When I started block II in the grade 5/6 classroom it was really important for me to get to know my new students and build a sense of community in the classroom.
We played a game of Football Tell All:
Form a circle. Say the student's name that you want to pass to. Answer the question closest to your right thumb.
I used this activity as a brainstorming session for a letter writing activity. The students wrote me letters, introducing themselves and telling me things they would like me to know about them.
Both activities gave me a strong sense of who the students are in my classroom and is helping me plan lessons to meet their needs.
Ed Tech Teala
Personal Philosophy of Education
My journey into teaching began as a camp counsellor for children
and teens with intellectual disabilities. Through working with these amazing, inspiring
kids, I learned the true meanings of respect,
which encompasses choice and differentiated instruction; patience, in thinking, communicating, and taking the time to
understand behaviour; and fostering inclusion,
by celebrating students’ strengths and fostering
a safe learning environment.
Studying abroad
for a semester in England, I faced loneliness and isolation in a new country.
Because of this, I made a conscious decision during my Master of Science to go
out of my way to be especially welcoming to the international students in my
program. Now, I still keep in touch with many friends from all over the world.
This welcoming attitude is something I will take with me to my teaching through
empathy, compassion, and understanding.
When I teach I will consider the whole
child: intellectually, physically, and emotionally.
Ever since I was young, I was drawn
to nature. I am a naturalist learner,
and understand the benefits of learning outside. Not only is it good for
students’ mental
wellbeing to spend time outside in nature, but developing a curiosity for the
natural world encourages students to become lifelong learners. Seeing, touching, smelling, and feeling examples
from the Earth really clicks for some kids. It’s one thing to talk about changes in the seasons; it’s much more meaningful to go out and
look for them. However, I realize learners are complex. No person uses just one
learning style all the time. This is why I feel it is important to incorporate the Arts into my teaching. This curriculum
is a good challenge for some students, having their neurons fire and build
connections in a different way, and a necessary outlet for others who crave
creativity.
While at Brock, I
have made many links between my background in science and my philosophy of
education. Having students act like real scientists encourages them to collaborate and problem-solve through experiential
learning and inquiry. You don’t need to be in science class to act like a scientist; this way of
thinking is encouraged in literacy, mathematics, social studies, and the Arts. This
hands-on, minds-on approach to
teaching allows students to construct
their own knowledge. When students are in charge of their own learning (with
the teacher as a guide) they are empowered and inspired to learn.
During my
teaching block, I experienced the value of proactive
classroom management. My associate and I did not have serious behaviours to
deal with because our students had clear routines to follow, prompts for
transitions, opportunities to pause, think, and try again, and lots of positive
encouragement. On top of that, I integrated technology and hands-on activities to engage my students in
meaningful learning. The students in my teaching block were excited to come to
school every day and even said ‘thank you’ when I handed out work!
This excitement for learning is something I
share with my Block I students. I get excited about what I am teaching and
celebrate with my students when they experience success. I even love assessment
because it allows me to see the growth of my students. I have travelled a long road to become a
certified teacher, but the journey has shaped me into a confident, passionate
educator. I am so excited to one day share this passion and enthusiasm with a
classroom of my own.
A Work In Progress
I'm so happy with the start of my multimedia personal philosophy of education that I wanted to share it. Yes, at this point it is just a painting of a turtle, but soon the shell will be covered in my teaching philosophy. Words like constructivism, problem-solving, leadership, and experiential learning, to name a few.
So why a turtle, you ask? As an environmental educator and a biologist, the turtle holds a very special place in my heart. The turtle is a symbol of the Earth. It is old, steadfast, and strong. And (much like snowflakes) as no two children are exactly alike, each turtle has its' own intricate, unique pattern. No two are alike. A strong teaching practice builds on a strong personal philosophy, and my personal teaching philosophy has been build on a strong, deep, connection to the Earth.
So why a turtle, you ask? As an environmental educator and a biologist, the turtle holds a very special place in my heart. The turtle is a symbol of the Earth. It is old, steadfast, and strong. And (much like snowflakes) as no two children are exactly alike, each turtle has its' own intricate, unique pattern. No two are alike. A strong teaching practice builds on a strong personal philosophy, and my personal teaching philosophy has been build on a strong, deep, connection to the Earth.
Personal Philosophy of Education (work in progress) |
Using the iPad to Develop Oral Communication
This week I will be introducing a new activity for Oral Communication with the grade 1's.
During guided reading group rotation, I will work with groups of students on the carpet. I will have 3 groups of students for 10-15 min each.
We will be using the app Story Wheel to create impromtu oral stories.
Each student will have a turn spinning the story wheel, revealing a picture. The student then has to record their ideas about the picture.
The next student to spin the wheel will land on another random picture. They not only have to think of something to say about the picture, but they also have to try to link their thoughts to the last person's to build a communal story.
My week at a glance is as follows:
Monday
|
Tuesday
|
Wednesday
|
Thursday
|
Friday
|
Introduction of Activity & Creative Exploration
|
What Makes a Good Story?
Re-listen to student-generated stories from Mon, what would you
change?
|
Tell stories again, use oral communication strategies that make a good
story
|
Listen to other groups stories, re-tell in own words
|
Add conjunctions (program goal) to stories
|
This simple, fun, engaging oral communication activity targets the following Ontario Curriculum expectations:
1.4- retell
2.3- communicate ideas
2.4- appropriate words to communicate meaning
2.5- vocal effects
3.1- metacognition of strategies for speaking and listening
Possibly the most beautiful viewpoint of learning I have ever read
"Knowledge is not secular. It is a process derived from creation, and as such it has a sacred purpose. It is inherent in and connected to all of nature, to its creatures, and to human existence. Learning is viewed as a life-long responsibility that people assume to understand the world around them and to animate their personal abilities. Knowledge teaches people how to be responsible for their own lives, develops their sense of relationship to others, and helps them model competent and respectful behaviour."
"Knowledge is not secular. It is a process derived from creation, and as such it has a sacred purpose. It is inherent in and connected to all of nature, to its creatures, and to human existence. Learning is viewed as a life-long responsibility that people assume to understand the world around them and to animate their personal abilities. Knowledge teaches people how to be responsible for their own lives, develops their sense of relationship to others, and helps them model competent and respectful behaviour."
-Dr. Mary Battiste, Indigenous Knowledge and Pedagogy in First Nations Education: A Literature Review with Recommendations. p. 14
(I think I've found the backbone to my personal philosophy of education!)
Painting With Nature- Niagara Nights of Art
Here I am at my workshop for the Wainfleet Niagara Nights of Art called Painting With Nature. This was clearly early in the day before the event was open to the public. It was a huge success! There were artists young and old taking part in the creative exploration workshop. Participants could walk up and create, using flowers, leaves, sticks, and feathers.
By the end of the day the front table was covered in paint and the back table was covered in drying works of art! It was so inspiring to see the variety of work people made. Feeling creative? I highly recommend painting with a feather. It makes an amazing paint brush!
Here is some more info about the event: Wainfleet Showing its Artistic Side, Welland Tribune
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