Rivalries & Project Based Learning

Earlier this year, I wrote about Project Based Learning using The Triangle Approach. With that in mind, I have been mulling over the best way to introduce elements of the PBL experience to my students in the next school year. In particular, the approach depicted by the triangle on the left - One unifying topic with many project presentation options.

Fortunately, I am still working with a terrific Grade 7 class at Northridge Public School and the they have allowed me to "workshop" a few ideas with them to get some feedback. 

Here is one idea I am mulling over. It is an upgrade on an activity I did ten years ago.

Part One: Mind's On

• Display the following quote and allow some group discussion

"Les hivers de mon enfance étaient des saisons longues, longues. Nous vivions en trois lieux: l'école, l'église et la patinoire; mais la vraie vie était sur la patinoire."

• The Northridge class teased out 90% of it pretty easily.

"The winters of my childhood were long, long seasons. We lived in three places—the school, the church and the skating rink—but our real life was on the skating rink."

• Ten years ago, I would ask students if they had seen the quote before - then reveal that it was printed on the back of the Canadian Five Dollar Bill.  
  
• Unfortunately, that bill is no longer in circulation. Probably for the best, according to this clip from the television program "How I Met Your Mother" where an American character visiting Canada declares...

"What's wrong? Other than the fact that this $5 dollar bill they gave you is blue...and there's kids playing hockey on the back - it's like you want us to make fun of you."

Part Two: Read Aloud 

Read the short story "The Hockey Sweater" by Roch Carrier. It can be found in most school libraries; but, if you can find it, there is an incredible anthology called Sightlines (The Grade 8 edition) that has it and many other terrific selections. 

You can also find it here or you can screen the animated short. I typically do both. (I love the chance to do my "Quebecois man speaking English" accent.)

The short story is based on an experience from author Roch Carrier's childhood in Sainte-Justine, Quebec in the 1940's. In it, a young fan of the Montreal Canadiens hockey team (and its star player Maurice Richard) mistakenly receives a Toronto Maple Leaf's hockey jersey. His mother insists he wear it and the young boy must face the scorn and persecution of his peers and even his coach.

Part Three: Activities

There are lots of discussions, activities and connections that can be made with this story. Here are a couple ideas from Literacy, Drama, History & Physical Education.

• Have you ever received a gift that you did not like? How did you deal with it? (Talk about it, Write about it, Blog about it, Flipgrid it, Present it as a short skit).
•  It connects nicely with the Grade 7 & 8 History curriculum - which examines the relationships between French & English settlers and includes the Big Idea that: "Social and political conflicts and changes in the first half of the nineteenth century have had a lasting impact on Canada".
• It is a fun way to launch a floor hockey unit in gym class.

Part Four: Project Based Learning

• Advance a discussion about Rivalries. 
• What is a Rivalry?
• Why is the Leaf/Canadien Rivalry important?
• Have you ever had a rival?
• How is a rival different than an enemy?
• Provide them access to this Multi-Media Tech Set which has links to 32 well documented rivalries from Sport, Buisness, Music, Pop Culture & Life.  

• Each box has an embedded link to a Google Search of the rivalry. Additional links are at the bottom of the page. Invite students to spend time exploring the websites, articles and videos that interest them.
• With a partner select a rivalry that interests you both and research it. Make use of this template to help organize your discoveries.
• Share your research any way you choose - a visual display, a class presentation, an Animoto video, an interactive slideshow or Makey Makey bulletin board.
• As a class - set a deadline for a sharing day.

To help students - I have this research example using the Leafs vs Canadiens rivalry. 

Additionally, I worked with a Grade 7 student from the aforementioned class at Northridge to create this podcast script and also this podcast which includes video.

Stay tuned...I'll be tweeting and posting the results next winter.

The 500 - #476 - Notorious B.I.G. - Life after Death

I was inspired by a podcast called The 500 hosted by comedian Josh Adam Meyers. His goal, and mine, is to explore Rolling Stone's 2012 edition of The 500 Greatest Albums of All Time. 

My plan (amended). 

• 1 or 2 records per week & at least 2 complete listens.
• A quick blog post for each, highlighting the important details and a quick background story.
• No rating scale - just an effort to expand my appreciation.

Album # 476

Album Title: Life after Death
Artist: The Notorious B.I.G.
Released: March, 1997
My age at release: 31 
How familiar am I with it: Not at all
Song I am putting on my Spotify Mix: Hypnotize
Great Lyric:
"I'm Big Dangerous, you're just a little vicious
As I leave my competition, respirator style
Climb the ladder to success, escalator style
Hold y'all breath, I told y'all, death
Controls y'all, Big don't fold y'all, uhh
I spit phrases that'll thrill you
You're nobody til somebody kills you"

Prior to listening to this record, I thought I only knew only one song by The Notorious B.I.G. (Biggie Smalls, Biggie). It was the song Big Poppa which I remember from my early 90's, pre-Teacher's College/Bartending days. 

However, it was a Saturday Night Live sketch featuring Will Farrell satirizing Robert Goulet that galvanized it in my psyche. In the parody commercial, Goulet (Farrell) is promoting a new album, The Coconut Banger's Ball, in an obvious attempt to stay relevant. The album includes renditions of The Thong Song by Sisquo, Who Let the Dogs Out! by The Baja Men and, of course, Big Poppa by Biggie. 

As he puts it....

"...what you get is one full hour of rip roarin’ rap music. Not by some dubious ruffians without the chops, but by a professionally trained voice man. No musical accompaniment. It’s just me out there."

Consequently, I can't hear the name Biggie without this moment coming to mind and the irrisitable urge to shout "Goo-Lay!" Talk about your non sequitar.

When I started my first play-through of Life After Death. I realized immediately that I did know another song: Hypnotize. The chorus is ubiquitous in film and television. In fact, it has almost become a "go-to-musical-cue" to establish a 90's setting for the viewer - much the way that California Dreaming perfectly sets a movie in the 60's.

I do have an education connection to Biggie. About 15 years ago I started sharing the Roch Carrier The Hockey Sweater as a Read A loud with my Grade 7/8 students.

• It's a great short story.
• It's pure Canadianity - a quote from it was on the back of our $5.00 bill for years.
• It allowed me to use my Quebecois man speaking English accent...just like in the National Film Board animated short.  
• I could connect it to cross-curricular activities in History, Art, Literacy & Phys. Ed.

However, most well received was an open-ended activity hinged on the Maple Leaf/Canadien rivalry at the heart of Carrier's story.

Students worked in groups and were invited to explore another famous rivalry of their choosing. 

Some students stuck with sports rivalries (Red Sox/Yankees or Lakers/Celtics) while a few went the buisness route (Coke/Pepsi or Apple/Windows). Many of my boys, some of whom were tough to engage in literacy, research & presentation activities, focused on the East Coast (Biggie)/West Coast (Tupac Shakur) feud. At the time, I know many of them were suprised that...

(a) I would let them do this... 

and

(b) I was sincerely interested in what they could uncover & present. 

It's true. Prior to investigating this record, most of my 90's hip-hop knowledge was taught to me by my former students.

I am currently updating that activity for next year (when I return to a Grade 7 classroom). I am going to build a Google Based Choice Board or Multi Media Tech Set to allow students to explore lots of rivalries and then select one that they can share with the class any way they choose. When I get it done ... I'll put the link to see it right (HERE).

Things I learned...

• This record was released posthumously - Biggie was gunned down two weeks earlier. Consequently, the title is tragically ironic.
• The gunman has never been caught - which has led to wild speculation and a cottage industry of conspiracy theories that rival those surrounding the death of his rival 2Pac.
• Once again, I liked this record far more than I would have initially thought.

The 500 - #480 - Raekwon - Only Built 4 Cuban Linx

I was inspired by a podcast called The 500 hosted by comedian Josh Adam Meyer. His goal, and mine, is to explore Rolling Stone's 2012 edition of The 500 Greatest Albums of All Time. 

My plan (amended). 

• 1 or 2 records per week & at least 2 complete listens.
• A quick blog post for each, highlighting the important details and a quick background story.
• No rating scale - just an effort to expand my appreciation.

Album # 480

Album Title: Only Built 4 Cuban Linx
Artist: Raekwon
Released: August, 1995
My age at release: 30
How familiar am I with it: Not at all
Song I am putting on my Spotify Mix: Rainy Dayz
Great Lyric:
"Back to slinging every 45 minutes
G's fleeing, fiends is in the building OD'ing
The drugs is in the ground, burners on the side of our legs
It's gonna happen so you know we low keying" Canal Street

I had not heard of this album... imagine that? The 53 year old white Canadian had not heard the first solo album by a member of the Wu Tang Clan.

I actually have a story about discovering the Wu Tang Clan, but I'll have to wait until album #386 to share that one.

I learned a lot about this record listening to The 500 Podcast. I learned that it supposed to play like a film - with Raekwon as the star and Ghostface Killer as the co-star. It is highly regarded in the  music world as a pioneer of the Mafioso-Rap sub-genre inside the larger Gangsta Rap Genre.

When this genre was popular with my students it was troubling for me as an educator. I recognize that I am judging from my perspective and that the lyrics were written from the point of view of young men who have an entirely different lived experience. 

Regardless, the lyrics are...

• rife with violence,
• peppered with caustic language (sometimes unnecessarily),
• often misogynistic and troublingly homophobic,
• prone to celebrate materialism & narcissism.    

This record, like many of this genre, present a world where the decision to become involved in criminal activity is the only alternative for a protagonist who is, at his core, a good guy. A man who, through no apparent fault of his own, has been pushed into this situation by an unforgiving society. He wants to pull off one more big money deal and then retire to be a good father.  

At the time, I was teaching in a school where many students embraced this narrative. Some came from homes where significant challenges were commonplace - financial, emotional & criminal hardships were part of their world. In many cases, these students had been raised with a view of society with which I was not familiar - but learned to understand over the twelve years I taught there.  People in authority were villains to these kids because of the way their parents framed the events in their lives. 

• The police were not to be trusted - they "hassled" the family unduly and arrests, when they occurred, were viewed as partisan & arbitrary.
• Landlords were unreasonable, cruel and dishonest. Evictions were often believed to be... "being kicked out because he kept raising the rent" (I knew this was not the case.)
• Lending institutions - particularly Rent-to-Own franchises & cash checking/lending operations - were criminal and discriminatory.
• Lawyers, judges, teachers were all part of a corrupt system and not to be trusted. They were liars, manipulators & invariably let you down.

Consequently, these kids would naturally identify with the primary characters on records from this genre. Raekwon & Ghostface discuss their goals on the first track Striving for Perfection. They are tired of the small time dealing they have been doing and they are going to leverage a better connection to make enough money to retire and get away from the dangers in this neighbourhood. They would finally have everything they deserved ...wealth, power, safety & respect. It is, in its way, the American Dream - just realized through criminal enterprise. This wasn't viewed by my students as a negative proposition - after all, the rest of society is equally criminal - they just get all the breaks.

I tried my best with those students - pointing out the pitfalls of gang culture and encouraging them to see the world through a different lense. I was successful with some. For many, it was just a "phase" and they were experimenting with that persona. I know I also made dubious personality choices at that age. As I've aged, I've learned that many kids explore personalities, temperaments and identities. I've always thought about it like this...

"Have you ever watched a toddler push something off his hightray chair and squeal with delight as it falls. He is experimenting with physics because it is unfamiliar to him. Pre-teens and teens are doing the same thing when they are suddenly uncharacteristically moody or hostile or lazy. They are experimenting with their identities. They are trying on personalities to see which one fits them best. Typically, like the toddler, they will get bored with the game and settle into a groove that fits."

As with many pieces that are "of a time & place" much of the hip hop slang of the 90's has not aged well. In particular, the expression "You know what I'm saying" often phrased without pause "knowwhatI'msayin".  I am immediately reminded of J-Roc, the character portrayed by Jonathan Torrens on the Canadian television mockumentary Trailer Park Boys, who overused the expression to tremendous comedic effect particularly in this clip. Now when I hear it spoken on this record, it makes me chuckle.

Once again, this is intended to be a growing experience for me. I am approaching every record with an open mind and I am trying to expand my understanding of music. The reviews for this record are glowing - particularly the praise for the production work by RZA. I don't suspect it will get further listens - it's just not for me. However, I do like the vocal track by Blue Raspberry on the song Rainy Dazy, which I picked for my Spotify mix.

Things I learned...

• Often called The Purple Tape because it was released on cassette with a plastic cover that was purple.
• The title refers to a style of thick, gold chain that is popular in the hip-hop community because they are expensive and also because they are difficult to pull off in a fight.
• This is the first record to name drop the champagne "Cristal" which, even I know, is omnipresent in hip-hop culture and lyrics. 

Interview Time Part 1

Last March I learned that I, along with the other instructional coaches and support staff, would be returning to the classroom for the 2019-20 school year. When I wrote about it I celebrated the opportunity. I love what I do now but I am excited to put all of the learning I've received into practice. Truth be told - I love having my own class

Well, Round 1 at our Board was released on Wednesday and there were about 10 jobs that got my attention. My seniority is high - I'm number 749 out of about 3600 - so I am in a fortunate position. I am only able to accept interviews for three jobs, so I called 4 schools (just to be safe) to indicate my interest. Well, at least I thought I called four schools.

One of my choices was a Grade 7/8 position with a Gifted class. I would need to take my Special Education Additional Qualification course to secure it but that was something I could do this summer. By Friday morning, three principals had contacted me and I began to mull over the difficult decision of declining an interview. All four opportunities held great promise.

At 4:00, the decision was made for me when I did not receive a call about the Gifted class. I was perplexed. Were there really that many candidates with more seniority than I? 

Then it struck me... I hadn't contacted them. I had completely forgotten to make the phone call necessary to put my hat in the ring.

How could that have happened?

I am not one to believe in fate and I am not a fan of the expressions "everything happens for a reason" or "it was meant to be". On the contrary, things happen and we ascribe a reason to them. That being said (and I may be applying hindsight bias here) but I think this may be a variation on the psychological phenomenon of motivated forgetting. 

I have an incredibly busy summer coming up. 

• I hope to be participating in the Summer Numeracy Camp for Grade 2's & 3's again - that's the first three weeks of July. 
• Then I am facilitating a 3-day Summer Academy in Stratford for colleagues from three boards in late July. 
• Then in mid-August I am attending our Federation's Annual Meeting in Toronto.
• I am also planning for my return to the classroom.

I think my sub-conscious knew that an online Additional Qualification course might be too much. Well, at least that is what I am telling myself because the other option is horrifying. I may have simply forgotten because I am old and just not as sharp as I used to be. Guess I better get back to those brain training apps!

A Project Based Learning Journey - Part 1

Increasingly, teachers with whom I work are becoming interested in incorporating Project Based Learning (PBL) into their classrooms. If you are not familiar with the difference between PBL and traditional "projects", this short video is a great place to start.

I am just completing a lengthy PBL with a Grade 4 class at Thamesford Public School. It turned out well - mainly because both the students and the classroom teacher were persistent & committed to the experience. It took about 6 weeks and I was present for at least eight 1-hour classes and a few indoor recesses. 

Student projects included...

• A Talk Show
• Song performances including "The Compass Rose Song" featuring the music of Shawn Mendes
• Lego Stop Motion
• Google Slide Stop Motion
• A Podcast interview with a resident of Iqaluit, Nunavut
• A Scratch Coded Interactive Canada Map
• Interactive Google Slides - on the Boreal Forest & Canadian Provinces
• Minecraft EDU presentations
• Kahoot & Blind Kahoot Quizzes 

The biggest lesson I learned was to shape my approach like a triangle and not a rectangle.  I used this multi-media tech set (MMTS) which includes this Google Form to help students define the question they wanted to answer. My approach offered multiple topics and multiple project options - the rectangle design. This was unwieldy.  

I should have employed The Triangle Approach - either a few questions with lots of presentation options or many question options with one project goal.

Word of mouth has spread and another member of staff has asked me to try something in Grade 4 Science. 

This time, we are curating 8 questions from The Ontario Science Curriculum and having students demonstrate their learning with either a Tri-Fold Brochure or Infographic (possibly with a QR code to a Google Site.)

More on this next time!

My Mother's Influence on my Profession

At this point in my career, my practice is the product of many influences.

• I have been guided by mentors, colleagues, administrators and students.
• I am the sum of all my opportunities, from my early days on the supply list to my current role as an instructional coach.
• I am shaped by my studies - from formal education to daily blasts of learning from my Twitter PLN (Professional Learning Network).

However, I have to give a nod to the influences that have been there for my entire life. Specifically, on the occasion of Mother's Day, my mum Doreen Hodgkinson (Sutcliffe).

My mom us responsible for so many things that shape me as an educator. I'd like to highlight just a couple.

• From an early age, I was taking to the library regularly and she fostered my love of literature. She let me know that there was a world of wonder to be found in books and that it was up to me to uncover it. She read to me regularly, bringing the text to life with dramatic flare. She only stopped reading to me when I informed her that I preferred to read by myself - I sometimes wonder if this was something she viewed with relief, or sadness (probably a mix of both). When I embark on a read aloud (especially of a book I have read before) I remind myself of the need for panache - and I employ all the tricks of the trade - whether the text calls for a booming Scottish brogue or a meek and mousy whisper.
• She took me (and still takes me) to the theatre. We attended everything from high school to amateur to top level professional productions. I was fortunate to see an eclectic mix - dramas, comedies, musicals and dance performances. I was introduced to "The Hobbit" as a play before I devoured it as a book. I learned about Canadian First Nation history by attending a performance of James Reaney's "Wacousta" at a time I was just old enough to understand it. I even intervened during a performance of "Pinocchio" when the titular character called to the audience for help. She is still a season ticket holder at the Grand Theatre - and she takes me to every performance. My love of theatre, as a performer, audience member and educator, can be traced directly to my earliest exposure.
  
• She taught me about equality at a time when that was a message that I didn't always hear around me. It was the 1970's and racist or homophobic slurs were far more commonplace. However, my moral compass had already been well tuned by my mother's frequent statements about respect for all people. I wasn't perfect - I certainly said things that I now deeply regret. However, when I slipped, I knew in my heart that "my mother wouldn't agree" and that "this was not right". I eventually began to gravitate toward friends who felt like I did and helped me act like I should. She often said that "your friends should elevate you - and make you your best." I took this to heart and have lifelong friends who are kind, honest & generous.
• She taught me that everyone deserves a second chance. She worked as the volunteer coordinator at the maximum security prison in London and at a number of group homes (mainly for young women). She approached every day with a positive attitude and the sincere belief that people could change - if given the chance and had a kind mentor to guide them. She even brought a former inmate to our home to spend Christmas with our family. A person who had no other positive options available to him. That decision has always stuck with me.

I  could go on, but I think those are the big four. Thanks mom, for helping me become a better person and for inspiring me to make a difference in the lives of others. Happy Mother's Day.

I'd love to hear how other's were inspired by their parents - I'll write about my dad next month.

Don't ask your kids "How was school today?"

During the past twenty years of my teaching career, communicating with parents has become increasingly easier. In part, this is because experience has made me better at it. However, it is also because there are more quality online tools (and more parents who have access to communication technology).

Class Dojo is perfect for my Junior aged classroom and teachers in primary classes are exploring online portfolios through SeeSaw. Intermediate and Senior teachers find utility in programs like Edmettle or Remind.

However, invariably, the dreaded telephone call is a necessary means to an end. I do try to sprinkle in sunshine calls throughout the year to celebrate student achievements but, that is usually covered by my daily Class Story picture and update on Class Dojo. So, if I am calling home - it is probably to help problem solve a situation that, despite our best efforts, the student and I have not been able to resolve on our own.

Sometimes, the parent is expecting the phone call. That is always a relief and typically expedites the problem solving process. More often, parents are surprised by the phone call. That is not an indictment of their parenting - I get it - life is busy for all of us. Furthermore, it is my responsibility to keep them informed about their student’s progress. When I do reach a parent who is unaware of a problem, I frequently hear the following statement…

“I ask him every day - “How was school?” and he always says “Good.”

I can relate to their concerns. They feel they have been duped. Parents, like all of us, lead busy lives and they rely on their children to keep them informed about the day-to-day events at school. A blanket statement like “How was school?” is a parent’s way of quickly checking in.

I offer the following advice. Banish that statement.

It affords a child a one word response and, in the event that things are not going well, they escape the conversation and continue to fly under the radar. I’ll admit, I used the same tactic with my parents when they questioned me 30+ years ago - especially when I went through my skip classes to hang out at the mall phase in Grade 12.

Instead, may I offer these ten probing questions that you can ask your child. Each requiring a deeper, more meaningful response.

1./ What are you learning in math this week? Is it easy or hard? Can you give me an example of a question and show me how you solve it?

2./ What skills or games are you learning in gym? What do you like about them? What would you change to make them better?

3./ Is your teacher reading a book aloud to you this week? What book is it? Tell me about the story?

4./ Tell me about the last thing you wrote for your teacher? What made it easy or hard? Can you show it to me?

5./ Are you doing any science these days? Can you tell me three facts you learned in science?

6./ Are you doing any social studies these days? What is the coolest new thing you learned?

7./ Who did you have lunch with today? Tell me about your favourite friends at school? Is there anyone you are having trouble getting along with?

8./ What would you like your teacher to change? Is there something that could be done better? Do you want to write to them about it? I’ll help you with it.

9./ Have you been working on any drama, dance or art lately? Are you learning a new song to play or sing?

10./ Can you teach me 5 new words you have learned in French?

If you find that, on a regular basis, you can not get a good, quality response from your student. It is time to contact the teacher. There are a host of reasons why this may be the case and a meeting with your child and the teacher will get to the root of it quickly.

A final, additional benefit is this type of conversation is that it helps your student crystallize his understanding of new information learned at school. If he is asked to summarize facts or demonstrate skills from the day and explain them in detail - he is more likely to retain the information in the near future.

Here are the questions in a printable version that is perfect for hanging on the fridge. Good luck. Have a great year!

I'm Back

Well, that was a longer hiatus than I expected.

I put my professional writing on hold 132 days ago when the Elementary Teachers' Federation of Ontario (ETFO) was forced into escalating job action in response to the lack of progress in negotiations with the Ontario Public School Board Association (OPSBA) and the Kathleen Wynn led Liberal Government. Phase 3 of the work to rule protocol asked teachers to stop maintaining websites or blogs.

About 86 days ago, the first week of November, the restriction was removed and I had every intention of returning to the keyboard and pick up where I left off.  Obviously, that did not happen. I had lots of ideas for posts and there were a few open weekends where I had time to write. I just struggled to motivate myself. Since that time, the holidays, volleyball coaching, two sets of report cards and many other distractions have kept me from starting.

That brings me to today. Today, I begin anew with this simple post. It is my "get back in the game" post. I hope to post something more substantial tomorrow. I have some great ideas in the hopper and I am looking forward to promoting them. Some of my ideas focus on my practice but I am also interested in discussing the profession as a whole.  I have this theory that the last round of negotiations was intentionally stalled by the government in order to damage the public perception of this profession. Maybe that will be the first one out of the gate. 

Regardless, I have restarted. See you soon.

First Week Highs and...One Low

Well, the first week is in the books and it was wonderfully successful. I tried some new strategies - mainly gleaned from my Personal Learning Network on Twitter - and there were only a few minor hiccups. Here are a few of the things I changed.

Photo used with permission

No Seating Assignments

After gathering my students in the gymnasium (it rained on our first day) I walked them over to my new (not-a-portable-hooray!) classroom. We paused in the hall and, after reflecting on the hard work our custodial team did over the summer, we entered. 

“Choose a seat for yourself”, I said (for the first time in my career) “they are not assigned.”

Students responded in three different ways. The more bold among my charges made quick eye-contact with peers and hustled to the desks that were clustered into group configurations. Some, looked at me speculatively, as if to confirm what they had just heard. I encouraged them with a smile and a reassuring gesture with two open hands. Some, it seemed, felt much like I did when first considered the challenges of this blog. They too seemed overwhelmed by the tyranny of choice and hesitated. It was as if this was a test or puzzle and there was a correct answer. This last group eventually filed into the available desks left behind by their scattering peers. 

My only concern was for the new students to the school who, unlike the first group, had no peer with whom to make eye-contact. Perhaps, they had waited patiently only to avoid risking social offence. There were also new students who arrived late to class because of unavoidable delays in the office. For them, there was no choice available. Additionally, as students arrived and my class roster grew, I needed the custodian to bring me more desks. That made things unnecessarily awkward for children who (likely) are already feeling anxious.

No Desk for Me

This isn’t actually a new thing for me. I got rid of the large, teacher’s desk two years ago. This was a practical decision as it took up too much real estate in my already cramped portable. Instead, I have kept a group of flat tables for my classroom computer for my supplies. Eventually, these become so cluttered that, ostensibly, they serves the same purpose as my old desk, without the convenience of drawers.

This year, I've switched it up further. I have placed my computer on a desk that is only slightly larger than the one used by a student in my class. This affords me a small space for a few supplies. I have moved my day-book to the Google Drive world (Example) and I have made a personal commitment to keep the nearby conferencing table free of clutter so that it can, at anytime of day, serve its intended purpose - conferencing. I hope to place some chairs around it next week - but haven’t had a chance to ask the custodial staff for more.

No Rules on Day One

I tried to talk as little as possible on the first day. I wanted the students to get a chance to know each other and to know me. I realized that almost every student (certainly by Grade 5 & 6) understand and respect the basic rules of a school and a classroom. There seemed little point in wasting time on introducing or creating a list of class rules - even if I did dress-it-up as a “discussion” or “group activity”. Obviously, I touched on the necessary issues that related to the first day and interacting safely and cooperatively. Generally, however, I assumed that all would be well if we didn’t bother reviewing things that they already know. In a way, I am respecting the good work their parents and former teachers have already done. Thank you.

After one Week - A Reflection

I think I may keep my class out of the room a little longer next year. This will give me time to gather everyone and, if necessary, afford the custodial team time to get more desks and chairs. Furthermore, we can try a few icebreaker activities to improve new connections.

 

Several students have asked to change seats because they have recognized that their first choice was not necessarily the best choice. Additionally, some members of one group have struggled more than others with attentive listening, independent work and organization. Consequently, I have redistributed those students to new locations to give them a fresh start next week. The open space created is now available as a new location for my conference desk. Even without a formal discussion of expectations and rules, the class is operating cooperatively and efficiently. More changes to come next week.

I love my "No Discussion of Rules" decision. As one might expect - the kids behaved like kids and made the same small mistakes that kids make. It was no better or worse than previous years. 

The Low
About an hour after school ended, it was announced that the Provincial Government and the Ontario Public School Boards Association (OPSBA) had walked away from the negotiating table with our representatives, the Elementary Teachers of Ontario (ETFO). I had not planned for my blog posts to take a political bent, but I have to admit that this news was like a punch to the gut. We, the Elementary Teachers, have been without a contract for over a year and are currently engaged in Job Action to put pressure on the government to bargain with us. After refusing to bargain reasonably for 12 months, the government finally returned to the table on September 1st only to walk away from negotiations on September 11.

I, like many of my colleagues, had hoped that a settlement could be reached. I won't belabour the specifics here; but, I know that the core issues are not for a financial windfall. We want our professionalism respected, our preparation time preserved and our class sizes maintained. We all worked through this week with the sincere belief that things would be resolved.

This decision by OPSBA was a real low after a week full of highs. It saddens me to realize that things will likely get worse. Regardless, here I sit on a Saturday afternoon - reflecting on my week, writing this blog post, preparing for Monday and hoping that negotiations resume.

The Tyranny of Choice

I am finally going to “post” a blog today.  I'm emphasizing the word “post” because I have written, tinkered-with, debated and deleted many over the past five years. This will be the first one I have officially released into the wild.  

This reticence was not due to apprehension about the content but, a self-imposed hesitation about the platform and presentation.  Much like choosing Friday night entertainment on Netflix -  the delay was a product of the "Tyranny of Choice. What do I choose? What should it look like? What will be a great title? Is this good enough?

My routine, for many years, has been the same. I start, or rediscover, an account on a platform (WordPress, Blogger, etc) and then begin to build the perfect blog environment.  I select titles and templates and carefully craft a catchy URL address. I dutifully search YouTube videos to provide me with step-by-step tutorials. Simply put, I exhaust my enthusiasm in the minutia. The "devil is in the details" - but - those demons are sometimes Boredom and Diversion.

Invariably, I would get as far as composing a large, unedited chunk of my first post when distraction would set in...life, circumstance, uncertainty, a hockey game on TV. I would convince myself that I needed time to reflect and I would leave the post unfinished.  

Prior to my return, I would learn of a new platform (Edublogs, SquareSpace) - I have stale accounts on them all - and I would begin the process anew. Today, I have decided that this must end.

Here is what I have learned about getting an education blog started. (And this will be short and simple because of #3)

1. Just write something that you think is important and that you want to share with fellow educators. Once it is written, you will be far more keen to put it out into the world.
2. Find a tutorial to help you, but look for a tutorial that is current. Blog platforms change frequently. An excellent tutorial from 2011 may be more confusing than an satisfactory tutorial from last month.
3. Make your points simple and clear. Write a blog that you can edit easily and can be read in a few minutes.
4. Have fun. If you are not enjoying the process, blogging is not for you.
5. Post it. Give it a quick edit and then put it up. You can always revisit it in the future when you gain a new perspective.

With that said - here goes nothing.