News from Boissevain School

March 11, 2013

Update – March 10 – 2013

Filed under: Education — Mr. White @ 2:32 pm

What’s Up at Boissevain School

Upcoming Dates:

March 12 – K – 8 Reports go home

March 14 – K to 8 Interviews

March 18 – High School Information Night

March 19 – Band Concert – North Gym – 7:30pm

March 19  – Blood Donor Clinic – South Gym

April 3  – Live Differently – Gr. 7 to 12 – 2 pm

April 5 – MADD – Gr. 9 to 12 – 9 am

April 14 – 18 – Cantando Band Trip – Edmonton

April 16 – HS reports go home

April 18 – HS Interviews

Reminders:  Please mark on your calendars!

Staff Mtgs:  I think we can move through March without a regular staff meeting

Primary – April 10  – 3:30    MS – April 9  – 8 am    HS  – April 8 – 3:30

(as always, submit items on the staff wiki or let me know – Meetings are in Meeting Room)

√ Farm Focus has come and gone – Lawrence, Doug, Donald and Pam do a fantastic job helping  with Farm Focus in so many ways – thanks you four – it looks like everything was cleaned up very, very well but there is no guarantee that everything is in the same place as where you left it on Friday

√  the PTE presented Magical Mystery Munsch last Wednesday – it was great and they left two new books –  Look at Me and Smelly Socks – courtesy of PTE, MB Hydro and MPIC – I have left the books with Carole in the Library

√ K TO 8 Report Reminder: Interview Names in office by March 4 –  Comments completed by March 6 – Reports completed by March 8 for printing – Reports to parents on March 12 – Parent/Teacher Interviews on March 14

√ High School – Advisory

March 13 Regular Day

March 20 Seminar Day – last seminar

12 – Career Crusing

11 – Resume Prep

10 – Study Skills

9 – What are my Values?

 

*********************************************************************************************************************************

Consider this your invitation to a

High School Information Night!

Sponsored by your local PAC

Monday, March 18, 2013 at 7 pm in the Lecture Theatre (Band Room)

For Parents of Students entering or already in High School.

Information on the High School Experience, supports and resources available, the credit system and courses available in Boissevain School.

 If you cannot attend, you can set up an appointment to learn more or visit the school web site: http://boissevainschool.ca and the Manitoba Education site: http://www.edu.gov.mb.ca/k12/cur/english_pr.html

*********************************************************************************************************************************

√√√√ This weeks thoughts from Damian Cooper’s Book called Redefining Fair

Chapter 3 asked the question: HOW SHOULD CURRICULUM AND ASSESSMENT CONNECT IN THE MIXED – ABILITY CLASS?

It Says:

–        teachers need to be coaches of essential skills rather than the providers of content

–        proficiency in skills requires excellent coaching and constant practice

–        a backward design (UBD) approach to curriculum is not merely desirable, it is essential – it addresses the question: What must students understand and be able to do as a result of my teaching?

–        Backward design focuses teachers’ and students’ attention on essential learning – curriculum that is meaningful, relevant and coherent.

–        Teachers need to use the essential learning outcomes to meet the diverse needs of the students – this is challenging but rewarding work because it leads students to success

√√√√ This is an article to remind us of self reflection:

three simple words

POSTED BY MATTYWPEARCE ⋅ MARCH 6, 2013 ⋅ LEAVE A COMMENT

I may be alone in my thoughts but I think that being a teacher is becoming more complex each year. I have spoken to a number of teachers about how they are travelling and their united response is “very busy”. Tackling a full timetable, meetings,prep.work, marking , PD plans etc. is a tough gig and I have the utmost respect and admiration for the teachers who are at the grass-roots of teaching. Last night during my reflection time (a short 5km run) I was thinking of what is pivotal in a teacher and their practice. I have narrowed it down to three words – Think , Reflect and Tell.

Think – what am I trying to achieve in my lesson/s today? Have I set up the structure so that students learn best. Do I know my students and the way they learn? Am I ready ? Am I passionate?

Reflect – How did my lesson go? Did I achieve what I wanted Yes or No? Do I need to change anything? If I was a student in my class, would I have achieved the goal of the lesson?

Tell– share your thoughts with someone. Am I accountable to another teacher? Am I mentoring someone?Do I share my practice, so that others are encouraged?

If we as educators aren’t thinking about what we are teaching then how can we be sure that the students are engaged? If we aren’t reflecting on how the lesson went then how do we know the outcomes we wanted  have been achieved? If we aren’t sharing our practice then how can we encourage others in theirs or discover new ideas that may enhance our teaching?

I believe that if you are thinking through and acting on these three simple words regularly then you will be fruitful in your teaching. There is no need for long essays in response to these questions or more meetings to discuss your thoughts, just simple short conversations in the staff room or prep areas with your colleagues. My greatest reflections of the day happen when I run ( or jog these days!), I find the solitude of this pursuit refreshing for my mind and body. The last thing on my mind is to add more to the “things to do ” list , if it is like mine it will never be done. The whole idea is to provide a workable solution to a pivotal part of our teaching practice.

Three simple words that have great potential…..

“Education comes from within; you get it by struggle and effort and  thought.”

Napoleon Hill

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March 3, 2013

Update – March 3 – 2013

Filed under: Education — Mr. White @ 7:12 pm

 

What’s Up at Boissevain School

 

Upcoming Dates:

 

March 5 – Gr. 9 Career Day in BU/ACC

March 6 – Magical Mystery Munsch Show – K to Gr. 6  – 9:15 am is seating

March 6 – Gr. 11 Career Day in BU/ACC

March 8 – Admin Day – Farm Focus

March 12 – K – 8 Reports go home

March 14 – K to 8 Interviews

March 19 – Band Concert – North Gym – 7:30pm

March 19  – Blood Donor Clinic – South Gym

April 3  – Live Differently – Gr. 7 to 12 – 2 pm

April 5 – MADD – Gr. 9 to 12 – 9 am

April 14 – 18 – Cantando Band Trip – Edmonton

April 16 – HS reports go home

April 18 – HS Interviews

 

 

 

Reminders:  Please mark on your calendars!

Staff Mtgs:  I think we can move through March without a regular staff meeting

Primary – April 10  – 3:30    MS – April 9  – 8 am    HS  – April 8 – 3:30

(as always, submit items on the staff wiki or let me know – Meetings are in Meeting Room)

 

√ this is a busy week – Career Symposiums for Gr. 9 and 11 in Brandon – Gr. 10’s will go to Winnipeg in May – Munsch Tour on Mar. 6 for K to Gr. 6 on Wednesday – Farm Focus is her Thursday (Set up) and Friday – we have a half day admin that day and reports for K to 8 will start to be printed in the afternoon

 

√ K TO 8 Report Reminder: Interview Names in office by March 4 –  Comments completed by March 6 – Reports completed by March 8 for printing – Reports to parents on March 12 – Parent/Teacher Interviews on March 14

 

√ High School

No Advisory this week

 

√√√√ Please be prepared to report on PD that you have attended since the last staff meeting – use the 3 – 2 – 1 process:

3 Highlights – 2 Questions you have – 1 item you implement in the school.

 

 

√√√√ This weeks thoughts from Damian Cooper’s Book called Redefining Fair

Chapter 1 asked the question: WHY IS DIFFERENTIATION ESSENTIAL TODAY?

It Says:

–        if the mission of schools is proficiency for all students, then differentiation is not merely desirable, it is imperative.

–        Differentiation (or responsive  teaching) is a response that all learners leave school equipped with the knowledge and skills they will need to function in an ever – changing global community.

–        Differentiation is much more complex than simply offering students choices – the most challenging task for teachers in a mixed-ability-class involves determining students current knowledge and skill levels and adjusting accordingly.

Chapter 2 asked the Question: WHAT DOES FAIR MEAN IN THE MIXED-ABILITY CLASS?

This chapter overlaps with the information provided by Rick Wormeli – in fact Cooper quotes Wormeli’s work in the chapter.

It starts with these familiar questions:

–        Is it fair to students who are successful the first time if others get to do assignments and tests over again?

–        If students know they can do rewrites on major assignments, why would they try the first time, knowing they can just do it again?

–        If students get to redo tests, won’t I have to create lots of tests for every unit?

 

I like how Cooper describes what a 21st century model of instruction, assessment and grading look like.  Instead of the Tour de France it needs to resemble a guided bicycle tour.

Here is a description of what this looks like?

–        on a bicycle tour, the guide has the route for the day’s ride and starts out by leading the way.

–        But the riders don’t necessarily stay together, so throughout the ride, the guide doubles back to check on all the riders.

–        She ensures that no one is riding alone, that everyone is cycling at his or her own comfort level, ant that no one gets lost or overwhelmed by the terrain.

–        When the guide discovers that some riders have dismounted from their bikes and are looking skeptically at a particularly steep hill, she says, “You don’t have to climb it. Let me show you an alternative route.”

–        Of course all riders make it to the picturesque country Inn by the end of the day.

–        Some have taken a different route; some have taken longer than others to arrive; but all riders have participated in the ride that is appropriate to their skill and fitness levels.

 

√√√√ Here is a 2 minute video of Sir Ken Robinson about the Art of Teaching – I have not heard him speak before but I know some people who have – he is an expert in his field.

 

http://bluyonder.wordpress.com/2013/03/01/its-about-good-teaching/

 

February 24, 2013

Update – Feb. 24 – 2013

Filed under: Education — Mr. White @ 8:37 pm

 

What’s Up at Boissevain School

 

Upcoming Dates:

 

Feb. 26 – PD Day in Souris – Rick Wormli

March 5 – Gr. 9 Career Day in BU/ACC

March 6 – Magical Mystery Munsch Show – K to Gr. 6  – 9:15 am

March 6 – Gr. 11 Career Day in BU/ACC

March 8 – Admin Day – Farm Focus

March 12 – K – 8 Reports go home

March 14 – K to 8 Interviews

March 19 – Band Concert – North Gym – 7:30pm

March 19  – Blood Donor Clinic – South Gym

April 3  – Live Differently – Gr. 7 to 12 – 2 pm

April 5 – MADD – Gr. 9 to 12 – 9 am

April 16 – HS reports go home

April 18 – HS Interviews

 

 

 

Reminders:  Please mark on your calendars!

Staff Mtgs:  Primary – ????  – 3:30    MS – ????  – 8 am    HS  – FEB. 25 – 3:30

(as always, submit items on the staff wiki or let me know – Meetings are in Meeting Room)

 

√ Al and I are away this Friday – Travis agreed to be acting admin

√ K TO 8 Report Reminder: Interview Names in office by March 4 –  Comments completed by March 6 – Reporst completed by March 8 for printing – Reports to parents on March 12 – Parent/Teacher Interviews on March 14

 

√ High School

Next Advisory is:

Feb. 27 – Regular Advisory

 

 

√√√√ Please be prepared to report on PD that you have attended since the last staff meeting – use the 3 – 2 – 1 process:

3 Highlights – 2 Questions you have – 1 item you implement in the school.

 

 

√√√√ As I read through Damian Cooper’s Book called Redefining Fair, some things stick out as reminders of best practice: This refers to Assessment for Learning – It restates the importance of making learning outcomes visible and clear to students daily/weekly!

 

Components of Assessment for Learning

(Cooper, 2007)

1. Do I routinely share learning goals with my students so they

know where we are heading?

2. Do I routinely communicate to students the standards they are

aiming for before they begin work on a task?

3. Do I routinely have students self and peer assess their work in

ways that improve their learning?

4. Does my questioning technique include all students and

promote increased understanding?

5. Do I routinely provide individual feedback to students that

informs them how to improve?

6. Do I routinely provide opportunities for students to make use of

this feedback to improve specific pieces of work?

 

DIFFERING ASSESSMENT PURPOSES – THINK ABOUT THIS COMPARISON

 

ASSESSMENT FOR/AS LEARNING                ASSESSMENT OF LEARNING

TRYOUTS                                           GAMES

PRACTICES                                        PLAYOFFS

 

(think about how a sport is prepared and played with what you do in your classroom)

 

 

 

 

 

 

√√√√ Ideas that Work

 

Should I teach problem-, project- or inquiry-based learning?

By Lauren Davis on February 14th, 2013 | Comments(11)

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Lately, there have been a bunch of buzzwords floating around the education world that all seem to mean the same thing. You’ve probably heard them: problem-based learning, project-based learning and inquiry-based learning. Is there a difference? How will you know which one to do in your classroom?

First, let’s start with what they have in common. All of these methods place an emphasis on teaching process, not just content. They require students to make discoveries for authentic audiences and purposes. Using these methods will help you meet the Common Core State Standards, which are all about helping students become independent thinkers who can gather information on their own and use knowledge for real-world tasks.

So you know you want to try one of these teaching methods, but how do you decide which one? Here’s a cheat sheet to understanding the subtle differences and deciding which one is right for you.

Project-based learning

  • Definition: Students create a written, oral, visual or multimedia project with an authentic audience and purpose. Project-based learning is usually done in English, social studies or foreign-language class.
  • Example: Teacher Heather Wolpert-Gawron’s ELA students wanted to fix the broken bell at their school. They developed a thesis, organized a petition, wrote letters and prepared an oral statement that was read to the principal.
  • Teaching Tip: Make sure your project doesn’t just have students regurgitate knowledge. For example, don’t have students make a map that displays information from a textbook. Have students discover their own findings for their projects.
  • For More Info: Edutopia’s Project-Based Learning Professional Development Guide includes a variety of student examples.

Problem-based learning

  • Definition: Students investigate and solve a real-world problem. To do so, students must identify what they already know and what they need to learn, and then they find and apply knowledge. Problem-based learning often takes place in math and science class. It doesn’t necessarily include a project at the end so it doesn’t always take as long as project-based learning.
  • Example: Nancy Sulla, author of “Students Taking Charge: Inside the Learner-Active, Technology-Infused Classroom,” gives this science example: Researchers are conflicted on whether we can use certain types of bacteria to clean up radioactive pollution in water. Have students use the scientific method, evaluate data on bacteria, and decide how one bacteria or a combination of them would work effectively as microscopic radioactive pollution eaters.
  • Teaching Tip: Make sure you choose a problem that is open-ended and has no one right answer.
  • For More Info: This site from the University of Delaware offers a variety of problems from which teachers can choose.

Inquiry-based learning

  • Definition: Students explore a question in-depth and ask further questions to gather knowledge. This method is often done in science but can be done in any subject area. The term “inquiry” has been around for years; some people say that problem-based learning is just the new term for the same thing.
  • Example: Teacher Winnifred Bolinsky used inquiry-based learning to help students understand the physics principle of inertia.
  • Teaching Tip: Give students a variety of ways to gather knowledge — not just on the computer but through hands-on learning.
  • For More Info: Examples and video clips of inquiry-based learning can be found onThirteen’s Edonline site

How are you doing these types of learning experiences in your classroom? Leave a comment.

Lauren Davis is a former English teacher. She is the senior editor at Eye On Education. She recently edited a three-book series, “Common Core Literacy Lesson Plans”: Ready-to-Use Resources (K–5, 6–8 and 9–12). She also writes a blog series,Comments on the Common Core.

 

 

February 18, 2013

Update for Feb. 17

Filed under: Education — Mr. White @ 4:16 pm

What’s Up at Boissevain School

 

Upcoming Dates:

 

Feb. 20 – Rachel Ashley – Bullying Presentation – Gr. 5 to 12 – 2pm to 3pm

Feb. 26 – PD Day in Souris

Mar. 6 – Magical Mystery Munsch Show – K to Gr. 6  – 9:15 am

March 12 – K – 8 Reports go home

March 14 – K to 8 Interviews

March 19 – Band Concert

April 3  – Live Differently – Gr. 7 to 12 – 2 pm

April 5 – MADD – Gr. 9 to 12 – 9 am

April 16 – HS reports go home

April 18 – HS Interviews

 

Reminders:  Please mark on your calendars!

Staff Mtgs:  Primary – FEB. 20  – 3:30    MS – FEB. 19  – 8 am    HS  – FEB. 25 – 3:30

(as always, submit items on the staff wiki or let me know – Meetings are in Meeting Room)

 

√ please be sure to take a look at the following TMSD document on Field Trips and Extracurricular Trips – we know this but it is a good reminder – don’t be misinformed

http://www.tmsd.mb.ca/policy/I/I-6.pdf

 

√ Just a reminder for K to 8 that report cards are coming up in the Middle of March and it is regular reports – just a reminder that the comments are the same as last time – Strengths, Challenges and Next Steps – thanks for doing such a good job with that.

√ $464 was placed in the envelope to support the Pentecost family – we will get a cheque to the Town of Waskada who are looking after this right away – there are other areas to donate if you are looking to do something else – thanks for your generosity!

√ if you haven’t gone over your growth plan with Al or I, please check your time – we have 6 scheduled for Wednesday – Feb. 20 and we need to set up meetings with others – thanks for having the information updated before you come.

√ Al and I are at a principal’s meeting this Thursday in the morning – Corey will be acting admin

√ High School

Next Advisory is:

Feb. 20 – No Advisory – Rachel Ashley – 2 pm to 3 pm

Feb. 27 – Regular Advisory

√√√√ Please be prepared to report on PD that you have attended since the last staff meeting – use the 3 – 2 – 1 process as described to you earlier.

 

√√√√√ – please take a look at this video clip by a Gr. 7 student – I use Symbaloo to organize my bookmarks and organize my Professional Learning Network (PLN) – this student uses it for a Personal Learning Environment (PLE) – this way they have access to this everywhere – I recommend students do something like this – I have looked at Evernote and Glogster that is mentioned in the video – remember, give them this idea and they may run with it (this is probably for Gr. 5 to 12 students but you can judge whether your students can benefit)

http://www.youtube.com/watch?v=YEls3tq5wIY

 

 

√√√√ We attended the COSL conference in Winnipeg this past Thursday and Friday.  It was like an All Star conference as the Keynote speakers have some excellent backgrounds.  They were Damian Cooper, George Couros and Michael Fullan.  I also went to a session with Andy McKiel and Ryan Miller.

 

I have some books by Damian Cooper and Michael Fullan that are excellent reads.  Michael Fullan referred to Ken O’Connor who wrote the book 15 fixes for Broken Grades.  We have looked at the 15 fixes at our principal’s meetings.

 

The Session by Damian Cooper was looking at his latest book called: Redefining Fair – How to Plan, Assess and Grade for Excellence in Mixed – Ability Classrooms.  The presentation was all related to what we are doing in our province with regards to Essential Learning, Outcomes, Assessment and Report Cards.  Mr. Cooper made reference to all grades from K to 12 in his examples.

 

I have started to read REDEFINING FAIR and would love to share with anyone who is interested. To get an idea of what his discussion is about in his book, these are the questions he had asked teachers about their major challenges found on Page 1.

1.              How do I differentiate my program for struggling learners when they are all expected to know the same material?

2.              How should I modify my rubrics for my struggling learners?

3.              How do I manage my high school classes if I have students moving at different speeds? I have so much to cover.

4.              I can’t insist on all of my students mastering essential learning.  At the end of a unit, don’t we have to move on?

5.              How can my report card grades be fair and accurate when I have such a wide range of students in my class?

6.              How is it fair to those students who are successful the first time if others get to do assignments and tests over again?

7.              If students know they can do rewrites on major assignments, why should they try the first time?

8.              If students get to redo tests, won’t I have to have lots of tests for every unit?

 

Damian Cooper says these are all challenging questions that will be explored in his book. Some of the questions involve curriculum, some focus on instruction, some address assessment, and some concern grading.

 

√√√√ I am attaching some links to some projects done by Andy McKiel and Ryan Miller – Winnipeg.  There is no way that I can do what they did because of Ryan’s music talents and Andy’s technology abilities (Shawn Can) however they sure show what can be done to create an understanding of others.  I sure liked all of these – if you have some time this week take a look or at least take a look  some time.  They would be good for your class to see – Primary might want to look at them first and see if they work.

They all refer to the RESPECT Pillar.

 

BETTER TOGETHER –

http://oddfellow-music.blogspot.ca/

COMMUNITY UNITY – a collaboration between Brookland School (Wpg) and The Pas

http://www.youtube.com/watch?v=Xuye4HjrZ1c

BLURRED IMAGES

http://blurredimages.wikispaces.com/

 

√ Mike sent this to me and we saw one of the Kid Snippets at the conference – it was mentioned that it was a great project to collaborate students from HS with younger students – this would be the TEAMWORK Pillar

 

http://www.youtube.com/watch?feature=player_embedded&v=OVdNbZ0AvQg&list=PLDFD0284A5DA24371

 

February 15, 2013

Update – Feb. 3

Filed under: Uncategorized — Mr. White @ 6:07 am

 

What’s Up at Boissevain School

 

Upcoming Dates:

 

Feb. 11 – HS – Master portfolio midterm marks are due to the office

Feb. 20 – Rachel Ashley – Bullying Presentation – Gr. 5 to 12 – 2pm to 3pm

Feb. 26 – PD Day in Souris

Mar. 6 – Magical Mystery Munsch Show – K to Gr. 6  – 9:15 am

March 12 – K – 8 Reports go home

March 14 – K to 8 Interviews

March 19 – Band Concert

April 3  – Live Differently – Gr. 7 to 12 – 2 pm

April 5 – MADD – Gr. 9 to 12 – 9 am

April 16 – HS reports go home

April 18 – HS Interviews

 

 

 

Reminders:  Please mark on your calendars!

Staff Mtgs:  Primary – FEB. 20  – 3:30    MS – FEB. 19  – 8 am    HS  – FEB. 25 – 3:30

(as always, submit items on the staff wiki or let me know – Meetings are in Meeting Room)

 

√ I have heard some real positive remarks about some Respect activities in classrooms and advisory groups – I think I have picked up more pieces of paper off the hallway floor then ever before.

√ I found the bus sign up sheet for the Rick Wormli Workshop in Souris on Feb. 26 – it is now on the counter in the office – if you would like to travel by bus please sign your name to the list – there is a date to sign up by to see if enough people will be taking the bus

√ Corey applied for another AED machine like we have in the staff room as there is a program to get more of them in public buildings – it is an expensive item and his application was approved – good stuff – it will be placed in a spot between the two gyms so that it available at all times as required.

√ Al and I are in Winnipeg on Thursday and Friday at COSL – Keith is acting admin on Thursday and Travis is on Friday

√ THE BIG LEAGUE – please be sure to talk to your clases (K to 7) and give me the details so that I can send it to MTYP – I have Connie’s and Donna Jeans – thank you

√ Grade 5 to 12 – just a reminder from the email that I had sent out last week – please go into your Gradebook of Maplewood and create a new category for Final Exam which means all your categories will add up to 100% – if you do not have a final exam then don’t worry about this

 

√ HS – please make sure you submit your course outlines for Term 2 by Feb. 11 so that I can prepare the mark breakdown for Maplewood – you can submit a paper copy or electronically

 

√ High School

Next Advisory is:

Feb. 13 – Regular Advisory

Feb. 20 – No Advisory – Rachel Ashley – 2 pm to 3 pm

Feb. 27 – Regular Advisory

 

√Leisa H.  was the first to say that she would take Sindy from Columbia in her Advisory Group

 

√√√√ Please be prepared to report on PD that you have attended since the last staff meeting – use the 3 – 2 – 1 process as described to you earlier

√√√√ I read an article in the Free Press about the MB Teaching Society naming rights  for a room in the New  Canadian Museum of Human Rights  – it might be worth your while to be better informed – check this site out

http://www.mbteach.org/extras/naming%20rights.html

 

 

√√√√  I have mentioned that I read a blog written by George Couros and he is a Keynote speaker at the COSL conference in Winnipeg that Al and I are attending Thursday and Friday.  His most recent post is as follows.

 

Does the “Traditionalist” have a fixed mindset?

On February 8, 2013, in Leading a Learning Community, by George
cc licensed ( BY ) flickr photo shared by USAG-Humphreys

The cursive handwriting debate is one that is beyond interesting and it has made me really think of what happens when educators debate ideas. What happens when we disagree?  How does that impact our students?  If the grade one teacher totally disagrees with the grade two teacher on certain aspects of education, what happens to the kids?  I think debate is fantastic as long as it is focused on what is best for kids, but I also wonder what happens in schools when we agree to disagree?  How does that impact our kids long term?

The other thing that I have thought about during some of these conversations is the teacher that proclaims, “I am a traditionalist!”  What does that mean?  To me,  I think that I am very traditional in my values as an educator (relationships, working with kids to be respectful and considerate, etc.), but I hope progressive on the way I teach.  Yet when I hear, “I am a very traditional teacher”, it usually is during conversations regarding how we teach.  What I hear in my head is, “I teach the way I was taught”, which automatically goes to Carol Dweck’s thoughts on mindset, especially the notion of a fixed mindset.  If you have not read the book, here is the Wikipedia summary on a fixed mindset:

Those with a fixed mindset believe their talents and abilities cannot be improved through any means. They feel that they are born with a certain amount of talent and typically do not wish to challenge their abilities due to the possibility of failure. Individuals with a fixed mindset frequently guard themselves against situations in which they feel they need to prove their personal worth. Challenges are frequently viewed negatively, instead of as an opportunity for personal growth.

Now I would not say that I think the “traditionalist” doesn’t believe that they can improve, but it seems that if they refer to the way things were in school as almost being utopian, do they not have a fixed mindset on what school could be?  I will tell you that I actually enjoyed school quite a bit (in most cases) but I am also jealous of the opportunities kids have now in school that I didn’t.  I also think that we need to continue to explore to make school better.

I am not saying things were bad when I was in school, but that was a different time and a much different world.  Shouldn’t teaching and learning progress alongside society at least, and maybe in some cases lead the way?  I believe that there are some things in school that still work for kids, but I would never say I am a traditionalist.

What do you think?

 

June 15, 2011

Track and Field

Filed under: Uncategorized — Mr. White @ 2:30 am

The TMSD Track Meet was held on Monday, June 13th.  The Meet involved Gr. 5 to 8 students from Boissevain, Killarney and Minto and was held in Boissevain on a wet field.  Some notes from the day:

1.  Students were very attentive to the instructions given by Mr. Billaney to start the day.

2. The athletes were very cooperative, competitive and patient with the entire day as the track was quite wet.

3. One student returned home to say that he had a Great Day and everyone was so nice, got along and treated each other as equals!

What a great comment to hear! Doesn’t that just make your day! It does mine!

Track is as popular today as it was when Mr. Cameron ran the event at the Peace Garden.

 

 
 

May 10, 2011

Absolute

Filed under: Students — Mr. White @ 2:48 am

Tuesday, May 10 saw Absolute visit our school.  The message behind their workshop was Responsibility, Giving and Hope!  Please reflect by answering the following questions.

  1. What Issues are being addressed?
  2. What did you like/dislike about the presentation?
  3. How can you apply the experiences described in the presentation?
  4. What would you like to learn more about, related to this presentation?

April 22, 2011

Declaration of Education

Filed under: Uncategorized — Mr. White @ 10:28 pm

May 10th is:

A day to remind ourselves and our students that citizenship means asking questions, finding answers and standing up for what you believe in… and that education must mean that too. The plan is to collect all the answers we can and then tag them on twitter which will include the responses with those around the world.  Please give it a try?

Declaration of Education.

1. When and where do I learn best?

2. What does an ideal learning environment look like?

3. How closely do our current places of learning resemble our ideal learning environment?

4. What barriers to learning/growth exist within our current learning environments?

5. What will we do to make our current learning environments more perfect places to work and learn?

April 17, 2011

School Homepage

Filed under: Uncategorized — Mr. White @ 5:48 pm

I was told the other day that some people had overheard some parents saying they didn’t know the school had a HOMEPAGE (boissevainschool.ca) which makes me wonder what information those parents have been missing.  I did hear that the most important page for some parents is the Cafeteria Menu. I received a phone call about an event not listed on the google calendar displayed on the the school website so I know that for that person the calendar is important.   As well, we were commended on having a goolgle calendar for the gym schedule.  I would like to know how the boissevainschool.ca is used.

My Questions for you:

1. How do you use the school website?

2. What are most important on a school website?

April 6, 2011

What is New!

Filed under: Uncategorized — Mr. White @ 1:42 am

As one returns from Spring Break we see a change  in a variety of things.  Extracurricular activities are changing with Baseball, Fastball and Track getting into full swing.  Many families have been away on holidays and the number of absent days for  holidays has really increased this year compared to previous years.   I read an interesting blog entry by someone I follow (George Couros).  He provided a question that is worthy of discussion with your child’s teacher.

1. How can we provide opportunities for our students to develop their learning while away without doing the traditional “worksheet packages” that have been sent in the past?

Someone asked how were the first few days upon returning from Spring Break.  Looking back to the two days “Variety” is the best word to describe them. From welcoming two new students from Columbia, course selections for next year, staffing, crosswalk responsibilities, an ailing classroom pet needing expert care, wet boots and socks, student issues, staff not feeling well, evaluations, practices, meetings, new haircuts, technology not working  to a few other things.

I would like to thank all our staff for their enthusiasm and compassion. By the way, we have great kids from K to 12 which means parents are doing some great things at their end. Thank You!

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