Arianna Lambert Celebrating Success, Constant Learning, Inspiring Teachers

Broadening Learning Space in Education

In my new role I’ve had the privilege of working with educators in different parts of North America. Through this work, I’ve been inspired by educators who are excited about transforming education so that student learning is engaging and prepares them for an ever changing future. In conversations with these educators, I’m amazed by the great work being done in pockets throughout however, I have started to ponder: how we can move forward in even greater ways? How do we “build capacity” (a term that I’ve often heard), not just within our own schools, districts or provinces but beyond that to ensure that great learning is happening for students throughout? What are ways in which we can support and inspire each other to continue the great work? How do we highlight inspirational stories in education on a large scale?

I’ve used social media – Blogs, Twitter, Facebook, Google + – and in-person meet-ups through conferences and events. Inevitably I run into the same people at conferences and online and while they inspire me and push me further in my thinking as an educator, how do we connect all of the little pockets that are out there? In this post, I’m sharing a few ways in which I have connected with others and am hoping to start a conversation on how to take things even further.

Twitter

I actually love Twitter! Three and a half years ago when a former principal suggested that hop on to join a chat that he was having at a conference, I had no idea how my world would change. Little did I know the great impact it would have on my teaching and the many connections over time. From co-creating #tdsbEd to following education hashtags, it’s become my daily dose of inspiration on-the-go. I’m fortunate to have found fantastic people to follow and have had the opportunity to meet and learn from many of them. In what ways have you used Twitter to connect with others? Are there specific hashtags or handles that you follow because they have helped you grow as an educator or sparked an interest? Please share!

Facebook

Alright…I know that it’s 2018 but I am new to Facebook. It’s taken me years to finally jump on and it’s been an interesting experience. On the FDS Facebook page, there are amazing posts that we share related to trends in education and I’m hoping to use this educator group as an online community where people can ask questions, share ideas and even get feedback on some of the innovative approaches used to engage students in classrooms.

ETFO Events

Do you find that face-to-face interactions are more appealing? ETFO always has amazing events for members. I’ve attended many in the past and find that they create a great environment for networking. I have lasting friendships resulting from a couple of events. Many of these events center around current and relevant issues in education with a lens on equity. Every event has allowed me to walk away feeling empowered and at the same time reflecting on myself and my interactions with others. I’m grateful to have had the opportunity to attend events and highly recommend them to every educator. Potentially, you’ll gain a new network of critical friends who might call you to go further in your own learning.

These are just some of the learning spaces that I’ve been a part of. I know that many, many more exist. How do we expand them even further? Have another innovative space where amazing learning is being showcased? Please share them!

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.

Kim Cousin Before School Starts, Celebrating Success, Inspiring Teachers, Mental Health, Resilience, self reflection, Start of the year, wellness, wellness, Women at Work

Happy New Year

As a parent and educator this time of year is a transition back into a regimented routine. It is the New Year.  New Year, for my child entering grade 3. New Year, for myself with a traveling (on a cart) assignment, Grade 5-8 Math and Self Contained Class coverage.

Preparation for this New Year celebration spans through the summer.  Beginning in June by sorting and putting away this past year’s materials. I’m always thinking about what the New Year will hold.  When I’m shopping and something catches my eye, I think, “Is it useful to me and my charges? Can I afford it? Will I use it?” As I unpack my storage areaZ, I find all kinds of collectables there.  I started teaching at the beginning of the technological age of the education system.  I still have materials necessary before the use of technology. This year, I found a grade 3, “Word Wall”. My child’s Grade 3 teacher, inherited this and a box of books for this level. whether she uses them or not, I feel great about the possibility.  Sharing with others brings me joy.

New Year is a great celebration, ringing in the new, decorating for the season, preparing for a fantastic time, thinking of all the details, and knowing that an unpredictable event will happen and I will have to adapt and be flexible to smoothly slide through it. As Educators we have a multitude of talents. We are planners, organizers, predictors, caregivers, decorators, researchers to name a few.  With all celebrations we plan and prepare well before the event. It is exciting to watch, assist and create space for the New Year.  It is exciting to meet the new educators, children, and families whom will help with the growing and learning for all.

During the summer, usually a few weeks before the New Year, nightmares enter my dreams which include, “I’m lost in the school. I’m late getting there. I forget the most important item of my plan.” My mother has been retired from teaching for over 20 years and still has these dreams/nightmares just before the New Year. I wake up in the night thinking about plans and details. I jot notes in preparation for the celebration back, then convince my brain to slow down and return to a resting place.

The preparations as an Educator include more than the New Year celebration.  These include preparing yourself and others for a change in routine. My child has appointments through the week.  I have to plan my life around these and my own appointments too. I have to prepare for travel to and from, meals to eat, clothes for the changing season and the New Year.  I have learned to slowly slide into these practices beginning before the New Year.  This gives my body  a chance to adapt to the earlier start times, bed times and daily expectations.  I began teaching later in life and my body and mind thank me, when I care for them.  Preparing for the New Year must include self care.  I have made realistic goals to care for myself, so I can continue to celebrate the New Year with the many people I affect.

As you prepare for your New Year events, be mindful of yourself and flexible in all the change that will happen during these times. Smile, walk proud and be kind is my continuous reminder every moment of this New Year celebration.

Kimberley Cousin

 

Michelle Fenn Behaviour Management, Building Inclusion, Celebrating Success, Challenging Topics, Classroom Management, Communication Tools, Communication with Parents and Guardians, First Week Reflections, Inspiring Students, Inspiring Teachers, Learning About Your Students, Making a Difference Through Education, Mental Health, Professional Learning and Growth, Start of the year, Wellness, wellness

Building Connections with Students

Be Authentic

The video of a teacher giving each of his students a “just for them” handshake each morning upon entry has gone viral.  His efforts to connect with students have been applauded.  I think that this is a wonderful way to create a bond between teacher and student; for THAT guy.  I know that this is not “my thing”.  If I were to choose to try this at the beginning of a new school year, it would not be genuine and it just wouldn’t feel right.  I’ve also often wonder what happens when a parent wants a word in the morning, or someone forgot their backpack on the bus, or there is a class trip leaving 5 minutes after the bell.  There are many ideas for connecting with students online, but you need to do what is genuine for you.  Otherwise, you won’t sustain it and the students see right through it.

Lunch

During the first few weeks of school I try to stay in my classroom while the kids eat lunch.  I will often eat my lunch at the same time as my students so that I can have the other half of lunch to relax, visit with colleagues or do some preparation.  I choose to do this for the first couple of weeks to make sure that the routines for lunch time are established and students understand my expectations around cleanliness, behaviour and technology use during lunch.  There are often different teachers on lunch duty, so it is helpful for them if the regular classroom teacher is in the room until they become acquainted with the students. When I take the time and effort to do this at the beginning of the year I find that there are less issues throughout the school year at lunch time.

Circle Chat

No matter what grade level, I have always started of my day chatting with kids.  In a circle format the students can share something, check in, ask a question or some days they pass (I will personally check in later to make sure everything is ok).  Sometimes we have topics, sometimes we have to discuss class updates but no matter what, we’ve connected in some way.  Yes, it takes instructional time.  Sometimes it takes up a LOT of time.  But, in my experience, it builds relationships with your students and saves time in the long run.

Front End Load Communication

Parents’ concern for the well being of their children seems to be at its highest point at the beginning of the school year.  It may be a new school, a new teacher, academic concerns from previous years or peer group concerns.  Taking the time to communicate during the first week of the school year by phone, note or at least a personal email in addition to class updates on websites or newsletters home will pay off during the rest of the school year.  The more you assure families that you are accessible and concerned about their child, the more supportive they will be if an issue arises.  Find the good in each student and make sure that you communicate it to families.  For the students that have academic or behaviour concerns, meet with families face to face as soon as possible.  Do not leave it until report card time.  I often start those conversations by asking them to voice their concerns, as well as asking their goals and hopes for their child for the school year.  Those positive and proactive attempts at communication at the beginning of the school year will go a long way with families and ultimately will benefit the student.

Take Your Job Seriously; Don’t Take Yourself Seriously.

About 10 years ago I picked up a pair of absolutely crazy novelty sunglasses.  No matter the weather, I wore them in the morning when I picked the students up at their bus lines and I wore them when I walked them out to their buses in the afternoon.  There were always comments from the students (and sometimes parents) and it was often a conversation starter when I could see that kids needed to be checked in on first thing in the morning or at the end of the day.  I began to get crazy sunglasses as gifts.  I now have about 60 pairs and wear different ones depending on my mood.  My staff humoured me and each wore a pair in the staff photo for the yearbook.  This might be something that you try in your classroom, I’m happy to share, but make sure it is something that suits you.

I remember being told by a colleague at the beginning of my career that you shouldn’t smile at your students during the first few weeks or even until Christmas.  I didn’t follow that advice, because it wasn’t genuine and authentic for me.  The way I see it, if you aren’t smiling at the beginning of the year, you can pretty much be guaranteed that you won’t be smiling at the end of the year!  Students feed off of the mood of the teacher.  Ultimately, the teacher makes the weather in the classroom.  There are days when I have to apply the “fake it until you make it” strategy and I smile until I really feel like smiling.  I also highly recommend a morning music mix for the way to work.  Put together 5 or 6 songs (or more depending on the length of your commute) that really motivate you, make you bouncy and make you smile.  On the days where I know I’m tense, in a mood or haven’t slept well I put this on during my drive and usually by the end I’m singing along and feeling better.  Then, I slide on those crazy sunglasses and I’m in tip-top teacher mode ready to greet every student with their name and a smile.  I may not have individual handshakes ready to go but after 23 years…I still start the year off smiling.

 

 

Michelle Fenn Assessment, Celebrating Success, Classroom Management, Communication Tools, Communication with Parents and Guardians, Constant Learning, Inspiring Teachers, Mental Health, Mindfulness, Modern Learning, Professional Learning and Growth, Resources, self reflection, Start of the year, Technology in school, Use of Technology, wellness, wellness

My Yearly Notebook

Each summer I buy a brand new spiral bound notebook.  Not the skinny ones that you get in the 3 pack from Hilroy with the flimsy cover that rips within a few uses. I am particular about my stationary.  It may be a kind of a problem.  I get the 8 1/2 by 11 solid cardboard spiral bound notebook.  It is where I keep my lists.  Lists of things to buy for the classroom.  Lists of things I want to change in the physical space of my classroom.  Lists of books I’d like to read or add to my classroom library.  Lists of things to get done before September.  Lists of the curriculum topics I’ll be teaching and in what months I plan to teach them.  Lists of special events each month that I might highlight or celebrate with my students.  Lists…of lists.  I use that big notebook all school year long to add notes from meetings, professional development sessions and of course, more lists.  I have many already filled spiral notebooks of new ideas that I’d like to try over the school year on my shelf in my office.  This summer I realized something.  After the school year is over I have NEVER opened those notebooks again.  There are lots of great ideas in there that I didn’t implement and then I feel guilty about that!  Teacher guilt never seems to stop, unless of course, I choose to stop it.

This summer I quickly read the book, “Ditch That Textbook; Free Your Teaching and Revolutionize Your Classroom” by Matt Miller. It has fantastic teaching tips for technology integration in the classroom.  Although I do not have the desire nor the access to the 1:1 technology to go completely paperless, I found a lot of wisdom and great teaching tools in Matt’s book.  I have also provided a link to Matt’s blog.  Matt helped me to break a cycle.  I haven’t bought a spiral bound notebook this summer and I’m not planning on buying one.  Among many pieces of advice in the book, Matt suggests picking two new things that you are really excited about to add to your teaching practice, being clear about your intention for using those practices and following through.  I’ve been guilty of overdoing the professional learning to the point that I overwhelm my students by doing a whole bunch of new things all at once and then don’t end up sticking to any of them.  I also get overwhelmed by the many great ideas out there and wonder if I do something else, what I’ll have to give up doing.

I’ll admit that I’m already kind of cheating.  Instead of just choosing two teaching practices I’m also choosing two new technology platforms to learn about for next year.  One of the practices that I would like to get in the habit of doing is adding more descriptive feedback to assignments that students do online and have multiple opportunities for the students to respond to that feedback and re-submit assignments with changes.  The second thing that I would like to do is educate parents on how to leave constructive feedback for their students online rather than a thumbs up or “Good job!”  I plan on exploring the video and audio creation tools, WeVideo and Voki.  I may explore more than these but these are the ones that I am committed to doing.  Since I have written my commitment here on the blog, I also commit to sharing what I thought about those tools in a review format.  If you get a chance to read Ditch That Textbook, I highly recommend it. It is a quick read with great already-made lists and hey, it made me “Ditch That Notebook”.

 

Arianna Lambert Celebrating Success, Year End Activities

End Of Year Reflections

EEEK!!! Where has the time gone? I meant to post this earlier in the month to get the conversation going and to perhaps find new or different ways of reflecting both for myself and students but began writing and switched to report cards, June Reviews or OSR sign-offs.

Every June or maybe even earlier, I start to reflect on the year. I think about the positives/gains that I made both personally and with students and I take time to think about what I could have done better. Inevitably the column of what I could have done better outweighs the column of what I accomplished and while that always offers me the opportunity to improve as an educator, the problem becomes that I can leave the year feeling as though I haven’t really made as many gains – which simply isn’t the case. I wonder when we get our students reflecting, if this too is the case for them.

As I mentioned, I started reflecting earlier and I don’t think that I realized the impact that I had on my students until the day that I told them that I was leaving. While I hated seeing some break down in tears, it wasn’t until that moment that I realized that I had reached some who I perceived as my toughest critics. Students for whom I often felt as though I wasn’t reaching started to open up about the ways in which our interactions and our work together this year changed their mindsets and how they wanted to learn in the future. Some expressed a sense of being heard and/or seen while others felt as though they found their passions through some of our activities using Design Thinking. And then I started to wonder how different the last few months may have been had we taken the time to start reflecting earlier and perhaps not taken each other so for granted.

While I reflect personally, I think it’s really important to have students reflecting as well. I know that there are many ideas that are out there for ways in which students can reflect, but I wonder in what ways can we work with students so that they are constantly reflecting and not simply because they are told but because they know that reflection can facilitate greater success. This year we answered questions about moments of pride in our year as well as moments where we learned something about ourselves or others. We also created a Google Slides deck of words to live by, which included quotes we found and/ or created on our own. Students were tasked with using the words but finding images that may help viewers to feel inspired by the message of the words. Many were very deep and in retrospect, I now see that it would have been useful to have done this earlier in the year. I would have printed them out and had them on the walls of our classroom to continue to inspire us through the learning process this year.  

 

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So my question is, how do we as reflective educators, truly take the time to recognize the gains made throughout the year and not just at times when journeys may be changing? Is it about smaller chunks of time on which we reflect? I know that I reflect daily but it’s sometimes a challenge to see the progress from day-to-day. How do we get our students doing the same thing? How do we get them to reflect or become eager to reflect on their own? Is it offering times of journalling or getting students to reflect like I saw a fellow Twitter Friend – Jay Dubois – do with his students – https://twitter.com/Jay__Dubois/status/1011345374009847810?

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My role is changing next year but know that reflection is a huge part of my ongoing learning journey. Any ideas or suggestions would be much appreciated. How do you reflect?    

Kelly.McLaughlin Celebrating Success, Classroom Management, Combined Grade Classes, Constant Learning, Differentiated Instruction, Diverse Learning Needs, Flexible Classroom, Inquiry, Inspiring Students, Inspiring Teachers, self reflection, Student Ownership

Flexible Classroom/Schedule a huge success!

The other day in my grade 4/5 class I decided to try a flexible schedule day where students would have the list of subjects available to them on the board with specific tasks under each subject. This is how the day unfolded.

Students entered the room after French and were confused by the fact that the schedule board was blank. Some of them right away started reading the black board and noticed the various subject headings. Under each heading it said grade four and grade five. The subject choices (which are the subjects that I teach on my one day LTO) were: social studies, music, math and library. In library, they are writing their own books right now so that was a writing choice.

I explained to my students that from 9:30 until 3:10, they would have the choice to pick whatever task they wanted and that they could move on when they wanted. If they completed a task, they could come hand it in to me or hand it in on google classroom. On the board I specified which tasks were to be done on google classroom. The only task on the board that required direct instruction was the grade five math task. When students were selecting that task, I asked them to come see me so I could explain it. This happened every so often throughout the day if students chose math.

I also put a “self regulation/independent work” challenge into the day where I told the class if I noticed them working hard and not getting off task, I would give them a green happy face in my app (which I have previously explained) called iDoceo. Before each break, they could come check in with me to ask how many happy faces they had.

At the end of the day, students were able to reflect on the entire experience. Here are the comments directly from the students.

Students comments about their flexible schedule/task day:

  • I liked the various choices of subjects
  • I liked how the option to switch when I wanted was there
  • This allowed us to get things done in our own timing
  • If you finished early with one task, you could move onto the other without asking what to do next
  • I liked the flow of free choice
  • There was no “have to” involved, I loved the flow of free choice
  • More time to finish things
  • “You are basically treating us like high school students”

Of my 25 students, all 25 raised their hand when I asked “How many of you prefer this type of schedule to the schedule we usually have?” The schedule we usually have is 60 minutes math, 80 minutes social studies, 40 minutes music..etc.

These were the students comments about the competition where they were asked to stay on task and work responsibly and they would be rewarded with a green smiley face in my app if they were working well:

  • The smiley faces made us work harder, they were good motivation
  • I loved the competition aspect of the day
  • Something to try for rather than just working
  • I liked finding out how many I had before each break
  • It reminded me of a race because you would still get smiley faces even if you didn’t win at the end of the day but you still had finished the race
  • Some people like competition so you can think about it like that or you could just work like usual
  • Makes you try different things

I really encourage all educators to try this flexible schedule thing! It was just a way of me looking for students that could handle the independent work challenge. The flexible schedule thing came to me while I was looking for a way to challenge students to stay on task and to work independently. I will definitely try this again next week as the kids LOVED it and as you can read, they loved the pressure free environment it allowed them to work in.

Will Gourley Celebrating Success, Making a Difference Through Education, Math

Demystifying

Inside

Here’s some Math for you.

May 31 + 1 = June = tomorrow

Despite its awkward elegance, this is only a temporarily true statement. In less than 24 hours it will be 364 days until it is true again. I am not sure 1/365 is a good ratio for truth. Despite these odds, I want to share some figures with you. So happy last day of May 2018 to all of my colleagues in education. Isn’t Math fun? Don’t worry, there will not be a test at the end.

CalculatorFrom a fractional point of view we will have completed 9/10ths of our instructional months at the sounding of today’s dismissal bell. That equates to roughly 180 days +/- in the classroom.

At 350 minutes per day in school(lunch excluded) that means approximately 70 000 minutes of planning, instructional, assessment, supervision, leadership, counseling, and communication time this academic year, so far.  Multiply that by our membership of roughly 80 000, it means we have worked about 5.60 billion minutes or 93.3 milion hours inside of school walls in 9 months.

Add in the other 110 000 educators teaching from K to 12 in our province, I might need a new calculator.

Outside

Now consider the time spent in education outside of school. Let’s say that 4/5s of our union membership brings home anywhere from 2 to 3 hours of work with them each evening(180 days x 150 minutes x 64 000 members = 1 728 000 000 minutes or 28.8 million hours).

And then there’s the weekends. On average I spend 3 to 4 hours per weekend, reading, planning, and assessing. Let’s say 200 minutes to be safe(not conservative) over 40 weekends per year that is another 8000 minutes or 133+ hours for me. Now if 60% of our colleagues are also doing this, it means an additional 383 million minutes or 6.38 million hours.

Are you still with me? I also lead clubs and coach which adds at least another 90 minutes per week. 90 minutes x 40 weeks = 60 hours or 1.5 weeks of a work year spent coaching and mentoring. If 50% of our teachers are doing this it adds another 2.40 million hours since September. All invested in the lives and well being of learners beyond the classroom.

When I add it all up in the past 9 months our membership have worked roughly 133+ million hours since the start of the year. Dividing 133 000 000 hours by 80 000 educators we get an average of 1662.5 hours over 40 +/- weeks or easily 41.563 hours per week – again a fairly spartan(not conservative) estimate.

I know that these figures appear subjective, but I have intentionally minimized many of them to allow for possible inaccuracies to avoid sensationalizing data. However, I am seeing the extremes and maximums far more often than not. When I calculate the time I spend in this calling, it is far greater than 50 to 55 hours per week. My spouse might argue it’s well past 60 hours per week.

I just see it as time well spent and 100% sure I’m not alone.

Thank you for all the minutes and hours you pour into education. I look forward to finishing the final 10 % of this year strong. Wishing you all the same.

Laura Bottrell Celebrating Success, General, Play-Based Learning

Celebrating “Invisible” Progress

A student in my class spoke to me for the first time today. It was the tiniest whisper and only one word, but for this particular student it was big, important progress. She has never been observed speaking to adults at school, only a few other children in the classroom. After trying everything in my ability and to my professional knowledge to build a nurturing relationship with her, finally something changed enough that she felt comfortable speaking to me for the first time. It brought tears to my eyes – another memorable moment in teaching for me.

This has got me thinking about all of the important, not always noticeable, progress being made by my Kindergarten students every day. We don’t always stop and take the time to think about the development of the whole child that is taking place. Educators tend to focus on reading, writing and mathematics behaviours in Kindergarten. Of course, this is an important aspect of the curriculum but it’s also the easiest to observe, measure and assess. Perhaps because it is the easiest to observe, we can sometimes forget to celebrate the more hidden things.

Kindergarten is full of invisible progress. Though, invisible is probably not the right word. Progress in Kindergarten is quite visible if you know how to look for it.

If students are given the opportunity to play, even more so if the play environment is set up intentionally, they will be constantly and rapidly growing. Through the right lens, we can observe social and emotional development in all play that takes place. Kindergarten students are never “just playing”. Their play is a hands-on exploration of the world, but more importantly it acts as testing ground for young children to try out their social skills, problem solving abilities and experience the emotions of everyday life in a safe environment. Children are building confidence and resilience. They are making mistakes, experiencing failure and experiencing success. They are intensely studying the world around them. There are no screening tools, checklists or assessments to measure this growth. It is sometimes hidden, often subtle, and only observed when we purposefully look for it. Just don’t forget that lens.

Our young learners are making huge cognitive, social, emotional and physical gains every day in our classrooms. Progress in problem solving while building with blocks, gains in understanding social cues in the dramatic play centre, discoveries of problem solving strategies in the sensory bin when a conflict arises, building resilience when trying to independently open a snack at the eating table – it’s everywhere. Sometimes we just don’t notice this progress until something profound happens: like a student who struggled with transitions all year suddenly handles them with ease, or a student uses their words to solve a conflict with a peer rather than reacting emotionally as they have all year, or like today, builds enough belonging and confidence to speak to a teacher for the first time.

As we head into Communication of Learning season, I hope we are reminded to stop and celebrate the “invisible” progress that our students have made this year. There will be some students who may not have progressed as well as we would have liked to see in academics, but we can rest assured that our students did learn every single day. They did progress, whether it be socially, emotionally, physically, or in countless other important life skills. I always say that in Kindergarten, we’re growing people – and that really is what we do!

 

 

Will Gourley Assessment, Celebrating Success, Challenging Topics, Constant Learning, Differentiated Instruction, Feedback, General, Modern Learning, Resilience, wellness

Do-over day

https://www.flickr.com/photos/42931449@N07/5263539723
https://www.flickr.com/photos/42931449@N07/5263539723

Have you ever wished that you could do something over again to make it better?
In education, this could be everyday, every week, every month, and every year in our classrooms. If we let it.

Have you ever taught a lesson more than once in order to ensure your students understood and could master the concept(s)? What, you’ve done this over and over!? You don’t say?

This happens more often than all of us think and that’s okay. I learnt very quickly in my career that last year’s grand slam lessons do not always guarantee success when used in the years to come. Hence the need for the do-over, or reinvention in order to revive or re-invigorate what we teach.

What about a retest? A few years ago, I completely misread my students’ progress on a Math strand and the results were glaringly obvious that I failed them. After an open discussion about the daunting unit, I had students take their tests, crumple them up, and throw them around the classroom. It was like a giant breath of fresh air had blown into the room as everyone exhaled.

We restarted the unit from ground zero and had a “do-over day” a couple of weeks later with much improved results. As a result, our class grew closer as a learning community. Students knew that I had their best interests at heart and that learning in our class did not come with an expiry date as laid out in dusty long range plans. After all the curriculum says, “by the end of each grade…” and not immediately after an assessment of learning.

Recently, my students were preparing to share a series of movie trailers they created about the book Loser by Jerry Spinelli. Each group, of 2 or 3, was asked to pull key elements from the text and to present them in the form of a live drama or digital version.

After much planning, production, and practice, the big day arrived for everyone to share their work. Not surprisingly, there were a number of interpretations of the text being shared and the trailers were being presented and screened. And then it happened.

Whether it was nerves or a case of over-preparation(I think it’s a thing), the majority of presentations shared were not the shiniest outputs from this group. Cue the do-overs. When I suggested this, the students seemed generally wary about it, but I was serious. With some descriptive class feedback, we started over again with much more positive results.

Now think about your classroom? Is there room for the do-over within your walls and halls? Imagine the opportunity to reinforce the idea that failure can still be a positive result when it is used as a stop along the way rather than the final destination to success. I believe that the more we build this into our pedagogy, the more our students will be willing to take chances, make mistakes, and move forward.

Thank you for reading. Please share your “do-over” stories in the comments section below.