This week in the art room we studied Andy Warhol. The grade three PLOs for art call for use of multiplication of images and experimentation with color. Warhol's popular culture inspired art lends itself perfectly.
I found a fantastic book at the Vancouver Public Library called What is Contemporary Art: A Children's Guide by Jacky and Suzie Klein. In it I found a great quote:
"I used to drink (Campbell's Soup). I used to have the same lunch every day, for twenty years.....the same thing over and over again." - Andy Warhol
Originally, I was going to have the kids create their version of the iconic soup cans that Warhol is famous for. But after reading more about Warhol and how once he found a subject that excited him, he kept coming back to it again again and again, I decided to have the kids create an image that represented them.
The entire project took two art sessions. In the first session we designed out images and lined them in black. I photocopied them and in the next session we used crayon to color our images with bright vivid color and then washed over them with water color paint. I also had the kids write a sentence to describe their image. I was blown away by how the work turned out. It gave me an insight to who the kids are. They are beautiful!
One of the focuses of my long practicum has been helping my students to develop their writing skills. In my job as a support worker, I have been fortunate to watch a team of two master teachers go through the writing process with students. I love their approach of breaking down the writing process into steps. I have decided to try out the process in my own practice.
I copied this wonderful visual of the writing steps from the teacher I work with. I cannot thank him enough for sharing his ideas and materials.
The first step involves gathering ideas. At this point in the writing process "Anything goes" Students use webs to get down any idea that comes to their heads. If you have never heard of webbing process. I highly recommend checking it out in the book 50 Literacy Strategies: Step by Step by Gail E. Tompkins. It is full of great ways to incorporate literacy across the curriculum. I constantly refer to it during my planning.
In our case we focused our first writing project on ourselves. You know what they say; "Write what you know!"
The next step is to organize and prioritize ideas. The students took another look at their webs and chose the ideas that they wanted to write about and develop. The great part of the organizing process is that it helps to focus the writer and lays a foundation on which to build a solid piece of writing. I scaffolded both the webbing and organizing processes for my students.
Warning! The writing process gets messy. This is a good thing:)
The next step involves using putting ideas into words through a retelling. Students read aloud the webs over and over developing ideas and and adding details. Initially they work independently them move onto reading to a partner. It's a great way to also develop individual listening and questioning skills.
The final step is to turn ideas into sentences. At this point the mechanics of a "good" piece of writing are introduced. Kids work on piecing their ideas together incorporating an introduction, transitions and conclusion. This process goes through many phases in it self until the student has a published piece of writing.
Model of turning ideas into sentences. Notice how the kids were eager to correct my mistakes?
Actually teaching the writing steps to the class has been a slow process. I am finding the retelling stage to be taking longer than expected. But I think patience is the order of the day. Initially giving the kids lots of time to develop their ideas will pay off in the future.
I am also very lucky to have such a socially strong group of kids. They are supportive of one another and are good at sharing their ideas. One thing I did notice during the group retelling is the tendency of the kids to focus on me instead of the class. Even when sitting in the circle. I realized how trained they are to look to the teacher. My FA suggested trying inside/outside circles to focus the kids on one another instead of me. Maybe I'll try it out when we read our drafts to one another.
Another issue I seem to run into during the teaching of writing is the amount of time spent by students sitting and watching. My kids did great but I think less time watching and more time doing needs to factored in for the little ones who need to move.
After listening to the kids and looking at their webs I think I'll celebrate their first publishing effort by making a class book. I am so excited to go to the next step and see what the kids put to paper.
In order to achieve a full teaching load I have taken on teaching French to grade 6 and 7 students. Truth be told I have been dreading it. The thought of having to stand up in front of tweens late on a Friday afternoon makes me feel a little sick. Grade threes are easy to manage but the 6/ 7's are a whole different story. Most of them are way bigger than me.
Last Friday was my first day in the classroom. I decided to break the ice with some baguette and butter. The entire night before I spent proofing yeast, kneading and baking two beautiful baguettes for the class. Unfortunately they came out of the oven looking like two shriveled white bricks. They didn't even turn brown! It was not a highlight in my baking career. I decided not to take a picture. It was just too horrific.
After an early morning trip to the grocery store, I arrived at school to get ready for the day. I had a great introduction lesson planned. I had a funny video and some activities planned plus the food. It felt like a winner. At lunch I checked in with Doug S. He told me the kids were pretty rambunctious so we decided to do a walk to the local grocery store instead.
Change of plans? No problem, I'm flexible....until
When I arrived for my french period I was surprised to learn that we were going to be going to the basement where we would be playing a flight simulator game.....SO not the grocery store:(
As a person who relishes predictability, I was STRESSED!
Before I go on I should clarify that this is not typical afternoon activities in this class but a special treat earned and set up by the students themselves.Doug S. is working on positive consequences for behavior. Rewarding instead of penalizing. Also I could not in a million years have connected three projectors to one computer and turned a wall and a couple of paper covered bulletin boards into a surround flight simulator. I also would have thrown up just sitting in the chair inside of it. So kudos to them.
During a break in the action, we called the kids in and had them pair-share their favorite foods. Bonus marks if they could think of the name in French.
Finally, teaching the beautiful language was happening. The kids talked and shared. It was a small moment but just enough to get a connection with the class.
After crashing into the ground multiple times and shooting down enemy planes, it was back to the class for some baguette. I was a great day to make connections with the kids and I didn't have to teach a single word, except for baguette...
This was the clip I was going to play for my french class introduction. I thought it was a perfect demonstration of how difficult it can be to learn a new language. I love Steve Martin. I think I'll start next class with it.
Today I just wanted to make clear my philosophy on teaching. I actually wrote this many weeks ago but I feel that returning to it and reflecting upon it keeps it fresh in my mind and keeps me focused when I feel myself slipping back to old habits amid the chaos.
Children are
curious by nature. I believe that my teaching discipline should reflect and
embrace that curiosity. In my practice, I will develop a spirit of inquiry and
excitement about learning that will hopefully persist throughout my students’
learning journeys and follow them into adulthood. Teaching children to be
thoughtful and critical thinkers will help to create adults who will become
productive, contributing members of society.
I believe
that children learn best by participating in engaging lessons that are fun and geared
towards their learning level. Throughout units, I will endeavor to address the multiple
intelligences within the class by developing lessons that are varied. For all subjects, I like to provide time for hands on learning that allows students to
develop their thinking skills to make connections within the subject as well as
to subjects across the curriculum.
I see the
classroom as a community where all members should have a voice. Students will
be invited to develop a classroom constitution that will be agreed upon by the
group. This will provide a framework under which the class will function. I
also believe that students should have a voice in the content of what will be
learned within the unit, as well as how learning will be demonstrated. I
believe that when students have a vested interest in a subject they will become
more engaged and take ownership of the material. I am open to deviating from
the Projected Learning Outcomes in order to satisfy the interests of my students.
I am a
believer in ongoing formative assessment. I think that many small activities
and projects are an excellent indicator of how students are relating to the subject
material and progressing towards the big ideas of the unit. I am also a big
believer in projects that allow for choice in demonstrating learning as opposed
to testing. Projects such as non-fiction pages, oral and digital presentations
and allow students to demonstrate learning in a way that best represents them
as a student.
I believe
that students and teachers are partners in learning. A teacher’s role is to
facilitate an acquisition of knowledge in a way that addresses the needs and interests
of all students and in doing so ignites their passion to learn. By developing authentic relationships, a teacher can teach to
all students within the class.
Above all else teach with honesty, love and integrity.
