Is it me…

This year has been a really busy school year (my excuse for not blogging since August). I got married (eeee!) moved cities, as well as started a new grade and division. Lots of change, lots of new, lots of exciting. I have a group of ladies I connect with on Twitter and we call ourself #plngelato (because we are teachers that support each other and we all love delicious gelato). We have a challenge to blog once a month (better late then never) and this is my December edition.

My husband is great for being honest and pushing me to be all that I can be. We were having a conversation the other day about how I am much more relaxed now  as opposed to at the start of the school year. He said to me, “You know it was more about you when you were stressed and tired then it was about the kids”. My first reaction was to berate him and tell him that he doesn’t know what it’s like and how difficult my class is… instead I took a deep breath and thought about his comment. Was it me? It was… I was trying to move mountains and push my students and myself beyond what we were capable of. I was expecting too much from myself and from my students which caused me to constantly be disappointed, frustrated and exhausted.

I am sure many other teachers out there would want to smack me if I say “it’s you, not your students” so I won’t :). I just want to share with you my experience.

The school I taught in for the past 3 years was a bit of an anomaly. All students who were in grade 4, were achieving at the grade 4 level or higher. This is not the norm in most schools, nor is it my experience this year. In September of this year (at my new school) I was teaching as if all students were at the same level, I was expecting all students to listen and work hard. I forgot that each student is an individual and I needed to treat them as such. I forgot that as teachers, we need to start where the students are and work from there. I wouldn’t walk into a grade 1 class and expect them all to understand calculus, that would be unrealistic, so why was I expecting grade 4 level work out of students who were struggling? It’s a much smaller extreme, but still a fault of the teacher. I was worried that it would reflect poorly on me if I wasn’t hitting all the curriculum outcomes, but as my teaching partner told me “You have to reach them where they are, not where they are supposed to be”.

After a month and a half of beating my head against a wall I started to change. Not necessarily intentionally, but I started to change the way that I was looking at student needs. I use a spelling program (that my amazing teaching partner Adrienne Zenko showed me) that differentiates learning for all students. Each student gets words at their own level (as determined by the program) and they sort the words into meaningful groups which allows them to learn word patterns. I noticed that students were engaged during the time when they were doing spelling practice. Students were actually focused and would ask to create new and inventive ways to practice their words. What was the difference between this and the other activities I was asking them to do? It was at their level. They were capable of working independently and were seeing success.

Another area that I saw success was in math. I use an amazing math program called JUMP math which goes through each concept in very small incremental steps, allowing students to fly through the parts that make sense to them or get extra support for the sections they are struggling with. There is also enrichment for students who are understanding that concept and would like to explore the topic in more depth and breadth. As with the spelling program, students were achieving at their own level, they were independent and were experiencing success.

As January fast approaches, I feel it is time to make a resolution. In 2015 I will treat each student as individuals and make sure that they can all experience success at their own level. I will not take where they are working now as a reflection on me as a teacher, instead I will measure their success through the progress they make this year.

What is your New Years Resolution for your teaching practice?

Starting the year off on the right foot

Every year I kick off the school year like a sprint! Getting up extra early, staying extra late, making sure the year is off to the best possible start. Eventually I have to slow down… but that September burst is so exciting! Every year I plan to do more team building and bonding activities, but it never seems to go as planned. Each year I get nervous about time (how fresh the rush of June is in all our minds) and jump into curriculum. This year I will not do that. I will allow time for students to get to know each other, get to know me and get acquainted with the flow of the class as a group.

I truly believe that we treat people differently when we know their story. My emotions changed drastically as I watched this video. Attitudes and patience for others change when we know each other’s narratives. As much as possible, I want everyone to get to know each other so that we can be a little more patient and kind.

My plan to facilitate this:

1. I am at a new school this year so I am excited for the kids to get to know me 🙂 (I can’t just rely on reputation as I normally do). I am going to make a video of myself at home and show it to the kids so they know who I am and who is in my family. Depending on technology that is available, I would love the kids to do the same and share about themselves through video.

2. The first 10 minutes are crucial to setting the tone and getting the school year started off right. I am going to try the technique mentioned in this blog post. She suggests getting students to come in right away, leave backpacks on the hook, and start an activity. She leaves a simple activity and a pencil on each desk so that students can start to get to know each other  and be successful at a task. That way she can quickly get around to each student and start a relationship. After the activity is finished, they can unpack their backpacks and talk about procedures and teacher quirks

3. I want to create a classroom quilt (hopefully somehow connected with dot day) that can hang up in the classroom as a reminder we are all a part of a bigger group. Each student will create a square about themselves and then the squares will be fastened together to form a quilt. I love having things in my class that are student created, rather than a really nice bulletin board set from a fancy teacher store. 🙂

4. I want to do several team building activities. For example, students will need to build a cup tower using a rubber band with 4 strings attached to it. They must equally stretch the rubber band to go around the cup, without touching the cup,  in order to build the stack. We may also create towers out of spaghetti and marshmallows in groups, since we will be talking about building things in science.

5. It would be cool if students could create their own digital time capsule to be opened on the last day of school. I still have to figure out what platform I am going to use, this could be on their blog. The time capsule could include their height, shoe size and favourite  things. Then they could open the capsule on the last day of school and see how they have changed.

6. Create an “about me” post or page on their blogs and allow students to comment on each other’s blogs and find someone who has something in common with themselves.

7. I want to start each day with a class meeting. When I worked at a Catholic school, we started every morning giving intentions for others. I would like to start the day off with giving students an opportunity to share ( in a secular way 🙂 ).

Do you have any other ideas? How do you start your school year? How do you start to build relationships in your class?

Please excuse the mess, we’re learning here

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This upcoming school year, my goal is to relinquish control and allow learning to be more “messy”. For the past 3 years I have been working at a school that promotes group work, but expects students to be in rows, so learning has looked very neat and tidy.
I can admit that I like control and that I like to think learning is a linear path. As we know, it’s not. Often the best learning happens when we make mistakes and fail the first time we try something. In this upcoming school year, I would like learning to be messy. It’s okay if we don’t get the correct answer right away, or if we work on projects that don’t have a correct answer.

I am very excited to change my space and my teaching to suit this practice. I will be following Nicholas Provenzano for tips on how to change my space. I want the space to flow so that we can change configurations quickly. Horseshoe for  discussion, pods for group work, pairs for small projects and free floor space to work on projects or to read. I am excited to make my classroom flexible, so that the space is best for the learning we are doing.

I also hope to give students more choice and creativity in the projects we do. Choice can come in many different forms. It ranges from “choose the country you would like to research” to “In whatever way best suits your learning, share what you have researched about the country you choose”. This year I hope to move away from “small choices” to “big choices”. This will have to happen in baby steps, allowing smaller choice in the beginning until the students and I (okay this is mostly for me) can get used to what this type of learning looks like. For example in the beginning of the year I was hoping to do some “copy cat ” writing. Where students use a story they have already read and write a story with different characters and setting that follows the same format. This allows a little choice, students choose the story they use to “copy” from. By the end of the year I hope to do a project where students display their learning of “quality of life” using whatever medium they want. Our entire social curriculum this year is based on this overarching theme, so it will be a good way for them to display their learning from the year.

To someone who already practices “messy learning” these ideas may seem small, but I need to retrain my teaching from 3 years where learning looked very neat and tidy. Every student working on a different project is a foreign concept for me, I hope to adjust quickly. I would love suggestions on how other teachers support real learning in their classrooms. How is your classroom set up to support learning? How do you frame units and projects? I would love ideas and help!

Choice is Important to Creating Student Voice

Writing is very a individual skill that all students need to learn. The problem is, I find many writing programs teach a formula… but is that what’s best for creativity? My students are able to “begin with a bang”, use interesting describing words, and vary their sentence starters. They can write a paragraph with a strong opening and closing sentence. But when do we teach kids to be creative? When do we teach them to add their voice and personality?

I have a student in my class and his writing is dripping with personality. He is humorous, concise and uses amazing vocabulary. When I read a stack of writing, I know his right away because it is just so… him 🙂

How do we teach that?

Students need to know how to write a proper sentence and knowing how to join ideas into a paragraph is important. But so is voice. How do we help students develop their own style?

One strategy that I have tried is to give students choice. On Thursday, the students in my class wrote about what life would be like as a settler. I told students they just needed to explain what it would be like. Some students wrote letters, others wrote stories, some wrote paragraphs. Because they were given choice they were able to let their personality to come through.

For example, one student wrote:

“ahhhhhhhhhhhhhhhhh I don’t want any more farm torture!” I uttered. I wish we’d have just stayed in Boston. Now I have to do farming. I can’t believe we live in a dirt house and we don’t even have a bed yet! “Why did the sheep run away.” ”oh no the cattle are fighting again and the horses just joined in!” Sadly I do not get enough allowance for this. ”Finally it is dinner time, noooooooo beans!”

He totally understands what life would be like, and it’s interesting and entertaining to read.

Another student wrote:

“Dear Christina,

I’ve been on the train for 3 days now. I’m heading from Iowa to Curlew. I don’t know how many days we will be on the train for. I just hope it’s not for 10 days( my neighbor is getting a bit stinky every…single…second!!! ). The bathroom had been occupied for hours. I can’t wait for my turn in the kitchen! I’m starving!

your truly,
Annemarie”

She understands what a settler would go through, but she did it in a way that make sense to her.

Allowing students to have choice is so important to creativity. When a student can create something, in the way they understand, it allows them to add a personal touch, and seeing each child for their own amazing individuality is why I became a teacher in the first place. The more we encourage our students to be themselves, the better we all are.

Collaboration

Every great teaching idea I ever had was inspired by, harvested from or straight up stolen from another educator. There… I said it. We hate to admit it, but we need each other to be successful. When asked a question, I often need a minute to create my own opinion, then I want to talk to others and get their opinions and ask questions. Bouncing ideas off others is how we achieve great ideas.

This year I have started using Twitter and have experienced the power of connecting and collaborating with others. Teachers who don’t have grade level partners are no longer isolated, they can turn to Twitter to allow them to connect and collaborate. In February, I went to Parkland School Division to learn how teachers in that division are using technology effectively in their classrooms. George Couros, Divison Principal of Innovative Teaching and Learning in PSD, set me up with several innovative teachers. Through this experience, I was lucky enough to meet Kelli Holden , an exemplary grade 4 teacher. She explained to me the power of Skype and how she utilizes it in her classroom. I was immediately inspired and asked if I could be involved in her next project. Kelli created an amazing project to help students learn about the Canadian troops leaving Afghanistan. The five classes involved in the project were able to learn more about the troops through a Skype sessions.  One of the teachers,  Catherine Dohn, spoke to all 5 classes about her husband, who is a Peace Keeper. She provided pictures, information and a first hand account of what Peace Keepers do. She was able to give my students an experience that I would never have been able to supply on my own. We also had students use a site called Chatzy, which allowed the students from all 5 classrooms to chat with each other about what they knew and what they had learned. They were able to learn from each other’s facts and questions. This was all made possible for my students because I connected with other teachers.

As an adult, I love collaborating with others and getting to hear their view points. I constantly collaborate with other teachers at my school and have begun to also reach out to teachers through twitter. If collaboration is so beneficial to adults, then why in the classroom do we often ask students to work independently? Some reasons I have heard from fellow educators are: “Students don’t know how to work collaboratively”; “they will just copy off each other”; and “they can’t work in groups without getting off task”.

Just like every other skill they acquire, students need support, practice and some instruction on how to be collaborative. In my class I use a program called Kagan to help my kids work collaboratively. The program provides a structure to allow students to work together and participate equally. As educators, I believe we have to let go of the notion that students are “stealing ideas” from each other. Collaborating is not copying, it is a way to learn from others and to increase your own knowledge of a subject area. We need to allow students to work with each other to create projects, have conversations and ask questions. The old adage, 2 heads are better than one, is truthful and something we should consider for our students.

Powerful Connections

This year is very special to me because I am teaching many of the same kids in grade 4 that I taught in grade 2. Not only have I seen them grow from readers to book enthusiasts (thanks Dawn Ackroyd, your book whispering in grade 3 is inspiring), but I have seen them develop a point of view and a sense of self. The most important thing in my classroom has always been the relationship I form between my students and I. Not only knowing their favorite colour and food, but helping them carve an identity in the classroom.

One of my students, struggled with creating friendships, so I found out about him and became his friend first. Once he and I were friends I would throw “that is so jimmy, he LOVES planes” into classroom conversations until other students picked up on his passion and started commenting on it themselves “Jimmy, the book I’m reading has a pilot in it… Come check it out”. Jimmy felt valued and other students helped him build friendships.

I tell many stories about my family in class… In fact even the parents of my students feel like they know my brothers :). Students will focus on a task for much longer then they normally would if I tell them they may get a “Miss B story” before the end of the day. In fact, we were reading a story in class about showing good character. I have an infamous childhood friend, who would always got me to do things I wasn’t supposed to. Mid story, a student raised her hand and said “I’m sorry to interrupt Miss B., but this story totally seems like something your friend Dodie would do”. Her saying that, not only meant she understood the story (linking her ideas to prior knowledge) but she wanted to share the link with me because she knew I would understand. The other day I was telling a story about my oldest brother and  another kid commented “that is classic Adam, Miss B.”. The point is, they know me… and it’s important for me to know them.

Creating relationships with students should be easy and organic for a teacher. If a student in my class is struggling, I feel it, if they experience success, I feel that too.

I am a human to my students, not just their teacher, which makes my experiences with the kids so much more authentic. They know I make mistakes and that they are welcome to do the same. They know I cry when happy things happen and they embrace it. Because I show my human side, they are more willing to show theirs.

Creating relationships with my students is so much more memorable and powerful than anything I we ever teach them.