Blog – Page 93

December 17, 2018 Kim Cousin Building Inclusion, Social Justice

December Celebrations

Why does it bother me that just one faith is represented in some areas? After, “Googling” -“Holidays in December”. I now understand. Open your minds and hearts to all in this diverse country that we live. These are just a few of the Celebrations in December…according to “Google”

Bodhi Day

Buddhist holiday that commemorates the day that the historical Buddha, Shakyamuni, experienced enlightenment (Bodhi). According to tradition, Siddhartha had recently forsaken years of extreme ascetic practices and resolved to sit under a peepal tree and simply meditate until he found the root of suffering, and how to liberate oneself from it.

Boxing Day

Some sources say that Boxing Day became a holiday because servants traditionally worked Christmas Day, but had the following day off, since their employers gave them a gift following their service. Another says that church alms boxes, where people donated money and items for the less fortunate, were opened and distributed the day after Christmas creating a new December holiday. Today, many people have Boxing Day off, where it is celebrated, and the growing post-Christmas sales have marked it as a major shopping day.

Christmas

This Christian holiday in December has many similarities to St. Nicholas Day, as far as December holidays around the world go, but it has very different roots. Christmas takes place on December 25th and celebrates the birth of Jesus Christ, whom Christians believe is the son of God.

Eid and Eid Al-Adha.

Celebrated at the end of Ramadan (a month of fasting during daylight hours), and Muslims usually give zakat (charity) on the occasion which begins after the new moon sighting for the beginning of the month of Shawal

The Day of the Virgin of Guadalupe

A popular Catholic feast that celebrates the belief that a man encountered the Virgin Mary, Mexico’s patron saint, in Mexico City on December 9 and 12, 1531.

Hanukkah

A special day times eight, this Jewish holiday also known as the Festival of Lights, is one of many December holidays around the world and is celebrated for eight nights and days.

Kwanzaa

This young holiday in December is less religious and more ideological, and strives to reconnect individuals with their African culture. Created in 1966 by Mualana Kareng, a professor of African studies, activist, and author, Kwanzaa is celebrated from December 26th to January 1st. Derived from the Swahili word meaning “first fruits of the harvest,” each day of Kwanzaa is dedicated to a principal that Kareng believed represented the best within communities. These principles are unity, self determination, collective work and responsibility, cooperative economics, purpose, creativity, and faith.

Omisoka (Japanese)

Typical activities that are done on Omisoka, or New Year’s Eve, include visiting temples or shrines, countdown parties, and catching Kohaku Uta Gassen, a famous music program show, on television.

St. Lucia’s Day

Another festival of lights, celebrated in Sweden, Norway and the Swedish-speaking areas of Finland on December 13 in honour of St Lucia. One of the earliest Christian martyrs, St. Lucia was killed by the Romans in 304 CE because of her religious beliefs.

St. Nicholas Day

On the anniversary of St. Nicholas’ death on December 6th 343 A.D., this holiday pays tribute to a man who spent most of his life helping those in need.

The Yule (Pegan)

This season is full of magic, much of it focusing on rebirth and renewal, as the sun makes its way back to the earth. Focus on this time of new beginnings with your magical workings.

December 17, 2018 Kim Cousin Behaviour Management, Building Inclusion, Classroom Management, Combined Grade Classes, Flexible Classroom, Math, Use of Technology, Using technology well

Robotics and Coding in Action

Reflections and Observations from Robotics/Coding classes…

While currently working for several days on coding plus Lego robotics in three math classes: two grade 5/6s and one grade 7/8 class, I had the most interesting experience on a recent Friday.

An assumption, as the technology leader and I were planning out the lessons and build, was that many students would get a lot of satisfaction from building the robots, before coding them. So we had the whole first day where they built the Express Bot and then dismantled them so the next group could build. It was ok… but still some bickering, and such.

The next day was completely focused on learning how to code the robots.

It was like turning a switch on. The focus, engagement and successes were amazing. Not a single behavioural issues. The one class has math every day during the final hour of school. Half the time it is a challenge to manage this class. Many of the students are identified and probably more will be in the future. These students achieved as much as the other classes, and more. They were totally immersed in their tasks and goals. They were super excited to share with each other, help each other, share with the teachers and principal. They did not want to go home when the bell rang. We were basically speechless at the end of that class, due to the changes we had seen.

Other teachers were walking by to look on in amazement as the class exhibited the kind of learning skills and focused behaviour that was not usually observed. The students were collaborating and creating their own projects. Natural differentiation was created when working with these groups, especially as it was not guided instruction. Activities like this fill me with joy to see the success of many. Today’s students, tomorrows technology experts.

December 14, 2018December 14, 2018 Deb Weston Advocacy for public education, Making a Difference Through Education, Social Justice

School Choice and Challenging Charter Schools in Canada

As a citizen of Canada, I am a strong and proud advocate of access to public education. According to John Dewey, public education reinforced a democratic community that can break down barriers “of class, race, and national territory which kept men from perceiving the full import [importance] of their activity” in democracy (Dewey, 1916).

The purpose of establishing charter schools in Canada was to increase the need for flexibility to meet students’ needs as public schools were “seen as bound by excessive regulations stemming from provincial laws, school district policies and union contracts” (Brown, & Lawton, 2013). Charter school advocates often cite the need for schools to be responsive to “the demands of parents and are places where innovative educational practices are difficult to achieve” (Brown & Lawton, 2013). “Proponents say that uniformity of public schools is a detriment to the quality of students’ education and that more choices of programs and competition among schools are needed so that ineffective schools are closed” (Brown & Lawton, 2013).

Charter schools differ in the rules that govern them. Some charter schools can pick and choose students while other schools offer lotteries. Some charter schools are essentially private schools while others received some public funding charging tuition fees for attendance.

Initially, charter schools promised better levels of education, greater efficiency in spending public dollars, and high test scores. Charter schools have been functioning long enough to assess the credibility of these promises through research studies.

Bettinger (2005) compared standardized testing in both charter and neighbouring public schools and found that “test scores of charter school students did not improve, and may actually decline, relative to those of public school students.”

Bifulo and Ladd (2006 ) found that students made “considerably smaller achievement gains in charter schools than they would have in public schools”. Further, the authors found negative impacts on student learning due to high levels of student turnover.

After the desegregation of schools in the United States, “new policies were enacted allowing school choice, charter schools, and neighbourhood attendance zoning” (Archbald, Hurwitz, & Hurwitz, 2018). The authors engaged in a 26 year longitudinal study on the impacts of school choice and charter schools showing “greater segregation by race and income among schools accelerated after the policy changes” (Archbald, Hurwitz, & Hurwitz, 2018).

Mindzak (2015) cited that after 20 years, charter schools “have held a precarious existence” as “only a handful of charter schools remain in Canada.” Mindzak cited the importance of “some of the historical, cultural, regional, and political dimensions of education in Canada” and further stated that the “rejection of charter schools should represent a continued commitment to public education and the principles of equity and social justice” (2015).

Charter schools are sometimes seen as places for the best and brightest students to learn so they can achieve the highest level of educational success. Bouridieu and Aarseth (2015) showed that school choice reinforces elitism in order to reproduce structure of status and privilege.

In the end, charter schools did not fulfil the promises of their success. Students did not receive better education and the public did not receive a greater efficiency in the spending of public funds. Note that in some cases, funds were diverted from the funding of public schools for the partial funding of these semi-private schools.

Instead of greater academic success, students were segregated based on race and income (Archbald, Hurwitz, & Hurwitz, 2018). Charter School students did not achieve higher test scores than their public school counterparts (Bifulo & Ladd, 2006). In Canada today, only a few charter schools remain (Mindzak, 2015) and thus many “ineffective” charter schools were closed.

By creating barriers to learning through the segregation of students without privilege, charter schools go against The Canadian Charter of Rights and Freedoms (the Charter)^“that guarantees equal rights and treatment based on a number of grounds, including race, national or ethnic origin, colour, religion, sex, age, or mental or physical disability”.

The Ministry of Education (2008) goes on to state that in public education “Equity and excellence go hand in hand. … In a truly equitable system, factors such as race, gender, and socioeconomic status do not prevent students from achieving ambitious outcomes. Our experience shows that barriers can be removed when all education partners create the conditions needed for success (p. 8).”

Canada is unique in its commitment to public education and the principles of equity and social justice. Canada’s public education system is effective as it allows all students, regardless of their privilege, to achieve their best. Our public education system reinforces our democracy.

As teachers, we need to keep fighting for an education system that John Dewey would embrace and be proud of.

Fight for our public education … it’s worth it!

Collaboratively Yours,

Dr. Deb Weston, PhD

References

Archbald, D., Hurwitz, A., & Hurwitz, F. (2018). Charter schools, parent choice, and segregation: A longitudinal study of the growth of charters and changing enrolment patterns in five school districts over 26 years. Education Policy Analysis Archives, 26, 22.

Bettinger, E. P. (2005). The effect of charter schools on charter students and public schools. Economics of Education Review, 24(2), 133-147.

Bifulco, R., & Ladd, H. F. (2006). The impacts of charter schools on student achievement: Evidence from North Carolina. Education Finance and Policy, 1(1), 50-90.

Bouridieu P & Aarseth, H. In Maudlin, J. G., & Gaztambide-Fernández, R. (2015). ‘Private schools in the public system’: school choice and the production of elite status in the USA and Canada. In Elite Education (pp. 73-86). Routledge.

Brown, D,, & Lawton, S., Charter Schools (2013). In The Canadian Encyclopedia. Retrieved from https://www.thecanadianencyclopedia.ca/en/article/charter-schools

Dewey, J. (2004). Democracy and education. Courier Corporation.

Government of Canada. (1982). The Canadian Charter of Rights and Freedoms (the Charter)^,Constitution Act, 1982, Part I.

Mindzak, M. (2015). What Happened to Charter Schools in Canada?. Equity & Excellence in Education, 48(1), 105-117.

Ministry of Education. (2018). Reach Every Student: Energizing Ontario Education, Toronto: Ministry of Education, Ontario.

December 11, 2018December 11, 2018 Laura Bottrell General, Mental Health, Wellness

Snow Suit Stress

Can we talk about snow suits for a minute? I absolutely love teaching our youngest learners but with them comes a few months of winter clothing nightmares. I didn’t mind this so much while teaching Kindergarten, because I saw the [endless hours of] time spent getting dressed as a teaching opportunity and an important part of our program.

Now that I’m teaching grade 1/2, there is still a lot of stress around getting dressed for the outdoors. The difference is that there are other expectations, schedules and logistics that make me see it less as a learning opportunity and more as a problem.

In my class, I have a handful of students who are still learning to independently dress for the outdoors. Even with my assistance, it can take them 10-15 minutes to get ready on some days. It’s just where they’re at developmentally. It doesn’t help that these particular kids are very social and can be easily distracted. They will drop a half-on boot in a heart beat at the chance to talk to a nearby friend instead.

What also works against them is the school’s timetable. My board works on the balanced day (two nutrition breaks, each 40 minutes in length). While I love this structure for most other reasons, I can’t help but think that it serves our students a lot less in the winter months. The primary division at my school eats inside for the first twenty minutes and then plays outside for the second twenty.

Or if you’re a child that struggles to get dressed, you might get to play outside for five minutes if you’re lucky.

Oh, how I wish it were the other way around! Since it’s lunch time first, I’m often not in the room to support them during this transition. Sure, there’s a duty teacher in the hallway but they can’t be expected to support these students in every classroom.

This makes what is supposed to be a fun break from the classroom into yet another stressful transition. For some kids, this ends up having the opposite affect of what recess is supposed to do for them. They come inside exasperated, stressed and having only had five minutes of time outside. They’ve missed out on much needed physical activity, play and socialization with friends.

And, these kids are the ones that need those things the most.

I guess I feel like our timetable is letting them down. In Kindergarten, we had the ability to deviate from the school’s timetable to best suit the needs of our class. Unfortunately, this isn’t the case in primary. So how can I support these kids when I’m not there? How can I help them take back their recess time and eliminate the stress around winter clothing? I’ve tried visual timers, checklists, the buddy system, laying out their clothing before lunch begins, re-organizing our hook space, and sometimes I just stay in the room myself to help them (although a teacher needs to take her lunch, too).

I’m a bit stumped beyond this. I’ve asked parents to work on independent dressing at home, but in my case, the issue isn’t so much fine-motor as it is executive functioning. Putting all of that aside, this has got me wondering:

Is 20 minutes outside really long enough for our kids to get the physical activity and play they so desperately need? Is it even long enough without the winter clothing battle? With such a focus on students’ health and wellbeing, why aren’t we seriously looking at extending scheduled outdoor play beyond the expectation of DPA through the classroom teacher?

What do you think? Do you have similar problems in your primary classroom? I’d love to hear your creative solutions in the comments below!

December 2, 2018 Shawna Rothgeb-Bird FSL, General

Motivational Mornings

One of the most frustrating parts of my morning used to be the first ten minutes after the bell. My school, like many others, uses an online attendance tracking system which requires us to log in and complete attendance within the first fifteen minutes of the day. It takes time to check whether all of my students are present as they put away their backpacks and outdoor gear. It also takes time to start up the computer, load the attendance app, and complete the attendance (twice, because we do both morning and afternoon attendance at the same time, don’t ask).

Without direction, my students take advantage of the time to get off-task and chatty right from the beginning of the day. Bell work isn’t ideal either, as it quickly becomes a chore to plan and even more things to mark. It’s difficult to plan meaningful, engaging tasks that my students can do with limited instruction or supervision.

This year, I tried something new: a question of the day written on the whiteboard before they come in, with markers in a variety of colours available for them to use to add their response to the board. The questions vary from simple questions about student preferences to deeper questions about overcoming personal challenges. Sometimes students are asked to write a message to a peer – something to brighten their day, or motivate them, or give them a confidence boost.

At first, only a few students came up to the board and added their responses. It didn’t take more than a day or two for more to start taking part, however, and now the board is usually so full that the last few students have trouble finding space to write their thoughts down. The first week or two, they were determined to find a way to work Fortnite into every answer as a joke, but now they’re more interested in meaningful answers with reflection and real thought.

Sometimes, the morning question has led to a longer discussion about current events, or a frank discussion about challenging topics like mental health, or a silly debate over whether chocolate or candy is better. As an FSL teacher, it’s also a great opportunity to challenge my students to speak spontaneously in French. It’s informal, relaxed, and about personal topics, so I’ve found that even my more reluctant speakers will take part. Overall, it’s been a highly rewarding routine to put in place.

If you’re looking for question ideas to do something like this in your class, check out the hashtag #miss5thswhiteboard on Instagram. She has many wonderful ideas!

November 30, 2018 Tammy Axt General

One Sore Throat and Two Stomach Flus

Today in my class, I have one really bad sore throat and two of the ERFs in my classroom are off with the stomach flu.

So, I thought today might be a good day to talk about personal wellness.

We are coming up to the last three weeks of school before the break and these three weeks tend to be the most demanding. The students will be extra anxious, excited, emotional and generally demanding of your time and energy. The problem is after report cards, interviews, IEPs, referrals, ISRCs etc., we are all pretty run down by this point in the year.

There are many ways to make it through December with a smile. Some of my favourites are:

Do an activity with a colleague. Put two classes together and work together to support your students. Having a team approach to deal with extra behaviour from students can take the pressure off of being calm and patient all day long.
Plan activities that don’t require you to take marking home. Try to get all your marking done in class. Commit to taking anecdotal notes about rich conversations as opposed to marking assignments after school. For writing, do an assignment that requires writing conferences as assessment. For Math, get into some amazing Marion Small rich tasks and capture everything in the moment. The less you have to take home, the more time you have to recharge in the evening. You need to stockpile the energy this month.
Get outside. Do a couple of lessons in the great outdoors building structures out of snow, balloon races or making some art out of found objects. Extra time outside can really have an impact on all those high emotions and can help students burn off some energy.
Take time out for laughter. Yesterday, a bunch of my friends and I went out and did an ugly Christmas sweater run. It was great to get out and laugh A LOT. We took crazy selfies all over town and cars were honking at our silliness everywhere we went. I know many of you have a whole bunch of gifts to buy and food to prepare and family to host but somewhere in there find time for laughter. It can be the best self care there is.
Make rewards more immediate and obvious for the students. I sometime up the reward time in my class in December to help the students stay focused and on task. I have posted the letters F-r-i-d-a-y-F-r-e-e-t-i-m-e at the front of the room and tell the kids that each letter represents 10 mintues. I remove letters based on if students are not following the rules.
If emotions are running high, have students do some independent work. Give them a break from doing their work and using their social skills at the same time.

All in all, I love December and all the celebrations that happen at this time of year. But this month requires you to take one deep breath and take care of ourselves!

November 29, 2018 Arianna Lambert Celebrating Success, Constant Learning, Inspiring Teachers

Broadening Learning Space in Education

In my new role I’ve had the privilege of working with educators in different parts of North America. Through this work, I’ve been inspired by educators who are excited about transforming education so that student learning is engaging and prepares them for an ever changing future. In conversations with these educators, I’m amazed by the great work being done in pockets throughout however, I have started to ponder: how we can move forward in even greater ways? How do we “build capacity” (a term that I’ve often heard), not just within our own schools, districts or provinces but beyond that to ensure that great learning is happening for students throughout? What are ways in which we can support and inspire each other to continue the great work? How do we highlight inspirational stories in education on a large scale?

I’ve used social media – Blogs, Twitter, Facebook, Google + – and in-person meet-ups through conferences and events. Inevitably I run into the same people at conferences and online and while they inspire me and push me further in my thinking as an educator, how do we connect all of the little pockets that are out there? In this post, I’m sharing a few ways in which I have connected with others and am hoping to start a conversation on how to take things even further.

Twitter

I actually love Twitter! Three and a half years ago when a former principal suggested that hop on to join a chat that he was having at a conference, I had no idea how my world would change. Little did I know the great impact it would have on my teaching and the many connections over time. From co-creating #tdsbEd to following education hashtags, it’s become my daily dose of inspiration on-the-go. I’m fortunate to have found fantastic people to follow and have had the opportunity to meet and learn from many of them. In what ways have you used Twitter to connect with others? Are there specific hashtags or handles that you follow because they have helped you grow as an educator or sparked an interest? Please share!

Facebook

Alright…I know that it’s 2018 but I am new to Facebook. It’s taken me years to finally jump on and it’s been an interesting experience. On the FDS Facebook page, there are amazing posts that we share related to trends in education and I’m hoping to use this educator group as an online community where people can ask questions, share ideas and even get feedback on some of the innovative approaches used to engage students in classrooms.

ETFO Events

Do you find that face-to-face interactions are more appealing? ETFO always has amazing events for members. I’ve attended many in the past and find that they create a great environment for networking. I have lasting friendships resulting from a couple of events. Many of these events center around current and relevant issues in education with a lens on equity. Every event has allowed me to walk away feeling empowered and at the same time reflecting on myself and my interactions with others. I’m grateful to have had the opportunity to attend events and highly recommend them to every educator. Potentially, you’ll gain a new network of critical friends who might call you to go further in your own learning.

These are just some of the learning spaces that I’ve been a part of. I know that many, many more exist. How do we expand them even further? Have another innovative space where amazing learning is being showcased? Please share them!

November 29, 2018 Arianna Lambert Field Trips, Inspiring Students

Experiential Learning

I’ve recently been working with educators around Experiential Learning. I’ve always thought of it to be a hands-on or immersive experience for students but as I dig into it a little further, I’m realizing that it’s much more. I’ve been taking a closer look at the Ministry of Education’s Community Connected Experiential Learning resource and it’s been eye opening. This document was written after the Ministry’s Achieving Excellence: A Renewed Vision for Education in Ontario. In it, a variety of themes emerged; one being “to foster student engagement and achievement by creating more relevant, applied and innovative learning experiences that spark students’ curiosity and inspire them to follow their passions” (p. 4). That’s what learning should be all about! Sparking curiosity and allowing students to identify and follow their passions. It’s when students see relevance and meaning in the learning, that they get excited and motivated to actively engage and consider appropriate life applications

The document breaks down the Experiential Learning Cycle into 3 parts: Participate, Reflect and Apply. It’s really about sharing the What, So What and Now What.

What

The document describes this phase as, “Students are immersed in an experience, acknowledging what they are doing, what they are thinking, Andrew’s was what they are feeling during the experience.” (pg. 9). So from the beginning, I think that the experience should be one in which students are consulted so that they have voice and choice in the planning of the experience itself. Not only should they be participants, but they also have the opportunity to think about what they are doing, thinking and feeling during the experience. I think this can be done in a variety of ways. Having students utilize a type of field guide as they work or perhaps having them create some quick videos about their learning while in the process of participating in the experience. The goal is to have the student as an “active participant in the experience, not merely an observer of it”. (pg. 8). Are these concepts on our radar when planning field trips or experiential opportunities for our students? Do we take the time to consider the value in the learning from their perspective? Is that truly what the experience is all about or is it based on an opportunity that comes up for us?

So What

In this phase, “Students think about their experience, guided by reflective questions and prompts, and identify what they learned as a result of the experience – about themselves, other people, the world, their opportunities, or the subject of study.” (pg. 10). This is bigger than just thinking about the field trip that they went on and whether or not they liked it. The goal of the reflection is truly to answer the question of so what. Some questions that come to mind for the educator are:

Now that we’ve had this experience, so what?
What have we learned? What makes the experience meaningful?
What skills might we have attained or used during this time?
Why might they be important to us?
It’s much more than a summary of the event. In what ways are students being guided to reflect after attending a field trip or experience?
What open questions might support a deepening of their reflection?

Going a little further, here are a few reflective questions that I thought could be posed to students:

What skills did you use in order to achieve success today?
Describe another instance in which you used the same skills in order to be successful.
Now that you’ve had the opportunity to participate in this experience, how might this impact your own life and some of the decisions you make?

Now What

Lastly, this phase is described as, “Students describe how their learning stimulates further inquiry; how it has influenced – or may influence – their decisions, opinions, goals, and plans; and what they might do differently if they have a similar experience in future.” (pg. 10). Now that they have experienced and reflected, now what? Will there be any transformation in the student’s life? How does this experience impact the choices they’ll make in the future in relation to this experience and others? Experiential learning is about driving action for our students and getting them to think about what will be different. They’ve had a spark, scratched the surface, the wheels are in motion, and hopefully they have connected with their passion. How will they use this to impact the world in a positive way? How will this help them to see themselves as change agents or individuals who can have an impact?

Taking all this into consideration, my reflection on what I thought were experiential opportunities for students now prove to be only the tip of the iceberg. There could have been so much more to the experience that would have made the learning more in depth. I would offer that if the experiences we are providing for students are called “experiential”, we need to ensure that they are meeting the criteria outlined here. Otherwise, I would have to say that they are field trips, which – don’t get me wrong – provide value but are not experiential learning opportunities.

Although I’ve asked a lot of questions so far, you know that most often I ask a question or two to close my posts. Here are a few that I’ll ask in hopes of starting a conversation:

How do we deepen learning experiences to make them truly experiential?
In what ways are we ensuring that we are allowing students to get that spark and connect to their passions?

There are some really great examples of experiential learning in the resource. Take a look and I would also love to hear what you’re doing in your classrooms and schools!

November 29, 2018November 29, 2018 Tammy Axt Field Trips, General, Special Education

Our First Field Trip Into The Community!!

This is my first year being a teacher of students with developmental delays. Being new to the role, some days are very successful and some days are a definite work in progress. Even with the possibly of bumpy days, I decided that my lack of experience was not going to stop me from setting up activities in the community with my students. After getting advice from some other amazing teachers, I set up my first field trip. We went on the city bus to the Dollar Store to buy holiday decorations for our class!!

The Dollar Store is about a 6 minute bus ride from my school and it took us about of 20 minutes in the store to purchase all of our items. However, I planned for this trip like we were doing a backpacking trip across Europe for 45 days.

I began by preparing my students for the trip by explicitly explaining what would happen on the trip and my expectations of their behaviour. I shared many pictures and explained them every day for a week. Here are a few of the pictures that I shared with my students:

I will be leaving school after lunch. I need to use the bathroom before I leave.

Then we will walk to the bus stop and wait for the bus.

I need to stay with the teachers while we are on our trip and listen to their instructions.

I need to stay with my teachers on the sidewalk while we walk to the Dollar Store.

When we get to the Dollar Store Ms. Axt will give me my money.

At the Dollar Store, we will each pick one decoration for the class.

Then we will go to the cash register to pay.

After we reviewed the pictures with the students, we practiced walking around the school like we were out in the community. My team and I had a meeting and made groups according to speed, personality and need. Each staff member took two or three students and walked in the halls at school the week before the trip.

We also practiced expectations of shopping in a store. The staff and I became the cashiers and my students practiced finding something, bringing it into the checkout line and waiting to pay for their item. The more we practiced the more independent they got.

Finally, the day arrived and off we went. The whole trip lasted about an hour and we didn’t have one issue. Preparing the students beforehand went a long way into making the trip successful.

The day after our trip, I showed all the students the pictures from our outing and asked about their experience. I put a few pictures and their thoughts in a little note and sent it home in their communication book. For many of my students, the pictures help them with their ability to explain what happened on the trip. It also gives parents some ideas about what happened on the trip, if their child has impaired verbal skills. The note I sent home looked like this…

It took about 10 minutes to make and the parents really appreciated the communication.

We are off on our next field trip on Monday. Wish us luck…………

November 28, 2018November 28, 2018 Michelle Fenn Behaviour Management, Building Inclusion, Classroom Management, Diverse Learning Needs, Equity, Mental Health, Mindfulness, wellness, Wellness

December…in the Classroom

December is an exciting and often hectic month in classrooms. Holiday celebrations, snow days and events leading up to the break will provide some added complications to teaching. Although these are things to consider every day, this time of year can be highly emotional and stressful for students and teachers. Here are some things to consider at this time of year:

1. Be Flexible There will be many interruptions in the upcoming weeks and some of those events you might find out about over the announcements along with your students. Go with the flow. Whatever you had planned will keep until the next day.

2. Be Culturally Aware and Respectful There are many celebrations that go on in the month of December and they do not all occur during the two week break. Be aware and respectful of the cultural diversity in your classroom around this time.

3. Be Aware and Sensitive to the Needs of your Students For many students breaks away from the routine and safety of school bring anxiety. There will be homes in which the holidays provide unrest and economic stress.

4. Prepare your Students When possible, remember to prepare those students who have difficulty with change in routine for upcoming events (that you know about). Prepare them well in advance, keep using the visual schedules and calendars right up until the last day before the break.

5. Keep them Working As much as possible, maintain daily routine and working on deep learning right up until the break. Some students will sense the loss of routine and take that as a sign that the regular rules only loosely apply.

6. Avoid Busy Work If you continue to plan deep learning and rich activities, students will stay focused and on task. If you “write-off” December as a month that nothing meaningful gets done then that will be exactly what happens. Report cards come quickly after the break so you will want to make sure that what you are working on in the classroom comes from curriculum expectations.

7. Movie Time It is tempting to try to keep students calm by watching movies in the upcoming weeks. Remember that whatever the students watch needs to be appropriately approved and should tie to the curriculum in a meaningful way.

8. Breathe December always seems as though it is rushing by at high speed. Take time to connect with your colleagues in the staff room at break time, go for a walk or just have a quiet moment to sit in your classroom. It will rejuvenate you for the rest of the day.

9. Extras It is easy to get caught up in the events in December. You may want to try to avoid taking on extra responsibilities as a new teacher. It is o.k. just to focus on your classroom.

Above all…

10. Take Care of Yourself Sleep, exercise and nutritional balance are the ingredients for staying healthy through the winter months that are filled with colds and flu. When you are sick, take the time to recover and be kind and forgiving to yourself. You aren’t doing yourself, your colleagues or your students any favours by dragging yourself into work when you are ill.

You are almost at the first major milestone in the year. The mid-point in the year comes during the first two weeks of February. You can do this!