I am starting a weekly segment called "Friday's Fiction" whereby I will review books (on Fridays) to use in the classroom. I bought this book on Pender Island this summer, and I fell in love with the illustrations. This book is about a new student who has to sit at the front of the class, and sits next to the narrator. Marshall's "things are different than mine", and he "doesn't eat normal food" is how the narrator views the new boy. So, we are introduced to Marshall Armstrong, who does things a little differently! The narrator goes on to state: "Marshall Armstrong doesn't have a TV at home. Her prefers the paper. His dad says it gives him a good perspective.Marshall Armstrong doesn't fit in at our school. Not one bit."Finally, the narrator is invited to Marshall's birthday, which he doesn't really want to go to; but surprisingly, Marshall has the greatest house: "We can run around inside and... There is a Mexican pinata to open. We play hide and seek all over the house. We rebuild Mr. Armstrong's train set. We take turns to look at the sky through a telescope, and through a microscope at the cut on Jane's arm."The narrator has a great time, and thinks differently about Marshall. Finally, another new student (Elizabeth Bell) arrives at the school, and the narrator says, "I tell Miss Wright that she should sit at the front with me and Marshall for the first few days, until she settles in."Why would a child/gifted student like this book?The illustrations are wonderful, and the humour is fantasic. All students will like this book, especially when they get to the part about Marshall's fabulous house and his birthday party!What's life got to do with it?This book is great to use in the beginning of the school year to introduce new students to the classroom, and talk about how we are individuals. I would discuss the idea of being new, and how that can be very difficult. I would use it to talk about how we each have our own individual style and ways of learning.
How would one use this book in the classroom, for discussions, extensions?Teachers can use this as a writing prompt to write about "The first day of school" or "how are you like Marshall Armstrong..." I would use this book to talk about identity, friendship, and understanding for others. For example, I would talk about how students eat different kinds of food, and that it is wonderful to explore and appreciate our culinary differences in class. I would talk about Marshall Armstrong's home and his birthday, and how Marshall's home may be different from your own, and that is interesting and exciting. Personally, I bought the book for the illustrations and the humour, and because I love the look of the book. I enjoy pouring over the illustrations and seeing how the author builds the story around the great drawings! David Mackintosh has wonderful talent, and I am looking forward to more of his books!
I am starting a weekly segment called "Friday's Fiction" whereby I will review books (on Fridays) to use in the classroom.
I bought this book on Pender Island this summer, and I fell in love with the illustrations.
This book is about a new student who has to sit at the front of the class, and sits next to the narrator. Marshall's "things are different than mine", and he "doesn't eat normal food" is how the narrator views the new boy.
So, we are introduced to Marshall Armstrong, who does things a little differently!
The narrator goes on to state:
"Marshall Armstrong doesn't have a TV at home. Her prefers the paper. His dad says it gives him a good perspective.
Marshall Armstrong doesn't fit in at our school. Not one bit."
Finally, the narrator is invited to Marshall's birthday, which he doesn't really want to go to; but surprisingly, Marshall has the greatest house:
"We can run around inside and... There is a Mexican pinata to open. We play hide and seek all over the house. We rebuild Mr. Armstrong's train set. We take turns to look at the sky through a telescope, and through a microscope at the cut on Jane's arm."
The narrator has a great time, and thinks differently about Marshall.
Finally, another new student (Elizabeth Bell) arrives at the school, and the narrator says, "I tell Miss Wright that she should sit at the front with me and Marshall for the first few days, until she settles in."
Why would a child/gifted student like this book?
The illustrations are wonderful, and the humour is fantasic. All students will like this book, especially when they get to the part about Marshall's fabulous house and his birthday party!
What's life got to do with it?
This book is great to use in the beginning of the school year to introduce new students to the classroom, and talk about how we are individuals. I would discuss the idea of being new, and how that can be very difficult. I would use it to talk about how we each have our own individual style and ways of learning.
How would one use this book in the classroom, for discussions, extensions?
Teachers can use this as a writing prompt to write about "The first day of school" or "how are you like Marshall Armstrong..."
I would use this book to talk about identity, friendship, and understanding for others. For example, I would talk about how students eat different kinds of food, and that it is wonderful to explore and appreciate our culinary differences in class. I would talk about Marshall Armstrong's home and his birthday, and how Marshall's home may be different from your own, and that is interesting and exciting.
Personally, I bought the book for the illustrations and the humour, and because I love the look of the book. I enjoy pouring over the illustrations and seeing how the author builds the story around the great drawings! David Mackintosh has wonderful talent, and I am looking forward to more of his books!
Being a resource teacher is equivalent to being a super-hero! All the things to know and to do and forms to fill out....Often, resource teachers are given the task of supporting gifted students in their schools. I am indebted to you for taking on this task and for being our link and support in the schools. A million thanks to all of you! At the beginning of the school year, there are wonderful sessions for resource teachers, and I am offering a session to help support gifted learners!Here's the info: An Introduction to the Challenge Centre Referral Process and Administering the Canadian Test of Cognitive SkillsPart one of this program introduces you to the Challenge Centre located at Brock Elementary, and briefly discusses the kinds of learning that take place and the students who most benefit from participation. You will learn how to write and submit effective referrals, and how to track participation in gifted programming. Part two covers the procedures for administering the Canadian Test of Cognitive Skills.
This test is used as a screening tool for some gifted programs (MACC), but not for the challenge centre. However, it is a useful tool to get more information about a student, particularly if you want to know their cognitive strengths. When: Wed. Sept. 21, 2011Time: 1-3 pmWhere: VSB Room 108
Our Team in Gifted Education, is also offering two other workshops for resource teachers:
Working with Twice Exceptional Learners Do you work with gifted students who have challenges with written output, organization, social skills, or have other learning difficulties? You may be working with a Twice Exceptional (Gifted LD) learner.This session will provide a general overview of working with Twice Exceptional learners in the Resource room and classroom and will provide a toolkit including: Identification and Adaptation checklists, a handbook with classroom strategies, and information on writing IEP's for Gifted and Twice Exceptional learners.
When: Tues. Sept. 27thTime: 9-12Where: VSB Room 120Presenter: Megan Chrostowski Identifying Gifted LearnersWho is the gifted child? The definition goes beyond a high IQ. This workshop will be helpful in identifying students for district and school-based VSB gifted/enrichment programs and services. It will provide participants with assessment techniques and tools based on gifted learners' talents, interests, and unique academic and emotional needs. Procedures to follow when applying for a "P" designation will be discussed.
When: Thurs. Sept. 15/2011Time: 9-12 Where: VSB Room 108Presenter: Rosemary Burd and Teresa MildenFor all of these programs, please go to the VSB website Professional Development Opportunities and sign up. There are still spaces!
Being a resource teacher is equivalent to being a super-hero! All the things to know and to do and forms to fill out....
Often, resource teachers are given the task of supporting gifted students in their schools. I am indebted to you for taking on this task and for being our link and support in the schools. A million thanks to all of you!
At the beginning of the school year, there are wonderful sessions for resource teachers, and I am offering a session to help support gifted learners!
Here's the info:
An Introduction to the Challenge Centre Referral Process and Administering the Canadian Test of Cognitive Skills
Part one of this program introduces you to the Challenge Centre located at Brock Elementary, and briefly discusses the kinds of learning that take place and the students who most benefit from participation. You will learn how to write and submit effective referrals, and how to track participation in gifted programming.
Part two covers the procedures for administering the Canadian Test of Cognitive Skills.
This test is used as a screening tool for some gifted programs (MACC), but not for the challenge centre. However, it is a useful tool to get more information about a student, particularly if you want to know their cognitive strengths.
When: Wed. Sept. 21, 2011
Time: 1-3 pm
Where: VSB Room 108
Our Team in Gifted Education, is also offering two other workshops for resource teachers:
Working with Twice Exceptional Learners
Do you work with gifted students who have challenges with written output, organization, social skills, or have other learning difficulties? You may be working with a Twice Exceptional (Gifted LD) learner.
This session will provide a general overview of working with Twice Exceptional learners in the Resource room and classroom and will provide a toolkit including: Identification and Adaptation checklists, a handbook with classroom strategies, and information on writing IEP's for Gifted and Twice Exceptional learners.
When: Tues. Sept. 27th
Time: 9-12
Where: VSB Room 120
Presenter: Megan Chrostowski
Identifying Gifted Learners
Who is the gifted child? The definition goes beyond a high IQ. This workshop will be helpful in identifying students for district and school-based VSB gifted/enrichment programs and services. It will provide participants with assessment techniques and tools based on gifted learners' talents, interests, and unique academic and emotional needs. Procedures to follow when applying for a "P" designation will be discussed.
When: Thurs. Sept. 15/2011
Time: 9-12
Where: VSB Room 108
Presenter: Rosemary Burd and Teresa Milden
For all of these programs, please go to the VSB website Professional Development Opportunities and sign up. There are still spaces!
Welcome back teachers, administrators, parents, and students!I am happy to launch the school year, and work with students again! I hope your summer was fantastic, restful, and inspiring.Teachers in Vancouver and the province (who are members of the British Columbia Teacher's Federation) are in phase one of job action. Teachers are trying to achieve improvements to conditions in our schools along with a fair and reasonable salary and benefits package. The union (BCTF) and BCPSEA (BC Public School Employer's Association) are negotiating our collective agreement. Bargaining must be a difficult and tenuous process for both sides - I can't imagine being part of this complex process!What does this mean for teachers, and specifically, the Challenge Centre? I am in the process of clarifying this for teachers who want to refer students to our gifted programs. Here are a few things I do know:
Teachers can submit referrals to programs, as long as the paperwork is done during school time.
Teachers can attend our Contact Meeting on Oct. 3rd, as it will be during school hours and is lead by other teachers.
I will be updating this blog as to what can and can't be done with regards to job action and the challenge centre.
Well, let's do our best and inspire our students! "The important thing is not so much that every child should be taught, as that every child should be given the wish to learn" - John Lubbock (1834-1913); English writer.
Welcome back teachers, administrators, parents, and students!
I am happy to launch the school year, and work with students again! I hope your summer was fantastic, restful, and inspiring.
Teachers in Vancouver and the province (who are members of the British Columbia Teacher's Federation) are in phase one of job action. Teachers are trying to achieve improvements to conditions in our schools along with a fair and reasonable salary and benefits package. The union (BCTF) and BCPSEA (BC Public School Employer's Association) are negotiating our collective agreement. Bargaining must be a difficult and tenuous process for both sides - I can't imagine being part of this complex process!
What does this mean for teachers, and specifically, the Challenge Centre?
I am in the process of clarifying this for teachers who want to refer students to our gifted programs. Here are a few things I do know:
Teachers can submit referrals to programs, as long as the paperwork is done during school time.
Teachers can attend our Contact Meeting on Oct. 3rd, as it will be during school hours and is lead by other teachers.
I will be updating this blog as to what can and can't be done with regards to job action and the challenge centre.
Well, let's do our best and inspire our students!
"The important thing is not so much that every child should be taught, as that every child should be given the wish to learn" - John Lubbock (1834-1913); English writer.
There are many ways to get the children ready for school. Right now the stores are packed with parents buying school clothes, knap sacks, lunch boxes, school supplies, and computers to aid their children in learning.
What should you do to get your child ready for school?Look ahead with the year in mind! You can either have a family meeting, depending upon your child's age, or you can think about the following ideas, and plan accordingly.I reflect upon the year ahead of us with the family. Since my sons are old enough, we have a meeting that includes their ideas. A Family Meeting! These are the things we address.1. Appropriate bed time. For all students, this is so IMPORTANT. Students need more than 8 hours of sleep; students need 10-12 hours. We talk about a firm bed time, and then we count backwards: bath or shower time, reading before bed, and we chose a time to start the bedtime process. Ours usually begins at 7:30 pm with lights out at 8:30 (I have a 10 year old and an 8 year old). I give them an hour, to leave time to have our bed time discussions....do you like this book I am reading to you? What was the good thing about your day at school? Was there anything that made you laugh? Bedtime discussions are my "check in" times with my kids. Usually they are quieter and calmer, and are ready to talk about their day.
2. School routines. If you do not know your child's school schedule, that is okay, but it is important to figure out all the necessary things like how the kids get to school, who picks them up, do they have to take a lunch, and so forth. You need to establish a wake up time, how breakfast will be organized, the packing of knapsacks, lunches, is it a Physical Education day and the kids need appropriate attire? Is there a fieldtrip? Are any notices due? It can be extremely overwhelming, but it is good to establish who does what and when.For example, this year, my kids are responsible for: 1. homework done2. knapsacks packed3. coats and shoes ready4. teeth brushed5. knowledge of whether or not they need to bring gym strip that day, and have it packed in knapsack. My husband or I will make breakfast and their lunches, but our goal for our sons is to learn to be more independent and responsible.
Now, if you have younger children, you will have to figure out and plan "getting ready" for school. Thinking through it all, and having a plan makes the mornings much more easy and smooth. 3. Computers, social media, gaming systems. As the year begins, make decisions about television time, computer use, and gaming time. Will you allow television during the week? How about surfing the web....is there a time limit? Or Playstation or DS or Wii? Can your child play these games during the week?
It is important to have clear guidelines from the beginning. For our family, we don't have cable (yah!!!) so we don't have the TV to worry about, but we have Netflix and Apple TV, so our goal is to establish if and when there is any movie watching during the week.
As well, with computer use, establish if you will allow this and when. What can your kids view? Where is the computer and are there parental controls? For our family, the rule is that the computer is in a room with adult supervision, and we allow a bit of free time after homework is done. We haven't put any parental controls on our computers, as we are experimenting with the kids deciding what is appropriate or not, and having conversations about this.
Finally, with gaming systems, establish when or if your child will be able to use during the week. With the Playstation, we don't allow gaming during the school week; only on Friday afternoon and Saturday after we have outdoor and personal interactive time. 4. Homework. Some students have it and others don't. My kids have homework usually Mon-Thurs. I have them do their homework after school before dinner. Usually they come home, have a snack, and read for 30 minutes, and then begin their homework. Reading is mandatory, so either it is done after school or before bed.Having set routines and guidelines established will help avoid arguments, and will let your child know that there are clear expectations for learning and how the school year will unfold.
