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About a month ago, my son was struggling hard with fractions. Despite all of his teachers’ and my best efforts, he had missed some mathematical experiences to understand parts of a whole. We worked at our kitchen table together for days to try to build upon and solidify his fragile understanding. After many frustrating hours together, I realized that this time together wasn’t productive for either of us. He was coming away feeling defeated – as though he couldn’t make anything stick in his mind – and I was feeling frustrated that I couldn’t provide him with just the right learning moment in all those trying hours.

I decided that I would change my strategy. Somewhere I heard a reminder that kids already have SOME understanding of what we are trying to teach them. Some experience had taught them part of this ‘new’ learning already and they were not coming to a lesson as a blank slate. The curriculum is designed to build upon and extend prior knowledge, I just needed to find out what his knowledge was. So, I asked him what he knew about fractions as soon as he sat down. Not what he remembered about fractions, but what he knew for sure.

It turns out that he knew some good stuff! He knew that the denominator was all the pieces and they had to be the same size, he knew the algorithm for multiplying and for dividing fractions. Then I asked him what he thought he needed to focus on for the upcoming test. As it happens, he also knew he needed to work on adding and subtracting fractions and he could identify that his biggest hurdle was finding common denominators because he struggled with an efficient way to find common multiples. Listing multiples was his only strategy and that was tedious work for bigger numbers because it was taking too long.

I think about this moment and felt some real mom guilt about all that lost time together. I wish I would have asked him what he understood first and then asked him what he wanted to work on improving. As soon as we could focus on the specifics, he was able to build his understanding in an afternoon. Then we spent some time talking about reasoning strategies for finding common denominators and putting fractions in lowest terms, e.g., what could he identify as a ‘fact’ (even numbers can be divided by two) and what he knew was an efficient strategy (multiples of fives and tens).

Before the test I knew he was so stressed about, I told him to remind himself about all the things he already knew about fractions. We worked on that positive self-talk together to reassure him that he had the knowledge for this assessment and that he would have a starting place for every challenge.

Engaging my son with his own learning made it more meaningful for him. He knew there were some things he was already quite good at and other things that needed some more practice. He walked away feeling like he could be successful and his confidence was built up with that self-talk; knowing what he was capable of helped him to know that he had ability and strength as a mathematician.

I think about what this means for students in school. What do they know about themselves? What would it mean if our observations and conversations with students began with asking them their strengths and asking them what they want to improve upon? As a radical dreamer this year, I’m redefining my role in assessment as a facilitator for students’ understanding; to help them articulate what they know, advocate for what they need, and develop strategies to better understand themselves as learners.

Using some strategies, such as a K-W-L chart (Know, Wonder, Learned) or an opening mind map were some helpful ways I used to assess student knowledge before beginning a unit or new topic. We always did this as a class and we revisited the chart or list at the end to add to our learning. Now, I feel that’s different from building individual students’ understanding of themselves as they are learning. It’s different from empowering each student to know themselves and to letting them know that I believe they are active and capable learners.

What does this look like in my year of radical dreaming? I dream of this opportunity in small groups, in 1:1 conferences, and in the small moments that I know matter to them – like when that really anxious student is stuck just before beginning a task. I want them to know that I am their cheerleader, that they are not passive receivers of knowledge, that we are partners in helping each other become better mathematicians, readers, writers, scientists, and learners.

Thinking about annual learning plans, professional learning, and professional goals, I wonder about the opportunity to reflect on my own growth as an educator. When is the last time I reflected on what I am doing well? When is the last time I voiced what I need to improve upon? Who is my partner, my cheerleader in my journey? I wonder about the impact of a supportive space for educators to know themselves, to understand their strengths, and identify their areas of growth. It may take some time, vulnerability, and courage, but I think it would be worth it.

And just in case you were wondering, my son brought home a solid B on that fractions test.

My experience as a prep teacher began with my wish to be the teacher-librarian. I was so excited at the prospect of developing the library collection and sharing my love of reading with students that I took the job eagerly. Little did I know what a fantastic learning experience I would have. Like all teaching positions I had days that were incredible and some that were not.  Each prep teacher has a unique schedule and it can feel somewhat isolating to be alone in the role. Today I’m writing to remind prep teachers of their important role in the school community.

One of the most successful strategies I used as a prep teacher was to develop a very positive and collegial relationship with the homeroom teachers and all support staff. I went to my colleagues for details about students, advice on behaviour management strategies and sometimes we approached students and parents as a team to solve problems we were experiencing. Once we had a grade 1 student who was having the most difficult time remembering his classmates’ names even though he had a great memory for facts and information. He also had frequent falls and collisions when I had him in gym class. His classroom teacher and I had a talk and suggested having his eyes tested. He got his first pair of glasses and he became more confident and skilled in physical education plus he could recognize his classmates and began making friends.

The prep teacher position can be extremely rewarding. I loved seeing students over several years and getting to know some of their unique abilities in the subjects I taught.  We developed strong connections even though I was not the homeroom teacher. Getting to know the students over time was also very helpful in making book recommendations during the library period. I knew who wanted the books on soccer, hockey, jokes, pets, art, musicians, etc. 

For some students the subject that the prep teacher covers is the highlight of their day or even their week! It’s a highly meaningful and important role to play in the school. I found I could help coordinate school wide events because I worked with so many staff and students.  In a large school it can be challenging to know everyone but the prep teacher gets that chance. Students appreciate being recognized and noticed when they walk down a busy hallway. It helps a school feel safer and builds a trusting learning environment.

If you’re a prep teacher I hope you know you are not alone and you can reach out through social media to contact other prep teachers for suggestions. And if you’re not a prep teacher I hope you will consider trying the role one day.  It might be just the change you are looking for. Also, let’s tip our collective hats to the prep teachers out there and say thanks for bringing their subjects to life for our students.

In part one I wrote about the importance of safety as an Occasional Teacher. This month I started my days by discussing safety with students as part of my introduction and reminding them that in order for our brains to be ready to learn we need to feel safe. That includes being safe with our bodies, tone of voice and word choices. Then I worked on learning their names to build a rapport. I’d refer back to being safe throughout the day when issues would arise and it’s been helpful in creating a positive learning environment. Most of my work has been in the primary division so I’m interested to try this strategy with older students to see how it works.

Let’s address a question from one of the Heart and Art readers that is on the minds of Occasional Teachers everywhere, “How does one stay familiar with the changing technology presently being used in the classroom?”

I can relate to this question because I am not someone who adjusts quickly to new technology. I think I had access to Google docs for a decade before I started using it. Nowadays many teachers email me a link to their day plans with links to online resources included. I need to be connected to a projector and/or a Smart board to implement most lessons. In using this equipment I have to troubleshoot issues with sound, connection and even markers. Solving problems while keeping students engaged is very challenging but I know it’s worth it because the technology can engage more learning styles and reduce students being off-task.

Preparation is key. If I have the day plans the day before then I will read them over and be aware of the times that a laptop and/or Smart board are needed. If there is a laptop cart being used by students then I need to ensure there is time in the day to safely transport the equipment. Sometimes I need to try out an app that students are using or at least read or watch a video about it so I can assist them.

So far, I’ve found that students and colleagues are the best resource for addressing questions with technology. They are most familiar with quirky situations that arise in individual schools or classrooms. For example, I was in a room using a white board rather than a smart board and I could not find a dry erase marker but the students came to my rescue. In another room I accidentally plugged in the 3D projector instead of the Smart board projector but a colleague spotted the issue quickly.

If I’m feeling unsure about technology there are a few places I go for help. Sometimes the youthful people in my life can figure out my question immediately. This often happens with my cell phone. I have teacher friends in person and online who are an excellent resource. There are numerous groups in social media and I can pose a question there and usually get help very quickly.

My school board has a team who will answer questions and host professional development sessions on the latest software and hardware being used. ETFO also hosts pd opportunities that focus on technology including the summer academy.

Technology has changed constantly throughout my career. There were times when I had to learn and adapt quickly as new applications and equipment were introduced. Keeping up with the changes has helped my confidence and I’ve learned it is ok to ask for help, even if it turns out to be a very simple problem.

My adventures continue as a new OT and I may find more blog topics to continue this series. In the meantime, happy teaching!

Initial assessment is an area of public education that doesn’t get a lot of attention, and yet it is a critical step in the journey of newcomer students in Ontario. In this post, I hope to help educators become more familiar with his important process.

What is Initial Assessment?

Initial assessment is the intake process that occurs when students enter Ontario schools from outside of the province. The process of initial assessment has been established by the Ministry of Education in several documents, and Ontario educators can find these resources in the EDU resources area of Brightspace.

During the initial assessment process, newcomer families are interviewed by school or board staff to gather information about the child, and any background information relevant to their schooling. For example, if a child has a diagnosis or assessment related to special education, the family could share these documents so the appropriate supports may be put in place.

Educators then work with students to complete an initial oral communication, literacy, and mathematics assessment. The information gathered at this assessment is used to place students on the Initial Assessment STEP Continua, which offers the educator team at the student’s school a snapshot of their English language proficiency. A summary of core numeracy skills are also documented as an assessment for teaching resource.

Why is the Initial Assessment Process so Important?

The initial assessment process is important for a variety of reasons. Let’s take a closer look at these reasons next.

Initial Assessment Supports Student Transitions

Starting a new school in a new country or province can be one of the most life changing experiences for children and their families. The initial assessment process provides schools and boards with an opportunity to welcome families, share valuable information about the Ontario education system, and help them to feel more at ease in a new environment.

Through the initial assessment process, families also have a space to share their child’s interests, strengths, areas of need, and any cultural or background information that can inform placement and programming. We will explore the value of receiving student background information next.

Background Information Helps Educators and Families Plan Programming and Student Pathways

Newcomer students arrive in schools with a variety of background experiences that can have significant impacts on their learning and overall well-being. They may have been through traumatic experiences, family separation, or long periods of interrupted schooling. They may be coming from under resourced schools and regions, private schools, international schools, or home schooling.

Having information about the previous schooling experiences of newcomer students and the journey they have been on prior to arriving in Ontario helps educators and families to collaborate and plan educational pathways for students. For example, the teaching team at the receiving school may offer ELD (English Literacy Development) program adaptations to help build the student’s foundational numeracy and literacy. Referrals to community services may also be made, which helps families to settle into a new environment.

Initial Assessment Helps to Put Appropriate Program Supports in Place

A fulsome initial assessment process helps to ensure that students receive the right program accommodations or modifications. You might think of initial assessment as a quick snapshot of a new student, which gives you a sense of what to expect when they enter the classroom. Beyond placing students on the Steps to English Proficiency (STEP) continua, the assessment can help educators to broadly understand where they might need more support or additional scaffolding.

For example, many multilingual students arrive in Ontario schools with different levels of literacy in their home languages. Having an understanding of what they can do in terms of written or spoken output indicate which skills the student will transfer into English over time. If the  assessment shows the student is an emergent speaker of English, then the educator can modify learning expectations accordingly.

Who Administers the Initial Assessment in Elementary Schools?

In Ontario, the initial assessment process can be administered by any teacher. Some boards have educators in an assessor role, others have an itinerant that visit schools, and in other boards a school support teacher may administer it.

Classroom teachers may also do an initial assessment, or place the student after they have had time to gather sufficient observations of the student’s language and literacy behaviours.

Where Can I Learn More About Initial Assessment in My School Board?

Every school board has developed their own processes for initial assessment, and may have their own resources for completing the task. To learn more about the initial assessment process in your board, reach out to the ESL/ELD support staff in your board or school.

Dr Rudine Sims Bishop’s research in children’s literacy has been on my mind as of late. Many of us are familiar with the terms, mirrors, windows, and sliding glass doors as they refer to texts that children read. Sometimes a text is a mirror in which students can see themselves and their lived experiences reflected back to them. This can be very validating for students to affirm their identities and connect with characters, themes, and ideas they find in text. Sometimes a book may be a window through which they can see someone else’s lived experiences and learn about others’ identities. At times, the right text can be a sliding glass door allowing students to step into a story, to build empathy, and understanding for other people as well.

I’ve been thinking a lot about who gets to see that mirror reflecting back images of themselves in our classrooms. Whose identities are always affirmed and validated? Which children are always looking through a window at what is being celebrated as the ‘norm’ in the world?

We all know we need to have more diverse books. I can think of the books we read in school when I was in elementary – I rarely saw Asian families or mixed race families. I felt like I was always looking through the windows at how other families lived. This experience taught me how to ‘fit in’ in order to be accepted into the world. It showed me all the ‘right things’ to do and the ‘right things’ to talk about in class, but it also told my classmates what was normal and reinforced who should take up space in their world.

I had some great teachers back then, all trying to navigate teaching and learning with the best intentions, the recent research and the available resources at that time. We know that things have changed over the past forty years, but the need for diverse books in the hands of children who need to learn about themselves and others remains. Diverse books are necessary for racialized children or 2SLGBTQ+ children to see themselves reflected in that mirror, but they are also for children to learn about others, to open their minds about who belongs, and to have a real sense of the world outside of their own experiences.

As educators, text selection is one part of this journey. Looking critically at the books in your school library, classroom collection, read aloud books, student choice texts, and knowing the learners and families who share space with you adds another layer. Think about which voices and identities are taking up the most space and which voices and identities may be missing. Providing the opportunity to learn about others can help to break biases students are building about people and communities. It may build empathy and develop an understanding of lives outside of their own experiences.

It’s also important to think about the educator’s role in conversations. Engaging in diverse texts offers students the opportunity to see adults learning about others in a way that is respectful and models appreciation, not appropriation. Explicitly teaching how we learn about others, how we navigate our own biases, and modeling how we interact with texts is a great learning opportunity for students.

If you haven’t had the chance to learn about diverse identities, it’s a great idea to engage in that experience yourself. Try reading, listening, or watching something to learn about other experiences. Notice how you navigate texts, the emotions, or thoughts that you are having and what you might choose to say that would guide students through their own thought processes. It’s an ongoing practice to understand and work through having conversations with the students in your room.

Always remember to preview the texts you are interested in including in your literacy program. Know what some of those important conversations will be and the content that you are helping students to navigate and learn. It’s so important to be aware of whether you are offering a mirror, a window, or a sliding glass door to children and the different ways you can provide opportunities for discussions for each.

It is no secret that teaching can bring about the most wonderful moments, and I love the ones that come out of nowhere. You know the kind I mean. They last only a second or two. They are over almost as quickly as they began, but their sudden and unexpected beauty lingers long afterward. And when I reflect on them, some come back with such clarity it seems as though they happened yesterday. 

Over two decades in teaching has allowed me to accumulate many such memories, little snapshots in time of students’ insights and identities, talents and kindnesses. When I recall them, it is in no particular order. After some time has passed, I can never remember what happened just before a particular memory … no idea what happened right after. But those fleeting moments gifted to me stay happily cobbled together in a patchwork of images, a colourful tapestry reminding me of all the joyful moments that have occurred in my schools over the years.

This fall, a few new multilingual images have been added to that happy medley.

The first one happened a couple of weeks ago, right after morning yard duty. The bell had just rung, and the tableau of students playing in the field at once turned to unified running, as they streamed in a single direction towards their class lines. The bell also prompted my thoughts to switch ahead to the morning’s tasks … an assessment, a meeting with a new family and an interpreter, emails I had to return …

As I walked briskly toward the school doors, thoughts preoccupied with all of the above, I noticed a class walking towards me. The teacher was leading them at the head of the line, each student carrying their backpacks and books along behind her. It must have been that my gaze was turned down a bit against the wind, for my eye caught something bright and colourful under one student’s arm. The lettering on the front was bold, balanced … the shape of the script suggesting a hint of direction and movement.  As I drew closer I could see it was hangul, the Korean letter system (which, by the way, was designed with very specific movement and direction in mind … if you want to look it up, it is a beautiful creation story).  The student was walking confidently, his book for class tucked proudly under his arm.  

And that is the snapshot that comes back to me now, that lifted my spirits out of morning routines to a little bit of delight. There was a time, many decades ago, that it was uncommon to see multilingual books in schools. Where it was presupposed that English was the only language that needed to be developed, maintained, and used in instruction. Where first languages — the languages in which parents comfort children, in which children sing and play, in which identity resides — were disregarded as irrelevant to learning in school. 

What is that Jim Cummins quote again? 

It is hard to argue that we are teaching the whole child when school policy dictates that students leave their language and culture at the school house door.1 

Indeed, the benefits of meaningful inclusion of home languages in learning are vast; the consequences if they are omitted, devastating. (I discussed some of these benefits and consequences in my blog Lost in Translation, if you want a quick summary). 

The line of flapping backpacks and scuffling running shoes rounded the corner, and I was left with that ordinary-extraordinary memory. And I hoped that those school house doors would continue to be thrown wide open. 

 1   from the article “ELL Students Speak for Themselves: Identity Texts and Literacy Engagement in Multilingual Classrooms” (Cummins et al, 2006).