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#CBE182 Day106: Lauren Purkiss, Learning Leader, Prince of Wales School

2/28/2017

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Self-doubt crept into my brain as I heard our talented staff offering everything from Theatre, Canadian soldiers, Programming, Yoga, Zentanglers, Animation to Minecraft! as a passion for our option program. Ideas just kept flowing.
 
Meanwhile, my mind was racing. Hobbies, technology, art, craft. What could I parlay into an option. Over the years my peers have entreated me to join many creative pastimes, from sip-and-paint sessions to making your own pottery. My response has always been the same: “Not my thing.” Could I create an option for children that would compete with Fashion Design or Minecraft? Why do we, as fallible humans, feel like these expert-based learning opportunities—from maker stations to idea labs—are proof that we are not talented enough? Faced with opportunities to create, we ask: Can I, jack-of-all-trades, offer expert experiences?
 
As we navigated through a report on student outcomes a spark began to kindle. Data in the report showed that some of our female students were concerned about bullying. I pondered the challenges that face young women as they enter junior high.
 
Could I prepare girls to demonstrate empathy, feel confidence, solve conflicts, and meet the difficult challenge of liking themselves to the fullest?

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Teaching is a demanding profession. It commands us to be our best selves every single day. It challenges us to be passionate, inspiring and empathetic. It is both overwhelming and supremely gratifying. Next time I am pushed to be more, from creating a power hour to design thinking, I will welcome the opportunity to look inwards and learn more about myself.
​


Lauren Purkiss, Bridges teacher. Specializing in externalizing behavior –leading by example of course ;-)
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#CBE182 Day105: Kim Lefevre, Teacher, A.E. Cross School

2/28/2017

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Have you ever got a hair-brained idea so outlandish; it was just crazy enough to work? The idea? Let’s simulate the energy flow and transfer system in nature within the classroom through the creation of a Living Wall – a self-watering plant wall complete with aquarium ecosystem, filtration system, solar panels and two growing surfaces. Simple enough right? I mean, how hard could it be to bring a bit of the outdoors in, I thought to myself. Well, little did I know, the learning outcomes that were to spin off from this one idea would be as organic as the wall itself.



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For instance: Who knew that fish were so hard to keep? That temperature was so important? Or how fast algae could bloom or how quickly cichlids can spawn? Or how fascinating the feel of the pleco fish is or the timing of the rain could be to my autistic students? Or how my timid grade 7 student would blossom when I made her the “foreman” of the water-testing crew or how focused and grounded my highly anxious ADHD student could be kneeling in front of the fish tank? And who knew how fragile, dynamic, interconnected and complex lifesustaining systems really are?

As my students and I engage with The Wall, it is a daily reminder for me of the nature of teaching and learning. It is ever changing, growing, reciprocal and responsive - a beautiful mosaic of both Science and Art – method and madness!


Risk, Trust, and Repeat.


Kim Lefevre – Sp.Ed teacher AE Cross (PLP) - passionate about bringing the “outsider” in and delights in the myriad expressions of humanity.

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#CBE182 Day 104: Margaret Matheson, Teacher, Ernest Morrow School

2/27/2017

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What did I learn today?

Collaboration is my favourite part of teaching & learning… I moved to a new school this year, after 13 years (nearly my entire career as a teacher) and changed teaching assignments to Foods as well as Math & Science. Having never taught foods before, one of the first things I did was to build my community of practice. I continue to connect with like minds at school, specialists in the board, and experts in the community. I know that I work best when I’m able to share ideas with others, collectively work on task design and assessments, and, well… SHARE!!!

I bring this to my teaching practice in Math, Science & Foods every day. I ask students to work collaboratively - check their progress with a partner, share with someone how they came to a solution, or what they observed during an experiment and what they think that it means. For both myself and students, I celebrate taking risks and being vulnerable, because to be vulnerable is to open yourself up to what it possible. To show empathy for others as we all learn together is to create a space where we are all learners. Ultimately, I want students to know that there’s a difference between making a mistake and being wrong.

Being wrong is an ending.

Making a mistake is a beginning!

I have built my own network of support and invite students to do the same. Together we are better.

​
Margaret Matheson (@Maggie820) is a Math/Science/Foods teacher at Ernest Morrow. Beginner, learner and expert; #failingforward.
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Day 100: Sra. Claudia Sasse, Teacher, Westgate School

2/21/2017

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What did I learn today?

Today we celebrate 100 Days of School! Our CBE’s students from all over the city are celebrating this big milestone by doing different activities. Also, in my grade two Spanish Bilingual class we will be having special activities to celebrate our 100 Days of Learning. However, this school year we did something different… we have celebrated every single day of our learning in the classroom.

How did we do that?​

We learned from our First Nation and Aboriginal People that we need to acknowledge every day of our lives as a gift. Therefore, we started sharing our feelings, difficulties, and successes every day through our Circle of Courage. ​

What is the Circle of Courage

I loved the definition that my students gave to explain our Circle of Courage:
 “First of all, we needed to acknowledge the Land where we gather every day here at Westgate School, Calgary, AB.
Then, everyday we gather as s group in a circle, we sit on the carpet where everybody can see each other and we pass around a rock from the Bow River.
One of the rules of our Circle of Courage is... if you have the rock you have the right to talk!
So, we know that we have to be good listeners when our peers are talking.
We are developing a culture of respect during our discussions and sharing time. We share anything we feel it is important to share about what happened to us during that day, good or bad.” ​​(Grade 2 students.)
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My Personal View of this experience:

This has been one the best experiences I ever have had as a teacher! As we are in a Language Program, we sometimes do our Circle of Courage in Spanish, other times we do it in English. We have accomplished so many things, such as, practicing both languages, learning about the traditions of the People that were here before us, and also by developing our listening skills and respect for each other.


Sra. Claudia Sasse (@ClaudiaGSasse) is passionate about Language and Culture. She loves teaching and learning from her kiddos! Her last name is Sasse (pronounced Sass, the “e” is silent), but some of call students call her Sra. “Sassy”… I believe that they are right!!! LOL

My Grade 2 Classroom Blog: http://circleofcouragegrade2spanish.blogspot.ca
 
My Resource Blog: (I am also a Resource Teacher for my School’s Spanish Program. I teach 0.5 in my grade 2 class and the other 0.5 I am in the resource room;)
http://resourcetime.blogspot.ca
 
My Master’s Blog (This is part of my Capstone Project for my Med in Elementary Education. My focus is on Curriculum and Pedagogy. I will present my Capstone at U of A in April, convocation coming up soon!!!!!)
http://sasse-auto-ethnography.blogspot.ca/
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