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: Share a recently published academic article or journal in your subject area that you would like to read and why.

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: Share the biggest learning challenge you faced in the program and how you overcame the challenge.

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Science-based reading workshops and training (Olga R)

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Science-based reading workshops and training (Olga R)

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"My students love the hands-on engaging lessons. The structure of the IMSE lesson has shown its impact on my students' fluency, word attack skills, and comprehension. The phonemic awareness has greatly helped my students with decoding and spelling! I am so excited to see their growth and look forward in teaching these lessons each day!"

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IMSE | institute for multi-sensory education

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Orton-Gillingham is a sequential, multi-sensory approach to teach literacy. Our program breaks reading and writing into smaller skills, and builds on them.

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: Share an upcoming conference or academic event that you would like to participate in and why.

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: Add a post on the Twitter hashtag #tncohort or on the Facebook Cohorts community page with one important thing you learned during your clinical practice.

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: Implement an activity with students to overcome any one stereotype towards culture, ethnicity, gender, or learning differences.

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: Show pictures of a hobby or interest that you share with a teacher colleague at your school. (e.g. pictures of you and your colleague trekking)

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: Share one professional ethic that you always live by.

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: Host a scavenger hunt activity for your students on life skills or social-emotional learning and take a picture of items collected by students.

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: Take a picture with your cohort with any educational prop.

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: Complete and submit your e-Portfolio that you started in the beginning of the program.

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2. Free course for professional development (Olga R)

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2. Free course for professional development (Olga R)

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One of my targets is to create a student-centered classroom. I believe when students get to chose their activities, they are more engaged in their learning and develop quicker as learners and inuirers.

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Courses

The Five Keys to The Student Driven Classroom

Join Dene as he walks you through the 5 Keys to the Student Driven Classroom.

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Introduction From Dene

The Five Keys

Practicality of the Student Driven Classroom

Course Wrap Up

Meet the course producers

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Explore the 5 Keys of Student Driven Learning

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The Five Keys to The Student Driven Classroom

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Join Dene as he walks you through the 5 Keys to the Student Driven Classroom.

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I am delighted to share the exciting news that our school's cultural exchange initiative is making a comeback! We are starting off with a delightful exploration of diverse cultures through the joy of sharing traditional foods. This initiative aims not only to celebrate the richness of our collective heritage but also to break down stereotypes related to ethnicity, gender, and learning differences. After a brief hiatus due to global challenges, it is heartening to reinstate this program and foster a more inclusive and harmonious school community. I think everyone's participation and enthusiasm in this cultural journey are warmly welcomed. Hey, everyone! Come over to enjoy this a delicious and memorable experience!

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In 2023, Some of my co-teachers had dressed up and celebrated Halloween Day at school. We had a quite fun during school party with students!

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I am eagerly anticipating my participation in the upcoming SENDScription conference organized by SEND Station. This virtual event, held at www.sendstation.co.uk, is a valuable opportunity for professionals and enthusiasts in the field of Special Educational Needs and Disabilities (SEND) to engage in insightful sessions and discussions. Having previously attended some of SEND Station's sessions, I have found them to be immensely informative and conducive to my professional development. The conference promises to address critical aspects of SEND education, providing a platform to explore innovative strategies, exchange ideas, and network with experts in the field. As someone dedicated to enhancing my knowledge and practices in supporting diverse learners, I am confident that this event will contribute significantly to my ongoing professional growth. I look forward to gaining fresh perspectives, staying abreast of the latest trends, and connecting with like-minded individuals who share a passion for inclusive education. I am quite excited to take another session for Autism and Emotional Regulation On 24th March.

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Engaging in meetings with parents proves valuable in boosting the academic achievements of our students. We regularly hold these meetings to gather feedback from parents regarding the progress of our scholars.

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Teaching Arabic letters through handcraft

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Teaching Arabic letters through handcraft

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Teaching Arabic letters through handcraft provides a dynamic and engaging approach to language acquisition, merging linguistic skills with creative expression.

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I am thrilled to share that I have successfully obtained certification as a Google Educator. This certification not only validates my proficiency in utilizing Google tools for education but also reflects my commitment to harnessing technology for enhanced classroom experiences. As a Google Educator, I am equipped with a diverse skill set, including effective use of Google Workspace, fostering collaboration among students, and leveraging digital tools for more interactive and efficient teaching. This accomplishment aligns with my continuous efforts to stay technologically adept and underscores my dedication to providing a modern and enriching learning environment for my students.

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My school as an international school has a mandatory requirement for all staff members to undertake courses on Child Protection and Safety every term throughout the school year. This term, I am scheduled to enroll in a course focused on Safeguarding and Duty of Care. I am aware that TES offers a plethora of excellent courses and learning resources tailored for educators.

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One of IPC classes during Term 1, the class had concluded the Brainwave unit by engaging in activities that support emotional regulation. Students worked together to design posters and craft toys for a calm corner in our classroom.

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Embracing a growth mindset has been a cornerstone of my approach to education. With over 30 years of life experiences, I have witnessed firsthand the transformative power of dedication and hard work in developing abilities and intelligence. This belief not only guides how I navigate challenges but also influences how I motivate my students on their learning journeys. In my teaching practice, I strive to create an environment where effort is celebrated, mistakes are viewed as valuable opportunities for learning, and the collective aim is continuous improvement. This philosophy has not only enriched my own journey but has also been a source of fulfillment in my role as an educator.

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Artcraft and Teaching Arabic Letters ( Abdul )

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Artcraft and Teaching Arabic Letters ( Abdul )

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It is so interesting when you are mixing teaching with something related to fun.

Teaching through art is one of the strategies I use in my teaching Arabic as a foreign language, where scholars are enjoying and memorizing the Arabic letters.

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I have received an appreciation certificate from the website of " Littel Thinkers ) for the month of February for using the application of " I Start Arabic " . I collected with my students the higher score for using all the activities and the assignments of this application.

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Arabic Team in the American International School of Jeddah , SA ( Abdul )

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Arabic Team in the American International School of Jeddah , SA ( Abdul )

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I was lucky to work with such amazing Arabic team in the school since two years . I have learned a lot from them and they were great support for me when I joined the school.

Thank you for all of them :

Ms. Hana ( TLS )

Ms. Khadra Native Arabic Teacher

Ms. Maya Native Arabic Teacher

Ms. Salam AFL Teacher

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This article speaks to my two favorite things. Coaching girls and PE, physical activity in general. I've always complained that PE could be done differently, but have difficultly separating personal feelings and facts. This should be interesting to see how this article addresses this issue and how the article tackles girl's in PE, its own separate challenge. I'm curious to read and learn.

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Girls are often denied the chance of playing football as part of their physical education. Rob Marmion/Shutterstock

After England's win at Euro 2022, many women, including the Lionesses themselves, have commented on the lack of football in their time at school. In fact, England Football, part of the Football Association, recently reported that only 44% of secondary schools in England offer equal football coaching to boys and girls.

But many people don't have great memories of physical education (PE) in general.

When you think back to your school experience, do you remember having to run in the snow or pouring rain for cross country? Taking part in dodgeball and being hit in the face? The repetitive sound of the beep test? Or being split up from your friends who were able to do activities such as football that you desperately wanted to do, but couldn't because of your gender?

When I give talks across England in my role as a PE specialist in teacher education, I am often approached by an influx of individuals that had negative PE experiences.

Problems such as everyday sexism and continued patriarchal values are played out in sports, PE and schools in general. And, as research suggests and those I've spoken to can attest, such issues can have a detrimental lifelong impact on a person's relationship with exercise and sport. As such, PE needs to change for everyone.

The issues in PE

A narrow curriculum is often informed by teachers' own sporting love affairs. This can be seen in the continued recycling of traditional sports, like football, rugby, cricket and athletics, for boys and dance, netball, rounders and athletics for girls.

This gendered and arguably sexist approach denies children opportunity, yet it continues in many schools in England today. This often also comes with ableist and elitist issues, such as putting children through gruelling fitness tests and judging them on how much they can perform certain techniques in order to separate them by physical ability.

Focusing each lesson on the technicality of the sport is arguably a very dated teaching approach. Having each lesson dictated by a teacher who demands a warm-up, skill practice then a game is not entirely inspirational or creative. Research suggests inspiring young people through a negotiated curriculum would be far more beneficial, giving young people choices in what they want to participate in and how.

As a detail in my recent, co-authored book, there are many other ways to make PE more modern and equitable. From my experience in working in countless schools, young people enjoy PE more when they have exposure to these types of practices.

But schools often don't realise they are engaging in highly inequitable practices and offering little choice to students, because many teachers simply mimic their own experiences of PE. It's also likely that these teachers haven't been challenged throughout their teacher training to think differently.

So, instead of seeing that their role is to ensure all young people can find ways of enjoying movement that can be carried throughout life, they just continue the cycle of outdated and uninspiring PE. When a teacher who does want to shake things up comes along they can sometimes become immersed in dated practices championed by heads of departments who have a different agenda. A desire to create elite sport stars is perhaps the most common - not very inclusive for students.

Another issue affecting PE is that the purposes of different movement spaces have been blurred. For example, there are distinct differences between PE (learning in school time about all things physical), school sport (organised school fixtures perhaps for selected individuals), extracurricular clubs (for all students to engage in activities after school) and youth sport (outside of school). Each of these movement spaces serves a different purpose and the learning in each of them should be different.

As an example, you might learn in PE about calorie consumption myths and why they are far too simplistic based on our different lifestyle factors. You might also learn that you enjoy individual pursuits like swimming, parkour or rock climbing rather than invasion games, like football or netball. But in extracurricular clubs, young people might learn that they like exercising in the morning compared to after school or that being with friends who are not in their PE class makes exercising more fun.

Time to make a change

Spaces in which people move their bodies, like sports halls, gyms and swimming pools, are natural playgrounds that can inspire all sorts of skills like teamwork and camaraderie, respect and safety and can break down barriers of social inequality, such as gender stereotypes.

Where appropriate, schools should offer mixed-gendered PE classes that thrive on democractic values such as collaboration and equality rather than sexism and hierarchies. They should seek to provide young people with a range of culturally relevant options that go beyond traditional sports, in particular those that could be kept up throughout people's lives: skateboarding, skipping, self defence or mountain biking.

Schools and specifically PE teachers have the power to make serious curriculum changes to provide all young people with engaging, enjoyable, and equitable spaces to move their bodies in activities that will encourage them to be lifelong movers.

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Girls should get the chance to play football at school - but PE needs a major rehaul for all students

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After England's win at Euro 2022, many women, including the Lionesses themselves, have commented on the lack of football in their time at school. In fact, England Football, part of the Football Association, recently reported that only 44% of secondary schools in England offer equal football coaching to boys and girls.

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I will never ask my students to do something I can't do myself! Ever!

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Recently I`ve got really interested in the so-called "teacher`s loop" effect when one teacher stays with the class for 1,2,3 year in a row. Educational platforms have different opinions on that, I will share a couple of resources here...

https://www.educationnext.org/teacher-looping-and-the-fine-balance-of-pitching-education-refforms/

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‘Looping’ With Students: When It Works and When It Doesn’t

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Educators share their looping experiences on social media.

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I`ve had training on translanguaging and bilingualism, that gave me a different perspective of a bilingual school.

Also, I gave a workshop on the PYP exhibition to our future G5 mentors =) It was stressful, but worth it!

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Two most important things: #1 Sometimes I focus only on students' strong sides, and let them finish assessments the way they can do best (verbally, or written, or video - let it be as they want) - improves their confidence and gets quick results on a short run. #2 Students have to learn and master working in a team - as a year-long goal, it is an important life-skill, learn how to delegate, agree, and collaborate - I give independence to groups, let them figure out group jobs, leadership, and NEVER encourage reporting on each other.

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A classroom without teamwork is a hard place to be. Learn how to teach your students this character education trait today!

What Does Teamwork Look Like in the Classroom?

Teamwork is working respectfully and effectively with a group to achieve a common goal. Part of working as a team is each person doing their share.

Teamwork comes in many different forms while at school:

Working collaboratively to complete a project

Sharing resources during small group time

Playing together during centers

Playing games together at recess

Everyone completing classroom responsibilities at the end of the day

Why Teach Teamwork in the Classroom
Teaching teamwork is beneficial for a better classroom environment as well as preparing students for working with others throughout their lives.
Benefits of Teaching Teamwork in the Classroom

Students practice better communication and social skills by working together.

There are also many other benefits of working as a team:

Deeper friendships

Self-confidence

Learning from other students

Feeling heard and validated

Increased classroom community

How to Teach Teamwork in the Classroom

Model Teamwork

Having a positive role model is critical for students learning new social emotional skills in the classroom. Students learn so much from watching YOU!

As you model teamwork through your interactions with your colleagues and support staff, students will learn what teamwork really looks like and see how to implement it in real life.

Use Resources

Made-for-you resources are also a great way to teach teamwork in the classroom. Hands-on activities allow students to focus specifically on this trait and identify ways to be a good teammate through communicating well and showing sportsmanship.

This Character Education product includes 9 activities to help you teach TEAMWORK in your classroom. The activities include identifying good teamwork skills from bad, "What Would You Do?" situation cards, self-reflection questions, and more!
It also includes a digital learning version for Google Slides, bulletin board posters, and 9 extra forms and supplemental resources.

You can take all the thought out of your planning with this all-inclusive resource. Use it as a single lesson or spread out over several days.. or the entire year. It's up to you!

Use Books & Videos

*As an Amazon Associate, I earn from qualifying purchases. This means if you click on a link and make a purchase, I get a small commission that costs you nothing and helps me continue to provide this content.

Mickey loves basketball and cannot wait to play on her school's team. On the first day of practice, Mickey hears about a prize that is awarded to the best teammate. Throughout the story, Mickey learns that being the best player and the best teammate are very different. She must learn to be selfless, loyal, compassionate, and work hard to put her team first.

Stick and Stone are both lonely. Pinecone begins to bully Stone, and Stick stands up to Pinecone. After this, Stick and Stone do not feel so alone. They begin to play and explore together. They realize the benefit of reaching out and making a new friend.

The bear, beaver, and moose are best friends, but they often disagree. One day they decide to go on a canoeing trip. Throughout the entire trip, the friends argue and fight over who gets to do what and how to cross a large beaver dam. Their disagreements lead them facing raging rapids, and they have to decide on a rescue plan together to finish the trip safely.

RJ is having a bad day. His teacher wants him to work on a group project with three students whom he does not like. The teacher tells the class "TEAM" stands for "Together Everyone Achieves More", but RJ doesn't really believe her. After his frustrating day at school with his team, he goes home, and his mom makes him share the last cookie with his sister. RJ's soccer coach helps him learn that working as a team and sharing skills is not just needed on the field but in school and at home too.

Good Teamwork and Bad Teamwork

This short video on teamwork shows students how to work together for good while avoiding potential disasters. Clear instructions about how to be a good teammate make carryover of this skill easy!

Teamwork is a SUPERPOWER that your students can benefit from now and for the rest of their lives! Teach this skill confidently in your classroom this year.
You might also be interested in reading:
Teaching Social Skills in the Classroom Teaching Conflict Resolution in the Classroom
You might also be interested in these products:
Character Education BUNDLE Vol. 1 My Emotions Monsters DIGITAL

Follow along and don't miss a thing! Let's connect:

Instagram 💜 Pinterest 💜 Facebook 💜 Teachers Pay Teachers 💜 Amazon

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Teaching Teamwork in the Classroom - Heart and Mind Teaching

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A classroom without teamwork is a hard place to be. Learn how to teach your students this character education trait today! What Does Teamwork Look Like in the Classroom? Teamwork is working respectfully and effectively with a

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3. Writing New Years resolutions after CNY holiday (Olga)

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3. Writing New Years resolutions after CNY holiday (Olga)

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I am currently enrolled in a course 'Critical Thinking through Art with the National Gallery of Art', designed together with Harvard Project Zero. Previously I have completed a similar course aimed at teaching thinking and metacognitive skills through Art called the 'Artful Thinking' designed together with the MOMA gallery and availble on Coursera. I would recommend these courses to any PYP teacher who enjoys embedding Art inquiry in their classroom.

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SmithsonianX: Teaching Critical Thinking through Art with the National Gallery of Art

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Learn how to integrate works of art using Artful Thinking routines, effective strategies from Project Zero at Harvard University, in this interactive online course for teachers of all levels and subjects.

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Year 1 and 2 got together for a whole-class reading activity in preparation for their upcoming Science fair to celebrate diversity (they all are wearing different costumes based on the projects they have created) and teamwork!

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Collaboration and leadership project, creating awareness (Olga R)

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Collaboration and leadership project, creating awareness (Olga R)

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Share an achievement: an inquiry-based course I have completed last year on teaching Art in a PYP classroom (Olga R)

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Share an achievement: an inquiry-based course I have completed last year on teaching Art in a PYP classroom (Olga R)

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Finding  a character and writing from his perspective

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Social-emotional learning scavenger hunt (Olga R)

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Social-emotional learning scavenger hunt (Olga R)

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As the students talked about different perspectives in familiar stories and fairy tales, they went on a scavenger hunt to find a familiar character and write about what they feel and think as characters.

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Share a common interest with a colleague  (Olga R)

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Share a common interest with a colleague  (Olga R)

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My colleague and I are avid travellers and have collected many coins from our trips around the world. We decided to use these coins and banknotes to create a 'museum' for our students. The students also brought money from their home countries and we discussed currency as part of our Maths unit on money and counting.

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5th grade math tips: Here's how to help your student

I would like to read this article because I am a 5th grade teacher and I teach math. The math tips in this article are very useful and I guess my students will benefit from these tips.

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Hoping to help your fifth-grader with math skills? Here are some basic tips that experts suggest for fifth-graders.

As the math they're learning becomes more complicated and less obviously connected with their everyday experience, some children start to develop math anxiety. It's important to keep your child engaged with math and to help her understand the real-life applications of the concepts she's learning in school. Coming up with a budget for back-to-school supplies or for a monthly allowance is one way for them to practice addition and subtraction. Asking them to help you with cooking or baking shows them how fractions work. Helping you calculate prices when you're grocery shopping is also good practice.

Help your child reduce stress over math by familiarizing their with the concepts they will be covering in class. Ask their teacher for a syllabus and refer to this to preview each evening the material that will be covered in the following day's math class. Skim over these pages with them. No need to spend time working out the meaning of concepts or trying sample problems, although you can consult the glossary for definitions of unfamiliar words. Even this slight increase in familiarity with the terms that will come up the next day will help your child approach math with more confidence.

If your child is struggling with math problems, have them read each problem out loud slowly and carefully so your child can hear the problem and think about what is being asked. This helps them break down the problem and come up with problem-solving strategies.

Speak positively about math and reward effort rather than grades or ability. Think about how important reading is and how we are told to model this behavior for our children. We need to place math in the same category. Don't discount the importance of math by saying, "I'm not a math person, I was never good at math." Help your child read books that incorporate math, such as "Millions of Cats" by Wanda Gag, or"OnBeyond a Million: An Amazing Math Journey," by David Schwartz.

Familiarize yourself with the range of online resources that can help your 5th grader practice and review the math concepts they are learning.

Connect the work with decimals that your child is doing in class to the real world by encouraging their to shop for bargains. Have them divide the cost of bulk-packaged items by the number of single items to find the cost per item. So how much are you paying per roll of paper towel or per can of soda when you buy in bulk? Or ask them to calculate how much of a savings you'll make per item with sale prices offering volume discounts.

Help your fifth grader familiarize themselves with fractions by asking their to scale recipes for your family. Have them start by halving or doubling a recipe. When they feel comfortable doing this, ask them to convert it by 11⁄2, allowing a recipe that is supposed to feed a family of four to work for a family of six.

Set up a bank account for your child. Before you do this, discuss with their the basic concepts of banking - interest, checking and saving accounts, credit and debit cards, etc. The experience will help get them excited about saving and increasing their money.

Sports provide a fun and engaging way of exploring a host of mathematical concepts, starting with basic addition. Any hard-core baseball fan knows that the game can't truly be appreciated without an understanding of some essential statistics, like a player's batting average and runs batted in. If your child is passionate about a sport, encourage them to explore it through math.

Play family games that help foster math skills. These include card games like Go Fish, which requires counting and sorting cards into sets, or board games like Monopoly.

To find out what your fifth-grader will be learning in math class, check out our fifth grade math skills page.
TODAY's Parenting Guides resources were developed by NBC News Learn with the help of subject-matter experts, including Joyce Epstein, Director, Center on School, Family and Community Partnerships, Johns Hopkins University; Pamela Mason, Program Director/Lecturer on Education, Harvard Graduate School of Education; Denise Walston, Director of Mathematics, Council of the Great City Schools; Nell Duke, Professor, University of Michigan; Leanna Baker, Retired Math Teacher; Bon Crowder, Math Teacher and Blogger, MathFour.com; and Robin Schwartz, VP, Association of Teachers of Math of NYC, and align with the Common Core State Standards.

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5th grade math tips: Here's how to help your student

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Hoping to help your fifth-grader with math skills? Here are some basic tips that experts suggest for fifth-graders. As the math they're learning becomes more complicated and less obviously connected with their everyday experience, some children start to develop math anxiety.

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Host a scavenger hunt activity for your students on life skills or social-emotional learning and take a picture of items collected by students.

We organized the activity tug of war for students. It is a fun game that helps students learn to work together as a team, get stronger, and think smart. It teaches them to play fair, be nice to others, and lead their team. Plus, it's a great way to make new friends and have fun together.

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We celebrated the 2024 Chinese New Year in school.

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Create a memory: Take a picture with your cohort with any educational prop.  （Shili）

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Create a memory: Take a picture with your cohort with any educational prop.  （Shili）