As another wonderful weekend draws to a close, I’m reflecting on how lucky I am to be able to be a kid with my kids. Today we spent time at the Shaw Centre water sliding, sitting in the hot tub, and doing cannon-balls, and I get to take part because of my kids. It’s similar to the fun I get to have with them sledding on the hill by our house, or building snow men, or playing Lego. Part of the reason I play with them is because my 4 year old twins still need a lot of supervision, but the other part is that it is just plain fun! All of this playing with my kids reminds me of the fun we get to have at school on a regular basis. I’ve seen teachers and students laughing and learning side-by-side; from Kindergarten role playing to senior science phalanges creations, there are many wonderful things happening all the time from room to room. I’d like to throw an invitation out to anyone willing: during your prep, or perhaps if you are an elementary teacher, during recess, pop into someone else’s classroom to see what they are up to. Just know that you are, in no way, expected to do this, but I’d be curious to hear your thoughts on the exciting stuff going on at Waldheim School. Jesse and I get to do this on a daily basis, and it is such an energizing activity.
Last week I stumbled across a headline on Twitter for the attached article. The headline read: Is This the Most Important Thing a Teacher Should Know? Eye catching, isn’t it. The author, Terry Heick (@terryheick), claims, “while relationships building and classroom management and organization and lesson planning and assessment design and dozens of other competencies are crucial to teaching, the ability to parse content into usable blocks that can be built (alongside students) into a compelling ‘wholes’ might be the most important thing a teacher can know how to do.” Interesting. Heick maintains that to complete a complex task there are multiple, simpler skills that need to be mastered to be successful. This caused me to reflect on a conversation I had with Brenda on Friday about our students’ ability to type. Recently, we have moved away from teaching keyboarding skills, hoping that it will be learned through authentic writing tasks, and this seems to make sense. I believe Heick would claim the danger in this would be asking students who can’t type to complete two complex tasks at once: 1. learn how to use a keyboard that at first glance makes no sense in it’s set up, and 2. craft a written document, such as a story or a research project. When you think about your students, are there times you ask them to complete complex tasks without knowing, for sure, if they have the necessary, basic skills to complete said tasks? If you are unsure if they are ready to complete the complex task, how could you find out and then support them if they are not?
Here’s what lies ahead as we wrap up November:
classroom visits: what I’ll ask the kids is, “what skills or abilities have you learned that make your current task achievable?”
Grade 2 assembly
Grade 1 – 6 progress reports will be sent home today, thanks for your hard work on these!
Jon Yellowlees visit ~ professional goals conversations with Jesse & Bruce