NUO Conference: Challenging Behavior in the Classroom: Be the Example

We read an article by Michael Linson on How to Handle A Student Who Yells At You. This article provided a lot of useful techniques on how to communicate with the student when they are in an escalated state and how to de-escalate the situation. I found this article particularly helpful for teachers in primary junior because this age group has less experience with emotional regulation.

My views on handling challenging behavior in the classroom aligns closely with the advice from this article, as I believe that to make any lasting change one must first de-escalate the student and get them back to a relaxed and rational state. It is further important to model the behavior that you want to see from your students. Show students what respect looks like, by showing them respect. I can relate back to a personal experience where modeling respect has worked to de-escalate negative behavior and reinforce positive behavior. A student in my current placement class who often displays challenging behavior was becoming angry towards other students in the classroom, and began yelling and calling them names. When I approached the student, I was sure to talk to them in a kind and respectful tone, acknowledging their feelings of frustration, but also modeling how we should treat others. I told the student I wanted to understand what they were upset about, and wanted to help resolve the problem. The student then began divulging underlying triggers to that caused their behavior, and eventually apologized for  their outburst. This article makes  an excellent point when it states "when you show them- through your simple kindness and no-hard feelings of acceptance— what grace, forgiveness, and true respect looks like… you'll forever change how they view the world". 

EDU491 AimeeW@NUO

Linson, M. How To Handle a Student Who Yells At You. April 2016.

https://niagara.instructure.com/courses/31993/files/2795307/download?download_frd=1

NUO Conference: Failsafe Literacy Strategies for Science

In today's educational landscape, fostering interdisciplinary connections is paramount to creating meaningful learning experiences for students. During the conference, I had the opportunity to participate in the workshop "Failsafe Literacy strategies for Science." As a science geek, I'm always eager to find more way to incorporate scientific opportunities in the classroom.

This workshop, by Sandra Mirabellli, aimed to equip educators with strategies to integrate literacy skills into science instruction, fostering a holistic approach to learning. Throughout the session, we explored various classroom activities designed to encourage critical thinking, exploration, and comprehension through a cross-curricular lens. We focused on utilizing the five distinct literacy thinking routines—Observe and Wonder; Predict and Infer; Sort and Categorize; Analyze and Interpret; and Conclude and Apply—to deepen student understanding.

 

             

The idea is to recognize literacy as a foundational skill in science education. By incorporating literacy strategies into science instruction, educators not only enhance students' comprehension but also nurture critical thinking and scientific literacy. As a future educator, this workshop has underscored the importance of adopting a multifaceted approach to teaching, one that values the relationship between different subject areas. 

During the workshop, we also engaged in a hands-on activity that provided a tangible demonstration of how to implement these strategies in the classroom. The objective was to create a "missing potato" ad, precisely describing a mini potato so that our peers could locate the absent potato within a pile. This simple yet effective activity illustrated how descriptive writing can be connected to identifying the characteristics of objects, a skill often utilized in science. From engaging in scientific inquiries to crafting visual representations of scientific concepts, I gained insights into how to make learning more meaningful and optimize teaching efficiency.

Moving forward, I am eager to integrate the failsafe literacy strategies learned in this workshop into my own teaching practice. I believe that by fostering interdisciplinary connections and prioritizing literacy skills in science education, I can create a more enriching and immersive learning environment for my students.

Sandra Mirabelli, along with her colleague wrote, a book that showcases these strategies and how to incorporate them in the classroom. Check out this resource for more information:

 

                                            

Mirabelli, S., & Sandner, L. (2023). Fail Safe Strategies for Science & Literacy Classroom Activities to Engage Students in Thinking, Exploring, and Making Sense of the World. Pembroke Publishers. 

EDU491-JoelleM@NUO

NUO Conference: Organizing Chaos Workshop

 Organizing Chaos

The workshop: “Organizing Chaos” presented by Kelly McGill is one that all educators should consider. In this workshop I learned about what being overwhelmed really means for an educator. Being overwhelmed inhibits your ability to think clearly. You need certain structures and time in order for it to be in place and it all starts with organization. A few tasks you will be managing as a new teacher include setting up the classroom, writing IEPs for the first time, parent communication, tracking all the deadlines you need to be mindful of, teams and clubs, annual learning plan and building relationships with staff. You should set realistic expectations for your first three years as a teacher and take control of your spaces by organizing them. Calm and clear spaces impact students too in the classroom. An educator should model good organization for students and teach them about this essential lifelong skill. 

The speaker went through helpful tips including three spaces you need to get under control as a teacher: 

1. Physical space: Declutter first by making sure everything in your space is worthy of your mental energy. Zone your space so you could find whatever you need quickly and easily. Some zones to consider creating include teacher desk, teaching resources, whiteboard, document camera, big tables, bulletin boards, folders, bins, notebooks, math tools etc. Invest in a planned and prepped cart such as assigning a drawer for pages that need to be photocopied, work to be graded, materials gathered, stuff to hand back  etc. Use a V.I.P binder in which you keep student marks, year at a glance, parent contact info, communication log, curriculum expectations for subjects you teach, copies of current IEPs. 
2. Digital space :  Rename files as soon as you copy or download them and organize digital files/resources belonging to a certain subject under the same folder. 

  3. Mental space : Organize and highlight items according to priority and create a customized year at glance and   reference it regularly and keep notes of holidays, special months, meetings, etc. 

The learning provided in this workshop  was so meaningful in reducing new teacher overwhelm. The tips offered in this session is something I will definitely use to keep the classroom organized as it  helps create a daily schedule, and saves time by being prepared ahead of time.

The strategies offered in this workshop are crucial to reducing  that first year teacher overwhelm. I will use them in saving time, creating focus, and supporting mental calm. It will help me with time management, and having a better understanding of  individual student needs as I will have an organized binder where I can find whatever documents I need such as IEPs, curriculum expectations, etc. 

Brought to you by: RaveenD@NUO-EDU491

NUO Conference: Effective Classroom Management

Attending a workshop on effective classroom management is essential for teachers, such as myself, due to its direct impact on student success and overall classroom dynamics. Effective classroom management equips teachers with the skills to manage multiple students simultaneously, including those with behaviour issues and learning exceptionalities. 

By learning strategies such as getting to know your students, establishing classroom management rules and expectations from the very beginning, and having students continuously practice these expectations (such as being quiet and in a straight line when lining up), I can create a positive learning environment that will stay in place for the entire year. It is important to have a great relationship with your students, but also understand you are not their friend. In establishing these rules, all students will know what is expected of them which will create a better learning environment for my students and a better teaching environment for myself. 

This workshop is connected to the OCT Standard of Practice 5, Ongoing Professional Learning, which emphasizes educators' commitment to continuous growth and development. Managing diverse student needs requires ongoing learning and adaptation, making workshops on classroom management invaluable for teachers. By learning new techniques and approaches, we can better address individual student needs, promote positive behaviour, and facilitate meaningful learning experiences. 

Ultimately, prioritizing ongoing professional learning centered around classroom management which can contribute to a positive and supportive learning environment, fostering student success and achievement. 

Published by Julia G@NUO

NUO Conference 2024: Navigating Challenging Behaviours (Collaborative Problem-Solving Approach)

On the final day of the conference, I attended a workshop called A Notch Down: Reducing Behavioural Challenges by Asad Choudhary. I was looking forward to this workshop, as challenging behaviour is something that is so inevitable and prevalent in the modern-day classroom, and found it to have a variety of insights on strategies on how best to approach difficult behaviour. One of the strategies that were introduced was called the "Collaborative Problem-Solving Approach" as outlined below in the schematic and following 4 steps: 

                                  

Step 1) Identify the issue, observation or behaviour in question

Step 2) Understand the students' concern

Step 3) Specify your concern as a teacher

Step 4) Collaborate and come up with solutions to the issue

 

This approach fosters a more collaborative and inclusive classroom environment, as it opens the door to the conversation with the student to help them feel empowered, heard and respected when arriving at a solution to a problem they may be facing. It highlighted the importance of identifying the underlying nuanced element of a behaviour, because there will always be a reason that the student is behaving a certain way rather than simply choosing to be disruptive in the day. The anecdote of a pencil-throwing Grade 7 student was extremely meaningful and significant, as it emphasized the impactful difference it makes to give a student the chance to explain their side of their challenging behaviour through a collaborative approach rather than simply delivering a disciplinary consequence to that student, when the teacher took the time to understand why that student was experiencing the daily frustration and subsequent pencil throwing each and every morning. As a teacher, I want to keep this in mind when faced with these kinds of scenarios, and aim to approach misbehaviour with greater compassion, empathy and patience with a collaborative and student-centered approach. 

VeronikaL@NU

NUO Conference: Classroom Management Seminar

This seminar summarized some tips for classroom management specifically about how to head with the parents of your students. We were informed about some tips and tricks to use within the classroom that will help us when we are working. 

What stood out to me is when the presenter mentioned that "we are all human and have human emotions" she said to keep this in mind when a student or parent is showing a great amount of emotion. Personally in my career I have dealt with parents and students who had different opinions of me. 

In order to compromise with the families, I had used the advice the presenter gave and that worked with families. Understanding that other people have other emotions and how to deal with them makes a huge difference when it comes to the relationship you have as a teacher with the parents. By addressing concerns this builds trust with everyone involved and can make solutions to problems much easier in the future. 

Valeria D@NUO

NUO Conference: Applying for Teaching Positions (What You Really Want to Know)

Applying for Teaching Positions (What You Really Want to Know)  

At the Niagara University teaching education conference a session entitled 'Applying for Teaching Positions (What You Really Want to Know)' was available for teacher candidates to take part in. 

Some memorable moments from this conference based on interviewing and applying for teaching positions were as follows: 

• Frame your answers to their questions. Having an opening including your personal philosophy and beliefs is important. Shape the story you are telling to answer their questions. Include examples of how you have practiced specific concepts in a classroom setting. Always remember to have a conclusion to your answers…no 'um yeah(s).'
  
  

• Wondering what questions to ask at the end of an interview? Tell the interviewers what qualities you have to offer that would make you best suited for the job and ask them if you conveyed this during your interview? OR research the school beforehand and inquire about some of the events/clubs that you found interesting and unique.
  
  

• After an interview - here is what to do! Email the interviewee i.e. principal or administration to thank them for their time. It is a nice gesture and it shows your interest. Didn't get the job? Ask for your feedback so that you can improve for your next interview. Consider to yourself what your strengths and weaknesses were and evaluate what to improve on for next time. 

Something that my placement teacher, during the Fall term, and I discussed in detail was AQ's and ABQ's that were available and what I was interested in. During my time as a student teacher my opinions altered on what I wanted to further study and what I was interested in. Something that Mrs. Epstein touched on signing up for A(B)Q courses. Her advice to us? Sign up for what you are actually interested in and choose courses appropriately! If you have zero desire to become a special education teacher, do not sign up for an AQ in special education. This could result in you being placed in a classroom where you will not be interested in the work you are completing. Focus on what you like and what you envision yourself teaching in the future. 

Colleen@NUO-Professional Seminar in Elementary Education - EDU 491

NUO Conference 2024: "Skill Not Will"

In the workshop titled "Reducing Behavioral Challenges", the instructor emphasized a term that changed the way that I view children who exhibit challenging behaviors in the classroom, which is "skill not will". The concept stems from child psychologist Stuart Ablon, who specializes in working with challenging children and their families, teachers and additional support. The concept emphasizes that children exhibit challenging behaviors not out of a deliberate choice to misbehave, but rather due to lacking certain skills necessary for appropriate behavior. This perspective challenges the traditional assumption that misbehavior is solely a result of defiance or intentional disobedience. Instead, it highlights the importance of understanding and addressing the underlying skills deficits that may contribute to challenging behaviors.

                      https://www.youtube.com/watch?v=zuoPZkFcLVs&ab_channel=TEDxTalks

In traditional disciplinary approaches, rewards and punishments are often used to modify behavior, assuming that children misbehave because they choose to do so. However, the "Skill not Will" perspective shifts the focus towards recognizing that challenging behaviors often stem from deficits in skills rather than a lack of motivation or willpower. Therefore, simply rewarding or punishing a child may not effectively address the root cause of their behavior.

When educators encounter challenging behaviors in students, our primary duty is to understand what is driving those behaviors. This involves looking beyond the surface level of behavior and examining the underlying factors that may be contributing to it. By taking the time to understand the root causes of challenging behaviors, educators can better support students in developing the necessary skills to behave appropriately.

This approach not only fosters a more empathetic and understanding perspective on behavior management but also promotes the development of essential skills that empower students to succeed academically and socially.

Brought to you by: OliviaB@NUO

Ablon, S. (2014, October 24). Rethinking challenging kids-where there's a skill there's a way | J. stuart ablon | tedxbeaconstreet. YouTube. https://www.youtube.com/watch?v=zuoPZkFcLVs&ab_channel=TEDxTalks 

NUO Conference 2024: Organizing Chaos

In this session we learned how to help minimize the things you can change in the classroom. She reviewed strategies and skills for students to be organized. She went in depth about three spaces to get under control in the classroom; the physical, digital and mental space. She provided us with ten helpful tips to stay organized in the classroom to avoid feeling overwhelmed. As an educator, we can feel very overwhelmed by the number of tasks we have to complete throughout the day, however, if we set realistic expectations and take control of our space we  can effectively get things done in order of significance. 

For example, tip #1 was to declutter the physical space. In other words, everything needs a home. The visual distraction of clutter increases cognitive overload and can reduce our working memory. One thing that really stood out to me was that you do not need a ton of stuff to be a great teacher (quality resources over quantity). This can be done by getting rid of old textbooks to free up shelf space for new (better) resources. Another great tip was to effectively zone your space/classroom into a teacher zone and a student zone. For example, the teacher zone is just for teacher stuff and is off limits to students, however, the student supply zone or the subject-specific zone is for students. The student supply zone is a small section where students can independently access materials they need throughout the day (ex. plastic spoons, bandaids, pencils, glue, scissors etc). A subject-specific zone, for example, is a math zone with unit themed bulletin board, math tools, rulers, protractors, calculators. This makes it easy for students to stay organized themselves and facilitates independence. To conclude, being organized does not eliminate stress but rather is an organized chaos.

Brought to you by: EDU491-ValentinaM@NUO

NUO Conference 2024: Collaborative Problem-Solving

On the final day of conferences, one workshop that I found very insightful was the "A Notch Down: Reducing Behaviour Challenges" workshop. This was a workshop that I was looking forward to, as I know that as a teacher, dealing with challenging behaviours is something that cannot be avoided, and I was hoping to receive some insight into how to approach these situations with empathy and understanding. The facilitator of the workshop recommended two books on this topic which were Lost at School by Dr. Ross Green and The School Discipline Fix by Dr. Stuart Ablon and Alisha Pollastri. These authors subsequently developed the Collaborative Problem-Solving 4-step process which is an approach to addressing challenging behaviour in the classroom. The process is as followed:

1.     Identify the issue/observation that is of concern

2.     Understand the students' concern

3.     Specify your concern as a teacher

4.     Collaboratively develop solutions to address the issue

At times, as educators, we tend to make assumptions about students when they exhibit challenging behaviour. However, in this workshop I learned that when we encounter challenging behaviour in our classrooms, our first duty is to understand what is happening and what skills the students are lacking, rather than jumping to conclusions that place blame on the student for not behaving according to expectations. As outlined in the 4-step process, understanding the students' and teachers' concerns through collaborative problem-solving allows teachers to empathize with students' perspectives while also fostering a sense of ownership and responsibility among students.

References:

Greene, R. (2014). Lost at School. Scribner.

Ablon, S. & Pollastri, A. (2018). The School Discipline Fix. WW Norton.

Courtesy of JaclynT@NUO-EDU491

 

NUO Conference 2024: Difficult Conversations

Through a discussion and sharing of personal experiences, Theresa Penny offered an exceptional workshop called Difficult or Courageous Conversations. During the workshop, I gained valuable insights into handling courageous conversations and recognized that I would need to have these conversations as a teacher. I learned how important it is to maintain composure during conversations and refrain from having our emotions derail the conversation's purpose. Additionally, educators should not be scared to seek support from school administrators when faced with difficult conversations. School administrators are here to support us. I also learned the importance of giving yourself time as an educator to come up with all the evidence and facts before talking to a parent about their child to ensure you are fully prepared to have the conversation.

                                             

Learning through interactive discussions and listening to Theresa Penny share her personal experiences facilitated a deeper understanding of these strategies. As an educator, the workshop is very beneficial as I am now better prepared to navigate difficult conversations confidently, ensuring a productive outcome and knowing when to seek assistance from school administrators. In my future teaching endeavours, I intend to apply what I learned from the workshop by maintaining a calm demeanour and collecting my thoughts and evidence before engaging in a difficult conversation. I will not be afraid to ask for help and recognize that collaboration can enhance the effectiveness of some conversations. I will engage with parents and ask insightful questions about their perspectives and experiences to understand my student's backgrounds and challenges better. By applying these strategies, I will feel more confident and better understand how to handle and navigate courageous conversations.

@SabrinaNUO-EDU491

NUO Conference: Indigenous Education

Attending the workshop SPEAK! The Gift of Story which was led by Robert Cutting was fascinating and insightful and brings to mind the importance of how instrumental Indigenous education is for all Indigenous and non-Indigenous people. This education explores not only colonial histories but also the cultures, perspectives, contributions and the importance of Indigenous ways of knowing and storytelling. 

Our Federal Government has taken steps to implement mandatory Indigenous education into the curriculum, but more work clearly needs to be done as it does not seem to be implemented the same across all school boards and schools. I believe that appropriate knowledge can be gained by partnering with and building up the Indigenous community as sessions such as Cutting's demonstrated. Cultivating respectful, cultural activities and discussions is groundbreaking. It is so incredibly important for students to not only feel connected to but also see how their history and cultures connect to others around them. The fear of not knowing how or what is appropriate to say will be lessened the more comfortable educators like us become with Indigenous education. 

While I have much more reading and engaging to do - I now feel like I have more tools to draw from for my future classroom and I have added several books to my collection that I feel are important and helpful resources.  The value of ensuring that one day Indigenous education is taught as part of regular curriculum daily without it being separated as a special unit is well worth the discomfort and fear that currently seems to dominate our education system. 

Resources/References: 

https://reimaginingmigration.org/

2022 Belonging and Racial Identity in Halton

Stephanie@NUO-EDU491

NUO Workshop Conference 2024

Differentiated Instruction is all about recognizing that every student is unique and has their way of learning. It is like having a toolbox full of teaching strategies to meet the diverse needs of your students. Whether they learn best through visuals, hands-on activities, or group discussions, Differentiated Instruction allows you to tailor your lessons to fit their individual learning styles.

                                               
Here are some tips to implement Differentiated Instruction in your classroom:

Know Your Students: It is essential to spend time getting to know your students on a personal level. By doing so, you can understand their unique learning styles, interests, strengths, and areas where they need improvement. This knowledge will enable you to customize your teaching methods to meet their needs and help them achieve their full potential.

Offer Choice: It is crucial to allow students to have choices and options in how they learn and demonstrate their understanding. By providing students with activities such as project-based learning, group work, or independent study, you encourage them to take ownership of their knowledge and become more engaged. This autonomy can lead to a greater sense of personal investment, ultimately improving their performance and understanding of the material.

Regularly Assess and Adjust: It is essential to periodically evaluate your student's progress and comprehension using formative assessments. You can use this feedback to guide your teaching methods and adapt them accordingly to your student's needs.

By embracing Differentiated Instruction, you are not just teaching – you are empowering your students to succeed in their own way!

                              

#DifferentiatedInstruction #EmpowerLearning

EDU491-MelissaN@NUO

NUO Workshop Conference 2024

One of the workshops that I attended on day 2 was Organized Chaos presented by Kelly McGill. She really spoke about one of the biggest things that teachers don't realize is how we can effectively set up and organize our classroom! Her workshop really emphasized the importance of organizing whether it was organizing the space in the classroom, materials, documents, teaching students how to organize their own belongings and more! Although organizing might not seem a priority, starting to organize early can really change small habits and boundaries in the classroom! There's really no right or wrong way of organizing but as long as it works for you, that's what matters the most! 

Here are some websites of tips that can help you organize your classroom! 

28 Classroom Organization Ideas to Make Your Year Easier

Tips for Classroom Organization

34 Brilliant Teachers Classroom Organization Ideas for Teachers

Courtesy of:  EDU491-FabiolaR@NU

NUO Conference 2024: Building Resilience

During the three day conference, one seminar that really stood out to me was called Building Resilience: A Workshop for K-12 Teacher Well-Being which was run by Adriana Lucchetta. In this seminar, the primary issue she raised was teacher burnout and the various challenges we face on a daily basis that can negatively impact our ability to teach over time. Within this topic, she spoke in depth about how ensuring our students' success and understanding them better can help ease the issues that occur in the class ultimately leading to burnout. We brainstormed reasons or factors that affected or hindered student success such as a turbulent home life, responsibilities the students may have at home, trouble at school, etc. Learning about these potential issues will affect my teaching practice in the future because as an educator, I would want to support my students and be able to handle any issues that arise while still trying to avoid burnout. 

Often times, it can be difficult not to experience fatigue or exhaustion when you are also having to deal with external issues or behavioural outburst as we try to teach lessons. However, through Adriana, I was able to learn more about why these issues take place and how we as educators can help use our voice and knowledge to help bridge any gaps that can occur in class. What I learned related to my previous educational experiences because I have experienced the same struggle to teach and balance external issues that happen in class and have seen how exhausting this can be over time. Adriana mentioned how important it can be to use mantras, have tools that we personally can rely on to be uplifted, and not to carry one bad day into the next day and to treat each day as a new opportunity. One resource that can provide more insight into ways to avoid teacher burnout through managing difficult behaviours is: How to Prevent Burnout and Disengagement in the Classroom - Insights to Behavior.  

EDU491-JashandeepP@NUO

NUO Conference: Encouraging Student Participation

Attending the workshop on "Active Learning for All" was very insightful for me as a Teacher Candidate. I found that active learning can be used to support introverted students. Through engaging activities like sharing ideal classroom scenarios, solving riddles, and participating in a math geometry game, I witnessed the impact of active learning on student engagement. Students who normally would be too shy to participate with their peers are given the opportunities to do so. This workshop highlighted the importance of creating inclusive learning environments where every student feels valued and empowered to participate. Moving forward, I'm committed to integrating active learning strategies into my teaching practice to cultivate curiosity and help every student's voice to be heard. This workshop not only reinforced the significance of student-centered instruction but also motivated me in creating enriching learning experiences for my future students.

Courtesy of EDU491-DanielC@NUO

NUO Conference 2024

This conference was incredibly valuable in so many ways. 

It was great listening to professionals in the field of education speak about their experiences. Teaching is an inherently human activity and it is critical to place the utmost importance on this fact everyday before we get into the classroom. 

One thing that was extremely reassuring was to hear many of the speakers mention how rewarding being a teacher is. This made me feel excited and inspired for the road ahead. I hope that one day I can say that I too have been in the field for 20+ years and have retired happy with all the work I have done to contribute to the field of education. 

This was such a great way to spend our last few days at NUO. Feels like a full circle moment! 

Thanks so much! 

Karishma@NUO-EDU491

NUO Conference 2024: Classroom Management Workshop

As an educator, I've recently embarked on a journey to explore the intricacies of effective classroom management. Reflecting on my experiences, particularly the enlightening workshop titled Classroom Management for New Teachers facilitated by John Masciarelli, I've come to recognize the pivotal role of strong leadership in creating conducive learning environments. 

The speaker's emphasis on setting clear expectations, addressing common mistakes, and fostering robust teacher-student relationships resonated deeply with me, laying the foundation for my future teaching practice. 

Let's Take A Look At Four Classroom Management Tips I Learned!

1. Establish clear and consistent expectations for behavior, academic performance, and classroom procedures to guide student conduct effectively.

2. Cultivate positive relationships with students by showing genuine interest in their well-being and success, fostering a supportive learning environment.

3. Implement a system of positive reinforcement to recognize and reward desired behaviors, encouraging students to continue exhibiting positive actions.

4. Maintain consistency and fairness in discipline and classroom management practices to build trust and predictability among students, regardless of background or performance.

Throughout the session, I gained insights into the methods of establishing a positive and organized learning environment. Despite the digital nature of the workshop, engaging in group discussions with peers allowed for meaningful exchanges of ideas and practical applications of classroom management strategies. Real-world examples shared during the session illuminated the significance of classroom management in promoting student engagement and success. As I navigate the challenges of my first years of teaching, I am committed to prioritizing the principles of effective classroom management. By setting clear expectations, establishing consistent routines, and building positive relationships with my students, I aim to create an environment where all learners feel supported and motivated to excel academically and socially.

This journey aligns seamlessly with the Ontario College of Teachers (OCT) Standard of Leadership in Learning Communities, emphasizing the integral role of effective classroom management in fostering thriving educational environments. As I continue to grow and evolve as an educator, I am confident that the insights gained from this workshop will serve as guiding principles in my practice, ultimately shaping me into a more effective and impactful teacher!

For some additional information and access to the resources used in this blog, please click the links below:

20 Classroom Management Strategies & Techniques

24 Best Classroom Management Strategies to Ensure Success

19 Big and Small Classroom Management Strategies

Frederica@NUO-EDU491

NUO Conference 2024: Positive Engagement with parents and Families

I believe that it is important for us as teachers to create a relationship with the families in our classroom as the families are the primary caregivers of the students. I want to create a relationship with them to ensure their students are having a successful and enjoyable time while in my classroom. Creating positive relationships with the families affects my teaching and practice because if the relationship with the families is negative, it will affect the student and communication moving forward in the classroom. 

A practicum experience that best represents what a positive relationship with families looks like was in my grade one classroom. My teacher would always make an effort to say hello to the families at the end of the day. My teacher also kept families updated on what their students were doing in class because she would post on Twitter or Google Classroom. The families always interacted positively if they had any concerns because of the relationship they had created with the teacher. They were able to share their feelings and feel heard if they had a comment or concern. From these experiences, I have learned the importance of creating a positive relationship with families as it can help me when communicating concerns or information to the families.

For more information on how to create positive relationships with families, click here! https://www.edutopia.org/blog/20-tips-developing-positive-relationships-parents-elena-aguilar

I am fortunate that I have had many opportunities to work with families from my part-time job. I work with children in gymnastics. I get the opportunity to interact and create positive relationships with the families as I train their children for ten months of the year. This opportunity has shown me the importance of creating a relationship with the families of the students I encounter. Being in this program and my practicums, I can use skills I have built from my part-time job and use them in the school setting and vice versa. 

EDU491-NicoleR@NUO

NUO Conference: Classroom Management for New Teachers Workshop

On day one of the 2024 Teacher Education Conference, I attended a workshop entitled Classroom Management for New Teachers, presented by John Masciarelli. In this workshop, I learned the importance and significance of effective and practical classroom management to navigate the demands and unpredictability of the classroom environment and as an opportunity to support students' presence and learning in the classroom. More specifically, the activities, discussions, and strategies presented gave concrete examples that helped me better understand how effective classroom management strategies lie at the heart of healthy, respectful, safe, and encouraging relationships with students and set the tone for meaningful engagement and learning in the classroom. 

This workshop was impactful and meaningful as it demonstrated and simplified how to find opportunities to reward and praise students' behavior, foster learning opportunities to support students in recognizing the importance of good behavior through positive and fair modeling, repetition, reminders, correction, and communication, and the impact of establishing, affirming and reinforcing classroom norms, both positive and negative. As a future teacher, I found classroom management overwhelming and daunting; however, this workshop highlighted the basic, daily, and practical approaches to building respectful classroom communities where students can thrive, have fun, be included, and be motivated to be their best version of themselves. In that way, it is evident that effective classroom management, which blends and maintains the classroom's emotional, instructional, and social elements, is essential to a productive learning climate and the cornerstone of student success. 

                                 

This workshop, Classroom Management for New Teachers, highlighted the importance of the OCT Standard of Commitment to Students and Student Learning, which states that: 

"Members are dedicated in their care and commitment to students. They treat students equitably and with respect and are sensitive to factors that influence individual student learning. Members facilitate the development of students as contributing citizens of Canadian society"

This workshop has reinforced this OCT standard as it has emphasized that by getting to know students and their experiences, teachers gather the necessary information to better understand how these experiences affect student behavior and learning and are better prepared, responsive, and equitable in their classroom management approaches, as discussed in the workshop.

Finally, I will apply what I learned from this workshop to my future teaching by leading with the notion presented in the workshop that classroom management is a critical tool for helping students understand that it is good to do good. By engaging students in recognizing the extrinsic and intrinsic rewards of good behavior, both in and outside of the classroom, in the present and future, I will, as a teacher, in turn, encourage my students to be excellent and respectful individuals in their classroom, communities, and the world.

EDU491-GraceD@NUO