Building Inclusion

November 23, 2015 Tisha Nelson Building Inclusion, Communication with Parents and Guardians, Differentiated Instruction, Diverse Learning Needs, English As Second Language (ESL), English Language Learners (ELLs), Equity, General, Integration, Literacy, Math, Use of Technology

Suggestions for Making Your Classroom ELL Friendly

This year I have the opportunity to serve my school as an English as Second Language (ESL) teacher for the first time. This privilege allows me to support students in Primary, Junior and Intermediate grades as they navigate the landscape of school and English language acquisition. But to be honest, I have alway been an ESL teacher. Since my very first year of teaching, my classes have always had students for whom English was not their first language. In this way, we are all ESL teachers regardless of if we have the designation or not. Similarly, if we take the notion of learning English literally, all of our students are English Language learners because they are constantly being introduced to new vocabulary and are learning the nuances of academic language for oral communication, reading and writing. In Ontario, however, the term English Language Learner or ELL, is defined as a student “born in Canada or newcomers whose first language is other than English or is a variety of English significantly different from that used for instruction in Ontario schools” (Many Roots, p. 51). Knowing this, how might classroom teachers tweak their practice to make their classrooms ELL friendly? I offer 4 easy teacher practices that will support ELLs in any classroom.

1. Keep expectations developmentally appropriate.
The ways we view our students determines the kind of learning we invite them to. This sentiment is particularly important to understand when designing programs that address the learning needs of students for whom English is a new language. Learning a new language, by any account, is a task of both perseverance and determination. As such, we need to be mindful that our English language learners have a multitasked learning situation. Focusing on the skills they bring from their native language as opposed to the limitations they have as they acquire English nurtures an asset based approach to engaging students as capable learners. When we embrace this mindset towards teaching English language learners, we can maintain high expectations for all students. Valuing the prior learning of all students, including ELLs in imperative in building upward to new understandings. Inviting students to share what they already know about a topic is always a great starting point for learning. Students who are English language learners have prior knowledge and this knowledge may or may not exist in their native Language. Regardless, valuing students’ prior knowledge solidifies the difference between cognition and language acquisition as two separate and distinct processes. For the most part, English language learners are developmentally ready for the learning that their peers are engaged in – they simply need to acquire the English skills to make the thinking that is already taking place in their minds visible in English.

2. Value students’ first language.
Nurturing an inclusive classroom community lets students know that they are both valued and respected as learners. Inviting students to continue to use and develop their native language is another way not only to accommodate ELLs but also to keep the learning expectations high. When students are able to use their native language to demonstrate their understanding and thinking in tasks that invite cognitive demand, the transition to English does not lower the expectation but rather accommodate the student’s opportunity for engaging deeply with ideas. The English language is further acquired when students translate their thoughts into English rather than the other way around. Valuing students’ first language can also be demonstrated by creating dual language or multilingual learning resources. With the partnership of students who are also native speakers of additional languages, parent volunteers, colleges and community partnerships, teachers can prepare translated learning resources for all students to use.

Students are invited to participate in collaborative learning experiences by expressing their ideas using their first language

Dual Language posters translated in traditional Chinese to support English Language learners in my class.

3. Develop new vocabulary in context with the help of online resources.
When students are invited to continue to use and development their fluency of their native languages, teachers can employ many new technologies that can support English acquisition while yet maintaining native language fluency. Using tools such as Google Translate can serve as a bridge between a student’s first language and English. Similarly, introducing new vocabulary in context makes both social academic learning more meaningful in English. An idea or word may not be unfamiliar to a student learning English in that they may already have an understanding of the concept in their native language. When this happens, using tools such as Google Images and YouTube can serve as a bridge to comprehension of and acquiring English words. Word walls are also useful resources for students in all grade levels and for all subject areas. It is a tool to support students as they acquire new vocabulary in the context of their learning. In this way, all students can be viewed as English language learners as they engage in expanding their academic vocabulary. The inclusion of students’ native language on word walls is a simple accommodation that goes a long way to supporting student learning. The gesture speaks to the value for the student’s native language and a respect for the process of learning English. Native English speakers can also benefit from the dual language approach in that they can be exposed to the languages of the world and additional ways of knowing.

I asked my students to add Chinese translations to our Math word wall. This highlighted the relationships between numbers, as the ideas of addition and multiplication are embedded in the ways Chinese numerals are written.

This is a screenshot of what a Grade 2 student, a stage 1 ELL, wrote as she was communicating an idea with me. I used Google Translate to take a picture of her writing and was able to translate and further communicate with her.

4. Embrace inclusive practices when communicating with parents.
When a student is an English language learner, it is important to also be aware of their parent or guardian’s experience with English as well. Whenever possible, supporting parents in the journey of their child’s language acquisition should be considered. Using resources mentioned above in addition to school-board translators and parent volunteers when communicating with parents is also crucial when English is also being acquired by parents. Ensuring that partnerships between students, teachers and parents is essential for the success of all children. We should be mindful to support parents who are English language learners in the context of the kind of communication that goes home, the necessary accommodations in place for parent-teacher meetings and the information needed for navigating the Ontario school system are essential in order to leverage the playing field for success.

The first page of a presentation to the parents of my students during Curriculum Night.

An assessment report sent home as communication to parents about student achievement.

Teachers in Ontario school are all ESL teachers and our students all, English language learners. Designing classroom spaces and learning opportunities with the principles of universal design will support English language learners but also enhance the learning experience of native English speakers. Keeping learning expectations high for all students, valuing students native languages and inviting parents as partners are essential ingredients to providing an enriched learning experience for English language learners. For more information check out the ministry document Many Roots Many Voices:Supporting English Language Learners in Every Classroom A Practical Guide for Ontario Educators https://www.edu.gov.on.ca/eng/document/manyroots/manyroots.pdf.

November 15, 2015November 25, 2015 Mike Beetham Building Inclusion, Challenging Topics, Making a Difference Through Education, Occasional Teaching, Planning

Occasional Teachers As Partners

In my classroom an Occasional Teacher is referred to as a Guest Teacher for many reasons. The most important being that the person who arrives that day is first and foremost a teacher. That individual is a qualified teacher who is there to help students continue on their daily academic journey. They are not there to keep students busy nor are they there to just supervise for the day.

It is very important that in my plans I both value and allow that incoming expertise to be shared with my students. Of course I have developed plans that will be a continuation of what is going on in my classroom but have left instructions that are open ended and allow the guest teacher to be able to adjust them based on the needs of the students they are working with as well as the expertise and experience they bring into our classroom. In that way, my students are able to enjoy and share the uniqueness of each teacher they work with.

My experience has taught me that one of the worst things I can do is to set up the guest teacher for failure or classroom management problems by assigning work that is not relevant or connected to the day-to-day academics that are occurring in that room. My students need to know that each and every task they are working on is important to their overall growth and academic success.

I truly enjoy the day after a Guest Teacher has been in my room and the students remember their name, tell me something personal they learned about that individual and are eager to share the work they completed. That type of response provides very valuable feedback about how well my students are transferring the classroom agreement to all individuals they come into contact with.

I want to tell Occasional Teachers how important your role is and how much I appreciate the time and effort you put into my students. Thank you for everything you do as partners to contract teachers.

October 31, 2015October 31, 2015 Tammy Axt Building Inclusion, Challenging Topics, Diverse Learning Needs

Is Beethoven in heaven?

Every day in our classrooms, we are asked a million questions. Where do I write my name? How long does this have to be? Where do I sit? Most are easily answered quickly. However, every once in a while a question is asked that can be incredibly difficult to answer. This kind of question came up in my class yesterday. We have been learning about Beethoven in my grade three classes and during O Canada one of my students was staring at my poster of Beethoven on the wall. Once O Canada was over, his hand shot up and immediately he asked “ Is Beethoven in heaven?” The whole class sat in silence waiting for a response.

I took a minute to decide how to respond. My classroom is very diverse with many different cultures and religions being represented. I didn’t want to say an immediate yes and exclude those in my class that didn’t believe in heaven. I also didn’t want to dismiss the idea of heaven to those who hold it as a belief. There seemed to be no right answer to this question. So I decided the only way to handle this question was to acknowledge and respect the different beliefs that are represented in my student population.

I explained to the class that different cultures and religions have different beliefs about what happens to us after we pass away. Some religions believe there is a heaven while others believe in reincarnation. I also explained that some cultures or religions do not believe in an afterlife at all. We further discussed how our familial, religious and cultural beliefs make us all special.

We then had an amazing discussion about the music that represents our culture and religion. The students taught me all about the songs and instruments played in their Gurdwara and others told me about singing in the choir at church. I am really glad I took the time to answer the difficult question as the sharing that followed was so important to creating our community as a class.

As the class went on, I began to wonder why the initial question popped into my student’s head. I wondered if someone in his life has passed away recently. I quietly asked him the question after the students were busy working on their assignment. He told me that he just wanted to know.

I am very glad that he asked.

October 31, 2015 Shawna Rothgeb-Bird Building Inclusion, Challenging Topics, Equity

Creating an Inclusive Space in the Classroom

(Disclaimer: I suppose some of this could be considered controversial or unpopular. This is obviously being written as my personal opinions/beliefs and not meant to suggest that anyone who is doing things differently is doing something wrong.)

I work hard to make all students and their families feel welcome in my classroom. It’s important to me that everyone feels that their family has been considered carefully in my teaching and correspondence. Sometimes, it can be hard to see just how much bias is out there; it isn’t intentional, it isn’t malicious, but it can be hurtful just the same. A few years ago I took a step back and looked at what I was doing in the classroom. I examined everything carefully for any signs of bias. Here are a few of the changes I made after that critical thought:

1) I changed the wording on my class contact information sheet.

– I got rid of the words “mother” and “father”. By using “Parent/Guardian” instead, I was properly reflecting families with same sex parents, families where other relatives are caring for the child, and foster families. It’s a very simple thing but really can make someone feel valued and respected right from the start of the year.

– I added two spaces for parent/guardian, bringing the total up to four. For the child whose family is best reflected by using all of these spaces, such as blended families or polyamorous families, it can be very meaningful to be “allowed” and encouraged to include all of the guardians in their lives on their contact sheet.

– I included a space for parents to identify their child’s preferred name. I teach a program where many students are coming to our school from feeder schools. They are sometimes anxious, shy, and overwhelmed the first few days of school – not confident enough to tell a new teacher, who is a stranger, that they prefer a name other than what was on my board-issued class list.

2) My classroom is gender neutral.

– My bathroom passes are not a “boys’ pass” and a “girls’ pass”. I have two passes for the washroom. They are identical. I realize some people won’t like this and feel strongly that they should have one of each because they don’t want two students in the same washroom at the same time. I’m just telling you what works for me. You may have a student in your class who doesn’t identify with their biological sex, and asking them to take the girls’ pass when they don’t identify as female can cause some harm.

– I make an effort not to divide things by gender, such as in Phys Ed. Many students love playing “girls versus boys” in group games, but what they (and adults) often don’t realize is that this may be hurtful to some students in the class. Some of my transgender friends have told me that they knew they were transgender at a very young age, often before the age I teach (Grade 4), and for that reason I try to be cognizant of not asking students to identify with a particular gender.

3) I generally don’t celebrate holidays in the classroom. (This is contentious, I know. This is just what works for me and you may have strong feelings about this. That’s okay!)

– I don’t want my students to feel they need to miss an entire day of school if they don’t celebrate a particular holiday, such as Halloween. I let the school handle any Halloween celebration (such as a costume parade) but in my classroom, it’s generally a pretty standard day aside from changes to the schedule. I don’t mind costumes in the classroom, but I don’t do a day full of Halloween-centric activities and I don’t throw a party.

– Mother’s Day/Father’s Day activities can be very hurtful to students whose parents are estranged, deceased, or never existed (such as same sex couples where there is no mother or no father). I appreciate the sentiment behind having students create cards, crafts, etc. for their parents for these holidays, but we need to be aware of the harm we can do by making these activities part of our lessons for all students. Instead, I let students know that they can stay in during lunch/recess and I will provide them with supplies and help to create things for their parents if they choose.

– We don’t sing Christmas songs. There are many winter-themed songs you can sing with your class which aren’t about specific holidays. For the students in your class who don’t celebrate Christmas, being asked to sing songs about it can be a little uncomfortable.

– I don’t give out Christmas cards. I do give cards to my students on the last day before the break, but they generally wish students a happy new year. If I know that family celebrates Christmas, I may add a note about that.

That isn’t an exhaustive list of all the things I do to try and make an inclusive space, but it’s a start. This doesn’t come from a place of “political correctness” – rather, a place of kindness and compassion. If even one more person feels appreciated and celebrated in my classroom because I did these things, I consider it a worthwhile venture.

October 30, 2015October 30, 2015 Will Gourley Building Inclusion, General

Hallowe’en for the head, heart, and heck of it.

It’s October 30. It’s a Friday. That means it is the eve of all hallows eve. Hallowe’en, as if things aren’t strange enough on Fridays in the classroom. Days like today are good social opportunities that are fun and chaotic. However, they can also be awkward and stressful for some students.

In my class, the students have streamed in wearing a variety of amazingly well thought-out costumes, while others sport the same tops and pants they’ve worn all week. As they enter, the room’s giddiness level rises as students guess what the other is wearing followed by smiles, giggles, and compliments. The only way to describe the energy in the room is bristling.

There I was, last night, purchasing student friendly treats in an aisle filled with other teachers doing the same. For some reason Hallowe’en is a day long permission slip to bend the healthy schools guideline, and it has been written by the candy companies. Or is it time to let off a little steam after 2 months in the classroom?

One way or another, there will be candy and other treats.

In our classroom that means; peanut free, sesame free, gelatin free, as well as a vegan option. When planning for days like today, it is important to understand the dietary diversity of our learners. This can be a great chance to learn about our students and celebrate our differences with one another.

At the start of this post I mentioned all of the amazing costumes that some students were proudly wearing, but not all. How do you ensure that all students feel included in your classroom? Do you offer an alternative to activities that some students are uncomfortable taking part in due to religious or other reasons? How can this moment be used to include students, rather than make them feel excluded?

This is also a great chance to discuss trick or treat strategies (candy, reflective clothing, manners) and safety on Hallowe’en night. My students love hearing about my 2 pillowcase candy retention system from the old days.

My class is having a party. It is student organized with the following requirements; inclusive of all students whether they are wearing a costume or not, treats must be peanut/sesame free, no gelatin gummies, sour keys etc that are not Halal friendly, and have fun.

This scene is playing out through the halls of our school with teachers and admin getting into the spirit as much as the students. Hope you have a ghoul time.

October 27, 2015January 27, 2016 Will Gourley Anti-bullying, Building Inclusion, Challenging Topics, General, Making a Difference Through Education, Mental Health, Wellness

Mental health in the hallowed halls.

Here’s a snippet from casual conversations playing out in school hallways everywhere.
Pick the lines you’ve heard or have used before.

https://www.flickr.com/photos/wfiupublicradio/5601192190 https://creativecommons.org/licenses/by-nc/2.0/ — Photo Credit:
WFIU Public Radio

“How are you? How’s it going? What’s up? How’s it?”

“Good. Great. All good here. Meh. No worries. Busy. So busy. Cool. Not too bad. OK. Could be worse.”

What would you do if someone answered honestly saying; “Not good. I’m being bullied by a group of students. I don’t like my body. My parents are divorcing. No one likes me. I feel alone and sad all of the time”? Would you pull out the motivational clichés and tell the person to toughen up? Would you walk away saying, “hope you’re OK?” and “things will be better with time” or would you inquire further? Would you feel comfortable finding out the truth? Do you have enough emotional energy in the tank to make a difference?

Regardless of years of experience, many new teachers feel uncomfortable, even under-equipped when facing mental health issues in the classroom After all, we’ve been taught pedagogy, not psychology, in teacher’s college. That’s not completely true. We did learn about Maszlow’s Hierarchy of Needs, but that was so long ago, it was only a small series of lessons/readings, and besides we have lessons to deliver.

In this post I want to share a side of education that Maslow does not get enough attention. I’m talking about mental health in schools.

Understanding and supporting students with mental health issues is as important in our classrooms as the curriculum we are instructing.

What keeps educators awake at night are the the same daily problems being encountered in classrooms around the world. I am a witness to how mental health issues are scarring education. There is a recurring generational amnesia in the hallways of educational institutions and it’s time we do more about it.

That may not seem like a light and lively subject for conversation, but discussion in all of these areas is crucial as it pertains to making our classrooms safe and inclusive learning spaces. How are you dealing with issues like this in your classroom? Here are a few ideas that have helped in my learning space.

In my classroom we have worked hard to develop a safe space for all learners. This means that we all try to support each other when times get tough. We try to use the idea of Ohana (family) where no one is alone or forgotten. We have instituted Mindfulness Moments as brain breaks. Students need time to consolidate their learning, and to be still/quiet for a few minutes. This little break in the action calms the mind, reduces anxiety and teaches students a valuable de-stressing skill.

In my classroom, there is always a little something to eat. It is amazing how a granola bar, a juice box, and some crackers can help a student who has not had enough to eat to start the day. During tests, quizzes or quests, as we call them, we have “test crackers”. They’re tasty, crunchy, and important to helping students relax during assessment tasks. I have found that when a student has something to eat, albeit very small, they are more relaxed and perform better.*

In a follow up post I share some thoughts about mental health issues as they relate directly to educators. You’d be surprised how similar they are to those our students face. Or maybe not?

I need a granola bar.

* Maybe I’ve found a thesis to test for my M Ed?

October 17, 2015 Tisha Nelson Building Inclusion, Classroom Management, Combined Grade Classes, Differentiated Instruction, Diverse Learning Needs, General, Inquiry, Planning, Resilience

Yikes! I’m Teaching A “Split” Grade Class

Meet Linda. The start of the school year has come and gone and she has finally been successful at landing her first Long Term Occasional teaching assignment in October. It’s an FDK/Grade 1 class, and given the dynamics of the FDK program, she struggles to even make sense of what that might actually look like.

Meet Lester. After finally feeling settled with his Grade 5 class, he learns that as a result of a school wide reorganization, his neatly packaged single-grade class has now become a “split-grade” class.

Do either of these situations sound familiar? Do these narratives hold true for your current experience? Before you pull out your hair or scream, here are some practical strategies that will help you navigate this new experience. Consider the following 3Cs, Context, Community and Curriculum, for teaching in a multigrade classroom.

Context: Although a multigrade classroom is not the ideal setting for an optimum teaching and learning experience, it is worth re-imagining the situation as a combined class rather than a “split grade.” The idea of a “split” gives the impression of a type of separateness that does not accurately describe the context of learning in a class of students who generally are within the same developmental stages. The great news is that combined grade class have of two consecutive grades in one class as opposed to grades that are years apart. In this way, a combined grade class maintains a similar diversity of students, range of learning styles, social skills and academic needs as in a single grade classroom.

Community: Rethinking the notion of a “split” grade can do wonders for the type of classroom environment you nurture. As in any class dynamic, students learn best in an environment that is inclusive and fosters a of sense community and belonging. As such, the ways in which the class environment is setup should work to unite students rather than separate them based on grade. Students should have opportunities to work in flexible groupings using a range of collaborative learning structures as often as possible to invite positive peer interactions through both collaborative and independent learning situations. A combined grades should never be thought of as housing two classes in one room. Rather, students should know that they are one class engaging in similar learning opportunities. Students should be taught how to navigate their unique learning situation by explicitly teaching the importance of cooperation, and how to engage in learning that takes on a variety of groupings; such as whole class, small group, partners or even independent learning. Inviting leadership opportunities and encourage students to view their peers as resources will help to establish a community based on cooperative interdependence.

Curriculum: The idea of covering a combination of two curricula is one of the primary concerns for teachers who have been assigned combined grades. In Ontario, thankfully, many of the content areas align in ways that make tackling both grades more manageable. These content areas include Mathematics, Language, Health and Physical Education and The Arts. In these curricular areas, differentiating instruction is an essential tool for ensuring that the overall expectations of each grade is addressed and assessed. Differentiating content, process and product will allow for a seamless flow between the different grade expectations. At the same time, using the gradual release of responsibility will set the tone for independence that is often essential in a combined grade classroom. For content areas that are less similar such as Social Studies and Science, teaching through an inquiry framework allows teachers to focus on essential skills and invite students to apply those skills in different contexts. By focusing whole-class instruction on big ideas, thinking processes and strategies, teachers are able to engage students in parallel learning experiences while differentiating content.

Teaching a combined grade is never easy. But with the heart for learning and the art of teaching with finesse, even the least of ideal situations can be one that is done successfully.

For more information about teaching in a combined grade class, check out the resource Learning Together: A Teacher’s Guide to Combined Grades at Shop ETFO.

October 3, 2015October 7, 2015 Mike Beetham Building Inclusion, Classroom Management, Diverse Learning Needs, Learning in a Real Life Context, Resilience, Students as Teachers

The Power Of A Story

Story is a magical tool that can bring to your students exactly what they need or want at any time in your day, week, month or year. When my students need to laugh I find a story that brings us to belly laughing. When my students need to understand empathy, a story helps them look beyond their own needs to the needs of others. When my students need to learn a lifelong lesson, I find a story where we learn from the positive or negative choices of the characters. Story, whether it is bound with a beautiful cover or comes from the mouth of an 8 year old captivates all of us.

I want to share with you how a young, heroic young girl named Maya has helped change my students and I. Several years ago I met Maya as she entered our school in Grade 1. Maya has had to deal with the effects of a brain tumour all of her life. She has encountered the ill effects of chemotherapy and made hundreds of hospital visits that each time involved some kind of painful treatment. She has lost some mobility, has limited vision and struggles with learning new concepts. Yet despite all of those barriers to living a regular life she is this magical, bundle of positive energy that lights up a room. When you are around Maya you can’t help but smile and enjoy life.

I teach some very challenging students who have learned how to use aggression and violence as a way to deal with the struggles they face. Our first unit in our class this year was looking at heroes, both fictional superheroes and nonfictional everyday heroes. We established some criteria as to what makes a hero and have been examining a variety of characters and real people to determine if they will make it to our hero board. I told my class that they were going to be able to meet one of my heroes. They were all excited and made multiple predictions as to who that hero might be and what made them a hero to me. So on one quiet Thursday morning the call from the office came that our guests had arrived. I went down with our class receptionist and welcomed them. As you would expect, the excitement was at a peak as to who would walk through our classroom door. As Maya carefully and slowly made her way in to our circle area there was an absolute look of shock. How could this young girl be Mr. B’s heroine?

Over the next hour, Maya with the help of her Mom shared her story. The group was captivated as they went through a spectrum of emotions listening to the courageous story of Maya. Despite my knowing and hearing this story many times, the students noticed the tears in my eyes. By the time Maya was ready to leave, the boys had embraced her and made her an official part of our classroom.

Needless to say, the letter writing we did that afternoon was some of the most powerful I had experienced with this group of students.There are so many stories out there that can and need to be shared to help all of us become better people.

September 22, 2015 Tammy Axt First Week Reflections, General, Learning About Your Students

Getting Started With Music

Hi everyone! My name is Tammy Axt (formerly Tammy Gallant) and I am a music teacher for students in grade 3, 4 and 5 in the Peel District School Board. This is my fifth year as a music teacher and I hope to be able to assist those new to the planning time role in schools across Ontario. My school is a suburban school about 30 minutes outside of Toronto with a very high ELL population. In addition to music, I also have planning time coverage in a contained Autism Spectrum Disorder class.

At the end of June last year, one of my students was very surprised to learn that my family lives in PEI. I realized when she mentioned that fact, that I don’t talk or mention things about myself very often. We are so busy in my music class creating or practicing that I rarely share things that happen in my life. So I decided this year to start off by doing a music activity where both the students and I share a little about ourselves.

To share the things I did during my summer, I created a “Prezi”. Prezi is a great online program for preparing presentations that are a little bit more exciting than PowerPoint. I made slides about learning to ride a motorcycle, getting married and hanging out with my nephews. All the things that I love and that made my summer so great. You can see the Prezi I created at https://prezi.com/rl-hlpfivx5q/my-summer-vacation/. While completing the prezi, I made sure to include things that I did that could have clear and obvious sound effects.

After I presented the Prezi to my students, I gave them an opportunity to talk with an elbow partner about some sound effects that go with some of the activities that I did over the summer. I encouraged the partnerships to make the sound effects with their body or their mouth. I showed the Prezi again and we added all sorts of crazy sound effects to the slides.

After hearing about my summer, the students chose one thing they did over the summer and created a sound effect that went along with their activity. Listening to all of their sharing, it gave me some really great insights into my student’s lives. Some of them come from BIG noisy families, some had great tragedy over the summer and some of them love sports. All of this information will help me in planning our upcoming lessons and helping them all be successful this year!

September 14, 2015September 17, 2015 Beverly Papove Classroom Layouts, First Week Reflections, General

Experienced teacher tackles Kindergarten for the first time

With the generous help of colleagues, I made it through 2 whole days of Senior Kindergarten this week. It is all so new to me! As it was, I still felt as if I bumbled my way through a lot – still not sure how much to slow my speech down for the wee ones and or how quickly I need to be ready to switch gears when fidgeting and yawning starts during circle time.

As per a space ready for Inquiry-based Learning, my classroom has almost nothing in it – empty bulletin boards waiting for student work, shelves still holding materials for work areas which will slowly be opened during the next week, and no class calendar, alphabet or number line posters on the walls. Only one small bamboo plant in a bottle of water sits on the window ledge waiting for other plants to join it. I admit I feel a bit relieved that I don’t have to spend a bunch of money at the teacher’s store or resurrect dog-eared posters to put up on my walls, however, I wouldn’t quite know how to involve the students in the making of anchor charts without the experienced help of my colleagues and a Pinterest account. They lead me, I follow.

My learning curve is looping over itself as I discover so many wonderful ways we will be guiding the students in their learning – Mindfulness, Environmental Inquiry, Zones of Regulation, Writer’s Workshop for Kinders – to say nothing of the amazing experience of spending each day with 4 and 5 year olds…I am definitely not in Grade 3 anymore! These first two days were a trial run for me, and they went quite smoothly, all things considered. My first full week this week will be my next big challenge – and I anticipate there will be a whole lot of learning going on for everyone.