Inspiring Students

December 1, 2017 Michelle Fenn Anti-bullying, Building Inclusion, Challenging Topics, Classroom Management, Diverse Learning Needs, Equity, General, Inspiring Students, Integration, Learning About Your Students, Learning in a Real Life Context, Making a Difference Through Education, Mentorship, Social Justice, Students as Teachers

Kindness and Gratitude

My hope in asking for a junior division assignment was that the students would be more independent however, I also knew that in exchange, I would be likely dealing with the issues of the tumultuous “tween” years. My expectations for this group were particularly high because I had taught nearly half of them for two years in grades 1 and 2 and I felt as though I knew them pretty well. Unfortunately, we have been having social issues in our classroom and the students are having difficulty treating each other with kindness. I wasn’t prepared to have to “teach” kindness and gratitude at this age. After 20 years in the primary grades, I suppose I assumed they would already know how to be kind. Let me be clear. They are not horrible kids and having raised two kids through the “tweenage” years I know the behaviour is driven by hormones etc., Kindness becomes more complicated in the junior grades as the social constructs change and being popular and fitting in becomes that much more important. What I’m trying to get across to the students is that kindness is actually more powerful than being mean but they aren’t yet all buying into it…yet. I’m not giving up.

We started by reading the book “Wonder” by R.J. Palacio together as a class. After every few pages there was so much to unpack in discussion with the students about empathy, “precepts” for living and loyalty in friendship. In discussions, the students were easily able to empathize the injustices suffered by Auggie and were angered by the actions of the antagonist, Julian. We also went to see the movie in order to compare the stories and they thoroughly enjoyed the experience and were thoughtful in their assessment of the themes and the major differences. In reality, however, they were having a hard time putting all of this knowledge into practice with one another.

I needed to dig a little deeper and do some research and I happened upon a great website connected to the book; #choosekind is a campaign attached to Palacio’s book and it started us on a journey of kindness. We’ve also been using lesson plans from the Random Acts of Kindness website and have begun daily gratitude journals. We started restorative circles using our talking stick using Restorative Circle prompts. We have created our rules and agreement for our circle. It has been a slow start because we are starting with topics that are allowing students to relate to one another and are not value or character based sensitive topics yet as we work to build trust in the circle. Our first couple of prompts were, “What are 3 things that you cannot live without?” and “Who is your hero?” Not everyone is able to come up with something right away and sometimes we have to circle back, but it is a beginning.

We also wanted to do something as a class that was more global and would make an impact on people whom we didn’t even know. In Peterborough, we have a store called Under One Sun. They are part of a larger organization that supplies crafts from artisans in Haiti, “Restoring Dignity Through Artistry”. We decided to participate in a Christmas ornament fundraiser which helps to create jobs and sustain families in Haiti. Some of the money goes to the artisans for healthcare, childcare, education and materials and some of the money comes back to the school. Our class of 22 students alone sold more than $1000.00 worth of ornaments. This fundraiser makes a difference in our community and for families living in Haiti and broadens our student’s awareness of global issues of poverty. In addition, we are going to learn how to make paper bead jewelry ourselves as gifts for our own families.

As we move into the holiday season, December is a great month to think about giving, gratitude and kindness. We are going to be working with the Senior Centre down the street, hanging our art work, singing songs to entertain and presenting a dramatic re-telling of “A Promise is a Promise” written by Robert Munsch. We have created a kindness calendar which includes random acts of kindness for each day that do not cost money. Hopefully, day by day, discussion by discussion the students will come to realize the power of kindness.

November 19, 2017November 19, 2017 Michelle Fenn Celebrating Success, Combined Grade Classes, Constant Learning, General, Inspiring Students, Inspiring Teachers, Integration, Learning About Your Students, Math, Mentorship, Professional Learning and Growth, The Arts

Connecting Area and Perimeter to Art-Piet Mondrian

Whenever possible, I search for ways to integrate the curriculum to create deeper learning opportunities for students and connect to the world around them. It has always been easy to make connections between geometry and art. Measurement and art wasn’t something that I had integrated much before. However, in working with my Teacher Candidate from the Trent University Faculty of Education program, we were excited to see what the students would create. It only goes to show you that when teachers are able to work collaboratively, wonderful programming ensues for students.

We have been working on perimeter and area for a little while, but students were still having trouble figuring out the difference between the two concepts. We started by giving the students 9 square tiles. Students were asked to create a 3 x 3 array of square tiles and determine the perimeter and the area. The perimeter was determined to be 12 and the area determined to be 9. From there, students were given a number of different challenges to reduce the area but maintain the perimeter of 12. The challenges grew increasingly difficult.

1. Reduce the area by one square unit but maintain the perimeter of 12 units.

2. Reduce the area to 7 square units while maintaining the perimeter of 12 units.

3. Reduce the area to 6 square units while maintaining the perimeter of 12 units.

4. Reduce the area to 5 square units while maintaining the perimeter of 12 units.

5. Reduce the area to 4 square units while maintaining the perimeter of 12 units.

6. Reduce the area to 3 square units while maintaining the perimeter of 12 units.

After having the students share their different solutions we thought we would show the students artwork that Ms. Marchiori created inspired by Ellsworth Kelly’s “Colors for a Large Wall”. In a guided math lesson the students figured out the area and perimeter of different parts of the artwork. The way in which students figured out the answers to the area demonstrated that they had a much better understanding of the difference between area and perimeter than they had previously.

At this point, we wanted to get into the artwork and considered the work of Piet Mondrian. Piet Mondrian is famous for the work that he created using primary colours, horizontal and vertical lines and squares and rectangles. Perfect for working with area and perimeter and for incorporating the different elements of art.

Ms. Marchiori showed the YouTube video of Piet Mondrian’s artistic life in a nutshell. Afterwards, the students then created their own Mondrian inspired artwork using chart sized grid paper (6’X6′) and crayon. To continue our math focus, the students then had to calculate the area of each of the colours that they used and write that on the back of their art “plan”. From there, the students used acrylic paint on canvas with grids drawn in pencil to recreate their “plan” for their art.

A few of the finished artwork samples;

This artwork would also connect to fractions. Students could express their colour content in a fraction, reducing it to it’s simplest form and then compare which colours covered the largest fraction of the area of the painting. When the artwork is complete, the students will be adding an artist’s message about what they learned during the process about area and perimeter, about the elements of line, colour and shape and about Piet Mondrian. This week we will be creating Mondrian inspired artwork while exploring balance and colour in art using much of the same grid technique but with the medium of crayon resist and watercolours.

October 29, 2017October 29, 2017 Michelle Fenn Constant Learning, Inspiring Students, Inspiring Teachers, Mental Health, Mindfulness, self reflection, wellness, wellness, Wellness

Mindfulness Tips for Stress Reduction

I’ve recently spent some time with fellow educators and health care practitioners in order to find solutions to an all too prevalent issue. Burn out, stress, compassion fatigue or empathy fatigue; whatever you call it, it is a reality for those in caring professions like teaching and health care. The room was filled with women from all over the province. Although our stories were different, we were all exhausted, overwhelmed, and consumed by feelings of guilt and inadequacy. We had a common purpose for coming together; to find ways to put mindfulness and stress reduction into our daily living.
The most common excuse that people use with regards to self-care is that they don’t have enough time. I used to say the same thing. Then I realized that if I have had enough time to watch two episodes of something on Netflix, I had enough time to go to the gym or cook a healthy meal. As I have learned more about mindfulness and meditation I have realized that it doesn’t have take a huge amount of time and it really doesn’t take a whole lot of effort. You just have to start.
I’m an “all or nothing” kind of person and a perfectionist. I used to set lofty exercise, meditation and healthy eating goals for myself and then quit when I haven’t met these unrealistic expectations. Now, I start one thing and do it, slowly and simply. I try to adopt Nike’s “Just Do It” advertising campaign as my mindset towards mindfulness. I have to remind myself to be patient, kind and compassionate around my mindfulness practice. I forget, I get distracted and I feel disappointed in myself sometimes. The most important thing that I try to remember is I can always begin again. I can begin again every moment. The judgment that I have about missing days at the gym or on my meditation cushion is my own. There is no one that works at the gym that will berate me when I come through the door. They will welcome me and I have never left the gym or my meditation cushion wishing that I had done something else with my time. I thought it might be helpful to share some simple and quick ideas that can easily become habits in order to become more mindful and practice self care.

1. Begin each morning by spending three or four minutes lying in bed awake before getting out of bed. Pay attention to your breath and set your intention for the morning rather than shutting the alarm off and immediately swinging your legs to the floor. It seems like such a simple thing, but it can make a positive impact on how you face the day.

2. While doing any mundane task such as washing your hands you can simply pay more attention to the task. Don’t try to multitask and don’t be on “auto-pilot”. Be aware of what you are doing and do it slowly. Actually enjoy the simple task of hand washing. It may take you a few seconds longer but it gives your brain and body time to become more grounded. Pay attention to your breath. Are you holding your breath? Are your shoulders tense? Let the warm water flow over your hands and be grateful for the water we have. Lather the soap and feel it squish through your fingers. Dry your hands completely, taking the time to appreciate the act. We know in the teaching profession how important the act of hand washing for our health and we do this many times a day but how often do we wash our hands mindfully? Take these few extra seconds, breathe, be aware and be grateful.

3. Each morning before exiting your car at work take a few minutes to check your breathing. Be grateful for the day, be aware of your intention for the day at work. Try to do a quick body scan to see if you are holding any tension and let it go. If you aren’t really looking forward to the day, force a smile. The silly act of putting a smile on your face on purpose while alone in your car will often produce a genuine smile!

4. Be mindful about your cup of tea or coffee. Over the years we have become accustomed to having our tea or coffee “to go” that we are no longer mindful about drinking it. In fact, we have adult sippy cups to ensure that we don’t spill it and companies that put warnings on the side of cups to remind us that the contents might be hot. As a society, we have become pretty mindless about drinking hot beverages. Our coffee and tea have become caffeine that is fuel to be consumed rather than a comforting and tasty beverage to savoured and enjoyed. So take the time when drinking your hot drink. Take the time to smell it, feel the warmth in your hands, to really look at it and to enjoy and be grateful for it.

For more information about “Tea” Meditation and mindfulness visit Tea Meditation – Plum Village

5. In order to incorporate mindfulness practice into your work life, practice it with your students. Each day I have a morning meeting with my class. I use a singing bowl to draw attention to our practice and we sit in a comfortable position. We only do this for a few minutes each day but we pay attention to our breathing, we close our eyes or choose a spot to land a soft gaze. The students have said that they can feel the energy in the room become more calm and peaceful. I do the practice along with them. I have grade 4 and 5 so we also talk about mindfulness and what it means. It works hand in hand with self regulation. If students are mindful about their behaviour then it becomes easier for them to practice self regulation strategies.

I do not claim to be any kind of mindfulness or meditation guru. I have not painstakingly researched the positive effects of mindfulness from a scientific perspective. I’m just an elementary teacher and mom trying to bring balance to my life, one moment at a time.

October 28, 2017October 29, 2017 Arianna Lambert Challenging Topics, Constant Learning, Indigneous Ways of Knowing, Inspiring Students, Inspiring Teachers, Professional Learning and Growth, Truth and Reconciliation

Courageous Conversations: Indigenous Perspectives In The Classroom

Over the last year and a half I’ve had the privilege of co-moderating #tdsbEd – Twitter chats for TDSB Educators. It has become a community of teachers – well beyond our board – who are sharing their thoughts and ideas around trends in education in order to ensure student success, well-being and achievement. Throughout this time, I’ve been fortunate to work with amazing educators who have been guest moderators for our chats.

I was fortunate to have had the opportunity to work with Christina Saunders – a TDSB Indigenous Education Instructional Leader – on a chat entitled, Courageous Conversations: Indigenous Perspectives In The Classroom. Last Thursday we had our chat and it was refreshing to take time to both reflect on my own practice as well as be inspired to take specific actions to evolve in this area. Our chat had 7 questions that focused on Indigenous knowledge in the classroom as well as reflecting on our practice and learning spaces through checklists.

Treaties Recognition Week is coming up and we also took time to reflect on how we are unpacking the land acknowledgment with students. I must admit that I often found myself being able to recite the TDSB land acknowledgement but truly understanding the diversity of the Indigenous groups represented or even having an understanding of the Toronto Purchase, eluded me. If this is true for some of our educators, how much more so might this apply to our students? I decided to unpack it with my students by asking them to research the different groups of Indigenous Peoples, the Toronto Purchase and using Google My Maps, students had a chance to visualize the parcel of land referred to. This was an extremely beneficial learning opportunity for my students because they now have a deeper understanding of the peoples, the land and the agreements that set out the rights, responsibilities and relationships of Indigenous Peoples and the federal and provincial governments. If you are still looking for information on Treaties Recognition Week, please check out this amazing article written by Christina in ETFO Voice – Getting Ready for Treaties Recognition Week.

Land Acknowledgement (1) In my class this year, I’ve made it a goal to ensure that Indigenous perspectives are reflected in both my teaching and in our learning space. In the past I’ve struggled with months or days to celebrate a particular heritage or cultural group because I find that it leads to tokenism. While there is value in that celebration, I wonder how we might be able to go beyond and infuse this learning into our everyday experiences with students. I’m learning the importance of valuing inquiry as students start to investigate for themselves diverse experiences within Canada. Earlier this year, we read Jenny Kay Dupuis’ I AM NOT A NUMBER as we heard discussions around Orange Shirt Day and the experiences of Indigenous families and residential schools. Seeing my students question the actions of others based on ignorance and not respecting difference was invaluable. My hope is that this leads them to consider the way in which they treat others and ways in which they can become change makers to speak up when they see injustices.

One of the biggest takeaways from my chat was to ensure that I have contemporary representations of Indigenous Peoples in the reading materials that I introduce and that are a part of our classroom library. I’m learning to ensure that the stories told are being told by Indigenous Peoples rather than being told for them. I’m learning to take the time to do author studies to find out more about who is writing and the influences that impact and inform their writing. I have a long way yet to go but I think that beginning to have these courageous conversations is a step in the right direction.

If you are interested in finding out more about our chat on Courageous Conversations: Indigenous Perspectives In The Classroom, here is the archive.

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 25, 2017 Will Gourley First Week Reflections, General, Inspiring Students, Inspiring Teachers, Learning About Your Students, Start of the year

It’s like September all over again

Have you ever walked into a classroom and did a double take? Trying to gather your bearings, did it feel as if you’d been in that exact same spot and the very same moment before? I know it’s happened to me and wonder if other educators feel this way?

Returning to the classroom in September can be like this. The faces are different, maybe even the school, but there are connective currents running through time and space that signal you’ve been there before. I am reminded of a hall of fame quote by Yogi Berra, “It’s déjà vu all over again.”

This September, I started at my 4th school in 9 years. I could not be more thrilled joining a new family of learners and educators. Of course, I miss my old schools, but as I’ve written before, we have to move on to grow in our professional practice. This year was no exception, even after 3 amazing years at my former school.

Unsurprisingly, since the first bell on Day 1, things have been occurring at the speed of learning. Meeting my students/families, observing them interact, and watching them navigate our classroom for the first time. I’m never sure who is more anxious on the first day, parents, students or me?

To this teacher, the first week of school is like a three-way collision between energy, ideas, and awkwardness. I love walking into a new building and asking students to help me learn directions and routines. On more than one occasion, a student will ask, “Aren’t you supposed to know this?” I reply, “Maybe, but it’s more fun to ask. I’m new.”

What I’ve seen over my first 9 Septembers

After 9 first days of school, some things have not changed. September is a time when everyone is (re)acquiring their routines and rhythms. Everyone is trying to put their best foot forward – almost. Depending on their Summer, the most reticent learners and educators might still require an extra week or 2 to get up to speed. We need to avoid the rush to establish out of reach expectations. There have been a couple of years where I struggled to find my groove. I have found that the first few weeks are like a contract negotiation. Everyone is trying to get what they want out of the deal, and it takes time to hammer them out.

Each year I enter our, not my, classroom with complete trust that students are there to be awesome. Empowering them and presuming best intentions have always been great places to launch an important year together. Bringing students into the conversation and decision-making process, from the start, allows for long-term success based on understanding and mutual respect.

This happens in our classroom in a number of ways across a number of days. Students are asked to take chances, make mistakes, and be unafraid to fail. It asks us all to become comfortable with discomfort, feeling safe when vulnerable, and knowing everyone is respected and valued. If a space for this has not been created in my classroom, then there will be a risk of starting off on the wrong foot. Taking the time to create a consistent and caring class culture will ensure a cohesive committed community for the whole year.

What I did over the Summer

As a kid, it seemed that every start of the year writing assignment was a retelling of my summer. This was usually followed up with a presentation in front of the class. I am not sure whether this was an act of sadism or masochism for the teachers who assigned the task, and then had to listen as each one was shared. All I remember is that the act of recalling my summers and the subsequent in-class attention were boring for me too.

As I enter the classroom, I vowed to change this. I have asked students to share what they’ve regretted about their Summer, or what they would do over and change. We hold off on “presentating” in favour of peer sharing where volunteers are asked to read a few highlights that stand out after reading their classmates’ work. I’ve found that using 6 Words Stories as a great introduction exercise.

This year I had students write their own and then write one for their seat partner. *

Build flexibility into your planning

Beware of over planning. Yes, some planning must be done. Preparation is important, but a measured approach is best. Over planning has been, and continues to be a mistake I make. However, when plans go uncompleted or go off course, I am not going to count it as a loss. There needs to be time built into our work for the second and third questions. Sometimes students have more questions than we have answers. Yes, it takes away time from your plans, but the relationship building established through it will become invaluable going forward. Give yourself permission to go off script. The students will appreciate the spontaneity.

Noise

As part of classroom routines and noise management, I have heard classics from, “Hands on top. That means stop.” to “Un, deux, trois, les yeux sur moi.” These work well with JK/SK and primary classes, but tend to aggravate the more sophisticated learners in the Junior Panel.

I use a number of noise makers, ranging from a wood block shaped like a pig, a rain stick, and a guira Each is strategically placed about the room to access as needed. They are used to draw students back from their independent or team work. I also have a spot in the class where I will wait for students to come back to hear further instruction or feedback.

Another ‘attention-getter’ to consider is something shared by Paul Solarz called “Give me 5!” I love the power this places in students hands along with the responsibility to be relevant and engaging as they capture the room to share their ideas.

Having a wide variety of tools in the kit have allowed each of my 9 first days of school to begin memorably and effectively. Of course there are bumps and tweaks to be made along the way, but that ads to the joy of the job. As each year brings us a unique set of lives to discover, equip, and watch flourish.

Thank you for reading this post. I look forward to sharing with you again this year. If you have any questions about the resources or strategies shared please message me below.

*Which 6 words would you use to share your story? Feel free to share in the comments section.

September 24, 2017 Arianna Lambert Inspiring Students, Learning About Your Students, Math, Start of the year

Empowering Young Mathematicians

I’ve always been a lover of Math. Even when I wasn’t particularly strong in a specific area, I always loved the thought of calling myself a Mathematician. Now I know it’s a huge leap from loving the subject to ascribing to being a Mathematician but hear me out for a minute. As many of my friends may know, I love Google so I thought I would ask my good friend for the definition and here’s what I found.

Magically, this definition empowered me to realize that I too can be a Mathematician simply by being a student of Mathematics. It didn’t say that I always have to excel in all areas. It simply says that I have to be a student. Now for the definition of student. Ok Google….

I’m going to go with the last definition. A person who takes an interest in a particular subject. So after much searching, I think it’s safe to embrace the term. The question is, how do I get my students to do the same?

Inevitably, when I ask my students to tell me about their Math experiences, there are many who already describe themselves as being “not good at Math” or state, “it’s too hard”. My task then is to reframe their experiences with Math, encouraging them to change their outlook.

At the beginning of the year, I’m always looking for new ways to engage my students in Math tasks as my assessment for learning. For the last couple of weeks, we have been doing Which One Doesn’t Belong activities and I have been asking my students to use Mathematical language to justify their answers. After a few rounds, one of my students started laughing and said, “there’s really no wrong answer so long as you explain what you are thinking”. It was interesting because it didn’t occur to many of them that there may be multiple possibilities to answering these types of questions.

This got me thinking and asking myself:

Is this what holds our students back from realizing that sometimes engaging in Math isn’t just about getting the right answer but exploring different pathways to finding solutions?
Is Math about allowing students to explore the different concepts and seeing where these concepts intersect or are useful in everyday life?
Can we reframe Math for our students so that they realize that so long as they take an interest in it and persist as students, they too can be Mathematicians and that it is not only about “being good at it”?
On Friday we were coding in Scratch and words like values, angles, turns, length were coming out. Isn’t that Math? Can we explicitly teach the concepts and empower them to create using them?

Ms. Lambert, the self-proclaimed Mathematician, is on a mission this year to work with students to empower them to embrace Math just a little more. I’ll keep you posted on our journey!

June 21, 2017 Tammy Axt English As Second Language (ESL), English Language Learners (ELLs), Inspiring Students

Celebrating Our Student’s First Language Through Music

Do you recognize the lyrics to this song?

I didn’t until one month ago, when my students began a project I created about celebrating songs in other languages. This project came out of a desire to change one part of my music program. The most important part of any arts program is student creations. In my class students create songs, ostinatos, percussion compositions, raps etc… You name it, my students have probably created it. However, I felt that the part of the music curriculum that focuses on exploring forms and cultural contexts could be improved. I felt like the music that I was bringing in was authentic and reflective of my student population but the problem was, it was always initiated by ME. So I decided to try something new and it has been the most amazing project.

I am very fortunate to work in a very diverse school where many of my students are bilingual or multilingual. In previous years, as many songs as we learned from different communities and cultures, I didn’t feel as if I was really helping my students increase their multilinguistic skills or supporting them through their cultural identity journey. In the past, I felt that my students learned a lot about cultural music through units I created, but I wanted something deeper this time.

The idea for this project was inspired by a project called “Dual Language Identity Project” http://www.multiliteracies.ca/index.php/folio/viewProject/8. In this project, students were encouraged to write stories in their first language to support their acquisition of English Language Skills. I really liked how the students had ownership and pride in their linguistic skills in their first language. The inability to write proficiently in English was not placed as an obstacle for their expression.

My students differed from the students in the “Dual Language Identity Project” because they have a lot of proficiency in English. Most of my students were born in Canada and spoke another language at home until they came to school, but are now fairly fluent in English. However, I recognized the pride that came from the “Dual Language Project” and I wanted to emulate that. Being a music teacher, I decided that we would complete a project with songs. Students chose a children’s song from their first language and created a lyrics book so that our younger students could learn the songs. For many of our younger students who do not read or write in their first language, it also gave them exposure to text in Punjabi, Singhalese, Urdu, Guajarati, etc.

In addition to completing the project to increase student’s engagement with their own personal cultural music, I had some other goals with the project:

a) To increase the exposure to languages that were unfamiliar to them. The project helped students become accustomed to hearing and interacting with people who speak different languages and have different cultural backgrounds. At the beginning of the project, with 6 or 7 different songs being played at the same time in the classroom, students would look up and sometimes react to the sounds of other languages. However, a couple of weeks into the project, students started asking questions about the songs instead of reacting negatively.

b) To increase students’ pride in their cultural identity. At first, students were very shy to share their cultural heritage. Four weeks in, however, I have heard about students’ family trees and the multitude of different languages that are spoken in my students homes every day, and many, many other stories. I believe that holding onto first languages and culture has positive impacts on the social and emotional well-being of students.

c) Studying the linguistic structures of one language really helps the growth of language acquisition skills in all languages.

d) I have been looking for ways to include my incredible multicultural families into our music program and this was a perfect way.

To complete the project, students were primarily placed in groups based on their first language. If they were multilingual, they were allowed to pick which language they wanted to join. If they spoke no other language, they were allowed to choose which language they were interested in learning. Today, my student who does not speak another language performed quite a lengthy song in Guajarati!

Some students worked alone by choice, others worked in groups of approximately 4 or 5. The students were given an IPad to use as a reference tool if they needed it.

In the first period, the students spent most of the time listening to different songs they might be interested in using. Some students found it difficult to find songs online so they asked their families that night at home for ideas.

Their next job was to work together to create the books. The students wrote one lyric per page and drew a picture that corresponded with them. They were also responsible for including an English translation at the back of the book and a title page at the front. All of the books were between 6-12 pages.

The books turned out amazing and I can really see the desire each group had to create a polished product.

Teaching the younger students has been really fantastic as well. It is so special to see a grade four student connecting with a grade one student who both share the same language.

In addition to watching the most amazing interactions between students, I had one student who did not speak Japanese but was really interested in learning a Japanese song so I told her go right ahead. Wow! She learned that song in no time. She was even teaching a rather reluctant student in my class to sing it (and he HATES singing). I felt like this project was a miracle worker.

I watched students of Trinidadian background learn songs in Urdu and students who are sometimes rather shy in my class absolutely shine as they shared their deep knowledge of their language and culture. Artistic students helped consult on picture and colour choices

Everyone had something to bring.

Everyone was allowed to choose their direction and course.

Were there mistakes in their multilingual writing? Yes, there were. For those of you who are proficient in Punjabi, my students literally sounded out the word foot and wrote it in Punjabi instead of writing paair. However, I could hear students discussing and trying to figure out how to write certain words, helping them to grow in their first language. Some rarely get this opportunity. I also listened to a 10 minute conversation between two students who speak Tamil about the translation to English. They were working with the song “Nela Nela Odiva” and the direct translation was about the ‘moon running’. They talked it out for a quite a while and decided that the ‘Moon was moving quickly’ made more sense.

I learned a lot about my students, their interests and their cultures through this project. I learned that some of my students work hard on their Saturday morning to learn how to write in Hindi, Singhalese, Punjabi, Tamil and so many other languages. I learned that Guyanese kid songs are incredibly difficult to find on the internet (that might be my next project).

Music is about connecting with who we are as expressions of ourselves and I feel this project helped me to get to know my students more deeply. It was also a powerful way of learning and working with cultural music.

February 28, 2017February 28, 2017 Will Gourley Constant Learning, General, Inspiring Students, Inspiring Teachers, Learning About Your Students, Modern Learning

Cultivating a culture of creativity

Recently, I was asked to explain my vision on how to cultivate a culture of creativity in the classroom. After a few moments of reflection came this response.

From the moment that a student enters our classroom fostering a culture of creativity requires 3 key things; fearlessness, fluidity, and failure.

IMO, these 3 are inextricably linked in my classroom. As lead learners first, teachers are crucial to a successful culture of creativity as they model fearlessness to students in our own approaches to learning. When students see their teacher unafraid to take chances and make mistakes, they too will be emboldened to do the same as they approach the new and unknown.

Establishing this in a classroom might require teachers to become Pirates as Dave Burgess shares in his transformative book Teach Like a Pirate. This requires complete commitment and patience. Remember, it’s about the process not the product.

This requires flexibility to escape from what is fixed within a text book, a single narrative/point of view, or schema. A classroom must be a fluid space where the way must be tried (tentanda via), but if it is limited to merely the information provided out of ivory towers; when and where will students have an opportunity to challenge it?

If we want a culture of creativity, we must allow room in our instruction to critically consider/falsify(as Scientists would according to Popper) what is being taught. This takes a mighty courageous educator who is willing to let go and share “power” with students.

Finally, for cultures of creativity to occur, a FAIL mindset is needed. FAIL is a wonderful acronym for First Attempts In Learning. We celebrate failure in the classroom because there is still something learnt in the attempts at something. When students feel safe to learn, try, and supported when they fail then they will be strengthened to extract the lesson, unlearn, relearn, try again, and repeat as a natural part of the process.

Some tangible examples of this in my class have come in my Electricity unit where we have been trying to make a fully functioning replica of BB-8 from Star Wars: Episode VII The Force Awakens movie. Throughout the process we have ideated, iterated, learned, adjusted, tried again. Instead of disappointment after an attempt or apparent failure, there is opportunity to rethink and try again.

Students empowered with a mindset of fearlessness in a flexible environment are bound to be invigorated and engage in their learning/tasks with their creativity emboldened.

I believe these 3 things to be at the core of innovation in education and have worked to embody them in my personal practice.
ps If I was to share a fourth item it would be that a culture of creativity is messy. Often, no path exists and therefore students must blaze their own trails. With the right attitude, the mess and muck of learning and creativity mesh to form a ‘lit’ learning environment.

pss – George Couros is the current godfather of innovative practices in education. He is a brilliant and gifted communicator who shares a passion for education with the world. His book the Innovator’s Mindset is on my reading list and I’d encourage you to add to yours.

If you want to continue this conversation about innovation or to share how you are innovating in your learning space, feel free to share in the comment section below. Thank you for reading. Will

November 6, 2016 Mike Beetham Celebrating Success, General, Inspiring Students, Inspiring Teachers, Making a Difference Through Education, solidarity

Remembering To Remember

Life is so busy that it sometimes takes an overwhelming effort to make time for yourself, let alone remembering all the sacrifices that have been made that allow us to live in such a free country. Yet we must and we must teach our children so they understand the why of remembering and not just the act of remembering.

Every year we make a concentrated effort to bring the community and school focus on Remembrance Day. Teachers and students put together emotionally compelling presentations to honour the generations from our past that made the ultimate sacrifice to make Canada the country it is. As part of our daily commitment to students we must commit to educating them not only about the world events that lead us to November 11, but also the small, day-to-day acts that make their world safer, healthier and provides them with a seemingly endless list of opportunities.

Take the time to have classroom discussions about the role of police officers, firefighters, physicians, crossing guards and any other key individuals that impact their life. Write letters of thank you and deliver them to those individuals or organizations. As a teacher (and key role model for your students) model for them on a daily basis how remembering can be demonstrated in such small ways as simply saying thank you.

Finally, as a teacher who has been in the profession for over thirty years, I must say thank you to the generations of colleagues before me. They spent days on the picket line, sacrificed family time and were the target of public scrutiny in order to make my profession what it is. I am blessed to have job security, benefits, peace of mind knowing my wife is treated equitably as a teacher and that my working conditions and student learning conditions are constantly being protected. This was not always the way for teachers.

“Remember For More Than A Day”