Our Kindergarten Journey

Our Kindergarten Journey

Saturday, November 23, 2013

"Be the change you want to see in the world" - Mahatma Gandhi

Over the course of this past week, many schools across Canada have been acknowledging, promoting, and educating their learners around bullying and in particular, Anti-Bullying Awareness Week's theme of "Stand Up!"
By D.K. 
At Lorna Jackson Public School, our school's Positive Climate For Learning committee and student team worked very hard at addressing key messages, bullying tips and how to be an "UPstander" throughout many school-wide initiatives and during our Good News Assembly.

By G.B. 
By J.S. 
The reason for this post is because, in our class, our youngest learners have truly shown a deep understanding for what it means to be a "bully" and how we can stand up for ourselves, our friends and make a difference. Over the course of this past week, the students in our classroom have taken the profound initiative to want to teach others about what bullying means and how to stand up to a bully. 
By J.L.
By P.B.
Ms. Theis and I couldn't have felt more inspired by our students as they showcased their thinking and made it visible through drawings, writing, small group discussions and during daily read aloud opportunities. Not only were some children able to talk about their own experiences around how they have felt when someone has mean to them, but they were able to articulate strategies, acknowledge each other's ideas and show a true desire to be the best friend they can be to their peers. 

By T.B.
By Z.P.
One SK in particular, decided to illustrate his understanding of a bully through the form of a visual story. It is clear through his story-telling, that E.Sz. has a very important message and we hope that as you watch, you can see that even as young as 4, our students can be the change! 


Similarly, others students in our class took to our iPads and in particular the app called "Doodlecast" to create stories around bullying and how to stand up to them for themselves or their peers. We have captured their videos here and we hope you enjoy listening to their special messages as well. 

(Doodlecast is $1.99 from iTunes)

(Story by E.S.)

(Story by T.B.)

Thank you to our students' families for letting us showcase their work on our blog and setting an example for how our youngest learners have a strong message to give and can be the change we want to see in the world. For more information around Anti-Bullying Awareness Week, please visit: www.bullyingawarenessweek.org. 

3 comments:

  1. Hi Jocelyn, I have just recently found your blog and have been enjoying your posts. I am a RECE working in a FDELKP. I have a question about the printing in your children's pictures. It has obviously been done by them, but how are you instructing them to print them correctly?
    Do you print their statement for them to copy or have them sound out the words and give them letters when necessary? . We are still scribing for many of our children and I am just curious about how other teachers approach this. Thanks

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    1. Hi there,
      Thanks so much for taking the time to stop by and read my blog and I'm so glad you've been enjoying my posts :) Thank you for the comment and I'm more than happy to answer your questions.
      In terms of "writing," my DECE and I do a number of different things based on the needs of our students and particular writing groups. We always start off a Guided/Interactive Writing mini lesson by modelling what our "focus" is for our writing (e.g. How do you feel when you're bullied?").
      - For students who have strong letter/sound knowledge, they independently write their sentences while remembering the basic concepts of print (e.g. finger spaces, lower case letters throughout, punctuation/period at the end).
      - For students who require minimal support, we often remind them of those conventions of print (e.g. to begin their sentence with an upper case) and help them stretch out their sounds with the words they want to say. We often have each student's word ring handy so that they can refer to it as they write basic sight words (e.g. the, I, it, is, etc)
      - For students who require more support, we assist them by working together to write the words in the sentence (e.g. we stretch out the words together and depending what letters a student can write independently, we share the pencil to construct our words. Depending on the student, we also write in yellow highlighter and the student then traces over the letters to form their words).
      - Lastly, for ELL students or others who require much support, we often scribe for them however, we encourage them to somehow participate in the writing process as opposed to just having us record their thinking. Even if it's just ending the sentence with the period is still participating in constructing their ideas.

      Hope this helps! Please let me know if you have any other questions!
      Sincerely,
      Jocelyn

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  2. PS: Love the faces on the " I feel sad when someone kicks a ball in my face" picture!

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