Tag: Collaboration

Nobody Said It Was Going To Be Easy

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It’s the start of October, which means that last month was the hardest month of the teaching year. In September, is when I lay out the expectations, the groundwork and the flow for the learning in our classroom. With this comes the hardest and most frustrating aspect; getting the students acquainted with technology as a learning tool.

I have heard the gripes from fellow teachers and I myself used to say it too ” They don’t know how to log in! They won’t ever remember log-ins! How can I manage 25+ kids with different devices and access?” etc. The key I finally discovered was that it wasn’t hard for the kids….it was hard for ME. I switched my mindset around and started to focus on how to make it a smoother transition for all of us because I have seen first hand the powerful learning that can happen when a student is using a device as a tool to empower, create and explain their learning. It becomes second-hand nature to have that device ready to go when it’s needed.

I have been asked many times how I manage to get the kids ready to go so quickly and my advice is “Roll up your sleeves, and dive in.” It’s messy, it can be frustrating, it can drive you to insanity, but at the heart of it all you know that it is what is best for them and their future.

Here are a few tips I have experienced first hand that may help:

Use the expertise in the room

You are not the only expert in the room, and I am willing to bet that there are a few students in your class who have done this before or are quick and savvy learners. Put them to work helping their peers. I always tell my students “I am only but one Miss Ariss”, however there are some of you in here who can help me and your friends so we can learn this quickly. If you stand and deliver and expect every student to follow your exact move as you click on your computer…..you will be in for a world of mental anguish. I liken this to going to a PD session and the presenter hasn’t gaged the level of expertise in the room and treats us as if we are all beginners. I’ll be honest, if its something I know already, then I’ve started to tune them out. Our students are no different. You will have kids who know how to log in, who know how to make the @ symbol, and who know how to troubleshoot. Honour their expertise and build a collaborative, caring classroom community at the same time.

Set High Expectations

I know some teachers will print out their student’s emails or login info and passwords and give to them. I find that level of scaffolding to be great as a start….but at some point they will have to rely on themselves. With the exception of the students who I know need this scaffold, I post their log in info on the board and give them the responsibility of logging themselves in. At some point, after numerous trials and errors (with support by me,) they get it. Is it easy for them to memorize and copy their log in info, password and websites? Not a single bit, but they are learning perseverance, problem solving and building their confidence in doing this hard thing on their own. There will be tears, there will be stress, there will be anxiety…but there will also be triumph and pride.

Keep Everything In One Place

Let’s be honest…as an adult I can barely keep track of all of the websites, passwords, logins etc and I don’t expect my students to do so either. I start off small with logging into the computer system with their information and we practice going to our classroom blog. This in itself is a feat because learning that the Google search bar is not the same as the url bar when typing in a website address is just one big lesson. I keep all of the important links that they will need – Google Drive, Classroom, Creative Commons, School website, Government tests, et.- all on the blog for quick and easy access until we are at a stage where they are comfortable and strong enough in their technology use to type in other sites.

So yes, it might be easier to just hit print on the photocopier and hand each student a neat little packet without the hassle of the above, but is it what is best for them or for us? Are we living in a neat printed packet world or is our world digital, messy and requires us to push buttons and try new things?

Integrating technology in the classroom is not easy and it’s not meant for all tasks, but no one ever said anything about teaching being easy. We all just know that it’s worth it.

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What I Have Learned To Be True

 

If someone were to ask me what I thought my greatest strength as an educator was, they may be surprised when I say it’s not technology as that is what I am most vocal about. While I love technology and use it purposefully in every way I can, it’s not what I would identify as my greatest strength or contribution.

In my five years as an educator and my varied experiences ranging from teaching Grade 2- Grade 6, I have discovered that my strength lies in my strong connections with students. When reflecting on this, it occurred to me that my passion for working with children has always been innate and it took removing myself from the comfort zone of corporate life and embracing what I truly love to understand that education is my calling and purpose.

It’s summer break and those connections have become evident to me from the amount of emails and messages I have already received from parents and students. I also recently read this article “13 Reasons Students Hate Teachers” which made me wonder what it is that I know to be true about kids and what I have learned from teaching that I hope makes a positive difference on the life of a child.

I’m five years in with so much more to learn, experience and grow. These five years however have taught me the following about kids:

1. They are free-spirits.

They say what they feel and notice, do what they want and enjoy the small things in life that most of us adults gloss over. They can mix and match outfits without care or worry about judgement because they love the colour. They dance, play, laugh and can talk up a storm when comfortable because it’s fun. They will pick flowers (weeds) for you because they were pretty and draw you pictures because they look up to you without concern. They live life to the fullest which is something that can cause unease with adults who are unable to go with the flow or appreciate their whimsy.

2. They are funny.

When was the last time you sat down with a group of kids and really and truly listened to them? When did you spend quality time at recess or lunch and just chit-chatted? I will guarantee you that some of the jokes and life experiences they have will have you in stitches. We often overlook that “free” time during school to catch up on emails, photocopy papers, run errands, but if we slowed down and took that time to hear and be a part of their stories, our own lives would be made so much brighter.

3. They are human.

This point is the one that I hold closest to my heart. They are not robots or machines churning out worksheets, booklets and dioramas. We do not get them fully charged every morning nor do we get to plug them in upon arrival to school in order to do “work”. They have full and complete lives that do not centre around school and we must honour this. There will be days where they are tired, hungry, upset, anxious, worried, scared and those are the moments we must stop what we are doing or have planned and talk to them, work it through and support.

4. They are honest.

Yes, you read that correctly, they are honest. If a child trusts you and knows you have the best of intentions for them, they will tell you the truth whether they are in the wrong or not. Without a solid relationship built on trust, honesty cannot be forged. The reason most people lie is because of fear and if they knew that the person they are being honest with cares about them and is not out for punishment but is there looking out for them and wanting to help them be better, they will tell the truth.

5. They are not looking for a boss.

I am a leader, confidante, guide and a trusted adult who is there to support them in learning about the world around them. I am not their boss nor do I ever want to be. This is not to be confused with being their friend either because that too is not my role. A student once told me ” Everyone always nags, nags, nags. Thank you for getting us and giving me a chance to do things on my own.” As an educator, I guide them in the right direction and in making the better choices. I teach them the tools they will need to succeed in life and I will be there for support in the areas they are struggling in both academically and socially.

6. They all have special needs.

Every single one of us is unique and all of us have areas of strength and areas of growth. There hasn’t been a single individual I have ever encountered in my life that didn’t require assistance in some way and this is the same for all students. We provide varying accommodations for all students depending on their needs at certain times which takes a strong educator to identify and apply. Every child deserves an education that allows them to be pushed to the barriers of their understandings. This requires dedication and hard work on our part as educators to ensure we are providing varied activities, assessments and content which target every child with what they require to learn.

7. They possess emotional strength greater than most adults.

When I hear the life stories of some students, my first thought is usually “how are you still able to bring yourself to our classroom everyday and engage in the learning because I know I couldn’t do it.” School is the safety zone away from whatever else is going on in life for a large majority of students that enter our schools. Some stories we know about while there are many others we may never know about however despite the turmoil, they show up everyday. I applaud and honour their strength and every day in our classroom is a celebration of life and learning because school is the one place in the world we have the power to make that possible.

8. They are curious.

They want to know what, how, why, where and who over and over and over. If they don’t, then their natural curiosity has been stopped at some point or they have learned that the schooling system doesn’t give much time for curiosity so why bother. It is our responsibility to ensure they retain that curiosity because it is the foundation for deep learning. They are curious because they care, are interested and looking for a way to understand. If we honour and harness this by not only allowing but encouraging it, they will engage in meaningful and relevant learning.

9. They want to love school.

Note that I didn’t say they all love school but that they all want to love school. Every year they walk into the unknown with a new class and a new teacher which could make or break their entire year. They start the year hopeful and excited because they truly want to learn, want to have friends and want to be a part of the community. We, as educators, have the ability to ensure this excitement remains all year-long for all students. Some start the year with self-imposed labels from previous years: “I’m always in trouble”, “I can’t do math and I am not smart” or “I have no friends, so I don’t want to be here”. We need to see these as cries for help and work with students to ensure they get past them. We need to find out the reasons and causes and together come up with the solutions to help them because deep down, they want to love school.

10. They are longing for connection and meaning.

They want to know that this place they have to go to every day where they spend the majority of their time is for a purpose. School has to connect to their life which means it must integrate the same tools and ideals they use outside of the building, build on their understandings and curiosities as well as be relevant for their future. No longer do we live in isolation and there is no reason why our classroom doors should be closed. Kids are connecting via social media, Minecraft and YouTube videos,to name a few, and yet school remains this isolated entity. They want to know how others around the world live, work and learn. They want to know that what they are learning has a deep purpose and is not just repetitive busy work. If there is a disconnect, they will disengage. The best way I found to do this is by explaining the “why” and having those full classroom discussions about the relevancy and purpose of the learning happening but most importantly by being flexible enough to change everything if need be to ensure it truly is meaningful to them.

The education of our youth goes far beyond just delivering curriculum and providing assessment after assessment. They are children and we are so lucky to have them in our lives each and every day. I cherish the learning I receive from each of them and I am so honoured to work with every child that enters my life. The above is my own personal roadmap and while I know not everyone will agree, it is what I follow in my heart and what I have learned to be true.

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The Chemistry Of Baking Bread

Groups made cinnamon buns, chocolate chip bread sticks, white bread, gluten-free cinnamon bread, garlic cheese bread and tic-tac bread!
Groups made cinnamon buns, chocolate chip bread sticks, white bread, gluten-free cinnamon bread, garlic cheese bread and tic-tac bread!

One of the best parts of teaching for me is finding ways to make learning relevant to student’s everyday lives and future.

We have been learning all about classroom chemistry this term and the topic itself is one of the most engaging and exciting units we have delved into so far. The students are learning about chemical and physical reactions, solutions, mixtures and the three states of matter through various hands-on experiments. One of the main outcomes for this unit was:

  • Produce carbon dioxide gas through the interaction of solids and liquids, and demonstrate that it is different from air.

So, the most relevant way for students to understand this concept was for us to get messy and bake our own bread! And just for additional learning, we also incorporated measurement and math understandings while in our Foods Lab by converting oz to ml, g to cups and differentiating between teaspoons and tablespoons.

My students were so eager to learn about cooking and baking because they see it everyday but have not been able to be a part of it yet and most importantly understand the chemical processes that occur when creating a meal.

Their main focus going into this lesson was observing and creating different chemical and physical reactions, solutions and mixtures while working on everyday life activities such as baking a loaf of bread. We learned and brainstormed together prior to engaging in the Foods Lab and students wrote down their hypothesis and their understandings of the criteria. Each group was provided with the same basic bread recipe and they asked if they could add variations. They worked in groups to determine what variations they wanted to include and how that would affect the reactions they were looking for.

Adding and observing the chemical reactions between yeast, warm water and sugar.
Adding and observing the chemical reactions between yeast, warm water and sugar.
Measuring, observing and kneading. Students were fascinated how dry ingredients came together to form dough.
Measuring, observing and kneading. Students were fascinated how dry ingredients came together to form dough.
Rolling, mixing and kneading.
Rolling, mixing and kneading.
Amazed by the carbon dioxide bubbles which allowed their dough to rise.
Amazed by the carbon dioxide bubbles which allowed their dough to rise.

The were absolutely amazed watching the tiny yeast granules activate with the warm water and the sugar. The shock was even more so when their loaves began to rise and through the glass pans they could see the carbon dioxide pockets.

Here two videos of a few of my students sharing their bread with fellow teachers in our school and explaining their learning:

Sharing with Mr. Letendre:

Sharing with Mrs. Krefting:

When we went to cut their loaves, I heard comments like ” It looks exactly like store-bought bread!” and “This is the best bread I’ve ever had!” I told them it sure is…because you made it yourself!

They also all blogged their reflections and observations on our classroom blog: www.psdblogs.ca/dariss

Next up for us is a Bake-Off Challenge this week with three executive chefs where students are going to be provided with $25.00 and will have to make their own food creations that feature 2 chemical and physical changes and 1-2 mixtures and solution.

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Classroom Learning – Feb. 9 – 13, 2015

This month has been flying by as its been full of short weeks filled with a lot of activity! My students have been hard at work but we also made some time for celebrating the work and learning we have been doing.

Language Arts

We are well into our read aloud Wendell The World’s Worst Wizard. We have learned about the differences between gnomes, elves and trolls as well as wizards and witches. The students have been reflecting on their connections, inferences and predictions as well as other criteria as we move forward into this story. They have each chosen either a specific character from this book or a type of character and started brainstorming their profiles so that they can create depth for their character when we begin their narrative writing pieces next week.

This week we discussed juicy adjectives and descriptive words. Students researched a variety of words and then applied those to their peers in our Friendship Adjectives Hearts:

Each student left a descriptive adjective about themselves and their peers on their heart.
Each student left a descriptive adjective about themselves and their peers on their heart.

Students have also started their book clubs! I have never seen more excitement and enthusiasm for reading in all of my years of teaching so watching them jump for joy when books where distributed was wonderful! I credit this in part to the fact that they all chose their own books based on interest and abilities. They all decided within their groups as to how much they will read before providing reflections. Each group also created a collaborative Google Doc which they will record their questions, comments and information to share with me and the classroom.

Here are some photos from their meetings:

Reading!
Reading!
We use a variety of tools and resources. We read, converse and record our learning.
We use a variety of tools and resources. We read, converse and record our learning.

Mathematics

We are nearing the second loop of feedback for the student’s Resort Reports. I have asked that they each work on them this weekend whenever possible so I can provide them with additional audio feedback. They will be given more time next week to listen to feedback and apply to complete their work. I have loved using the add on Kaizena for the audio feedback!

Science

We completed a brief experiment together on growing crystals and students were able to observe their findings from last week’s  solutions.

Verifying our hypothesis and updating our observations.
Verifying our hypothesis and updating our observations.

Social Studies

The student’s jot notes and research skills are moving forward as they continue to research the two regions of the Arctic and the Great Lakes LowLands. I assigned each student a google doc for jot notes and one for a bibliography. They are loving using the add on Easybib to create their works cited. They are using both text and online resources and have learned how to cite each resource. They then also created two separate Google Presentations focused on each region of Canada and will compile their research into a personal presentation with a focus on guiding questions.

Starting our region research, creating our jot notes and answering our guiding questions!
Starting our region research, creating our jot notes and answering our guiding questions!
Students are required to use a variety of text and online resources for region research.
Students are required to use a variety of text and online resources for region research.

Art

Our Falling Backwards pieces have turned out amazingly! Some students are still finishing up and we will begin Dragons next week!

Some of our self portraits falling backwards...can you guess who we are?
Some of our self portraits falling backwards…can you guess who we are?

Valentine Buddies

This week we also gathered with our Grade 7B buddies to work on our collaborative art. We decided that this would be an awesome time for us to make our buddies some Valentines and they created some for us in return. We also set-up all of the treats brought in from both classes and shared while working on art together. It was so heart-warming to see them so excited in making, distributing and receiving Valentines. I truly believe one is never too old to celebrate love, kindness and friendship.

Distributing our Valentines and reading them!
Distributing our Valentines and reading them!
Our collaborative murals are coming along quite nicely!
Our collaborative murals are coming along quite nicely!
Cheers to lemonade, good friends, goodies and school!
Cheers to lemonade, good friends, goodies and school!

Skiing

We received some high praise from the ski instructors at Rabbit Hill Ski Resort on Friday. Two instructors approached myself and Mrs. Krefting at the end of the day with huge smiles on their faces and asked us if we were with the students from Greystone. We said yes, and they began to say how absolutely wonderful our students were. They said they have never had such an incredible group of kids who listened and were so respectful. They were so happy with them that they wanted to give them something and so they opened up another area for them that they normally never do. They wanted us to let our kids know just how much they were thankful to have worked with them today and they also said please bring them back anytime!

To say I am proud would be an understatement!

I tried to capture some photos of everyone skiing, however most were so far up on the hills that I was only able to capture a few in action.

Skiing at Rabbit Hill!
Skiing at Rabbit Hill!
Exhausted from a day of skiing but so very happy!
Exhausted from a day of skiing but so very happy!

We have had a great week! I can’t wait for the next!

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Classroom Learning – Feb. 2 – 13, 2015

February is a short month to begin with and we’ve added a lot of events which have also made for some short weeks. However my students know, a short week means even harder work and effort to ensure we continue learning.

Here is a brief overview of the past week’s learning and what we can anticipate coming up!

Language Arts

Student reading groups have been created and they have collaboratively chosen a book they will all read and reflect upon together. Reading time will be provided in class in addition to our daily Drop Everything And Read Time as I truly believe we need to provide our students with not only time for directed reading but also time for reading books of choice to build their love of books. We will be co-creating assessment criteria this week for their reading groups and get started! They have been so excited to begin and seeing this makes me realize that they love to read!

They have also been doing an incredible job updating their GoodReads and also sharing, reviewing and recommending books they have read. Keep it up guys!

We have started reading Wendell The World’s Worst Wizard together, which is a very detailed, descriptive Fantasy/Science Fiction/ Adventure book. This is a harder transition for students who are used to the more general Fiction reads and so we have  reviewed the characters and their roles as well as the settings of each section together to gather understandings. It is essential for students to connect to concepts in books in order to comprehend so its been quite interesting to hear their take on this story so far.

Our narrative writing pieces will start this week based off of Wendell. The students will brainstorm their characters and create brain cloud maps with descriptive details of their character. They will then create a draft outline of their story. This will all be in their Language Arts folder in Google Docs.

Mathematics

We hope to finish our Resort Report this week or early next week. This includes all of the student’s multiplication equation work in their duotangs as well as their reflections. Their entire completed project will be in their Google Docs accounts and also posted to their blogs along with their reflection on their learning and understandings of multiplication. I am so very proud of their work so far and some have even begun multiplying 4 digits by 4 digits using the strategy they feel comfortable with. However, any additional review of those facts at home would be immensely helpful! We will tie in this learning with Division which starts following the completion of this project.

Science

We’ve had a blast mixing and creating liquids and solids. The students engaged in multiple hands-on experiments last week and documented their findings in their Science folders.

Here are a few photos from last week:

Mixing liquids to observe what happens.
Mixing liquids to observe what happens.
They were excited to document the changes.
They were excited to document the changes.
Working together and discussing hypothesis of whether liquid and solid combinations will dissolve.
Working together and discussing hypothesis of whether liquid and solid combinations will dissolve.
We'll reevaluate our findings of the solutions this week.
We’ll reevaluate our findings of the solutions this week.

This week we will be working on an a project experiment called Fill’er Up where students will have to create a device, mechanism or find a way to move liquids across a solid.

Social Studies

We completed our See, Think, Wonders about both the Arctic and the Great Lakes Lowlands regions and these can be located in their Google Docs Social Studies folder. They were fascinated by Niagara Falls as well as the sizes of the Great Lakes. Each student then created two separate Google Presentation documents with each slide titled with a focus question, which they will have to answer with their research:

Examples:

  • How does the land shape life in the Arctic?
  • What are the challenges of developing natural resources in the Arctic?
  • How are Inuit ways of life traditional and modern?
  • How does climate influence quality of life?
  • Why does this region have the largest population in Canada?
  • What makes this region unique?

This week students will be shown how to effectively conduct research using the internet, how to cite their sources and we will review copyright practices and plagiarism. They will also be provided with written texts from which they will be required to pull information and re-word in their own words to ensure they are able to find the information they are looking for but also to create their own understandings of it. Their individual and completed presentations will then be posted on to their blogs.

Art

Art is one of our favourite subjects. We get to be creative, wacky and representative of ourselves. We have been working on a drawn piece called ‘Falling Backwards’. Students had to trace their hands and feet, in which ever perspective they chose,draw themselves, and then decide what would scare them the most if they were to fall backwards into something. They then outlined their drawing with a Sharpie and learned how to use watercolour paint to create texture. Their results are awesome and I can’t wait to showcase them with you once they are completed. Here are a few pictures of their work in progress:

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IMG_0941Stay tuned for more from LC5B!

 

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