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Carmen.Oliveira Celebrating Success, Literacy, Students as Teachers, Year End Activities

Celebrating Learning as the Year Winds Down

As our school year winds down, I thought I’d share a few ideas I’ve used in the past along with some I’ve recently come across that can create fun and meaningful opportunities to reflect on the learning and  overall experience in our classrooms this year.

END OF YEAR BOOKLET: This booklet is geared toward junior students but can easily be modified for primary grades.  This booklet is a way for students to think back on the various aspects of their year and includes tasks that involve creativity by adding artwork.  Students enjoy reading each others’ booklets and sharing them with the class at a year-end party.

END OF YEAR AWARD: Students create their own award to present to anyone they wish.  They decide what the award is celebrating and the recipient can be someone in the class, the school, their family, or community.  You can make it fun by having students draw each others’ names and create an award for their classmate which they present at an end-of-year award ceremony.  This often becomes very humourous with some silly awards being created.

TEACHER REPORT CARD: I can understand why some teachers would be wary of having their students do this but I actually find it very helpful and the students love giving me feedback.  I spend so much of the year assessing them and sharing descriptive feedback about their learning so why shouldn’t they do the same with respect to my teaching?  Students are quite insightful and honest.  Some of the reports I’ve received have been eye-openers and got me thinking about how to better my program the following year.

LETTER TO NEXT YEAR’S STUDENTS: This gives the current students the opportunity to reflect on their year and think of advice to give to the students for the upcoming school year.  Both the students writing the letter and those reading it the following year really enjoy this opportunity to get a sense of what can be expected.

LET STUDENTS TEACH A CLASS: You can split the class into groups and assign each a specific topic you studied this year. Give them time to go over their topic and invent a good review activity, which they have to grade (or not, if it’s too much for the end of the year). You assess them on whether they were able to re-teach the concept or skill and how effective their review activity is.

STUDENT CREATED QUIZ SHOW: Have students come up with questions for a quiz show about concepts, skills, facts, or anything they learned throughout the year.  Create categories (ie. like Jeopardy) for each subject area and have students organize their questions.  Enjoy the quiz show as a class competing against the teacher or form teams of students to compete against each other.  Prizes can include a longer recess, extra gym time, or some frozen treats at the end of hot June day.

end of year booklet part 1

end of year booklet part 2

end of year award

Teacher Report Card

letter to next year students

Alison.Board Wellness

Supporting self-regulation in Kindergarten

 In the Full-Day Kindergarten program, it is essential to give children the tools to help them self-regulate. The day is long, and often the noise and energy escalates as the day goes on. We talk about how we are feeling each morning at sharing circle. This provides us with an opportunity to listen to the children and to find out if they have had a difficult morning or maybe a sleepless night. It also allows the children an opportunity to reflect on how they are feeling – monitoring this each day when we come together as a group.

Dr. Stuart Shanker is a renowned expert on self-regulation. He provides information on the topic in various forms that are available on the internet  or in his book, Calm, Alert and Learning (2012)

Other resources on self-regulation, include:

Canadian Self-regulation Initiative http://www.self-regulation.ca/

Kindergarten Matters – Self-regulation http://resources.curriculum.org/secretariat/kindergarten/selfregulating.html

In our classroom, we talk about how fast our “engines are running” and whether we need to slow them down or not. We also talk about various strategies to calm down. In late November, we started yoga breathing with the children. We would do a few poses, but mostly concentrate on the breathing. Now, after lunch each day, we close the curtains and the children find a quiet space in the room to lie down on their backs. We provide pillows or small blankets if they want. We then walk around and place one glass stone on their forehead – it provides a focus and keeps wiggling bodies from moving and dislodging the glass stone. At times we play classical music or relaxing sounds of ocean waves. Other times we may talk about visualization; imagining lying on a beach in the warm sand or in a park in the cool grass. Two or three children usually fall asleep during this time, and if they do, we leave them to rest while we quietly get up and resume our activities at learning centres. The children continue with their play in the afternoon, but they have had the opportunity for quiet and peace in their hectic day. Children are recognizing how they feel after these opportunities for relaxation, and now ask the teachers, “Can we do yoga today?” or “When will we lie down and put the stones on our foreheads?” This shows that the children are recognizing when they need to implement self-regulation strategies to help them be successful in their day.

Work on writing board
Katie Pryde Literacy, The Daily 5

Work on Writing

One of my colleagues does The Daily 5 in her classroom. In my Board, this is an initiative that we are all currently working towards. When I used the Daily 5 in my classroom, I sometimes found it hard to constantly keep my students engaged in the Work on Writing aspect of this program. After looking around her room, I just fell in love with her Work on Writing centre. In her class, she has a separate area for her Work on Writing. Students all choose which centres to go to for that day (choice is always important).

At her writing centre, she set up one of the three-fold bulletin boards, filled with information about different types of texts, and some examples of what students could write about for each text type (i.e. letter, story, etc). This is a great idea for students as they can be immersed in their writing, and THEY can choose what to write about using whatever text type they choose. Below I have included a picture for you to observe (and perhaps steal) for your own classroom if you wish!

Katie Pryde Occasional Teaching

Preparing for the LTO List

With the new regulation coming into play for the next school year, many teacher are (or have already) been preparing themselves for their interviews to get onto the LTO List.

With this new regulation, each and every board is a little different, but with my board, anyone who has supplied for 10 consecutive months, can apply for the LTO List. Once on the list, anyone who has completed a 4 month or longer LTO can apply for contract positions.

This time of the year is typically a very busy and stressful time. With report cards, and finishing up curriculum, stress levels are very high. But when you add an “all or nothing” interview into the mix that greatly shapes your future, stress levels are at an all time high.

I had my LTO List interview 2 weeks ago. Although I have not heard any news as of yet (we find out next week), there were many things I did to help myself prepare for the interviews. Here are some tips of things that I did, that may help you when preparing for the LTO List interview (or any interview at that):

  • I read through and highlighted the Growing Success Document, as well as the Guide to Effective Instruction in Language and Math
  • I brainstormed questions that I thought may be asked, and created some answers to these questions, using as many of the “buzz words” as I could think of
  • I spent a lot of time on my school board’s website looking at various things about the board that may help me answer questions. Some things I looked at were the board’s vision, improvement plans, school improvement plans, new programs, etc.
  • Finally, I had my current administrator come in to observe a lesson of mine, and fill out a TPA-like evaluation on me. This would be used as proof that I have had a successful LTO. Having someone come in to observe you teach, and who will be a reference for you, is always an excellent idea!

Again, I have yet to hear anything, but I am very hopeful to get onto the LTO List. Yes, this is a stressful situation, but you CAN do it! Good luck to all the teachers going through this process!

Photo of Roz Geridis
Roz.Geridis Building Inclusion, Communication with Parents and Guardians, Making a Difference Through Education

Making a Difference

Recently, our school went to an overnight outdoor education centre. Parent/student/teacher relationships are developed and also expanded during these types of trips. I had three students with special circumstances. All were brought to my attention before we left for the trip. I had one student who had separation anxiety, another had social issues and a special family event during the trip, and the third was a student with Aspergers and mom was concerned about the socialization/routine for her.

 

Although most of my time was occupied with these three students, I still feel my time was spent in a very productive way. One night, I spent the time helping a student get to sleep. Distracting her thoughts, staying near her, making sure she was ok. She made it through the night. The second night, she didn’t need me at all. When we returned, the parents were very appreciative and gave me a very nice note and flowers. The flowers were a very nice thought and I really appreciate them but the note I will keep forever. The parent also went to my administration team and spoke to them letting them know how appreciative the student and parents were and what a difference I made. It was a very kind gesture which will always be remembered!

 

I had another parent who also thanked me through the student and with a small taken of appreciation. Her child ended up getting sick and her mother was very happy that I was there with her until her mother came to get her. The last parent showed up at the school and was all smiles. Again, I received another thank you.

 

We may not get thank yous for all we do but remember we make the difference in students’ lives. Whether it is a child who feels included, another who is happy to be part of an event, or the student who feels s/he has learned something new – all it takes is one effort to make a difference and change that child’s life for the better.

 

 

Photo of Tina Ginglo
Tina.Ginglo Building Inclusion, Homework, Literacy, Use of Technology

Timely Effective Feedback with Comic Building Website

I recently created an account on Bitstrips for Schools.  Bitstrips is a free website where students can create comics or other graphic texts.  Creating an account is easy.  Bitstrips provides you with an access code that you share with your students.  Students simply log in with the access code and they immediately have access to the different activities you create.   Their first task (and yours) is to create an avatar.  Students can then begin to work on the activities you create.

My Avatar

My initial activity was an introductory activity where students were asked to create a comic introducing themselves to the class.  The learning goal for this activity was for students to become familiar with the comic building tools.   After a week of in class work, Bitstrips is now an activity students have an option to go to when other work has been completed or they can work on activities from their home computers. Now, most of my students are completing the graphic text activities at home for ‘homework’.   Parents appreciate that their children are using the Internet to complete school activities rather than to play games and watch videos on YouTube.

A quick and simple activity to help students become familiar with the tools.

 

What I appreciate most about this website is that all students, regardless of abilities, can navigate the tools and create a piece of writing. Once students complete an activity, it must be submitted to me for review before it can be published.  I can access student writing from anywhere; smart phone, tablet, at home, or school and I can give them timely specific feedback on their written submission.   I am using Bitstrips to reinforce punctuation and spelling with my third grade students.  I spend a few minutes each evening sending students feedback on their submissions.   The next time students log in to Bitstrips they will see my feedback and they can immediately edit and/or revise their work and resend it to me for another review.

 

 

Below are some sample comments I have submitted to students:

Hi Charlie, 

This is a fun comic! Please make sure you begin each sentence with a capital and end with a period.

Hi Krisandrew,

I really like how you ended your comic! I am impressed with all your slides. Please review for punctuation. For example, sentences must begin with a capital. Example “Me too.” You missed a period in one of your thought bubbles. It is movies not movie. Otherwise, great effort! Please correct and resubmit.

Below are two activities I have assigned on Bitstrips.com:

 Turning Narratives Into Graphic Texts

You are to select one of your personal narratives and create a Bitstrip.

You are to use speech bubbles for your dialogue sentences.
You are to use thought bubbles for your thinking and feeling sentences.
You are to use captions for your action sentences.

Your bitstrip should meet the success criteria for personal narratives!

Silly Story Comic

 You are to write a silly story!

You are to use the success criteria for a personal narrative. That is,
-Action, dialogue and thought sentences;
-Beginning, Middle and End;
-Correct punctuation and spelling;

But your story must also include the characteristics of a silly story:

-Strange and impossible events take place;
– Characters act as if everything is normal;
-You leave the reader with a smile on their face.

Your story should be a at least 5 frames long.
Dialogue sentences must be in speech bubbles.
Thinking/Feeling sentences are in thought bubbles.
Action sentences must be in captions a the top or bottom of the frame.

I am fortunate to have unlimited access to computers throughout the school day, but you can do this in a one computer classroom.  As I mentioned in a prior blog post, it is important to know what access your students have to the Internet from home before you encourage Bitstrips as a homework activity.  Bitstrips has helped me engage students in the writing process.  It forces them pay attention to writing conventions and it provides me with a manageable way to provide timely feedback to students.

 

Photo of Tina Ginglo
Tina.Ginglo Differentiated Instruction, Diverse Learning Needs, Student Ownership

Differentiating the Learning Environment

Differentiated instruction can be challenging for a teacher, new or ‘not so’ new.  There are so many ways we can differentiate our instruction that it can be overwhelming trying to get the “differentiated” ball (or should I say cube?:)) rolling.  Where do we start?    I suggest that if you are just beginning to explore ways to differentiate your program that you take it one step at a time.  For me, I feel that the self directed and open-ended nature of my writing program helps me to differentiate student learning in many ways.  Guided reading is another example of how we differentiate content to meet the different interests and readiness of our students.  What I need to explore further are ways I can differentiate the learning environment.  This has been one of my professional learning goals for this year.

I believe that all students need experiences to work independently and collaboratively regardless of their learning preference.  However, in order for students to be successful, we must provide for their learning needs by giving them the structure and opportunity to demonstrate their knowledge and skills in ways that best suit them.

Over the winter break I purchased a dozen privacy panels for my third grade classroom.  They were not too expensive… about twenty dollars. When we returned from the holidays I introduced the panels to the students.  Everyone liked the idea of the panels and wanted to use them ALL the time.  At first, it was a distraction.  My students sit in groups of 4 and every student in a group wanted to use a panel.  I had to explain on more than one occasion that if one or two used a panel in each group then the other students in the group wouldn’t need the panels.  There were times when I had to say, “No panels! Get to work!”

By the time we returned from March Break the novelty of the panels finally wore off.   Now, whenever the need arises, some students will get up from their groups to get a privacy panel and it doesn’t start a “stampede” for the remaining panels!  Students go on with there work indifferent to the colourful cardboard that pops up at different groups throughout the classroom.  I am glad that I didn’t give up on the panels.   I had patience, well… most of the time, and trusted my intuition and the process.  Whenever we introduce something new to the classroom there is usually some excitement and then it just becomes part of the routine.

I have managed to find another way to address the different learning needs in the class.  It is interesting to observe which students decide to use the panels and when.  Jamie, for example, tends to set up a privacy panel when she is writing a reading response in her journal.  Jennifer, on the other hand, needs the panel when we are working on problem solving in math.

It is important for me to create a learning environment where students have as much choice and control of their learning as they can handle at such a young age.  When students are working on an independent activity, I encourage students to support each other in their groups.  As long as they are using small voices and staying on task, I encourage the collaboration.  However, not all students can learn this way.  Some students need to limit the distractions in the environment in order to learn.   These students may choose to work at a desk away from their group, on the carpet or simply put up a privacy panel.   The goal is to teach students to independently decide what learning environment they need in order to be successful in the classroom.    Privacy panels are one way we can offer students choice and control of their learning environment.

Trolley drawing
Erin.Grewar Classroom Layouts, Classroom Management

French a la carte

I’m not sure who coined that expression but if I wasn’t a Core French teacher, it would bring to mind the image of a quaint dessert trolley featuring a variety of artfully baked pastries. Funnily enough, when I typed in that subject heading to get some different ideas of carts on the market, that is exactly what came up. The one model I did find came duly equipped with many different coloured bins, whiteboard, sturdy triangular construction (and relaxed smiling model to boot). However, I couldn’t help noticing some design deficiencies. There was no built-in loudspeaker system blaring the message “Écartez-vous! Laissez passer le prof de Français!!” accompanied with flashing lights and a siren. Nor did they have an activated alarm for when someone tries to pilfer one dictionary or pencil too many. Finally, the lack of GPS tracking device for lost overheads and CDs is clearly an oversight in this day and age of technological wizardry.

A few years ago, I did see someone who seemed to master the teaching from a cart phenomenon and regretfully I didn’t take photos (the days before an Iphone). What made it work for her was the following:

  • a variety of different sized bins and boxes that were all clearly labelled with the corresponding word(s) and images
  • practical supplies which included textbooks, some dictionaries, pencils, pens, pencil crayons, overhead markers, scissors, tape, magnetic strips, stapler, etc (you get the picture)
  • hanging file folder box to store extra worksheets and assignments
  •  cds, camera
  • visually decorated with French/Quebec flags and postcards so that it was a large-scale rolling tourist brochure
  • a horn

Finally, a few suggestions for teaching on the run which I have gleaned so far from my own experience. Truthfully, they would work a whole lot better if I had the wherewithal to implement them consistently after my dash across the school and up two flights of stairs in 1 min and 30 seconds (that’s if I’m running on time).

  • If you’re not supremely organized, enlist the help of a professional organizational consultant to get you on track. No matter how organized you think you are, you’re not organized enough.
  • Get into the habit of putting things down only in specific places.
  • Have a physical checklist of important items that you actually check before leaving the room.
  • Colour code things in bright colours for different classes (class lists, folders, etc) so they can easily be spotted.
  • Ensure your lesson includes some down time for you to get organized at the beginning and end of the period (structured student-run games, conversation starters, short audio recordings).
  • Have responsible students take inventory of borrowed items such as textbooks and school supplies.

If anyone else has any other ideas that work for them, please share them. Thanks to Michelle, Kate and Sylvia who responded to my last post with their thoughtful commentary. This is obviously a justifiably sensitive subject. Hang in there all of you!

Alison.Board Homework, Literacy, Resources, Use of Technology

Reading in Kindergarten

Literacy is woven into our day. We do not have “literacy centres”, but we do have learning centres that include literacy. We have shared reading, independent reading, formal writing times that look like a Writer’s Workshop, and purposeful writing that happens around the classroom such as writing cards, letters, making books and recording observations.

There is no “language block”, instead language is used in our morning circle to share our feelings and connect with one another. It is used during read a-louds to teach conventions of books, visualization, sequence, and voice. We learn how to spell familiar words and we learn how to use rich language to describe and express our ideas. Books are connected to our math lessons and science inquiries. We share books that enjoy reading over and over again, and we read new books on the computers and listen to stories using BookFlix.

When I started my new classroom in September, there were limited literacy resources. I acquired a variety of picture books from family and friends and I used the books from our school library to fill the shelves and reading bins. To organize the books, we designated one display rack for hardcover books and another for softcover books. I remember the day that we discussed how to tell the difference. Even now, some children knock on their book to determine which shelf it should be returned to. This also provides a daily opportunity for sorting – see how literacy is never a stand-alone in Kindergarten!

One of the first things I noticed was how rough the children were with the books. It took months of reminders and practice for the children not to throw the books, step on them, or pull at them and rip pages. You would assume that by Kindergarten children would know how to handle books, but for many children in the class handling the books in a gentle and respective manner was not familiar to them. To assist in their practice, we modelled then asked the children to “close your books gently, carry them like a cake, and place them face out on the appropriate book rack”. Now the children are much more aware of the condition of the books, and often come to me with concern that a page has ripped or torn, and ask that it be fixed with tape.

Back in September, there were no (maybe a few) levelled readers for the Kindergarten classrooms. This was the biggest concern for me, as I believe in the consistent use of levelled books to develop readers in the classroom. Through the suggestion of an instructional leader, I was able to order paper copies of what are considered replacement books and use these for a book borrowing program and for work with individuals or small groups in the classroom. These books have been invaluable for my students. Although I do not assign homework in Kindergarten, I do set up a book bag program that allows children to take home a book at their level and write about their book in an accompanying journal. There are not assigned days to take or return a book, therefore it is a program that can suit the families and their schedules. I have some students who return their book bags every day or every other day, while other students may return their bag within a week or two. All of the SK students (and a few JK students) have moved up in levels, but most importantly they feel successful as readers. The levelled readers have not been a “requirement” of the childrens’ day or have they felt pressure to read. By providing them with a book at their level (mostly all at level 1 in September) they felt excited to take a book home and then felt successful because they could actually read it. This encouraged them to continue with the program and become independent readers!

 

 

 

 

 

Levelled books for Book Bag Program

Photo of Erin G
Erin.Grewar Classroom Layouts

Teaching on the Run

I have recently returned from mat leave to my usual position of Core French Teacher in Grades 7 and 8
(not easy to get out of that one…) but this time with a major change which has greatly impacted my job – no classroom.

For the past 10 years, I have always had the luxury of having my own space (albeit occasionally squished between stoves, ovens, washers and dryers of the Family Studies room) and now I am truly realizing how lucky I was.  At the workshops for the TDSB Summer Institute for Beginning Teachers, there was bound to be some poor soul who posed the question “What advice can you offer to someone teaching on a cart?” While outwardly commiserating, I was always secretly thankful I wasn’t in that position. I can say without a doubt, that in my 10th year of teaching, I have never felt so disorganized, frazzled and somewhat ineffective and not for lack of trying. And I’m one of the lucky ones who only has to shuttle between two different classrooms (on two different floors and opposite sides of the school).

I originally intended to blog about how to effectively teach Core French from a cart but when I was looking online for different visuals of such a piece of equipment, I came across an article from an older issue of Professionally Speaking entitled “The Core of the Matter” which succinctly discusses the major issues confronting FSL teachers. Based on a report authored by Maureen Smith, a teacher with 30 years FSL experience, the area of most concern was a lack of dedicated classrooms to Core French. She outlines in the study that it is not uncommon for some teachers to “give eight or more classes a day, working from a cart set up in the lunchroom, gym or multiple portables, even when there’s an empty classroom in the school.”  Delivering your lessons in time sensitive 42 minute increments is stressful enough, but charging around from one classroom to the next within the 2 min travel time only to arrive and find you’d left your overhead/textbook/assignments behind adds a level of intensity which is taxing on even the most organized and well prepared instructors.

Given the situation, it is obvious that a teacher’s program would be greatly compromised. I feel particularly empathetic towards the newer teachers who must struggle with getting their resources together in addition to teaching on the run. What I miss most about my own classroom (even though my “roommate” is most congenial) is a dedicated spot to display visual aids and showcase student work as well as the flexibility to alter the seating arrangements to best suit my planned activities. Smith concludes that if teachers are expected to deliver a quality FSL education, then the gap “between the classroom environment and the policies that influence it requires careful study.” It’s too bad that as a core subject of the Ontario curriculum, there is no correlation between the huge comment box devoted to FSL on the report card and actual size of dedicated classroom space.

Be that as it may, the reality is that with the advent of full day kindergarden, classrooms in many schools are at a premium and this situation is perhaps a new permanent reality of FSL teachers. In that case then, enough venting…Stay tuned for my next blog (and originally intended article) on how best to teach French from a cart.