2020 TEACHING IS NOT FOREVER TEACHING

‘Consolidation is a stage in a lesson where a topic or new information is enforced. It is an excellent opportunity for children to ask questions and clarify things’

 

This academic year has been tumultuous for our students. They are troopers, and we as teachers can only be proud of how they rode the COVID pandemic waves. There is a sense of relief now that we are back on campus, the school is humming with student presence once again, and life is beginning to feel close ‘normal’.

2020 TEACHING IS NOT FOREVER TEACHING
Quote: weareteachers.com

Now that we are all pretty much in a good rhythm and routine, professionally based on the 7C tripod results, I have continued to focus on consolidating.

Consolidate learning in PE asks students to test out the new skills and knowledge they have gained through the course of the lessons or overall topic/unit. Enforcing the information learned during a lesson helps with information retention student confidence, and students are not left uncertain. Hence, a tool perfect for targeting mixed-ability groups (growing EAL numbers/learning support). It facilitates and creates an open and supportive learning environment where students feel confident speaking, writing down, and asking for further explanation on a topic. Students continuously review what they learned previously and use their background knowledge to synthesize further, summarize what they have learned (whittle out misconceptions), make connections, and transfer key concepts/big ideas when introducing new sports and game structures. Our MSPE program is tailored around building skill progression and connecting and developing a basic understanding of transferable concepts (Year A and B Grade 7/8, Gr 6 breath of units and connecting/transferring knowledge and learning). Once mastered, students will rely less on memorization. With the ability to be flexible, students can proceed to more sophisticated concepts necessary in tactical solutions/analyzing success criteria when performing a standard movement competence shared across different sport categories. (volleyball overhead serve, volleyball spike, badminton overhead clear/smash, throwing a ball, etc.) Lastly, it is an opportunity to clarify aspects of the lesson, answer any questions, and revisit the lesson objectives.

There are many practices/strategies consolidation can take place in the classroom. Depending on the teaching space, tech support, and equipment, the following will be helpful:

  • Traditional. Ask 3-4 questions about ke’y points that were covered in the lesson. Students may use organizer (sheet with blanks to fill in) to fill in key ideas
  • Venn Diagram. Have students create a Venn diagram comparing and contrasting 2 different concepts or procedures.
  • KWL Chart. Fill in what they Know, and Wonder about at the beginning of class AND then fill in what they Learned at the end of class
  • Learning Objects. There are a number of learning objects that could be used to summarize or illustrate key PE concepts.
  • A lesson summary – cue cards/ exit tickets/padlet
  • A final call for questions on the topic before the lesson ends – wonderings
  • Quick-fire questions for students to answer – cue cards/ exit tickets/padlet

It is also equally important when constructing exit ticket questions or essential questions supporting the learning objectives that one encourages students to think at a more complex level. This is known as HOT (higher-order thinking).

Level 5: Encourage brainstorming or consideration of alternative explanations
‘OT takes thinking to higher levels than restating the facts and requires students to do something with the facts — understand them, infer from them, connect them to other facts and concepts, categorize them, manipulate them, put them together in new or novel ways, and apply them as we seek new solutions to new problems’

Source: https://www.readingrockets.org/article/how-increase-higher-order-thinking

 

 

Online Learning – new perspective – DX module 2020

It’s been OR will be over 8 months since I’ve step foot into my office, gym spaces and seen the faces of my students and colleagues….. and a lot has changed in that time. New facilities being built are now completed. Teaching AGAIN from home is not a context that any of us chose, but here we are.

It hasn’t been perfect, but I’m am ready and willing to learn how to improve my systems and strategies each day in line with our new teaching model at ISB with renewed efforts to make connections and social interactions with our students and being more communicative with our parent stakeholders.

These are questions that I read from another teacher’s blog and I also would like to incorporate into all of my planning and lesson delivery/facilitation.

 

  1. What did our students miss last year?
  2. How are students feeling about PE?
  3. What do I need to know about my students in order to help them do well and to plan accordingly?

 

I would like to say my students have respected me, respected each other, and respected our speaking protocols.

 

Establishing a healthy, safe and socially interactive environment where students feel a sense of belonging and acceptance is vital in fostering the love/joy for learning. I am hoping that the new blended model and its approaches will see a shift towards this new culture. A greater need for personal connections, building partnerships and trust is crucial in maintaining engagement within the class and out. I am hoping to understand their journey and have a common understanding (connections that we also share) of each of my students so that our social interactions are meaningful and they feel it too…. they see merit and buy into it.

Armed with wider reading, new ways of teaching, strategies, IP’s, DX protocols/systems, and improved communication expectations of various stakeholders is certainly going to improve consistency and minimal disruptions in students learning journeys. Will there be hiccups? YES! Will there be a need to adapt quickly and be flexible? YOU BET! Are we going to experience challenges and feel like some days are disastrous?  ABSOLUTELY YES.

Our community strongly values each other and fosters compassion, care, and diversity amongst our peers…….our mission is to be those role models, mentors, and teachers to our students. We are in a position where access to resources (expertise, facility, equipment) and assistance is not a shortage like it is for so many other schools. Thus we must keep in mind how lucky we are as professionals and as individuals living through these remarkable times.

E-Learning 7 C – Year in review

SHIFTS IN EDUCATION

I am sitting down and trying to put my thoughts together to blog my experience during the course of E-learning. The real truth is, it has been intense, arduous, taxing, and mentally exhausting. Living out of our suitcase, being scattered across the globe, challenges of time zones, etc is not ideal, and not having access to materials definitely made teaching more challenging, and consequently, it is crucial that we adapt quickly.

So….where to begin? What should I start reflecting on?

When Stacy Stevens first sent out a survey asking how teachers were responding to this unchartered territory of COVID 19, much of it was a mixed bag of feelings. The emotional roller coaster of not knowing what would happen next, the countless department meetings on how to move forward, what will the e-learning look like? How is this180 flip impacting our students? How are we able to serve them in a way that is minimizing stress, social, and emotional wellness as the pandemic continues to spread and become a serious global issue? What will happen to school? When can we see our students again?

SOO MANY QUESTIONS.

I know I am not the only one within my teaching community that has experienced strain, worry, anxiety, and sadness. In fact everyone I know has echoed the very same sentiment. BUT we/I needed to give myself daily affirmation that what we are doing with e-learning is worth more than the latter and the future outcome will outweigh all the negatives of the present. The long hours prepping/grading, learning how to use different learning platforms, communicating with students and parents, the extensive and continuous collaborative efforts within our department to shape PE into something meaningful in this climate reminds me that we are here to SERVE. IT IS IN THE BEST INTEREST OF OUR STUDENTS. We are shaping their future. We have tremendous responsibilities. I see the same phenomenal effort being mirrored by my daughter’s teachers, EVERY SINGLE DAY since e-learning began.

So this is the stance I have chosen to take since Stacy’s very first survey.

Inspirational Quotes About Strength :When you feel like giving up ...

That’s not to say that I still have days where I question…… Am I good enough? Am I doing enough? Am I doing/giving enough to my students while also being the mother my child needs me to be?

Again I remind myself the power of affirmation is extraordinary.

IN OUR STUDENTS SHOES.

I have no doubt that our students feel immense levels of uncertainty. This new norm they are being forced to adapt has not only impacted how they learn and the way they demonstrate learning but they are also facing high levels of stress, anxiety, social and emotional strain. We have students look forward to coming to school and often do not want to leave, which makes me chuckle when I think back to it. This COVID crisis evermore highlights that our students LOVE going to school, they truly appreciate interacting with their teachers, and they find joy in learning amongst their peer groups/community.

I like this passage written from the Bangkok Post 

COVID-19 has not affected students’ innate ability to learn, but what is clear is that learners are learning differently. Some digitally native students will be asserting themselves, more at ease in a private or anonymous learning environment. For others, the absence of quality time spent in the company of peers or teachers will be a painful loss. For all, students are faced with a greater degree of latitude in both how they digest newly distilled program content, and in how they reach their learning goals. As a result, students will be discovering new ways to learn. https://www.bangkokpost.com/thailand/pr/1913560/looking-ahead-by-looking-back-shifts-in-education  

In wrapping up my narrative, this blog is going to be something that I will go back to and read as a reminder that we were in it together and our students would look back and say ‘I overcome this adversity and I have the tenacity’

 

Fall 2019 Tripod Result 

E-learning

  1. CONSOLIDATE

  • Do you ask students to summarize and synthesize what they are learning?

Yes I feel like I consistently do this as exit tickets/follow up questions or use flipgrid check-in which is the less popular method. I ask students to reflect on what they have learned and also encourage them to apply the topic/theme/concept into a real-life context that is authentic to them.

Hi Students!

As part of your check-in attendance, please video respond to the questions below to consolidate your knowledge/learning about puberty.  Please clearly define and specific with your answers.

Example of 1 Differentiation
Emotional Changes: Feel “paranoid” – everyone’s looking at/talking about you

1) Differentiate between what could be considered physical, social and emotional changes of puberty.

2) Explain one thing you can do to manage a physical, emotional and social change of puberty.

Tip: Gather your answers from Human Development – Puberty Week 1

Exit Ticket:

Please click on the link below ‘Good Kid Made Peer Pressure’ video answer the following questions, please be specific.

Good Kid Mad Peer Pressure

Q1: Why do you think he did what he did?

Q2: Do you think the consequences were fair?

Q3: How would you go about this differently?

______________________________________________

  • Do you make explicit connections between lessons?

Example from Health Grade 6 

The introduction will outline what we have covered and what we will be learning next. Lessons are chunked into blocks eg starting off with a lesson on peer pressure and healthy relationships, connecting that with life-based skills such as applying the IDEAL Decision-making model to navigate through difficult scenarios and how one could do this in a manner that is assertive and respectful.

Example from Dance Week 2 

Hi Amazing Students!

Thanks for the great FlipGrid posts.  Remember:  Dance like no one is watching – it’s more fun that way!

Today’s Learning Objectives:

-demonstrate an understanding of the elements of choreography;

-demonstrate a wide variety of locomotor movements through dance;

-demonstrate smooth transfers of weight while performing dance moves;

-participate in physical activity with a positive attitude.

Instructions:

Last class you were introduced to the idea that dances are made up of 8-beat sequences or chunks. You learned, practiced and recorded yourself performing sequences of 8-beats.

Today, we are going to talk about choreography. Is that a word you’ve heard before? What does it make you think of?   Choreography is the art of designing sequences of movements or more simply put, it is the inventing of steps and movements for dances.  By the end of this unit, some of you will choreograph your own dance.  Others will learn the movements of a professionally choreographed dance.

Please follow the lesson plan by viewing the PPT

 

  2. CARE

I have been working with several students 1-1 and in groups that require extra encouragement/motivation or need the online face time to get them through certain concepts/tasks or lessons. Some of my long term case study examples are Cici Wang, Alex Chiang (he has been extremely successful), Daniel Zhu, Gaius Cougle, Annie Yang, Hanna Zeng, Jun Lee, Eve Poulsen, Mentoring group (although it has been really hard to get them to be more consistent). My students always say they are thankful for the ‘social’ support.

This is one of my favorite zoom lessons with Alex. He focused for the entire 50 minutes and over 3 sessions finished his Fitness Unit summative assignment and all the tasks leading up. I had my scuba mask on but he was not impressed with my COVID attempt at staying safe or participating in the theme of it. Mai and I worked together to get the ball rolling and it is a great success!

 

Some snapshots of my email trails to a parent and student.

 

In conclusion, could I have done things differently? Yes. Could I always do more? Absolutely! This journey has been a HUGE learning curve for me, actually more like an unexpected curveball like I am batter stepping up to the plate and only anticipating a slow pitch. I struggled on days where the workload and serving my students felt overwhelming, but also remembering that I at least made some differences in my student’s experience, life, and learning journey. May we all again be at school and connecting with our students/community in the near future!

 

 

Pre Fall Professional Growth Self Reflection

Tripod Result from Spring 2019 – pilot group 

Which of the 7Cs will you work on this year?  Why?

Goal 1

“Your success and well-being matter to me in a serious way.”

I would like to continue working on CARE because middle school is a time where students are changing and making massive transitions physically, intellectually, emotionally and socially. PE is the perfect environment to harness positive growth mindset in all these areas. What better context than to resolve conflict in gameplay and use this opportunity to gather skills and strategies to enhance their social and emotional  learning.

 

We teach our kids movement competency but also PE class is a great context/subject to build confidence, collaborative skills (transferable) and foster a sense of belonging and community. Instilling lifelong love for movement at any skill/fitness level builds healthy habits and healthy bodies primed to learn. Research has shown that the following when carefully applied and fostered in class that team sports give students a chance to learn the value of different skills and abilities (motor and cognitive) while sportsmanship instils crucial values to learn as middle school students transition into adulthood.

 

So this year, how am I explicitly fostering a caring environment for my students?

 

How am I investing my time in this area of growth? PD, reading materials that support best practices etc?

 

Am I customizing support for my students based on their specific learning needs?

 

Maureen Heely

 

‘’Becoming a middle schooler is a big deal. Not just because you change classes, oftentimes get a locker, and have more freedom—although all of those are important—but because you’re really growing up. Things are changing. There is massive uncertainty, the pressure to fit in, and even physical changes that appear out of nowhere.

But in today’s world that is full of pressure (academic, social, peer) and bigger choices, I recognize the complexity of raising a middle school-aged child to become healthy and whole’’

https://www.psychologytoday.com/us/blog/creative-development/201908/the-importance-middle-school

 

Goal 2

The second area of professional growth I would like to work on CONSOLIDATION. It is my second weakest area based on the 7C tripod survey spring result. With a growing number of EAL and learning support students, consolidation is vital to ensure that students are continuously reviewing what they learned in previously and use their background knowledge to further synthesize, summarize what they have learned (whittle out misconceptions) make connections and transfer key concepts/big ideas when introducing new sports and game structures.

 Sample strategies:

  • Begin and/or end lessons with references to previously taught topics and how they are connected
  • Ask students to reflect on what they have learned and how it relates to other ideas or experiences.

 

TEACHING GAMES FOR UNDERSTANDING

This teaching model gives students an opportunity to consolidate their learning during and at the end of class to encourage/promote linking of big concepts from previous units or classes. Students can better recall and consolidate themes, ideas, topics, knowledge when their learning is self-discovered through indirect problem-solving and guided discovery activities. In my PE class students are given the opportunity to try out new skills and use prior and current experiences to retain new and old information to reinforce and apply their understanding during gameplay. The movement competencies strands and learning outcomes within our PE programe/units are transferable in concept and skills. Consolidation is also an opportunity to ask questions and clarify issues .

 

Current resource being used:

The TGFU approach was proposed as a way of putting the WHY of a game before the HOW.   Bunker & Thorpe, (1986a, p. 8-10) suggested a six-stage model:

 

What is TGFU?

1)      Game form where the teacher teaches learners an adult game through a modified game where the rules of the game are designed for the physical, social and mental development of the learners. 

2)      Game appreciation is developed in a modified game form that enables the learners to develop an appreciation of the rules that shape the game.  The modified rules will determine the repertoire of skills required and the tactical problems to be appreciated by the learners.

3)      Tactical awareness is taught whilst playing the modified game.  The teacher guides the learners to realize a tactical awareness of how to play the modified game to gain an advantage over his or her opponent. 

4)      Decision-making where the learners, with tactical awareness, making appropriate decisions about “what to do?” and “how to do it?”   The tactical awareness enables the learners to recognize cues of what to do (skill selection) and then how to do the skill (skill execution) based on the situation in the game.

5)      Skill execution stage where the student learns to execute the required skill from the context of the game and within students’ ability limitations.  This stage implies that learners develop problem solving skills which help them to understand the purpose for practicing either a technical skill needed to play the game with more tactical sophistication (i.e. trapping a ball, striking a ball into the court), or a strategic maneuver practiced to gain a tactical advantage (i.e. hitting the ball short then long in tennis, using a fast break in basketball).

6)      Performance of the skill or strategy is where what is learned is “measured against criteria that are independent of the learner” (p. 10).  This criteria focus upon appropriateness of response as well as efficiency of technique.

 

http://web.uvic.ca/~thopper/WEB/articles/JTPE/TGFU.htm

 

 

 

 

 

 

 

 

Survey Result Trimester 1

 

 

IN THE HANDS OF THE STUDENTS

NB// I must remember that the survey is not a reflection of the teacher but rather of the data. 

20th October – here are my thoughts…….

Last academic year of 2017/18, I took it upon myself to really step out of my comfort zone and conduct a student survey on my performance as a teacher. This survey was carried out anonymously because I wanted students to feel that they could be honest without feeling pressured to respond in a certain way.  I knew that it was a risk and that it may ultimately reveal aspects of my teaching that were weak and needed work.

 

Who would want to highlight their flaws?

I would always preach to my students take risks, fail, advocate for one’s self, learn skills to conflict resolve, understand and make sense of your experiences and do it better the next time around.

Once again, I find myself drawn to student-centred survey approach in collecting teacher appraisals. I wanted to challenge myself and be ‘uncomfortable’ once again. Even though it may highlight potential ‘unfavourable’ result, my desire to refine my craft as a teacher has always been at the forefront of my professional development goals. My ‘7 Tripod’ sample cohort was surveyed on my largest class of 7th Graders. I wanted to carry out this survey on a large class size because the sample would be a mixture of new and returning students. However according to the 7C Tripod, the data sample does not matter, nor does the class or grade level. This I found VERY interesting.

Before meeting with Dr. Hill, I knew already that I wanted to focus on Clarification and Care.  Last year, I had more ESL students which impact the way I instructed and facilitated PE. This year, there was a notable increase in the number of students who came into class with SOC tailored behavioural plans and coupled with higher percentages of ESL students, the same focus, attention, and care within my PE class would need to change. The shift was to focus on better serving ALL my students. The idea was overwhelming. But we are in a climate where we as professionals need to look at best practices/pedagogy backed by research so that we can support our students in this digital age where student stress is on the rise (due to multitude of factors e.g. over stimulation, demands of school and increasing need to be ) and the awareness of learning ‘domains’ i.e we do not all fix in one box.

By the end of this PD process, I want to inspire my students to not just love movement but to be contributing members of our community, to be empathetic to others and to be confident in their social interactions with one another. What other subject could harness this better than PE?  My focus will be to build relationships with students and show concern and develop their emotional wellbeing. I will focus on a handful of students.

Here are some articles I have been reading to build on my goal. 

DOMAINS OF INTELLEGENCE 

I WONDER IF WE NEED TO TAILOR THE WAY WE SHOW CARE AND HOW WE APPROACH IT WITH EACH STUDENT WITH SPECIFIC SOC’S PLANS? 

This infographic shows that being good at math or languages are not the only two ways to be smart.

Perhaps I can make clear to kids and ask kids how they want to me to show care.

9 Types Of Intelligence – Infographic

CREATING A CULTURE OF CARE AND RELATIONSHIPS. 

  1. Children need to form caring attachments to adults. These caring relationships will foster both the desire to learn and the desire to be a good person
  2. Values are best transmitted through these warm, caring relationships. In schools, as in families, kids care about our values because they know we care about them. If children do not experience an adult as someone who respects and cares about them, they are not likely to be open to anything the adult wishes to teach them about values.

http://www2.cortland.edu/centers/character/wheel/teacher-as-caregiver.dot

 

Fostering safe and caring relationships with students creates an environment that allows students to take more risks and excel not only in academics but in other crucial areas such as social, emotional and intellectual wellbeing and development.

 

RESULTS ROUND 2

When looking at PD through this lens, I feel inspired and I would like to grow and serve my students to the best of my ability. After all, I was once an ESL student at the age of 6 who had to learn how to read, write and speak English AND Bahasa Indonesia while my brother struggled with dyslexia with very little technological support in his day. I understand the struggle that is real for many students.

My result displayed a slight increase in care, while my overall Tripod score remained the same 302 points. I have no low results in my second set of survey results which I feel is a small accomplishment.

I have taken time to ask students about their life outside of school and always make it a point to converse with students who are introverted in nature. It was interesting to see the surprise on their face when I asked how they did on their piano exam, ASA’s or vacation. In return, it was lovely to see students open up and approach me confidently during class to ask questions on the learning or simply to answer questions about my interests and life outside of school. Similarly, I made it a point to highlight/share with the class students achievements and/or wrote cards for those who have demonstrated growth/progress in their Student as a Learner. I placed less focus on those that are Mastery in movement and appraised more so on the positive social and emotional attributes that are valued at ISB. This was positively received and appreciated by my students. In turn this simple but deserving appraisal really impacted their confidence and growth mindset.

Much of this relationship building is intangible but rich in terms of the experience gathered. So it is hard to gather all the evidence to showcase the relationships that were built this year.

 

 

While many relationships have been established and values of care, empathy, inclusivity and integrity have been fostered and instilled, there have been relationships that have not progressed at nearly the successful rate.

 

 

 

CASE STUDY 1

Boyan was a student who was new this year and transferred from the US. At the start of the year, his transition to his new environment presented many behavioural challenges. With advice from the counsellors and ILP plans established. Boyan has made exceptional progress. Part of it was the network of support in which we all pooled together to assist Boyan, and the other part was understanding Boyan’s learning preferences as well as understanding his emotional cues and behavioural triggers.

He has been a pleasure to have in PE and is such a different child compared to last year. He is confident and with any conflicting issues, he will seek assistance and verbally explain the situation. He is also quick to apologise when making poor choices and endeavours to show me he takes it seriously by growing from the experience. His student comment (next page **), indicates his self-awareness. This growth has been a huge advancement in his social and emotional learning. Students in his PE class have also benefited in terms of becoming more empathetic and supportive peers. He is an exceptional athlete and works hard to make an impact in game play. His efforts and social interactions are appreciated by all.

Hi All,

Boyan Du will be in your class this school year (or trimester).  Boyan had some challenges transitioning into ISB mid year in Grade 5 and continues to work on developing positive peer relationships and learning the expectations of the classroom.  Boyan requires support for understanding directions and new concepts in the classroom, as well as, for the social pieces of his day.

You will be receiving Boyan’s Individualized Learning Plan in the coming weeks.  If you need assistance with Boyan at any time, please contact me via email or stop by my classroom (3416).  If there is a situation in your classroom that requires immediate assistance, please contact me and Luke by email and/or Wechat so we are able to support you quickly.  Maureen (Grade 6 counselor) will also be working with Boyan and is available to assist.  Thank you and have a wonderful weekend!

Tony-I’m checking to see if Chinese will replace EAL.  

Julie Cermak

Grade 6 Learning Support

International School of Beijing

Room 3416

 

Boyans ILP – history

Boyan lived in Australia for almost 5 years before coming to ISB. Most of his education has been in

English and his home language is Mandarin. Boyan has had some challenges transitioning into the

new environment and continues to work on developing positive peer relationships and learning the

expectations of the classroom. Boyan requires support for understanding directions and new concepts

in the classroom, as well as, for the social pieces of his day.

Strengths

-Wants to socially interact with peers and adults

-Math computation

 

Hi Julie and Maureen, 

I wanted to give you an update on Boyan and his progress in PE. He has been participating positively, he is enthusiastic and has had meaningful conversations with his peers. Boyan will now come to me when mediation is needed on his behalf which has significantly prevented escalated behavioural incidences. He can still sometimes become distracted by his peers and every so often become frustrated (especially during game play), however, this quickly dissipates. This is in part due to his peers also being more patient and understanding with him. He responds exceptionally well when given leadership tasks and positive reinforcement is something that he values. Things are looking positive for Boyan lately it seems.

Please let me know how he is doing in his other classes and there is any other way I can continue to support him. 

Kind Regards,

Jo Goodman

Middle School Physical Education and Health 

 

Boyan’s Student Comment 

“I find it challenging when I work with some people in my PE class because sometimes they do not listen to my input. when this happens I find it really frustrating.to overcome this I should work with someone that is my friend. An area that I would like to improve next year is to work on my response when I feel upset. In our bouldering unit I was proud of climbing all the way to the top to ring the bell. I was determined and did not give up. I am happy that I climbed and learned how to put on the harness while being safe. In kayaking unit I was proud of taking a new risk. I learned how to use the paddles to steer the kayak. I think I would like to use these skills with my family and holiday. I really want to improved my running. I think I run very slow. I don’t enjoy running but I will make sure that I find time to run often every week.”

 

CASE STUDY 2

A student that I feel to have made little progress with David. He is an interesting character because he is very smart, has good motor competence and at times displays a food sense of humour. The challenge is that I feel to have made little development with fostering empathy and trust within David. It appears he has drawn up a personal wall of defence in the form of negative comments, being argumentative and showing lack of emotional empathy. I wonder if he uses this negative mindset to feel like he is ‘winning’ in his own way and to avoid potential disappointment in his achievements. I wonder why there minimal progress has been with all the support that he is receiving? Or perhaps the strict discipline that takes place at home continues to contribute towards his negative mindset. There have been 1 or 2 progresses throughout the year, and it all hinges on his enjoyment of the sport. Badminton was one that he highly enjoyed and continued to play actively with his peers. While he participated, he was unable to demonstrate sportsmanship etiquette and used his strong game sense to dominate and negatively bring others down.

Overall, many email exchanges have been made between specialist, core teachers and counsellors to better support David. It has been a very challenging year for me as a teacher and I am sure for David as well. I hope to see him continue his journey of growth in the following year.

David’s ILP

Discussion Points:

– very negative in his time capsule writing (not excited about the school year, could not come up with goals for himself)

-teachers noticing him arguing from the first day

-counsellor and previous teacher reported that he does not show a lot of empathy, conservative family and harsh discipline,

-can become very angry, likely because of some of his background,

-can be argumentative,

-did not have a good experience at his previous school in the United States

-repeated Grade 5 -but academics is not a concern.

-Important when emailing home regarding a behaviour issue to let parents know that the school has taken care of the consequence.

Action Plan:

-build a connection with him

-counsellor will teach calming/coping skills (friendship group)

-can be sent to office or counsellor if he is unable to calm himself

-parent meeting with homeroom teacher to open up the home communication

Follow up date:

-In 6 weeks.

My experience coupled with best practices and survey second feedback

 

 

CONCLUSION:

Care is something that you foster, that is part of the values instilled in our community. It takes time to build as you to get to know your students personally (their passion, fears, personality, family life and learning preferences).  It is intangible but once established, the learning taking place in class is so much more enriching not just for the students but it is a continual lesson and invaluable learning curve from a teachers perspective. It allows one to ask ‘why’ and ‘how’ can we better understand our students and support them in a nurturing and safe environment rather than making premature assumptions.

My area of growth for next year is to better understand the dynamics and use strategy to build relationships positively with students who are identified with Learning Behaviours. I will seek continual advice from the counsellors and also look into further PD in this field.

Welcome!

Welcome to your Professional Learning Blog! This is a place for you to post your goals, and reflect on them throughout the year.

  • Decide on your goal, perhaps in consultation with your colleagues or principal, and create a post to share with this online professional learning community that you are now a part of! Categorise this post in Goal Setting. Set your goal by considering:
    • Self assessment and reflection based on new teacher standards  (Tripod 7C’s)
    • Previous or new observation data from peers and principals
    • Student surveys (online surveys developed and aligned with 7C’s)
  • Identify colleagues, coaches, principals etc. that will play a supporting role in achieving your goal, and invite them to view and comment on your post. Encourage them to bookmark your blog and visit regularly.
  • Throughout the year, collect and share evidence to support your progress. Categorise these posts in Reflection.
  • Encourage your colleagues to share your learning journey by engaging with your blog. In return, engage with their blog (and others across the School)
  • You may also like to share work that your students have created or your own professional achievements that may not be directly related to your goal setting. This is encouraged! Categorise these posts as Showcase.

If you need support using this platform, please don’t hesitate to contact Ed Tech, we are always happy to be of assistance!

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