Link to single document attached

• Additional sharing of CFE experiences

- Building relationships, makes engagement better.

- Incentives, have student get more autonomy if they perform well

- Get a break from the routine. Do something new more often.

- Differentiated learning. Plan for the students in your classroom.

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Getting shy students to engage in class:

- Low stakes activities

- make connections with those students

- Group activities 

- Subject matter: students are more likely to engage with subjects that are relevant to them e.g. pop culture, memes, recent news

- One on one conversation with student, then when the conversation moves back to the whole class, have them repeat what they said.

• Using AI in lessons to help students understand the good and bad of AI

• Useful for finding resources for the classroom

• Can be used to generate test questions

Session Two: Classroom Management

Understanding how to meaningfully incorporate Indigenous Education and Place Based Learning (overcome lip service)

Internalizing the FPPoL

Discussing with peers to spark new ideas

Avoid repetitive actions and look for new ways to develop and explore

How to present it as a meaningful and important thing to engage with- how to help students see value

Notes:

• Create meaningful relationships with Indigenous Peoples, rather than viewing as history.

• Give the kids something tangible to do, to connect with (experiential learning)

• ISPARC- sporting body that looks to incorporate indigenous practices in education with local nations.

  • Getting stories from Indigenous Peoples. Embody it and make it a part of your teaching

• Looking to make the teaching relevant to the land we are on

• Developing relationships with the nations we were discussing

• Looking at the websites of each Indigenous Nation to incorporate good materials or for good information

• Modern Indigenous Voices

• Connecting the FPPoL to a key curricular goal

• Using landmarks on a walk to discuss Indigenous Education

• Trying to avoid front loading

• Finding opportunities to move classes outside

• Witnessing: Remembering everything about a topic and telling it out later (Museum, Squamish, etc.)

• Sense of Place: Connecting with where they are, who they come from, somewhere

Resources:

• Looking for Resource Guides for each district

• Reaching out to Indigenous Support Workers or Districts

• PlantNet- Identifying Plants

• APTN (News network only focused on Indigenous news)

• ISPARC

• 
  

• Knowing when to intervene vs letting things play out

• Circulating and Proximity

• Slogans ("I'll Wait")

• Seating

• Phone Policy

• Contrasting Countenance

• Genuine relationships with students

• Tensions between management and discipline

• Democratized Approach

Notes:

• Bathroom Policy: Noting the time when students leave, making them accountable for coming back, letting them know the consequences

• Seating plans- knowing where to put students who will work with each other but not distract

• Using persona and energy level as classroom management

  • Captain of the ship (everyone listens), off side (friendly towards students)

  • Very clear about the social cues

• Phone Policy:

  • Do you take phones away?

  • Do you tell them immediately to put the phone away once in class?

  • Do you embrace it?

  • Self regulation of phones

• Apathy to follow instructions, rules, and regulations so that they can succeed.

  • What goals are they setting?

• Engagement

  • Trying to find balance and respecting that they need their space when they are not engaged

  • Relationship building- making known that their presence is noted.

• Misogyny

  • Deepen voice when calling attention

  • Understanding of difference of behaviours in students for male presenting and female presenting teachers

  • Behaviour between students (some of the male presenting students attitudes and treatments to the female presenting students)

    • Walking them through the consequences in adulthood.

  • Having key consequences in mind prior to any incident- not giving as much leeway

  • Support from Admin and Peers is so important- common boundaries

• Students modelling behaviours seen at home.

  • Model interaction with coworkers

  • Looking for a good role model, or healthy equitable dynamics

Note-taker: Ari 

Room: 207

Classroom Management 

Initial Brainstorming: 

• Successes during practicum 

• Rough students who give attitude to the teacher 

• Techniques 

• Prevention of emotional outburst (for students and teachers) 

• Values of class

• Conseqeunces/Punishments (what are appropriate and what is too much) 

• Classroom management for TTOCs 

Conseqeunces/Punishments

• Be stern 

• Email home and let students know that this may be a consequence if misbehaviour continues 

• Keeping students at lunch as a consequence 

  • Keeping students after school is more difficult due to school policies and push back from admin etc. 

• Set clear boundaries (roudy vs disrespectful) 

  • Let them know when certain behaviours are disrespectful and create clear distinction 

• Give students autonomy (natural consequences) 

• Taking phones (and keeping it until the end of the day)

  • Email home when there is resistance

  • Phone the office when there is resistance

  • Cons: 

    • Difficult to have technology based activities (need to book laptop cart everytime) 

Engagement 

• Greet students at the door

Rough students/Misbehaving students  

• Teenagers can still have tantrums when they are frustrated 

  • Can ask for help (ex. Send students to counsellors office to get additional help) 

• Meditation to help with student relaxation 

Techniques 

• Make it clear “why” you are doing what you are (ex. Why you can’t talk during instruction) 

• Put a timer on during instructional time and if someone interrupts add time to the timer 

• Make clear boundaries between instructional time and work time

  • Break up instructional time and work time into alternating times (15,15,15,15)

Things to think about…

• Resorting to getting “mad” and emotional might not work in some circumstances if the students do not respond well to it 

• Should teachers punish/give consequences to students for handing in assignments late 

  • If students communicate their need for extensions or if it’s occasionally then no punishment/consequences may be needed 

  • If it continues, it may be worthwhile to ask the studnet (1:1) if there is a reason behind this 

• English: 

  • bring in as much textual work as possible 

  • VR

  • Multimodal tools 

• Affluent communities have a higher chance of being engaged since they would have the resources and do not need to necessarily worry about food security, work 

• If one student is continuously disengaged it is worth a conversation 

• If a disengaged student is disrupting others, it needs to be discussed

• Make jokes/use humour

  • Pull students in as a hook  

• Introduction/ice breaker

  • Tier list 

  • Spotify wrapped 

• Sometimes be lenient when it is the right time

• Change up the classroom environment

  • Place based learning

  • Outside in the nature 

  • Theatre 

• Immersive environment 

  • Play (give students a character to be) 

• Incentive 

  • Small prizes for winning games 

  • Ask students for input in what incentive they might want 

• Point system for groups

  • Not all group activity has to be for the point system 

• Games 

  • Silent jeopardy 

  • Have to ensure games don’t get overly competitive/roudy 

  • Taboo 

Edit to write notes

• Taking an interest in what your students are interested in. Example: Attending, extracurriculars outside of your discipline.

• Coaching, gaining rapport with students outside of school hours.

• Working part time to build rapport and engaging with multiple departments.

• Can TTOCs be a part of school community? Discussion: Allowing students to inquire with each other and build classroom community to open discussions.

• Being vulnerable to students as we are also learning if we are teaching outside our subject area as a TTOC.

• Staying in contact with parents, highlight success and not necessarily the lows.

• Parents can also be facilitators that extend outside of school hours following up with their child.

• Private/Public

  • Private school parents may be in more involved as they are paying a lot of money, they may want more say and help build school community.

  
  

• Burn out we may experience after teaching

• Different approaches and opinions

• Work-life balance

• Getting teachers out to show support or be involved

• Quality > quantity.

• We do like the proficiency scale.

• There are usually a few students who get "Extending" in every class, which can be validating for us, as teachers.

• Make yourself available to the students

• Building up a positive/supportive atmosphere in your classroom will build towards creating that same environment on a school-wide scale

• Finding opportunities for students to engage in events/activities/programs/extracurriculars/trips

• Being a positive colleague, connecting across disciplines/departments within your school*

*How do you become part of/build your teacher community if they are isolating?

• School events:

  • Staff events

  • cultural/department events that pull in different departments

    • Ex: “french” festival at the school, arts night, drama productions, talent show

• Pro-D run by teachers at the school

  • Showcase what your department does/HOW you teach

    • Collaborate and learn from each others’ expertise

• Not being dragged into gossip/negative talk

  • Creating a space where faculty are happy and supportive of each other

  • Avoiding “clique-ness”

• By showcasing positive professional relationships/community, we model what a positive community looks like to our students

• Using teacher consultants to help you feel less “alone”

Running extra-curricular clubs

• Giving students a space to be in community build social connections

  • Converting clubs into in-timetable classes