Another 6 awesome things at our school: Part 3

As I've said before, the best days in administration are the ones where I get to spend time in classrooms. Here are some more amazing things that have been happening in our school. Part 1 post is here, and here is Part 2.

Technology twist to traditional book reports

A student hunted me down at the office the other week to show me her summary of a novel read in the class.  It was a book trailer using iMovie. The glow of accomplishment was so evident on her face, and it was a great way to see her understanding of the themes and ideas of the book.

Visible math

I love walking into classrooms and being able to "read" what is going on by looking at the walls and charts. Open number lines on display help students visualize mental math concepts, and student thinking is evident. When these are posted in the classroom, hesitant learners can refer to these strategies to help. Awesome.

Hands-on learning

Students were constructing water treatment models that made the dirtiest water look drinkable. Another class was making models of water and local landforms. Activities like these bring learning to life. No one gets excited over worksheets, but making and doing engages students.

Students as Leaders

Our students led our community Remembrance Day service and it was amazing. They produced videos, artwork, and even greeted and welcomed parents and veterans at the door. A powerful learning opportunity and a meaningful and memorable day. 

Bringing Languages to Life

It is wonderful to see students having mock interviews and conversations in French (complete with costumes and props). A fun way to practice language skills. Our Ojibway students have been utilizing technology to research the past to help them better understand the present of the culture and language. Posted anchor charts even allowed ME to write a sentence in the Ojibway language (with a little help from some students of course).

Stop Motion Animation

This tool has had a major impact on the engagement level of many students in our school. Limited only by their imaginations, students have used Lego, plasticine and even erasers to tell their stories, one frame at a time.

I was originally only planning to do only 3 posts, but I realize that I am constantly seeing new and exciting things happening in our school. There will definitely be more to share.

6 MORE awesome things at our school: Part 2

One of the best parts of being a Vice Principal is the fact that I get to learn from everyone in the school. As I cruise through the hallways and classrooms of our school, I come across amazing teaching and learning practices by our inspiring staff. My first post of ideas that just needed to be shared is here.

Music and Song

• A song for every occasion. I grew up with the sounds of RAFFI (all of you Canadian educators out there of my age are nodding and smiling right now). I love hearing the teacher and students belting them out in the classroom. Music has the magic to soothe, energize and build classroom community. (and walk in a line..."Sammy Sackett, hold onto my jacket" anyone?)
  

Smartboards AND Coding

• Collaborative coding on the Smartboard.  All too often, Smartboards become a "teacher-only" device, but we need to remember that they are interactive.  Students like to interact with them. It's really neat to see a group of students working collaboratively and problem solving using coding. And what could be better than moving enormous Angry Birds through a Smartboard-sized maze!
  

Print your Name Attendance

• This strategy is so simple but effective. When kindergarten students sign in for morning attendance, they find their laminated name card on the table, and have the opportunity to print it out on the lines underneath before putting it in the "I am here today" basket. The teacher simply wipes them clean at the end of the day, and they are ready for the next day.

Sent to the Office to Celebrate

• We LOVE when students ask the teacher to come to the office to show off something great that they have done. The secretary, principal and myself all have sticker stashes for the students who bring something to share with us. It never fails to bring smiles and always makes our day.

Visible Learning

• Anchor charts, success criteria and student work posted in all of our classrooms immediately give us a sense of what students are learning. Word walls and information posted for student use provide helpful visuals. I love the fact that I can go into the Ojibway language room and find words on the walls to help me converse with students; of course, they often need to jump in and help me out with the pronunciation, which they are happy to do.

Real-World Tie-Ins

• It would be great if all learning in school could be directly linked to the real world, but it's not always possible. Next best is for the chance to emulate circumstances and occasions that students will encounter outside of the classroom. Dressing up as characters and conversing in French is great practice for any future traveling that students might do. And so much fun!

Stay tuned for more awesomeness from our school. I have so much to share about all the great things that staff are doing. 

How to use D2L virtual classroom for class meetings

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Teenagers  All kids tend to have conflict. As a teacher, I have found that when they hit the intermediate years, many students choose to not report issues that are happening, for a variety of reasons. You know the types of things: food thrown during lunch time, garbage tossed on the floor of the class, "borrowing" pencils and items without asking...

This year, we have started class meetings  and have had a binder to record issues.  Time to bring that notion up to the 21st century!

I created a "Class Meets" discussion forum. Here is how to do it:

1. Click on Discussions in the top bar.

2. Click "New" and then select "New Forum" from the drop down menu.



3. Give your forum a title. I called mine Class Meets, since that is what our binder version is called.

4. Put in your description.





I then allow the students the option to post anonymously. You do this by using the checkbox at the bottom. This allows them to bring up an issue without being named. Only the teacher can see who posted it. I also use the check box for moderation of comments. This is to ensure that it doesn't turn into a he-said, she-said blame game on the discussion forum.

5. Since I don't want the discussion just to be about classroom and school problems, I created two topics within my forum. To do this, select the drop down arrow beside your newly created forum name. Select "Add Topic".



I now have two topics open to discussion. The World Issues discussion is for sharing news and happening, current events if you will. Students are encouraged to include links to news items for others to view.



We will still have discussions in class meetings in my classroom. Nothing can beat the face-to-face venue. However, some of the more reluctant students can now have their say.

It has already been put to use. A student came to me with an issue that they wanted to bring up on the down-low.  I suggested he/she could post it in the discussion and remain anonymous to classmates and my suggestion was immediately acted upon. Now, I can show the discussion post to start the conversation in our meeting, without the individual student being identified or put on the spot.

Class Meets: Student voice

Giving my students a voice has been one of my goals this year. Talking circles (such as Brags and Drags) have always been a part of my classroom since I began my career many a few years ago. This year, I decided to add another element to my classroom, and we use "campfire" time to have class meetings.

This is the cover that a student designed for our meeting binder. The quote says "Sometimes you have to see people as a crayon. They might not be your favourite colour, buy you need them to complete the picture."

How awesome.

In the binder, students record any issues that have come up in the classroom and school. When we get together as a class, we then bring up any of the issues that have been recorded, plus others that have arisen.

Two or three mornings a week, I call for a campfire. Students circle up their chairs, making sure everyone is a part of the circle. They are so efficient at this now that it takes under a minute. We begin by passing a speaking object (a feather or a talking stick - which recognizes our Ojibway talking circle roots). The meeting begins with students sharing compliments about others. The only rule for compliments is that it isn't to be something superficial (e.g. "I like Mary's shirt"). Athletic accomplishments, acts of kindness, perseverance... all get recognized here by their peers.

After we do a round of compliments, then we bring up issues. At the beginning of the year, it was like pulling teeth to get people to speak up about problems. They often just simmered in the background. Now, it is much easier to get them to talk. Whoever has an issue shares the problem with the group. If the issue is with a specific student or group of students, then those individuals are required to speak next, and give "their side".  After that, others in the class get to speak up and share their perspective on the conflict, and we get to the next steps.

More often than not, the issue is quickly resolved, there is an apology, and we move on. Sometimes, however, there is a class-wide debate on resolution. Only once or twice this year have I had to step in and give a consequence - and it was only when the issue was big enough to require a referral to the Principal.

Has the class meet solved everything? Of course not - when you have 26 adolescents sharing a small space, there will always be conflict. However, it has greatly diminished the "bystander" effect in class, and given students a forum to speak up and have a voice. They are learning to manage themselves as group much better.

Now, when our Principal needs to address something with my class, she checks to see when our next "class meet" is taking place and she comes and joins our circle. It's amazing to see the dialogue taking place and eliminates the talking-at-students, which adolescents all seem to tune out anyway. I must admit, though, each class meeting I am on tenter-hooks to see if I am going to have to speak to the issue of my workspace. Somehow, my never-used desk has become a storage facility for piles of papers...

Student learning spaces...from cave to mountaintop

 

Overhead in my class: "Let's find a watering hole and get to work on this."

Introducing learning spaces to my class was far simpler than I could have ever imagined. In the past, I have always had many conversations and created anchor charts with my class about rules for meeting in small groups, large groups, presentations and assessments.

This year, I introduced these terms, and had a student create artwork to depict them, along with the norms for each. I framed the posters, to show that they are important (and beautiful!). Framing lends credibility and importance to items posted in the classroom. I don't know why, exactly, but it just makes everything more special.

Now, since the posting of our norms, it is as simple as saying the word, and it happens. Furniture gets moved, bodies get organized, learning begins.

The Cave (independent work, assessment, reflection)

• not disturbing others


• being on task


• working quietly

*Currently, this looks like students in our reading nook, corners of the room on the floor, at computer workstations and desks

 

The Watering Hole (collaborative group work)

• working as a team


• listening to others


• everyone contributes

*Currently, this looks like groups of desks shoved together and bodies crowded around. We have 2 standing desks that groups will crowd around as well

The Campfire (whole class in a circle, talking circles, Brags and Drags, Class Meets)

• respecting classmates


• responding to questions


• active listening


• don't speak when someone else is speaking

*Currently, this is a circle of chairs with desks shoved aside to make space

 

The Mountain Top (presentations)

• respectful audience


• asking questions


• giving feedback

*Currently, this involves students moving chairs and facing either the smart board on one wall or the long chalkboard on another wall (BANSHO math)

Currently, I am still dreaming of creating a proper 21st century learning space. When we work in our school library, which has lots of space, carpet, two projector areas, group tables and individual work stations, it is so easy to implement each of the above formations. It looks like a Ministry of Education video with the students at work, engaged and learning.

In the classroom, with our 20th century desks, chairs and cold, tiled floors, it isn't as smooth for transitions, nor as comfortable. Also, I have noticed that it isn't as quiet. There is something about trying to have large adolescent bodies meet around groups of desks that seems to make the noise level sky-rocket.

But when our 20th century-designed classroom catches up with us, we will be ready!

 

Campfires aka Talking Circles aka Brags & Drags

In my classroom, we have begun to use the cave, watering hole, campfire and mountain top. It has set up instant norms for classroom expectations when working under a variety of situations.  To be honest, it took about 2 minutes for my students to buy in.  Here's why:

[youtube=http://youtu.be/2nPUBNLGpKo]

NCIS in the classroom: a great teaching tool!

We make a campfire to act as our talking circle. We used to simply call it our talking circle or sharing circle, which is a custom firmly rooted in the Ojibway culture. Now I just need to call out "campfire" and everyone knows what to do.They  pull their chairs into an inclusive circle. Everyone has to be a part of the circle. Everyone has to be respectful and let the holder of the feather speak uninterrupted. Everyone has the right to pass.

We use the campfire/talking circle in two ways. The first way is through Brags & Drags. I have always had a sharing circle in my classroom, since my very first year of teaching (Grade 1) on the Wikwemikong Unceded Indian Reserve, nearly 18 years ago.

My sharing circle has evolved somewhat, as it is sometimes hard to elicit a response from Junior and Intermediate aged students. An ETFO PD presenter a few years ago, whose name I have unfortunately forgotten, told us about his Brags and Drags that he had students share.  By focusing the conversation topic on something good that has been happening to you (brags), and something that isn't so great (drags), students are much more likely to respond.

How to do "Brags&Drags"

1. Campfire!


2. One person begins, holding the talking stick, sharing feather, whatever you decide to use.


3. They share up to 2 things (1 brag, 1 drag, 2 brags, 2 drags) OR they can choose to pass


4. Opportunity for questions when they finish ( we max it at 2 questions for sake of time)


5. Pass the speaking object to the next person - only the person holding the object may speak unless they are finished and open up the floor for questions (it just takes too long to pass it around for every question).


6. One issue that comes up is that some students retell every detail from an event and you could end up spending WAY too much time in the circle. We limit it to the main idea.


7. What are they learning? How to ask good questions, active listening skills, speaking skills, main idea of an event, empathy, how to be part of a community...so much more.

Because of Brags & Drags and our sharing circles over the years, I have learned many, many things from my students, and gotten to know them on a level that I don't think I would have otherwise.  I know when things are bothering kids (tough times at home), or why they are so tired (all night gaming), or even why they are so giddy and over-excited (winning a hockey game, upcoming sleepover). My students also get to know me, and when I've been up with a sick child at home they seem more compassionate and understanding toward me.

Brags & Drags are probably my most valuable teaching tool. At the beginning of the school year we have them at the start of every day. It builds a strong sense of community, of empathy, and builds bonds in a short amount of time.  Once the year gets underway we limit it to Monday and Friday mornings, just so that we can use other days of the week for meetings of a different sort (which is my second use of campfires/sharing circles, and will be a future post). Visitors to the classroom are always asked to join us in the circle, and hopefully they even share a brag and drag from their lives.

In the past I have heard criticism that my talking circle is a waste of valuable teaching time. However, when that same educator later came to me and ask what was going on with student X or student Y, they had a major shift and began to understand the purpose of my circles, because I always knew the answer. Kids need to talk, and they need people to listen.

For me, Brags & Drags extend beyond the classroom. As a parent, they are a surefire way to actually get an answer to the question "what did you do at school today" from my own kids, as opposed to "nuthin". It is a great way to start a meaningful conversation at the dinner table, on a car trip, at bedtime...

So today, my brag is that I've managed to eke out some time to blog. And my drag...it's a school night...