The Grade 1 team have chosen to work alongside the EAL teachers and the LS teacher to support each other in their professional learning. Our focus group’s goal is: Incorporate a variety of EAL strategies to enrich the literacy programme and further develop students’ language.
Katie Martin’s reading suggests working/ learning collaboratively “with others who have shared mindsets, goals, challenges and are solution oriented can provide powerful learning opportunities and build teacher efficacy.”
Personalized Learning for Students Requires Personalized Learning for Teachers
We will be ready to introduce our literacy programme to the students after team planning and walkthroughs. Observations of each other will be incorporated as a means to support our practice and, in turn, student performance. There is also the opportunity to gather feedback from our students and allow the time for them to learn from their peers.
Katie Martin: “It’s is valuable to talk about how to teach something and collaborate with others to plan, but getting teachers out of their classrooms to observe learning in other classrooms opens up their mind to new possibilities”
We’re excited to see how this learning adventure will go!
I like everything to be the way it should be. However, I know for a fact that I’m a terrible speller and couldn’t live without that very helpful little red line that highlights my computer page as I type. Does that little red line help me learn from my mistakes? Debatable. Yet the children in my classroom will be the first to tell you that it really is OK to make a mistake because you will learn from it! This is a lesson that I want my class to take with them on their learning journey and I wonder that maybe I should take some of my own advice.
The other day I had a great chat with a few students in my class during what was supposed to be our ‘quiet’ reading time about the fantastic book ‘Beautiful Oops!’ by Barney Saltzberg (2010). Of course we talked about the book and the pictures, but more importantly we started talking about times that they have made a mistake and it turned out to be OK (or even better than OK):
“When you think you have made a mistake, think of it as an opportunity to make something beautiful.”
What struck me the most was the discussion I had with one of my EAL students who, in broken English, expressed how it feels to speak English all day at school with friends and know that what you’re saying just isn’t really right. It can sometimes make you frustrated and not want to speak, read or write anything for fear of making a mistake. However, these mistakes can become a ‘Beautiful Oops!’ because it doesn’t matter if you make a mistake; your friends still play with you, your writing and reading will be complete, people understood what you were saying and you probably made someone laugh in the process (especially true for this student).
So even though our sentences might not be perfect, or our grammar a bit off, we are continually learning from our mistakes and that’s when an ‘Oops’ can be turned into a beautiful one. It encourages children to find positives in their mistakes, problem solve, and create something they are proud of. My goal this year is to build confidence and turn mistakes into teaching moments. Who knows, I may even turn into a better speller if I paid more attention to that helpful little red line!
Saltzberg, Barney. Beautiful Oops! New York: Workman Pub., 2010. Print.