It’s always a good week when Ontario Educators are blogging.
This past week was no different; here’s some of what I caught.
Here’s the toolbar in my browser so I’m ready to go….
Paul McGuire focuses in on a post from another blogger and manages to use furniture and limited resources in the same thought. Oh, and technology in another thought.
Here’s the thing. Too often, educators get caught up in the latest fad – flexible seating and the expense that comes with this is one of the newest things. In schools with limited resources (I would say most schools in Canada), the purchase of new furniture means that something else will not be bought.
He makes a good point which leads to a good discussion about priorities within a school. I find the interesting point about all this about flexible seating and changing learning spaces to be interesting. If it’s just about some new chair or table, then it’s just an advertisement. If it’s about changing a philosophy with a stated purpose about why you’re doing it and the results that you’re expecting, then I can get excited. I can’t help but throw in a golf quote here…
You drive for show; you putt for dough.
Maybe the question in these times is “Are you driving or are you putting?”
I’d like to see Paul do something like posting an online form asking everyone to add their thoughts about how to “damage a school”. I’ll bet there would be lots of things to learn from and it would give Paul an endless resource for blogging.
This post, by Deborah McCallum is guaranteed to get you thinking.
She leads us to this marriage by focusing on identity. Perhaps this is another way for all to reflect on the message that is present in the mathematics classroom.
What is identity? It is connected to the groups that we affiliate with, the language we use, and who we learned the language from. I believe that we all have different identities depending upon the different groups that we belong to, and that this has implications in terms of the languages and discourses we use.
I’ve seen a number of suggestions about improving mathematics instruction (including some from Deborah). This is a new and interesting take.
This is a post that put me in someone else’s shoes. Ann Marie Luce is taking on the role as a Principal of the Canadian International School of Beijing. This is part of a series of posts talking about her nervousness in the decision and then landing in a different land with different language and different customs and GO!
I absolutely can put myself in her place as she goes about what we would consider a regular routine — shopping, going to a restaurant, going shopping, …
But she’s doing it in a land where she doesn’t speak the language!
So, many of the things that we would expect to do with our regular language have to be done with gestures just to get the message across.
Then, she turns to that new ELL student in our present classrooms. It’s an interesting transition that will give you renewed sympathy for that new student, trying to get along in a new world, and learning how to speak the language in order to get the job done.
I hope that she continues to blog about her experience. This could be very interesting.
We move from a discussion about the reality of China to the reality of Japan. Deborah Weston was inspired by an article in an English language Japanese newspaper about the reality of being a temporary teacher.
I’m so fortunate that I didn’t ever have to go through the hoops of the current reality for Occasional Teachers. I graduated from a Faculty of Education and there was a school here in Essex County that needed a Computer Science teacher. Other than waiting annually for the seniority list and the horror of being declared redundant (which I fortunately never was), my teaching life unfolded as I wanted it to.
That’s not true for all.
It’s an interesting comparison and a similarity of realities of how long it takes before getting that permanent position. She quotes:
- Ontario – 6 or 7 years
- Japan – 5.9 years
It’s an interesting look at another’s reality.
Like everyone, Sharon Drummond is getting ready for September. Her activity is looking and pondering classroom setup. The floors are clean and polished and the room is empty. It’s time to think about setup.
She shares a picture and a diagram of the room with some preliminary thoughts. I was so impressed that green screen is built in before the furniture. That sends a powerful message and she shouldn’t need to rearrange things later in order to take advantage of this tool for video making.
And, she’s not starting with thinking about how to control the flow or maintain classroom discipline. She’s talking about things that she wants her students to do.
- I WANT MY STUDENTS TO TALK MORE THAN I DO
- I WANT MY STUDENTS TO COLLABORATE WITH EACH OTHER
- I WANT MY STUDENTS TO BE COMFORTABLE
- and more – you’ll have to click through to read her post to see them all
She’s asking for input and ideas. If that’s your game, go over to her blog and share.
I hope that there’s a subsequent post to show us all how this activity ends.
If you’re a regular reader here, you know that Kristi Bishop’s blog is high on my list of favourites but had gone missing recently. But, she’s “Back in the Saddle” and ready to blog.
I really like her rationale for blogging and sharing her thinking online.
I don’t think any blogger should apologize for being a bit selfish and using the blog primarily to get their own thinking down in one spot. In fact, I can’t think of a better way of reflecting and geting other people to chip in with their own thoughts.
So, Kristi, it’s great to see you back and I look forward to reading many inspiring posts in the future.
How about you, reader? Do you have a blog that’s playing possum? How about kick starting it?
If you’re looking for a good description about what being connected and how it works, then you’ve got to look at this post from Terry Greene.
In fact, I had looked and commented here on a post that he wrote last week. It was also one of the posts that Stephen Hurley and I talked about on our Wednesday radio show.
But, that was only a small part of the connected educator story.
In this post, Terry gives us the complete story of all the connections that surrounded his one blog post, complete with links, and it’s a testament to why we do this and how you can share the learning love around.
And it all started with one simple request.
Please take the time to click through and read the complete, original blog posts from these wonderful Ontario Edubloggers. There should be a little there for everyone. And, if you’re blogging yourself and not already in the collection, just fill out the form and you will be.
The complete collection of these Friday posts illustrating the thinking of Ontario Edubloggers can be found here. I’d love to have you become part of it.