Building Inclusion

October 21, 2013October 23, 2013 Ryan G Building Inclusion, Diverse Learning Needs, Learning About Your Students, Making a Difference Through Education

In Praise of Fragility

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

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

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

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

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

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

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

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

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

Is your school a place where being fragile is okay?

September 23, 2013October 2, 2013 Sangeeta.McAuley Building Inclusion, Celebrating Success, Learning About Your Students

What’s Your Thing?

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

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

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

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

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

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

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

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

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

September 23, 2013September 23, 2013 Alison.Board Building Inclusion, Integration, Learning About Your Students, Planning

Building Community

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

To build community we:

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

In addition to slowing down to build community in September, it is something to consider incorporating into subjects and activities throughout the year to maintain an ideal environment that continues to be inclusive and engaging for all students. Check out suggestions for inclusive activities and lessons in the Matrix of Ideas at the back of The Heart and Art of Teaching and Learning!

September 17, 2013September 18, 2013 Mike Beetham Building Inclusion, Celebrating Success, Classroom Management, First Week Reflections, Learning About Your Students, Making a Difference Through Education

The Power of Believing

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

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

September 7, 2013September 9, 2013 Carmen.Oliveira Differentiated Instruction, Diverse Learning Needs, Equity, First Week Reflections, Learning About Your Students, Professional Learning and Growth, Resources

Let’s Get This Learning Started

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

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

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

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

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

Dweck: MiindSets and Equitable Education

September 2, 2013 Alison.Board Building Inclusion, Classroom Layouts

Preparing for the First Day

This year I will be moving classrooms and divisions. Teaching a grade 5/6 class at the other end of school from the Kindergarten section will be a big change for me and also for my students. I am sure they will be looking for glimpses of the “Kindergarten Teacher” that they saw in the halls last year. So I am planning to bring some of what I have learned as a Kindergarten teacher to my new students in grade 5/6. Statistics show that over 90% of children in Kindergarten enjoy school. This number dramatically decreases as children reach the junior and intermediate grades. I want the children in my class to be engaged in their learning and enjoy coming to school.

When starting the new school year I always look through the practical information provided in “The Heart and Art of Teaching and Learning,” to find suggestions on setting up the classroom or planning for building inclusion. On page 22, in a section on Environment, it refers to the Reggio Emilia approach, which considers the children’s development and relationships with their environment. The chapter continues with, “Not only should the classroom represent your beliefs and values about teaching, it should also support them. In order to make the classroom engaging and inviting, consider what you want students to feel when they come in and how you might communicate this in a non-verbal way.”

I always find the environment a good place to start when planning for a new group of students. The layout, the materials, even the lighting can affect how the students interact with the resources and with each other. My goal this year is to have a classroom that is comfortable and aesthetically inviting, yet organized to foster responsibility and independence. I want to encourage collaboration and provide areas for movement within the classroom that focus on particular interests such as reading, art, science & technology, and math.

August 21, 2013August 27, 2013 Mike Beetham Before School Starts, Building Inclusion, Diverse Learning Needs, Learning About Your Students

Begin With The End In Mind

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

Together Everyone Achieves More Success

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

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

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

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

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

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

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

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

June 28, 2013June 28, 2013 Erin.Grewar Building Inclusion, Integration, Learning About Your Students

Matchmakers: Creative Ways of Forming Groups

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

Line ‘Em Up

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

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

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

Group Puzzlers

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

Stone Soup

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

May 18, 2013May 22, 2013 Roz.Geridis Building Inclusion, Communication with Parents and Guardians, Making a Difference Through Education

Making a Difference

Recently, our school went to an overnight outdoor education centre. Parent/student/teacher relationships are developed and also expanded during these types of trips. I had three students with special circumstances. All were brought to my attention before we left for the trip. I had one student who had separation anxiety, another had social issues and a special family event during the trip, and the third was a student with Aspergers and mom was concerned about the socialization/routine for her.

Although most of my time was occupied with these three students, I still feel my time was spent in a very productive way. One night, I spent the time helping a student get to sleep. Distracting her thoughts, staying near her, making sure she was ok. She made it through the night. The second night, she didn’t need me at all. When we returned, the parents were very appreciative and gave me a very nice note and flowers. The flowers were a very nice thought and I really appreciate them but the note I will keep forever. The parent also went to my administration team and spoke to them letting them know how appreciative the student and parents were and what a difference I made. It was a very kind gesture which will always be remembered!

I had another parent who also thanked me through the student and with a small taken of appreciation. Her child ended up getting sick and her mother was very happy that I was there with her until her mother came to get her. The last parent showed up at the school and was all smiles. Again, I received another thank you.

We may not get thank yous for all we do but remember we make the difference in students’ lives. Whether it is a child who feels included, another who is happy to be part of an event, or the student who feels s/he has learned something new – all it takes is one effort to make a difference and change that child’s life for the better.

May 9, 2013May 14, 2013 Tina.Ginglo Building Inclusion, Homework, Literacy, Use of Technology

Timely Effective Feedback with Comic Building Website

I recently created an account on Bitstrips for Schools. Bitstrips is a free website where students can create comics or other graphic texts. Creating an account is easy. Bitstrips provides you with an access code that you share with your students. Students simply log in with the access code and they immediately have access to the different activities you create. Their first task (and yours) is to create an avatar. Students can then begin to work on the activities you create.

My initial activity was an introductory activity where students were asked to create a comic introducing themselves to the class. The learning goal for this activity was for students to become familiar with the comic building tools. After a week of in class work, Bitstrips is now an activity students have an option to go to when other work has been completed or they can work on activities from their home computers. Now, most of my students are completing the graphic text activities at home for ‘homework’. Parents appreciate that their children are using the Internet to complete school activities rather than to play games and watch videos on YouTube.

A quick and simple activity to help students become familiar with the tools.

What I appreciate most about this website is that all students, regardless of abilities, can navigate the tools and create a piece of writing. Once students complete an activity, it must be submitted to me for review before it can be published. I can access student writing from anywhere; smart phone, tablet, at home, or school and I can give them timely specific feedback on their written submission. I am using Bitstrips to reinforce punctuation and spelling with my third grade students. I spend a few minutes each evening sending students feedback on their submissions. The next time students log in to Bitstrips they will see my feedback and they can immediately edit and/or revise their work and resend it to me for another review.

Below are some sample comments I have submitted to students:

Hi Charlie,

This is a fun comic! Please make sure you begin each sentence with a capital and end with a period.

Hi Krisandrew,

I really like how you ended your comic! I am impressed with all your slides. Please review for punctuation. For example, sentences must begin with a capital. Example “Me too.” You missed a period in one of your thought bubbles. It is movies not movie. Otherwise, great effort! Please correct and resubmit.

Below are two activities I have assigned on Bitstrips.com:

Turning Narratives Into Graphic Texts

You are to select one of your personal narratives and create a Bitstrip.

You are to use speech bubbles for your dialogue sentences.
You are to use thought bubbles for your thinking and feeling sentences.
You are to use captions for your action sentences.

Your bitstrip should meet the success criteria for personal narratives!

Silly Story Comic

You are to write a silly story!

You are to use the success criteria for a personal narrative. That is,
-Action, dialogue and thought sentences;
-Beginning, Middle and End;
-Correct punctuation and spelling;

But your story must also include the characteristics of a silly story:

-Strange and impossible events take place;
– Characters act as if everything is normal;
-You leave the reader with a smile on their face.

Your story should be a at least 5 frames long.
Dialogue sentences must be in speech bubbles.
Thinking/Feeling sentences are in thought bubbles.
Action sentences must be in captions a the top or bottom of the frame.

I am fortunate to have unlimited access to computers throughout the school day, but you can do this in a one computer classroom. As I mentioned in a prior blog post, it is important to know what access your students have to the Internet from home before you encourage Bitstrips as a homework activity. Bitstrips has helped me engage students in the writing process. It forces them pay attention to writing conventions and it provides me with a manageable way to provide timely feedback to students.