ZONES

http://zonesofregulation.com/index.html

As part of one of our Professional days, staff took time to look at The Zones of Regulation program.  Some teachers were already using the program and language in their classroom with success.  We decided to outline specific areas to use across all classes in order to have common language with the all the students in the school. 

The first lesson consisted of defining the four zones and then placing feelings associated with each zone.  We talked about how being in any zone is alright, but the green zone is optimal for learning. 

Recently, we talked about how the size of a problem relates to each zone.  The children wrote a type of problem on a sticky note and then decided if it was a small, medium or big problem.  This language is useful in the classroom when problems arise and reactions don't match the size of the problem. 

With that said, we also talked about how some problems can provoke different reactions in people.  One child said, "One night I saw a lightening bolt and it scared me."  He decided this was a big problem and it put him in the red zone.  For others, it wasn't  as terrifying and therefore, we placed it in-between the yellow and red zones.

  The over arching goal is to get back into the green zone.  Future lessons will practice these skills, such as taking a break, deep breaths, etc.

Pumpkin Investigations

Wednesday was a day full of pumpkins.  We began by reading the following story:

The students worked in groups of 3 or 4 to first make observations of their pumpkin through their senses.

Next, they measured their pumpkin in various ways using both non. standard and standard measurement.

Lastly, they estimated how many seeds would be in their pumpkin, made a plan for carving, 

scooped out the pulp...

and made it into a jack-o-lantern. 

After seeing how many seeds came out of just one pumpkin, we decided to count what came out of only one.  Everyone helped to make groups of ten, circled the piles...

and our total was 591!!

Investigating numerical patterns is a big part of the math curriculum.  Skip counting is included and counting by 10s plays a big role in the understanding of "ten-ness".  'Ten' is, of course, the building block of our base 10 numeration system.

While or Cross Country Team was at the district meet, we adopted some students from other classes and decided to have our own challenge.  I showed the students a paper chain of 10 which they used as a referent to make an estimate for how many paper chains 17 children could make in 25 minutes.  As I posed the challenge, I heard many estimates and discussions amongst the students.  They wrote down their estimate on a sticky note.

I then put on the timer and they got to work making chains of 10 in either orange or black which were then stapled together as they were completed.

The excitement was high, along with the noise in the Open Area!!

The paper chain train stretched all the way from Division 1 to the office. 

The final count...any guesses??

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470!!!

9 Things Every Parent with an Anxious Child Should Try

As a parent of a child with anxiety myself, I understand the challenges that are involved.  I found this article that was sent to me.   It was helpful and I thought it may be for other parents as well. 

http://www.gozen.com/9-things-every-parent-with-an-anxious-child-should-try/?inf_contact_key=5518694244bbab042600e78e33ccda00e798ea500076bf37c299e61ffefc6c49

Getting Nosey about C.F.

A student in Division 1 has C.F. and shared a video with the class.  We talked about everyone being different and needing special things to keep them healthy.  The students then recorded some facts about C.F. in their Learning Logs.  

Have a look at the video.   It's super cute!

So much to do, so little time!!

Every September feels a bit like a treadmill going too fast to keep up.  I have taken many photos that document some of the work that has been done, but blogging all of them is another story.  So, here is a photo gallery of what's been up at school!

Patterning in Math included repeating patterns, increasing patterns, growing patterns and circular patterns.

 The students also found patterns in nature in our school garden.

Learning about Terry Fox

and representing what was learned through various media.

Plasticine models of what students did this summer:  These models were done after a whole school writing activity which teachers use to guide their teaching.  The activity is also completed in the Spring and we can see how much the children have developed.  It's quite amazing.

 Sea Crow Field Trip to Spanish Banks.

Fall leaves and descriptive words placed in a Wordle.

Arts Umbrella Workshop