February 25, 2018February 25, 2018 Deb Weston Challenging Topics, General, Health & Safety, Learning About Your Students, Making a Difference Through Education, Mental Health, Mindfulness, Resilience, wellness

Building Self Care and Resiliency for Educators

Road rerouted to preserve 250 year old Bronte White Oak Tree

“The strongest oak of the forest is not the one that is protected from the storm and hidden from the sun. It is the one that stands in the open, where it is compelled to struggle for its existence against the winds and rains and the scorching sun.” Napoleon Hill (1883–1970)

Building Self Care and Resiliency for Educators

As educators, we deal with students and colleague who are under stress. As educators, we are at risk of being physically, mentally, and/or emotionally worn out due to our role as caregivers to our students. This feeling of being worn out can be referred to as compassion fatigue or secondary traumatic stress (Figley, 1995). Charles Figley states that “there is a cost to caring.”

The best way to deal with and limit compassion fatigue is through early recognition and self awareness.

A. Tips for Educators

(adapted from Charles Figley, 1995)

1. Be aware of the signs of compassion fatigue

increased irritability or impatience with students
difficulty planning classroom activities and lessons, decreased concentration
feeling numb or detached from students’ challenges
increased feelings and intrusive thoughts about school or dreams about challenges in school

2. Reach out for support – Don’t go it alone

isolation can impact ability to cope
get support from colleagues or your school teams
ask for support from administration

3. Recognize compassion fatigue as an occupational hazard

when educators open their hearts and ears to students’ trauma, compassion fatigue can occur
having a strong reaction to student trauma is not a sign of weakness or incompetence but instead it is means you care … it is the cost of caring

4. Seek help with your own trauma by seeking support for self

educators’ unresolved issues can put them at more risk of compassion fatigue or stress
seeking support for self can help educators deal with limiting compassion fatigue or stress

5. Attend to self care

self care is an effective way to guard against burn out from compassion fatigue or stress
self care helps educators deal with challenging workplace stress
key self care strategies include eating well, sleeping well, exercising, taking a break during the workday, taking time to self-reflect, making time to de-stress
know your triggers for stress

B. Stress management: Know your triggers/stressors

In order to manage stress better, you need to know your stressors or triggers. (Adapted from Mayo Clinic Staff, n.d.)

Main types of stress: Stress is your body’s reaction to the demands of work and life. Stressors are events or conditions in your surroundings that may trigger stress. Your body responds to stressors differently depending on whether the stressor is new or short term (Acute stress) or whether the stressor has been around for a longer time (Chronic stress).

Acute stress: Also known as the fight-or-flight response, acute stress is your body’s immediate reaction to a perceived threat, challenge or scare. The acute-stress response is immediate and intense, and in certain circumstances it can be thrilling. Examples of acute stressors include having a job interview or getting a speeding ticket.
A single episode of acute stress generally doesn’t cause problems for healthy people. However, severe acute stress can cause mental health problems — such as post-traumatic stress disorder. It can also cause physical difficulties such as tension headaches, stomach problems or serious health issues — such as a heart attack.

Chronic stress: Mild acute stress can actually be beneficial — it can spur you into action, motivate and energize you. The problem occurs when stressors pile up and stick around. This persistent stress can lead to health problems, such as headaches and insomnia. The chronic-stress response is more subtle than is the acute-stress response, but the effects may be longer lasting and more problematic.

Effective stress management involves identifying and managing both acute and chronic stress. Check out developing a self care plan below!

C. Build Resiliency

(Adapted from CAMH Resiliency & Short Term Self Care, n.d. )

Resilience is frequently described as the capacity to thrive and fulfill one’s potential despite (or perhaps because of) stressful circumstances. All of us are resilient in one way or another, but some people seem to be more resilient. These people are inclined to see challenges as learning opportunities which can result in healthy emotional growth and development.

Factors that are characteristic of resilient people include:

a sense of closeness and connectedness to others
strong, dependable support from at least one significant other in their lives
attention to their own personal health and well-being
high self-esteem, a strong sense of personal identity
a sense of humor can help you overlook the unattractive, tolerate the unpleasant, cope with the unexpected and smile through the unbearable.
a realistic and balanced awareness of their strengths and limitations
the ability to be assertive and emotionally tough when necessary, but also sensitive and compassionate
a playful, lighthearted approach to life
a sense of direction and purpose in life
the ability to turn difficult experiences into valuable learning opportunities
the capacity to pick themselves up, shake themselves off and keep moving forward after traumatic and upsetting situations
the ability to adapt to and live comfortably with uncertainty and unpredictability
the ability to laugh at themselves. Resilient people do not “sweat the small stuff.”

D. Short-term Strategies: Putting on the brakes to relieve stress

Short-term strategies that help ease anxiety are unique to each person. List the quick wins that might be most helpful for you, and add to your list when something comes up that you find pleasant or re-energizing.

Here are some simple ways to relieve stress that I use:

Tweet more at #EdStressReliever

eat your lunch away from your classroom or workspace
talk to a colleague
help a colleague
tell a joke
take a walk
ask for help
ask for advice
stretch
4-7-8 breathing 4 in-7 hold-8 out
bake something and share it with colleagues
make jam
practice kindness for colleagues – do something kind for a colleague to make their day better

E. Making it Personal

Here are some quizzes you can do to help you know yourself and how you deal with stress!

Self Assessment for Stress and Burnout

“How Resilient Are You?” by A. Siebert (resiliencycenter.com)

“The Resiliency Quiz” by N. Henderson (resiliency.com/htm/resiliencyquiz.htm)

Making a self care plan that works for me

Write down strategies you use to relieve stress in your life. Self care is not just about the self, self care means looking out for other people who work with educators.

F. Connecting self care and Resiliency …

Ontario College of Teacher (OCT) Standards of Practice and Ontario Institute for Education Leadership (OLF)

Connect to OCT Standards of Practice and OLF

As educators we do more than “just teach”, we care for our students and our colleagues. Teaching is about relationships and caring. I became a teacher to make the world a better place one student at a time and one day at a time.

Be good to yourself so you can be there for your students. Be an oak tree!

Collaboratively Yours,

Deb Weston

References

Figley, C. R. (1995). Compassion fatigue: Secondary traumatic stress disorders from treating the traumatized. New York: Brunner/Mazel, 7.

Mayo Clinic Staff, (n.d.) Stress management: Know your triggers http://www.mayoclinic.org/healthy-lifestyle/stress-management/in-depth/stress-management/art-20044151

O’Grady, C. P., & Skinner, J. W., (2007) MSCAMH A Family Guide to Concurrent Disorders (CAMH Resiliency & Short Term Self Care) Downloaded from http://www.camh.ca/en/hospital/health_information/a_z_mental_health_and_addiction_information/concurrent_disorders/a_family_guide_to_concurrent_disorders/selfcare/Pages/shortterm_selfcare.aspx

Stress Cat (n.d.) http://www.lessons4living.com/stresscat.htm

February 18, 2018 Will Gourley Constant Learning, Differentiated Instruction, General, Genius Hour, Inquiry, Modern Learning, Students as Teachers, Use of Technology

Designated time a.k.a Genius Hour

#PinDropQuiet

It’s quiet in my classroom right now.
A little too quiet.

Did my students just have the most boring lesson ever?
I don’t hear snoring.

Did they all eat turkey for lunch?
Not today.

Are the students all out of the room during prep?
Nope. They are all here and engaged in something called Genius Hour.

Can You Hear the Pin Drop by Daniel CC BY NCSA 2.0

Here’s what led up to this moment.

Me: Have you ever wanted to study something on your terms and wasn’t in your text book?
Them: Yes. I do. Wait what? Followed by another 6 simultaneous comments in favour.
Me: Would anyone like to do that now?
Them: Yup. YES! Me! Followed by another 6 simultaneous comments and another 6 side conversations on top. All if favour of this strange, but intriguing opportunity.
Me: Okay, but here are the rules.
Them: Oh great, now here come the rules…(I only imagined this last line).

The Rules

1. Your topic must be declared and shared with the teacher before proceeding. That way some suggestions and direction may be offered if needed. Switching topics in not encouraged. See one idea/interest through, and chase after a new one next time. Ask them if this something they really want to share? Why is this interesting to you? Explain.
2.You must work quietly on your own. Don’t annoy your peers. They’re working too – so be cool.
3. You must be on task. Independent learning sounds easy, but carries a great deal of responsibility to those who are privileged with the gift of time. Use the present(see what I did there?) wisely.
4. You may use technology or texts or whatever you can gather information from to do your research. Interviews are cool too, but may require more than the time allotted. See teacher to negotiate.
5. You may use headphones to screen videos or audio content as long as it relates to your topic.
6. You may share your new learning in the format of your choice. This can include, but is not limited to; visual presentations, works of art, a performance, video, a poem/song/rant, research paper, or TED style talks.
7. You will become the in-class expert on your topic. So enjoy discovering the knowledge that is waiting for you to find it.

The certainty of uncertainty

When students are empowered and engaged, the resulting learning is immersed in intense inquiry and thought. The room is filled with nothing other than productive silence; barely broken by keystrokes and infrequent fidgeting as grade 5s are wont to do. Students’ questions are usually met with responses of redirection that affirm their instincts rather than direct answers. I want them to develop and trust their instincts as learners by stretching beyond their comfort zones. If that means answering a question with another question, then so be it. One thing’s for sure, it will be a stretch for everyone including you.

Me: Here’s your chance to discover something that you’ve always wanted to know more about. What do you think it should be? What did you discover when you were doing your research? Have you considered…?

Then there’s the momentarily unsure. Occasionally, there are students who are really stuck when given so much latitude in the classroom. It might be a good idea to have the class share some general ideas that can be used in the case of Genius Hour Learner’s Block. Keep in mind this is new for some students as they have been conditioned to learn what is being taught without ever having time to scratch their own intellectual itches. If a learner is still stuck, keep directing them back to what they are passionate about in their lives. Feel free to share what you might study if given a chance. My students always love when I share my own passion projects in learning. Here is my latest one about the Psychology of Accents.

Handing over the learning to students is a struggle for some educators. We are so used to having everything organized, on time, and in its place. If this is you? Don’t panic. Please keep in mind that it will be messy at times. Some educators will feel compelled to assess this somehow. I get it. Perhaps for the first time, you consider only assessing the presentation skills rather than the content. If this is truly to resemble self-driven inquiry in learning, students should not be afraid to take chances because a mark is hanging over their heads.

Take it as opportunity to construct the success criteria with your students. They will not let you down. Consider having students assess one another’s work for the purposes of learning. Maybe you can make it like a gallery walk where half of the class shares and the other goes from one presentation to the next. You can also model and post some guiding questions as prompts.

One more rule

8. Have fun and celebrate all of the new learning that your students have discovered.

February 18, 2018February 18, 2018 Michelle Fenn Celebrating Success, Classroom Management, Combined Grade Classes, Communication Tools, Constant Learning, Curriculum Planning, Differentiated Instruction, General, Inquiry, Inspiring Students, Integration, Literacy, Modern Learning, Professional Learning and Growth, Resources, Technology in school, Use of Technology

Free Creation Apps to Show Student Thinking

I was asked to present a workshop about using technology in the Primary grades over a year ago and got into a debate with the Principal at the host school about apps. The Principal was quite excited about the apps that he intended to purchase for his teachers to use with their students and he showed me his list. I was surprised. None of the apps were creation apps. They were all “practice basic skills and keep kids quiet apps”. I showed him my list of preferred apps. It was his turn to be surprised.

“These apps that you have chosen for the teachers are a lot like fancy worksheets for kids to practice basic skills. Those skills are important, but doing a worksheet on an iPad might be a little more engaging, but it is still a worksheet, and an expensive one at that! The apps that I am going to share with the staff today are all apps that students can choose from to show their thinking in a fun, engaging way that also provides opportunity for feedback and editing.” Unfortunately, he didn’t stay for the workshop.

The main difficulty that I have found with apps is finding something that you can use in schools that doesn’t cost a lot of money and isn’t just a free trial or have “in-app purchases”. I don’t mind paying a few dollars for an app but when you get into the double digits for a school, it isn’t sustainable. I thought I would share a few free creation apps that I have used with both the primary and junior grades. I have also included some samples. None of the samples are done by students, but I can assure you that each of these are quite intuitive and easy even for primary grades to use. Each of the apps has a link to it in the App Store for further information.

Shadow Puppet EDU The name is deceiving and the little white bunny on the app icon is too. It basically provides a video of a slide show in which you can add voice and text. Students can link to the already sourced for copyright pictures provided within the app or take pictures from their iPad or with the camera. The students find this one easy to use but tricky to edit some of the text. It uploads to Seesaw and other platforms easily.

Here is a sample of Puppet EDU:

Padlet I have used this a lot in order to begin a new unit of inquiry on something. It provides a place to put safe links and videos that I have sourced for the students as a starting point and reference. In addition, the students can collaborate their thinking with sticky notes. You can share it publicly with other Padlet users, but we keep ours private at this point. We may share our Padlets with other classes at our school through the use of the QR code and password. The sign is uses a QR code which you can print out. We are using Padlet for our unit on the Olympics. The students will then create their own Padlet to share with classmates on an Olympic event that they will research. Students will be invited to provide feedback to one another. This is a screen capture of our Olympic Padlet:

iBrainstorm This app allows students to add sticky notes, text or hand written notes to templates like Venn Diagrams. In addition, up to 3 other people can be invited to collaborate on the same template in real time. You can take a screen shot and save it to photos. It also uploads to multiple platforms easily.

February 18, 2018February 18, 2018 Michelle Fenn Combined Grade Classes, Constant Learning, Curriculum Planning, General, Inquiry, Inspiring Students, Integration, Literacy, Modern Learning, Questioning, Resilience, Technology in school, The Global Competencies, Use of Technology

The Virtues of Non Fiction Reading and Writing – Part 2

Our Journey

We began by identifying the books in our book bags as fiction or nonfiction. The students justified how they knew if a book was fiction or nonfiction. In small groups the students compiled lists of nonfiction text features that they noticed in their stack of chosen books. As a class we went through the Scholastic Book order and they decided which books were fiction or nonfiction and explained their choice. The students discussed whether there was a realistic photo, the title and if there was a synopsis about the book. We explored the “Explain Everything” app and played with it for a short period before getting into the project. I find that a “romance period” with a new tool helps to keep them on task when they begin their work. The app was fairly new to me but the students found it to be mostly intuitive. They were really stoked to use the feature that points to the words using a “light sabre”. There were a few glitches with accessing text edits but eventually they got the hang of it. We have the free trial version. The actual app is quite expensive.

Establishing a Purpose

I explained to the students that our younger “buddies” were going to be learning about nonfiction and their teacher was looking for an engaging presentation about nonfiction text features for her students. By setting up an authentic purpose and audience for writing, the students were engaged immediately.

These are the learning goals, success criteria, project checklist and anchor charts that we developed over a period or two. We added and changed some things as time went on as well.

The students really had to think about the information that a nonfiction text feature gave them as a reader. The learning was much deeper by creating a teaching video than if they had just identified the features in texts. Students referred to the success criteria and checklists throughout the project. Before they came to me they had to have some peer feedback. They put their first draft on Seesaw and I provided some feedback online. The students edited and adjusted from peer and teacher feedback and then posted for parents to see on Seesaw. Below the blog, I have included three different examples of projects from both grade four and five.

Assessment and Evaluation

The integration of technology with a presentation provides an opportunity to assess many different curriculum expectations in language:

-ability to critically analyze the purposes for nonfiction text features

-ability to create a piece of media for a specific purpose and audience

-ability to oral communicate coherently and expressively

-ability to write clearly using appropriate conventions and their ability to edit their work

-ability to use success criteria, anchor charts and feedback in the creative process

In the area of learning skills:

Independent Work

-adhere to timelines and guidelines

-use class time appropriately to complete a task

-monitor, assess and revise plans to meet goals

Responsibility

-provide appropriate feedback to peers; being considerate of the feelings of others

-have their materials ready

Initiative

-find answers to questions and materials they need on their own

-find ways to make their work better

Organization

-set up their work so that the ideas are communicated and the audience understands their thinking

-prioritize what needs to be done

Collaboration

-uses politeness and kindness when providing feedback

-shares resources, information and expertise

Self Regulation

-asks for clarification about feedback

-uses mistakes as a learning opportunity

-provides evidence that they think about their thinking

February 13, 2018February 13, 2018 Will Gourley General

The decisions, part 2

This is part 2 to The decisions. It centres around snow days and bus cancellations and how they can affect our entire learning community.

A few years ago, I was teaching at an FI school only 5 minutes walk from my house. One day, a massive snow storm hit and all of the busses were cancelled. As is often common in French Immersion, most our students came to school on one of 12 busses. Of the 25 students in my grade 6 class, 23 were in attendance despite transportation being cancelled. Kudos to their families for bringing them to school and then braving the weather to get to their own obligations.

We put on a YouTube video of a crackling fireplace for our reading time. With so many students braving the elements, the focus shifted away from what was planned towards what was possible. We celebrated with a Math quiz, a long conversation over a text, and Genius Hour (future post). Sure the schedule was altered, but learning was front and centre all day. We had an awesome time which brought our class closer together. Perhaps it’s not like that everywhere?

Think about the stress an event like this causes everyone. Parents have decisions to make about child care, after care, staying home, or leaving a child who is old enough at home. Then there’s the commute which is now clogged with others also heading to schools while dreading the drive and distance to their own work, knowing they will be turning back around to pick their child(ren) up at school in less than 6 hours.

For our amazing caretakers, it means suiting up for another battle against winter. Snowblowers are fired up along with hand shovels – all tasked with clearing the sidewalks and paths to any portables against biting winds and dreadful drifting conditions. Once that’s done, on the inside, there are the soaked carpet runners, puddles of melted snow, and slippery staircases to contend with along with their regular day of non-stop work.

For teachers and admin it might mean the juggling of schedules or collapsing a class into another to help a teacher who might be caught in traffic or could make it in, but has reported to the nearest school that day. Snow days quickly become times when everyone works to get things done even when one key component(busses) is missing on the day. This also comes with its share of people in different phases of happiness. Office staff work feverishly to dig out from under their own avalanche of absence calls and attendance issues.

With the change to routines, some students arrive to school in a heightened state of anxiety. Maybe they were rushing to get ready or had to listen to an adult expressing anger about the additional hassle to a snow day bus cancellation causes their schedule? Whatever the reasons, it is always a good idea to take an extra patient approach with students on these days. I like to start with some social discussions, games, and inclusion activities to get everyone smiling and on the same page. Once everyone is warmed up, the day is open for limitless possibilities. And isn’t that what

And to think all of this takes place between 6 am and 9 am in school boards across Ontario every time Mother Nature decides to stir up a storm, and a decision has to be made.

I hope you enjoyed this post. Please share your snow day stories and comments below to keep this conversation going. Thank for reading. Stay warm and safe as you journey to and from school.

February 13, 2018February 13, 2018 Will Gourley General, Health & Safety, Weather

The decisions

It’s February and another “Snowmaggedon” or ice storm has just passed, is happening now or forecast to be on its way. Not surprisingly, frigid and snowy weather have cost our students a lot of important outdoor time this year. Recently, I knew we’d had too many indoor recesses in a row when a grade 2 student called me daddy. With temperatures below -17°C, our school became a hive of 600+ learners with a lot of energy to burn. Too bad we couldn’t use it to warm the building.

Despite the recent large accumulations of snow, biting sideways winds, and dangerous driving conditions our schools remain open even though busses were cancelled. Props to our caretakers who are on the front lines everyday making our schools safe hours before the first bell. It’s Canada after all, not Texas. We’re equipped for whatever wintry weather gets whipped our way, but it still takes its toll on students, their families, and educators. This got me thinking about all of the factors that are considered in the decision to cancel or not cancel school transport over something so common, yet complex, as a snowstorm in Ontario.

Since the start of Winter in Dec 2017, there have been three occasions where busses have been cancelled in my school board. I can only imagine that the decisions to do so, did not come lightly. From what I’ve pieced together, the simplest way to understand this is to trust there are people whose jobs are to officially figure out and communicate whether it’s too risky for busses to safely pick up students in the morning and then safely return them at the end of the day.

Each school board has developed policies and provisions for a variety of weather related situations. Most seem to operate along the same guidelines, but what becomes fun is how it plays out on Twitter.

On the morning of a storm day, it seems the whole world wakes up early to check news and weather outlets, or the internet for the latest information. Assuredly, a range of emotions are played out as to whether the daily drive is determined to be disrupted. And as fast as you can say social media, a blizzard of micro-agression via micro-blogs covers the digital landscape.

I check Twitter for an official message from my school board first. Typically, any news regarding bus cancellations gets posted around 6:00 a.m. Anything before that is read at your own risk is usually filled with some interesting and short-syllabled reading to start the day. Tweets like these usually come in the form of announcements reminding the board about the snow, pleas to cancel, and not so subtle supplications.

Over the course of about 30 minutes pre- or post-official board announcements most messages shovel some similar emotional paths.

Passive aggressive to dictatorial to dangerous

Perhaps speaking their mind, as if it was truth, would get this person’s suggestions noticed? Crickets for this one.

One of the most daunting tasks for a social media manager at a school board has to be deciding when to engage or keep scrolling. The person who shared this tweet was not finished and proceeded to post a brief, albeit profane, reply that expressed their measure of disappointment. I know this didn’t have anything to do with cancellation of exams because Term 2 has just started. I wonder how bad is this person’s perception of education that they feel compelled to hurl such anger at the school board over a non-snow day?

Not wanting to believe that this sort of thing was limited to my school board, I checked out what was going on in another GTA board like Peel. Not surprisingly, their Twitter feed was piled high with similarly pointed messages from last week’s real snow day. Their approach however, was a bit more interactive as can be seen in this thread of tweets:

PeelResponse to SB Cancellations

Reading on in this thread, I found supportive messages being shared via the board and one of its teachers. The tone is clear and communicates a desire to inform and engage their clientele. I found this level of interaction informative with only a level of snark by those pleading their cases for a snow day in the Twitterverse.

Look at how the student states that the teachers don’t even teach on snow days. A statement I do not agree with. Nevertheless, this is how it is perceived by that particular student. I am sure that teaching has to be adapted to the numbers on snow days, but that learning is always the option and outcome even when snow is piling up.

The Downside

It’s a wonderful time of the year…ish. However, there are a few downsides.
Starting with the scary winter weather commutes, bone-chilling outdoor supervision at -16C, or the daily loss of at least a half hour of instructional time while students remove their winter wear or gear up for recess. Today I was convinced that a child went out for recess and returned as a snowman. It was touch and go whether we would need a lifeguard on duty once all of the snow the students brought inside began to melt.

Then, there’s the realization, that maybe, just maybe I missed assessing something for my upcoming report cards. That sent a shiver down my spine. In my mind I just wrote report cards a few weeks ago. 10 weeks is a few, right?

The end of January signals the half way mark of our instructional year and things are clicking in the classroom. We have our routines back in place, students have shown a lot of growth since September, and there is a feeling of hope in the air at times. Maybe that’s tied to the temperature rising a few degrees and for the days when the trek between the portapack and the main building does not require a Sherpa or tethering students to a guide rope. With chilly temperatures, indoor recesses, and daylight still getting longer, this time of year can sneak up on your mental health and well being to blind side you when your not expecting it.

https://commons.wikimedia.org/wiki/File:Sherpa_Glacier,_Cascades.JPG#file CC BY-SA 4.0

Today, a student was having a bad day. No one saw it coming. I was called into another class to provide support. The student was experiencing an anxiety attack. The entire class was genuinely concerned for them, and offered their support and kind words. Seeing this warmed my heart on a chilly day, but it also screamed about the fragility that exists in our learners. In my opinion, we never get the whole picture of our students lives. Finding time to fit it all in beyond the superficialities is difficult when deadlines and commitments loom.

Although we are in each others’ presence 6+ hours per day, we are often humans doing more so than humans being aware of one another when they are feeling sad, frustrated, or stressed. I am finding it more and more important to let students vent about what is weighing on their minds. Yes, it’s during instructional time, but it is an absolutely integral part of my classroom mental health strategy.

If my students are sharing from their hearts, they will also know they are being heard in a safe and supportive space. If we miss these chances in favour of trudging through the lessons hoping it will just go away, or that the student will get over it in time, then we are at risk of missing our opportunity to help our students when they need us most. There is a downside to this that could lead to depression, disconnection, and despair.

In his 2017 TEDxKitchenerEd Talk, Andrew Campbell shares the reason why he meets his students at the door each day. While watching him share this incredibly personal message, I wondered whether all of the other educators in the theatre wanted to be back at school at that very minute to greet their own students. I know the next day couldn’t come fast enough for me. I wanted to make sure they knew they mattered, that our classroom cared, and that even though we had just started the year, I cared too. It is only through these connections with students that I see any learning made truly possible.

The choice of whether to support, stand still, or dismiss could mean the world of difference to someone who is struggling. Choosing to connect and care over the curriculum at times may be the cure. No downside there.

January 30, 2018 Tammy Axt General, Professional Judgement

Professional Judgement-Report Cards

I belong to a few Facebook groups for teachers. It is a great place for the sharing of resources, ideas and for suggestions on how to handle conundrums about classroom management. As teachers across the province write report cards, a few of the questions posted on these groups had answers to them that relied on teacher’s Professional Judgement.

Professional Judgement is enshrined in our central collective agreement and defined as:

“Professional Judgement” shall be defined as judgement that is informed by professional knowledge of curriculum expectations, context, evidence of learning, methods of instruction and assessment, and the criteria and standards that indicate success in student learning. In professional practice, judgement involves a purposeful and systematic thinking process that evolves in terms of accuracy and insight with ongoing reflection and self-correction.

Some of the Facebook questions that I have seen recently are below, along with some suggestions of publications that you can use in your discussions around professional judgement with your administrators.

“My principal has requested personalized comments for my students. I teach over 400 students. Help!”

This is a place where teachers can use their professional judgement. Having personalized comments does not mean that every student needs to have a different comment. This term, through my data I have collected, I can see that 6 students in my class are really strong at generating ideas in the creative process, but are still working at revising their musical compositions. Therefore, those six students will all have the same comments. Another group of 5 students can create a piece of music effectively and play it with good technique. They will have the same comment. In most of my classes that translates to about 4 or 5 comments per class. Some students get their own comments if their strengths and next steps are different than everyone else’s. Students on IEPs will have their own comment, but may be the same as another student working on similar goals. Refer to the Professional Judgement Matters Series for further details.

“My principal has told me that I am not allowed to use an “I” for the student even though I have only seen the student twice in music class, due to an IBI schedule.”

Growing Success clearly lays out that it is within the teacher’s professional judgement when to use an “I”.

“For the report card, teachers will use their professional judgement to determine when the use of “I” is appropriate and in the best interests of the student. For example, teachers may find it appropriate to use “I” when evidence of a student’s achievement is insufficient because the student has enrolled in the school very recently or because there were issues or extenuating circumstances beyond the student’s control, such as protracted illness, that affected his or her attendance and/or ability to provide sufficient evidence of achievement of the overall expectations.” ( Growing Success pg.42)

This term, there were many instances where I used an “I” for insufficient data on the report card. It is very common for some of my students to take 2 or 3 months off of school somewhere between November and March to travel. I have students who have been ill for many days throughout the term and others who have just arrived. All of these situations would make the use of an “I” quite clear according to the Growing Success document. In other instances, if students have not completed a lot of work for the term and you have insufficient data, both you and your administrator may question the use of an “I” versus an “R”. I direct you to the Report Cards-Questions and Answers on the EduGAINs site in order to help you answer this question. Question 40 explains in what circumstances an “I” or an “R” could be used.

“My principal wants me to fill the entire Learning Skills Box”

It is really important to focus on quality over quantity. In speaking with some of my homeroom teacher colleagues, they have spoken about the various lengths of learning skill comments that may exist within the class. Some students may need longer Learning Skills explanations to clearly outline their next steps. Other students may require less explanation. Use your professional judgement. The Growing Success Document outlines the following:

“In the space provided for anecdotal comments, the teacher will elaborate on the student’s demonstration of the skills and comment on “strengths” and “next steps for improvement”. (Growing Success Pg. 55)

At no point does it say that you must fill the entire box.

ETFO has a great series called Professional Judgement Matters that you can refer to when questions arise. Topics include: diagnostic assessments, reporting, evaluations, IEPs and Kindergarten reporting.

January 28, 2018January 28, 2018 Michelle Fenn Combined Grade Classes, Constant Learning, Curriculum Planning, General, Inquiry, Inspiring Students, Learning in a Real Life Context, Literacy, Use of Technology

The Virtues of Non Fiction Reading and Writing – Part 1

Many years ago at a Reading for the Love of It Conference, I listened to author and educator Tony Stead speak about the virtues of teaching non-fiction reading and writing in the elementary grades. It was an “ah-ha” moment for me as an educator. As an adult the majority of the text that we interact with each day is non-fiction. Writing a grocery list, filling out a survey, reading an advertisement, reading a blog and corresponding in an email are all examples of interacting with non-fiction text. If I read fiction it is because I choose to do so for pleasure. Yet, much of my language curriculum in the primary grades had been fiction based. I had chosen many beautiful picture books for read alouds and focused a lot of our time on narrative story writing. Most of what I write as an adult is purposeful communication, not for pleasure. During that time I also put together that the majority of what the boys in my class were interested in reading and writing were non-fiction topics and that likely contributed to the reluctance of many of them to read and write.

Consequently, as an educator, I spend much more of my time teaching how to read non-fiction and how to write in different non-fiction genres. Recently with my grade 4-5 class, we have been investigating non-fiction text features. We are learning to use non-fiction text features to help us both as readers and writers. For example, through inquiry the students learn what a diagram is, what is used for, how it helps the reader to gain new information and how we can then use it in our own writing to communicate information effectively. The students are working towards providing a kind of instructional guide to non-fiction text features using the app Explain Everything to present to younger students in our school. Students search for examples of non-fiction text features, take photos and using voice, text or diagrams; explain how the text features work and how they help readers and writers communicate. Students understand that these diagrams, graphs, maps etc., in their texts can provide quick snapshots of important information and make their research interesting, richer and often more expedient. In their writing, they understand that many features provide “proof” of the point they are trying to make for their readers.

My love of non-fiction does not exclude studies in fiction. However, as educators it is important that we are expose our students to purposeful, rich, relatable tasks as well as good stories. In part two of the blog, I will be sharing student work with non-fiction. For more information about educator and author Tony Stead I have included some links below.

Tony Stead author biography

The RAN Strategy video

January 25, 2018January 25, 2018 Laura Bottrell Communication Tools, Communication with Parents and Guardians, General, Use of Technology

Digital Documentation

Documentation can be one of the most time consuming aspects of teaching Kindergarten and working with young learners. Especially in a program where there are no pencil-paper assessments, but rather the learning is something that is seen and heard.

I found a tool a few years ago that changed the way I document tremendously. Not only is documentation easy, natural and quick – it is inclusive of families and further builds our classroom community.

SeeSaw is an online documentation tool designed for teachers to capture the learning of students through photo, video and audio recording. What makes SeeSaw unique, and in my opinion its best feature, is that it acts as almost a social media tool for engaging parents and families. Here are some ways that SeeSaw is working wonders in my classroom:

SeeSaw is easy and quick, allowing me to capture learning in the moment. I have the app on our classroom iPad as well as my own device. This way, I’ve always got my documentation tool at hand when learning happens. The interface is easy to use and navigate. SeeSaw allows you to create a folder for each individual child, which is visible only to that child and their families. For each entry, I can select individual children, groups of children or post it to the entire class’ journal. SeeSaw allows you to add multiple teachers to the account, which makes co-teaching and collaborating with prep coverage teachers even easier.

SeeSaw has tools that deepen and strengthen learning. After capturing a photo, I have the option draw on top of the photo (even record and replay this drawing), as well as record audio. If I take a photo of a structure a child built in the block centre, I’ll ask them to add a label or verbally describe their creation. I can also record how my students are thinking while writing and view it again later. The opportunities to capture much more than a written sample are endless!

SeeSaw can be used by my students to document their own learning. This takes a little bit of scaffolding, but children as young as Kindergarteners can independently use SeeSaw to document their own learning. In my classroom, we have a designated SeeSaw iPad that children know they can access to take photos and videos of something they are proud of. This is powerful because, even with two educators in the room, we can’t always see everything that happens. At the end of the day, I can scroll through what the children chose to document that day and “approve” their posts to the journal. This provides so much insight into what my students think is important. In the older grades, the opportunities are endless to use this as a tool for paperless assessment.

SeeSaw has become the guide to our “reflecting and connecting” discussions. My favourite time of day is just before we head outside for our second outdoor block, when we all sit down together on the carpet and “see what we saw” – a term coined by one of my year two students! During this time, we scroll through the posts to SeeSaw from that day and talk about them. We might view a photo of an art project done by some students, invite them to talk further about it and then ask the entire group if they might feel inspired to try something similar the next day. This way, my students have a chance to see what other children are doing during the day and be inspired by their ideas. It also allows us to have reflecting and connecting conversations about our experiences. This continues at home, when children and parents can do the same together.

SeeSaw is the “one stop shop” when it comes time for writing the Communication of Learning. When it comes time for assessment and writing reports, I’ve got all of my documentation in one spot. I simply open that child’s folder and then have access to hundreds of photos, video footage and notes that I have entered about that child’s learning and development. I also record my students during their DRA assessments so I can share this with parents and I can refer back to their reading behaviours. This allows me to easily include very personalised information into my comments, including direct quotes from their videos and audio recordings.

SeeSaw brings parents into our classroom and opens doors for family involvement. My favourite thing about SeeSaw is how inclusive it is of families. As I mentioned earlier, it acts almost as a social media platform where parents can view their child’s or class wide content, “like” it and even add comments. The comments build community between families but also acts as a communication line between the child and their parent. If a comment pops up during the day, shortly after I post something, I will share it with the child and then we reply to the comment together. Parents in my class are fully informed about what we’re doing in the classroom and what their child works on during the day. Many parents have told me that it has become a nightly ritual to sit with their child and look at SeeSaw together, discussing the events of the day. Parents love the app because it provides spark points for discussions about what their children are learning, rather than asking what they did that day and being told “nothing!”. SeeSaw also has a messaging tool that allows me to send announcements to families (for reminders, etc) and a private messaging tool that I use for all communication with our families.

SeeSaw is a wonderful tool for all grade levels. So far, I have used it with Kindergarten, 2/3 and 5/6 and have found new and wonderful uses for it in each setting! If you’re looking to try something new with the way you document your students’ learning, I recommend checking out this awesome – and free – app!