Instruction
"Teach a child how to think, not what to think." - Sidney Sugarman
My approach to instruction really emphasizes the children as playing the central role, where they are active participants in their construction of learning. It is important to stimulate their growth by introducing new ideas and “stretching” them to progress. Thus, I often think of students’ zones of proximal development. I love to challenge my students to push themselves as far as they can go, and to work together to move forward. I strive to facilitate their learning by providing meaningful activities and resources, while capturing their attention in an engaging manner.
Above: Word Wall, including students' names.
Getting to Know Students in the First Few Weeks
What I want to find out:
Home life and socio-economic status:
- Communicate with parents. Encourage e-mails and send introductory letters home. Keep parents updates with what is happening in the classroom.
- Find out the primary language spoken at home, as well as if the student has siblings or is being raised by a single parent/divorced parents by reading school forms.
- Talk to and listen to what the students are saying. Ask questions.
Style of learning (visual, auditory, hands-on, etc.):
- Observe the children at work.
- Offer a variety of options for learning, such as images and manipulatives.
- Have a sense of the students’ attention spans.
Student interests/hobbies:
- Brainstorm or have a class discussion about what the students hope to learn in the coming year.
- Create a fun activity such as a “Learn All About Me” sheet to fill out and colour in.
- Pay close attention to what is being written about in the students’ journals.
- Get involved in extra-curricular activities in the school and find out if any of your students are involved in them as well.
Academic levels:
- Reading and comprehension records, such as PM Benchmark.
- Assess writing skills through journal writing.
- Keep track of who understands the lessons taught be staying on top of correcting and observing within the class.
- Speak with the students’ teachers from previous years.
- Look at previous report cards and student portfolios if available.
Social skills/Sense of Self
- Observe the children at recess.
- Observe class interactions/ provide opportunities for group work.
- Observe lunch groupings (who sits with whom).
- Ask about future ambitions.
Goals for Every Classroom
GOALS |
BEFORE SCHOOL BEGINS |
ON THE FIRST DAY OF SCHOOL |
THROUGHOUT THE FIRST WEEK |
Establish a Daily Procedure |
Plan a morning and transitional routine. |
Run through routines several times. |
Collaborate to write up the routines and hang them in the classroom. |
Help Students Achieve Independence |
Set up a Word Wall and a Math Wall. Make sure all classroom resources are easily accessible to students. |
Show students helpful classroom tools. Explain how and when to use such tools. |
Encourage students to use surrounding tools.
|
Students Understand/Accept Responsibility |
Make a list of tasks students can help with. |
Assign tasks for students to help with. |
Make sure tasks are being completed successfully. |
Respectful Atmosphere |
Ensure class is laid out in a way that promotes interactive learning. |
Work together to create class rules. |
Have students write up the rules and display them in the class. |
Sense of Community |
Prepare welcome letter for parents. Make sheet for parent volunteers. |
Send home welcome letters.
|
Allow times for students to share information about their lives. |
Authoritative Consistency |
Create a rewards system: Points-based? Group or individual? |
Explain rewards system.
|
Implement rewards system. |
Integration of Special Needs Students |
Meet with resource team to ensure classroom is welcoming and reflects individual needs. |
Check in with special needs to students. Assess how the class is addressing their needs. |
Continue to meet with resource team and parents of special needs children. |