Beverly Papove

January 30, 2015February 2, 2015 Beverly Papove Building Inclusion, General

Celebrate Fabulousness

In my grade 3 French Immersion class, the following is something we do to help everyone feel special on St. Valentine’s Day. You need a few days to complete the activity, depending on the number of students in your class and how fast they work.

The idea is to make an “I am Fabulous” book. I like to use, « Je suis fabuleuse – une histoire vrai de (nom d’élève) » (I am Fabulous – the true story about (student’s name) for the book’s title. Each student writes the opening page of the book telling why they think they are fabulous, then they do the same thing for all their classmates. As a bonus, I send home a page for the parents to complete about their own child, and I also fill one out for each student. The pages are all collected and compiled so each student will receive their own ‘true story’ on Valentine’s Day and read about their Fabulousness/Fabulocité (words invented for this activity…).

To get ready, I make a chart to help students keep track of who they have written about and have them start by writing something about themselves.

Example/

Name/ Nom	Fabulousness / Fabulocité	Example/ Exemple
Me	I can do difficult things on my skis	I can do flips with no hands
Alison	She is an inventor	She invented a game called Oidar
Benjamin	He loves music	He likes to bring in CDs for the class to enjoy and we like them, too

After the students have written about themselves, I read a few samples to help create categories of fabulousness. On chart paper, in a web graphic organizer with the word Fabulousness/Fabulocité written in the middle, students see themes or categories emerge, such as; sports, kindness, perseverance, generosity, imagination, etc. You could also do categories following Bloom’s Taxonomy of Multiple Intelligences. In grade 3 language, this could be simplified to the terms Math Smart, Nature Smart, People Smart, Body Smart, Music Smart, Logic Smart, Self Smart and Logic Smart. Creating categories helps students avoid repetition and guides them to think about their classmates and themselves in many more ways.

A strategy I use to help students learn to express their opinion and justify it, is something called “Les 3 Ps” (Je PENSE… PARCE QUE… PAR EXEMPLE…). You can use a template for the students to complete as in a cloze activity, write it on the board so students can copy it and complete it in their own handwriting, or have them type out a few a day on the computer. There are probably a million other ways to do this more quickly and conveniently, however, once they get going, it does go remarkably fast. Students use the ideas they generate in the chart graphic organizer to fill in the blanks and complete these sentences.

Example/

Je pense que ______________ est fabuleux/fabuleuse, parce que ____________. Par exemple, ___________________________________________.

In English, it could look something like this;

I think that __________________________is fabulous because ________________ . For example, ___________________________________________ .

For the cover of the book, students are invited to bring in a photo of themselves or they can draw their portrait if they choose. For the pages inside, students are encouraged to illustrate their message to their classmates to help decorate the book and make it more special.

Although it takes a little planning and organization, creating the book is a nice activity to help remind students of the talents they each have.

January 13, 2015January 13, 2015 Beverly Papove Assessment, Communication with Parents and Guardians, General, Report Cards

No Report Card Surprises

Way back in October before the first reports were issued, I was busy inviting half of the parents into my class for heads-up interviews regarding their child’s progress. So many of my students were reading and writing below grade level, had serious behaviour issues, or were just plain struggling to meet the basic demands of the grade 3 French Immersion curriculum. Many students had the “progressing with difficulty” box checked off. In fairness and for reasons of professional integrity, parents need to know before the reports go home. Experience has told me that, although the conversation may be difficult, especially if it’s being heard for the first time, inviting parents in with the idea of forming a support team for their child is a smart way to start off the school year. Start the collaboration early and it can be so much easier if, later on down the road, there is some information you need to share that will be difficult for them to hear.

So, the highest needs were addressed, all parents were contacted and the pre-Parent Teacher Interviews went really well. By seeing many parents in the weeks before the official Parent-Teacher Interview period, I was able to have enough time to discuss in more detail how things were going in school and to have a more relaxed conversation than the 15 minutes provided on interview night allows. Some parents confirmed by examples from home what I was drawing to their attention, while others were positive about setting up supports for their child. However, when the proverbial dust had settled in the weeks following the Progress Reports, and I thought that I had touched base with the administration, learning support colleagues and parents regarding the progress of all the students with the highest needs, I suddenly realized that there was one student who had received `progressing well` on the report, but who was not progressing as well as I had originally believed. In hindsight, I realize that I had been focussing on behaviour goals with this student more than academics, and this is what had overshadowed the challenges the student was experiencing in the first few reading and writing assignments completed in class. What to do?

Firstly, I let the administration, learning support teachers and the parents know. Since lines of communication were already well established with the parents, I was able to be honest with them and explain that while progress was being made in the area of behaviour in class, their child was exhibiting difficulties with more demanding assignments. Showing samples of work done in class following the progress report period highlighted the need for help to meet the demands of the grade 3 curriculum.

Secondly, I was able to attend a Student of Concern meeting with the administration and the learning support teachers where we explored how we could determine areas of need for this student, the kinds of supports we could provide at school and what the parents could seek, if they chose to.

Thirdly, I scrutinized assessments, samples of work, and my note book, to make sure I had an accurate profile of the student, and to make sure that the parents had all the necessary information to pave the way for the first Report Card in February. Although the Fall Progress Report may have indicated a student who in general at the time did not appear to be progressing with difficulty, the first term Report Card will indicate what the child`s challenges are in detail, and thankfully, the parents are already aware.

The value of communicating regularly with parents cannot be underestimated. In this case, it was beneficial to avoid any confusion or defensive reaction and to convey the fact that I have the child`s best interest at heart. The positive effects of Parent-Teacher collaboration for the child are also significant and hold each of us accountable.

December 28, 2014January 2, 2015 Beverly Papove Differentiated Instruction, Diverse Learning Needs, General

Looking Forward to January

While I am enjoying a holiday from the classroom, from time to time, occasional reminders creep into my thoughts that we will shortly be back at work with only a few weeks before the end of the first term. To quiet these reminders, I think about a few of the activities which I am looking forward to and which I will be able to comment on in my reports.

One activity all my grade 3 students are excited about is producing a puppet show of Robert Munch’s “The Snowsuit”. Before the holidays, students brought in old socks so that they can create sock puppets to be used in the play. The first week back at school in January, my students will be busy at work creating their puppets and props while learning their lines for the puppet show. The holidays can be a stressful time and after 2 weeks of a disruption in routine, many students (and teachers) have a hard time switching back to school mode. With some management and support, a collaborative activity which is student centred, like a puppet show or a play, gives students independence and structure and can be a nice way to begin the New Year. It is also a good alternative to seatwork right after the holidays.

Something else I put in my plans for the first weeks back at school is to be outside everyday with my class. With a little preplanning, I make sure I take my students outside for math – building and measuring snowmen and monitoring temperature changes; social studies – snowshoeing around the school yard imagining we are visiting Wendat, Anishinaabe and settler communities; science – observing plants in winter; language arts – using the 5 senses to describe a winter day; and phys. ed. – playing in the snow after a fresh snowfall. A letter home to inform parents that we will be going outside on a regular basis helps to have students come to school prepared with proper gear or a change of clothing in case they get wet. To guarantee accessibility, however, the school always has a collection of extra gear students can use if they are missing something warm and dry to wear.

It’s not always easy to look forward to heading back to school after the holidays. Drama and outdoor activities are perfect for January because they help with getting back into the groove and break up the daily routine with a little something different.

December 15, 2014December 15, 2014 Beverly Papove Diverse Learning Needs, General

Kids Love to Dance

I find dancing with students is usually one of the easiest ways to get them moving during DPA. With a good selection of tunes and a variety of ‘dance’ expectations, everybody can get down, whether preteens in grade 6 or really bouncy grade 1s. Not only is it great for DPA – especially during inclement weather – it is also a lot of fun, a nice break from sitting and thinking, and a chance to be creative without being assessed or evaluated.

The benefits of dance are many; it is a great cardio workout, it is an opportunity to physically express a range of emotions in a creative, socially acceptable way, it stimulates the brain and it releases mental and physical tension. Although dancing in public can make a few students anxious, I have found that if you make dance a regular part of your routine and set a few ground rules, students who are not sure whether they want to participate tend to eventually warm up and feel more comfortable about joining in. It can also be an accessible activity for students with a limited range of motion.

According to the curriculum, “Dance is expressive movement with purpose and form. All dance communication is transmitted through movement – that is, through the body movements and gestures of the dancer” (p. 14 of The Ontario Curriculum, Grades 1-8/The Arts). While I encourage free form and creative movement, I do not want a mosh pit in the classroom. I rein in that potential chaos by encouraging students to think of dance as having a structure like a song or a poem, with a chorus or verse that is repeated as it tells a story or a message. For grade 3 students, this is easily understood when we dance like animals. I use a book some students made a few years ago called, “Danser comme…” In it are drawings of their favourite animals. When I use the book for DPA, I put on some music and hold up the book for all to see, turning the pages while I move around the classroom in time with the music. Often students begin by communicating an animal through sound, as in drama, rather than through movement, as in dance. It can get pretty noisy on the monkey page. When I remind students to show me that they are a monkey using a series of repeated movements and gestures, then some wonderful creative dance starts to happen. In a similar activity, OPHEA has dance movement cards as part of their Diabetes Awareness Program that are adaptable for any grade and work in the same manner. All you have to do is play some music and hold up the cards to show the dance moves to the students http://www.opheaprograms.net/EJ/pdf/EJ_PAKit_StationCircuitCards_Final_15NV10.pdf .

For music, I like to choose samples from around the world, rather than something from the pop music stations. The truth is, I can never keep up with what is hot and what is not, and at times, pop songs have lyrics which can be distracting. I want the students to be mindful of how their bodies are moving, so it seems to work better when they aren’t too familiar with the music. Lately, I’ve been playing Bangra from the Bend It like Beckham soundtrack; a collection of drum music from Japan and the Congo; Brazilian folk/techno from DJ Dolores; and First Nations electronic dance music from A Tribe Called Red. The students are really inspired by the terrific sounds and rhythms they hear and move freely to the beat.

For the older grades, line dances are easily brought into the classroom. If you can’t create your own line dance, there is a selection of line dances that can be found on YouTube if you need some inspiration. This way, the music and the moves are already done for you. The Cha Cha Slide was very popular a few years back. It is still handy to use and you don’t need a dance degree to teach it because the DJ calls out the moves, just like in a square dance. Sid the Sloth’s Continental Drift (from the film Ice Age) seems to be making the rounds at our school lately and Michael Jackson’s Thriller is always a challenge but a thrill for anyone who dances it.

Whatever resource you use, I encourage you to bring dance regularly into your classroom because it’s good for the brain and the body. And, it’s a lot of fun.

November 28, 2014November 28, 2014 Beverly Papove Diverse Learning Needs, General, Literacy, Student Ownership

It’s OK to Scrap a Lesson

As teachers, we are obliged to make plans every day for every block we teach. Planning ahead can make everyone’s life so much easier and it is a necessity for a well-run classroom.

In Teacher’s College, I recall the lesson plans we had to create, in painstaking detail, indicating what our learning objectives were, how we would prepare, motivate , teach, assess and evaluate our students, what materials we would need to make it all happen and how many minutes each activity would take from start to finish.

Because planning is such a big part of our daily lives, it is no wonder we may not feel comfortable scrapping our plans right in the middle of a lesson. I’ve got stories of lessons which were not my best that I’ve suddenly changed so that everyone is happier and more productive, but I’d like to share a recent experience where a student encouraged me to scrap my lesson for something better.

Last week, I read a lovely book to my class called, “Whoever You Are” written by Mem Fox. The story is simple but straightforward and the illustrations by Leslie Staub are magical with vibrant colours and beautiful, clear images. The story reads more like a poem as it reminds us that we are all different in what we may eat, how we dress, where we live, or how we write our languages, but that we all feel joy and pain the same way. It was a perfect book to read during Anti-Bullying week because of its gentle message celebrating cultural diversity.

When I finished reading, I prepared the students for a reader’s reflection by noting some of their comments and opinions on chart paper. Before long, the page was full and it was clear that they had nailed it with comments like, “we are all different AND we are all the same” and “we are all special for different reasons.” I was so happy with their ideas as they began writing in their journals using ideas from our long list.

After about 2 minutes, I interrupted the class, quite excited about an idea I had. I told them that what they had just collaborated on – the long page of comments and insight about the book – could in turn be made into our own book about ‘belonging’. Each student could take a section of the list, write it neatly on a page and make an illustration to go with it. Then we could make a cover, and ‘publish’ it for our school library. The students got excited about the idea while they listened and tried to work in their notebooks.

Then, one of my students asked simply, “Could we make the book now?” It took me a split second to make my decision. The energy started to rise as I made an effort to explain the notion of Carpe Diem (Seize the Day), while searching for the right paper for good copies and the students chose which section of the list they wanted to illustrate. After a brief ‘writers’ meeting’ to discuss criteria for the book, they all got down to work. I have quite a range of abilities and challenges in my Grade 3 class and they are not great at transitions, but on this afternoon, even with this sudden switch in gear, everyone was fully engaged and focussed on their task.

Although the book idea came from me, the idea to scrap my lesson and start working on the book right away came from a student. And he was right.

November 18, 2014November 18, 2014 Beverly Papove Diverse Learning Needs, General, Social Justice

Becoming an Ally in the Classroom

At a recent staff meeting, I was asked to present and discuss the contents of an Indigenous Resource Bundle issued from our school board. The ‘bundle’ consists of about 20 beautiful books written by Indigenous authors and educators. Topics vary from learning about your ABCs and colours in English, French, Inuktitut, Cree and Algonquin, as well as, the residential schools legacy, legends, famous First Nations, Métis and Inuit history makers, and treaties. I was given 10 minutes to present the books and to offer suggestions on how they may be used in the classroom. For the amount of material to be discussed and the volume of information contained therein, the time was far too short, especially considering that so many teachers are new to this reality. Because the fact is, although the reality has always been there, it was never taught to Canadian school children until very recently.

Will these resources, beautiful and rich as they are, be used in our school? I am not so sure. Like the substantial LGBTQ book collection the school board presented to us last year, these books will likely be signed out by only a few teachers who remember they are there or who are motivated to include them in their lesson plans because they attended the in-service or because they have a genuine interest and personal connection with the material. This does not mean that teachers don’t care. It does mean that they may not know how to find the time to include this perspective in their lesson plans.

Our lives as teachers are already quite weighed down by new literacy and math initiatives, new curriculum documents, new strategies to increase levels of engagement of our students, etc., and when someone comes along and expects us to teach, on top of all we are doing already, something we have never learned, we feel overwhelmed. No wonder so many of us ask, ‘If we don’t understand it, how can we help our students to understand it?’

My only suggestion is that you begin by taking a book with an Aboriginal perspective and reading it to your class. Your journey will begin with the students’. You will not be expected to know all the answers to their questions. But you will have empathy and show, by learning and discussing, that you are willing to bridge the enormous gap that was the status quo for so very long. By reading one book with your students and asking what they thought while you were reading it – in my case, 8 year old urban students in 2014 learning about 8 year old Aboriginal students being removed by the government from their families and communities to go to school – you will never look back. Your perspective will change. It will mean that you will have to bring up the c-word – colonization. It is OK to tell them that because of colonization, you never learned about treaties or the Seven Grandfathers or residential schools when you were young. It may be a challenge to start such a dialogue, but this is our collective history as Canadians, and as educators, we are beholden to transmit history as accurately as possible, with the help of new curriculum, new resources, and new understanding. As the title of the book so clearly says, ‘We are all Treaty People’, we just may not realize how.

Reading one book may then make it easier to consider contacting the Métis Nation of Ontario, or a local Inuit Centre or First Nations’ Friendship Centre to invite a Métis Senator, or an Inuit or First Nations’ Elder to your class to talk to your students about something you would like to learn more about. Reach out. Ask questions. Read books to your class. Once you do, you become an ally. Becoming an ally, means you become part of a community for a mutually beneficial reason. Indigenous history is intrinsically part of Canadian history. Learning about it will enrich everyone’s lives.

Some titles to consider:

For Primary Students – When I was Eight and Not My Girl by Jordan-Fenton, Christy and Margaret Pokiak-Fenton

For Junior Students – Fatty Legs and Stranger at Home by Jordan-Fenton, Christy and Margaret Pokiak-Fenton

Arctic Stories by Kusugak, Michael Arvaarluk

Shin-Chi’s Canoe by Campbell, Nicola I., with illustrations by Kim LeFave

Shi Shi Ekto by Campbell, Nicola I., with illustrations by Kim LeFave

Rabbit and Bear Paws Series

As Long As The Rivers Flow by Larry Loyie

My Name is Seepeetza by Shirley Sterling

On-line resources:

-Metis Nation of Ontario Education Kit

http://www.metisnation.org/programs/education–training/education/metis-education-kit

-Residential School Legacy Exhibit resource for junior/intermediate students

http://wherearethechildren.ca/en/exhibition/

-Ontario Book Company offering Indigenous educational resources

http://www.goodminds.com/home

October 27, 2014October 27, 2014 Beverly Papove Assessment, General, Literacy

Feedback in the Shape of a Tree

Providing effective and timely feedback to students is a constant goal for a teacher, particularly when there seems to be so little time during the day. With a crew of 20+ students, it can be a challenge to find the time to sit down with each student and explain spelling and various goals targeted in writing. Often, we get really good at correcting the same errors over and over again without very much evidence of growth or improvement on the students’ part.

For my grade 3 students, I like to use a quick and effective feedback tool someone shared with me long ago. It is fast, effective and easy for primary students to recognize and utilize.

Here’s what I do on written work which has been either hand written or typed on the computer; as I read, I underline or circle common spelling errors or errors in syntax such as forgotten capital letters or periods. When I have finished reading the text, I choose a few spelling mistakes or goals that may be missing and write them, correctly, in a list on a corner of the student’s work. Any more than 2 – 4 items in the list can be overwhelming for a student, so I keep it short. Then, I draw a tree around the words so these corrections represent the area of growth for the student. On the page beside the tree, I make sure to write a response or a positive comment such as; “Good details!” or “great ideas!”, etc. When students write the next time, they can conveniently flip through preceeding pages in their journal to check the words in the trees.

Using this feedback strategy, students have a concrete example of how they can improve the content and syntax of their written work, and each time they write in their journal, they have a mini dictionary of some of the words or tips they can easily refer to. A tree is a simple, friendly image to use to offer student-specific feedback. I have found that this strategy encourages students to proofread their work before they submit it, helps the ‘unlearning’ of some fossilized errors, and sets small, attainable goals for students to improve their writing.

October 15, 2014October 15, 2014 Beverly Papove General, Wellness

Extra-Curricular Involvement – All in Good Time

Your school is a community and a good way to enrich your year as a teacher is to participate in this community. Some good reasons for getting involved include, opportunities to share your expertise or vision for the school, getting to interact and connect with students and parents in a supportive but more informal way, and being part of the spirit of the school. This year, someone may ask you to get involved by organizing extra-curricular sports and clubs for students, or by taking on administrative roles such as a Parent Council, Union, or Safe and Caring Schools Representative. Here are some things you may want to consider before you make a decision.

Anything you do outside the classroom means you have to be able to take time to do whatever you decide to take on. Make sure that you do not overdo it! I have seen new teachers sign up for as many extra-curricular activities as possible because they think they should, only to have to bow out of many due to a lack of time. Being too stretched time wise can also affect your enthusiasm for the activity and you may begin to look forward to it less and less. Remembering to balance time for your job and your life outside of work is of the utmost importance. Do not feel bad if you have to decline a request to start a club or help coach a team. It is best to become involved only when you have the time and energy! You may lose lunch hours, have to come in extra early some mornings, or stay later after school to make it happen. Some years may be better than others. Do it when you are ready.

And not everyone is able to give more of their time. There may be childcare or family obligations, lack of proximity to the school, or health concerns which may present challenges for someone wishing to coach Girls’ Soccer, for example. Also, taking Additional Qualifications or going back to school to complete a Masters’ degree may not be the best time for you to engage directly in extra-curricular activities at your school. Your studies will ultimately benefit your school community and so while you are studying, your job as a classroom teacher and your life as a student are already big responsibilities and commitments.

If you are looking for ways to become involved, breaking the school community into 3 parts may help organize how you want to participate and budget your time. Firstly, consider your academic obligations towards your own students. Secondly, you may be interested in working with colleagues and parents in the administration of the school. And thirdly, you may be ready to offer your time to run a club or sport involving students in the whole school.

Using this guide, I have always been able to manage time to run a math club or homework help all year long for my students. And in the last 10 years, I find I have become more interested in taking on administrative roles and enjoy being part of the Safe and Caring Schools initiative – going to workshops and promoting social justice resources and issues at school. And lastly, if I can, I take on a sports or arts club once a week before or after school for part of the year. For example, coaching Track and Field in May and June, or organizing International Dance Day for one day in April. I used to have much more energy and was very happy to run a couple of clubs and teams at the same time. Now, I realize I am able to be useful in more administrative areas of the school community and so I happily leave the running of the teams and clubs I used to enjoy to the younger (more energetic) teachers.

September 29, 2014September 30, 2014 Beverly Papove General, Wellness

Getting Sick in September

Three weeks into the school year, and it happens. One day, my throat gets a little sore and then the next day, my voice is completely gone. Laryngitis. Professional hazard. Communication chakra shut down. And what is a teacher to do without a voice?

This cold was a humdinger – in my entire teaching career, I have rarely taken 2 days off in succession because it is usually too much trouble to plan ahead. But with this cold, there was absolutely no way I could teach. Even with 2 days off to rest, I struggled for the rest of the week when I did go back and if it weren’t for the help of fellow teachers, some good preplanning, and the cooperation of my students, I never would have managed.

You may have already received some good council about the importance of seeking a life/work balance. Teachers are so susceptible to germs in our day-to-day jobs because of the age group and the volume of people we come in contact with. So if we can’t avoid coming in to contact with children, how on earth can we find balance so we can protect our health? It is not easy, but it is possible.

Here are some suggestions;

– Try to keep in good health and avoid getting run down. I know it is sometimes hard, but you will be so much happier and effective in the classroom if you are feeling good. To that end, I reckon that the most important factor to maintaining good health as a teacher is getting enough sleep. Second to that is my personal favourite; getting outside for as much time as possible each day – before, during, and after work. Germs spread easily indoors – avoid coming into contact with them if you can. Oh, and drink lots of water (not coffee) to give you energy!

– If you do get sick – and as new teachers and teachers transferring to a new school, it is inevitable as our systems get used to new environments and the stresses of a new assignment –take the time to recuperate. You will not be in top shape to teach and you may be contagious, as well. However, it can be a challenge to make adequately detailed plans for your guest teacher while you are away, so it is a good idea to have some routines set up with your students, lesson plan templates to easily fill in or emergency day plans already drawn up, a sheet with background information on special needs of your students, and the names of a few student helpers who could be called upon to show the guest teacher where the math textbooks are, or explain a class routine. Do this when you are feeling healthy! It will offer you some care-free time to get better.

– When you return to the classroom, be honest about how you are feeling with your students. Your honesty will be appreciated when you say that you are recuperating and may need some helpers throughout the day. As it was a challenge for me to speak and be heard, I relied on the help of students with strong, clear voices to broadcast any messages I had for the class, such as, “Please get your shoes on for gym and quietly line up at the door.” There are always plenty of volunteers for this job!

– Lastly, benefit from the help and support of coworkers. This cannot be overemphasized, as simple acts of kindness from, taking the time to do some photocopying for you, watching your students while on his or her preparation time to give you a few extra minutes to yourself, inviting your class to participate in a group activity, or sharing a lesson, complete with the necessary resources, that could be easily taught without too much preparation on your part. The best way to make sure that someone will be there for you is to pay it forward and be there for someone when they may need a little support. Good to remember when you are feeling better.

Here’s hoping you have a healthy start to the year. If you have any other tips regarding staying in good form throughout the school year, please feel free to share them!

September 8, 2014 Beverly Papove Building Inclusion, Classroom Management

Gentle Reminders

Greetings and welcome!

I don’t know about you, but every September, just like my students, I still feel the excitement and anticipation for the new school year! This year is certainly no exception and I hope you are looking forward to your year, trusting in your professional integrity, your training and experience, and your decision to have chosen a career where you can learn so much from your students in your role as teacher.

I’d like to introduce myself: My name is Beverly Papove and I am a new voice joining the writers on the Heart and Art blog. I have been a teacher for more than 20 years. My teaching experience has offered me the privilege of working in public and private systems in 4 provinces, in an Inuit community, in a Cree community and in Europe. I have taught kindergarten to university students, and I am currently teaching Grade 3 French Immersion for a fourth year. I look forward to sharing some stories and lessons I have learned that will be useful or, at the very least, entertaining!

Too often, as conscientious as teachers often tend to be, we sometimes find ourselves reinventing the wheel, when there is already a wealth of wisdom out there that is practical, simple, and meaningful. The teaching profession may have changed over many, many years, but we are still humans, whose basic needs have always been to belong, to feel safe and to enjoying the freedom to express ourselves and explore the world around us.

To that end, I started off the year by letting my students know that there are three things I think are really important; Safety, Respect, and Fun. I can get pretty silly and I certainly like to laugh, however, no respect? No fun. And no safety can mean someone gets hurt and that also is definitely not fun. These three goals pretty much go together and when they do, our classroom is a happy place to learn in. Moreover, having only three overall expectations makes it easy for everyone to remember and to achieve. I asked the students what they thought a safe, fun, respectful classroom would look like and they suggested ideas, activities and kind words. After our discussion, the students worked in small groups or individually to create colourful posters illustrating their ideas (for some reason, there is always at least one giant looping slide at the top of a long staircase in drawings of the ideal classroom… I haven’t yet quite figured out why…). The posters now serve as gentle reminders for us all as we work as a team, creating a healthy learning environment for the rest of the year, with or without an indoor super slide.