Photo of Alison Board
Alison.Board Assessment, Report Cards

Reflecting on Reporting

After spending the last week or two working on reports, I have asked myself what I can do to make the reporting process more efficient next time. My dining room table was covered in piles of workbooks, an array of notes, observations, and my assessment binder. More than enough right? Well, maybe because I am very visual, (and thorough), I needed something more to assure myself that I had considered the “whole child” as Tina had referred to in an earlier post. So I went to the computer and opened my file of photos from the classroom. Here were some images that captured demonstrations of learning skills and showed understanding of the curriculum in a different form.

This photo of the girls weaving makes teamwork visible, as they share the task of weaving with one piece of fabric.

Another photo (see below) shows a student demonstrating independence in her learning. She is using both the text and the world map to find information about a community in Pakistan.

Photos like these are a form of documentation. Documentation can be used for reflection as well as planning. Documentation can be shared with the children, the parents, or colleagues. We see children in the classroom every day demonstrating learning, and often don’t think of taking photos of such every day events. However, during report card times these photos are an invaluable part of the assessment process. Next term, I plan on using my camera every week!

 

 

 

Photo of Roz Geridis
Roz.Geridis Assessment, Building Inclusion, Classroom Management, Communication Tools, Communication with Parents and Guardians, Diverse Learning Needs, Planning, Professional Learning and Growth

Engaging students in Visual Arts

Over the last 2 weeks, my class have been working on this wonderful visual art activity which is also connected to grade 6 aboriginal studies. We began by studying the art work of Norval Morrisseau, an Aboriginal Canadian artist (books are available at the public library). Morrisseau’s style is characterized by thick black outlines and bright colors. I shared with the boys the plan for this project was for everyone to complete their own version, then we would do body images of 1/3 of the class which will end up being painted on the Junior Stairway walls.

The boys were very excited about this project and I really tried to encourage their interest and ownership of the art work. As a class, we moved along for the boys to use an overhead and trace their head, hands, or feet to complete their own versions of Morrisseau themed pictures. The boys then had a lesson on drawing the shapes inside their images (guiding them to leave enough room for their black line). Primary colours were used to colour the inside of the shapes and the background was in secondary colours. Using only 2 overheads for the whole class, this stage of project took a little longer than a whole afternoon.

At the end of the first day, we had a discussion as to what the images of the boys would portray. The next day, the boys were asked to bring in items which reflect them in a sport type of way; for example, scooters, hockey equipment, soccer balls, swimming goggles. The boys selected the images to represent themselves as a class. They selected swimming, cart wheel, hockey, soccer, mountain climbing, and baseball. We were planning on adding someone reading and a second image but time was an issue which didn’t allow our plan to fully work out. Using the overhead, in groups of three, the boys then traced their image on life size paper. As others were tracing, the first group would then cut out their image. After lunch, we were able to finish off full body tracing for the rest of the groups and began (the groups completed the cutting)  adding the shapes within their image. This aspect of the project needed to be reviewed with the class a few times. The first lesson was on the personal image, the second mini lesson was to remind them of what to do to begin on the larger image, the third mini lesson was to go through their larger image and fine tune their shapes. This took us a full day.

The next day, we taped up all body images on the stairwell walls. Looking to see which image should go where. This was an adult only decision. Once image placement was decided, the boys then traced their image on the wall. After every image was traced on the wall, some boys began painting the background colours while on the opposite side of the wall other boys were tracing their shapes in their image. This process took another full day. Each wall needed two coats and a day to dry between coats.

The fourth and fifth day, the boys were painting the shapes in each image (in groups of three) and then the black line last. We also needed time for touch ups. At the end of it, the boys were able to add their own signature to a wall which will be there for years to come. We are also painting some thank yous on a wall as all the paint used was donated by a local paint store.

The project took a total of five days and I really would recommend to get it completed in a chunk of time. The interest was there and interruption to your regular programming is not much. It was a week of limited program which was a great time to get to know and have some fun with your students. Remember, this is a visual arts project and it is connected to aboriginal studies. I have assessments for both curriculum areas. To adjust it for any grade, if your school walls are already colourful, you can do something very similiar and use the life size paper to paint and hang on the hallway walls. Also, use visual art as your first curriculum area and find a second curriculum area to connect it to, whether it is social studies or math.

Included are some pictures to help you visualize the project. It was a project completed with a parent (who is also an artist). While she was working in the stairway with the boys, I was in class keeping them on track. The first few days, there was plenty of work to keep the boys busy but by mid day on the fourth day on, the boys had less to do on the art project. That being said, behaviour was amazing!!!! I guess the boys thought if they didn’t manage in class, I couldn’t send them in the hall. Which is a pattern in our class. I definitely had support for this project (administration, artist, and Educational Assistant in the afternoon). I also sent out a letter to the parents informing them of the pending project, the boys working with Latex paint, and dirty clothes coming home (with a tear off signature return). I also asked for volunteers to come in a week later to help paint the final protective coating. I have many teacher and parent volunteers. The boys feel a sense of pride, ownership, and community to their school!

Photo of Carmen Oliveira
Carmen.Oliveira Communication Tools, Communication with Parents and Guardians, Interviews, Report Cards

The Importance of Communication in the Parent-Teacher Partnership

As we devote the next few days to completing our report cards and prepare for our parent-teacher conferences, I’d like to share an experience that really came to prove that  how often and the manner in which we communicate with our students’ families and caregivers really makes a difference to in supporting and furthering their learning experience.

I am part of the Portuguese-speaking Students Task Force created by the TDSB.  It’s mission is to look deeper into the challenges experienced by Portuguese-speaking students and their families including a very high drop-out rate in secondary school and low enrolment with respect to post-secondary education.  We have spoken to the students themselves, teachers within the Portuguese community, and most recently, the parents.  We discussed at length issues including: how Portuguese-speaking students and their families are viewed by educators; whether students and families feel supported by the TDSB (programs, resources, etc.); what challenges exist; and possible solutions and/or suggestions.

I found it absolutely fascinating that there was one aspect/challenge that each group (students, teachers, and parents) mentioned as needing immediate attention: communication between the school/teachers and parents.   The reality, concerns, and suggestions made were practically identical and so I thought it would be beneficial to share the parents’ viewpoint as we think about our parent-teacher conferences.

Parents commented that although they understand teachers are very busy, they often feel left out of their children’s education because they do not really know what’s going on in the classroom on a regular basis.  They said that their children’s education is a bit of a mystery when it comes to what they are learning, how they are being assessed, how they can further support their child, and how the education system works overall.  It came down to admitting that they feel intimidated at times to speak to the teacher or ask questions about what is happening in the classroom.

When asked about what they would like to see happen with respect to communication between educators and parents, they put it very simply: they wish educators would reach out to them on a regular basis whether it be through a newsletter, email, webpage, tweet, agenda, phone call, etc. to let them know what the children are learning, how the learning will be assessed, and how the family can support and further the learning outside the classroom.  Overwhelmingly, parents said that when teachers care enough to take the initiative by constantly keeping the doors of communication open, they feel more motivated in able to guide/support their child.

Let’s keep this in mind…myself included!

 

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Samantha.Perrin Communication with Parents and Guardians, Learning in a Real Life Context, Wellness

New Year’s Resolutions

Happy New Year!!!

The New Year is a great time to reflect on the previous year and to set goals and resolutions for the year ahead.  I spoke to my students about New Year’s resolutions and shared some of my personal goals for school and for myself at home. I felt it was important for the students to see that setting goals help to make a person ‘better’ and that it is no different than the practice and work that they put in every day into their learning.  The message was not lost on them, and they were enthusiastic to prove that you’re never too young to start goal setting. In fact, I think that my young students really understood the purpose and value of goal setting because they grow, learn and improve so quickly (for example, in learning how to read).

Together the students came up with their own definitions of resolutions and we discussed the purpose and value of articulating a goal and coming up with a plan for meeting that goal.  Then, we all took turns sharing one resolution that pertains to school and one that pertains to home life.  The students then wrote about their goals for display in the school.  This week I will be sending a copy of the students’ resolutions home with them to serve as a reminder and a discussion point for parents in helping their children achieve their goals.

Click here to see some pictures of this activity from my classroom.

It’s important to strive for improvement, whether it is for the benefit of work or school, but also as busy teachers,  for achieving health and balance, which I will be working on  myself in 2012.

 

Photo of Tina Ginglo
Tina.Ginglo Assessment

An Integrated Unit- A Chair for Baby Bear

 

The culminating task for our unit on strong and stable structures was the highlight of my first four months back in the classroom.   My colleague and friend, Catherine Little, who is currently teaching science at York University at the Faculty of Education, generously offered her time and expertise by facilitating the launch of this culminating task with my third grade students.

Catherine launched the task by first reading the picture book, A Chair for Baby Bear  (2004) by Kaye Umansky and illustrated by Chris Fisher (Barron’s Educational Series, ISBN-13: 978-0764157899).   In this story, after Goldilocks breaks Baby Bear’s chair and flees the bear’s cottage, Baby Bear goes to town with Papa Bear shopping for a new chair.   In town, Baby Bear was unable to find a chair that was “just right” for him.  Catherine stopped at this point in the book, and presented the task to my class.  They were to make a chair for Baby Bear using only newspaper and masking tape!

The students had to apply everything they learned about strong and stable structures to create a chair that was just right for Baby Bear.   The knew they were successful when they placed a stuffed toy bear on their chair. If their chair were stable, the stuffed bear and the chair would not fall down!

After the students reflected on the process and self assessed their designs, they wrote a procedure or recount for “Professor Catherine” to share with other third grade students she will visit.  The students were so proud of their chair.  They were focused and I was able to assess what they learned about strong and stable structures, not by giving them a unit test on the topic, but by observing students build their chair, conferencing with them and by reading their self assessments and procedural writing.   This is what I love most about teaching and learning!

 

Photo of Tina Ginglo
Tina.Ginglo Assessment, Diverse Learning Needs, Learning About Your Students

The Whole Child

As a third grade teacher, I sometimes get caught up and distracted by the fast approaching EQAO assessment.  Our school doesn’t fair very well in the EQAO world and there is a lot of talk about getting the students ready.  One way our school is preparing students for the assessment is by providing them practice runs at previous EQAO questions.  As Sangeeta mentioned in a previous post, I also worry about the amount of pen and paper tasks our students complete.  Don’t get me wrong, knowing how to read and write are VERY important skills that must be acquired, but there are many ways to learn how to read, THINK and write, technology being one.

As we neared the end of the calendar year, I allowed myself to forget about EQAO and teach the way I taught when I taught grades 4 and 5 and kindergarten!  Even though my students receive their music and art instruction from other teachers, I decided to include it in my program as well. Visual literacy, music, drama, art, movement, design and technology were springboards for incredible thinking and prompted the most meaningful and well crafted writing I have assessed so far this year!   More importantly, the level of engagement in my class springboard as I observed students focus and participate in ways I was not able to observe when I did not integrate the arts in my teaching.

I know this! Why do I allow myself to get caught up in the EQAO frenzy?  Don’t get me wrong. I actually like the EQAO assessment and take the responsibility of teaching STUDENTS the Ontario curriculum very seriously— but sometimes I think we get turned around and teach the CURRICULUM to students.  I think there is a difference.   My goal for 2012, is to make sure I teach to the WHOLE CHILD everyday and allow students to explore the curriculum in different ways before bringing out the pen and paper:)

Photo of Alison Board
Alison.Board Communication Tools, Communication with Parents and Guardians, Diverse Learning Needs, Homework

Homework and Parent Communication

While reading the previous post by Samantha, I was thinking about my own students, the homework they do, and the requests or concerns from the parents regarding homework. In my Grade 1 and 2 classroom, there is a definite connection between homework and parent communication.

At the beginning of the school year, there was no assigned homework. However, unfinished work would often be sent home with the students for completion. One student in particular welcomed this opportunity, as she said her parents wanted her to have something to work on while her older sister was doing homework. Other students were rushing to complete their work so they didn’t have to take it home. This resulted in a large gap in completion time from the “rushers” and the “procrastinators.” Since it is usually the same groups of students, I have since been encouraging the rushers to go back and take a little more time, while encouraging the procrastinators to use their time efficiently and giving time for completion at the end of the day. All of this echoes Samantha’s comment about “the importance of differentiation in the classroom.” Not all students will need the same skill practice or review. Some just need more time, and others may need more support or practice.

I communicate to parents using our classroom website, emails, and the agendas – depending on the type of message I am sending. Every week when I write a journal entry on the website, I let the parents know what we are currently working on in class, for example addition and subtraction. I then provide an idea or resource for homework that the parents can use at their convenience, such as a link to an on-line math game or a game of concentration with sight words. For many of the parents it gives them concrete ideas for supporting their children in fun or interactive ways, without the pressure of completing a paper and pencil task while making dinner. I also review the children’s work during the day or when conferencing with them, and make a list of the students who may require more skill practice at home. By recording a particular task in their agenda, the parents are aware that this is specific to their child’s needs. Communication with the parents has provided a consistent extension of support from school to home. It has also helped when a student is distracted or having difficulty, and the parents are able to communicate what might be going on at home as an explanation. To be purposeful and effective, homework should be differentiated to the student or group of learners. At a Grade 1 and 2 level, good parent communication will support the learning at home.

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Samantha.Perrin Communication with Parents and Guardians, Diverse Learning Needs, Homework

Philosophy and Practice of Homework

Recent posts about assignments and parental involvement had me reflecting on  my own dilemmas about homework assignments and how my philosophy  toward student homework  has  evolved depending on the students, the grade that I am teaching and my own experience.  There are many  factors that can influence the kind of homework students could/should receive, and that can be the students’ grade-level, ability, community access, level of support at home, the management of the classroom environment and extracurricular commitments, to name a few.  It’s up to the teacher’s professional judgement to decide what is appropriate. For me as a teacher, additional influences such as experience (or inexperience) with a grade level, access to resources, ability to plan ahead and knowledge of what is actually ‘useful homework’ versus ‘make work’  influence  the type of work that is sent home with the students.  I am discovering that all of the factors contribute to the continuous shifts and swings in the planning and pacing of class work and assignments.

In my first year of teaching, homework only came in the form of research for class work and completion homework.  The intended outcome of this kind of homework was to ‘help the students keep up with the classroom program’ (Heart and Art, p.80), which often backfired.  Some of the same students who consistently did not complete their work in class also had evening commitments, parents with little spare time to supervise them and were forgetting to bring work back to school, resulting in further disruptions.   Frustrations mounting, I quickly learned the importance of differentiation in the classroom and learning a better system for staying on top of the students’ progress.

In my second year of teaching, with little time and knowledge of how to access building materials  for a unit that required the building of bridges, ‘Building a Bridge’ became the month-long home assignment.  My assessment of the assignment required a lot of thought (weighing and grading the different aspects of the assignment) and planning, as most of the bridges that arrived in my classroom were worthy of a passing grade in an architectural course. The students’ grades were heavily derived from their classroom research and ability to orally explain the mechanics behind their work.  While it was a successful assignment that enabled the students to work with and learn alongside their parents, I felt conflicted knowing that the parents/caregivers also sacrificed their evenings and weekends to support their children.

So much of what we as teachers learn is through trial and error, and most of what we learn, remember and refine is from the ‘errors’ that we make along the way.  Now, the homework that I assign falls in the categories of practice, preparation and extension, which I discovered through my trials and errors, and also from the partnerships that I have this year (i.e., learning from what other’s have discovered to be successful).  Weekly, my students are sent home with a language activity that reinforces and extends a concept learned in class, and a math activity (that is intended for family participation and problem solving). The math activity reinforces the skills of explaining thought processes (e.g., pictures, numbers and words to explain their solution), and is intended to prepare the students for the continued expectations through the grades.   Preparing these materials isn’t too taxing of my lesson planning time, the homework is encouraged but not mandated, and through this, I hope to be considerate of ‘family time and commitments’ while giving the students (and their parents) means to practice and support classroom learning at home.

I realize that the next grade I teach will require more re-working and re-programming to find a good-fit homework outcome, and I am learning that this is normal.  In planning the kind of learning that takes place outside of the classroom, I will continue to consider the many factors that influence successful ‘homework outcomes’ and utilize the tips and insights of my trusted colleagues who also continue to work and re-work their methods and planning.

 

 

 

Photo of Sangeeta McCauley
Sangeeta.McAuley Assessment, Diverse Learning Needs, Learning About Your Students, Learning in a Real Life Context

Preparing students for their generation

Lately, I’ve been doing a lot of thinking about how much I count on technology on a daily basis. There’s a mental checklist running through my mind before the day even begins. Laptop for note- taking, check. iPhone with recorded message for students, check. SMART Board lesson set up, check.

Most recently, I’ve added the best one of all to this list: iPad to encourage higher-level thinking and problem-solving. CHECK!!! (no, I do not work for Apple on the side…).

I have used the iPad to teach my students a number of skills:

-how to make webs as a springboard to writing (using Popplet)

-how to use audio recordings to explain what they do when they choose the “right” books to read

-how to make puppet shows that re-enact some tough choices they have made in their lives (using Puppet Pals)

I’ve never been a huge fan of paper-pencil tasks because I see how they can sometimes limit students who have a lot to say and who are creative thinkers. By using technology to engage my students, not only am I getting a more accurate picture of what they can do, but I am also preparing them to be what we always talk about in teaching: critical thinkers.

Their generation will be asked to do more thinking, more analysis, more decision-making, so why not start now?

 

 

 

 

Photo of Roz Geridis
Roz.Geridis Classroom Management, Communication Tools, Diverse Learning Needs, Homework, Learning About Your Students

Positive reinforcement

Positive reinforcement is the best classroom management you can use. You also need to be consistent with your promises and any consequences you mention. Many classrooms have reward systems and over the years, I have tried a variety of suggestions. Some suggestions you may have heard about or seen are: group points, behaviour charts/logs, reward systems, and a few more. I have combined systems I have used in the past and found a way to make it work for my class. If I haven’t mentioned it before, I have a very energetic, talkative all boys class. They are great kids and are very easily distracted by each other.

 

At the beginning of the year, I introduced Ms. G bucks to my grade 5/6 class. I used the WORD business card template and used a variety of denominations to help the boys with their multiplication and addition skills. I also initial each buck I give out in a colour marker. The bucks were and are given out for students following classroom routines, handing in paperwork, anything I want the rest of the class to do. I sometimes give them out for handing in homework. It is amazing to see how quickly the students will pay attention when I mention I am giving out Ms. G bucks.

 

The students helped me to develop a list of what they can buy with the bucks. This is where the program is different from many out there and the kids did buy into the concept of program. They were involved in decision making process; I didn’t tell them what happened with the money, they told me. The kids made suggestions and if it was feasible, I would add it (but some suggestions had to be guided). For example, the kids suggested buying the ability to be a teacher for the day; we tweaked that and end up with being teacher for a lesson. All ideas were included; the students’ ideas were realistic, and again, some needed to be guided. However, I did add pencils/erasers; when students can get a new pencil/eraser the next day; you will find many are left on the floor or in the hallway. Not anymore!

 

I also left the ability to fine students to the teacher’s discretion. Fines to students happen after a couple of reminders, routines are still not followed. Fines are usually used to remind students of the rules. Consequences for inappropriate behaviour are based on the behaviour, not fines.

 

Although the students have only bought pencils and erasers with their bucks, this program has worked out very well. The excitement of saving up the money and being able to buy something big is really building in the class. At first, the class was saving for a field trip but not anymore.

 

You may use this idea as is but I would suggest adjusting the program to suit your students and style. As I mentioned at the beginning, this idea came from a combination of a variety of systems utilized in the past and some I have heard about. Some programs have points recorded on a large chart for the whole class to see and some are recorded by the teacher, with students also tracking points. You have to know your students. My class has students who like to separate themselves from the others and therefore individual bucks works great. Also, with individual bucks, you will find students from every table will be more focused which helps focus the attention of the rest of the class.