I believe in me
I am brave
I am beautiful
I am kind
I am loved
I am smart
I am amazing
I matter
Children are incredible. We see it everyday as they never cease to amaze us.
With daily affirmations we can continue to instill confidence in their greatness!
Shona@NUO
EDUTOPIA Presents:
When a child is included in the classroom, it means that they all have equal access to educational opportunities in a setting where all students feel secure, respected, and valued, regardless of their gender, race, religion, or ethnic heritage. In addition to actively addressing and working toward the eradication of negative stereotypes and attitudes based on gender, aptitude, learning style, race, ethnicity, or religion, or any other identifying factor, creating an inclusive classroom also entails addressing these issues. In the classroom, students who may have felt like the "other" are accepted and valued members of the community. Because it nurtures each child's sense of belonging, their sense of being seen and understood for who they are, and their intrinsic value as human beings, inclusion in the classroom is vitally important. Empowering inclusive classrooms.
Here is a list of words that I came across at the perfect time to work on an assignment about one of my previous students. These words perfectly reflect some of the words that we may regularly use to describe a child within our care.
By using a solution focused approach, we are showcasing the behaviours that we may find difficult to work with, in a way that positively describes the child. It is a more respectful, and impactful way to describe a child, similar to person-first language where you describe the individual before an exceptional difference.
These words are posted up in my classroom as a reminder that a child is always learning, and the words that we use to describe them can impact the view that they have of themselves.
Continue to build up the esteem of the children in your learning environments!
EDUTOPIA Presents:
5 tips I’m excited to share with first-year teachers
Julie
Cobb, Senior Manager, Professional Services, Nearpod
October 6, 2023
First-year teachers may feel overwhelmed, but a few tips can
help calm their anxiety.
I’ll never forget my first day as a teacher. I was so
excited to begin my career teaching kindergarten students who were deaf or hard
of hearing. My enthusiasm petered out when I saw green paint spilled all over
my classroom. Overwhelmed and flustered, I hadn’t accounted for mishaps like
this to be part of my lesson plan and was quickly faced with the realization
that there were many things that happened in the classroom that weren’t
accounted for in my lesson. Thankfully, one of my fellow teachers reassured me
in the aftermath by saying, “You clean it up and try again tomorrow. Now you
know not to put as much paint in the cup next time.”
Throughout my 26 years of teaching, I’ve heard similar
accounts from other first-year teachers anxious to get their footing in their
new roles, but more than anything, they wanted to connect with their students
and students’ families. They wanted to avoid cleaning up spilled paint,
searching for the right lessons or managing repetitive tasks that took time
away from their students.
Every educator has been the new kid on the block, and I can
assure you, we’ve all spilled the metaphorical and literal paint. While your
day or week may not perfectly mirror the lesson plan you so diligently created,
I have five key tips to help first-year teachers feel more confident in their
classrooms this year, so that the little messes don’t feel so big.
1. Seek out the support of your colleagues.
I had an amazing colleague when I worked in deaf education.
I could visit her room and vent everything that went wrong to her, and she’d be
there to encourage me. While the teachers’ lounge may feel like a daunting
place, remember that we’ve all been the new teacher in a school at some point.
Leverage your colleagues, seek out their experiences and expect to hear both
positive and negative stories that helped shape who they are as an educator.
Not only will you gain more confidence in knowing others have been in your
shoes, but you’ll also gain the perspectives of those who can remind you that
with every misstep, there’s a positive that comes from your day. Finding
someone who can help you find those positives is key to ensuring your success
in the classroom, as well as your students.
2. Narrow down the activities you “have to do.”
Teachers ask questions and make a lot of decisions as they
prepare lessons. Are they grade-level appropriate and aligned to standards? Is
all of the information up-to-date and accurate? Is the material I’ve created
visually engaging to my students? Suddenly, you feel like you need to choose
among 22 things and don’t know where to start.
If you can find high-quality
resources that answer three or four of these questions simultaneously,
you’ll feel less pressure. Find resources
that streamline your ability to choose engaging lessons that support
your teaching. Web-based platforms with lesson libraries of high-quality,
standards-aligned interactive lessons, games and activities are especially
useful, as are resources that let you upload your own slides, videos and PDFs.
With all your materials in one place, you can spend less time hunting for
resources and ensuring their credibility, and more time doing what you
love—helping your students.
3. Be open to technology that supports your teaching.
I spent five years working as a technology coach where I
helped teachers integrate digital learning into their classrooms. Pre-pandemic,
I met educators who weren’t open to using technology as a tool because of the
fear that it may take their place in the classroom. While no technology can
ever replace the impact of a teacher, technology can support educators in
managing repetitive tasks and gathering evidence of learning. We discovered the
value of technology during the pandemic but also learned that technology’s
impact can only extend so far without a teacher’s implementation and guidance.
4. Engage your students in new and different ways.
I’ve always told teachers: Decide what you want your students
to learn first, and then figure out the appropriate tool to support their
instruction. Children learn and absorb information differently and therefore
need a variety of ways to take in and engage with the materials you have
prepared. For example, you can reinforce concepts using interactive videos,
games, and quizzes. Yet, it’s challenging to create digital resources from
scratch—and even more challenging to adapt them to meet the needs of each
student.
Utilizing technology that is standards-aligned and provides
educators with options to leverage interactive videos or
other formats of material allows for greater flexibility in the classroom and
less stress on the teacher.
5. It’s all about balance.
Looking back, I put too much pressure on myself as a new
teacher–something I’ve seen time and time again from others in the field. I
learned to permit myself to tackle today’s unfinished work tomorrow, and
practiced the same level of patience and grace I gave my students, with
myself. We all want what’s best for our students, but it’s essential to
remind yourself regularly—you and your students are resilient. First-year
teachers should always look for their successes and celebrate them regularly.
Key points:
Recently, I've had a fantastic opportunity to learn about learning disabilities, and I'd like to share my insights. Learning disabilities are processing issues that can hinder an individual's ability to learn and apply skills effectively (Woolfolk et al., 2019). While there isn't a universally agreed-upon definition for learning disabilities, it encompasses "a number of disorders which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information" (Used with permission from Learning Disabilities Association of Canada, January 30, 2002, as cited in Woolfolk et al., 2019) and can coexist with various conditions.
According to the Learning Disabilities Association of America
(n.d.), there are common types of learning disabilities, such as dyslexia,
dysgraphia, dyscalculia, executive functioning issues, oral/written language
disorders, specific reading comprehension deficits, non-verbal learning
disabilities, and ADHD (which often co-occurs with learning disabilities).
Recognizing learning disabilities early is crucial for offering timely
assistance. Signs to watch for may involve challenges with reading, writing,
math, organization, attention, and following instructions. Be vigilant with
students who consistently struggle or show signs of frustration in the
classroom.
As an Educational Assistant (EA) and Teacher Candidate, I strongly
believe that inclusive education is a cornerstone of contemporary teaching.
It's our duty as educators to establish an environment where every student can
flourish. Among the array of students, we embrace in our classrooms, there are
those with distinctive learning needs, including learning disabilities. In this
blog post, we'll explore practical strategies for primary and junior teachers
to provide effective support to these students.
Below are some practical strategies to assist these exceptional
students. These ideas were recently learned in courses like "Teaching
Students with Exceptionalities P/J" and "Human Development, Learning,
and Motivation" at Niagara University, and the accompanying images were
found on Google to illustrate these concepts.
·
Differentiated
Instruction:
o
Tailor your
teaching methods to cater to individual needs.
o
Offer multiple
ways for students to demonstrate their understanding.
o Break down complex tasks into smaller, manageable steps.
·
Multisensory
Learning:
o
Incorporate
various sensory modalities like visual, auditory, and kinesthetic in your
lessons.
o
Use manipulatives
and hands-on activities to reinforce learning.
o Visual aids and color coding can be particularly helpful.
·
Structured
Routines:
o
Establish a
structured daily routine with clear schedules and expectations.
o Provide visual schedules or checklists for students with executive functioning challenges to help them stay organized and manage their time.
·
Positive
Reinforcement:
o
Celebrate small
victories and acknowledge efforts.
o Create a classroom atmosphere that promotes self-esteem and self-advocacy.
·
Assistive
Technology:
o
Utilize
technology, such as speech-to-text software, screen readers, or audiobooks, to
help students access and comprehend content.
o Explore apps and software designed for students with learning disabilities.
·
Individualized
Education Plans (IEPs):
o
Collaborate with
special education professionals to develop and implement IEPs tailored to each
student's needs.
o Monitor students' progress and make necessary adjustments to the IEP.
·
Oral and Written
Language Support:
o
Offer additional
time and resources for students who struggle with written expression.
o Allow students to express themselves orally or through alternative assignments when appropriate.
·
Reading
Comprehension Strategies:
o
Use graphic
organizers and visual aids to help students visualize and organize information.
o Encourage students to summarize texts in their own words to check for comprehension.
·
Non-Verbal
Learning Disabilities:
o
Foster an
environment that provides clear and structured communication.
o Use social stories and visual cues to help students navigate social interactions.
·
ADHD Strategies:
o
Establish a calm
and organized classroom environment.
o
Provide
opportunities for movement and sensory breaks to help students with ADHD
regulate their attention.
o Encourage the use of tools like fidgets or noise-canceling headphones when necessary.
·
Peer Support:
o
Promote
peer-to-peer support and understanding.
o Encourage cooperative learning, where students work in pairs or groups to support each other.
·
Professional
Development:
o
Stay informed
about the latest research and best practices in teaching students with learning
disabilities.
o Attend workshops, conferences, and training programs related to inclusive education.
·
Parent Collaboration:
o
Maintain open
communication with parents or guardians to discuss students' progress and
challenges.
o Collaborate with parents to create strategies for supporting students both at school and at home.
As primary and junior teachers, it's both our privilege and duty
to support all students on their educational journey, including those with
learning disabilities. By recognizing the signs, employing practical
strategies, and maintaining a growth mindset, we can create a positive and
inclusive classroom where every student has the opportunity to succeed. Since
each student is unique, it's crucial to continually assess and adapt your
teaching methods to meet their specific needs. Working closely with special
education professionals and families, and utilizing available resources can
provide valuable support for both teachers and students. Remember, a supportive
teacher can be a beacon of hope and empowerment for students with learning
disabilities, help them discover their full potential and achieve their dreams.
References
Woolfolk,
Anita E., Winne, Philip H., & Perry, Nancy E. (2019). Educational Psychology
(7th Canadian ed.): Pearson Canada Inc.
Learning
Disabilities Association of America (n.d.). Types of Learning Disabilities.
Retrieved October 15, 2023, from https://ldaamerica.org/types-of-learning-disabilities/
Editor's Note: Click on each image above (and below) to take you somewhere with reference to supporting students with LD
Courtesy
of FernandaB@NUO
Imagine you wake up, get ready and head off to school. When you get there you go directly to class, your teacher teaches you, who knows what, because you find it difficult to focus on the lessons and activities because your stomach hurts. It is growling and knotted because you haven't had anything in it since last night. At lunch you go to the office and ask for something to eat for lunch all they can provide you is a granola bar, apple and cheese string. This is better than nothing but still not enough to take away your hunger. You finish the school day, go home and head straight to your room where you take a nap just to pass the time and not think about how hungry you are. Your mom comes up to wake you up and tell you dinner is ready. Dinner is macaroni with pasta sauce and canned peas. Nothing spectacular but it's still dinner. Tonight though there is enough for a second bowl.
This is a heartbreaking reality of "1 in 3 Canadian Children" (Food Banks Canada, 2023). No child should ever have to experience this. Children should never have to worry about their next meal and they should also never have to worry about the quality of their next meal. Quantity sometimes out weighs quality when you're hungry, but quality will always be better for us in the long run. We often overlook the quality of the food we provide to our students in favour of cost. "Depending on where Canadians live, they may pay more than double to almost six times more for healthy foods such as fresh fruits and vegetables or whole grains" (CBC News, 2009). Some schools in Ontario have cafeterias, but the options of healthy foods are limited. The main options are french fries, chicken burgers, pizza and mac and cheese. These options are high calorie, low nutrition foods, sold for a high cost. For example 1 Chicken Burger in a local high school cafeteria costs $5. That doesn't include any side with it. If students are food insecure chances are they are also living in poverty so purchasing food from the cafeteria is not an option. Ontario schools have options to help these students such as Eat Well to Excel, Breakfast Club of Canada, Student Nutrition Ontario, etc. but often the funding isn't enough.
If you can, please help out your local school, find out if they have an open donation fund or use any of the following links to help feed school children in Ontario.
https://groceryfoundation.com/pages/toonies-for-tummies
https://www.breakfastclubcanada.org/
https://studentnutritionontario.ca/
https://foodbankscanada.ca/how-you-can-help/
References:
Food Banks Canada. (2023). Hunger in Canada. https://foodbankscanada.ca/hunger-in-canada/
CBC News. (2009). Canadians pay wide range of prices for healthy foods: report. https://www.cbc.ca/news/science/canadians-pay-wide-range-of-prices-for-healthy-foods-report-1.832326
Our students have been given goals to continue learning life skills to help them in the future. Within the community class I work in, we encourage students with exceptionalities to familiarize themselves with aspects of their lives that will help them. For example, some of our students have fine motor skill issues, so we have wooden shoes that they can lace to help them with their fine motor skills as well as having the ability to lace their own shoes and tie them up independently. We also have boards equipped with buttons, snaps, zippers and buckles to help our students increase some independence in getting themselves ready as well as their fine motor skills. We have many different ways of creating life skill opportunities within our classroom. Three life skills that all children need are self-care, household tasks, and communication (Thornbury, 2022). Ensuring these children are equipped with these fundamentals helps them create independence opportunities throughout their entire lives. We find it very important in our classroom to provide real-world experiences and opportunities for our students. We practice having conversations about daily life, and increasing their vocabulary. We teach them about safety and what that looks like in different situations, i.e. online, at home, in the community.
Strategies to keep in mind:
Use specific language
Break down each task, if needed
Demonstrate appropriateness
Modeling proper techniques
Repeat until you are confident the child understands the skill
"Schools in 2023 are slowly but steadily realizing that academic performance alone does not measure their students' ability to succeed in adult life" (Positive Action Staff, 2023).
References
Positive Action Staff. (2023, September 27). Why Should We Be Teaching Life Skills in Schools in 2023? Positive Action. Retrieved October 12, 2023, from https://www.positiveaction.net/blog/teaching-life-skills-in-schools
Thornbury, L. (2022, June 3). Life Skills to Teach Kids with Disabilities. Mydoh. Retrieved October 12, 2023, from https://www.mydoh.ca/learn/blog/lifestyle/life-skills-for-teach-kids-with-disabilities/
Courtesy of TanishaL@NUO
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