General – Page 74

December 9, 2015 Tisha Nelson Combined Grade Classes, Communication Tools, General, Integration, Math

Number Lines: A Game Changer in Math Class

This year, as in times past, planning my math program was filled with the usual excitement of clustering expectations and imagining ways in which I could creatively address the curriculum. Teaching a grade 3/4 combined grade for the first time, I was eager to be on top of my planning and ensure that I was creating parallel learning experiences by simultaneously addressing the curriculum expectations for both grades.

When planning the learning experiences, I colour code the strands, cut out each expectation and cluster them according to big ideas. This results in cross-strand learning experiences.

For my first series of learning experiences, I really wanted to invite my scholars to engage with number lines as a model that would help to make their thinking visible, but also as a tool for exploring many math concepts such as quantity and measurement. A number line is a line segment that can either be vertical or horizontal that represent a series of numbers that are marked at intervals. Re(introducing) number lines to my scholars early on in the year was important for me because I view number lines as an invaluable math model. Every day numbers lines are used to measure time – a clock; distance – a ruler; capacity – a measuring cup; temperature – a thermometer and mass – a scale. Number lines also allow students to model the strategies they use when adding and subtracting, as well as composing and decomposing numbers. Starting with the exploration of number lines proved to be an important first learning for my grade 3/4 math class.

Students were able to identify a variety of tools that have number lines embedded in their function.

Beginning the year this way was exciting but it was even more invigorating when I realized how many authentic, cross-strand connections that actually took place by centring the learning around investigating the use of a simple tool. The following are a few reflections from the journey:

1. Once the orientation of a number line was solidified, scholars were able to make connections between the number line drawn on the board with the number lines embedded in everyday objects.
The most prominent feature in my class at the start of the school year were the quantity number lines hanging from my classroom ceiling. These were made by cutting pool noodles into two-inch disk and placing them on rope. One was counting by twos (two-coloured pool noodles) and grouped by twenties to hang on the ceiling. The other was counting by fives with alternating colours and grouped by 25s. Students were invited to inquire about the quantity of pool noodles, the groupings, the skip counting, etc. and this became the introduction to number lines for the year. Using the quantity number line along with an actual number line that marked the perimeter of the front of my class, we explored the nuances of number lines by describing their directionality of increasing and decreasing quantity. We also explore the ways in which intervals could be marked on an open number line so that users didn’t necessarily have to always count by ones, but skip counting was made possible by using appropriate quantity intervals. We then named all the number lines that were present in the classroom. They noticed the clock on the wall to be a circular number line and the “How Much are Your Growing” height chart as a vertical number line. Excitement bubbled as scholars scrutinized the number lines we named by the elements of number lines that we had previously defined. They were set and ready to continue their investigation of how number lines could truly enhance their learning experiences as young mathematicians.

Quantity number lines hanging from the ceiling of my classroom.

2. Counting on a number line allowed number patterns and relationships to jump out at scholars.
Once scholars were comfortable describing the orientation and use of number lines, we began exploring quantity by representing skip counting on an open number line. We counted forward by tens by modeling jumps of +10 on an open number line and then later by nines. Scholars were able to name the relationships between counting by tens and nines by creating expressions that named the pattern (i.e. 10-1). We then explored counting forward by 100s, 50s, 20, and 11 to explore the other number patterns and relationships. Once scholars we comfortable counting forwards, we then counted backwards. They noticed relationships around place value, odd, and even numbers, what happens when counting by numbers with specific digits, and the nuances of increasing and decreasing values. The grade 4 scholars were then invited to apply their understanding of skip counting by whole numbers and moved deeper into counting by fractional amounts and decimal numbers up to tenths. Students were taught to use the number line to keep track of their thinking by using it as a thinking tool and not a picture. Hence, numbers and jumps were added in sequence as the counting progressed and not merely by drawing the elements of the number line and labelling them afterwards.

Counting forward by 9 using a quantity number line. Student notice and described patterns.

3. Using number lines as a tool for measurement invited scholars to apply their understanding of number concepts.
Measuring mass using a triple balance scale, capacity with graduated cylinders and time with a clock were all the more meaningful when scholars were able to apply their understandings of using number lines as a tool for mathematical thinking. This is how our Number Sense learning experiences married Measurement. When scholars measured mass using the triple balance scales, they applied their understanding of decomposing numbers into place value (including tenths for grade 4s) in order to calculate the mass of the item they were measuring. Similarly, when measuring capacity using a graduated cylinder, scholars needed to apply their understanding of skip counting in order to accurately represent the capacity using a variety of differently shaped and sized graduated cylinders that each increased by differently valued intervals. Given their prior knowledge of skip counting, and composing and decomposing numbers using number line, measurement became a context to continue to expand their understanding of quantity.

4. Counting on a number line open up the way to modelling mental math strategies for addition and subtraction.
Once scholars were comfortable skip counting, composing numbers and measuring different units of measure using number lines, adding and subtracting was a natural next step and application of their previous understanding. Using addition and subtraction strings (intentionally crafted equations to be solved using mental math strategies), I modelled scholars’ mental math strategies visibly on a number line. Scholars articulated strategies such as adding on, counting, back, compensation and even decomposing numbers in order to add and subtract. The application went through the roof when grade 4 scholars were able to demonstrate their understanding of elapsed time using these same strategies. This was especially helpful because scholars could be fluid with the units of time they were adding or subtracting (i.e. hours and minutes) and could avoid the complexities of the base-60 system of time (i.e. 60 seconds in 1 minute, 60 minutes in 1 hour) when it came to calculating time that involved “regrouping” which uses a base-10 number system.

Students articulated mental strategies while I modelled them on an open number line.

Student calculating elapsed time using strategies for addition and subtraction.

During these first months of school,not only was I able to introduce scholars to an invaluable learning tool, the number line, but I was also able to seamlessly integrate two strands of math and a multiplicity of essential number concepts. The number line has truly been a game changer in my class. I am already seeing the connections for moving forward with experiences that explore data management (scales on a graph) and geometry (side length attributes of polygons). …the journey continues…

December 5, 2015 Mike Beetham Challenging Topics, General, Mentorship, Professional Learning and Growth, Wellness

Tortoise Brained Learning

“ Do the best you can until you know better. Then when you know better, do better”. This quote from Maya Angelou holds true no matter what stage of teaching you are at. Too often teachers feel pressured to constantly be moving their best practice forward before the last component has been consolidated into their everyday practice.

Over the course of my career I have evolved from a Hare Brained Learner to a Tortoise Brained Learner. A Hare Brained Learner is one who is constantly delving into new areas without going through the process needed to implement theory into best practice. I attended multiple workshops, almost everyone our board offered. I would see so many good ideas in practice, take notes on them, put them in a file, give them a try for a week or two and then most often let them fizzle out in that file. I was off to the next workshop, new idea or teaching practice.

My life as a Tortoise Brained Learner is much more manageable and is producing a far greater change in my day-to-day pedagogical practice. I have learned that my personal learning cycle is about two years. From the initial exposure to a new idea (e.g. mind mapping) through further research, personal experimentation, classroom experimentation and finally a part of my practice where I no longer even think about it as a new idea it takes me about two years. Thus my shift from quantity to quality professional learning has resulted in me being a much more pedagogically sound teacher.

It is not possible, nor reasonable for teachers to be constantly in a state of change. My advice is to develop an Annual Learning Plan that focuses in on one or two key areas that you are both interested in and know will enhance your journey toward best practice.

November 30, 2015November 30, 2015 Tammy Axt Classroom Management, Diverse Learning Needs, General, Professional Learning and Growth

“I Don’t Know” and “I Need Help”

“I don’t know” and “I need help” are two statements that I have uttered this week. I have said both of these statements while discussing two students that I am struggling to teach. After the conversations, I felt really down and defeated that I am at a complete and total loss on how to help these students and manage their behaviour. My usual management strategies are just not working and I have tried at least a half dozen new strategies with no success. I have analyzed every word, interaction and problem that has happened but cannot figure out the puzzle of these students.

After a couple of weeks of really beating myself up over not having all the answers, I realized this morning that I am not supposed to have all the answers. It is unreasonable to expect that I am an expert in ADHD, Autism, learning disabilities and communication disabilities which both of these students are identified as having. In addition, I also do not have a degree in child phycology or training in dealing with trauma. I want to help these students more than anything in the world, as I do with all of my students, but some of these students needs are greater than my training. In short, I needed to remind myself today that it is okay to ask for help and that my learning is an ongoing process!

So now that I have picked myself up from my downtrodden state, I have made a plan to be proactive in trying to change the patterns of learning in my classroom with these two students.

Plan #1

Re-read their IEPs.

My first task will be to re-read the IEPs for both of these students with a focus on their strengths. I know what the challenges are for these students. I have been focused on nothing but their challenges for the past month. It is time now to try and capitalize on their strengths.

Plan #2

Meet again with the classroom teachers

My plan is to go through my next lesson with their classroom teachers and let them see if they can add any insight into shaping an environment that will promote success for these students. Both classroom teachers have had moderate success with their students so I want to build upon the things that are working for them.

Plan #3

Get suggestions of resources and articles to read

My behaviour specialist has told me that the student I am struggling with has the most severe case of ADHD she has ever seen in 30 years of doing her job. This tells me that I need to learn more about ADHD by doing some further research. I will be asking my special education team and behaviour specialist for recommendations on resources and articles to read.

Hopefully, my plan of improvement will start the ball rolling in the right direction for these students. However, if the first three ideas that I try do not yield positive results, the most important part of the plan is…

PLAN #4

Do not beat myself up if things don’t go perfectly!!!

I admit that this is SO hard for me. If I have a problem with one of my classes or students, I will spend so much time thinking about how to solve the problem. I am trying hard to accept that challenges exist that I might not have answer to right away and that it is okay for me to be in a constant state of professional learning and growth.

November 24, 2015 Tisha Nelson Challenging Topics, General, Inspiring Students, Inspiring Teachers, Making a Difference Through Education, Professional Learning and Growth

The Heart of Teaching – Teaching with Your Heart

I have always known that I wanted to be a teacher. I’m not exactly sure when to pinpoint the start of my journey, but from as young as five years old, I knew that teaching was my calling. Throughout my educational career I had some amazing teachers who provided me with invigorating learning experiences that were creative, challenging and fun. I also encountered “the other guys”. Needless to say, I’m sure my experiences aren’t unique to those who have encountered a public education in Ontario over the past thirty years. Although I can bashfully say that I don’t remember most of what I learned from my ten years of elementary school, even as an enthusiastic and engaged learner, the two resounding life lessons that I continue to embrace are: to never settle for mediocrity and to always go beyond the call of duty. Thanks to my grade 7 and 8 teachers, I continue to strive to apply these key learnings in my life.

As I reflect on my key learnings, I wonder what key learnings I might share with my students. The experience of school in the 21st century is so much different than being a student in the 80s and 90s. The over emphasis on consumerism, the pervasiveness of social inequities and the advancements of technology which birthed the unvaulted access to information definitely add layers to make the schooling experience even more dynamic than when I was a child. How did my teachers prepare me for my future? How might I prepare students for theirs? These are essential questions I continue to grapple with and is the essence of what the heart of teaching is for me.

I believe that at the heart of teaching is the desire to help students be the best version of themselves so that they can be contributing members of society. This may seem like a long-term goal but really, at its core is my desire to prepare students to be their best self now, in order to continue to be their best self in the future. Teaching the curriculum definitely addresses many of the content that students need to know in order to achieve success in their future academic and social experiences. But what might be absent from the curriculum that proves to be essential life lessons that students might benefit from having guidance over? Throughout the past 7 years I have come to realize that more than the curriculum, there are essential life lessons students need to be exposed to. Supporting students as people first and learners second is how we can help them navigate some of the challenges they face in their day to day experiences of schooling. It is not just about the curriculum. We need to reach both the student’s heart and their mind.

Everyday I am constantly wondering about how my students are navigating the world while I address curriculum expectations. These are the reflective questions that arise from my interactions with them:

How might we support my students in seeing themselves as capable?
How might we support my students to be motivated from within themselves and not based on grades or the need for validation?
How might we encourage my students to take risks and try new things when realistically when we evaluate their understanding of curriculum and the consequences of risk taking may not garnish the reward they desired?
How might we teach the value of perseverance and that dedication to a task may cause improvement and denounce the rhetoric that practice make perfect.
How might we support my students in navigating the social hierarchies in school knowing that creating a respectful learning environment does not guarantee the kind of friend relationships that students are looking for from their peers?
How might we support my students in navigating a competitive world while yet embracing the benchmark of their own personal best?
How might we support my students in navigating the reality that particular aspects of their social identities (race, accents, culture, etc.) will grant them access into some opportunities but also bar them from others simply because of the ways societal systems are structured and not necessarily based on personal attacks?
How might we nurture confidence in our students?
How might we make students accountable for their choices?
How might we support students in embracing self-love in a society that values constant validation from others?
How might we support to identify their emotions beyond happy, mad and sad and how to effectively navigate them?

Like many of the questions that I pose, I don’t always have the answers. As I continue to reflect deeply, I can only hope that my pedagogical choices can address some of these concerns. As I teach to the minds of my students, what I hope for is to reach their hearts. Teaching from my heart, I pull back the curtains of curriculum and instruction and see the person and not just the learner. This unveils the weight of the task set before me.

November 23, 2015 Tisha Nelson Building Inclusion, Communication with Parents and Guardians, Differentiated Instruction, Diverse Learning Needs, English As Second Language (ESL), English Language Learners (ELLs), Equity, General, Integration, Literacy, Math, Use of Technology

Suggestions for Making Your Classroom ELL Friendly

This year I have the opportunity to serve my school as an English as Second Language (ESL) teacher for the first time. This privilege allows me to support students in Primary, Junior and Intermediate grades as they navigate the landscape of school and English language acquisition. But to be honest, I have alway been an ESL teacher. Since my very first year of teaching, my classes have always had students for whom English was not their first language. In this way, we are all ESL teachers regardless of if we have the designation or not. Similarly, if we take the notion of learning English literally, all of our students are English Language learners because they are constantly being introduced to new vocabulary and are learning the nuances of academic language for oral communication, reading and writing. In Ontario, however, the term English Language Learner or ELL, is defined as a student “born in Canada or newcomers whose first language is other than English or is a variety of English significantly different from that used for instruction in Ontario schools” (Many Roots, p. 51). Knowing this, how might classroom teachers tweak their practice to make their classrooms ELL friendly? I offer 4 easy teacher practices that will support ELLs in any classroom.

1. Keep expectations developmentally appropriate.
The ways we view our students determines the kind of learning we invite them to. This sentiment is particularly important to understand when designing programs that address the learning needs of students for whom English is a new language. Learning a new language, by any account, is a task of both perseverance and determination. As such, we need to be mindful that our English language learners have a multitasked learning situation. Focusing on the skills they bring from their native language as opposed to the limitations they have as they acquire English nurtures an asset based approach to engaging students as capable learners. When we embrace this mindset towards teaching English language learners, we can maintain high expectations for all students. Valuing the prior learning of all students, including ELLs in imperative in building upward to new understandings. Inviting students to share what they already know about a topic is always a great starting point for learning. Students who are English language learners have prior knowledge and this knowledge may or may not exist in their native Language. Regardless, valuing students’ prior knowledge solidifies the difference between cognition and language acquisition as two separate and distinct processes. For the most part, English language learners are developmentally ready for the learning that their peers are engaged in – they simply need to acquire the English skills to make the thinking that is already taking place in their minds visible in English.

2. Value students’ first language.
Nurturing an inclusive classroom community lets students know that they are both valued and respected as learners. Inviting students to continue to use and develop their native language is another way not only to accommodate ELLs but also to keep the learning expectations high. When students are able to use their native language to demonstrate their understanding and thinking in tasks that invite cognitive demand, the transition to English does not lower the expectation but rather accommodate the student’s opportunity for engaging deeply with ideas. The English language is further acquired when students translate their thoughts into English rather than the other way around. Valuing students’ first language can also be demonstrated by creating dual language or multilingual learning resources. With the partnership of students who are also native speakers of additional languages, parent volunteers, colleges and community partnerships, teachers can prepare translated learning resources for all students to use.

Students are invited to participate in collaborative learning experiences by expressing their ideas using their first language

Dual Language posters translated in traditional Chinese to support English Language learners in my class.

3. Develop new vocabulary in context with the help of online resources.
When students are invited to continue to use and development their fluency of their native languages, teachers can employ many new technologies that can support English acquisition while yet maintaining native language fluency. Using tools such as Google Translate can serve as a bridge between a student’s first language and English. Similarly, introducing new vocabulary in context makes both social academic learning more meaningful in English. An idea or word may not be unfamiliar to a student learning English in that they may already have an understanding of the concept in their native language. When this happens, using tools such as Google Images and YouTube can serve as a bridge to comprehension of and acquiring English words. Word walls are also useful resources for students in all grade levels and for all subject areas. It is a tool to support students as they acquire new vocabulary in the context of their learning. In this way, all students can be viewed as English language learners as they engage in expanding their academic vocabulary. The inclusion of students’ native language on word walls is a simple accommodation that goes a long way to supporting student learning. The gesture speaks to the value for the student’s native language and a respect for the process of learning English. Native English speakers can also benefit from the dual language approach in that they can be exposed to the languages of the world and additional ways of knowing.

I asked my students to add Chinese translations to our Math word wall. This highlighted the relationships between numbers, as the ideas of addition and multiplication are embedded in the ways Chinese numerals are written.

This is a screenshot of what a Grade 2 student, a stage 1 ELL, wrote as she was communicating an idea with me. I used Google Translate to take a picture of her writing and was able to translate and further communicate with her.

4. Embrace inclusive practices when communicating with parents.
When a student is an English language learner, it is important to also be aware of their parent or guardian’s experience with English as well. Whenever possible, supporting parents in the journey of their child’s language acquisition should be considered. Using resources mentioned above in addition to school-board translators and parent volunteers when communicating with parents is also crucial when English is also being acquired by parents. Ensuring that partnerships between students, teachers and parents is essential for the success of all children. We should be mindful to support parents who are English language learners in the context of the kind of communication that goes home, the necessary accommodations in place for parent-teacher meetings and the information needed for navigating the Ontario school system are essential in order to leverage the playing field for success.

The first page of a presentation to the parents of my students during Curriculum Night.

An assessment report sent home as communication to parents about student achievement.

Teachers in Ontario school are all ESL teachers and our students all, English language learners. Designing classroom spaces and learning opportunities with the principles of universal design will support English language learners but also enhance the learning experience of native English speakers. Keeping learning expectations high for all students, valuing students native languages and inviting parents as partners are essential ingredients to providing an enriched learning experience for English language learners. For more information check out the ministry document Many Roots Many Voices:Supporting English Language Learners in Every Classroom A Practical Guide for Ontario Educators https://www.edu.gov.on.ca/eng/document/manyroots/manyroots.pdf.

November 22, 2015November 22, 2015 Will Gourley Constant Learning, General, Professional Learning and Growth

Teachers need to get away from each other. Once in a while.

I love teaching.
Like you’ve never read that before?

I get excited when I learn something new and get to share it with my class and others in our profession – or with any one else, for that matter. Also not news.

I’m not alone in a relentless pursuit of learning. My wife can attest that my personality changes gears whenever the conversations turn to education. And why not? It’s like a spark plug ignites and a fire lights my mind.

With education, I’m in my happy place.* When it comes to gatherings of educators, I always want to be there too. However, I recently declined to attend a conference. I even surprised myself by this decision, but was really happy my pass was able to allow another colleague to go in my place. This got me wondering. Why am I eschewing some educational events while gravitating towards others?

To wrestle with this I need to purge some myths(real or perceived) that might be affecting my decision to say yes or no to attend certain conferences going forward.

Myth 1: Everybody loves sitting and listening to speakers prattle on for endless hours? UGH!!! This is the antithesis to the differentiation we embody in the classroom. So why is it this way at education conferences so conferences? If I have to endure one more power point slide show with content I could read from home I’m done.

Many conferences feature speakers who are bringing published research and or their brand of common sense content to conferences. Theirs are messages which have already been shared among those actively engaged in a Twitter PLN. The exception being they are in the same room for a conference. Is it worth it? How do we extract a greater value from keynote speakers that cannot be taken from their books?

After 5 years of conferences, I struggle to find anything to rival Sir Ken Robinson, Sugata Mitra or Rita Pierson’s TED Talks as the last times my mind has been set ablaze with such a lasting impact. How can we curate moments like this when they only come around so rarely?

Yet, if you ask me about student speakers who have rocked my thought life? I only have to go back to my own school’s TED Ed Club weekly meeting, or the recently held TED Youth to find Ishita Katyal, Marta Botet Borras, Chelsea Ha or Raymond Wang. Perhaps a stronger student presence at educational conferences is necessary to bring the truth to educators?

Myth 2:
Everyone wants to view data sets gleaned from standardized tests ranking different nations, and then to applaud delegations from other countries supposedly doing education better than us? This bugs me. There seems to be an idolization of success from other countries around PISA results et al, but no tangible road map, context, funding models or political will to genuinely support change if that is what’s truly desired from seeing whether the grass really is greener on the other side of the fence.

I find this a Catch-22. They should pay our experts to visit them, and share what we do well. We have excellent systems in place that serve our students in an incredibly effective and affordable manner. Better yet, as an act of fiscal restraint and responsibility, why not cancel the visits and make a couple of Skype calls instead?

Myth 3:

Everyone feels good after their heart strings have been tugged on or torn out by a powerful narrative about the nobility of our calling? Me too. The myth is that the feeling lasts. I am touched by triumph, but am also disappointed that the fire cannot be stoked, maintained, and spread further beyond the ride home or at the next staff meeting.

How do we keep the fires burning by authoring our own every day success stories in the classroom. This might mean blogging, micro-blogging(Instagram, Twitter), and creating leadership opportunities beyond our comfort zones. If we stay close and connected we share in the warmth and encouragement of one another. This is a powerful tool against educational apathy that can happen after messages from educational conferences are long forgotten.

This year I have attended 2 Edtech conferences (Connect 2015 & BIT15), a GAPPS type summit, 2 Ignite events, a TED conference, and most recently a Pechakucha. Of course, there were teachers at all of them hoping to learn, unlearn, and innovate what we love to do. What I discovered surprised me. The more the conferences were open to other voices and experiences, the better the level of engagement and interaction. Would education conferences benefit from having speakers and attendees from outside our hallowed halls?

Admittedly, I am a bit disappointed that the vibe and messages given at conferences dedicated solely to education have remained static year after year with few exceptions. Few, if any, big ideas from the past have been usurped by revolutionary and achievable new ones. There are some perennial favourite themes that have stood the test of time; engagement, mental health, literacy, numeracy, technology, student voice, and inclusion. Worth noting that each plays a vital role in creating the conditions for successful modern learning. As the proverb says, “There is nothing new under the sun.”

Did I miss any? Trust me. That’s enough for a decade’s worth of growth and learning. So how about some time to embrace the messages in a meaningful and manageable manner?

Should there be a pause in education so that education can catch up with all of its ideas? How are any of these ideas ever going to be implemented without more time, commitment, and guidance/leadership?

And so it goes. Teachers gather, share ideas, share experiences, commiserate, and collaborate. Every week there is another conference somewhere, another keynote speaker plucked to expound the latest wisdom culled from a data herd unlike any other. Is that all there is left for us to change the world of education? What if we started meeting other professions at conferences and working alongside of them in workshops to solve real world problems facing our youth?

I propose to take a break from educational conferences to put into place some of the ideas that have been shared over the past few years. We all have some catching up to do.

*Anyone familiar with couple dynamics knows this can be a bone of contention in relationship politics. I am not prepared to admit this is a problem. However, let the record show, my wife is an understanding and patient person in this and several other areas of our 22 years of marriage.

November 2, 2015November 2, 2015 Mike Beetham Celebrating Success, General, Resilience, Wellness

Celebrating You

As my all time favourite author Dr. Seuss said, “Today you are you! That is truer than true! There is no one alive who is you-er than you!” If you are like me at all, you have difficulty accepting compliments from colleagues, administrators, students and/or parents for the commitment that you put forth in your role as a teacher. Yet we are open to criticism each and every day. Why is that?

Well this past weekend while I was doing some work in my office area I looked at the bare walls around me and thought to myself. Today I am going to hang up my diplomas that I received over 30 years ago. Yes, that is right, they have never seen daylight, never been hung and thus never been admired for the accomplishments I had reached. I scoured through a variety of storage bins and found them still in their original holder from the university. So off I went to get them framed. Within a few hours and a few extra holes in my wall, I sat back and admired my accomplishments (albeit a few years later). What I hadn’t expected was the renewed sense of pride and enthusiasm that followed that small action of recognizing my work.

As we know ever so well, positive feedback, sincere compliments and celebrating small and big successes with our students is an essential component to helping students be triumphant in their educational journey. So to it is for teachers. Take the time and not only smell the roses on your grand tour, pick a few and put them on display!

“Unless someone like you cares a whole awful lot, nothing is going to get better. It’s not.”

October 30, 2015October 30, 2015 Tisha Nelson General, Inspiring Students, Professional Learning and Growth

LOL – Learn Out Loud

Would you buy a new car from a salesperson who is driving the competitor’s vehicle? Could you eat from a chef who refuses to taste his own food? Might you trust your life with a lifeguard who questions their own ability to swim? Would you follow a leader who delivers the message of do as I say and not as I do? In the same ways we would like those who are selling us a particular product or idea to be consumers of their own assurance, teachers can promote the joy of learning by the ways they model their commitment to lifelong learning to their students. Learning out loud as an educator has the ability to ignite a fire for learning in the students we teach.

Learning out loud is a teacher’s permission to practice what they preach. As teachers our vital role is to be a provoker of learning: inviting students to deep levels of thought by problematizing the ordinary and investigating the mundane. With information accessible to the masses, teachers need to model the essential skills that students need essential skills students need to navigate a world of information overload. Students are watching; so by being critical consumers of information, perseverant problem solvers, collaborative colleagues and future-ready risk takers, we are modelling for them the importance of learning and growing every day.

What might learning out loud look like? Opportunities for teachers to learn are never limited to taking a course, or attending workshops, but rather, teachers can learn out loud by being transparent in the risks they take in their own practice, the open reflection they model and the invitation for feedback they present to their students. In short, teachers can model their willingness to learn simply by openly trying something new.

One of my fondest memories of intentionally learning out loud was in 2010 during my first experience teaching grade 6 math. The previous summer I had taken my first Math AQ and I was conscious about staying accountable to the new learning I had encountered in an effort to continue to grow in my practice. At the start of the year I made my learning process transparent before my students by letting them know that I was learning how to be a more effective math teacher. I labeled a wall space above my desk as Ms. Nelson’s Learning Wall where I place prompts for the teaching/learning strategies that I wanted to be mindful of including in my practice. I told my students that I would be referencing my learning wall for help in the same ways they reference anchor charts when they are learning. When trying something new, I would start by telling my students that this was a risk I was taking then I would invite them to reflect on the process with me by giving me feedback from a participant’s perspective. When mistakes happened, I acknowledged them and would redo lessons. I would let my students know that my mistakes were evidence that I was trying and that mistakes were always welcomed in my class. When I experienced struggle in my practice, I highlighted it, and would celebrate the aha moments when a breakthrough came. My transparency as a learner leveraged the playing field in my class where my students saw me learning alongside them and I engaged them as resources.

Professional Learning Wall

Learning out loud continues to fuel my teaching practice. When I am confused, I confess it. When I am unsure, I model resourcefulness. When I am excited about a new Idea, I take risks. When I learn something new, especially when that learning comes from my students, I celebrate it. The more enthusiastic I am about my own learning,the more enthusiastic students are about their own. I once encountered a quote about teaching that read, “Teaching is my passion, getting better at it is my job.” This philosophy speaks to a teacher’s commitment to lifelong learning. Essentially, we need to ensure that we buy the product that we are in effect selling – an education.

October 30, 2015October 30, 2015 Will Gourley Building Inclusion, General

Hallowe’en for the head, heart, and heck of it.

It’s October 30. It’s a Friday. That means it is the eve of all hallows eve. Hallowe’en, as if things aren’t strange enough on Fridays in the classroom. Days like today are good social opportunities that are fun and chaotic. However, they can also be awkward and stressful for some students.

In my class, the students have streamed in wearing a variety of amazingly well thought-out costumes, while others sport the same tops and pants they’ve worn all week. As they enter, the room’s giddiness level rises as students guess what the other is wearing followed by smiles, giggles, and compliments. The only way to describe the energy in the room is bristling.

There I was, last night, purchasing student friendly treats in an aisle filled with other teachers doing the same. For some reason Hallowe’en is a day long permission slip to bend the healthy schools guideline, and it has been written by the candy companies. Or is it time to let off a little steam after 2 months in the classroom?

One way or another, there will be candy and other treats.

In our classroom that means; peanut free, sesame free, gelatin free, as well as a vegan option. When planning for days like today, it is important to understand the dietary diversity of our learners. This can be a great chance to learn about our students and celebrate our differences with one another.

At the start of this post I mentioned all of the amazing costumes that some students were proudly wearing, but not all. How do you ensure that all students feel included in your classroom? Do you offer an alternative to activities that some students are uncomfortable taking part in due to religious or other reasons? How can this moment be used to include students, rather than make them feel excluded?

This is also a great chance to discuss trick or treat strategies (candy, reflective clothing, manners) and safety on Hallowe’en night. My students love hearing about my 2 pillowcase candy retention system from the old days.

My class is having a party. It is student organized with the following requirements; inclusive of all students whether they are wearing a costume or not, treats must be peanut/sesame free, no gelatin gummies, sour keys etc that are not Halal friendly, and have fun.

This scene is playing out through the halls of our school with teachers and admin getting into the spirit as much as the students. Hope you have a ghoul time.

October 27, 2015January 27, 2016 Will Gourley Anti-bullying, Building Inclusion, Challenging Topics, General, Making a Difference Through Education, Mental Health, Wellness

Mental health in the hallowed halls.

Here’s a snippet from casual conversations playing out in school hallways everywhere.
Pick the lines you’ve heard or have used before.

https://www.flickr.com/photos/wfiupublicradio/5601192190 https://creativecommons.org/licenses/by-nc/2.0/ — Photo Credit:
WFIU Public Radio

“How are you? How’s it going? What’s up? How’s it?”

“Good. Great. All good here. Meh. No worries. Busy. So busy. Cool. Not too bad. OK. Could be worse.”

What would you do if someone answered honestly saying; “Not good. I’m being bullied by a group of students. I don’t like my body. My parents are divorcing. No one likes me. I feel alone and sad all of the time”? Would you pull out the motivational clichés and tell the person to toughen up? Would you walk away saying, “hope you’re OK?” and “things will be better with time” or would you inquire further? Would you feel comfortable finding out the truth? Do you have enough emotional energy in the tank to make a difference?

Regardless of years of experience, many new teachers feel uncomfortable, even under-equipped when facing mental health issues in the classroom After all, we’ve been taught pedagogy, not psychology, in teacher’s college. That’s not completely true. We did learn about Maszlow’s Hierarchy of Needs, but that was so long ago, it was only a small series of lessons/readings, and besides we have lessons to deliver.

In this post I want to share a side of education that Maslow does not get enough attention. I’m talking about mental health in schools.

Understanding and supporting students with mental health issues is as important in our classrooms as the curriculum we are instructing.

What keeps educators awake at night are the the same daily problems being encountered in classrooms around the world. I am a witness to how mental health issues are scarring education. There is a recurring generational amnesia in the hallways of educational institutions and it’s time we do more about it.

That may not seem like a light and lively subject for conversation, but discussion in all of these areas is crucial as it pertains to making our classrooms safe and inclusive learning spaces. How are you dealing with issues like this in your classroom? Here are a few ideas that have helped in my learning space.

In my classroom we have worked hard to develop a safe space for all learners. This means that we all try to support each other when times get tough. We try to use the idea of Ohana (family) where no one is alone or forgotten. We have instituted Mindfulness Moments as brain breaks. Students need time to consolidate their learning, and to be still/quiet for a few minutes. This little break in the action calms the mind, reduces anxiety and teaches students a valuable de-stressing skill.

In my classroom, there is always a little something to eat. It is amazing how a granola bar, a juice box, and some crackers can help a student who has not had enough to eat to start the day. During tests, quizzes or quests, as we call them, we have “test crackers”. They’re tasty, crunchy, and important to helping students relax during assessment tasks. I have found that when a student has something to eat, albeit very small, they are more relaxed and perform better.*

In a follow up post I share some thoughts about mental health issues as they relate directly to educators. You’d be surprised how similar they are to those our students face. Or maybe not?

I need a granola bar.

* Maybe I’ve found a thesis to test for my M Ed?