Blog

Photo of Mike Beetham
Mike Beetham Celebrating Success, Making a Difference Through Education, Student Ownership, Students as Teachers, Year End Activities

It Takes A Village To Raise A Child

As another year of learning is counting down and it is time for our learning community to show our appreciation to each other and the people who have helped us be so successful. I start by holding a classroom meeting where we look at our classroom Wall of Fame and reflect on how successful we have been both individually and collectively. The visual reminder of all of our accomplishments never ceases to being out smiles, laughter and a rousing chat session. I then ask them “Who has helped us all be successful?”. They respond with the obvious, their teachers, and the principal. As we delve deeper into this question, the list begins to significantly grow. The custodian who ensures our classroom is ready to go each day and allows us to be creatively messy sometimes. The secretary who always keeps us informed and has organized many of our activities. The librarian clerk who always seems to have the books we need. Their parents who have supported them in so many ways outside of school. The Occasional Teachers who have filled in and assisted them throughout the year. Parent volunteers who have supported activities in our school throughout the year. Teachers who have organized assemblies, special events and coached sport teams or choirs. Finally they discover how much they have supported each other in the year long journey.

The next part of the classroom discussion shifts to how do we show our appreciation to these people. It is quickly discovered that the best way to show our appreciation is to tell them how much their efforts were  appreciated. This is where the leadership shifts to the students. In small groups the students are  assigned key people to whom they are responsible for talking to on behalf of our classroom.Those messages are personally delivered over the last two weeks. We send a letter to our Occasional Teacher Local thanking the teachers who have been in our classroom this year.

As our community time draws to an end I ask them to write end of the year messages to each other. A chance to say thank you for the support, friendship and fun they had together. This message is kept secret until the last day of school where they are shared via video tape. I always view the draft of the message prior to filming is done. As a teacher, I also get to send my message to my students to thank them for helping me become a better person and teacher. It is now time for our village to move on.

Photo of Erin G
Erin.Grewar Differentiated Instruction, General, Year End Activities

“Frozen” in June

I know that at this stage, the last thing anyone wants to think about is winter (unless of course we’re in the middle of a heat wave). My one grade 7 class has been Frozen (as in the Dinsney movie) obsessed! They’ve seen the movie together as a class, know all the songs, can quote any line (Swedish accents included) and even shed a few tears when Anna is temporarily turned int beo ice. We had been working on a unit loosely based on On y va Destinations d’hiver way back before March Break. For a multitude of reasons (namely soccer, track and field, baseball tournaments and the school play) it has taken us forever to wrap it up – hence the title. Once May hit,  we opened it up to just about anywhere for the final task where students had to write a postcard from a destination of their choice. Based on their research, they had to comment on the food, attitutude of the people, possible activites with a focus on using the futur proche (je vais visiter) and the verbs vouloir and pouvoir (je veux faire, je peux voir). For the project,  several students approached me and wanted to write a postcard using the premise of the Frozen movie. The submissions were fantastic and were highly creative (and down right hilarious). I thought it was worth blogging about because it was met with such enthusiasm that students did not even mind doing the assignment. It seemed like a good example of tailoring things to suit the interests of the students. Below is an example of one of the submissions.

Bonjour Rachel,

Je suis à Arendelle avec la fameuse Elsa. Ici, c’est vraiment fantastique! La nourriture est tellement délicieuse, surtout le magnifique gâteau au chocolat. Le paysage est accidenté et à couper le souffle. J’aime beaucoup le Montagne du Nord parce que le Palais de Glace exquise est au sommet.  Demain je vais faire une tournée dans le traîneau de Kristoff avec Sven et je vais faire une famille de bonhommes de neige pour Olaf. Avant de partir, je veux surtout visiter la Vallée des roches vivantes et donner un coup de visage à Hans. Je veux jamais quitter!

Ton amie,

Sophia

 

Photo of Mike Beetham
Mike Beetham Classroom Management, Differentiated Instruction, Planning, Student Ownership, Students as Teachers, Year End Activities

Keep Them Learning

As June (and all it brings with it) unfolds, minds start to wander, summer day dreaming begins and as a result students start to lose their focus with all the activities that are competing for their attention. This usually results in increased classroom management concerns as well as a significant drop in productivity. My plan at this time of the year is to keep my students as engaged as possible to the very last minute. This is accomplished in two ways. The first is that they become decision makers in what we are going to learn about. This can be done either as a class or as individual learning modules. The students will compose a question to which they will seek to answer. How do words travel from a studio over the radio so that we can hear them is an inquiry chosen by one of my students this year. The questions they create have to be approved and meet the criteria we have pre-established.

The length of this unit is about 3 weeks and will culminate with a classroom open house whereby the other students in the school will be able to visit our work over two days. The student must be at their site in order to share information they have uncovered and answer any questions their audience may have. Needless to say, this unit generates some of the best work of the year. For me as a teacher, it allows me that opportunity to witness (and assess) the transfer of a year’s work of academic focus in  reading, writing and oral language.

The premise remains  the same as I have used drama presentations, storytelling and musical performances to keep my students school focused and engaged until the last minute of school.  I encourage you to share other ideas you have used or witnessed as end of the year units.

Photo of Mike Beetham
Mike Beetham Challenging Topics, Classroom Management, General, Learning About Your Students, Mentorship, Student Ownership

Classroom Advisors

Wow, things have certainly changed since I was in school. When I went to school we __________ (fill in the blank with a change you have observed). When I look at the behaviours of my students, the choices they make and day-to-day social interactions in my classroom I filter it through the 54 year old brain of mine. It usually doesn’t make sense or seems silly and a waste of time. There are many times when I can’t make heads or tails of some of the things that my students do. So, what I tried (and found very useful) is to try and understand it through the brain of the age group I am working with. I sit and talk with individual students, small groups or even at times the entire class and have them explain to me the why of what took place. I tell them that through my adult brain it does not make sense and why would anybody do that. This opens up a wealth of opportunities to delve into the world of my students.

It has evolved to the point where my class votes in key students who will represent their needs and interests and those students become the classroom advisers. When ever a decision that requires our entire group’s input is needed, I go to the classroom advisers who then go to their classmates and get their feedback. The advisers then must prepare a summary of the input they received and meet with me as we collectively make the best decision for our group. In other scenarios, they serve as a resource who can explain to me what a student was thinking or why this makes sense to them. The final role these students play is being a peer mediator/mentor as students work their way out of poor decisions they have made. Needless to say, this is a very empowering strategy for both my students and me.

Alison.Board Classroom Management, Inquiry, Learning in a Real Life Context, Year End Activities

Keeping them Engaged…

These last two months of school can be trying for both teachers and students. The students are ready to get outdoors and classroom management is necessary as their social volume seems to increase with each warmer day. People that are not working in education often suggest that I must enjoy these last weeks of school as I anticipate the summer. It is hard to explain how challenging the last two months can be. Teachers feel overwhelmed to complete marking, prepare themselves for the looming task of report writing, as well as make plans for their teaching placement in September! In addition to that, teachers want to feel that they are keeping their students engaged with learning into June, not just keeping them busy.

Here are some suggestions to try out in the last month of school that will actively engage your students, if you haven’t already:

  • Have students design an original book cover for a book they have read, with a new artistic representation (art, media) and a new summary (language) on the back. When completed, create a gallery walk or a contest for best original design. If completed with another class, you can swap covers to judge.
  • Allow students to work individually or in small groups to create a dance based on a specific theme, element, or cultural influence. Provide them time each day to work on it (they love this!), then use days in June for each group to present to the rest of the class (or even invite parents in for an Open House event).
  • Provide students with about 3 poems of different styles to read and reflect on. Allow time for group discussions and sharing of ideas. Create a poetry workshop for a few periods each week. Students can peer review or you can provide feedback. Students select their favourite original poem to read to the class. Or create a Poetry Cafe for parents or other students in the school to attend. Students will enjoy advertising, writing invitations, and preparing beverages for the Cafe!
  • Take your learning outside! Go on weekly walks in the community and look for connections to your current lessons/activities in Science, Social Studies, or Math. If students ask particular questions, use it a starting point for a mini-inquiry that you can support for the last month in the classroom. Document your walks with photos, written reflections, or drawings.
  • Find a purpose. Use the last two months to pursue something meaningful in the community that there may not have been time to do over the winter months. Adopt a school garden to care for, clean up in the community, or buddy up with younger/older students and work together.
Enjoy!
Photo of Erin G
Erin.Grewar Assessment, Differentiated Instruction, Diverse Learning Needs, Year End Activities

Le passé c’est brassé – Bring the Passé Composé to Life (Part 2)

               An important lesson that I’ve learned this year is have the students write in a concise manner. In the following assignment, La journée de …, students must basically incorporate most of the major things we covered in approximately 10 sentences (passé composé with avoir/être, singulier/pluriel, compound sentences and adverbs). Originally in past years, I used to do a similar project entitled “Une semaine dans la vie de …” which involved them describing the week in the life of someone using the same requirements but was more than double in length. With my senior classes, I’ve been focusing more on quality rather than quantity by teaching them how to expand and elaborate on simple ideas. Again, the shorter length requirement is more feasible for reluctant FSL writers but showing all your students how to achieve more complexity allows your more advanced students to still be challenged. I’ve attached the project guidelines and reference sheets for you to view. Hopefully, it might be useful for an end of the year assignment.

la journee de project guidelines

Les activités possibles – au passe

 

Photo of Erin G
Erin.Grewar General

Le passé c’est brassé – Bringing the Passé Composé to Life (Part 1)

     With the arrival of the nice weather, it can be increasingly difficult to keep students on track and focused. As Mike suggested, coaching them to the finish line is a must. However, what helps immensely is when they are interested and engaged enough to put out the effort, which for Grade 8’s at this time of year is a challenge. I thought I’d share something that my grade 8 students seemed to respond well to. We have been studying the passé composé for some time now (in a more isolated grammatical fashion) and it was time to start using it in a more concrete fashion. Seeing the success my colleague had with the Six Word Memoirs (see previous blog), I decided to kind of mirror that and have them write out their 5 most memorable moments. I wrote out an exemplar based on my own personal memories (excluding marriage and birth of children – didn’t think they could quite relate to that) and then we brainstormed most frequently used verbs and them listed on different charts according to verb endings. Just to make it a little more interesting, I came across some really nice watercolour paper and had the students paint a background. The project was short enough that it seemed feasible even for the most reluctant students and was a bit of a creative outlet for the artistic types. However, even with 5 sentences (more or less), I was able to see if they had in fact grasped the concept. The photos convey what they were able to come up with.

Photo of Mike Beetham
Mike Beetham Assessment, Celebrating Success, Classroom Management, Professional Learning and Growth, Student Ownership

Time To Smell The Roses

As the year now shifts to the final months of academia, it is important to take the time and reflect on the growth of yourself as a teacher, the academic gains that your students have made and the endless best efforts that took place in your learning community. We often start to stress or feel the pressure of the year ending with so much curriculum yet to cover that we neglect the opportunity to recognize the gains accomplished thus far. By instilling in your students (and developing in your teaching practice) the skills to reflect on their effort, accomplishments and next steps we pave the way for students to become a partner with us in the educational journey.

The timing is critical as it will allow all parties involved the opportunity to give and receive feedback that will direct them in their goal setting for the last two months of the year. If this feedback is provided too close to the end of the year there will not be an adequate amount of time to use it to create change. This is an essential time when I focus on the accomplishments of each student and work with them to establish next steps. An analogy that I would use is when a coach takes that final timeout to share a plan and pump up his/her team for that final push to reach their goal. The message the student receives is that I am capable, I have been successful and it is important for me to keep it going rather than coasting into summer vacation. Enjoy this time of year and take great pride in what you have been able to accomplish with your students.

 

 

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.