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.)

Kelly.McLaughlin Celebrating Success, Inspiring Students, Mental Health, Mindfulness, Outdoor Education, Outdoor Learning, physically active, Student-led projects, Wellbeing, wellness

Winterfest

Our school is an OPHEA certified school- which means, “Healthy Schools Certification gives your school the tools to promote and enhance the health and well-being of students, school staff, and the broader school community.” More information about being an OPHEA certified school can be found here

Last year, our focus was on physical activity and this year, our focus is on wellness. So, our OPHEA team (which consists of ten teachers and over 40 students) planned a day called “Winterfest”. This day ran during school hours and was planned completely by our OPHEA student leaders. They planned activities indoors and outdoors for the school- students in grades 1-6. The intermediate students ran each student or led a group around the school to each station. Stations included:

  • Bobsleigh: students on a mat guiding their way through a course of pylons
  • Biathlon: a fake skating activity where students have to bowl to hit some cones at the end
  • Hot chocolate: students enjoy some hot chocolate while a fake fireplace sparks in the background
  • Ring Toss: an outdoor activity 
  • Directed Drawing: a mindful activity indoors
  • Box Igloo Building: students compete to build an igloo against other students with boxes 
  • Cooperative games: students work with their classmates to reach a common goal (silent line up, octopus, parachute)
  • Spoon & Egg relay: students race again their classmates to not drop the ping pong ball off the spoon
  • Obstacle Course: students run through a ground ladder and around pylons to race to the finish 
  • Capture the flag: class vs. class style, two classes play a game of capturing the other teams flag 
  • Ball Hockey: students compete against their classmates to score goals outdoors in a Canadian favourite

These activities were 25 minutes long in length and were a combination of indoor/outdoor games. The day went off without a hitch as intermediate students received compliments all day long for their excellent leadership skills! Thankfully, it was 8 degrees so the weather was not a negative factor. We look forward to doing another wellness day similar to this in the Spring. Try it out with your school!

 

Picture by C-B studio
Iyanuoluwa Akinrinola General, Literacy, Mindfulness, Resources, social emotional learning, Student Ownership, Student wellbeing, Student-led projects, The Arts, Wellbeing, wellness

The Art of Cursive Writing: A Valuable Journey.

In the bustling world of elementary education, where the focus often lies on specific subjects and foundational skills, including cursive writing might seem like a quaint notion. However, delving into the art of beautiful writing from an early age brings forth many benefits.

Alright, picture this: little ones in elementary school getting into the groove of cursive writing. You might think, “Wait, isn’t that more for grown-ups?” Introducing cursive writing to the kiddos early on is like unlocking a treasure trove of skills that go way beyond just pretty handwriting.

Primarily, cursive writing serves as a nuanced exercise in fine motor skill development. The meticulous movements required to craft elegant strokes with a pen or brush contribute significantly to the refinement of hand-eye coordination. As students navigate the intricacies of cursive writing lettering, they concurrently enhance their motor control, laying the groundwork for improved dexterity in various academic and extracurricular activities.

Moreover, cursive writing imparts invaluable lessons in patience and focus. The deliberate and measured approach demanded by the art form instills a sense of meticulousness in young learners. In an era characterized by constant stimuli and distractions, instilling the ability to concentrate on a singular task becomes a transferable skill that can positively impact a student’s overall academic experience.

But it’s not all serious business. Cursive writing is a way for kids to show off their personality. Scribbling becomes an art form, a canvas for expressing feelings and ideas. That creative outlet isn’t just about making pretty letters; it’s about feeling proud of what they create and boosting their confidence.

Within the language arts domain, cursive writing uniquely combines visual and verbal communication. As students engage with this art form, they naturally develop an enhanced appreciation for the aesthetic aspects of language. This heightened sensitivity to the visual nuances of letters and words can elevate their understanding and enthusiasm for written expression, transforming language arts into a more captivating and enjoyable subject.

The advantages of learning cursive writing extend beyond the academic sphere, reaching into the realm of mindfulness and well-being. This art form’s deliberate, meditative nature gives students a serene space to explore creativity. In navigating the rhythmic flow of ink on paper, students can cultivate mindfulness, offering a valuable respite from the frenetic pace of contemporary life.

The integration of cursive writing into elementary education transcends the mere enhancement of penmanship. It represents an investment in the holistic development of students, fostering skills that span from refined motor control and patience to enhanced creativity and an enriched appreciation for language arts. The early introduction of cursive writing catalyzes comprehensive student growth, leaving an enduring impact on their academic journey.

Will Gourley 21st Century Learning, Building Inclusion, Curriculum Planning, General, Inquiry, Learning in a Real Life Context, Modern Learning, social emotional learning, Social Justice, Social Studies, Student-led projects, Students as Teachers

kids these days – student version

What is the first song that comes to mind when you think of your students?

Is it Them Kids by Sam Roberts Band or Kids by MGMT? Solid tracks if so. However, after nearly three months in this grade six homeroom, the song that keeps playing the loudest in my head is The Kids are Alright by the Who. To be more precise, one line from the song’s chorus. La phrase juste.

“The kids are alright.” – gush warning pending in proceeding paragraphs

I am not going to dwell on the inner workings of the melody, harmony, and verses of this classic rock masterpiece, except to say that the Who provide a superbly sonic conduit to get me to the one line in the chorus that is the soundtrack to this year so far. I can’t explain it either, but I know that teachers young and old of my generation can join together in harmony knowing that the kids are alright and won’t get fooled again. Amen.

After 5 incredibly educational years as a SERT, Transitions, and FI Lang/Math teacher the return to a homeroom classroom has brought with it a breath of fresh air that I was not able to have while my role was trifurcated. I feel a bit selfish being able to teach in my own classroom all day long. It feels good to linger a little longer in a subject area when the magic is happening, safe in the knowledge that causing any changes to the daily schedule are not going to affect my colleagues.

I think that the universe agreed that the past 3 years of online, in person, and hy&r!d instruction helped me build up enough karma points this year? I would have also been good with unadulterated good fortune as an explanation, but I think there is more to it than that. I believe that it has to do with the kids these days who are walking through the door each day.

Bringers of joy

I am happy, inspired, and excited for what is going to happen each day. Sometimes it is the little things like the way they are suddenly able to pause for a moment of redirection without making it a big deal. Maybe it is when they all want to volunteer to do something and even when some don’t, they still accept their fair share of a task. Perhaps it is their willingness to share their thoughts

We have created ideal communities, solved school and global problems using design thinking models, done research/designed devices to support bees as a keystone species in great danger, discussed, read, and written about racism (anti-Black, AAPI, and anti-Indigenous) and identity, we have reviewed a lot of Math and have taken some extremely large bites out of fixed mindsets that were taking over Math learning, these growth mindset habits are happening in French class too.

Add in a lot of personal reading, writing, and constant creative opportunity time, the days are speeding by faster than I care to reckon. Each time I think I am raising the bar, my students are already figuring out how to launch themselves over and above it. It’s not perfect, but I think that’s what makes this year special. This class possesses something I haven’t seen in a while, a spirit of otherliness and collaboration that has allowed for some very positive partnerships leading to meaningful outcomes. It is their collective willingness to give their best, try out new approaches, and learn to see things through the eyes of others that makes me sing that chorus.

Do you know what makes me happiest about all of this? 

I get to do work with them tomorrow and the days after that all the way through June because the kids these days are alright.

Kelly.McLaughlin Celebrating Success, Curriculum Planning, Media Literacy, self reflection, Student-led projects

The Best October Student-led Project- Part Two

This blog post is a reflection of the student-created created drama shows that I blogged about earlier this month. 

One of the reasons I enjoy blogging so much is the chance to reflect. Teachers are always on the go and I sometimes miss the post lesson reflections that are so important. I will look back on this post next year when I start this task again.

The grade seven and eight students in my school came up with eight shows that were written, directed and acted by each other. They performed them over the course of the day yesterday and what a success it was! Of course, all successful events have a few glitches.

The Week of

This week was a four day week for my students so we did not begin to prepare our room for the shows until Tuesday afternoon. My students turned the classroom into a stage- making the front the stage and the back the audience. All desks were pushed back to allow for creepy monsters to hide underneath and to allows room for chairs and mats to be placed in front. They also covered the walls with table cloths and garbage bags. This part was rushed and could have been done better as each morning this week, I picked them up off the ground and re-taped them. Next year, we need to perhaps leave the walls blank and tape props to the walls. 

On Wednesday morning, students worked together to decorate the entire classroom. They made the door extremely spooky as well as all the walls. The director of each show gathered their props and costumes together in one bin. The door of our class also featured the posters from each show (advertising- media literacy piece).

On Wednesday afternoon, each group had about twenty minutes to rehearse their show with sound effects, settings (on the smartboard/projector), costumes, actors and all. This was hardly enough time as I forgot to remind students throughout the process that they would need to be adding the slide changes, sound effects and stage directions into their scripts. This is something I will do next year during the writing process. Also, twenty minutes per show was hardly enough. I timed each show during this practice to get an idea of how to schedule all the shows throughout the day.

Show Day

The day had finally come and it was show time! Students got into their costumes and had a little makeup added to increase the scare effect! We were all dressed and ready for the first show. Classes came two at a time and stayed for half an hour. This was the perfect amount of time as we usually got through 3-4 shows per viewing. Almost our entire school grades 1-8 ended up coming to see the shows.

The shows went about as well as they could with the amount of practice each show had! By the fourth or fifth performance, a few shows were flawless. The slides were controlled by one of my students who started to memorize when the settings would change. The sound effects were played live from a piano that has creepy sound effects. My student improvised when the sounds were not provided for her and by the second performance of each show, she had memorized them. Each audience was so captivated by the stories and teachers were really impressed with the students. Next year, I will tell students that a show around 3-4 minutes worked the best in terms of audience interest and transitions. The actors in longer shows had a hard time knowing when it was their turn and when they were off stage. 

Tips for Teachers who try this in 2023

I found as soon as I released the responsibility to each director- the show was theirs. Whatever happened happened and I did not feel automatically responsible when a show did not go as planned. It was incredible seeing the students take control of what they had created and very rarely did they need any assistance from me. I think the only question I was asked during the show day was “Can I go to the bathroom?” The student leadership, collaboration and responsibility was so impressive.

Taking on something like this may seem like a lot but the amount of curriculum connections are endless. I also heard a lot of students comment on how many memories they were making during this. Students who have issues coming into the class each day did not during our drama project.

What’s Next?

Students are already asking if we can do this again during the Winter months. I think it would be a great idea during December to show all the different ways people celebrate at that time of year. Perhaps instead of acting, we could try telling stories from various cultures. All things to think about and when you get a group of students who enjoy producing shows this much, the possibilities are endless!

Above is a picture of the live performance of “The Crooked Man”- Written and Directed by a grade seven student.

Kelly.McLaughlin Curriculum Planning, Literacy, Student-led projects

The Best October Student-led Project

This is my ninth year teaching which means it is my ninth October with a class. October is one of my favourite months in the classroom as it lends room for so many exciting activities. For the past seven years, my class has created some sort of Halloween related show or haunted house at the end of the month. Sadly, I missed one year while I was teaching online. I wonder each year if it is something I am doing because I enjoy the tradition or if students are genuinely interested in this activity. So this year, I asked students if they had any ideas rather than share what we could do.

My class of 27 students all celebrate Halloween so we were all set for a brainstorm session. Here are the ideas my students came up with:

  • Escape Room
  • Haunted Gym
  • Student skits in a classroom
  • Student activity centres in the gym

After discussing it with a student-created drama committee, my students came up with student-created skits in a decorated classroom as their favourite idea. Then, we went about discussing how the planning process works. This is what my grade 7/8 drama committee came up with:

  1. Decide on a date (October 27th)
  2. Ask the other 7/8 classes if they would like to participate
  3. Ask permission from our school administration if grade 7/8 classes can show their skits to the other classes
  4. Send an email to all staff
  5. Start to advertise our idea
  6. Sign up classes for the viewing of each show
  7. Come up with a schedule

Yesterday, my four students who had a meeting with admin. were approved for this idea and were reminded to have a fall activity such as a word search or other for students to work on if they do not celebrate Halloween. As teachers, it is important that we use this opportunity to help students and even challenge them to think critically. With our support/modelling they will recognize the importance of being inclusive when the activities are being planned for all students in the school. We can challenge our students to plan alternatives that are equally valued and engaging and still connected to the curriculum. 

Then, we focused on the actual drama part of the project. In our language class, we are working on short spooky stories. My students (along with the other grade 7/8 classes) are working on creating a story where they need to identify the characters, the setting, the problem and the solution. My students presented their plot ideas today to the class and two were selected to be turned into scripts. The rest will be writing short stories and which will be one of their writing marks this term. This was such a fun class activity today as I put on some spooky music and students read their ideas.

During drama class, we came up with seven exciting roles that students can sign up for to be involved in this class project:

  1. Acting in the shows (there will be five shows total)
  2. Script writing (working with the students who had their plot selected)
  3. Sound effects
  4. Set design (how to transform a classroom into a haunted stage)
  5. Costumes, hair and makeup
  6. Classroom sign up
  7. Advertising the event (email, posters, imovie trailer and announcements)

Almost all of my students signed up for three or more roles and are excited to get started on this right away.

Each year, I look forward to this project so much as it includes so many curriculum connections in all of the below listed subjects:

  • Art
  • Drama
  • Language- writing, media literacy and oral communication
  • Learning skills- collaboration

Overall, this is a tradition I really look forward to each year but of course, would not proceed with it if students were not interested.  Learning that is integrated like this, with student voice and leadership at the core and has strong curriculum connections does not have to be limited to a holiday or season. A big idea, social issue or other relevant theme helps to connect and motivate the students’ learning. Knowing your learners, who they are and what is important to them will guide you on selecting themes and connections for your students! I am lucky my students want to make such an impact in their school community as each year even in June, I hear students in the halls still talking about the haunted house/stories. I look forward to this year being better than ever as we are not limited to staying within our cohorts, etc. I look forward to sharing about how it went and perhaps even sharing some spooky photos!