Recorder Hero

music-308783_1280

When I started this school year I never thought that I would be teaching music. I had a short music methods course as part of my year at UBC and have danced my whole life but have never had any formal music training. The last time I took a music class was in grade 7!  So when I learned that I would be teaching grade 5 recorder I needed to do some research, I started off the year reviewing what they had done the previous year and playing as a group then realized that this approach was not working! Some students needed to go slower and spend more time on introductory concepts while others were ready for more challenging music, this lead to a lot of off task behaviour because it was either too hard for students or not challenging enough. I needed to find a way to differentiate for all on my students, not just to meet the needs of one or two.  So I began to research mainly on pinterest where I found a large amount of links to resources and others blogs to help me get some new ideas and get started.  I also got to talk to my awesome mentor teacher (I’m part of my districts teacher mentoring program and am teamed up with a fabulous mentor) who is not only a classroom teacher but also teaches music including the recorder.

 

From all my research I found two programs that I liked and ended up combining the two to do what I needed, I found that both had what I felt to be fairly large jumps in the skill level needed to go between levels in the program how ever when I merged them together they covered everything I needed nicely.  Students earn belts/ awards for completing specific levels and challenges and they must play the songs for me in order to go to the next set of songs, a level or challenge can be made up of anywhere between 2 and 7 pieces of music.  In my way of doing my recorder program students choose when they feel ready to play for me for the next belt. I do check in with every student every class however they do not have the deadline of being ready to play a specific piece by a certain deadline. My goal is for students to feel confident playing their recorders and to feel like they are able to do it. I have my students set their own goals for where they would like to be at the end of the month and the end of the current term. I feel that this allows them to have some control over at least some of their learning.

My students move at their own pace through each belt or award. They decided when they feel ready to share with me and I give them feed back on how I think they are doing, it may be sending them back to work on a specific section that just needs a bit more practice to giving them their next set of music and their belt. I do use a physical reward system for their belts and awards. The belts come from the Recorder Black Belt System I bought here (https://www.teacherspayteachers.com/Product/Recorder-Mega-Pack-Complete-BUNDLE-1327504) this program not only has the 9 of the major levels that the students work through to get to their Black Belt it also has many of the challenges that we do to go beyond the belts. I also use The Recorder Hero system (https://www.teacherspayteachers.com/Product/Recorder-Hero-An-Individualized-Recorder-Program-1401976) I find this set to be very appealing to me as it includes many modern songs and songs the students hear on the radio. When my students complete a level they get a belt, I use the rubber bands for the rainbow loom as my belts. May systems I looked at suggested using beads and yarn to tie around student’s instruments however those require more storage space than is available to me. My rainbow loom bands are small, compact and light plus all the bands I need for every level fit into 3 small storage boxes from the craft section of my local dollar store. The loom bands also come in an amazing array of colours and patterns and can be found fairly cheaply both online and in stores, I also get several hundred of a colour for a dollar, this is enough to last me years of teaching this program! When my students complete a level they get a loom band to put around the bottom of their recorder.

Here’s how I organize the levels and the belts that go with them. Some band colors will be decided as the year goes on and I pick up more bands. I usually buy bands when I find them in dollar stores or can order them cheaply online.

Belt Colour (loom band colour) Recorder Hero Level (loom band colour) Song or challenge name * challenge (band color for challenges) Song Number
White (white) Na Cherry Pie 1
Old Mother Witch 2
Kardos Canon 3
Yellow (yellow) Bounce High Bounce Low 4
Rattlesnake 5
See Saw Margorie Daw 6
Orange (Bright Orange) Hot Crossed Buns 7
Good News Chariot’s Coming 8
Hop Old Squirrel 9
Review Yellow – Orange Fan (Pink) The Clock and The Moon 10
Hot Crossed Buns 11
Sleep, Baby, Sleep 12
Merrily We Roll Along 13
Au Clair de La Lune 1 14
All Through The Night 15
Green (bright green) Rain Come Wet Me 16
Mary Had a Little Lamb 17
I see The Moon 18
Blue (bright blue) Chinese Song (On the Yangtze) 19
Phoebe in her Petticoat 20
Corn Song 21
Review Blue – Green Groupie (pale orange) Star Light, Star Bright 22
Lucy Locket 23
Acka Backa 24
Back Stage Pass (Navy Blue) Who Has Seen The Wind 25
Purple Belt (purple) Shake Them ‘Simmons Down 26
Old MacDonald 27
Old Brass Wagon 28
Red Belt (red) Lavender Blue 29
Button You Must Wander 30
Brown Belt (brown) Land of the Silver Birch 31
My Good Old Man 32
Black Belt (black) Ode To Joy 1 33
Ode to Joy 2 34
Beyond The Belts Roadie (peach) Mary Had a Little Lamb 35
Opener (Green Sparkles) Lightly Row 36
Ding Dong Merrily On High 37
Record Deal (Silver) Skip to My Lou 36
Paw Paw Patch 38
Polly Wolly Doodle 40
Challenge Level 1 Baby* (pale pink) 41
Bunny* (pale green) 42
Cat* (caramel) 43
Charlie Brown* (2 yellow) 44
Chicken* (2 white) 45
Christmas 1* (red / white striped) 46
Dance* (turquoise) 47
Dog* (2 brown) 48
Dreidel* (blue and white striped) 49
Freedom * (red / white striped) 50
French* (strawberry) 51
Halloween* (black and orange) 52
Harlem* (2 lime) 53
Lego* (blue glitter) 54
Lord of the Rings* (yellow glitter) 55
Military* 56
Olympic* 57
Piñata* (pink / purple) 58
Rainbow* (tie die) 59
Riddle* 60
Sheep* (white / yellow) 61
Shrek* (olive) 62
Symphony 1* 63
Tutor* 64
Wolf* 65
Challenge Level 2 # 1 Single Down By The Station 66
Jolly Old St. Nicholas 67
Hush Little Baby 68
Twinkle Twinkle Little Star 69
Touring Artist Happy Birthday 70
Yankee Doodle 71
‘This the Gift to be Simple 72
Aura Lee 73
Beautiful* 74
Canadian* 75
Call Me Maybe 1* 76
Chinese New Year* 77
Christmas 2* 78
Cow Boy 79
Frozen 2* 80
Feast of Stephen* 81
Happy Birthday 2* 82
Hobbit* 83
Lone Ranger* 84
Mountain 1* 85
Piñata* 86
Pirate 1* 87
Oh Canada* 88
Star Wars 1* 89
Tangled * 90
Thanks Giving* 91
Under The Sea* 92
Challenge Level 3 Valentine* 93
Sold Out Show Chatter With The Angles 94
Itsy Bitsy Spider 2 95
Ode To Joy 2 96
Alouette 2 97
Home on The Range 98
Beauty and The Beast* 99
Disney* 100
Frozen 1* 101
Irish * 102
Mountain 2* 103
Pirates 2* 104
Silent Night* 105
Symphony 2* 106
Wedding 107
Zelda 108
Recorder Hero Frere Jacques 109
Auld Lang Syne 110
Challenge Level 4 Duet* 111
Harry Potter* 112
March* 113
Mexican 114
Piano 115
Round 1* 115
Round 2* 116
Round 3* 117
Star* 118
Unlocked Songs Star Wars 2* 119
He’s A Pirate (Pirates of the Caribbean) 120
Pirates of The Caribbean 2 121
William Tell Overture 122
Call Me Maybe 123
Hedwig’s Theme from Harry Potter 124
Donkey Riding 125
Titanic Theme Song 126
Wake Me Up When September Ends 127
Mario 128

 

Yes there are 128 songs! I have found more that students can play if they want to however my goal for most of my students is to reach song 69 by the end of the year.

 

One of the ways that this program allows me to differentiate is to have the students work in groups that are all working on the same level or set of songs. This helps me to focus on just what each group needs, with some of my groups needing a specific skill taught such as counting the rhythm of a piece or learning the fingering of a new note. My groups shift most classes as students master a specific skill or piece they move to the next group. Students may spend a class or two in a group or they may be in a group for a month or more, it is up to the student when they feel ready to formally play the music in a level for me. Working in small groups also give students the opportunity to practice playing for each other in a smaller setting as well as giving and receiving constructive feed back.

While the students play mainly in small group they do get the opportunity to play for the whole class. Students do not play on their own for the whole class, they play in their current group and I choose the song that they will play. The students are typically given a one or two classes notice before they play for every one. I feel that our in class sharing’s have as much value on building performance and audience skills as playing for larger groups how ever it limits the stress on many of my students who have said that they do not feel comfortable preforming. Preforming is still part of many arts as it is a way of sharing your work however it does not need to be as high pressure as a concert.

Posted in Arts Education, Music, Personalized Learning, Teaching | Leave a comment

Merry Christmas

Christmas-Wallpapers-4

This website is hosted on a Raspberry Pi in Vancouver.
Hope you find it useful.

Love,
Blaise

Posted in Uncategorized | Leave a comment

Teaching in Small Shared Spaces

Between my two schools I don’t truly have a space to call my own. At one I share a prep room and work with students in a comunal space while at the other I am a ” teacher on wheels” teaching from a recycled media cart, you know the old ones that used to be home to a TV, DVD player and VCR, that got brought in to the room to show Bill Nye the Science Guy and Magic School bus videos, and sometimes a holiday classic.  I call the elementary prep room at LFAS home, it is where I have a few shelves and have even been able to start decorating slowly. In the past few weeks I have been playing with the organization of my shelves so that every thing is at my finger tips, neat and contained. Working in this room needs a lot of flexibility as it is often shared with the Speech and Language Teacher and the ELL teacher so I need my materials to be portable enough to move at the drop of a hat and sturdy enough to survive the day to day demands of working with students.

 

So far my organizing projects in the prep room have been limited to creating an environment which supports learning. I have spend a lot of time tidying and organizing materials to create more open work space for every one as well as reducing the clutter which can draw students attention away from the task at hand.  My Word Wall is an on going project so is the Rhyming Caterpillar. My school uses the Dolch lists for their sight word and word wall activities, In keeping with that I have printed, cut out and laminated all 220 Dolch words plus the nouns to put on my Word Wall, so far I have posted on the Alphabet and some of the Pre-Primer and Primer words. The reception to my “redecorating” / making the space feel some what like my own have been positive so far because it turned a white rather sterile room into a space that is bright, colourful and welcoming.

 

The biggest challenge for me so far has been stocking my “classroom” and knowing what I will need for each group. When I am doing my small guided reading groups each of my 6 groups is doing something different and needs different materials and skills. I have a system of doutangs and baskets for my groups, each group has a basket with their group name on it and all of their materials for the day are in their basket. I usually fill baskets in the mornings so that things are stored in their proper containers and don’t go missing. As well I have learned to label all of my containers with my last name so that people know who they belong to.

 

Although my baskets are useful and great for organizing my teaching space I think that my collection of timers both sand and battery operated have been my best investments into my classroom so far.  I have a large timer that works well for letting the students and I know how much time is left in a session and it rings to let us know when time is up, I also have a series of sand timers in varying increments that I use for games and activities as well as helping students learn to pace them selves and their work. I also love using a pocket chart because I can pre type and print sections of poems or stories in large fonts and read them as a group so that every one can see them.

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The rainbow table set up for this mornings grade 1 guided reading lesson, reviewing letters and the Dolch Pre-Primer words as well as reading with the “at” family. Working on the “at” family with some students today. All the sentences are original material that I came up with on Monday while writing the chart.

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Corner 1 with my alphabet and number line up above the door and windows and a poster full of wonderful thoughts over the photo copier.

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Corner 2 looking into one of the grade one classrooms with the rhyming caterpillar above the door. The fridge provides a great space for magnetic poetry and writing with magnetic words.

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Corner 3, the end of the shared paper storage and the beginning of my storage shelves, these shelves are home to:

top shelf:  books and resource binders

Second shelf: office supplies, timers and some group baskets

Third Shelf:  bins of play-dough, bulletin board trim, word / sentence strips, odds and ends, extra supplies, word games, magnetic words and pizza trays.

Fourth shelf: Counting bears ( game markers), Sight word reader / phonics reader books, Sand timers, Dice, Cards, post it notes, colouring supplies, stickers, mini white boards, white board supplies and group baskets.

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Corner 4 showing my word wall by the door and some positional words demonstrated by a bird over the laminator.

 

At my other school JKE I do  not have the luxury of having a space to call my own. I work from a rolling cart and bring all of my materials to and from the school every time I am there. This provides its own challenge, I have to keep my materials in my car and organized as well as keeping it to a reasonable amount of materials to transport. I am teaching dance there and have to bring my own sound system, so I found a small and light but powerful speaker that connects with a USB cable or by blue tooth to both my iPhone and iPad. Instead of organizing in baskets at JKE I use folders that elastic shut so I don’t lose any thing and have all of my materials organized in a big crate. I often take materials between schools so they end up stored in my car a lot of the time.

Posted in Teaching Life, Thoughts | 1 Comment

The School Year So Far

Wow the first 10 weeks of the school year have absolutely flown by. I love what I am doing and now know that I made the right choice for me.  I only subbed full time for two weeks before I had an interview with a school that is a wonderful fit for me, I was surprised to even get the interview and beyond excited when I got my 50% position at the Langley Fine Arts School ( LFAS). LFAS is a great fit for me because of its culture of creativity and the push for creativity in the everyday classroom experience, I found a home where I can try what I had researched and learned about in my years at university at UBC and in the IDEA program at KPU.  After 2 weeks at LFAS and on my 24th birthday I had another interview at James Kennedy Elementary where I am working 30% of the time. It’s a busy schedule but it suits me , both schools I get to teach a  bunch of different ages and subjects and try a bunch of new things.

Posted in Back To School, Teaching Life, Uncategorized | 2 Comments

Nonfiction Writing Power Work Shop

Today I had the privilege to see Adrienne Gear speak on her Nonfiction Writing Power book.  It was a very informative work shop and full of ideas that I could grow as a classroom teacher and build into full units or topics or use in the immediate future as a TOC. While there were many interesting ideas I can think of 4 ” light bulb moments” as take always from today:

  1. The most important person in the writing process is the reader and it is up to the writer to determine what they want the reader to understand. This includes voice, organization,  and opinion. Does it sound like something was written and left on the table or can you hear the writers thoughts in your head. This to me speaks to an authors voice, what is the author thinking? The question I want all my students to answer when begin writing is what do I want my reader to think, feel or know?
  2. I liked the 3 ,2,1 check it! strategy for revising and editing work. You “fix” one sentence in your writing that you are not fully happy with, change 2 words to make them more powerful, and find 3 or more places to correct spelling, punctuation and spacing. I love this strategy because it makes the process approachable, editing and proofing can be a difficult or even daunting task for many students who may not know where to start, it gives them a structure to follow and a starting point.
  3. I also found the dresser analogy to be very helpful in teaching students to organize their thoughts to write. Starting with asking students what would go in a dresser draw ie. socks, under wear, pants, t-shirts, sweatshirts ect.  Different ideas about the topic are like different types of clothes, and each idea goes in a drawer. For example if my students are writing about a Canadian Province the drawers may be labeled: symbols of the province, natural features, natural resources, history, famous people and tourist attractions. The ” big ideas” are the types of clothes and the supporting details are the individual clothing items. You put more than one sock or t-shirt in a drawer, and details or supporting ideas are like the socks or t-shirts you put a few of them in their drawer. This analogy made sense to me because it uses something concrete to represent the often abstract concept of sorting ideas. In my own classroom I would bring a 3 or 5 drawers organizer and start with sorting concrete objects into the drawers, and then move to ideas on pieces of paper and finally to doing it on paper using the graphic organizer shared during today’s presentation.  I like moving from concrete to abstract with my students of any age to reach students of all learning styles and engage their senses in the learning.
  4. Triple Scoop Words, I loved the description Adrienne Gear gave of triple scoop words today, it really resonated with me and the image that was presented was one that students will be able to relate to using ice cream. Triple scoop words are vibrant, exciting and hook the reader’s attention, like going out for ice cream and being able to order a triple scoop ice cream with sprinkles and chocolate sauce in a waffle cone. Then there are single scoop words that give information but don’t excite the reader, like going out for ice cream and getting a single scoop ice cream in a plain cone. I don’t know about you but I’d rather have the triple scoop ice cream and I prefer to read exciting descriptive words. I tried to teach this concept during my practicum how ever I wasn’t as successful as I wanted it to be, I now realize why, the description I used to explain the concept was only a single scoop. How could I expect triple scoop writing when I was demonstrating single scoops?

I am looking forward to learning more about writing power and diving into the fiction one. I have the books and the black line masters for all graphic organizers and charts for reading and writing power. I am hoping to be able to use these in conjunction with the books I have been collecting and today’s two new books ( I have a problem, I find a children’s book I love, I buy it). I am making my self a set of stand alone lessons for both fiction and non fiction reading and writing that I can take into any class at any time.

Posted in Language Arts, Professional Development, Science, Social Studies | Leave a comment

Nonfiction Writing Power Work Shop

Today I had the privilege to see Adrienne Gear speak on her Nonfiction Writing Power book.  It was a very informative work shop and full of ideas that I could grow as a classroom teacher and build into full units or topics or use in the immediate future as a TOC. While there were many interesting ideas I can think of 4 ” light bulb moments” as take always from today:

  1. The most important person in the writing process is the reader and it is up to the writer to determine what they want the reader to understand. This includes voice, organization,  and opinion. Does it sound like something was written and left on the table or can you hear the writers thoughts in your head. This to me speaks to an authors voice, what is the author thinking? The question I want all my students to answer when begin writing is what do I want my reader to think, feel or know?
  2. I liked the 3 ,2,1 check it! strategy for revising and editing work. You “fix” one sentence in your writing that you are not fully happy with, change 2 words to make them more powerful, and find 3 or more places to correct spelling, punctuation and spacing. I love this strategy because it makes the process approachable, editing and proofing can be a difficult or even daunting task for many students who may not know where to start, it gives them a structure to follow and a starting point.
  3. I also found the dresser analogy to be very helpful in teaching students to organize their thoughts to write. Starting with asking students what would go in a dresser draw ie. socks, under wear, pants, t-shirts, sweatshirts ect.  Different ideas about the topic are like different types of clothes, and each idea goes in a drawer. For example if my students are writing about a Canadian Province the drawers may be labeled: symbols of the province, natural features, natural resources, history, famous people and tourist attractions. The ” big ideas” are the types of clothes and the supporting details are the individual clothing items. You put more than one sock or t-shirt in a drawer, and details or supporting ideas are like the socks or t-shirts you put a few of them in their drawer. This analogy made sense to me because it uses something concrete to represent the often abstract concept of sorting ideas. In my own classroom I would bring a 3 or 5 drawers organizer and start with sorting concrete objects into the drawers, and then move to ideas on pieces of paper and finally to doing it on paper using the graphic organizer shared during today’s presentation.  I like moving from concrete to abstract with my students of any age to reach students of all learning styles and engage their senses in the learning.
  4. Triple Scoop Words, I loved the description Adrienne Gear gave of triple scoop words today, it really resonated with me and the image that was presented was one that students will be able to relate to using ice cream. Triple scoop words are vibrant, exciting and hook the reader’s attention, like going out for ice cream and being able to order a triple scoop ice cream with sprinkles and chocolate sauce in a waffle cone. Then there are single scoop words that give information but don’t excite the reader, like going out for ice cream and getting a single scoop ice cream in a plain cone. I don’t know about you but I’d rather have the triple scoop ice cream and I prefer to read exciting descriptive words. I tried to teach this concept during my practicum how ever I wasn’t as successful as I wanted it to be, I now realize why, the description I used to explain the concept was only a single scoop. How could I expect triple scoop writing when I was demonstrating single scoops?

I am looking forward to learning more about writing power and diving into the fiction one. I have the books and the black line masters for all graphic organizers and charts for reading and writing power. I am hoping to be able to use these in conjunction with the books I have been collecting and today’s two new books ( I have a problem, I find a children’s book I love, I buy it). I am making my self a set of stand alone lessons for both fiction and non fiction reading and writing that I can take into any class at any time.

Posted in Language Arts, Professional Development, Science, Social Studies | Leave a comment

Preparing to TOC

education-908512_1280

With just over a week left until school starts I’m starting to get ready for the next stage in my journey to becoming a teacher. I’ve taken the task of creating a sub kit seriously, the last thing I want to happen is to show up at a school and have nothing to do with a class all day. To prevent this from ever happening I’ve spent some time with the help of my mom gathering the materials I will need to be successful.  I would love to know what others have or had in their sub kits. My plan is to have a small number of basic items in a tote bag and a larger bin or even 2 bins in the trunk of my car for days that I may need additional supplies.

In my bag I have :

  • Business cards
  • My School District ID
  • TOC day report sheets
  • Personalized name stamp ( Miss A Younger) , my SA had one for signing agendas and other daily signing and it saved her a lot of time at the end of the day.
  • My survival binder
    • A calendar
    • Lesson plans
    • Blank Graphic Organizers
    • Work sheets
      • Mapping
      • Math
      • Writing Prompts
    • Art Activities
      • Coloring pages
      • Directed Drawing
    • Thematic Activities
  • Magnetic Shape of The Day pieces for the board
  • Brightly colored white board pens
  • Pencil Case
    • pens in various colors
    • Pencils
    • Ereasers
    • Highlighter
    • Scissors
    • Glue Stick
    • Ruler
  • Stickers
  • Small Foam ball
  • Lunch , snacks, water bottle
  • Personal survival kit for any little emergency
  • Books for the day
  • My Ipad

In the bins in my car:

  • Most of my books
  • Inflatable globe
  • Gum boots
  • Running shoes and socks
  • Umbrella
  • Misc. Art Supplies
  • Gloves and a hat
  • Spare Glasses / Contacts

What do others have in their TOC kit that I don’t have?

As part of my kit. I’ve started a collection of picture books that I can use for students in a many age ranges and ability levels that can be used to to create a whole day if needed.

So far I’ve collected the following books:

  1. The Day The Crayons Quit, by Drew Daywalt
  2. The Day The Crayons Came Home, by Drew Daywalt
  3. Ann and Nan are Anagrams, by Mark Shulman & Adam McCauley
  4. The Hallo-Weiner, by Dav Pilkey
  5. Shin-Chi’s Canoe, By Nicola Campbell
  6. Shi-shi-etko, By Nicola Campbell
  7. The Dorbell Rang
  8. My Rotten Redheaded Older Brother
  9. The Greedy Triangle
  10. The Lotus Seed
  11. Suki’s Kimono
  12. I’m Not Invited
  13. A Very Unusual Dog
  14. Miss Nelson Is Missing
  15. I Wish You More, by Amy Krouse Rosenthal & Tom Lichtenheld
  16. If the World Were a Village, By David J. Smith
  17. And Here’s To You! , By David Elliott
  18. The Name Jar, By Yangsook Choi
  19. The Teddy Bear, By David McPhail
  20. Peace, By Wendy Anderson Halperin
  21. Meerkat Mail, By Emily Gravett
  22. Callie Cat, Ice Skater, By Eileen Spinelli
  23. Seal Song, By Andrea Spalding & Pascal Milelli
  24. Blizzard, By John Rocco
  25. You Get What You Get, By Julie Glassman
  26. The Voyageurs Paddle, by Kathy-jo Wargin
  27. Library Lion, By Michelle Knudsen
  28. Have You Filled a Bucket Today? , By Carol McCloud
  29. Ted Harrison O Canada
  30. The Sea-Thing Child, By Russel Hoban
  31. Canada from Above, By Heather Patterson
  32. The Biggest Fish in the Lake, By Margaret Carney
  33. Moondance, By Frank Asch
  34. Diary of a Fly, By Doreen Cronin
  35. Summer Jackson Grown Up, By Teresa E. Harris
  36. By Robert Munsch
    1. We Share Everything
    2. A Promise is a Promise
    3. Up,Up, Down
    4. No Clean Clothes
    5. Pyjama Day!
    6. Stephanie’s Ponytail

 

Some of my books are still coming from Amazon, I will post a photo of my book box when they all arrive. I am working on creating lesson plans for many of the books, some will be books to read for fun and to expose students to good literature while other books will be used to help develop students Reading Powers.

I am looking for some math puzzels or problems that can be used at a variety of grade levels to add to my TOC kit, does any one know of good math puzzles for students? I want something that will encourage creative problem solving and critical thinking skills.

 

Experienced TOCs what is in your kit? What do you bring with you to make your day go smoothly?

New TOCs what have you put in your kit to get started with? What do you think you’ll need?

Posted in Back To School, TOCing | 1 Comment

Preparing to TOC

education-908512_1280

With just over a week left until school starts I’m starting to get ready for the next stage in my journey to becoming a teacher. I’ve taken the task of creating a sub kit seriously, the last thing I want to happen is to show up at a school and have nothing to do with a class all day. To prevent this from ever happening I’ve spent some time with the help of my mom gathering the materials I will need to be successful.  I would love to know what others have or had in their sub kits. My plan is to have a small number of basic items in a tote bag and a larger bin or even 2 bins in the trunk of my car for days that I may need additional supplies.

In my bag I have :

  • Business cards
  • My School District ID
  • TOC day report sheets
  • Personalized name stamp ( Miss A Younger) , my SA had one for signing agendas and other daily signing and it saved her a lot of time at the end of the day.
  • My survival binder
    • A calendar
    • Lesson plans
    • Blank Graphic Organizers
    • Work sheets
      • Mapping
      • Math
      • Writing Prompts
    • Art Activities
      • Coloring pages
      • Directed Drawing
    • Thematic Activities
  • Magnetic Shape of The Day pieces for the board
  • Brightly colored white board pens
  • Pencil Case
    • pens in various colors
    • Pencils
    • Ereasers
    • Highlighter
    • Scissors
    • Glue Stick
    • Ruler
  • Stickers
  • Small Foam ball
  • Lunch , snacks, water bottle
  • Personal survival kit for any little emergency
  • Books for the day
  • My Ipad

In the bins in my car:

  • Most of my books
  • Inflatable globe
  • Gum boots
  • Running shoes and socks
  • Umbrella
  • Misc. Art Supplies
  • Gloves and a hat
  • Spare Glasses / Contacts

What do others have in their TOC kit that I don’t have?

As part of my kit. I’ve started a collection of picture books that I can use for students in a many age ranges and ability levels that can be used to to create a whole day if needed.

So far I’ve collected the following books:

  1. The Day The Crayons Quit, by Drew Daywalt
  2. The Day The Crayons Came Home, by Drew Daywalt
  3. Ann and Nan are Anagrams, by Mark Shulman & Adam McCauley
  4. The Hallo-Weiner, by Dav Pilkey
  5. Shin-Chi’s Canoe, By Nicola Campbell
  6. Shi-shi-etko, By Nicola Campbell
  7. The Dorbell Rang
  8. My Rotten Redheaded Older Brother
  9. The Greedy Triangle
  10. The Lotus Seed
  11. Suki’s Kimono
  12. I’m Not Invited
  13. A Very Unusual Dog
  14. Miss Nelson Is Missing
  15. I Wish You More, by Amy Krouse Rosenthal & Tom Lichtenheld
  16. If the World Were a Village, By David J. Smith
  17. And Here’s To You! , By David Elliott
  18. The Name Jar, By Yangsook Choi
  19. The Teddy Bear, By David McPhail
  20. Peace, By Wendy Anderson Halperin
  21. Meerkat Mail, By Emily Gravett
  22. Callie Cat, Ice Skater, By Eileen Spinelli
  23. Seal Song, By Andrea Spalding & Pascal Milelli
  24. Blizzard, By John Rocco
  25. You Get What You Get, By Julie Glassman
  26. The Voyageurs Paddle, by Kathy-jo Wargin
  27. Library Lion, By Michelle Knudsen
  28. Have You Filled a Bucket Today? , By Carol McCloud
  29. Ted Harrison O Canada
  30. The Sea-Thing Child, By Russel Hoban
  31. Canada from Above, By Heather Patterson
  32. The Biggest Fish in the Lake, By Margaret Carney
  33. Moondance, By Frank Asch
  34. Diary of a Fly, By Doreen Cronin
  35. Summer Jackson Grown Up, By Teresa E. Harris
  36. By Robert Munsch
    1. We Share Everything
    2. A Promise is a Promise
    3. Up,Up, Down
    4. No Clean Clothes
    5. Pyjama Day!
    6. Stephanie’s Ponytail

 

Some of my books are still coming from Amazon, I will post a photo of my book box when they all arrive. I am working on creating lesson plans for many of the books, some will be books to read for fun and to expose students to good literature while other books will be used to help develop students Reading Powers.

I am looking for some math puzzels or problems that can be used at a variety of grade levels to add to my TOC kit, does any one know of good math puzzles for students? I want something that will encourage creative problem solving and critical thinking skills.

 

Experienced TOCs what is in your kit? What do you bring with you to make your day go smoothly?

New TOCs what have you put in your kit to get started with? What do you think you’ll need?

Posted in Back To School, TOCing | Leave a comment

My Plan for Growth

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As a teacher it is important to keep learning and developing, the world that we live in is constantly changing and we need to adapt and change with it. I am looking forward to continuing to grow and learn from the colleagues that I meet and the students that I get the opportunity to work with.

I am beginning to participate in informal professional development through ed-chats on twitter and communicating with others through that medium. I particularly enjoy learning from the other educators using the hash tag #tlap, this is a community of educators who have been inspired by the philosophy of education presented in” Teach Like a Pirate” by Dave Burgess. This book has been a big influence on my philosophy of education.  I also find that TED talks can be helpful resources for teachers and students. I have viewed Ted talks that were assigned as course readings, I also found many that were inspirational and informed what I was teaching in the classroom or my philosophy of teaching.

I am also looking forward to attending workshops with other professionals, hearing what they have to say, and learning from them.  I also want to attend more ed-camp type events because I found the discussions at the one I attended to be very valuable. I have registered to see Adrienne Gear at the end of this month to look at non-fiction writing.

 

I plan to continue to learn more about using Geographic Information Systems (GIS) in the classroom and adapting and growing my approach to it and the ways I use it in the classroom. I am hoping to continue to work with my own mentor from my Undergraduate degree to grow my skills and understanding.  I hope to one day attend the ESRI User Conference to learn from others using GIS and to continue to stay in contact with the Canadian Association of Geographers and the Western Division of the Canadian Association of Geographers to stay on top of the latest news in GIS and geography. I want to bring my passion for geography into the classroom, which means that I need to stay on top of the latest news and developments in geography. I have chosen to get in contact and stay in touch with the groups that are located closest to me because they have relevant content to my area to share with my students that is both current and Canadian.

 

I am looking forward to see whom I will meet and what I will learn along this journey. I know that growth can happen in many ways and at any time. I am open to any opportunities to learn that come my way.

Posted in E-Portfolio Artifacts | Leave a comment

Valuing Creativity in the Classroom

 

C is For Create

 

I spent this year looking at Creativity in the classroom as my inquiry project. I have been passionate about creativity and education since I was in grade 4 when I presented my first speech at the school speech contest. At that time I looked at how creativity improved and enhanced brain growth. This year I have looked at how creativity can be used positively to create positive learning environment for all students.

 

Posted in Creative Projects, Inquiry, Inquiry Project, Uncategorized | Leave a comment