Shannon McMurtry      Grade 1 Teacher   Grosvenor School  Cluster 1996

After my time with George in March I was able to reflect on my practice as an educator.  I read the second chapter and was drawn to the points about having empathy for our students in how they learn best.  “Do the learning experiences you create mimic the type of learning you expect to engage in?” (p.39)  “Is there a better way?” (p. 42)  Since the beginning of the school year I have really been pushing myself to change my math practice to create more hands on learning.  Not just hands on learning in terms of having math materials on shelves but allowing the students to make their own discoveries around a main topic.  I have been allowing groups of students to visit a math centre based around a question posted i.e. “What can you discover about capacity?”  I had various containers, paper, pencils and materials such as water, beans and cotton balls laid out for them to discover with.  During this time I would have the others students working independently while I could listen to the conversations that were going on at the math centre and record what I was hearing.  At the end of math I would invite some of those students to share what they discovered at the math centre that day with the rest of the class.  The student’s were so engaged in their conversations and were excited to share what they discovered with the class.

I think I am moving in the right direction in terms of the innovator’s mindset.  I want my students to have more than just worksheet experiences in math and sitting at the carpet and me telling them how to solve math facts.  If I go back to decision that made me change my practice, it probably was from my own experience as a new mom, what would I want from my own daughter’s early years teacher?  A teacher who believed in play based learning with hands on experiences or a teacher who was old fashioned in her teaching style?  The first one would appeal to me more as a mom.  I’m excited to see what else I can come up with for my math practice in the classroom.  I’m sure George’s book and the conversations we will have during these sessions will inspire me with more ideas.

Thanks,

 

Shannon McMurtry

Grade 1 Teacher

Grosvenor School

1045 Grosvenor Ave

Winnipeg, MB

R3M 0M9

I admit I can be resistant to change. I fear the unknown and feel uneasy when pushed out of my comfort zone. And yet, when I reflect on the proudest, most memorable moments of my life, they have been when I’ve been the most scared, exhilarated or challenged. I wouldn’t trade being an exchange student in Sweden, or facing the joys and uncertainties of parenthood, learning to downhill ski or zip-line, or facing and overcoming the challenges of hearing loss and tinnitus for anything. These experiences have shaped who I’ve become and remind me I can be strong and discover new realms of capability. The latest challenge is training for my first half marathon. So why am I resisting something as simple as starting a Twitter account?

Typically I need time to listen, process and prepare before I speak. I reflect, I write, I ask questions and clarify. I’m not used to blurting things out (my inner monologue is a constant source of amusement, however), and I wonder if I’ll have anything significant to add to the conversation. I understand the need to connect through social media and the importance of sharing a wealth of ideas and experience. I guess, with my need to lessen the “noise”, I just want to know I will find what is meaningful and relevant for me on such a busy, social stage.

I am currently reflecting on the characteristics of the innovator’s mindset (from George Couros’ book) and asking myself whether I would want to be a learner in my own classroom. Have I established a safe and nourishing learning environment where students feel free to make mistakes, take risks and experience the joyful abandon of “messy” learning? I am blessed with a group of learners who demonstrate every day that they can adapt to changes and be resilient and push through challenges to deeper levels of understanding and wonder. It’s not always easy, but if I expect this growth mindset from them, surely I can do the same.

I feel I am being pushed as a learner this year through professional development opportunities and my school’s professional learning community and primary vertical team. I am opening my mind to ideas for innovative teaching, taking risks by experimenting with documentation walls that chart student and teacher learning and reflection, and excited (and slightly terrified) at exploring the endless possibilities of the genius hour as a school staff and with my own Grade 3 class.

Here’s to the adventure of growth and learning ahead!

 

Kristen Robbins

Grade 3 Teacher

Grosvenor School