Kim Cousin Assessment, Building Inclusion, Challenging Topics, Classroom Layouts, Combined Grade Classes, Constant Learning, Differentiated Instruction, Diverse Learning Needs, Flexible Classroom, General, Inquiry, Inspiring Students, Inspiring Teachers, Interviews, Learning About Your Students, Math, Planning, Play-Based Learning, Questioning, Resources, Students as Teachers

Create Success in Intermediate Math through Play….

“What are you doing in Math today?” the VP inquires of my grade 5,6,7 and 8 students.

“We’re playing games.”

“You’re playing games?”

“Yes, we always play in math.”

The assessments gathered from these classes provide me insight of where everyone is in their learning. My experience with assessments are that individual conversations to understand the thinking process provides the most valuable information. The range of each of my classes is from a low elementary level to a low secondary level.  This is quite a span. As a school we have been, “Landscaping” these students using; Fosnots– Landscape of Learning.  http://thelearningexchange.ca/wp-content/uploads/2015/01/Creating-Conditions-for-Learning-Math-Viewers-Guide.pdf This provides an great snapshot of where your learners are on a continuum. Our board has developed some very specific assessment questions for all grade levels which include strategic numbers to help determine the strategies individuals use.

How do I managed this?

It took me a while with the continuous disruptions to the daily routine. The way, I have adopted my assessment sessions this year is similar to how a reading group would be managed.  Provide the lesson, give the class expectations, then work with a small group on a rotating basis. The entire class already understands the rules and class expectations which have been familiar routines followed to date.

Now what?

I find creating a growth mindset is most important. This is developed through creating a comfort zone for all, including the teacher. Each year I am challenged to ensure my learners grow and develop forward on the continuum. I use a variety of resources such as Sherry Parrish’s-Number Talks http://www.meaningfulmathmoments.com/number-talks.html This is a great beginning to each class.

I resource Dr. Small’s-Big Ideas https://search.library.utoronto.ca/details?7785153&uuid=5d3e7d21-dfef-4e3a-a3d3-9f33f13418b9 for different activities to compliment the concept of study.

Presently I am using, From Patterns to Algebra, by Dr. Beatty and Dr. Bruce https://school.nelson.com/from-patterns-to-algebra-book/

Play, yes these resources include play which I implement on a regular basis.  The students enjoy learning with and from each other while I guide them. During my classes, Play creates a class dynamic for success.

Arianna Lambert Building Inclusion, Classroom Layouts, Communication with Parents and Guardians, Constant Learning, Flexible Classroom, Professional Learning and Growth, Resources

The Heart and Art of Teaching and Learning Resource

I’m super excited about this being my 10th year of teaching. Although this year, I’m not teaching in the traditional sense of having my own classroom, I feel really lucky to work with educators as they design exceptional learning experiences for students. Over the last month I’ve been taking some time to reflect on my 10-year journey and all of the opportunities that have lead me down my current path.

One such reflection was about my experiences with blogging and thinking about the reasons why it all began. In 2016, I was looking for an easy way to connect with parents around the work that we were doing in the classroom. I wanted to parents who weren’t always able t  o visit the school to know what was happening and to feel a part of the school experience and learning of their child. Even if only 1 parent took the time to read the blog, I found value in writing it. My weekly writings also offered me the chance to reflect and think about what we were doing in the classroom and the reasons why. I truly enjoyed blogging weekly and for the most part, kept it going for the last 3 years.

In September 2017, I started blogging for the Heart and Art of Teaching and Learning and it’s truly been an honour. Every month is an opportunity to reflect on my practice and write in the hopes of inspiring even 1 new teacher to perhaps try something new in their classroom or possibly consider an idea from a different perspective. When put that way, the task now seems a little daunting. For this post, I wanted to get back to the heart of what inspired me most about this online community and the resource that is its namesake.

Over the summer of 2017, I was sent the Heart and Art of Teaching and Learning resource. I have to say that the subtitle is a little misleading. It reads: Practical ideas and resource for beginning teachers. Perhaps it should read: Practical ideas and resources for ALL teachers. Even though this is my 10th year teaching and perhaps I’m not still a beginning teacher, there are so many amazing ideas inside. This past month, I pulled it off the shelf and dug back into it again and found a few ideas that I would love to share. I really hope that you take some time to dig in and find some amazing gems that you might be able to use in your classroom.

Mentorship

In chapter 2, there is a section on the importance of Mentorship. Throughout my career – not only as a beginning teacher – mentorship – whether formal or informal – has been an important part of my growth. In my first year, from Linda, I learned how to easily plan a Math unit that allowed for flexibility based on student learning and interest. In my second year, I learned from Toba how to truly engage students in the French language while making it relevant. In my third year, Alyson taught me the importance of connecting with students and genuinely caring for them not only academically but socially. I can honestly say that the list can continue and as the years progressed, there were often times more than one “mentor” from whom I was learning. I’ve always believed that there is something to learn from every experience and I think that I’ve been able to learn as much as I have because of the people around me. Pages 17 and 18 of the resource share models of mentorship. Take a look and see if you can find one that works for you. You never know where it might take you!

Classroom Set-up

Screenshot 2016-10-23 at 08.23.27Chapter 2 ends with classroom set-up. As many of you know, I was a passionate advocate of flexible seating in the classroom. Years ago, my students worked on a Math project where they re-designed our classroom while taking into consideration their learning needs. They measured the classroom and petitioned our Principal for some money for items they thought would better meet their learning needs. Some wanted standing tables while other wanted opportunities to sit on the floor. We created a learning environment that worked best for us and the autonomy and increased levels of ownership in the classroom were an indication that students felt as thought the classroom was their space. Now I know that we were lucky in that we were given some money to redesign but since leaving that school, I learned 2 important lessons: where possible, let students design the space so they feel that sense of ownership in the space and be intentional about what you chose to include in your classroom space. This picture of our space looks quite full and I would have to say that every item spoke to who we were as a group. On pages 25 to 30, I love that each of the classroom learning spaces are different and yet the amazing educators can speak to the differences that they have included in their classrooms with intentionality. I just started feeling a little nostalgic about designing learning spaces!

 

Screenshot 2019-01-29 at 1.50.16 PMIdeas

This resource has a variety of ideas meant to allow teachers and students get to know each other in the first hours/days/weeks of school. One idea that tempts me to ask around to borrow a classroom is found on page 52. I love the prompts and think they’re great for getting students – and frankly even teachers – to get to know each other on a deeper level. Beyond the first weeks of school, I think activities like these really help to promote a sense of belonging and inclusion in classroom spaces.

Tips

It’s report card time and I know that once again the crunch is on. Throughout my career there were many times that tips from others on best practices came in handy. This resource is FULL of great tips – and questions – that help to guide educators through some of the different aspects of our jobs. For report cards specifically, I really liked the Big Picture Questions on page 87. When reflecting on them, I think they would have been great questions for me to have asked myself during writing.

Screenshot 2019-01-29 at 2.04.13 PM

If you haven’t already, please take a look at this resource. It’s fantastic! Not only for the beginning teacher but I strongly believe that every teacher could gain something from taking a read. Once again, I’m grateful for the Heart and Art of Teaching and Learning for the chance to reflect and hopefully I’ve inspired you to take a look for yourself!

Arianna Lambert 21st Century Learning, Building Inclusion, Challenging Topics, Mental Health, Mindfulness, Professional Judgement, Resilience, Resources, Wellness, wellness

Everyday Mental Health Classroom Resource

As January and the new year approaches, I start to reflect on balance and keeping true to what I believe to be most important. When in the classroom, I always thought that it was a great time to press the reset button with students and gear up for the next half of the year. Over the break, I often take some time to check out resources that I think will help me along this goal so that I can add fresh ideas to lessons that I know have allowed students to reflect on themselves as they start to set goals. This year was no different even though I’m not in the classroom. While taking a look through some of the amazing ETFO resources available online, I found the Everyday Mental Health Classroom resource that I think is absolutely fantastic and essential for classrooms.

Co-developed over the past two years by School Mental Health ASSIST and ETFO, this resource is designed to provide K – 8 educators with evidence-based strategies to help develop the Social Emotional learning skills of students. The great part about this resource is that the activities contained have been tested by ETFO members and not only that, but a research project was done to determine the efficacy in classrooms. It’s definitely a resource that educators should consider using in their classrooms.

Here’s why! The resource:

  • offers the evidence and need for this work in classrooms;
  • honours the professional judgement of teachers;
  • focuses on core skills;
  • is online and easily accessible.

In this post, I’ll dig into why I think it’s a great resource for using in classrooms in the hopes that you’ll try it with students and if you already have, share what you’ve noticed with others.

Evidence-Based

When I think of a resource being evidence-based, I understand that it is informed objectively. In that there is a perceived need for the development of the resource and that there is time taken and reflection made to truly understand the impacts of what is being proposed as good pedagogy in the classroom.

The Everyday Mental Health Classroom resource offers a great deal of background on the rationale for the project and the findings. The resource honours and speaks to the fact that as educators, we are not expected to me experts in mental health and yet we have an important role in working with a diverse group of students. We do have the responsibility to create safe and caring classroom environments for all and for helping our students further develop the core skills that I’ll get into later. The idea is that the lessons and activities can be easily embedded into daily classroom practices with this goal in mind. Of educators who participated in the study, 84% found the resource extremely or very useful; while 95% would recommend the resource to other educators within and outside of their division and roles. The background page on the site offers a wealth of information on the benefits of Social Emotional Learning for students (1).  I encourage your to take a look.

Honours Professional Judgement

In Understanding Your Professional Judgement, Professional Judgement is defined as, “judgement that is informed by professional knowledge of curriculum expectations, context, evidence of learning, methods of instruction and assessment and the criteria and standards that indicate success in student learning. In professional practice, judgement involves a purposeful and systematic thinking process that evolves in terms of accuracy and insight with ongoing reflection and self-correction”.  ETFO has provided support for teacher and occasional teacher members in exercising their professional judgement.

One thing that makes this resource unique is that right on the landing page, there is mention of the importance of professional judgement. The site further encourages educators to consider their students and exercise professional judgement to maximize growth in students. It also states that, “Using professional judgement, educators can select from a variety of practices within the Everyday Mental Health Classroom Resource to enhance classroom conditions and build social emotional skills in ways that best meet the needs of their students”.

This is so empowering! While I may not be an expert in mental health, knowing that I can use my professional judgement to select and embed activities that will develop core skills that can potentially have a positive impact on students mental health and wellbeing is amazing.  Sometimes hearing this is just the thing that a teacher needs to gain that confidence in trying something new.

Focuses On Core Skills

This resource focuses on developing 6 core skills:

Stress Management and Coping Skills

Everyday, we face challenges. How we manage these challenges and stresses is key to our success. Different people use different strategies in stress management. This section contains activities that helps students to develop skills and build their own toolboxes with strategies that work best for them.

Emotion Identification Skills

I’ve heard that there is power in naming emotions. We all face a variety of different emotions throughout the day. This section contains activities that help students to identify and appropriately express their feelings, further developing their ability to effectively self-regulate.

Positive Motivation Skills

This section reminds me of the importance of Growth Mindset. This section contains activities that help students in the areas of expressing gratitude, practicing optimising and perseverance, as well as reframing.

Relationship Skills

Positive relationships are important to have and are essential for a safe and caring classroom environment. This section contains activities that focus on acts of kindness, being a good friend, respect, conflict resolution, empathy and listening.

Self Confidence and Identity Skills

We all have qualities that make us unique. Understanding our identities and who we are is an important part of building our own self-confidence. This section contains activities that will help students to learn about and appreciate their identities while empowering them to hold firm to their beliefs when faced with challenging decisions.

Executive Functioning Skills

When we think of executive functioning skills, I think of the skills needed to plan, organize and complete tasks. This section contains activities that help students develop and master these skills through repeated opportunities for practice.

Online and Easily Accessible

This free resource is available online with challenge cards that can be printed for easy access while the activity is in progress. Each activity provides the teacher with information on the purpose and the time required so that they can best determine which might be best to embed into their day. The filter allows for teachers to search by division and also has a great feature that allows for Occasional Teachers to be able to search for activities that they can also use during their time with students. I think this is fantastic!

I know that this post just gives you a taste of this resource and I hope that you take some time to take a deeper look into it and consider using it in your classrooms. By developing these skills in students, we can prepare them to succeed beyond the classroom. The evidence is there, what are you waiting for?

1. https://drive.google.com/file/d/11gM59_aU_enXWpED03URIPUpS0iLjxI1/view

Kim Cousin Building Inclusion, Social Justice

December Celebrations

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

Bodhi Day 

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

Boxing Day

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

Christmas

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

Eid  and Eid Al-Adha. 

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

The Day of the Virgin of Guadalupe

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

Hanukkah

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

Kwanzaa

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

Omisoka (Japanese)

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

St. Lucia’s Day

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

St. Nicholas Day

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

The Yule (Pegan)

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

 

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

Robotics and Coding in Action

Reflections and Observations from Robotics/Coding classes…

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

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

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

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

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

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

December…in the Classroom

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

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

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

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

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

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

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

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

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

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

Above all…

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

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

 

Kim Cousin Building Inclusion, Celebrating Success, Constant Learning, Curriculum Planning, Differentiated Instruction, Flexible Classroom, Inspiring Students, Inspiring Teachers, Making a Difference Through Education, Math, Science, Students as Teachers, Technology in school, Women at Work

Coding for all

hourofcode.com 

This has become an annual event across the nations.  In Canada, 200,000 technology jobs will not be filled in the year 2020. Hour of Code is a great way to teach about some of the opportunities available to students. December 3 – 7 is also known as Computer Science Education Week and Canada Learning Code Week. I will have students participate in a variety of activities relating to these coding activities.  This is a way to introduce and enrich the learning of students from all grades.

 

Hackergals Hackathon

Hackathon has also become an annual event. December 12th schools from across Canada will participate in an event which they have been learning and practicing for this past few months. Hackergals vision is to empower young girls across Canada to explore the possibilities in coding. Women are under represented in technology and this event strives to expose many girls to computer science in the classroom.

 

First Lego League(FLL)-

www.firstinspires.org is another activity that students eagerly participate in.  It does have an extra cost unlike the Hourofcode and Hackergals which are both free.  FLL is an event that instills many skills and abilities to all who participate.  It is a team building, code learning, exciting journey for all who participate.  Lego League has many different avenues for all grade levels.  December is the competition time where students will participate in a Qualifying Tournament to determine who will move to the next level of play. Involvement of the community provides much success for may teams.

 

I have enrolled teams in all three of these events.  These individuals grow in many ways and often take leadership roles in next steps.  I encourage anyone who has the support of staff and community to become actively involved in any of these activities.

Will Gourley Building Inclusion, Challenging Topics, Classroom Management, Constant Learning, Differentiated Instruction, Equity, Feedback, Inspiring Students, Inspiring Teachers, Learning in a Real Life Context, Making a Difference Through Education

Both feet

https://pixabay.com/en/summer-swim-pond-landscape-austria-2209393/
https://pixabay.com/en/summer-swim-pond-landscape-austria-2209393/

Have you ever jumped into a body of water and been able to stop part way? If you have, can you show me how because to this point of my existence it has been impossible when I try? So far.

Defying all of the laws of Physics may not part of our human skillsets, yet. Perhaps with the aid of some bungee cords and a team of riggers, it is possible, but since most times when we take a leap(intellectual or otherwise), we do so without a team to save us.

Oddly enough, the leaps are often contrary to conventional wisdom and traditional thinking/practice. Society loves its non-conformists. As long as there are not non-comforming in their schools. Is it therefore heresy, innovation, boredom with the status quo, egotism, creativity in action, insight or indictment to break the status quo, take chances, or challenge authority/colleagues? Where does it fit in with your practice and pedagogy?

With or without a safety crew, I have always jumped into something with both feet. Knowing there is no way to stop once I’m in the air. Yes, I’ve climbed out and jumped somewhere else when the landing hurt. No, I did not land on anyone either.

Sometimes, I bounced out, unable to fit in with a particular ideology or methodology. What never changes as I try and stretch, and a leap and fall, and land/crash, is the need to keep looking for new places from which to jump with all the excitement and uncertainty that leaping, change and learning provide. A sort of educational thrill seeking if you will.

This is how I see my teaching style and I’m inviting other educators to step out onto the dock and take some leaps of their own. So often, the risk taker in all of us has been hushed by comfort, complacency, or fear. Trying new things is hard. What if no one likes it? What if I fail? How are your students supposed to take chances when you are clothed in bubble wrap yourself.

Our classrooms have to be shaped into an ultra-soft space for students to take their intellectual and emotional leaps with both feet without worrying about the landing or bouncing off the walls from time to time. It doesn’t mean they don’t feel a thud once in a while. It means that they will have a place to discover the limitless potential of their learning not the limit.

How do you see yours? When was the last time you felt free and safe enough to jump in with both feet not knowing how deep the waters?

How did  it feel?
Dangerous? Perhaps.
Exhillarating? Always.
Always successful? Not yet.
Staying put? Never!

We owe it to our students to show how much there is to gain from trying new things, taking leaps into new spaces, and from thinking about how, when, and where we are going to land.

Over the next month, I challenge you to try something new in your classroom and share it with us.
Tag me on Twitter @willgourley and try to encourage others to do the same. Thank you for reading and happy landings.

 Extra Reading for keeners

16 Reasons Why You Should get out of Your Comfort Zone

Why Taking Risks Pays off for Students and Teachers

Kelly.McLaughlin Constant Learning, First Week Reflections, Learning About Your Students, Mental Health, Mindfulness, Questioning, self reflection, Teacher Wellness, wellness

School year start up

Well we are already four weeks in and hopefully it has been a great start of the school year for everyone. I am now teaching a grade eight class, teaching math, science, history/geography, language, art and drama. I was overwhelmed at first thinking about all of the subjects I would be responsible for but I have such an amazing grade team so I am truly thankful for all of their support and activities that have been shared.

September is an important month to get to know your students for not only their likes and dislikes but just honestly, do they enjoy school? Every student has their ideas of teachers, rules, subjects, reading, the list goes on and on. Just listening to them talk to other students during class teaches you so much about their interests and about how they have been affected by various things in their past school years. By grade eight students either LOVE or HATE being in a school. I am now faced with the task of continuing to develop that love or trying hard to turn around the hate.

I have been looking at new apps, reading exciting activities for my class to try, looking at fun trips, trying to think of new clubs/teams and I am hoping that I will engage some students who have been disinterested in the past. It is definitely a year long task to try to engage and involve all students so I hope to continue on that journey each day.

On a personal note, as teachers we often feel many emotions at the end of each day. There are questions we ask ourselves and things we always wonder. The one I have been asking myself a lot lately is, “Did I get to everyone?” I feel that is the hardest thing to go home with at the end of each day. That is why I am trying this year to make a few notes on who to go to first the next day and then actually following up on those plans. I am fortunate to finish early at the end of my school day so I can finish all my school work around 3:30/4:00 pm. That gives me roughly six hours of “me” time! That time is so important for our mental health and it is something I am also hoping to focus on this year. Shopping. stair climbing, doing the laundry, making a fun dinner, watching an episode of my favourite show…just a few examples of things I can do each night to stay positive and enjoy each day to the fullest.

I am hoping to talk to my students tomorrow about how to use our after school time wisely to better ourselves and to really add to our day. Our day isn’t over after school and we should really do our best to enjoy the time we have to keep ourselves positive and to make the most of our day.

These are just a few things I have thought about as summer ended and our school year begins. These four works have not been the easiest as being permanent now full time in a very different setting has made me think differently but I am staying positive and really reflecting on the good at the end of each day and looking forward to working on new things the next day.

I am looking forward to posting every few weeks about exciting ideas that occur in my class as well as all the ways I am staying positive and making the most of each day!

 

Kim Cousin Assessment, Building Inclusion, Classroom Management, Communication Tools, Communication with Parents and Guardians, Curriculum Planning, Diverse Learning Needs, Inspiring Students, Learning About Your Students, Making a Difference Through Education, Mental Health, Special Education

Building a Community

School begins by building the student community. We invite guardians into the space and include them in building the environment.  Often this is done with a newsletter or email introducing the subjects and the adults whom have contact with each child.  Any special events or classroom supplies are mentioned to assist students with a successful transition into the new year. September is a great time to host a, “Meet the Teacher” event. This is a time when family are invited into the school.  They are able to see where their child is spending 1500 minutes a week. They are able to see what students are doing and where they do it.  Samples of the work students produce are displayed in and around the school. The learning environment set up and seating arrangements are unique to each area. Some educators will include special items to make the space inviting and safe.  These objects, such as specific lighting, and seating will be board approved to meet Health and Safety standards.

Getting to know the students begins the moment your class list is in your hands.  Every educator is responsible for reviewing and updating the IEP’s (Individual Education Plans) of their students.  This can provide valuable information about one’s learning.  A survey or the wonderful, “One Page Profile” is another way students can share more about themselves. This is complimented by a conversation with the individual.  Each board suggests specific assessment in each subject.  As an educator choose the assessment that will be most valuable to your curriculum direction and the individuals you are educating. Ensure it will provide information to direct your year plan and understand your learners.  Continuous contact with guardians is important to help develop the necessary inclusion of those in the student’s community. Some educators will call each home at the beginning of the year to introduce themselves. Some will send home a letter with information about themselves and the class.  Each day includes a variety of interactions.  If you begin slowly with non threatening activities that keep students within their comfort level, they will grow to be more receptive of inclusion and community building. The community circle for these students includes peers, educators, support staff, custodians, administrators, family members and many more. Community involvement helps grow the circle of support.

My year began in a similar way.  As I was gathering information and building the school community I reflected on many of the unique situations our students encounter.

One students’ parent has a brain tumour, another child’s father died in a motorbike accident yesterday. One individual got their first goal in hockey, and another preformed as a main character in the local theater group.  Everyone including your peers bring something different to their day.  It is important that what you see in that individual, may not be what is actually going on. Empathy, patience and a smile every morning can make wonders in a person’s life. The small steps of communication and goal setting will provide the school group with a strength based community who will support each other when they feel others care.

This is a valuable time to build the community in order to provide a safe supportive space for all. Congratulations on setting the stage and tone for the valuable learning that will happen this year.

 

https://www.friendshipcircle.org/blog/2012/11/20/10-items-every-special-educator-should-have-in-their-classroom/

http://www.sheffkids.co.uk/adultssite/pages/onepageprofiles-1.html

http://www.edu.gov.on.ca/eng/general/elemsec/speced/individu.html

https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/developing-assignments/group-work/group-work-classroom-types-small-groups