mind maps, emotional intelligence: the learning begins

Emotional intelligence mind map, the 1st

I will eventually set up some kind of cooperative learning program for my students, peppered with some academics like reading, math, science, and personal development all rolled into project-based learning activities.

Until then, we are learning strategies to organize our thoughts and regulate our emotions – both of which I am discovering are key areas we need to work on.

I refuse to believe that any student has ‘plateaued’ or can’t learn.

One of my students has come to 3 of the 12 periods we have had so far this year. I need to find a way to get him to stay so I can work with him and convince him he can achieve success at school – he hasn’t had all that much of THAT in his past. I’m meeting with him, his mom, and our administrator later this week.

Good vibes accepted from any who wish to send them :)

Oh, as well as any info on cooperative learning programs, where students learn job skills while they complete stages  :)

first day…

One of my students left after homeroom. He attended 1st period, then homeroom, and never came back for 2nd or 3rd period.

oops.

Allowing curriculum planning to remain curious

I’ll be meeting my students tomorrow. All 3 of them. There may be 4, but most likely 3. There also maybe a few more before the next month or so is over.

I’m wondering a little bit what exactly we will do together all day long :)

Things I am planning:

An academic curriculum, steeped in their goals for the future.

The students I will have are from 16-19 years old, have very limited academic skills, a diverse range of language ability (from Anglo to bilingual), and need to learn basic life skills.

Some may ask – why an academic curriculum? I call it academic, though life skills will certainly play a large role. I respect my students too much to not keep my expectations and goals for them rigorous.

Our first unit will be on the theme of Bridges. We’ll explore imagery, poetry, construction, social skills, personal goals…all kinds of things can be explored around bridges.

I also want to use photography. For those who don’t find words to come easily, we will still develop sequencing and story-telling skills through visual essays. VoiceThread should be helpful here.

We will also develop vocabulary – in both English and French. I will be incorporating a word wall into our classroom for sure!

What else…

Possible landscaping. There are these courtyards throughout the building that are filled with overgrown plants and some weeds. But we won’t just be weeding and cleaning up. I’d like to see them possibly design the areas into usable space. There is a greenhouse in the school, so we can do some work over the winter as well.

Morals and Ethics – learning how to take a considered opinion, how to gather data in order to do so – both internal (emotions) and external data.

Math to do with travel, cooking, planning.

But a lot of my planning needs to be done after I meet these students. The curriculum is up to me. So I will be basing it on their very specific needs, interests, abilities, and styles peppered with my own :)

So, while I have some great ideas brewing, I need to focus on being curious about my students first.

Preparing…

What I know about my new job:

Here are some of the things I am reading to prepare myself.

Does anyone have any other suggestions?

Origins
“Developmental Designs for Middle School. … creating middle schools with students engaged in
learning in the context of caring, supportive community. Our goal for
them … responsible independence in the pursuit of excellence.“

Complicity: An international journal of complexity and education

Smith, M.W. & Willhelm, J. D. (2002) Reading don’t fix no chevys: Literacy in the lives of young men and (2006) Going with the flow: How to engage boys (and girls) in their literacy learning

Prashnig, B. (2004) The Power of Diversity: New ways of learning and teaching

Tomlinson, C.A. & McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by Design: Connecting content and kids.

Henry, R. (2003) Leadership at every level: Appreciative inquiry in education

Elona Hartjes’ blog Teachers at Risk

Safe and caring schools in a complex world: A guide for teachers (2004)

Davis, B., Sumara, D.J. & Luce-Kapler, R. (2000). Engaging Minds: Changing teaching in complex times

Davis, B., Mahwah, N.J. (2006) Complexity and education : inquiries into learning, teaching, and research

The New Frontiers School Board’s Reports and Policies on Special Education

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Getting Started

On Tuesday I will go into my new school for the first time since my interview last spring. The school has organized an orientation morning for the new staff, which is nice. The following day will be the board-wide PD for new teachers. But the official first day of PD with my new school community will be on the 27th.

It’s exciting to be starting something new – and I’m a bit nervous as well. It is the first time I will work in such a big school and I will be starting a new program as well. I have done that before and I know how anything new can be viewed in a school – welcomed by some and, er, not so welcomed by others ;) .

I feel hopeful, useful, and nervous – all at the same time!

Christian Long at think:lab posted a fabulous ‘note to self’ the other day as he begins at a new school as well. It is no longer on his blog, but he has given me permission to cite it here. I dedicate it to all of us teachers who are transitioning into new schools and positions this year.

Note to self:

The school has seen something in you that they value. Likewise, you have seen something even more impressive in them that you value…

The school has invited you to become a part of their lives and families. Likewise, you have invited them to become part of your life and family.

The school has entrusted you with the academic and social well-being of their most precious resources: their kids. Likewise, you have agreed to take this responsibility on without fail.

The school — long before you were interviewed — had been successfully creating a culture of academic rigor, respect/empathy, and life-long relationships. Even if you never came around, they’d still be doing it tomorrow and many years into the future. They invited you to play a small role within their larger family. You have accepted a small role within their larger family, and look forward to following their lead along the way.

The school hires new team members because they believe that they be able to bring additional ideas and resources to them over time. What they need from you early on, however, is to listen to, learn about, respect, and celebrate the academic world that they have already built and committed to long before you arrived’. You have plenty of time to share new ideas, but listening, watching, and respecting is the first rule of business. Listening and watching is your best trait going forward in this first year.

The school expects you to do great things on their behalf. In the meantime, they will ask you to do the ’small’ things first. Likewise, you hope to do great things on their behalf. In the meantime, you will embrace the ’small’ things with dignity and enthusiasm (and know that many of the ‘great’ things start there, by the way).
Now that you have that cleared up, go have an amazing time!

Christian Long, August 2007

He has reposted it! Here it is: Note to Self.

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