An Open Door

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Have you ever thought about what makes your class or school special? Ever wondered what makes the difference that makes the difference? These have been questions that I continue to look for and reflect on all of the time.

Today something sparked my thoughts even more. I was in a meeting today, with a bunch of staff, talking with our Superintendent about our wonderful school, when one of my colleagues made an interesting statement.

When I first came here I took a back seat to reflect on what makes this school special. Part of what I noticed was that everyone’s door was open….

She went on to further describe that having an open door showed her how open and comfortable we were with one another. I can go to anyone for help no matter what.

Now, I am slightly paraphrasing here but you get the understanding of this message. Even as I write this I am still struggling to find words to talk about my thoughts but I thought I would share some of these thoughts with you. You see, she hasn’t been the first person to mention that there is something special about Ray Lawson.   I have also noticed that things are different here but couldn’t figure out why. When my colleague made this statement it was a big aha for me. It never dawned on me how something as simple as an open door could help others see you were warm and there to help, it was something I just did.

 

As teachers, we want to create a culture where students are competent, curious, and capable. We also want to create a culture of love and understanding. But for that to happen it starts with us. The comment my colleague said, made me think about how I present myself to my colleagues and to my students/ parents. Do they see that what I am saying is put into practice? or do they see something different?

I never would have thought that something as small as an open door would make such a difference but it does. Here at Ray Lawson, we walk into each other’s classrooms all the time. No one ever bats an eyelash. We talk about best practices, we talk about students and we question our teaching, ALL THE TIME. Screen Shot 2017-11-01 at 6.48.57 PM

In Peel, this is one of our beliefs but how do we put this into practice? What do you do in your classroom that allows students, parents and other teachers to see you as open, flexible and responsive to their needs?  Love to hear your thoughts.

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Relationships Matter…I cannot stress this enough

The last couple of weeks I have been struggling with being a parent and a teacher. There has been many things lately that I haven’t agreed with but I have tried to stay calm and understand. It has been hard to sit back and find the right words to describe what I wish would be happening more in our profession. Then this tweet came across my feed today and it allowed me to center my thoughts that I have been struggling to communicate.

I want this quote to sit for a minute.

 

I know when I first started teaching I often neglected this very important piece. I often felt that I knew my students or that I was allowing them to be a part of the learning but the more I reflect the more I think I could have done more. Stuart’s work on self reg has been revolutionary for me. Reading his book was a breath of fresh air. The greatest take away I had was:

There is no thing/ concept as a Bad Child

I now firmly believe this but it is one of the toughest things that we have to realize as an educator. If you have been reading my blogs for the past I have often talked about the importance of relationships. I also have talked a lot about Stuart’s work and my daughter Izzy.

The latest update in Izzy’s school saga is that she has been formally tested and diagnosed with an LD, and ADHD. Now this wasn’t new information for me and my wife but it explains a lot of the problems that we have been seeing. The problem is Izzy is often misinterpreted. Izzy is not an easy child to get a long with. She is often difficult and stubborn. She has melt downs and high, high anxiety around school. These problems hinder her progress and have unfortunately labeled her as one of the problem children. However, there is a reason for her behaviour and she doesn’t do these things on purpose.

Izzy finds school hard, she finds learning hard and when she finds it hard she breaks down or is in a high stress situation. Like adults high stress causes her to be in a flight or fight mode, which in turn causes her to have behaviours.

For the past two years she has had two great educators who have taken the time to learn and honour Izzy as a person. They laughed at her quirkiness and joined in her loves. When she was stressed or struggled they often saw them even before Izzy did and was able to redirect and help her through them.

Now this relationship building takes time and I know oh so well that time is a very precious thing. As educators we often struggle with meeting all of the curriculum that we have to cover. There is so many things that we have to do that is not in the scope of teaching that we a lot of times forget about the most simplistic thing.

Teaching is not about teaching but about building

Our students know that we care. They pick up on our vibes, our stresses and our comments. This is for both the good and the bad.

Like most, if not all students, my daughter thrives on teachers who take a moment to see her for who she is. When you take the time to understand why she behaves the way she does, she actually has less bad behaviour and focuses more on the good. However, when she knows you think she is a problem then she tends to lean towards that. Students are pretty much the same. Relationships are needed and the time spent on them is time well spent.

When you take the time to honour students voices, who they are and what they like, they give it back to you. So I encourage you learn the stories of your students, understand who they are as individuals, recognize that they all of potential to do amazing things. I know that we all came into teaching to do just that but I think some times we loose site of it and get bogged down in all of the politics or curriculum.

If you spend the time building relationships I promise you will not be let down. My daughter is an amazing little girl, who I know has difficulties and causes a lot of stress in the classroom. But when she knows she is loved, she will do anything for you. I’ll end with this quote from Peel’s Modern Learner.

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School should be….

To borrow a phrase from my good friend Matthew Oldridge, “School should be a place of excitement and constant wonder!” I don’t really have any way of putting it so nicely and yet school is often a place where many students dread.

I want to share a personal story. As many of you know my daughter has had her fair share of difficult times at school.  I have often blogged about her difficulties and what they have taught me. But nothing pains me more when I hear her tell me she hates school and doesn’t want to go back. It has been very interesting to see her natural development around this concept of school and where her divergence went towards that famous, “I hate school” line. When Izzy was young and in preschool she absolutely loved it. I mean this was a girl who ended up being potty trained because she wanted to go to school so badly. During preschool, she couldn’t get enough. She would wake up early and eagerly wait for her time to go to school. Even the very first day of JK you could see her face beaming with excitement. But unfortunately, that was where everything seemed to change.

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It broke my heart, as a parent and as an educator, to see my happy child go from the above pictures to this.

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Now, I know that my daughter is not the easiest child to get along with. She has her many downfalls and is full of energy. In JK, she got into a lot of fights and a lot of discussions with her teacher about how we could help.  She struggled with the academics and what the teachers wanted her to do. We now understand that learning is very hard for her. She has a low working memory and ADHD. It’s not an excuse but it does explain why school is hard. It also explains why she sometimes seems like she gets it and then all of a sudden doesn’t.

But what changed?

When you ask Izzy, why she doesn’t like school she can’t really pin point it but when you explore further it is often because she has to follow certain rules or when she interprets something as fun and told to stop she doesn’t want to. Or according to her, is viewed as a “problem child”. She often tells me that her teachers don’t like her or that she feels like they pick on her.

As a teacher, I understand that places have rules and in the “real world” there are things we must follow but at the same time shouldn’t the purpose of school, especially in younger grades, be a place to foster the excitement of learning? Shouldn’t we foster growth and natural wonder and curiosity?

School for a long time has been a place meant to conform our young ones to the “way of the world”. It was made to have workers who could work the lines. But the world has changed and yet school hasn’t. We no longer need to have kids be little robots that do exactly the same thing. Is it important that we have students doing exactly what we want them to do or is it more important that students see themselves in the learning and want to be a part of it. In the bigger picture of the world, is it vital that students walk in a straight and orderly line down the hallways or do we teach the students the value of not disrupting others thinking but just being quiet. Do we stop the learning of our students because the bell has rung or we must move on the the next period/ curriculum expectation or do we foster the love of learning by allowing our children to naturally explore.

As a parent, my goal for my kids is that they love to learn. I am glad that school fosters academics but I also know that will come with time. Nurturing that natural wonder will allow students to want to learn and I think as educators we have a big role to play.

So I ask you, is your classroom a place of natural wonder and curiosity? Or is it a place that students dread to come?

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My Guest Post on Starr Sackstien’s Blog: A Grading Journey of Epic Proportions (Part 1)

Here is part one of my guest post on Starr Sackstein blog post. It is a post about my journey ongoing gradeless. Part one deals more with my beginnings and initial thoughts and part 2 will deal with my classroom and student samples. Hope you enjoy!

 

Jonathan So shares his experiences of going ‘gradeless’ and offers some insights into his process. Read on to see how he reflected and adjusted his learning to better help students reflect and grow as learners.

Source: Guest Post: A Grading Journey of Epic Proportions (Part 1)

When little to no students are in your room

So recently due to a sporting event and low numbers I had a class of 10 kids. Traditionally I would normally just gone on with my lessons and let the others catch up later. However, lately I have been exploring what is a classroom.

Traditionally, the model for classroom has been rows of desks and children sitting in them. It is an industrial model that makes us the teacher in charge of imparting knowledge. However, our classrooms haven’t really changed much. I know we have moved to more student centered with grouped desks but the model we still follow has been to impart knowledge.

This has bothered me a lot because I think in todays world knowledge is being thrown at our kids so fast. I am also finding that many of my students seem to just be coming to school and really not thinking about the learning. This has really bothered me as I think it should all of us.

So having a very small class allowed me to do some more exploring. I decided to make my day a choose your own adventure model of learning. We have had a couple of projects on the go as well as some cool maker space things that we have in our classroom. I left the day up to the students and I decided to walk around and observe/ help with their learning. It was probably one of the best things that I have ever done. The kids didn’t even want to stop the learning, the bells went and they were still building robots, practising speeches and playing with circuit boards. I also saw learning for the sake of learning.

This got me thinking, why isn’t all class like this?

I know that we are hampered with the curriculum but are we?  
Is it possible to let all kids explore what they want and for us to assist with the learning? 
Is there benefit to have all kids learning the same thing at the same time? or should students do what they feel like? 

At this present time I have more questions then I have answers and I would love to here your comments and thoughts. I believe education needs to start changing and needs to look different then what we traditionally see it. How should it change?