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Samantha.Perrin Occasional Teaching, Professional Learning and Growth

Staying on Top of Your Professional Profile

It’s that time of year again.  Its report card and parent-teacher interview time, but also for eligible to hire teachers without permanent contracts, long-term occasional teachers, and occasional teachers it’s about the time to re-apply to boards for hiring for the next year. It’s an important process because if we don’t do it properly and on time, our livelihood as teachers could be compromised the following year.

While the process of re-applying is not new to me, I still find it a little bit stressful because of the timing of it (coming off of the holidays, assessment/reporting) and the importance of being able to stand out and be up to date, and reflective of my accomplishments as an educator.  After teaching all day, taking courses in the evenings, report writing during evenings and weekends, the gathering of materials for applying to boards ( which includes cover letters, resumes, references, OCT information, teacher-appraisals from pre-service teaching) it is a big undertaking, as is updating the information and properly uploading it as per the board’s format.

I understand the challenges that a lot of beginning (not-permanent) teachers go through this time of year, because I experience it myself.  This is the time of year that I need to be acutely attuned to my students’ learning (their assessments, class room lessons, report-card writing, preparation for parent teacher interviews) and I also have to be concern myself with my own learning/accomplishments and securing future and more permanent (or at least, predictable) employment.  Having been through this a few times, I am learning how to be smarter about keeping my professional portfolio up to date so that I am able to focus on my work in the classroom and my other commitments. I have gotten into the habit of updating my resume every couple of months, including more recent workshop experience, teaching experiences and taking away information that may be redundant or outdated so that I don’t have to sit and stare blankly at last year’s resume contemplating what to add.  I also make it a point to contact my  references to ask their permission and briefly discuss the work that they can comment on. I keep scanned copies of important teaching related information and cover letters for easy access and easy uploading.

While I don’t love the process and the timing of having to reapply to boards annually, I understand its function for being up to date and retaining people who are committed to becoming teachers. As a result of my learning how to manage and keep up to date with my professional profile, I have enjoyed the varied experiences of teaching in different grades and different classrooms, and I hope that other ‘new teachers’  find my tips helpful in making the hiring process a little less difficult.

Photo of Alison Board
Alison.Board Building Inclusion, Diverse Learning Needs, Learning About Your Students, Professional Learning and Growth

By the way, what is self-regulation?

Last week, I had the opportunity to attend the Director’s Leadership Series – Early Years Strategy launch. The highlights included an address from Dr. Chris Spence about the importance of intentional inquiry and a presentation by Prof. Shanker on self-regulation in the early years.  I feel the need to share this as it struck me how timely his presentation was, as we were all assessing students on their “self-regulation” for report cards. Although we are provided with some examples of what self-regulation is, such as “Sets own goals and monitors progress towards achieving them,” it may be difficult to apply this statement to a 6 or 7 year old and their opportunities for self-regulation in the classroom.

“Self-regulation is not self-control,” said Dr. Shanker during his animated and engaging presentation. However, he suggests that many of us see the child that does as he/she is told as the one that is most able to self-regulate. Instead, it is the child that uses less energy to deal with external stressors and is able to be calm but alert – the optimal state for learning. By stressors, he is referring to auditory and visual stimulation that children may be sensitive to. They become focused on the stressors, use energy, zone out, and then aren’t able to follow what they should be doing. It also begs the question for us as teachers, how to provide an environment with less stressors for the children and how can we help our students find strategies to deal with their emotions and support them in self-regulation? This ties in with many of our early discussions on our blog about Tribes and inclusiveness, since creating positive energy supports the students ability to learn, whereas a negative energy drains them. It also ties in with our discussions about the importance of the classroom set up, as Dr. Shanker suggests we consider what type of a classroom environment will enhance energy (a calm energy for learning).

I found this professional development opportunity connected well with what teachers are grappling with right now. Dr. Shanker touched on behaviour, anxiety, as well as  ADHD and Autism and their relationships with self-regulation. My class is currently discussing the big idea, “What is Well-Being” so we are explicitly discussing what distractions there are, what helps us to be calm and alert, and what can we do to self-regulate throughout the day. This afternoon after coming in from the yard at recess, on of my students asked, “Can we do the rainstick thing?” ~ a little mindfulness for a minute seems to be working for us as a first step to discovering how to self-regulate.

 

 

iDirector’s Leadership Series – Early Years Strategy.

  • An address from our Director, Dr. Chris Spence
  • Presentation by distinguished Professor Dr. Stuart Shanker on self-regulation in the early years

 

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Photo of Carmen Oliveira
Carmen.Oliveira Assessment, Communication with Parents and Guardians, Interviews, Report Cards

Constructive and Productive Parent-Teacher Conferences

Just having read Alison’s post “Reflecting On Reporting” I have to admit that all too often we tend to become focused on assessing our students with tools and strategies that can feel overwhelming in our need to “get it right” with respect to our evaluation of the students’ progress.  The fact that “a picture says a thousand words” is good reason to use pictures and video as a very valid and authentic form of assessment.  What a meaningful way to share student learning with parents…

Speaking of parents, I’m beginning to prepare for the Parent-Teacher conferences next week.  I have found that the preparation beforehand goes a long way to create an opportunity for  a constructive and productive meeting during which time we can cover the student’s strengths, needs, next steps, and celebrate accomplishments.  I do this by:

1. Sending home a pre-conference letter getting the parent(s)/guardians to share their thoughts, questions, concerns, etc. about the report card and listing possible topics/questions they hope to cover during our conference.  This gives me time to gather the appropriate samples, resources, and recommendations specifically tailored to the needs of the family.

2. Using data from their report card, their Daily Journal, and conversations with me, students choose 3 goals for the following term and specify the steps they will take to achieve them along with how they will celebrate their success.  Students share their goal setting plans with parents during the conference.

3. During the conference, I keep notes based on our conversation (on my computer) and by the end of the night or the following day, I send the notes in an email to the parents (in our class we communicate through email which I’ve found very helpful and parents appreciate the opportunity to get in touch with me without always having to come in or call).

It may seem like a lot of work but I’ve found that our conferences are constructive, productive, and best of all, we cover a lot of ground in a short amount of time.  It makes it more effective to work toward our goals when we (students, parents, and teachers) are on the same page.

Below I’ve attached the goal setting template my students use in preparation for conferences.

goal setting

 

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Alison.Board Assessment, Report Cards

Reflecting on Reporting

After spending the last week or two working on reports, I have asked myself what I can do to make the reporting process more efficient next time. My dining room table was covered in piles of workbooks, an array of notes, observations, and my assessment binder. More than enough right? Well, maybe because I am very visual, (and thorough), I needed something more to assure myself that I had considered the “whole child” as Tina had referred to in an earlier post. So I went to the computer and opened my file of photos from the classroom. Here were some images that captured demonstrations of learning skills and showed understanding of the curriculum in a different form.

This photo of the girls weaving makes teamwork visible, as they share the task of weaving with one piece of fabric.

Another photo (see below) shows a student demonstrating independence in her learning. She is using both the text and the world map to find information about a community in Pakistan.

Photos like these are a form of documentation. Documentation can be used for reflection as well as planning. Documentation can be shared with the children, the parents, or colleagues. We see children in the classroom every day demonstrating learning, and often don’t think of taking photos of such every day events. However, during report card times these photos are an invaluable part of the assessment process. Next term, I plan on using my camera every week!

 

 

 

Photo of Roz Geridis
Roz.Geridis Assessment, Building Inclusion, Classroom Management, Communication Tools, Communication with Parents and Guardians, Diverse Learning Needs, Planning, Professional Learning and Growth

Engaging students in Visual Arts

Over the last 2 weeks, my class have been working on this wonderful visual art activity which is also connected to grade 6 aboriginal studies. We began by studying the art work of Norval Morrisseau, an Aboriginal Canadian artist (books are available at the public library). Morrisseau’s style is characterized by thick black outlines and bright colors. I shared with the boys the plan for this project was for everyone to complete their own version, then we would do body images of 1/3 of the class which will end up being painted on the Junior Stairway walls.

The boys were very excited about this project and I really tried to encourage their interest and ownership of the art work. As a class, we moved along for the boys to use an overhead and trace their head, hands, or feet to complete their own versions of Morrisseau themed pictures. The boys then had a lesson on drawing the shapes inside their images (guiding them to leave enough room for their black line). Primary colours were used to colour the inside of the shapes and the background was in secondary colours. Using only 2 overheads for the whole class, this stage of project took a little longer than a whole afternoon.

At the end of the first day, we had a discussion as to what the images of the boys would portray. The next day, the boys were asked to bring in items which reflect them in a sport type of way; for example, scooters, hockey equipment, soccer balls, swimming goggles. The boys selected the images to represent themselves as a class. They selected swimming, cart wheel, hockey, soccer, mountain climbing, and baseball. We were planning on adding someone reading and a second image but time was an issue which didn’t allow our plan to fully work out. Using the overhead, in groups of three, the boys then traced their image on life size paper. As others were tracing, the first group would then cut out their image. After lunch, we were able to finish off full body tracing for the rest of the groups and began (the groups completed the cutting)  adding the shapes within their image. This aspect of the project needed to be reviewed with the class a few times. The first lesson was on the personal image, the second mini lesson was to remind them of what to do to begin on the larger image, the third mini lesson was to go through their larger image and fine tune their shapes. This took us a full day.

The next day, we taped up all body images on the stairwell walls. Looking to see which image should go where. This was an adult only decision. Once image placement was decided, the boys then traced their image on the wall. After every image was traced on the wall, some boys began painting the background colours while on the opposite side of the wall other boys were tracing their shapes in their image. This process took another full day. Each wall needed two coats and a day to dry between coats.

The fourth and fifth day, the boys were painting the shapes in each image (in groups of three) and then the black line last. We also needed time for touch ups. At the end of it, the boys were able to add their own signature to a wall which will be there for years to come. We are also painting some thank yous on a wall as all the paint used was donated by a local paint store.

The project took a total of five days and I really would recommend to get it completed in a chunk of time. The interest was there and interruption to your regular programming is not much. It was a week of limited program which was a great time to get to know and have some fun with your students. Remember, this is a visual arts project and it is connected to aboriginal studies. I have assessments for both curriculum areas. To adjust it for any grade, if your school walls are already colourful, you can do something very similiar and use the life size paper to paint and hang on the hallway walls. Also, use visual art as your first curriculum area and find a second curriculum area to connect it to, whether it is social studies or math.

Included are some pictures to help you visualize the project. It was a project completed with a parent (who is also an artist). While she was working in the stairway with the boys, I was in class keeping them on track. The first few days, there was plenty of work to keep the boys busy but by mid day on the fourth day on, the boys had less to do on the art project. That being said, behaviour was amazing!!!! I guess the boys thought if they didn’t manage in class, I couldn’t send them in the hall. Which is a pattern in our class. I definitely had support for this project (administration, artist, and Educational Assistant in the afternoon). I also sent out a letter to the parents informing them of the pending project, the boys working with Latex paint, and dirty clothes coming home (with a tear off signature return). I also asked for volunteers to come in a week later to help paint the final protective coating. I have many teacher and parent volunteers. The boys feel a sense of pride, ownership, and community to their school!

Photo of Sangeeta McCauley
Sangeeta.McAuley Classroom Layouts, Diverse Learning Needs, Learning About Your Students

What’s the noise all about?

How much talk is acceptable in a classroom setting? Or more importantly, how much talk is acceptable in your classroom setting?

We all have different beliefs about teaching and learning and this is reflected in what our classrooms look like and sound like. Just by walking down the hall at your school, you may have noticed differences in:

-desk/table set up

-visuals hung up in the classroom

-students working in groups

-use of technology

or the noise level…

And that’s okay. Because not only do our classrooms reflect us, they reflect our students.

I have 18 boys and 9 girls in my Grade 4 class and yes, my classroom is constantly brimming with activity and talk, even during the lunch hour, when the students are supposed to be eating.

When I realized that this is how they prefer to communicate and share, I discovered so much about them, like: one of my student’s father died 11 days before he was born, another student is getting a new sibling and Bruno Mars is a favourite artist among many of my students.

So I say, bring on the ‘noise’.

 

 

Photo of Carmen Oliveira
Carmen.Oliveira Communication Tools, Communication with Parents and Guardians, Interviews, Report Cards

The Importance of Communication in the Parent-Teacher Partnership

As we devote the next few days to completing our report cards and prepare for our parent-teacher conferences, I’d like to share an experience that really came to prove that  how often and the manner in which we communicate with our students’ families and caregivers really makes a difference to in supporting and furthering their learning experience.

I am part of the Portuguese-speaking Students Task Force created by the TDSB.  It’s mission is to look deeper into the challenges experienced by Portuguese-speaking students and their families including a very high drop-out rate in secondary school and low enrolment with respect to post-secondary education.  We have spoken to the students themselves, teachers within the Portuguese community, and most recently, the parents.  We discussed at length issues including: how Portuguese-speaking students and their families are viewed by educators; whether students and families feel supported by the TDSB (programs, resources, etc.); what challenges exist; and possible solutions and/or suggestions.

I found it absolutely fascinating that there was one aspect/challenge that each group (students, teachers, and parents) mentioned as needing immediate attention: communication between the school/teachers and parents.   The reality, concerns, and suggestions made were practically identical and so I thought it would be beneficial to share the parents’ viewpoint as we think about our parent-teacher conferences.

Parents commented that although they understand teachers are very busy, they often feel left out of their children’s education because they do not really know what’s going on in the classroom on a regular basis.  They said that their children’s education is a bit of a mystery when it comes to what they are learning, how they are being assessed, how they can further support their child, and how the education system works overall.  It came down to admitting that they feel intimidated at times to speak to the teacher or ask questions about what is happening in the classroom.

When asked about what they would like to see happen with respect to communication between educators and parents, they put it very simply: they wish educators would reach out to them on a regular basis whether it be through a newsletter, email, webpage, tweet, agenda, phone call, etc. to let them know what the children are learning, how the learning will be assessed, and how the family can support and further the learning outside the classroom.  Overwhelmingly, parents said that when teachers care enough to take the initiative by constantly keeping the doors of communication open, they feel more motivated in able to guide/support their child.

Let’s keep this in mind…myself included!

 

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Tina.Ginglo Diverse Learning Needs, Planning, Resources

Drama and Dance Resource

Report Cards are fast approaching and I can’t help hear some teachers comment that they need to teach and assess drama and dance ASAP!  For those who are not comfortable teaching drama or dance or for those who do not have much experience or access to drama and dance resources, it can be a challenge to plan regular lessons that integrate as well as explicitly teach students drama and dance concepts and skills.  I have many “go-to” drama and dance resources that I refer to regularly to assist me with my planning.  One particular favourite is the Council of Ontario Drama and Dance Educators (CODE) website.   Under the Resource tab you can search for K-12 drama and dance lessons and units.  You will find videos of teachers modeling the strategies as well as BLMs that you can print and copy.  Some of the lessons are marked “Members Only.”  Membership is 50.00/year, but I think there is a discount for first year teachers.   What I like best about the site is that there are always new resources added and I really appreciate the dance/movement lesson plans!  Feeling Artsy?  Have a look:)

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Erin.Grewar Diverse Learning Needs

Salon du livre – Celebrating French Projects

Oftentimes, French teachers have a difficult time motivating their students when it comes to expending effort on their work. Not to generalize (but I will nonetheless), enthusiastic students tend to put forth a high degree of effort no matter what the subject while those who are not put even less into their French assignments. Engaging the creativity, motivation and enthusiasm of students is no doubt a French teacher’s greatest challenge.

Take heart! The expression that higher levels of achievement are the result of higher expectations also holds true for Core French. With each summative assignment, I always make sure to provide students with the opportunity to maximize their efforts (and end up dragging the less enthusiastic ones along for the ride). To do so, I ensure four things.

1)      The project is both engaging and allows for individual expression.

2)      The students have concrete and visual examples to refer to.

3)      The appropriate supplies (cardstock, various colours of papers, markers, pencil crayons, paints) are all available for them to use and the proper amount of class time is allocated.

4)      They have an opportunity to showcase their work to a larger audience.

For the last point, there are many different options available. The one that I’m undertaking currently with my grade 8 classes is something I call “Le salon du livre” and is the culmination of a “novel study” (albeit a very short one).

Having read the Galaxie reader “Le secret” together as a class, students were asked to reinterpret the story in some way (new cover design / summary /reviews, portfolio of one the main characters, rewrite an alternate ending) and be able to visually exhibit their work at the “Salon”. With their classmates, they are divided into small groups where they orally present their project and the following day, I assemble the assignments from all the classes and give the students the opportunity to see and review everyone’s projects.

On this day, I have selected students who have been nominated by their groups to come to another class for an “author’s visit” where they read a selection of their work. We finish off the event by having refreshments (usually croissants and juice) and taking the opportunity to relax, enjoy and celebrate each other’s company and hard efforts. I find that this kind of event ups the ante and even my most reluctant students rise to the occasion.

Photo of Erin G
Erin.Grewar Learning About Your Students, Planning, Wellness

Refreshed, Rejuvenated and Replenished

The beginning of the year is obviously a great time for fresh starts in all areas. With regards to teaching, I find that a break of two weeks does wonders to clear the mind and soul (not to over exaggerate or anything) from any built up negativity, grouchiness or even lackadaisical behaviour on the part of the teacher once the holiday countdown begins.

Coming back to school rested and refreshed allows me to regain a more centered sense of objectivity and balance. I always take this opportunity to switch up the seating plan, reorganize the classroom layout and generally try to freshen up the environment. In addition, I also use this window of opportunity when students come back with hopefully some of the same mindset to resolve any lingering and ongoing issues around behaviour, attitude or work ethic. I find that approaching them at this point, right at after the break, allows for a frank and productive conversation without the build up of aggravation, tiredness and downright animosity on the part of both parties.

In other words, now is a great time to reinvent or tackle anything that had previously been unsettling you before the onslaught of marking, report cards, form collecting, winter activity days, committee meetings, extra-curricular activities…brace yourselves!