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Beverly Papove Inquiry

A Spark of Inquiry

An unexpected experience of Inquiry-Based Learning in kindergarten happened in our classroom last week when a little boy came to school with a treasure map he had drawn at home. The map consisted of a few meandering lines, some loop-de-loops and, of course, a mysterious X. The map itself was a kind of treasure because it drew a crowd and the student found himself answering a lot of questions and leading search teams through the school yard.
Our kinder team noticed the interest the map had produced, and so we began to think of ways to facilitate further inquiry.  While the students were outside with my colleagues, I returned to the classroom and put a large X on the floor with electrical tape. A few minutes later, when the students came in, they instantly noticed it and, with their backpacks and jackets still on, formed a crowd around the X, wondering why it was there and who had put it there. A buzz was created and curiousity piqued. Suddenly, so many students wanted to make maps! And so, while the students were having a snack, my colleague and I quickly taped up about 12 feet of mural paper on the wall under the windows and put out containers of markers and rulers. On a science table, we spread out several old National Geographic maps and placed magnifying glasses on them, and at the art table, there were maps to cut up, scraps of brown mural paper, tape, and markers.
For the rest of the day, many of the students were fully engaged interpreting maps and making maps. There were, however, some students who were completely content to play in the kitchen, or at the sand table, while a flurry of map-making went on around them. Interestingly, the little boy who had brought in the original treasure map which had sparked the inquiry spent his afternoon engaged in dramatic play in the kitchen. And that is what is helpful to remember with an inquiry – it may not be of interest to everyone, the whole class may not be drawn to embark on the same project and the spark may not last. And so it was, that the next day, when my English colleague came in to teach my class for the day (we alternate French and English days between 2 classrooms), the students were on to something else, following a different thread of inquiry. Never the less, I consider the day as an exciting, spontaneous, hands-on introduction to maps that will be beneficial whenever we talk about directions, measuring distance, and labeling diagrams, throughout the year. Such is the way with Inquiry-Based Learning.
Tisha Nelson Differentiated Instruction, Diverse Learning Needs, Student Ownership, Students as Teachers

On Being the “Best Teacher Ever”

Many times my students write me notes or draw pictures that I often post on my wall  saying that I was their “Best Teacher Ever!” Although flattering as it may sound, some students are at a loss for words to describe the ways in which they feel valued in my class and this sentiment, “best teacher ever” may be the most articulate way to describe their content. But might we delve deeper into what students are thinking and help them to articulate precisely what it means to be their best teacher ever?

When I speak about being the “Best Teacher Ever”  what I am really getting at are those specific things that we can do as educators that allow children to feel safe in an environment where they can learn and grow. As teachers, we can ask students to describe how our role might best support them in their learning.

Each year I invite my students to share with me the specific things they need me to do in order to support their learning. Although many are tempted to suggest unrealistic and simply untenable demands, once the sillies are out, students can and will articulate precisely what they feel would support them as a learner. After all, they are experts on themselves.

Best Teacher Ever

Pictured is the posted success criteria that I worked towards achieving every day in order to serve my students. This was developed by my Grade 5/6 combined class at the beginning of the school year. I asked my students what they needed in order to be a successful student in my class. They articulated that I could best serve them by honouring their need for movement and providing opportunities to collaborate in groups while at the same time valuing independent work experiences. Students articulated the need for music that would help them focus and to have access to technology that would complement their learning. Most importantly, students articulated that they didn’t want me to take life too seriously and noted that telling jokes was an integral part of their experience.

Throughout the year when the “Best Teacher Ever” sentiments came along, students were able to describe was working. “Ms. Nelson, It really helped when you used the examples.” “Ms. Nelson we really need that power-walk during this long work period.” “Ms. Nelson singing that song about similes and metaphors really helped me understand the difference.” When students said, “Ms. Nelson you are the best teacher ever!” I know what they meant. I knew the standard to which they were holding me accountable. I knew because I asked.

Shawna Rothgeb-Bird Classroom Management, Differentiated Instruction, Diverse Learning Needs, Learning About Your Students

What Elizabeth Taught Me About Spec Ed

(This is a story about a student I had several years ago. Her name wasn’t actually Elizabeth. Teaching her taught me a lot about Spec Ed – how to tackle problems in steps, how to work with students to find what works for them individually, and above all else, how incredible it feels to know you really helped someone learn how to be successful.)

I heard about Elizabeth before my job even started. She was one of those students. If you haven’t had one yet, you will: the kids whose reputations precede them. The “hard” kids.

Let’s backtrack, shall we?

Fresh out of my teacher education program, I had just accepted a position teaching a full-day kindergarten program at a private child care centre. At that time, the OT lists for my board (OCDSB) weren’t open, so in order to pay the bills and get some money for AQs in the hopes of one day getting into the board, I took this job.

Because this was a child care centre, my class was small: 10 students total, with 2 more transitioning in partway through the year. This was starting to seem like a pretty easy assignment… until we got to Elizabeth.

“Oh, she’s going to give you a run for your money.”

“She’s vicious.”

“Good luck with her, she’s a nasty one.”

Those were all things people actually said to me about this child. A five year old. I have something of a stubborn streak in me, so right then and there I decided I was going to make it my goal to change Elizabeth’s experience at school.

Elizabeth was a bright, articulate girl who loved story time more than anything, needed you to know her opinion on something, and readily shared facts about things like the moon because she was always reading books and learning new things. She loved art, and she really loved success.

In the classroom, however, Elizabeth seemed to act out. It didn’t take long for me to see what other teachers had warned me about: she hit, she threw things, she had a hard time working with her peers, she couldn’t sit through circle without making at least one other student miserable, and she would have meltdowns during seatwork time.

Other teachers had tried positive and negative reinforcement strategies with her, their success limited. Her parents seemed defeated and were obviously reticent to even ask how her day had gone when they picked her up at the end of the day. I couldn’t figure this kid out: she really enjoyed learning, she really enjoyed arriving at school every day, and she loved her peers, so where was her behaviour coming from?

So I asked her. No one had ever asked her why she did these things. After a particularly trying circle time, I took her aside and calmly asked her why she had trouble sitting through circle time without rolling on the floor, taking out books from the shelves, or touching everyone and everything around her.

And at the tender age of five, she said, “Sitting still hurts.” Her tone was serious. She was distressed. “When I sit still for too long it hurts so I move around, but then I hit people and they get mad.”

It was clear that she felt compelled to move, and that asking her to stop moving was having a detrimental effect on her ability to engage with the class. Together, we discussed some strategies to help her through circle time. As a starting point, we tried fidget toys; she was partial to two bits of LEGO which had been put together with a hinge, so she could move the pieces back and forth while she sat and listened. Most of the time, just having that small toy was enough to keep her physical body occupied while she focused mentally on circle time. Some days she needed more than that, and in those times, we had an arrangement where she could get up and walk around the classroom as long as she didn’t play with anything and was still participating.

So that’s what she did. I sat with the rest of the class, going through our daily calendar work, reading stories, singing songs… and she did everything we did, she was just walking around while she did it. When she had something to contribute, she came to the edge of the carpet and raised her hand just like her peers. She waited to be called on. And when she felt she needed to get up and move again, she would show me a peace sign with her hand, I would nod, and off she would go.

These two small strategies completely changed her experience at circle time. After a month of success, we decided together that we would start tackling seat work next. It turned out that seat work was just as simple to “fix”: she just needed breaks where she could get up and move. She would work on her printing/reading for five minutes, go to a centre for a few minutes, come back to her seat work for another five minutes, go back to centres, etc. Some days she was able to get her seat work done all in one shot, other days she needed to break it up repeatedly, but she always finished it. I used a small timer (which I taught her how to operate) so that she could manage this herself.

There were other things I did to help, of course; I tracked her behaviour relentlessly to see what was and wasn’t working, I tried other strategies like an exercise ball to sit on, I worked with her parents to maintain consistent language and discipline between school and home. But the circle time and seat work strategies were really the key.

As Elizabeth’s behaviour in class improved, her relationships with her peers also improved dramatically. Because she wasn’t upsetting them at circle time any more, they were more keen to play with her and call her to join them at centres. Their forgiveness of her past behaviour was total and almost immediate. Even though they had known her for years and had nearly all been hit, pushed, bit, or yelled at by her, they were willing to set that aside and give her another chance.

By our 100th Day Celebration, I wasn’t tracking her behaviour any more because there wasn’t any need. By the end of the school year, all of our strategies were so second nature that I wasn’t even aware of them any more.

I saw her once a few years later when I was working as a daily OT at her elementary school. I said hello, we shared a smile, and off she went with her friends. She seemed to be doing well!

So, what’s the point of all this? I mean, it’s a nice story, sure, and we probably all have a student or ten like this…

1) Identification isn’t everything. Because this was the private system, I didn’t have any specialists to call on and I couldn’t refer her for any assessments to determine whether or not she had an official diagnosis. I could have suggested that her parents get her tested privately, but I was too new to feel that it was my place to make any comments like that. The thing is, even without being “identified” as Spec Ed, I was able to implement several accommodations which ended up helping her immensely. I didn’t need a legal document telling me that she needed to break work into chunks; I just went for it.

Now, as a public school teacher, I do the same thing: from the first day, I put strategies into place based on my students’ needs, even if they don’t have an IEP. If I think it’s going to help, I do it. I still flag students of concern, don’t get me wrong – but I don’t sit around waiting for those flagged students to actually be assessed. There is a LOT you can do while waiting for your concerns to be addressed.

 

2) Class size is important. I was teaching a full day kindergarten class with ten students. I was managing several other challenges in that class, but because I only had ten students, I was able to give each of my students a significant portion of my time and energy. It was easy to track behaviour and implement strategies because I only had ten students. I can’t imagine trying to identify, address, and follow up on students of concern in a full day kindergarten classroom in our public boards because they have two or three times as many students as I had. This is part of why we are fighting for smaller class sizes in Ontario.

 

3) Your students can tell you a lot about their needs. We spend a lot of time drawing on our own past experiences, training, and psychology in order to come up with strategies to help our Spec Ed students, but sometimes we forget that sometimes the best source of inspiration is the student him- or herself. I have made it a point, ever since teaching Elizabeth, to work with all of my students (not just the ones with IEPs) and have them identify their strengths and needs. I make them advocate for themselves: if they need to sit closer to the board, or not near their friends, or have a seat totally away from their peers during lessons, then they tell me that and I make it happen. The results have been astonishing and have dramatically reduced the amount of behavioural problems I deal with on a day to day basis.

 

Make them take ownership of their learning needs. You won’t regret it, I promise. 🙂

Photo of Tammy Axt
Tammy Axt First Week Reflections, General, Learning About Your Students

Getting Started With Music

Hi everyone! My name is Tammy Axt (formerly Tammy Gallant) and I am a music teacher for students in grade 3, 4 and 5 in the Peel District School Board. This is my fifth year as a music teacher and I hope to be able to assist those new to the planning time role in schools across Ontario. My school is a suburban school about 30 minutes outside of Toronto with a very high ELL population. In addition to music, I also have planning time coverage in a contained Autism Spectrum Disorder class.

At the end of June last year, one of my students was very surprised to learn that my family lives in PEI. I realized when she mentioned that fact, that I don’t talk or mention things about myself very often. We are so busy in my music class creating or practicing that I rarely share things that happen in my life. So I decided this year to start off by doing a music activity where both the students and I share a little about ourselves.

To share the things I did during my summer, I created a “Prezi”. Prezi is a great online program for preparing presentations that are a little bit more exciting than PowerPoint. I made slides about learning to ride a motorcycle, getting married and hanging out with my nephews. All the things that I love and that made my summer so great. You can see the Prezi I created at https://prezi.com/rl-hlpfivx5q/my-summer-vacation/. While completing the prezi, I made sure to include things that I did that could have clear and obvious sound effects.

After I presented the Prezi to my students, I gave them an opportunity to talk with an elbow partner about some sound effects that go with some of the activities that I did over the summer. I encouraged the partnerships to make the sound effects with their body or their mouth. I showed the Prezi again and we added all sorts of crazy sound effects to the slides.

After hearing about my summer, the students chose one thing they did over the summer and created a sound effect that went along with their activity. Listening to all of their sharing, it gave me some really great insights into my student’s lives. Some of them come from BIG noisy families, some had great tragedy over the summer and some of them love sports. All of this information will help me in planning our upcoming lessons and helping them all be successful this year!

Beverly Papove Classroom Layouts, First Week Reflections, General

Experienced teacher tackles Kindergarten for the first time

With the generous help of colleagues, I made it through 2 whole days of Senior Kindergarten this week. It is all so new to me! As it was, I still felt as if I bumbled my way through a lot – still not sure how much to slow my speech down for the wee ones and or how quickly I need to be ready to switch gears when fidgeting and yawning starts during circle time.

As per a space ready for Inquiry-based Learning, my classroom has almost nothing in it – empty bulletin boards waiting for student work, shelves still holding materials for work areas which will slowly be opened during the next week, and no class calendar, alphabet or number line posters on the walls. Only one small bamboo plant in a bottle of water sits on the window ledge waiting for other plants to join it. I admit I feel a bit relieved that I don’t have to spend a bunch of money at the teacher’s store or resurrect dog-eared posters to put up on my walls, however, I wouldn’t quite know how to involve the students in the making of anchor charts without the experienced help of my colleagues and a Pinterest account. They lead me, I follow.

My learning curve is looping over itself as I discover so many wonderful ways we will be guiding the students in their learning – Mindfulness, Environmental Inquiry, Zones of Regulation, Writer’s Workshop for Kinders – to say nothing of the amazing experience of spending each day with 4 and 5 year olds…I am definitely not in Grade 3 anymore! These first two days were a trial run for me, and they went quite smoothly, all things considered. My first full week this week will be my next big challenge – and I anticipate there will be a whole lot of learning going on for everyone.

Tisha Nelson Before School Starts, Building Inclusion, First Week Reflections, General, Learning About Your Students, Start of the year, Student Ownership, Wellness

The First 20 Days of School – Connecting with Students is a Great Place to Start

Teaching is always new! With a new group of students, fresh reflections on practice and the opportunity to start from scratch, as it were, the start of the school year provides teachers and students alike the opportunity to create new beginnings every year. Knowing this, what might some important considerations be to make it a great start? Chapter One of The Heart and Art of Teaching and Learning: Practical Ideas and Resources for Beginning Teachers highlights four important themes for success: connecting with students, passion for teaching, attributes-based approach and importance of school culture. I would like to focus this reflection on the importance of connecting with students within the first 20 days of school as a means to establish an authentic relationship with students that fosters trust and inspires a willingness to take risks within a safe learning environment.

Renowned poet and author Maya Angelou once said, “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” This profound sentiment holds true for teachers and their relationship with students in that when students feel respected, safe and cared for, the experience of learning is enriched. The following are five practical ways for teachers to build authentic connections with their students at the start of the school year:

1. Be authentic. When teachers model what it means to be an authentic learner – mistakes and all, students are then encouraged to take risks without fear of reprisal. Let your model of authentic learning influence students to do the same. This form of transparency sets the tone for fostering meaningful connections between teachers and students.

2. Ask students about their needs and listen. Validate student voice by positioning them as the experts on themselves. Invite students to share their learning needs and the things that you could do as their teachers that would support their success and commit to doing them. Conducting multiple intelligence and attitudes and dispositions surveys are great ways to begin the dialogue for students to articulate how you can support their learning and their level of self-efficacy.

3. Explore student interests. As teachers we all need to cover the curriculum but viewing the curriculum as a launching pad as opposed to a landing pad can invite student’s interests to take centre stage in the teaching and learning process. Ask students about their interests and find creative ways to invite further inquiry into them while exploring the curriculum at the same time.

4. Learn the students. In addition to the information that can be found in student records (i.e. OSRs), commit to learning more about your students in meaningful ways. Pronouncing student names correctly is important way to let students know that they are valued. Challenge yourself to learn at least five non-school related facts about each of your students. This can help to build a positive relationship and validate their experiences outside of the domain of the classroom. Finally, being aware of students personalities (i.e. introverts, extroverts, etc.) will inform how to relate to them as well as setting the conditions of the classroom experience.

5. Invite to student voice by fostering a reciprocal relationship with your students. Nurturing a collaborative learning environment for students does not merely mean giving students the opportunity to collaborate with each other, but it also means positioning students as collaborators with you. Partner with your students to design the learning space and learning opportunities. This fosters student ownership in the teaching and learning experience and empowers students to be meaningful contributors to the class. When you invite their voice in classroom decisions, ensure that it is validated by action on your part. Leveraging positional power in the classroom creates space for a more meaningful connection between students and teacher.

As teachers we are in the business of supporting students success. Fostering meaningful connections with students goes along way in promoting both student achievement and well-being. When students know that their teachers authentically care about them, their willingness to learn will support their ability to do well. Starting the school year with students in mind will set you on a solid foundation for building upward. Make it a great start.

Mike Beetham Before School Starts, Building Inclusion, Classroom Management, First Week Reflections, Planning, Start of the year

Sharing Your Passions Early and Often

When you are passionate about something, whether it is spending time in the natural world, cooking, art or music your excitement is palpable. It is also contagious. I have used this belief for the last three decades in my teaching practice. Every September my initial plan for developing a learning community and establishing relationships with the new collection of young learners is designed around those areas that I am passionate about.

My personal passions that I bring into my classroom centre on movement, life outdoors and literacy. Through these three vehicles I engage my students from the moment they enter into my classroom. I teach them that you don’t have to be an athlete to enjoy moving, to have fun through games and play. I spend as much time in the outdoors using the natural world as a springboard to the curricula we will journey through over the next 10 months. Finally, my love for reading is shared through a treasure of wonderful, engaging books that bring learning to life for my students. My favourite book to start off my year is ‘YO! YES!’ (written and illustrated by Chris Raschka) as it helps set the stage for the type of community our classroom will strive to become.

Will Gourley First Week Reflections, General, Professional Learning and Growth, Start of the year

This is not a drill. We are live.

Dawn of new year.
Dawn of new year.

It’s the first day.
I’m alone in my classroom.
Wow! It’s so calm in here.
And why not? It is nearly 2 hours before the first bell of the new year.

Why do I feel so excited? Yet, at the same time like butterflies are barfing in my stomach? 

We’ve all thought about it, dreamt about it, and for many, myself included, stayed awake the night before thinking about it. Our first day. Albeit,  only for a moment, or as part of lifelong “professional reflection”, the first day of school evokes feelings of anticipation, excitement, fear, or fearcitement (my word).

Did I set my alarm? Am I dreaming? What will my students be like? What about the parents? Will admin be stopping by our class? Is everything organized? Did I pack a lunch? Where’s my coffee? What if they don’t like me?

If you’re experiencing anything from self-doubt to euphoria to start the year, take heart; you’re not alone. Whether this thought life is old hat or brand new for you; congratulations you’re a teacher. For many entering the classroom for the very first time, it is the culmination of many years of hard work and dedication to our profession.

In this new era, just landing a job is worthy of celebration in Ontario. So when you get a moment, set aside some time to take it all in.

It seems like only yesterday. I recall being there 2 hours before the first bell. I recall the faces of students and parents meeting the “new” teacher outside. I recall the first big breath taken before entering the classroom. I recall the sense of accomplishment knowing I survived. Moreover, I recall this where I began to thrive.

Thinking back on the excitement from my 6 first days of school; I  appreciate how they have led to personal growth, professional friendships and constant learning.

So take some time and enjoy the moments that can only happen on a first day of school. Take time to watch the parents who are seeing their child off for the first time. Take time to notice the student who is standing off to the side trying not to make eye contact. Take time to be still and appreciate the world of difference you are about to make in the lives of your learners. Take time to get caught up in the excitement, and let it carry you through that first day.

Enjoy every moment. I know I will too.

Will

Photo of Mike Beetham
Mike Beetham Before School Starts, Challenging Topics, Wellness

Keeping That Balance In Life

If you are feeling at all like me (due to the amazing summer I had), you can best be described as refreshed, energized and motivated to begin another academic year. Excited to see those fresh faces arrive into your classroom regardless of what academic, emotional or socio-economic concerns they have. What occurred over the last two months that has brought me to this healthy status? The answer is BALANCE. Balancing your lifestyle naturally brings your entire self into harmony. Of course there is only one time in a teacher’s year where that time frame is available. So what do we do to keep that balance in place and thus keep ourselves healthy for the remaining twelve months?

The beginning of an academic year is one of the busiest and demanding on teachers as everything from long-range planning, classroom management, parent connections and the endless forms to be collected occur. Thus it is critical that, not only are classroom routines developed early but also that teachers build in or continue on with incorporating routines that bring balance into their lives. Summer months should not and must not be the only time in teachers’ lives where they do the things they love or spend time with the people that are most important to them. Of course this is easier said than done. That does not make it any less important. Keep the balance going as the healthier you are, the healthier your classroom will be.

Shawna Rothgeb-Bird General

Why My Facebook Profile is Private (A Cautionary Tale)

Every year, I find myself having a discussion with a colleague about social media. Often times it’s with a newer teacher who is excitedly posting photos and details about his or her new teaching assignment to their Facebook page. I don’t blame them for being excited; I am often proud of things I have done in class and want to share them! When I got my contract, I couldn’t wait to tell people. And you can do that! Just be careful about HOW you post details of both your personal and your professional life.

At least once a year, I find a teaching colleague who has a public Facebook profile. Sometimes these profiles are perfectly tame – no details, no real status updates, and I get the distinct impression that they have a profile only to read other people’s posts. Often, however, I find a wide variety of details: names of family members, home address or phone number, e-mail addresses, photos of themselves and their families or friends, sometimes some truly unflattering photos which don’t even approach “professional”…

I’m not Facebook stalking, I promise. When I come across these teaching colleagues’ profiles, it’s usually because they popped up in my “People You May Know” tab, likely because Google and Facebook are forever stalking ME and connecting all of my social media accounts without my knowledge. I should probably stop leaving five Gmail tabs and two Facebook tabs open at all times.

Back to the topic at hand. Sometimes, I find photos of students at my school. Posted by teachers. Purely innocent – it’s often a “Look what awesome thing my students did today!” kind of post. The intention is kind. The thing is, those aren’t your kids. You don’t have permission to post those photos. And if I’m not on your friends list and I’m finding these photos, it means that anyone can see them – along with any other details you’ve posted, like where you work.

Now, lots of people think, “Really, Shawna? Who even cares about that kind of thing, though? I have ten Facebook friends. No one is ever going to find my profile… definitely not my students or their parents.”

Ha. HAHA. 🙂

In five years, these are just some of the experiences I have had on social media:

  • Students looking me up by name on Facebook;
  • Students looking me up by e-mail on Facebook;
  • Parents finding me through mutual friends because they saw me comment on said friend’s profile and figured out who I was even though I was using a pseudonym;
  • Parents finding me through posts I made on ETFO’s Facebook page;
  • Students finding my personal e-mail address which does not have my name anywhere in it and isn’t connected to ANYTHING I do professionally;
  • Students finding my personal Twitter account;
  • Students finding my XBox Live account with my personal e-mail address they found somehow…

I could go on, but it would become (even more) glaringly obvious to everyone reading this that I spend entirely too much time on the internet.

Those are all things that have happened to me in five years of teaching Grades 4 and 5, and I’m careful. I didn’t use my real name for ages on Facebook. I never do anything professional with my personal e-mail address. My personal social media accounts are not connected to my work e-mail address in any way. When commenting on friends’ pages, I do not give any personal details. Still, they find me. They request to add me as a friend. I turn them down. We do the same dance six months later when they find me again. Try having a parent/teacher interview after you’ve (kindly) turned down a parent’s Facebook friend request. It’s awkward.

The point is, they’re looking. They look up everyone. Students, parents, colleagues – someone out there has looked you up on Facebook, almost certainly. And if my Facebook profile wasn’t private, they would suddenly have access to ten years’ worth of photos, status updates, events, rants, laments… I’m pretty open with my students, but not THAT open.

While I am in no way a fan of the idea that everything you do online can have professional repercussions, like it or not, we are members of a profession which doesn’t really have “off hours.” Before you post that photo of you at the cottage with friends, before you post a photo of a few of your students doing your hair because they met their Terry Fox goal, before you use the same address for both Facebook and communicating with parents… imagine your students looking you up. Or their parents. Or your boss.

Be careful what you post. Be mindful of your privacy settings. Know that nothing is ever completely “private” on the internet because someone with access could repost it without your consent.

And for heaven’s sake, set your Facebook profile to be private. 🙂