Category: General

When I first started teaching, I was always looking for The Thing. The Thing that was going to help students to learn best. The Thing that would make the lesson stand out in students’ minds. The Thing that would be the right fit for all students. Don’t we all wish we could find that one magical Thing?

In my search for The Thing I used a number of different graphic organizers. I had my KWL charts for every science strand, Venn Diagrams at different points, and collaborative Sequence Charts, Mind Maps, Brainstorming, etc. As time went on, my collection of graphic organizers continued to grow and morph from chart paper to include digital apps. I think this is really where I started to think more about The Thing and what it’s purpose was for our community of learners. Were they something physical we needed to have? Did they need to be visual in the classroom all the time? Which ones could we display on the screen and put away to revisit for the next time?

Sometimes I wanted to do some collaborative brainstorming. Students would be able to learn with and from one another; building upon their ideas and practising collaboration skills. I thought The Thing for this particular goal would be graphic organizers such as Mind Maps where students could see the relationships between pieces of a certain idea, topic, word, etc. We could track our ideas together if I wanted to activate some prior knowledge, take the temperature of the class as a whole about a specific concept in science or social studies, or even to help develop a deeper understanding of vocabulary for word work.

Sometimes I wanted to create an anchor for us as a class. Perhaps we were engaging in shared reading and we wanted to keep track of our thoughts or the events in the text. We might use a sequence chart or a timeline so that we could remember what had happened, how we felt or thought about what was written, or even to reflect back on how our thinking and opinions had changed. These anchor charts needed to be displayed, continually revisited, and always turned out to be messy and imperfect for the first few drafts – we were adding things, changing things, there were arrows pointing from one idea to another, and it documented our thinking. In the final review of this collection of thoughts, events, and ideas we could organize a neat, final draft but I always felt it was necessary for students to see that thinking was a messy process, it didn’t need to be perfect the first time around – or even the second!

Students always seemed to like using Venn Diagrams. Maybe it was the fun circles or the visual appeal for them. Trying to extend our thinking and explore different visual models, we used three and four circles to push our thinking; we looked at a variety of funny venn diagrams to interpret the creators’ ideas and we tried to create fun ones ourselves. Venn diagrams became a way of playing with our ideas, sorting and re-sorting what we saw and understood to know that there were many different ways of knowing and that learning could change and be seen from different perspectives.

Sometimes I wanted to really focus in and see what students were thinking. We would use Concept Circles or a Frayer Model and have students demonstrate their thinking with words or without. This would give me the chance to help students communicate their ideas in a variety of ways – using manipulatives, drawings, sketches, images, etc. Seeing students express their thinking in different ways helped those who were still attaining language or vocabulary and it also helped me to be intentional as a teacher in seeing their thinking, asking them questions, and talking to them about their ideas.

These are all really Great Things to use with students, but they weren’t The Thing. They were tools for learning; a visual way to engage with student thinking and allow space for student learning to be valued in the classroom. One of the biggest lessons throughout my years of teaching has been that it’s rarely about The Thing. It wasn’t the graphic organizer that the kids loved – although they did enjoy watching me make spelling mistakes or sounding out tough words. Rather, it was engaging in real collaborative thinking and learning. The messy ideas, the moment to be learning with one another was The Thing. I used to think that just giving them a graphic organizer would be The Thing to do and sometimes it still is. But now I also think of it as an opportunity to engage in critical thinking, to allow students to speak and voice their ideas and allow space to celebrate when their ideas change and develop and mature. In the end, maybe that’s The Real Thing.

One thing I have always loved about being an educator is that we have two “new year’s”: one in September when the year starts, and one in January when the year changes. Travel is a luxury that I feel so fortunate to enjoy during those moments: it is the perfect time to reset my thinking and refocus on the time ahead.

In the last year, the desert has been a special place for me to reconnect with nature and think critically about how we learn about the world. Learning about the environment from two very different cultural approaches has helped me to build a greater appreciation for different ways of knowing and seeing the world.

Learning the Sonoran Desert

I had the privilege of spending time in Arizona last January, and came a cross a place called the White Tank library. This place had an entire wall of back windows that faced a sprawling nature reserve. In the same building beside the library was a nature centre and bookstore. The bookstore had dozens of books for kids and adults themed on desert flora and fauna, particularly the notorious javelina (totally worth Googling if you have never heard of this animal!). There were desert spiders, snakes, and other creatures on display for people to look at, and guides on site to give information about them.

The trails at the back of the building were well manicured, with information signs throughout the walk explaining the different variety of cacti. Even if you didn’t feel like reading, the site was absolutely spectacular to look at. The trails looked well cared for, and loved by the locals we saw in technical fitness gear running and hiking through the grounds.

The library and all of its resources resonated with me because it aligned with my personal experience of learning – books, guides, and clearly defined trails that I could navigate easily. Immediately I imagined how great it would be to take students here, and how easy it was to connect science and literacy learning.

A Jaunt in the Sahara

On another desert trip last summer, I went on a short tour of a small section of the Sahara in Egypt. Desolate, mountainous, and nearly unbearably hot, this desert contrasted starkly with Arizona’s Sonoran landscape. A wild and bumpy jeep ride took us about 30 minutes into the desert.

The excursion took us to a desert village largely set up for tourists. According to the guide, the locals quite understandably did not like tourists peering into their homes, so they separated their homes from the area that foreigners could explore. Constructed of simple, open air buildings and a space where tourists could ride camels led by local residents, the whole experience of the place beautifully showcased the arid, mountainous landscape.

We looked into a small mosque, watched a young girl demonstrate bread making, and drank hot tea. A small hut featured local animals such as lizards and bugs. A rocky climb up a hill gave a view of the actual village homes in the distance. Completely unmarked, it was a struggle to climb until we became accustomed to climbing the steep and rather unstable ground.

And while the rustic tourist site bore zero resemblance to the modern, well-funded Arizona library and trails, it struck me how two completely different cultures had created similar  experiences for people to learn about the desert environment.

The Takeaway

There are so many ways to experience and learn from the outdoors. Why should we limit ourselves, and the students we teach, to a single perspective?

It is wonderful and enriching to have books, exhibits, panoramic windows, and guides to help us navigate nature. It is also equally great without all of these things, and learn from observing the way that people sustainably maximize the resources they have access to.

Outdoor education has come a long way in Canada. More and more, schools are embracing Indigenous ways of knowing, particularly when it comes to stewardship and wildlife protection. Books like Robin Wall Kimmerer’s Braiding Sweetgrass have offered powerful, Indigenous perspectives on the natural world and scientific learning.

It is an exciting time to embrace the different ways we can understand nature. In a time when stories of forest fires and climate change have become part of the daily news cycle, alternative ways of learning are more critical than ever.

We all experience stress and anxiety that can make self-regulation challenging. As adults we have figured out strategies to help us feel more calm and in control of ourselves.  Perhaps you listen to music, try a new recipe, get some exercise or chat with a friend. These strategies that use our senses can bring us out of our heads and more focused on the here and now. Our students will retain more of their learning if they are in a good headspace so let’s consider some sensory activities to try.

Slime

I highly recommend creating slime with your students. It is a fantastic learning experience in science and gives students a tactile, gooey substance to stretch, pop, roll, and squeeze. I’ve seen quiet students have confidence to talk to classmates while using slime and I’ve seen students who were screaming calm down completely when slime was introduced.

Brain Breaks

Exercising in the classroom with videos that have visual prompts, music and fun characters can put energy into a class after a longer period of sitting still. No video? No problem! Using a playlist of favourite music combined with body movement is energizing too!

Food Experiences

With a parent volunteer or co-op student it’s rewarding to get some easy recipes like fruit kebabs, veggies and hummus or personal pizzas going. There are so many recipes available to accomodate all kinds of needs. Plus your students will be more likely to try something new in this social situation. Years ago a colleague introduced me to the book Stone Soup and we made soup together. I kept that tradition with all my homeroom classes because students really enjoyed it and it reinforces healthy eating habits. 

Crafts

Having materials on hand for students to make creations can be very soothing.  The act of creating really gets the mind focussed and calm. I’m a fan of loose parts, a collection of odds and ends like paper towel rolls, scrap paper, plastic lids, bread tags, etc. 

Soft Start

Looking for a smoother start to your day? January would be a great time to implement the soft start.  Students enter the class and have choice of quiet activities. You may include things like building materials, play dough, drawing, reading, etc. Using a timer can help students to be aware of the transition to your start of day routines.

Invite Animal Visitors

You may have local organizations that sponsor pet visits to the classroom. Animals can bring out the best in humans! I have witnessed examples of empathy from everyone in the class when they are learning about dogs, chicks or even lizards.

I’d love to hear more helpful suggestions from our readers. What works to help your students with self-regulation? Do you have other sensory activities that your students love?

Photo Credit: T. Pfautsch

In an earlier blog entry, I spoke about those wonderful little moments I have witnessed over the years, snapshots in time of students’ learning, insights, and growth. But the inspiring memories that stay with me through the years are not only of my students. As I’ve said many times before, one of the perks of my job is getting to work with teachers across our board. And as a result, there are a number of wonderful snapshot moments I have of them as well. 

I’d like to share two such moments with you.

I will begin in the East. 

A teacher at one of my East end schools had emailed me early in the fall about adaptations for two of her new students, both new to Canada and new to English. With a jam-packed schedule and never-ending cycle of to-do lists, she somehow managed to find time to meet with me. She outlined the units she was doing with the class and, after sharing some initial ideas, we agreed that intentional teaching and recycling of vocabulary needed for their lessons would best help the students access curriculum and acquire the English needed to do so.  We made plans to reconnect the next week, and she would begin some of the initial vocabulary work in the meantime. 

I returned as planned the following Friday, to help pre-teach some of the words that would be repeatedly used whole-class lessons. As I approached the classroom, I could see the teacher was already waiting for me. 

She had an expression on her face I have seen many times before.  It is at once focused, hopeful … and slightly concerned. She was holding some papers and when she saw me, instantly asked, “Is this ok? This is what they did.”

Now here is the snapshot that will stay with me. I glanced down at worksheet in her hands and saw it was part of the class’s poetry unit.  I could see the list of adjectives all students had brainstormed for their diamanté poems, as well as verbs and other descriptors. And next to each one, her students had written the adjectives in first language. Connected to a single theme, the words created a chain of beautiful description down the page. In Arabic. In Spanish. In English. 

brave, strong    شجاع وقوي   valiente, fuerte …

The beginnings of poetic multilingual creations …

When I had spoken to the teacher the previous week, she had been concerned about including all of her students in the unit, and making sure there was an entry point for multilingual language learners. It seemed to me she had achieved that aim and more. Yet when I looked up from that magnificent sheet, I still saw slight worry in her expression.

I am always surprised when teachers who are so clearly dedicated to their students, who tirelessly try new and innovative approaches, who help students produce such personal, exceptional work … sometimes they seem worried that it is not enough, and continually reflect on their practice to create even more opportunities for students. 

But I suppose that is what all good educators do. And if, as Robert Gilfillan observed, poetry is truth dwelling in beauty, then the snapshot of student learning I saw that day was poetry indeed. 

 Next, I head to the West …

This December marks the 75th anniversary of the United Nations Declaration of Human Rights, which was drafted in 1948.  This blog highlights a few films produced by the National Film Board that can help address the topic of human rights in K-8.

With older elementary students human rights can be discussed with some historical context. The UNDHR was adopted by a very young United Nations in the post WWII era. Ideally, all of the rights in the declaration would be in place worldwide but there are no countries that are at that point yet. Progress is being made but students may be left feeling helpless as they are aware of atrocities taking place today and in the past.  A film like Hope Builders can make the difference.  This 90 minute film shows Canadian students creating positive change in their community on a year long action project.  It’s a story of teamwork and empowerment, showing the struggles and successes the students had. It ends with an uplifting community meeting that shows how much students can accomplish with good leadership and adults who demonstrate faith in their ability to reach their goals.

For younger students, there is a wordless, animated, 5-minute film called The Orange. It takes place in a classroom at lunchtime and addresses that everyone “has the right to a standard of living adequate for the health and well-being of their family, including food.” It’s the perfect film to introduce young children to the ideas of sharing, caring and empathy.

Finally, for grades 4 and up there is a film called Why? This animated short film gives students a chance to reflect on how war and poverty can have a negative impact on children reaching their full potential.

Viewing and discussing these films can help students see the world from different perspectives. We can encourage students to take a role in improving human rights in Ontario and Canada by writing to various levels of government with concerns about clean drinking water for First Nations, health care in rural communities, and access to shelter and food, to name a few.

Please keep in mind that discussing human rights can be triggering for students who have experienced trauma.  Beginning the lesson with a compassionate introduction and full awareness of students’ backgrounds and needs is recommended.

Resources

United Nations Declaration of Human Rights 

NFB – Hope Builders

NFB – The Orange

NFB –Why

 

In conversations with teachers, I often get asked “How do we be more inclusive of all the holidays celebrated by the students in the school?” The answer to this requires some thinking and planning. I recommend starting with having a conversation with students. Whenever I open a conversation like this, I am mindful of my presence and position as the adult in the room. I know that if I say my favourite holiday is Christmas or Easter, I know that will influence what students think I want to hear. Sometimes they will try to make a connection with me, often agreeing that they have the same favourite as I do or most of them say “Me, too!” and then a few of them who don’t celebrate the same way feel left out. Instead I try to begin this conversation by asking what we like best about holidays, for example, time with family and friends, foods we love, etc. We can use this conversation to build connections with one another and each child can have an entry point to the conversation and have a holiday in mind, whether it’s religious or secular or a national holiday. Then, once we have some idea about what makes a holiday meaningful, ask students what holidays they celebrate when the things we like best take place.

Using this information to plan around which holidays you will acknowledge in your classroom, helps to create a culture where we honour who students are. Be sure to celebrate all holidays to the same degree so that no one feels more important than others. You can also use this information to figure out which holidays you need to include because the children might not have any experience or knowledge about them. Whose voices are missing? Whose identities do they need to learn more about?

This year anti-bias and anti-racist leader, Liz Kleinrock, has a new book titled Come and Join Us! 18 Holidays Celebrated All Year Long. This beautiful text illustrated by Chaaya Prabhat centres on so many different identities. It truly gives the opportunity for some students to see joyful mirrors and others to look through windows that allow space to learn about cultures and celebrations they may not have had the chance to meet. My favourite part, however, is the brilliant way this text also invites readers to step through the sliding glass door and build connections and empathy with others. After learning about each celebration there is a reflective question, such as “Do you stay up late for any of your holidays?” or “How do you help and show care for others during your celebrations?” I can see how educators would use this text to learn about others and spark conversations that allow for all children to have an entry point and connection.

Educators could use this text throughout the entire year, inviting children to learn more about different holidays and practice how to be curious and respectful when learning about others. You’ll notice the intentional focus on holidays that are non-dominant in Canada, such as Nowruz (Persian New Year). Kleinrock addresses this in her author’s note at the end of the book, sharing the challenges she had growing up with the ways that others spoke about the holidays she celebrated. It’s a wonderful way to bring forward eighteen different holidays throughout the school year and to continue the conversation as holidays happen.

For more about Liz Kleinrock, visit: https://www.teachandtransform.org/
For information about Come and Join Us! 18 Holidays Celebrated All year Long, visit:
https://www.harpercollins.com/products/come-and-join-us-liz-kleinrock?variant=41010193203234

One of the most beautiful introductions I have witnessed happened on an ordinary fall day. I had word that a new student would be joining one of my schools, and I remember walking into the office that morning and seeing a girl sitting next to her mother. Her name was Mariam* and she had just arrived in Canada. And as I worked with her over the next year, I learned just what this bright and resourceful student was capable of. Despite having had the opportunity to attend only one year of school in her home country, she was literate in Arabic. And despite the fact that she was just learning English for the first time, she was able to quickly grasp curriculum concepts taught visually and with strategic translation, and demonstrate her knowledge in a host of ingenious ways.

But as I say, I was to learn all of this over the coming weeks and months. The first day of school, in a new country, surrounded by strangers and an unfamiliar language, she was understandably uncertain and worried.

With the help of an interpreter, we explained some of the daily routines, and gave her a tour of the school. We showed her where we would take her to be picked up by her mother at the end of the day, the washrooms, the drinking fountain. Several students had already eagerly asked if they could be her friend, and when she walked into her classroom for the first time with us, the entire class smiled and welcomed her.

But I could see that she was overwhelmed. And really, who wouldn’t be? The scary situations some children have navigate each day might make most of us adults freeze up in panic. Yet Mariam carried on. She walked to her desk and sat down, but when the attention of her classmates again focused on the teacher, I could see her quietly brushing away tears. 

The girl sitting across from her noticed as well. Her name was Ellie*, and she said something reassuring in English but realized Mariam could not understand. I saw her pause, then look around until she spotted one of the class iPads on the table next to her. She took it, and began typing. For the next couple of minutes, I saw her hunched over the iPad in unwavering concentration, looking back and forth from the screen to her paper, onto which she was copying something. Finally she straightened up, looked at her paper one final time, and then passed it across the desk to Mariam.

Mariam hesitantly took the paper, and when she saw what was written on it, her entire expression changed in an instant. A smile like sunshine brightened across her face, creating a change in countenance so rapid and complete anyone walking in at that moment would assume she had been having nothing but a blast all morning. 

I looked over at Ellie’s iPad and saw that she had been using Google Translate. She had typed in English “My name is” and then copied the translation of that phrase, the wobbly and earnest Arabic letters proudly centered in the middle of the paper. At the end of her carefully-copied script, she wrote her own name in English. 

اسمي هو Ellie.

My name is Ellie. Said in a different way than usual, but all the more beautiful for it. Since Arabic reads right to left, the name “Ellie” was placed at the wrong end of the sentence. But Mariam knew what she meant. 

Needless to say, a friendship was born. 

And this introduction is just one of seemingly endless examples of the importance of first language in the classroom and the power it has, sometimes, to make all the difference. 

*names have been changed 

 

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