Reflections

Looking back on the year, I think I will find it helpful to write this blog post so I can read it again in September and perhaps some other teachers can read it to assist them in preparations for a new school year. I would like to reflect on things that worked well this year and things that I may leave behind. It has been an incredible year of learning new things, learning how to teach new ways and of course, learning how to get back to doing the things we have loved to do. Without further preamble, here goes it.

Things that worked well

New seats every month

Students looked forward to selecting new group buddies each month in order to form new friendships and work with new people. Eventually, students decided to keep their seats as they had found a group they really messed well with. Students were excited for the change each month and some even reminded me the day before in anticipation for the change. I even threw in the option of teacher’s choice which is when I would assign them a random spot in the room.

Leadership Competition

Each year, I love to run a leadership competition in my classroom which gives students the opportunity to demonstrate their passion and commitment to our classroom and school. Students without the motivation to do anything beyond school work often find the extra energy when this competition is announced. How it works is that students that help out around the class or school would receive a small sticker that they would put beside their name. Before winter break, before March break and at the beginning of June, students count their stickers so far to see who is in the lead. I award the top five at the end of the school year a leadership certificate and a price of their choice. My top student this year volunteered/assisted around the class and school over 270 times this year. I look forward to running this again next year.

Pizza Sales

This year I assisted in selling pizza to the students in our school. Not only that, but I decided to turn it into a small marketing project by having students make posters, announcements and look at the cost/profit per slice. We then looked at the total cost and profit on a weekly basis, tracking why pizza would sell differently from one week to the next. It was an exciting class project as various 7/8 students would sell each week. They used this experience in job interviews for the food sales as I mentioned in a previous blog post.

Job Interviews

I loved hosting job interviews this year which coincided with our resume workshop. Students practiced for either real of fictional job opportunities. They had to provided references and list some experience within the school. The students who were successful were then selected to sell food at our soccer tournament. This was a great way to select the student leaders and I hope to do this again next year with other opportunities.

Student Coaches

Having older students coach the younger students is a great way for them to gain confidence, test their leadership skills and build their resume as a leader in our school. It was great to see my students excel and establish lovely connections with younger students. I also have students job interview for this position as well to ensure equity and transparency within the process. I hope to try this with many more sports next year rather than just soccer.

Equal celebrations for all

Placing the same emphasis on all holidays, board celebrations and spirit days next year will be an important way to establish and promote equity in our school. Making all celebrations optional and making sure all students feel valued. You can read more about how I approached this this year in some of my earlier posts.

Things I would not do again

Pre-planning each month

Planning a month in advance never worked well this year. I would find we would either finish early or late and then I would have to rework the entire plan. I would prefer to plan week by week next year but using the annual plan as a guide. This will ensure that I look at what I did the week before to see where I am going.

Longer assignments

I feel that my students had a maximum amount of time that they would like to spend on a final project/presentation. While students worked on their structures and mechanisms assignment, I found that they would get bored doing it for weeks at a time. The magic number for activities was one week. They would start on a Monday and have to finish or present by the Friday. This would ensure that they put their best effort into it and would also make sure it did not draw on for too long.

Book Roles

Having students all read the same novel with a group of students does have it benefits but of course, none of them read at the same speed as another. I also found that they grew tired of the same six book roles and would rather just do one assignment about the book at the end of reading it. I think for next year I will let them select their own independent novel from the library rather than 1 out of 7 book group books that I had. I would also give the option of all the assignments but perhaps at the middle and end of the book.

That is all I can think of for now but aim to keep a book next year, making sure to keep note of things that worked well and didn’t, marking them down as I go. I hope everyone has a safe and restful summer and I look forward to blogging again in September!

Happy Pride Month!

As we enter into the final month of our school year, I cannot help but get emotional thinking about all the things we have struggled through this year. However, we are at the end and things are brighter and better than ever. We can all safely celebrate the things we haven’t been able to celebrate in years. Having a safe in person grad where students can dress up and celebrate is such a beautiful thing. I know my students are extremely excited and that is why we are throwing them the best grad ever!

Not only are we celebrating the end of a fabulous year but my class has been busy planning a variety of activities for Pride month. My colleague Melissa shared a great resource with me which was a PowerPoint filled with stories for Pride Month. I have attached the powerpoint at the very bottom of the post. My class chose the book called PRIDE, “The story of Harvey Milk and the rainbow flag” which is the story of Harvey Milk and how he wanted a flag for LGBTQ people to call their own. This story was very inspirational as my students had never heard of the history of the flag.

My students gathered in groups of four and came up with a few activities they would want to participate in to celebrate Pride. Here were some of their ideas:

◦ Paint the lockers in the six rainbow flag colours

◦ Make rainbow cupcakes

◦ Make rainbow drinks

◦ Have a mini pride parade

◦ Tie dye clothing rainbow colours

◦ Rainbow food party

Students were excited that Pride month was getting the same recognition as other celebrations and the same amount of time to plan how to celebrate. Our school recently has had a positive space club created by our public health nurse and two teachers. So students shared that the club is already doing some of the above listed activities as their celebrations so we shouldn’t select those.

We also discussed how just recently the Pride flag is being flown by all schools and the confusion around that since the Pride flag has been around since 1978. We discussed how even recently Pride crosswalks are being vandalized around the city. Students reflected on how awful these acts are.

After landing on our two activities, it’s also important that we keep learning about the importance of the month through articles, stories and news events. It is not enough to just decorate cupcakes but it is important to make our lessons embedded with the powerful message that everyone deserves to be treated equally. I wish everyone a happy Pride month and final month of school!

Pride Reading Room 2.0

“I got the job!”

Lately I have been incorporating all of the real life learning experiences into my practice and it has been a game changer. Sleepy heads are lifting, my colleagues are commenting and the entire grade 7 & 8 population are chatting about all that has been going on.

It all started when I started to think about food sales prices for a soccer tournament. I would need to look at the cost of each item and think of how best to increase the price as a fundraising opportunity. With financial literacy a new part of our math curriculum, I knew it would be a great opportunity for my class to do some real life learning. I divided them into groups and have them find the cost of each item and have them come up with some ideas of potential sale prices. My students had a great time coming up with their prices and compare them to the prices in the neighbourhood. They then designed posters and competed for the best food sales poster. We talked about how this compares to marketing in business plans within the real world.

When I pick students to sell food at my soccer tournaments, I usually just pick students that I know would do a good job. I usually pick students within my own class and never really branch out to the other classes. However, the student success teacher at my school was beginning to introduce a program called Xello which allows students to take a career quiz as well as has a feature that allows you to create your own résumé. I explained to the students in my class that they would be creating their own resumes as it would be useful in the future. I also mentioned that there were a few volunteer opportunities coming up in our school year such as helping at grad or selling food at the soccer tournament and mentioned that students could interview for the position if they wanted. I came up with five interview questions that would be useful for both job opportunities. 

I set up interview times and instructed students to find at least two references within our school community. Most found three. Roughly 10 of my students interviewed to sell food at the tournament. The interviews were about five minutes long each. Before the interviews we watched helpful interview techniques, and also read some suggestions online. They practised answers to the questions with her peers and I noticed some students even wrote out their responses and practiced saying them. What once used to be a selection process done only by myself has now turned into a literacy assignment as well as something that students would really use in the near future. As most of my students are going into grade 9 in a few months, this skill will be more helpful for them than many other things taught this year. 

What started out with a project just for my class ended up involving at least 15 other students in grade 7 and 8. I explained that students could interview for the position but they would have to make a résumé first and have at least two references. They ended up joining our class for a résumé making clinic and then I set up their interview times. After checking in with all references, I selected 13 students for the job, as there are two soccer tournaments, I could take two groups. Their interest, dedication and professionalism proved to be very inspiring. It was so great to see so many students come out of their shell, shake hands and introduce themselves in a professional setting. It actually reminded me of a drama activity as well as we both took on different versions of ourself. I would definitely do this again for all future tournaments. My favourite part of the entire experience is when students would show up to support a friend after their interview, ask how it went and then celebrate with them. Seeing their smiles when they got the job was truly magical. I will never forget as one student yelled across the hall to a friend, “I got the job!”

Seeing as this went so well, I decided to branch this out and have students interview for the careers that they selected from the same Xello program. From there, I created a financial literacy budgeting assignment. Students would use their future favourite career and find out the starting salary. They would then use that number to figure out their monthly income and select somewhere to live. We have been talking about the benefits of renting versus buying and some students are opting to share housing with a classmate. They will then look at transportation options, Wi-Fi and telephone options, costs that go with housing, food costs, and other expenses they may have. Some students may find that they need a second job and some may find that that career is very rewarding and can cover all their needs. So far, we have only looked at salaries and housing and most of my students that I am interested in math have perked up for this. Financial literacy is by far my most exciting part of the math curriculum and I decided to test it to the limit this year as I have a very creative group. I have heard students wandering around the halls talking to other teachers about the property they are looking at on the east mountain. It is a hilarious prospect and I love that they are putting their real world skills to the test. I look forward to making this a yearly part of my curriculum. 

Learning in real life contexts isn’t always possible but when I can use it, the student interest is astronomical. I look forward to sharing some of my students’ final projects once they are finished. 

**Colleagues: Xello is a program offered by my board which can be found in our HUB courses. ** Every board has different guidelines and privacy policies. related to the use of third party software with students. 

Prom Project Hamilton

All about Prom Project

HWDSB is involved in some incredible initiatives but I thought I would take the time to write about one of my favourites- Prom Project Hamilton. If you haven’t heard of this event, I am happy to fill you in! Prom Project Hamilton is a non-profit event that focuses on finding students the best outfit for prom (grad or any other formal event they may have). Students can shop and acquire one outfit, accessories and shoes for free. Prom Project accepts donations from stores in the community and from families that have a gently used outfit that they do not need anymore. Then, volunteers sort through these outfits for the months leading up and get them organized, tagged and ready for the big day. Thankfully, I received information about this event and was able to volunteer again, not just for the day of but for the sorting parties leading up to the big day.

Preparing for Prom Project 2022

Sorting through these suits and dresses was easily one of the best parts of my week. Under the incredible leadership of co-organizers Krysta Bucci and Amy Leaming Cote, staff from around HWDSB came together to sort and organize prom outfits. We tagged each item and made sure it was suitable for students to own. Not only that, but we organized jewelry, shoes, ties and other accessories so that come the big day, students could easily browse through each item and find their perfect event outfit. I was always in awe of how hard Krysta and Amy worked to pull the event off. They had little time to advertise this year as they received notice that the event would run later than usual. All 125 volunteers (and 500 students that attended) would surely agree that they pulled off an incredible event.

Prom Project had to create a website for students to pre-register this year due to COVID. I helped my students find the website and advertised in my school to ensure students were all set. Getting our students there is something that is extremely important, so once they were all set on the website, they were halfway to Prom Project. Letting them know about transportation options was the final step. The website was user friendly so that all students and volunteers could easily register. Feel free to browse the Prom Project website. I also made sure to show my students some of the outfits available by bringing in some of my personal donations to my classroom. I asked the grade sevens and eights to model available dresses and suits, making sure to provide suit sizes for all genders. A total of 28 students modelled for their peers, really bringing the event to life! I also made sure to share and post the dresses, suits, shoes and accessories on the days leading up to the event for further advertising. Showing students how beneficial this event would be for them was a super important part of the process. Some students would not be able to afford a graduation outfit and this event gives them the opportunity to attend their event with confidence and without worrying about the costs.

Prom Project 2022

The day started at 8:00am as all of the volunteers gathered in the staff room at Sir Winston Churchill high school in Hamilton. The volunteer lead gave a speech about our roles and responsibilities and we gave a big round of applause for our co-organizers Krysta and Amy. We were graciously blessed with coffee, donuts and cookies to get the morning started. Walking into the Sir Winston Churchill gym was quite the surreal experience. All the gowns, suits and accessories that had been stored in two storage rooms were now displayed in a ginormous gymnasium. Staff, students and volunteers had spent all day Friday setting up the gym so that students could feel at ease while shopping for the perfect outfit. The ties, shoes, suits and checkout areas were at the front while the short and long dresses were at the back. The back wall also beautifully displayed the jewelry selection and the purses. The entire right wall of the gym is where the incredible team of 5-10 seamstresses were located. Alterations took place on site as volunteers hemmed, adjusted straps and took in/let out dresses. I was incredibly fortunate to have my mom come to help out as I know she is one of my favourite seamstresses. She worked with many dresses and suits, making sure that she didn’t stop until the outfit was perfect. She worked one hour straight hemming and taking in a beautiful three layer grey gown. I was really appreciative of my mom as she spent most of Prom Project working on alterations. Her sewing machine was the last one to be unplugged at the end of the event.

My students arrived at 9:00am and about eight girls from my school ran towards me. I quickly asked them about their style and colour preference, their size and then we started going through the racks. We had been talking about styles for weeks so I had a rough idea in mind. With the registration this year, students only had an hour to shop so time was not on our side. The girls pulled about ten gowns each and ran into the dressing room. I quickly ran over to the suits to see that one of my students was in good hands with another volunteer. I am not the best at suit sizes! The change rooms were private and professional, offering many mirrors and private stalls for changing. When my students showed me a dress, I was in awe at how nicely they fit and just so grateful that they agreed to come to this fantastic event. They all walked out with a beautiful dress, some with five-foot trains and others simple and perfect for their style. My toughest critic exclaimed to me on Monday, “Miss, I actually had fun, the dresses were actually nice!” Those words mean a lot coming from a skeptic grade eight. They have missed out on a lot these past few years and giving them the grad of their dreams will mean so much more when they are in something that makes them feel comfortable and confident. I also saw a lot of my old students and was excited to help them find a nice suit/dress for their upcoming formals. The event could not have run smoother. I was happy to see over 30 of my students (past and present) attend, even some grade sevens coming to find a nice outfit. Two of my students found matching pink ties which was very cute.

Things to consider in the future

There were so many beautiful shoes and dress options but I know they were lacking a lot in male clothing and male shoe donations. I noticed it was frustrating for a few families who could only get a later time slot but then arrived to find the XS male options had been taken. I will try next year to start looking for donations earlier and to ask for menswear donations rather than accumulate as many dresses as possible. Especially with so many students choosing from a wide variety of styles, options are key. I also think it is important that we find tights and long sleeve under shirts for students that need these options. I was very thankful we had multiple long dress options but felt bad when I couldn’t find something to cover a students arms. I will make sure I think of these options for next year as well.

If you are ever looking for a unique and fun volunteer experience, be sure to google Prom Project around April/May next year. I will never miss one of these events again!

Feel free to read this lovely article as a CBC reporter finds volunteers to reflect on the day. I am featured towards the end of the article.

Below are multiple photos from the event. You can also follow Prom Project on twitter and instagram to stay connected for future events.

#dayofpink

This year, our positive school council committee planned an excited pink day event in our gym for our whole school. Student leaders in grade seven and eight set up, helped lead the stations and cleaned up at the end of the day. Students created posters and made announcements, informing the school during the week about our commitment as a school to stand up against bullying and discrimination. Our school board’s official statement about pink day is as follows:

On April 13, HWDSB students, staff, and community members raised awareness and affirmed their commitments to combat homophobic, biphobic, and transphobic bullying through Day of Pink. The event celebrates allyship and those who take a stand against discrimination and hate.

Students wore their pink/rainbow colours and participated in excited pink day activities. Our activities were:

  •  Bracelet making
  • Colouring pages of the 2SLGBTQ+ leaders from the day of pink website
  • Photoshoot with green screen with the day of pink background
  • Kindness rainbow with sticky notes of positive messages (pictured below)
  • Nail painting
  • DJ station with positive songs
  • Runway with props

Classes came down for thirty minutes at a time and the student leaders facilitated their stations all day long. The excitement amounts the intermediate leaders was so great to see! They have all been looking forward to these leadership opportunities for so long and it was so fun to see how engaged they were all day long. They even swept up their stations without being asked! Not only that, the staff and students were abuzz with excitement as they chatted about how fun the day was. Teachers were talking about it the next day, thrilled that we were doing something exciting for the whole school community once again. Something with a message that we can all stand behind! 

I think it was such a great day and we look forward to planning another whole school event. I know the grade eights are excited to show their leadership schools again, especially with grad so close and grad awards on the horizon! Pink day was a success and it was our first one since 2019. Can’t wait to do it again next year, but with less feather boas!

How did your school celebrate international day of pink? 

The Power of Groups

It has been a full two years without student desk groupings and I had completely forgotten about all the benefits it brings to the classroom. Not only does it brighten student morale, but it provides so many rich learning opportunities. I wanted to dedicate this post to the celebration of being back in groups!

Last year as we all know, (even though we did group work) students had to sit on their own due to COVID regulations. Since I taught online last year, I did not get to witness many group work settings as my students who worked in breakout rooms chose to keep their microphones and cameras off. I was able to witness group chats but nothing is better than in-person group work.

As restrictions are lifting, students are able to get back to some of the simple things they could enjoy pre-COVID, one of them physically sitting beside their peers. ** I created groups in my classroom last week and I cannot express how much of a change it has brought into the classroom. Just having a peer nearby has brought so many students to life, some who have been putting their head down and not participating this year. Now that they are sitting directly beside a group of people, they have no other choice but to become involved in the conversations and the learning around them. They do not seem frustrated at this, rather they are thankful for this new opportunity. This peer support has really helped a lot of my students. I was starting to think that some of my students would never regain the ability to socialize with others but the proximity of their peers has really helped them grow out of that discomfort. About six students decided they wanted to continue sitting on their own, but after a few days of seeing how exciting the prospect of sitting in a group was, they merged groups with nearby friends. These group settings have created new friendships that couldn’t have started without the new group settings.

Having students working nearby each other has also allowed for many group work activities. Some of the ones we have enjoyed in the past two weeks have been:

  • Solving complex math problems, drawing off the ideas of their peers to contribute to their answer
  • Brainstorming about topics such as the forms of bullying, landforms and types of mixtures
  • Solving hands on tasks that involve building structures or mechanisms
  • Students getting help from a friend with spelling (before they had to travel out of their seat to ask for this assistance which wasn’t allowed)
  • Confidence when solving independent problems by comparing end solutions
  • Sharing devices to research as we only have two iPads in our classroom
  • Being involved in conversations which otherwise would have had to take place across the room
  • Continuing to improve collaboration skills which have been on pause
  • Allowing for differentiated instruction opportunities that have been on pause since 2020

I know that groups can pose a classroom management issue such as breaking up group conversations. I am actually thankful for these conversations as before, it was challenging to get anyone to speak to each other. Attempting to chat with someone across the room was actually more disruptive than it is with the group settings. I continue to work on classroom management techniques as I have not had the practice with managing physical groupings since 2020.

I look forward to continuing to look at new and exciting group work activities as we are able to provide these for our students again. We are currently learning about hydraulics in our grade eight science unit so I am looking forward to students creating their own hydraulic machines together. I am also extremely thankful for the new friendships that have formed, especially with it being so close to the end of the year.

I know these successes are small and it may seem silly, but the power of physically grouping students has really changed things in my classroom and I cannot wait to see what happens next.

If you have any exciting new group work activities you have tried, I would love to hear them as it has been a while since I have done some fun team building activities. 

**Note: All of my students that sit in groups wear masks (their personal and preferred choice).**

ETFO’s recent media release related to masking can be found here.

PLEASE NOTE: ETFO’S POSITION ON IN-PERSON LEARNING REMAINS UNCHANGED. THE UNION FIRMLY BELIEVES THAT THE DAILY, IN-PERSON MODEL OF INSTRUCTION AND SUPPORT BEST MEETS THE EDUCATIONAL, DEVELOPMENTAL AND SOCIAL NEEDS OF STUDENTS, PROVIDES THE BEST EXPERIENCE FOR SUPPORT, AND IS THE MOST EQUITABLE LEARNING MODEL FOR ALL STUDENTS.
ETFO’S EXPECTATION IS THAT ELEMENTARY VIRTUAL LEARNING IN ANY CAPACITY, INCLUDING THROUGH HYBRID MODELS OF INSTRUCTION, WILL END ONCE THE PANDEMIC ENDS.

 

Curtis Carmichael- an inspiring teacher and activist

On March 4th, my school staff was lucky enough to listen to one of the most passionate guest speakers I have ever heard. His name is Curtis Carmichael and a talented author, teacher, speaker and activist. He is best known for his bike ride across Canada, striving for change in his Toronto community. He is also known for writing Butterflies in the Trenches, the first augmented reality book of its kind. I will include his website here in case you wish to learn more about his story and specifics.

Carmichael discussed many powerful topics with us, the first one being our job as educators. Here are the things he highlighted:

  • Unwrap each child’s gift
    • Carmichael is a firm believer that every single child has a gift and its our job to “unwrap it” and see for ourselves what makes them so special.
  • Prepare them for the real world
    • Carmichael mentions the importance of not running away from the community where they grew up but looking for ways to make it better. The real world will introduce new challenges for them after their educational journey and we need to prepare them for those

As for his book Butterflies in the Trenches, Carmichael encourages educators to read it with their class and to use the teacher guide it comes with. As he puts it,

    Butterflies in the Trenches is the candid story of Curtis’ life in the public housing projects in Scarborough, Ontario, where he grew up surrounded by trap houses, attending underfunded schools, and avoiding drive-by shootings. He shares raw and intimate stories from his childhood as a drug dealer and hustler and explores the effects of poverty, systemic racism, and police brutality on Black and low-income communities.

His story is so important for other children to hear as they grow up in similar surroundings. Hearing what he did was a meaningful story that all in the room were beyond inspired by. The opportunities he is presenting for young Black Canadians is outstanding and I shared his story with my class the Monday following this presentation. They had many questions about his journey across Canada and all that he has gone through.

Other ideas he speaks about are co-creating classroom activities with your class. Asking them what works and what doesn’t and going from there. I know the year is quickly wrapping up but there is still time to get everyone on the same page. He also mentions “Gamification” which is turning educational premises into games. This will encourage participation from the students in your class and will get them more engaged in their learning.

After Carmichael’s Zoom call ended, I thought about how to continue inspiring community in my classroom. I did an activity with them on the Monday where I asked them about their definition of community. These were their answers:

  • big group of people
  • BLM
  • a large amount of people in a group that agree on a specific topic
  • civilization
  • a place where people work, live and get along

I was saddened to see that “our class” or “a school” didn’t quite make it on the list. I will work harder to create community in my classroom and continue to look at activities that will engage all. The more initiatives that we take on as a class, I find it brings us closer together. We look forward to perhaps celebrating another spirit day as a class or creating a “Pink Day” for the entire school with the other 7/8 students. I was grateful for Carmichael as he reminded me of the importance of community and how co-creation is such a great way to start.

I look forward to sharing about how my students react to his book after we receive our copy next week.

Carmichael on Twitter: @CurtisCarmicc
Instagram: curtiscarmicc

 

Questions that Matter

My 7/8 students have been learning about data and how it connects to the world around them. Data is more important than ever as it relates to the way our province will go forward during these challenging times. Students were able to comment on how important data is when making decisions that impact our world. As always, I am grateful when math concepts are so easy to relate to the world around them.

I usually end the data unit each year with a survey project that would directly impact their learning. Students come up with some questions that they can ask their classmates and then we use the collected data to start something in the school. Times are challenging right now and it seemed like there was no question to pose to the student body. So, I let my students come up with some questions that matter. Here is what they came up with:

  1. What low contact sports would you like to play? (Options: dodgeball, soccer skills, badminton and volleyball)
  2. What time of day would you prefer to play? (Options: first break, second break or after school)
  3. What days of the week would you like to play? (Options: Monday to Friday)
  4. Who would you like to play with? (Options: mixed classes or class vs. class)
  5. What would you like to eat at graduation?
  6. What trips would you like to go on this year?

Of the six questions, students determined that four of them related to something we could start immediately while the other two were not necessarily good questions for this point in the school year. We started this planning period before the government announced that there could be a return to high contact sports should they be offered in schools. Provision of extra curricular activities is voluntary and a number are offered in my school.

Students got to work with this survey project. They were excited to ask their classmates sport related questions and predicted that volleyball, which has always been the favourite, would still be the favourite. A grade eight made a comment that even though they assume it will be volleyball, it would still make sense to complete the survey to see if their classmates were interested in more than one sport. Although the students in my class know that not everyone enjoys playing sports, they could not think of any survey questions relating to other topics. They noted that since these activities would be played “for fun”, that many students may come out.

Here is how the rest of the project played out:

  • Three students created an online survey differentiating between check boxes and multiple choice questions. They came to the conclusion that students should be allowed to select more than one sport and more than one day of the week but should have to chose between the time of day they preferred the most and the style of play they would most prefer.
  • My class helped me write an email to the six classes we would survey as they acknowledged you cannot just walk into a class without first planning a good time to survey.
  • Students came up with a contact-free way to survey where they had a sanitizer bottle near both devices and had students get called up row by row by their teacher to come complete the survey. They made sure that students who did not intend on participating in these activities should not complete the survey as it would skew the results.
  • We read the results and drew some conclusions.Here were our results:
    87 students completed the survey

Sports:

  • 58 students want to play volleyball
  • 24 students want to play badminton
  • 33 students want to try some soccer skills
  • 32 students want to play dodgeball.

Time of Day:

  • 38 students prefer to play after school
  • 33 students prefer to play at first break
  • 16 prefer to play at second break.

Style of Play:

  • 60 students want to play with mixed classes
  • 25 students want to play class vs. class.

Day of the Week:

  • 32 students would play Monday
  • 24 students would play Tuesday
  • 32 students would play Wednesday
  • 26 students would play Thursday
  • 30 students would play Friday
  • 37 students said it wouldn’t matter to them

Conclusions we drew about the data:

My students were not surprised that volleyball came out on top. They did however share that they did not know that many students would be interested in dodgeball and badminton as they had never been offered before. My students knew that after school would be popular but were shocked it was so close to the first break results. They knew second break would not be popular as most students go home for lunch during that time. They thought class vs. class would be the most popular as we had done a trial survey in our class and it was the most popular vote by far. The last question shocked them the most as they thought nobody would pick Monday. They were confused about the low numbers for Tuesday as it was a random day to have the lowest number of votes.

We then discussed next steps regarding our results. My students thought we would need to:

  1. Meet in their groups to discuss the results of each questions
  2. Write a small paragraph explaining the results of their question
  3. Have a meeting with the principal and vice principal to share the results
  4. Ask permission to run mixed intramurals as previously cohorts could not mix

After completing steps 1-4, the five students who shared the results with admin mentioned that at this time, we cannot mix cohorts. So we will have to run with the less popular result and explain that it could change in the future (class vs. class). Since basketball is running right now as the announcement of changing COVID guidelines allowed high contact sports, we will only have a few time slots to run these sports. As long as students see that their voice matters and their selections inspired programs in our school, then that is what counts!

Something that I did not expect to happen occurred during this survey project. One of my students made a realization that 87 students are interested in these intramurals but only 30- 40 students tried out of the team sports offered at our school. We discussed why this could be and my students came up with many great reasons. To summarize, the pressure of being on a school team may be too much for some and they prefer the smaller commitment of a fun intramural. My students assume that the time commitment of being on a team could have been too large or the pressure of a whole team depending on you being too much. I love competitive sports and I think they are great for students as it teaches them so much when being part of a team. However, I see how beneficial it is to have options for students that may not enjoy that competitive setting.

Our project has come to an end and we are excited to see how students enjoy these new activities at our school. My students will hopefully see that their questions mattered and that they will enrich the lives of students in the school. I think we will even be able to find ways to run most of these programs during DPA time (during the regular day’s schedule).

Provision of extra curricular activities is a voluntary part the work we do. It is important that they remain voluntary. Additionally, it is especially important during the COVID-19 pandemic that if they are offered, they are only provided if all health and safety protocols can be observed to protect students and staff.  

“I have been forced to celebrate Valentine’s Day all my life!”

As we enter a new month, we look forward to celebrating new things with our classes. I was so excited to do a group research activity with my class this week, not only to see how well they collaborated, but to see what they knew about as far as days we celebrate in February.

This is the list they came up with:

  • Black History Month
  • Valentine’s Day
  • Lunar New Year
  • Groundhog Day
  • Family Day

Students worked with their classmates to come up with some facts about the celebrated dates. Then, they shared these facts with the rest of the class. During this activity, I saw new students stepping up as leaders and a lot of interesting conversations occurred.

Black History Month

Out of my 24 students, ten can remember celebrating this each year. They had mentioned hearing about it on the announcements or at the beginning of the month from their teacher but not much more. Last year was an interrupted year so perhaps they cannot remember much. Without researching, one student could recall the importance of learning about Black History and how she was looking forward to learning more. Many students wondered why Black History month is just one month? The discussions that came out of this were great as one grade seven offered that we should celebrate Black History as part of our history curriculum. I let her know that I agreed with this and the curriculum is starting to become much more inclusive. Ensuring these important parts of history are captured during each unit rather than once a year is something we all need to try to do. My class voted that they would all like to learn and celebrate during Black History Month this year since they hadn’t been able to remember much from last year.

Lunar New Year

One student in my room mentioned that they celebrate Lunar New Year and that they would be having a nice dinner that evening. They also wore a nice dress shirt to class and will be eating as a family that evening. Other students were unsure about this celebration and I made sure to fill them. When we are back from our Snow Day, I hope to show them an article on how families celebrated this year. No students had ever heard about this or could remember celebrating as a class in the past. One student offered that they had made a lantern in grade one.

Groundhog Day

Many students knew about this day without hearing the research and knew that it occurred each year. They did not want to celebrate or learn about this day as a class this year as they did not find it that important.

Family Day 

The research group found out when Family Day started and that we all have the day off for this holiday. Although we have the day off to celebrate, only four students put up their hand when asked if they would like to do something fun with their family that day. A grade 7/8 audience is hard to ask that question to because finding joy in spending time with family may be challenging to admit to their peers. We learned about how this day was created so that people can spend time to honour the importance of family and to cherish them by spending time with them. Lots of questions were asked about why we needed to have the day off. Great conversations around this as well!

Valentine’s Day 

This was the first celebration that was mentioned when groups selected their celebration. They knew the date of this holiday and many facts about it, not even thinking they needed to do any research. When I asked students how many had celebrated in the past, all hands went up. Students had mentioned doing crafts, going to dances, sending Valentine’s, etc. When I rephrased the question to who would like to celebrate Valentine’s Day this year, only 9 of the 24 hands went up. Whether it be their age of their disinterest in this holiday, students who had celebrated in previous years would not like to anymore. One student made a comment that inspired me to write this blog post. Her comment was, “I have been forced to celebrate Valentine’s Day all my life!” This comment really shocked me as I know that in the past, I had brought in cakes, cupcakes, treats, organized dances, organized candy grams, played music, dressed up, etc. all to celebrate a holiday that may not have meant anything to my students. They may not want to celebrate a day that appears on the calendar each year. That is why when administrators mention to be careful how much emphasis you place on certain holidays, it is meant for the students who may not want to celebrate that holiday. This year, I will allow my nine students to find a way to enjoy this holiday with their peers. The other students will not have to give up any of their time on February 14th to participate in something they do not want to participate in.

Lots of food for thought with this discussion, try it with your class if you think they can respond appropriately!

Here we go again…

Remote learning is here again and after three days of synchronous teaching this week, it feels like a deja vu of last year. I spent September to June teaching remotely from my office last year after being surplussed from my school. To be back in the same office teaching remotely is quite a challenging feeling, especially since we all know the toll it takes on kids to be out of the classroom.

For students at my school, being in the classroom is essential. That word has been used a lot in the past three years and it seems to hold a lot of weight. Being in the classroom is essential for so many reasons. Our food program provides the first meal of the day for many and is not available now that we are online. The connections in the classroom help students who have felt isolated for so long and they were so happy this September to finally start making these connections again. The ability to play on a sports team that is free and is developmental is so important for those in our community. Having a caring adult who is always there to listen and to help is a must during these times. Being online takes away most of those essential opportunities.

I have been reading many articles this week that spoke to me. My favourite read was this article:

https://www.macleans.ca/society/the-cruel-ridiculous-reality-of-virtual-learning/?fbclid=IwAR2iS0pFaMpavoWSZLi0MmGvNHaUHccAgc7s7IbbH4-cs8ymegSFjB4Bq_A

This article speaks about many of the problems with children learning at home, disengaged from their peers. It is really interesting to hear things from a parent point of view who try to juggle their children’s schedules while also doing their own job. Worth a read for anyone wanting to hear another perspective.

Last year, we made it work as the vaccine roll out started and many parents were uncomfortable sending their unvaccinated child into the classroom. This time, we have access to these resources and we have done all we can. It is time to stay in the classroom and never be taken out again.

However, I can celebrate some small successes this week as I always try to look for a few positives in a dark situation:

  • 18 of my 24 students were able to get access to technology and they signed in and came online
  • 3 out of my 24 students turned their cameras on which was great as I could see their reactions while I was teaching
  • Two of my students who rarely complete tasks in the classroom completed many tasks this week
  • One of my students who does not speak throughout the day connected online in the chat
  • One of my students with attendance issues signed in all three days this week

So even though remote learning is in no way the best option for children, some students thrive in this setting.

I am also taking advantage of this online time to begin coding with my class as this is the only time we will have 1:1 technology. We have started the Express Course 2021 on http://code.org The website tracks the progress of each student and lets me know who is online and learning. It covers both the grade seven and eight curriculum content for coding. The students can learn to code sprites to move, work with loops, functions and even design their own app. I am thankful for the devices that we are currently able to have since it would not be possible to start coding without them. Last year my students used Scratch and it was not that user friendly, especially since I could not walk into their homes and help them with their tasks. This program is much more reliable and easy to understand.

So all in all, it has been a long week with many ups and downs. At the end of 2021, I told my students there was really no way we could end up online and now here we are again. I hope that we can go back into the classroom soon as we all know the benefits that it provides to each and every student. I commend my fellow educators who are teaching at home and some with their own children home too. I cannot imagine juggling both. Keep at it everyone and we will get through this, once again.

The Covid-19 Pandemic has brought unique and unprecedented challenges to teaching. ETFO’s position on in-person learning remains unchanged. The union firmly believes that in-person instruction and learning in publicly-funded schools provides the best experience for learning, quality delivery and is the most equitable model for all students. In order to support educators during remote learning, several resources have been created to support members.