Organizing a classroom (Inquiry-based)
Even though multidisciplinary activities should be occuring within a 21st century classroom, having a safe space for each subject within the classroom allows for students to explore their interests throughout the school day. I have learned through my experience that giving students the chance to wonder, question, and inquire allows for more engagement and participation. Inquiry based learning allows students to stay on their toes, through problem solving and critical thinking. Students are able to deal with real life questions through all subjects, which gives students more of a motive to work hard during activities. Giving students the resources to problem solve and create opens many doors for all subjects.
Below I have included certain resources that I believe would be beneficial in certain areas with the classroom. Before I start, I would like to start off by saying that having books in every section of the classrooms prompts further learning of any topic that may come to mind. For example, having patterning books in the math section,a book explaining how bridges are made in the science section, and an Eric Carle book that shows colour and abstract photos within the art section.
Reading space (literacy-library)
- Framed/artwork hung (of famous artists, as well as student work)
-Easel
-Art materials open to use (paint, glue, paper, recycled materials, etc.,), not just during art class.
Competition board
When given the chance, students are creative. It is important as an educator to ensure that the materials and resources are available to all learners within the classroom to provide hands-on and enriched learning. Students should be held accountable, for not only the completion of work, but also their participation within the classroom learning environment. If students are given the chance to share something they are passionate about, chances are that there will be at least one other learner interested as well. Learning is also a lot easier when it is being taught by someone who is excited and passionate. Also, learning is much more rewarding when there is a purpose.
Below I have included certain resources that I believe would be beneficial in certain areas with the classroom. Before I start, I would like to start off by saying that having books in every section of the classrooms prompts further learning of any topic that may come to mind. For example, having patterning books in the math section,a book explaining how bridges are made in the science section, and an Eric Carle book that shows colour and abstract photos within the art section.
Reading space (literacy-library)
- Books
- Alphabet visual (Letters and pictures)
- Vowels visual
- Spelling word wall (using velcro, magnets, etc., to ensure that the words are easily accessible when a student needs to bring them back to their desk during a writing activity.
- Group table for discussion and number talks
- White boards to solve questions quickly, without wasting as much paper
- Visuals (depending on what students are working on)
- Math dictionary to resort to when students forget a certain term during an activity
- Manipulatives (these may vary, depending what your students are working on)
- Sensory (outdoors-rocks, sticks, shells, leaves), magnifying glasses
- Wonder board: where students are able to write down questions they want to work on and figure out an answer for
- Question of the day/week- holding students accountable for completing a certain number of questions per week. It would be a great way for students to use the wonder board, as they have the option of what question to focus on.
- Framed/artwork hung (of famous artists, as well as student work)
-Easel
-Art materials open to use (paint, glue, paper, recycled materials, etc.,), not just during art class.
Competition board
- Real life questions- math workshop
- Makers space
- Inquiry journal (research, every week/month)
- After completing work, have students focus on research on a topic of their choice, depending what they are interested in
- Inquiry day presentations: once students have enough time to research their choice of interest, students are able to present and share to either a group or to the class
When given the chance, students are creative. It is important as an educator to ensure that the materials and resources are available to all learners within the classroom to provide hands-on and enriched learning. Students should be held accountable, for not only the completion of work, but also their participation within the classroom learning environment. If students are given the chance to share something they are passionate about, chances are that there will be at least one other learner interested as well. Learning is also a lot easier when it is being taught by someone who is excited and passionate. Also, learning is much more rewarding when there is a purpose.
Flexible Seating
Teaching in the 21st century has changed drastically. It is important to consider that students now have a hard time sitting at a standard desk in a regular plastic chair. It is crucial that educators realize this issue and create solutions for our future students. Having options for seating also gives the students to experiment with alternative ways to learn which may ultimately help guide them during adulthood, within the workforce or studying during secondary education for example.
Responsibility
Having flexibility allows the students to gain more responsibility with their on task behaviour. Students need to understand how to self regulate and choose the appropriate options for themselves at school.
What Is Best For Them?
When there is a choice relating to seating, students feel like they have more freedom, which for most students should create more respect for their teacher and ensure for more on task behaviour. Obviously this requires boundaries and rules as well, which I will discuss below.
Different Learning Styles
We are now aware that every individual learner has a different learning style. It is important as an educator to allow students to explore these styles in a variety of ways to decipher which style best suits them. For and example, a student diagnosed with ADHD nay learn better with sound barrier headphones and an exercise ball to bounce on. Having regular discussions about different types of learning will allow students to become aware when completing activities. A great way to lead students the right way is to have students complete learning style tests at the beginning of the year.
Boundaries and Rules
Even though there is a sense of more freedom with flexible seating, the educator still must set firm boundaries on these opportunities. Students must show a great deal of respect and on task behaviour to prove to the teacher that they are capable of choosing a seating option that best suits their learning. Another rule that I have come across during supplying in different schools is either a rotation schedule, sign up sheet, or a simple rule stating that a student must only use a certain type of seating once each day to ensure that everyone has a chance.
Institutionalized
Being at school should allow the students to feel comfortable to learn in a welcoming environment. A classroom with rows of desks and plastic chairs relates very much to an institution, which may cause stress and a dull day-to-day environment. It is the educators job to make sure this changes.
Up and Moving
Flexible seating allows students to work within groups or tribes throughout the day in a more comfortable environment. Rather than staying put all day in one particular desk, students are able to get up and circulate around the classroom to discuss, brainstorm, and investigate throughout the day. When students are up and moving, so are their brains. This causes more engagement, rather than students becoming overwhelmed or even bored.
I am so happy to see more and more schools and classrooms implementing flexible seating. Personally, through my experience as a supply I have seen many positive attributes and I definitely plan to include comfortable and dynamic seating within my future classrooms.
Responsibility
Having flexibility allows the students to gain more responsibility with their on task behaviour. Students need to understand how to self regulate and choose the appropriate options for themselves at school.
What Is Best For Them?
When there is a choice relating to seating, students feel like they have more freedom, which for most students should create more respect for their teacher and ensure for more on task behaviour. Obviously this requires boundaries and rules as well, which I will discuss below.
Different Learning Styles
We are now aware that every individual learner has a different learning style. It is important as an educator to allow students to explore these styles in a variety of ways to decipher which style best suits them. For and example, a student diagnosed with ADHD nay learn better with sound barrier headphones and an exercise ball to bounce on. Having regular discussions about different types of learning will allow students to become aware when completing activities. A great way to lead students the right way is to have students complete learning style tests at the beginning of the year.
Boundaries and Rules
Even though there is a sense of more freedom with flexible seating, the educator still must set firm boundaries on these opportunities. Students must show a great deal of respect and on task behaviour to prove to the teacher that they are capable of choosing a seating option that best suits their learning. Another rule that I have come across during supplying in different schools is either a rotation schedule, sign up sheet, or a simple rule stating that a student must only use a certain type of seating once each day to ensure that everyone has a chance.
Institutionalized
Being at school should allow the students to feel comfortable to learn in a welcoming environment. A classroom with rows of desks and plastic chairs relates very much to an institution, which may cause stress and a dull day-to-day environment. It is the educators job to make sure this changes.
Up and Moving
Flexible seating allows students to work within groups or tribes throughout the day in a more comfortable environment. Rather than staying put all day in one particular desk, students are able to get up and circulate around the classroom to discuss, brainstorm, and investigate throughout the day. When students are up and moving, so are their brains. This causes more engagement, rather than students becoming overwhelmed or even bored.
I am so happy to see more and more schools and classrooms implementing flexible seating. Personally, through my experience as a supply I have seen many positive attributes and I definitely plan to include comfortable and dynamic seating within my future classrooms.
Positivity in the classroom
As a teacher, it is important to teach your students to never give up and consistantly aim for new goals for both their personal life and school life. Creating a sense of positivity within the classroom will allow students to gain confidence within themselves and their peers. As the learners gain support around them, students are able to reach to new levels of success. AS a teacher, it is so important to me that my students do not say "I can't do it" but rather "I can't do it... YET."
creating a warm and welcoming classroom environment
After reading chapter two in “Educational Psychology”, written by Alan Edmunds and Gail Edmunds, it allowed me to understand further in depth how important it is for teachers to learn and apply developmental concepts into his or her classroom. As a teacher, making sure every student is in an atmosphere that is best for his or her learning is key.
The textbook explains that not every student in a particular classroom will learn at the same pace. It is important to realize this as a teacher and ensure every student understands what is being taught, even if it has to be taught different ways. From what I believed before reading this chapter was that younger grades are the most important, as the children act as “sponges”. However reading chapter two allows me to understand depending on the developmental stage the child is in, learning concepts change dramatically (going from absorbing everything to critical thinking) (Edmunds, 43).
I definitely agree with getting to know each and every student individually (Edmunds, 41). It is very important to understand developmental differences within the classroom before planning lessons. I remember in public school, the teacher would evaluate each student individually in language. Each student would have a turn in the hall way reading and completing comprehension questions one on one. I didn’t understand why this task was so important until completing this chapter. I also agree that it is important to learn if the children in the class have the prerequisite skills and knowledge that is needed to complete further learning. From personal experience, my public school French teachers did not educate his or her classes well. Classes would range from yoga, word searches, movies etc. (anything but French). When the students from my particular public school arrived at high school, many students did not understand the new concepts being taught, resulting in low grades throughout the year. Because of lack of understanding, students, including me, started to lack in self-confidence, and ultimately began to dislike coming to French class. I believe this could have been resolved in the high school teacher took the time to work with each student one on one and figured out where the problems were, instead of ignoring them. Early school years are critical for full understanding, which is why I agree with how important it is to make sure each child comprehends. Another reason to evaluate each student is brought up in the text, explaining not every student beginning formal education has the same preparation (Edmunds, 46). Some parents will spend more time with their youngsters preparing for their academics, while others spend time at preschool, some might receive barely any preparation at all. Before reading this chapter I never really thought of this concept. In my mind I honestly thought that every child would start on the same page, but thinking deeper into this idea it wouldn’t make sense at all. The differences could range from family lifestyle, language, culture and beliefs (Edmunds, 46).
The textbook later explains that in early grades, many of the teachers will encourage “rehearsal” repetition until the concept is remembered (Edmunds, 47). In a way I disagree with this. I understand that certain learning doesn’t have any other option (eg. remembering the alphabet), but I believe that it is important for even young children to be able to ask questions and understand a concept as fully as older children.
It is also important to remember Jean Piaget and her concept of schemas. Connecting similar traits during a lesson seems to be very important to gain full attention and understanding from the students. Connecting ideas with issues in the students’ community will effectively engage the children more and enhance their learning When information that is given to a child does not connect to a schema already created, the mind must create a new scheme (Edmunds, 49). I believe that it is important to create as many new schemes as possible so that the child has higher understanding on the world around him or her.
Lev Vygotsky introduced the concept “proximal development”. This term explains that when a student cannot perform or understand independently, but can still perform with help of others. This concept encourages group work and brainstorming (Edmunds, 55). Vygotsky had also created another term named scaffolding, which is a teaching process that focuses on active support while interacting with the students and their responses to instruction (Edmunds, 55). I agree that it is critical for instructors to give the students time to think and respond to questions and problems providing the class with support for their answer or argument. During scaffolding, the teacher would provide less assistance than normal, but not completely.
Before reading chapter two, I had never heard of Yerkes-Dodson law, but now that I have I find it very interesting. Making tasks in the classroom challenging yet attainable is a good way to motivate performance out of each child (Edmunds, 55). The law believes that if learning tasks are too hard or too easy, students lose interest (Edmunds, 56). I do agree with this law due to the increase of learning, but I do not agree that all students lose interest when the work is too easy. I personally think that if any child were receiving an A+ on every assignment him or her would be happy with themselves and continue to complete tasks, although this isn’t the best learning strategy, it does boost the child’s confidence.
Reading this chapter allowed me to advance my understanding in how to ensure my students have the best opportunity to succeed. The text explains that psychological well-being is very important in the classroom. I am now motivated to ensure that all students that enter my classroom will feel accepted, comfortable, and important as an individual. By doing this, as a teacher I have to make sure that students are aware of theory of mind, meaning to care about the other students in the classroom. I now know that it is important to understand that how we feel will depend on needs being met and goals accomplished. Therefore, School success is as much about personal and social development as it is about cognitive development (Edmunds, 67). I am now feeling more confident, motivated, and excited to begin applying developmental concepts to my classroom for the years to come.
References
Edmunds, Alan, and Gail Edmunds. Educational Psychology- Applications in Canadian
Classrooms. Don Mills: Oxford University Press, 2015.
The textbook explains that not every student in a particular classroom will learn at the same pace. It is important to realize this as a teacher and ensure every student understands what is being taught, even if it has to be taught different ways. From what I believed before reading this chapter was that younger grades are the most important, as the children act as “sponges”. However reading chapter two allows me to understand depending on the developmental stage the child is in, learning concepts change dramatically (going from absorbing everything to critical thinking) (Edmunds, 43).
I definitely agree with getting to know each and every student individually (Edmunds, 41). It is very important to understand developmental differences within the classroom before planning lessons. I remember in public school, the teacher would evaluate each student individually in language. Each student would have a turn in the hall way reading and completing comprehension questions one on one. I didn’t understand why this task was so important until completing this chapter. I also agree that it is important to learn if the children in the class have the prerequisite skills and knowledge that is needed to complete further learning. From personal experience, my public school French teachers did not educate his or her classes well. Classes would range from yoga, word searches, movies etc. (anything but French). When the students from my particular public school arrived at high school, many students did not understand the new concepts being taught, resulting in low grades throughout the year. Because of lack of understanding, students, including me, started to lack in self-confidence, and ultimately began to dislike coming to French class. I believe this could have been resolved in the high school teacher took the time to work with each student one on one and figured out where the problems were, instead of ignoring them. Early school years are critical for full understanding, which is why I agree with how important it is to make sure each child comprehends. Another reason to evaluate each student is brought up in the text, explaining not every student beginning formal education has the same preparation (Edmunds, 46). Some parents will spend more time with their youngsters preparing for their academics, while others spend time at preschool, some might receive barely any preparation at all. Before reading this chapter I never really thought of this concept. In my mind I honestly thought that every child would start on the same page, but thinking deeper into this idea it wouldn’t make sense at all. The differences could range from family lifestyle, language, culture and beliefs (Edmunds, 46).
The textbook later explains that in early grades, many of the teachers will encourage “rehearsal” repetition until the concept is remembered (Edmunds, 47). In a way I disagree with this. I understand that certain learning doesn’t have any other option (eg. remembering the alphabet), but I believe that it is important for even young children to be able to ask questions and understand a concept as fully as older children.
It is also important to remember Jean Piaget and her concept of schemas. Connecting similar traits during a lesson seems to be very important to gain full attention and understanding from the students. Connecting ideas with issues in the students’ community will effectively engage the children more and enhance their learning When information that is given to a child does not connect to a schema already created, the mind must create a new scheme (Edmunds, 49). I believe that it is important to create as many new schemes as possible so that the child has higher understanding on the world around him or her.
Lev Vygotsky introduced the concept “proximal development”. This term explains that when a student cannot perform or understand independently, but can still perform with help of others. This concept encourages group work and brainstorming (Edmunds, 55). Vygotsky had also created another term named scaffolding, which is a teaching process that focuses on active support while interacting with the students and their responses to instruction (Edmunds, 55). I agree that it is critical for instructors to give the students time to think and respond to questions and problems providing the class with support for their answer or argument. During scaffolding, the teacher would provide less assistance than normal, but not completely.
Before reading chapter two, I had never heard of Yerkes-Dodson law, but now that I have I find it very interesting. Making tasks in the classroom challenging yet attainable is a good way to motivate performance out of each child (Edmunds, 55). The law believes that if learning tasks are too hard or too easy, students lose interest (Edmunds, 56). I do agree with this law due to the increase of learning, but I do not agree that all students lose interest when the work is too easy. I personally think that if any child were receiving an A+ on every assignment him or her would be happy with themselves and continue to complete tasks, although this isn’t the best learning strategy, it does boost the child’s confidence.
Reading this chapter allowed me to advance my understanding in how to ensure my students have the best opportunity to succeed. The text explains that psychological well-being is very important in the classroom. I am now motivated to ensure that all students that enter my classroom will feel accepted, comfortable, and important as an individual. By doing this, as a teacher I have to make sure that students are aware of theory of mind, meaning to care about the other students in the classroom. I now know that it is important to understand that how we feel will depend on needs being met and goals accomplished. Therefore, School success is as much about personal and social development as it is about cognitive development (Edmunds, 67). I am now feeling more confident, motivated, and excited to begin applying developmental concepts to my classroom for the years to come.
References
Edmunds, Alan, and Gail Edmunds. Educational Psychology- Applications in Canadian
Classrooms. Don Mills: Oxford University Press, 2015.
Tips on how to remember STUDENT names
As a supply teacher, it can be difficult to remember each learner's name, however, learning and remembering student names is the first key step to take when it comes to classroom management. As an educator, it is important to prove to the students that you are truly respect and care for each of them. I noticed a dramatic change with my classes that I was supplying when I was able to call each learner by their own name. When you start to respect them, they will normally reciprocate. Below I have listed a few tips and tricks to use when learning and remembering student names.
Getting to know each other
Every time I am new in a classroom I have the students go around and share their name and a fun fact about them (could be a favourite colour, sport, etc). This strategy allows the educator to connect a face and a name, instead of just hearing "here" when completing attendance. As the student shares his or her fact, it also gives you time to repeat the individual's name in your head a few times, and possibly connect it with the fact that they are sharing (maybe it's something you have in common or can relate to). Its also important for students to get to know YOU. Sharing facts about one another can create a relationship that can be respected, rather than just a man or lady that stands at the front and tells the students what to do. Ensure the students know you are a human as well, who has hobbies and interests, just like them.
Talking one-on-one
When speaking to the students one-on-one throughout the day, it is key to try to use and repeat their names as much as possible. This tip is almost like studying for a test. It gives you the opportunity to practice and ensure that you know exactly what name belongs to each learner. Instead of asking "How are you today?" I would say "Hi Sarah how are you today". This strategy also shows that the educator respects the student and cares enough to remember his or her name.
Testing yourself
Another way to practice remembering names throughout the day is utilizing the class list. As a supply teacher, every time I get a free second (if the kids are completing a test or eating snack) I go through the class list and see how many names I know as I match a face with a name. You can also practice names through lessons, where the educator must pick a student with their hand up to answer a question. Try your best to pick as many different students as possible to ensure you are practicing many different names. This is also a great time to take notes and realize which students' names you need to work on. Throughout the day you can sketch a seating plan and fill out the names of the students you have learned, which also outlines which students you still need to work on.
Ears and eyes always open
Always keep your ears open, whether it be at recess or during class time, the students tend to say each other's names fairly often. Another strategy is to view the student's name on worksheets or assignments that they are handing into the teacher. After reading the name, I normally thank the student for handing in their work "Thanks Terry". This is also a great way to ensure that all work handed in has a name on it!
Remember that students understand that you are human too. Don't be discouraged if you do not remember each learner's name right away, it takes time! All you can do is try your best.
Getting to know each other
Every time I am new in a classroom I have the students go around and share their name and a fun fact about them (could be a favourite colour, sport, etc). This strategy allows the educator to connect a face and a name, instead of just hearing "here" when completing attendance. As the student shares his or her fact, it also gives you time to repeat the individual's name in your head a few times, and possibly connect it with the fact that they are sharing (maybe it's something you have in common or can relate to). Its also important for students to get to know YOU. Sharing facts about one another can create a relationship that can be respected, rather than just a man or lady that stands at the front and tells the students what to do. Ensure the students know you are a human as well, who has hobbies and interests, just like them.
Talking one-on-one
When speaking to the students one-on-one throughout the day, it is key to try to use and repeat their names as much as possible. This tip is almost like studying for a test. It gives you the opportunity to practice and ensure that you know exactly what name belongs to each learner. Instead of asking "How are you today?" I would say "Hi Sarah how are you today". This strategy also shows that the educator respects the student and cares enough to remember his or her name.
Testing yourself
Another way to practice remembering names throughout the day is utilizing the class list. As a supply teacher, every time I get a free second (if the kids are completing a test or eating snack) I go through the class list and see how many names I know as I match a face with a name. You can also practice names through lessons, where the educator must pick a student with their hand up to answer a question. Try your best to pick as many different students as possible to ensure you are practicing many different names. This is also a great time to take notes and realize which students' names you need to work on. Throughout the day you can sketch a seating plan and fill out the names of the students you have learned, which also outlines which students you still need to work on.
Ears and eyes always open
Always keep your ears open, whether it be at recess or during class time, the students tend to say each other's names fairly often. Another strategy is to view the student's name on worksheets or assignments that they are handing into the teacher. After reading the name, I normally thank the student for handing in their work "Thanks Terry". This is also a great way to ensure that all work handed in has a name on it!
Remember that students understand that you are human too. Don't be discouraged if you do not remember each learner's name right away, it takes time! All you can do is try your best.