Suggestions for the start of the new school's year

From a Social and Emotional Learning (SEL) point of view, the most important consideration at the start of the new school year is to create positive feelings and optimism about school. This has many practical implications for both educators and parents.
Here are six suggestions to keep in mind:
Number One
Make a special effort to greet children in a positive and uplifting way at the start of school. Create a festive atmosphere, not a "get down to business" factory atmosphere. For example I am preparing posters with positive affirmations to decorate my classroom and I am having a session on Goals Setting.
Number Two
Highlight all the good and exciting things that will be happening at the beginning of the school year, as well as throughout the year. For example in this school year we at Bishop Anstey High will be celebrating our 80th Anniversary so I will tell them how privileged they are to be a part of this historical occasion.
Number Three
Give students a chance to share good memories about their holidays, what they are looking forward to for the new school year, and something about themselves that they would like classmates to know (even for returning students there maybe something new or special that they would like the class to know). Time spent helping the students in a class bond in positive ways will bring large dividend later in the year as students work together in pairs, teams, and groups.
Number Four
Allow students to have input into setting the rules for the classroom, in terms of both "do's" and "don'ts." Use the first couple of days to formulate these rules and ensure that it is posted for all to see.
Number Five
Give students an opportunity each day to reflect on what they are learning (this is my favorite!). Ask them to keep a journal (an electronic journal via the computer is a great idea) and write down, at the end of the day, three things they are taking with them from the school day. Have them keep daily journals in one or some or all subject areas where, at the end of a class period or unit or project, they write down three things they are taking away from that unit of work.(Teachers can create a 5 minutes time slot at the end of their class for students to write in their journals)
Number Six
You can create a website where you and your Form Class (or any other class) can communicate in privacy. These are only two (there are others) of such sites that offer free websites for teachers and classes http://twiducate.com/ and http://classjump.com/index.php

Reading is Fundamental

In the new learning paradigm what is required is “Learning to be, learning to learn and learning to do as a means of developing the members of organizations and their environment in a purposeful way...European Journal of Management Fall 2008 by Marilyn A Harris et al
Read everything that will help propel you toward your Goals.
Reading a fundamental is a saying that I grew up with.
Reading is one of the best ways to learn.
Reading is just the reverse process of writing. It puts information into your brain for future use. You will have storage and access to that knowledge whenever you need it.

Components of a Balanced Literacy Program (Part 1)

Photo taken by E Rochford

In this blog I am looking at the four types of reading that should be encouraged in the classroom if we are to effectively contribute to producing literate citizens of the 21st Century.
I remember how I loved story time whether at home or at school. I remember listening to the storyteller’s (mother or teacher) voice and creating mental images. Now I teach at a Secondary school and the pace is hectic, but, you know what I still find time to read for my students. My Form 1’s to 3’s absolutely love for me to read to and with them! Reading aloud for your children both at home and at school create a special quality bonding time as well as enhancing the following:
• Provides adult model of fluent reading
• Develops sense of story/text
• Develops vocabulary
• Encourages prediction
• Builds a community of readers
• Develops active listening*
When was the last time you and your students participated in shared reading where you the teacher and your students read text together? Research has shown that this activity when done consistently helps students in that it:
• Demonstrates awareness of text
• Develops sense of story or content
• Promotes reading strategies
• Develops fluency and phrasing
• Increases comprehension
• Encourages politeness and respect *
Guided Reading is a great activity that allows you the teacher to introduce reading material that is at your students’ instructional level. This type of reading benefits all but, especially the struggling readers in your classroom as for them to be given material specially chosen by their teacher just for them is a confidence booster.
• Promotes reading strategies
• Increases comprehension
• Encourages independent reading
• Expands belief in own ability *
How many of us who were able to read really well at an early age remember how we were taught to read? I can’t, it seems as if I just knew how to read, and that may be the case, but what these four types of reading have shown me is that there’s a time for reading aloud and a time for sharing; a time for guiding and a time for letting go. Independent Reading allows your students to do just that to let go and read independently!
• Encourages strategic reading
• Increases comprehension
• Supports writing development
• Extends experiences with a variety of written texts
• Promotes reading for enjoyment and information
• Develops fluency
• Fosters self-confidence by reading familiar and new text
• Provides opportunities to use mistakes as learning opportunities *

A TRINI TEACHER'S DREAM CLASSROOM
LEARNING AREAS
Whole-Group Area
For whole-class lessons-this includes informal discussion, direct instruction, and student presentations. This is a good place for an Author's Chair from which students can read their writing to the class.
Small-Group Area
Here you can give small-group instruction or allow groups of students to gather for peer-led discussions.
Reading Area
This is a place for students to read independently or quietly with a partner. It should provide comfortable seating, a variety of books, and a quiet, secluded atmosphere.
Writing Center
Here students write independently and collaboratively. The area should contain comfortable space for writing and a variety of supplies.
Cross-Curricular Center
This is an active center where students explore relationships across different curricula, including literature, science, social studies, art, and math.
Computer Station
This area is for computer use in writing, math, reading, keyboard practice, research, telecommunications, and creative games.
Creative Arts Center
This area is where students can get involved in visual art and dramatic play. It should have a variety of art supplies, costumes, and props.
Communication Area/Post Office
This area has mail slots for students and teacher to exchange written messages and suggestions.
Listening Station
Here students listen to tapes of books, stories, Ole time stories, calypsos, songs, and poems.

THIS THING CALLED POETIC JUSTICE...IT SWEET TOO BAD!

There is such a thing called “poetic justice” and for all my colleagues who sweated, fussed, cussed (yeah some godly people turned b...), had the jitters, over ate, lose sleep, lose weight, lose hair, lose work, lose their mind, nearly lose faith, nearly lose their spouse, made multi-tasking look like a joke (fus dey were good), copy ‘n paste with their eyes close, were the reason for all de flooding in Trinidad, and by extension were the cause for the OdPM boss resigning, and dengue outbreak.
All because of an activity that I will love to call one of utter futility but I will wait and see. But back to my first statement about poetic justice, as teachers we know more than anyone else when you give your students assignment you automatically give yourself the same assignment and so colleagues you realise now why the mantra that helped me through this dark night of the soul period was so supportive, “There is a God, yes there is a God and that which you give out shall be returned to you multiplied, tripled, shake down...” need I say more? I am sure you get my drift. Someone said to me I would love to be there for the process and my response was, “I don’t want to be there when the .... hit the fan!”
You know what was the final straw when here was I deep in the throes of the final hours of a difficult labour (must have been Last Quarter as you know they say a labour in Last Quarter is a slow painful process). Anyway here was I deep into it and thinking “I can see a light at the end of the tunnel when a few days before there was only a weak glimmer” when I saw that I had received mail about EDRL 6004....hmmh they’re writing to give us an extension but not me I don’t want any, not after I burst my brain and every other part of my anatomy doing this, no way! But I wanted to see what they were writing to say and so I left what I was doing and diverted my focus to read the e-mail.
My response as I am sure was the response of all right thinking Trinis “STEUPS!” All I can say about that e-mail was that it was a downright, blatant act of subliminal blackmail and threat. Who in their right mind (granted that they might have lost it doing this activity) will fall for that? I am sure all of you work darn hard in the hope of getting an A in this activity to give it up for an extension which if I recall correctly, was just as impossible as NJAC (sorry had to be real outrageous) winning an Election. So why now? And why the Disclaimer?
Anyway I deleted the thing if I could have spammed it I would have and went back to important matters...finishing my assignment , which I would be happy to get out of my hand, my head, my life and into the hand of the giver! So you see now where I am coming from when I began writing about poetic justice?
Colleagues enjoy the beginning of your holidays!

KEEP THEM CLOSE

Photo taken by E Rochford

The happiest people don't have the best of everything, they just make the best of everything they have.... So, Live simply. Love generously. Care deeply. Speak kindly..... Leave the rest to GOD.

One day a woman's husband died, and on that clear, cold morning, in the warmth of their bedroom, the wife was struck with the pain of learning that sometimes there isn't "anymore".
No more hugs, no more special moments to celebrate together, no more phone calls just to chat, no more "just one minute."

Sometimes, what we care about the most gets all used up and goes away, never to return before we can say good-bye, say "I love you."
So while we have it, its best we love it, care for it, fix it when it's broken and heal it when it's sick.
This is true for marriage.....And old cars... And children with bad report cards, and dogs with bad hips, and aging parents and grandparents. We keep them because they are worth it, because we are worth it.

Some things we keep -- like a best friend who moved away or a sister-in-law after divorce. There are just some things that make us happy, no matter what.

Life is important, like people we know who are special.. And so, we keep them close!

ONE OF THE REASONS FOR MY JOY

Photo taken by E.Rochford

I absolutely love looking at and taking pictures of the sky. This shot was taken last week from my balcony.Sighting a rainbow reminds me of the GREATNESS that is there in the Universe.

"And the bow shall be in the cloud; and I will look upon it, that I may remember the everlasting covenant between God and every living creature of all flesh that is upon the earth." Gen.9:16

REFLECTING ON ICT

Interestingly innovative
Cool and creative
Technologies that include 21st century Web 2.0 tools such as ebooks, Digital Storytelling, Wikis and Blogs just to name a few.
ICT, which stand for Information and Communication Technology for those who do not have a clue.
If you want to know more about it go read the Ministry’s Draft Policy from 2005
It's in their archive
As I have said before…
Interestingly innovative
Cool and creative
Technology!

Reflections

I believe that one of the purposes if not the main purpose of education is to empower the learner a find his or her voice…this voice can be manifested vocally or orally as in when that person speaks or sings or via the written medium. The voice is a powerful tool and people know that. Two thousand five hundred years ago, China’s most famous philosopher, Confucius, described words as “the voice of the heart.”
By now you are wondering about my topic, well as Reading Specialists we are going to be called upon to help struggling readers find their voice. In helping a student to find his/her voice we will be helping that student to grow in confidence and self esteem. As teachers we see students who do not use their voice because they are afraid other will laugh at their attempts to express themselves.
Teaching our students to read and have a voice is a powerful tool and it opens them up to the wonders of the Universe that are locked away in WORDS. When students are provided meaningful, authentic learning opportunities that spark their natural interests and goals for learning, they are transformed from passive learners to empowered learners.
The alienated student no longer exists. Students who were once passive learners are active learners all because they are given a voice. Remember for some students, their school is the only place where their voice is heard.
We must have the courage and responsibility to listen to students. If they are to lead our society, we must be willing to learn from them. Listen to our students. Give them a voice. Empower them to learn and lead!
Sadly there are educators and the learners who believe in the adage children should be seen and not heard.

NO MORE JUST WANTING A MASTERS TALK FOR ME

I am being very honest when I say that in the beginning of this program there were times when I felt that I could not really care how the program was going and all I wanted was my degree. I even told myself that if they didn’t hire me as a Reading specialist “at least I had my Masters.” But you know what this phase did not last long as the reality of the crisis situation that we are facing as a nation with regards to reading hit home.
As long as there are students in our Primary schools who are just moved up to the next class and can’t read the first primer level, then our role as Reading Specialists is critical. And as long as there are students entering our Secondary schools and leaving them with no subjects or worse yet dropping out of our school system because they are labelled non-readers or struggling readers and there were no one to help them, then Reading Specialists are needed.
So no more just wanting a Masters talk for me. I intend to take this role seriously I am doing extra reading on my own because people all I can say is this “We have not even touched the tip of the iceberg as yet!”

IMAGINE THAT!

Did you know that when computers first came on the scene there was this deep concern that it will isolate children? Yes, parents and educators alike were all concerned but subsequent research has alleviated that.
Have you noticed how children take to technology as we’d say in Trinidad “like duck to water?” For years, I am in awe at my favourite nephew’s marvellous abilities with computer and in fact any technology. From him, I have come to realise that children have no fear, no reservation, no holding back like so many adults when it comes to working/playing with technology. I know that I am guilty of shamelessly using my nephew whenever I am stuck with a new gadget or even with my computer. His fingers just seem to know which knob to turn, which key to tap and voila! the “problem” is solved. That which to me seemed so impossible is so easy to this 21st century techno-savvy child.
By the way computers have not isolated children rather they have been the catalyst for social interaction among young people. According to (Muller and Perlmutter 1985) children at the computer spent nine times as much time talking to peers while on the computer than while doing puzzles. Notice the next time you see your students working with the computers how they are always many of them playing games, Instant Messaging or on Face-Book. Children using technology always seem to prefer to work with others rather than alone, thus fostering new friendships.

A PUNCHLINE I JUST COULD NOT RESIST!

As soon as I saw the banner proudly proclaiming that the faculty of Humanities and Education is celebrating its 50th anniversary and its theme for this grand occasion is “A hint of the past, A taste of the present and A glimpse of the future”, I immediately saw the irony of the situation. This is my fourth trip to this institution and my main gripe with this goodly institution since my first degree was that it is living in the far past and needed a push into the 21st century. So here is this banner pronouncing that they are giving a hint of the past... (Hello, a what?) Surely it might have been most appropriate to say “A Chunk of the past and the Reality of the present with a Maybe of the future” or better yet “We are living in the past, operating in the present and hoping to be in the future”
When this goodly institution can seriously take its head out of the past especially where assessments are concern (needed creative quality ways of assessing and not the same ole same ole) and move into the present then and only then it will stand proud in the future. As for now though, all I seem to hear from students in every faculty who are forced to attend (the financial perks are great and we can’t do anything else and we want our degrees) is “This is madness, too much work, I am tired already ...”

QUESTIONS FOR THE POLICY ON ICT (2005)

It was with great interest that I read the Ministry of Education Policy on ICT. This policy was drafted in September 2005 having been in the making since 2004. An ambitious policy as usual like all documents, policies, White Papers and Green Papers, wordy and beyond the comprehension of those worthy of understanding such.
After reading the 42 page document (and it took a while) I had two serious questions that I will like anyone of my MEd colleagues to help me with: How far along are the 5 levels of setting up ICT in schools? And the document spoke about the MOE and I quote “The Ministry shall create a technology-assisted working environment in which all MOE staff can function with ease.” Five long years and we are still being told that our file cannot be found or they are in cardboard boxes in the corridors. How difficult can computerising the Education Ministry be?
I have a simple solution though for any government institution wanting to be computerized and that is for that institution to have a Competition for University Graduates in Computer Technology to put their skill at work and you will see how quickly and easily you will have it done. Young people would love to be known for having set up the system in certain public places so use them!
What do you think?