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Posts Tagged ‘Junior Grades’

September is for new beginnings. This year, I have another new classroom… and it is not as appealing as some of my previous classroom in its aesthetics. The light gets absorbed by the dull green walls, cupboard doors are missing in various units, the paint is peeling, and the chalkboards are faded and marked with residue of tape.

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Hard lines.

 

Divergent green walls.

Divergent green walls.

 

Storage without doors.

Storage cupboard without doors.

 

 

 

 

 

 

 

My first priority for my new room was making it as appealing as I could using some “found” materials. I brought in baskets, containers of shells, glass jars, hanging beads, a small carpet, two (plastic) Muskoka chairs and burlap. This is a grade 6/7 classroom. I wanted to create spaces to allow for some movement away from their regular seating. Currently we have 31 desks, however tables have been ordered and are expected to replace the desks within the month. So, I focused on a library with seating area, a carpet for gathering/discussions, and an atelier or art studio.

The room has a cloak room that runs along the back of the classroom with two entries. The storage cupboard wasn’t needed, and is adjacent to a window. It seemed a secluded yet observable area for a small table with a couple of chairs, to allow for exploration with a variety of materials. So the shelves have been filled with materials that are accessible to the students who want to use the area.

Shelves in the centre of the room along the wall under the windows were previously holding a variety of dictionaries and textbooks. I moved these to the back counter and created a fiction and non-fiction browsing library with labelled bins for organization and an area to display some larger hard cover texts. The chairs are set facing the shelves (and the windows), inviting students to this space. During our reading workshop, students are selecting these seats for reading and also for meeting to discuss work during other times in the day.

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Class library.

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View of atelier from classroom.

Atelier

Atelier

 

 

 

 

 

 

 

 

Although I was temporarily tempted to hang posters and “decorate” the room to brighten it up, it has evolved quickly in the last week to include the materials that students can use to inspire and support their work that is taking front stage and hiding the peeling paint.

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A simple walk in our neighbourhood was all my students really needed to demonstrate their sense of wonder and play. It was also what I needed to in order to determine what was meaningful in their world. How can I make connections to their world, if I don’t really discover it with them? All I had to do was listen. I just listened to find out what was important to them and observe how they interacted in different places within their community. I was surprised to see them run for the swings in the park.

Inspired by Laurel Croza’s book, “I Know Here,” the students shared the school iPads to take photos of the structures and streets that were meaningful to them.

student: “Can we go to the park so I can take a photo of the slides?”

student: “I took a picture of the beautiful flowers.”

student: “I want to get a photo of the train as it passes here.”

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They were enthusiastic and engaged. The children were eager to capture the essence of their own place, their neighbourhood. They were also sharing stories. I listened to the students as they debated the best way to the park or described where their friends lived – they were sharing stories.

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Collaboration is one of the Reggio principles that has required some support in the classroom. However, when we returned to our classroom, the students were enthusiastic to work together in small groups making webs of their community photos using the Popplet App. They negotiated how many photos to use and whether to add text. Some groups even added photos of themselves.

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Even though I knew the importance of shared experiences, connecting to the outdoors, and slowing down the pace to make time for “walks” – I forgot the benefits until we went on our first community walk last week. Needless to say, we are going on another tomorrow. And another next week…

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September has been a month filled with community building in our Grade 5/6 classroom. We have slowed down the back to the books rush with activities that are building relationships.

Coming from a Kindergarten class last year, I immediately noticed that the students seemed to have lost their sense of wonder. Many were looking at me for instructions, ready to respond appropriately – but not to ask questions and be curious. Our inquiry question for the next two months is “How do we balance our needs with others?” This will incorporate our learning in Language, Social Studies, Art, Media Literacy and some Math and Science. In addition to this project, I am starting another Literacy/Art inquiry project that is based on the book, “I Know Here” by Laurel Croza.

I Know Here by Laurel Croza

I want to encourage the students to wonder about their own community, then interpret it and present it in their own unique way (hundred languages). We read the book together. The next day I took them outside to the front of the school to record what they could see, hear, smell, feel and taste. It was amazing to see how their response were more guarded and limited than what some younger children would offer in the same setting. We then made showing statements rather than telling statements, similar to the author’s style of “I Know Here”.

The next day we discussed possible representations that the students could do. They came up with a variety of ways that they could show what they know. We recorded them on the whiteboard.

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Our next step is to ask ourselves questions about our community/neighbourhood and hopefully access that sense of wonder…

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This photo shows the corner I have just created in my new grade 5/6 classroom. The room is a work in progress, as the painted walls are chipped and there are remnants of glue and tape that are visible from all the previous teachers and students that inhabited the space. The ceilings are high and there are large areas of empty space that are too high to display children’s work. I envision these areas as a possible display of some collaborative artworks. For now, I have hung fabric above the library corner, only to soften the space and cover the peeling paint. A natural branch frames the fabric and a neutral rug provides an area to sit in front of the shelves. I will be adding a bean chair and some cushions for comfort.

My goal is to bring my Reggio Emilia approach of teaching Early Years to a Junior level classroom. I believe that the principles of collaboration, environment as third teacher, relationships, respect and reciprocity are fitting to the older children and will support them to become more engaged with their own learning.

So, I have started with the environment. Unlike setting up a classroom for Kindergarten or even grade 1, there are limited options and materials. I would have loved to use round tables for the students to work at. Instead, I have made 5 groupings with 6 desks each.  The desks seem to take over the classroom when there are 30 students in a class. I had hoped to use tables to create “centres” around the classroom but the space is limited. By removing my teacher desk, I was able to make room for a round table that I can be multifunctional as a planning space or for small group lessons. In the opposite corner of the room there is a sink and counter. I am using some adjacent shelves to make an art studio or at least provide a space dedicated to art materials for student use. In many junior classrooms the art supplies are locked away and only brought out at scheduled art periods.

I am looking forward to sharing this new space with the children. Discussions regarding the use and maintenance of the space will be needed as we work on building our community in the first weeks of September. Plans for our four inquiry questions will be presented and discussed, along with ideas about extended and integrated periods used for independent work and collaborating in small groups. Culminating assignments will allow the students to show their understanding in many ways, similarly to the one hundred languages of children.

Join us on our journey of experiencing a Reggio Emilia approach in a junior classroom!

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johnaleslietdsb

Our Inquiry Journey

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Inquiring Minds: Mrs. Myers' Kindergarten

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leaf and twig

where observation and imagination meet nature in poetry