Before School Starts

February 28, 2012February 29, 2012 Alison.Board Assessment, Diverse Learning Needs, Learning About Your Students, Learning in a Real Life Context, Planning

Opportunities Beyond the Classroom

This week is our school’s Speech Arts Competition. It was introduced at a staff meeting with the hopes that all classes would participate. Some teachers are enthusiastic, some are not participating, while others (like myself) are using it as an opportunity to focus on oral language skills. I am presenting it to the students more as an opportunity than a “have-to”. There are kids who are thrilled to create or memorize a poem, add dramatic flair and share it with the class. There are others that are anxious about selecting a poem, being able to memorize it, and having to present in front of their peers. Despite emails of worry from concerned parents of the anxious children, I continue to remain calm and relaxed about the process. It is the process that I want the children to learn from. If a few of the students are too nervous, they can recite their piece to me quietly when students are working independently. This option has eased their worry, however I am sure that when the time comes they will be fine, as a sense of community and support already exists within the group.

There are so many opportunities at our school for those who are confident expressing themselves in writing, visual art, or sports. I think that the Speech Arts Contest will appeal to those students who have abilities in oral language and drama. There are so many forms of expression, yet children are often presented with the same options. As teachers, we need to look for opportunities to explore other options and to provide students with a multitude of languages for self-expression, whether it is sculpture, nature, music, or math. I have one student who is often invisible in group discussions. Yet, if I play music or show a video with music, her face lights up, she moves to the beat, and she becomes the most visible.

With over 30 teachers and 500 students, our school buzzes with activity and events. It can be overwhelming for some (like myself) to participate in all the opportunities that are created by various staff members, such as growing seeds and tending our school garden, attending the Toronto Symphony Orchestra, participating in food drives, or sending Valentine’s to the Senior’s home, in addition to your own class trips and activities. However, I have realized that these are opportunities for the students to experience forms of expression beyond what I may provide in the classroom. If you can connect these opportunities with your own plans (such as graphing for Data Management during the food drives), the learning and the experience becomes authentic.

February 10, 2012February 11, 2012 Alison.Board Building Inclusion, Diverse Learning Needs, Learning About Your Students, Professional Learning and Growth

By the way, what is self-regulation?

Last week, I had the opportunity to attend the Director’s Leadership Series – Early Years Strategy launch. The highlights included an address from Dr. Chris Spence about the importance of intentional inquiry and a presentation by Prof. Shanker on self-regulation in the early years. I feel the need to share this as it struck me how timely his presentation was, as we were all assessing students on their “self-regulation” for report cards. Although we are provided with some examples of what self-regulation is, such as “Sets own goals and monitors progress towards achieving them,” it may be difficult to apply this statement to a 6 or 7 year old and their opportunities for self-regulation in the classroom.

“Self-regulation is not self-control,” said Dr. Shanker during his animated and engaging presentation. However, he suggests that many of us see the child that does as he/she is told as the one that is most able to self-regulate. Instead, it is the child that uses less energy to deal with external stressors and is able to be calm but alert – the optimal state for learning. By stressors, he is referring to auditory and visual stimulation that children may be sensitive to. They become focused on the stressors, use energy, zone out, and then aren’t able to follow what they should be doing. It also begs the question for us as teachers, how to provide an environment with less stressors for the children and how can we help our students find strategies to deal with their emotions and support them in self-regulation? This ties in with many of our early discussions on our blog about Tribes and inclusiveness, since creating positive energy supports the students ability to learn, whereas a negative energy drains them. It also ties in with our discussions about the importance of the classroom set up, as Dr. Shanker suggests we consider what type of a classroom environment will enhance energy (a calm energy for learning).

I found this professional development opportunity connected well with what teachers are grappling with right now. Dr. Shanker touched on behaviour, anxiety, as well as ADHD and Autism and their relationships with self-regulation. My class is currently discussing the big idea, “What is Well-Being” so we are explicitly discussing what distractions there are, what helps us to be calm and alert, and what can we do to self-regulate throughout the day. This afternoon after coming in from the yard at recess, on of my students asked, “Can we do the rainstick thing?” ~ a little mindfulness for a minute seems to be working for us as a first step to discovering how to self-regulate.

iDirector’s Leadership Series – Early Years Strategy.

An address from our Director, Dr. Chris Spence
Presentation by distinguished Professor Dr. Stuart Shanker on self-regulation in the early years

Last

January 27, 2012January 28, 2012 Sangeeta.McAuley Classroom Layouts, Diverse Learning Needs, Learning About Your Students

What’s the noise all about?

How much talk is acceptable in a classroom setting? Or more importantly, how much talk is acceptable in your classroom setting?

We all have different beliefs about teaching and learning and this is reflected in what our classrooms look like and sound like. Just by walking down the hall at your school, you may have noticed differences in:

-desk/table set up

-visuals hung up in the classroom

-students working in groups

-use of technology

or the noise level…

And that’s okay. Because not only do our classrooms reflect us, they reflect our students.

I have 18 boys and 9 girls in my Grade 4 class and yes, my classroom is constantly brimming with activity and talk, even during the lunch hour, when the students are supposed to be eating.

When I realized that this is how they prefer to communicate and share, I discovered so much about them, like: one of my student’s father died 11 days before he was born, another student is getting a new sibling and Bruno Mars is a favourite artist among many of my students.

So I say, bring on the ‘noise’.

January 19, 2012 Erin.Grewar Learning About Your Students, Planning, Wellness

Refreshed, Rejuvenated and Replenished

The beginning of the year is obviously a great time for fresh starts in all areas. With regards to teaching, I find that a break of two weeks does wonders to clear the mind and soul (not to over exaggerate or anything) from any built up negativity, grouchiness or even lackadaisical behaviour on the part of the teacher once the holiday countdown begins.

Coming back to school rested and refreshed allows me to regain a more centered sense of objectivity and balance. I always take this opportunity to switch up the seating plan, reorganize the classroom layout and generally try to freshen up the environment. In addition, I also use this window of opportunity when students come back with hopefully some of the same mindset to resolve any lingering and ongoing issues around behaviour, attitude or work ethic. I find that approaching them at this point, right at after the break, allows for a frank and productive conversation without the build up of aggravation, tiredness and downright animosity on the part of both parties.

In other words, now is a great time to reinvent or tackle anything that had previously been unsettling you before the onslaught of marking, report cards, form collecting, winter activity days, committee meetings, extra-curricular activities…brace yourselves!

January 16, 2012January 16, 2012 Tina.Ginglo Assessment, Diverse Learning Needs, Learning About Your Students

The Whole Child

As a third grade teacher, I sometimes get caught up and distracted by the fast approaching EQAO assessment. Our school doesn’t fair very well in the EQAO world and there is a lot of talk about getting the students ready. One way our school is preparing students for the assessment is by providing them practice runs at previous EQAO questions. As Sangeeta mentioned in a previous post, I also worry about the amount of pen and paper tasks our students complete. Don’t get me wrong, knowing how to read and write are VERY important skills that must be acquired, but there are many ways to learn how to read, THINK and write, technology being one.

As we neared the end of the calendar year, I allowed myself to forget about EQAO and teach the way I taught when I taught grades 4 and 5 and kindergarten! Even though my students receive their music and art instruction from other teachers, I decided to include it in my program as well. Visual literacy, music, drama, art, movement, design and technology were springboards for incredible thinking and prompted the most meaningful and well crafted writing I have assessed so far this year! More importantly, the level of engagement in my class springboard as I observed students focus and participate in ways I was not able to observe when I did not integrate the arts in my teaching.

I know this! Why do I allow myself to get caught up in the EQAO frenzy? Don’t get me wrong. I actually like the EQAO assessment and take the responsibility of teaching STUDENTS the Ontario curriculum very seriously— but sometimes I think we get turned around and teach the CURRICULUM to students. I think there is a difference. My goal for 2012, is to make sure I teach to the WHOLE CHILD everyday and allow students to explore the curriculum in different ways before bringing out the pen and paper:)

December 28, 2011December 29, 2011 Alison.Board Classroom Layouts, Planning

Time to Reflect

Our two week break allows time for a much needed and deserved rest. However, it is also a good time to look back on the first 3 months of school and think about what worked well and what might benefit with some tweaking. I always find the return to class in January and the return after March Break, an opportunity to change things up a little. This might be as simple as moving the desks around to give the students a new perspective of their environment, or creating new centres such as a science inquiry corner or a recycled materials corner for exploration and expression.

When I look back at the photos I have taken in the past months, I can see before me the images that show the children engaged in their learning. These images resulted from opportunities to learn together in collaboration and to explore a variety of materials and forms of expressions. It required planning that integrated language, math, science, social studies, and visual art. It confirms for me that I want to continue to provide these opportunities when we return in January. On the other hand, I see a corner of the room that is not utilized, a listening centre that is rarely used, and a need for another table to build or create collaboratively at. So, when I return in January, I would like to make a few physical tweaks to the layout and add something to the listening centre as an invitation (maybe plain tapes to record the child’s retell of the story or paper and coloured pencils for the children to draw their mental images of the story they are listening to).

Whatever the changes are, the children will notice. See the classroom as their invitation to learn. Continue with what works, and edit or make changes to things that need it! Enjoy the start of the New Year!

December 12, 2011December 12, 2011 Sangeeta.McAuley Assessment, Diverse Learning Needs, Learning About Your Students, Learning in a Real Life Context

Preparing students for their generation

Lately, I’ve been doing a lot of thinking about how much I count on technology on a daily basis. There’s a mental checklist running through my mind before the day even begins. Laptop for note- taking, check. iPhone with recorded message for students, check. SMART Board lesson set up, check.

Most recently, I’ve added the best one of all to this list: iPad to encourage higher-level thinking and problem-solving. CHECK!!! (no, I do not work for Apple on the side…).

I have used the iPad to teach my students a number of skills:

-how to make webs as a springboard to writing (using Popplet)

-how to use audio recordings to explain what they do when they choose the “right” books to read

-how to make puppet shows that re-enact some tough choices they have made in their lives (using Puppet Pals)

I’ve never been a huge fan of paper-pencil tasks because I see how they can sometimes limit students who have a lot to say and who are creative thinkers. By using technology to engage my students, not only am I getting a more accurate picture of what they can do, but I am also preparing them to be what we always talk about in teaching: critical thinkers.

Their generation will be asked to do more thinking, more analysis, more decision-making, so why not start now?

December 11, 2011December 12, 2011 Roz.Geridis Classroom Management, Communication Tools, Diverse Learning Needs, Homework, Learning About Your Students

Positive reinforcement

Positive reinforcement is the best classroom management you can use. You also need to be consistent with your promises and any consequences you mention. Many classrooms have reward systems and over the years, I have tried a variety of suggestions. Some suggestions you may have heard about or seen are: group points, behaviour charts/logs, reward systems, and a few more. I have combined systems I have used in the past and found a way to make it work for my class. If I haven’t mentioned it before, I have a very energetic, talkative all boys class. They are great kids and are very easily distracted by each other.

At the beginning of the year, I introduced Ms. G bucks to my grade 5/6 class. I used the WORD business card template and used a variety of denominations to help the boys with their multiplication and addition skills. I also initial each buck I give out in a colour marker. The bucks were and are given out for students following classroom routines, handing in paperwork, anything I want the rest of the class to do. I sometimes give them out for handing in homework. It is amazing to see how quickly the students will pay attention when I mention I am giving out Ms. G bucks.

The students helped me to develop a list of what they can buy with the bucks. This is where the program is different from many out there and the kids did buy into the concept of program. They were involved in decision making process; I didn’t tell them what happened with the money, they told me. The kids made suggestions and if it was feasible, I would add it (but some suggestions had to be guided). For example, the kids suggested buying the ability to be a teacher for the day; we tweaked that and end up with being teacher for a lesson. All ideas were included; the students’ ideas were realistic, and again, some needed to be guided. However, I did add pencils/erasers; when students can get a new pencil/eraser the next day; you will find many are left on the floor or in the hallway. Not anymore!

I also left the ability to fine students to the teacher’s discretion. Fines to students happen after a couple of reminders, routines are still not followed. Fines are usually used to remind students of the rules. Consequences for inappropriate behaviour are based on the behaviour, not fines.

Although the students have only bought pencils and erasers with their bucks, this program has worked out very well. The excitement of saving up the money and being able to buy something big is really building in the class. At first, the class was saving for a field trip but not anymore.

You may use this idea as is but I would suggest adjusting the program to suit your students and style. As I mentioned at the beginning, this idea came from a combination of a variety of systems utilized in the past and some I have heard about. Some programs have points recorded on a large chart for the whole class to see and some are recorded by the teacher, with students also tracking points. You have to know your students. My class has students who like to separate themselves from the others and therefore individual bucks works great. Also, with individual bucks, you will find students from every table will be more focused which helps focus the attention of the rest of the class.

December 5, 2011December 5, 2011 Alison.Board Mentorship, Professional Learning and Growth, Wellness

Relationships

Reading through the previous posts, I see a common thread; the value of relationships. Building relationships are an integral part of our success as teachers and require initiative, consistency, and care. I often feel drained at the end of a school day, and need a quiet space and time to recharge (usually this is limited to my car and the time it takes to drive home!). When you think of how many children, parents, teachers, and support staff that you engage with in a day, it is understandable that teaching can take a lot out of you. On the flip side, it is also stimulating and energizing. It is the rewarding relationships with students and colleagues that motivate us and support us as professionals to keep doing what we do.

A new teacher has many things to keep in mind, but building positive relationships with a network of people will have lasting effects. A mentor may be a teacher that you are paired with based on a commonality recognized by administration, or simply by the willingness of the mentor to take on the role. It is an excellent opportunity to have a “go-to” person for your questions throughout the year. Often, there are other teachers that you meet that become unofficial mentors or supporters. In my first year of teaching I got to know the teacher that was the closest in physical proximity (the classroom next to mine) and although she taught a different grade and left the school a year later, she continues today to be an unofficial mentor for me, always receptive as a sounding board for my concerns and offers thoughtful guidance. Exchanging ideas with a colleague is another way to support your practice in a less formal way. There is a teacher at the other end of the hall at my school that I have connected with and we often cover an array of topics from instructional practices to field trip ideas to incorporating technology, all within a five or 10 minute conversation. It has become a routine that we walk to the parking lot (it’s a long walk) together once or twice a week as an opportunity for exchanging ideas and sharing information.

Build relationships and build a network to sustain your growth as a teacher. Be willing to ask questions and be willing to share your knowledge and experiences with others.

December 2, 2011 Erin.Grewar Assessment, Diverse Learning Needs, Learning About Your Students

A Piece of the Pie – An Accurate Reflection of Personal Contribution in Group Work

Having recently completed a group work assignment with classes, I always find it difficult to really know who did what. This is in spite of ongoing classroom observations and checking in with me daily with regards to their progress. What I devised to find out what went on behind the scenes was something I give out to each group at the end of the assignment. Equipped with a circular graphic resembling a pie, each group must come to a consensus. In addition to dividing the pieces of the pie according to each person’s contribution, I also ask that each piece be assigned a percentage value as well as a brief outline of the tasks completed by the group members. So people don’t get defensive, I explain that this is a way to reward someone’s efforts of which I might not be aware.

After having reached a consensus together as a group, they all sign off once they are in complete agreement with the information submitted. At the end, I am left with a wealth of information – a visual representation that speaks volumes, a sometimes startling insight and an accurate portrayal of who did what. I was really surprised by their serious approach and how involved they were in their negotiations. As mentioned before, some of the findings were surprising (the extent of one student’s work vs. the lack of another’s). More importantly, I keep them after the fact because a single image represents a lot and comes in handy in future discussions with the student or during parent interviews.