In My ELA Classroom...

As the last blog for my ELA class, I was asked the following questions:  How do I envision my ELA classroom, how will my students and I experience oral/written language, and how has this changed since my first blog post.  If I were to sum up how I would teach ELA to my students, I would refer to my quote posted under the Repeat the Beat heading: "Imagine, Create, and Have Fun."  Teachers have the ability to do all three.  The PLOs in the IRP give teachers guidelines of what is expected from their students.  It is up to us (the teachers) to create lesson plans that will engage the students, so that all of the PLOs are met.  Thinking about this puts a smile to my face!

In my ELA classroom...

I will ensure that my classroom is filled with:

• Word walls to encourage reading/spelling.
• Children's artwork and writing assignments.  
• Learning aides on the wall, such as calendars, spelling pockets, and additional tools that I find beneficial.
• A wide array of books for students.  I would love to have a comfy chair or couch in my classroom!
• Decorations!  By decorations I mean bulletin boards, tooth chart, birthday chart, ABC border, name tags for their cubbies... there is so much that I intend to do with my classroom.  All of these can be used to teach literacy.

I will encourage reading by:

• Offering many choices. I will have leveled books, but it will not be "set in stone" as to how they are distributed.
• Encouraging parents to read with their children.  And, there will be a reading sheet form where the books they read are written down (1 per night).  When they read 25 books, they get an award with their name on it which is hung on the wall as a border around the classroom.  The award will follow a theme depending on the grade.  I love apples and crayons, though!  They can also choose a prize from a treasure box.
• Using many strategies where the students will be involved in reading. I really like the Author's Chair strategy!
• Having drama presentations where students either write their own parts or memorize through reading.
• Using supplemental activities such as fun worksheets.

I will encourage writing by:

• Offering many opportunities to write in journals and think books.
• Using various strategies such as 6-Trait Writing and Writing Workshops.
• Incorporating many styles of writing, such as narratives and poems.
• Allowing students to "copy" a writing style in order to enhance their own learning and creativity.
• Including a class mascot where the students write a journal entry when the mascot is sent home with them.  These will be put into a book and uploaded to a site, such as Voice Thread.
• Having fun and exciting writing assignments.
• Teaching students that writing is a process.  It does not happen right away.
• Allowing students to use self-expression in their writing.
• Including books in lesson plans.

My students will:

• Have a safe environment where they feel comfortable sharing their ideas.
• Have a say in what they would like to learn and how.  Voice and Choice is the way to go!  It's not about me; it's about the kids.
• Be engaged as there will always be something new and exciting to learn.

How has this changed since my first blog post?

While my classroom will still entail all that I mentioned on my first blog, I must admit that I am even more excited now to teach ELA!  I initially saw ELA as communication.  This is still true, but on such a higher level.  Literacy in my classroom will be about self-expression and process.  By incorporating strategies, students will be able to experience both.  Before taking this ELA course, I was not sure how my children were being taught Literacy and why things have changed so much (I grew up with the grammar and spelling police.)  I now see exactly where the teachers are going with their teaching styles and I am impressed. 

What kind of teacher would I like to be?

 I would like to be the teacher where students feel comfortable coming to me when they have questions or need someone to talk to.  I would like to be the teacher where 20 years down the road, a student remembers something I did that made them happy to be in my class.  I say this as I remember several of my teachers.  In fact, I recently sent a letter to my Grade 7 English teacher (that is what it was called at my Jr. High) just to let her know that she made a difference.  I think of all of the wonderful teachers I have had and all of the wonderful teachers my children have had and hope that I can be a little bit of each of them. 

I am often asked if I am nervous about teaching.  I'm not nervous at all.  In fact, I am excited as I know this is where I am meant to be.  When I am in front of a class, I feel like I am in my zone.  Imagine working in an environment where you feel you belong.  I can't wait!

Writing and Representing vs. Grammar and Spelling



What do I feel is important to teach students about writing and representing?  If I was asked this question ten years ago, I would think back to how I was taught when I was 8 and would respond, “Writing is grammar and spelling.”  It is not surprising that this method did not help me in my future writing experiences as I just focused on the end product.  I was not aware that there was a process to writing.  At times, I still feel like that 8 year old child who needs to write to please the teacher.  While this experience has not made for the most enjoyable experience, it can help me when incorporating my own styles and strategies in my classroom.

But, I am being asked this question now, which is perfect as my thinking has dramatically changed.  When and how did my thinking change?  Simple: When I had children.  Five years ago when my oldest daughter was starting Grade 1, I walked into her classroom for “Meet the Teacher” night.  I was in awe the moment I stepped into the classroom.  Each wall was decorated with artwork that incorporated writing, the carpet centre was filled with calendars, the bookshelves were filled with all levels of books, and on my child’s desk was a journal that my early learner was going to write in!  The only word that came to my mind was, “WOW!”  It was like night and day from when I went to school.  As the years progressed, so did my daughter’s writing.  I have been fortunate to be able to witness various teachers with different teaching styles, but one aspect of writing remained consistent:  Each teacher supported my daughter throughout the writing process.

When thinking about what is most important to teach students about writing and representing, I can imagine an image of my future classroom.  I see students working in groups, I see my classroom walls filled with words and projects, I see children having fun while learning to write, and I see an environment where students can feel and be successful when writing.  I feel that using a myriad of strategies, allowing students to use self-expression, and incorporating meaningful activities and assignments is important when writing and representing. 

Strategies

The IRP states that "learning to write with meaning involves a range of different strategies" (IRP, p. 22).  There are so many strategies to choose from which allows teachers to use their creativity and imagination.  The challenge will be deciding which strategy to use and when to use it most effectively.  In order for strategies to be effective, offering a safe learning environment is crucial.  The IRP states that “teachers should ensure that classroom instruction, assessment, and resources reflect sensitivity to diversity and incorporate positive role portrayals, relevant issues, and themes such as inclusion, respect, and acceptance” (IRP, p. 12).  Once this is established, strategies can be incorporated.

Strategies, strategies, strategies!  When I think about which strategies I could see myself using with my students, I reflect on my ELA class where we discussed strategies ranging from group work to individual to student-teacher.  Group work can be beneficial as someone’s idea might spark an idea in another classmate, while individual strategies are beneficial because they allow students to think more personally.  Student-Teacher strategies, such as Writing Workshops and 6-Trait Writing, can assist children in learning to write with meaning. 

“How can I effectively use the First Steps Writing program in my classroom?” by Jennifer Savage offered many strategies to encourage writing.  I have always felt that when children draw, they are writing.  It was wonderful to read her quote, “For early writers, I believe that drawing their story is as important as the words” (Savage, p. 42).  With this belief, art and literacy can be combined effectively.  Jennifer Savage uses a specific method for herself and her students to keep track of where they are during the writing process.  Popsicle sticks are labeled with the student’s picture.  The child inserts their popsicle stick into the appropriate cup which is marked as to what stage their writing project is in.

In addition to Jennifer Savages methods, incorporating journals to the writing process is a wonderful way for children to begin their writing journey as “When children write in journals, they reflect, reshape, and redraft as they engage in learning” (Constructed Meaning, p. 239).  The foundation of our writing is based on what we, as individuals, can bring into the classroom.  For example, in class we created a journal which I titled "Marci's Journal of Thoughts."  In it, I wrote events, experiences, and feelings from the past.  Once I was done, I shared with the class my entry about my experience moving cross country with 2 cats and a fish... crossing a border, too!  I thought to myself, "What a funny story that could turn into!" If my students are given journaling activities like this, I can only imagine what story ideas that they will come up with.  In class, we discussed the various journal styles, such as think books and double side entry journals. Vicki Spandel supports this by saying that "Writing does not really begin with prewriting, as many diagrams suggest.  It begins with life, our personal experience, and our sense of what is important, what is worth sharing" (6-Trait Writing, p. 140).

Furthermore, the IRP outlines the 5 steps to writing: prewriting, drafting, revising, editing, presenting and publishing (IRP, p. 22).  These 5 steps fit perfectly with Writing Workshops and the 6-Trait Writing program as writing is a process and should not be rushed.  While previous teaching methods focused on the grammar and spelling aspect of writing, Writing Workshops and 6-Trait Writing focuses on creating their own idea without worrying about grammar and spelling.  Editing will occur in the later stages, but the early stages are to explore ideas and how the student is going to work on their project.  Teachers meet with their students one on one to assist as needed.   I am particularly fond of the 6-Trait Writing method as it allows children to be creative in their writing process.  While children will be drafting, writing, revising, writing, and revising some more, they are allowed to choose what they write about.  I also find this method valuable as the teacher will be modeling what is expected of the students.  Children are like sponges.  They absorb what they see.  If a student sees their teacher writing in journals, revising their own written work, and asking the students for feedback, they are going to feel like they can achieve anything.  The IRP supports this by saying, "Teachers model their own writing and invite student input for revision on one trait at a time, thus making achievement manageable" (IRP, p. 25).

Also, I feel the KWHL journal that was discussed in ELA will be an excellent tool for students and teachers.  It is a journal entry where students list what they already know (i.e. about writing a story) and what they would like to know (i.e. about writing a story).  Students have the opportunity to inform the teacher of what they would like to learn and teachers benefit as they can now address new learning tools and ideas.

Self-Expression

Once we have an array of strategies, we can focus on encouraging students to explore self-expression.  I feel that children should understand that writing is unique to each individual and should reflect who they are as a person.  This can be done in many ways, though I am partial to the Voice and Choice ideology that is outlined in the IRP.  "Voice and Choice" refers to allowing students to have a voice in what they would like to learn as well as being offered choices (IRP, p. 26).  While I understand that certain assignments will have guidelines, I feel that it would be beneficial to have assignments where the students can choose which writing style they would like to pursue, what topic they would like to write about, and how they would like to work on their assignment.  The idea of Voice and Choice fits perfectly in the debate of “mimicking” other writers.  In ELA, we read the novel, Love that Dog, by Allison Creech.  Even though it is a fictional story about an understanding teacher and a boy who does not see himself as a writer, I have learned so much.  In this novel, the teacher encourages her student to write what he wants to write.  You can see the progression of the student copying poetry styles and making it his own. 

Teachers can offer many opportunities for students to feel successful at writing.  This opens the door by allowing students to experience the many styles of writing and representing.  I feel that students should be given literature in which they can use to enhance their own words and where they draw from their personal experiences.  In ELA, we discussed the issues that revolved around “mimicking” other writer’s work.  For instance, what if a student loves a particular writing style but is told that he/she was not allowed to experiment with that style?  Now, imagine if that student is allowed to create his/her own story with using that writing style.  By allowing students to “mimic” a particular writing style, a student can gain confidence and, in doing so, might spark the student’s own ideas.  In order for success to happen, teachers should "encourage exploration and help students find their own voices" (Creative Writers, p.12).  The BC Curriculum agrees as the Prescribed Learning Outcome C3 focuses on “using a variety of imaginative writing that is modelled from literature” (IRP, p. 57).

Activities and Assignments

While strategies help with starting the writing process and self-expression aides in the students understanding that they are unique, it really boils down to how we engage as teachers through classroom activities and assignments.  “If we want the students in our classroom to be critically aware, discuss ideas, and get excited about what they are learning, they need to read material that will both interest them and engage them in reading and writing for real life purpose” (Constructing Meaning, p.225). 

In class, we have discussed many ideas on how to encourage students to write and represent and there are several ways that I would incorporate them in my classroom.  First, I love including books to lessons.  One simple book can become an entire unit that incorporates the 6 strands of language arts: speaking, listening, reading, viewing, writing, and representing).  Second, my classroom will have a class mascot, such as White Fang that was discussed in Seminar class.  Sending a student home with a class mascot and journal to write in is a fun way to get the students to represent (i.e. draw what they are writing), read (read their entry to the class), write (writing sentences to describe what the class mascot did), listen (students listen while the journal is being read), and speak (class discussion about the journal).  Third, I am a strong supporter of children’s art and assignments decorating the room as children feel a sense of accomplishment when they see their work on display. There are so many activities and assignments that can engage students. While I mentioned three, there are so many more writing and representing activities that can engage children: classroom blog, classroom newsletter, and drama.  If I have learned anything from the courses I have taken this term, it is that creativity is a teacher's best friend.  As teachers, we are given the opportunity to provide fun and exciting lessons in our classroom!  I cannot think of anything more exciting than that!

Wrapping Up

Reid, Schultze, & Peterson believe that "writing is learned in the act of writing with the support of a knowledgeable teacher" (IRP, p.22).  What defines a knowledgeable teacher?   For me, a knowledgeable teacher is one who is not afraid to try new strategies in order to engage their students, one who will not revert back to "old school" ways, and one who understands that each student learns differently.  To assist teachers in ensuring that their students get the most enjoyable experience in writing and representing, the BC IRP focuses on 4 areas: purpose, strategy, thinking, and feature (IRP, p. 5).  By including these areas in my classroom, I am confident that I can create an environment where children will feel most successful.

The most important thing to teach children about writing and representing is to find a strategy that works for them and to always be themselves.  By using many strategies, encouraging self-expression, and providing engaging activities and assignments, students will have the chance to be successful in their writing experiences.  Vicki Spandel writes, "Any vision of success in writing must reflect classroom culture and embrace both product and process" (6-Trait Writing, p.12). 

This blog would not be complete without my favourite quote from Georgia Heard, “We must learn to listen to our own images, thoughts, and feelings – and to our students” (Awakening the Heart, p. 3).

---------------------------------

Scarecrow colouring and word picture (image at the beginning of this blog entry) was done by my youngest daughter who is in Grade 1.  I would like to mention that the Scarecrow story was about a boy scarecrow.  My daughter was not happy about this as scarecrows can be girls, too.  I was very impressed that her teacher allowed her to change the "his" to "her" and the "he" to "she."  This allowed my daughter to make her picture story more meaningful to her.  Eighteen scarecrows filled the bulletin board outside of their classroom... 17 boy scarecrows and 1 girl scarecrow.  The end result = a very happy 6-year-old (and Mom)!

References:

British Columbia Ministry of Education. English Language Arts, Kindergarten to Grade 7: Integrated Resource Package. 2006.

Joyce Bainbridge, Rachel Heydon et al. Constructing Meaning: Balancing Elementary Language Arts. Fourth Edition. Nelson Education Ltd.: 2009.

Georgia Heard. Awakening the Heart. Heinemann. 1999.

Jennifer Savage. “How can I effectively use the First Steps Writing program in my classroom?”

Spandel, Vicki. (2009). Creating writers through 6-trait writing: Assessment and instruction (5th ed.). Boston, MA: Pearson Education, Inc.

Assignment 3: Oracy and Voice Recordings/Podcasts in the Classroom

I had never given much thought about using voice recordings or podcasts in my classroom until examples were given in class last week.  As I was listening to these examples, I became quite intrigued.  Ideas of my own were starting to form in how I could introduce my students to voice recordings and podcasts as well as incorporating them into my lesson plans.  In order to incorporate them into a lesson plan, I felt that I needed to define why I would introduce them to my students and once defined, how our (students and myself) creativity could run wild!

In my classroom, voice recordings/podcasts would be used...

• To allow students to work independently, in a small group, or in a large group.
• To enhance interaction between students and the school community.
• To build classroom unity.
• To connect parents/caregivers to what their children are learning in the classroom.
• To give students an opportunity to explore areas that they are interested in.
• To encourage students to use their creativity and imagination.
• To enable students to learn about technology by being exposed to various media.
• To explore which media might assist specific learners (i.e. ESL students).
• To inspire students to think "out of the box."
• To provide a sense of accomplishment when students view their finished voice recording/podcast.
• To have fun.

When I was typing my list of what I would use voice recording and podcasts for in my classroom, I realized that the possibilities are endless.  Two ideas did come to mind when thinking about how I could use voice recordings and podcasts in my classroom.

Voice Recording Grades 1-3:  I imagine doing a lesson plan where the class "stuffie" would be the main character in a book.  The class "stuffie" is a stuffed animal friend that goes home with a student each evening.  The animal friend would be in a special bag along with a journal.  For me, the animal friend would be a cute and plushy dog.  The journal would be for the students to write what the animal friend did with them and would be written as though the animal friend was writing.  It would also include a picture drawn by the student to represent what they were writing.  Once the entire class had a chance to take home the stuffie, I would create a book on a voice recording site such as VoiceThread.  Here, the class would have the opportunity to read their own page.  The title of the book would revolve around The Adventures of the Travelling Dog.  Each page of the journal would include an adventure that the students have written down. 

The idea of a class friend is not new to me.  When I taught pre-school, we (myself and the other pre-school teacher) had a Build-a-Bear named Danni.  Danni went home with a student in a special carrier along with a journal.  In my daughter's Kindergarten class, Billy Bear went home with a student in a plush bucket with a journal.  My daughter is currently in Grade 1 and Franklin goes home in a special backpack with a Franklin book (student's choice) and a diary that Franklin "writes" in.  I have included a picture below of Franklin's most recent adventure with my daughter.  Imagine if all of these adventures were put together to form an actual book!

 

It reads:

Dear Diary,

After school I went to the bank.  Then, I went to the pet store and saw kittens.  I had donuts.



Podcast Grades 4-6:  I would love to use this technology in a way that will bring peer groups and school communities together.  This would be done by choosing a specific topic and allowing the students to interview students in the school as well as staff concerning the "issue" at hand.  This podcast could later be played at a school assembly.  To go further, if students enjoyed podcasting, they would have the opportunity to choose a topic and create weekly/bi-weekly/monthly podcasts that focus on the given topic.  For example, if the students wanted to focus on school activities, they could provide information on what activities will be available during that given time. 

My VoiceThread:

I thought this would be the perfect time to try VoiceThread because if I enjoyed it, than it could be an activity that I introduce in my practicum.  I had a lot of fun creating my VoiceThread, but did have challenges with recording.  I find it is harder for me to read when being recorded.  But, overall, it was an excellent experience.  I will definitely be incorporating this into my classroom!

4 Little Stars: My first VoiceThread!

Links:

• The Cloudy Day Art Podcast Network - Poetry podcasts
• The Ultimate Podcast Collection - Collection of children related podcasts
• Learning in Hand - Information on podcasts in the classroom

English Language Arts Curriculum & My Students

How does the IRP help and/or hinder you as a beginning teacher?  Description of who today's ELA students are and how they learn.

If I was asked to describe what English Language Arts K-7 would be like for me as a new teacher, here is what I would say:

English Language Arts K-7 is like learning to walk.  Both require a steady progression and both include hurdles along the way.

I often wondered why teachers put in countless hours to prepare their lesson plans, to decorate their classroom, and to have open communication with parents/caregivers.  After reading the Ministry of Education's Integrated Resource Package (IRP), it became clear to me.  Teachers work countless hours because the IRP is an overview of what is expected of teachers and students.   While I feel that the IRP offers wonderful benefits to teachers, I also feel that the IRP lacks important information that concerns the hurdles that teachers will encounter especially when dealing with children at high risk.

English Language Arts Curriculum

The Ministry of Education feels strongly that “all the languages arts (speaking, listening, reading, viewing, writing, and representing) are interrelated and interdependent" (ELA IRP, 2006, p. 15).  With this in mind, I appreciate how the English Language Arts (ELA) Curriculum Organizers are broken down into three main areas: speaking & listening, reading & viewing, and writing & representing.  Each section includes Prescribed Learning Outcomes (PLOs) which are presented in a precise and clear manner.  This will allow me to easily and quickly refer to the IRP to make sure that I am providing my students with quality material that will enable them to complete each objective. 

To ensure that students gain experience in each area, teachers are responsible for engaging their students with exciting lesson plans and activities.  The IRP allows teachers to be creative and imaginative with how they address their lessons which will allow me to provide unique and meaningful learning experiences.  Even though this appears overwhelming at first glance, the thought of being able to create my own lesson plans is very refreshing and I can see how I will be working well after school hours. 

In addition to learning outcomes and freedom of creativity, the IRP offers assessment tools that can be used throughout the school year, specifically, the Zone of Proximal Development.  This assessment tool encourages teachers to challenge their students learning abilities if they are ready and as such, “it is where learning can be supported most effectively and extended with strategies that are new and challenging, but not so challenging that they become frustrated" (ELA IRP, 2006, p. 18).  The Zone of Proximal Development is a wonderful way to determine a student's progression as teachers can ensure they are aware of the PLOs for the current grade they are teaching as well as the PLOs for the grade lower and the grade higher.  This system will help by giving me insight on what areas my students need more attention in as well as which areas my students are excelling in.  If I notice that a high number of students are lower in one area, it might be that my instruction/lesson plan is not geared towards their grade and/or level.  Not only would the Zone of Proximal Development assess the students, but it would also assess my teaching style and lessons.  Once assessed, I can than make adjustments where needed.

The IRP also expresses the beneficial use of Voice and Choice in the classroom.  Voice and Choice is a technique in which students have a say in what they learn and how they learn.  Although the IRP mentions that "this would benefit those with special needs" (ELA IRP p. 26), I strongly feel that all students would benefit from the opportunity to voice what they would like to learn and/or choosing how they learn.  Not only would this allow students to feel that they are being heard in the classroom, but it would also allow me to understand each student's needs on an individual basis.  I grew up during the time when "teachers spoke, students listened." Imagine what a positive environment it would be if children felt that they were allowed to openly and freely express themselves. 

While the IRP will greatly help me with knowing what students must learn in order to be prepared for the next grade, it does not take into account the various issues that children bring to the classroom.  As my goal is to work in an "inner city" school, this concerns me.  In a class of 25, I might have at least 5 children who will need extra assistance due to a disability and/or lack of family support.  The IRP states that "language is fundamental to thinking, learning, and communicating with others" (ELA IRP, 2006, pg. 3).  My question is, “Then how do new teachers ensure they are offering their students a quality experience if there are obstacles blocking the progression of thinking, learning, and communicating?”  While the IRP is an excellent reference for new and experienced teachers, there is little information concerning how teachers actually achieve learning goals in certain situations.  Teachers are responsible for preparing their students for the next grade.  If they have not met their grade level expectations, the following school year might be more challenging for them. 

Furthermore, there is limited information on time management and lesson planning.  New teachers will learn by creating their own lesson plans which helps them to gain experience in the classroom.  The IRP acts more like a teaching guide, so that teachers will learn from their mistakes as well as from their successes.  While it is exciting to be given the freedom of creativity and imagination with lesson planning, I am somewhat fearful of the various issues that might be presented in my class. 

My Students

I envision my classroom to be filled with children exhibiting a wide range of abilities.  "In Canadian classrooms today, children from a wide range of cultural backgrounds come together to learn language arts and literacy" (Constructing Meaning, p. 43).  This is to be expected as in British Columbia there is a multicultural presence throughout the province.  With this in mind, I expect classrooms to be filled with a diversity of children with a multitude of individual needs and backgrounds, such as socioeconomic, ethnicity/religion, various learning abilities/special needs, and family life issues. 

In each classroom, student's learning styles will be different.  Therefore, various teaching methods utilizing visual, auditory, kinesthetic, and tactile stimulus should be used to cater to the children's learning preferences.  A wide range of learning opportunities will be offered, so that each student is successful in school.  Furthermore, including Language Arts in all areas of teaching would ensure that children get valuable experience with speaking, listening, reading, viewing, writing, and representing.  Lesson plans should include many methods of teaching, such as literacy centres, dramas, choral reading, and novels.  In order to keep students engaged, fun and exciting lessons are essential. 

Even when classrooms are filled with interesting lesson plans and engaged children, situations will occur that might affect the student's learning such as bullying.  I aim to provide a safe environment for my students, but I am aware of how children can treat one another.  I will create lesson plans that focus on respect and teamwork.  If a situation should occur, it will be dealt with immediately.  I feel strongly about bullying as my daughter endured a silent bully situation and I saw how much it affected her during and after school hours.  I also saw how the teachers handled the situation and how much it meant to my daughter.

Even with the benefits and hurdles of the IRP as well as the diversity of children in my class, I welcome the challenge as I will also be learning how to be a more effective teacher. 

Resources:

British Columbia Ministry of Education. English Language Arts, Kindergarten to Grade 7: Integrated Resource Package. 2006.

Joyce Bainbridge, Rachel Heydon et al. Constructing Meaning: Balancing Elementary Language Arts. Fourth Edition. Nelson Education Ltd.: 2009.

Rewards in the Classroom

In class, we touched on the topic of rewards for students. I found it quite interesting as the debate is still out on rewards in the classroom.  Some might say that rewards encourage children to be a greater part of their community (classroom), while others say that children should not be dependent on rewards as good behaviour is expected. Rather than debating these two opinions, I am going to state how I feel.  I love rewards! 

Rewards fall into 2 categories: group and individual.  I plan on incorporating both into my classroom environment.  Here are my definitions of each:

Group Rewards: Given to the entire class for completing a specific task, such as listening well, helping others, and keeping the classroom tidy. The class works together to accomplish a common goal.

Individual Rewards: Given to a specific person for doing something that has been noticed, such as showing marked improvement (on tests/sportsmanship) or completing a specific task (reading 25 books as a part of a class reading program.)  I look at these rewards as a way to encourage progress.

Rewards can have pros and cons. On one hand, rewards can encourage teamwork and responsibility, while on the other hand it can single students out if not done correctly.  If a child is singled out, this is a detriment not a benefit.

When I was in Elementary School, I cannot recall any of my teachers allowing me to choose a prize due to good behaviour nor do I remember teachers throwing class parties because the class filled a marble jar (or a teddy bear jar depending on the grade). I do, however, remember one teacher that would send home encouragement cards when students improved on their unit tests. I was one of these students. I remember the joy I felt when receiving a card from my teacher; I still have these cards.  Athough I remember having a special feeling in Grade 6 when I received these cards, I have a greater appreciation now knowing that my teacher wanted to see me succeed.

As for the actual rewards... cards, candy, pencils, balls, anything goes!  There are so many goodies to choose from.  I foresee me having a special treasure box that is filled with pens, pencils, stickers, balls, hair accessories, erasers, and more.  Candy?  I am not opposed to candy, but do think that teachers need to be respectful to the families that do not want their children to have added sugar.  If the parents were alright with candy, it would only be given once in awhile as a special treat and would not be a part of my reward system.  It would be more like: "Have a wonderful weekend Grade 4s. If you would like a gummy worm, please see me after you are packed and ready to leave."  Rewards do not have to be something tangible either.  They can earn a movie day, an extra recess, or a crazy hair day in class.  Be creative.

I am not saying that I disagree with those who do not believe in reward systems.  Teachers are all different and have their own ideas on how they would like to see their classroom.  But, as a parent, I have definitely seen the positive outcomes of reward systems.  My daughters are in Grades 1 and 5, so I have had the opportunity to see several reward systems in action.  Grade 1 began with the teddy bar jars being filled to earn a class party to Grade 5 where the child earns tickets for a prize draw at the end of the week.  I witness the happiness in my childrens' voice and face when they tell me about their prize day.  I also look at rewards as a teachable moment.  For instance, when my Grade 1 tells me something happened at school where bears were taken out of the jar, it is the perfect time to talk to her about why she thinks that happened.  I believe the outcome is more positive than negative! 

 I am well aware that reward systems do not work for all children.  There will still be the child who has to take bears out of the jar or the child who does not really mind if they do not receive tickets.  Imagine how a child might feel if he is always taking out bears from the jar, but then he gets to add some bears for good listening during carpet time.  Or, the girl who doesn't mind not getting tickets until she earned one and it was actually drawn from the jar. 

Rewards foster teamwork, sense of accomplishment, and commitment.

The Juggling Mom

As a mom in school, I feel like I am doing a juggling act all the time: My school work, my family, and my sense of self.

I began my endeavor to teaching three years ago because I had to upgrade my year one university courses.  When I began, I was asked the same question over and over: "How do you do it with young children at home?"  Ironically, I am still asked this question today and my answer is the same:

"The struggles that come along with being in school and having a family is temporary, while the happiness I will feel as a teacher will last a lifetime."

Of course, this isn't always easy.  Being a Mom is a "jack of all trades."  Moms take on many roles: nurse, taxi, teacher, psychologist, house cleaner, chef, tutor, answering service... you get the idea. :)  When I began upgrading my courses, my children were 2 and 6.  At this time, I was also a pre-school teacher, but it worked out beautifully because I arranged it where my toddler could be in my class for the last 30 minutes.  She was in a pre-pre school program with my friend as the leader.  I know there isn't "pre-pre school" but I like the name. :-)  As years progressed, I was still in classes but instead of working in pre-school, I chose to be in my daughters' school to gain experience in the classroom setting and to learn from their teachers.  I am now in university full time.  So, how do I do it?

• I am very fortunate that I have a supportive husband that altered his work schedule in order to help me with drop offs and pick ups as well as giving me extra study time. 
• I try to complete as much work as I can at school.
• I always allow special time with my daughters.  We will do things together, but we also have one-on-one time.
• We always have dinner together and talk about how our day went.
• If my girls would like to help with with a project, I always find something for them to do.  By helping, I am referring to finding scissors, choosing my notebook colour, giving me their ideas, etc...
• I have the opportunity to test things out on my children, too.  Children are the best critics!  And, mine will definitely tell me if they don't care for my idea.
• I have to be well organized.  This is the most difficult because on top of my school work, I have to organize their school work: signatures on their reminders, sending things to school, packing library books, making lunches, helping with homework, the list goes on and on.
• I created a new way of organizing dinners as it was getting pretty overwhelming with having to decide 7 meals a week.  The girls each have a day where they actually choose what we are having for dinner (Tuesdays and Thursdays).  Friday is Games Night, so we always have fun food: easy!  Sunday is always a nice family meal (think roast).  Monday and Wednesday are anything goes as the girls are both in swimming.  Leftovers are a Mother's best friend!
• I make sure my girls see their friends and are a part of an out of school activity.  My girls are in an actual swim club.  It puts more work on me as they require parent involvement, but I make it work. 
• I am active in my childrens' school.  This allows me to see them more as they enjoy it when I am in their classrooms.  I am very lucky!  
• To keep sane, I have to make time for myself.  I enjoy walking my dog 4.5 miles a few times a week because it gives me "me time."  I ensure that I meet friends for a coffee on my off days as friendships are very important to me.
• Have I mentioned my wonderful husband? :-)
• Finally, I just do it! 

If there's a will there's a way.  We just need to look deep inside ourselves to figure out what works best for us.  It hasn't been easy as I am exhausted most days, but I can get through it.  My biggest upset was missing my daughters first day of school this year: Grade 1 and Grade 5.  I had my orientation that day, so I was unable to drive them.  My biggest fear is that I will start missing their special activities in school.  But, I am taking it one day at a time. 

If anyone is wondering if it is worth it to go back to university after 15 years and now have a family, my answer is this: If you truly know that it is something that you are meant to do, you will know if it is worth it.

What does Language Arts in the classroom look like and sound like to me?

If I was asked this question 15 years, my answer would be that Language Arts is all about reading, writing, and memorizing.  The teacher tells you what you need to learn and you do it.  However, the question is how do I see Language Arts today.  For me, Language Arts is all about communication.  Communication includes many avenues, such as reading, writing, speaking, and visualizing.  My goal (when I am a teacher) is to be creative when I teach a lesson.  In other words: Think out of the box rather than stuck in the "old school" ways in which I was taught.  And, to take advantage of all of the tools that might be available to me without forgetting one important word: Balance. 

I love visiting classrooms as I get a feel for what the children will be learning and how they will be learning.  The first thing that I take notice of is the room layout.  Can the children easily move around?  Is it a comfortable setting?  Next, I notice the artwork and learning aides that are on the walls and bulletin boards.  Are they cheerful, fun, and exciting?  Do the students have their art on the walls/bulletin boards?  Finally, I scan the room to see what learning tools will be used, such as books, journals, overheads, and televisions.  Are there devices that I need to learn how to use?  How can certain tools be incorporated?

In addition to viewing the classroom, I listen to how the teachers communicate with their class and how the class communicates with each another.  Is it a positive environment?  Are the students engaged?  I was pleased to witness on several occasions that the students were interacting with the teacher and with one another.  It was not all about questions and answers. 

On a more personal experience with Language Arts in the classroom, I visited my daughter's Grade 1 class for "Meet the Teacher" night.  I was literally blown away when her teacher showed us on her Digital Overhead what the Grade 1s would be learning.  First, I was excited about the Digital Overhead as I had never seen one.  Next, I was excited to see how the children would be learning to read and how the teacher had altered her lesson plan to do so.  When the teacher explained her Language Arts program to us, I could hear the excitement in her voice.  If I could detect this excitment, imagine how exciting it might be for five and six year olds who are like sponges and absorb what they see and hear.  What a positive learning environment!

I love visiting classrooms because it gives me a better idea of how I would like to see my room and how I would like to be as a teacher.  If I was asked how I imagined my classroom to look, my answer would be this:
My classroom would be cheerful.  I would ensure that the bulletin boards were of my students' artwork, the walls would include learning aides such as posters, and I would incorporate all the available technology that my school had to offer.  Depending on the school and grade, I envision myself having a "reading" corner where we would all sit and listen to stories, learn math, and share with one another.  This corner would be where the heart of learning takes place.

I am very much looking forward to learning how to incorporate Language Arts in all areas of education.