I attended the Mobilize conference yesterday with my amazing principal. In all that I absorbed last night, one idea that has continued to confound me is this: branding.
I admit, there were parts of the conference that left me way feeling way out of my depth. This was one of them.
This idea of branding came from a session that was speaking more to students just about to graduate, and the idea of leveraging mobile technology in order to start a business, land a job, or create something profitable. This idea of branding was suggested.
This led me to wonder what my brand is. This connected nicely to the conversation I had with my principal in reflecting on what I had done in the school over the last 4 years, enacting positive change.
Therefore, here is my manifesto on my brand.
Technology - this plays a key role in my teaching - and the role it plays is to enhance my teaching.
Literacy - This is my passion, and has been for quite some time. I love to teach students to read and write, speak, listen, view and represent.
Numeracy - though not my strongest, it is my drive to constantly improve.
Social Justice - it is how I teach my content, a lens to view the world.
My brand, my teaching.
M.
Tuesday, November 27, 2012
Me and my posse
I didn't mean to do this, but I sure am loving it!
I have 2 student teachers at the moment. Life is sweet - but not for the reasons that may seem obvious.
I am now able to muster enough man-power to accomplish all that I had wanted.
In literacy, I assigned each TC a certain skill to initially assess, plan, teach, check-in and monitor. We are seeing such great results now! I'll try my best to post the pictures of our tracking methods.
What I am noticing is that the kids have no spaces to hide, to do less than their best. It is pretty exhausting for some of them!
Others, I've noticed, are being pushed and challenged. I've noticed in my teaching that there are some kids that I let "go", as they are independent and can coast along doing good work. This has become necessary as I push along the lower kids. The time I needed to move them along, I am taking away from the quiet, independent kids that are doing well, demanding no attention.
Now that I have leveraged my posse, I can now spread out the attention to encompass all of the needs in the room, whether they demand it or not.
As hard as it is to convince others, this is not a time off for me. I am not putting my feet up and cruising along. I am engaging the class in ways I cannot normally do. I am giving my attention to that which normally doesn't demand it.
And it is awesome!
M.
I have 2 student teachers at the moment. Life is sweet - but not for the reasons that may seem obvious.
I am now able to muster enough man-power to accomplish all that I had wanted.
In literacy, I assigned each TC a certain skill to initially assess, plan, teach, check-in and monitor. We are seeing such great results now! I'll try my best to post the pictures of our tracking methods.
What I am noticing is that the kids have no spaces to hide, to do less than their best. It is pretty exhausting for some of them!
Others, I've noticed, are being pushed and challenged. I've noticed in my teaching that there are some kids that I let "go", as they are independent and can coast along doing good work. This has become necessary as I push along the lower kids. The time I needed to move them along, I am taking away from the quiet, independent kids that are doing well, demanding no attention.
Now that I have leveraged my posse, I can now spread out the attention to encompass all of the needs in the room, whether they demand it or not.
As hard as it is to convince others, this is not a time off for me. I am not putting my feet up and cruising along. I am engaging the class in ways I cannot normally do. I am giving my attention to that which normally doesn't demand it.
And it is awesome!
M.
Tuesday, November 20, 2012
We can write that?The blurry line between producing
photo courtesy of flickr: Technology part of our lifestyle
I have been struggling as of lately with the lines between speaking, writing and representing within my practice. In my writer's workshop, I have the students busy innovating and creating different pieces based on different purposes for literacy.
What I'm finding, though, and a case could be made for the digital native and immigrant argument, is that so many of my kids are blowing open the idea of writing. They wish to create, and since technology is so embedded in my practice, they are creating what they want - and aren't fettered by the old notions that are limited by a paper and pencil narrative.
With the ipod touch in hand, yesterday I had a student ask if he could video a memo. I faltered, then thought: why not - since you have the technology. My only constraint was that he needed to work on the feedback I had given him after the initial writing assessment. If he needed to work on further developing his ideas within his plan, to prepare him for more sophisticated paragraphs, then why not construct a video... construct being the most important word here.
When students are creating, they are no longer limited by the paper narrative. Revisions are happening in real time, with ease, without the cumbersome draft after draft, redundancy not-wth-standing, motif, masquerading as improving writing (when really it more frustrating). I'm finding that kids are no longer re-creating the paper and pencil products on the computer, but more intuitively using the tools to create - rather than being dictated by the tool. They are starting with the product. Yeah!
Photo courtesy of Flickr: Interconnected Chain with One Odd Link
This causes me problems when addressing the Interconnected expectation in the language document. I have to get my students to think about their skills in the different literacy areas, and the connections between them. However, I can no longer draw a simple line for my students. I cannot clearly distinguish for them the work that we do in the writer's workshop is writing, and not speaking or representing (a media message - media literacy, the production part). For them, they are quickly becoming one and the same. In a video that was produced, the students used speaking skills to deliver a message. They used their writing skills to develop the plan and write the script. They used their representation skills by filming the video, thinking about lighting, backgrounds, music, etc.
In theory (having not attempted this yet), this should be a bit easier for them to see how the skills are transferrable to the other literacy areas. The trouble I forsee is that they won't be able to see the different literacy areas as truly different.
Truly, with the lines blurring, producing content is becoming very exciting!
M.
Saturday, October 27, 2012
Take 2!
With the time line drawing to a close, I have yet again tried to publish my writing. This time I have listened to others! Let's see how this goes!!
One another note, I'm publishing this from my phone!
One another note, I'm publishing this from my phone!
Wednesday, August 1, 2012
Computer Labs Were Once a Good Idea
Computer Labs Were Once a Good Idea
What a fantastic idea - how to move forward, rather than being stuck in an antiquated structure that doesn't work.
Who sold us the dream of a 1:1 ratio of student to technology? Isn't there a better way to build in accountability?
M.
What a fantastic idea - how to move forward, rather than being stuck in an antiquated structure that doesn't work.
Who sold us the dream of a 1:1 ratio of student to technology? Isn't there a better way to build in accountability?
M.
Monday, May 21, 2012
My Lit Block Roxs!
Well, not really, but it is a provocative title, isn't it?
I'm inspired daily by the conversations I overhear from my students. I have a group of boys this year - 21 to be precise - that daily challenge me. They crave structure and freedom - and thrive or rebel within this balance.
The other day, I had to intervene in one particularly intense conversation - before it escalated into a full-blown argument. These two boys were arguing about a writing piece they were collaborating on. They couldn't agree on the voice. One insisted that since it was a formal, professional report, the word "I" didn't belong in it. The other argued that since they were writing as a professional engineer, giving an environmental assessment, they could use the word "I" since this person was giving the report.
There are instances daily where I'm re-affirmed that boys can learn in a literacy environment. This environment needs to make sense to them. It is a tough balance to maintain. I am known for giving my students a lot of freedoms and independence. We create daily, because I give them the space to do so. There are high expectations within our space, and all can achieve these.
As the year winds down - and as EQAO looms in my very near future - I'm amazed by how far we've come. On paper, my class is "That Class". We shouldn't be successful, yet we are. I believe it is because we have the space to create.
M.
I'm inspired daily by the conversations I overhear from my students. I have a group of boys this year - 21 to be precise - that daily challenge me. They crave structure and freedom - and thrive or rebel within this balance.
The other day, I had to intervene in one particularly intense conversation - before it escalated into a full-blown argument. These two boys were arguing about a writing piece they were collaborating on. They couldn't agree on the voice. One insisted that since it was a formal, professional report, the word "I" didn't belong in it. The other argued that since they were writing as a professional engineer, giving an environmental assessment, they could use the word "I" since this person was giving the report.
There are instances daily where I'm re-affirmed that boys can learn in a literacy environment. This environment needs to make sense to them. It is a tough balance to maintain. I am known for giving my students a lot of freedoms and independence. We create daily, because I give them the space to do so. There are high expectations within our space, and all can achieve these.
As the year winds down - and as EQAO looms in my very near future - I'm amazed by how far we've come. On paper, my class is "That Class". We shouldn't be successful, yet we are. I believe it is because we have the space to create.
M.
Thursday, March 22, 2012
I love my job!
I love my job!
I had a meeting tonight with my local unit about upcoming negotiations regarding our Collective Agreement. This made me realize: I love my job!
Every morning I awake, eager to begin my day. I almost immediately begin to think about what I am going to experience that day. From the moment I open my eyes, to my morning run, to my half-distracted lunch making (both mine and my girls'), to my short commute to school, my mind in on my day.
I get to work early, on most days at least an hour before the bell goes. In this time I am getting my morning ready. I am updating my agenda board with the day's activities, adding today's date to the board, getting myself a coffee, checking in with colleagues, gathering materials from the work rooms (math manipulatives, book packs), scavenging for desired picture books (from the library, other classroom libraries), planning out the day's DPA activity, gathering the necessary materials, checking my email for the daily update from my administration and any notes from parents. I also get all my programs ready to go - my planning for my ESL students, my day plan for my autistic student, my modified activities for my students on IEPs.
When the bell goes, I go to my door to eagerly await all 28 of my students - 21 boys, 7 girls. I greet each one by name. I can quickly assess what each child needs from me that day: they are tired and grumpy, probably haven't eaten - I need to be extra patient; they are ridiculously wound up after an amazing game last night - I need to be excited, but tempered; they are anxious because they didn't finish (whatever) last night - I need to be firm, yet kind and understanding.
On some mornings, we have (provincial mandated) DPA - 20 minutes of Daily Physical Activity. With my schedule, I often have DPA right away. Therefore, part of my greeting is directions about where to go - in the class, downstairs in a large hallway, various staircases (for cardio!) or - the most preferred - outside. I also ensure that all student digital devices are safely locked in the closet before beginning the class. I run my 2 to 3 different activities for DPA. I try to start with a quick warm up activity to get them moving, then a cooperative game, then a game that has a cardio component or fitness - something that gets their heart rates up. During this time I complete the morning attendance.
We then transition inside for the next 30 minute period of the day. On most mornings I have scheduled in Word Work. This is much more than a traditional spelling program - it is time that we spend working on words. I have the kids playing scrabble, Making Big Words, Boggle, Word Twist, or any other variety of games or activities that focus on spelling. During this time, I am also collecting any forms, money, notes. I am also checking in with my students, following up on: outstanding homework, assignments, parent communications, student emails, etc.
In the next 30 minute period, normally, the students have French. This is my 30 minute PREP of the day. During this time, I continue to prepare for the day. Most days I am getting the math lesson ready for the day. I scan the day's lesson to put on the MOODLE (including the homework and the homework answers), adding the journal prompt, getting the necessary math manipulatives ready to do. This 30 minutes goes by fast. If I am really efficient, I try to complete some marking - including grading and giving rich descriptive feedback, with specific and attainable goals that each student can work on.
Next is recess - I usually have duty. I supervise the Junior and Intermediate yard. I solve friendship issues, give out passes to students wishing to use the bathroom and/or get a drink, tie shoelaces, fix zippers, monitor roving groups of students, lock and unlock doors and monitor for the presence of strangers in our space.
After recess I teach math. I begin the lesson right away, while the students are eating their snacks. While teaching I monitor what they are eating, strongly encouraging healthy eating choices. I start the lesson with a "Mind's On" activity - something that will encourage them to start thinking about the day's expectations. I then introduce the Problem - something that will need to be solved in their math packs - strategically structured groups that are either homogeneous - similar ability - or heterogeneous - different ability. During this time I am visiting each group, gathering information about what is going on, the thinking that all the kids have, the errors that they are making, and what I need to teach them next. I am also re-directing kids, offering advice, getting kids back on track, solving behaviour issues.
Then I teach the needed lesson. During this time, one of my three math groups goes on the computers to work on their math journal prompt. This group is expected to complete the journal and pay attention to the lesson. These are my multi-taskers! The other 2/3 of my class sits for the lesson, then completes some structured or scaffolded activities that reinforce the lesson. This is a fluid conversation, based both on the information gathered during the problem solving that just occurred, as well as during the conversation that is going on. This is teaching in real-time. I am also re-directing kids, offering advice, getting kids back on track and solving behaviour issues.
During lunch I ensure all student digital devices are locked in the closet before heading down for my own lunch. I eat my lunch, socialize with my colleagues. When the bell goes (15 minutes later) I go upstairs to my room to supervise some of my kids who want to stay in to work. I am also getting my afternoon ready, including getting my literacy materials ready as well as the independent work for the last math periods. Again, if I am efficient, I am able to get some marking done. I can also input some data into the board mandated entry systems, file paper work, organize OSR's, add to IEPs, etc.
When the bell goes again, I again greet all my students at the door and by name. I complete attendance (again) while my students transition into one of the rotations for literacy. One group meets me at the front for a specific literacy lesson (either science or social studies focused) while the other groups are on a computer - either in my room, on their own devices, or in another classroom. During this time, I am inspiring students in their writing, challenging them in their reading, managing behaviour, monitoring my ESL and IEP students. I have many separate programs functioning at the same time to fully meet the diverse needs of all my students. I am part cheer-leader, motivational speaker, boot-camp instructor, therapist, coach and judge. I inter-change all these hats seamlessly in order to match the motivational needs of all my students. My literacy block has 3 different transitions, ensuring that I see each student for an intensive half hour of instruction, but also time for others to get off-track, requiring reminders and prompts. I also have an Education Assistant who comes to me for a period and a half, right in the middle of the block. I find time to touch base with her, quickly give her today's high impact lesson for my targeted students, and then return to my focus group. During this time I also witness scenes of brilliance, and take every opportunity to highlight and celebrate these.
Recess quickly comes, giving me 15 minutes to chase kids out the door, supervise those wishing to stay inside, visit the bathroom, gather any remaining materials, photocopy tonight's homework, add to the MOODLE and catch my breath and plan for tomorrow's day.
My last two periods, generally, are math again - this devoted to independent work. I am able to intensively work with one group, with another is engaged in computer work (an on-line math journal), while the third is working independently. This period goes by quickly as I am helping many at once, as well as supervising the computer group, inspiring the independent workers, handing out and managing materials and keeping all 28 of them on track. With the last period comes the final rotation: this time I work intensively with one group, final group on the computer, and my previously independent workers are engaged in an extension activity - solidifying and extending the concepts discussed today. I am also ensuring my IEP students are engaged in tasks that best meet their needs, as well as my ESL students are getting materials that best meet their limited language skills.
With 10 minutes left of my day, I muster together 28 exhausted students to tidy up the class, discuss homework expectations, share any last thoughts of the day, before sending them home.
I then begin my after-school routine. I see everyone out for the night, visit the washroom, and get my desk organized. I send out a lengthy email to all my parents informing them, period by period, of what we did today - complete with prompts to engage in conversations (ask your child about...), as well as sharing of the night's homework expectations.
I then plan for the next day's activities, and any longer tasks that will occur in the near future - end of unit projects, art lessons on Fridays, organizing field trips, etc. Some nights I leave "early", 45 minutes after the bell has gone, to collect my own children from their school. On two nights of the week, I stay for an extra hour (on top of my time spent planning) tutoring students who are struggling in math.
I arrive home exhausted but thrilled. I spend as much quality time with my family as I possibly can. On some nights, I multi-task - drive and attend dance classes, I also mark and prepare. Other nights I do this when my family has gone to bed.
I go to bed each night utterly satisfied: I have accomplished something today - I have taught!
I love my job!
M.
I had a meeting tonight with my local unit about upcoming negotiations regarding our Collective Agreement. This made me realize: I love my job!
Every morning I awake, eager to begin my day. I almost immediately begin to think about what I am going to experience that day. From the moment I open my eyes, to my morning run, to my half-distracted lunch making (both mine and my girls'), to my short commute to school, my mind in on my day.
I get to work early, on most days at least an hour before the bell goes. In this time I am getting my morning ready. I am updating my agenda board with the day's activities, adding today's date to the board, getting myself a coffee, checking in with colleagues, gathering materials from the work rooms (math manipulatives, book packs), scavenging for desired picture books (from the library, other classroom libraries), planning out the day's DPA activity, gathering the necessary materials, checking my email for the daily update from my administration and any notes from parents. I also get all my programs ready to go - my planning for my ESL students, my day plan for my autistic student, my modified activities for my students on IEPs.
When the bell goes, I go to my door to eagerly await all 28 of my students - 21 boys, 7 girls. I greet each one by name. I can quickly assess what each child needs from me that day: they are tired and grumpy, probably haven't eaten - I need to be extra patient; they are ridiculously wound up after an amazing game last night - I need to be excited, but tempered; they are anxious because they didn't finish (whatever) last night - I need to be firm, yet kind and understanding.
On some mornings, we have (provincial mandated) DPA - 20 minutes of Daily Physical Activity. With my schedule, I often have DPA right away. Therefore, part of my greeting is directions about where to go - in the class, downstairs in a large hallway, various staircases (for cardio!) or - the most preferred - outside. I also ensure that all student digital devices are safely locked in the closet before beginning the class. I run my 2 to 3 different activities for DPA. I try to start with a quick warm up activity to get them moving, then a cooperative game, then a game that has a cardio component or fitness - something that gets their heart rates up. During this time I complete the morning attendance.
We then transition inside for the next 30 minute period of the day. On most mornings I have scheduled in Word Work. This is much more than a traditional spelling program - it is time that we spend working on words. I have the kids playing scrabble, Making Big Words, Boggle, Word Twist, or any other variety of games or activities that focus on spelling. During this time, I am also collecting any forms, money, notes. I am also checking in with my students, following up on: outstanding homework, assignments, parent communications, student emails, etc.
In the next 30 minute period, normally, the students have French. This is my 30 minute PREP of the day. During this time, I continue to prepare for the day. Most days I am getting the math lesson ready for the day. I scan the day's lesson to put on the MOODLE (including the homework and the homework answers), adding the journal prompt, getting the necessary math manipulatives ready to do. This 30 minutes goes by fast. If I am really efficient, I try to complete some marking - including grading and giving rich descriptive feedback, with specific and attainable goals that each student can work on.
Next is recess - I usually have duty. I supervise the Junior and Intermediate yard. I solve friendship issues, give out passes to students wishing to use the bathroom and/or get a drink, tie shoelaces, fix zippers, monitor roving groups of students, lock and unlock doors and monitor for the presence of strangers in our space.
After recess I teach math. I begin the lesson right away, while the students are eating their snacks. While teaching I monitor what they are eating, strongly encouraging healthy eating choices. I start the lesson with a "Mind's On" activity - something that will encourage them to start thinking about the day's expectations. I then introduce the Problem - something that will need to be solved in their math packs - strategically structured groups that are either homogeneous - similar ability - or heterogeneous - different ability. During this time I am visiting each group, gathering information about what is going on, the thinking that all the kids have, the errors that they are making, and what I need to teach them next. I am also re-directing kids, offering advice, getting kids back on track, solving behaviour issues.
Then I teach the needed lesson. During this time, one of my three math groups goes on the computers to work on their math journal prompt. This group is expected to complete the journal and pay attention to the lesson. These are my multi-taskers! The other 2/3 of my class sits for the lesson, then completes some structured or scaffolded activities that reinforce the lesson. This is a fluid conversation, based both on the information gathered during the problem solving that just occurred, as well as during the conversation that is going on. This is teaching in real-time. I am also re-directing kids, offering advice, getting kids back on track and solving behaviour issues.
During lunch I ensure all student digital devices are locked in the closet before heading down for my own lunch. I eat my lunch, socialize with my colleagues. When the bell goes (15 minutes later) I go upstairs to my room to supervise some of my kids who want to stay in to work. I am also getting my afternoon ready, including getting my literacy materials ready as well as the independent work for the last math periods. Again, if I am efficient, I am able to get some marking done. I can also input some data into the board mandated entry systems, file paper work, organize OSR's, add to IEPs, etc.
When the bell goes again, I again greet all my students at the door and by name. I complete attendance (again) while my students transition into one of the rotations for literacy. One group meets me at the front for a specific literacy lesson (either science or social studies focused) while the other groups are on a computer - either in my room, on their own devices, or in another classroom. During this time, I am inspiring students in their writing, challenging them in their reading, managing behaviour, monitoring my ESL and IEP students. I have many separate programs functioning at the same time to fully meet the diverse needs of all my students. I am part cheer-leader, motivational speaker, boot-camp instructor, therapist, coach and judge. I inter-change all these hats seamlessly in order to match the motivational needs of all my students. My literacy block has 3 different transitions, ensuring that I see each student for an intensive half hour of instruction, but also time for others to get off-track, requiring reminders and prompts. I also have an Education Assistant who comes to me for a period and a half, right in the middle of the block. I find time to touch base with her, quickly give her today's high impact lesson for my targeted students, and then return to my focus group. During this time I also witness scenes of brilliance, and take every opportunity to highlight and celebrate these.
Recess quickly comes, giving me 15 minutes to chase kids out the door, supervise those wishing to stay inside, visit the bathroom, gather any remaining materials, photocopy tonight's homework, add to the MOODLE and catch my breath and plan for tomorrow's day.
My last two periods, generally, are math again - this devoted to independent work. I am able to intensively work with one group, with another is engaged in computer work (an on-line math journal), while the third is working independently. This period goes by quickly as I am helping many at once, as well as supervising the computer group, inspiring the independent workers, handing out and managing materials and keeping all 28 of them on track. With the last period comes the final rotation: this time I work intensively with one group, final group on the computer, and my previously independent workers are engaged in an extension activity - solidifying and extending the concepts discussed today. I am also ensuring my IEP students are engaged in tasks that best meet their needs, as well as my ESL students are getting materials that best meet their limited language skills.
With 10 minutes left of my day, I muster together 28 exhausted students to tidy up the class, discuss homework expectations, share any last thoughts of the day, before sending them home.
I then begin my after-school routine. I see everyone out for the night, visit the washroom, and get my desk organized. I send out a lengthy email to all my parents informing them, period by period, of what we did today - complete with prompts to engage in conversations (ask your child about...), as well as sharing of the night's homework expectations.
I then plan for the next day's activities, and any longer tasks that will occur in the near future - end of unit projects, art lessons on Fridays, organizing field trips, etc. Some nights I leave "early", 45 minutes after the bell has gone, to collect my own children from their school. On two nights of the week, I stay for an extra hour (on top of my time spent planning) tutoring students who are struggling in math.
I arrive home exhausted but thrilled. I spend as much quality time with my family as I possibly can. On some nights, I multi-task - drive and attend dance classes, I also mark and prepare. Other nights I do this when my family has gone to bed.
I go to bed each night utterly satisfied: I have accomplished something today - I have taught!
I love my job!
M.
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