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With just about seven weeks until the end of the academic school year, the SECPSD is extremely elated with the initiatives that have been undertaken, as we continuously improve the procedures and policies that ensure success and achievement for every student in every school. As the weeks roll by and as we capitalize on the lessons learned from the past academic year, we look forward to engaging our internal and external stakeholders as we build on the cornerstone legacy of excellence, whilst at the same time maintaining our accountability and governance.
The Board has undertaken numerous initiatives to engage key stakeholders. During the past week, members of the Curriculum, Information Technology, Early Learning, Assessment and Student Services met with the Executive Director of Student Achievement and Supports within the Ministry of Education, Tim Caleval. In sharing information on data management and how it affects the processes within the Division, Caleval had high praises for the Division as priorities and strategies were presented. The Division shared with Caleval the critical components that were fundamental to improvement since amalgamation and the practices that have continually made SECPSD a progressive and outstanding school division. It was important for us to showcase our priorities to the Minister and to be provided with some feedback; it is our belief that in order to continue to create a positive environment that enables each person to achieve his or her potential, we have to effectively analyze our current practices and be capable of adaptation as the need arises. That for us is one of the underlying principles of continuous improvement. Recently, we received an invitation to present our assessment practices and data management warehouse to Senior Staff at the Ministry. The Division is looking forward to those interactions.
The Learning Fair starts today in Estevan. The Division values continuous improvement of teaching and learning, critical components of growth and innovation. The Learning Fair provides the Division with the opportunity to assess our methodologies and strategies and creates a benchmark against which we can improve on our efforts. Teachers and Administrators will share and discuss teaching practices through a variety of presentations and discussions; presentations have been tailored to various audiences within the school division, either by grade configurations, general interests or teacher specifications. The purpose of the Learning Fair is to share strategies utilized in the classroom for more effective and student centered instruction and provides a unique, hands on opportunity to explore the remarkable work executed by members of our Division. Among the areas to be discussed are Digital Portfolios and Technology, P.E. Mentoring, Behavior Management, Response to Intervention, Early Learning, as well as Community Engagement and Student Literacy.
Later this week, we will engage some of our students in the “Take a Picture” activity. By being aware of the perceptions of our students, we are able to build on the positive accomplishments and work on the areas that need improvement. This provides insightful information about how students in SECPSD are connected to their schools through self-expression, and intimately connects the Board to our vision, mission and guiding principles. This activity epitomizes our mandate of continuous improvement for our students, parents and school community.
The SECPSD is grounded on continuous improvement; and is committed to systematically improving our current practices through data driven assessments.
Marc Casavant
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I can only imagine the thrill, sense of achievement and rhythmic pulsation that one feels when they are told, “You have done well!” I can also imagine the toil, dedication, due diligence and sacrifices that many employees make to ensure the fruits of the labour are of the highest calibre. For me, acknowledging that someone has done a great job is a key component in empowering and motivating employees. And acknowledgement does not always have to be tangible; it can be as personal as a pat on the shoulder or public recognition for a job well done.
As I shared with a colleague the value of ensuring that my workers are aware of their great accomplishments, my beliefs were supported as I learned of the empowerment that had been gained through the support and recognition of a former supervisor. I was also informed of the indelible mark and the zest to perform at the highest possible level that were instilled in this colleague by just a simple “thank you, I appreciate the work you do.”
It is not just about expressing gratitude, for gratitude without genuineness can be far more detrimental than even a public expression of gratefulness. Gratitude however, coupled with a genuine sense of acknowledgement can mean the world of a difference for an individual struggling to enjoy their responsibilities and one who embraces each day, ready to tackle the world. Our words and actions do play a major role in the work and the quality of work that is performed. I have always made it a point of duty to ensure, even in some small way, that staff are credited and recognized for the great work they do.
Last week we celebrated our Administrative Professionals- the glue that holds our organization together and the pulse that creates the framework for cohesiveness. The facial expressions after Admin Professionals were presented with bouquets was another reminder of the little things that are appreciated and my passion to continue to motivate and empower employees. I enjoyed the company of the Admin Professionals over lunch; it was quite refreshing as we exchanged courtesies on a more social level- yet another opportunity to acknowledge the invaluable contribution they make to our organization.
To further concretize our commitment to staff development and appreciation, the Division will host its annual Employee Recognition Night in three weeks. On May 24th, 29th and 30th, Yellow Grass, Carlyle and Alameda will bask in a momentous celebration as the Board of Education and the SECPSD will recognize individuals who have served the Division between 5 and 40 years, as well as retiring employees and superannuating teachers.
This will be the opportunity for us to say thank you; thank you for your selfless service, your willingness to go the extra mile, the dedication of time and talent and the high standards of work performed to ensure continuous improvement and oiling of the Cornerstone machinery. The efforts of our staff do not go unnoticed and we are forever ready and willing to highlight the great work that they do.
I encourage you to find your own ways of empowering and recognizing your employees. Take the time to show your staff that you appreciate them.
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| Spring Break is over! I hope you capitalized on the opportunity to spend more quality time with family, friends and loved ones. Some may not be too happy that Spring Break is over; that is quite understandable. After all, who would want to pass up the thrills and excitement of that excursion to that favourite get-a-way spot; sleeping an extra couple hours in bed; watching movies and playing games endlessly, with no fear of the passage of time; or just enjoying the tranquility of nature in its picturesque ambiance, if even within the confines of your personal home garden/décor.
I am well aware too that many are excited to be back, despite the memories that will cloud your thoughts through the coming weeks. You are excited to share in the educational process as you mould lives, shape destinies and are comforted by the ever present successes of your students. Returning from spring break is sometimes hard for faculty and students. Whether you used break for fun or work, getting back on track and regaining momentum are essentials for successfully completing the school year. Motivation is a factor that both students and faculty must nurture. Spring Break however, doesn’t have to be swept away with the wind. Here are some ideas to help combat Spring fever with your students or children.
For Teachers
· Greet students and enquire about their spring break – Reconnecting with your students after break shows that you value them as people and increases the likelihood that they will in turn show interest to the course materials.
· Keep a calendar. Mark down the last day of school as well as any holidays and days off in between. Keep this in a central place so that your student can mark down each day as it passes. This is a good place to keep upcoming events marked on so kids can easily see days they can look forward to. Also mark down due dates for projects and set small goals for your students to accomplish parts of the project so it is done by the due date and they continuously feel a sense of accomplishment.
· Be a good role model. Kids watch adults and use them as models for behavior. Take advantage of warm weather to do projects around the school or classroom that have been put off and engage the students' help. Stay active and use your own spring fever as a motivator to get your students moving and to keep active. Use this time to start good exercise habits.
· Consider a reward system for good grades, projects completed, and other goals you and your child can set together. Working towards a goal will help keep your students motivated after spring break when school seems endless and there is little to look forward to. Set these goals together so you have your students buy in and know they are willing to work towards the set goals. Come up with a reinforcement schedule that will be easy for them to succeed at. Use rewards that your students sees as a rewards. If they enjoy stickers, use them; but if they are too old for stickers or see them as silly, this would not be a good reward to use as it is not appealing and not reinforcing.
For Parents
· Plan for a summer vacation together. Have kids make a list of all the items that the family will need to bring and those things that have to get done before the trip time. Camping trips are great for planning tasks as they can go through all the camping items your family owns and check them prior to use. This would be a fun time to set the tent up in the backyard or in the living room and let the kids have a mini camping trip on the weekend if they do well in school during the week. Remind them the trip is also contingent on them doing well and trying their best in school for the rest of the school year. Use this time also as a way to educate your child on the different places you look at together in the brochures or online. This will be a good reminder for them to keep on track in school and it will help you and your family to make the most of your vacation.
· Make the most of the weekends. Take advantage of the warmer weather by taking the whole family to the park for picnics, a game of catch or Frisbee in the yard or hikes. Teach them about wildlife, the natural surroundings, and local birds and animals. This will also give them something to look forward to during the week when they may feel less motivated.
· Get kids involved in volunteer and charity work. This will teach them the value of giving to others, hard work and give them new social connections, as well as a sense of good work, which will leave them feeling good. Pick out the organization together so you know your kids will be more likely to look forward to going. Most kids love animals. Volunteering at your local animal shelter would be a great way to give back and teach kids about the value of volunteer work while having the kids engaged in an activity they actually enjoy.
· Get your kids involved in new activities and lessons they enjoy such as hockey, swimming, gymnastics, or other hobbies. Find out what your child enjoys doing or would like to try and encourage them to develop skills in this area. If your child likes cooking, have them create new meals with you in the kitchen and provide assistance for the family dinner, or consider taking a cooking class together. If your child enjoys working with their hands, get their assistance in building something or working on a project around the home. Sometimes we don't let kids get involved in things that need to be done around the home because we feel it would take too long, we worry our kid might be injured or just not do it right, thereby having to redo it. Think carefully about the message you are sending your child if you find yourself not letting your kids help. Kids love to feel like they are helpful and useful-play on this and use it to your advantage. If you do have to do something over, it is not the worst thing in the world. Chances are, if you take the time to show them how to do it right and provide supervision without being too critical, they will learn how to do it the correct way.
Remember to always keep your kids/ students on a schedule. Ensure they stick to their bedtimes so they have a good night's sleep and are not grouchy in the morning. If kids are tired, they are going to be less motivated to keep going in school after spring break. Remember that you are their number one role model and the example you set sends loud and clear messages to them. Keep in mind that in order to motivate children, they need to often feel they are getting rewarded-take the time to figure out what motivates your kid and what things they are more likely to work towards.
(Some information excerpted from Yahoo Contributors Network) |
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On April 4th, join the SECPSD and help us paint Saskatchewan pink in support of Anti- Bullying Day. Throughout the Division, schools will engage in various activities as we continue to instil in our students the importance of treating each person with respect. Here are a few activities you may want to engage in with your children or students as you play your part in this anti-bullying initiative.
1. No Name Calling Day
Name-calling may not cause the same kind of hurt as sticks and stones – but the common taunts of “freak,” “retard,” or “sissy” can cut deep. Think back to your childhood days; many of us may have been called names that we weren’t fond of; names that tore us to pieces and made us feel belittled, insecure and perhaps even worthless; sadly, some of these words may still cause us hurt today. Let’s do for some of our students what we didn’t do for ourselves at that time. Encourage students to engage in no name-calling not only for anti-bullying day, but as a daily part of their lives. This is a time for activities that help replace verbal bullying with respect. Students should only be called one name- their name; unless of course, they deem others acceptable.
2. Mix-it-up lunch room/lunch
During lunch, students normally tend to sit with their friends, or those with whom they may share a special bond. How about modifying lunch just a bit for anti-bullying day and encourage students to sit with random peers and a student leader perhaps at each table. This allows students to gain new understandings, by eating with students with whom they might not have otherwise connected.
3. Create a short anti-bullying pledge
Have students repeat it at least once per day or in one class session. A pledge does not have to be long or utilize much of the instructional time; it could be as short having students recite something like:
As I make a COMMITMENT to take a stand against bullying,
I will treat others with RESPECT and KINDNESS.
I will have the COMPASSION to not be a bully
and the COURAGE to not be a bystander.
It is my RESPONSIBILITY to help others being bullied
and to report bullying.
In any event, teachers and students can decide on a bullying pledge that encapsulates the need for being aware of and assisting in the anti-bullying process.
4. Bully Boxes...
Sometimes it is difficult for a student who is being bullied to speak up and speak out. Bully boxes may become that voice for the student as they are encouraged to initially express themselves on paper. Students can put notes in the box if they are too worried to tell someone. If your school has boxes like these use them wisely. Advise students to always make sure that anything they write about is the truth.
5. Set up a buddy-system.
Some institutions have what is known as a big brother/ big sister program where new students entering that institution have current students serve as mentors, friends or confidants. Older students can sometimes volunteer to help new or younger students coming into the school or your program by getting to know them. This offers the new student the comfort of already having someone who is willing to be their friend. It is however important to ensure as best as possible that the students who are chosen are those who are genuinely interested in the success and comfort of the student, and not those who are seeking the opportunity to intimidate others.
6. Finally, have students engage in Get- to-know-you games. Perhaps students have to guess which of three statements by each classmate is false – as in “I laugh easily, I am a nerd, and I play the violin”. These activities also help the students to bond. Children who know each other well are less likely to make fun of each other and to bully or harass.
Some teasing is innocent and meant to be fun – laughing with someone instead of at them. But when it’s cruel – whether intentionally or not – children need strategies to respond, and adults need to send clear signals. Let’s stand with our students in the fight against bullying.
Some information excerpted from Bullying .org and Education World- the Educators Best Friend.
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Sticks and stones may break their bones, but words will never hurt them-right? WRONG! Consider the following scenarios:
· A student is bombarded by anonymous threatening and taunting emails at home, even though there is no direct harassment at school. The victim has no idea who is sending the messages and starts to feel like everybody is against them. That student is being cyber bullied.
· A school bulletin board is spammed with name-calling posts that spread vicious rumours about a specific student. The rumours aren’t true but kids at school see the posts and believe them. The student is then ostracized by peers. This student is the victim of cyber bullying.
· A nasty fake profile is posted at a social networking site using a student’s real name, photo, and contact information. That student starts getting weird email messages from strangers who think the profile is real. Some of the messages are crude. Some of the messages are mean. This is another example of cyber bullying.
Cyber bullying is any harassment that occurs via the Internet. Vicious forum posts, name calling in chat rooms, posting fake profiles on web sites, and mean or cruel email messages are all ways of cyber bullying. For all the benefits that smartphones, computers and the Web have to offer — especially for young people who have embraced digital technology and use it every day — there will always be those who misuse the technology to harass others, including their peers. Online harassment, more often called cyber bullying, is a serious problem. When bullying comes home via the Internet it can leave victims feeling helpless and overwhelmed.
Bullying has been around forever but cyber bullying is different because it lets a bully remain anonymous. It is easier to bully in cyberspace than it is to bully face to face. With cyber bullying a bully can pick on people with much less risk of being caught. Bullies are natural instigators and in cyberspace bullies can enlist the participation of other students who may be unwilling to bully in the real world. Kids who stand around doing nothing in a real life bullying incident often become active participants in online harassment. The detachment afforded by cyberspace makes bullies out of people who would never become involved in a real life incident. The Internet makes bullying more convenient and since the victim’s reaction remains unseen, people who wouldn’t normally bully don’t take it as seriously.
What Can Be Done About Cyber bullying?
There are many things that can be done to combat cyber bullying. The most important thing a victim of cyber bullying can do is not respond to the bully. Do not play in to the bully's games. Do not answer emails, do not respond to posts, do not engage in a chat room exchange, and do not copy what the bully is doing. Ignore the bullying and get help from parents and teachers.
· Be an advocate. Kids need to know that adults can and will provide positive, active and predictable support. And that they should never, under any circumstance, bully someone.
· Talk about it. Encourage kids to report bullying to a trusted adult.
· Look for signs of online bullying. For example, if kids get upset when they're online, or they show a reluctance to go to or be at school.
· Encourage them to make friends. Urge friends to look out for one another. Cyber bullies are less likely to target those whom they perceive are well-supported.
· Make sure your kids know cyber bullying is wrong. Many kids don’t understand that when they write down and disseminate feelings of frustration, jealousy or anger toward others online, it can quickly escalate into problems in the real world. They also tend to think that what happens digitally “doesn’t count” and that digital abuse doesn’t hurt, especially since parents usually focus on their kids’ behavior in person.
· Take an interest in your kids’ online behavior. Kids tend to think their parents don’t know or care about their online lives. They fear that their parents, in not understanding, will simply take away their cell phone or computer if anything goes wrong. Make sure your kids know how you expect them to behave toward other people online; ask them how they communicate with their friends digitally and what kinds of problems typically pop up; explore with them how they think social networking may affect relationships between them and their friends.
· Parents should also educate themselves and their kids about the real-world impact of cyber bullying. If you see a story about cyber bullying in the newspaper or online, discuss it with your children and express your feelings of disapproval; reiterate your values and expectations for your children’s behavior. Encourage your kids to come to you quickly if anything gets out of hand online, and make sure they understand never to take revenge on anyone in cyberspace.
· Help your children respond appropriately if they are cyber bullied. First, talk with your children about what happened and how they feel about it. Be supportive. Remember that your kids feel that they are under attack. Second, report the abuse to the website on which it occurred. This can often be done via an “abuse” or “report” button or link on the site. Lastly, report the bullying to school administrators and ask them to look after your children.
· Finally, ask your children to show you how they would report digital abuse if it happened to them, and re-assure them that if they run into a problem online, you will talk first before taking any action.
The SECPSD takes all types of bullying seriously. As soon as the cyber bullying starts, speak with your school officials. Cyber bullying is often an extension or escalation of bullying that is already happening at school or during after school activities. Parents should also be told what is happening. You do not need to put up with cyber bullying. You can get help. Cyber bullying leaves a clear trail of evidence and this can work to the advantage of the victim. Cyber bullies are just bullies with a new weapon in their arsenal of harassment; treat them like you would any bully and they lose their power.
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In my last Blog, I spoke about Bullying and Teasing and the disastrous implications they can have on our students. As we celebrate anti-bullying, we must be cognizant of the importance of helping our students and children to overcome the challenges that they face; afterall, we were once children and understand the yearning and desire to be accepted. Bullying sometimes starts through pressure from peers as they are influenced to conform to certain standards or behave a certain way. Peer pressure has always been a major issue in the lives of our children. We all feel the need to be accepted by our peers resulting in a power struggle between our friends, our family and society. School peer pressure is the most common type of peer pressure and may happen to our children on a daily basis. Teaching them to make the right choices is the key to helping them to be able to deal with any situation when we're not around to make it for them.
Peer pressure is a form of bullying and it seems to affect kids in school more than anyone else. Most kids have a desire to "fit in." It's the most common type of peer pressure and it can be a bit overwhelming for the person involved. We can't always stop everything that goes on in school or control who our kids' friends are, but we can help them in many ways. Talking to your children is the most important way. Ask them questions without sounding like your "drilling" them. Find out what their interests are, what they want to be when they grow up, what kind of music they like etc...Getting involved is the key.
Letting your child know you care and that you are interested in what they have to say will build their self-esteem. It will make them feel safe and not afraid to come to you when they have a question or concern. The more you know what's going on in their lives, the more you'll be able to help. It's never too late to build a child's self-esteem and make them feel important. School peer pressure does not have to take over your child's life.
Here are a few tips for helping your child with school peer pressure:
· Build your child's self-esteem. If your child has good self-confidence they can get through a lot that life has to throw at them. They're not as afraid to say no and walk away. We need to help build that for them.
· Communicate with your child. Let them know you care and you want to hear everything they have to say. Find out what's going on in their life without sounding like you're "drilling them" with questions. Stop talking and listen. What they have to say is important. Remember when we were children? I look back sometimes and wonder why I stressed so bad about little things, but back then it wasn't just little. It was how I felt and it was important to me.
· Talk to the school. Sometimes it doesn't always help to talk to the schools. They can't control everything that goes on. But it's just as important to let them know. Talk with the principal, a member of staff, teachers or the school counsellor; they can get to know your child one on one and spend more time with them, getting to know what's going on in their life and who's bothering them.
· Bond with your child. Bond with your child by making it a point to spend some one on one time with them. I know we get overwhelmed with work, tasks, and siblings, but it's important to put your children on the top of that priority list. Make dates with them individually. Children tend to open up more when they don't have others tagging along. Depending on the age of your child, there are several things you can do with them. These may include, but are not limited to:
o Making a play date at the local park
o Using ‘vehicle time’ as an opportunity to communicate
o Hanging out for a couple hours at the mall
o Going for a walk
o Playing a board game
o Baking some goodies when you two are alone
o Making a picnic and enjoying it on the deck or backyard
o Reading a book together
· Join a support group or create one of your own. Other people that have gone through or are going through the same thing you are, can give great advice. Hearing how they handled a certain situation and getting tips on how to handle yours, will help you to not feel so lost and confused. Understanding school peer pressure will help you to feel more confident in being able to help your child deal with it and to make the right choices.
Be creative! Find out what your child likes and spend some quality time. I think you'll be surprised at how much they open up to you when your alone doing something they like.
(Adapted from Family, Life and Challenges)
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| A few days ago I came across the following online article, which speaks to bullying and teasing often occurring within the school setting. Even though it may not be prevalent in our division, I believe it is still important for us as educators to understand the impact that such a situation can have on our children. Bullying does not always have to be ‘up in your face’; it can be so subtle, that you or your child aren’t cognizant of its existence.
A broad definition of bullying is when a student is repeatedly exposed to negative actions on the part of one or more other students. Bullying also entails an imbalance in strength between the bullies and the victim, what experts call an asymmetric power relationship. It is important to know the facts about bullying, even if you don’t think it affects your child. Unfortunately, teasing is often part of growing up — almost every child experiences it. But it isn't always as innocuous as it seems. Words can cause pain. Teasing becomes bullying when it is repetitive or when there is a conscious intent to hurt another child. It can be verbal bullying such as making threats or name-calling; psychological bullying such as excluding children or spreading rumours, or physical bullying such as hitting, pushing or taking a child's possessions.
How Bullying Starts
Bullying behavior is prevalent throughout the world and it cuts across socio-economic, racial/ethnic, and cultural lines. Bullying can begin as early as preschool and intensify during transitional stages, such as starting school in 1st grade or going into middle school. Victims of bullying are often shy and tend to be physically weaker than their peers. They may also have low self-esteem and poor social skills, which makes it hard for them to stand up for themselves. Bullies consider these children safe targets because they usually don't retaliate.
Effects of Bullying
If your child is the victim of bullying, he may suffer physically and emotionally, and his schoolwork will likely show it. Grades drop because, instead of listening to the teacher, kids are wondering what they did wrong and whether anyone will sit with them at lunch. If bullying persists, they may be afraid to go to school. Problems with low self-esteem and depression can last into adulthood and interfere with personal and professional lives. Bullies are affected too, even into adulthood; they may have difficulty forming positive relationships.
Warning Signs
If you're concerned that your child is a victim of teasing or bullying, look for these signs of stress:
· Increased passivity or withdrawal
· Frequent crying
· Recurrent complaints of physical symptoms such as stomach-aches or headaches with no apparent cause
· Unexplained bruises
· Sudden drop in grades or other learning problems
· Not wanting to go to school
· Significant changes in social life — suddenly no one is calling or extending invitations
· Sudden change in the way your child talks — calling himself/herself a loser, or a former friend a jerk.
How to Help
First, give your child space to talk.
If he/she recounts incidences of teasing or bullying, be empathetic. If your child has trouble verbalizing his/her feelings, read a story about children being teased or bullied. You can also use puppets, dolls, or stuffed animals to encourage a young child to act out problems.
Once you've opened the door, help your child begin to problem-solve.
Role-play situations and teach your child ways to respond. You might also need to help your child find a way to move on by encouraging him/her to reach out and make new friends. He/she might join teams and school clubs to widen his/her circle.
At home and on the playground
Adults need to intervene to help children resolve bullying issues, but calling another parent directly can be tricky unless he or she is a close friend. It is easy to find yourself in a "he said/she said" argument. Try to find an intermediary: even if the bullying occurs outside of school, a teacher, counselor, coach, or after-school program director may be able to help mediate a productive discussion. If you do find yourself talking directly to the other parent, try to do it in person rather than over the phone. Don't begin with an angry recounting of the other child's offenses. Set the stage for a collaborative approach by suggesting going to the playground, or walking the children to school together, to observe interactions and jointly express disapproval for any unacceptable behavior.
At school
Schools and parents can work effectively behind the scenes to help a child meet and make new friends via study groups or lab partnerships. If you are concerned about your child:
· Share with the teacher what your child has told you; describe any teasing or bullying you may have witnessed.
· Ask the teacher if he/she sees similar behavior at school, and enlist his/her help in finding ways to solve the problem.
· If he/she hasn't seen any instances of teasing, ask that he/she keep an eye out for the behavior you described.
· If the teacher says your child is being teased, find out whether there are any things he/she may be doing in class to attract teasing. Ask how he/she responds to the teasing, and discuss helping him/her develop a more effective response.
· After the initial conversation, be sure to make a follow-up appointment to discuss how things are going.
· If the problem persists, or the teacher ignores your concerns, and your child starts to withdraw or not want to go to school, consider the possibility of "therapeutic intervention". Ask to meet with the school counselor or psychologist, or request a referral to the appropriate school professional.
At the SECSPSD our vision encapsulates our dedication to provide the best learning environment for our children, free of fear, discrimination and feelings of low esteem. Talk to your child, ensure that they are performing at their highest levels and that they are comfortable in their own space; we need your help, as together we ensure success and achievement for every student in every school.
(Adapted from Scholastic: Read Every Day, Lead a Better Life)
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| It is always refreshing to share with my children the sense of fulfillment that comes with the opportunity to be literate. I have moulded them to be cognizant of the importance of attaining competence or knowledge in a specific area and am constantly seeking avenues that promote self-expression and indulgence in educational opportunities. Of equal importance are the students of the SECPSD and the role that I play in the development of literacy and the creation of a conducive learning environment that promotes critical thinking and coherent speaking and writing patterns. January 27 is marked Family Literacy Day for a number of reasons; it raises awareness of the importance of reading and engaging in other literacy-related activities as a family; it is a means of reaching not only children, but also the adults in their lives with the literacy message; it encourages adults to spend time engaged in a literacy activity together; helps reinforce the importance of learning with children as a means of building the knowledge necessary for future skills; and helps adults maintain their literacy skills. The following tips by Sarah Elaine Eaton, author, workshop facilitator and educator, speak to literacy not just for family literacy day, but for continuous improvement and success for every child in every school.
Reading Text
· Read to your child/children or vice versa. A book. A graphic novel. Anything that sparks interest. The important thing is to enjoy the activity of reading together. Make it fun and give them the gift of reading that will last a lifetime.Listen intently. Nod your head to show you are paying attention. Ask a few questions after the reading has finished to show interest and curiosity.
· Read a newspaper article as a family. Critique and evaluate the article together, talking about its meaning, content, and bias. Allow each member of the family to read the entire article or take turns reading sections of it aloud around the dinner table.
Document Use
· Read and understand nutritional labels. As a family, become conscious of what you are eating today by checking out the nutritional labels on the food products you eat. Understanding information from tables is one aspect of document use.
· Use schedules to plan an outing. Whether it's a trip to your local rink or another area of your community, gather together bus schedules, find out how much things cost and the hours of operation of places you want to visit. Gathering information from scheduled players at the rink for example, or using a GPS on a family trip to check schedules as well as mapping and documenting interesting sights is a great way to improve literacy.
Numeracy
· Plan a home renovation project. Have you been thinking about improving your kitchen? Updating one of the children's bedrooms? Get out a tape measure and start taking some measurements!
· Calculate what you'll need for your project. How much paint do you need to cover the surface area of the walls you want to paint? How much laminate do you need to buy for a new living room floor?
Writing
· Write and send an e-mail as a family. Like writing on paper, knowing how to put words on a screen using a word processing or e-mail program is an important part of document use. Write an e-mail to a family member with an upcoming birthday. Avoid "text talk” such as writing "u" instead of "you". For this family e-mail, use proper words and full sentences. You can always save the e-mail to the drafts folder if the birthday is a few days away.
· Fill out applications together. Does everyone in the family have a passport? If not, fill out passport applications together. Help an aspiring college student with an application to a post-secondary institution. Learning to fill out forms correctly is a skill that you can build together as a family.
Oral Communication
· Share updates. Around the dinner table, have each person give an update on their day, as well as upcoming events such as games, school events or important work meetings. Challenge everyone to avoid slang and speak in full sentences. Encourage other family members to practice active listening, nodding and responding with questions that express interest and curiosity.
· Have a family debate. Pick a topic that every family member can contribute to. It may be a political issue or where you want to go for your next family vacation. Have each family member make a case for their point of view and try to persuade the others. The point isn't to win or have a heated argument, but rather to construct excellent verbal arguments and listen to one another without interrupting.
Working with others
· Play a game. Choose a game that you can play independently, in pairs or in teams. Play one round with individual players and one round in pairs or teams. Become aware of the differences of working alone versus working with others.
· Plan a family meeting. What will you talk about? Who will lead the discussion? It is OK for leadership to rotate or for different people to take the lead on different aspects of the meeting. What do you want out of the meeting? How much time will you spend on each item? Learning to plan and actively participate in meetings is an important aspect of working with others.
Continuous Learning
· Have family members teach each other a skill. Make it simple and easy to learn in an afternoon. Topics such as "How to post a picture on Facebook", "How to cook a meal" or "How iron a dress shirt" are good examples. Take turns having each family member teach a simple skill to everyone else. Others must practice the new skill and demonstrate that they have made an honest attempt to learn. Use this as an opportunity to practice working with others, by offering and receiving constructive and helpful feedback.
· Attend a workshop or a course as a family. Spend a day learning how to snowboard or take a cooking class together. Have family members put suggestions into a hat for a topic or subject they'd like to suggest to the family. Select randomly. Figure out where you can find a course on that topic and register the whole family.
Thinking Skills
· Plan a family outing. In addition to using schedules to plan transportation, research where you will go and what you will do when you get there. Use your numeracy skills to plan a budget for the outing, or use a GPS to map land markings and ascertain locations.
· Do some consumer research. Are you planning to buy something as a family? A new toy? An appliance? Teach your family the basics of consumer research, by showing them how to research products and services, compare similar products, understand consumer reviews and learn about bias in research. Which store offers the best price for the product you are looking at? Can you order it on line for less money? If you can order it on line, use your numeracy skills to factor in shipping and handling to determine the final price. Check out the Canadian Consumer Handbook and use it to inform your research.
Computer Use
· Have a family "Play Date" with technology. Learn how to use a video game controller by playing video games. Start a family game of Scrabble on line. Incorporating play into technology and computer use can reduce anxiety and make it much more enjoyable. Focus on the fun. Allow those with high technology literacy to lead the way in teaching and facilitating. When you get frustrated, just laugh and try again. It's not about being perfect, it's about sharing time together as a family.
· Improve your "mobile literacy". Do the teenagers in your world know how to do all kinds of things with their cell phones and other mobile devices, but you've been left behind in the 20th century dust? All cell phones today have texting capability. Have a young person teach you how to text or show you how to do it more efficiently. If you already know how to text, learn how to send a text long distance, send a photo or a web page link, or tweet using your phone. Digital literacy doesn't stop at your desktop. Asking a young person or a "techie" in your family for help with technology is a great way to involve them in literacy.
Taking time every day to read or do a learning activity with children is crucial to a child’s development. Even just 15 minutes a day can improve a child’s literacy skills dramatically, and can help a parent improve their skills as well. Learning happens everywhere, and it’s easy to embrace it and make learning part of your daily life.
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| As the school year progresses, many teachers in particular become increasingly concerned with ensuring discipline and order within the realms of the classroom setting. Essentially, ensuring discipline and order is part of the mandate of the SECPSD as it helps create a framework for personal growth and development of all students and emphasizes the need for a positive and harmonious educational environment. Indeed, the role of a teacher also encapsulates the development and executing of certain disciplinary techniques and the monitoring and controlling of the processes involved therein, to ensure maximum levels of student performance.
The following ten prevention techniques for your classroom were excerpted from the Canadian Teacher Magazine, written by Ronald Morrish-an educational consultant and speaker from Fonthill, Ontario. Though these prevention techniques may not be practical with all types of learners, they are worth contemplating and perhaps even exercising, and may just be what is needed to improve student discipline.
You will have routines or you will have events
Consistency builds routines. When a behaviour is performed in the same pattern repeatedly, it becomes automatic and is very efficient. You can increase teaching using this technique for procedures and transitions. An added benefit-no arguments. Routines are cognitive; arguments are cognitive and emotional. Once something is routine, the students ‘just do it.’
Students engaged in learning are not engaged in misbehaving
Engagement is your single most important technique for preventing problems in the classroom. Make sure you come in well prepared with a quality lesson. Be enthusiastic. Use differentiated instruction and question everybody. Keep the focus of the classroom on learning, not on behaviour.
It’s better to act on insights than wait for incidents
Ninety percent of effective discipline is done before there is a problem, not after. Anticipate. Give directions related to your expectations as students enter the situations. Don’t wait until its too late. Its far better to spend 30 seconds preventing a problem than 30 minutes resolving it.
Arm yourself-with a sense of humour
Remember that what is misbehaviour to a teacher is often entertainment to a student. Keep your perspective-not everything that irritates you is misbehaviour. Before you get upset that students come unprepared, think of how many teachers go to conferences without a pad of paper and pen.
Avoid ‘face-offs’
Scolding students face to face rarely has positive results, especially with adolescents who either tune out or become argumentative. Others become resentful or feel the need to save face in front of peers. Re-engage the student if possible. Later, talk to him/her in private. They’ll listen better if they’re helping you with a job or walking next to you.
Use transitions instead of entries
When students come into your classroom, be ready to get lessons started quickly and increase time for learning. Use the doorway of your classroom as a point of transition, not just a point of entry. Be at the door to ensure that the socializing of the hallway is left in the hallway. Get students ready to listen and ready to learn by giving them work related information. i.e. to get started on a certain task or be ready to answer a particular question. Also, promote courtesy by greeting students and having them acknowledge the greeting. In elementary school, also make sure that playground behaviours are left on the playground.
Move your feet, not just your voice
Staying in one spot and watching for nay problems between students is called ‘monitoring.’ Supervision is a prevention technique. Move around, give directions. Pay extra attention to the hot spots where problems occur frequently.
Be friendly but not friends
Know your students’ personal interests and concerns. Always be willing to discuss issues. A positive relationship helps students interpret teacher actions as supportive- that the teacher is trying to help the student be successful, not just trying to punish the student for an incident. However, don’t try to be a ‘buddy.’ Rapport is about being a caring guide and leader.
Start each session with a training camp
Every great coach knows the value of starting a season with a good training camp. So does every great teacher. They make sure everyone knows what is expected of them, success skills are honed and procedures are practised to the point where they are routine. It’s also a great time for building teamwork.
A sterile environment is for hospitals
Creating an invitational learning environment is part of building student enthusiasm and engagement. When the classroom itself is boring, that sends a message about the overall school experience and decreases the desire of students to actively participate. Always have quality student work on display. Sell the excitement of learning
As educators, it is our mandate to find creative and practical solutions to dealing with the disciplinary challenges that we may face. Though some situations may be more challenging than others, unity of strength and a willingness to overcome are critical to the educational sector. “The great end of education is to discipline rather than to furnish the mind; to train it to the use of its own powers, rather than fill it with the accumulation of others.” – Tyron Edwards
Dr. Marc Casavant
Director of Education
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| Season's Greetings!
Have a safe, happy Christmas filled with friendship, love and laughter in the company of family and friends.
Best wishes for the new year!
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