A Change of Context

Here is a prezi presentation called A Change of Context that I put together of some of my adventures in and out of the classroom using one of the tools of learning, a change of context, as described in the Imaginative Education Theory by the IERG (research group) at Simon Fraser University, BC, Canada.

The presentation is mainly a combination of images of life in my classroom over the past 4 years and my contribution to a school project last year. I been asked a few questions when presenting about these kinds of things:

Question 1: How much time does this take you (to plan)?
Answer 1: I spent about 15 hours per week outside of instructional time planning and creating ideas for my classroom (and usually about 3-4 weeks in the summer thinking ahead to my themes and curriculum content). I do not follow the textbook resources lesson by lesson, day to day. Rather, I plan my units and lessons ahead with the use of the Imaginative Education frameworks, which use the tools of the imagination to engage students with the content as the central focus, and help me to develop the overall flow. Here is a simple example of a framework I developed for a human body study:

Question 2: How much money does this cost (to create in your classroom)?
Answer 2: Hardly anything. I wouldn't say it's all smoke and mirrors. More simply, I use common materials, paper, paint, fabric, etc...that are available at the schools I work at to create as much of a realistic atmosphere in the classroom. And you wouldn't believe how many adults and kids approach me with "stuff" related to one of my themes. A lot of what you see is just a backdrop I provide for students to add their own art pieces to.

Question 3: Where do you start? It seems very overwhelming!
Answer 3: Start at the beginning I always say; but actually it is really important to project ahead and "keep the end in mind". It is helpful to take one aspect of Imaginative Education, one tool, and build from there. For me, it all began with my novel study, "Escaping the Giant Wave", and the day I trashed the classroom. I would say that this disruption to the "normal" or "traditional" flow of planning and lessons has radically shifted my view on how the rest of my teaching and view of education has proceeded. And now I just can't stop thinking about how to weave in other ideas / tools of the imagination into my classroom. Yes it's a lot of work, but it's also a lot of fun!

Thanks for looking :)

A Change of Context

Exhausted & Exhilarated!

I have survived the first month in my new role as a grade 6/7 teacher!! 

This year I set up my classroom as a base camp to go with the book we are reading by Eric Walters, "Between Heaven and Earth", which is about a grandson's journey to climb Mount Kilimanjaro as a last wish in the will left by his grandfather. I created a signpost for the classroom with the qualities: Courage, Perseverance, Kindness, Imagination, and Teamwork as trail markers. These are the qualities I want to reinforce with my student throughout the year (and they are represented in the story we are reading together).

my classroom signpost

my mural of Mt. Kilimanjaro in progress

our base camp reading area

I had plans in my mind of how life in our "base camp" would unfold, but there has been a learning journey of my own that has been taking place in this new environment. The pace in a middle school seems to move 1000x faster than in did in elementary for me (and confirmed many times in conversation with other educators). Now I know why teachers get more "preps" in middle school. The fact is - you never really feel like you have more time, because you are just too busy to stop and notice it! Much of that time is spent in team meetings and discussions about student needs, or eating because you were helping out with a school sports activity during the lunch hour.


I am finding that teaching in a middle school is requiring a real shift in my thinking and I cannot just automatically apply all of the strategies and routines I have been accustomed to in my teaching at elementary over the past years. I have been trying to develop rapport with my students, set the classroom expectations, and build community with them; but something wasn't jiving early on like it has for me before. I was having a bit of trouble engaging the class as a whole and maintaining continuity throughout the day. For example, on some days I only see some of my students for 2 blocks (a block is approx. 50 mins long) and then they are off to other teachers. How can I follow through with students at the end of the day when I don't have any contact with them later on? I also have a variety of mixed groups: my core class of grade 6/7s, a group of grade 6 students combined together from 2 classes, and my "switch class" which is a group of grade 6/7s from a partner classroom. How do I allow those groups to form identity and community with each other? But none of these factors are really the problem. What needed to change was my thinking around the new schedule, system, and groups of students I was working with. 


Each group I work with is unique and therefore requires something specific and unique from me. So I started to try a few things which brought some order into the chaos (or as it seemed early on to me). I was trying to move directly into a lesson early in the morning with my core 6/7 group and I was facing some resistance in attitudes and a lack of focus in my students. I decided to switch up the start the day with a D.E.A.R. (Drop Everything and Read) time right as the students entered. The change has been quite noticeable and I think the students actually really like it. There is such a hustle-bustle in the halls in the morning with lockers and conversations, and having to rush off to school with a hundred reminders from home, that this morning time allows them to settle in quietly to the day...and then can actually hear a few announcements and reminders from me! This also gives me time to check in with specific students and see how they are doing, and I allow them to catch up on unfinished homework as well, which I think they appreciate:) 

I was also having trouble engaging my students in the last block of the day - French. The students have lunch and then "fun" subjects like Tech Ed, Home Ec, Art, Drama/Music; so they are kind of done with academic work at that point, or at least work that was being presented in a boring way! I had been trying to teach them vocabulary and review basics of French conversation etc... Well, it wasn't working. Truth is, I wasn't engaged in it, and silently I was hating it. So I shared this with a colleague, and he suggested trying some games, which after a few "lessons" has totally transformed this time from a nightmare to so much craziness and fun. I actually had the students generate ideas for games and now the vocabulary seems less like a chore or more dynamic:)


Reflecting on my days, I began to recognize that the small moments beyond and around the teaching are critically important to forming the relationships I want to with my students. I have always known this; but we are often challenged in the things that we think we are doing well at, aren't we? Rather than trying to get all their attention after they have entered the room, I have begun to greet my students every time as they enter (and leave) the room by simply finding something to connect with them on personally. I know this something we expect from teachers in general; but even more important I am finding at middle school. That brief moment of commenting on their wardrobe, or a helpful attitude they demonstrated, asking a question about something they did last night, making a joke, or just wishing them a good weekend, makes a real difference to them in their day. For some, it might be the only true interaction they get with an adult on some days! Proactive and interactive engagement is always more effective and efficient than reactive and corrective behaviour management! You can quote me on that if you want:)

I have really begun to settle into the rhythm and flow of my new middle school, I am working harder than ever it seems. One day in my weekend is often devoted to marking and planning for the week ahead. Having admitted to that, I must acknowledge that I feel invigorated again in my teaching, and I have no desire to "go back" to where I was. I was just getting way too bored and needed a change of routine. I guess I am getting exactly what I wanted and asked for in my new position. I see that there is no problem that cannot be overcome with a good dose of reflection and assistance from my new team of teachers, admin, and students. I am using the qualities of courage, perseverance, kindness, imagination and teamwork to help me continue on with success. Maybe I should say that I have not just survived, but that I am thriving and growing in my new environment! And as always, I am thankful.

It's a small world after all! What can be learned from Disneyland?

My family recently returned from a fun summer holiday in Disneyland, "The happiest place on Earth." It was the first time that our kids have been, so we packed as much in as we could into our 5 day trip to Disneyland and California Adventure Park. 

I had borrowed a guide book from a friend before our trip which really helped in planning our days and learning about all the rides, fast passes, food, and shows; however, nothing can completely prepare you for the experience of when you first show up! I was completely overwhelmed by all the sights, sounds, smells, and yes the lines! 

Most of all though, I was so awestruck by all the amazing realistic and creative detail in the buildings and landscapes. You feel like you really are in a magical place, you are transported in time and space. (I apologize in advance for all the family photos that follow, but seeing is believing:)

Hollywood Land main street view

Restroom building in Fantasy Land

This was especially true as we entered Cars Land. It feels like you are living inside the Disney/Pixar movie "Cars". It takes your brain quite a few minutes to consider and appreciate what you are seeing as you walk down the streets.

At the entrance to Cars Land

Flo's V8 Cafe restaurant in Cars Land

Radiator Springs race track and scenery in Cars Land

"Lighting McQueen" on main street of Cars Land

In front of the Fire Hall in Cars Land

Family pic with "Mater" in Cars Land

Neon signs at night in Cars Land

More neon signs of a store in Cars Land

Amazing right! Can our classrooms compete with such entertainment?! Probably not. Am I not suggesting such a thing? No. But I do believe there is something that can learned from a place like this. So before the mob comes yelling after me, "This is supposed to be about education, not entertainment!!", I will continue on.

There is a sense of wonder and amazement that you experience as you enter a place like Disneyland and California Adventure Park (or whatever theme park you have near you). There is a blend of visual sets and images, characters, music, rides, and technological innovations, that are all blended together to tell a story that leaves an impression on you. At these parks this all happens within distinct "Lands" that have an overarching theme.

Adventure Land in Disneyland

What kinds of adventures do our classrooms inspire? Or do our students enter in and leave our boring school spaces uninspired and think amongst themselves, "This is the dullest place on Earth!" Is this the lasting impression we want to leave with our students? How we can engage our students' imaginations through the spaces we create that will help to build a sense of anticipation about what will happen next in class, and give them a desire to come back again and again? Many teachers complain about a lack of proper attendance in their classrooms. And there are many factors beyond our control to try and motivate children to come to school and learn; but what if our classrooms spaces were transformed into ones that inspired students to get up and come eagerly to school everyday? Is this possible? Well, this is what I am thinking about as September approaches; not about how I am going to "manage" this new group and keep them accountable for their attendance. 

Over the past few years with my grade 4/5 students I have planned the entire year around a theme. One year we were stranded on a deserted island all year, last year we were in a Medieval Kingdom. (See my previous posts for ideas about this.) I have had many students come back repeatedly to ask what "theme" I was doing next. This year I want to take my new set of grade 6/7 "tourists" on an grand adventure, and I will be their guide. I have planned a theme (again) around a book we will be reading, "Between Heaven and Earth" by Eric Walters, which is about a young man who climbs Mount Kilimanjaro. I will be setting up the physical space of the classroom as a "base camp" for our expedition together. A few details I have planned so far are to bring in a tent, some camping gear for my desk area, trail post and signs, camping chairs and a "fire pit" for a reading area, and a wall mural of Mount Kilimanjaro. I will welcome them to their first day of class as their expedition leader/guide, dressed up of course with my headlamp and all. 

This will work well to set up the year with excitement, and make the classroom space more inviting and fun to work in; but also it will lead to more meaningful connections to other parts of the curriculum. For example, in Science we will be studying about geological processes and features, and so we can learn more about Mount Kilimanjaro (which is a volcano). As the year goes on, I will have them tell me about what they want to explore more about, and so our journey together will take on multiple possibilities and investigations. N.B. There are many trails/paths that can be taken to the summit of Mount Kilimanjaro.

As many families do after a vacation, my kids have looked back many times already through the photo albums and scrapbooks of our holiday. I hope that the experience my students will have this year is something they will value and look back over the "snapshots" of our year together with great memories for a very long time. By changing the context of our classroom spaces, I believe we can engage our students to help make their learning more memorable and fun for a lifetime! It can start with something as simple as changing the spaces we work in, but it has to start first with a change in own minds of what is possible!