We All Need “Our People”

Today was a fantastic day of learning at EdCamp Hamilton. I have no doubt that my thinking and learning from today will make it into multiple blog posts, as I continue to reflect. This first post though was inspired by a blog post reply from a Grade 12 student that attended EdCamp today. Labika is a student that I’ve gotten to know through Twitter. She attends a local high school, and a number of her teachers are ones that I learn from on Twitter. She’s a very mature and thoughtful student that continually reminds me about the importance of student voice in education.

Just after lunch today, we had a conversation in the hallway. She was telling me some of her thinking about learning environments and sharing online. She raised some great points and interesting questions, and I asked her if she shared these thoughts in the sessions. Labika mentioned that at first it was intimidating to be in a room full of adults, and over time, she felt more comfortable and shared more. It wasn’t long after this conversation that we gathered back in the Drama Room for the Smackdown: coordinated by Sue Dunlop. Sue lined up some people to share, and then others were encouraged to chime in. I happened to be sitting beside Labika and behind one of her teachers, Melinda. Labika really wanted Melinda to share about Kahoot, and when she didn’t, we both encouraged Labika to do so. At the very last minute, Labika agreed. It was wonderful to see this student standing up in front of a group of adults and confidently sharing her thinking about a tool used in the classroom: speaking about the benefits that she saw from a student perspective. In my blog post comment to Labika, I mentioned how glad I was that she stood up and shared her thinking during the Smackdown. This is when she replied with,

2015-04-18_19-41-54This comment of hers really got me thinking. It was then that I sent her this tweet:

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The truth is that Sue Dunlop encouraged me a lot today. Last year, I spent the whole EdCamp behind the registration table. I tweeted a ton and joined in on many conversations online, but I didn’t go to the sessions and get involved. This year, Sue gave me a “gentle nudge” to leave the chair, go, listen, and chime in. And while I jokingly tweeted proof from the first session that I followed Sue’s advice, I have to say that I’m really glad that I did.

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I learned a lot today. I listened a lot today. I thought a lot today. And I feel inspired to make some additional changes now and try some new things that I hadn’t considered before (check out future blog posts for more on this).

While I may have been able to learn some of these new ideas through the tweet stream, Sue’s push coupled with many friendly faces in the sessions, helped me jump into conversations that I may not have jumped into before and ask questions that I may have been reluctant to ask before. My one word for this year was gettinguncomfortable,” and I think today I needed someone to encourage me to do just that. Thanks Sue for being that person!

I didn’t make it to every session, but I made it to 3 out of 4. I was actually only going to go to two, but I overheard a great conversation about mental health and online sharing in the courtyard, and I got brave and went out to join in. Attending an Edcamp and going to sessions may not seem like a big accomplishment to many, but for me, this was hard, and I can definitely connect with Labika’s feelings today. She was not alone. But she found her voice today, and I’m really glad that I also found mine.

Sometimes no matter how old we are, or what our life experiences may be, we need “our people” to help us find our voices. I’ve had many “people” over the years — a number of which were at EdCamp Hamilton today — that help me do just that. I hope that everybody at today’s EdCamp found their “voice,” as we do need these varied ones — from students to parents to educators to administrators to community members – to help us move forward in education. Who are your “people?” How did they help you find your voice? and/or How did you help others find theirs?

Aviva

Maybe We All Need To “Climb Up The Slide!”

  • Don’t climb up the slide.
  • Be careful.
  • That’s too high.
  • It’s not safe under there.
  • Just one student at a time.
  • Oh no! That’s not for climbing!
  • You might hit someone.
  • Remember, you might get hurt!

These are just some of the words that I utter and have heard uttered on numerous occasions either on the playground, in the classroom, or both. Every time that I say or hear these words though, I can’t help but think back to one of my favourite blog posts by Kristi Keery-Bishop. There’s something to be said about learning how to take risks, fall safely, and get back up again.

I remember now a conversation that I once had with a parent. We spoke about how her son is sometimes reluctant to take risks, and the impact that this has on his academic performance. We spoke about ways to change this. What did she do? She took him to the playground and had him try out the monkey bars. He always said that they were “too hard,” so she supported him in taking some risks, trying them out, falling, and trying again. And you know what? He went from not being able to hold onto the first monkey bar, to making it across multiple ones. Yes, he fell down. Yes, he wanted to give up. But this mother understood the value in risk-taking, and she encouraged him to persevere. Not only did this make a difference in his “monkey bar skills,” but also in his reading and writing skills. 

On the topic of the monkey bars, I’ve also watched a student fall off of them, break her arm, and come back in a cast — making her way across the bars again. I remember asking her if she was scared. Her reply to me was, “No, Miss Dunsiger. I fell off and got hurt. I might fall again. I will be careful though. I can’t give up!” This is not only true on playground equipment. It’s true in life.

I’m not suggesting that students do double backflips off the playground equipment (if that’s even possible), but there is value in some risk-taking. As I watch my Grade 1’s celebrate a high climb or a new accomplishment on the play structure, I see that same excitement that I do when they solve a math problem, read a new word, or write more than they ever did before. If we want students to take risks academically, they also need to take risks physically and socially. Maybe that student that is reluctant to take risks in reading and writing will be inspired to do so after experiencing success taking risks in phys-ed or on the playground. Maybe we also need to encourage these other types of risk-taking more often. Maybe that student that “climbs up the slide,” will also be the one that exhibits creative problem solving and unique thinking in other areas. Learning doesn’t happen without taking risks. How do you encourage and support this risk-taking in the classroom, in the home, and on the playground? What impact do you see in doing so? I’d love to hear about your experiences!

Aviva

Making Learning Fun … For You!

I was thrilled this year when I found out that we could go to EcoHouse (Green Venture) and get our own vermicomposter. I knew nothing about vermicomposting. The only thing that I know about worms is that I LOVED going out and finding them as a kid — I’d dig for hours – and even as an adult, I used to get a little giddy when I saw them on the sidewalk or in the parking lot at school. It’s so much fun to look closely at these wiggly creatures. Thanks to Green Venture, the Grade 1’s would now have their own vermicomposter with so many inquiry possibilities and so many connections to living thingsWhat could be better?

It was when we went to EcoHouse (Green Venture) that I realized that a vermicomposter is a big responsibility. I tried to be responsible. I listened carefully. I documented all of our learning and all of the important facts.

But then I sent a tweet out this morning to ask about the compost, and thanks to many responses from a fellow Grade 1 teacher, Lori St. Amand, I realized that I missed a lot.

My Original Tweet

My Original Tweet

Page 1 Of Our Discussion

Page 1 Of Our Discussion

Page 2 Of Our Discussion

Page 2 Of Our Discussion

Page 3 Of Our Discussion

Page 3 Of Our Discussion

Now with this new knowledge, there was still time to correct the error. I decided to use Lori’s PicCollage on her blog, and together, we worked on feeding the worms correctly.

The students knew that we made mistakes, but they also saw that we could go back and fix them. We could learn from these mistakes together. They were really excited about this, and I was too, but then I got this email from Lori tonight.

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Oh no! Of the five items on the list, we only managed to get item #4 correct. What now? That’s when I emailed Lori back to ask if we should fix our errors, and she gave me this advice.

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Thanks to Lori, tomorrow we’re going to be spending some time shovelling out our big pieces of food, reconsidering food items, and fixing our vermicomposter once again.

Why do I share all of these “mistakes” and “corrections” here? Because school is about learning, and I love the fact that with meaningful inquiries, we can learn alongside our students. My students can see me struggle, and even fail, but then go back and try again. And I don’t have to do so alone. I can try and learn with my students.

The most wonderful thing about all of this is that I’ve never had so much fun at school before! I love getting so involved in the learning that I also forget about the time, and feel like “groaning” along with the class when it’s time to tidy up. Kids want to be at school when they’re enjoying themselves. I think that the same is true for adults. And this enjoyment doesn’t need to be in the form of a game or a big celebration: it really is the true joy of learning, the excitement of problem solving, and the thrill of a good challenge, that makes school the kind of place both the children and I want to be. Whether a parent, an administrator, and/or an educator, what makes learning fun for you? How do you provide this same environment for children? I’d love to hear your thoughts!

Aviva

It’s National Banana Day … Or Maybe Not!

I have a new habit: every time I go down to the office, I read the announcement board. This board always shares absences for the day, but it also shares other important events. Today’s board contained this information: It’s National Banana Day. When I read this news, I was almost doubled over from laughing so hard. Bananas make me think of monkeys, and as far as I’m concerned, there’s no funnier animal than a monkey. Since everything on this announcement board makes it on the announcements, I just knew that this news would be shared with everyone. This got me wondering how many other schools would be celebrating National Banana Day. I couldn’t resist sending out this tweet trying to find out what other schools would do.

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Within minutes, I started getting replies: many explaining why they couldn’t celebrate this day or didn’t already know about it. And that’s when I decided to do what I should have done first: I Googled to find out about National Banana Day. Here’s the interesting thing: depending on your source, today may or may not be National Banana Day. Depending on the website, this special day goes from being celebrated today to sometime in August. However, today could be National Take A Wild Guess Day (maybe I could guess that it’s National Banana Day) or National Glazed Spiral Ham Day (I don’t think I’ve ever seen a spiral ham before). :) It was at this point that this funny holiday that made me giggle, provided me with some important reminders.

  • With social media, news travels fast. There’s tremendous value in checking sources and proofreading before sharing information. 
  • Questions are good. Not only should we encourage students to ask thoughtful questions, but we should ask them as well. Why do we have these national holidays? Why do the dates change depending on the source? How do people celebrate these holidays? How do we decide if we have too many holidays, and if we do, how do we determine which ones get cut? 
  • Laugh lots and laugh often. This makes me think of Sue Dunlop‘s recent post about laughter. I always feel better when I laugh, and starting off the school day with a hearty chuckle, put me in a positive mood for the rest of the day.
  • Celebrate the little things. This isn’t about Banana Day or Take A Wild Guess Day or Spiral Ham Day: it’s about looking beyond the “big goal” to those small successes along the way. We all need reasons to celebrate. We all need reasons to persevere.  
  • Share. Okay, maybe it isn’t National Banana Day, or then again, maybe it is … but either way, don’t keep this news item to yourself. Sharing allows others to think, learn, celebrate, and laugh.

National Banana Day was a lot more appealing than I thought, and way more informative too. I see that tomorrow is National Eggs Benedict Day and the Day of the Mushroom. I wonder if these two holidays could be combined. How will you celebrate? :) Maybe every day is worth a celebration … or at least the thinking and learning that comes from one.

Aviva

Resisting The Urge To Repeat

There was lots of feedback that I received when I was in the Faculty of Education. One piece of advice though really stuck with me during my placements, and now, 14 years later, during all of my teaching positions. I can still remember the day that I received this feedback. I was finishing my placement in Kindergarten, and my faculty advisor came for a visit. I was facilitating a small group activity, where students were digging out various pumpkins and gourds and making their own shakers. As I asked questions to the group, I couldn’t help but repeat the answers shared by the students. During our debriefing, my faculty advisor offered this advice: resist the urge to repeat what students say. If you keep repeating their comments, students are going to stop listening to each other, and only listen to you. This advice made a lot of sense, and it’s something that I’m still striving to do to this day. 

It’s hard. I always find the urge to repeat statements. Maybe it’s because students can sometimes be so quiet when they share with the group. Maybe it’s because I make sense of the comments when I say them aloud. Maybe it’s because I hope to expand on what students said and make connections to the big ideas and/or areas of focus. But when I always repeat what students say, then they also only look to me: as the person with the answers, as the most important voice in the room, and as the person that controls the conversation. Oral language includes the ability to speak, but also, to listen. I want students to see the value in listening and learning from each other, as well as from me.

With this in mind, I’m trying hard to avoid being the “echo.”

  • Sometimes I ask questions for clarification.
  • Sometimes I ask other students to repeat what they heard.
  • Sometimes I add to the discussion.
  • Sometimes I encourage students to expand on the ideas shared. 
  • And sometimes I forget, and repeat comments, but then I try hard the next day to not do so again.

I wonder the impact on learning if students hear us less and hear their peers more. I wonder if this will also help students gain a better appreciation for the combined knowledge in the room — learning that it’s not just adults that have all of the answers or need to have the final wordDo you avoid repeating comments that students make? Why or why not? What impact, if any, do you see this having on the classroom learning environment? I’d love to hear about your experiences as I continue to “resist repetition.”

Aviva

Why School?

I teach at a school that’s part of our Board’s 1:1 iPad initiative for Grades 4-8 students. Between our Board blogging platform, Google Apps for Education, and a variety of different applications and websites accessible through the iPads, students could (in theory) learn and share completely from their devices. The iPads can, and often are, used for accessing information, writing and recording notes, organizing assignments, submitting work, and reflecting on work. And if everything can be accessed, shared, and reflected on through a device, I have to then ask the question of why do we have school?

I’m not 1:1 in Grade 1, but our class and all of our learning are available online. Through our classroom blog and Daily Shoot Blog Posts, you can see all of our mini-lessons, examples of student work, video and audio responses and reflections, and follow-up activities to do at home. If a child was ever away, a look at the nightly blog post would allow even this six-year-old to “learn from home.” So again, why do I think that school is so important?

First of all, some learning is richer without a device. I think back to Friday afternoon. We’re working on creating four murals as settings for an upcoming play. Students worked in small groups to measure the where they are going to hang their mural, so that they could cut their preferred paper the correct length. This activity was not about technology at all. Students needed to find non-standard units to measure length. Then they had to figure out how to use their measurements to cut the paper. Some students cut the paper the wrong length, and they had to problem solve to fix this. I was determined not to cut any paper, and I didn’t. I was determined not to measure any lengths, and I didn’t. I was determined to let the students try, struggle, problem solve, and try again, and this is exactly what I did. And in the end, every group met with success. Was all of this learning captured on a device? Yes. But the learning wasn’t done online, and became even more of a challenge due to folding paper, difficulty in manipulating large paper rolls, and the challenge in cutting straight lines. A virtual world with straight blocks and no paper or scissors, might be easier, but would the students have learned as much? 

And then there is the social interaction and collaborative learning that takes place through face-to-face interactions. I know that this type of learning can happen online. When I taught Grade 6, students even FaceTimed into my mini-lessons and to join group projects when away on vacation or home sick. I didn’t require this. Students made this happen. There are slightly different interactions though that happen when students are sharing spaces and materials in a non-digital world. They are constantly negotiating and problem solving. They are getting more regular feedback from me: sometimes in the form of suggestions and sometimes in the form of questions. Yes, I offered feedback through FaceTime, but with a small screen to look at, it was harder to see all of the details in the work, which I can easily observe in real life. There’s something to be said for learning together in a shared space, and this is what school allows. 

And so, technology makes teaching and learning accessible like it wasn’t before. But as we look more closely at 1:1 initiatives, I can’t help but think about what we’re doing to move the learning beyond these devices. How are we making “school” meaningful? Why is it important to do so? For all of the time we spend talking about how the students use technology, I wonder if we should also be spending just as much time looking at when they don’t and why this time is so beneficial. What do you think?

Aviva

Is it “writing?”

I’m a writer. I love to write! When I was little, I always said that I was going to grow up to be a teacher and a writer. Thanks to many wonderful teaching positions and this blog (and a few other ones :) ), I’ve managed to meet both of these goals. As I’ve seen, heard, and discussed over the years, some people feel more comfortable writing on paper. Others prefer a device. I’ve always chosen the latter. As my fingers touch the keyboard, the words play aloud in my head, and these are what appear on the screen for all of you to read (with always some editing done in the end). I tell you this because as fast as I am at typing, and as much as I like to feel my fingers on the keys, I have a confession to make: I compose almost all of my emails on my iPad using Siri. I don’t need to: I could type them out. But often, especially when I get home from school, I’m trying to do a couple of things at the same time. With Siri, I can have my hands in use and still manage to “write” at the same time. I never send off any of these emails without re-reading them first, adding in punctuation, and correcting spelling and grammatical errors, but even this editing time, saves me time. And I have to say that I really like this Siri option. I organize my thoughts better aloud, but I love to write: now I can do both at the same time. The ideas are all mine. The editing is all mine. The final, composed email is all mine. But this writing is done primarily with my voice, so is this “writing?”

I was thinking more about this yesterday as I was conferencing with some of my students during Writer’s Workshop. A small group of students were working on the iPads using the My Story App. They were happily creating their own comic strips involving worms and snakes. When I went over to sit with the three students, I saw one of them click on Siri, and record a line for his story. When he pressed, “Done,” he looked down, read what Siri typed, and said, “Oh no! It made a mistake. I said, ‘Ha ha, you fell.’ It wrote, ‘Are you fell.'” Then he went and made the correction. In the meantime, another student noticed what this first student was doing with Siri, and asked him how it worked. He showed the student how Siri worked, and that’s when this other student found a quiet area in the classroom, and made his own recording. As he was walking back to the table, I noticed him reading aloud what he wrote and correcting his sentence. That’s when I recorded this video.

While both students had the iPad do part of the “physical writing” for them, they also read and edited their work on their own, as well as developed all of their own ideas. So again, is this “writing?”

I’ve never shown my students how to use Siri before. A couple of students saw the microphone, tried it out, and now use it periodically. Not all of their writing is done in this way. When I think though of Grade 1’s that may have many more ideas in their head than what they can get down on paper, I can’t help but wonder the benefits of an application like Siri. This application is also forcing the students to read their writing and make corrections: seeing that even technology isn’t perfect, and there’s always value in editing our work. One could question the future impact: don’t students need to learn how to write without using technology? What if they rely too heavily on these kinds of applications? Over the years, I probably would have responded differently to these questions. Now I’d say that I use this same tool to compose emails. I know others that use it to write blog posts. There are even teachers out there that use assistive technology to write report card comments. Maybe technology and the applications that come with it are changing what writing looks like and how writing happens. As educators, administrators, and parents, how are we responding to these changes? What impact, if any, do these applications have on our teaching and/or assessment of curriculum expectations? I think writing is now about a lot more than just a pencil and a piece of paper. What do you think?

Aviva

Celebrate “Joy”

Dean Shareski is an educator that I’m fortunate enough to learn from and laugh with through Twitter, his blog posts, and occasionally in real life. There are many things that I could say about Dean, but the word that I most associate with him is “joy.” I’ve been thinking a lot about “joy in schools” and “joy in education” over the past couple of days.

This started yesterday morning as the students were coming into class. I happened to look up at the door, and I saw one of the Grade 1 students in another class, skipping happily down the hallway. It was perfect! I wanted to record her doing so, but I didn’t think that I could get the camera ready in time. Instead, I sent out this tweet.

2015-04-09_19-58-25I couldn’t help but think back to when I was her age. I used to skip everywhere. I love to skip! One foot in front of the other: happy, carefree, joyful! When did I stop skipping? Why?

Then fast forward to today. My students had an incredible opportunity to learn alongside Michelle Baldwin‘s Kindergarten students in Colorado. Michelle has a family of snakes under her porch at home, and we got to look at photographs and videos of her snakes throughout the day. What really caused me to stop and think today was this first video clip and the podcast we recorded while watching the second video.

The First Video

The Second Video Shared

Our Podcast While Watching

Listen to the excitement. Listen to the giddiness. Listen to the pure joy! These were not full-class discussions. I was not leading these conversations (although I did interject a few times, and even did so when I wish that I didn’t). Many students were just talking to the person beside them. Sometimes the excitement built, and the conversations got louder. I’m sure some people walked by my room and wondered what I was doing. If in a different circumstance, I probably would have walked by and wondered too. But listen to these students: there’s thinking, there’s observing, there’s questioning, there’s wonder. These students are watching snakes — real snakes – slither around under a house in a place that none of us have ever been to before. It was incredible! I’m over 30 years older than my students, and I was finding it hard to contain my joy. So why contain it? Why not celebrate it?

It was after this that I drove home and my thoughts switched to my Grandma Minnie. She passed away in the summer, and today would have been her birthday. I remember my grandma for many things, but one thing that I remember most about her is that she always made me laugh. On many occasions, I remember laughing so much (to the point that I could barely stop), and that’s when she always told me that I was, “Getting giddy.” I love these kinds of belly laughs! It’s this laughter that I associate with “joy.” I don’t think that laughter needs to be reserved for home though, and in fact, I try to laugh every day with my kids. They’ve seen and heard the “Giddy Miss Dunsiger.” :)

And so, in celebration of my grandma and in celebration of a true week of happiness, I challenge everyone to find the joy in tomorrow.

  • Skip down the hallway.
  • Share a giggle or two with some students.
  • Get excited about learning.
  • Do something fun — and remember that school and learning can be fun!

Consider sharing the joy too. Tweet out what you did using the hashtag, #ourjoy2015. Maybe one day of joy can lead to many others. I think it can. What do you think?

Aviva

Calling Ms. Frizzle!

I love The Magic School Bus. I especially love Ms. Frizzle. She seems like the most amazing teacher ever! She’s always aware of student interests, strengths, and needs. She provides multiple opportunities for her students to “learn by doing.” She embraces mistakes, and helps her students learn from these mistakes. Her incredible field trips help her students develop their schema so that they can make connections, share new learning, and ask important (and relevant) questions. I want to be Ms. Frizzle when I grow up! Today made me realize that if we want to close the achievement gap in classrooms, maybe it’s time to think more like Ms. Frizzle.

Today, the three Grade 1 classes at our school went to Eco House/Green Venture. It was thanks to the recommendation from a Grade 1 teacher at another school, Lori St. Amand, and a generous offer from Eco House, that we were able to make this trip happen. It was amazing to sit back and watch the thinking and learning that went into the build up, and then experience, of today’s trip.

The trip made me think about what our students need to succeed. Every year, our schools and Boards puts money and resources into programs and supports for students. I think that there’s lots of thinking and research behind these decisions. As someone that has used many of these interventions with students, I can certainly see the impact of them. But now I think back to a conversation that I had with a fellow teacher during one of our PA Day sessions. She was talking about a student that she supports in another class, and while this student has made gains in her reading skills, the progress is slow. She doesn’t know all of the vocabulary in the books. She doesn’t understand all of the content. Why? Much of this information is totally new for her. She hasn’t seen or experienced the situations discussed in the text. So as she’s trying to use letter-sounds and contextual clues to decode unfamiliar words, she’s lacking the vocabulary to make educated guesses and make sense of what she’s reading. What does she need? A field trip! A chance to touch, explore, question, build schema, and gain vocabulary.

Yes, there are many students in our Board and others, that have regular opportunities to go out, visit different places, and have these experiences at night, on the weekend, and on holidays. But this is not the reality for all students. And maybe, as we look at different schools, with different students and different needs, we need to add something to that list of resources and interventions: field trip funds. 

  • A chance to go to outdoor education programs.
  • The Science Centre.
  • Art Galleries.
  • Art Studios (to participate in studio work).
  • Museums.
  • Businesses connected to current inquiries.

These are all “classrooms” beyond the school one. If coupling these field trips with the supports in place, and the rich reading, writing, and oral language opportunities available in classrooms, the potential for growth is huge! 

Yes, some field trips can happen online. Many students though need more than seeing an image or watching a video. They need the “tactile connection” that comes from going and experiencing the field trip LIVE. I know that our schools are doing everything they can to support these excursions, but budgets are always limited, and many of these trips (especially with bus costs) are expensive. I don’t know what’s possible, but I do know that I want to see and hear more of the thinking, vocabulary, and questions that I witnessed today. What impact do you think that field trips could have on closing the achievement gap? How do we access the funds to support this “out of the classroom” learning?  I wonder what Ms. Frizzle would do!

Aviva

Why Must They Be Different?

A couple of days ago, I saw tweets from both Kristi Keery-Bishop and Valerie Bennett, sharing Ed Sheeran’s Sesame Street video.

I love Sesame Street. I grew up with the show, and it’s still one that I often recommend viewing because of its literacy and math connections. Despite its catchy tune and amusing characters, this video has bothered me since I first saw it.

Just last week, I wrote a couple of blog posts questioning some of the rules that we often have at school (post 1 and post 2). Since writing the second post, our class has been working really hard at our “regular talk.” Are we perfect? No. But students are developing self-regulation skills as they learn how to take turns, negotiate talking time, and save ideas that didn’t get shared, for another time. They’re proud of their accomplishments, and I’m proud of them.

Hear Students Talking About Regular Talk

Based on my reflections and experiences over the last couple of weeks, here are the questions that come to mind when I see this Sesame Street video.

  • Why must we live in “two different worlds?”
  • Why must students raise their hands to talk at school?
  • How can students demonstrate self-control at home?
  • What is this video’s underlying message about home and school? Do you agree with this message? Why?
  • Why must we have assigned seating at school?
  • If “learning takes focus,” and that’s why we have more rules at school, then what does that imply about learning at home? How do you feel about this message?
  • If our classroom doesn’t have the same rules as the one in this video, then how is it that my students are still learning? 
  • How do your students feel about these rules? What rules do they think schools need and why?

I teach my students to be critical thinkers. I try to also always think critically. My answers to many of these questions make me wonder if this Sesame Street video needs a new message. Maybe these rules aren’t necessary for everyone. Maybe they aren’t needed all the time. Maybe a different message about school would also help change some students’ perceptions of it. What do you think? We don’t all have to think the same way about these rules, but no matter what we think, I think there’s value in talking about them. To all stakeholders in education: let’s talk!

Aviva