Blog – Page 122

October 29, 2017 Tammy Axt Classroom Management

Intervention Strategies Designed to Help the Student

This week a student drew a picture on my floor in marker.

What would you do in this situation?

Call the parents
Send the child to the office
Give the child a detention
Get the child to clean it up.

What if I told you that this was the child’s first time doing something like this? Would that change your decision-making process about your intervention strategy? Could it be an indicator that something out of the ordinary is happening with the child?

What if I told you that the child most likely didn’t grasp the consequences of their actions? Would that change your mind about your course of action?

I actually didn’t choose A, B, C or D. I calmly removed the markers from the student’s reach when the child was busy working on their assignment and said nothing to the child at the time of the incident. The other students in the class noticed the drawing and a few came to me throughout the period and expressed their outrage about this small drawing. As each kid came, I said thank you to them for caring about our classroom and that I would be handling the situation.

I decided not to intervene about the drawing immediately because this drawing was not stopping us from learning. I also felt like I needed a bit more information about this child before I made a decision. I have been teaching this child for two years and I had a feeling that the child may need help understanding their actions.

As a teacher who delivers instruction to over 300 children every week, it is difficult to know the story of every child. That is why I rely on the relationships with the homeroom teachers to add more information to some situations. After school, I went to speak to this student’s teacher about the incident. When I sat down with her this is how the conversations went:

Me: Do you think Sara (name has been changed) understands the consequences of her actions?

Teacher: Absolutely not. In our classroom, she often loses focus and drifts in and out conversations with others. When I walk with her outside she sometimes loses track of our conversation and asks me to repeat myself. She often doesn’t realize she has done things like bumping into others or broken something until afterwards. So, she could have easily drawn on the floor without realizing that she was harming something.

Me: What do you think I can do to help Sara understand that she can’t draw on the floor?

Teacher: Let’s talk about it with Sara together. We can get Sara to understand if we are patient and explain things to her a couple of times. Let’s ask her what strategies she needs to help her draw only on the page.

Me: Great. I know that you have been sending materials with her so that she can use drawing as a focusing strategy in my classroom. It has really been working. In the past, she used to wander around the classroom and stop others from singing, playing instruments or doing their work. Now that she has been using the drawing strategy, I can ask her questions, I hear her singing and she doesn’t touch any other students. I really want to keep this strategy in place but we need Sara to understand that she can’t draw on the floor.

Teacher: I agree! If Sara is unable to identify some strategies I am going to suggest that I make a bin up of materials that she can draw with that won’t harm the room if she accidentally draws off of her page. How does that sound?

Me: Sounds great.

Every day teachers are faced with a million decisions about how to maintain a safe, inclusive and engaged environment for learning. This is just one example of how many decisions we need to make that may not be as clear cut as following a prescribed rule. Every child may need different strategies in order to develop their ability to be a member of the classroom that contributes to that positive and productive environment.

October 29, 2017 Tammy Axt General, Indigenous Perspectives

Honouring Indigenous Veterans

We are busy getting ready to observe Remembrance Day at my school. In the past, this ceremony has been a simple one with a wreath procession, a small performance and a moment of reflection after singing the national anthem.

This year, a teacher new to our school had a different idea of what our Remembrance Day ceremony could look like. He suggested that we add a section of our ceremony to honour our indigenous veterans. I welcomed the idea and I can already feel how impactful that suggestion was to both the students and me.

In order to prepare meaningful presentations, first the students and I needed to do some research. The Veterans Affairs Canada website was a great starting point for us. Under the Veterans Affairs Canada website, there is a section that provides videos, audio clips and a lot of information about the contributions of Indigenous veterans. Below, see some links for teachers and students to get you started with your preparations.

Short video about the National Aboriginal Veterans Monument

Veterans Affairs Canada Page about Indigenous Veterans

http://www.veterans.gc.ca/eng/remembrance/those-who-served/indigenous-veterans

But what made this preparation so impactful was helping students understand the context in which this sacrifice was made. Learning about residential schools was very emotional for the students. To help the students understand what residential schools were and the impact of them on our indigenous community we used the websites “100 years of loss” http://100yearsofloss.ca/en/ and “Where are the Children?” http://wherearethechildren.ca/en/. The students openly discussed how angry they would be at Canada if that happened to them. The also stated how sad the children’s parents must have been and how they couldn’t believe that the veterans went to fight for this country that treated them so poorly. We also have been looking at some of the other contexts at this time such as “The Enfranchisement of Aboriginal Canadians: Virtual Exhibition from the Diefenbaker Canada Centre” https://www.usask.ca/diefenbaker/the-enfranchisement-of-canadas-aboriginal-peoples/13.php Because of the limited amount of rights given to indigenous people, many didn’t receive the same support that non-indigenous people did after their service.

This is just the beginning of my learning journey and I am looking forward to sharing the experiences of me and my students while we deepen our knowledge about our indigenous people of Canada.

On November 8^th, it is National Aboriginal Veteran’s day in Canada. I encourage you to watch the news and newspapers in order to share the country’s activities with your students in honouring this day.

October 29, 2017October 29, 2017 Michelle Fenn Constant Learning, Inspiring Students, Inspiring Teachers, Mental Health, Mindfulness, self reflection, Wellness, wellness, wellness

Mindfulness Tips for Stress Reduction

I’ve recently spent some time with fellow educators and health care practitioners in order to find solutions to an all too prevalent issue. Burn out, stress, compassion fatigue or empathy fatigue; whatever you call it, it is a reality for those in caring professions like teaching and health care. The room was filled with women from all over the province. Although our stories were different, we were all exhausted, overwhelmed, and consumed by feelings of guilt and inadequacy. We had a common purpose for coming together; to find ways to put mindfulness and stress reduction into our daily living.
The most common excuse that people use with regards to self-care is that they don’t have enough time. I used to say the same thing. Then I realized that if I have had enough time to watch two episodes of something on Netflix, I had enough time to go to the gym or cook a healthy meal. As I have learned more about mindfulness and meditation I have realized that it doesn’t have take a huge amount of time and it really doesn’t take a whole lot of effort. You just have to start.
I’m an “all or nothing” kind of person and a perfectionist. I used to set lofty exercise, meditation and healthy eating goals for myself and then quit when I haven’t met these unrealistic expectations. Now, I start one thing and do it, slowly and simply. I try to adopt Nike’s “Just Do It” advertising campaign as my mindset towards mindfulness. I have to remind myself to be patient, kind and compassionate around my mindfulness practice. I forget, I get distracted and I feel disappointed in myself sometimes. The most important thing that I try to remember is I can always begin again. I can begin again every moment. The judgment that I have about missing days at the gym or on my meditation cushion is my own. There is no one that works at the gym that will berate me when I come through the door. They will welcome me and I have never left the gym or my meditation cushion wishing that I had done something else with my time. I thought it might be helpful to share some simple and quick ideas that can easily become habits in order to become more mindful and practice self care.

1. Begin each morning by spending three or four minutes lying in bed awake before getting out of bed. Pay attention to your breath and set your intention for the morning rather than shutting the alarm off and immediately swinging your legs to the floor. It seems like such a simple thing, but it can make a positive impact on how you face the day.

2. While doing any mundane task such as washing your hands you can simply pay more attention to the task. Don’t try to multitask and don’t be on “auto-pilot”. Be aware of what you are doing and do it slowly. Actually enjoy the simple task of hand washing. It may take you a few seconds longer but it gives your brain and body time to become more grounded. Pay attention to your breath. Are you holding your breath? Are your shoulders tense? Let the warm water flow over your hands and be grateful for the water we have. Lather the soap and feel it squish through your fingers. Dry your hands completely, taking the time to appreciate the act. We know in the teaching profession how important the act of hand washing for our health and we do this many times a day but how often do we wash our hands mindfully? Take these few extra seconds, breathe, be aware and be grateful.

3. Each morning before exiting your car at work take a few minutes to check your breathing. Be grateful for the day, be aware of your intention for the day at work. Try to do a quick body scan to see if you are holding any tension and let it go. If you aren’t really looking forward to the day, force a smile. The silly act of putting a smile on your face on purpose while alone in your car will often produce a genuine smile!

4. Be mindful about your cup of tea or coffee. Over the years we have become accustomed to having our tea or coffee “to go” that we are no longer mindful about drinking it. In fact, we have adult sippy cups to ensure that we don’t spill it and companies that put warnings on the side of cups to remind us that the contents might be hot. As a society, we have become pretty mindless about drinking hot beverages. Our coffee and tea have become caffeine that is fuel to be consumed rather than a comforting and tasty beverage to savoured and enjoyed. So take the time when drinking your hot drink. Take the time to smell it, feel the warmth in your hands, to really look at it and to enjoy and be grateful for it.

For more information about “Tea” Meditation and mindfulness visit Tea Meditation – Plum Village

5. In order to incorporate mindfulness practice into your work life, practice it with your students. Each day I have a morning meeting with my class. I use a singing bowl to draw attention to our practice and we sit in a comfortable position. We only do this for a few minutes each day but we pay attention to our breathing, we close our eyes or choose a spot to land a soft gaze. The students have said that they can feel the energy in the room become more calm and peaceful. I do the practice along with them. I have grade 4 and 5 so we also talk about mindfulness and what it means. It works hand in hand with self regulation. If students are mindful about their behaviour then it becomes easier for them to practice self regulation strategies.

I do not claim to be any kind of mindfulness or meditation guru. I have not painstakingly researched the positive effects of mindfulness from a scientific perspective. I’m just an elementary teacher and mom trying to bring balance to my life, one moment at a time.

October 28, 2017October 29, 2017 Arianna Lambert Challenging Topics, Constant Learning, Indigneous Ways of Knowing, Inspiring Students, Inspiring Teachers, Professional Learning and Growth, Truth and Reconciliation

Courageous Conversations: Indigenous Perspectives In The Classroom

Over the last year and a half I’ve had the privilege of co-moderating #tdsbEd – Twitter chats for TDSB Educators. It has become a community of teachers – well beyond our board – who are sharing their thoughts and ideas around trends in education in order to ensure student success, well-being and achievement. Throughout this time, I’ve been fortunate to work with amazing educators who have been guest moderators for our chats.

I was fortunate to have had the opportunity to work with Christina Saunders – a TDSB Indigenous Education Instructional Leader – on a chat entitled, Courageous Conversations: Indigenous Perspectives In The Classroom. Last Thursday we had our chat and it was refreshing to take time to both reflect on my own practice as well as be inspired to take specific actions to evolve in this area. Our chat had 7 questions that focused on Indigenous knowledge in the classroom as well as reflecting on our practice and learning spaces through checklists.

Treaties Recognition Week is coming up and we also took time to reflect on how we are unpacking the land acknowledgment with students. I must admit that I often found myself being able to recite the TDSB land acknowledgement but truly understanding the diversity of the Indigenous groups represented or even having an understanding of the Toronto Purchase, eluded me. If this is true for some of our educators, how much more so might this apply to our students? I decided to unpack it with my students by asking them to research the different groups of Indigenous Peoples, the Toronto Purchase and using Google My Maps, students had a chance to visualize the parcel of land referred to. This was an extremely beneficial learning opportunity for my students because they now have a deeper understanding of the peoples, the land and the agreements that set out the rights, responsibilities and relationships of Indigenous Peoples and the federal and provincial governments. If you are still looking for information on Treaties Recognition Week, please check out this amazing article written by Christina in ETFO Voice – Getting Ready for Treaties Recognition Week.

Land Acknowledgement (1) In my class this year, I’ve made it a goal to ensure that Indigenous perspectives are reflected in both my teaching and in our learning space. In the past I’ve struggled with months or days to celebrate a particular heritage or cultural group because I find that it leads to tokenism. While there is value in that celebration, I wonder how we might be able to go beyond and infuse this learning into our everyday experiences with students. I’m learning the importance of valuing inquiry as students start to investigate for themselves diverse experiences within Canada. Earlier this year, we read Jenny Kay Dupuis’ I AM NOT A NUMBER as we heard discussions around Orange Shirt Day and the experiences of Indigenous families and residential schools. Seeing my students question the actions of others based on ignorance and not respecting difference was invaluable. My hope is that this leads them to consider the way in which they treat others and ways in which they can become change makers to speak up when they see injustices.

One of the biggest takeaways from my chat was to ensure that I have contemporary representations of Indigenous Peoples in the reading materials that I introduce and that are a part of our classroom library. I’m learning to ensure that the stories told are being told by Indigenous Peoples rather than being told for them. I’m learning to take the time to do author studies to find out more about who is writing and the influences that impact and inform their writing. I have a long way yet to go but I think that beginning to have these courageous conversations is a step in the right direction.

If you are interested in finding out more about our chat on Courageous Conversations: Indigenous Perspectives In The Classroom, here is the archive.

October 28, 2017October 28, 2017 Will Gourley Challenging Topics, Classroom Management, Constant Learning, General, Making a Difference Through Education, self reflection

Discipline is a noun and a verb

This post picks up from Why then? What now?
It is an ongoing reflection through my lenses as a student, educator, and constant learner.

Discipline has been a misused and misunderstood concept in education. It is an evolving remedy for a host of behavioural issues? Simply put, it’s difficult to discuss and describe. Yet, education as we know it is often defined by it in so many forms. Take this snap shot of instructions/behaviour management commands that are used daily, to some measure, in classrooms;

Listen, line up, sit here, be quiet, watch this, do this, respond now, co-operate, snack now, clean up now, play now, stop playing now, line up, sit here, listen, watch, be quiet, do this, respond now, eat now, clean up now, get dressed, line up, sit here, do this, work together, respond, clean up now, get dressed now, get your agenda signed, do your homework, hurry to your bus, and no running in the halls.

Talk about a running list of marching orders? Out of it’s context, it would be easy to imply that there doesn’t seem to be much time for learning. But, that is not true at all. Within these lines can also exist beautiful universes of learning where students are engaging in hands on learning, creating, and collaboration. The problem is the scope of what we see is on the student(s) who are not working in these magical inner spaces of education.

Same planet, different world

I am a co-SERT at my school and there have been times, due to extraordinary circumstances, when I am unable to greet my own students at the door of our classroom after they return from their Arts classes. However, it is during this time that I have been able to witness, without them knowing, their ability to return to class, begin an activity without prompting, and wait until I made it back to our room. This is the discipline which I have been working with my students to achieve.

You see, a key goal for all my students is for them to do the right thing even when no one is watching. That isn’t only discipline, but true freedom. Consider the power in this quote from Abraham Lincoln;

Freedom is not the right to do what you want, but to do what we ought.

When we give students the time, tools, and our trust there comes an incredible discovery that they are capable of so much more. If we spend our time over-instructing, we miss the opportunities to witness this.

Am I a tough disciplinarian? Most consider me a pushover, however, I have asked and empowered my students to be decision makers capable of great things at all times. This requires high expectations and a great deal of patience. As a result, students receive a great deal of positive attention for their ability to choose to act(not behave) so wisely. This is not in the form of a bribe, but in recognition and satisfaction that as my students demonstrate strong skills of responsibility, then opportunities for more independence and greater amounts of trust, are not far behind.

I believe that if we establish high expectations for our students, and give them the trust and encouragement they will rise to meet them far more often than not. Yes, they will fail. Yes, students will forget, and will require a pep talk, but it has never been a deal breaker in my classroom.

What does discipline look like in your learning space?

While you wrestle with an answer, here’s another tidbit for context.

Growing up in the 70s left me with a share of emotional and physical scars from grade school. In grade one our teacher tied us to chairs or put us in a dark closet when we misbehaved. Other years were trouble free and filled with care, support, and grace. And then there was the 1000s of lines and broken rulers from middle school. Somewhere the paddlings became supplanted by writing cramps and time theft. All of this, meted out to me and my classmates as part of the acceptable educational landscape when I went to school. (And I was one of the good kids.)

Then there was the year, our school had a vice-principal who used to make students, who were caught fighting, fight without a crowd. Most times nothing would happen, but there were a few times when the fights continued before he would intervene. After it was all over, he made them shake hands. True story.

Barring extreme circumstances, issues of discipline usually level off as each year progresses. Granted, there will always be isolated incidents, collegial discord, and disruptions too. Thankfully, schools are quickly becoming the places to offer/provide the help/structures necessary to support students in need who are struggling to communicate through their behaviour. We have to remember that behaviour is communication (L.R. Knost).

Sadly, no amount of support or discipline can supplant the harsh realities of mental illness, apathy, addiction, neglect, abuse, despair, or poor choices that can spare our youth from a bleak future. Whether the destination is the streets or the justice system there will still be some who fall through the cracks. Despite our collective best efforts, no amount of discipline, instruction, empathy, or act of punishment that will succeed in curbing or changing behaviour. I would like to hone my skills at understanding their actions as communication in order to support and build discipline through education, in their lives. It is the thought it continues to happen despite access to education that breaks my heart the most and led to my 2016 TEDxKitchenerEd Talk.

That used to be a paddling

With years of public education under our belts, pardon the pun, discipline should be employed as a noun long before it is ever used as a verb. Instruction and knowledge were at the heart of its original use in Latin – disciplina. And along this fine line we all walk as new teachers. Thankfully, the violence of corporal punishment has been struck in favour of more holistic and civil practices, but without compassion in our classroom, no amount of discipline will ever matter.

We must also embrace new approaches in our pedagogy that are first founded in respect, relationship building, and resiliency. Inside of all this is the need to share discipline as instruction and knowledge rather than punishment and intimidation.

In my next post I want to share about restorative approaches and mindfulness as part of my classroom management and my effort to build up discipline the noun and tear down discipline the verb. Thanks for reading. Please share and comment. It keeps us going to know you’re out there and along the journey of education. Will

October 22, 2017October 22, 2017 Deb Weston Differentiated Instruction, Diverse Learning Needs, Planning

What 21st Century Learning Looks Like in 2017

While considering what 21st Century looks like to teachers, students, and in classroom, my Primary/Junior Math AQ colleagues, Ms. Sicondolfo, Ms. Hawkyard and I, developed this summary.

This summary has helped me consider how modern learning looks in 2017.

What 21st Century Learning Looks Like in 2017 chart

This work was inspired by Peel District School Board’s Empowering Modern Learners #peel21st.

October 22, 2017July 6, 2018 Deb Weston General

Qualified to Teach Math?

$Teaching Math$

During a professional development session in math, I recently heard a person note that there is no link between good math instruction and teacher university qualifications in math. My BSD detector went up … not what you are thinking BTW … banal statement detector (BSD).

The statement de-linking math knowledge with good math instruction makes no sense to me. What I do know is that many of my colleagues have not taken math since grade 10 and dropped math because they lacked confidence in the subject. These teachers were assigned to teach math at the junior and intermediate level. To further add to the challenges of instructing math, in the recent inquiry approach to math, teachers now cannot simply hand out worksheets and mark tests … they have to check for students’ understanding of what a math concept means. Understanding math concepts involves understanding relationships and interconnections among and between math strands.

An example of concepts in number sense is that multiplication is a form of repeated addition and that subtraction is an opposite function of addition. e.g. 12 = 3+3+3+3 or 12 = 3 groups of 4 or has the factors of 3 x 2 x 2 or 12 = 24 – 3-3-3-3.
An example of a concept in fractions is that common fractions are related to decimals and percentages. e.g. ¾ = 75/100 = 0.75 = 75% which can be shown using discrete models, number line models, area models, and volume models. I once knew a teacher who always made her math tests out of 100 as she had trouble calculating percentages.
An example of an algebraic concept is that “x” represents real numbers and that subsets of real numbers can be natural numbers, whole numbers, integers, rational numbers, and irrational numbers. Confusion occurs between the concept of a constant like 4 is always 4 and a variable x can represent any number.

I did a quick literature review on the subject of math teacher qualifications. Researchers found that “teacher experience, education, and licensure test scores have positive effects … These effects are large for math” (Buddin & Zamorro, 2009). University of Toronto researchers found that teacher candidates in the Master of Teaching degree lacked basic math competencies to be considered literate (Reid & Reid, 2017).

Other researchers emphasized that “content knowledge in math is an important construct that can either support or hinder progress toward exemplary classroom instruction” (Philipp et al., 2007 cited in Reid & Reid, 2017).

Ball, Thames, and Phelps (2008) suggest that the absence of improved math instruction is resultant from teachers’ lack of content knowledge within this subject area. “Teachers who do not themselves know a subject well are not likely to have the knowledge they need to help students learn this content” (p. 404).

Reid and Reid (2017) highlighted that 50% of Canadian high school students drop math as soon as they can only taking compulsory courses in grade 10 or 11 (Amgen Canada Inc, 2013). This information was reinforced by a quote from a research participant in the elementary stream explaining math anxiety and dropping high school math as soon as possible … “And then when math became an option, like enough … I’m done with math!”

Reid and Reid (2017) recommended that teacher education programs establish a minimum of math competency standards, enhance coherence between Master of Teaching math courses and practicum placements, and provide additional support for teacher candidates with low math proficiency (with scores of 75% or below on the Math pre-test).

So where does the information state that math teachers do not have to have a math background. According to Sean Cavanagh, an associate editor for Education Week, math majors or test scores are not a good indicator of quality math instruction (Cavanagh, 2009). But teachers who have math-based majors such as science, computers, and engineering, did provide quality instruction in math (Wu et. al., 2017). Betty Ray, edutopia’s senior editor at large, wrote that “It seems there’s no strong evidence that teachers who have college math degrees get better results with students than teachers who don’t, at least in elementary and middle school.”

Or maybe there’s a lack of qualified math teachers? I could continue with my investigation but I’ll stop here.

Things I know:
I am a better science teacher because I learned about science in my science degree. I am a better math teacher because I took many grade 12 math courses with a qualified math teacher. My understanding of math continued to grow with a math related business degree. But because I have an ancillary understanding of French does not mean I should be teaching French.

Your turn to be heard. What do you think?

Collaboratively Yours,

Deb Weston

Teachers Need to be Taught Math

Teachers Shortage in Math

Should Math Teachers have Math Degrees

For Many Math Teachers, Math Just Doesn’t Add Up

Amgen Canada Inc., & Let’s Talk Science. (2013). Spotlight on science learning: The high cost of dropping science and math. Retrieved from http://www.letstalkscience.ca/images/SpotlightOnScienceLearning-2013.pdf

Cavanagh, S. (2017). Majoring in Math Not Always a Classroom Plus downloaded at https://www.edweek.org/ew/articles/2009/11/25/13mathteach.h29.html?qs=majoring+in+math+not+always+a+classroom+plus

Resources from Peer Reviewed Journals

Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal for Teacher Education, 59(5), 389-407. doi:10.1177/0022487108324554

Buddin, R., & Zamarro, G. (2009). Teacher qualifications and student achievement in urban elementary schools. Journal of Urban Economics, 66(2), 103-115.

Desimone, L., Hochberg, E. D., & McMaken, J. (2016). Teacher Knowledge and Instructional Quality of Beginning Teachers: Growth and Linkages. Teachers College Record, 118(5), n5.

Philipp, R., Ambrose, R., Lamb, L., Sowder, J., Schappelle, B., Sowder, L., . . . Chauvot, J. (2007). Effects of early field experiences on the mathematical content knowledge and beliefs of prospective elementary school teachers: An experimental study. Journal for Research in Mathematics Education, 38(5), 438-476.

Reid, M., & Reid, S. (2017). Learning to be a math teacher: What knowledge is essential?. International Electronic Journal of Elementary Education, 9(4), 851-872.

Wu, L. C., Chao, L. L., Cheng, P. Y., Tuan, H. L., & Guo, C. J. (2017). Elementary Teachers’ Perceptions of Their Professional Teaching Competencies: Differences Between Teachers of Math/Science Majors and Non-math/Science Majors in Taiwan. International Journal of Science and Mathematics Education, 1-14.

October 15, 2017 Deb Weston Report Cards

Reports Cards: Then (1939) & Now (2017)

While going through my mother-in-law’s belongings, I came across her Grade 5 report card from 1939. So given report card writing is pending, I have decided to deconstruct how much report cards have changed in 78 years!

Beside the addition of subject and learning skill comments, report cards have not changed that much over this time. In both report cards, students still get a letter grade or percentage. The big difference is that the students are ranked by placement in their class or school – this meant that evaluations could vary based on the academic level of the students’ cohort. Students’ evaluations were very similar and yes, students get an “I” for incomplete work in both 1939 and 2017!

The subjects have changed moderately. The subjects listed are reflective of societal needs of worker skills. Reading and writing is still listed in 1939 and 2017; students did not get a communication or a media mark in 1939 … because the Internet was not invented yet. Communications meant writing a letter to your grandparents or sending a telegraph. Phones were still pretty expensive. Even in the early 1970s, my great aunt, living in Markdale, Ontario, still shared a party line. The students in 1939 needed a overall understanding of mathematics which probably focused on number facts and calculating – because they were not carrying around computers in their pockets! In 1939, social studies dealt with geography and British History, no Canadian history. When I went to school in the 1970s, we studied American and world history … no Canadian history either. In 1939, the arts meant drawing and science was nature studies. There was no assessment for physical education, only health. Both girls and boys studied manual arts – home economics for girls and trades for boys.

Learning skills and work habits are a little more sophisticated in 2017 compared to 1939 but we could still apply the categories used in 1939 for “General Conduct” and “Attitude to Work”. Both report cards keep track of lates and absences as this is where school funding originates.

In 1939, Teachers reported to parents more often with monthly Lates, Days Absent, General Conduct, and Attitude to Work. Standings in Subjects, Rank in Grade, and Number of Pupils were reported every two months. Class size has not changed that much in 78 years. KHO’s class had class sizes between 32 to 37 students. When I taught grade 5, my classes varied between 23 to 33 students. With recent changes in class size, the cap of 25 students is more of a suggestion than a limit as students inevitably show up after schools’ reorganization day.

Overall, in 78 years, I know we’ve improved our reporting to parents. The 2017 report cards are more specific for learning skills and work habits and what is being covered in subject areas. Even though it takes a great deal of time to complete these report cards, the format is an improvement. Using my professional judgment, I work very hard to capture my students’ progress … and I’ll say it again … it’s a lot of work!

But I personally believe that if we can give parents and students a good snapshot of their progress, it’s worth it.

Report Cards Then and Now Chart

October 12, 2017October 12, 2017 Kelly.McLaughlin Curriculum Planning, Professional Learning and Growth, self reflection, Start of the year, The Arts

A new year…three new assignments

Hello all,

It has been a busy start to this new year of teaching! I am now a permanent teacher after 3 years of amazing LTO placements at my school in Ancaster. I have moved on now to teach a new subject, instrumental music. This involved numerous music lessons over the summer, making sure I knew the ins and outs of each instrument. I was very excited to receive this job as I have such a huge passion for music, even though I have never explored the instrumental side of it.

Starting the year up was not as bad as I had thought because the LTO in the class before me had done an incredible job of organizing the room and making sure the school has all the necessary instruments and equipment. Getting the room decorated and organized was so exciting because for the first time, the room was mine and not someone’s that I was taking care of for them! The thrill of your first permanent placement is more than I could have ever hoped for.

The first few classes of music were interesting because although I would have loved to get right into letting the kids choose their instruments, I know I had to start with the basics. Having a mentor would have been helpful during this time because I had little to no clue where to start. I had to recall things previous teachers had done that I had worked with in the past as well as I had asked people at Long and McQuade for some helpful hints.

Now that October has come, my students have now selected their instruments and yesterday was our first day actually playing them! How cool it is to have purposeful noise in a classroom. All those years where I was so focused on students working quietly have now come to an end. The noise was incredible. Even some squeaks that I heard that were a little hard on the ears were exciting to hear because for someone, that was their first official squeak on the first instrument they have ever played. It will be such an exciting journey and I am so thankful it has just begun.

I was also offered a second permanent job as a librarian so now I have that to juggle into my weekly schedule. I am also teaching a 4/5 split this year. The planning has not been too hard so far but it is hard to think about the one job when you are in the one school without having your mind wander off to thinking about the other school.

I know this is the year where having a 0.4 permanent is necessary to make the next step into a 1.0 permanent world, so I am grateful for the opportunity. Some days my head is swimming with ideas for a wide variety of things but having a Staples day planner has been essential to keeping all my thoughts down on a page somewhere.

That is all I have to share for now! I am so excited for this year and it has already gone by so fast. I just hope I have time to do everything the kids and I want to accomplish this year.

October 7, 2017 Michelle Fenn General

Having Math Anxiety May Make Me a Better Math Teacher

Growing up I had many terrible experiences with math, which started when I moved schools mid-way through the year in grade three. At my old school we hadn’t learned about multiplication yet. In my new school, they were already on division. Skipping that step in my math learning haunted me through high school. My parents even hired tutors along the way and I still struggled. I have vivid memories of feeling my mind shutting down, having sweaty palms, a racing pulse and my eyes glazing over. Even as an adult, I refuse to keep score in a card game in social situations. Math is not something that comes easily to me. However, I do believe that having this experience gives me an understanding of how my students feel when they find math tough. Math anxiety is real and it is horrible but I think it may make me a better teacher.

After twenty years of teaching in the early primary grades (mostly because I was afraid to teach junior math), I have made the jump to grades 4 and 5. I admit when I first started my long range planning this year, I was more than a little intimidated. However, I am pleased to say that I have a fabulous group of helpful and understanding colleagues, have discovered some informative professional web sites such as http://www.youcubed.org and have had access to professional learning through my school board. I’m starting to gain some confidence. I also believe that the hands-on math teaching that I did with my primary students has given me insight into how to make math more accessible. Knowing how children develop their math skills at an early age helps me to see where gaps might be in the learning of the junior students.

My passsions and teaching strengths have always been language and the arts. When I first began teaching it was actually called “Language Arts”. This week I had a student say to me, “You must really love math. It seems like we are always doing it.” I laughed out loud and said, “I’ve been called a lot of things, but a “math” teacher isn’t one of them!” I’ve shared my personal story about math anxiety with my students. I have assured my students that there will be no competitive math facts games in my classroom and no timed tests. Being good at math doesn’t mean being fast at math. Actually, I don’t have math tests at all in my classroom. I call them assessments and they aren’t always paper and pencil tasks. Recently, my students showed their learning of growing patterns using manipulatives in the photos below. This was only one part of the assessment but it provides an example of how we can still use those visible learning hands-on opportunities in the junior grades. It was also uploaded to their digital portfolios and communicated to families immediately.

I am committed to developing a growth mindset about teaching and learning math. I’ve learned about the myth of the “math person”. I’ve learned that our brains continue to grow and change with math challenges and not with answers that come easily. I am not afraid to admit that there are times when I ask colleagues for help to ensure that I am solving problems correctly myself so that I can then teach my students. There are times when my students have found a different way to solve a problem and there are times when they have pointed out mistakes in my calculations. We encourage owning our mistakes in our classroom and being ok about it. We learn more deeply when we make and then correct our errors. Our classroom is changing our vocabulary to have a growth mindset about math. When they encounter a difficult problem in our classroom the students say, “I don’t get this…yet.” I may not see myself as a mathematician “yet” but I will continue to demonstrate empathy to those who struggle and model a growth mindset to my students. Each lesson that I teach will help to silence the words of my grade 12 math teacher as he handed back my mid-term exam and said, “Guess your parents wasted good money on that tutor.”