Every day students begin with a Do Now of Journal writing (written on the white board is Do Now – Journal)

The students have a prompt per day which they write about. This is a pre-made resource which can be printed out and stapled for the week. Student share their writing out at the end.

BLURT – T was missing from the board. Students shared out reasons why the T was removed; being loud, not listening etc. TB shared that she could not give them the reward because the deal was that the whole BLURT needed to stay on the board.

Class Climate: Students share honestly and are respectful. They raise their hands to speak, and if they blurt out they quickly self-correct.

Journal

9:35 – students begin independent journal writing. One student went over to another.

TB: x why are you over there?

Students x: Student y asked me to read it to her.

Good example of class climate of helpers.

9:37: Student took worksheet to teacher to ask for help with reading the instructions.

9:35 – 9:37: TB inputted class dojo points as students were working. The sounds of the dojo points motivate students to stay on task. It is anonymous as they do not know who is being awarded.

9:39: TB got up to walk around the room and observe and assist as needed.

9:40: DO I have to have seen the circus in real life?

TB clarified that it could be something made up. Could be something you have seen in a book, on tv or in a movie.

A student shared ‘or you could have seen in it a book’

Students read out their journal entries. TB clarified the prompt to ensure students stay on task.

Students who were not finished write their name on the white board.

TB: acknowledged a student who shared how he felt about the prompt (daredevils who do stunts) – will motivate students to try to include this in their own journal tomorrow.

TB: celebrated a student who used dialogue. TB asked a student to share what he used in his writing that no one had used yet. Student answered: dialogue and was able to move their peg up.

Transition-Grammar – 10:00

TB: Why is it important to use dialogue in writing?

Students called on to answer.

TB reviewed punctuation, dialogue tags, and synonyms for said. All students gave a synonym for said and a few students were called on to share the success criteria they learned for dialogue.

10:05 – Board work: TB wrote on the board an example and called on students to answer what is missing.

10:08 – Worksheet Fluency Practice – Pasta Punctuation

(Previous work on sentence strip with macaroni is posted around the room for reference)

10:08-10:25 Independent work for most students.

TB went around to students who missed the first activity last term to assist.

10:25- Students tidy up.

10:30 – Recess

Math

Opening

10:55 – Students come in and head up their Math book

11:00 – Students chant/sing 3x,4x, 6x,7x,8x tables

Activity 1 – Mental Math word problems

TB shared that they were going to practice doing another worded math problem. She asked, “what’s the first thing you need to do?”

Students: write down all the numbers you hear

10:05- Walked around to check and mark. Praised students for the different strategies they are using. Motivated them, ‘don’t be discouraged.’

Encouraged students to try again. Repeated the prompt a few times;

Miss Butterfield baked 40 cookies. She dropped 2 and ate 3. Then she divided the rest into 5 containers. How many cookies are in each container?

11:10: Modelled how to answer the question on the white board.

               40                                       35

/          \                                  /

2          3                                  5

\          /

     5

TB: What kind of problem is this?

Student: you have to subtract

Modeled the various strategies students used to solve.

• Drawn bags
• Ticking method
• Division number sentence

11:15 – students shared out where they got confused

TB: praised that all students used the correct operation for the word problem.

Student: I got confused after I got 35

TB: That’s right. This is called a multi-step problem, so when you get to P5 all those quick tests will be easier.

Activity 2 – Bar Charts

11:18: Introduced LI

Students: recited ‘WALT organize data on a bar chart/pictogram’

TB Reviewed what they did on Tuesday

Student: we went into classrooms and collected data

Student: hair colour and shoe colour

TB: The bar charts we create today will be very different. Why?

Student: because I went to a different class.

Tb: What do we need to have and include?

Student: title, y axis, and x axis

TB: how do I know which is the y axis?

Student: It’s longer/taller like the tail on a y

TB: Now before you begin there is one thing we talked about that we won’t do. Can anyone remember what that is?

Student: Not to have the bars touching

TB drew on the board a histogram

11:26: Students set off into chosen working areas to complete their bar charts.

Students grab a clipboard and their worksheet. Some students chose to sit on the carpet. Some chose to sit on the floor with a blanket.

TB: Remember if you are sitting on the floor that is a privilege and so you should not be chatting, or you will have to go back to your seat. Students quietened down and got back to the task.

11:31 – Students chanting quietly their 3x table to work out their scale for the y axis.

11:33 – TB students remember that we are only doing shoe colour for this bar chart.

Student: wait we are doing a bar graph

TB: Take out your data book from Tuesday

Student: took out data booklet from classwork as a resource

11:50: Students who finished were given an extension task; 2 worksheets of fluency answering data handling questions.

TB floated around the classroom to answer clarify any misconceptions.

Students all on task working quickly and quietly.

Plenary

TB: Some of you said you had a hard time to collect you data, students were moving, some students had to leave the classroom. This means it was hard to collect accurate data.

It is also very difficult to create your own bar chart if you are not using a ruler. I also saw some of you creating a scale that jumped from 1 to 2 and then 7. (Clarified how to skip count correctly)

Lunch

Students returned from lunch and engaged immediately in reading quietly.

Science

LI written on the board

WALT explore how sounds are made

1:35 – Ok students we are going to put our water bottles and books away.

Students packed up

Before putting a book away one student shared to TB ‘this is dialogue’. Demonstrating their awareness and understanding of the grammar work from the morning. An example of a student generated assessment opportunity.

1:40 Opening/Introduction:

Students head up their books and write the WALT.

TB: who can tell me what our new unit in science is?

All students: Sound

SO we did some exploring and we went around the school and we listened to sounds that we could hear. Then we made a graphic organizer about the things we know, wonder and questions that we have about sound.

Sounds are made from vibrations. Everyone say vibrations.

Vibrations.

What does that mean?

It shakes

Yes. What happens if your parent gets a message or a call on their phone.

It buzzes and vibrates.

Sounds are caused by _____. Students repeat vibrations.

Students held their hand on their throat and sang Baa, Baa, black sheep.

Who heard the vibration? Raise your hand up?

All students raised their hand.

Ruler activity.

TB demonstrated how to make a ruler vibrate.

S: It’s like a diving board.

TB: You can hear the sound. And sounds are coming from what?

S: Vibrations

TB: Now why are the sounds different when we hold the ruler far off the table compared to holding it closer. 

Students demonstrate while others listen.

Students share their answers. ‘I think because of how far it was off the desk’

TB: Sounds do make a different sound based on how far they have to travel. They will sound differently when they travel through sound, gas and even water, a liquid. During this unit we will be doing a few different experiments. Today you are going to be exploring sound in 6 different stations.

How many students do we have in class today?

S: 12

TB: How many students should be at each station at a time?

S:3

TB: Let’s see. Demonstrated counting in 3s. I still have leftover stations

S: 2

TB: Counted in 2s as she pointed to each station

An example of constant reinforcement of multiplication even in another subject.

1:49:  TB demonstrated how to explore the sounds. You are to record what you are hearing or seeing. We know that sometimes we can see the vibrations. If I clank this this way, is it going to make a different sound than when I do it like that.

We will leave our discussion for tomorrow morning. Pick your partner.

1:52 – TB Make sure you write down your observations as you are about to switch.

1:54 – Student shakes the shaker as she writes her observations. She then shakes again to make a closer observation.

Student writes in her book:

‘I hear bells’

‘I hear beads’

Student: Did it make a high pitch sound?

Teacher: I like how I hear someone talking about pitch

Students make notes using: Low, slow, fast, loud, soft sounds,

Working in a pair: ‘it’s a low sound’

2:00 – End of the exploration

Ok so as we worked through we discovered that all the instruments make different sounds. Most of you noticed that as we hit it a different way like the ruler, they made a different sound. I saw something, and I was very impressed. They noticed that if they hit the drum with their hand it sounded different than if we hit it will an object.

We will be exploring more tomorrow. Before we pack up you may serenade me with a musical piece. Students create a music line as they march around the classroom.

TB chose a student to each create a beat that all students copy.

TB: blessings told me that he could feel the vibrations. So sometimes you cannot just see them, you can feel them. Just like on our throat. (A good ending to the lesson which came full circle, literally)

Students packed up.

Students wrote their homework in their agendas. Reading for 30 minutes and spelling practice.

If you have your reading log come to me so I can give you a point. (Class dojo points)

TB: You have one more day to get to movie day. If everyone keeps their beans tomorrow, you might just get it. So, you should encourage one another to listen and pay attention.

End of Day Secret student – teacher leaves something in a cubby.

TB: did you catch anyone doing good today?

(The secret students records who is doing well and what they did)

Blessings kept trying on the word problem. TB inputs a point for secret student on class dojo. ‘Dajon was being nice to people on the field.’

During the first six weeks I have put most of my time into planning with direct purpose. The new pacing guides and scales for Standards Based Grading has made it a lot easier to manage time for planning. I have made sure not to get caught up doing things that are not necessary or helpful in the long run. I have also spent a lot of time drilling routines and procedures with my students which has helped to make the learning environment more successful for all.

Challenges which I have overcome since last year is my rapport with all students. I have a smaller class size, down to 11, which has made it easier for me to check in with each student especially some students who I may not have been able to bond with sufficiently last year due to many different factors. This has helped with relationships and has made student teacher conferences and feedback sessions flow better. My students are more receptive of feedback and suggestions, and often look forward to conferring and sharing their work. I have seen a great shift in students wanting to complete work for their own satisfaction as well as the praise and support they get during the process and then after the work is completed.

To improve the relationships with my students further I would like to implement different reward systems that I have been using, some whole class and some personalised rewards. This year began with the moto that “We are all Wonders” which is pulled from the book ‘We’re all Wonders’ written by R.J Palacio.This book created the space theme for my classroom and the motivation for my students to shoot for the stars and to focus on things they are good at rather than let any weaknesses or differences stop them from achieving their goals. For we all have something we are good. The book is also a great talking point about empathy, difference and kindness. My students know that we are all connected within the classroom, and so their relationship with their teachers are important as well as their relationships with each other. As I see great teamwork, and positive support for one another, my students are rewarded and praised. I encourage a classroom of helpful and encouraging young people because of our interconnectedness.

My three I Can Statements for myself this year are:

I can start each day with a positive mindset.

I can overcome whatever obstacle is in my way.

I can show compassion. On my tough days I still have hope because of the growth and progress I have seen already in my students. It is very difficult to get everything done that needs to be done with limited time, but I have tried to focus on priorities first. As long as my students are learning and making progress in every subject, I have hope which gets me through stressful or busy days. This gives me the confidence I need to keep pushing on in the profession that I love. Transferring this mindset to my students is important and also helps me to have compassion for them. Not every day is going to be easy for them either. And as long as they show some growth and initiative in some cases, the tough days will be more bearable. Overall, in hindsight I am more comfortable this year with taking initiative and showing leadership within my building. This week I will give my first professional development session to my school staff. I am no longer a new face and feel a bit more settled within the school. I look forward to the changes that should come as a result.

The greatest challenge I faced initially was behavior. In my single class I had a range of abilities and needs which required strategic planning and my reliance on resources in my building. Unfortunately, I realized that sometimes the resources needed were not readily available, but would require advocating for myself, which is exactly what I did. My school’s motto is that ‘if it’s meant to be, it’s up to me’ and I think it really stuck for me as a teacher.

The students in my class who needed more effective support in the end received it.  For every prep period lost, or every lunch hour missed due to meetings, I reminded myself that there was a purpose in it all. The goal was to better serve each student and so I needed to think of the bigger picture despite my frustrations. The behavioral issues that arose would have been nearly impossible to foresee from my formal training and previous experience. One great concern of mine was the inability for me to teach and my students’ inability to learn effectively.  I started to realize that instructional time was being lost as we would have to ‘evacuate’ the classroom many times. I felt as though my first term was completely wasted come Christmas and I had already gone through 3 different para educators for one child. I wanted to be able to do more, be more creative, have more fun and set up engaging activities yet I was always uncertain of what kind of extreme behavior would come next and whether I was in it all alone.

Fortunately, being invited to attend MTSS meetings was refreshing because I felt like everyone was united for a common cause.  We talked about how to help my students in ways that I could control and then made plans for what was needed further from external sources.  The collaboration helped to ease my anxiousness and helped me to feel optimistic about the year. I had a voice and what I was doing mattered. The immediate impact and long-term effect would come once an effective learning environment was established. This was exactly what I was striving for. I knew that if I couldn’t figure out the solution on my own that I needed to ask for help. For every teacher was once in my shoes and could empathize.

The shift in my year came with Term 2. On one hand I was in a building with veteran teachers who were showing me the ropes, and yet on the other I was being given the opportunity to be an SBG Champion. This meant that I would be able to demonstrate best practice and assist other teachers in my building in return with recommendations I was to learn in many professional development sessions.  Initially I didn’t know how I would manage or balance being a new teacher with such a great responsibility, however I do believe it helped with finding my footing and my purpose. I had to manage my stress from the classroom yet be motivated enough to learn a better way of teaching which I could share with others. In a sense it was almost like a thank you to my building. Thank you for the sit outs, the union meetings, the kind words and the genuine support. Now it was my turn to give back.  It also helped to highlight things I was doing right because many times I felt as though I was struggling through. A few teachers came into my classroom to see how I was implementing some new requirements with learning intentions and success criteria, and although I was still figuring it out myself, I felt a great pride which I do believe helped with my mental health.  It was at these moments I felt that I could get through the year. I could see the silver lining as I was becoming an advocate for learning. I knew that the only way to get through the year was to see the moments worth remembering.

My transition into a new building was frightening at first but I met a few colleagues who were extremely supportive and helped to encourage me and to realize my own potential. Listening and reflecting became a natural part of my day to day routine. I made adjustments where needed and I relied on the wealth of knowledge and experience from my colleagues. I don’t think I can say I went from surviving to thriving just yet, but I would like to think that after another year I might be another step closer. For me, the brief moments of recognition, inspiration and support far outweighed any difficult situations this first year. I can learn from mistakes and continue to strive for purposeful teaching in every aspect. I can learn from others and in turn help others learn from me, and I can learn how to navigate through obstacles which are sure to come my way. A teacher friend of mine once said ‘you will get a challenging student and if you don’t adapt and work through the difficulties you better believe you will get 5 more students just the same until you do’. Coming out of the year on a positive note is my greatest accomplishment as it was difficult to see initially. I believe after this first year I can now conquer anything!

– Nikola Tesla –

Fiona Nusum

Prospect Primary School

Laurel Burns

P3

Mathematics

About Your Lesson 

Title of the Unit/Module: Mass

Curriculum Standard: To know the relationship between kilometres and metres, metres and centimetres, kilograms and grams, litres and millilitres. 3Mtl2

To read to the neatest division or half division, use scales that are numbered or partially numbered. 3Ml3

To solve word problems involving measures. 3M15

Learning Intention: We are learning to know the relationship between grams and kilograms.

We are learning to solve word problems using measurements.

Success Criteria: I can give the correct unit to measure the mass of an object.

I can compare different masses.

I can calculate the intervals on a scale.

I can read scales to measure in grams.

Content, concepts and or key skills taught: Students learned that to weigh something you measure its mass. They learned that mass is measured using the units kilograms and grams. Students first learned that the two units of measurement are representing things that are light or heavy. The vocabulary was broken down into child friendly language. Students also learned what an interval on a scale is and it’s meaning, as well as how to work out the intervals by dividing. Students were able to make links to Science by making predictions and estimations on how much objects weighed through comparisons. Their learning was deepened through questions which asked for application of the content into real world examples.

Celebrate Yourself 

At least three successes: 1. I ensured that I shared the learning objective and success criteria at the beginning, throughout and end of the lesson in various ways (on the PowerPoint, anchor chart and on individual cards stuck in student math books).

2. Students were able to answer prompted questions which allowed for immediate formative assessment which informed the grouping for direct instruction and which also informed me which students were ready for the next task.

Consider the Challenges 

Three challenges you had: Student attention and engagement was difficult during this lesson as they had to sit for a 10 minute mini lesson on the carpet, engage in a 5 minute kinesthetic activity, and then return back to the carpet for a 10 minute engagement activity. In future I would choose to have students return to their desks where they are less likely to be distracted by those sitting on the carpet next to them. I also had challenges with students getting the resources they need to in a timely and responsible manner.

Lesson Observations 

Students: Students were interested from the start as they had a fun lesson prior, sorting light and heavy objects and pictures. This launched them into this more complex lesson with some motivation and interest.

A ha! Moments: When students shared their own individual strategy for working out the missing divisions on the scale. Some remembered the previous Unit on Money and how 100 cents are made up of 4 lots of 25. And so, on a scale with 4 divisions with the last division labeled at 100, each prior division had to be 25, 50, and 75. Another student recognized the scale as being like a ruler.

Effective alignment: 4

The Lesson – You will respond to TWO parts in this section 

Introduction/Opening: Students were given a chance to compare real world objects and discuss what unit of measurement would be used to weigh their mass. They made comparisons between the objects and even discussed possible investigations and experiments they could carry out to find the mass; linking the lesson to scientific discovery. For example, one student suggested investigating how much a pile of bricks would weigh if they were in a wheelbarrow. The discussion talked about weighing the wheelbarrow on its own and then again once filled up to compare.

Differentiation Strategies:  Tasks were differentiated by level and complexity. 3 worksheets were provided. 1-star, 2-star and 3-star, with the 3-star being the most challenging worksheet. Students could choose which worksheet they started on with teacher guidance. The success criteria were differentiated into simple and more complex elements also, however in order to tackle the 3-star worksheet each student had to meet proficiency with the simpler success criteria first through the whole class activity and then work up to the more challenging tasks.

Formative Assessment

Formative assessment strategies: I used observation when students showed their answers to the whole class activity questions on mini white boards. Students were required to work out the missing intervals on partially labeled scales. This form of formative assessment informed me on which students had grasped the concepts and which students needed the information repeated or retaught. It also gave me an opportunity to make a decision on where the learning would go next and informed my decisions on small grouping. I also listened to the rationale for how a student came to an answer, and built on what they shared by clarifying any misconceptions as well as giving praise or feedback.

Did the assessment measure what you intended for it to measure?: Yes

Was learning intention met?: No as the learning intention is broad and would cover more than one lesson. The success criteria for this lesson however was met by some students which I noted when I collected the worksheets. They were able to first identify how many intervals were in a scale and what each interval was worth. Most students completed the worksheet with help from me and would need another few opportunities to demonstrate their understanding in lessons to come.

Feedback: Timely, Specific, Aligned to the success criteria, Oral

Classroom Management

Classroom management strategies: I relied on proximity for students who often fall off task. These students are given specific seating on the carpet. I used verbal call and response commands to bring the lesson back together as well as hand clap call and responses.

A buddy system climate exists in my class where I may give a student a command such as to move to a different seat, and their peers will remind them of the expectation so that I can continue teaching.

Teaching behaviors: I did have to call out to a student a few times who was not sitting properly and paying attention. This interrupted the natural flow of the lesson.

Challenges: A student and para coming into the classroom and talking during the instructions and activity interrupted the flow of the lesson. Crowding at the kidney table also made it difficult for students to pay attention if their peer was distracted.

Adjustments: In future I would choose to do stations and pull students in their ability groups after a pre assessment rather than teach to the whole class. This way the learning will be even more purposeful and with fewer distractions.

I would also allow students an opportunity to create their own scale which could be labeled using their own intervals to aid in understanding how to work out the missing intervals. I’d also add in a challenge to create a partially labeled scale which could be given to a partner to complete.

Presentation Skills

Volume, rate and intonation: 5

Articulation: 5

Body Language: 4

Clarity: 4

Goal-Setting 

Set two goals for moving forward:

1. I would like to work on differentiated instruction in my classroom even more as I have a variety of abilities in my classroom.
2. I would like to improve my positive behaviour management techniques. Rather than calling on a student who is doing the wrong thing, I’d like to praise students doing the right thing more, in hopes that the others will fix their own behaviour.

During Writers Workshop I made note of the structure of the lessons which was very clear and intentional at the P2 level. Lessons were split into sections just like the elements of a fairy tale story. Students would see an example of an introduction plan, write their own introduction plan, see an example of a first draft introduction, and then write their own introduction. Building up as they go along to create a setting, description of a hero and description of a villain etc. I have noticed in my own classroom that a few students still require this scaffolding in some aspects of their learning and so I am looking to find a balance with support while still fostering independence.

I have taken away a few aspects of Ms. Weeks classroom such as the Daily 5 guided reading station set up. Students rotate and self-manage through each station. The groupings for each round are posted on the smart board for easy referral. I have also used the same sight word and phrase booklets in my classroom for students to be tested on more easily with reading and fluency as well as spelling. I look forward to trying a new format for testing spelling, where each student has their own list depending on which sight word booklet they are on. There will be a combination of spelling words from the rule being learned, sight words and misspelled words in their writing on their weekly individual spelling test.

With regard to classroom culture, behaviour and engagement, I am looking forward to changing my classroom jobs and reward system. In Ms. Weeks class students earn ‘class cash’ for each job they do, such as sweeping, cleaning desks, sharpening pencils etc. Students can cash in for a reward as soon as they earn their money or save up for a bigger prize over a period of time. It’s an easy way to cover elements of the Money Unit also as students will have to work out how much change they might get back if they decide to ‘buy’ something while being able to count how much they have in total.

Despite my observation taking place in a P2 classroom and myself teaching P3, I was still able to find areas for improvement in my own practice, and so I look forward to learning more from other more experienced and veteran teachers. As is often said, the best kind of PD (professional development) can be found in another teacher’s classroom.

My experience at PPS thus far has been great, one of many ‘ups’ however not without many ‘downs’ as a result of severe behaviors. Although this is my first year as a teacher in the Bermuda Public School System, I am by no means a ‘first year teacher’ and so I ask that we set aside any beliefs or mindsets around the idea that the first year is hard because of the teacher being new.

Yes, the first year is always a challenge, however I did not choose this profession, to come to work and be abused or witness my colleagues and students being abused. This is a strong term to use however it speaks volumes. I ask myself what have my students learned since September. They have learned that it is ok to destruct an entire classroom and return to class the next day, they have learned that it is ok to attempt to jump out of windows, that it is ok to attack members of staff with little consequences, they have learned despite the magnitude of verbal or physical abuse, the end result is that the student returns to school.

Some of the issues that arise in my classroom have been ongoing for more than two years before I started. Be it at this school or another.

I have thick skin and an abundance of patience, however enough is enough. I am unable to teach sufficiently, and my students are suffering.
I’d like to refer to the list of the impact these behaviors have on students and it is unacceptable. PTSD is a real thing. My students are experiencing dangerous behaviors and are terrified. They are expressing things like “I don’t feel safe”, “I’m frightened”, “this is reminding me of P1 and P2”, “when so and so acts this way I wish I did not go to this school, but I don’t want to leave because of you and the green party”.

What are we going to do to address this?

I learned a long time ago the wisest thing I can do is be on my own side, be an advocate for myself and others like me.

– Maya Angelou –

Day 2

Today we had an incident where the Para of XX did not permit him to go out and play for lunch. She had warned him earlier on in the lesson when he was crawling around the room, that his behavior needed to change etc., or he would have to stay behind during lunch play. As the teacher I made the announcement that those students who had finished eating could go out to play as the bell had rung. Of course, XX who was standing in line waiting patiently assumed that meant him, and as he stepped forward his Para said, no not you XX. To which he tried to run through, and she held him back. Once this started it escalated into a battle to get out the door. Miss Bartley and I quickly escorted the other students out to the playground and then helped to calm XX. I offered him a chance to draw and write on the board his feelings however he could only see “red”, and his frustration came out through physicality (hitting, climbing on furniture). I went down to get the principal and the guidance counselor, who then calmed him down. He then came back down to class after lunch on his own and integrated right back into the lesson. He was happy to be a part of a small guided reading group which I led. We would be answering questions about a story we read using only visual aids and pointing. This gave XX a chance to take part in the lesson without feeling left out in anyway. I would like to build up his trust in me and to show that I do care about him.

Ways to move forward after feeling a bit beaten down today: I would like to figure out alternative redirecting activities for students who need to move. I would like to implement my points system asap. I have been using my behavior chart as a visual, however I would like to have more of a follow through. Once I gain access to the projector, I will be able to introduce the points and the interactive activities to students.

I would also like to assign more permanent seating. I am hoping to label desks, now that I have gotten to know my students a bit better. I can see which students should not be around each other.

Day 3

Middle of the week, and I felt much better ending the day today. The children sat quietly to complete their math problem solving assessment, and handwriting assessment. I have more control over the classroom, and there is less chaos when I am doing a whole class activity. As soon as I split the class into their groups, I end up having to manage behaviours.

Learning our routines is a complete work in progress. I am trying to stay positive.

XX had a wonderful day. He followed all instructions and got on with his work quietly. A huge break through. I do have to follow through tomorrow with keeping a few students behind, who are finding it hard to follow instructions the first time. They will lose 5 minutes of their lunch play.

Great works are performed not by strength but by perseverance.

– Samuel Johnson –

Day 4

Great day. Set up my laptop for the projector. Had great class discussions. Question and answer session went well. Developed our expectations chart for Math talk during our lessons.

When Miss X had to go next door to relieve the Functional Skills classroom as they are short staff, I then had to pay more attention to XX. Which took me away from the rest of the class. As she got on with her work with my assistance I then went around the check in with the other students. When I came back, she was purposely spilling her juice on another student. This other student had great patience as he is well aware of her abilities and differences which I commended him for. However, I did not know of the correct way to correct this behavior. I sternly told her that we do not do that in school. I redirected her back to her place. Eventually she wound up down on the carpet. I allowed her a break to read a book. However, she chose to lay down.  I then tried to get her to sit up. Again, this took me away from the whole class. If Miss X was not in the classroom, I do not feel I would have felt comfortable giving all of my attention so many times, to XX.

I had a break through with XX. Although he continues to be pessimistic at times, he found the positive today. He shared with the whole class that he is starting to like our class more, he likes his teacher and that he feels that he has a better chance at going down to the office to receive a certificate.

Now towards the end of the day, there was a small melt down by XX, who did not take well to knowing that he would be losing a point for calling his friends names. He tore up the art work he was holding in frustration, walked over to the trash, threw it in, and then walked away in tears. I told him he could take a moment to gather himself. Which he did. Once the bell went and everyone left I asked him what had happened beforehand that caused him to call his class mates “babies”. He said, because they always tell on him. So, there is a domino effect that we can address. Should he make good choices for himself, good things will come to him. I asked to see his smile, and he attempted it. I then asked if we had a deal, that we would try again tomorrow, and he agreed and went on his way. Shortly after I met with Mr. X to discuss XX. I found out that in the past with his frustration he would bang his head on walls, desks etc. and use his fists to hit the floor. The trigger today was in my decision to tell him he would lose a point. Mr. X explained that I should not take away but always add, and use a “Pause” instead. Students can find a quiet place in the classroom with a timer they can use to redirect their behavior. When the timer is up, they return to the task at hand.

Final thoughts: I survived. Today was a challenge. It was a challenge to get back into the routine of teaching, setting a good example, modelling for students, demonstrating activities, giving my help and support to all students while trying to maintain control. I found I had the best control when I was able to use our behaviour chart, and mentioned our school’s 4 core expectations; to be Respectful, Responsible, Safe, and Ready to Learn.

My initial thoughts going into today was to get to know students, let them get to know me, and to do a few arts and crafts that they can take home. Nearly everything I had planned to do, did not go as “planned”. Fortunately, I had planned various activities and worksheets to keep students occupied.

One challenge was not having a school login yet. So I couldn’t use my computer or the projector. This meant that my exciting PowerPoints which I have created would have to wait. I NEED to be able to project!

Another challenge was not feeling prepared with a timetable or schedule. I didn’t get a chance to put up a fixed timetable because I did not receive one yet. I feel like I went in completely blind.

How would today have gone better? Had I had enough time in school setting up my classroom well in advance, I would have used the “teacher’s week” prepping activities and having class to class activities sorted and filed rather than loads of meetings and professional development sessions. What I wanted to have ready for today, I did not have enough time to do.

What I did get accomplished at the end of the day: Assessing the little bit of writing I did collect, and forming 3 target groups for Literacy centers.