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Lisa.Taylor Celebrating Success, Challenging Topics, Classroom Management, Making a Difference Through Education, Wellness

Healthy Options at Schools PPM150

With PPM150 having had some time to settle into schools, there are blog posts and parent forums popping up all over with discussions about food options being offered to students at schools. While the PPM does outline expectations for what foods can be offered to students at schools, many teachers provide food in class as a reward for good behaviour, sharing candies and snacks as curriculum connections (graphing M&Ms, making Rice Krispie Squares for measurement, blowing a bubble with bubblegum for procedure writing, etc.). Websites like Pinterest are full of ideas that involved engaging students with food and candies.

As a mom of a child with a food allergy and significant digestive struggles that require a very strict diet, I am often overwhelmed when she chealthy-meal-clipartomes home from school to tell me about all of the special snacks she had that day. It is next to impossible for a 6-year-old to say no to a cupcake, so we as the educators need to make those healthy decisions for them by simply not offering them at all. With poor eating habits and obesity on the rise, we need to take advantage of the time we have when children’s diets are completely dependent on the decisions of adults and only provide them with healthy options.

I have had classes that “earned” a positive behaviour reward and we opted to have a balanced breakfast reward where the first period of our day was spent talking about healthy breakfast choices and then we had a balanced breakfast together complete with wholegrain cereal, milk, fruit, and even some veggies! They loved it because it was a snack and it was out of the ordinary!

Think about the value of what you are giving your students both nutritionally and educationally. If you are giving candy or something that is not a healthy choice, ask yourself if there is a healthier option you could give that would get the same result (i.e., if you are teaching procedure with bubblegum, could you teach procedure with making oatmeal, or salad, or something else that is healthy?).

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Mike Beetham Celebrating Success, Communication with Parents and Guardians, General

Communicating With Parents

Part of our professional responsibility is to communicate with parents about the progress their child is or is not making in your classroom. How much communication? How often to communicate? What way is best? There is no one answer to that. The answer is determined by what is both comfortable and effective for you as a professional.

I use a variety of ways to ensure that my parents know about what is happening in my classroom as well as how their child is doing. The following is a list of the types of communication and what I hope to accomplish with each.

Weekly News – this is a one-page summary that I compose at the end of each week of school. In it I summarize what has been our curriculum focus, as many good news items as possible, important upcoming dates and I typically try to add ways that parents can support their child at home. In addition, our weekly awards’ recipients are listed by name. It goes home on Monday and is due back signed by the following Monday. At the end of the year it is a yearbook for each child. As well I use it as a personal reflection of what I had accomplished that week and what direction I need to go the following week.

Sunshine Calls – these are random calls home where my sole focus is to share good news and celebrate each child. I try to time them with specific deeds of the students as the timing also provides a powerful mode of feedback. If I have to make a call home where the news is not good, I try to ensure that I increase the number of positive calls home after that.

Student Work – I constantly try to share as much of our finished work as possible with parents (not just the evaluation aspect). I will have students share their poetry, a story, read to their family and have the family sign it to show they have had it shared. At times, we invite families in to look at our art displays, attend a poetry recital or drama performance.

Monthly Calls – these are extra calls that go to families of my students who have academic or behavour struggles. It is important to keep families updated and to offer ways for them to support their child. It is too late if I wait until reporting time. There have been times when the frequency of these calls increase to bi-weekly or weekly updates.

Meetings – I work hard to have a face-to-face with each family regardless of whether their child has struggles or is working from an enriched curriculum. There are situations where these meetings are scheduled on a regular basis.

Surveys – Occasionally when I am looking at a special event (often a field trip) I will send a survey home outlining what my intended outcomes are, the proposed cost, details and get them to share their thoughts with me. This is sometimes easier for parents to do in written form.

I have made a personal choice to not use email or any kind of social media as a vehicle of communication to my families. There are pros and cons to this decision and should be left up to each teacher. I just caution you to make sure you are aware of the risks that can be associated with that practice so that you can ensure your protection. If you need more information about communication via social media, I would recommend you contact the ETFO Provincial Office.

The final item I would like to mention is that even though as teachers we have a professional responsibility to communicate to parents, we do not have to endure a parent’s tirade, be yelled at or verbally abused. You have the right to stop any meeting or conversation that is deemed inappropriate. Should you need support with a parent, contact your principal or your local ETFO leadership. The one thing my experience has taught me is that a parent’s approach or view about their child’s schooling is often influenced by the experience they had as a student (good and/or not so good).

 

Alison.Board Celebrating Success, General, Learning About Your Students

Setting Goals

 

 

Last year at this time, I introduced my class to goal setting. Although this is often done in September, I feel it is more effective in January when students have had the opportunity to received feedback in all subject areas. During our Writing Workshop, we discussed and wrote goals that were particular to student success at school. Many of the goals were vague or too broad, so we used the SMART goal process (Specific, Measurable, Attainable, Realistic, and Timely). This framework really helped students create better goals that suited their individual needs. Once the goals were created, students wrote them on foam discs and we hung them around the classroom to refer to and measure against.

This January, I plan to do the same goal setting work with my 6/7 class. I have found an article on edutopia that articulates the process effectively:

http://www.edutopia.org/blog/smart-goal-setting-with-students-maurice-elias

 

It shows how students are more engaged with their learning and goals when they know what they have to do and in what timeframe to achieve them. The article also provides information on goal setting for character traits, using peer review.

In The Heart and Art of Teaching and Learning, an activity is provided to align students goals, strengths, and beliefs as they relate to their life in school. The activity is suggested as a first day of school activity, but it would also work well in January, when students are comfortable to share more in their established classroom community. You can find this activity on page 36.

Goal setting is a task that correlates with the idea of growth mindset. Students should be encouraged to set goals for themselves at any time in the year. By helping them create goals that are attainable, you will also help them feel success.

Kelly.McLaughlin Celebrating Success

Progress Reports

I can honestly say that after writing what seemed like one hundred progress reports for the first time in my career, that I am very proud of my students and myself for having had the patience to get through them all! Writing comments about a students work in 2-3 lines on a program does not seem to give the students the justice that they deserve. I found a way to get around that.

A very amazing mentor of mine in my school board showed me during my teaching placement how to foster a spark in student’s minds. He showed them their learning skills on their reports before sending in the final project. It showed the student’s what success looked like if they had already attained it and if they wanted to succeed, how they could attain that. Students attitudes changed drastically after seeing their marks.

My students have done nothing but succeed since the moment I met them. They are always working hard and always making sure to be the best student they can be. I make sure that at all points of the day I am showing them how proud I am of their success whether it be a class points system, awarding them marks for it or just pulling them aside to let them know they are appreciated.

When a concerned student came to me today and told me he was worried about his progress report, it seemed to me that students sometimes are more worried about doing poorly then they are about doing well. I think we should start to foster a positive attitude in our classes and show and tell students about success and how to succeed and to stay away from using words like failure or unsuccessful.

Positivity can go a long way and student success is what this entire progression is about, is it not?

Alison.Board Celebrating Success, Year End Activities

Time for Reflection

The last week of school is a great opportunity for reflection. It is a good winding-down exercise that the students can enjoy. In my grade 5/6 class I am currently leading the students through the steps of creating a Portfolio of their work. This is what we are doing:

– last week, we handed out all the work that I had saved through the year in various folders for assessments/interviews (such as math tests that were returned after being signed, displayed writing pieces, art work, individual goals).

– each student had a large pile of accumulated work to sort through on their desk. As they sorted I listened to their recollections and delights as they discussed their work with their peers.

– I provided each student with a folder and instructions to select 2-3 pieces to represent math, language, art and any other subjects that they wanted to represent.

– then they were encouraged to create a table of contents for their work, and write a reflection on why they chose the pieces that they did.

– now they are assembling and decorating their folders as they choose. Some students have stapled their work in, while others have used holes and ribbon to create a book.

– in the next few days we plan to do a gallery walk and the students can share their portfolios with others in the class.

This exercise in reflection has provided students with direction and time to reflect on their own progress and success. Every student has been engaged and interested in creating their own personal portfolio. It has also encouraged them to take pride in their work and take home at least one folder, rather than making the rash decision to recycle their work before it even makes it home. It also provides a vehicle to share the work with their families.

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Mike Beetham Celebrating Success, Making a Difference Through Education, Student Ownership, Students as Teachers, Year End Activities

It Takes A Village To Raise A Child

As another year of learning is counting down and it is time for our learning community to show our appreciation to each other and the people who have helped us be so successful. I start by holding a classroom meeting where we look at our classroom Wall of Fame and reflect on how successful we have been both individually and collectively. The visual reminder of all of our accomplishments never ceases to being out smiles, laughter and a rousing chat session. I then ask them “Who has helped us all be successful?”. They respond with the obvious, their teachers, and the principal. As we delve deeper into this question, the list begins to significantly grow. The custodian who ensures our classroom is ready to go each day and allows us to be creatively messy sometimes. The secretary who always keeps us informed and has organized many of our activities. The librarian clerk who always seems to have the books we need. Their parents who have supported them in so many ways outside of school. The Occasional Teachers who have filled in and assisted them throughout the year. Parent volunteers who have supported activities in our school throughout the year. Teachers who have organized assemblies, special events and coached sport teams or choirs. Finally they discover how much they have supported each other in the year long journey.

The next part of the classroom discussion shifts to how do we show our appreciation to these people. It is quickly discovered that the best way to show our appreciation is to tell them how much their efforts were  appreciated. This is where the leadership shifts to the students. In small groups the students are  assigned key people to whom they are responsible for talking to on behalf of our classroom.Those messages are personally delivered over the last two weeks. We send a letter to our Occasional Teacher Local thanking the teachers who have been in our classroom this year.

As our community time draws to an end I ask them to write end of the year messages to each other. A chance to say thank you for the support, friendship and fun they had together. This message is kept secret until the last day of school where they are shared via video tape. I always view the draft of the message prior to filming is done. As a teacher, I also get to send my message to my students to thank them for helping me become a better person and teacher. It is now time for our village to move on.

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Mike Beetham Assessment, Celebrating Success, Classroom Management, Professional Learning and Growth, Student Ownership

Time To Smell The Roses

As the year now shifts to the final months of academia, it is important to take the time and reflect on the growth of yourself as a teacher, the academic gains that your students have made and the endless best efforts that took place in your learning community. We often start to stress or feel the pressure of the year ending with so much curriculum yet to cover that we neglect the opportunity to recognize the gains accomplished thus far. By instilling in your students (and developing in your teaching practice) the skills to reflect on their effort, accomplishments and next steps we pave the way for students to become a partner with us in the educational journey.

The timing is critical as it will allow all parties involved the opportunity to give and receive feedback that will direct them in their goal setting for the last two months of the year. If this feedback is provided too close to the end of the year there will not be an adequate amount of time to use it to create change. This is an essential time when I focus on the accomplishments of each student and work with them to establish next steps. An analogy that I would use is when a coach takes that final timeout to share a plan and pump up his/her team for that final push to reach their goal. The message the student receives is that I am capable, I have been successful and it is important for me to keep it going rather than coasting into summer vacation. Enjoy this time of year and take great pride in what you have been able to accomplish with your students.

 

 

Photo of Mike Beetham
Mike Beetham Anti-bullying, Building Inclusion, Celebrating Success, Classroom Management, Learning About Your Students, Learning in a Real Life Context, Student Ownership, Students as Teachers

A Great Classroom Is Created When…

I had to share this with someone, so I felt this blog was the best way. At a recent class meeting we all sat down and started to talk about what makes a classroom great. This topic generated a myriad of ideas, discussion and debate. I am sharing with you the final product that came from this amazing group of students.

– when everyone works as a team

– you celebrate when people do something right

– every student is a success

– tell the teacher how you care for them and they will tell you the same way

– teachers teach us how to share, cooperate and work as a team

– we have fitness in the morning

– we do different kinds of things like planting

– you don’t give too many chances

– you take the time to get to know each other

– don’t be too easy, don’t be too hard

– we set goals

– when students can be taught and entertained at the same time

– teachers discipline

– you take risks with each other

– students and teacher communicate to each other

– we give lots of smiles

– students are allowed to teach teachers

– students are allowed to learn from their mistakes

Needless to say, my students have once again taught me how valuable an asset to our classroom they are. Their collective voice has demonstrated the power of our class motto ‘Together Everyone Achieves More Success’. I hope you can read my happiness and pride!

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Erin.Grewar Assessment, Building Inclusion, Celebrating Success, General

Revising the Talking Strategy in French Class

At the beginning of the year, I remember writing about my new strategy of getting students to speak more French during class. Brimming with hope and optimism, I had implemented “chat sessions” where kids would casually discuss with a partner/group various topics related to what we had been studying. There were times when I provided structure (specific question to discuss/specific structure to use) and others where it was more casual and focused on just speaking in French for the duration. I was pleasantly surprised by the relative “enthusiasm” and commitment with which these activities were met. By mid to late October though, both were in short supply. Instead I was forced to reckon with the all too familiar resistance and lethargy known to many Core French teachers. When I could no longer deny this fact, I mustered up the willpower and energy to once again confront the issue. Upon further reflection, I am ready to acknowledge the following:

#1: Be Consistent With Routines
This seems self evident but for me, I tend to easily get sidetracked and let it slide (a bad trait but at least I can admit it). I think a five minute window is adequate and it’s a good way to start the class – every class!

#2: Provide Variety to Activities
I still think my discussion topics are a good idea and posting some support vocabulary is helpful and sometimes crucial to the success of the conversation. Perhaps a more innovative approach is to have a pairs of students generate the topic/question/sentence starters. Getting them directly involved this way is a means of having them more implicated in your lesson. Something else I tried is the French version of 4 corners (Quatre coins) where I would read a statement and once in their corner, students would have to discuss the topic (and in my case, practise forming an opinion statement). Games are always a favourite and, when structured properly, can really provide an opportunity to work in a lot of conversational French.

#3: Recognize those students who really make an effort
Find a way to somehow give credit where credit is due. I myself use a star card where I sign a certain number of times and once they reach a corner, they can redeem a prize (usually a small chocolate bar). I also have something called “Les points de participation” which the accumulated total counts towards their speaking mark at the end of the term.

Whatever the challenges, it is nonetheless rewarding to see (hear) what your students are capable of without inhibition and doubt. Take the opportunity to share what is working for you. It’s great to have new ideas to try.

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Mike Beetham Anti-bullying, Building Inclusion, Celebrating Success, Classroom Management, Diverse Learning Needs

Update on J

When I last shared (September), J had arrived  in a foreign school, classroom and community. After three months of focussed work to help J realize his potential, celebrate his uniqueness and work through his challenges, I am ecstatic to report on a young boy who has blossomed. He comes to school each and every day with a smile on his face (and most importantly) a belief that he is a capable learner who now views school as a safe place to be.

Our journey is not over, but rather just beginning. J is now in an emotionally safe  place where the academic and social gaps that will help him return to a regular classroom can be addressed. As with all good instruction, the front loading work established the foundation that was necessary to build the bridge to allow J to join the learning community that awaited him.

I hope you all have a wonderful holiday and that you are able to enjoy it with family and friends.