Blog – Page 134

June 6, 2015June 8, 2015 Mike Beetham Before School Starts, Building Inclusion, Differentiated Instruction, Diverse Learning Needs, Learning in a Real Life Context, Making a Difference Through Education, Planning, Student Ownership

Service Learning Projects

Service learning projects are a form of project-based learning in which learning outcomes are accomplished through community service. It is a powerful approach to teaching that provides students with authentic learning experiences in real-life contexts. The outcomes of a quality service-learning project are endless (citizenship, responsibility, character, teamwork). Service learning projects are timeless and can be used at any time of the year.

I have used a service-learning component in my yearly plan for over two decades. In that time, my Junior students have worked with seniors, redesigned local parks, multiple environmental projects with the municipality, projects within our own school community, work at local outdoor education facilities, assisting local charities or community organizations and international projects with Sierra Leone. No matter what the project, the outcomes have been very consistent. First and foremost my students are able to start to look beyond their personal needs and develop a global awareness.

The goodness of all children just shines through like beacons when they know they are helping others. For my current teaching assignment I work with students who have reputations as aggressive, ego-centered individuals who do not care about the people around them. They rapidly lose that bravado when they know that they are making a difference for other people. Throughout this year we worked with our local education centre stacking wood for the upcoming maple syrup program, replanted trees and helped keep their site litter free. The experience of knowing they were making a difference for others created an outcome that was palpable. I am sure that I could see their self-esteem grow in front of my eyes.

My most memorable service-learning project occurred several years ago where my Grade 4 class worked with a group of seniors in a program called ‘Walk A Day In My Shoes’. The end result of our year-long work together was two fold. My students developed both respect and understanding for seniors and for many of the seniors, they found a new purpose in their life. As for me, I was reminded how much I love my profession and the difference teachers can make.

June 3, 2015 Lisa.Taylor Classroom Management, Differentiated Instruction, General, Inquiry, Learning in a Real Life Context, Literacy, Math, Year End Activities

Keeping Lessons Engaging to the End of June

It can sometimes be difficult to stick with the curriculum until the end of June. The sun is shining, you hear kids outside your window playing soccer-baseball during gym class, the room is sweaty, it is just time to be done! Resist the urge to abandon the curriculum for recreation, unless you can combine the two!

There are lots of fun ways to keep kids engaged until the very end of the school year. In my experience, the last month of school is the best time to do a big, whole class project.

One year, when studying Ancient Civilizations, we wrote a poem about some of the major battles in Ancient Greece. Then we drew on the Arts curriculum and made a set, props, and developed acting cues for the poem. We worked with the Media Literacy curriculum and marketed our production to the rest of the school and families. We did some math around how many showings of the play we would need to do if we had room for 35 seats in the classroom. We talked about what it would be like if we charged money for the show, what would we use the money for, how much would we get if we charged $0.25 per seat, $1.50 per seat, etc. What if your ticket included popcorn, how much would it cost? We purchased popcorn, popped it and measured how many servings we could get out of it. Then we did the math on how many bags we would need and how much we would need to charge for it. They worked out the math on how long the show was, how much time would be required between showings to get organized again, and then looked at the school schedule to see how many showings they could fit in during the day. They wrote reviews of the play for the newspaper, they wrote ads to go on the announcements, they even filmed commercials! They made a program to hand out, worked out how many copies they would need, they did it all.

The learning in this project was incredibly rich, and it was all culminating in the final 3 days of school when they presented their play multiple times throughout the day. This kept them busy, engaged, and connected to the curriculum for the last month of school. The last few days which can be chaotic, were a breeze. They ran the whole day, bringing classes to and from their play, presenting, and keeping the set organized and ready to go.

There are so many different ways you can plan for this last month to ensure the learning is rich, the students are engaged, and the days fly by! Inquiry Based learning is the perfect way to finish out the year. I had a grade 2 class that was very interested in restaurants. So we incorporated the social studies of food from around the world, and we turned out whole class into a restaurant that served dishes from different places around the world. Again, we did advertising, signage, lots of math around how much we would need of different supplies, etc.

Pick a topic that you know will hook your class. Then turn it into something big and run with it. You will be surprised at how much learning they get out of it and how quickly it takes over!

June 3, 2015 Lisa.Taylor General

Field Trips – Making them Meaningful

Field Trips are often booked in a variety of different ways, for a variety of different reasons. How do you infuse a field trip with learning to ensure it is as valuable as a learning experience, as it is as a life experience?

Some trips are booked for you. The school might have funding for each class to attend a theatrical production, or a science activity, so sometimes you don’t have any say in what trip your class is participating in. In this case, all you can do is know that if admin has booked it or approved it, that it must be educational and board approved. It is not inappropriate to ask admin for a summary of what the trip involves to you can preteach to what the focus will be. If there is content that might not be familiar to your students, it will add significant value to the trip should you prepare the students for some of what they will learn. In the past, my class has been assigned a trip to see a drama troop that had a focus on mime. My kids didn’t know what mime was, so in the weeks approaching the trip, we talked about mime, watched some videos of different types of mime, and then we tried it ourselves. When they saw the live performance, it was so much more meaningful.

When you book a trip yourself, you will likely need to fill out paperwork to have it approved by the board. Often a risk assessment is necessary – is there potential for the kids to get hurt? Once it is approved, you need to ensure you have permission slips, supervisors to meet the adult to student ratio, and a bus booked (or walking route set up). It is NEVER okay to transport students in your own vehicle, nor should you be planning a trip where parents are driving students that are not their own child.

You will also need to consider the cost for the trip. I have been at schools that have a community that can afford to go on expensive trips regularly, while I have been in other areas where asking for any money for a trip can be asking too much of the families. You need to know your clientele and make sure you are booking appropriate trips. If families cannot afford to pay for trips, your school may have a fund that can be accessed to ensure no child is left out. You should not be taking trips that include required content for essential learning and exclude students if they cannot pay. This is a huge equity issue.

You will also want to ensure you have a plan in place if there are any medical emergencies, behaviour issues, or other unforseen problems. Will you call the school to have someone come join you? Will the trip just get cut short? Will you bring an EA along with you that isn’t part of the ratio so if there is an issue the EA can take the student that is struggling and work 1:1 with them to ensure the trip is successful? There are lots of things to take into consideration when planning a field trip.

Make sure you run all plans by the office. The last thing you want, is to have a problem while you are on the trip and find out that the admin had no idea that was part of the trip and that they wouldn’t have approved it if they had known. Cover all of your bases before you leave!

Make sure you bring all epi-pens, medications, therapy devices, and a first aid kit. I always bring my cell phone as well to call for help should I need to. You will want emergency contact info for all students on the trip as well to ensure you can contact parents if there is an emergency.

June 1, 2015June 2, 2015 Mike Beetham General

An Unexpected Teaching Assignment?

You have just had a meeting with your principal and at the end of the meeting you have been assigned a subject that you do not have a strong skill set for.

What do you do?

This has and will continue to be a very difficult challenge for teachers. I think the first thing you do is to spend time familiarizing yourself with the appropriate content that is required of you. For this article’s purpose, let’s say that you are asked to teach physical education to Grade 3 students. You are not comfortable with gym, you do not feel that you have the skills to teach gym but yet you are given this assignment and must not only teach it, you must report on it.

The good news is that in these modern day times the world is at your fingertips. There is almost an endless amount of online material to support teachers. Your critical step is to understand what the BIG ideas are for your subject. You then do not have to invent the wheel over and over. The expertise of teachers around the world can assist you in the delivery of the content. For example I have very limited artistic skills, yet I am able to provide an enriching program to my students by finding activities, projects or lessons on how to teach my students the critical content they need to know (and I am aware of).

In an ideal world, schools would have specialists in areas such as art, gym and music. But as we know that is rarely the situation in Ontario. When I was asked to teach my own music I went to my principal and had a conversation with her about how limited my music skill set was. The end result of our meeting was that she knew my students would have a fun, enjoyable time in music. They would develop a positive attitude and great appreciation for music. I realize that type of working relationship is not always the norm.

It is a critical time for you to keep a healthy balance in your life. Knowing the expected effort that will be needed to learn your new teaching content, you will need to reduce the extras that you typically carry out on a voluntary basis in your role. This is a key opportunity for you to demonstrate to your students that you are modeling learning is a lifelong journey. You do not have to be the expert on everything, nor is it possible to be such.

May 31, 2015June 1, 2015 Shawna Rothgeb-Bird Celebrating Success, General

Challenging the “Impossible”

“I was shocked when I saw what he had done in class. The psychologist said that’s the kind of thing he wouldn’t be able to do.”

“You’re going to try and teach your class to use sewing machines? Do you think they’ll even be able to?”

“You don’t really think beginner immersion students can memorize an entire play’s worth of lines, do you?”

At least once a year (and usually much more often than that), I have a conversation with someone – parent, colleague, administrator, student – who tells me that something I’m doing in class is “impossible” for one reason or another. Sometimes, like the first comment above, it’s an incredulous parent who is impressed (albeit confused) that their child was able to do something that shouldn’t have been possible. Other times, it’s well-meaning fellow educators who, I think, are trying to keep my lofty newbie expectations in check.

It’s okay, guys. I have this. My students can do it.

I’m not saying that I’ve never tried something that failed horribly (student-created team games in Grade 4 Phys Ed, I’m looking at you) but for the most part, my wackier ideas actually do pan out. Sometimes it takes some creative intervention from me, other times it takes a lot of patience and dedication, other times still I have to admit that we didn’t end up where I had planned but that the activity still taught what I was hoping it would – but we get there!

I credit my dedication to trying new, challenging, ambitious class projects to two people.

The first was my Grade 7 and 8 French Immersion teacher, Mme Crystle Mazurek. I have to admit that I don’t remember a lot about those two years except the really awesome art activities we did, but MAN, did we do some cool things! We made quilts, 3D art out of foam and cardboard, batik designs on fabric using melted wax, linoleum printing… I loved being in her art class (even if her dog literally ate my homework one time). It was in her class (though I can’t recall if it was while I was in Grade 7 or 8, or if it was when she was my teacher again later in high school) that we started a coin collection to help a village in India, where she had spent time in her childhood with her parents, to purchase a buffalo. From those humble origins began an ongoing collection to alleviate some of the effects of poverty in India by buying tools which can be used for trades (such as sewing machines) or by sponsoring students to attend school outside the village. I check in on the fund regularly and have a hard time believing it’s come as far as it has – from old soup cans in classrooms collecting a few coins here and there to a charity raising several thousand dollars a year.

Mme Mazurek, in hindsight, also dedicated a lot of time to helping her students succeed. Some of us were not particularly great students – I may or may not have had a few detentions in my time, despite being an active participant in class – and yet she still managed to get us excited about learning. I never did my homework, but I actually remember one of the novels we read as a class (it was about teenagers in Lebanon), details of Canadian history I know I learned in that class (the Rebellion of Upper Canada comes to mind), and how gracious and funny she was when we played an April Fool’s joke on her by switching her desk with our English teacher’s identical desk across the hall. I think a lot of my interest in becoming a teacher came from her. She probably doesn’t know that. Maybe one day she’ll google her name and find this. None of this paragraph has anything to do with challenging the impossible, she was just a really cool teacher with a bright red pixie cut, leather pants, an awesome attitude, and a wealth of personal anecdotes to keep us interested.

The second was my first Associate Teacher while I was in teacher’s college. I had the extreme privilege of working with a phenomenal teacher, Mr. Bill Morton, in an incredible Grade 3/4 Gifted class. My time in the class was too short, as all practicum placements are, but even in my five weeks there he bestowed upon me a lifetime’s worth of wisdom about education. I’m not sure the word “impossible” is in his vocabulary, unless we’re talking about retiring. His Grade 3/4 students were already engaged in learning and rehearsing A Midsummer Night’s Dream when I started in his class. As I took groups out to work through scenes and break them down, I was amazed by how well they understood the material with very little prompting from me. Nine and ten year olds! Reading Shakespeare! Not just reading it, but actually understanding it. Given what I could remember of reading Shakespeare in high school (and those were plays which I would argue were easier to follow than A Midsummer Night’s Dream, read by teenagers who were given very explicit instruction on what the words meant, who STILL didn’t seem to understand that “wherefore” doesn’t mean “where”), that shouldn’t have been possible.

The point of all of this is that you’re going to hear and read about a lot of things that your students “shouldn’t be able to do”. Students with NVLD “shouldn’t be able to” illustrate a graphic novel with consistency and detail from one page to the next. Second year French Immersion students “shouldn’t be able to” write short stories. Ten year olds “shouldn’t be able to” design and sew quilts. Students with a long history of behavioral problems “shouldn’t be able to” have a year where they fully engage in class and take responsibility for their actions.

You won’t always succeed with the wacky, outlandish ideas you have, and sometimes no matter how hard you and your students try, it won’t work. That’s part of life. But you will almost certainly have more successes than failures, and even the failures teach you something.

Be that teacher who does something “impossible”.

Fair warning, though: it gets pretty addicting to overhear your students bragging about the cool things they did in class as they walk to the bus.

May 31, 2015 Shawna Rothgeb-Bird General

Social Media and the Battle for Public Opinion

I keep hoping I will get the hang of this “parenting and blogging” thing… then suddenly it’s the last day of the month and I realize I haven’t been able to get to a computer for weeks. For a techy like me, this is crazy! I used to spend hours on the computer every day.

I bring this up because a few weeks ago, my local ran a “Twitter Training” session at our AGM. As someone who has been on the internet since before it was commercially available, whose parents ran a BBS (which was a precursor to the internet) which enabled me to chat and play games with other neighbourhood kids when I was in elementary school, I take a lot of things (like social media) for granted. I forget that if you haven’t grown up around it or aren’t terribly inclined towards using the internet, it’s easy not to know about all of the things that are out there.

Social media is really cool. Right now, as we trudge through a complicated and, frankly, disappointing bargaining session, it’s also acting as a powerful tool in communicating our message to the public. People are listening, but you have to know where they are as an audience. Right now, a lot of them are on Twitter. I won’t get into the ins and outs of Twitter on here – it’s not very complicated, but it’s much easier if someone just shows it to you as they explain. What I do want to tell you about is a really cool movement from Ontario teachers to try and enlighten the public on what we’re bargaining for, what our daily reality is, why teacher autonomy is important, and how we work for our students every day.

The first and obvious thing to know about is the official ETFO Twitter account. Worth following, for reasons which probably don’t need to be stated. Lots of worthwhile information. Lots of links to relevant news.

On Twitter, there are things called “hashtags” – words preceded by a # symbol that you put into your messages so that someone could search for a tag and find all public messages with that tag, from all users across Twitter. Over the course of the last few months, a few commonly used hashtags have come up. Click on any of the tags below and you’ll be brought to a Twitter search page showing you the most recent posts with those tags.

#mypreptime and #4MyStudents – Teachers are using these tags to talk about what they used their prep time for and how their personal time goes to support their students. They’re being used to highlight why teacher autonomy is so important and why we don’t want administrators to be able to direct what we do with our time.

#classeswithoutEQAO / #insteadofEQAO / #eqano – This tag is being used to show what’s happening in classrooms which otherwise would be writing EQAO tests right now.

#students4teachers – Students showing support for their teachers as our high school colleagues return to work but continue their job action.

#IamETFO – Daily truths from ETFO members.

@acampbell99 is a great account to follow because he has done a wonderful job of compiling some of the most poignant messages posted by Ontario teachers.

Lastly, if you are on Facebook and are a member of ETFO, you might want to consider joining the ETFO Collective Bargaining group. It’s a closed group (meaning it’s private) and only ETFO members are able to join. It’s a great place to find information and support.

These are by no means the only places to find information on social media right now, but they are a good starting point for delving into social media.

If you know of any others, leave them in the comments and I will update this post!

May 28, 2015May 29, 2015 Tammy Axt General, Making a Difference Through Education

Top 10 things I learned from Linda Beacham

For the past seven years I was so lucky to work with an amazing colleague and special needs advocate, Linda Beacham. She passed away on Monday and she is going to be greatly missed by myself and all those who had the pleasure of working with her. She was famous for her sense of humour and creating the best top ten lists. Today in honour of my dear friend and colleague who taught me so much about working with children, here is my top ten list of things that I learned from her.

Whether or not you have any singing voice at all, singing out loud is really fun!
Sending an e-mail with the subject line AWESOMENESS to encourage a colleague who had an incredibly rough day working with a student with autism can lift them out of some really dark places.
There are so many things to see in the hallways of your school. Just stop and walk with someone with autism who sees things from a different perspective than you.
ERF, Teacher, TA and ECE are useless titles. Team should be the real title.
Never be nervous about making mistakes. Laugh out loud at them!
Sledge Hockey and Wheelchair Basketball are REALLY cool sports and athletes who play them are hard core!
Country music is a great genre of music for boogying to.
Kids just want to have fun, laugh and smile no matter what their needs are.
When the facilities or resources are not available so that people with physically disabilities can play sports, start them yourself. Check out Cruisers Sports at http://www.cruisers-sports.com/Home.shtml
Giving a colleague a top ten list of the amazing things about working with students with autism is a really fun way to end the year.

May 28, 2015May 29, 2015 Beverly Papove General

Adaptation and going with the flow

Teaching is a profession that typically attracts people who are caring, nurturing, creative, and curious. Skilled at thinking on their feet, teachers are also an adaptable bunch. And good thing, too, because the changes that pop up in a teacher’s life are numerous and often unpredictable.

Here are a few examples of abrupt and significant situations you may have encountered where your adaptation skills have come into play; you think you know what you will be teaching in September, and then – a new grade level, a new classroom, perhaps even a new assignment are all handed to you; or you get your assignment and begin the school year with 24 students then, three weeks later, due to an enrolment increase or decrease, half of your students are switched up for a different set; or you prepare an outdoor fieldtrip and you have to cancel at the last minute because of inclement weather; or, your plans for a lesson get sidelined because someone in your class throws up, or trips walking around some desks and gets a nose bleed, or refuses to cooperate; or you find that no one is listening to you, or there is a lockdown practice or fire drill, or you forgot to make enough photo copies….

All of these examples come with varying degrees of stress. Regardless of how well-developed one’s adaptation skills may be, the topsy-turvy nature of our day-to-day job makes it exciting and, at the same time, sometimes very difficult. What is critical during any upheaval is to maintain professionalism as this can give you time to calmly reflect on the situation and help you decide how to proceed, thereby avoiding a hasty reaction with potential to say or do something inappropriate. In the heat of the moment, it may sound like an oversimplification, but remember to breathe. Of course, teaching is not the only profession where one has to react to change minute to minute, but it is definitely a valuable skill for teachers. Should you be looking to change schools or assignments, emphasizing traits such as adaptability and being able to work under pressure would be good points to include on a resume. Similarly, before a job interview, it may help to be prepared with an example that highlights your ability to think on your feet, switch gears and carry on.

As we head into June, a time in the school year with plenty of upheaval, it may seem difficult to summon up the energy to keep things in perspective. You’ve been adapting and thinking on your feet all year. But hold on to those amazing adaptation skills to help see you through to the end. There is always something new around the corner and it’s a good idea to be ready for whatever comes your way.

May 14, 2015May 20, 2015 Beverly Papove Diverse Learning Needs, General

Fine Weather for an Outdoor Library

Only recently have we been able to take advantage of some lovely warm, sunny days. Spring time has been rather elusive, bringing exceptionally cold weather and very muddy school yard conditions. So it was with great joy this week that we were able to take our class library outdoors, along with sunhats and sunglasses, to sit on the front lawn under the shade of an enormous maple tree. At the beginning of the week, we were in sparse shade, but the students noticed that by the end of the week, the leaves on the tree had filled out and there was plenty of shade for 20 of us to spread out in.

On the way out of the front doors of the school, I let the office know where we were going in case they needed to find us. Once outside and using the shade of the reading tree as our reading space, the students sat wherever they wanted and however they wanted. Some sat cross legged, alone with their books, while others lay on their backs, tummies or their sides to read. One student who tends towards anxiety, however, was really only able to take advantage of the fact that he could lie down in the grass with a book over his face. He was enjoying the relaxing more than the reading, and it was clearly what he needed to do at that moment. After his break, he came back into our discussion circle, relaxed and happy.

Our school is on a quiet street, but even with a few distractions such as vehicles going by or a person walking their dog on the sidewalk, the students were calm and very quiet. Considering I would usually describe my group of students as ‘high energy and talkative’ rather than ‘calm and quiet’, this was a pleasant transformation. I believe being outdoors had everything to do with this. Before reading a story to them , I asked the students if they found that they read less, the same or more when we brought our reading outside. They overwhelmingly claimed that it was not only more, but a LOT more reading that they were able to enjoy when we were outside. As a French Immersion teacher, I couldn’t have been happier to see and hear that my students were able to focus and read in French.

Our outdoor library, such as it is, consists of a few bins of books from our classroom library that we bring out to the front lawn. It is really not any different than when we have our reading time in the classroom – it just feels a whole lot more special because it’s outside. Now the students expect every reading block to take place under the reading tree. It is a delightful time in our day.

May 11, 2015 Tammy Axt General

Taking Your Students “on Tour” to build community within the school

I grew up in a very musical household. My family is from the Maritimes where the kitchen party originated. I always had visitors stopping by and music blaring in our house. There were guitars, keyboards, banjos or the spoons being played by anyone who could cram into our home. My parents used to listen to old country while they vacuumed early on Saturday morning singing and dancing. As a teenager, I did not find this amusing, but as a music teacher I know the power of music to bring people together as a community.

The sharing of music can take many forms from evening concerts to performances in assemblies. However, this year I decided to add in a few performances that were much less formal with the goal of letting the music be the catalyst for having some fun (very much like the Maritimes).

I started a recorder consort and ukulele club this year. (A recorder consort is a variety of recorders playing together such as an alto, soprano, tenor and bass) Usually, on the first day of a new club the students’ first question is always about when they will be performing. Both of these clubs were no exception. I told the students that we were going to be going “on tour” with our instruments.

Once both clubs had learned a song or two on their new instruments off we went. During our nutrition break time, we took our instruments and found classes that were willing to sing along, tap along or groove along with our music. We went to 2 or 3 classes per break and had a great time.

All this week as I walked down the halls, students from the classes we performed in have been waving their hands and saying hi to me and the students in the club. In our big school, it is not very often that the grade five students do something with the grade two students or the grade fours with the grade ones. The older students may have brought the instruments but just like in a kitchen party everyone was a participating member of the group. Whether you bring your voice, your stomping foot or your clapping hands the music you create together is what brings you together.