Welcome to the Site!

On this blog, you will find information related to the Standards of Practice, as outlined by the Ontario College of Teachers Association.

Posts are categorized into the following sections:

Commitment to Students and Student Learning

Leadership in Learning Communities

Ongoing Professional Learning

Professional Knowledge

Professional Practice

Feel free to peruse the blog and leave any comments.  I'd be happy to share more information with you or to answer any questions you may have.

Thank you for visiting!

-Mrs. Saunderson

Earth Hour

To promote eco-friendly habits and behaviours, the school I was completing my practicum at participated in the school board wide Earth Hour during the month of March.  During this time, schools in the area turn off their power for an hour to raise awareness about global issues and to also prepare students for the nation and world-wide Earth Hour which was occurring the following day (a Saturday).

I decided to create a song to teach to my grade 3/4 class and to teach it to them as a fun, engaging, and musical activity.  This soon became known throughout the staff and we were signed up to perform this song at the school  Earth Hour assembly.  Using simple body percussion, call and response methods, informative lyrics, and some choreography, we were able to present the "Turn Off the Power" song in front of the school with success.  It was great to see the enthusiasm from the students and to see the process of preparing for a performance throughout the week.  They were excited to present and to showcase their creative song that was specific to the school assembly.

I believe that this contributed to the leadership I held in the school as I was able to include my class in the school assembly and show initiative for student involvement.  During the performance, I did not physically participate and let the students lead themselves, of which they did without any issues.  It was a success all around.

Click below for the lyrics of the song.

Professional Feedback

Receiving feedback from professionals in the field of education is very important and crucial to one's learning.  I have sincerely appreciated all the advice, recommendations, feedback, and general communication I receive with the teachers I'm working with, as well as my professors from the university.  During practicum, I was given the opportunity for my professor to observe me while teaching a lesson to my class and at the conclusion of my lesson, we were able to sit down and discuss things in detail and really reflect on my teaching methods. 

She provided information and an alternative view to my teaching, which of course opened up my eyes to another perspective.  I appreciated that she was honest, gave relevant advice, and also was able to showcase areas that she felt were of strength to me.  With appropriate ideas for future lessons and with informative suggestions, I was able to take a lot back from our meetings together to further enhance my teaching abilities. I especially value her opinion as a professional in the field who has been working with children and students for many more years than I have, and who consequently has more expertise in the area.

Using the strategy of "2 wishes" and a star, I also would reflect following a lesson or a meeting with her.  I thought of what I felt were my own strengths and things that I did well, and also critically thought about an area or technique that I could further develop.  I know and understand how vital feedback can be in the realm of teaching and I always appreciate another's perspective on things that I do well, or can improve upon.

Teach Kids News Website

The Toronto District School Board (TDSB) has recently promoted a new website available to staff and students in the area and is having huge success.  TeachKidsNews.com is a site for staff to utilize in their classroom to help make sense of local, national, and global current news.

The site is geared towards grades 2-6, and helps simplify news with age appropriate language and context, shortened articles, and photos and examples to helps students understand.  Available topics and headings include: News, Entertainment, Sports, Science (which branches out to Technology, Environment, Animals, and Health), Arts, Politics, and ESL.

Additionally, the website offers concrete connections to the Ontario curriculum for both primary and junior grades, questions for discussion, ideas for lessons, and extensions to use in the classroom.

Two educators in the TDSB are the creators of the site and now also use a freelance journalist to help maintain the site.  It has guidelines and help for teachers, parents, and students, and also connects to other sites for further  information, such as Facebook, Twitter, and Getting Kids Reading.

I believe this to be a fantastic resource for students and teachers to use in the classroom.  Especially with the increase of technology (specifically SmartBoards) in classrooms, it is a simple way to bring current events right into the classroom. It helps students be informed, to connect to the community, and to be contributing members of a changing society.

iEngage - Bullying Presentation

During my practicum, we had an excellent presenter and motivational speaker address each member of our school in two assemblies (primary grades and junior grades separately).  Anthony McLean from the Toronto-based organization iEngage (click for the website), provided exceptional workshops for the students in a fun, creative, and informative assembly.  The topic was bullying, and by using Powerpoint, Rap/Music, humour, involvement, and visuals, was able to engage the students in the topic immediately. Check out the website for more information.

His professionalism and ability to connect with the students was incredible.  Furthermore, he adjusted his presentation for the different grades to more suit their age groups and what they would most likely encounter in terms of bullying.  He finished the assembly with each student taking a pledge that says that students will not be silent bystanders and to help stop bullying in their school.  The catchy song presented at the conclusion of his presentation was sung in the hallways and classrooms of the students for days.  A truly remarkable presentation.

Every homeroom teacher received a poster with a copy of the pledge on it and was required to have each student sign their names to hold them more accountable for their actions in terms of bullying.  Furthermore, a CD is given to each school principal to use for further reinforcement, such as during morning messages, other assemblies, and at other occasions.

I appreciate the effort my school has put forward to stop and prevent bullying.  By attending these presentations as a teacher, I was able to reinforce what we learned into the classroom.  By working with this organization, the school is putting a priority on bullying and the other negative issues that arise at schools, of which I commend their action.

Class-Created Rubrics

It was in the first few weeks of my practicum when the earthquake and tsunami occurred in Japan and naturally my students were very interested in the event.  My associate teacher and I took the opportunity to explore the details of the devastation, and to teach global awareness to students that live in safe, comfortable houses here in Toronto.  At the time I was completing lessons with the students on Area, Perimeter, and Grids, and wanted to incorporate the current events of Japan into our math in some way.  I decided that I wanted to blend math and social studies together and have students do a research-related project with a partner to look at the land and communities that were affected by the earthquake and tsunami, including the area and amount of land that was ruined. 

With the class, we created a rubric to use in assessment as their projects were completed.  We began by looking at what a Level 3 assignment would look like, and filled in the rest of the boxes afterwards.  I had never made a rubric with the class before, but their ideas were stimulating and interesting and I could definitely feel their involvement during the process.  They were engaged in how they were going to be assessed, and we were able to create something that all parties (student, teacher, and myself) could agree upon that was fair, challenging, and appropriate for the assignment.

I learned that creating rubrics with the students can help increase their motivation in the assignment as they feel motivated to use what they created themselves.  There is a new sense of responsibility as they feel ownership over what they decided as a collective group.  I had concerns that the students would not challenge themselves as see this group-created rubric as a 'free ride', but I was sorely mistaken and was shown the complete opposite. They are interested in their progress, their grades, their contributions to the class.  I could see a large change in the dynamics of the class as the students worked with their partners to complete the assignment, using the rubric that they also created themselves.

Below is a copy of the rubric we created.

ETFO Meeting

During practicum, a representative from the Elementary Teachers Federation of Ontario came for a meeting with the staff at the school.  I was able to participate in this meeting and listen to the issues, challenges, and questions the staff asked to this woman.  She is an executive officer with the Elementary Teachers of Toronto specifically, and provided a lot of information to us.

She presented a newsletter to the staff to remember what to do in case someone has made an allegation against them.  Although not a pleasant topic to discuss, the staff have to be current in the policies and procedures of the federation in order to protect their career.  The newsletter is scanned below.

It is important for staff to be aware of these types of issues, because unfortunately they occur in the education system.  I learned a lot from this meeting, such as how to respond if the police or the Children's Aid Society (CAS) contacts a teacher during an allegation. Information such as phone numbers, and what to do at times that are during and after hours of the provincial ETFO office.

On the reverse of the newsletter is information regarding Criminal Allegations Against a colleague.  The representative reminded teachers to first take the initial steps when issues arise, such as talking to the colleague directly, then speaking with administration if necessary.  If anything must go beyond this, then the necessary information is on this newsletter.

Although a rather heavy discussion during the meeting, I am glad I feel more prepared and know what to do in case of any legal actions.  I hope that I will never need to use this information, however it is important to know; especially as a new teacher just entering the educational system.  It is important to protect our career and it was clear that the federation is there to support us and to aid us in every way possible.

Overall, it was a fantastic, informative, and intriguing meeting.

(click on the photos to enlarge)

Meetings with Parents

It is crucial that teachers meet with parents on a regular basis to ensure students' home and school lives are connected and that those responsible for that child are aware of the child as a whole.

During my final week of practicum, my associate teacher had a meeting scheduled with a parent.  This meeting's purpose was to formally ask permission to put the student on a modified IEP (Individual Education Plan), to help support the student's needs and strengths with his work.  This student is in grade 4 and is typically developing in many areas of the curriculum, but needs support in other areas, such as language and making connections throughout his work.

I was able to sit in on this meeting and jotted down a few notes that I found relevant and helpful.  I really appreciated the way the meeting was conducted and felt the teacher was informative and reassuring, and the parent felt safe enough to ask many questions and to express concerns.  Together, they were able to work as a team to support this child's learning and it was evident that both had the child's best interest at heart. I specifically focused on the steps and process that the teacher took in this meeting.

Click below for a write-out of the notes I took during the meeting.

Caucasian Chalk Circle

During my March practicum, I had the opportunity to work with grade 6, 7, and 8 students after school in preparation for their theatre performance, The Caucasian Chalk Circle. I helped the director and staff members in coordinating the actors, in running rehearsals, and participating in meetings.  The students are working hard to memorize their lines and staging for the play, and the staff are collecting props, stage equipment, and costumes.  The show will take place at the beginning of May, and although I won't be able to see the final outcome live, I am sure the students will do a remarkable job.

I have appreciated dipping into the realm of drama and theatre with participation in this school play.  I like to believe that my specialty is in the arts, however my forte in the arts is certainly not in drama.  I had some minor roles during my adolescent years in various school productions, but working with the staff during my practicum provided a very different, alternative look at the process of putting together a full play.  As a staff member, I was able to contribute to meetings for decision-making processes.  I also helped the actors with delivering their lines, vocal warm ups, and blocking.

I am grateful I was able to help the staff and the students at the school with this production.  Although I was only there for a mere 4 weeks, I saw tremendous growth amongst the actors and can only imagine what the final production will be like.  I wish them all the best of luck in the final month of preparations and rehearsals - I can say from experience that the final weeks are very stressful and hectic, but everything is so worth it in the end.  I greatly appreciate the opportunity to work with the Junior/Intermediate students of the school as I was not teaching many of them this practicum and was able to further my comfort level in working with older students.  They certainly possess a lot of talent and I learned a lot from them in the short time I was there.

Ophea

My associate teacher recommended a website to me and I was able to explore and browse through this fantastic site earlier this week.

www.ophea.net

Ophea is an organization based in Toronto, that helps promote healthy eating and living, specifically for schools and communities in the area.  Their programs and services include curriculum planning for Health and Physical Education, Daily Physical Activity (DPA) ideas and resources, and the Ontario Safety Guidelines. The organization works with schools and communities and the site can direct you to ideas and information for the various categories of the community, including: School Board, Parents and Caregivers, Public Health, Recreation and Sports, Your School, and Local Businesses and Government.  A wide variety of resources can be directly ordered from the site, including all grades (K-12), and a surplus of topics. These resources come in different forms such as CD, DVD, Posters, Kits, Brochures, and Documents.

Additionally, the site offers "Hot Topic" articles which address current issues and events surrounding school and community health, and previous articles are archived for continual reference and use.  Their annual Ophea conference information and registration forms are available, as well as regular e-newsletters.

I thoroughly think this website can be used in several ways which are beneficial to Ontario teachers.  Professional learning, resources, ideas, and educational articles provide numerous ways in which to utilize this website.  I look forward to exploring it more as I teach health and physical activity to the students I work with.