During PSIII I volunteered to coach grade 5/6 volleyball. Here is a picture of me refereeing a tournament.
This meets the needs of TQS 1 "Fostering Effective Relationships". We celebrated the students abilities and their successes in their tournament of Triple ball. Bringing in the community into the school and talking to some of the parents helps build stronger relationships.
Volleyball
This is a Cross Curricular activity was designed to cross over into a study of Shape and symmetry. This Cross Curricular project meets the needs of multiple classes, and demonstrates their understanding of Tunisia. Meets the needs of TQS 3, "Demonstrates a professional body of Knowledge".
Tunisian Doors
I engaged the students with the difficult concept of reconciliation and the sensitive subject of the residential school system. I had to balance my instruction to make it appropriate for the students age, while ensuring that they had a deep enough meaning of what the FNMI experienced.
Below is the result of our study during the Orange Shirt day, showing our respect for Reconciliation.
This activity is one way in that I met the TQS #5: "Applying Foundational Knowledge About First Nations, Metis and Inuit".
Orange Shirt Day
Students engaged in a trip to the Galt Museum. They were able to learn about Ukrainian heritage and immigration into Canada, as well as we were able to learn about the Blackfoot traditions and heritage. This Meets TQS 2, "Engage in Career Long Learning" by enhancing my own and my students understanding of FNMI.
Galt Trip
This is a sample of a writing prompt I created as part of our Autistic students goal in writing. This is part of the Free Write friday prompts. For the rest of the week, she is prompted with images from her past. The second page usually has a short 1 or 2 sentence writing prompt.
Other students were completing the Lucy Calkins Writing program, but was not the right level for this student. Instead of having her not participate, we challenged her abilities and she rose to the challenge. The below example was done without any assistance other than reading it out loud to her.
This is an example of Inclusive Learning, TQS #4. Majority of my lessons are differentiated for my students so that they can participate or demonstrate their understanding in their own ways.
Inclusion in Writing
Every month we engage in mindfulness exercises using the Class Dojo program. Students have been learning about Growth Mindset, Empathy, Gratitude and Mindfulness in regards to their classmates and their class. Every day we reinforce the positive experiences and acts of kindness they do within the class.
This is only one way that we incorporate and demonstrate the importance of a caring and safe classroom. This is part of the legal Framework and policy #6 TQS.
I take safety of the students very seriously, and this includes making sure they are not only feeling physically safe but emotionally secure and safe in the class. Knowing they have a community of caring classmates around them makes sure this is met.