Challenging Topics

September 30, 2019October 3, 2019 Will Gourley Advocacy for change, Advocacy for public education, Challenging Topics, General, Making a Difference Through Education, solidarity, Teaching as a public profession, Why unions matter

Undercover Boss

Have you ever watched a show called Undercover Boss?

An average episode of the hour long program shows a CEO or top tier exec going incognito to better understand the work flow, flaws, and family of an organization. The show makes sure that the top dog is put alongside some pre-selected employees(often outspoken) who, fearlessly or not, walk the “newbie” through a day in the life at their job.

In most episodes, there comes a moment when a budget-line-watching-number-crunching-corner-office-seat-occupier realizes how their top down edicts are negatively impacting the organization until they see it from the perspective(s) of the workers. At this point in the show, regardless of profit and loss statements, the executive works to make things right, realizing that if things were better for the workers, the bottom line would benefit too. A win win outcome right?

I love TV. It creates narratives to suit itself. Moreover, despite a proliferation of reality TV programs, the medium remains irreal. Much like any Disney offering, TV has conditioned us to expect a happy ending that is far away from everyday experiences. If all goes accordingly, good always triumphs over evil, a hero will emerge, and on the show Undercover Boss, at least, some lucky employees will help their bosses to miraculously see the light and improve the company. This is not the current case between the government and public education in Ontario.

I would love it if our elected officials had the courage and conviction to do this for longer than the time it takes to convene a photo opp or craft a sound bite. I wonder why this is rarely, if ever, true when it comes to government and education. Other than clichés about how much the students come first and the importance of educators, hollow words do not mirror the devastating actions that senseless cuts are having on public education.

As such, we have seen neither the current Premier nor the Minister of Ed spending any meanigful amount of time with the people on the frontlines like an undercover boss. Since they are making decisions that affect everyone working in education, we all deserve to see and know that they are completely aware and informed.

I have never heard genuine words of understanding from elected officials that qualify them to make the decisions they are making which will ultimately impact our society for generations to come. In its wallet.

With so much attention placed on the bottom lines of provincial budgets, it becomes an easy target for outsiders to look across a spreadsheet and proclaim cuts can be made and no one will ever feel it without duty of care or context. This is not unique to education either.

This past year has revealed many glaring differences about how information is being (mis)used, bent, and or weaponized to suit political agendas. As such this misuse of information seems like systemic micro and macro-aggressions towards our profession, the public education system, and our students.

Which leads me to this question. How can a system of the people for the people be so myopic in its duty and dilligence? Isn’t the idea of education for all to actually provide education and therefore opportunity for all? With all of the time that governments and bureaucrats spend poring over the books, they have conveniently missed the direct cost implications of intentional systematic underfunding.

Here are some things to consider.

Loss of education opportunities limits the number of skilled and quality workers contributing to the economy. That means more spending and tax dollars from higher wage earners.
Economic cuts reduce opportunities for many people already living on the margins of society. That means cuts to education is a form of systemic discrimination towards many communities.
Cuts to course offerings hurt the wrong people when those who can afford it can simply shift to a private school.Even my elementary students are shaking their heads about how traditional courses that lead to Post Secondary Science and Engineering courses are being limited or disappearing from local high schools. (see what is happening in my board @ YRDSB)
Cuts to OSAP hurt the wrong people too. Rich kids will still go to post-secondary school, while marginalized students will have their futures moved further out of reach.
Refusing to fund education to the fullest is a recipe for social disaster. If we cannot agree on this, then we are agreeing to leave the next generation worse off than the last. When private schools are advertising that they have the courses that have been eliminated from our public schools, there is a problem.

None of the above are acceptable.

Our parents did not struggle and sacrifice for this. My mom and dad did not work full and part time for this. Neither did yours. Students and their families do not make sacrifices for this. No one would ever vote to limit the future of opportunity of its youth. Neither would a sensible and caring society allow anyone to slip through the cracks. Unless they had an agenda to undermine Canada as a civil society. The actions of our elected officials appear specious at best when it comes to education.

Our work brings value far beyond any budget lines could ever define because it brings human possibilities forward everyday. Reducing and removing opportunities also removes relationships that empower students into the future. Restricting or taking away someone’s access to education is simply an affront to all humanity. We are difference makers, miracle workers, and advocates for all of our students. We are working hard to change the narratives that have become a distraction in public education.

We are fighting to be heard and respected, let alone seen and understood, by politicians who prefer to take cover behind short sighted populist agendas that seek to serve the bosses rather than the people who work for them. It’s time for their eyes and minds to be opened.

What if every school could welcome an undercover boss(politician)? Maybe then, these decision makers would truly see the commitment, struggle, and value of our fight for students, their families, and this noble profession. My door is always open. No photographers please. It’ll disrupt the learning.

Fight on. #CutsHurtKids #ETFOStrong

Further reading

York board says bigger class sizes forced cancellation of 123 high school courses.

What Exactly Is Happening To Ontario’s Education System? What You Need To Know

Financial facts on Canadian prisons

May 1, 2019 Will Gourley Advocacy for change, Advocacy for public education, Challenging Topics, General, Making a Difference Through Education, Occasional Teachers, Occasional Teaching, solidarity, Why unions matter

Remember to breathe (as you continue to inspire others)

I checked in on a few of my former student teachers today. Each of whom are shining examples of professionalism, commitment, and creativity in their classrooms. They have been on my mind alot lately, as daily news of the government sponsored attrition games occupy headlines and conversations across the province. I am sure they represent the hundreds, even thousands of new educators who have recently joined our calling.

It’s rough out there right now, and for many new hires to school boards the uncertainties of the day are leaving many wondering what the future holds? For each one of these amazing educators, things are changing and there is not much they can do to about it until the facts and figures are finalized. It must be difficult to know that the educational landscape is shaking beneath so many feet. We all need something to hold on through the experience.

Sharing what we have in the emotional toolbox may be all that can be done for now. I encourage everyone to keep checking in on one another as we remain united and ride out the storm. A call, an email, or time for a cup of coffee could provide a little needed encouragement. I have noticed that even veteran teachers are feeling the tension of these days too. I have caught myself stress eating, acting a little more impatient than usual, and struggling for motivation. I’ve taken to breathing exercises to slow down my busy mind. Perhaps it’s the unknowns of it all that are keeping me off my game?

To get a sense of it all I have been turning to Andrew Campbell. He curates Ontario Education Cuts. This is a list of announcements and projections from school boards and grade panels that challenges the message being delivered by the province to the public and school boards about job losses, shrinking course offerings, expanding class sizes, and shifts to online instruction.

The information and numbers in this document seem to add up differently than political messages about job losses over time due to attrition and attrition alone. Maybe there is a Math Curriculum revision opportunity in the works here since such skewed accounting discrepancies exist?

What we all need is to have the complete set of numbers to work with before we can truly provide assurances to our new teachers that there will be jobs for them in education.

I remind myself that I am surrounded by incredibly dedicated and caring professionals whose lives are dedicated to making the world a better place. Stay informed. Stay encouraged. Be strong. We are all here to support and lift each other up when things get rough. Sometimes it might be a time for a cup of coffee and a conversation. Other times, it might be a simple reminder to breathe.

May 1, 2019 Will Gourley Advocacy for public education, Challenging Topics, General, Inspiring Teachers, Making a Difference Through Education, Social Justice, solidarity, Teaching as a public profession, Why unions matter

Bursting bubbles

POP!
What’s
that sound?
Fear and loss,
dreams – on hold,
watching, without a
voice as opportunity
is cut and cancelled.
For the people, or
for their bank
accounts?

Doubts – fill the staffroom.
Murmurs – echo down the halls.
Uncertainties – buzz through minds.

Bubbles – bursting before they are even formed.
Cuts like needles meant to pierce hearts and minds.

Are preparations being made for a classless class war?
Why has education been made the enemy in our province?

They say the bitter pills prescribed in government cuts must be taken or else there won’t be a future and that everyone must sacrifice because this mess is nobody’s and everybody’s fault. Yet, why aren’t elected officials in line for the same medicine that they’re prescribing? We hear tonnes of sound bites and sound bluffs. We see posturing on every stump, but where are the planters and peace makers after the forest that is public education has been razed?

We see fingers pointing in every direction because everyone is worried more about the colour of the ink on the spreadsheet than the lives that it will stain to change it.

What message is being sent to our youth by the adults, who cannot get along? The same adults making decisions about their futures? We ask our students to advocate, invest, and dedicate to their potential. We teach them to think critically, consider the facts, and make good choices. We expect students to buy into a better system, but it has already been sold out by the ones elected to take care of it.

Investing in our youth and their education should never come at a cost of denying them anything less than what their predecessors and parents had before them. Opportunity cost may be a term from an Economics textbook to understand the potential for a loss by doing something else. When we consider where things are heading in schools over the next few years, the money saved will never make up for the lost opportunity, innovation, and productivity, or the imminent financial and social costs.

Remember. Quality only hurts once. Our students are worth it. The work we provide prepares and protects them to possess a future. Our youth cannot be blamed for the mistakes of those who leveraged their futures before they were ever born. We cannot let another bubble burst and expect their children to pay for it.

April 19, 2019 Michelle Fenn 21st Century Learning, Assessment, Assessment and Evaluation, Challenging Topics, Classroom Management, Combined Grade Classes, Communication Tools, Constant Learning, Curriculum Planning, Differentiated Instruction, Literacy, Pedagogical Documentation, Professional Learning and Growth, Resources, Use of Technology

Effective Assessment and Feedback: The Single Point Rubric

I’ve never really been focused on grades in my classroom. Some educators and parents might find it shocking to read a teacher put that in print. However, what I mean is that I seldom talk to my students about levels and letter grades. I focus discussion around feedback, improvement, exemplars and success criteria. When rubrics were all the rage I used them rather unsuccessfully. I found that traditional 4 level rubrics were about evaluating after the fact rather than providing feedback that can be acted upon during the learning. Rubrics are sometimes handed to the students as a “big reveal” when the project has been evaluated without any chance for acting on feedback. I don’t believe that success criteria should be a secret to be kept from students. It isn’t fair that students are thinking, “Well, if you’d only told me that was an expectation I’d have been happy to include it. I can’t read the teacher’s mind!” Clear is kind. Be clear about the learning goals and success criteria for an assignment and give the students a rich task that they will have to dig into and get feedback to act upon during the learning.

Apart from the evaluative vs. the assessment function of a traditional rubric there are two other things that I dislike about the traditional 4 level rubric. The first thing is that traditional rubrics inform students about what the bare minimum is that they have to do to complete something. Some students will look at level 2 and do only just what it takes to fulfill that level. Secondly, level 4 is meant to go above and beyond the expectations. In a traditional rubric, students seeking level 4 don’t need to think outside the box at all. All of the criteria for a level 4 is clearly stated-no thinking necessary.

The answer to this assessment question? For me it was the Single Point Rubric. Using the single point rubric changed the learning for my students and shifted my assessment practices. It focuses on what the student is doing well, what the student can do to improve in the work and exactly what the learning goal and the success criteria is for the learning. However, it also allows for the above and beyond to be driven by the student. It lets the student pleasantly surprise the teacher with creative thinking. It is a clear and kind way to deliver feedback to students to encourage them to be successful in their learning.

I have included an example for a grade four Single Point Rubric Literary Response. Feel free to copy and change it to suit your needs.

If you would like to learn more about Single Point Rubrics:

Cult of Pedagogy

Edutopia-6 Reasons to Try the Single Point Rubric

March 31, 2019April 2, 2019 Will Gourley Challenging Topics, Classroom Management, Diverse Learning Needs, General, Health & Safety, Making a Difference Through Education, Mental Health, Special Education, Teacher Wellness, Violence in Schools, Why unions matter

Before you get hurt…again.

https://pixabay.com/photos/concrete-space-empty-3161863/

Student: (momentarily non-responsive to verbal interaction) slap, push, slap, hair grab, lunge, slap, yell, cry, run, crouch, cry, calm, apolgize

Staff: (1 CYW, 2 SERT) block, block, reassure, block, supportive stance, reassure, block, redirect, clear space, block, reassure, follow, remain calm, reassure, accept

The slaps(verbal/physical) are like slabs of concrete that a student piles up when they are in distress(feeling helpless, unheard, confused, frustrated, angry, trapped, hurt, and _________).

Our students are using these slabs to construct walls which will insulate and protect them from what they feel are are real threats to their wellbeing, happiness, and safety. All the while, staff are working tirelessly to keep them from walling off completely to the point of hurting themselves or others because the ability for flight has left, and the fight is on…again.

It has been happening a lot more frequently in our classrooms and it knows no age limit as educators are experiencing violence from JK to 12. Has it happened to you? How about to someone in your school?

A 2016/17 survey of elementary teachers showed that 70% of them had experienced or witnessed violence in their schools. That distills down to an average of 7 in 10 educators are on the frontlines of a serious problem. No one wants to work where threats and acts of violence are now daily bi-products of their job? Yet, that’s what many teachers are facing as they enter the classroom each day. Even with NVCI, CPI, SERT, CYW, EA, IBT, BHS, and Social Work support in the building or available from regional teams, incidents are increasing in number and intensity.

Students are taking out their frustration, anger, and anxiety in physical ways directed towards school staff. More than ever, it is being documented and reported more across all age panels. So what’s happening inside our schools where once seemingly uncommon incidents are now daily occurences? All of this cannot simply be dismissed as statistical anomalies.

A reminder

Before you get hurt, or hurt again. Each time a student slaps, bites, kicks, target throws, pushes, strikes with an object etc. a report must be made. If you are injured, seek medical help first. Make sure you tell someone (union rep, admin, a colleague). See the graphic below to make sure you are protected as you have the right to refuse work when you believe workplace violence is likely to endanger you. If you are hurt, it is not the time to play through pain or put on a hero cape. It is your health and well being that must be protected. No one should go to work expecting to be hurt on the job. If you need help, call your union rep or a colleague. Let your voice be heard.

Our schools cannot be left under-supported with an expectation to educate our students in the face of increasing violence and increasingly complex behavioural needs? Our schools need supports in place to ensure safety for all and that includes you.

I will leave you with this final question.

How have spaces of nurture, growth, hope, and community also become places of anxiety, stress, harm, and PTSD for both teachers and students? How are you managing in your school? Please keep the conversation going.

In case you need some more food for thought

Our notifications, news outlets, and social media feeds are filled with stories, images, and video sharing what’s happening. As I draft this post. CBC News shared a disturbing news story that surfaced online involving a teacher being assaulted by several students in Toronto.

Read more about how ETFO has been lobbying our government to address the issues of violence in our schools.

https://www.thestar.com/yourtoronto/education/2017/01/17/teachers-union-raises-alarm-over-rising-violence-in-schools.html

March 31, 2019March 31, 2019 Arianna Lambert Challenging Topics, General, Inspiring Teachers, Making a Difference Through Education

It’s About Relationships!

Over my 10-year career as an educator, there have been a number of times of uncertainty in education. These are the times that drive us to reflect on why we became educators: to have an impact. There have been some great posts within this platform with fantastic tips on how to thrive during these times. For this piece, I’m thinking about relationships.

We all know that at the forefront of education is the power that comes from building meaningful relationships, both with our students and colleagues. It’s was fuels the work that we do and empowers us to see the impact that we can have, are having and will have. It’s through relationships that we keep the lines of communication open when parents and students who don’t always know what the impacts may be a school community.

When I think about relationships I think about creating spaces that are:

Open to dialogue
Safe to try, fail and try again
Real

Open to Dialogue

Ever been in a quiet classroom or one where the main voice was that of the teacher? How did it feel? On the other hand, have you ever been in a classroom that was loud and slightly chaotic with meaningful dialogue happening amongst students? How did that feel? I’m sure that both spaces feel very different.

I believe that “the rules” we have in the classroom, set the tone for the way in which our students converse with each other. When students feel free to be able to bring their experiences, thoughts and ideas into the classroom, there’s a sense of freedom that comes from being who you are with people who care. Now, don’t get me wrong, I’ve been in buildings where administrators wondered about the noise happening in my classroom but when they can come in, spoke to students and saw that it was purposeful, some of the questioning dissipated. Many would also drop in for our times when we were connecting on things that were meaningful to students and had an impact both in within the classroom and the world around us.

I believe that classrooms should be spaces for students and educators to have open dialogue about what is being learned within the classroom which should also include real connections to what is happening in the world. These are sometimes courageous conversations that need to be met with students having the opportunity to share their concerns and having a non-judgemental adult being there to help guide with facts and information. We want students to be asking rich and meaningful questions of each other and understanding that communication is a skill that they can work to develop with each other. That means that they don’t necessarily have to agree with the thoughts and ideas of another but they understand that they have to respect that diversity of thought exists.

Safe Spaces to Try, Fail and Try Again

Growing up, I always felt that at school, I had to be perfect and show what I knew. Failure wasn’t embraced and there was a culture around making sure that what was shared was the right answer for that was most important. The stress that this puts on students when they should be in a space where learning and the progression of skills and knowledge is embraced is unbelievable. As such, I tried to create spaces where students could present themselves as is and we could work towards helping them to improve where needed.

Now I can’t say that this is an easy task but imagine if students felt safe failing and viewed it as an opportunity to get back up and grow. A place where talking about what they believed to be correct and working to identify misconceptions and helping students to consider what other options might be correct. Or better yet, having their peers work towards helping to change misconceptions. What if we offered students the freedom to fail and then the opportunity to try again after providing feedback and clarification for them? This takes work, time and effort but how might the climate in our classrooms change and how might they help to deepen connections made with each other? What outcome could this provide for students in the long term?

Real

People naturally gravitate to those who are real and genuine. Colleagues are genuinely navigating uncomfortable spaces at the moment and it’s important to be able to have at least one critical friend with whom we can share our concerns but who will also empower us to continue with the goal that we know is most important, our students and their success. Have you found a critical friend? One with whom you can be real and know will help to encourage you on those tough days?

While we are uncertain of what the outcome of the changes in education may be, we do know that through relationships, we can stay true to what we believe to be the most valuable part of our role: having an impact in education.

March 24, 2019 Michelle Fenn Advocacy for public education, Challenging Topics, Mental Health, Mindfulness, Professional Judgement, self reflection, Teacher Wellness, wellness, Wellness, Why unions matter

Teaching in Uncertain Times

When I graduated teacher’s college it was the beginning of the “Harris years”. Teachers were being declared redundant all over Ontario. I spent three years teaching outside of the province. Since then I have been through many rounds of collective bargaining-both as a teacher and a local ETFO leader. I have seen how Ontario’s Provincial governments have continually eroded our collective bargaining rights, stripped our benefits and made working and learning conditions steadily worse for teachers and students. As you well know, they’re at it again. I’ve been asked, what can new teachers do to make a stand for education while still keeping a focus on our classroom in these uncertain times?

1. Take care of yourself Anxiety abounds in times of uncertainty and scarcity. Focus on the present moment as much as possible. Make sure you have the facts you need but try to stay out of the swirling vortex of unproductive conversation and speculation. Take time when you need time, do something for yourself that isn’t school related, eat healthy, exercise, if it is something you do-meditate, and get some sleep. Take one day at a time.

2. Don’t believe everything you hear in the staff room Well meaning and passionate teachers will discuss the political situation. Some of the things that you hear will be true and some will not. The correct information will come from ETFO Provincial office, local ETFO leadership and your school Steward.

3. Social Media Social media is a great a source of information but also one of anxiety. Remember to follow reputable sources such as ETFO and other Ontario Education Unions and get the information you need from reliable sources. As always, be cognizant of who could be reading your social media posts and pass on correct information.

4. Attend Union meetings and ask questions Collective bargaining and political legislation can be daunting. Sometimes it is assumed that everyone in the room knows exactly what is being discussed. Ask questions when you need clarification. You might find there are others in need of such clarification too.

5. Follow the advice of your Union Your Provincial ETFO has a plan of action that is communicated to all local ETFO leadership and ETFO members. As a new teacher you may feel powerless, but there is strength in members taking action together. Read your emails from your stewards and participate in political actions when asked.

6. Support one another These are uncertain times for all teachers and education workers. It is important to be aware of your own mental health and that of your colleagues. Check in with your mentor and friends on staff when possible. A note or a treat in a mailbox, an email or a visit at recess might make the difference in someone’s day. Remember, other education workers in your school, whether they belong to a union or not, feel the same pressures.

7. Your students When the learning begins, your students will always need your full attention. They will sense the anxiety that you are feeling. Try to leave the uncertainty and politics at your classroom door as much as possible. Concentrate on the students that you have in front of you for the next three months. The students are at the heart of what we do as educators and we will get through this together.

March 15, 2019 Kim Cousin Advocacy for change, Advocacy for public education, Building Inclusion, Challenging Topics, Wellness

Support each other

This is a much needed time for everyone. The sunlight is increasing. The snow is melting. The temperatures are increasing. What a time to celebrate?

During this much needed break our government has decided to make announcements of change. This is quite the political tactic. Distraction from what they want us to know. Politicians have become good at using others to create distractions so we don’t see what they are trying to distract us from.

Many events world wide surround us with violence and hate. These political announcements contribute to the negative feelings of change when times are uncertain. This makes for troubling times for many.

As educated, caring people stand together and support each other. Acknowledge the trying times and stand up to the hate. As I walk through my daily life, I make a point to be extra kind. I smile. I pay it forward. I do what I can without using all my resources. The ripple effect then begins to grow.

During this time of change and political play, stand strong while supporting each other in all areas of this world. We can make a difference. There is a great history of strife to be where we are today. We have many strides to make towards a healthy supportive world. These times of political play cause negative energies. We can stand together to defend all of our rights. Support each other in every way that you are capable. Take time for self care and ask others for help when needed to stay the course.

“We are not equal until everyone is equal.”

February 28, 2019 Will Gourley Challenging Topics, General, Making a Difference Through Education, Mental Health

Back in the day was better(because now is often unbearable)

Have you ever seen or heard of students…
…compromising their identity to put on someone else’s?
…blasting their music through headphones so they don’t have to answer another question
…not quite knowing where they are going or who to ask for directions?
…taking that swig, puff, or hit to show the crowd how much they are like them?
…dressing like cookie cutter versions of each another just to feel safer in the pack?

The problems I listed above were all problems 40 years ago when I was in junior high school and they are still around today. Except now since everything is bigger and better than the good old days, the issues facing our youth have evolved in their complexity and impact on lives.

Now I ask, have you ever seen or heard of students…
…stressed out about getting into a “good” high school?
…anxious over a test, project, presentation, or recent assessment results?
…taking days off to destress over misunderstandings resulting from social media posts?
…refusing to eat because of a thoughtless and cruel comment about their appearance?
…self-harming or self-medicating in order to deal with feelings of helplessness, rejection, loss, anger, or sadness?

If so, these students belong to a growing population of students who are feeling the pressure of the 21st Century like never before. I wish this was a group that never welcomed anyone, but our world is not wired this way. What is most alarming about all of this is that it seems to have been downloaded from high school now as many of the concerns happening above used to await our JK to 8 students once they arrived at secondary school.

This year a portion of my instructional time has been dedicated to the role of Guidance Counsellor, and it has been a very eye-opening experience thus far. Imagine all of the above happening at schools across the province and around the world? It is not a pretty picture to realize that our students are hurting. The numbers must be in the millions and that I think that fingers need to be pointed in all directions because it is the adults who have made the mess in the first place and now they are trying to make the kids clean it up.

What our students need more than ever before are increased access to programs and personal supports through education and health care. How are we going to improve this when the elected bodies managing our money are making cuts to appeal to an undertaxed political support base? How can so few people dictate blantantly harmful funding cuts without gauging the socio-economic short fall they are creating by trying to pinch pennies.

A recent CBC broadcast highlighted an increasing need for more guidance counsellors in schools, but it focused more on the side of career counselling without much mention of the impending crisis lurking in the hallways of our elementary schools. In my blog Illness, I shared that schools are too often on the front lines of mental health and well being care in our society, but it is coming with consequences that will cost us billions in the long run if we fail to invest millions now to fully support our learners.

“Teachers are not trained psychologists. Schools are not clinics, and school boards are not health networks. Yet everyday, educators are on the front lines of care for those who suffer. This includes themselves. How can we address a growing need in our profession to support one another while supporting our students in areas where few are trained to inhabit?”

We need help. There is more demand for supports on already maxed out educators than ever before. Our students need help. We all need to be talking about this. Our union needs to exercise its collective voice on behalf of all learners. So even while students continue to reach out, there are an equal number at risk of being over-looked because, they’ve lost their voices or there are not enough ears to listen.

Our students need help. There are neither enough hours in the day nor teachers in our schools to deal with the depression, anxiety, and doubt plaguing our youth. If we allow government to cut education funding in the hopes that everything will get better, then we are saying to a generation of learners that they weren’t worth it, but “Hey, look at this sweet ride we just got.”

40 years ago, there were already plenty of problems facing our students, but there was always hope to be gained from the security found in education. Now we see things have only deteriorated due to downloading the costs onto the next generation. Our students are struggling to see the present, let alone the years to come. This has to stop. We need to pay for the future now so all of our students to look forward to instead of dreading. What we don’t need are cuts to education or mental health funding that would leave any of our students vulnerable.

And we definitely don’t need a used party van for a self-serving party politician and his sycophants.

February 17, 2019 Kim Cousin Assessment, Building Inclusion, Challenging Topics, Classroom Layouts, Combined Grade Classes, Constant Learning, Differentiated Instruction, Diverse Learning Needs, Flexible Classroom, General, Inquiry, Inspiring Students, Inspiring Teachers, Interviews, Learning About Your Students, Math, Planning, Play-Based Learning, Questioning, Resources, Students as Teachers

Create Success in Intermediate Math through Play….

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

“We’re playing games.”

“You’re playing games?”

“Yes, we always play in math.”

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

How do I managed this?

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

Now what?

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

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

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

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