General – Page 61

October 31, 2017 Will Gourley Classroom Management, Constant Learning, General, Mentorship, self reflection

Here’s your test

The good old days are a product of a bad memory

Sept 2009 – I remember entering the classroom like it was yesterday. For this new teacher, the night before my first day was understandably complete with a several concerns: Would I wake up on time? What if the staff weren’t nice? Am I prepared? Thankfully, I woke up before my alarm and my new colleagues were incredibly welcoming. I was breathing a little easier, but there were still a few doubts to overcome on the day.

Most pressingly, I wondered whether I was going to have any disciplinary issues with students? What was going to happen if it became an issue? Would I keep my cool? Would I lose the room? Would I default to my parenting brain or my parents’ parenting brains? Fortunately, the students were amazing and my first 4 days as a teacher served to cement my love of education for life.

As a Prep Coverage teacher in a French Immersion school, I taught classes from Grades 1 to 8. On Days 1 – 4, I taught English to grades 4 – 8. I never knew it could be so much fun. From the start, we created classroom culture, shared our ideas, and set goals. Day 5 was my day to teach in the Primary Division en Français. So what could possibly go wrong after 4 amazing days? Then came Day 5 – a Monday to boot.

Oh wait, did we forget the lesson?

You know how in Physics there is matter and anti-matter? That was how Days 1 – 4 felt compared to Day 5. By that day ‘s end I was exhausted, confused, and discouraged. The cherry on that fun sundae came when I fell asleep at a stop light on the way home after school; much to the displeasure of the rush hour commuters behind me. This experience did not diminish my love of education, but it sure made me dig in to learn and improve. I was going to need it to survive and thrive.

First things first

Things began to settle into place and I was fortunate to receive excellent guidance from my admin, NTIP mentor, and experienced colleagues. However, I still wondered about the best way behavioural expectations could be met while honouring the needs of each learner.

After all, behaviour is communication. What were students telling me by their actions? Then it happened, a yet to be identified student destroyed the classroom and I needed help. I’d always worked hard to avoid losing my temper or sending students to the office, but this time was different. My old grade 1 teacher would have tied that child to a chair (true story) and that would have been that. Yet, that never crossed my mind until I began drafting this post and reflecting on my own educational experiences.

I remember physically shaking as I dialled the office for help. I felt ashamed that I could not manage this little student, but at the same time knew help was necessary. I removed the students from the class, for their safety, and waited for backup – which was there in a heartbeat. What would my admin think? Would I be judged for not being able to handle the situation?

Supported, safe, and secure in the care of experienced CPI trained educators, the student was de-escalated and escorted out of the classroom. And then, as quickly as it started, it was over. We returned to the class, but my thoughts were still focused on what had happened 10 minutes beforehand. This singular event consumed many subsequent moments of the days that followed as I wrestled with what happened. I wanted to be able to do what they did. Was their skillset only achievable through experiencing it in person? Would I be better next time because of it? Wisely, I’ve sought the wisdom of my SERT and admin ever since(many lessons learned).

For most new teachers, the test always comes before the lesson when it comes to discipline and responding to students in various states of distress. Theories are read, strategies planned, and words of advice are offered. Yet, until an educator is in the classroom, no amount of tool box equipping will prepare them for the individuals and situations they’ll encounter in our schools. We have to lean on one another in these times. This is why it is so important for teachers at all stages of their careers to find support and wisdom in their fellow educators. It does not mean you are weak to ask for help.

It means you, like your students, are constantly learning.
That is the true heart and art of teaching and learning.

I hope you enjoyed this post. Please share and add your comments to continue the conversation.
Thank you for reading.

October 30, 2017 Arianna Lambert General

Entrepreneurial Thinking In The Classroom

3 years ago, I participated in a Teacher-in-Residence Program on Entrepreneurial Thinking at the MaRS Discovery District. It was a 4-week program designed to determine how we as educators might be able to use the skills of Entrepreneurial Thinking with students in the classroom. While there, I worked with a colleague – Alison Fitzsimmons – ona Water Inquiry Project that we used in our classrooms. This was the beginning of what has been a journey in discovery for me. While I work on the skills with students and try to show their transferability no matter the subject area, the part that I still need to dig deeper into is how might I connect my students and their ideas to actually bring about change or create a difference through the solutions that they are designing.

In view of the rash of recent hurricanes, we started the year by exploring Forces Acting on Structures. I currently have a group of grade 5 students who are working on hurricane solutions. Through videos and online and print texts, we’ve taken the time to investigate the devastation caused by the most recent hurricanes – Harvey, Irma, Jose & Maria. We’ve studied the forces acting on structures and what might make for a more sturdy construction through our Straw Tower Building Activity. After a deeper understanding of the problem, students were tasked with participating in a “Crazy 8s Activity” where they had to come up with 8 of their wildest solutions to either minimize the devastation of future hurricanes or to assist with cleanup and support for those already affected. They came up with some amazing ideas! After having the chance to discuss their ideas in different pairs, students selected the idea that they would like to further research and design.

We’ve been building our solutions ever since. Students have worked to create solutions such as:

a program that gets volunteers into areas where they are most needed to provide food and clean-up;
a poster campaign to inform viewers of the connection between littering and global warming;
structures that can withstand the impact of a hurricane;
and food delivery systems to get food to those who need it most.

Now that we are nearing the end of our building phase, students are working on presentations identifying the problem, their solution and justifying why it is the ideal solution for a specific group of users. Exciting as this is, it has now created a new challenge for me. How might I connect my students to people or organizations in order to have their ideas come to fruition in the real world? I’ve empowered them to consider that they may be able to make a difference and they have created amazing solutions and pitches for their ideas but how do I connect them to people or agencies that might be able to bring these ideas to life? How do I get them to really have an impact in the world? I know that part of it is networking but where do we begin? This is the piece that I am still wrestling with and would love to have some input on how we might be able to really have students bring about the change that we would like them to be able to have in the world. Let’s start a conversation. Please share your thoughts and ideas of how we might guide students further along in this area. I’m open to any suggestions!

October 29, 2017 Tammy Axt General, Indigenous Perspectives

Honouring Indigenous Veterans

We are busy getting ready to observe Remembrance Day at my school. In the past, this ceremony has been a simple one with a wreath procession, a small performance and a moment of reflection after singing the national anthem.

This year, a teacher new to our school had a different idea of what our Remembrance Day ceremony could look like. He suggested that we add a section of our ceremony to honour our indigenous veterans. I welcomed the idea and I can already feel how impactful that suggestion was to both the students and me.

In order to prepare meaningful presentations, first the students and I needed to do some research. The Veterans Affairs Canada website was a great starting point for us. Under the Veterans Affairs Canada website, there is a section that provides videos, audio clips and a lot of information about the contributions of Indigenous veterans. Below, see some links for teachers and students to get you started with your preparations.

Short video about the National Aboriginal Veterans Monument

Veterans Affairs Canada Page about Indigenous Veterans

http://www.veterans.gc.ca/eng/remembrance/those-who-served/indigenous-veterans

But what made this preparation so impactful was helping students understand the context in which this sacrifice was made. Learning about residential schools was very emotional for the students. To help the students understand what residential schools were and the impact of them on our indigenous community we used the websites “100 years of loss” http://100yearsofloss.ca/en/ and “Where are the Children?” http://wherearethechildren.ca/en/. The students openly discussed how angry they would be at Canada if that happened to them. The also stated how sad the children’s parents must have been and how they couldn’t believe that the veterans went to fight for this country that treated them so poorly. We also have been looking at some of the other contexts at this time such as “The Enfranchisement of Aboriginal Canadians: Virtual Exhibition from the Diefenbaker Canada Centre” https://www.usask.ca/diefenbaker/the-enfranchisement-of-canadas-aboriginal-peoples/13.php Because of the limited amount of rights given to indigenous people, many didn’t receive the same support that non-indigenous people did after their service.

This is just the beginning of my learning journey and I am looking forward to sharing the experiences of me and my students while we deepen our knowledge about our indigenous people of Canada.

On November 8^th, it is National Aboriginal Veteran’s day in Canada. I encourage you to watch the news and newspapers in order to share the country’s activities with your students in honouring this day.

October 28, 2017October 28, 2017 Will Gourley Challenging Topics, Classroom Management, Constant Learning, General, Making a Difference Through Education, self reflection

Discipline is a noun and a verb

This post picks up from Why then? What now?
It is an ongoing reflection through my lenses as a student, educator, and constant learner.

Discipline has been a misused and misunderstood concept in education. It is an evolving remedy for a host of behavioural issues? Simply put, it’s difficult to discuss and describe. Yet, education as we know it is often defined by it in so many forms. Take this snap shot of instructions/behaviour management commands that are used daily, to some measure, in classrooms;

Listen, line up, sit here, be quiet, watch this, do this, respond now, co-operate, snack now, clean up now, play now, stop playing now, line up, sit here, listen, watch, be quiet, do this, respond now, eat now, clean up now, get dressed, line up, sit here, do this, work together, respond, clean up now, get dressed now, get your agenda signed, do your homework, hurry to your bus, and no running in the halls.

Talk about a running list of marching orders? Out of it’s context, it would be easy to imply that there doesn’t seem to be much time for learning. But, that is not true at all. Within these lines can also exist beautiful universes of learning where students are engaging in hands on learning, creating, and collaboration. The problem is the scope of what we see is on the student(s) who are not working in these magical inner spaces of education.

Same planet, different world

I am a co-SERT at my school and there have been times, due to extraordinary circumstances, when I am unable to greet my own students at the door of our classroom after they return from their Arts classes. However, it is during this time that I have been able to witness, without them knowing, their ability to return to class, begin an activity without prompting, and wait until I made it back to our room. This is the discipline which I have been working with my students to achieve.

You see, a key goal for all my students is for them to do the right thing even when no one is watching. That isn’t only discipline, but true freedom. Consider the power in this quote from Abraham Lincoln;

Freedom is not the right to do what you want, but to do what we ought.

When we give students the time, tools, and our trust there comes an incredible discovery that they are capable of so much more. If we spend our time over-instructing, we miss the opportunities to witness this.

Am I a tough disciplinarian? Most consider me a pushover, however, I have asked and empowered my students to be decision makers capable of great things at all times. This requires high expectations and a great deal of patience. As a result, students receive a great deal of positive attention for their ability to choose to act(not behave) so wisely. This is not in the form of a bribe, but in recognition and satisfaction that as my students demonstrate strong skills of responsibility, then opportunities for more independence and greater amounts of trust, are not far behind.

I believe that if we establish high expectations for our students, and give them the trust and encouragement they will rise to meet them far more often than not. Yes, they will fail. Yes, students will forget, and will require a pep talk, but it has never been a deal breaker in my classroom.

What does discipline look like in your learning space?

While you wrestle with an answer, here’s another tidbit for context.

Growing up in the 70s left me with a share of emotional and physical scars from grade school. In grade one our teacher tied us to chairs or put us in a dark closet when we misbehaved. Other years were trouble free and filled with care, support, and grace. And then there was the 1000s of lines and broken rulers from middle school. Somewhere the paddlings became supplanted by writing cramps and time theft. All of this, meted out to me and my classmates as part of the acceptable educational landscape when I went to school. (And I was one of the good kids.)

Then there was the year, our school had a vice-principal who used to make students, who were caught fighting, fight without a crowd. Most times nothing would happen, but there were a few times when the fights continued before he would intervene. After it was all over, he made them shake hands. True story.

Barring extreme circumstances, issues of discipline usually level off as each year progresses. Granted, there will always be isolated incidents, collegial discord, and disruptions too. Thankfully, schools are quickly becoming the places to offer/provide the help/structures necessary to support students in need who are struggling to communicate through their behaviour. We have to remember that behaviour is communication (L.R. Knost).

Sadly, no amount of support or discipline can supplant the harsh realities of mental illness, apathy, addiction, neglect, abuse, despair, or poor choices that can spare our youth from a bleak future. Whether the destination is the streets or the justice system there will still be some who fall through the cracks. Despite our collective best efforts, no amount of discipline, instruction, empathy, or act of punishment that will succeed in curbing or changing behaviour. I would like to hone my skills at understanding their actions as communication in order to support and build discipline through education, in their lives. It is the thought it continues to happen despite access to education that breaks my heart the most and led to my 2016 TEDxKitchenerEd Talk.

That used to be a paddling

With years of public education under our belts, pardon the pun, discipline should be employed as a noun long before it is ever used as a verb. Instruction and knowledge were at the heart of its original use in Latin – disciplina. And along this fine line we all walk as new teachers. Thankfully, the violence of corporal punishment has been struck in favour of more holistic and civil practices, but without compassion in our classroom, no amount of discipline will ever matter.

We must also embrace new approaches in our pedagogy that are first founded in respect, relationship building, and resiliency. Inside of all this is the need to share discipline as instruction and knowledge rather than punishment and intimidation.

In my next post I want to share about restorative approaches and mindfulness as part of my classroom management and my effort to build up discipline the noun and tear down discipline the verb. Thanks for reading. Please share and comment. It keeps us going to know you’re out there and along the journey of education. Will

October 22, 2017July 6, 2018 Deb Weston General

Qualified to Teach Math?

$Teaching Math$

During a professional development session in math, I recently heard a person note that there is no link between good math instruction and teacher university qualifications in math. My BSD detector went up … not what you are thinking BTW … banal statement detector (BSD).

The statement de-linking math knowledge with good math instruction makes no sense to me. What I do know is that many of my colleagues have not taken math since grade 10 and dropped math because they lacked confidence in the subject. These teachers were assigned to teach math at the junior and intermediate level. To further add to the challenges of instructing math, in the recent inquiry approach to math, teachers now cannot simply hand out worksheets and mark tests … they have to check for students’ understanding of what a math concept means. Understanding math concepts involves understanding relationships and interconnections among and between math strands.

An example of concepts in number sense is that multiplication is a form of repeated addition and that subtraction is an opposite function of addition. e.g. 12 = 3+3+3+3 or 12 = 3 groups of 4 or has the factors of 3 x 2 x 2 or 12 = 24 – 3-3-3-3.
An example of a concept in fractions is that common fractions are related to decimals and percentages. e.g. ¾ = 75/100 = 0.75 = 75% which can be shown using discrete models, number line models, area models, and volume models. I once knew a teacher who always made her math tests out of 100 as she had trouble calculating percentages.
An example of an algebraic concept is that “x” represents real numbers and that subsets of real numbers can be natural numbers, whole numbers, integers, rational numbers, and irrational numbers. Confusion occurs between the concept of a constant like 4 is always 4 and a variable x can represent any number.

I did a quick literature review on the subject of math teacher qualifications. Researchers found that “teacher experience, education, and licensure test scores have positive effects … These effects are large for math” (Buddin & Zamorro, 2009). University of Toronto researchers found that teacher candidates in the Master of Teaching degree lacked basic math competencies to be considered literate (Reid & Reid, 2017).

Other researchers emphasized that “content knowledge in math is an important construct that can either support or hinder progress toward exemplary classroom instruction” (Philipp et al., 2007 cited in Reid & Reid, 2017).

Ball, Thames, and Phelps (2008) suggest that the absence of improved math instruction is resultant from teachers’ lack of content knowledge within this subject area. “Teachers who do not themselves know a subject well are not likely to have the knowledge they need to help students learn this content” (p. 404).

Reid and Reid (2017) highlighted that 50% of Canadian high school students drop math as soon as they can only taking compulsory courses in grade 10 or 11 (Amgen Canada Inc, 2013). This information was reinforced by a quote from a research participant in the elementary stream explaining math anxiety and dropping high school math as soon as possible … “And then when math became an option, like enough … I’m done with math!”

Reid and Reid (2017) recommended that teacher education programs establish a minimum of math competency standards, enhance coherence between Master of Teaching math courses and practicum placements, and provide additional support for teacher candidates with low math proficiency (with scores of 75% or below on the Math pre-test).

So where does the information state that math teachers do not have to have a math background. According to Sean Cavanagh, an associate editor for Education Week, math majors or test scores are not a good indicator of quality math instruction (Cavanagh, 2009). But teachers who have math-based majors such as science, computers, and engineering, did provide quality instruction in math (Wu et. al., 2017). Betty Ray, edutopia’s senior editor at large, wrote that “It seems there’s no strong evidence that teachers who have college math degrees get better results with students than teachers who don’t, at least in elementary and middle school.”

Or maybe there’s a lack of qualified math teachers? I could continue with my investigation but I’ll stop here.

Things I know:
I am a better science teacher because I learned about science in my science degree. I am a better math teacher because I took many grade 12 math courses with a qualified math teacher. My understanding of math continued to grow with a math related business degree. But because I have an ancillary understanding of French does not mean I should be teaching French.

Your turn to be heard. What do you think?

Collaboratively Yours,

Deb Weston

Teachers Need to be Taught Math

Teachers Shortage in Math

Should Math Teachers have Math Degrees

For Many Math Teachers, Math Just Doesn’t Add Up

Amgen Canada Inc., & Let’s Talk Science. (2013). Spotlight on science learning: The high cost of dropping science and math. Retrieved from http://www.letstalkscience.ca/images/SpotlightOnScienceLearning-2013.pdf

Cavanagh, S. (2017). Majoring in Math Not Always a Classroom Plus downloaded at https://www.edweek.org/ew/articles/2009/11/25/13mathteach.h29.html?qs=majoring+in+math+not+always+a+classroom+plus

Resources from Peer Reviewed Journals

Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal for Teacher Education, 59(5), 389-407. doi:10.1177/0022487108324554

Buddin, R., & Zamarro, G. (2009). Teacher qualifications and student achievement in urban elementary schools. Journal of Urban Economics, 66(2), 103-115.

Desimone, L., Hochberg, E. D., & McMaken, J. (2016). Teacher Knowledge and Instructional Quality of Beginning Teachers: Growth and Linkages. Teachers College Record, 118(5), n5.

Philipp, R., Ambrose, R., Lamb, L., Sowder, J., Schappelle, B., Sowder, L., . . . Chauvot, J. (2007). Effects of early field experiences on the mathematical content knowledge and beliefs of prospective elementary school teachers: An experimental study. Journal for Research in Mathematics Education, 38(5), 438-476.

Reid, M., & Reid, S. (2017). Learning to be a math teacher: What knowledge is essential?. International Electronic Journal of Elementary Education, 9(4), 851-872.

Wu, L. C., Chao, L. L., Cheng, P. Y., Tuan, H. L., & Guo, C. J. (2017). Elementary Teachers’ Perceptions of Their Professional Teaching Competencies: Differences Between Teachers of Math/Science Majors and Non-math/Science Majors in Taiwan. International Journal of Science and Mathematics Education, 1-14.

October 7, 2017 Michelle Fenn General

Having Math Anxiety May Make Me a Better Math Teacher

Growing up I had many terrible experiences with math, which started when I moved schools mid-way through the year in grade three. At my old school we hadn’t learned about multiplication yet. In my new school, they were already on division. Skipping that step in my math learning haunted me through high school. My parents even hired tutors along the way and I still struggled. I have vivid memories of feeling my mind shutting down, having sweaty palms, a racing pulse and my eyes glazing over. Even as an adult, I refuse to keep score in a card game in social situations. Math is not something that comes easily to me. However, I do believe that having this experience gives me an understanding of how my students feel when they find math tough. Math anxiety is real and it is horrible but I think it may make me a better teacher.

After twenty years of teaching in the early primary grades (mostly because I was afraid to teach junior math), I have made the jump to grades 4 and 5. I admit when I first started my long range planning this year, I was more than a little intimidated. However, I am pleased to say that I have a fabulous group of helpful and understanding colleagues, have discovered some informative professional web sites such as http://www.youcubed.org and have had access to professional learning through my school board. I’m starting to gain some confidence. I also believe that the hands-on math teaching that I did with my primary students has given me insight into how to make math more accessible. Knowing how children develop their math skills at an early age helps me to see where gaps might be in the learning of the junior students.

My passsions and teaching strengths have always been language and the arts. When I first began teaching it was actually called “Language Arts”. This week I had a student say to me, “You must really love math. It seems like we are always doing it.” I laughed out loud and said, “I’ve been called a lot of things, but a “math” teacher isn’t one of them!” I’ve shared my personal story about math anxiety with my students. I have assured my students that there will be no competitive math facts games in my classroom and no timed tests. Being good at math doesn’t mean being fast at math. Actually, I don’t have math tests at all in my classroom. I call them assessments and they aren’t always paper and pencil tasks. Recently, my students showed their learning of growing patterns using manipulatives in the photos below. This was only one part of the assessment but it provides an example of how we can still use those visible learning hands-on opportunities in the junior grades. It was also uploaded to their digital portfolios and communicated to families immediately.

I am committed to developing a growth mindset about teaching and learning math. I’ve learned about the myth of the “math person”. I’ve learned that our brains continue to grow and change with math challenges and not with answers that come easily. I am not afraid to admit that there are times when I ask colleagues for help to ensure that I am solving problems correctly myself so that I can then teach my students. There are times when my students have found a different way to solve a problem and there are times when they have pointed out mistakes in my calculations. We encourage owning our mistakes in our classroom and being ok about it. We learn more deeply when we make and then correct our errors. Our classroom is changing our vocabulary to have a growth mindset about math. When they encounter a difficult problem in our classroom the students say, “I don’t get this…yet.” I may not see myself as a mathematician “yet” but I will continue to demonstrate empathy to those who struggle and model a growth mindset to my students. Each lesson that I teach will help to silence the words of my grade 12 math teacher as he handed back my mid-term exam and said, “Guess your parents wasted good money on that tutor.”

September 30, 2017December 30, 2020 Will Gourley Challenging Topics, Classroom Management, General

Why then? What now?

Friendships, extra-curricular activities, and field trips are all amazing parts of the school experience. Ask anyone to recall their most memorable moments across the years, and they usually make mention of one or all of the above. Reflecting on my own time in the classroom these memories are the remnants of many happy times if I ignore the minor conflicts, the bullying, or being scolded/hit/screamed at by teachers.

Perhaps, it’s a function of time, appreciation, and experience, but the good does outweigh the residual frustration. This is not the case for all learners. There are some who barely survived their educations to consider alongside those who have gone on to thrive beyond them. The emotional wounds remain unhealed.

Imagine, being set apart from your friends, losing your privilege to participate in extra-curriculars, or frequent trips to see the principal instead? Imagine being hit for not having your homework completed, for misbehaving, or for being different?

It reminds me of George Orwell’s striking essay Such, such were the Joys. This text reveals as much about education as do the happier parts I mentioned in my opening paragraph. Orwell’s work centred on a British boarding school in the past, complete with constant humiliation and corporal punishment. It is descriptive and dark reminder that education was not be perfect in the “good old days”. Fast forward, it is still not perfect, but it is now getting a G for initiative.

Here’s a more recent story that did not involve the extremes outlined by Orwell;

I was taking part in some Math PD at a sister school in 2015. During lunch break, I wandered into the office and happened upon a student who was sitting at a desk writing lines. When I first saw him, he was trying the multiple pencil method where you try to hold as many pencils as possible to write as many lines at the same time. FLASHBACK to 1978 and it’s me at that desk writing line after line. I suggested he try writing the first word all the way down the page and then the second and so on. He laughed. I laughed, but on the inside I wondered what was being accomplished here?

So, I asked. “What are you in for?” The student replied, “I wasn’t listening during lunch.” I knew that, because it was all across his paper, but thought it good to ask anyway. “How many I asked?” “Two pages,” he replied “both sides.” Ouch. I wished him luck and returned to my session a bit confounded by it all.

During that brief interaction I felt sorry for this student. Somewhere in that building was someone who felt that writing lines was the answer. Yes, he had made a poor choice by disrespecting the lunch supervisor, and by not listening, but I sided with this student. It was as if someone was trying to extinguish a flame that was trying to burn brightly in this child through the exercise of power and authority. That was what troubled me. Was the act of writing lines really going to accomplish something monumental or was it merely a controlled burn?

What would you have done with this articulate, bright eyed student wearing out pencils in a pointless exercise? How could this be turned around so all parties would be satisfied and the pencils spared? Was I wrong to empathise with this kid? After our conversation, I didn’t think so.

Whether it’s 2 or 200 years ago, there are still many issues around discipline in our schools. Isn’t it time to approach it from a different angle?

In my next post I will share about Discipline being a noun and verb. Please share and comment. Thanks for reading. It keeps me going knowing you’re out there along the journey of education. Will

September 29, 2017September 29, 2017 Laura Bottrell General, Math, Professional Learning and Growth

A Week of Inspirational Math

To begin the year of math instruction, most of the junior division teachers in my school decided to try Jo Boaler’s “Week of Inspirational Math” on YouCubed. Jo Boaler is one of the leading researchers in mathematics education and focuses largely on developing mathematical mindsets. On the website www.youcubed.org, there are many high quality resources for teachers and parents based off her research. I am quite familiar with some of the resources, having explored it during staff professional development days. I was quite excited to get into the classroom and try it out for myself.

The Week of Inspirational Math, actually expanded to three weeks, provides student videos and lesson plans that include rich, open ended math tasks. They are described as low floor, high ceiling tasks, meaning that they have many access points for all levels of learners and allow for multiple solutions and higher level thinking. The tasks, sorted by grade level, touch upon different strands of math as the days progress. Each lesson is accommodated by a video for students, usually of Jo Boaler herself, creating and framing mindsets for math.

I loved using this as my programming for the first few weeks of school. First, because it set the tone of positive mathematical mindsets in my classroom. One of the very first activities has students discussing what makes a good problem solving group member. They are invited to discuss what things they might like their classmates to say and do while consolidating math experiences. What a great way to establish classroom norms!

What I really loved about the Week of Inspirational Math was that it acted as a great diagnostic tool for me. By touching upon many strands, offering a large window of access points and relying heavily on math conversations, the program provided me with a great opportunity to get to know my students as mathematicians fairly early in the year.

Jo Boaler’s approach to teaching mathematics is based off of these seven positive classroom norms:

1. Everyone can learn math to the highest levels

2. Mistakes are valuable

3. Questions are really important

4. Math is about creativity and making sense

5. Math is about connections and communication

6. Math class is about learning not performing

7. Depth is more important than speed

The Week of Inspirational Math isn’t the only excellent resource available at YouCubed. I have been spending some time exploring the tasks, videos for students, parent resources and research articles available. YouCubed offers professional development courses both online and in-person. The website also lists a variety of texts and resources for teachers to use in the classroom. If you’re interested in learning more, head over to www.youcubed.org or check out Jo Boaler’s latest book, Mathematical Mindsets.

I am looking forward to continuing to use these resources with my grade 5/6 class in addition to many other wonderful resources out there! As a teacher, I sometimes feel that there is an overwhelming amount of resources, new research and ideas available. It can be quite time consuming to sort through and find what is meaningful to you and your students’ needs. There will never be a “perfect” or “right” way of teaching math, but I thought I’d share with you this resource that has worked well for me!

September 28, 2017September 29, 2017 Laura Bottrell Building Inclusion, General, Inspiring Students, Literacy, Mental Health, Start of the year

A Wonder-Ful Start to the Year

This year I am teaching a grade 5/6 class. I’m learning a lot as I transition from teaching a grade 2/3 class last year. I have always had a heart for the younger grades but as I am getting to know my new group of grade fives and sixes, I feel my heart growing.

I have a class of 24 wonderfully bright, inquisitive and compassionate kids. Every day I am blown away by their ability to share ideas, challenge norms and push their learning to new limits. My favourite thing about teaching this class are the spontaneous, unplanned conversations that arise during the day and the powerful learning that comes from them.

I wanted to find a way to break down barriers and set an inclusive tone for their year. There had been a lot of buzz around the book Wonder, by R.J Palacio, so I decided to use it as our first read aloud. I cannot recommend this book enough. If you haven’t heard of it, Wonder follows the story of a fifth-grade boy named August Pullman, who has a severe facial deformity, as he makes his way through attending school for the first time. The book is written through his point of view, but also through the point of view of other characters in his life. The story touches upon countless valuable topics, themes and discussion points. Ranging from bullying, social groups, peer pressure, self esteem, growing up, parent divorce and grief to love – the interweaving storylines of Wonder’s characters offer a wide range of access points for teachers and students.

Since the first day of school, we have started every morning sitting under the big tree in our playground reading Wonder together – my students gathered around me reading, completely immersed in the story, always asking to read on to the next chapter. It is my favourite part of the day. Not only does this create a calm transition into the school day for my students, but it sets the tone with powerful messages and mindful discussion.

With Wonder as our mentor text, my students have engaged in many literacy, drama, visual arts and health learning experiences. Our classroom has been taken over by Wonder and it’s message – choose kind. The curriculum connections are plenty but they aren’t why this book is so powerful. It is powerful because of its ability to resonate with every student in the room. It is powerful because of the thinking it sparks.

Last week, I had one of my top teaching moments. After nutrition break, I thought my students needed a few minutes of quiet to transition them into our math block. I called them over to our carpet, sat down there with them, and thought I would read just a few pages of our book. We didn’t get to that math lesson. Instead, we happened to read a fairly impactful chapter about the idea that everyone is fighting a battle though we may not know it. I noticed a few tears in the eyes of some students. When I stopped reading, the chapter sparked a very powerful conversation. Without invitation, several of my students chose to share their own experiences of struggle in their own lives. A few of them were brought to tears in doing so, immediately comforted by their peers. Other students commented on how brave they were to openly share that with others. They talked about empathy, compassion and shared some very profound thoughts. The bravery, maturity and vulnerability they displayed amazed me. It was a beautiful experience to share with them.

All this to say, the author of Wonder has done an outstanding job at addressing real issues in a way that is engaging and accessible for kids. I highly recommend this book for your class and I believe every child in school should have the opportunity to read it.

September 28, 2017September 28, 2017 Deb Weston agency, Assessment, Challenging Topics, Communication Tools, Diverse Learning Needs, English As Second Language (ESL), English Language Learners (ELLs), General, Mentorship, Professional Judgement, Professional Learning and Growth, Report Cards

Report Cards Are Coming: Professional Reporting

Elementary Report Cards … the mere mention of report cards can send some teachers into anxious ridden days and sleepless nights. Even after 17 years of writing elementary report cards, I anticipated that my levels of anxiety would be non-existent but, no, for me, the thought of report card writing still stresses me out. I know of some colleagues who are so anxious about report card writing, that they had to seek medical support.

The source of this anxiety is embedded in inconsistencies in how report card policy is implemented. And the source of the inconsistencies is rooted in the process of educational policy implementation. With each level of educational policy implementation gatekeepers, such as boards of education, superintendents, schools, administrators, and classroom teachers, all interpret and change the policy based on their own context and their own perspectives (Ball, Maguire, & Braun, 2012).

As report card policy initiatives are translated into real life, the policy stakeholders, like administrators and teachers, adapt and reinvent their interpretation of the policy into school contexts. Since the education policy guidelines tend to be abstract and non specific, confusion and disjointedness results (Ball, 1993), and teachers end up decoding and recoding the policy text such as the reporting policy, Growing Success (Ontario Ministry of Education, 2010). Even with the well written Growing Success document (Ontario Ministry of Education, 2010), the process of understanding and translating report card policy can result in various degrees of intentional and unintentional interpretations (Fuhrman, Clune, & Elmore, 1991). Or, in other words, there are inconsistencies in report card policy implementation. Competing theories between policy authors (i.e., governments and school boards) and report card implementers (i.e., principals and teachers) can cause conflicts between the vision of policy and the practice of policy (Timperley & Parr, 2005). This can result in gatekeepers’ experiencing “most carefully planned” initiatives unfolding in a “non-linear manner” (Timperley & Robinson, 2000, p. 47).

This policy implementation process results in the practice of report card writing that look different from the vision of the report card policy writers. Therefore, because of this flux, report card formats and content can change from school board to school board, school to school, year to year, administrator to administrator, and sometimes even term to term (Note: this is strictly based on my own experience over 17 years). As noted earlier, at every level of implementation, each person put their own spin on the policy. The result is that teachers have to deal with changing report card writing expectations. Inconsistencies directly result in teachers having to spend a great deal of time trying to meet the expectations of different stakeholders. Teachers then have to use their professional judgement to interpret these expectations.

The document Growing Success (Ontario Ministry of Education, 2010, p. 152) states “ 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.”

Further, Growing Success states that “successful implementation of policy depends on the professional judgement of educators at all levels, as well as on educators’ ability to work together” (Ontario Ministry of Education, 2010, p. 2). It is through educators’ collaboration that educational change becomes reality; it is how policy becomes practice. “Teachers’ professional judgements are at the heart of effective assessment, evaluation, and reporting of student achievement.” (Ontario Ministry of Education, 2010, p. 8). So teachers, working with other stakeholders, using their professional judgement need “to clarify and share their understanding of policy and to develop and share effective implementation practices” (Ontario Ministry of Education, 2010, p. 2).

Below is a breakdown of the Growing Success policy based on areas I have needed information on while writing report cards. This is not an exhaustive list. Please refer to the documents noted below for further information.

Ontario Report Card Policy Breakdown with reference to report card writing

The Growing Success document notes the following “It is important that teachers have the opportunity to compose and use personalized comments on report cards as an alternative to selecting from a prepared set of standard comments. School boards should not enact policies that prevent teachers from providing personalized comments on report cards. It is expected that principals will support best practice and encourage teachers to generate their own comments.” (Ontario Ministry of Education, 2010, p. 64)

Given the focus of encouraging “teachers to generate their own comments”, having a bank of pre-approved board-wide report card comments available to elementary teachers may or may not be forthcoming.

After the above analysis and reflection regarding report card writing and professional judgement, I ask myself “What has helped me the most in report card writing?”

My answer is collaborating with other teachers. It is in the discussion, co-creating, and sharing of report card comments that I have been supported the most in my writing of the Progress, Term 1, and Term 2 report cards. For me, sharing report card comments does not mean that I simply “cut and paste” my colleagues’ work. This does not happen because I write comments through the lens of my own teaching practice. My colleagues’ shared learning skill comments often inspire me to write comments especially for challenging students.

In writing report cards, I use my professional experience and knowledge that has resulted in the development of my professional judgement. So my advice to any teacher who is being challenge in report card writing is to reach out to your colleague … for advice, support, or debate.

I believe that when working collaboratively, teachers are better together … especially when writing report cards.

Collaboratively Yours,

Deb Weston

References

Ball, S. (1993). What is policy? Texts, trajectories, and toolboxes. Discourse, 13(2), 10-17.

Ball, S. J., Maguire, M., & Braun, A. (2012). How schools do policy: Policy enactments in secondary schools. New York, NY: Routledge.

Elementary Teachers Federation of Ontario. (ETFO). (2016). The elementary provincial report card continued implementation update – Grades 1 to 8, Professional Relations Services, PRS, Volume #66, January 2016. Retrieved from http://www.etfo.ca/SupportingMembers/Employees/PDF%20Versions/The%20Elementary%20Provincial%20Report%20Card%20Continued%20Implementation%20Update%20-%20Grades%201%20to%208.pdf

Fuhrman, S., Clune, W., & Elmore, R. (1991). Research on education reform: Lessons on the implementation of policy (pp. 197-218). AR Odden, Education Policy Implementation. Albany, NY: State University of New York Press.

Ontario Ministry of Education. (2000). The Ontario Student Record (OSR) Guideline, Retrieved from http://www.edu.gov.on.ca/eng/document/curricul/osr/osr.pdf

Ontario Ministry of Education. (2010). Growing success: Assessment, evaluation, and reporting in Ontario schools, First Edition, Covering Grades 1 to 12 Retrieved from http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf

Timperley, H. S., & Parr, J. M. (2005). Theory competition and the process of change. Journal of Educational Change, 6(3), 227-251.

Timperley, H., & Robinson, V. (2000). Workload and the professional culture of teachers. Educational Management & Administration, 28(1), p. 47-62.

Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press.