no longer accessible for the whole class. I would find rulers twisted and bent on the floor. Pencils left on shelves and also dropped to the floor. The scissors had scattered as well.

I think my plan for the new school year is to be more explicit with the care of our class materials. In order for students to be interested in maintaining a materials centre, more time will have to be provided. Although I may model care for materials, I need to be more explicit in my modelling and give the time during our day to make it a priority. I also plan on acknowledging the students who maintain the materials. Mike has suggested in his blog that each group of students has a materials manager that looks after a kit. I may look for volunteers or rotate students in a group to work together to maintain the class materials centre. The care for classroom materials is connected to character trait education. It can also extend to care of the school and the community.

 

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Alison.Board Assessment, Equity, Report Cards, Resources

Assessment and Planning for Reports

Whenever I complete reports, I seem to reflect on the practice of evaluation and how to improve my assessment practices. Here is what I have  noticed:

  • assessment begins when you first meet your students. This provides a starting point, so you can recognize growth or progress. Initial observations may seem too obvious to record, but are often useful at time of the Progress report or the first interview with parents.
  • observation charts made like a grid with the students first names in alphabetical order are my preferred format. I have tried observation notebooks (one for each student) and index cards. The grid observation chart is simple as I can copy a stack and keep on clipboards around the room for quick accessibility. It is also easy to see if a block is empty – ensuring that I am making observations equitably. I also find these observation charts useful when marking. There is enough space to provide a grade for an assignment as well as a quote or excerpt of the student’s work. I then add the sheet to my assessment binder. When writing reports, I can refer to the grade of an assignment as well as an excerpt, which I include as an example for the report – showing how the student demonstrated their understanding.
  • photos are an excellent way to capture student work and refer to during report writing. I have used my smart phone to capture pictures of the students in tableaux, their writing in their notebooks, artwork, collaborative pieces, brainstorming discussions, math activities, and music (video of the students experimenting with instruments). Referring back to the photos and videos provided evidence of student engagement and understanding that I may have missed with anecdotal notes.
In addition to my preferred practices, there is a section in The Heart and Art of Teaching and Learning book (pp 84 -90) that provides practices more specific for Early Years, guidelines and considerations for report card comments, as well as information on IEPs and English Language Learners.
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Alison.Board General, Inquiry, Integration, Planning

Big Idea of Balancing Needs

Back in October, I wrote about the 4 big questions we would use as a lens to consider our curriculum. I had noted that the first question, How do we balance our needs with the needs of others? was presented in September, but students were cautious. It was as though they weren’t sure what the right answer was, or how to form their own opinions based on their own experiences and the information they were learning in class. A bulletin board in the classroom was set-up dedicated for items we may collect that would contribute to our understanding as we worked to answer this question. When I taught grade 1/2s, they enjoyed adding information or images to our research board and watching the accumulation of ideas as the board filled.

In the grade 5/6 class this year, the concept of collecting representations of related ideas was difficult for them to either grasp or see as worthwhile. So as we discussed new books or issues, I would add something to our Inquiry Research board. Needless to say, it was more sparse than the research boards I was used to seeing in the younger grades. One of the first additions to the board was to add their initial responses to the question. This provides a good starting point. So, when asked How do we balance our needs with others?, the students responded with:

  • “Be kind and friendly.”
  • “Cooperate with others.”
  • “Eat healthy.”
  • “Some people in some countries don’t have food to eat, so don’t let your food go to waste.”
  • “Treat others the way you want to be treated, for example, if you’re mean to your brother he will be too.”
When I reviewed the responses I had to ask myself if the students understood what needs were and if they were providing answers they thought were “right.” The answers seemed like stock answers for a variety of questions, but not the question that I had asked of them. I realized we needed to backtrack and look at needs and understand them by definition. We considered what needs are (physical, emotional, and group needs).
Then, to understand the meaning of the balance between individuals or groups, we used books such as “The Encounter” and “Sees Behind Trees” to deepen through read-alouds and discussions. I was surprised that a visual of a scale was what really worked to help them grasp the concept. We then used that image to look at the curriculum to consider:
  • needs of First Nations vs. European explorers
  • needs of Space Explorers
  • needs of residents in areas of development (Fracking for gas extraction) – a topic that emerged from our look at matter.
At the end of our inquiry, students provided responses that showed a better understanding of needs and some were able to use specific examples from their learning:
“The Europeans wanted to change First Nations’ culture but what they didn’t know was that First Nations already had a culture – Nature was their god but the Europeans didn’t know that.”
 
“Balancing your needs is how you manage things in your life. The needs of the First Nations didn’t matter (to the Europeans). Nobody cared about their religion. They felt useless.”
 
“Some people need more than others.”
 
“I don’t think that they balanced their needs with First Nations when they took their children to schools far away so they can forget their culture and their language.”
 
Now in class, students continue to make connections about needs. They also consider their own needs as something that requires balance with those around them like their family, and especially other students. Going through the first Big Idea required more scaffolding than I planned, however it was necessary for the students to understand how to consider their knowledge in the context of bigger idea or question. We are now moving on to another question/lens, “How do people overcome challenges?” I am predicting richer responses from the initial question and the culminating task.