Beverly Papove Diverse Learning Needs, FASD, Learning About Your Students

Helping Children with FASD in Your Classroom

Many years ago, when I was in Teacher’s College, I did my practicum in what we could call today a ‘systems’ class. I worked with several students with Down’s Syndrome, a few with non-specific developmental challenges as well as some students who were identified as having Fetal Alcohol Syndrome (now called Fetal Alcohol Spectrum Disorder). This was the first time I learned about FASD. What we learned was very basic. We were told that there were certain facial features which might help to identify a child with FASD and some unpredictability in behaviour, but other than that, I do not recall learning, in practical terms, how to meet the needs of such a child.

Fast forward to today, and I am far more familiar with ADHD (Attention Deficit Hyperactivity Disorder) and ASD (Autism Spectrum Disorder) in the classroom than I ever was with FASD – for some reason, it seems it’s just not something we talk about or receive in-service training for. Then last week, I became enlightened by a workshop which helped explain how damaged a developing brain of a fetus that is exposed to alcohol in the womb can become, and what we as educators and caregivers can do to help children affected with FASD. As I heard more about the characteristics and strategies associated with children with FASD (Important to note: the majority of individuals with FASD do not have facial features associated with the disease, hence it is considered an “Invisible Disability”), I became excited about the possibility of fresh interventions that I could use to help some of my students, who, although do not have definitive diagnoses of FASD, still present with key behaviours such as memory deficits or impulsivity.

Some of the key points which have helped me readjust my perspective as I “put on an FASD lens”, I have taken from an information package provided by the Fetal Alcohol Resource Program (Citizen Advocacy of Ottawa). I highly recommend becoming more familiar with the condition because the strategies are relatively simple to employ and can be supportive not only to students with FASD but to any student struggling with behaviours in your classroom. A video entitled, Dear Teacher is also included in the package and serves as a gentle reminder of how we need to treat those of our students who face challenges which may be difficult to understand. I have found these useful reminders at a quick glance, but there is so much more that can be learned about FASD.

The chart below is called, “What FASD is NOT.” I find it particularly useful as it clarifies the ways certain behaviours may initially be perceived, and how, through a different lens, they should be understood.

                                    We NEED to shift our thinking

From Seen As….. …To Understand As
Won’t Can’t
Bad Frustrated, Challenged
Lazy Tried Hard
Lies Confabulates/Fills in
Doesn’t try Exhausted/Can’t start
Mean Defensive/Hurt
Doesn’t care Cannot show feelings
Is a problem Has a problem

With a few upgrades in our approach with one of our students who has had particularly challenging behaviours, my teaching partner and I have already noticed an improvement in the child’s independent learning, interactions with peers, and response to direction. Some phrases we have found useful reflect the intent of some of the examples provided in the information package; “I can see this is tricky for you. We are going to solve this later. Let’s get a drink of water.” (patience and redirection) ; “Let’s figure out a better way for next time,” (support rather than punishment); and, “Come here. It’s OK.” (no matter what you do, I am here for you).

At this point, we are by no means specialists in FASD, but we are willing to learn as much as we can as we continue to see positive results. As educators, we all use patience, consistency, support and understanding, but with some of our students, we may need to use a little (or a lot) more.

Kelly.McLaughlin Assessment, Celebrating Success, Differentiated Instruction, Diverse Learning Needs, Learning About Your Students, Standardized testing, Student Ownership, Students as Teachers

Options

My grade five class is almost done their perimeter and area unit. At the close of this unit, I was having trouble deciding what the best option would be, a project or a test. I decided to present both options to the class and then let them select which one they should do.

I then had an issue with letting students who had received an “A” on their reports not do both. I wanted them to challenge themselves by trying both since they had achieved such a high mark on their report card.

Some students reacted very negatively to this thinking they wish they had received a lower mark. I on the other hand, tried to explain to them that since they had such a high mark on their report, they have proven that this unit is not a challenge to them so they should challenge themselves by trying to take on two activities.

It was interesting how many students chose to take the test over the project. I for one, HATE tests and as a child never enjoyed spending time after school studying for them. As a teacher, I dislike giving them as well because they do not offer any creative elements for the child who is writing it. So when some of my students chose the test over the project, I was rather shocked.

I am happy I gave my students the option because I loved seeing students debate over both and then finally arrive on their final choice. I think that when I was in university learning about choices for students, I never really understood the feeling over power it would give my future students. It was amazing seeing them weighing their options and I am happy I was able to give them that feeling.

Kelly.McLaughlin Assessment, Diverse Learning Needs, Learning About Your Students, Learning in a Real Life Context, Planning, Students as Teachers, Use of Technology

Student surveys

If you haven’t had your students use google forms, the survey creator on google drive, then you must! Students will have the chance to create online surveys and administer them to anyone they want.

We took our data management project to whole new heights when they created a survey for a certain grade to answer. We were looking at student satisfaction in regards to clubs and teams available at school. The answers were shocking as sometimes 75% of  students in the grade were unhappy with the clubs and teams available to them. My 28 students were divided up among all the grades at school and each group surveyed the grade they chose to survey. We will now look at the results and try to accommodate to add the new teams and clubs to our school.

I also was able to survey my students using the same program, google forms. I asked them about the way I ran the math program, language program and drama program. They were able to check mark all that they enjoyed about each program. Here are the results for the math section:

  1. 11 students enjoy projects
  2. 9 students enjoy group work
  3. 8 enjoy math around the class
  4. 6 enjoy tests
  5. 5 enjoy lessons on the board
  6. 2 enjoy quizzes
  7. 1 student wants to learn taxes

This way, when I do my next math unit, I can plan for maximum student enjoyment. It is important to know how your students want to learn so that you can have the best learning environment possible.

Beverly Papove Learning About Your Students

Getting some perspective

The first time I really became aware that I was not in control of how other people saw the world was over 25 years ago when my mother was diagnosed with Early Onset Alzheimer’s at the age of 60. Before she got sick, like most families we would work together as a unit, going through our days with similar expectations of daily routines. When her decline became more rapid and evident, simple activities like stacking the dishwasher or opening windows on warm days caused conflict and stress. As she lost her ability to speak, the challenges were enormous for all of us – What did she want? What is she trying to say? Why is she doing that? Her behaviour was a puzzle for us. It was not until we began to try to see the world through her eyes that we were able to more often avoid stressors. We needed to stop thinking about our reality – opening windows on warm days was rational to us  – and start to see how open windows were a cause of anxiety for her. No use in trying to figure out why she became agoraphobic or hope for an improvement in her condition, it was enough to see that her world was turned upside-down and that we needed to realize this in order to be able to communicate with her on her new terms.

I was reminded of the importance of understanding that all behaviour is a form of communication when I attended an engaging workshop this week entitled, “Exploring Autism – The Elementary Years.” In one of the activities we participated in, the presenter encouraged us to consider the complexity, or puzzle as it was presented, of autism. The puzzle of autism refers not only to the fact that we have much to learn about causes and supports, but also to the fact that the disorder encompasses a variety of aspects from sensory processing and anxiety, to the developmental level of the child and their independence. After exploring the spider web of symptoms and strategies to help support children with autism, we were left with the central notion that it is a social-communication disorder; these children are definitely communicating to us, but the moments of intense frustration result from the lack of mutual communication due to the fact that we are not using the same language. A goal, therefore, is to try to see the world through their eyes so that we can better understand the stressors and be supportive when behaviours erupt.

In a classroom, we are constantly seeking perspective, not only for students with clinical diagnoses, but also for every behaviour that requires support and redirection. In one of my kinder classes, there is a child who experiences intense bouts of anxiety and fear of abandonment. She will often cry when we go on walks outdoors if she feels she is too far behind me or my ECE partner. We have learned that there is the possibility that she and her siblings are sometimes left alone in the apartment when their parent doesn’t come home at night. Knowledge of this possibility helps us to understand that what this child is feeling when she cries is not simply to attract attention, but is a symptom of a significant fear. In this case, we know the “why?” of her behaviour and this helps us find and implement supports at school. Taking her hand and walking with her is enough to allay anxiety at the moment and to build her confidence that we won’t abandon her.

Some behaviours, however, are harder codes to decipher and we are currently trying to gain perspective as a team into the possible reasons why one of our students is having serious toileting issues when this was previously not a problem. The fact that this child, who has behaviour issues as well, has been soiling himself almost every day for the past month when there are no evident symptoms of a digestive disorder, is the puzzle we are currently trying to solve. What are the reasons for his behaviour? What is he communicating to everyone? Despite our efforts to give him support and encouragement for positive interactions with his peers, why have none of the behaviours changed? We are sleuthing to be able to gain perspective into this child’s world so that we can give him the support he needs as soon as possible, and we are expanding our kindergarten team to include the administration and Learning Support Team so that we can gather some insight that might help us help him. At the moment, we have very little to go on, and we realize that our team of ECEs and teachers can see the result but not the cause of his behaviour. Doesn’t mean we are giving up, only that we have some work to do.

Mike Beetham Celebrating Success, General, Inspiring Teachers, Learning in a Real Life Context, Making a Difference Through Education, Mentorship

Pay It Forward

As I reflect back on my teaching career I have come to understand how appreciative I am of the amazing teachers and administrators that have impacted and helped shape my life both as a teacher and a person. Everything I am as a teacher, everything I do as a teacher, everything I have is a result of the sharing that was done with me throughout my years in the classroom.

There are times when you do not know how to show your appreciation and saying thank you seems so inadequate. As a very wise principal (and now a good friend) once said to me, the best way you can show your appreciation is to make use of the advice given to you and pay it forward.

This post is going to be about paying it forward. I am going to share with you two of my most successful teaching units and two of my most cherished books that I use year in and year out. If you read this blog, I am going to then ask you to pay it forward by sharing in a response to this blog or via other social media options two of your most tried and tested teaching strategies, units or themes as well as two of your favourite books that you use in your classroom. Together we will pay it forward.

Books:

1994h4This book has been a part of my teaching for almost fifteen years. It is the book that starts my class off from Day 1 each September. The power of this book is in the multiple messages that can be drawn from the words and texts. The two main benefits I reap from this book are that everyone can read, reading is going to be fun and it kick starts my focus on drama for the year.

 

imgresThis book is part of who I am and my passion for the outdoors. It is the story of a 13 year-old boy who is lost in the wilderness and has to rely on himself to survive. This is a powerful book to hook children into the outdoors as the author creates a picture that transfers my students into the setting where they re-enact the main character. We culminate this book with our ‘Hatchet Day’ at a local outdoor education centre and then do a compare and contrast with the movie version ‘A Cry In The Wild’.

 

Poetry is a powerful form of writing and the success I have had with reluctant writers has been very inspiring to me. The power of this genre comes in the multi-faceted approach one can take with it. Poetic language does not have to follow grammatical rules, which allows reluctant writers to focus on meaning through word selection. I often use the outdoors as the theme behind our writing as we bring our experiences into the classroom and on to the paper. We culminate with a poetry recital where they invite guests to hear their writing.

 

Team building is a non-stop, five day a week, always on my mind approach that I take in my room. I de-emphasize competition and focus on common goals. ‘We’ is the pronoun that runs through the heart of my classroom. We enter into our year as individuals and from minute one we focus on coming together for a common good. The diversity and differences in our room becomes our strength as we celebrate and benefit from the shared expertise and passions in our classroom. This is accomplished through character education, books, songs, games and most of all face-to-face interactions such as eating lunch together.

 

Thank you for taking the time to read this blog and I now ask you to pay it forward.

 

 

 

 

Mike Beetham Before School Starts, Building Inclusion, Classroom Management, Communication Tools, Communication with Parents and Guardians

Positive vs Negative Student Balances

When you look at your bank account you work extremely hard to ensure you always have a positive balance. By having a positive balance you are able to pursue so many options in how you may use that surplus. When you are not able to keep a positive balance, you become very limited in the options you have and may in the worst circumstance go bankrupt.

I look at each and every child and each and every family in that way. I start in September with a zero balance as I am just opening up that account. From the first minute I interact with each child as well as their family, I am either making deposits or withdrawals. Each and every positive statement I make, word of encouragement I offer, inflating vs deflating statement said, either builds that account or reduces that account balance.

When a conflict occurs (and it will) you are now having to look at the account you have created and will make a withdrawal as you help that child understand the choice they made and how to learn from it. If you have a built up a strong, positive balance with that child you are able to make that withdrawal without having any ill effects on the relationship that exists between the both of you. If it is a call home in regards to a negative scenario that occurred at school, the family’s reaction will be either supportive or defensive depending on the balance you have established at home with the parent(s).

I use a variety of tools to help foster a positive balance. The two most effective for me are ‘Sunshine Calls’ and rephrasing my comments when I react to the day-to-day events that unravel in my room. In a sunshine call I am truly just trying to send a positive message to each family about their child. It can be as simple as a comment about a great writing effort that occurred today, how their child read aloud for the first time in front of his/her peers or what a positive decision they made not make a small problem bigger. Over time I can actually hear the change in how the parent reacts to me once they recognize their child’s teacher is calling. Within a few months, the calls home are very sociable and appreciated by the family.

The second strategy took me a while to develop. I had to literally think about how and what I would say when events occurred. First I had to examine my approach and found that my initial comments were deflating or withdrawing from that account balance. For example if a student made a mess, I would say, “ You need to be more careful and not make a mess”. This type of statement always puts a student on the defensive. I am learning to rephrase my comments to be able to send a message but not put a student on the defensive. I now say “ Are you okay, accidents happen to everyone. How can we clean it up?”

A very unintentional but amazing benefit of this approach was that I was modelling for my students each day how to be respectful to each other in the way they communicate. Soon, this type of positive communication becomes the norm of the class. There are less and less conflicts between students simply due to the way they learn to communicate with each other and the people around them.

 

Mike Beetham Assessment, Classroom Management, General, Learning About Your Students, Planning, Resources

Ontario Student Record Search

Wow, we are already into the second month of this school year and I am not sure I really know my students very well yet. I have a working idea of who they are as students and as people but need to gather more information to help me with my programming. That is where using their Ontario Student Record (OSR) can help you gather further data to assist me  in this process.

I typically do not complete my OSR searches until after the first month of school so that I can establish my own opinion about them as learners. The OSR is a cumulative record of them as a student since their entry into the Ontario education system. It is a legal document that travels with them from community to community and school to school in Ontario. It is a valuable tool for any educator who is working with a student.

There is a wide variety of information that exists in a student’s Ontario Student Record. First and foremost are the provincial report cards from their time at school. It is here that a teacher can gauge where a student has typically performed in the various curriculae. In addition there is often a wide variety of other sources of information specific to that student. For example, there could be documentation around outside supports such as occupational therapy, early intervention, psychological assessments, legal documentation around custody, Family & Children Services involvement, suspensions, Individual Education Plans and Safety Plans. When you look at the back of the OSR you can see a history of whether a student has had a stable education in one school or whether their circumstances show multiple schools with little or no stability. I have had one student who was entering into his 8th school and he was only in Grade 4.

There is a combination of hard data as well as data that has a subjective component and is based on the interaction and opinions of adults. It is important to differentiate between the two. I am not saying you should discount in any way or ignore that data, but rather understand that the circumstances in which that data was obtained may have been affected by many outside factors. For the student who was entering into his 8th school, his OSR showed that he had difficulty making friends. That data was accurate but was also impacted by his inability to be in a single place long enough to establish friendships or the fact he knew if he did make friends, he would probably be moving soon.

The OSR search is most valuable to me for my at risk students. Students who I know come with challenges either from an academic or behavioural standpoint are the first ones I search, as they demand my attention immediately. When I have a firm understanding of what level of achievement my students are displaying I then look at previous report cards to help me. If for example a student is obtaining a lower mark in mathematics then what has been previously reported it prompts me to further examine my assessment data to ensure my determinations are aligned with my criteria.

It is important to familiarize yourself with the proper protocol of what goes in an OSR, who can access an OSR, where that OSR can be viewed and the responsibilities a teacher has in regards to filing information in a student’s Ontario Student Record. A really rewarding aspect of doing my OSR searches is that I get to see how they have changed over the years with their annual photo. I have attached a template that I use when completing an OSR search.

 

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Mike Beetham Before School Starts, Celebrating Success, General, Inspiring Teachers, self reflection, Start of the year

Dear Teacher

This is an open letter to all teachers across the world no matter what your role. This past summer I was part of a campaign entitled ‘Project Hero’. Teachers and students from across Canada wrote to teachers in Sierra Leone celebrating the extraordinary courage and resiliency they demonstrated during the Ebola crisis in their country. My team and I were able to hand deliver over 300 letters to teachers from all regions of that country. In continuing with this campaign, I am sharing a letter from me to teachers around the world.

Dear Teacher,

What words describe a hero? One might say kind, super hero strong, courageous, resilient, compassionate, generous, self-sacrificing, trustworthy, gracious, fearless and loyal (only to name a few). Each and every day you demonstrate these altruistic characteristics in so many ways that make a difference for the students you are entrusted with.

Yet, your tireless efforts are not celebrated in books, movies or on the television. Your efforts are not worthy enough to make the evening news or local headline. There are precious few times when even a thank you is shared. That is what makes you a hero. You are not seeking public fame. You are not trying to get unlimited likes on social media and you do not seek out recognition of any kind. You simply do what you do because it makes a difference in the life of a child and ultimately the world in which we live in.

I have had the honour of being a teacher for thirty-one years and am ready to start another voyage in the life of a group of children. I am honoured and humbled to be in such a noble profession working with heroes like you each and every day. I wish you the best in this school year and will say thank you in advance for the many, many heroic acts you will carry out on behalf of children around the world.

Humbly yours,

Michael Beetham

https://www.youtube.com/watch?v=QDVECWcYtjc

P1060687   PS – please share this video with a hero you know

– this is the moment some of the Sierra Leone teachers

received their letters

Mike Beetham Before School Starts, Inspiring Students, Inspiring Teachers, Making a Difference Through Education

School Spirit

What is it? Where do you buy it? How much do you need? Who is responsible for it? Several weeks ago I was part of a re-opening ceremony for a former school that I had taught at in the 90’s. That once old, archaic building had been transformed into an architectural state of the art learning environment. As I watched special guests, children and their families and community members arrive you could hear the oohs and ahs as they entered and saw the amazing interior of the school. If you have ever bought a new home, a new car or anything new, you know the excitement that comes with it.

This is where my post shifts gears. It was not the shiny new building. It was not the posh interior that I was in. It was not the formality of the ceremony, nor the speeches, nor the prestigious opening ceremony that had impacted me. What struck me that night was the immediate feeling I had as I entered the building of being a ‘Wildcat’. It had been almost two decades since I was a part of that staff and community. Yet, that feeling of belonging, that feeling of loving to be there and that feeling of comraderie immediately overcame me. Of course the culminating event that cemented that feeling was when a friend and former colleague lead the entire crowd in the long-standing Wildcat cheer. The building erupted into an atmosphere that resembled a pro sporting event.

When I went home that night still on an emotional high I sat and pondered why I had not had that feeling in such a long time. What was it? What caused it to resurface? I have been in many school settings over my career and not every place created that kind of feeling. According to Wikipedia, school spirit is defined as the emotional support for one’s educational institution. There is no curriculum to create it. There is no instruction booklet on how to teach it. There is only the passion and commitment that the teachers bring to their classroom and school.

 

Will Gourley Challenging Topics, Classroom Layouts, General, Mental Health, Resilience, Standardized testing

The test

IMG_4870I am sitting in a room that silently waits for its students.

Merely by the way the desks are arranged, the world knows that it’s not going to be another normal day. Today is test day. Yup, that TEST.

With some trepidation, students will enter the classroom which has now been transformed overnight from a collaborative learning space into a scene from the ’50s. Today, the desks are in columns and rows that border on military precision with a healthy dose of compliance.

It’s go time, show what you know time because it’s standardized test time. So what’s all of the fuss about this time?

For months now something or someone somewhere has been planting seeds of anxiety in the hearts and minds of our learners. It has not come from inside of my classroom, but students are certainly arriving with it to school. As a result, it has led to some powerful conversations around mental health in education, problem solving strategies, and a debate over the logic(if any) of standardized testing. Nothing to fuss about here right?

The test has occupied the minds of some of our students it should be paying rent. Tim Urban might describe this state as a visit from the Panic Monster as he shared in his TED Talk from 2016. If we as educators didn’t put this monster into the minds of our students, then who did? Are there trolls handing out fliers off of school property? Is there a shadowy cadre of edu-data collectors directly marketing test score panic to families?

For the record, of course not. Yet, at the umpteenth time in a day I hear; “I’m nervous about EQAO”, “What if I do bad?” or ” AAAH! Evil questions attacking Ontario”, I know “the test” is having its affect on students and teachers too.

So how do we deal with the reality that this anxiety they’re feeling is real and students need our help/support to overcome it?

To combat these fears in our classroom, we have taken to increasing the physical activity level while differentiating tasks to maintain and broaden engagement. We move more. We laugh more. We work together more. Food helps too. I wrote a post about Test Crackers if you want to know more. For “the test” Samosas are on the menu in my class-veggie of course.

Instead of worrying, we have been developing our collaboration and critical thinking skills to work through challenges.  We’ve intentionally disrupted routines, not only to distract, but to shake things up. My grade 6s have been working hard for nearly 9 months. There is a lot going on at this age socially, emotionally, and  physically. They do not need to be burdened by external pressures or worry.

Since September, assurances and reassurances have been given to students so they know the marks from tests like these will not be seen by admissions committees at Harvard* or even good universities like Waterloo, MIT, and Stanford (lol). Students know that they have all of the tools necessary to succeed without obsessing over practice work booklets or past tests. I can only hope that our safe, and encouraging environment will help them if doubts start to creep in.

And so it begins, students file in, find their places, and standardized testing gets its butt kicked by samosa fueled class of critical thinking grade 6s.

* I’m sure Harvard is good too. I used it here purely for the absurd comedic value. Go Harvard!