Saturday, 29 November 2014

Get on your way!

Yesterday I gave this to each of my students, a little good bye for the end of the year and a great reminder to not let the mountains of life stand in the way of moving forward. 

Yesterday we laughed and cried as we ended a year of incredible growth, not only academically but also personally and spiritually. We have embraced challenge and stepped out of our comfort zones with courage and determination. The seeds of purpose and destiny are flourishing well and I wish all of my students the very best for the season ahead.

As teachers we are often focused on shaping young minds, but I have always found that my heart is shaped in return. 

As my students gathered for one last group hug, I was reminded of the power of who we are as living, breathing humanity. Amidst the tight wrangle of bodies embracing (and giggling) each other, I realised that it is not what we say that has the most sway, but how we make others feel that impacts for the long haul. I pray that every student holds hope tightly in their hands and ends this year not only with a mind full to the brim, but also with a heart full of empowering and loving memories.  

I wish you all a Merry Christmas for the wonderful season ahead.

Friday, 31 October 2014

Life Lessons

As a teacher you have to be good at seeing into the future. 
You have to trust that all that you sow into the life of a child in the year that they are in your classroom will really make a difference, you hope it will any way! 

You have to see that child as the sum of all their ability right now but you also need to see them with all of their potential to come. Most of the time we don't see big changes or lasting impact in the year that we have them. 

Change is slow - and growth is hard to see!

In one year we see small changes - increased reading levels, better recall of facts, friendships grow deeper and self esteem blossoms brighter. Sometimes I have the privilege of hearing my students stories, and I am flawed. Their lives are so busy. They face countless hurdles and struggle with big issues. 

I have to remind myself to pause and listen, to really listen to their hearts. There is something about that tender heart reaching out and that precious soul pouring forth. I keep reminding myself that lessons don't always look the same or sound the same. Sometimes the really important lessons happen without any planning at all, right there on the carpet. Its those moments, the life lessons - the ones that I have not prepared for, that seem to make all the difference. 

In the flurry and hurry you might never know the full impact you have on your students, but never underestimate your ability to make someone else's life better - even if you never know it!

Sunday, 31 August 2014

Thursday, 31 July 2014

Hope for tomorrow

I am often reminding my students to think carefully about their decisions as each decision has consequences - good and bad! This works particularly well with managing classroom behaviour.

In an effort to assist my students to make good choices in the classroom we have a behaviour chart that encourages students to work towards making great behaviour choices. This chart works really well as students are required to physically move their peg up or down the chart. Students have a specially marked peg with their name on it and they get to move their peg up or down the chart depending on the choices they make throughout the day or week. Demonstrating good choices and considerate behaviour allows students to move their peg up the chart while inappropriate or unthoughtful behaviour choices requires the student to move their peg down the chart.

At the beginning of the week every child begins on the read to learn card in the middle of the chart and if they have had to move it down, may move it back up to this card the next day so that each child has a fresh start every day - they learn from yesterday and try again next time. There is always hope for tomorrow. If the peg has moved upwards then students keep on moving their peg until the end of the week and do not need to go back to ready to learn each day. However if they fail to make good choices then their peg may get moved back. If students reach the top of the chart by the end of the week, an 'Outstanding Behaviour' note is sent home to parents to notify them of their child's efforts. Children may choose from various rewards for their effort. Notes are also sent home should a student find themselves at the bottom of the chart. It is not often that I need to send a note home for inappropriate behaviour and if it has happened it is very rare to have to do so again. Once is enough! Children love making great choices and encouragement to do so makes all the difference.

Sunday, 29 June 2014

Visiting Rwanda

Last month I returned from Rwanda after two full weeks spent soaking up the incredible and life changing experiences with its beautiful people. I had the privilege of visiting a number of different schools and working with children so eager to participate in simple craft activities.

I worked with children so eager to use every day educational items like scissors. They snipped with purpose and determination. Such simple things brought pure delight. It is hard to believe that in this day and age, these every day items are not in every classroom around the world. 

It is hard to describe the feeling of watching children as old as ten and eleven so intent on a task that I would otherwise not even think about. The determination on their faces struck me, so engaged and precise in the most simple of activities. Each so focused, with their pursed lips, their steady gaze and careful snipping. The wonder of childhood opened up and filled the four walls of an empty classroom. A simple task became something entirely different. Triumph was palatable, evident in the beaming smiles and shining eyes. 

I stood there in that place and felt the weight of my role. 
The significance of it pressed me, 
reminding me why I chose this livelihood, 
why I love doing what I do. 
It brought me fresh perspective. 

There is something truly beautiful about opening up a world of possibilities to little people. 
Watching them achieve something that they didn't think they could do. 
Every day I have the opportunity to inspire learning about life and the world at large, 
to take children on a journey of discovery. 
This is a privilege.

As teachers we open up possibilities to young people every day. 
It is easy in the every day normality of life to forget the power in this. 
I was grateful to be reminded that what I do should not be taken for granted, 
that what I have to bring can't really be measured this year or next. 
The reality of teaching is something much deeper, 
it is an intangible impartation that can neither be measured 
or even known for years to come. 

Yes, results and data often and do measure progress and outcomes week by week, 
but the true measure of success is layered deep in the heart and soul.
It is buried deep within these little people and built slowly year after year. 
We teach facts and fiction, recite numbers, write stories 
and learn a hundred and one things each and every year. 

But there is so much learning that can never really be measured. 

Rwanda reminded me of that. 
How can we measure the wonder of childhood? 
Or the delight in simple tasks or the building of self esteem from one day to the next? 
What about feelings of success or a renewed belief in oneself? 
How can you measure any of that? 

As I stood there that day, I was reminded that sometimes our smallest successes will be the most important lessons we ever learn. 

Sometimes the smallest things actually turn out to be the biggest things.

Monday, 26 May 2014

Learning through doing

Whenever I can, I try to use concrete materials to introduce Mathematical concepts. Data and graphing is a great opportunity for providing hands on learning experiences. Children love the opportunity to work alongside each other and work through challenging concepts or problems. It is important for students to work out problems by doing and being actively engaged in the experience. They then need to articulate their learning by discussing how they have arrived at particular solutions to complex problems and scenarios, thus forging strong neural pathways and ensuring the development of sound mathematical understanding and reasoning.

I hear and I forget. I see and I remember. I do and I understand.