Kelly.McLaughlin Before School Starts, Start of the year

September Start-ups

Getting to know each other is a crucial part of building a positive classroom environment, especially in the early days of school. Here are some fun and engaging activities that can help elementary school students break the ice and start forming connections. Here are some fun icebreakers that I have used in the past in classrooms grades 5 and up:

All About me Brags:

Ask each student to bring a small bag filled with 3-5 items that represent themselves. These could be photos, toys, or anything significant to them. Each student takes turns sharing their items with the class and explaining why they chose them.

Two Truths and a Lie:

Each student thinks of two true facts about themselves and one lie. Students share their statements with the class, and their classmates have to guess which one is the lie.

Classroom Bingo:

Create Bingo cards with different statements like “Has a pet,” “Loves pizza,” or “Has traveled to another country.” Students walk around the room and find classmates who match the statements, filling in their Bingo cards as they go. The first to complete a row wins.

Find a Friend Who:

Make a list of prompts such as “Find a friend who has the same favorite color as you” or “Find a friend who has the same number of siblings.” Students mingle and find classmates who match the prompts, learning about each other along the way.

Name Game:

Start with a simple name game to help students learn each other’s names. For example, “My name is [Name] and I like [something that starts with the same letter as their name].” Students go around the circle repeating the names and likes of previous students before adding their own.

Classroom Scavenger Hunt:

Create a scavenger hunt with clues about different areas of the classroom or school.

Students work in small groups to find all the items or places on the list, learning about their environment and each other. This is ideal if you have a new group of students getting to know their new space.

Although I will not be returning to the classroom this September as I will start my maternity leave, I am happy to pass on these activities as I hope they will bring you that classroom community that makes your classroom so special. All the best!

Kelly.McLaughlin Before School Starts, Celebrating Success, Constant Learning, Curriculum Planning, Inspiring Teachers, Mental Health, Mindfulness, Questioning, self reflection, Start of the year, Teacher Wellness, Wellbeing

Relaxing and Preparing- how can we do both this summer?

Hey there, fellow educators! As the summer sun blazes on, it’s the perfect time to soak up some rays, enjoy a good book, and… get ready for the new school year! I know, I know – summer is your time to relax and recharge. But trust me, a little preparation now can make a huge difference once the school year kicks off. Here are some laid-back tips to help you prepare for the classroom during the summer while still enjoying your well-deserved break.

Reflect

Take a leisurely stroll down memory lane and think about what worked and what didn’t last year. Grab a cool drink, sit in the shade, and jot down your thoughts. What were your biggest wins? Where did you struggle? This reflection can guide you in making tweaks and improvements for the upcoming year.

Get Inspired

Summer is the perfect time to gather fresh ideas. Check out some educational blogs, Pinterest boards, or YouTube channels for creative classroom activities and decor ideas. You can do this from the comfort of your hammock or while lounging by the pool. Inspiration can strike anywhere!

Get Organized

Set aside a little time each week to organize your teaching materials. Sort through your files, tidy up your digital resources, and maybe even do a bit of decluttering. It’s a satisfying task that can be done while binge-watching your favorite show.

Update your Lesson Plans

Take a look at your lesson plans and see if there are any updates or new activities you’d like to add. You don’t have to overhaul everything – just tweak and refresh where needed. This can be done at your own pace, with plenty of breaks for ice cream.

Supply Check

Summer sales are a great time to stock up on classroom supplies. Keep an eye out for deals on stationery, art supplies, and organizational tools. You can even make a fun day of it with a friend or fellow teacher – shopping and lunch, anyone? (Always check with your school team and principal about how the budget works in case there are guidelines on what vendors can be used for costs covered by the board.)

PD

If you’re feeling ambitious, consider taking a short online course or attending a workshop. There are plenty of free or low-cost options available that you can complete at your own pace. It’s a great way to boost your skills without cutting into your relaxation time too much.

Self Care

Don’t forget that taking care of yourself is just as important as preparing for your students. Read for pleasure, spend time outdoors, and make sure you’re recharging your own batteries. A well-rested teacher is a more effective teacher!

Check in on your teacher pals

Reach out to your fellow teachers and see what they’re up to. Share ideas, plan collaborative projects, or just catch up over coffee. Building a support network is invaluable, and summer is a great time to strengthen those connections.

Remember, the key is balance. Mix a little prep work with plenty of relaxation, and you’ll be ready to hit the ground running when the new school year begins. Enjoy your summer, and here’s to a fantastic year ahead!

Happy summer, and happy planning!

Feel free to share your own tips and tricks in the comments. How do you prepare for the classroom during the summer? Let’s help each other out! 🌞📚✨

Kelly.McLaughlin Assessment and Evaluation, Before School Starts, Curriculum Planning, Start of the year

How to write long range plans

Creating long-range plans can be a complex but essential part of effective teaching. I find when I write long range plans using these steps, it makes my year flow much easier and helps me feel organized daily. 

    1.Understand the curriculum:

  •    Read and understand the curriculum documents for your subject and grade level.
  •    Identify the key expectations, big ideas, and specific learning goals.
  1. Know the assessment and evaluation guidelines:
  •   Understand the assessment and evaluation strategies outlined in Growing Success.
  •   Integrate assessment for, as, and of learning in your planning.
  1. Set goals and timelines:
  •    Define what students need to know, understand, and be able to do by the end of the year.
  •    Break down the overall expectations into manageable units.
  1. Create a timeline for the entire year:
  •    Outline the entire school year, marking key events, holidays, and reporting periods.
  •    Allocate time for each unit, ensuring a balanced distribution of content.
  1. Plan the units:
  •   Organize content into units or themes that align with the curriculum.
  •  Ensure that each unit builds on the previous one and prepares students for the next.
  1. Integrate with as many other subjects as you can:
  •    Look for opportunities to connect your subject with other subjects.
  •    Plan activities that incorporate literacy, numeracy, and critical thinking skills.
  1. Diverse instructional strategies:
  •    Plan a variety of instructional strategies to meet the diverse needs of your students.
  •    Include whole-class instruction, small group work, independent activities, and hands-on learning.
  1. Use a variety of inclusive resources
  •     Identify and gather resources that will support your teaching.
  •    Plan for the use of technology, textbooks, library resources, and community connections.
  •    Make sure these resources represent students from all lived experiences
  1. Plan assessments:
  •    Develop assessment tools that align with the learning goals and objectives.
  •    Include formative assessments to monitor progress and summative assessments to evaluate learning.
  1. Review and reflect:
  •     At the end of the year, review your long-range plan to evaluate what worked well and what needs improvement.
  •     Use this reflection to inform your planning for the following year.

Doing all these steps will help you but also, make sure to be flexible and remember that some groups of students can take longer to grasp subjects/move quicker so your plans may not follow the exact timeline you create for them. Also, you may want to do this with your teaching team if you team- teach or work closely with another person. That way, you can incorporate each other’s ideas into the long range plans. By following these tips, I always feel so relaxed at the beginning of the year and it helps as well with preparation for Teacher Performance Appraisals (TPAs) as well as if you have a student teacher – you can show them where you are at when they arrive. 

Hope these tips help you with your planning!

 

For ETFO’s Tips and Advice on preparing for TPAs check out this podcast and website.

Kelly.McLaughlin General, Inquiry, Start of the year, Student-led projects

Display Case Ideas

At the beginning of the year, it was decided that the display case in the front of the school would be designed each month by a specific grade or class. They would determine what they would present for the month to focus on a specific thing happening that month. April was our turn and I left it up to my class to determine what we should do. 

A few students took the lead by researching prominent holidays, events in our board as well as awareness that was occurring during the month of April. They came up with a long list and presented it to the class. They did a bit of math to determine that the display case could be easily divided into five sections (four corners and the middle area) so they allowed each student to vote for five of the topics. The five topics that received the most votes were:

  • Autism Awareness Month 
  • Ramadan 
  • Easter
  • Earth Day 
  • International Day of Pink

After the results, it was time to get to work. My students were asked to work in groups of five to collaborate and come up with a display section for the topic of their choice. Each group was asked to come up with a creative way to display some visuals, research and ideas to celebrate/reflect on each topic. They had about 120 minutes and did a great job. They created posters with relevant information about the topics as well as eye-catching visuals for all students and staff that will be walking by the display case. For Earth Day and the International Day of Pink, students generated lists of ways our school will be celebrating/that they could celebrate. Then, one student from each group came down to the display case to hang their work. See photo of finished product. 

Does your school have a display case? Consider allowing a class/grade team to decorate the case each month for the next school year. 

(IMAGE: Photo of display case with student work as described in blog.)

Will Gourley 21st Century Learning, Challenging Topics, Constant Learning, Curriculum Documents, Differentiated Instruction, General, Health & Safety, Literacy, Math, Professional Learning and Growth, self reflection, Start of the year, Wellbeing

P.A. day

Psst. The ‘s’ in P.A. is silent. Well that would be how many outside of education might see these days when staff are at schools while students frolic and faff about with their families. Nothing could be further from that misconception. I wonder if there are any educators left who can recall a time in their careers when these days didn’t exist. A quick search on the interwebs revealed very little information beyond some government pages. After this week’s learning, my full brain was not willing to click on for more.

It was a P.A. day in my school board and, in the spirit of “P.A.” days past, come with their share of work for educators at all phases of their careers. On the day’s menu: attention to countless operational matters, safety videos, wellness/mental health videos, and new curriculum/instructional insights. As anyone who has participated in this day in prior years this year’s “P.A..” day learning lineup seemed much more robust.

At my school, we met in the morning to discuss students at risk, sign off on safety plans, watch important video reminders related to our professional duty and safety. There we were 50+ together, synchronizing our minds on all aspects on so many important pieces to the puzzle picture we call education.

Hours of learning/refreshing our minds plus some prep time later, we were then given a chance to work through some fresh thinking on literacy and math by division. This included some instructional approaches to the new language curriculum, as well as some time to browse board curated math resources. With all the boxes ticked, there was just enough time for some planning during an afternoon prep time which included giving some feedback on an assignment.

It was a full day. As I worked through the day a couple of questions came to mind;
1a. Was this enough time to really allow the flood of content to permeate my cerebral space?
1b. If not, when do I find time to let that happen?
2. What was it like at other schools? How much time was spent in self-directed/exploratory activities around the new approaches in language and math? Was it enough? If there are others like me, when do we find that time to continue with this learning? Is there a life/work imbalance expected then?
3. With so much of the content prescribed from the system level, are there other approaches to consider in order to deliver the mandated compliance pieces while maximizing new learning opportunities?

For many of us, it is impossible to forget the stark differentiation between losing a finger or a toe and loss of limb in the Workplace Injury module, and those dearly departed ladder safety videos. I still wipe the rungs of my ladder because of them, even at home. Even as much of this familiar and important content has evolved, I felt overstimulated and overwhelmed with all of the learning that was prescribed for this “P.A.” day. Was I the only one? Was it the pace?

In the weeks and months to come, there will be more learning added, and I will have to proceed with it at my own pace as a learner. In some cases, it might already mesh with my learning style as I discovered that the suggested strategies for math learning have finally caught up with my teaching style.

I am happy to try out and learn new things, but even when I go to the grocery store and load up for a week or two, I have never cooked everything that was brought home for just one meal. That shared, it will be a couple of weeks before what I started will truly be processed and completed even though we were given a day. I guess this “elephant will be eaten one bite at time” (adapted from Desmond Tutu).

Kelly.McLaughlin Assessment and Evaluation, Celebrating Success, Communication with Parents and Guardians, Report Cards, Reporting, Start of the year, Year End Reflection

The importance of goal setting

A few years ago, I wanted my students to have a deeper understanding of what each learning skill meant so we dissected them as a class. The one we struggled with the most was “self regulation” as it was the only one students hadn’t ever understood. All of the other learning skills were easy to understand as the meaning was in the word but for self regulation, there was no prior knowledge.

 

We looked at a few different documents defining the learning skills and got a better understanding. For that reason, each year I have my students work on setting goals and creating steps to ensure that it’s possible.

 

Each Monday, my students start the morning off by writing a goal for the week. This goal is usually related to school work, relationships with peers, personal life or about something that is challenging them. Throughout the week, they take steps to try to reach that goal and then the following Monday, they write down if they reached that goal or not. Students can share each Monday if they reached their goal or not and what their next goal is. This is optional as goal sharing can be very personal to the student.

 

Then, before term one and term two report cards go home, I ask students to count how many times they met their weekly goal. That determines part of their self regulation mark. I have a lot of students who comment during the week how they are working hard towards their goal and that extra motivation helps them succeed.

 

I also had a student write her entire speech for our school speech competition on the importance of goal setting and how it can help you achieve your dreams. She made specific reference to how setting weekly goals each week helped her achieve bigger goals. I was so excited to hear how this helped her!

 

In addition to these small goals, in September I ask all my students to create one big goal for the year. The goal has to be something that they want to achieve by June. Goals range from:

  • Getting a grad award in June
  • Getting an 80% or higher for report card average
  • Socializing with new people
  • Coming to class each day 
  • Trying out for all of the sports teams
  • Winning athlete of the year 
  • Joining band and sticking with it
  • Winning the most improved student award

 

The list goes on and on. Last week I asked students to reflect on their goal from September and to write about whether they reached it or not. Some students are still unsure as the year has not ended but they reflected on if they think they will reach it or not. Many students have high hopes that they have reached their big goal and can identify at least three or four reasons why they may have reached it. I can tell the students have a lot of pride relating to their goal and are excited to see if they reached it or not. I can say that out of my 25 students, more than 75% achieved the goal they created in September by June. 

 

I look forward to continuing this activity each year as I know goal setting is a big reason why I am where I am today. Having something to aspire towards is sometimes the motivation needed to get through a challenging week. 

Will Gourley Behaviour Management, Building Inclusion, Classroom Management, General, IEP, Special Education, Start of the year, Year End Activities

class placements

A Renoir or Matisse inspired impression of a classroom filled with students from all over the world standing, discussing, and solving a math problem together -by Dalle 2 with prompts from author

Now that the April showers and May flowers happy times are done. It is time to get serious about September folx. Wait what?! That’s right, it’s class placement time again. 

I for one am super stoked to be sending 29 unique and empowered learners on to their next grade. If it was possible, I would keep this group together as they have grown so well together since the start of the year. Sure there were some bumps in the sidewalk along the way to this point, but they are to be expected when 29 individual personalities occupy a space for an extended period of time. I can only look back with gratitude to the team of teachers, SERTs, and admin who took the time to curate this group. 

It is in that spirit that I wish to do the same for the lucky, and I mean that sincerely, educator(s) who will be teaching  my current class this September. Firstly, I filled out the little squares with names, academic levels, IEP yes or no, MLL yes or no, unidentified behavioural issues, preferred collaborator(s), non-preferred collaborator(s), and gender. Filling out these cards each year constitutes the most continuous handwriting of my year.

Admittedly, my cards looked like I was writing with my non dominant hand because they were a mess. Scratches, misspellings, and my scrawling will not make it easy on anyone however outside of the superficial look I think we did a good job setting our students up for success. This was especially important as our school is adding new classrooms and we want to be supportive of the new teachers who will be joining us too. 

Avoiding perfect storms is always a good idea, but even the best of intentions can create them in classrooms. I have seen a new teacher arrive at a building along with a new admin or two only to discover that a mix that looked balanced on paper was going to be far different in real life. I know this happens with students coming from primary F.I schools grades 1 and 2 specifically. The sheer logistics of a multi-school class placement exercise can be onerous on all involved. As such some perfect storms are bound to occur. The interesting thing about class placements, is that in the room right next to the hurricane could be cool breezes and calm even though they were placed by the same team of educators, SERTs, and admin. 

This year, we wanted to continue the thoughtful groupings while expanding the opportunities for our students to collaborate with like minded and supportive peers. We have also had to reckon with students returning to classrooms who were once provided SSC support for Language and or Math in the path. To this point, there will have to be a wait and see approach, but class placements will need to be considerate of how much support will be available for those individual learners with modifications in the IEPs. There will need to be an added layer of time to ensure no one falls through the cracks. 

In the past, EAs, CYWs, MLL teachers, and SERTs have been stalwarts for students, but with SSCs closing and teaching assignments being re-allocated, I imagine that there will be a few storms as adapt to the changes ahead as it seems they will be joining in classrooms. I love the multiple-educator potential here, but am not sure there will be enough of the aforementioned to cover the numbers of students requiring support. This is not even factoring in the additional levels of distraction that can occur. I know with a cautious approach that allows time, check-ins, and some one on one support, things could work out for student(s) and educator(s). 

In order to help a smaller class size would be a great first step. Accompanied by a well written IEP this shift could lead to some meaningful re-integration of students into homeroom classes. There will be clouds from time to time, but with strategic thinking around class placements now, the chance for a positive start in September is achievable. Happy placement meetings.

 

Arianna Lambert Design, Play-Based Learning, Start of the year

The Great Lego Challenges

Alright, the title might be a little facetious. They weren’t really THE great Lego challenges but they were a fantastic way to start a new school year with students who are new to me. 

September started with me in a new school and yet in a similar role to my last – prep teacher, teaching STEM. As with many teachers in my position, I was trying to think of what might help me to get to know students better; to see what skills they bring; to see what they might enjoy. With a whole bunch of Lego available to use, I thought we would start the year off with a couple of Lego challenges and it was definitely a great decision.

During our first session together, students were tasked with creating the first letter of their first name or creating something that starts with that letter. Students were given my basic design and I shared with them that my name was Ms. Lambert and that I absolutely love plants and that’s why I chose to add a variety of plants to my letter. It was incredible to see the variety of designs created and it was a great way for students to introduce themselves to me and potentially new classmates. Students jumped right in and exceeded my expectations with how creative they were. 

Once the individual challenge was completed, students were then tasked with building the tallest, free-standing structure in groups of 3 or 4. I admired in some cases how students were methodical in how they were going to design their structures. I watched as they discussed what they would need to start off their build. I think I admired this because I’m a huge planner and I recognized this trait in some students. This was important for me to identify as I’m trying to be more intentional about what I do and why. Just because it’s my thought process when building, doesn’t mean that it will be the same for all students and there’s no greater value because I think this way. Don’t get me wrong, I always think there should be some sort of plan in design but I might have been the person drawing out the base before picking up the materials.

That said, the pressure was on, especially for the older grades. Many jumped in and were amazingly flexible as they built and met up with challenges. I loved how each group kept going no matter what challenges they faced. And there were many. Structures got too heavy on top and fell over. Students turned in the “wrong” direction and structures came tumbling down. Pieces seemed to fit and then didn’t. The challenges were endless. 

During this process, I also appreciated that groups were willing to share their design ideas with one another. All-in-all, I would have to say that it was a great chance for me to sit back and observe students in action. I made notes as they progressed and asked questions about their designs. Although each class from K to 5 was given the same challenge, it was incredible that no two structures looked the same. Groups added their own flair and made the structures their own.

I’m not quite sure what this year will bring in terms of challenges but I have to say that I have an incredible group of students that I get to work with and I know that they will be up for whatever challenge is thrown our way. 

I hope that you’ve had a great start to the year!

Will Gourley Building Inclusion, Flexible Classroom, General, Learning About Your Students, Mental Health, social emotional learning, Start of the year, Wellbeing

it can wait

Welcome back. 

I’d like to start this year of posts off with a few doses of gratitude. 

Thank you for not rushing towards that photocopier.
Thank you for resisting those urges to cover desks with papers.
It can wait.

Thank you for not going willingly towards that textbook.
Thank you for resisting those urges to get down to business so quickly.
It can wait.

Thank you for not going quickly towards those tests for, as, and of learning. 
Thank you for resisting those urges to assess from the start.
It can wait.

Thank you for not going gently towards getting back to “normal”.
because whatever” normal” was, is no more. 
“Normal has left the building.” 

I share these moments of thankfulness with you as acknowledgement of the incredible work happening throughout elementary schools in Ontario. I see how you are prioritizing students above all else this month by establishing community first. It was clear from day 1 walking around my new school, from check-ins with caring and committed like-minded educators around the province, and via social media that this is exactly what is happening. I am hearing stories of caring climates coming to life where students are feeling included, welcome and connected first in classrooms everywhere. 

Thank you for choosing to establish safe, inclusive, and caring community as that crucial first cornerstone to hold up their classrooms regardless of minstry blustering and ad content. In the past, this was not the priority when law and order, worksheets, and “what did you do over the summer?” tasks were the focus during those first weeks back. Students can tell when it’s authentic, relevant, and when they feel welcome/seen. 

Thank you for thinking of these first few weeks, not as a the chance to make up for some perceived lost time, but rather as an investment in the next 40+ to follow. By taking the time to establish genuine channels of connection before all else, students are going to feel and trust that they are the ones you are teaching and not the curriculum which, by the way, will wait. 

And while I’m at it, thank you for taking the time to read this too. 
Cheers to another great year ahead at the speed and joy of learning. 
W!ll

 

Will Gourley #hybridhurtskids, Flexible Classroom, General, Making a Difference Through Education, Mental Health, Modern Learning, self reflection, social emotional learning, Start of the year, Teacher Wellness, Teacher Working Conditions, Wellbeing

Ants and hot coffee

It’s October’s end and everything is happening at an accelerated pace in education and in nature. As the trees offer their final gifts of colour to cherish before winter, I have been as busy as one of Aesop’s ants in my classrooms (real and digital). This is because I am doing much more work this year even though my assignment is basically the same as last year. Last year nearly broke me and I chalk it up to many decisions which were made on my behalf and all educators by people in places that resemble boardrooms more than classrooms. 

If you reread this cautionary fable, you might get the idea that many of our leaders did a lot of fiddling and fussing over the summer because it certainly doesn’t appear that they prepared for the season we are now experiencing in education. To make it even worse, not a single grasshopper asked whether any of the hard working ants wanted to hear the song they were playing over and over again at full volume. 

For all teachers, regardless of years of experience, the start of school this year might be best described as chaotic and work filled; much like an ant colony preparing to survive a cold winter ahead. Now, a bit of chaos is fine and can be expected each September. It is such an exciting time for students and staff. This year was no different. I actually prepared myself for a little more leeway in my planning to help students transition back to classes in the hopes of creating a safe space for them to land from the year and half before. This meant a lot of reviewing and scaffolding rather than brewing up fresh batches of new learning. 

This approach made a lot of sense for me especially as we are now entering our 3rd year of learning in a global pandemic. In any ‘normal’ school year, routines and rhythms are usually set in place by the first 20 days. Reviews are done and it’s grade level lessons until June the following year.  However, it’s been 2 months and although some normalcy exists, I feel that more time is needed to get students back to pre-pandemic learning. That extra work I mentioned at the start is a direct result. With students online and in-class prepping materials for both groups is adding an extra hour to each day to ensure continuity. Organizing assessments also comes with its share of work. Add in the difficulties students have with tech, WiFi, and their own burnout and you quickly arrive at the conclusion that that all of this is tiring and trying. It is also a bit traumatizing. Kind of like having hot coffee spilled on your hand the moment you pick up a cup.  

Imagine going to your favourite coffee shop and when your order arrives it is filled to the brim so fully that any movement spills that precious elixir over the sides and burns your hands. As a reflective practitioner, I wonder what I did wrong? How come after hundreds of cups of coffee they filled mine to the point where there was no room to move without being burnt? Upon further reflection though, comes the realization that this is not my fault and that I was given a situation which was nearly impossible to handle without a mess or suffering. Each time this has happened to me though, I have never let go or dropped the cup. I see this same commitment, determination, and strength mirrored in educators who choose to persist and hold on despite being handed impossible circumstances. 

Next Monday, me and all the other ants are lined up at that coffee shop hoping that today we don’t get burned, and that there will be enough room left for a little sugar and cream to stir in to suit our taste. It’s November, Spring is around the corner and there’s work to do before the leaves wither and the snow flies. 

This is not my first blog about the currently dissonant state of learning right now, nor is it my first blog about ants. In 2014 I shared this one after Deborah Gordon’s inspiring 2014 TED Talk.

And in case you missed it in my post last month.
Please note: ETFO’s position on in-person learning remains unchanged. The union firmly believes that the daily, in-person model of instruction and support best meets the educational, developmental and social needs of students, provides the best experience for support, and is the most equitable learning model for all students.

ETFO’s expectation is that elementary virtual learning in any capacity, including through hybrid models of instruction, will end once the pandemic ends.