Nick and Jordan are very proud of the effort they are putting into their DI Reading programs. Look at the tokens they have earned. Great work boys!
This week we started on our new novel by Gordon Korman - The Discovery. We began by learning a little bit about the author. Did you know that he wrote his first book when he was only in Grade 7? You can read more on our website on The Discovery page.
Every one is very excited and looking forward to reading the book. Nick remembered that we had other Gordon Korman books in our classroom library and the hunt was on! Donovan found a book online and we purchased it to read on the classroom iPad. We'll keep you posted on the story as it unfolds.
In our classroom we talk frequently and openly about Individual Education Plans. Each student has an IEP and even at this early age they are interested in how they can be used to benefit their learning. We also use IEP's to explain why another student's day may look different from theirs. "Why do you get to...?" asks the first student. "It's in my IEP." answers the second. Case closed. We have found that students think about their learning and begin to ask for items or activities to be added, such as using fidgets, an exercise ball to sit on or be allowed to take a break.
This year I found two excellent activities to use the first week back to school. The first activity guided students through learning about and writing their own S.M.A.R.T. goals. The second activity took those goals and had students create a colourful and interesting mobile.
Writing S.M.A.R.T. goals is an important skills for us all to learn. Too often we set ourselves up for failure by choosing a goal which is unrealistic or without creating a plan to follow. Read more about S.M.A.R.T. IEP goals in British Columbia here.
Here are the results. We will continue to write and target weekly goals and promise to report back on how we do!
This is my fourth year as a District Behaviour Support and Intervention teacher with the New Westminster School District. My focus is on students who are having serious challenges with self-regulation across many domains - biological, emotional, cognitive, social and prosocial - at school, at home and in the community. My role is to provide support to teachers and teams to create an environment for success for the student.