Is it time to breathe yet?

Report cards are done.

Parent teacher interviews are over (though I still need to meet with a few parents who weren’t able to meet with me on our days that were set aside).

Skating is done.

We’re into April, a month where we only have school on one Friday so I have a feeling this month is going to fly by.

Mrs. W had her last day with me on Thursday. I cried when we told the students. I didn’t mean to. I tried to keep it all together but things have been a bit stressful lately, plus I had just done the chicken dance in front of the whole school. I don’t think that actually had anything to do with me crying but it’s as good an excuse as any. I got lots of hugs from my students and a lot of questions about why I would cry about this. I didn’t say this to them but I’ve enjoyed working with her so much. She’s been not only a wonderful support in the classroom, but in a work place where we only occasionally get to speak to other adults, we’ve become good friends as well as colleagues and I’m going to miss that so much. But I understand that when the money’s gone, it’s gone. They already stretched it a month longer than it was supposed to go. She’ll still be in on Tuesdays and Thursdays and supply teaching besides, but it won’t be the same.

It was a very busy week last week. Lots of things going on and I’m glad that we’re heading into a stretch of time with fewer big events and interruptions.

3 more months and my darlings are off to middle school. Hard to believe.

Post-Bill 22 Action Plan

Reblogged from Cheryl Angst, Writer:

Maybe I’m too soft when it comes to the notion of playing fairly, or maybe I’m upset because I abhor bullying in all its forms. Whatever the reason, I can’t stop thinking that there has to be something I can do; that there has to be some way to continue to advocate for my students’ learning conditions even though Bill 22 has passed.

Read more… 1,051 more words

This is a blog post by a teacher in BC who wants to stand up for what she believes in.

Friendshipia and Findhorn

When I was in grade 8 and 9  my social studies teacher spent a great deal of time teaching us about the facts of life, no not those facts of life, the facts of our political system and economic system. She had us tackle difficult moral questions about the death penalty and whether or not Quebec should be a part of Canada. Most of all, she opened my eyes to the flaws in our political and economic system. I felt angry and frustrated that there were so many problems with the systems that were designed, I thought, to make our lives good and happy and free and safe. Suddenly I learned that the people in charge did not always have my best interest at heart. They were not all morally just. They were not all hard working even. I’m not saying that all politicians are or were this way, but she saw senators, un-elected, appointed men and women (but mostly men) who are paid way more than three times what I will ever make, sitting in the senate and playing tic-tac-toe and sleeping. This and other facts had me outraged.

My friends and I passed notes back and forth about how angry we were about this. Yes, not the typical topics for 13 year old girls I know but we were not typical 13 year olds. Then one day we came up with a plan. We decided we would start our own country. We drew plans for what it would look like, who would do what, how we would survive. We called it Friendshipia. Over our years in Junior High and High School we continued to talk about and develop our plans for Friendshipia. We decided that it would not have a monetary system and that it would be completely off the grid. One of our friends even came up with a design for how to get electricity using sunlight and water and salt. I never understood it but other scientists have since come out with similar devices.

Even in to university, I thought about Friendshipia. I even wrote a story in my first year about how we came up with the idea and how we would go about making it a reality. We still talk about it sometimes when we get together and there are times that I want to make it happen but I don’t know if I could make that step.

I know that it’s possible. I’ve seen something similar in reality. When I was living in Scotland a few years ago, my best friend and I watched a TV show about a place called Findhorn in Scotland. We were so excited when we saw it; there in front of us was Friendshipia! Near the end of my two years in Scotland, my friend and I had the amazing experience of staying there for a week. It was unlike anything I’ve ever experienced.

The thing that I loved the most about Findhorn was their philosophy of how everything should be done with intention. In other words, you do what you do with a reason, because it helps others, because it helps yourself, because it helps the earth. And people actively keep that in mind as they go about their work in the community. Each morning we woke up and had the option to go to meditation or prayer or exercise or just stay in bed if we wanted. We ate together in a big hall, eating mostly local food prepared by people who lived or were staying in the community. During our week there we also helped out in the community. I worked in the dinning room, helping to clean up after breakfast, washing windows, vacuuming, whatever needed doing. Many hands made light work and it was never more work than we could handle. Before starting we would gather together and talk about what needed doing and take a moment to just breathe and be together thinking about the tasks we were about to do and why. There was often music playing and talking and laughter, making the work go quickly.

Everyone’s work was valued equally and everyone willingly pitched in to help the community be a wonderful place to live. The care that was taken in every task was so apparent. It was visible in the paths decorated with shells and tiles. It was visible in the beautiful gardens everywhere. It was visible in the wonderful food we shared.

I wonder why some work is valued so much more than others. Why is it that daycare workers often make less money than someone who works in a call centre? Why does someone who cooks food for us in a restaurant make so much less than someone working a desk job pushing papers all day?

Lately a lot of the anger and frustration that I felt in grade 8 has been resurfacing. Every day it seems there is another reason to be angry about the blatant corruption in our government, the broken economic system, the underfunded education system. I know that there are better ways to do things, better ways to live.  If my work was valued the same as everyone else’s, if money was not a motivator, would I still be an educator? For sure. I love being a teacher. But I would hope that if all work was valued equally that some of the other issues we face each day would not be there.

What would you do if any job you chose were equally valued?

Dealing with Stress

Like most teachers, especially new teachers, I’ve had my fair share of stress in my life. Although, reading through some of the things that other teachers, especially those in New York and other States have to deal with in their professional lives, makes me realize that in some ways I have it pretty good. At least my job isn’t hinging on how my students do in provincial testing and no one is sending the test results of my class out to the media without backing it up with information about class composition. Yes, in some ways I am extremely lucky.

But even so, stress is a part of my day. Even on very good days, something is bound to go not the way I planned it. Someone is going to share a home story with me that breaks my heart or I’ll feel the pressure of getting things done in the small amount of time that I have so I can get home at a decent time.

Last year and this year I’ve been trying to deal with this stress in different ways. My body doesn’t deal well with stress, my stomach in particular gets very upset. Last year it got to a point where I was sick to my stomach a lot of the time. I tried cutting out dairy. That helped a great deal though I do still have small amounts of cheese and the occasional ice cream, I don’t drink milk any more or even eat yogurt. I make sure to get my calcium through leafy greens and almond milk though.

My stomach's best friend.

But still my stomach wasn’t completely happy. Then someone mentioned eating kéfir and how much it helped them. At that point I was willing to try just about anything. Just around Christmas break, I bought some to try it out. I put a few spoonfuls on my granola in the morning along with my almond milk and berries. The effect was not instant but it only took a couple of days and I could see some very tangible results. I wasn’t feeling sick to my stomach, I wasn’t running off to the bathroom, my stomach wasn’t even filling with butterflies when I got nervous. Before I did the change over from French to English, when I was spending most of my time at school, I said to my husband, “It’s amazing. I know I should be stressed because this is a stressful situation, but my stomach isn’t upset so I don’t feel stressed!”

I tried switching from the very strong kéfir to the less strong, more drinkable stuff that Liberté also sells but it didn’t work as well so I switched back to the kind pictured above. I think that the fact that I increased my water consumption and my exercise has also helped but having seen what happens when I don’t eat it daily, even with more water and exercise, I know that it has helped me enormously.

I’m facing a new source of stress soon. Mrs. W. won’t be teaching with me in the mornings for much longer. I’m concerned about how things will go but I’m hopeful that with some daily kéfir and keeping up with my water and exercise I’ll be able to handle the stress without it affecting my health.

Speaking of health, I’ve also noticed that I’m not getting sick as often (knock on wood). A lot of people around me are getting sick and thus far I’ve managed to stay healthy. Here’s hoping that sticks.

In other non-school related news, I’m an aunt again. My nephew Owen was born this morning. Hopefully I’ll get to meet him in April.

March Break

It’s March Break. 

I realized that I haven’t posted in over a week. We were busy last week with Winter Carnival activities and I was exhausted. After a few days visiting my parents and friends in my home town and a great day today getting the house cleaned (I took down the last of our Christmas decorations today) and some cross-country skiing, I’m feeling a little more relaxed and ready to get back to looking at my school work.

One of my goals for the rest of the week is to get a good start on my report cards. I’d like to get my comments and marks done for all my French classes so I’ll just have my other marks left. I’m also thinking of starting a unit on Mystery books so I’m going to do some work on that unit.

For those of you who are on March Break, enjoy your days. For those still waiting, it’s coming up soon.

2 minute clean up and inspection

This is another classroom management tip I picked up recently, but not at the webinar. On Wednesday I spent the morning observing a teacher who teaches grade 5 at a different school. It was a very relaxing day and it was amazing to see some of the things he does in his classroom. The one that I have tried so far with my class was the two minute classroom clean-up, followed by inspection before dismissal.

Mrs. W and I have been bemoaning the paper and pencils, oh the pencils! that get left on the floor when class is done. I was tired of having the classroom look like a hurricane had come through at the end of the day, despite asking “Everyone, please pick at least 6 things off the floor and tidy up your desk” at the end of the day. It just wasn’t working.

So the idea with the 2 minute clean up is to give them 2 minutes – he used music and I think I’ll do the same once I decide on a song – to clean the classroom up and then we inspect the floor to see that everything is picked up. If I find something, they owe me 2 minutes at recess. It turns it in to a kind of game. I walk around the classroom during the inspection with my nose up in the air, pretending to inspect flecks of dirt as they hold their breath and try not to giggle. I’ve only done it for two days but my goodness I’ve never seen our classroom so clean! The janitor even commented on it today. It gives me a nice relaxed feeling at the end of the day when I see the classroom so tidy.

How do you encourage your students (or children or spouses) to clean up?

Classroom Management tips – 2 by 10

In continuing with the classroom management tips from the webinar by Rick Smith that I mentioned on my post on Sunday, today I’d like to talk about a simple but effective way to help with classroom management. Rick Smith called it the 2 by 10 strategy, not to be confused with a 2 by 4 strategy, which would be completely different.

The basic idea is that you ensure that you spend at least two minutes each day for at least ten days having a positive and personal (g rated) conversation with your most challenging student. He mentioned that it should be g-rated, and while he didn’t explain why, I think that it’s important that students understand what topics are acceptable to talk about at school with teachers and what are not. Research has shown that if you do this for ten days that there will be a huge improvement in your classroom environment.

I do try to have many little conversations with my students, especially first thing in the morning as they are coming in. I have been making more of a conscious effort to have these conversations with some of my more difficult students, both because of this webinar, and also a post by a blogger that I follow, Matt Ray. I have so many students who need that extra attention. It’s hard to pick one student who is my most challenging so I’ve been spreading out those minutes as best as I can. I hope that it will have a positive influence on my classroom.

Tomorrow I’m going out to another school to observe another grade 5 teacher teach his literacy block. I’m looking forward to this chance to see how someone else teaches literacy and gather up some ideas for my classroom. We also have an afternoon session with the other school that we are combining with when our new school is built led by our former principal. I’m looking forward to it.

Classroom Management Tips – Visual Reminders

On Wednesday I and several other teachers from my school participated in a webinar by Rick Smith about Classroom Management techniques. It was a great webinar with a lot of useful information. I am going to share a few of the ideas that were discussed as well as how I am using those techniques in my classroom over the next week.

The first one that I implemented this week was the use of visual rubrics and visual reminders. For me, this started on Thursday morning when I put up my bell work and homework on my SMART Board for my students. Normally I write out a quick note, write their homework and remind them of what they should do first thing in the morning. Normally a few of my students will check the board and get straight to it while I deal with administrative things like collecting permission slips and having those first thing in the morning conversations with my students as they enter the classroom, but many students ignore the board and have to be reminded of what they’re supposed to be doing.

Thursday, my board looked something like this.

Good morning grade 5!

Homework:

Reading logs due tomorrow.

 

 

 

Pizza orders due Wednesday.

Bell Work:

After your outdoor things are all put away, please find your group, get out your materials and find a spot in the room to work quietly on your Social Studies project.

 

And amazingly enough, more students noticed the board and more students were talking about making sure they had all the correct materials, just like in the picture.

This worked very well for having them get out their Social Studies work and getting to work on their projects. Did it help with remembering to bring in their reading logs? Not so much. I only had 5 students out of 26 pass them in on time on Friday! So I’m going to need to think up something else for that.

The other visual reminders that I put in place on Friday were about keeping our classroom clean. In the webinar, Rick Smith talked about how students can use visual cues to help them remember what the space is meant to look like. He gave many examples of ways these visual cues are used in classrooms as well as at home. The idea being that the child can match the space to the way it looks in the picture.

I would like to show some of the pictures I used on Friday but my memory card seems to be having some issues. I’ll try to upload them later.

Again, the pictures worked pretty well. The book baskets were all lined up nicely at the end of the day and the shoe racks were fairly neat. We needed to talk a little more about the closet space. That’s a tricky one though because there are so many of them, the closet does get over crowded with jackets and ski pants and hats and mittens and things do get knocked down, but we also had a good talk about how it is all of our responsibility to make sure our classroom is clean so even if it isn’t our jacket or our paper, we still should pick it up so we can all have a nice space to work in and so that no one’s jacket gets stepped on and wet on the floor.

The last visual reminder is in the form of a rubric. I haven’t fully implemented this one yet, but we talked about it with our students and we took some pictures to create it. A rubric is a sort of assessment tool. It shows a scale from what the highest expectations are, down to a complete lack of effort. Before the webinar, I had never thought of using a rubric in terms of classroom management but it makes a lot of sense. The idea is to take a picture or just have the class practice over and over, showing what it looks like to be listening with attention or to be lining up to go somewhere or to be doing any number of routines. We focused on listening with attention on Friday. I had them go on a scale from 1-5 showing what not listening with attention at all looks like (they loved practicing this!) up to everyone in the class showing me what it looks like to be listening with attention. They enjoyed practicing this. It’s like a game. At each stage, 1-5, I took some pictures of the class and I’m going to put them together in a presentation to show them and talk about it again on Monday.

Throughout the day, when I needed their attention I would hold up my fingers and say “I think we’re at a 3 right now, can you show me what a 5 looks like?” And for the most part they did it. Their stamina for holding that attention isn’t always where it should be (they should be able to keep that attention for 10 minutes at this age) but we’re working on it. Just like building their stamina for reading. (Which, side note, is going extremely well)

Later in the week I’ll share a few other tips that we learned at this webinar. Have you ever used visual reminders? How did you use them?

I’m so proud

I’m so proud of my students. Friday we had a few moments where I was just beaming from ear to ear with pride about how well my students are doing.

First off, we started our presentations for Social Studies. I had my students choose an ancient civilization and each Monday I give them a topic, each Friday we do presentations. This may change though because the presentations took too long. We ended up going right through our French period when I was hoping to finish them in half an hour. But they did a really good job, both of presenting and of listening with attention, one of our main goals that we’re working on.

Which brings me to my second thing that made me proud. Mrs. W came up with the idea of writing out our classroom expectations again, talking them over with the class, having the class sign it and then posting it in the room. They’ll also be posted on our class website and I put some information about them in our classroom newsletter that went home. We want them to know that they’re going to be held accountable for these expectations and that if they aren’t following the expectations that they agreed to and signed, that the consequences will be an after school detention with a meeting with their parents. That may sound harsh but we made it clear with our students that we need to have a classroom environment that is safe and supportive. Anything else and it makes it difficult for people to learn. Now some students are going to need reminders. And it’s not like the first time they don’t follow an expectation it’s an automatic after-school; more like if they are given a reminder and a chance to turn around their behaviour and choose not to, then we’ll arrange an after-school.

What made me proud was how well they were able to talk about this subject and how readily they have taken to it. A few students who have bucked the expectations in the past seemed very on-board. Granted it was Friday and they tend to be at their best on Fridays, but still, it was a moment of pride for me to think about how far they’ve come since the beginning of the year.

But best of all, the thing I am the most bursting with pride about is how well they’re taking to the Daily 5 and how quickly they’re building their stamina. As I said in an earlier post, they’re very excited about the English books and having built those good reading strategies while reading French books, building their stamina with English books was almost unnecessary. We went back to the beginning, made our I chart, talked about strategies for reading but the actual building of stamina and good skills for reading the whole time was already there, so right from the start I’ve been able to read with students 1 on 1 and Mrs. W has been able to do reading records on them so that we can get a good feel of where they are. I was so proud to be able to tell my principal that, after only 1 week of Daily 5 that they’re already able to read for 25 minutes and I’ve really only been stopping them so that I can do another mini lesson and do something else.

Writer’s Workshop has been slower to get started. They aren’t all as eager to write as they are to read. I’m hoping that over time this will change. After all, writing is my big passion so I can hope that this will be infectious as I share my love for writing with them. They were pretty impressed when I told them I’m a writer, even just as a hobby. I’m thinking of getting a printing of my children’s NaNo novel done so I can have a copy to share with them in the classroom. I think they would enjoy that. But there is still so much editing that I would like to do on it first.

Overall, I’m very pleased with how our first week of English went. It was a lot of work getting everything ready and I still don’t feel on top of everything but I know that this will come. For now, I’ll just enjoy the weekend and the glow of feeling proud.

Former students

A few former students stopped by school yesterday. It was great to see them, to see how much they’ve grown, how much they’ve changed, one I didn’t even recognize at first because his hair had grown so much! I’m glad that I’m still at the same school and that the middle school where my former students go is so close. I like to see and hear about how they’re doing.

Even though I’m still in the same city as the school where I first taught, I’m on the other side of the river and so I don’t get to see my students from there as often. Every once and a while I’ll run into a student downtown or out and about but for the most part I feel disconnected from those former students and I feel sad about that. I’d like to know where they are and what they’re doing.

I recently found out some not so great news about a former student though and it’s weighing heavily on my mind. There are times when I here things about former students that aren’t great. I hear that this one was suspended or that that one changed schools and I feel sad. I heard that one of my former students is having a hard time and is depressed and, I can only speculate from what I was told, was being bullied very badly and this student tried to deal with it in what I consider the worst way possible, but perhaps this student felt it was the only way. And I feel every time I hear these things that I have failed my students.

I know that I’m not a fairy godmother and I can’t wave my magic wand and fix all the problems in my students lives. I know that. But still it hurts so much when I feel like I didn’t do enough. But what is enough? What could I have done differently in the lives of these students to prevent what’s happening to them now? Is there anything I could have done?