Rob's Blog

Post-secondary jitters

2012-01-11T18:29:00.001-05:00

I stood in the middle of the classroom this afternoon answering a stream of questions from my grade twelve students -all questions pertaining to marks:
-how did I weight this assignment?
-what assignments can be upgraded and resubmitted?
-how can they raise their average?

The question that stunned me, though I tried not to show it, was J's :
-is this mark entered in the gradebook as a portfolio assignment an assignment she should include in her portfolio?

The sheer redundancy of the question shocked me. Then I realized J is likely so stressed about marks for post-secondary opportunities she is unable to accept the obvious. She seems to believe that nothing is a given. All must be questioned. Is the education system ( and my teaching ) so Machiavellian our students cannot view results as anything but a guessing game?

But I've been good today!

2012-01-11T18:21:00.000-05:00

I have an identified student in grade nine who struggles to focus. Today he decided to sit at the back instead of in the middle of the classroom. I said that he needed to be closer to the front. His response suggested he viewed moving up as some kind of punishment : "But I've been good back here!" I quickly pointed out that he was a good person, but that he would be able to focus better closer to the front.

How do we as teachers help teenagers when they fail to perceive "help" as a positive thing?

A response to October 1, 2011 "When Caring is Hard" -Deborah

2011-11-17T21:05:00.002-05:00

I have to agree to an extent with Danielle. I think there are benefits to giving the children with special needs the opportunity to be educated with their peers. I also believe, however, that we must hold the best interests of ALL children as a priority at all times. In order for mainstreaming to be effective adequate resources must be available. Without adequate and appropriate resources, benefits to all children are compromised. The needs of some children require a great deal of time and attention both directly and indirectly from teachers, admin and support staff. I believe a great deal of thought needs to go into planning appropriately for these children. There are many variables that need to be considered. Mainstreaming requires incredible commitment and dedication from all. Ideally, wherever possible, resources should be in place prior to the commencement of the school year because once the year begins, time ticks away very quickly.

A response to October 7th, 2011 -Choosing Between Students -Tammy

2011-11-16T20:26:00.002-05:00

I believe you made the correct decision in celebrating the success of the top five achievers in your class. You are the role model that provided them with the tools to accomplish this great endeavour. Without your positive care and guidance they may not have accomplished this on their own.Your students would have expected you to be present for the entirety of the assembly. I like Cendu's point,"They may be strong academically but these students may still need your social and emotional support". As their teacher, you should be proud of yourself for being able to use a teaching strategy that proved to be affective. Teaching is very complex because of the diversity of learners.
Subconsciously, you felt strangely uncomfortable because you are person who genuinely wants everyone to succeed. The students who were in the study hall may be working at a different pace than the others. Students do not need an award to show that they are successful. A simple kind word of encouragement can go a long way. When a teacher acknowledges students strengths rather than there weaknesses, intrinsically they will want to try harder. I also agree with what Emily said, "Making sure you follow up with that discomfort by making an effort with those who weren't at the assembly".

A response to September 20th, 2011 -Too Much Prep -Maryam

2011-11-16T20:23:00.002-05:00

I agree with you when you mention that “ So teaching less content but relationally has more value than teaching a lot of content without understanding where the students are emotionally, socially and cognitively.” I believe that it is crucial that as educators we are teaching for a purpose and have a goal of how the content will be delivered. I also firmly believe that we need adequate time to plan for our students. I recall as an Early Childhood Educator, in one of my placements I had to document all of the spontaneous teaching that I did. At first I thought well if it is not planned, it’s not teaching. I later learned that I was able to teach a preschooler the concept of sink and float by being attuned to her interest in throwing pebbles, leaves and other things in a puddle on the playground. I have seen teachers not fully prepared and pull last minute lessons out of a hat; this is a dis-service to our students. I have also seen teachers spend all of their weekends writing lessons and are exhausted the rest of the week. This again is disservice to our students. I say this because if we are not fully energized and able to engage our students because we are swamped with work we are not able to meet the needs of our students. Just like everything else in life there must be a balance in planning and teaching authentically.

Cristine's response to Oct 7 2011 -Choosing Between Groups of Students

2011-11-16T20:18:00.002-05:00

Rob, the situation of your discomfort crosses my mind every time I am at my placement. I fear that I continuously say "good job on your art" or "great job on your math today" to those who normally do well and those who are on the contrary don't get much attention. At my placement school they have a virtue assembly every month. Every month the school focuses on a virtue and a child from every class receives an award for illustrating that virtue. Furthermore, other awards are given, such as "the most improved student". Two students from each class get an award every month of the school year, which I think provides a lot of opportunity.

In your case, however, it's a little more complicted. I always wondered what the award is based on? Is it just that they achieved the highest mark? Most improved? Although the student with the highest mark in the subject well deserves the award I feel that it shouldn't always be based on highest marks. This may discourage some of the students, especially those who just can't seem to do well. This is a tough situation. I try hard to acknowledge every student in my placement class, but, it is hard. However, I know that it makes all the difference, especially those who struggle.

I remember when I graduated from elementary school, there were many awards given- I didn't recieve one. Many of my friends did though and it wasn't that I did badly in school, I just didn't recieve the highest mark. I was kind of upset by it. My teacher actually briefly talked to me about it and asked me how I felt. She explanined that she was just as proud of me, but, she had limited awards. Her sincere conversation made me feel a ot better

As a teacher I think we know the students that may feel bad about recieving an award and a simple motivational conversation might bring the studnent self-esteem back up. After all, it may not be about them feeling upset, for the most part students know when they deserve something and when they don't. Furthermore, maybe it's just that they feel as you do, except that they feel uncomfortable about not getting an award just as you feel not giving them one. There are plenty of ways for teachers to honour their students. You may just want to have a conversation before the award assembly stating that awards will be given and some students will get on and others won't and that's okay because you're proud of the hard work they have done all year. Schools should really change the awards process- they should be peer voted just like the valedictorians are chosen!

A response to October 1, 2011 "When Caring is Hard"

2011-10-25T20:10:00.002-04:00

These days finding a special needs child in a mainstream school is very common.

The concept of institutionalized care and education is a popular discussion within the school system. Though some still feel special needs kids and adults do not have a place in mainstream society, there are others that fight for these children’s rights.

I was hired with the YCDSB in 2003 as an Educational Assistant and worked in an Elementary School for several years with children who has autism, cerebral palsy and Down Syndrome. This was the most rewarding experience that shaped me and gave me the insight of teaching. This opportunity enabled me to expand my experience hands-on in the classroom as a teacher. Having had the possibility to experience being in the classroom gave me a higher consciousness and it moulded me into a strong educator, leader, and individual. I find this experience taught me how to listen actively and critically, present information and ideas clearly, honestly and with sensitivity to others. Classroom duties gave me a gratifying and rewarding opportunity to work with a variety of students with special needs. It allowed me every day to realize the joy and appreciation of life. I easily adapted to diverse learning styles and learned different techniques to best suit a child’s specific learning performance.

The placement of special needs kids in mainstream schools has many benefits to the special needs child but also the school community as a whole. Mainstream school kids get to know the disabled child for the person inside the body, not the outward disability. This goes a long way to improving social acceptance of the special needs kids both now as a child in school and later as an adult in the community. I completely agree with Nicole’s response of the fear parents have of their own children being in the same class as a child who is throwing a tantrum however this is why individuals are hired as Educational Assistants, Child and Youth Workers and E.I’s. There will be tough days – trust me – I’ve been there in the front line, my hair being pulled, my brand new shirt being ripped and my jewellery breaking to pieces. The outcome of all this is brought down to one thing – inclusion. When the tough days are behind us and the good days roll around, you slowly start to see why these children should be given a chance and have the ability to have lunch with his/her siblings, attend sporting events - whether participating or cheering - and generally socialize with her age group peers.

Stephanie V

A response to October 18th, 2011 by Mara

2011-10-25T20:00:00.002-04:00

I must admit that I do agree with the points made by Olywn. I can remember that at some point that elections Ontario or elections Canada was attempting to change the fact that we DO NOT vote for the Premier/Prime Minister directly - I must admit this is a good idea. We would be allowed to cast 2 votes; one for OUR riding and then a one for the Premier/Prime Minister.

While attempting to decide which candidate deserved my vote, I had to rationalize who would run this province into a positive direction. I must admit that I've already been to the polls THREE times this year; each and every time having to weigh the consequences. After reading all of the material available and watching the debates, I was still torn between candidates – some of them were promising to serve my needs, but they would infringe on others needs. Some promised to cut taxes, but I always equate cutting taxes to cutting back on very necessary services!

So far Toronto's mayor has stopped the "gravy train" - but there doesn't seem to be much gravy to cut; he's eliminating job positions and privatizing services! As far as the Federal government goes, they have yet contradict any campaign promises but only time will tell.

Now onto the most recent and of course election - in my riding I had several candidates, except I truly felt that NO ONE deserved my vote! The Conservative candidate had crossed the party floors several times; leading me to believe his opinions/values can be easily changed/swayed. My Liberal candidate had been our MPP for almost 30 years - but when I asked him for help with overturning an OHIP decision (denying access to specific programs) the ONLY option for help was to go in Social Assistance (welfare). I didn't think this was the proper solution; I don’t believe that an individual with health concerns should have as their only option to using an already OVERLOADED Provincial Social Assistance Plan. Our governmental officials need to create sustainable healthcare options, allowing people with some what serious health concerns to have access to individual programs when needed; they should not have to completely STOP working and rely on Social Assistance for help – they should NOT be left in limbo having to pay for services when they do not have the financial means.

Overall, when deciding to vote I had to look for my specific needs, I may have voted for as candidates/parties whose fundamental beliefs were not the same as mine, but their larger vision for Ontario was beneficial to me. When a voter chooses to vote inline with their union, employer or family pressure they are throwing their vote away and making the democratic process obsolete – we may as well just award the votes to people in power and ignore the little guy.

Union Faux Pas

2011-10-18T18:52:00.000-04:00

The last election in Ontario produced some teacher's union recommendations that bordered on scare mongering. One party was clearly favoured in the union's review of candidates in our region. But it went further. The alternative vote was deemed dangerous for teachers and tantamount to a serious work load increase and poor working conditions. It was not clear where the data was for these claims.
I take exception to teachers instructing other teachers to vote for a certain candidate "or else"....What if a teacher wants to vote for a candidate for other reasons besides working conditions for teachers, like care for the environment, job opportunities for the majority of citizens, responsible government, tax relief, etc? Some may want to vote for a certain party that all things considered, including teachers' concerns, represents best justice for all. Voting over a single issue seems short-sighted to me, and furthermore, I find these directives insulting to my good judgment as a thoughtful citizen. Let's put it this way: should the union be right in its conclusions, let the teachers use their own intelligence and good judgment and they will come to the same conclusion! No need to suppose we don't know how to vote in an informed and responsible way.

Response to November 18, 2010 Thank you Beatrice Policelli

2011-10-10T20:52:00.000-04:00

She Was Crying Outside My Office Door

2011 Beatrice Policelli

Her father being a college professor should have first hand experience and knowledge to know that all students have different styles and levels of learning and understanding. It seems that her father has very high expectations of his daughter but has he ever stopped to really see how hard she is actually working? When he talks to Charlotte is he really being present in their discussions? According to Buber’s theory being truly engaged and present as a teacher one needs to fully dialogue with the students, by really listening and observing them. If he is not able to be “present” with his own children, and parents are the # 1 teachers in children’s lives, how is he being an effective teacher in the classroom? The fact that she has a steady 75 % average and that her teachers see her working hard and dedicating herself to her work leads me to believe that her father is not in tuned with her schooling at all. Charlotte could be just struggling with this one particular unit, but has he asked her how she is doing and if she needs any help? Yes Charlotte is at fault in that she should have asked for help before hand, as this would have demonstrated her being proactive, and not just scrambling an hour before the test. It seems to me that she is so afraid of disappointing her father that it is effecting her study habits and that no matter how well she performs it’s not good enough for her college professor father who needs to be more in tuned with his own children.

Choosing between Groups of Students

2011-10-07T22:01:00.000-04:00

As department head I was invited by the principal to attend junior commencement. The event took place on Wednesday afternoon in the gym. I arranged to have my classes covered through our "on call" system where teachers who cannot be in class get a colleague to cover their class in the cafeteria area designated as the study hall. This is arranged through the office and is common practice.
Five of my students were being honoured with awards that afternoon. The rest of my group was in study hall doing seat work under the supervision of the designated on call teacher. As I sat on stage, after having presented the award for my subject area, I began to feel strangely uncomfortable. Though I was pleased to be present to honour the five top acheivers of my class, what about the rest of my students who are not as successful and who are not receiving the benefit of meaningful teaching as they sit in the study hall?
I felt compelled to discreetly exit the stage (as other colleagues had done) so I could spend the time with the students who most needed assistance with their learning, but finally decided it would not be fair not to be fully present and engaged in the ceremony (the principal was on the stage a few chairs away from my seat).
Did I make the right decision?

A response to September 12th, 2011 -Thank you Rosie

2011-10-01T15:54:00.002-04:00

Blog Response: A Teacher’s Bad Dream:

I can relate. I too find that the stresses in my everyday life often times play out in my dreams. The latest is one, which I haven’t had since University. In it, I am a high school student again, taking an exam for which I do not know the answers. The intense feeling of anxiety is sometimes so great that I often wake up out of breath.

In my case, I believe that my fear of becoming a new teacher and all it’s uncertainties has taken over my subconscious. Consciously, I am aware that I am capable enough to learn the skill of teaching. I believe that with practice, I will be an effective teacher. If I didn’t think so, I wouldn’t be here. However, I believe that my fear of not being competent enough or knowledgeable enough is at the forefront of my subconscious thoughts.

Having reflected on it numerous times, I have concluded that there is a positive side to my otherwise unpleasant and unwanted recurring dream. It is that having the dream keeps me focused on my goal. It motivates me to stay on top of things, manage my time, and ensure that I am prepared. That anxiety and fear that I experience in my dreams is a constant reminder of what can happen if I do not strive to do my best. In other words, it keeps me on my toes.

When Caring is Hard

2011-10-01T10:08:00.001-04:00

The other day I received a call while I was teaching from the office: "Please go to Room 143 at 1:20 and assist in the Associated classroom area. They need extra support".
I opened the door and nearly tripped over a book case. Another teacher was between the door and the book case observing a tall special needs student throw things all over the floor from the book shelves, desks, counter tops....He wasn't visibly emotionally upset, but the teachers had learned from experience not to try to stop him. Some of the ladies had been struck in the face. Two teachers were wearing jackets with shoulder and breast pads just in case....
The matter is being assessed by Board of Education staff, the school administration, the Special Education Head of department in consultation with the parents. Currently the matter is being discussed in terms of solutions for the safety of other students and staff and the education opportunity for this young man.
Sometimes care seems elusive in the classroom when behaviours are out of control. The flailing student does have a right to be in school, but how do we care for him and ensure the safety of others at the same time?

Too Much Prep

2011-09-20T20:57:00.000-04:00

Every effective teacher preps lessons well. There is a link between careful planning and a student's learning. However, there are times when I wonder if my prep is outweighing the value of relating to my students:

1. I can be so planned that I teach content and miss connecting with my students.
2. I can overplan and lack the flexibility to teach in the moment.
3. I can drive through the curriculum and hide behind the content, missing the opportunities to be real with my students.

There is another way to go about this. I can be fully planned (and more often than not, overplanned) and then relax, using what is relevant for the day in the situation and according to how my students are responding. If I don't get through everything I've planned, chances are that I've made the content more connective and meaningful to the students. So teaching less content but relationally has more value than teaching a lot of content without understanding where the students are emotionally, socially and cognitively.

Do you overprep, underprep, or prep just enough to allow for spontaneous, open spaces?

A Teacher's Bad Dream

2011-09-12T21:17:00.001-04:00

I had a dream two weeks before school started up again. I was in my classroom staring at my lesson plan -vacant, a blank page! I felt disoriented, tense, unable to focus on what activity to do with the students.
I've had many similar dreams over the years. What's going on in my subconsciousness? Is it that I haven't prepared adequately in advance? Probably not. Does this lost feeling come out of reliving moments when I've had to reassess what I've planned and in the heat of the moment -thus creating a moment of insecuirty and stress?
The fact is, I always feel I need to be in control of what I'm teaching, when and how. Circumstances -an unresponsive group, time left over, a hot afternoon sometimes dictate otherwise. Perhaps it is the unpredictability of teaching that haunts me. You never know for sure how things will go. The dream played out what I was most afraid of....

Response to November 18, 2010 Thank you Jennifer

2011-08-26T21:20:00.002-04:00

Blog response (Thurs. November 18, 2010)

Jennifer Reavell: TC/ 2011 August 26, 2011

There are some people (including me) who get ‘test anxiety’ and that is possibly what Charlotte was displaying in not feeling confident with the concepts and information of the course. This definitely needs to be a learning moment in a student’s career. Self reflection on the student’s part in regard to what issues challenge their learning information and what steps they need to take to navigate these hurdles identifies the student’s level of educational maturity. This situational crisis cannot be resolved at that moment. The priority is to prepare the student constructively to write the test. It is appropriate to give her reassurance about the positive attributes that Charlotte is a solid B student, thereby reinforcing her confidence. It is important as a teacher not to get too involved in this emotional response because it could allow the teacher to lose objectivity by catering to this one student. The teacher has to show impartiality and good judgement towards every student consistently. Reinforcing with Charlotte that remediation after the test is available and inviting her to be part of that will hopefully give her reassurance. The teachers wandering around during the test periodically for students to ask questions is helpful and supportive.

It would be helpful after the test has been returned to set up an interview with Charlotte to go over the test with her and the expectations of the course. Also offering to pair her up with another student could help her gain more understanding of the material and be beneficial to both students. Overall, always reassure the class by being open to meeting several days before a test to go over some of the concepts that the students are struggling with. Ultimately if it is an emotional issue Charlotte is struggling with such as, low self-esteem, parental pressure or personal expectations, then it might help to refer her to a counsellor as this is out of a teachers ‘scope of practice’.

She Was Crying Outside My Office Door

2010-11-18T18:17:00.000-05:00

I answered the knock at my office door this morning to a visibly upset Charlotte. She had studied hard but did not understand the material and was afraid she would do poorly on today's test. I asked what it was she was not understanding. She told me it was the textbook, the concepts and the quantity of facts. I assured her that there's always an opportunity for remedial work to make up any lost ground. The tears flowed as she told me her father was a college professor who insisted that anything under 80% would be perceived by people in higher education as a lack of effort. I assured her that in my opinion she was already putting forth a lot of effort. Her 75% was a solid average. She wiped her tears and walked away, looking like she had received no comfort from me. I made sure I checked in with her during the test to answer her questions. I also asked her to be sure to ask for clarification when needed, not just an hour before the test!

Voted Against

2010-11-18T18:06:00.000-05:00

Today my grade 12 students handed me their votes. I had not asked them to vote. They voted anyway -against having the test today! We had just finished the history unit that included the Greek "ostraka" procedure. They "ostracized" me through their votes for runnning the test today (all in good fun). So I decided to negotiate. They gave me their reasons for not being ready. I listened. A few legitimate reasons were brought forward. I asked what to do about those who were prepared to write the test. In fairness, they needed that opportunity. I proposed those who were ready could write the test today while the others worked on their unit task. Next class, we'll switch. Will the ones who write today give the answers to the others? Not likely, but I'll have to change a few things on the test for those writing next class, just to ensure an equitable oppportunity for all.
Two questions remain: will the students who were given the extension perform better? And finally, some said "thank you" for the extension. Was this a genuine thank you that will translate into putting forth their best effort?

Democratic Decision-making

2010-10-26T20:15:00.000-04:00

What are the issues surrounding democratic decision-making in the classroom? My context is a grade eleven French class planning a unit final task related to international cuisine. I have not finished the process, but so far I observe the following:
a. Students initially persist in asking ME what is expected even though I have given the decision-making over to them.
b. I have spent 70 minutes instead of 10 setting up the evaluation criteria.
c. They came up with great ideas I would not have considered.
d. The second day (today) a few students were asking me if they could have a copy of the evaluation guide sheet even though we were still working with a draft and final decisions about percentages had not yet been discussed.
e. Students seem comfortable with voting on options presented and letting the majority rule.
f. The process is noisier and a few students love to offer their creative ideas.
g. Impractical ideas presented by fellow students are detected and voted down.

How Much do I really Care?

2010-09-30T17:22:00.000-04:00

In my classroom experience I find that caring for the students conflicts with being in a position of evaluator. When students are anxious about grades, they are less able to receive care. When I am setting the expectations I am one step removed from caring. My position is one of judge. So the care I show translates into coming alongside the students as performers under pressure rather than as the persons behind the student persona.
Yes, there are ways to get to know students outside the classroom, and a democratic teaching style can lead students to feel less stressed about results. All the same, the general climate of the school system is one that mitigates the full potential of care. What do I mean be "care"? I mean connecting with students in a way that leaves a deposit of empowerment, self-confidence, healing based on understanding who they really are.

Passivity versus Ownership

2010-09-23T17:53:00.000-04:00

Why are my grade twelve students handing in mediocre work? I know some are focusing on "core" subjects like sciences and maths, this course is a pre-requisite for the French Immersion Certificate, but it is not a 4U course, so it doesn't "count" as a pre-university credit. They are merely submitting to the requirements and doing (what I thought were interesting) tasks quite passively. So what am I to do?
My next step is to find out what aspect of history or question each individual may be interested in and modify my course expectations to invite them into the planning process. This may mean fewer assignments, more tracking and consultation, less content-driven lessons.....

Setting Final Task Criteria Together

2010-09-16T21:57:00.000-04:00

I took the time yesterday to work out the final task of the first unit with my grade eleven students. I gave only the big idea: an interactive guided tour of a country. They contributed all the criteria and content without difficulty. I did not have to veto any of their suggestions. One student offered a very creative idea to include food preparation as part of the task - a lot of work, but I encouraged her to keep exploring that option. My students had no problem putting together a viable set of expectations. After all, they've had years of experience trying to meet very similar ones! I believe they are still thinking inside the box, based on form and content they are given as standard fare in school. Perhaps if I make this process of involvement my modus operandus, they will begin to think more outside the box, offer more creative, original ways of meeting the expectations.
One more thing: something happened at the emotional level.....the noise level went up, but it was positive energy. There was an air of freedom in the room.

Setting the Tone

2010-09-12T20:24:00.001-04:00

The first week of teaching is over, and I'm reflecting on how it went. Over the years, I have had lots of energy, ideas and been able to apply creative strategies especially in the first two or three weeks. Then, as the term progresses into the dark days of winter, routine has tended to set in, the tasks have become predictable and prescribed by the curriculum and my energy level somewhat flattened.
This year is no exception as to the first part of the pattern. Week one was fresh and engaging. The students were surprised each day with different teaching strategies. I tried to establish rapport, smile a lot and interweave deskwork with interactive activities. There were new visuals around the room. I got acquainted with the students individually through reading their bios.
How will I maintain this positive engagement throughout the term? I think the answer lies in my personal life, how I pace myself, maintain margin for socializing, exercise, couple and family time. I enjoy my students. I want to keep engaging them in fresh and meaningful ways. Will I have it in me to keep the wellsprings flowing?

Pushing Our Students

2010-08-19T17:22:00.000-04:00

When is it good to push the students? How do I know the difference between pushing upward, that is, toward excellence they are capable of, or pushing them down by applying negative pressure? I think the difference depends on a few things. First, do I know each student well enough to know what they are capable of and therefore what I can push for that brings out the best in them? Or am I exerting force to get them to perform to my standards regardless of their interests and abilities? Secondly, do I care about my students enough to want them to do what they can do best, or do I care about the curriculum and my program, time commitments, results, etc? Thirdly, am I assertive enough to keep them accountable to their own competencies, or am I content to make them do what I want, using my authority to demand a performance that suits my needs?

Reduced to Filling in the Blanks

2010-05-28T22:26:00.000-04:00

My applied grade nine French students are not confident with grammar and writing. The exam is three weeks away. I have tried some creative activities, but am now dealing with perhaps the most abstract and irrelevant lesson to them: the past tense with être. They won't memorize on their own. Most don't understand how to apply the structures to their own ideas. 25% of the students in this class have been away for rugby and track over the last couple of weeks. If I launch them into more independent, creative work, they stall, balk and banter.

I have therefore reduced the work to inserting the correct answer in the blank from a list of elements to choose from (essentially, a multiple choice exercise). It bothers me that there is no creative thinking going on.

The other thing that bothers me is my tendency now to rely on the almighty "pass" mark to goad them on: "If you do this, you will pass"; "If you don't do that, you will fail." It is what they are used to thinking and hearing, and it does get most of them moving. But it's not how I want to educate. The crunch is the curriculum and evaluations that drive the teaching, a rather paltry pedagogical menu!

Nobody Wants to Fail

2010-04-15T16:27:00.000-04:00

When students consistently don't do the work we ask them to do, it becomes increasingly difficult not to believe they want to fail. Today, after weeks of gentle reminders, offers of extra help session and showing Sam his grade summary, calling home, he asked if I was available after school to catch up on his work. And he came on his own volition! He now has a clear sense of what to do, how to do it and that he can move from a failing grade to passing. Over the past weeks there were times my frustration would show. It felt to me like he was resisting the work for no good reason. I almost gave up trying to offer more opportunities. But I have to remind myself that no student wants to fail, and that Sam's personal situation -living with his grandparents, among other things, means I cannot easily predict when he will be ready or willing to produce the work. I believe the offer must stand, the door must remain open, and the invitation must continue until such time as the student chooses to move forward.

Unexpected Reversal

2010-04-09T20:02:00.001-04:00

Singing in a grade 9 applied French class is not that cool. But I'm doing it anyway. My reason? I believe students can be swayed to do something new and "uncool" when it appeals to different learning styles. Its like drawing out a dormant part of their being. I applied for a grant to get some help from a guest musician and songwriter. Today, he brought in a track based on the theme of Endangered Species we had worked out a few weeks ago. A student named James ( not his real name ) sat in the back corner. He participated only when he could make loud noises and otherwise seemed detached from the song-making process. Then Jim ( the musician ) promised to hand out a rhythm instrument to the student who could say his/ her lines in time and clearly audible. James came through and got to beat cowbell in perfect time throughout the whole rehearsal! Sometimes trying a completely different type of activity apeals to a whole new set of intelligences ( musical, kinesthetic, for example). It can bring out a level of performance not previously noticed. In terms of the course requirements targeting reading and writing, James performs at a passing grade level only....

Breaking Out

2010-03-13T12:02:00.000-05:00

I didn't know what to expect on the last day before spring break. How many students would show up? Four students showed up for class. I had invited a musician to come in as part of an Artist in the School program. We had drafted a song for this week for the class to rehearse before recording it in April. How would four Applied grade nine French students react to rehearsing without their classmates? Monica exclaimed: "I really don't want to be here!" and Mark shouted "Can we just leave?". Jim, the artist, matter of factly handed out rhythm instruments to each of them and began strumming the chorus on his guitar. Before long, they were banging their instruments and chanting the chorus and keeping time! Monica later let us know that she could play a number of band instruments...I've learned that young adolescents often complain until you bring them along and persist in something worthwhile. They can be won over.....

Stick with it

2010-03-10T19:05:00.000-05:00

Three weeks ago when I first used Bitstrips comic builder in the classroom, I hit a few snags. Things weren't working right, the program wouldn't save some of the students' work, we couldn't print, the images froze....Today, after two or three weeks of persisting, the process was much smoother. I had the projector hooked up to the classroom computer. The students clicked on their own work and presented their comic strips audio-visually. It was gratifying to see them using their language skills using this comical, interactive medium. I witnessed some artistic skills I would otherwise have not seen. Some students intuitively organized space, objects and colour in ways that added significantly to the communicative impact of the language. Also, some students were very successful in bringing out humour -a challenge for second language learners!

Tempting to be Sarcastic

2010-03-08T20:09:00.000-05:00

Situation: I'm working through a booklet with my grade nines. I ask the group to turn to page X and hold up the page, describing what to look for on the page. Sam has not looked for the page after everyone else has begun working on it. He is distracted, not slow or incapable. I help him find the page. Later, same thing. We're on to another page in the same booklet. Sam has not begun the work. He asks what the page number is, after the instructions have been repeated three times. I say to him: "Sam, you're two steps behind everyone else. Find that page now!" That announcement seems to be on the edge of depreciative, but my tone is still upbeat and positive. I really don't want to single him out in any derogatory way. In terms of what to change in order to help Sam focus, what am I missing? He sits at the front, I can see what he's doing and I've seen him get down to the task when he wants to...

Teaching with Tech

2010-03-02T21:01:00.000-05:00

I'm still not sure about using technology in the classroom. I see benefits in terms of the quality of presentation. For example, I'm using Bitstrips for Schools, a comic strip bulider -great for language expression and development. But....the time spent moving to a computer location, loggin on, fixing problems like deficient save functions, print problems, manipulatives freezing within the program, etc. means other language learning opportunities are delayed or lost.

I will assess this whole experience with the help of the students in a week or two....

Neurons Firing

2010-02-24T18:05:00.000-05:00

I smile when I watch my students putting together new vocabulary in sync with movement they have to precisely do as they speak it. In a second language class, connecting the words to reality is the goal. The students today were animated, cooperating, coaching each other, thinking about meaning, and rehearsing together. It was a teacher's sheer pleasure to watch and appreciate.

Differentiating Instruction

2010-02-23T20:27:00.000-05:00

The class I work hardest to prepare for is by far the applied group. The class harbouring the most resistance to the subject I teach, with the low functioning students, is the one I want to reach the most. Why? First, because I don't want to lose the ability to reach them with topics and approaches they will find somewhat compelling. Secondly, I cannot rely on pen and paper, rows, and static classroom positions.

Last semester, I did a Multiple Intelligence inventory with the group at this level and found that 80 percent of them learned best through body-kinesthetic means. Keeping them seated and expecting them to learn was antithetical to their natural abilities!

Tomorrow, I'm working on an Arts intervention project with this group. A musician is coming in next week with his portable studio. He will show them how recording a song is done. Then we wlll come up with a theme, groupings for verses and different approaches based on student interests. So what do I do with the students who are the least musical? I will have to give them an alternative form of expression, while maintaining my expectation that they communicate orally in a meaningful way.....More the think about....

Engaging versus Managing

2009-11-22T20:51:00.000-05:00

Last week one of my classes was difficult to manage. I was dealing with resistance due to distaste for the subject area, loss of attention, group dynamics, lack of understanding and inadequate equipment ( some with no pencil or paper). Although I pushed through, my blood pressure rose and I had passing moments of feeling helpless before this morass of learning obstacles. What to do? The next day, I decided to begin with an upbeat, positive attitude, and an attempt to connect with their experience outside the classroom. The tone changed from resistance to cooperation. Could it be that my demeanour the day before was giving off a distancing kind of aura?
It also occurs to me that I need to address the results of the Multiple Intelligence survey I did with them a month ago. The vast majority are primarily wired for bodily kinesthetic learning. They have got to move and feel engaged with movement, rhythm and reconfiguarations of desks...that sort of thing. This week, I intend to keep the students moving...Your comments?

Teaching Manifesto Part Two

2009-11-08T08:13:00.000-05:00

6. Without standards, we sacrifice our authority at the altar of low expectations. We set standards, but resist standardization. Relevant standards meet diverse needs fairly. Standardization flatlines needs unfairly. As ethical teachers we challenge blind and deranged standardization that heightens the fear of failure and the lowers the bar of excellence.

7. We believe the caring teacher embraces authority and democracy in the classroom. Authority without democratic transfer of power to our students becomes autocratic. Democracy without the guiding wisdom of teacher authority breeds inefficiency and bad power: bullying, factions, unethical teacher silence and the silencing of minorities.

8. We teach to be aware of and alleviate fear. We commit to overcoming our personal fears that disconnect us from our students. We then address learned helplessness, academic performance anxiety, institutional failure and imposed silence through attentiveness and stress-relieving strategies.

9. We teach to the mind and the emotions, to curricular goals and wellness, to analysis and connection. We care by eliciting and listening to our students’ emotional needs as intrinsic to education.

10. We teach to the spirit. We intentionally and boldly open the universe and its awesome features to our students. We create space for awe, curiosity, beauty and personal modeling. We consciously combat the repressive power of moralism, legalism, factism and groupism. As we engage the spirit, we answer our true calling.

Teaching Manifesto Part One

2009-11-01T16:38:00.001-05:00

"The great world, the background, in all of us, is the world of our beliefs. That is the world of the permanencies and the immensities." ~ William James

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A Teacher’s Manifesto

1. We cannot split ourselves into our personal lives and our teaching lives. As we are becoming more whole persons, we are able to teach more effectively.

2. What we believe in theory does not transfer directly to what we do in practice. What we do speaks louder than our declared theoretical constructs. Ethical teachers correct their behaviours with good theory and apply good theory to their practice with the understanding that they are progressing through unfinishedness and beyond. Our subconscious beliefs condition our practice more immediately than our conscious beliefs. When our subconscious and conscious beliefs are not in alignment, we are not fully credible in the classroom.

3. Without the ingratiating attitude of gratitude, the thankless tasks of teaching will lead to teaching without heart. Thankful teachers go the distance in bureaucratic school systems. Thankfulness answers knowledge and happiness with the capacity to embrace our students as gifts, and as gifted.

4. We cannot care unless we are convinced of our own self-worth. A caring teacher chooses to let go of power over students. The egocentric teacher needs power over to prop up the system, his reputation, his sense of control. The caring teacher does not need power over to feed the ego.

5. The teacher with authority is fully present to, with and for students. True authority comes from seeing and feeling from the side of the student. Authority slippage happens as soon as we use power over to hold on to it. Power over imposes the way. Authority points the way.

Spirituality versus Indoctrination

2009-10-25T21:22:00.000-04:00

Why do we shy away from engaging in any type of spiritual conversation in the classroom? Is it not largely because we are afraid of indoctrinating? My position is that there is a lot of room for spirituality before indoctrination becomes an issue. Let me define my terms. Spirituality has to do with considering what is beautiful, unexplainable, mysterious, awesome. Creation, art, music, the emotions and some amazing facts of science are pathways to spirituality, where our minds and hearts are turned upward. We exclaim "how can that be?" or "that's amazing, how did that happen!?" Indoctrination imposes a particular set of beliefs on others. Spirituality is open, indoctrination closed.
So I issue the challenge to myself and to my colleagues: let's not be afraid to open the classroom up to the mysteries of life and the universe. These things elevate the mind, inspire the heart, stimulate the intellect. Why back away from educating the soul? We may not be at liberty to answer on our terms the student's spiritual quest, but without the quest itself being set in motion, the answers will not be wanted.

Boosting Flatline Teaching

2009-10-19T22:04:00.004-04:00

There is a certain stability in the expected, and a certain predictability in boredom. Is this what keeps students quietly passive in the linear world of note taking and copying from blackboards and overhead screens? If the controlled atmosphere of scribing on flat surfaces ensures a certain stultifying order of things, then schooling has little to do with being inspired. I find that sidestepping curricular demands can provide a needed boost to a sense of pleasure in learning. An educational game, a conversation about real life, a get-up-and-move-around activity, a rythmic recitation or a song can add depth and colour to the otherwise bland decor of school. In the end, I believe these so-called "unnecessary" activities provide connection and richer meaning to learning in the classroom.

The Power of Evaluation

2009-09-27T08:16:00.002-04:00

As teachers we can underevaluate student progress, and we can certainly overevaluate. What are the factors behind these extremes? Underevaluators may not have the desire or ability to synthesize what they've taught. It is difficult to test when you don't have a handle on what you've taught. Overevaluators ( and I was one ) feel they can gain some form of control over behaviours by testing. It is a form of coercion. What's missing in this picture is building a relationship with students so that testing can become a more natural way to gauge their progress. The behaviours may in fact be in part a reaction to the coercion and the negative cycle is then fully engaged between testing, negative reaction and more testing.

Enlarging ethical space

2009-09-13T19:22:00.002-04:00

As a classroom teacher, am I mostly concerned about covering the curriculum? If so, my interest in the student can easily take second place to the pressure of getting through it all. I can't just teach whatever I want in the prescribed curriculum. I am accountable to the parents and other teachers. If the student moves classes or schools, it is important that both that teacher and the student be able to pick up where I left off without big gaps. However, what I've learned to do is look over the curriculum and be sure to highlight the essential elements the students will need to both be successful on culminating activities and tests, but also to have sufficient understanding of transferable knowledge to another class or school. So rather than be anxious about covering everything in the textbook, I still have a lot of latitude once the essentials are dealt with. That's when teaching can get relational, especially when I can relax and enjoy the students as people.

Limits of Care

2009-09-02T22:49:00.003-04:00

I admire really caring teachers, who know their students personally and encourage them with their kind words and genuine concern. But what are the limits of care? If a student lies or cheats, what does caring intervention look like? In the case that the student is caught in the act, is direct confrontation and issuing consequences uncaring? I would argue not. In fact, the really caring thing to do is to call the student to account while at the same time believing he or she has the ability and the will to change his/her behaviour. Why? First, unless we are caught and stopped, hedged in, as it were, we find ways to rationalize wrongs and even reoffend. Secondly, we have to care enough to challenge and correct, all in the spirit of helping the student be their best. Lastly, without limiting consequences, the student will have the license to be uncaring toward those who are implicated in their lying and cheating.
Let's not assume that students are any different than we are, in essence. We often only redirect wrongdoing toward doing what's right when we are caught and feel the temporary pain of natural or imposed consequences.

Schooling Versus Education

2009-09-01T21:35:00.003-04:00

Schooling and education have quite different connotations in my view. Schooling places students and teachers in bureaucratic systems where anxiety tied to performance, performance set to rigid goals, goals imposed by political needs, and needs defined by employability all rule the day.

Education, however, has more to do with curiosity and the motivation to understand, individual goals and developing humaneness in students.

I have chosen to do my best to educate. This choice means more flexible timelines, a less content-driven curriculum (fewer detached bits of cognitive material ) and an openness to my students' own thinking and feelings about life and society.

I would enjoy reading other educators' views on this distinction.