Photo of Carmen Oliveira
Carmen.Oliveira Classroom Management, Learning About Your Students, Student Ownership, Wellness

The Freedom of Giving Up Control

When my non-teacher friends describe teachers, words like type A, perfectionist, and control freak tend to be at the top of the list and although they may say it’s all in jest, I know that’s exactly how they see most educators.  Truth be told that in conversation with colleagues and observing many classrooms, I have to admit that to some degree, giving up control presents a challenge that not everyone is willing to take on.  For some teachers, the thought of having students organize the classroom library or put up a bulletin board on their own makes them nervous, to say the least.

I’ve always thought of myself as an educator who shares in the learning with my students and I’ve worked to create an environment in my classroom that I feel is conducive to exploration, inquiry and self-expression.  Of course, this is how I believe things to be without taking into consideration if indeed, my students feel the same way.  I decided to speak with my class about how they felt with respect to the control they had over how things we run.  Interestingly, we came to the conclusion that although they felt they could question anything and could express themselves while feeling valued, they did wish they had more control over day-to-day routines such as organizing supplies, creating the class calendar, writing the homework, putting up bulletin boards, etc.

I realized that I hadn’t given them those opportunities because of my limited belief about how much eight and nine year-olds could handle without creating havoc in our classroom.  I had my doubts about giving up that control over the day-to-day tasks but was curious to find out how they would handle it.  Students began to put up and take down bulletin boards, organize the class schedule and calendar, write up the homework on the information board, organize the forms and notes mailboxes, track completed and unfinished work using class charts, create their own anchor charts, organize the classroom library and supplies cupboards, etc.

What began to happen was wonderful: the students quickly demonstrated how independent and capable they are to run the day-to-day classroom tasks and I had more time to myself that I used to plan, mark and prepare for activities.  Giving up control ended up giving us all the freedom we needed both to do our jobs better!

Alison.Board Building Inclusion, Equity, General, Inquiry, Integration, Learning About Your Students, Learning in a Real Life Context, Literacy

“I Know Here”

At one of our first staff meetings this year, we had a discussion about building community in our school. What is our community? How do we see ourselves? Many of the teachers had a difficult time describing our school community. We are in a building with additions that have been attached on various levels, resulting in doors and stairs that physically separate the classrooms into small groupings of three or four to a floor. The community outside of the school is also diverse. There are few apartment buildings as well as a neighbourhood of homes, a park, and a plaza of stores.

To discover our community through student inquiry, all the classes read the book I Know Here by Laurel Croza.

 

We then asked the students to take a similar approach and define their community with words and representations. The results were outstanding. Every age from Kindergarten to grade 8 was able to identify what made the community unique and they presented their own perspective. To extend that sense of our community defined by student voice, we set up a literacy night at the school to showcase the student work. It included descriptive writing, drawings, 3D representations, photos and videos.

The experience was rewarding for the teachers, students, and parents of our school community. The work was meaningful and the children were engaged. It was a topic that was accessible to all and promoted equity throughout our school. The children were also able to share new insight and point of view with us, the educators.

Venetian Glass
Ryan G Building Inclusion, Diverse Learning Needs, Learning About Your Students, Making a Difference Through Education

In Praise of Fragility

Teachers spend a lot of time trying to identify students’ strengths.  Through the lens of an attributes-based approach, we can use those identified strengths to intentionally structure tailored learning opportunities.  The Heart of Teaching and Learning reminds us that we can empower our students by simply acknowledging and purposefully using their positive attributes.  Truly, at the heart of teaching is the belief that every child is special, that every child is strong in a way.

Such a heavy focus on student strengths makes me wonder if we adequately acknowledge our students’ weaknesses.  In our quest to identify strengths, what do we do when we discover that some of our students are, in fact, quite fragile?

Admittedly, all of us are fragile a little bit, but we keep it very hidden.  “Most of the the time, we have to be strong, we must not show our fragility.  We’ve known that since the schoolyard,” writes contemporary philosopher Alain de Botton in his new book, Art as Therapy.

It’s unfortunate that we often unassumingly teach the lesson that fragility should be replaced with strength.  “Just ignore him, Sally,” we say to the girl who comes to us in tears for the umpteenth time because of a classroom bully, “and if you don’t give a reaction, he’ll stop bugging you.”  “Walk it off, Scott!” we say to the boy who hurts himself on the pavement.  “No, you don’t need a Band-Aid.  Go.  Play.”  We’ve all dished out the unhelpful advice that really teaches this lesson:  toughen up already.

But fragility has its place.  Alain de Botton gives us this object lesson using Venetian glass goblets:

Venetian glass doesn’t apologise for its weakness.  It admits its delicacy; it is confident enough to demand careful treatment; it makes the world understand it could easily be damaged.

It’s not fragile because of a deficiency, or by mistake.  It’s not as if its maker was trying to make it tough and hardy and then – stupidly – ended up with something a child could snap, or that would be shattered by clumsy mishandling.  It is fragile and easily harmed as the consequence of its search for transparency and refinement and its desire to welcome sunlight and candle light into its depths.  Glass can achieve wonderful effects but the necessary price is fragility.  Some good things things have to be delicate – the dish says:  ‘I am delightful, but if you knock me about I’ll break, and that’s not my fault.’  (Excerpt from Art as Therapy).

Not unlike Venetian glass goblets, some of our students require delicate handling, and we would be remiss to think that the associated character attributes were undesirable.  Light bulbs demand to be treated delicately, and when they are, they can shine beautifully.

As teachers, we need to create spaces where fragile children can thrive.  Where shy children can interact with others at their own pace. Where children who are easily hurt can find refuge.  Where children who are simply unsure of themselves can find acceptance.

Is your school a place where being fragile is okay?

 

A list of Mrs. Mcauley's Thing
Sangeeta.McAuley Building Inclusion, Celebrating Success, Learning About Your Students

What’s Your Thing?

The beginning of the school year always feels so hopeful and the thought of getting to know a whole new group of children is very exciting!

This year, I decided to take on a new angle to my usual “Identity” theme by helping my Grade 4 students to identify what their “thing” could be.

It all began with explaining “Identity” as puzzle pieces that make us who we are…

Each student had a chance to make an image of their identity, broken down into pieces. This led to questions such as, “How does knowing who you are help you?” and “What are the pieces that you are most proud of?”

Before I could introduce the idea that everyone has a “thing”, I decided to read, “Woolbur”, a wonderful story written by Leslie Helakoski. It highlights the unique qualities we all possess and how we can celebrate these qualities.

Afterwards, I asked students to think about Woolbur and what “his thing” might be…whether it was something he liked to do or a talent he possessed.                                               

   

Then, I asked them to try it out on me: “What is Mrs. McAuley’s Thing?” As they wrote on small white boards, I wrote my own thoughts on a hidden chart and then we compared them. It was pretty eye-opening and led to conversations about assumptions we can make about people.

Next, my students are taking photos of their “things” on iPads and putting together a collage. They are writing about one of their “things” and making an audio recording as they describe how they can use their “thing” to change the world.

If nothing else, this teaching experience has taught me that students are never too young to reflect on what makes them special. And when asked to take on a role in a team setting, they will be equipped, knowing what unique qualities they can share.

Alison.Board Building Inclusion, Integration, Learning About Your Students, Planning

Building Community

 

September has been all about building community in our 5/6 classroom. It is difficult not to move full-steam ahead into the curriculum and feel pressured by time. However, by slowing things down and making time for community circles, Tribes activities, and more discussions, the students feel valued as contributors to their classroom and also their learning.

To build community we:

  • Start each morning with a community gathering  – I say a gathering rather than a circle as we are challenged with space and don’t have a carpet to sit on. So we gather near the reading corner where there is a small carpet and some bean bag chairs. Students are welcome to sit on the cushions, the small rug, or pull up their chairs in a semi-circle. It has an informal feel to it and the options allow students a choice in their seating, which they appreciate. We initially started our meetings with prompts that everyone responded to, such as favourite hobbies, number of siblings, etc. Now we open the discussion to anyone who wants to share. Last week, a student shared that she had just got a puppy the night before. This led to an engaging talk about dogs as pets and the fears that others had experienced with dogs.
  • Writer’s workshop – To launch our writing workshop, we used Tribes activities that created discussions about our interests and selves. We then spent the first week writing lists that reflected those discussions, which will later be used to generate ideas during independent writing times. We all took a survey home to find out the origin of our names and why were given our particular names. After sharing our information in small groups, it provided a good starting topic for writing. We also wrote about our birth order after a fun Tribes activity that involved separating the class into four corners of the room for discussion, grouped as: oldest, only, middle, and youngest child.
  • Reading workshop – We are also going slow with our development of reading workshop routines. To do this, we are following the 20 day plan that is simply laid out by Fountas and Pinnell in their book, Guiding Readers and Writers (Grades 3-6). On the Heinemann website it describes the book as presenting, “the basic structure of the language/literacy program within a breakthrough framework that encompasses the building of community through language, word study, reading, writing, and the visual arts.”
  • Math – Starting with data management, the students have had the opportunity to survey each other about their interests and make graphs. We also took an online Multiple Intelligence survey and are graphing the strengths of the class on a large graph to be displayed and referred to in the classroom.
  • Social Studies and Art – Our first art activity followed a read-aloud about totem poles created by the Haida. We used a chart that described the meaning about each crest and the significance of colour. After selecting crests that reflected each individual, the students drew their crest using pastels with bold black outlines, then used brown paint around the crest to resemble the totem pole. We have attached the rectangular drawings into groups of 5 or 6 crests and formed 3D cylinder shapes to resemble poles. We are preparing to hang them in the hallway outside our classroom.
In addition to slowing down to build community in September, it is something to consider incorporating into subjects and activities throughout the year to maintain an ideal environment that continues to be inclusive and engaging for all students. Check out suggestions for inclusive activities and lessons in the Matrix of Ideas at the back of The Heart and Art of Teaching and Learning!
Photo of Mike Beetham
Mike Beetham Building Inclusion, Celebrating Success, Classroom Management, First Week Reflections, Learning About Your Students, Making a Difference Through Education

The Power of Believing

It is not found in a curriculum, at an educational supply store or in a university course outline. But yet it is one of the most powerful tools that a teacher has. It is the belief in yourself to handle the varying demands of the teaching role, to have confidence in your professional expertise to help students and to instill that belief in each and every one of your students. As my students arrive in my classroom in September the one common element they have (besides a multitude of at risk behaviours) is the belief that they are not smart and that school is not a setting where they will do well. My target priority becomes the mission of helping my students be successful and to believe that school is a place where they will thrive and be triumphant.  This is easy said,  but experience has taught me that it does not occur in a few lessons or a unit of study but rather exists in my teaching philosophy and must be embedded in my talk, my instructional practices and my way of life in the school. I have developed a set of teaching eyes that focus on what students can do rather than what they can’t do. That is a contagious approach that will spread quickly from adults to children.

I would like to introduce you to J who arrived in my classroom with a very closed attitude toward school despite not knowing me, the school or the classroom he has been forced to attend. Before I could begin to help him I had to get to know him as a person and not a student. What are his interests, his talents and his challenges? Our journey of learning is now underway and it will have its ups and downs, joyous moments and sad times but we are coming together with the understanding that he will be successful, he is smart and that school is a not so bad place to be. I will keep you updated on our progress.

Children must be taught how to think
Carmen.Oliveira Differentiated Instruction, Diverse Learning Needs, Equity, First Week Reflections, Learning About Your Students, Professional Learning and Growth, Resources

Let’s Get This Learning Started

This year I begin a new journey as I welcome the opportunity to teach Grade 4.  For the record, I must admit that I was a bit nervous simply because I’ve been teaching Grade 6 and above for the past five years.  However, the first week has proven that if we enjoy getting to know our students and work to create engaging opportunities for them to learn about each other, the classroom environment becomes a comfortable place to be, no matter which grade we’re teaching.

Although I’ve had to be more mindful of the way I communicate by constantly keeping in mind that the students in front of me just left Grade 3, I continue to be amazed at how capable children can be when they’re given guidelines for learning and are then left to explore and build on their understanding of the world around them.

This year, my goal is to be very intentional about the feedback I provide, the conversations I have, and how I approach character education.  This goal stems out of the learning I experienced (and continue to do so) with some very powerful books I decided to read this summer.  “How Children Succeed,” by Paul Tough and “Mindset: The New Psychology of Success,” by Carol S. Dweck, really got me thinking about the way I approach conversations, feedback, and teaching in my classroom.  The books focus on the power of building a strong character based on resilience in children and how to help them understand that more than our talents or abilities, it is our mindset that influences our learning.

If you want to start off your year by exploring how a simple idea about the brain can create a love of learning and a resilience that is the basis of great success in every area of a child’s life, I recommend you take some time this year to read the books I’ve mentioned.

For a quick overview, I’ve provided an article by Carol S. Dweck below where she explains the growth mindset and how it can positively affect and change the way students learn, think, and perform.

Dweck: MiindSets and Equitable Education

Photo of Mike Beetham
Mike Beetham Before School Starts, Building Inclusion, Diverse Learning Needs, Learning About Your Students

Begin With The End In Mind

Welcome to another school year and no matter whether this is your first year or your 29th year of teaching (that is me), the beginning of September brings forth both the anticipation of thrills and chills.  I have spent the last 29 Augusts anxiously preparing, planning and remodeling my classroom to create just the right start for my classroom. A start that will engage my students, a start that will let them experience what a fun and active learning environment they are entering into and most of all, a start that will make them believe that they will be valued, challenged and will work together to help everyone reach their potential.

Together Everyone Achieves More Success

My name is Mike Beetham and I am starting my 29th year of teaching. I have the amazing opportunity to teach an area behaviour class in the Waterloo Region District School Board. I work with some of the most complex Junior age students in our board.

There are five things that I attempt to accomplish with each start to my classroom.

First and foremost is to make a connection with my students as people first and then as students.

Secondly, I set a tone of fun, hands on learning.

Thirdly, I dive headlong into academics by selecting a starting unit that will engage my audience. This year I am starting with a theme of  ‘Then and Now’. We will examine a variety of items or trends about the year they were born and compare them to our current year. Items will include, popular video games, winning sport teams, popular movies, and cost of items. I will be learning along with them as I model the task using my year of birth (1959). Did you know that a postage stamp only cost 4 cents back then? I am aging myself.

The fourth is that our classroom is community whereby everyone has a responsibility to make it work. I start this process through the development of a classroom agreement that is worked out by the end of the first week and the sharing of the expertise within the room. I do not nor do I need to know everything about everything. I will capitalize on the talents and skills within the class.

Finally, I demonstrate to my students that this room is going to be a safe place physically, emotionally and intellectually. The message is sent often, consistently and in a calm and straight forward way to students that in no way, shape or form will disrespect toward each other be allowed.

The plan for the above five items are a proactive approach rather than a reactive response. They are all carefully thought out, planned and put in place based on my understanding of the grade level, individual student needs and setting that I will be working in. Good luck with your start!

 

Photo of Erin G
Erin.Grewar Building Inclusion, Integration, Learning About Your Students

Matchmakers: Creative Ways of Forming Groups

I’m always looking for different ways of forming groups either for teams in games or for class projects/presentations. I like to make sure that not everyone is always working together with their friends. In a book called Energizers and Other Great Cooperative Activities for All Ages (Quest Books, 1991) I hit the jackpot. I know it’s an old book but good ideas are good ideas. I found these to be a great alternative to “Choose Your Own Partner” or randomly drawing names on popsicle sticks, etc. Not only did these provide a nice break or “energizer”, they were so entertaining that people forgot to complain about their groups!

Line ‘Em Up

Have the class line up in a single line according to the following criteria:

  • by age
  • by length of hair
  • by the time they get up in the morning
  • by how long they’ve lived in the community

Once in a line, you can then simply count off depending on the number of students you need in a group (ex 5).

Group Puzzlers

  • Select a picture from a magazine for each group you need (ex. If you need 5 groups, you then need 5 different pictures). Cut each picture into the same number of pieces as group members needed and mix all the pieces together in a container.
  • Students each draw a piece from the container and must then find others with pieces of the same picture. When they find each other, they must then put their pictures back together again.
  • *Make sure to select pictures that are distinct from one another.

Stone Soup

  • Fill a pot with groups of common items-the same number and kind of objects as the number of members needed in each group. You could use small rocks, jacks, marbles, squares of fabric, paper clips, paper umbrellas for drinks, etc.
  • Have each student draw an item from the pot. Holding up their selections, they mingle and find their fellow group members who have also chosen the same object.
Katie Pryde Learning About Your Students, Learning in a Real Life Context, Professional Learning and Growth, Use of Technology

For the Love of Literacy – The 21st Century Learner

Last weekend, I had the joy of attending Halton’s annual For the Love of Literacy Conference. This was my first time attending this conference, and I would highly recommend it! To start off the day, we got our welcome package which consisted of our name tag, the workshop information about the workshops we would be attending as well as a fabulous new teaching bag, which was provided by Scholastic.

To start off the conference, I had the absolute pleasure of listening to an hour long presentation about the 21st Century Learner from the honoured guest, Lisa Donohue (you can visit her blog located at www.lisadonohue.wordpress.com). Lisa is the author of educational books, including her latest book: 100 Minutes. In her presentation, we learned about the key traits to learning in the 21st Century:
* Collaboration (working with others)
* Communication (communicating with others, via various different forms)
* Authenticity (making learning authentic / meaningful to students’ lives)
* Engagement (making learning fun to engage our students)
* Creativity (creative teaching/giving students the opportunity to be creative in their learning)
* Choice (giving students choice is KEY to them being engaged and taking ownership in their learning).

Using digital media is extremely important with the 21st Century learner. Technology is all around us, and using it in the classroom will be engaging and authentic to our students. One quote I absolutely loved that Lisa tells her students is that when they are using social media/technology, they are “tools, not toys” and these tools should be used to “extend, not escape”. I think these are fabulous quotes to teach our students about when using technology in the classroom.

Here are some fabulous ideas of how YOU can implement social media into your classroom/assignments:
* using media literacy with higher level thinking questions (perhaps give students a higher level question, that they can respond to it on their own student blog)
* having a classroom twitter account (I have one, and post pictures/quotes of students while they are learning. My parents absolutely love this. Follow us @class_obrien).
* using Toontastic or mystorybook for storytelling/retelling
*  incorporating Blue Spruce books with technology. Give each group a book from the Blue Spruce collection, and get them to use iMovie to make a commercial advertising their book of choice. They could use many things taught in media literacy as well such as looking at their audience, what is the big idea of the book, etc
* using Edmodo for Learning Skills. Each group could have a different learning skill, and could make their own Edmodo page, which can be accessed all year long

If you can attend next years Love of Literacy Conference, I would highly suggest it. I will be there… will you?