hands on is, hands down, the way to go

Internship is drawing (very quickly!) to a close – only four days left ūüė¶ ¬†I realized that I have a lot of recapping to do. Here are some pictures of my lovely little learners engaging in some of the activities I have planned over the past month… (Never again will I put off posting this long – lesson learned!)

One thing I am extremely proud of is creating this Word of the Day program during my internship. This idea was taken from a Kindergarten teacher from Kindersley (check out¬†@PamelaSawatzky‘s Twitter handle – she is a wonderful K teacher!) during a Phonological Awareness PD event at the beginning of the school year. It involves breaking down simple CVC words into their individual sounds and then placing a dot into a box (these are called El Konin boxes and are great for students to visualize the breaking down of words into sounds) for each of the sounds heard.

In the above example (“tack”), students identify the sounds they hear:

/t/  /a/  /k/    Then, Leaders for the day get to drag a dot into a box. We then practice pulling the sounds apart and putting them back together to create the original word. We also discuss which letters make the corresponding sounds.

Nest Making

As part of our Bird Inquiry unit, I was constantly adding to and changing our authentic nest centre. It ended with this evolution, where students had the chance to create their own nests. It was so interesting to see what students came up with and what strategies they used to make their nests. On one of my observation days, some of my students were eager to teach my faculty advisor how to make a nest. Such a cool thing to see! Nest Making 2

Here are some of the finished nests:

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Another endeavour that was on my internship bucket list was Outdoor Winter Centres. These were a lot of work (and took up a lot of freezer space – haha) but SO MUCH FUN! Take a look…

I filled spray bottles with coloured water for students to ‘spray paint’ the snow with. This was definitely the biggest hit. I wished I had had more spray bottles!

Winter Centres 8

Students also used the cookie cutters to create coloured shapes in the snow.

I also made ice cubes in every colour of the rainbow for students to create snow castle creations out of. This was also very popular. The spray bottles also become a tool for decorating the castles (of course the students thought of something I didn’t).

The students above are trying to save some ‘frozen’ animals (plastic figurines I froze into clear water) using warm water. Students also tried to refreeze the animals by adding snow into the water.

Frozen Animals

 

This is a fun activity that can cover a lot of Science outcomes, but those icy animals melt a lot faster than they freeze, so have A LOT on hand.

Winter Centres 2

I thought a frozen treat was appropriate for our ice and snow themed centres. Some apple juice, ice cube trays, and popsicle sticks did the trick real quick!

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Lucky for us, this December has included GORGEOUS weather, so it was cold enough to keep the snow on the ground, but still nice enough outside that mitts could be taken off for periods of time without frozen fingers. The perfect medium!

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I loved doing centres in my Math Patterns unit, so tried to do some hands on work for our Number unit as well. Some of the centres pictures in the slideshow above are:

  • putting the correct number of eggs into nests (to tie in with our Bird Inquiry unit)
  • putting the correct amount of coloured tiles into a ten frame
  • counting objects and finding the corresponding numeral to match up
  • building block towers of a specific height
  • playing a board game with a partner and moving a specific number of spaces using 10 sided dice
  • counting the number of stars in a ‘parking lot space’ and parking a car with the corresponding number in that spot

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I also added some centres to our letter learning work. Students could choose if they wanted to do work in their ABC books, draw items that started with the designated letter, make that letter out of play dough, or trace that letter on sheets in page protectors. Although this made Learning Time pretty hectic, I think it really affirms that students all learn in different ways and that these different learning styles are represented and planned for. This also gives students choice to try several centres that suit their interests, or hone in on a specific one.

One other cool thing we did for our Bird Inquiry unit was research on the iPads using QR codes that I created for websites, photo galleries, and videos all about birds. We were lucky enough to have the Grade 6 class come in and buddy up with our K’s, who loved this! 21st century learning at its finest!

 

 

To learn about the colour Blue in November, we discussed Picasso’s blue period and tried our hand at creating masterpieces using only shades of blue.

Picasso Blue Period

 

And just to end on a sweet note, here is an adorable Snowman and Reindeer cupcake that we all had (messy) fun making.

 

Stay tuned for a post in the future that sums up my internship experience.

Yours truly,

KKF

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medicine wheel patterns = huge hit

Updates: I just finished my 8th week with the students. I currently teach from the beginning of the morning until recess (9-10:20), put out invitations for centre time (11:10-11:40), cover Book Look/Word of the Day and Math (12:45-1:45 ish) and do end of the day/library routines (2:45-3:30). Next week, I pick up Phys Ed (1:45-2:30) and the week after, I start my 3 week block of full time teaching.

Here are some of the highlights from my week:

Treaty Ed = loving it!

My Treaty Ed infused lessons have been my absolute favourite so far in my internship (which makes me even more excited to attend the Treaty Ed Camp in Regina on November 7th Рcheck out the event and register here). Both of my lessons (on Promises and the Medicine Wheel) turned out to be not only my best lessons content-wise but the students also loved them! This week, we learned about the Medicine Wheel and its four quadrants. We then placed the four elements, four seasons, and four stages of life into the correct quadrant. Then we made a Medicine Wheel with our bodies (and some coloured sweaters) and stood up/sat down as our quadrant’s season, colour, stage of life, or element was said. This lesson was so cool and the students were so engaged and into it Рthey really soaked up the Medicine Wheel quadrants and teachings!

We learned that the four quadrants can stand for the four seasons, the four elements, and the four stages of life (among other things!).

We learned that the four quadrants can stand for the four seasons, the four elements, and the four stages of life (among other things!).

We made a Medicine Wheel with our classmates! When I called one quadrant's colour, season, element, or stage of life, they stood up! This made a pattern.

We made a Medicine Wheel with our classmates! When I called one quadrant’s colour, season, element, or stage of life, they stood up! This made a pattern.

Phys Ed = such a struggle for me

Next week, I pick up Phys Ed full time and, if I am being completely honest, this is definitely a worry for me. I find Phys Ed to be the hardest subject area to manage (and unlike the older grades, we have it slotted in every single day – which is great for this age group but difficult for me). I know lots of teachers just see Phys Ed as ‚Äėfiller‚Äô time and they don‚Äôt really look at the curriculum, but this is a goal of mine. I will be doing the manipulative skills unit on sending and receiving, and am excited, but nervous. I think this will definitely be a growth area for my 3 week block and I hope to have my cooperating teacher in during this time to observe me and offer tips for success. The redeeming thing about Phys Ed, however, is that the kids love this time of the day no matter what we do, so at least they will be excited and engaged (sometimes they are just a little bit TOO excited).

EYE testing = time off of teaching

I have finished up the daunting task of EYE tests this week Рhooray! The scores are ready to input. Doing this testing gave me some time off of teaching the whole class and to spend one-on-one time with students. However, I found that it definitely made my day feel longer. I really do love being in the classroom with the whole group dynamic of a classroom. I understand that one-on-one testing is part of a teacher’s job description, but I wouldn’t say that it is my favourite. It seems so much more drawn out and stilted than the fast pace of classroom goings-on.

Disruptive students = I want to help, but don’t know what to do

Last week, I was feeling strong and on top of the world, teaching wise. This week felt like much more of a struggle. I think it is partially because I am picking up classes and noticing how much harder it is to handle the students for an entire day, rather than one hour. Also, I hope that this is because my pedagogy has improved and I am, thus, harder on myself and more critical/expect more.

I am feeling especially frustrated at the end of the day with one group of students, as one in particular ends up sitting apart from the class during some portions of the day¬†since he cannot participate in group instruction at the Story Corner without disrupting the learning of others. I discussed this with my coop teacher, and she reassured me that this is an acceptable action for this student (she does this herself), as he is not learning when he is disruptive, and neither are his classmates around him, so it is just better to remove him from the group. However, this really goes against my teaching philosophy and I feel that I should be doing more to help this student be successful during group instructional time. I am additionally frustrated for my students who are doing what is asked and are wanting and ready to learn but can’t because I have to spend so much energy disciplining and attempting to manage this little learner. To attempt to aid this problem, I have brainstormed a list of possible solutions and strategies to help this student be more successful in the coming weeks – fingers crossed!

Outdoor Explorations = chaotic, but meaningful, learning

Also this week, I did another Treaty Ed/Math lesson where students went outside to gather natural materials to make patterns with. I was so nervous to take my students outside (as we had a sub that day, and she encouraged me to take the students out on my own); at first, I did head counts about every 30 seconds to make sure no one would wander off. I was thoroughly impressed by my students, though. It turns out I had nothing to worry about. They were excited and eager to gather materials. We ended up collecting rocks, sticks, leaves, pinecones, and a few too many ladybugs got into the mix as well. Here are some pictures of my little nature explorers:

Rocks were a popular (and heavy) natural item.

Rocks were a popular (and heavy) natural item.

Picking some grass and green plants growing near the fence.

Picking some grass and green plants growing near the fence.

Getting dressed and undressed to go outside didn't take nearly as long as I originally thought!

Getting dressed and undressed to go outside didn’t take nearly as long as I originally thought!

Making patterns

Making patterns

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Some students liked their nature patterns so much, they asked to take them home in their Ziploc bags. I was thrilled. We also briefly touched on the HCK outcome in Treaty Ed by talking about how we use natural items to suit our needs and how First Nations people thank nature whenever they take something (ex. by leaving tobacco, a special plant, behind). I asked the class how we could possibly say “Thank You” to nature for letting us take some of its items for our use, and one student suggested we leave behind something of ours that is very special to us – how sweet! We ended up just whispering “Thank You” as we picked something up that we liked. I definitely could have gone deeper into this part of the lesson, but students were already afternoon-antsy and wanting to get outside, so we skimmed over this portion of the lesson more than I would have liked. Hopefully we can touch on this again in the future.

Faculty Advisor visits = participation rather than observation

My faculty advisor came for her second visit this week, which went well I am happy to say! I was especially tickled when she asked to participate in my lesson rather than sitting at the back of the room, disengaged and taking notes. I think that this is such a benefit for her, as so much of the learning in Kindergarten is happening through playing and exploring, not just lecture and teacher instruction. It makes me feel like I am doing a good job of making an engaging classroom when she wants to participate in the lesson alongside the students – which is what Kindergarten is really all about!

Week 8, I am both relieved and saddened that you are over. Here’s to an even better Week #9!

-KKF

Oh, P.S., we also painted lady bug rocks this week (which was a fun, yet super hectic experience for me to manage!). They turned out very cute and were part of an emergent curriculum/inquiry project we did after students found lady bugs outside and were fascinated. Screen Shot 2015-10-24 at 7.31.37 PM

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so much to do, so little time

To start this post off… a¬†few recent KinderQuotes!

One of our students (we will call her Gracie) was at home sick.

Student: “Where is Gracie?”

Me: “Gracie is not feeling well, so she didn’t come to school today.”

Student: “What, is she sea sick or something?”


Student (holding up her middle finger to show me): “Miss. Fidelack, this finger REALLY hurts!”

I have to say, I didn’t expect to get flipped the bird in Kindergarten. :p I couldn’t help but giggle at this occurrence.


We are doing patterns in math, and during a hands-on activity with manipulatives, this conversation happened…

Student: “When do we get to do math?”

Me: “This IS math!”

Student: “But, like, real math. Because I already know what 2+2 is!”


My co-op teacher quietly called me “Kara.” A student working nearby overheard this and piped up, “Ms. Haas, why did you call Miss Fidelack “Kara”? That’s not her name!” I got a kick out of this. I feel like I have a secret identity! haha


One student often comes up to me and exclaims, “Free hug!”


A student taps me on the shoulder and reminds me, “We forgot to do milk today!” I love how good these kids are at remembering things and keeping me on track. ūüôā


Today, I accidentally got called “Grandma” and “Mom.” This cracked me up to no end. Happy that I am comparable to the wonderful grandmas and moms out there!


Some¬†cool things I’ve done lately…

Introduced hand signals that correspond to a student body action. I use these as integrated brain breaks, during Calendar/Leader time especially (when students are expected to sit and focus for an extended period of time). These are great when there is a small lull, as it breaks up student sitting and also motivates students to keep their eyes on me because they never know when I am going to do a hand signal! Here are a few pictures of the class learning them:

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This hand signal. a closed fist, is “Turtle.” The students curl their bodies up like a turtle in its shell.

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This one (flat hand, palm out, thumb up) is “Shark.” The students make a fin above their heads and circle their table one time.

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This (five fingers splayed) is “Starfish.” Students stand up and spread their arms and legs to make a star.

The kids love these and even requested additional signals. I have since introduced “Jellyfish” (thumb tucked in, four fingers pointing downward and wiggling), where students stand up and wiggle all of their arms and legs.

I also did an impromptu talking circle and hope to incorporate these more often, as students are never quieter and more attentive than when their classmates have the special ‘talking stick.’ This is also culturally responsive and integrates Indigenous ways of knowing.

I have been noticing a lot of students raising their hands to tell stories during morning routines. I wanted to think of a way to get them to hold their comments until a more appropriate time, but still be able to give them each a chance to share. Thus, Story Snack Time was born! I made a deal with students that if they can hold their stories until snack time (when we don’t “have a job to do”), I will circulate all of their tables and listen to a story from each of them. This has been amazing so far! Fewer interruptions and strengthened relationships all in one! I love being able to get to know these students’ personal experience and have one-on-one time with all of them each day. I think they are enjoying this opportunity to ‘be heard’ as well.

Finally, I did a math lesson yesterday that was one of my best lessons yet. It was set up similar to our morning “Centre Time,” when students can freely choose what they would like to do. I was focusing¬†on the skill of extending a pattern, and students had three different centres to pick from that all worked on this concept.

At this centre, students could create a pattern with the manipulatives and have their peers extend it.

At this centre, students could create a pattern with the manipulatives and have their peers extend it.

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Another centre had several different versions of these worksheets I created. I love putting these in page protectors so students can draw on them with dry erase markers and erase them later. Paper saver tip!

The third choice was a pattern book full of worksheets that my cooperating teacher usually does during this unit. I was surprised at how many pages of the books some students were able to finish! Another example of me underestimating my little geniuses.

This lesson was a hit with students! They couldn’t believe that they actually got to choose where they wanted to go. Some students jumped around a lot, and others stayed at one centre almost the entire time. I loved that students with different interests and strengths were all able to find a centre they liked. Some students are truly ready for the book work and pre-reading/writing skills, so they LOVED the workbook centre. Others are very kinaesthetic learners, so ate up the hands-on manipulatives centre. I loved this lesson because I got to interact with almost all of my students in a different, yet meaningful, way. I learned so much about what they can do and what they like to do in a small amount of time. This is why I love centres and play-based learning – if offers a world of possibilities. I am going to try and do more student-centred lessons like this in the future. Oh, and another bonus: Almost ZERO teacher talk and¬†whole class instruction time for students to sit through! Yes!

Here are the 3 worksheets that I had in the page protectors:

Extend pattern 1

extend pattern 2

extend pattern 3

Welcome to my brain…

Here are a few random thought blurbs I have had over the past week or two.

When I was home over the Thanksgiving weekend, I was somewhat irked to hear that there was a Boil Water Advisory for the tap water, as the town is working on putting in an RO system. Later, I felt guilty for feeling so inconvenienced, as I realized that we take access to clean, safe water for granted. Not only do we get water at the flick of a tap, it is usually ready for our consumption, whereas others in the world walk significant distances to get water, or have to risk drinking unsanitary water every day. That was definitely an eye-opening moment for me.

Since being placed in Kindergarten for my internship, I have been reflecting back to my days in K. I was pretty shocked at some of the things that were required when I was in Kindergarten, specifically:

  • counting to 100 every day (students have to know numbers 0-10 in today’s curriculum)
  • tying our shoes independently (which I still remember struggling with and being very frustrated over)

I just thought it was interesting to see how much things had changed since I was in my early childhood years. I think that today’s focus on play-based learning and exploration are so much more fitting for students’ developmental needs at this wonderful age.

I finished my midterm assessment with my cooperating teacher today – what a strange feeling! I can’t believe that I am approaching 50% completion of my internship! I am happy to say that I have already grown so much since we did my pre-assessment at the Internship Seminar in September. I also targeted a few goals that I will be working on as I continue my journey! Stay tuned!

-KKF

this week in kindergarten… planting seeds!

Another week in the books! I can’t believe that I am already 1/4 done my internship! It makes me sad already to think about leaving my lovely little group of students. It is scarily easy to get attached to these kids. My co-op teacher said to me this week, “You’re not going to be the same after being in Kindergarten, are you?” and she is absolutely right! The kids are so sweet, loving, eager, curious, smart, and adorable. There is something indescribably magical and precious about this age that I have not experienced in other grades.

Here are a few heart melting moments thus far:

One sweet student who has trouble keeping his hands to himself was grabbing at¬†a classmate¬†during whole class instruction at the story corner. I reminded him to stay in his own personal bubble, and he obliged. A few seconds later, I was frustrated to see him again with his hands all over the other student. However, I was touched to see that he was hugging his peer and apologizing of his own accord, whispering “I’m sorry. We’re still best friends, right?” Too cute!

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My co-op teacher has a common saying of “That will cost you a hug” if a student forgets to put something away or needs assistance. One day this week, I picked up a jacket on the floor and asked who it belonged to. A little boy came up to me, piped up “It’s mine. That will cost me a hug!” and proceeded to give me a squeeze around the waist. Awww!

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We were planting grass seeds this week and, each time, I would ask the students what they thought the seeds would grow into. One student, without hesitation, replied “a pickle tree!” Another student, while placing dirt and seeds into his cup, remarked “I’m a good gardener!”

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Here a some pictures of the seed planting we got up to. It was messy but fun. The students did a great job of adding the right amount of dirt, seeds, and water into their own cups. I loved using a spray bottle to prevent over-watering. Also, students just really enjoyed pushing the trigger on the spray bottle to create a mist effect. I think this will become one of the jobs of the day in the coming weeks: watering all of the plants.

Students had to put five BIG spoonfuls of dirt into their cup first.

Students had to put five BIG spoonfuls of dirt into their cup first.

Students then took a few pinches of seeds and sprinkled them on top of the dirt.

Students then took a few pinches of seeds and sprinkled them on top of the dirt.

Finally, students covered their seeds with a small layer of soil and gave them two big sprays of water. Now they have to wait and see what kind of plant sprouts up!

Finally, students covered their seeds with a small layer of soil and gave them two big sprays of water. Now they have to wait and see what kind of plant sprouts up!

To tie into our planting seeds job, I taught the students a little song/poem. I set it to the tune of “Up on the Housetop” and used actions. The kids caught on quickly and enjoyed the different levels of the song (we squatted down when ‘the rain fell’ and stood up and stretched out for our seeds ‘growing up tall.’)

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I also taught my first 2 lessons in the Mathematics Patterns unit I have been planning. They all went really well and the students enjoyed the hands-on activities I planned (we made patterns with ourselves, analyzed the pattern in a bracelet given to partner groups, and turned patterns into actions). I taught the students Quiet Coyote and it worked like a charm, especially for my repeat offender blurters (bonus!). I was impressed that the students started to use this signal with each other, as a quick reminder to have their ‘mouth closed, ears open.’

This coming week, I have a Social Studies/Treaty Ed lesson about Promises that I am quite excited for! My faculty advisor is also coming for her first visit on Friday, which is exciting. Additionally, I have arranged for all of the interns at Davidson School (there are SIX of us from U of R and U of S) to meet up and chat about our experiences as well. It is shaping up to be a great week! ūüôā

Enjoy your weekend! Until next time,

-KKF

starting patterns and centres so far

Last week, I spent Wednesday, Thursday, and Friday in Regina for a 3 day Internship Seminar for interns and cooperating teachers. That meant only 2 days in the classroom with the students. I ended up seeing some of my students on Friday evening at the school football game and got a chorus of “I misted you!”‘s. While I enjoyed the Internship Seminar and learned a lot (as well as enjoyed time with like-minded adult company), three days without seeing my students was hard! What is especially hard (I found out this week) is coming back to your students after they have had a teacher and a change of pace in the classroom. I have definitely felt extra tired after the past two days – you have to refocus your students and reacquaint them with your routines and expectations.

Today was my first, truly formal lesson and the first in my planned Math unit on Patterns. I introduced the concept of patterns to the students and did a few examples (both by wearing a striped shirt and talking about how the colours of the stripes repeated over and over again, and by pointing to items in patterns I had drawn on chart paper). Then I had the students create patterns with themselves. We made three patterns – dark hair/light hair, hands up/hands down by sides, and boy/girl. The students really enjoyed this kinaesthetic activity! They were also eager to point out patterns on their clothing and in the classroom – I was impressed with how quickly they picked up the concept! I think this will be a very fun unit and am excited for all of the hands-on work I have planned.

My PDP target today was to quickly and effectively manage disruptive and/or off-task students. I started out by teaching the students the Quiet Coyote hand signal (see below – your hand makes a face that looks like a Coyote). This caught on very well! Some of my blurting repeat offenders responded especially well to this strategy – bonus!

Quiet Coyote has his mouth closed and his ears open. I show this to interruptive students.

Quiet Coyote has his mouth closed and his ears open. I show this to interruptive students.

For a busy class, I was very pleased with how well I kept them under control and calm. The lesson, as a whole, was a success and I thought my management was, for the most part, quick and effective. Next time, I am going to work on strategic seating of particular students who may cause disruptions. I also need to tighten up on my management of blurting when students have something relevant to add to the conversation. I have such a hard time telling students to stop when they are adding useful comments to the lesson. This means that I have to remind blurters that, in order to contribute to the discussion, they must do it the right way (by raising their hand and waiting to be called on). I am doing the same lesson and PDP target tomorrow with the other group of students, so I am interested to see how my management will differ between the two groups.

Finally, I just wanted to post a few pictures of the invitations I have done so far:

A full view of my Garden centre. I hid bugs in the soil for students to find, name, sort, count, etc.

A full view of my Garden centre. I hid bugs in the soil for students to find, name, sort, count, etc.

Garden 2 Garden 1

I made a Still Life invitation for Arts Ed. We discussed that Still Lifes are drawings of things that don't move (like flowers, fruit, bowls, etc.).

I made a Still Life invitation for Arts Ed. We discussed that Still Lifes are drawings of things that don’t move (like flowers, fruit, bowls, etc.).

Still Life 2

I included some pictures of famous Still Lifes, like Van Gogh’s “Sunflowers.”

This invitation was a set of Sensory Bins focusing on the 4 seasons.

This invitation was a set of Sensory Bins focusing on the 4 seasons.

I thought this one turned out really well - I love the colours in fall!

I thought this one turned out really well – I love the colours in fall!

Students seemed to really enjoy this centre - they did a great job of sorting the items in the bin.

Students seemed to really enjoy this centre – they did a great job of sorting the items in the bin.

You can't really tell, but I put fake grass on the bottom of this bin and also added in a few bugs.

You can’t really tell, but I put fake grass on the bottom of this bin and also added in a few bugs.

This centre was great because it had natural and real sand. But it was also the messiest!

This centre was great because it the natural material of real sand from the playground. But it was also the messiest!

I also did a centre all about Self Portraits. Each of my students drew their self portrait - they ended up adorable!

I also did a centre all about Self Portraits. Each of my students drew their self portrait – they ended up adorable!

When I first found out I was placed in Kindergarten, I was a bit worried that I would miss out on planning typical lessons in all of the subject areas, as a majority of the subjects in Kindergarten is covered through invitations rather than whole class lessons. However, my faculty advisor really helped to turn my outlook around – she said that K is one of the few grades that has a more holistic and integrated approach to the curriculum. Invitations are all hands-on and experiential – which is an excellent way for students, especially young ones, to learn! I am really enjoying the invitations part of planning; I never know exactly what students will bring to the table in regards to previous knowledge and I am always surprised at the things students do with the materials that I would not have thought of. The open-ended nature of invitations offers constant surprise!

I cannot believe that I already have FOUR weeks of internship under my belt. After teaching a few times, attending my internship seminar, and getting to know my co-op/students better, I am getting very excited to take on more parts of the day as I gear up towards my three week block of full time teaching. I also know that the rest of internship will continue to fly by in the same fashion, so I am doing my best to remember to soak up all of the little moments. Luckily, Kindergarten offers lots of hugs, laughs, and smiles. I cannot help but feel so lucky to be a part of my lovely students’ lives for four months.

Until next time,

-KKF

kindergarten: a whole new world

We had another four day week this past week, due to Labor Day being on Monday. I have to say, it was rather nice to have two four-day weeks with the students – really ease the teachers into it after summer break! All of the students in our two lovely little classes came together for our first full-sized class days this week. I have to say, I am absolutely loving this age – Kindergarten is “a whole new world, a dazzling place I never knew.” (Can I say that on here? – COPYRIGHT goes to Disney!)

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The students have so much love to give and are SO. STINKIN’. CUTE! They are energetic, inquisitive, playful, funny, adorable… The list goes on and on. I love that K allows teachers flexibility in instructional methods – especially the fact that so much learning can be done in a student-centred approach using hands-on exploratory stations at centre time.

This week was my first crack at doing “invitations” (or centres). I definitely learned a lot about managing them – on the first day, I had out 3 at once and quickly realized that I had to jump all over the place to document students’ learning in photograph form. This was NOT productive. The kids hop from centre to centre at such a fast rate, that I felt I was missing so many great learning moments. Thus, after a conversation with my co-op teacher, I decided to just have one centre the subsequent days. I would then sit at that centre and ask key questions to dig a little deeper into the subject matter with students. This also allowed me to have more focused documentation and more closely follow each students’ interaction with the centre.

This week, I decided to have out a gardening centre. I was astounded at some of the information my students were able to give regarding insects, soil, and gardens. Some of the best quotes:

Q: What do bugs do in the garden? “They eat things and squirm around.”

“‘Gardener‘ snakes live in the garden.”

“It’s a worm. Their home is in the dirt. They dig it up.”

“Worms love living in the garden. The dig up the soil and help the flowers grow.”

Student A: “What is this?” Student B: “I think it’s a butterfly.”

I definitely see theory coming into practice in terms of “students have lots of pre-acquired knowledge from their home lives” and “students are capable learners.” I was so impressed with my students’ knowledge. Here are a few pics of them digging in the dirt.

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This little guy showed some great Math skills at a Science centre. This was even before I put out bug counting mats with numbers.

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This little girl, and one other, were great soil detectives! They noticed different particles in the soil itself (round white pieces, light and dark brown pieces, etc.).

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Students already knew what a magnifying glass was, that it was made out of a breakable material, and how to use it! Wow!

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Using the bug counting mat the next day

This week, I also led our daily routines of Calendar/Weather/Leader time on Thursday and Friday. I really like this part of the day – it incorporates so many life skills and curriculum areas! The students are each given a job while we go over the day’s date, days of the week, months of the year, rhyming poems and songs, the day’s weather, classmate’s names, counting (numbers), colours, letters of the alphabet, girls and boys in the class, and leaders sharing their ‘secret item,’ which their peers have to guess. It is a action-packed morning full of routine and structure. I will post a detailed schedule of these routines at a later date.

I also taught a brief math lesson on Taller and Shorter, and a Phys Ed lesson. These both went well also. I am excited to actually start some regular lessons when I begin my Math unit in Patterns next Monday! I am busy planning that as of late and am happy to say that it has a large emphasis on manipulatives and hands-on activities.

Also this week, I attended two volleyball practices and one game. I am helping out with the Jr Girls (Gr 7-9) and Sr Boys (Gr 10-12) volleyball teams and couldn’t be more excited! It is so wonderful to go from playing a sport and loving it, to sharing that passion with others in an effort to help them develop their skills. I also had a chance to make “Raiderade,” the school’s extra-special, homemade beverage reminiscent of Booster Juice, and named after the school team name: Raiders. Members of the staff and student body meet on a regular basis, either before or after school, just to blend up frozen fruit, yogurt, and fruit juice to make amazing concoctions that are sold to the school population, community members, and visitors during sports games and tournaments. I could not believe the huge amount of dedication that this act involves – one of the teachers on staff makes regular trips into Saskatoon to purchase all of the supplies (in one day alone, a group of about 8 people make over 350 cups of Raiderade). The delicious drinks are then sold for $3 a piece, and make the school a huge amount of money. Davidson has not had to have magazine campaigns in years due to the success of Raiderade.

In only 3 weeks of internship, I could not believe just how much extra work educators and school staff take on simply to keep the school running smoothly and successfully. Aside from planning for and teaching 15-25 children at a time, teachers also run sports teams and extracurricular clubs, make schedules and arrange drivers, work in the canteen, spend time communicating with parents, organize/decorate/clean their classroom, go to school council meetings, and spend time with their own families, among countless other things! I think this conversation with one of my fellow interns sums up our thoughts on teacher dedications and commitment (I am the blue messages):

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My choice of future career is reaffirmed each day. I am so excited looking into my future and realizing that no two days will ever be the same, and that I can continually keep challenging myself and growing as an educator, even after 20+ years! I think this is why teaching attracts some of the finest people in the world: it is challenging beyond description, and often mostly thankless and unnoticed, behind-the-scenes work that is constantly changing, demanding, and never-ending. Yet teachers will continue to put their best foot forward and a smile on their face for the students that they strive to inspire, motivate, and teach each day. I think that is truly a magical feat.

-KKF

P.S. My 3 day internship orientation seminar is in Regina next week. I am excited to be back in the capital city (after all, it has been my home for 3 years) and see some of my friends who are embarking on their own internship adventures! I am also happy to be learning more about my role as an intern, and the expectations for my growth and progress through this amazing journey. This is also a chance for my co-op teacher and I to polish a contract for our professional relationship during these 4 months. More soon, I promise!

week 1

Today marked my fourth day of internship! Take a look at what I’ve been up to thus far!

Day 1

My co-op and I arrived at the school early to get a start on bulletin boards. I whipped up the one below fairly quickly once I got the hang of it (it helped that my co-op had all of the materials ready to go – can’t take all of the credit haha). We also had a meeting with the entire school staff to go over the teacher ‘handbook.’ It was a bit overwhelming at first with all of the new faces and information. I think I’ve got everyone down now, though! It helped that there was a staff BBQ at the principal’s house that evening to continue to put faces to names (and the delicious food was an added bonus).

A classic welcome back to school bulletin board, complete with a play on words.

A classic welcome back to school bulletin board, complete with a play on words.

Day 2 

It was off to Rosetown (the Sun West School Division’s central point and location of the division office) bright and early for iLearn – the division Professional Development day. Car pooling was a great way to get to know some of the staff better. I attended some great sessions geared towards Kindergarten and ECE, the first being Project Approach in the ECE Classroom and Phonological Awareness. Both inspired me to try some new things in K these next four months – my list of internship goals is rapidly growing, so I will attempt to squeeze as much in as I can!

Day 3 

Off to¬†Rosetown for Teachers’ Convention – Day 1! We had an engaging keynote from a Hoop Dancer that I really enjoyed. I also attended an STF 101 session and a collaborative session on teaching gymnastics to elementary students.

Day 4

Today was our final drive to Rosetown for the second day of convention. Brain Breaks was a very informative and useful session that provided a wealth of ideas to get students moving. Next, I attended a session on Work/Life Balance, which should prove useful as I head into a busy semester of student teaching! New to convention this year was an afternoon of Ed Camp, where teachers can suggest sessions they would like to facilitate on topics of their choosing. I went to the Kindergarten session, wherein we chatted about EYE assessments (which I will get to see first-hand this semester) and new report card procedure changes (K will be switching to numbered report card scores this year).

My final session of the day was a last minute choice, but extremely worthwhile. It focused on the app Seesaw, which is an interface for the creation of digital portfolios. My co-op and I were both instantly impressed and wowed, and I am excited to say that we set up both of our Kindergarten classes on Seesaw on the drive home! I have not learned a new educational technology in a while, so I am excited to have a ‘project’ that my co-op and I can learn together with the students. I will make a post soon solely on Seesaw and its features.

This week has been jam-packed and (not surprisingly) tiring! While it has been great getting to know staff in my school and division, I have found this week a test of my patience, as I really just want to meet all of my new students and dive into teaching! The students start on Tuesday, so my wait is not much longer.

I’ll be sure to post again soon about my first days with the students and my Seesaw experience.

-KKF