Learning About Your Students

March 3, 2013March 4, 2013 Roz.Geridis Building Inclusion, Celebrating Success, Classroom Management, Differentiated Instruction, Diverse Learning Needs, Learning About Your Students, Questioning

Wait time

The other day I was reading through Professional Speaking (our OCT magazine). I came across a little piece on wait time and it reminded me of a situation and comment from a colleague last year. I was a model classroom for a combined grade social studies lesson. While I was teaching my lesson, I utilized my wait time with the students throughout my lesson. Upon completion of the lesson, during our debrief session, the Instructional Leader highlighted my wait time. Which developed a fantastic discussion amongst the teachers. Some of the comments were about how long I waited, thought no one was going to answer, how quiet the room was, how proud and surprised many colleagues were about the rich classroom discussion developed due to enough wait time.

Wait time is something which is very important. The first few students who are ready to answer the questions are the students who may not need wait time and are ready to answer most questions. However, by using wait time we allow many students (if not all) an opportunity to process the question and gather information to answer the question. We also know that most students are ready to move on in the lesson and are not left behind still thinking about the question or answer.

A strategy I use to help keep the students focused is I asked the question a second time, the third time I will rephrase the question. Also, sometimes I may need to help activate the prior learning by using some guided questions. Every year I use wait time. Some years I have to wait longer than others but all my students know they need to be engaged and paying attention to the lesson and classroom discussions.

December 16, 2012December 17, 2012 Katie Pryde Learning About Your Students, Occasional Teaching, Professional Learning and Growth

Making the Change

As my Grade 3 LTO came to an end on a Friday, and my new Kindergarten LTO started the following Monday, I needed to change from Grade 3 mode, to Kindergarten mode in just a weekend’s time. As I have taught Kindergarten before, I knew what to expect. However, I knew it would take some time for myself to become familiar with the new classroom routines, the new students as well as the Kindergarten program that the teacher had already implemented. Because I will only be working this LTO for 3 months, I felt it was really important to make the transition as smooth as possible and to continue with the type of program the teacher had already implemented. I felt this was extremely important to keep some sense of normal for the students, as the adjustment to a new teacher would be more than enough for them.

The Week Before:

I felt extremely lucky that my principal gave me some extra coverage time the week before I started my new Kindergarten position to go into the classroom for 2 half days to meet the students, meet some of the parents and see the program in action. I felt this was so beneficial not only for me, but for the students as well
Students got a chance to meet me, and they knew a head of time that I would be their new teacher, so that hopefully eased the anxiety and helped the transition from one teacher to another
I was able to see exactly how a day in this Kindergarten classroom was run

The Week I Started:

The week I started teaching Kindergarten, the students were very excited since they had already met me. I came to school with students bringing me pictures they created as well, showing/telling me how excited they were I was their new teacher
I hardly changed anything in their room or the program, and just continued teaching what the current teacher had been doing
I started giving some diagnostics to the students so I could really see where each of my students were at
As I have a lot of ESL and ELL students in my class, I also downloaded a translation app on my iPhone, which helped me interact and speak with my Spanish speaking students
We also reviewed our classroom rules and created some carpet rules, to make sure students knew what was expected of them and to show them that I knew/was familiar with the rules they already had in place in the classroom
I wrote an introductory letter home to parents, so they know who I am, what my teaching experiences are, and how they can communicate with me (which I got a lot of positive feedback from).

Overall, I feel the transition was quite seamless, and I think the main reasons are because:
1) My principal gave me time to go into the classroom before I officially started my new position, in which I was able to get to know and start the bonding process with my new students

and

2) I kept the program the same, so the students did not have to adjust to too many things at once. With young students, especially Kindergarten students, I feel it is important not to change everything because it will confuse them and may take away their sense of community/ownership that has already been created in the classroom.

December 14, 2012December 17, 2012 Roz.Geridis Classroom Management, Learning About Your Students

Connecting with Students as a Prep Teacher

It has been an interesting start to the school year. I have a change in my teaching assignment and for the first time I have ½ day of prep coverage. Getting to know all the names and developing relationships with over 100 students I see 80 minutes a week has been a challenge. Especially since most of my teaching position has me in the gym (no desks and regular seating plans).

To help me get to know the student names – I have the students change into gym clothes. At the beginning of the year, I had the students sit on the floor or bench in the gym and went through the class list calling out the student names and putting a face to the names. As the year has progressed, I have moved to having the students come up to me and showing me their clothes. I have them share their last name which still gave me time to get to know their names. To move things even faster, the students who have brought in their gym clothes regularly go a change right away and say hi to me as they come into the gym.

The student teacher relationship has taken some time to develop. I try to find a way to connect with each student. Some students, I ask about their extra-curricular activities (sports, dance, etc). Once I know what the student participates in, I try to ask the student about their extra-curricular once a month. For my ELL or students who do not have extra-curricular, I ask about their weekend or break plans. Sometimes, the kids go to the movies and I ask about the movie s/he saw.

Developing the relationships have really helped with the classroom management during the prep periods. The students have appreciated my effort to get to know them a little better and are making a larger effort to listen and to do their best during class time. It is great to have the kids walk up to you in the halls asking when we have your class again. I know some of that is because it is gym but also I have some classroom prep which kids are also inquiring about. Making the connection with students is something that helps to make a difference in student education.

December 5, 2012December 5, 2012 Alison.Board Building Inclusion, Classroom Management, Diverse Learning Needs, Learning About Your Students, Planning

Making Adjustments

As I read the previous additions by fellow bloggers, I look for connections to my own classroom, and what I see is the constant of change. We are all working with different age groups, but consider similar topics, such as adjustments to integrate technology, outdoor education, or making learning meaningful. Like others, I am continuously reflecting on my practice and making adjustments. As I am teaching in a new Full-Day Kindergarten classroom, there are many changes that the ECE and I have made in the last 8 weeks.

In September, our days were focused on establishing routines and building a community with our 27 children. The biggest routines were entry and dismissals, learning centres, and independent reading/quiet time. Then, as the children settled into these routines, we constantly re-assessed our schedule. We found that our children are so social, that independent reading is more like a book club with sharing and discussions. So, we now lead meditation and quiet breathing and stretching exercises after our reading block. Some of the children struggle with stilling their minds, while others have embraced it and look forward to this part of our day.

Adjustments to the classroom are also a constant in FDK. As interests in certain areas increase or wain, I change the spaces to accommodate the children’s interests and needs. I also change the materials. The basics in each learning centre remain the same, such as the blocks in the building centre, however, I may add recycled materials, clipboards and paper, or figures to encourage new relationships with the materials.

The planning has become one of the most challenging aspects of the FDK program, as there is no time for the ECE and I to sit down and exchange ideas. I continue to plan weekly with my Kindergarten teacher partners, then I convey ideas to my ECE while we are in the classroom together. I started off the year with my weekly plans in a binder on my desk (as I always previously used them). Then, I realized that it was more beneficial to enlarge them on an 11 x 17 inch page and hang them in the centre of the room where the ECE, and the Special Education Assistant can access the daily plans with ease. We are also using a web diagram to document the big ideas that are emerging in the classroom and the connections to the curriculum, which is visible to all.

Every day at our gathering circle, I start by asking the children, “How do you feel today?” As the children share their responses, I get a better understanding of what adjustments I can make to ensure it is a successful day for all of us. Making adjustments is just another way of being a reflective and responsive teacher.

November 29, 2012November 30, 2012 Katie Pryde Celebrating Success, Communication with Parents and Guardians, Interviews, Learning About Your Students

Student Led Conferences

The past 2 weeks, I have been preparing my students for Student-Led Conferences, since the Progress Reports were sent home, and conferences were set for this past Friday.

I have never done or seen Student-Led Conferences before, and what an amazing experience it was. Yes, it does take a lot of prepareation for the students, but after a lot of feedback, the parents really enjoyed it.

What Are Student-Led Conferences?
Instead of the formal Parent-Teacher Interviews, my school board has taken the approach to doing Student-Led Conferences, which enables the student to take full responsibility for their learning, and they choose things to share with their parents that they are most proud of and some things they feel they need to work on. They also choose a Learning Skill that they think is the best, as well as a Learning Skill that they need to improve upon.

Preparing My Students for the Conferences:
Two weeks prior to the Student-Led Conferences, we began preparing ourselves for these conferences. It does take a lot of time and preparation, but the outcome is wonderful! First, I laid out all the work my students have done so far. I explained to students that they would look through their work and choose 2 things they were most proud of (could include anything but most were Social Studies Tests, Math Tests, Journal Entries, and Daily 5 Work), and 1 thing they felt they needed to improve upon. Once they chose their 3 items, they were given 2 “star” papers where they wrote why they were most proud of this pieve of work and why (they had to be specific-because they looked at the Word Wall to help them spell, they studied really hard for a test, or they used the Success Criteria to help them in their writing…). Then, students were given one “Next Steps” paper where they wrote about why they feel they needed to improve upon that piece of work, and what they can do next time (use the Editing Checklist, use the Work Wall, etc.).

As a class, we then reviewed the Learning Skills and what each skill means. We brainstormed (and reviewed) some examples about what each Learning Skill looks like here at school. Then students chose which Learning Skill they felt was their best, and explained why using examples, as well as choosing a Learning Skill that they needed to work on, and explained what they can do to improve upon this Learning Skill.

Once all the writing was complete, I created a script that students practiced so they knew exactly what to say, and when to show/explain their work. For many days, students would practice reading this script and showing their work independently, to a partner, in a group, and even their Reading Buddies. We encouraged students to take on different roles as well, to prepare them (i.e. one student would be a mom, one would be a dad, and the other would present to them).

When it came time for the Student-Led Conferences, the students ran the show. They took full responsibility, and THEY were the ones explaining to parents why they need to improve upon the work they chose, and even asked how their parents could support them at home. I feel that the student saying this to their parents is much more powerful than if I were the one saying it. Parents really enjoyed seeing their child’s work, and were excited to come up with ways that they could support their child at home. Overall, the Student-Led Conferences were a huge success at my school, and it was really great for the students to be so enthusiastic about the work and learning they have done thus far!

Student-Led Conference Script:

Introductions: “Hello, Ms. Pryde. This is my _______ and my _________.”

Explanation about the Conference: “I am taking responsibility for my learning. Today, I will be showing you the accomplishments I have done so far at school. I will also be showing some work that I feel I need to improve upon, and will be asking for your input about how you can help me in reaching my goals at home.”

Showing of the Work: “This is one of my best pieces of work because __________________.

I also chose this piece of work as something that I am most proud of because __________________.

I feel that I could improve upon this piece of work because _____________. I think I can improve on it by __________________________________.

I think my best Learning Skill is ________________________ because _______________________________________________.

The Learning Skill that I think I can improve on is _______________ because _______________________________________________.”

Conclusion: “Thank you for coming to my conference. Is there any questions or comments for myself or Ms. Pryde?”

November 20, 2012November 20, 2012 Sangeeta.McAuley Building Inclusion, Celebrating Success, Learning About Your Students, Learning in a Real Life Context

The Peace Tree

Recently, for Remembrance Day, I contemplated how to help my students understand the meaning of this solemn occasion.

My class is made up of students from India, Pakistan, Somalia, Czech Republic, Afghanistan and Slovakia to name a few. Through several discussions, I learned that their understanding of war from their homelands seemed different than what our Canadian soldiers went through, yet the common thread was the idea of peace.

Having seen the film, “The Peace Tree” by Mitra Sen, I thought this might be a good place to start. The film is about a young girl whose family is celebrating Eid. She shares her holidayand customs with her best friend and when Christmas draws nearer, she questions why her family can’t celebrate both occasions. This leads her to make a peace tree with symbols from different religions and cultures. After watching this film with my class, I could see them making connections to their own experiences with religion, exclusion and identity.

We became excited at the thought of making our own Peace Tree and I began the search for the right branches to hold our ideas. Together, we spent some time studying different signs of peace from around the world, such as the diya (India), the Inukshuk (North America), the Yin Yang (China), the Star of David (Israel) and more. My students took materials home in earnest to start making these signs and often came up with their own symbols: flags from different countries, chains of people, and hands.

At our school assembly, while each class was invited to bring a wreath, my class chose to bring their Peace Tree which had also been decorated with poppies. Two of my students spoke at the assembly about why we had created this tree and what it stood for. It has been an interesting experience for me to watch my students get so excited about the different symbols and how the meaning of peace is the same no matter where you live in the world.

We were asked to put our Peace Tree outside the school office for others to enjoy and my students often ask when we are getting it back…they want to add more to it!

October 20, 2012October 24, 2012 Carmen.Oliveira Anti-bullying, Learning About Your Students, Learning in a Real Life Context, Social Justice

My Grade Six Bullying Task Force

In light of the focus on bullying that has come as a result of Amanda Todd’s heart breaking story depicting the path that led her to put an end to the pain and feeling of helplessness she endured for so many years, our class devoted much time and discussion to this urgent topic. I, like every educator or parent reading this, find myself faced with the issue of bullying on a regular basis which can feel extremely frustrating. However, this time around, I decided to take the topic further.

As we read picture books, learned about real life stories, analyzed the roles of the bully, victim, and bystander, and thought about what creates the mentality of a bully and the victims, we came to the realization that the knowledge and understanding we need to effectively deal with this issue lies within us. We looked at ourselves, our care givers, the media, and our lifestyle to find the answers.

Earlier in the week, the government announced that a task force would be created to study this on-going issue on a deeper level in order to come up with strategies and recommendations to support the need for action. I would like to save the government hundreds of thousands of dollars by sharing what my Grade Six Bullying Task Force created within the span of five days. Keeping in mind that I am referring to a group of 30 ten and eleven year-olds, the experience was quite simply enlightening.

In a nutshell (and using “big words”), the main ideas discussed included the following:

we have all experienced the roles of being the bully, the victim, and the bystander. Maybe one role has been more dominant so far, but if we take a careful look, we’ve taken on each of these roles at some point in our lives.
our upbringing and experiences with our care givers have a significant impact on the roles we choose to take on. No one is born a bully or victim. Both come to be as a result of the words, emotions, and actions we are exposed to as we begin to make sense of the world.
we have a choice about the roles we take on in life. The power lies within us to choose whether we will be a bully, a victim, a bystander, or none of the above. Kids need to learn how their thoughts create their reality.
education through self-awereness is the most powerful way to unravel our ideas, beliefs, and feelings with respect to how we treat others and would like to be treated. This will not work if educators and care givers continue to give a “time-out” to those who bully and pat on the back with sympathy to those who are victims.
we need to educate the ones who bully (including their care givers!) through self-awareness, empower the ones who are victims by working on their inner belief system, and hold accountable those who decide not to make a positive decision to change by taking legal action that has an impact on their future.

Bullying will not go away by spending millions of dollars on research and resources. There has to be a fundamental shift in the way we educate and empower people to understand that our ideas and actions originate from a belief system which must be changed at the core if we’re to move forward into a positive way of being. If a class of ten and eleven year-old get this, then we owe it to them to make it happen.

October 1, 2012October 1, 2012 Sangeeta.McAuley Classroom Management, Learning About Your Students, Learning in a Real Life Context

Talking and Listening Chairs

As I look back on this past week, I realize that I spent very little time teaching curriculum and more time working on life skills. I have two choices at this point. I could think, “Oh wow, I’m really far behind!” or “I’ve made a huge investment that I hope will pay off in the future.” I choose the latter.

My students have been coming to with me problems that happen at recess: someone left them out of a game, two friends were whispering something not-so-nice about them or they saw someone being treated badly and didn’t know what to do.

When we talk through these problems, it’s obvious to me that they have the answers on how to solve their issues, but they need a tool to help them do so.

So, I introduce the talking and listening chairs. One chair is marked “T”, the other “L”.

We use one of the problems that happened to illustrate how to use the chairs. For example, “Bill” was upset that “Megan” was not listening to his ideas when they were trying to solve a math problem together. So, Bill sat in the “T” chair and Megan sat in the “L” chair and each had opportunities to talk about what was bothering them and listen to how the other person was feeling. It quickly became evident that they was room for compromise on both ends and they seemed relieved to be able to move on from this problem.

Like most tools, the talking and listening chairs also have boundaries, which I discuss with my students:

* If the person you want to take to the chairs is not ready, you may need to wait.

* If you go out to talk, you will need to attentively listen as well.

* If the problem takes longer than 10 minutes to solve, you may need some help.

* When classmates are using the chairs, we can show respect by giving them some privacy.

* If there are many students involved in the problem, we may need to discuss it as a whole class.

When students ask to use the chairs, I keep track of what time they step out in the hallway and occasionally walk by the door, so the talking and listening remains positive and focused.

As a tool, it can be very successful at helping students who lack confidence to speak up when something is bothering them. I especially enjoy watching, when some of my students who are still learning English approach a classmate to say, “I need to talk to you.”

I have yet to teach a curriculum subject that is more rewarding than that moment.

September 27, 2012September 27, 2012 Erin.Grewar Before School Starts, Celebrating Success, General, Learning About Your Students

Keeping It All in Perspective – Teaching Really is a Far-Reaching Profession

As teachers and former students ourselves, we know the impact that we can have on students. One just has to think about “rateyourteacher.com” or think back to our impressions of our own past teachers to realize how distinct and ingrained our memories really are. As we embark on another (or perhaps the first) year in the most “noblest of professions”, it seems like a good time to psych ourselves up with such inspirational thoughts before we are rendered irate and exasperated by that particular student who drives us nuts. I originally planned to address one of the suggested topics of discussion regarding your “most remarkable student” and how you were able to make a difference. In the process of reviewing the legions of young adults I’ve come into contact with in the past 10 years of teaching, I digressed and instead became sidetracked with the notion of time. Nothing brings home the quick passing of years like bumping into a former student who is now teaching your own children. For those of you who have also taught for a while, I’m sure you can relate. Mentally flipping through the faces of all my former students in search of the most remarkable brought to mind many who stand out for their compassion, their funny jokes, their temperamental nature, etc. There are also those who are memorable not only for who they were, but also for what they became – the suicide, the innovative scientist, the high school dropout, the successful entrepreneur, the teenage mother, the infamous actor, the murder victim, the accidental death. What struck me as interesting was that for both of us, we remain frozen in time and are lastingly perceived as a grade 8 teacher and a boy/girl of fourteen. All of which made me appreciate the fact that each year with every new batch of students, relationships, interactions and impressions are formed and will mutually impact us in a way that is more profound and enduring than we realize.

September 24, 2012September 24, 2012 Roz.Geridis Classroom Management, Learning About Your Students, Planning

Flexibility

I have part of a new assignment this year. In the morning I am covering prep. Due to re-organization, my schedule is changing again for Monday. I have completed many get to know activities, learned students’ names and just found out some classes I still have and others are new for me. That being said, it will all work out! Everything does. The students get attached very quickly and now I will get to know even more students.

My afternoon, I teach English, Math, Health and Pool to a grade 6 extended French class. The grade 6 curriculum is the same for me but now I teach a smaller portion of it. I will be busy sharing my plans with the other teacher who now has my class for Science.

That is teaching; change and flexibility. My morning will work out and I have worked out my plans to have the next days covered. I just needed to adjust a few items and have been able to use my current plans. As a school, you may have to go through re-organization. It is difficult. Deciding which students will excel in which environment, which students need to be separated from each other, balancing the girls and boys, special education and ELL needs. It is a very difficult task which also needs to be completed after a long day of teaching a class of 52 kids.

As I need to get teaching (with the new classes) in order to have enough assessment for the Progress Report card, I have decided to incorporate my get to know activities with the curriculum. I am planning to find ways to incorporate these activities as much as possible with my new classes. I plan to start with appreciation fans to help build the community within the classroom. The students all know each other and many know who I am but I need to get to know their names (better).