Photo of Tammy Axt
Tammy Axt General

Taking Your Students “on Tour” to build community within the school

I grew up in a very musical household. My family is from the Maritimes where the kitchen party originated. I always had visitors stopping by and music blaring in our house. There were guitars, keyboards, banjos or the spoons being played by anyone who could cram into our home. My parents used to listen to old country while they vacuumed early on Saturday morning singing and dancing. As a teenager, I did not find this amusing, but as a music teacher I know the power of music to bring people together as a community.

The sharing of music can take many forms from evening concerts to performances in assemblies. However, this year I decided to add in a few performances that were much less formal with the goal of letting the music be the catalyst for having some fun (very much like the Maritimes).

I started a recorder consort and ukulele club this year. (A recorder consort is a variety of recorders playing together such as an alto, soprano, tenor and bass) Usually, on the first day of a new club the students’ first question is always about when they will be performing. Both of these clubs were no exception. I told the students that we were going to be going “on tour” with our instruments.

Once both clubs had learned a song or two on their new instruments off we went. During our nutrition break time, we took our instruments and found classes that were willing to sing along, tap along or groove along with our music. We went to 2 or 3 classes per break and had a great time.

All this week as I walked down the halls, students from the classes we performed in have been waving their hands and saying hi to me and the students in the club. In our big school, it is not very often that the grade five students do something with the grade two students or the grade fours with the grade ones. The older students may have brought the instruments but just like in a kitchen party everyone was a participating member of the group. Whether you bring your voice, your stomping foot or your clapping hands the music you create together is what brings you together.

ukulele

Photo of Samantha Perrin
Beverly Papove Anti-bullying, General, Social Justice

Safe and Accepting Schools in today’s Social/Political Climate

All teachers are familiar with the Ontario Ministry of Education’s initiative for teaching inclusion;

“A safe, inclusive and accepting school environment is a necessary condition for student success. Students cannot be expected to reach their potential in an environment where they feel insecure and intimidated. We are committed to providing all students with the supports they need to learn, grow and achieve.
Building a positive and inclusive school climate requires a focused effort on developing healthy and respectful relationships throughout the whole school and surrounding community, among and between students and adults. “

We respect this philosophy and we would not deny our students the full application of this mandate. And yet, for all the anti-bullying lessons, resources, activities; for all the lessons and discussions on civics and character education within our schools, I cannot help but feel as if I am complicit in perpetuating a myth that grown-ups know how to behave properly – when in fact, outside of our schools, our society is anything but civil, respectful, and devoid of bullies. For examples of intolerance and disrespect, we need look no further than the relentless doses of hysteria, stereotyping and racism in our newspapers and in our laws. The media is rife with stories pitting Us against Them, creating fear about Others, and discrimination based on clothing, skin colour, or mother tongue. Meanwhile in stark contrast in our classrooms, we are reading books such as “Children like Me”, promoting diversity and trying our best to ensure that our students learn about community and how Social Justice applies to everyone in our society.

Feeling overwhelmed by the latest news stories, I have been thinking about young students who, on the way to school, or once within its confines, may be unexpected targets of the divisive environment where ignorance, scapegoating, blaming, shaming, guilt by virtue of association, and racial profiling may have trickled down. Our anti-bullying initiatives may be only a Bandaid solution to circumstances of inconceivable scope and which are completely out of our control. Children who are subjected to this intolerance have to navigate through the quagmire with little or no grasp on the realities and myths that may be associated with their lives, and as in many cases of intimidation, because it is insidious nature, teachers may have no clue what these children have to endure. As visible minorities, or as minorities suspected of an affiliation, no matter how remote, children risk being targets of ignorance and vitriol from other children or adults in the community. Sadly, we have so many brutal historical examples of just this type of situation. Therefore, it is essential that, we as teachers, remember to be aware and have empathy to help all of our students feel secure and free from intimidation so that they can learn, grow and achieve, even when we may not fully understand the greater issues that they may be dealing with – politically, religiously or culturally.

And, without a doubt, the world has always been so. Danger from bigotry and intolerance existed long before the implementation of the Safe and Accepting Schools Act in Ontario. We can only hope that the effort we put into promoting diversity and ensuring students are educated within a safe and accepting school environment will eventually make the myth of a society of respectful, civic-minded people a reality. In the meantime, it is worthwhile to make sure that our students know we are an ally they can depend on for help should they need it.

Alison.Board Celebrating Success, General, Learning About Your Students

Setting Goals

 

 

Last year at this time, I introduced my class to goal setting. Although this is often done in September, I feel it is more effective in January when students have had the opportunity to received feedback in all subject areas. During our Writing Workshop, we discussed and wrote goals that were particular to student success at school. Many of the goals were vague or too broad, so we used the SMART goal process (Specific, Measurable, Attainable, Realistic, and Timely). This framework really helped students create better goals that suited their individual needs. Once the goals were created, students wrote them on foam discs and we hung them around the classroom to refer to and measure against.

This January, I plan to do the same goal setting work with my 6/7 class. I have found an article on edutopia that articulates the process effectively:

http://www.edutopia.org/blog/smart-goal-setting-with-students-maurice-elias

 

It shows how students are more engaged with their learning and goals when they know what they have to do and in what timeframe to achieve them. The article also provides information on goal setting for character traits, using peer review.

In The Heart and Art of Teaching and Learning, an activity is provided to align students goals, strengths, and beliefs as they relate to their life in school. The activity is suggested as a first day of school activity, but it would also work well in January, when students are comfortable to share more in their established classroom community. You can find this activity on page 36.

Goal setting is a task that correlates with the idea of growth mindset. Students should be encouraged to set goals for themselves at any time in the year. By helping them create goals that are attainable, you will also help them feel success.

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Lisa.Taylor Communication Tools, General, Learning in a Real Life Context, Literacy, Resources, Use of Technology

Using Twitter in the Classroom

Sure, Twitter can be used to find out what Kim Kardashian had for lunch today, but it can also be used to connect classrooms, teachers, and school communities.

Today I am going to talk about connecting with your families and students through Twitter.

Twitter is a powerful tool if used properly. The first step is choosing a “handle” (or name) that isn’t already taken. Remember there is a limit of 140 characters in a tweet, so don’t make your name too long! You might also want to make your name somewhat generic and not directly related to the specific class/school you are at, as that may change next year! Go with something that is specific to you – @TaylorsClass @LearningRules @ClassroomFun @EduFun. Choose something that you can take with you to your next class, your next school, your next experience. It takes a lot of work to build followers and to develop a good collection of people to follow, you don’t want to have to start from scratch each year.

If your goal for this twitter account is just to post stuff to the parents and students in the class, it might be wise to make it a “disposable” account and make it specific to that class and year so you can change it up each year. You might wand a more specific handle: @TaylorGr2_2014 @learning2015 @gr2FI14 – again, be creative!

Once you have settled on a handle, you need to get followers. You don’t necessarily need lots of big name followers for this account – your goal is more to connect your classroom community, possibly connect to other classrooms, share what your class is doing with your school, board, and PLCs. You can do all of this by sharing our handle with those who you think would benefit from seeing the information you are sharing.

Before you tweet, double check the guidelines in your school board around posting student work, names, pictures, etc. Don’t post pics or names of students or their signed work without parent consent.

Even without pics of students, you can still share lots of valuable stuff on your twitter feed. You can tweet text explaining what you are doing, questions that parents might want to ask their kids about what they learned today, agenda messages, reminders, etc…..the list goes on!

Twitter can also be used to connect to famous people. We used to write letters to authors, but now we can tweet them! I have had students write stories in the style of Mo Willems and then we tweeted them to Mo (@MoWillems) and Pigeon (@The_Pigeon) for them to see what we had been working on! We sent Canadian Astronaut Chris Hadfield (@Cmdr_Hadfield) tweets from each of our grade 2 students the day he left space, thanking him for everything he did to educate and inform us while he was up there! Twitter really does make the world a lot smaller!

As a teacher, I have tweeted what my class is doing and it always feels great when parents, other teachers, admin, or anyone really, comments on what we are doing! We often share questions we have, the “I wonder” questions that come out of inquiry – Twitter is an excellent resource for expert knowledge.

If you decide to use Twitter in your classroom, make a point of tweeting at least once a day. Even it if is just to say that everyone is having fun today! I like to print pages that have 140 boxes and teach my kids to write “tweets” about their day and then I will type them in at the end of the period, day, etc. We also post those 140 box sheets on the wall on our “twitter feed” so other classes can see what we are up to!

Twitter seems to be sticking around. We might as well embrace it!

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Alison.Board First Week Reflections, Learning About Your Students

Our Classroom Voice

At the start of September our classroom looked bare and generic. Although a few motivational posters would have provided some aesthetic visuals to liven the room up, I refrained. Instead, I waited to see how student voice and interest would fill the wall space.

In only one month, our room is taking shape with student work, anchor charts, and art that is unique to the community of students in Room 8. Included in the room is:

  • a row of self-portraits. These are simple line drawings with multi-coloured marker lines, similar to the style of John Lennon’s Imagine album cover. They provide a visual reminder of our diverse group and represent how each individual imagines their own image.
  • an array of clear plastic page covers stapled to the bulletin board. One display of each student’s current published writing. Using the plastic covers allows the work not only to be protected, but stored throughout the year as a tool to show development.
  • a large picture graph on grid chart paper. This graph shows the Multiple Intelligence strengths of each student in the classroom. In the first week of school we used a survey to determine our M.I. strengths. Then after photo day, we used one set of the small photo stickers to make a visual graph of our strengths. We have already referred to the graph on numerous occasions, and other teachers (French, Phys. Ed) have appreciated the graph as well to easily identify student strengths.
  • a math gallery. When students solve problems in small groups, they are all provided with the same size paper. After they complete their work, we hang it on a bulletin board (math gallery) where the other groups can view it, add sticky note responses, and refer to it when working individually.
  • an inquiry corkboard. This dedicated space grows as we add newspaper articles, photocopies of book covers, questions, photographs and data that support our inquiry questions. Our current question is “How are we all connected?” This question has led many discussions about water and our inquiry board is reflecting the questions and knowledge building of the students.
  • logos. The students created their own logo contest for Room 8. There is a display of six logos that were created, then the students voted. Although they selected one winner, all the logos will stay in the classroom on display. We are using the winning logo as our image for our class Twitter account.

There are still many blank spaces to be filled, but I would rather they get filled by student work that is meaningful and authentic, then just decorating the space. As I look around the classroom, I realize that what I see (and more importantly, what they see) is a reflection of their own interests and perspectives. It is their voice.

 

 

 

 

 

 

Alison.Board Classroom Layouts, First Week Reflections, Learning About Your Students, Planning

Adjustments in September

 

With all the plans we make for those first days and weeks in September, it is worth being open to making adjustments, for your benefit and the benefit of the students. Here are some examples of how I have adjusted the environment and the program in the first few weeks:

  • I have changed the layout twice. We were pleased to get 6 rectangular tables and 1 round table in the second week, but have rearranged them twice to suit the needs of the students. This means that there are two sets of tables put together seating groups of up to 12 students who like to work together, and one table seats only 4 students who require more personal space. I planned for an even distribution of students per table, but am responsive to their different requests regarding space and collaboration.
  • The area carpet was originally placed in one corner of the room for community discussions and knowledge building sessions. The students enjoyed these talks, but found it hard to get close when we are limited with only two accessible sides to the carpet for rows of chairs behind those who are seated on the carpet. So, I moved the carpet to the centre of the room and it connects to the small carpet area of our class library. Now there is less movement of chairs as students turn to the centre of the room for discussions and use the extended space of the class library to sit.
  • We took a Multiple Intelligence survey to get to know our own learning strengths and the strengths of all the students in the class. We continue to consider these and reflect on them by referring to graph compiled in the class to remind us.
  • I finally typed out my schedule last Thursday. It took me that long to juggle our literacy block and periods for Science and Social Studies with withdrawal for ESL and special education support. I have added 15 minutes of literacy to the end of our day when we review our agendas with a poetry cafe allowing dedicated time for the reading, sharing, and writing of poetry.
  • We introduced “Minutes for Mindfulness” each afternoon. After lunch and a transition for French class, some of the students had difficulty settling for a full-class discussion regarding our inquiry topic. I asked if they wanted to try some mindfulness techniques, and a new student shared a website/app called www.calm.com that his teacher used last year. This adjustment not only helps the students, but I benefit from the 2 minute relaxation exercises as well!
I am sure our class will continue to grow and change. Allowing for adjustments to your best made plans is necessary to be responsive in your teaching practice – and everyone will benefit.
Alison.Board Classroom Management, Inquiry, Learning in a Real Life Context, Year End Activities

Keeping them Engaged…

These last two months of school can be trying for both teachers and students. The students are ready to get outdoors and classroom management is necessary as their social volume seems to increase with each warmer day. People that are not working in education often suggest that I must enjoy these last weeks of school as I anticipate the summer. It is hard to explain how challenging the last two months can be. Teachers feel overwhelmed to complete marking, prepare themselves for the looming task of report writing, as well as make plans for their teaching placement in September! In addition to that, teachers want to feel that they are keeping their students engaged with learning into June, not just keeping them busy.

Here are some suggestions to try out in the last month of school that will actively engage your students, if you haven’t already:

  • Have students design an original book cover for a book they have read, with a new artistic representation (art, media) and a new summary (language) on the back. When completed, create a gallery walk or a contest for best original design. If completed with another class, you can swap covers to judge.
  • Allow students to work individually or in small groups to create a dance based on a specific theme, element, or cultural influence. Provide them time each day to work on it (they love this!), then use days in June for each group to present to the rest of the class (or even invite parents in for an Open House event).
  • Provide students with about 3 poems of different styles to read and reflect on. Allow time for group discussions and sharing of ideas. Create a poetry workshop for a few periods each week. Students can peer review or you can provide feedback. Students select their favourite original poem to read to the class. Or create a Poetry Cafe for parents or other students in the school to attend. Students will enjoy advertising, writing invitations, and preparing beverages for the Cafe!
  • Take your learning outside! Go on weekly walks in the community and look for connections to your current lessons/activities in Science, Social Studies, or Math. If students ask particular questions, use it a starting point for a mini-inquiry that you can support for the last month in the classroom. Document your walks with photos, written reflections, or drawings.
  • Find a purpose. Use the last two months to pursue something meaningful in the community that there may not have been time to do over the winter months. Adopt a school garden to care for, clean up in the community, or buddy up with younger/older students and work together.
Enjoy!
Alison.Board Anti-bullying, Making a Difference Through Education

Promoting Prosocial Behaviour

Most students, if asked, know not to bully or know not to litter. Yet, you may see those same students exhibiting behaviours that contradict what they know.

Prosocial behaviour is behaviour that uses positive words or actions to benefit others. Rather than a desire for personal gain, students are prompted to act this was by empathy, responsibility to others, or moral values. Much of the responsibility to teach this behaviour is falling on schools and teachers.

To promote prosocial behaviour, consider some of the following:

  • Encourage a caring school community that includes everyone from teachers to caretakers and lunch room supervisors.
  • Implement a positive discipline approach that includes clear expectations, discussions, and modelling.
  • Initiate school-wide programs such as “learning buddies” that match up older and younger students to work together in a variety of activities (computer lab, shared reading, picking up litter, community walks).
  • Integrate value or character education to learning in all classrooms
For more information on creating a caring community in your classroom or school that promotes prosocial behaviours, see the Principles and Practices of Responsive Classroom at http://www.responsiveclassroom.org/principles-and-practices-responsive-classroom.
Photo of Mike Beetham
Mike Beetham Before School Starts, Building Inclusion, Challenging Topics, Mentorship, Planning, Professional Learning and Growth

Shared Learning – Not Competition

In a learning community the focus becomes a shared learning, teamwork and helping each member to reach their potential. This collaborative classroom design creates a community of risk takers, where talents blossom and are shared for the good of all over time. Now, lets shift the scene to a school staff. It is made up of a wide variety of individuals with unique talents and levels of experience. A diverse talent pool that when shared creates a school portfolio that meets the needs of all of its learners.

I share this blog topic based on my many years of teaching in a wide variety of schools and communities. My early years of teaching witnessed classrooms as separate entities within a larger building where the only sharing that took place was at staff meetings. The most rewarding settings were always where classrooms were not a competition between teachers but rather a continuum of grades that were seamless in their beliefs and goals. Teachers seeking help from each other was encouraged and not frowned upon. The sharing of resources should be common practive and not items to be hidden. Mentoring, teaching partners, grade level planning are all significant enhancements to teacher planning pedagogy. Regardless of your level of experience, I highly encourage that you make time for colleague collaboration for it will become a regular part of both your learning and planning. “Even Einstein asked questions!”

Photo of Alison Board
Alison.Board Building Inclusion, Classroom Management, Differentiated Instruction, Equity, General

Top Ten for Maintaining Classroom Community

The other day one of my less participatory students described our classroom as “welcoming” in his writing journal. I was pleasantly surprised by his point of view and reflected on what might make it a positive space him and his fellow students. Here is a list of what actions, arrangements, and routines contribute to our positive classroom community:

  1. Greet the students as they enter the classroom every morning.
  2. Incorporate Tribes activities on a monthly basis, or when needed.
  3. Allow students a few minutes to chat and get settled before beginning the first lesson of the day.
  4. Arrange desks in groupings of different sizes to suit the needs and learning preferences of the students.
  5. Provide bean chairs/big pillows for students to use when reading or working independently or in small groups.
  6. Invite students for class discussions or read-alouds at the class carpet. They choose to sit on the carpet or bring their chair.
  7. Display student writing, math problem solving, art, and student book reviews or graffiti on walls around the room.
  8. When there is an issue, address it quietly in the hall or away from the eyes of peers.
  9. Provide a round table in the centre of the room for casual teacher-student conferences and peer meetings.
  10. Check in with students as they leave for home each day.