#WLPSict – Week 1 Reflections

Last week was a big week, in more ways than one.

I completed my contribution to a major sideline project that I’ve been working on for months (details coming in a month or two), and I started work as a temporary ICT Support teacher at a school in Perth.

I’m working 3 days / week, for 4 weeks, and I’ve been given (mostly) free reign … in a school where the admin actively interested in the use of ICT to connect, communicate, and collaborate beyond classroom walls. This is the first opportunity I’ve had to apply my ICT knowledge and skills locally; and I am hopeful that I can make a positive difference with the teachers and students I’m working with.

cc licensed ( BY ) flickr photo shared by NASA Goddard Photo and Video

So Week 1 was spent something like this:

Meeting and getting to know staff (Yrs 1-7). I was relieved to see that this went rather well, and I’m looking forward to developing deeper relationships over the next few weeks
Creating and distributing an ICT survey – exploring staff skills, learning interests, and literacy priorities for the term
Deciding my ICT /literacy focus for each class
Working out school systems for ICT access, which includes iPod Touches, iPads, and MacBooks; and getting to know the ICT Angels (student ICT leaders).

Grades 1-3

As I hadn’t had a chance to talk to teachers prior to my first day, I decided to introduce teachers and students to Puppet Pals, a digital storytelling app. Teachers’ skills and confidence with ICT varies significantly; however, I found virtually all of them to be very keen to learn and experiment. One of the Year 3 teachers is very skilled in the use of iPads, and gave me some great ideas for using PuppetPals – which I’ll take to my other classes this coming week.

At this time, I’m focussing on using iPads to support literacy – in particular storytelling, oral language, and writing. I’m also taking pains to encourage students to collaboratively problem solve how to use all the features of the app. My point is that there is no need for the teacher to be the expert in the app – so long as they know how to use it to support teaching and learning (i.e. focus on the pedagogy, not the tech).

The level of students’ excitement about Puppet Pals has to been seen to be believed – I was even stopped in the playground by a Year 2 student who’d downloaded the app on his iPod Touch, and was planning his story for next week

In one of the Year 2 classes, the classroom teacher was extremely surprised to see a little girl, who never talks in class, actively communicating with her partner, and contributing to the audio recording. And to top it off, we found two boys, who normally can’t work together in class, quietly problem-solving in the corner.

On a note for future, audio recording in class can be challenging – when there are lots of students working at once. I had expected this, but will plan for it more carefully when students practice recording more prepared stories later this week.

Grade 4

Students had been learning how to use Mac Pages to record their Science research; however, a string of technical problems led to an interesting experiment with a shared class Google Doc. It works, once students get over the shock at being able to watch each-other type (and deleting other people’s work – sigh). Normally, I’d have set up individual docs – but this was a last minute idea. We’ll see how we go.

Grade 5/6

Students are working on presentations about Asian countries. The teacher freely admits to not knowing much about ICT, but is happy to support my experimentation. After some discussion, the students and I decided that they would present their work using (their choice of) Pages (brochures), PowerPoint, or Comic Life.

We are also working on a Google Doc, where students are sharing 5 questions they’d like to ask someone in their focus Asian country. We should have that finished by next week, when I’ll tweet it out & request responses from my PLN throughout Asia. There are a few challenges (e.g. Laos, Myanmar), but we should (hopefully) be able to get answers for most countries.

Grade 6/7

Students are working on (movie) comic sketches about the Western Australian election, (reluctantly) learning how to write scripts, organise props and characters, etc. My chance remark that we might be able to experiment with green-screening in iMovie was so warmly received that the Deputy Principal (and ICT leader) ordered a green-screen kit off eBay later that afternoon!

After attending @paulfuller75′s presentation at the ECAWA conference in 2011, I can’t wait to get my hands on this kit! I’m going to have a LOT of fun Next week, students will be exploring and experimenting with camera angles, and rehearsing their presentations.

Ongoing Projects

There are a few things which I’ll be working on – on and off during the next four weeks, and hopefully beyond -

Establishing a school ICT wiki for staff
Helping the student ICT Angels with the school blog, which I’d like to see become more iPad friendly & include more multimedia.
Working with three classroom teachers to help develop class blogs
Introduce as many teachers as I can to Google Docs and @edmodo, although more many this will be a long term goal.

We’ll see how we go.

Life is full of surprises

Over the course of this year, I’ve made some amazing connections through this blog, including some unexpected connections with local Western Australian relief (substitute) teachers.

Relief teaching can be a lonely profession. To the best of my knowledge, there are only a handful of relief / substitute teacher bloggers, yet I’ve discovered that there are quite a few reading my blog.

Flickr CC-NC-SA Image by Todd Berman

I know my content has evolved significantly over the past (nearly two) years,, a reflection perhaps of the “Journey” mentioned in the title, yet my musings on relief teaching and classroom management continue to drive most of my blog traffic.

So, you can imagine my surprise when I was contacted by several relief teachers, and one recently graduated teacher, working right here in Western Australia. We’ve corresponded via email and Twitter; swapping ideas, sharing experiences, and supporting each-other behind the scenes.

It’s a beginning

We may work in a lonely profession, but there is a wonderful opportunity for us relief and substitute teachers to share, connect, and collaborate virtually, and maybe later, face-to-face. We all have a story to tell, and it is time we started sharing them.

It has taken several years for my work to start attracting attention here in Western Australia, and while my work is well known internationally, these local connections are something I particularly treasure. I know I’m not alone, and I look forward to becoming further involved in the growth of my local education networks.

We live in interesting times.

In the Beginning … Global Classroom 2011

Considering where Global Classroom has taken us over the past 6 months, I think it’s time to reflect on my involvement in the original Global Classroom Project, which began in April 2011.

Global Classroom 2011 was a fantastic learning experience; marking the first time I’d ever worked on a global collaborative project, and the first time my Grade 6 students had ever directly connected with other children around the world. We had no idea where it would ultimately lead.

A Global VoiceThread – Kids talking to kids.

The project centred on Deb Frazier’s Grade 1 students’ VoiceThread, where children around the world posted and responded to each-other’s questions about national animals, culture, languages, school life, technology, and sports. What made the project so fascinating for the students (and for the teachers) was its’ authenticity. We had real kids sharing their questions and voices with authentic global audiences.

My students enjoyed listening and responding to the younger students’ questions, and some went to great lengths to share their knowledge and learning. I know in retrospect that some of the answers were a little long for the Grade 1 children, but I’ll never forget those little moments …

The 5 hilarious attempts to sing the Australian national anthem …. the former international school student sharing her ability to speak 6 languages (4 fluently) … and the sheer jealousy when my students discovered “those American kids had iMacs and iPads” in their classroom!

In addition to the VoiceThread, my Grade 6’s created EduGlogster posters about their home cultures, quickly realising that my students came from a wide range of cultural backgrounds, and spoke a total of 11 languages. The authentic learning purpose, and engaging nature of the technology, made this project an incredible success; and proved particularly motivating for my Indigenous and academically weak students, who were able to make invaluable contributions to the Global Classroom project.

After the project ended, I suggested that we create a wiki archive, with the intention of providing a central place where we could share our students’ work and classrooms with the world. This wiki was built by the six teachers involved in Global Classroom 2011, and considering our lack of prior experience with wikis, proved to be a very positive learning experience for all of us.

You can find our first Global Classroom wiki here: http://globalclassroom2011.wikispaces.com.

We’d love the hear your feedback in the comments below!

Walking Down Memory Lane

Yesterday, I met a former student … and the memories came flooding back.

cc licensed ( BY ) flickr photo shared by The Wandering Angel

Three years ago, I was a student teacher on my final teaching placement. I was teaching a troubled, angry, and violent 8 year-old student … whom my cooperating teacher simply couldn’t stand.

“Roy” was (and remains) one of my most memorable “little characters’ … I’ve written about him before (September 2010). Back then, he was “liable to throw things at the teacher, run away from the class, and draw the teacher into power struggles”.

Yet, over those eight weeks, I forged a positive connection.

I made a difference … even if only for a short time.

“He made an effort to moderate his behaviour, and he never “exploded” into his aggressive chair-throwing & escape act while I was teaching him.

Working with him again last year, I believe I was one of very few, perhaps the only teacher Roy ever came to respect and trust.” (September 2010)

Anecdotally, I know that Roy returned to his old ways when I left his classroom. Sad, but not particularly surprising given his life and school experiences.

Roy was a life-changing experience

My experiences with Roy had a defining impact on my teaching and classroom management approach. He taught me so much … and I still carry “his lessons” with me today. In fact, there is “a little bit of Roy” in most of my blogged classroom management reflections, which continue to bring so many visitors to A Relief Teacher’s Journey.

Yet, when Roy moved schools, I feared we’d never meet again.

Today, I went for a walk down memory lane …

“While out on duty today, I was approached by a student, and to my amazement, Roy walked into my life again. We went for a walk together … I shook his hand, and thanked him.”

“I finally had the chance to tell him that I’d never forgotten him … the chance to tell him that he taught me so much about teaching and about life.”

I know, from my conversations with his classroom teacher that “Roy” hasn’t changed much over the years; and perhaps has become slightly worse.

Yet, years ago, I once told Roy that I believed in him. I felt, deep down, behind the facade, he was a ‘good kid’. Angry, yes. But not bad. I still do. I have hope. I care.

I still believe that my most memorable “little character” can make it. And one day, I hope he will read this and understand.

Every Student Has a Story

As a new teacher, it is so easy to get all-consumed with the teaching.

Yet, it is important to remember that we are teaching students … we are teaching children.

cc licensed ( BY ) flickr photo shared by Pink Sherbet Photography

Some of my students, my “little characters”, are not easy to teach.

Some make me laugh, some make me cry. Yet, I enjoy working with, and teaching every one of them.

I believe in building bridges with my most alienated, challenging students. I invest significant time and effort in building trust and mutual respect. I try to find that connection, that one little thing we have in common … and I’ve learnt “that from little things, big things grow”.

Sometimes, I feel like I’m preoccupied with my own teaching and learning, but today I received a powerful reminder about the foundation of my teaching practice.

A student told me her story.

It wasn’t an easy story to tell, and not an easy story to listen to. Yet, it was a first step, a little breakthrough … from which, I believe we can move forward.

Every student, every child has a story …

**But as teachers, do we take the time to listen?**

‘The Class That Never Was’

On the first day of my school year, I was appointed to my ‘first class’.

Yet, as I explored in A Teacher’s Story, this position was destined to last a mere six days.

In this post, I share my memories of Room 11, and the lessons I learnt in those six hectic, stressful, yet wonderful days.

It is a tribute to my students, and the class that never was.

My apologies – this is a rather long post.

Getting Started

Being appointed on the first day of school is no way to start a class. This was an intensely stressful time, as I worked to translate my ideas about classroom organisation, curriculum planning, and behaviour management into reality. I sincerely hope and pray I’m never called upon a job on an hour’s notice ever again.

Nevertheless, I was able to learn a great deal about establishing a new class.

Determining my Classroom Organisation

My classroom was a small physical teaching space; and unfortunately, this limited the extent to which I could arrange it to my liking.

When arranging my space, I needed to consider the location of my desk, students’ desks, and storage tubs. When I arrived, the desks were positioned in rows facing the front; an arrangement which a) I dislike and b) I found extremely difficult to navigate (walking around the class).

I wanted to establish a central floor teaching space where students could sit, and rearranged students’ desks accordingly. This arrangement was changed three times in response to classroom dynamics, as I had to separate several conflicting personalities. These photos show my final, workable arrangement.

I was also able to create and laminate a class visual timetable (schedule), as well as my students’ personalised nametags for their desks and supply tubs. Sadly, I never got a chance to use these labels for real – they became my parting gift to my students as we went our different ways.

Lessons Learnt

Consider student dynamics when creating seating plans – and don’t be afraid to change plans if they aren’t working
If space permits, I’d use a horseshoe seating arrangement with my next class.
An empty classroom & bare walls can be quite confronting! It is important to establish student work-displays as soon as possible.
My laminated visual timetable & student desk labels were an excellent idea. The students loved the personalised nametags, and I think they helped give them some ownership of the classroom space.
In time, I’d like to bring in cushions or an old couch for silent reading. Realistically, there was no space for these here.
I also realised the need to develop a recording system to keep track of students’ contributions of classroom consumables – those tissues are worth their weight in gold!

Developing our Classroom Rules & Expectations

Faced with a wide range of ability levels, personalities and challenging behaviours; classroom management in Room 11 was always going to be a challenge.

It took me some time to learn how to manage the ‘dominant personalities’; and to conform to school expectations regarding the use of extrinsic rewards (sticker charts and prizes) and classroom management forms.

I’m no fan of extrinsic rewards, as I prefer group reward systems. I had contemplated the idea of establishing a whole-class reward time on Friday afternoons (jokingly called the “Friday Free-for-All”), for students demonstrating good behaviour during the week. I would like to try this with my next class; for based on my relief observations, 30 mins reward time can make a huge difference to class morale and behaviour.

In these early days, I spent a great deal of my time learning about my students; building positive relationships and sharing a little bit of myself (including my horrendous sense of humour). I put a few photos and funny cartoons up alongside my desk (to cheer myself up), and made a point of learning students’ names (no easy feat!). This would later prove “time well spent”.

Lessons learnt

This experience was a valuable opportunity to implement my management approach, which I have blogged extensively about in the past (see The 3R’s of Effective Learning Environments and My Jigsaw Approach to Classroom Management)
I realised that I have sound classroom management skills (and an ironic sense of humour) which stood me in good stead as I worked to establish my classroom community.
This was the first time I’ve ever negotiated classroom rules, taught routines, and established my behavioural expectations – and the process worked well. I was surprised at how quickly students began to settle and bond as a group.
I also realised the importance of adhering to whole-school classroom management plans – whether I particularly like them or not!

Looking Back

Teaching Room 11 for those 6 days was a transformative learning experience. It was one I had to undertake, and I know I am now much better equipped to establish a new class in the future.

Yet, so many good things came out of what was, at the time, a deeply traumatic event. So many opportunities to learn, grow, and connect. I have no regrets, no ill-feelings. But I will never forget my Room 11, the “class that never was”.

Two Weeks after the “Phone call which changed everything”

They say life has its twists, turns, and setbacks; and it can certainly throw up a few surprises.

The last two weeks have been one wild ride, as I’ve embarked on my first full-time contract teaching position for the duration of Term 1, 2011.

Michael Graffin (2010)

An “Interesting” Start

To the lady who left a comment on my last post, saying that she was “praying for a phone call” like mine; may I suggest you fervently pray that it doesn’t come on the first day of school!

Blissfully preparing for another year of relief (substitute) teaching, I received my first contract teaching appointment at 8.55AM on Day 1, Term 1 …. I literally threw my laptop and relief supplies into my bag, and arrived less than 1 1/2 hours later … without lunch!

I’d never dreamt that this experience would define my entry into full-time teaching, and I’m extremely grateful to my mentor and Admin for their ongoing support over these challenging few weeks. And let us not forget those wonderful canteen ladies who fed the hungry, shell-shocked teacher on his first day!

First Impressions

I’m working at a small metropolitan school in the Fremantle district, with around 260 students (K-7). Having become accustomed to relief teaching in schools with 600 – 800 students, my new school’s small student population came as somewhat of a shock. It still feels strange doing Lunch duty on the Oval – supervising a “mere” 40 students!

As I transition into a new specialist/support teaching role, I’m looking forward to two months to live, teach, learn and reflect. I’m been welcomed into a supportive school community, and I’m under the guidance of an honest and very experienced mentor. I have no idea what my future holds, but I believe this particular situation is a once in-a-lifetime opportunity – and I’ll be making the most of it.

The Future of A Relief Teacher’s Journey

A Relief Teacher’s Journey is here to stay. I’ve decided not to change the name of my blog or start a new one, as I’m comfortable with its focus, direction, and themes.

For the time being, I’ll complete the “Kick Start Your Blogging Challenge”, and return to my blogging reflections on my 2010 teaching experiences; with a particular emphasis on my work teaching Sport, Science, Health, and Art in Term 4 last year.

I’m going to need some time to put my recent and ongoing experiences into perspective, and I’ll reflect and blog about them in due course.

Something Different!

Tomorrow afternoon, I’ll be attending the departure of the Queen Mary II from Fremantle, Western Australia. To celebrate her return, I’ve decided to publish some of my photos from her maiden visit last year – enjoy!

How One Phone Call Can Change Everything

As of 9AM this morning, on the first day of school, I became a classroom teacher for the very first time.

While sitting there watching this mornings #edchat, and contemplating the QLD cyclone, I received a phone call from the Department of Education – and began a new phase in my professional journey.

I’ve been preparing for this day for over two years – developing my pedagogical and ICT skills, learning how to plan effective literacy and numeracy curriculum programmes, and contemplating what I’d do in my first days and weeks of school. Now, to my utter astonishment, I have been given the opportunity to actually apply my professional learning and skills in my own classroom!

To be honest, I’m really excited! I have an incredibly supportive Principal and Admin team, and was really welcomed into the school community. I know I have a lot to learn. I know that the coming months are going to be stressful, but they will be a positive and incredibly exciting learning experience.

Yes, I’m a second year graduate teacher, but I’m not afraid to ask for help. I know that I won’t be travelling on this journey alone – I have a supportive school community, and an incredibly diverse Personal Learning Network.

Dear PLN: consider yourself on notice!

As I embark on a significant new chapter of my journey, I’m going to need your continued help, encouragement, and support. When I’ve asked for help in the past, you’ve been there. I’ve been immensely grateful, and I know you’ll be there when I need your help. Thankyou

I will continue to share my experiences through A Relief Teacher’s Journey over the coming year. I’m looking forward to being a teacher and learner through 2011 and beyond; and I look forward to a long-term and meaningful engagement with my Personal Learning Network.

2010 – My Journey So Far

Well, 2010 has been an incredible year. It was a year in which I passed some significant milestones in my fledgling teaching career, and it was a year of immense, transformational change in my personal and professional life.

As my year draws to a close, I am finally starting to realise my aspiration to become a knowledgeable, connected, and reflective 21st Century educator.

Looking Back

I’ve learnt some valuable lessons this year -

Relief Teaching is a professionally and personally rewarding career option.
- I have the freedom to experiment, develop a collegial network, collect resources, learn from my mistakes, and celebrate my successes.
- I am now able to teach K-7, and work in a variety of Government, Independent, and Religious schools.
In my line of work, experience & a positive reputation mean a lot.
- As I became a more experienced, and I hope, well-regarded relief (substitute) teacher, I noticed a dramatic increase in my work bookings over the course of the year.
- This enabled me to actively experiment and improve my teaching practice, as I moved away from my relief ‘time-fillers’ to actually teaching and assessingstudents’ learning.
- I am extremely grateful to those relief coordinators; (Hans, Deb, Sue, Jane, Cathy, amongst others), whose long-term support helped facilitate this empowering evolution in my teaching practice.
Writing merit-select job applications is an incredibly useful way to reflect upon and share your teaching practice with prospective employers.
- On a personal note, I realised that while I can clearly articulate my practice through written mediums, such as my blog, I need to work on my ability to ‘sell’ myself in interview situations. Practice makes perfect, and I’ll have another go next year.
The Personal Learning Network (PLN) – Every teacher should have one
- I believe the PLN is one of my greatest discoveries of my (short) career. I am an increasingly active member of the OzTeachers network, and have more recently realised the value of educational blogging and Twitter™ as professional learning tools.
- My forays into this ‘connected’ world of global educators are still in their early days, and I will blog more extensively about this topic in 2011.

Image: ‘Arrival on my Way‘
http://www.flickr.com/photos/16230215@N08/4722297430

And Looking Forward …

While I don’t really know what 2011 will bring, I hope it will be a better, more productive year.

I enjoy my job. It is a wonderful feeling to walk into a school in the morning, and have students (and staff) greet you by name (or in my case, various derivations of it!). I hope I will have the opportunity to build upon the personal and professional relationships which I have worked so hard to foster during my relief travels in 2010.

I will also be working towards several important professional learning goals, which I have decided to share here -

To continue to build my instructional toolkit; learning how to apply teaching and learning strategies, and reflecting upon my performance.
To further investigate, and hopefully experiment with, the practical implementations of Web 2.0 technologies in the classroom.
To build and contribute to my Personal Learning Network through my blog, Twitter interactions, and the “Blogs I Follow” via my RSS Reader.
To revisit my First Steps™ informed literacy and numeracy planning approach, seeking feedback from experienced educators on my planned literacy block organisation model.
To familiarise myself with the new Australian Curriculum, and rearrange my Curriculum Resource Bank (now containing over 4000 documents!) to reflect its’ structure and organisation
To begin working towards my Accreditation to Teach Religious Education.

A New Year Begins …

Well, that’s it for A Relief Teacher’s Journey in 2010. I have quite a few posts in the pipeline, and I’ll be back to my regular blogging endeavours in January 2011.

I wish to thank all of my readers, around the world, for your readership & support over the past six months. A big thankyou goes to Veronica Chase (Substitutes FTW!) who made the first (and to date, only) comment on A Relief Teacher’s Journey. Also, thankyou to all my new Twitter™ followers – I look forward to talking to you next year.

I’ll be participating in the 2011 Edublogs™ Teacher Challenge, starting on Jan 10.

Happy New Year!

Image: ‘Happy New Year !!!‘

Forays into Upper Primary Science

As the Australian school year draws to a close, I have had the time to reflect upon and review my experiences teaching upper primary science during 2010.

March-May 2010 – Year 6/7 Science & Arts

Earlier this year, I replaced a science/arts teacher in a small independent Christian school in Perth’s southern suburbs. I taught Science and Art one day a week, working with a group of 20 students exhibiting a challenging range of literacy skills, learning difficulties and special needs. It proved to be a professionally rewarding relief assignment; one which required me informally plan, teach and assess students’ learning, rather than acting as a gloried (although well-paid) ‘babysitter’.

As a general rule, I tried to follow the absent teacher’s notes, in expectation of his imminent return. After discussing the situation with the regular classroom teacher; however, I increasingly drew upon my Curriculum Resource Bankand developing ‘instructional toolkit’ to translate the teacher’s suggestions into more engaging learning activities.

A Professional Experiment – Modelling Concept Maps

On my first day, I was asked to complete a unit on the Human Body, implementing a (poorly written) blackline master test. In a personal first, I decided to model the use of a concept map to assist students’ test preparation. The results were rather surprising, as I detailed the next day in my reflective journal:

“After the recess break, students had to revise for a test on the human body. I experimented with modelling the use of a concept map as a revision tool; using different coloured markers to highlight the levels of detail.

I was surprised to find that the use of this strategy enabled one student, who finds writing very difficult [and has an undiagnosed learning difficulty], to share his significant knowledge of the topic.

He was later able to complete most of the test, despite taking twice as long as his peers.”

Flickr CC Image: ‘Science Activity – Ecosystems‘

Putting this in Context

Throughout the Graduate Teacher Professional Learning Program, an extremely valuable mentoring / support program for graduate teachers in Western Australia, our presenters have discussed how effective teachers have a toolkit of instructional strategies which they can use to support and assess student learning.

Rather than using a strategy haphazardly, teachers can select a teaching strategy for a defined purpose, and use it to improve student learning outcomes. I believe this is an important aspect of ‘instructional intelligence’ (Bennett & Rolheiser, 2001), an area in which I have undergone significant professional growth over the past two years.

The seemingly trivial anecdote above marked the very first time I personally selected an instructional strategy with a clear learning purpose in mind (rather than following another teacher’s instructions).

Shortly afterwards, I recorded a professional learning goal to practice and evaluate my use of other instructional learning strategies in my relief teaching practice. As I will outline in my next post, I was extremely surprised and pleased with the results.

Reference

Bennet, B. & C. Rolheiser (2001). Beyond Monet: The Artful Science of Instructional Integration. Toronto: Bookation

A Relief Teacher's Journey

Category Archives: Classroom Anecdotes