Attributes-Based Approach

December 2, 2011 Erin.Grewar Assessment, Diverse Learning Needs, Learning About Your Students

A Piece of the Pie – An Accurate Reflection of Personal Contribution in Group Work

Having recently completed a group work assignment with classes, I always find it difficult to really know who did what. This is in spite of ongoing classroom observations and checking in with me daily with regards to their progress. What I devised to find out what went on behind the scenes was something I give out to each group at the end of the assignment. Equipped with a circular graphic resembling a pie, each group must come to a consensus. In addition to dividing the pieces of the pie according to each person’s contribution, I also ask that each piece be assigned a percentage value as well as a brief outline of the tasks completed by the group members. So people don’t get defensive, I explain that this is a way to reward someone’s efforts of which I might not be aware.

After having reached a consensus together as a group, they all sign off once they are in complete agreement with the information submitted. At the end, I am left with a wealth of information – a visual representation that speaks volumes, a sometimes startling insight and an accurate portrayal of who did what. I was really surprised by their serious approach and how involved they were in their negotiations. As mentioned before, some of the findings were surprising (the extent of one student’s work vs. the lack of another’s). More importantly, I keep them after the fact because a single image represents a lot and comes in handy in future discussions with the student or during parent interviews.

November 23, 2011November 25, 2011 Carmen.Oliveira Assessment, Communication with Parents and Guardians, Diverse Learning Needs, Interviews, Learning About Your Students

Parent/Teacher Interviews: Connecting, Celebrating, Planning, Supporting

Samantha’s experience with parent/teacher interviews was powerful and resonated with my view of the important partnership we share with our students’ care-givers.

This year I structured my interviews in order to connect, celebrate, plan, and support both students and parents. In each interview I made sure to:

CONNECT: Catching up with parents after our Curriculum Night was a nice way to begin our interview. With each one I tried to express how grateful I was for their involvement in their child’s life and encouraged them to share how things were going outside of school (homework, clubs, sports, hobbies, etc.). I also had parents share their thoughts and feelings about their child’s progress.

CELEBRATE: We celebrated their child’s strengths, progress, and special or important accomplishments thus far.

PLAN: Based on the child’s progress, their strengths, and needs, we created a “next steps” by choosing one or two goals and deciding on some strategies we (student, parent, and teacher) could use to help the child accomplish each goal.

SUPPORT: I offered some resources and advice for both parents and students that could be used to support the plan we decided to put into action.

I had one of the most successful interview experiences of my career which was spectacular! However, when all is said and done, it’s the unexpected moments that empower and inspire me most. I’d like to share one such moment that solidified my belief that we can be agents of change to our students in ways we might not have imagined.

I have a student in my class who spent a great deal of time in the principal’s office during his previous six years at the school. “Good luck” was the response I got when teachers saw the name on my class list (a reaction which is one of my greatest pet peeves). This of course, only sparked my interest and motivation to bring about positive change. The funny thing is that it took very little effort to witness a complete turn-around in behaviour, focus, and attitude toward learning! I attributed it to a structured but engaging classroom environment, a lot of positive feedback, and regularly connecting with his mom with respect to his work and behaviour. During our interview I had the pleasure of sharing and celebrating all the progress and success the student had demonstrated and together, we planned our next steps/goals. At one point, the student’s mother hugged him tightly and filled his face with kisses. She began to tear up and said, “You can’t imagine what it is for a mother to continuously hear negative comments and be called into the school every other day to deal with problems. Since the beginning of this year, he comes home happy to show me his agenda with all the positive notes you write. He believes you like him and is eager to be his best self. At home, he is an amazing kid. I hardly recognize him. I cannot begin to thank you enough.” I quickly reminded her of the factors I attributed to his progress. “I really do feel that he’s more mature and ready for a change”. But she nodded in disagreement and said, “He believes you really like him. That’s all it took.”

Needless to say, as exhausting as interviews are, hearing that from his mom completely made my day.

November 20, 2011November 21, 2011 Sangeeta.McAuley Building Inclusion, Communication with Parents and Guardians, Professional Learning and Growth, Wellness

Are We Open?

Reading Samantha’s post about interviews and Tina’s post about co-teaching brings to mind a recurring theme I feel I’m living: teaching is about being open to partnerships.

There are many different ways we can show we are open and they may be as simple as:

-keeping our classroom door open to welcome others

-walking our students outside at the end of the day and talking with parents

-trying a new idea that someone shares with us

-taking time to listen to stories from our students, their family members, or our colleagues

-letting our students take the lead by sharing their ideas and insights

-asking questions when we are unsure

Through these examples and more, we can gain so much information about our students, our school community and most of all, ourselves.

It may be that my perspective is different, given that I haven’t had my own class for the last 6 years, but I like to think that being “new” allows me to see things in another light and I, for one, am glad to be in this position!

November 18, 2011 Samantha.Perrin Communication with Parents and Guardians, Interviews, Report Cards

Parent Teacher Interviews

Parent teacher interviews are definitely one of the things that I love about my job.

To date, I have spent 7 hours a day, for 53 consecutive days (excluding weekends and P.A. days) with these little young people and during parent teacher interviews, I get to speak at depth (at greater depth than telephone interviews and letters home) with the people who spend all that other time with them, and share all of the students’ gains and struggles that we have had in class.

Parent teacher interviews allow me to look at each student as the unique individuals that they are. Often in my teaching, I am focussed on my teaching practices, getting the students to a ‘Level 4’ and looking at what they are not doing, and what I need to do to get them where I want them to be. This is an expected aspect of teaching, but meeting with the parents provides me with perspective and reassurance of how much we have already accomplished together.

I am finding that Grade 1 is a very rewarding grade to teach. I am amazed at the progress my students have made. ‘Johnny didn’t want to write at all in September and is now writing consonant sounds?’ That’s a big gain.’ Liza didn’t seem to understand at all when we were learning our word families, and is now printing initial and final sounds during her spelling tests…even though she got one out of ten words correct?’… ‘That’s a lot of progress for someone I was concerned about when I first did my diagnostic tests at the beginning of the year’…’ Oh, and she was born a month and a half premature?’ That makes sense of my developmental concerns that I had that were not mentioned in her file. Let’s monitor that and look into what other resources are available to us.’ ‘Aiden still is having hard time remembering his homework and to hand in letters. Let’s set up more routine at home so that this doesn’t continue to be a problem once grade 6 and big assignments roll around. ‘

Through parent-teacher interviews I also get deeper insights than what were communicated to me through my parent correspondence at the beginning of the year. Parents going through a difficult time, resulting in misbehaviours in the class?, You are seeing the same inattention at home?’ Let’s both monitor it and see if we need to speak with a professional in the future… ‘. Meeting with parents provides me with perspective of what is going on in my students’ lives and that the time that I spend working with them, pushing them to their best IS working. I get to realise how much of a positive impact I am actually having on my students. It’s easy during the day-to-day to feel a little bit frustrated that despite my best efforts to deliver an engaging, memorable lesson, all students don’t seem to carry it over to their work. But after meeting with the parents, and after reflecting on where the students were when they arrived in my classroom (and speaking to the parents about where they were before); looking at where they are now, I realise that each and every one of my students have made gains. Not exclusively academic, but behaviourally and also with respect to their ability to follow routines, socially, and also with their engagement and love of school.

Having parent-teacher interviews affirms the work that I am doing with my students in the classroom, and it also makes me hopeful about the behaviours that we need to correct at school. It serves as a distinct reminder of what I need to revisit or refocus on at school. When teaching a younger grade level teachers have the opportunity (with the cooperation of parents) to instil good habits and practices in young students that will serve them well in life. To me, this is a very optimistic, and rewarding feeling that can easily fall by the wayside when running around gathering materials, resources, integrating and staying on top of student progress… all of it. Parent teacher interviews remind me of how much my students and I have accomplished through our hard work.

As a small aside I would also like to share an encounter that I had with another teacher on the night of parent-teacher interviews: A teacher and I were chatting in the staff room, and she shared that an exasperated student looked at her and said “teachers have it so easy, they don’t have to do all the hard work… it’s us (the students) that do!”. We laughed knowing that three times the hard work goes into our preparations for their tasks, and yet in their smaller worlds, their work IS the hard work. The bottom line from that conversation is that we have ALL worked hard. The conversation also gave me some perspective,… maybe that I need to reward my students’ hard work a little more often: free time, a movie, some extra DPA outside,… after all, each and every one of us are all working hard and all work and no play isn’t good for any one of us. Another one of my goals this year will be to make a greater effort to celebrate my students’ successes.

My tip to fellow beginning teachers out there is to try to be less anxious about parent-teacher interviews, and use that valuable time to reflect on how well you actually know your students, how much you have learned from your parent-teacher meeting and how much you have accomplished in 53 days. Remember to save the good representations of the students’ work, their struggles and their gains, and what you’ve both accomplished, and your ability to speak to it will often speak for itself.

November 15, 2011 Samantha.Perrin Mentorship, Professional Learning and Growth, Wellness

Using Release Time….

In my last blog post ‘ The Power of Partnership’, I discussed the powerful impact that partnering with a grade team member/mentor has had on my teaching. I related that my mentor and I have been using common planning time and regular check-ins to align what is going on in both our classrooms and share our resources and reflections.

Mentorship and co-planning has been wonderful for me, however for some teachers, establishing a common planning time with a colleague can be challenging for many reasons such as differences in scheduling or teachers’ responsibilities. There can also be school or board-wide initiatives that might require more of a teacher than time that they set aside for classroom planning. Fortunately the New Teacher Induction Program enables Ontario school boards to provide beginning teachers (and their mentor teachers) release time that allows for such planning. The school board that I teach in has a Job Embedded Learning Initiative that allows beginning teachers and newly hired Long Term Occasional teachers release time for activities such as attending workshops, visiting a model classroom or working with a mentor, and I have found it to be helpful in the past and intend to use it again this year.

In my case, our school is adopting some new initiatives that are intended to improve upon the way we have been typically teaching in the past. My mentor and I feel that we could use some time for long-range planning and to effectively wrap our heads around what these initiatives look like in our classrooms ( with respect to the materials that we already have and the curriculum). We are going to utilize my board allocated release time for planning and we plan to find ways to combine the resources and materials that we already have with the school’s learning goals. We hope to try out our new ideas and then share our successes and strategies with the other teachers in our division.

For beginning teachers that don’t have a close mentoring relationship or someone to take planning time with, there are options to visit other classrooms in the board or attend workshops. In the past, I have found that using release time has really allowed me to spend a block of focused time on classroom planning. It has also been beneficial to visit other schools and look at the best practices of other teachers. I am thankful that my school board recognizes the huge learning curve that beginning teachers face and provides opportunities and choice for how teachers can best use their time for learning.

So, if you haven’t thought of it already, mentors and beginning teachers, consider looking into what kind of support your board is able to provide you with, and consider the many options that will enhance your teaching!

November 14, 2011November 14, 2011 Alison.Board Assessment, Classroom Layouts, Communication Tools, Report Cards

Co-constructing Before Assessing

Back in September, I allotted time to establish the many routines in the classroom. For the grade one’s in the class, most of their learning consisted of new routines. As the children were more comfortable with the expectations in the classroom, we then focused on their work. Then, by the end of October it was already time to gather assessments and start planning for the Progress Reports.

I realized that the students needed to know what they were being assessed on and what the success criteria for achievement would be. We started by co-constucting the criteria for Level 4 on such things as writing a letter, a procedure, or a recount. We added sticky notes to our anchor charts with reminders. The children then assisted in the selection of their best piece using the success criteria as their guide.

We also reviewed the Learning Skills together. Reviewing Responsibility coincided well with our focus on students demonstrating Responsibility with the TDSB Character Education Traits. We created a “My Responsibilities” corner in the classroom to provide a reference area for the students who need support or visual checkpoints to assist with their self-regulation and determine what their responsibilities are. The area includes a schedule for the day, the job chart with names attached on clothespins, our TRIBES agreements, the TDSB Character Traits, a list of tasks that can be done if their work is finished, and an inspiration chart for independent inquiry work.

I have found that this corner of the room is frequented more than I had planned. It assists the children with their self-regulation in the classroom, as there are times throughout the day that some children have completed their work before others. These students are able to refer to the “My Responsibilities” corner independently, and the result is less need for direct classroom management. It also benefits the children’s development of their learning skills and supports their understanding of the assessment of their learning skills.

November 9, 2011 Erin.Grewar Assessment, Building Inclusion, Diverse Learning Needs, Learning About Your Students

Connecting Through Mini-Conferences

In my last blog, I talked about trying to get students to meaningfully assess how and what they learned. As a crucial follow-up, I make sure to spend some one-on-one time with every student to discuss their progress throughout the term. As a rotary teacher who sees three classes of 30 plus students a day for 42 minutes (a full-time teacher would then see approx 180), I find that it’s challenging to establish a personal relationship with each one of them. Ensuring that I build in the time to sit down and talk to each one of them is a must. I plan around an activity (usually French skits) where students are focused, self-directed and engaged to minimize interruptions with questions. Over the course of the week, I spend between 3 to 5 minutes (not nearly enough I know), where we have each other’s undivided atttention talking about their results for the term, their strong points as students and concrete, realistic steps they could take to improve. Finally, it is also a great opportunity to just shoot the breeze. It’s been my experience that students respond more positively to this individual attention and it allows them to more fully appreciate and understand their mark on their report card. Most importantly, it allows for each of you to connect on a personal level.

November 2, 2011November 2, 2011 Carmen.Oliveira Diverse Learning Needs, Learning in a Real Life Context

Weaving Inspiration Into the Curriculum

One of the most rewarding aspects of teaching is the creativity and inspiration we can weave into the curriculum to bring deep and meaningful learning experiences for our students (and ourselves!). This past week my class enjoyed an art lesson integrated with media, oral communication, and writing expectations. It served as a perfect example of how students become more engaged when our lessons are filled with what inspires us.

A friend of mine emailed me a phenomenal video depicting the sheer beauty, simplicity, and breath-taking scenery found in nature around the world. It moved me deeply and I knew I had to somehow share it with my students in a meaningful way. I decided to use it as the foundation for an art lesson. We have been exploring cool and warm colours, texture, and patterns. We watched the video and had a class discussion using sensory prompts (I see…, I hear…, I feel…, I smell…). The descriptions were profound and all the students were eager to share their thoughts and feelings!

Next, students chose an aspect of nature (ocean, rainforest, sunset, etc.) to create a frame for a sensory poem using warm/cool colours and different textured paper.

Lastly, using a template as a guide, students created their sensory poem. Students were encouraged to experiment with word choice and powerful images to portray their scene. I cannot begin to describe how excited and proud they were to share their art and poetry with me and each other! At the end of the experience, they asked to watch the video again. I gladly shared it once more and silently thanked my friend for the inspiration that created a beautiful teaching opportunity.

Rainforest

plants, rivers, animals

I see butterflies and nature everywhere

beautiful, colourful, fresh

I smell the fresh scent after rainfall

creeping, crawling, flying

I hear peace and quiet

silence, beauty, nature

I feel at home in the rainforest

Rainforest

November 1, 2011November 1, 2011 Sangeeta.McAuley Building Inclusion, Diverse Learning Needs, Learning About Your Students, Wellness

One student at a time…

Sometimes when I look at my students, I wonder: how can I meet the needs of everyone?

Will I be able to support the student who is feeling bullied or the student who struggles to grip a pencil? Will I figure out the best way to explain to a parent that we are focusing on inclusion and gender equality when that may be contrary to how she was educated?

And the answer that comes to mind is definite: not every minute of every day.

But…I can start with one student at a time.

Take “Matthew”. He has been diagnosed with ADHD and takes medication daily to help him manage impulse control and the challenges he has with filtering his thoughts. Matthew’s medication is time-released and so the first few hours of the morning are very difficult for him until things start to ‘kick in’, as he calls it.

So, I tried a few things. I gave him time to do something hands-on when he first came in, but he became frustrated. I used my gym time first thing in the morning to help him work through some of his excess energy, but it seemed to distract him more.

Then last week, I decided to make a morning message for him. I recorded a personal greeting that gave him information about what we would be doing that morning and how he might be successful in those tasks. As he listens, it helps him to access an inner voice he knows he has, but he just can’t hear yet.

Of course, there is no magic answer for Matthew or for any of my kids for that matter. Like us, they will have up and down days and sometimes things won’t work. But maybe if I take on one student at a time, I can start to meet their needs…and mine.

October 24, 2011October 24, 2011 Erin.Grewar Assessment, Communication with Parents and Guardians, Diverse Learning Needs

“Targeting” Reflection Through Self-Assessment

As reporting time is fast approaching, I’ve always found it vital that students not only have an idea of where they stand (based on marked assignments) but that they understand how they got there. You would think that with criteria fully explained through various assessment tools and ongoing feedback, students would have a clear idea of their progress. However, I’ve noticed that sometimes they tend to exclusively focus on the mark. Instead of always receiving feedback from the teacher, what is sometimes equally, if not occasionally more productive, is to provide an opportunity to analyze themselves as learners.

I find that using the “Bullseye-Hit or Miss?” questionnaire (see attachment ErinSelf-assment term 1), is effective since the concept of the bullseye in graphic form is engaging on a visual level. I’ve also discovered that for both the students and myself, it communicates a clear perspective without them being subjected to in-depth “reflecting”. Before returning it to me, I give them a chance to compare and discuss with a friend. Getting input from a partner they feel comfortable with tends to result in a more insightful action plan in the final part of the questionnaire. Once collected, I hang on to these to use in out one-on-one student conferences. More on that in my next blog.