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Alison.Board Anti-bullying, Making a Difference Through Education

Promoting Prosocial Behaviour

Most students, if asked, know not to bully or know not to litter. Yet, you may see those same students exhibiting behaviours that contradict what they know.

Prosocial behaviour is behaviour that uses positive words or actions to benefit others. Rather than a desire for personal gain, students are prompted to act this was by empathy, responsibility to others, or moral values. Much of the responsibility to teach this behaviour is falling on schools and teachers.

To promote prosocial behaviour, consider some of the following:

  • Encourage a caring school community that includes everyone from teachers to caretakers and lunch room supervisors.
  • Implement a positive discipline approach that includes clear expectations, discussions, and modelling.
  • Initiate school-wide programs such as “learning buddies” that match up older and younger students to work together in a variety of activities (computer lab, shared reading, picking up litter, community walks).
  • Integrate value or character education to learning in all classrooms
For more information on creating a caring community in your classroom or school that promotes prosocial behaviours, see the Principles and Practices of Responsive Classroom at http://www.responsiveclassroom.org/principles-and-practices-responsive-classroom.
Alison.Board Differentiated Instruction, Diverse Learning Needs, Integration, Use of Technology

Integrating Learning with Technology

 

 

 

  “Some teachers feel technology is being pushed on them, especially those who struggle with it. They might start using technology just for the sake of using it. This has shown to be an ineffective method for both tech-savvy and tech-challenged teachers. There is a big difference between using technology to teach and the successful integration of technology into lesson plans.“(http://www.edutopia.org/blog/help-teachers-struggling-with-technology-josh-work)


Here are some suggestions to integrate technology in a meaningful way that connects to curriculum:
  • in primary grades, use programs like Kidpix to have students create 2-D representations to demonstrate understanding for Science (Life Systems, Structures and Mechanisms)
  • watch videos of dance performances, (YouTube) and have students respond
  • have students select nature/architecture photo from images or take a photo with iPad and write poem to accompany photo/image
  • using spoken word poetry in the classroom https://www.youtube.com/playlist?list=PLC5PJtWBigV2f4TM4Gx7IlPe1ummqg5jt
Also, don’t feel that you have to be an expert before you “teach” the technology to your students. Think of yourself as a facilitator of a technological opportunity! You can and will learn along with your students.
Alison.Board Before School Starts, Classroom Management

Care for Materials

When reading Mike’s blog entry “I Lost my Pencil” I was struck with how I have struggled with the same dilemma this year. Coming from a Kindergarten class I was comfortable being a “Materials Manager” for the classroom. All the materials were shared and they were intentionally presented in an inviting way to encourage use, conversation, and expression. There was time in our day to return all the materials, and to do so as a whole class.

In my current grade 5/6 classroom, I started the year with a materials centre. This was set up with a few shelves to hold pencils, erasers, rulers, scissors, glue sticks, and markers, etc. I was surprised to discover that within a few weeks the items were no longer accessible for the whole class. I would find rulers twisted and bent on the floor. Pencils left on shelves and also dropped to the floor. The scissors had scattered as well.

I think my plan for the new school year is to be more explicit with the care of our class materials. In order for students to be interested in maintaining a materials centre, more time will have to be provided. Although I may model care for materials, I need to be more explicit in my modelling and give the time during our day to make it a priority. I also plan on acknowledging the students who maintain the materials. Mike has suggested in his blog that each group of students has a materials manager that looks after a kit. I may look for volunteers or rotate students in a group to work together to maintain the class materials centre. The care for classroom materials is connected to character trait education. It can also extend to care of the school and the community.

 

Photo of Mike Beetham
Mike Beetham Before School Starts, Building Inclusion, Challenging Topics, Mentorship, Planning, Professional Learning and Growth

Shared Learning – Not Competition

In a learning community the focus becomes a shared learning, teamwork and helping each member to reach their potential. This collaborative classroom design creates a community of risk takers, where talents blossom and are shared for the good of all over time. Now, lets shift the scene to a school staff. It is made up of a wide variety of individuals with unique talents and levels of experience. A diverse talent pool that when shared creates a school portfolio that meets the needs of all of its learners.

I share this blog topic based on my many years of teaching in a wide variety of schools and communities. My early years of teaching witnessed classrooms as separate entities within a larger building where the only sharing that took place was at staff meetings. The most rewarding settings were always where classrooms were not a competition between teachers but rather a continuum of grades that were seamless in their beliefs and goals. Teachers seeking help from each other was encouraged and not frowned upon. The sharing of resources should be common practive and not items to be hidden. Mentoring, teaching partners, grade level planning are all significant enhancements to teacher planning pedagogy. Regardless of your level of experience, I highly encourage that you make time for colleague collaboration for it will become a regular part of both your learning and planning. “Even Einstein asked questions!”

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Erin.Grewar General, Literacy

Six Word Memoirs – How Much Can Be Said With So Little

     There’s not a whole lot of positive things to be said about French à la carte, but something I have learned to appreciate this year is going into the different classrooms and seeing what other teachers are doing. My colleague, who is the Homeroom teacher of one of my French classes, is phenomenal on many fronts. Most of all, her depth of analysis and critical thinking means that her assignments are always creative and engaging, so much so that I find I’m almost wanting to do them myself.

     The other week, she showed me the latest. As part of her memoir unit, she had her students communicate the essence of their lives and characters into six word memoirs. Some of the examples she provided them with were the following:

“Author of so many unwritten books.”

“Yes, I still have Superman sheets…”

“Was a painting, now a mural.”

“My rise to fame went unnoticed.”

“Smart girl wants love, gets dog.”

     It was fascinating to see what the students were able to come up with themselves. Submitting a draft of their top six, it was amazing actually to see how they were able to incorporate wit, perspective and feeling into their descriptions. Most intriguing was matching up the words with the student and the insight it provided into their character. Finally, it was really interesting to see how effective they were as writers. They were much better at it than me. The right six words are not easy to come by – try it yourself…

 

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Erin.Grewar Differentiated Instruction, Diverse Learning Needs, General, Student Ownership, Students as Teachers

Meeting the Challenge – What to Do With Immersion/Francophone Students in your Core French Classroom

     Imagine the following scenario. A former French Immersion student for the past 5 years transfers schools and winds up in a Grade 6 Core French classroom and is subjected to a year of learning basic vocabulary, how to conjugate “er” verbs and doing skits with “AIM” hand gestures. What a nightmare – and our Core French students think that they have it rough!
Over the years, I have had several competent French-speaking students who end up in the Core French stream for a variety of reasons. It can be quite daunting as a teacher to try to effectively accommodate and integrate them into the classroom. It’s almost like having a first year university student suddenly join your Grade 8 History class. I also find, somewhat ironically, that they can be even more challenging to deal with than your neediest students and actually pose the same problem. The difficulty becomes how involve them in the class in a way that they remain interested and motivated to keep challenging themselves as French learners.
     This year, I have a student in one of my classes who is a fully bilingual Francophone who went to all francophone school up until the end of Grade 6. After conferencing with him at the beginning of the year, he felt most comfortable learning alongside the rest of the class. I obviously altered the scope of the work and assessments and in consultation with him, designed some individual project. I still noticed that he wasn’t bursting with motivation (perhaps he never was) but still felt guilty at the thought of his languishing away.
     Finally in a conversation, it came up that he really enjoyed the time I had him working with a group of students on their pronunciation for a presentation. Suddenly, I had an idea. One of my most vivid memories of being in French Immersion in high school was getting to speak in small groups with an older (very good-looking by the way) student from France named Yves. We would go visit with him and just spend the time having a natural, relevant conversation. I thought this could serve two purposes: Charles would feel valued as an expert helping his peers and my students would also benefit by increasing their conversational skills.
Every Friday, I reserve the last 20 minutes of the period for Charles to lead the discussion group. Students must then report back to me and demonstrate the new language they learned so that everyone is accountable on all fronts. So far, it’s been a welcome experience for everyone.

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Mike Beetham Before School Starts, Building Inclusion, Classroom Layouts, First Week Reflections, Student Ownership

I Lost My Pencil

If I had a dollar for every time I heard ‘I lost my pencil. I don’t have an eraser.” I would, well I wouldn’t be blogging about it. This is just one of many ways that off task time takes away from instructional focus. Over the last several years I have experimented with a communal focus in terms of supplies and materials. My intent was to reduce the energy spent and ultimately time lost  looking for basic working tools. I started by having containers that held pencils and containers that held erasers and they were placed on work areas. The idea was the students just had to get their book out and the writing tools would be there right in front of them. The students would just return it to the container where they borrowed it from. This produced immediate results in that as a group we seemed to be organized and ready to go sooner. This routine had to be taught and consistently applied. Of course students were allowed to use their own tools, but quick access was just an arm’s reach away.

As this plan evolved I had to figure out how to keep the pencils sharpened, rotation of old pencils out and new pencils and erasers in. Well, that ended being a great job for  a team of students (student helpers). The current edition of this strategy is where I create complete tool kits (pencils, erasers, glue, scissors, rulers and highlighters) and each team is responsible for caring for their work materials. This shift in thinking from individual to communal supplies also assisted with students who have difficulty supplying their own tools, it eliminates the competition in having the most creative or expensive pencils or pens and puts the students on task earlier and for longer periods of time.

I am very interested in other suggestions around this topic. Please add your experiences.

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Mike Beetham Diverse Learning Needs, General, Learning in a Real Life Context

Context – That Makes Sense

Please turn to page 134 in your Mathematics text and complete questions 1 -5. Students comply with smiling faces, complete the work, take up the solutions and then move on. Next day when you revisit a topic, it almost seems like they had forgotten everything that had been done the previous day. This is not a rare occurrence in classrooms of all ages. Research clearly points out how important the role of emotion is in learning. One of the most critical tools for a  teacher is the strategy of context. I always ask myself prior to developing a unit of study what would this concept or skill look like in the everyday life of my students. That helps me frame the context for the learning task.

When I am able to make connections to the everyday lives of my students and the focus of instruction in the classroom I find that the learning is more likely to be consolidated and accessed by the student in future related tasks. Here is an example of how I used context in February. I took my class to camp for 3 days. Prior to going to camp we had to look at what the total costs would be per person as well as for the group. The level of engagement was extremely high as they explored a real life task that required them to access prior mathematical knowledge. While at camp they took photographs and filmed a specific activity they took part in. When we returned to school we did a recount of our experience that was to be shared with their families. It was some of the best writing they had done all year and it allowed me to see a transfer of the skills we had been working on since September. There was no reluctance, no hesitation as the task was real for them.

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Erin.Grewar Classroom Management, Diverse Learning Needs, Students as Teachers

The ”EXPERT” Solution

A couple of months ago, I wrote a blog about the difficulties of trying to meet the needs of all the students in my grade 7 class.  Just to refresh your memory, this particular group has a unique set of factors at play which undeniably influence the overall dynamic and structure of the class: 33 students in total, almost a 2:1 ratio of boys to girls, 5 gifted students, 3 hsp and another 3 on IEPs. As a solution to managing the endless questions and difficulties of all students, I had set up a system of students who acted as “experts” in their group. I had recruited those students who felt they had a solid grasp of the material and who equally were able to demonstrate patience and good communications skills. Luckily I had more than enough who fit the bill. I had asked the remaining students to submit the names of the top three experts they felt comfortable working with and after spending a couple of months in this arrangement, I decided to move them around to new groups. In the process, I had asked the class to provide me with some written feedback on their thoughts about the “expert” system. On the whole, people thought that it was an effective solution but there were quite a few amusing comments which I had not anticipated. I thought I’d share them with you.

They could all see that having an intermediary was a good form of “blockade” and made life much easier for the teacher. Some were annoyed that their experts couldn’t answer all their questions while others were grateful for the time and effort they had put forth. Funnily enough (I suppose in response to those super demanding students), some had felt rather intimidated and overwhelmed with having to look up all the words in the dictionary for their charges. Others reflected how it was sometimes a thankless job where people were quick to criticize but slow to appreciate.

We had a subsequent discussion as a class where we had to specifically define the duties of the experts who were really only supposed to be the first line of defence. We talked about the need to balance demands with also giving the experts some space to get their own work done. Finally, it was established that the experts were not free labour nor did their duties include literally doing the work of others. With these new parameters in place, the system has been fine-tuned and is now running like a well oiled machine. The experts have achieved a near celebrity type status and seem to enjoy the esteem of their peers. We have now added a new tier as well – the “Experts In Training.”J

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Erin.Grewar Classroom Management, General, Students as Teachers

Feedback on Descriptive Feedback

Sometimes the latest educational trends sound good in theory but oftentimes tend to be less than fruitful in reality. After thoroughly marking ninety assignments and including lots of suggestions, positive reinforcement and constructive criticism, I couldn’t help wondering if the writer’s cramp was really worth it. Were these kids really going to follow the advice so painstakingly offered? For that matter, were they even going to take the time to read what was written or were they just going to zero in on the mark and disregard everything else? I decided to candidly ask one of my grade 8 classes some pointed questions. They were more than happy to participate in an official “study group” and this is what they had to say on the subject.
“Do you read the comments your teachers provide or do you just look at the mark and disregard them? “ It’s true, the mark is what they look at first but all of them take the time to thoroughly read any feedback.
“Do you try to follow through with the suggested advice?”  Most said yes but there were a handful (and you know who they are) who stated that realistically, if it required a lot of effort (example – to redo something entirely), they would not.
“What form of descriptive feedback do you feel is the most valulable?”
This question kind of depended on the type of student they were. The ones who tended to be self-motivated and driven were able to take written feedback, internalize it and apply it. In all cases, students really found that a one on one meeting (however brief) where they had a private moment with the teacher was the most valuable. The verbal feedback provided them an opportunity to better absorb and ultimately respond to advice/suggestions instead of reacting defensively to critiques.
In sum, is the time and writer’s cramp worth it? Yes, it is above all, an opportunity to engage and connect with your students which does not go unrecognized.