As part of an inquiry project for my Principles of Teaching and Learning class, I am studying how best to cater to the needs of students with autism. In my Child Development class, we are currently studying learning difficulties. I have been surprised to realise just how much I did not know about learning disabilities and want to share some information for other teachers or teachers in training.
Most learning difficulties are invisible and many students, especially in earlier grades, are as yet undiagnosed. For these reasons it is wise to always practice curiosity before judgement. The student who is answering a question that has already been answered or the student you call on who always says "I don't know" could have learning difficulties and still be attempting to process information that the other students, and yourself, have already put behind you. There is a perception that students with learning disabilities are lazy or intellectually challenged but, just as with the rest of the students in your classroom, this is generally not the case. Have the patience and respect to wait a little longer for an answer, giving the student a chance to process the information. Also be sure to praise good work; the anxious student with a learning disability will always be afraid to put their hand up or volunteer if the best they can hope for is getting through the task without being corrected.
Look for signs of students feeling tense or frustrated. It may seem simple and straightforward to you but perhaps, through no fault of their own, they do not understand the work they are assigned. In these instances, it pays to know your students and to design work that conforms to their interests and ability levels without belittling, embarrassing or isolating them. Always try to view the world through the eyes of every student in your class. Their perception is key to their academic, social and emotional success.
I am still working on my inquiry project but, so far, can speak to the efficacy of having a strong working relationship with your students' parents or guardians, to ensure continuous exchange of ideas and best practice. Also, always be mindful that each student in your class is an individual, with their own unique interests, weaknesses and strengths. A blanket label, such as 'autistic' or 'dyslexic' does a student no harm when we maintain awareness that they are still unique and as special as the other students within the classroom. Many students with learning difficulties have a hard time in school as they often require more attention from the teacher, and can be a bigger burden on workload than other students. However, it is our duty as teachers to do the best that we can for those students under our care, regardless of their personal circumstances. Perpetual curiosity and focused inquiry will build on the knowledge we already possess and provide us with more tools to help our students.
Tuesday 17 March 2015
Thursday 29 January 2015
Perspective and Investigation
I'm now a few weeks into my second semester in the B. Ed. program, and have begun to take a look back to the lessons I learned last semester. It has taken me up until now to feel like I am getting into some semblance of a routine, and to carve out little niches of time where I can think about my role as a teacher and how best to help the students under my care. I do have an excellent reason for the apparent sluggishness, namely one 10-week old, drooly, smiley, bundle of cuteness. Entering parenthood really makes me that much eager to get into teaching as I can directly see, even at such a young age, the effect that interacting with and tending to my little girl has on the way that she reacts to the world around her. She also helps me to see more clearly the inherent value of children and to consider the mix of nature and nurture that will go into how she conducts herself and will affect what kind of life she leads. My wife will go back to work full-time in May, and I have been approved for a one-year leave of absence from the B. Ed. program after the end of this semester in order to look after my daughter before she enters daycare next year. This obviously means it will take longer for me to become a fully-fledged teacher but, in our minds, the benefit of being a stay-at-home parent, at such a formative time of my daughter's life, definitely outweighs the cost.
My key takeaway from last semester, and one that is repeated on a daily basis in class this semester, is that perspective is key. We cannot approach teaching purely from within our own heads; rather, we have to concentrate on what the student will take from the experience. To do this, we must strive to learn as much as we possibly can about our students, their hopes, values, abilities, desires, experience, culture, socioeconomic status, and all other aspects of their lives that may affect their performance in school. This way we can gear learning experiences to them, giving their education relevance, meaning and imbuing them with an interest in their schooling. Finding out about your students can be done through a variety of means, including student introductions, in-class question time and conversations, letters home, chatting to parents in the hallway, and more formal means such as parent-teacher interviews, assemblies, open days and field trips. Once we can gear our teaching to those in our care, everybody wins. The student is excited to come to school, a place where they are understood and their interests and abilities recognized and nurtured, and consequently participates more fully in class, which is a direct reward for the conscientious teacher's hard work.
My key takeaway from last semester, and one that is repeated on a daily basis in class this semester, is that perspective is key. We cannot approach teaching purely from within our own heads; rather, we have to concentrate on what the student will take from the experience. To do this, we must strive to learn as much as we possibly can about our students, their hopes, values, abilities, desires, experience, culture, socioeconomic status, and all other aspects of their lives that may affect their performance in school. This way we can gear learning experiences to them, giving their education relevance, meaning and imbuing them with an interest in their schooling. Finding out about your students can be done through a variety of means, including student introductions, in-class question time and conversations, letters home, chatting to parents in the hallway, and more formal means such as parent-teacher interviews, assemblies, open days and field trips. Once we can gear our teaching to those in our care, everybody wins. The student is excited to come to school, a place where they are understood and their interests and abilities recognized and nurtured, and consequently participates more fully in class, which is a direct reward for the conscientious teacher's hard work.
Friday 7 November 2014
Lessons from the shadows
I just completed my second observation, this time in a Grade 2 classroom. I was given the opportunity to work closely with three students for short periods of time and what struck me most was the amazing diversity in learning styles and ways of engagement with the world, even at such a young age. I believe it is vital to never lose sight of the fact that engaging students and making them feel valued are two of the most important aspects of successful teaching.
I want to advertise a very interesting blogpost on the lessons that can be learned from shadowing and thus learning to think like a student, as it has strong relevance in terms of engagement and the avoidance of frustration I personally feel as a student. I particularly appreciate the reflection that movement is key to engaging students, as opposed to having them sit passively for the majority of their day, as their minds and bodies collectively stagnate. I also love the idea of a reading period prior to an examination, when all of the buzzing questions concerning the exam (minus the answers!) can be brought to the fore and discussed. The avoidance of confusion is key to limiting frustration.
The attachments are well worth checking out and include an overview of the author's shadowing process and a student survey you can use with your own students.
Thanks to Ron Sandland for sharing this article with my classmates and me.
http://grantwiggins.wordpress.com/2014/10/10/a-veteran-teacher-turned-coach-shadows-2-students-for-2-days-a-sobering-lesson-learned/
I want to advertise a very interesting blogpost on the lessons that can be learned from shadowing and thus learning to think like a student, as it has strong relevance in terms of engagement and the avoidance of frustration I personally feel as a student. I particularly appreciate the reflection that movement is key to engaging students, as opposed to having them sit passively for the majority of their day, as their minds and bodies collectively stagnate. I also love the idea of a reading period prior to an examination, when all of the buzzing questions concerning the exam (minus the answers!) can be brought to the fore and discussed. The avoidance of confusion is key to limiting frustration.
The attachments are well worth checking out and include an overview of the author's shadowing process and a student survey you can use with your own students.
Thanks to Ron Sandland for sharing this article with my classmates and me.
http://grantwiggins.wordpress.com/2014/10/10/a-veteran-teacher-turned-coach-shadows-2-students-for-2-days-a-sobering-lesson-learned/
Monday 27 October 2014
Sexual Education Workshops
A series of sexual education workshops were recently hosted by Kerri Isham, a sexual health educator working in the Nanaimo region. Each workshop had a focus on specific grade levels, namely K-3, 4-7 and 8-10. I cannot underestimate the value of these workshops as sexual health education has an importance that far outweighs its primary function as a means of disseminating sexual health information. Sexual health education has the tendency to be very polarizing but hopefully the information below will help to indicate its importance. I have collected some pertinent notes below, both about how and what to teach, and also concerning the purposes of doing so. Apologies for the length of this post!
For other student teachers, feel free to contact me as I am happy to pass on other pertinent information to you. Also, for Nanaimo student teachers specifically, Kerri is happy to be contacted, and has book lists for teaching various sexual health topics, and also has a sample letter to mail out to parents/guardians informing them of your intent to teach sexual health education.
The primary purposes of sexual health education are to teach:
1 - ownership of the body and abuse prevention
2 - health
3 - comfort and preparedness for the changes that puberty and sexual development brings
4 - knowledge of the sexual diversity of people, both physically and mentally
1 - Ownership of the body and abuse prevention
Teaching children from a very young age that "no means no" instills in them an awareness of the possibility of abuse and a greater sense of ownership of their body. Having this solid foundation at such an early age can really only be positive. It is important to note that some children who are being abused have no concept of this fact. Only by teaching them right and wrong can they actually ascertain that they are being abused.
Understanding of their own body can also help children to identify, specifically, aspects of possible abuse, and lends credence to their allegations. Conversely, it can also be used to quash unfounded allegations as children are able to explicitly explain that they understand what sexual abuse is and that it is not happening to them.
Pictures, for younger children, help to illustrate where it is acceptable to touch themselves. These can define the differences between private and public areas, such as the classroom, doctor's office, bathroom, etc.
Masturbation is a term used from Grade 4 onwards. It is normally described to the student as self-pleasure, or touching yourself. It is important to teach that this is a natural part of life, and that they have no reason to be ashamed of doing it. Teaching information such as this means that the child is much more likely to lead an open, healthy, and fulfilling sexual life.
Potential indicators of abuse
As much as we wish it weren't so, abuse is a serious problem facing many of our children. As teachers, the onus is on us to spot the warning signs. We have an obligation to our students to do the best we can for them, on every possible level. It is important to remember that many of these signs MAY indicate abuse, and could just as easily have an entirely innocent explanation:
- If kids aren't comfortable talking about sexual health, this could be an indicator of abuse
- Children being obsessed with private parts may be an abuse indicator
- Drawing sexual parts on only male or only female pictures or models can be an indicator of abuse, especially if the sexual parts are large. The first step is to express interest and ask them about their drawing. If they express anxiety in talking about it, this could signify abuse. However, an innocuous reason could be that they shower with only one parent and are simply drawing what they see on a regular basis
- Children from K-3 trying to engage in sex is a huge red flag, although again this could be innocuous. They could be trying to act out what they saw from pornography, or copying what they saw their parents doing, and acting it out to try to process it
- Children can project their abuse onto others, through inappropriate behaviour, or by spreading rumours about sexual abuse of their friends/classmates
- Most children like seeing physical content, especially hugging. Children who react very negatively when they hugging could possibly be abused
Schools have procedural guidelines for child abuse and neglect. Keep them handy and ALWAYS go to the principal first before taking any action yourself.
2 - Health
Knowledge of sexual health, sex itself, and appropriate sexual behaviour can teach children from a young age to have healthy sexual boundaries. For parents, it is also a way to teach your children your own values concerning sex. Many people assume that sexual health educators are promiscuous and carefree when it comes to sex, but the opposite is often true. They have seen the negative side in unhealthy sexual relationships, abuse and STDs and want to teach people how to be sexual beings in a responsible fashion.
With knowledge of what the genitals are, we can teach children the importance of washing hands after touching themselves.
With pubic hair, we teach that "we do not use anything sharp near the genitals for fear of this [mimes cutting the penis off]. Oops!" Children see that their parents and people in pornography shave, and naturally then want to do so themselves. We tell them that pubic hair is very useful for emitting pheromones to attract a partner, and also as cushioning for sexual intercourse. This lesson also shows us that it is important to keep our teaching fun and lighthearted, rather than using sexual health education as an opportunity to scare students.
Most girls don't understand that urine comes from the urethra. This knowledge makes them more able to identify UTIs and other ailments.
In the BC 2013 Adolescent Health Survey, only 69% of students used condoms when they last had sex, and 24% used alcohol or drugs.
3 - Comfort and preparedness for the changes that puberty and sexual development brings
Teaching about changes in the body from an early age means that the child will be well-versed in what is to happen to them and will not be afraid when changes happen. This level of comfort also means that children know what is happening to them is no secret and they will be more able to discuss it with others. Also, children will discuss the correct information, as opposed to mythical information shared by uninformed or misinformed peers.
Knowing about their own body also helps with detection and explanation of injury to the private parts, and studies have shown that this means people are more likely to seek medical help as an adult.
Girls begin puberty between the ages of 8 and 10, and boys between 10 and 12. Girls of African descent can often start 2 years earlier. This means that a girl could be 6 years old and beginning puberty. It is best to start teaching puberty in Grade 2 or 3, but most schools start in Grade 4.
The testicles increase in size before the penis does. The penis continues growing until age 17 or 18. Average flaccid adult penis length is 1 inch. This is important information to share with the boys in the class who will doubtless experience fear or shame due to the size of their genitals.
YouTube's "Different is Normal" video shows that any kind of genitals, just like varying body shapes, types and sizes, are normal.
4 - Knowledge of the sexual diversity of people, both physically and mentally
Children are so much more open to the sexual diversity of others, especially at younger ages, before adults have foisted their own beliefs on to them. This is an important time where we can appropriately teach children a proper awareness of, and respect for, sexual diversity.
When talking about having a baby, you can also talk about children who have two mums or two dads.
Transsexuals/transgenders: Many children, from a very young age, are overtly aware of the fact that they feel male but are trapped in a female body, and vice versa. In fact, studies in BC indicate that around 1% of the student populace feel this way. As suicide, depression, anxiety, OCD, anger and violence can result from the frustration being in such a position causes, it is imperative that a teacher takes the time to fully inform their students of the sexual diversity that exists in the world. Transsexual youth are far more likely to attempt suicide than any other social grouping.
- Transsexuals or those unsure of themselves can take drugs to block puberty, giving them time to consider their options. These drugs can often be taken from age 13 to 16. Puberty can be an incredibly difficult time for transsexuals, and it is our job as teachers to make our students feel as comfortable as we can.
We need to teach that gender is fluid, and relies on a wide variety of characteristics. Not everyone is the same. Students to understand that different is normal. In the same way, sexuality is unique to the individual, and relies on numerous variables such as dress, how one views oneself, education, religion, gender, sex and experience. Also, there are many people who are intersex, that is, they have genitalia that cannot be described as either truly male or truly female.
In the BC 2013 Adolescent Health Survey, 19% of students identified as non-heterosexual. Cyberbullying provides a large forum for students to attack others for being "different," and is most commonly used by 14 year olds.
Notes about teaching sexual health education
To save future headaches, a good practice is to send a letter to parents/guardians at the beginning of September (the new school year), warning them that you are going to be giving sex ed lessons. Otherwise, parents/guardians often have vociferous, and deeply negative, reactions when they learn their child has been taught this information without them first being informed.
People who are more open talking to their family and friends are far more likely to delay having sex.
Sexual education does not increase the incidence of sexual activity.
If parents talk to their children about sexual health, it significantly reduces incidences of pregnancy, HIV and other STIs.
It helps to start with easier, and less contentious, topics. This helps you to gain trust with the parents/guardians. Another way to gain trust is by inviting parents for a workshop themselves, to see what you will teach and why.
Some parents, usually around one in every 100, do not want their children to receive sexual health education. Reasons include:
- There is a secret at home, perhaps sexual abuse
- They want to teach it themselves (a good way of passing on their own sexual values)
- They have been abused themselves and want to 'protect' their children from learning about anything to do with sexual health
- Religious reasons
Kids will listen, especially since sexual health education feels "taboo," but they will likely remember only some of what you tell them, so repetition is key.
Male teachers can be afraid to teach sexual health education because of societal norms. Many male teachers ask a female adult to be in the room with them at the same time. It is important to remember that, as teachers, the onus is on us to change perceptions.
Never separate boys and girls when teaching them sexual health education. This can make them seem weird and alien to each other, and also does nothing to allay misconceptions about the opposite sex.
A good way for students to learn is to ask them to draw the internal and external genitalia.
Excellent HIV/AIDS website: teachaids.org
Laci Green's (a sexual education activist) Facebook page has lots of useful information and links, as does her YouTube page.
Other aspects of sexual education that have been identified as useful and should be taught are:
- Self-esteem and resilience (being happy with who you are)
- Self-presentation (the sexualization of children)
- The interconnection of facets of sexual education (the bigger picture, rather than compartmentalizing each aspect)
- Much is taught about STIs (I didn't go to school in Canada so can't incorporate my personal view, but the workshops' attendees believed they were taught so much about STIs that it was at the expense of other information)
Not strictly related to sexual education, but statistics worth mentioning are: In the BC 2013 Adolescent Health Survey, 17% of girls stated they had considered suicide, and 9% had attempted it. 8% of boys considered suicide, and 3% attempted it. 22% of girls have self-harmed or continue to do so. 50% of students polled had less than 8 hours sleep a night. When we understand as much as we can about the backgrounds and motivations of our students, the more we can tailor our teaching to help them.
Again, my apologies for the length of this post. Hopefully some of what I have written will strike a chord with you, and will demonstrate the importance of teaching sexual health education. It is in the curriculum, accounting for 5% of teaching time, and there are specific learning outcomes for each grade level. Information is everywhere, and it is our duty to ensure we are armed with the knowledge to make a positive difference in the lives of every one of our students, in the present and in the future.
For other student teachers, feel free to contact me as I am happy to pass on other pertinent information to you. Also, for Nanaimo student teachers specifically, Kerri is happy to be contacted, and has book lists for teaching various sexual health topics, and also has a sample letter to mail out to parents/guardians informing them of your intent to teach sexual health education.
The primary purposes of sexual health education are to teach:
1 - ownership of the body and abuse prevention
2 - health
3 - comfort and preparedness for the changes that puberty and sexual development brings
4 - knowledge of the sexual diversity of people, both physically and mentally
1 - Ownership of the body and abuse prevention
Teaching children from a very young age that "no means no" instills in them an awareness of the possibility of abuse and a greater sense of ownership of their body. Having this solid foundation at such an early age can really only be positive. It is important to note that some children who are being abused have no concept of this fact. Only by teaching them right and wrong can they actually ascertain that they are being abused.
Understanding of their own body can also help children to identify, specifically, aspects of possible abuse, and lends credence to their allegations. Conversely, it can also be used to quash unfounded allegations as children are able to explicitly explain that they understand what sexual abuse is and that it is not happening to them.
Pictures, for younger children, help to illustrate where it is acceptable to touch themselves. These can define the differences between private and public areas, such as the classroom, doctor's office, bathroom, etc.
Masturbation is a term used from Grade 4 onwards. It is normally described to the student as self-pleasure, or touching yourself. It is important to teach that this is a natural part of life, and that they have no reason to be ashamed of doing it. Teaching information such as this means that the child is much more likely to lead an open, healthy, and fulfilling sexual life.
Potential indicators of abuse
As much as we wish it weren't so, abuse is a serious problem facing many of our children. As teachers, the onus is on us to spot the warning signs. We have an obligation to our students to do the best we can for them, on every possible level. It is important to remember that many of these signs MAY indicate abuse, and could just as easily have an entirely innocent explanation:
- If kids aren't comfortable talking about sexual health, this could be an indicator of abuse
- Children being obsessed with private parts may be an abuse indicator
- Drawing sexual parts on only male or only female pictures or models can be an indicator of abuse, especially if the sexual parts are large. The first step is to express interest and ask them about their drawing. If they express anxiety in talking about it, this could signify abuse. However, an innocuous reason could be that they shower with only one parent and are simply drawing what they see on a regular basis
- Children from K-3 trying to engage in sex is a huge red flag, although again this could be innocuous. They could be trying to act out what they saw from pornography, or copying what they saw their parents doing, and acting it out to try to process it
- Children can project their abuse onto others, through inappropriate behaviour, or by spreading rumours about sexual abuse of their friends/classmates
- Most children like seeing physical content, especially hugging. Children who react very negatively when they hugging could possibly be abused
Schools have procedural guidelines for child abuse and neglect. Keep them handy and ALWAYS go to the principal first before taking any action yourself.
2 - Health
Knowledge of sexual health, sex itself, and appropriate sexual behaviour can teach children from a young age to have healthy sexual boundaries. For parents, it is also a way to teach your children your own values concerning sex. Many people assume that sexual health educators are promiscuous and carefree when it comes to sex, but the opposite is often true. They have seen the negative side in unhealthy sexual relationships, abuse and STDs and want to teach people how to be sexual beings in a responsible fashion.
With knowledge of what the genitals are, we can teach children the importance of washing hands after touching themselves.
With pubic hair, we teach that "we do not use anything sharp near the genitals for fear of this [mimes cutting the penis off]. Oops!" Children see that their parents and people in pornography shave, and naturally then want to do so themselves. We tell them that pubic hair is very useful for emitting pheromones to attract a partner, and also as cushioning for sexual intercourse. This lesson also shows us that it is important to keep our teaching fun and lighthearted, rather than using sexual health education as an opportunity to scare students.
Most girls don't understand that urine comes from the urethra. This knowledge makes them more able to identify UTIs and other ailments.
In the BC 2013 Adolescent Health Survey, only 69% of students used condoms when they last had sex, and 24% used alcohol or drugs.
3 - Comfort and preparedness for the changes that puberty and sexual development brings
Teaching about changes in the body from an early age means that the child will be well-versed in what is to happen to them and will not be afraid when changes happen. This level of comfort also means that children know what is happening to them is no secret and they will be more able to discuss it with others. Also, children will discuss the correct information, as opposed to mythical information shared by uninformed or misinformed peers.
Knowing about their own body also helps with detection and explanation of injury to the private parts, and studies have shown that this means people are more likely to seek medical help as an adult.
Girls begin puberty between the ages of 8 and 10, and boys between 10 and 12. Girls of African descent can often start 2 years earlier. This means that a girl could be 6 years old and beginning puberty. It is best to start teaching puberty in Grade 2 or 3, but most schools start in Grade 4.
The testicles increase in size before the penis does. The penis continues growing until age 17 or 18. Average flaccid adult penis length is 1 inch. This is important information to share with the boys in the class who will doubtless experience fear or shame due to the size of their genitals.
YouTube's "Different is Normal" video shows that any kind of genitals, just like varying body shapes, types and sizes, are normal.
4 - Knowledge of the sexual diversity of people, both physically and mentally
Children are so much more open to the sexual diversity of others, especially at younger ages, before adults have foisted their own beliefs on to them. This is an important time where we can appropriately teach children a proper awareness of, and respect for, sexual diversity.
When talking about having a baby, you can also talk about children who have two mums or two dads.
Transsexuals/transgenders: Many children, from a very young age, are overtly aware of the fact that they feel male but are trapped in a female body, and vice versa. In fact, studies in BC indicate that around 1% of the student populace feel this way. As suicide, depression, anxiety, OCD, anger and violence can result from the frustration being in such a position causes, it is imperative that a teacher takes the time to fully inform their students of the sexual diversity that exists in the world. Transsexual youth are far more likely to attempt suicide than any other social grouping.
- Transsexuals or those unsure of themselves can take drugs to block puberty, giving them time to consider their options. These drugs can often be taken from age 13 to 16. Puberty can be an incredibly difficult time for transsexuals, and it is our job as teachers to make our students feel as comfortable as we can.
We need to teach that gender is fluid, and relies on a wide variety of characteristics. Not everyone is the same. Students to understand that different is normal. In the same way, sexuality is unique to the individual, and relies on numerous variables such as dress, how one views oneself, education, religion, gender, sex and experience. Also, there are many people who are intersex, that is, they have genitalia that cannot be described as either truly male or truly female.
In the BC 2013 Adolescent Health Survey, 19% of students identified as non-heterosexual. Cyberbullying provides a large forum for students to attack others for being "different," and is most commonly used by 14 year olds.
Notes about teaching sexual health education
To save future headaches, a good practice is to send a letter to parents/guardians at the beginning of September (the new school year), warning them that you are going to be giving sex ed lessons. Otherwise, parents/guardians often have vociferous, and deeply negative, reactions when they learn their child has been taught this information without them first being informed.
People who are more open talking to their family and friends are far more likely to delay having sex.
Sexual education does not increase the incidence of sexual activity.
If parents talk to their children about sexual health, it significantly reduces incidences of pregnancy, HIV and other STIs.
It helps to start with easier, and less contentious, topics. This helps you to gain trust with the parents/guardians. Another way to gain trust is by inviting parents for a workshop themselves, to see what you will teach and why.
Some parents, usually around one in every 100, do not want their children to receive sexual health education. Reasons include:
- There is a secret at home, perhaps sexual abuse
- They want to teach it themselves (a good way of passing on their own sexual values)
- They have been abused themselves and want to 'protect' their children from learning about anything to do with sexual health
- Religious reasons
Kids will listen, especially since sexual health education feels "taboo," but they will likely remember only some of what you tell them, so repetition is key.
Male teachers can be afraid to teach sexual health education because of societal norms. Many male teachers ask a female adult to be in the room with them at the same time. It is important to remember that, as teachers, the onus is on us to change perceptions.
Never separate boys and girls when teaching them sexual health education. This can make them seem weird and alien to each other, and also does nothing to allay misconceptions about the opposite sex.
A good way for students to learn is to ask them to draw the internal and external genitalia.
Excellent HIV/AIDS website: teachaids.org
Laci Green's (a sexual education activist) Facebook page has lots of useful information and links, as does her YouTube page.
Other aspects of sexual education that have been identified as useful and should be taught are:
- Self-esteem and resilience (being happy with who you are)
- Self-presentation (the sexualization of children)
- The interconnection of facets of sexual education (the bigger picture, rather than compartmentalizing each aspect)
- Much is taught about STIs (I didn't go to school in Canada so can't incorporate my personal view, but the workshops' attendees believed they were taught so much about STIs that it was at the expense of other information)
Not strictly related to sexual education, but statistics worth mentioning are: In the BC 2013 Adolescent Health Survey, 17% of girls stated they had considered suicide, and 9% had attempted it. 8% of boys considered suicide, and 3% attempted it. 22% of girls have self-harmed or continue to do so. 50% of students polled had less than 8 hours sleep a night. When we understand as much as we can about the backgrounds and motivations of our students, the more we can tailor our teaching to help them.
Again, my apologies for the length of this post. Hopefully some of what I have written will strike a chord with you, and will demonstrate the importance of teaching sexual health education. It is in the curriculum, accounting for 5% of teaching time, and there are specific learning outcomes for each grade level. Information is everywhere, and it is our duty to ensure we are armed with the knowledge to make a positive difference in the lives of every one of our students, in the present and in the future.
Thursday 23 October 2014
First School Observation
Having just had my first school observation as part of my teaching degree, I wanted to record the notes I took about the good classroom practices I witnessed in a Grade 1/2 classroom. For reasons of professionalism, I won't include the name of the school here, nor will I name the teachers I spoke to or the children I (hope I!) helped.
- As the students entered, the teacher asked them to come from an "outside voice to a soft inside voice"
- The teacher asked some students about the importance of personal space, and also asked students who were acting out if they were "modelling positive [/expected] behaviour." This put the onus on the student to correct their behaviour as opposed to sounding as if the teacher was telling them off
- Asking the students to come up to the board or overhead projector to help makes them feel special
- The teacher repeatedly told the students that they were awesome; this surely gives them confidence
- Having the students (with the aid of a partner) take attendance makes them feel important
- Clear, simple instructions were confirmed by asking questions
- The teacher was honest with the students and did not baby them
- Students who finished early and tidied their area from an activity were asked to help others tidy up, fostering teamwork
- Students who were using good strategies or who had produced particularly good results had their work praised and shown to the class
- Ringing a bell was used, along with verbal instruction and physical movement, to show students what to do next; this removes ambiguity and breeds routine
- A special helper of the day assisted the teacher with her work and gives the children greater control over their education
- Having the students stretch at certain times, along with the use of movement, gesticulation and repetition helped to conform to different learning styles and keep the students focused
- Magnetic name tags that students put in a circle when they use the bathroom helps to keep an eye on where students are
- A traffic light system for behaviour helps students to be mindful of their behaviour and gives them a greater sense of responsibility; one child who got to red was asked to sit at his desk for a little while in order to calm down and focus
- If a student attempted to answer a question but was wrong, they were told "Good try, but would you like to ask a buddy?" I believe that such an answer would make them unafraid of failure
- A jar of lolly sticks with the students' names on provides a completely unbiased way of choosing students to call on
- The use of a little song when the students became distracted helped to focus them back on to the task at hand; "1, 2, 3, eyes on me" was answered by "1, 2, eyes on you," and repeated until all of the students were taking part in the song
- Students were asked to discuss certain questions with their "shoulder buddy;" this clear direction means that they won't just seek out their friends
- One student brings an item for show and tell each day, and has the other students ask focused questions about the item, followed by guesses, before the item is revealed. This creates excitement and helps to keep the students focused
- To teach the date, day and month, the teacher uses a whiteboard with certain letters missing, to tell a little story concerning the time of year, such as fall, and this was also accompanied by a song with actions, to directly involve the students in the activity
Overall, I had an exciting morning observing and helping out in the classroom. I am left with a feeling of thankfulness because --
a) I still have the opportunity to try something new and varied at this stage of my life;
b) I had a fantastic time and feel lucky to have been given the opportunity to take part in the observation;
c) All being well, this will be my career!
- As the students entered, the teacher asked them to come from an "outside voice to a soft inside voice"
- The teacher asked some students about the importance of personal space, and also asked students who were acting out if they were "modelling positive [/expected] behaviour." This put the onus on the student to correct their behaviour as opposed to sounding as if the teacher was telling them off
- Asking the students to come up to the board or overhead projector to help makes them feel special
- The teacher repeatedly told the students that they were awesome; this surely gives them confidence
- Having the students (with the aid of a partner) take attendance makes them feel important
- Clear, simple instructions were confirmed by asking questions
- The teacher was honest with the students and did not baby them
- Students who finished early and tidied their area from an activity were asked to help others tidy up, fostering teamwork
- Students who were using good strategies or who had produced particularly good results had their work praised and shown to the class
- Ringing a bell was used, along with verbal instruction and physical movement, to show students what to do next; this removes ambiguity and breeds routine
- A special helper of the day assisted the teacher with her work and gives the children greater control over their education
- Having the students stretch at certain times, along with the use of movement, gesticulation and repetition helped to conform to different learning styles and keep the students focused
- Magnetic name tags that students put in a circle when they use the bathroom helps to keep an eye on where students are
- A traffic light system for behaviour helps students to be mindful of their behaviour and gives them a greater sense of responsibility; one child who got to red was asked to sit at his desk for a little while in order to calm down and focus
- If a student attempted to answer a question but was wrong, they were told "Good try, but would you like to ask a buddy?" I believe that such an answer would make them unafraid of failure
- A jar of lolly sticks with the students' names on provides a completely unbiased way of choosing students to call on
- The use of a little song when the students became distracted helped to focus them back on to the task at hand; "1, 2, 3, eyes on me" was answered by "1, 2, eyes on you," and repeated until all of the students were taking part in the song
- Students were asked to discuss certain questions with their "shoulder buddy;" this clear direction means that they won't just seek out their friends
- One student brings an item for show and tell each day, and has the other students ask focused questions about the item, followed by guesses, before the item is revealed. This creates excitement and helps to keep the students focused
- To teach the date, day and month, the teacher uses a whiteboard with certain letters missing, to tell a little story concerning the time of year, such as fall, and this was also accompanied by a song with actions, to directly involve the students in the activity
Overall, I had an exciting morning observing and helping out in the classroom. I am left with a feeling of thankfulness because --
a) I still have the opportunity to try something new and varied at this stage of my life;
b) I had a fantastic time and feel lucky to have been given the opportunity to take part in the observation;
c) All being well, this will be my career!
Friday 26 September 2014
Milner Gardens Professional Community Learning Fieldtrip
In addition to our routine educational experiences as part of the Bachelor of Education course and the workshops and other experiences offered through Club Education (Club Ed), my fellow students and I also have the opportunity to take part in Professional Community Learning (PCL) experiences. These experiences mirror the professional development a full-fledged teacher would undertake as part of their career. The importance of these workshops cannot be underestimated as they provide unique opportunities to learn more about our discipline and teaching strategies. It is important never to lose sight of the fact that it is my duty to do all I can to best prepare for teaching, as it revolves around the most important assets this country possesses - our children!
The first PCL experience involved a fieldtrip to Milner Gardens (near Qualicum, on Vancouver Island) to learn about teaching to classes of schoolchildren within a nature setting. The fieldtrip was led by Pam Murray, Lead Interpretive Guide at Milner Gardens. We were also accompanied by Professor Paige Fisher, from VIU's educational faculty.
On arriving at Milner Gardens, we were met by Pam, formed a circle and were encouraged to number off. We then mixed up the circle and stated our numbers again. Doing this helps the students to learn their number and helps to keep track of students as you traverse through the landscape. It is best to have the children number off after each event and before moving on to other areas. During this time we also discussed the importance of preparing the students for their visit, and having activities after the visit to make best use of the learning opportunity. Paige equated the visit to the centre section of an hourglass, with the vast bulk of the work both ahead and behind the visit. Preparation can even include lessons in how to walk properly in the landscape, ensuring safety and minimum disturbance to the ecosystem. It is also important to ensure that students will be appropriately dressed (with appropriate footwear) and have sufficient food and water with them. Paige told us that the major cause of bad behaviour is that the students are cold, hungry or thirsty. Milner Gardens stocks extra clothing to help those students who have come poorly prepared.
We made our way down towards the gentrified area of the gardens, traversing a fallen trunk in the process. Pam strongly believes that children should be encouraged to take risks and, for this reason, also has a tree that she uses for the express purpose of climbing. She feels that grown-ups nowadays have forgotten the rewards of taking risks, such as development of motor skills, confidence and teamwork, and are more apt to worry unduly about the dangers, passing on their fear to the students. If you never have an opportunity to climb a tree, you will never develop the skill to do so. I agree with this philosophy and can apply it to many facets of my own life. For example, I have just painted our as-yet-unborn baby's nursery. I made quite a mess of it and did some things that, in retrospect, could have been done much more easily but I learned from my mistakes and got there in the end! We also need students to appreciate that learning often does not come easily, and that it's often good if this involves some risk. Tellingly, Pam revealed that there have been no injuries so far from students traversing the fallen trunk or climbing the tree. We discussed liability and the importance of keeping the school and parents well informed of activities to be undertaken, in addition to ensuring that activities are appropriate for age and ability. This also extends into making sure that students in wheelchairs can become as fully involved as possible.
Sadly, Pam has found that recent students she has taught at Milner have not known what to do with themselves as they are so unused to being outside in nature. For these students, she finds it helpful to have them close their eyes and silently listen to their surroundings. By doing this they gain a closer appreciation of the space they are in and are able to adjust a little better to their surroundings. Pam often finds that the students who don't cope so well in the classroom tend to flourish when they are outdoors, as they are so stimulated and this environment meshes well with their learning style.
Our group stopped underneath the katsura tree, an East Asian variety that smells strongly of caramel in the fall. Here she gave us small paper cups, defined our geographical boundaries and had us collect from the ground the items that we thought smelled nice. We then had to stir these items together to create our fragrance. Once we had made our fragrance we got into a circle and passed our fragrance round the rest of the students. For younger students, Pam suggested having them form into pairs as cups are often dropped and it helps them to better engage with each other. The variety of fragrances was astonishing and is a great way to have the students take a keener interest in their surroundings, using their senses of vision, smell, touch and, to a certain extent, hearing -- be it running water or the crinkle of leaves underfoot. Another exercise she showed us was to have the students rub their hands together to create warmth, covering their ears, eyes and nose in turn. This way the students learn to use their senses more to fully experience what the environment has to teach them.
On our way back to the bus, Pam had us play a game on a woodland trail. She gave us each a card with photograph of a plant or tree along with some information about it, and had us find them on a certain stretch of the path. Cards with their lay and scientific names were attached to the plant or tree. On finding a match, students were to alert Pam who would then hand out the next card or tell the student (if they were mistaken) that they were to continue the search. This is a good way to have students gain a greater appreciation of the plants and trees around them, while also taking part in a competitive game. The game can be tailored to however much time you have left and is therefore usual to do at the end of the visit.
Overall, I now feel more confident about taking students into nature and helping to make best use of our time there to engage them and incite in them a passion for the outdoors. I also recognize the need for appropriate preparedness, to deal with students' mental and physical needs.
The first PCL experience involved a fieldtrip to Milner Gardens (near Qualicum, on Vancouver Island) to learn about teaching to classes of schoolchildren within a nature setting. The fieldtrip was led by Pam Murray, Lead Interpretive Guide at Milner Gardens. We were also accompanied by Professor Paige Fisher, from VIU's educational faculty.
On arriving at Milner Gardens, we were met by Pam, formed a circle and were encouraged to number off. We then mixed up the circle and stated our numbers again. Doing this helps the students to learn their number and helps to keep track of students as you traverse through the landscape. It is best to have the children number off after each event and before moving on to other areas. During this time we also discussed the importance of preparing the students for their visit, and having activities after the visit to make best use of the learning opportunity. Paige equated the visit to the centre section of an hourglass, with the vast bulk of the work both ahead and behind the visit. Preparation can even include lessons in how to walk properly in the landscape, ensuring safety and minimum disturbance to the ecosystem. It is also important to ensure that students will be appropriately dressed (with appropriate footwear) and have sufficient food and water with them. Paige told us that the major cause of bad behaviour is that the students are cold, hungry or thirsty. Milner Gardens stocks extra clothing to help those students who have come poorly prepared.
We made our way down towards the gentrified area of the gardens, traversing a fallen trunk in the process. Pam strongly believes that children should be encouraged to take risks and, for this reason, also has a tree that she uses for the express purpose of climbing. She feels that grown-ups nowadays have forgotten the rewards of taking risks, such as development of motor skills, confidence and teamwork, and are more apt to worry unduly about the dangers, passing on their fear to the students. If you never have an opportunity to climb a tree, you will never develop the skill to do so. I agree with this philosophy and can apply it to many facets of my own life. For example, I have just painted our as-yet-unborn baby's nursery. I made quite a mess of it and did some things that, in retrospect, could have been done much more easily but I learned from my mistakes and got there in the end! We also need students to appreciate that learning often does not come easily, and that it's often good if this involves some risk. Tellingly, Pam revealed that there have been no injuries so far from students traversing the fallen trunk or climbing the tree. We discussed liability and the importance of keeping the school and parents well informed of activities to be undertaken, in addition to ensuring that activities are appropriate for age and ability. This also extends into making sure that students in wheelchairs can become as fully involved as possible.
Sadly, Pam has found that recent students she has taught at Milner have not known what to do with themselves as they are so unused to being outside in nature. For these students, she finds it helpful to have them close their eyes and silently listen to their surroundings. By doing this they gain a closer appreciation of the space they are in and are able to adjust a little better to their surroundings. Pam often finds that the students who don't cope so well in the classroom tend to flourish when they are outdoors, as they are so stimulated and this environment meshes well with their learning style.
Our group stopped underneath the katsura tree, an East Asian variety that smells strongly of caramel in the fall. Here she gave us small paper cups, defined our geographical boundaries and had us collect from the ground the items that we thought smelled nice. We then had to stir these items together to create our fragrance. Once we had made our fragrance we got into a circle and passed our fragrance round the rest of the students. For younger students, Pam suggested having them form into pairs as cups are often dropped and it helps them to better engage with each other. The variety of fragrances was astonishing and is a great way to have the students take a keener interest in their surroundings, using their senses of vision, smell, touch and, to a certain extent, hearing -- be it running water or the crinkle of leaves underfoot. Another exercise she showed us was to have the students rub their hands together to create warmth, covering their ears, eyes and nose in turn. This way the students learn to use their senses more to fully experience what the environment has to teach them.
On our way back to the bus, Pam had us play a game on a woodland trail. She gave us each a card with photograph of a plant or tree along with some information about it, and had us find them on a certain stretch of the path. Cards with their lay and scientific names were attached to the plant or tree. On finding a match, students were to alert Pam who would then hand out the next card or tell the student (if they were mistaken) that they were to continue the search. This is a good way to have students gain a greater appreciation of the plants and trees around them, while also taking part in a competitive game. The game can be tailored to however much time you have left and is therefore usual to do at the end of the visit.
Overall, I now feel more confident about taking students into nature and helping to make best use of our time there to engage them and incite in them a passion for the outdoors. I also recognize the need for appropriate preparedness, to deal with students' mental and physical needs.
Thursday 25 September 2014
Introduction
Hi. I'm Steve, and I am a teacher in training! I have started this blog to collect together any and all information concerning my educational experiences, ideas and thoughts. I hope to track how my thinking is influenced and, above all, to become a better teacher.
I am currently undertaking a Bachelor of Education (B. Ed.) degree with Vancouver Island University (VIU), in sunny Nanaimo on Canada's west coast.
I am currently undertaking a Bachelor of Education (B. Ed.) degree with Vancouver Island University (VIU), in sunny Nanaimo on Canada's west coast.
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