It's sad when we lose one of our colleagues. A class has closed down as students need to move elsewhere..and today one of my closest friends at work said that if nothing changes they will have to fire her.
And the most absurd notion is that we need extra assistants, we need an esl specialist, we need a floater...a teacher who can sub in when someone is absent.
We need to believe that we are in the right place at the right time, that life is leading us to our higher selves, that the circumstances that we need to grow are given to us.
"What we can do in cooperation today we can do alone tomorrow"
Monday, December 9, 2013
Sunday, December 8, 2013
Into the untrodden woods we go...
I remember one day, a few years ago, I suggested we get our writer's notebooks and walk around the school to see if we got some ideas, got inspired. Whilst we were walking in the woods the kids asked me why they could never enter the woods behind the fence, with a padlocked gate.
On closer inspection, the padlock actually seemed open! And I thought to myself, oh why not? This is too tempting an opportunity to pass by.
"Great kids! Ok then, be careful now, we will enter where no student has ever entered... we are entering a lost forgotten forest"
We had to brush away cobwebs and fallen branches from our paths and came across some medieval looking white statues along the way- a Roman God or Catholic warrior or something- and I suddenly thought Shit, what if there are any guard dogs here, guarding these grounds?
I could just see the headlines saying 'Teacher responsible for the death of 5th grade students". Oh god.
"Ok kids, that's it then, let's see now who can run towards the gate now, and see who gets there first!"
Phew! No damage done, I closed the gate, put the padlock back, just how I'd found it...left it open in case another fellow teacher might feel inspired to tresspass.
Never heard any complaints, no summoning to the coordinator's office for a telling off.
Feels fresh in my mind, leading my students into the wild woods surrounding our school. Can't remember whether they got inspired or not, but what we shared that day was priceless.
On closer inspection, the padlock actually seemed open! And I thought to myself, oh why not? This is too tempting an opportunity to pass by.
"Great kids! Ok then, be careful now, we will enter where no student has ever entered... we are entering a lost forgotten forest"
We had to brush away cobwebs and fallen branches from our paths and came across some medieval looking white statues along the way- a Roman God or Catholic warrior or something- and I suddenly thought Shit, what if there are any guard dogs here, guarding these grounds?
I could just see the headlines saying 'Teacher responsible for the death of 5th grade students". Oh god.
"Ok kids, that's it then, let's see now who can run towards the gate now, and see who gets there first!"
Phew! No damage done, I closed the gate, put the padlock back, just how I'd found it...left it open in case another fellow teacher might feel inspired to tresspass.
Never heard any complaints, no summoning to the coordinator's office for a telling off.
Feels fresh in my mind, leading my students into the wild woods surrounding our school. Can't remember whether they got inspired or not, but what we shared that day was priceless.
Monday, August 1, 2011
"Be the change you want to see in the world" - planting seeds into teacher's hearts
Just came back from planning for our first semester, day 1. It's incredible how powerful coordinators can be and how the enthusiasm they pour into this first day can sustain a teacher's heart for a whole semester. Today we were exposed to a few new ideas such as Service Learning, bringing what we do into the local community with the purpose to benefit others. Our task is to incorporate that into our planning (in perfect alignment with my already pre-planned "Pay it Forward" project).
After our planning time, and repeated reassurance by our boss that we do not have to worry about 'covering content' (thus focusing on meaningful, authentic projects) we watched a simple youtube video (Inspirational Quotes ) which alighted in me a strong desire to make great plans for this semester. To dream big. To expect great things from my students. To create engaging learning scenarios where every single student will feel inspired to blossom, to unfold, to be.
I must always remember how influential coordinators can be when they are planning the first day back to work and how by inspiring us teachers they are being the change they want to see in the world.
After our planning time, and repeated reassurance by our boss that we do not have to worry about 'covering content' (thus focusing on meaningful, authentic projects) we watched a simple youtube video (Inspirational Quotes ) which alighted in me a strong desire to make great plans for this semester. To dream big. To expect great things from my students. To create engaging learning scenarios where every single student will feel inspired to blossom, to unfold, to be.
I must always remember how influential coordinators can be when they are planning the first day back to work and how by inspiring us teachers they are being the change they want to see in the world.
Tuesday, July 26, 2011
Cooperative Learning in the classroom: "Students learn best when they teach each other" says Sir Ken Robinson
I have been working with learning centers for a few years now and students seem to love it! (just for those who are not familiar with learning centers: they are areas set up around the classroom that present activities designed for specific purposes ex: a math center, a science center, a reading center, etc...). I find that learning centers are great for high-energy classes that have disciplinary challenges.
I presented a workshop in the last AASSA conference on "Cooperative Learning and Assessment in learning centers". Check the attatched powerpoint presentation for a brief overview.
The teachers who were present questioned me about dealing with students who need more support and are not 'great academic students'.
Research shows that when a student models a certain ability or skill to the group, the other students feel more confident and comfortable to have a go next time. A student might observe how another student tackles a math problem, or articulates a sentence and already feels comfortable in knowing one way to deal with the questions and tasks posed.
I presented a workshop in the last AASSA conference on "Cooperative Learning and Assessment in learning centers". Check the attatched powerpoint presentation for a brief overview.
The teachers who were present questioned me about dealing with students who need more support and are not 'great academic students'.
Research shows that when a student models a certain ability or skill to the group, the other students feel more confident and comfortable to have a go next time. A student might observe how another student tackles a math problem, or articulates a sentence and already feels comfortable in knowing one way to deal with the questions and tasks posed.
Friday, July 22, 2011
Creating meaningful reading experiences in the classroom
When I read a really good book, I usually mention it to a friend or colleague, describing briefly what it's about. I might even talk about the main characters or the setting, talking about the conflicts present in the book. But I can't recall ever spontaneoulsy out of my free will writing a book report or an in-depth analysis of plot.
I agree that at lower elementary grades students are still learning and incorporating the elements of a story and the different genres that exist, but after a certain point, more specifically perhaps, 5th grade, when they have been through it all, do we still need endless book summaries and book reports as proof that they have read their books?
If we are on the right track towards getting our students excited about reading, then the least of our concerns are whether the student has or hasn't read the book. If we have helped the child learn how to choose a 'just-right' book ( a Calkins concept), helped them how to deal with the 'tricky parts' of a book when they come across them, we know that as soon as a child has read a book he/she has enjoyed with comprehension, they know how it feels to read a page-turner and will want to recreate that experience again, to be part of another world, see inside the thoughts and feelings of other people, feel that they are not alone.
Let's strive to make reading meaningful and purposeful for students, in a way that emulates what goes on outside the classroom, between us, colleagues, friends, family.
I agree that at lower elementary grades students are still learning and incorporating the elements of a story and the different genres that exist, but after a certain point, more specifically perhaps, 5th grade, when they have been through it all, do we still need endless book summaries and book reports as proof that they have read their books?
If we are on the right track towards getting our students excited about reading, then the least of our concerns are whether the student has or hasn't read the book. If we have helped the child learn how to choose a 'just-right' book ( a Calkins concept), helped them how to deal with the 'tricky parts' of a book when they come across them, we know that as soon as a child has read a book he/she has enjoyed with comprehension, they know how it feels to read a page-turner and will want to recreate that experience again, to be part of another world, see inside the thoughts and feelings of other people, feel that they are not alone.
Let's strive to make reading meaningful and purposeful for students, in a way that emulates what goes on outside the classroom, between us, colleagues, friends, family.
The best readers are those who read a lot!
Being a big fan of Lucy Calkins and Nancy Atwell (both focus on Reading and Writing workshops) I have always turned to them during the holidays, before we start a new semester, in hope of inspiration, and this time, I was looking for some guidance towards helping my students become excited about their reading experience.
Everyday, my 5th graders begin the day with around 15-25 minutes of 'independent silent reading'. It is a magical moment- even the most energetic and restless classes settle down in a snowfall-type silence when they are allowed to spread themselves around the class, and read a book of their choice. When I am not able to provide them with this moment (due to pressing issues such as covering content or a time-consuming ongoing projects), they complain as though I am denying them one of their basic rights: time to read for pleasure, at school!
I sometimes feel that I cannot afford this time on a daily basis ( being part of a binlingual programe means that we teach the American curriculum only in the afternoon; 1:00- 3:30 p.m. I only have 2.5 hours a day with my students- not even close to enough time to achieve everything I wish to achieve with them).
Coming back to Atwell, she reminds me that: "...students read more, comprehend better, and value books and reading to a greater degree when we make time in school for them to read.". And so it is. I am determined to carve in this time for them this semester, making a commitment to honor this need of theirs. Silent reading everyday, first thing. You might want to give it a try and observe how it unfolds.
Everyday, my 5th graders begin the day with around 15-25 minutes of 'independent silent reading'. It is a magical moment- even the most energetic and restless classes settle down in a snowfall-type silence when they are allowed to spread themselves around the class, and read a book of their choice. When I am not able to provide them with this moment (due to pressing issues such as covering content or a time-consuming ongoing projects), they complain as though I am denying them one of their basic rights: time to read for pleasure, at school!
I sometimes feel that I cannot afford this time on a daily basis ( being part of a binlingual programe means that we teach the American curriculum only in the afternoon; 1:00- 3:30 p.m. I only have 2.5 hours a day with my students- not even close to enough time to achieve everything I wish to achieve with them).
Coming back to Atwell, she reminds me that: "...students read more, comprehend better, and value books and reading to a greater degree when we make time in school for them to read.". And so it is. I am determined to carve in this time for them this semester, making a commitment to honor this need of theirs. Silent reading everyday, first thing. You might want to give it a try and observe how it unfolds.
Sunday, July 10, 2011
A documentary every educator must add to their 'MUST WATCH' list
A Brazilian artist called Vik Muniz one day felt like he wanted to help transform the lives of a small group of people in a positive way. One year after Carnival he observed how many beautiful parts of costumes and decorations went to trash and he decided he wanted to make art with recycled materials. His documentary shows his journey into the world of garbage collectors ( which we later learn to name 'recycled materials collectors') in a landfill in Rio- the biggest landfill in the world. The money he makes with his art reverts back to helping this very important but neglected class of people.
From the very start I was already touched by the story, the artist, the message and the people who work with such dignity and pride at this horrendous landfill.
I recommend that every educator watch this film: If we could ever inspire our students with his example we are halfway to doing what we are here to do. Check out the website and watch the film (if only via youtube):
Site of 'Lixo extraordinario' documentary
From the very start I was already touched by the story, the artist, the message and the people who work with such dignity and pride at this horrendous landfill.
I recommend that every educator watch this film: If we could ever inspire our students with his example we are halfway to doing what we are here to do. Check out the website and watch the film (if only via youtube):
Site of 'Lixo extraordinario' documentary
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