Ethel Milliken School Fall Visits 2013

Ethel Milliken School


I have had the privilege of working with Ethel Milliken School for the past eight years. During that time, I have witnessed wonderful examples of teaching and learning.

I had the opportunity to visit several classrooms during my visit in September. My first visit was to Ms. Achtemichuk’s classroom where students were busy working on their individualized assignments. I happened to notice the Readiness bulletin board at the back to assist students in making good choices and decisions while at school. It is a great visual for students to regulate their behaviour.

Danita A Milliken Danita A Milliken 2

On entering Mr. Jan’s Grades 7/8 classroom, I noticed students actively engaged on their social project. The big question was, “How does my culture shape who I am?” Below is a web of ideas the students came up with. Kris J Milliken 3

As students were beginning their work on their coat of arms, I had the opportunity to chat with Mr. Jan. He shared with me a copy of the definition he uses with students on Digital Native.

Kris J Milliken 2

Mr. Jan does some amazing work in authentically integrating technology into his teaching and student learning.

As I walked into Ms. McFetridge’s Grades 7/8 classroom, the students were busy learning about the food guide. Students were using different resources in small groups. As I walked around the room, I noticed a bulletin board on Definition, Consequence and Action questions to assist students in deeper thinking.

Brianne M Milliken

In Ms. Stinson’s Grades 6/7 classroom, students were working on decimals and estimating in math. Ms. Stinson was using the iPad to interact with her students.

Danielle S Milliken

As students were working on their individual assignments, I walked around the room and noticed Ms. Stinson’s bulletin board called Wonderwall. Two questions were posed to students: “What would you like from Ms. Stinson this year?” and “What do you wonder about?” Students responded using post its. Ms. Stinson will follow up with their questions throughout the year.

Danielle S Milliken 2

Ms. Jones-Leibel is teaching Kindergarten at Milliken this year. As I walked into her classroom, students were just coming in from recess. Ms. Jones-Leibel was telling me about the upcoming lesson on colours using Literacy Place, which is a resource used for balanced literacy instruction for Kindergarten to Grade 3 teachers. Below is a link about the resource.

Ms. Jones-Leibel was using the picture book, Do you see Colours? to review colours with her students. Students then created a colour poster to assist them with colour identification.

 Kim JL Milliken 2

KIm JL Milliken

As I walked down the hall, I could hear drumming sounds coming from Ms. Dyck’s classroom. Ms. Dyck is the Arts Education teacher at Milliken and has a full set of drums for students to use. It was amazing to see how adept students are at picking up the drums and working together to make beautiful sounds. It was truly mesmerizing!


I had the opportunity to visit Ms. Giblet’s Grade 5 classroom where students were reading a story called Island by Gordon Korman.

Jenaya G Milliken 2

After reading an excerpt, students responded in their journals with a focus on making predictions. Below is an example of a student’s journal entry.

Jenaya G Milliken

I also took the opportunity to take pictures of Ms. Giblett’s bulletin boards on Essential Questions, “Bump it Up” and examples of thick and thin questions for responses.

Jenaya G Milliken 5 Jenaya G Milliken 4 Jenaya G Milliken 6

What a great example of engaging students and helping them think deeper about their learning.

Ms. Skogberg’s Grade 4 class was working on a social studies lesson from the resource, Early Canada. Students were reviewing the Mikmag culture, which are a First Nations people, indigenous to Canada’s Maritime Provinces and the Gaspé Peninsula of Quebec. Students were making predictions in pairs before they read the resource and found the cultural information.

Lori S Lakeview 7

As I often do in classrooms I visit, I noticed the bulletin board display on the Circle of Courage that included the essential question, as well as activity cards based on the Circle of Courage values. Students created a collage on the value of belonging.

Lori S Lakeview 8Lori S Milliken 3Lori S Milliken 4 Lori S Milliken 5Lori S Milliken 6

Ms. Collier’s Grades 2/3 classroom was my final visit for the day. Her students were working on their art with a focus on two lines. Ms. Collier shared the example below for students to use as a guide as they completed their art project.

Naomi C Milliken

Special thanks to Principal Miezianko and staff for your work with Ethel Milliken students!














Posted in Uncategorized | Leave a comment

Perry School Fall Visits 2013

Perry School


This is my eighth year of working with Dr. Perry School and it has been a pleasure working in such a great community. The school has recently seen dramatic increases in its enrolment particularly due to the housing in Harbour Landing, as well as a number of English-as-an-Additional-Language (EAL) students.   

Due to increasing enrolments, Dr. Perry has recently added two classrooms. The model of the classroom space is to accommodate two classrooms with two teachers to work collaboratively together. The space also has a flex room where a large group of students can work as well. Unfortunately due to the rapid enrolment increase, it was not enough and three classrooms were in the space until November. The concern of the number of students in the space prompted my visit to Ms. Derkatch and Ms. Fellner’s Grades 5/6 classes, as well as Ms. Frederiksen’s Grades 4/5 class in the large space.

When I walked into the room, all three classrooms were focused on Ms. Fellner as she shared oral reading with the large group. Though there were three classrooms in the space, the students were focused and the noise level was at a minimum. What amazed me was how these three teachers worked collaboratively together to work in the space. Routines and procedures were evident and students knew exactly what to do at any given time. The teachers used techniques such as brain breaks to help students self-regulate. The example below is a deep breathing break where students breathe in and out as the object expands and contracts as Ms. Derkatch shows below.

Mindy D Perry 2 Mindy D Perry

The students also got up from their tables to do some simple movement exercises before sitting down. The students greeted me with a “quiet hi” where they turned around and waved their hands in the air. It was very impressive and extremely welcoming without additional noise!

Ms. Frederiksen has recently moved her Grades 4/5 students into their own portable which creates a more comfortable space for all the students in this intermediate collaborative teaching space.

I also had the opportunity to visit Mr. Dahl and his Grade 7 class. When I entered the room, Mr. Dahl was assisting his students as they worked on the RAD (Reading Assessment District) assessment. This assessment is used in Grades 4 to 10 throughout the school division to assess students in reading. The assessment establishes the reading abilities of each student based on strategies and assists teachers in determining the focus of their teaching to meet individual needs.

As Mr. Dahl was busy with students, I walked around the room and noticed his EQ bulletin board. EQ stands for essential question and Mr. Dahl and Ms. Toews from our division have created a professional learning network of teachers who work together to develop interdisciplinary inquiry units based on the essential questions. Below is the bulletin board display for EQ learning.

Doug D Perry

When I walked into the gym, Ms. Moeller’s Kindergarten students were in the gym for physical education. Ms. Moeller was taking the opportunity to work on the EYE (Early Years Evaluation) by having students work on activities to show their gross motor skills. When both Ms. Moeller and I worked at Judge Bryant School, I was a specialist teacher and would teach physical education to her Kindergarten students. Ms. Moeller asked if I could remember a game that I might want to share with her students.  Ms. Moeller’s Kindergarten students and I played  several different versions of line tag. It was great to be able to play with such young children again!

Ms. Daschuk’s Grade 2 class was busy working on their science and making predictions and identifying their hypothesis. At the end of the class, Ms. Daschuk had the students observe and make predictions on how high different balls would bounce. The students were actively engaged and excited to see if their predictions were accurate.

I had the opportunity to briefly visit with Ms. Hinks and in conversation she had shared with me a pintrest activity she made for her students to assist them with identifying 3 digit numbers.Charlene H Perry 2

Ms. Hinks asked me to come by her class the next time I was visiting classrooms at Perry, and I assured her she would be my first stop when I came out in October!


True to my word, I visited Ms. Hinks’ Grade 3 class while they were working on their science project entitled, “Moving vehicles using magnetism.” Students were creating either boats or sleds using the criteria shown below.

Charlene H Perry 3 Charlene H Perry 4

To evaluate their work students were using the rubric below to determine their level of achievement.

Charlene H Perry 5

Ms. Hinks was also using the 4 finger model below to gauge the students understanding as well as gaps in their learning.

Charlene H Perry 6

There also was a bulletin board display at the back of the classroom regarding their science unit on magnetism.

Charlene H Perry 10

Students were working on creating their boats and sleds when I walked in the room. Ms. Hinks was using a tub of water to determine whether the students’ boats would float. Below are the examples of the students’ projects.

Charlene H Perry 8 Charlene H Perry 9 Charlene H Perry 7

A visit to Ms. Jackson’s Grades 3/4 class was a large group lesson on responsibility. Students were asked whether they as a class were responsible, can be responsible or are not responsible. Students voted and determined they can be responsible at school, at home, and in their community.

Nicole J Perry 2

Students were then divided into predetermined groups of five or six and brainstormed examples of how they are responsible in the above mentioned three areas. Below are examples of their brainstorming ideas.

Nicole J Perry 3

As I walked around the room observing students in their groups, I happened to notice the bulletin board display. The display was an organizer for students when students are absent or away from class, or when students forget to write their names on their work. What a great way to help students stay organized!

Nicole J Perry

In Ms. Galbraith’s Grades 7/8 class, students were working on their storytelling portraits for art. Below is an example of the assignments for the project.

Kristy G Perry 6 Kristy G Perry 8Kristy G Perry 2 Kristy G Perry 7

Below is the rubric Ms. Galbraith used to assess her students’ work.

Kristy G Perry 4

Below is the link on the assignment instructions given to students, as well as the fact sheet of information each student needed to share on his/her portrait.

Both Ms. Galbraith and Mr. Swedburg worked on this project with their classes.

Mr. Swedburg was teaching a Grade 8 science lesson on cells and bones when I entered the room. Students were reviewing the definitions for cell reproduction, specialized cells and bone marrow.

Kalen S Perry

The students viewed a YouTube video on cells from Bill Nye – The Science Guy.

Kalen S Perry 2

Mr. Swedburg also shared his Cell Diorama Assignment, as well as an example below.

Kalen S Perry 3

I also visited Ms. Hensen’s Grades 5/6 French class. The students were working on a grammar lesson on “de.” Below is a picture that shows the different spellings depending on the initial parts of the words.

Margot H Perry

The students then worked through an exercise of adding condiments to a submarine sandwich.

Margot H Perry 2

My final stop was to visit with Ms. Fellner and Ms. Derkatch during their collaborative preparation time working on their planning. Since both classrooms share the same space, it is important that both these teachers have an opportunity to plan together. What amazed me during my conversation with them is their passion for teaching and the respect they have for each other, as well as their students. The flexible space at Perry is successful because of the planning, commitment and dedication of these teachers. Their enthusiasm is palatable and it is exciting to observe their commitment to providing an optimal environment for their students.

Special thanks to Principal McKillop and staff for your work with Dr. Perry students!













Posted in Uncategorized | Tagged | Leave a comment

Wilfred Hunt School Fall Visits 2013

Wilfred Hunt School


In September I had the opportunity to visit several classrooms at Wilfred Hunt. In Ms. Gorrie’s Kindergarten classroom students were busy moving back to their table groups. It was obvious that Ms. Gorrie had been establishing routines and procedures in her class. Students were visibly practising them.

When I entered Ms. Argue’s Grade 1 class, students were in the back of the classroom working on their morning routines. One routine that I found interesting was her Bucket Filler Pledge. Every morning students make a pledge, “I promise to be a bucket filler at school, at home, and everywhere I go.”  which Ms. Argue is modelling below.

Lana A Hunt

Behind Ms. Argue there is also a display of the 4 R’s for modelling appropriate behavior.

I know that Ms. Argue has been assisting students with organization in her class and the student office area shown below is just one example of how she helps students stay organized.

Lana A Hunt 2

In Mr. Quinney’s Grades 7/8 class, students were working on their math. To show a practical example of adding integers Mr. Quinney had used golf scores to add integers.

Eagle = -2; Birdie=-1; Par=0; Boggy= +1; Double Boggy=+2

Mr. Quinney had the students determine the golfer’s final score using the example below.

Shaun Q Hunt 2

He also assisted his students with an anchor chart for terms in math as displayed on his whiteboard.

Shaun Q Hunt 5

In conversation with Mr. Quinney he also shared a link he uses to assist him with ideas for assisting students with math outcomes. The work below doesn’t match with all Saskatchewan math outcomes, but he uses the following link  as a resource.

In Ms. Toth’s Grade 4 class students were just coming in from recess. It was evident that Ms. Toth had established routines and procedures in the way the students entered the class. All students quickly put their coats away and with a cue from Ms. Toth knew exactly what they needed to take out of their desks to prepare for the next class.

Ms. Garratt’s Grade 2 class were working on their activity on relationships. Students had an homework assignment and Ms. Garratt had taken a video of her daughter so that she could show the class what they needed to do for the assignment.

 A group of Ms. Murray’s Grade 3’s were working on a writing assignment using a link from National Geographic  – Photo of the Day.


Students viewed the picture and were writing on the following:

What are my observations?

Picture/Story clues + brain clues = Inference, What is your prediction?

While students were viewing the picture and writing, Ms. Murray had a small group of students at the table who were practising their reading. Ms. Murray was using Turtle Island book series which is an excellent resource for reading and incorporates First Nation, Metis and Inuit content.


I had the opportunity to visit Ms. Howard’s arts education class with Ms. Argue’s Grade 1’s. As I was a visitor to the room, Ms. Howard had the class sing their Remembrance Day song with me as a practice. The class then broke into pairs and practiced a tableaux and students would then guess what the pairs were representing as part of the story.

Below is the description of the the lessons for the tableaux from Ms. Howard:

“I work in role as a boy named Jonathon who comes to visit the students and tells them about my job working for Mr. Misery. I talk about how he hired me as a housekeeper but doesn’t let me clean because he doesn’t want company. My target with the students at that point is to have them enter into the drama and engage with me as a character. From there we talk about a room in Mr. Misery’s home with very large paintings. I’m not certain what is on them because they are so dirty. The children imagine the paintings and create tableaux of what they think the paintings may be.  Jonathon visits a number of times, and we discuss Mr. Misery and why he is so grouchy. The kids present their ideas in discussion and through tableau. Finally we develop a plan to help Mr. Misery learn about friendship by sneaking into his home and cleaning it for him. The actual plan is dependent upon the ideas they present as we work through the process. We practise before “travelling” to Mr. Misery’s by disguising ourselves as paintings. We mime cleaning (we work on this in one class and discuss ways to clean and how we can show it with our bodies) and then when they hear Mr. Misery walking with a cane, they find their partner and freeze in their painting tableaux. Eventually Mr. Misery catches them and they engage with him (teacher in role) as he expresses surprise and confusion with the students. Finally the children create another tableau to help him learn about friendship. This whole process takes about a month and there are many steps in between, but it builds to a very suspenseful ending as they must be frozen while he inspects the paintings, etc. The goal is for them to enter in to the drama and share their ideas to help build the story. The original idea is not my own, the unit comes from a university Drama Ed class I took years ago.

Following the unit I usually read a few books on friendship. There is one called “Rose meets Mr. Wintergarten” which is actually very similar in some ways to the Mr. Misery unit, and we compare and contrast that.”

I also noticed when I was in Ms. Howard’s room that on the whiteboard she put some of the outcomes/units from each grade and what they  were working on, so that she could connect some of her activities to the work she was doing in her classroom.

April H Hunt 2 April H Hunt

What an excellent example of collaborating with teachers and providing an interdisciplinary opportunity for students.

I then went to visit Ms. Manning and her Kindergarten students who were working with their reading buddies,  Mr. Barnes’ Grades 6/7 class. Students were working on their Halloween safety books to prepare them for going out on Halloween. When finished, students were then reading with the kindergarten using their good fit reading books in the book boxes to practice reading.

Tsuanna and Nick Rdg Buddies Hunt

to reinforce sight words, Ms. Manning had displayed their new words from their visit to Pumpkin Hollow.Tsuanna M Hunt

Mr. Quinney’s class was working on their CQ = Critical Question Learning. CQ is interdisciplinary inquiry where students focus on the essential question throughout their work. Below are examples of the inquiry work the students were completing:Shaun Q Hunt 3 Shaun Q Hunt 4

When I asked the student who shared the above assignment with me how he finds the CQ projects, he explained that he enjoyed them because they gave him the freedom to decide and make choices. He also stated that it wasn’t only about learning now, but how better prepared he will be for high school and beyond. The student beside him explained that his sister was in grade 9 this year and that she finds high school easy because of the inquiry work she had done at Hunt. They both agreed that this would help them prepare for their futures.

I also saw that the bulletin board explained the critical question for this particular inquiry assignment.

Shaun Q Hunt


In November I had the opportunity to visit Ms. Desrosiers Grs. 5/6 class. The students were working on a long division assignment. On the board, students had discussed three different ways to do long division.

Sheena Desrosiers Hunt

I had the opportunity to work with one student as they were completing their assignment.

I also saw the fall writing bulletin board display entitled, ‘Wise Owls’. Students wrote about Thanksgiving.

Sheena Desrosiers Hunt 2 Sheena Desrosier Hunt 3

Thank you Principal Harris and staff for your work with Wilfred Hunt students!

Posted in Uncategorized | Tagged , , , | Leave a comment

Albert Community School Fall Visits 2013

Albert School


My first classroom visit was to Ms. Adamack’s Prekindergarten class. Students were busy at their activity centres throughout the room. I had the opportunity to observe students interacting with one another and authentic play. I was impressed with the picture board in the classroom as it helped students identify with the significant adults and families in their lives.

A stop at Ms. Antonowitsch’s class was exciting as well. It was only day three for the students in the Prekindergarten class and once again students were actively playing. As the Prekindergarten rooms are so well equipped with exciting toys and materials, it is easy to understand why students were so actively engaged. I noticed that Ms. Antonowitsch had a jingle dress displayed for her students which would assist them in counting their days in Prekindergarten.

Seleena Antonowitsch Albert

When I visited Ms. Johnson’s Kindergarten class, students were just finishing up their play activities and getting ready for recess. Students were actively putting away their play items to enjoy a beautiful day. One particular activity centre that the students appeared to enjoy was the lego light table. What a great way to develop creativity in students!

Alyssa Johnson Albert

I then visited Ms. Rilling’s Grade 1 class. Student were busy in their groups. They had completed their personal pictures and were in the process of cutting them. One of the students asked me to help her as she cut her picture below.

Karen Rilling Albert

Ms. Piluk’s Grade 1 class was just preparing to break into small groups to do activities in math involving patterns. Students were excited to be involved in different activities.

Ms. Isnana’s Grades 3/4 students were involved in a discussion and activity around leadership. Students were actively engaged in the discussion as well as the assignment.

Albert’s enrolment had increased in the fall and they added an additional classroom. On the day of my visit, Ms. Elson had only been with her Grade 5 class for a few days so her students were completing assignments at the end of the day.


My visit to Albert in October had me visiting Ms. Yuzicapi’s Indigenous Studies/Cree class with the Grades 7/8s. The students were working on a crossword for the unit, Wisdom of the Elders.

Kendra Y Albert Kendra Y Albert 2

Mr. Stevenson’s Grades 5/6 students were completing their goals using the Circle of Courage values. Students were creating goals and determining what strengths to use to achieve them.

Brian S Albert 2Brian S Albert 3

I also noticed in Mr. Stevenson’s room the Bio Poems the students wrote. An example is below.

Brian S Albert 5

Ms. Pelletier’s Grades 7/8 class was working on Zombie Apocalypse in collaboration with Mr. Warner’s Grades 7/8 students. The assignments were divided into tasks for students to complete. The final product will be for students to create their own ‘live masks’ using the PAA (Practical and Applied Arts) makeup kits. As students completed assignments, they received badges to signify completion. Below is the cover of their unit.

Deanna P Albert 3

To assist students with their work, Mr. Warner displayed a visual on the Smartboard on the students’ jobs and the location in the room where they would work.

Aaron W Albert

Ms. Pelletier and Mr. Warner’s Grs. 7/8s were working on the project together; below is an example of the assignments students were working on.

Aaron and Deanne Albert 2 Aaron and Deanne Albert

Aaron and Deanna 3

Below is the unit shared by Mr. Warner and Ms. Pelletier.

I also noticed in Ms. Pelletier’s room a bulletin board of the 6 +1 Traits – Writing. As the students learned about each trait a portion of the board was uncovered.

Deanna P Albert

The first trait the students’ learned was ideas. The visual below helps students understand ideas.

Deanna P Albert 4

Ms. Pelletier also had a bulletin board display on inquiry to assist students in understanding the process. As students learn about their questions, they find their answers and then create ‘new wonderings.’ This facilitates developing deeper questions and higher levels of learning.

Deanna P Albert 2

As I walked around Mr. Warner’s room in Grs. 7/8, I also noticed an anchor chart which assists students in editing and revision.

Aaron W Albert 2

He also assisted students with their math by using the clock to show square roots.

Aaron W Albert 3

These are great examples of simple tools to assist students in learning.

I was excited to be present for the invitation from Mr. Dahlgren, Ms. Riling and Ms. Piluk at their family event for Education Week to celebrate the work of their students in Grades 1/2. The Theme was Grey Cup/Riders and the students were given anchor charts like the one shown below to assist them with their reading.

Wayne D Albert 2

Not all parents/guardians could attend the event so I was able to sit alongside one of Mr. Dahlgren’s students who shared her work as well as her Term 1 achievement.

.Wayne D Albert 4 Wayne D Albert 3

How exciting to see the work of the primary grades at Albert!


In November, I had the opportunity to visit Ms. Rilling’s Grade 1 class one’s again. Mr. Pennett, the school counselor, was working with Ms. Rilling on human emotions. Students discussed different emotions and practised showing different emotions as a large group. Students then drew a picture of themselves and drew on their own emotions. Each table group brought their picture to the white board at the front and once displayed, students shared positive comments about each of the students and Ms. Rilling wrote the comments on their picture.

Karen R Albert 3 Karen R Albert 4

I also had the opportunity to visit Ms. McNab’s Grades 5/6 class. The students were working on a project called, “Who are we within the Medicine Wheel?” Students were actively engaged during the class either using their computers to create their project or working independently completing the other assigned work.

Thank you Principal Frei and Vice Principal Urban for your work with the students, staff and community of Albert Community School.
















Posted in Uncategorized | Tagged , | Leave a comment

Davin School Visit – September/October 2013

Davin School

My September visit to Davin School provided me with the opportunity to visit  several classrooms. The first classroom was Ms. Cullins’ Gr. 1 class. As it was the beginning of September, Ms. Cullins was busy developing routines and procedures with her class.  Students were learning “jingles” to assist them with their learning. At the carpet, Ms. Cullins identified the leader for the day and that student assisted her with their learning. They were identifying letter sounds.

As I was walking towards the Kindergarten classroom I happened to notice Mr. Engen organizing the students and walking with them up to the music room. Once students were organized on the risers Mr. Engen began I do, you do, using songs. Students actively participated. Mr. Engen also had the students participate in a story using song which was engaging for the Kindergarten students.

Walking into Mr. Barber’s Grs. 4/5 classroom was a little deja’ vu. Many years ago I taught in the same classroom! Mr. Barber was having a discussion with his class about and comparing moral and physical courage. In observing the dialogue with his students, it was evident that his students understood the definition and the comparison as well. The examples below show the students’ brainstorming on the topic.

Neil B Davin

When I walked into Ms. Fiorante’s Grs. 6/7 class where she was teaching the Gr. 7 students, they were already engaged in their math class. Students were reviewing their work on subtracting integers. To assist students with understanding the process, Ms. Fiorante reviewed it using Pearson link on her SmartBoard:

Lisa F Davin

She also shares the link with parents so they can review the process at home with their child. The link to the website is below:

Students also have math journals which assist them in understanding their work. Below is an example:

Lisa F Davin 3

I was also impressed with her whiteboard display. She had the math outcome, “I can” statements, the vocabulary and examples which students can refer to:

Lisa F Davin 4

To ensure that students understand the concepts being taught, Ms. Fiorante gives her students exit slips to fill out prior to the end of class so that she can quickly see how each of her students is doing in math.

Lisa F Davin 5

Ms. Fiorante has created a classroom environment where learning is visible and students can be successful.

My final stop was Mr. Parker’s math class. Students were busy doing a review. I had the opportunity to sit beside a student and assist her in her work. It was nice to provide an additional set of teacher hands to help his students out with their work.


I had the opportunity to visit Ms. Smith’s class. Her students were creating “life lines” where students share thoughtful comments. Most students had finished theirs, but I had the opportunity to work with a student who was creating his to put on his locker. I also noticed that Ms. Smith had created organizers for her students which contained books as well as other materials they used. It assisted them in keeping their items organized.

Next stop was Ms. Eastwood’s Grs. 5/6 class. The students had originally had reading buddies, but a change in plans had them coming back up to the room. I noticed that she had an entire class set guitars at the front of the room. Ms. Eastwood asked if the students would mind showing me their work on the guitars and they were eager to play. I had the opportunity to watch the students in action. Below are her students practising their song:

Jackie Davin

As I walked around the room observing the students’ practise, I noticed a bulletin board. When two of the students saw me looking at it, they explained that the people on the board had varying degrees of marks and that no matter how big or small, bullying still leaves a mark. A picture of the board is below:

Jackie Davin  2

I enjoyed the students’ guitar session as they prepared for a performance.

Ms. Laplante’s Gr. 2 students were beginning a health lesson when I entered the room. Students were discussing safety. Ms. Laplante provided a picture depicting  a person pushing someone. Students identified what they saw, wrote about it and then made inferences on what would happen next. Students then dialogued about what should happen to the person pushing.

I happened to notice a number of words displayed on the wall. When I inquired, Ms. LaPlante explained that they are level three frequency words which assist students in their writing. Below is an example of the level three words:

Theresa Davin 2 Theresa Davin 1

My final stop was to Ms. Jackson’s Kindergarten classroom. Student were just finishing off their play activities at the end of the day. As I walked around the room, I noticed a student completing her agenda booklet:

Lindsay Davin 3

As students readied themselves to go home,  I walked around the room and noticed the artwork on the walls. Ms. Jackson identified the picture as well as the date which will assist her in assessing students developmentally in her class. Below is an example of the students’ artwork:

Lindsay Davin 2 Lindsay Davin 4

I also noticed that instead of identifying students names for attendance, students practise recognizing and sharing their addresses to assist them in remembering their address information:

Lindsay Davin

What a good way to assist students in remembering and recognizing their addresses.

Thank you to Principal Knoblauch-Schoepp and staff for your work with the students and families of the Davin School community!

Posted in Uncategorized | Tagged , , , | Leave a comment

Lakeview School Visit September/October 2013

Lakeview School


My visit to Lakeview had me visiting Ms. Friesen’s Gr. 1 class. When I walked in the room, students were busy working on their black line pictures. Students read the book The Dot by Peter Reynolds:

Students were then given a piece of paper with a black line on it and asked to create a picture  and then incorporate a black line in their sentence. As I walked around the room, students were actively engaged in completing their pictures!

I also noticed the bulletin board to assist students with their writing. It is exciting to know that students are actively engaged in their writing!

Jennifer F Lakeview

On my way out the door, I happened to notice another display outside the door in the hallway to the classroom. The display reminds students that they are to be peacemakers, not peace breakers!

Jennifer F Lakeview 2

What a great reminder to all about the importance of positive behaviours!

My next classroom visit was to Ms. Rice’s Grs. 5/6 classroom. As always, in Ms. Rice’s class students were actively involved in an inquiry project at their tables. Students were working on their science project, The Diversity of Living Things. Below are the pictures I took of the students’ work.

Cindy R Lakeview 3 Cindy R Lakeview 2

Cindy R Lakeview

What I enjoy most about Ms. Rice’s classroom is how engaged her students are in their learning. During her science class at least one student is wearing the “white coat” to show there are scientists working. These types of activities assist students in understanding the world around them.

My last classroom visit that afternoon was to Mr. Hahn’s Gr. 8 class. Students were completing their wanted posters on the values of the Circle of Courage. The parent night was scheduled that evening so I was able to assist Mr. Hahn and some of his students with the bulletin board display of the posters. I enjoyed the opportunity to assist!


On my walk down the hallway on the second floor, I happened to notice a group of students sitting in the hallway. When I asked permission to sit with them, I was given permission by Ms. Boustead, Mr. Boan’s intern. I observed as the Grs. 6/7 students were involved in a talking circle.

My next visit was to Ms. Stawarz’s Kindergarten class. Students were busy finishing their snacks after recess. As the students were busy, I had the opportunity to walk around the room. I noticed the playroom for the students and in conversation with Ms. Stawarz, I was informed that it was given to her by a former Kindergarten teacher.

Deanne S Lakeview

What a great space for the students! I also noticed a wonderful reading corner in the room.

Deanne S Lakeview 2

The bench was actually an old coffee table that Ms. Stawarz padded and covered with the patterned material.

The students have been practising their names and a great way to see their progress is to create a bulletin board display as shown below.

Deanne S Lakeview 3

My final visit was to Ms. Campbell’s class. Her students were working on math. As in many classrooms, her students are at varying levels so the students in this particular activity were grouped according to their needs. Below are some of the activities the students were working on.

Faith C Lakeview 4 Faith C Lakeview Faith C Lakeview 2

Students were using TouchMath

One of her students was visually impaired and he was using braille as well as felt objects for recognizing numbers and counting.

Faith C Lakeview 3

Once again, it was a great morning at Lakeview School.

Thanks to Principal Girodat and the Lakeview staff for all your work with the students in your school community.

Posted in Uncategorized | Tagged , , , , | Leave a comment

Walker School Visit – September/October 2013

Walker School –


I was once again excited to be working with Walker School this year. I was surprised when I entered the building as there have been several renovations to the school, particularly in the front hallway. The front office, preparation room, library and staff room are a few examples of renovated spaces.
During my visit, I had the opportunity to visit three classrooms. The first classroom I visited was Ms. Berg’s Grs. 1/2 class where she and her students were working on their math with a focus on patterns. After reviewing the anchor chart for patterns, students were divided into areas to work collaboratively with other students. It was obvious that Ms. Berg had already spent time working on procedures and routines as the students displayed their knowledge of many of the routines and expectations in place for the classroom. Below is the anchor chart she used and reviewed with students to remember the “how to” in creating patterns:

Kaylan B Walker

Another classroom I visited was Ms. Blaschke’s Grade 1’s. What drew me to her class was the smell of popcorn! Ms. Blaschke was working with her students on identifying senses and she had covered up the popcorn popper and the students needed to use several of their senses to guess what was covered in the corner. It appears that the sound and smell of the popcorn helped the students determine the mystery item. Below is an example of a follow-up activity for identifying senses:
Meira B Walker

The next classroom I visited was Ms. Smith’s Kindergartens. Once again procedures and routines were evident as students sang the song, “I Can’t Sit Still”. Students were fully engaged and it was obvious they enjoyed the song!


My October visits had me visiting with several teachers. I had an opportunity to visit Ms. Wenzel with her students. As I walked in the room, the students were getting ready for their Brain Gym video. I enjoyed participating in the Brain Gym activity for the class. Below are the links to the videos Ms. Wenzel shared with me: (Brain Wave) (Fit Factor Kids – animals)

As I was walking down the hall, I noticed two students working on their Aboriginal art. They were making kites and the pictures depict their focus. Below is an example of the artwork:

Kyle D Walker

When I walked into Mr. Rosbrook’s Grs. 6/7 class, the students were working on a Social unit on dictatorship and democracy. Below is an example of the article taken from Classroom Ready Monthly News:

Kyle D Walker 2

Mr. Rosbrook shared a link to the magazine:

Mr. Rosbrook also had a small group of students in a circle as they shared their opinions of the topic. Only those students in the circle could share. If other students wanted to share their opinion, they would “tap out” a student in the circle and take their place. The students’ conversations were interesting as they shared their perceptions on the topic.

Next stop was Ms. Jarrett’s Grs. 2/3 class. Students were coming in from recess and were focused on their rotation activities. Students moved into their groups where they were completing their Monday journals, listening to a story as they followed along and responding to the story they had just read. One of the activities was on the SmartBoard using Learning Links .  

Below is a example of the SmartBoard activity students were working on:

Phyllis J Walker

When I walked into Ms. Evan’s Grs. 5/6 classroom, her students were working with their Reading Buddies from Ms. Berg’s Grs. 1/2 class. Students were working together using

Below is an example of the link:

Phyllis J Walker 3

My last stop was to Mr. Cruse’s Grs. 7/8 class. Students were working with nutritional labels as part of their health class. Students were engaged in a discussion around labels and Mr. Cruse assisted them with understanding labels and what nutritional items to be focused on when selecting foods. Below is an example of the activity:

Ryan C Walker

As the students were lining up to go to the gym one of the students mentioned their incentive bingo card. She explained that every day where procedures and routines were modelled they could choose a bingo ball. Under some of the numbers are rewards they receive for modelling appropriate behaviour, procedures and routines. Below is the bingo card displayed at the front of the class:

Ryan C Walker 2

Thank you, Principal O’Donnell and staff, for your work with the Walker students and community!

Posted in Uncategorized | Leave a comment