Relief-Insight for Teachers

The Seas of Supply Teaching

2012-02-06T04:26:00.000-08:00

Before setting sail onto “The Sea of Supply Teaching” here
are a few suggestions you, as ship’s captain, may wish to consider.....

1. Research your preferred “Port of Call.”

·
Firstly, research web addresses of your selected
school communities.
·
Personal contact
with the administration of the school is always helpful in order to both
introduce yourself as well as ask any further questions regarding school
policies or school map. Through this process you may familiarize yourself prior
to your first supply teaching days.
·
Seek
professional connections and actively work at building relationships. Offering your time freely in support programmes
can also demonstrate your commitment as well as allowing your skills to be
demonstrated in a working environment.

2. Double check the ship is in tip top
condition with plenty of supplies.
·
Organize your resources at home into approximate
year level selection. It is quality not quantity, clever not expensive,
creative not common, that counts here.
·
Choose
resources that can be used in a rich variety of learning opportunities without
the overuse of a photocopier. Display books are both practical and inexpensive
way to start such a system. Add as you go.
·
Add a clever selection of age appropriate literature
and a variety of teaching strategies that make good use of everyday classroom
resources such as clocks, dictionaries, word knowledge, atlases, maths facts
and general knowledge.
·
Develop a
bag of tricks so you don’t rely on others like always carry a whistle, joggers,
hat, and well stocked pencil case to name a few!

3. Be ready to sail with the tide.·
Be ready from 6 am for phone calls for work. Schools
just want to hear you say yes. Flexibility and reliability are the keys to more
work. By this I mean never saying no to
half a day’s work or refusing to take part on a sport’s carnival. Being open to
all teaching situations (Prep to Yr 7) will make you more valuable in the long
term. If you are a specialist teacher by
all means make that very clear from the start.
·
Invest in a diary and log your hours and
personal contacts.
·
Sometimes your teaching day may be a variety of
year levels as often supply teachers are employed to release a number of
teachers for a short amount of time over the course of one day.

4. Be the Master of your own Ship.

·
While you must work as a member of a school
community, you are in charge of your own professional journey, master of your
own destiny.
·
Be a part
of on-line teaching communities.
·
Seek
opportunities to join school professional development and staff meetings; this
is only a matter of asking for an invitation.
·
Be proactive in asking the questions and seek
more knowledge whether regarding school resources, policies or simply approaching
the principal to discuss employment opportunities!

5. Sail in style.

·
Give some time to professional reflection as to
your “teaching style”. How are you going
to make your teaching day memorable for the class? What strategies do you use
to manage your teaching day with creative style? Facing new classes and
constant change demands this high level of professionalism.
·
Consider
the behaviour management strategies you will employ for different year levels.
How will you creatively gain attention when with younger grades and differently
when teaching the older students?
·
What are
your personal and professional strengths? How can you best utilize these skills
for the benefit of the learners in your care? How do you cater for all learning
styles?

6. A good captain knows his crew.

·
As a relief teacher, this is the most
challenging aspect of your role. Relationship is essential to the management of
any classroom. Take time to reflect on all the strategies you could develop to
build rapport quickly. These ideas can be easily woven into the expectations of
the school day through transition activities and your classroom
leadership. The more quickly you can
personalize the teaching day through your knowledge of the individuals in the class,
the more easily other aspects of the teaching day will follow.
·
Consider
how you are using reward and positive reinforcement when your expectations are
being met.
·
Have a clear understanding of the schools
behaviour management policy. Read any
notes or school information the class teacher may have left for your
professional information. Children with high special needs often don’t respond
to change well. Don’t take this personally, instead actively look for
strategies that build relationship and lessen the stress of change for the
learner.

7. Navigation on the high seas in fair weather
and foul!·
In this teaching role, one has to realistically
expect that there will be days that are difficult and days that are pure joy.
Every day brings learning. Once again,
do not take a “foul” day personally. The classroom culture is determined by the
leadership of the full time teacher and the dynamics of the class group. You cannot change this in the short term. You
can, however, offer stimulating and rewarding learning experiences for the time
you have the privilege to work with that class. No matter what, you will learn more through
these encounters than you would ever know.

8. Run a tight ship!

·
Students are reassured when they sense that
their “new” teacher knows what they are doing. Even if this is not the case, be
decisive and have a clear focus for the day’s learning. Outline your expectations and continually
reinforce them simply and clearly. Firm, fun but fair is not a bad ship’s
motto!
·
Leave the
classroom tidy with student‘s work corrected and a record of the day’s agenda
and notes attached. Classrooms run to a routine. Outlining the agenda at the
beginning of the day, (even if this has to be adjusted during the day) and tick
off the day’s achievements as both a visual reminder for yourself and the
class.

9. Chart and journal your journey.

·
Keeping records are very important, from the
professional development you participate in, to the names of the students in the
class you may encounter regularly. Recording your teaching notes at the end of
a day, or the week, is essentially displaying your professionalism and
commitment. The class teacher doesn’t need to read a novel but does need to
understand the curriculum covered as well as any classroom management issues
that arose in the time.
·
Keeping a journal of great teaching strategies
you encounter will only enrich your knowledge and confidence. This is also a
good time to record interesting teaching resources you come across or make
notes about professional advice or online learning resources you could investigate
at a later date.

10. Every experience on the high sea is a
learning opportunity.

·
There is none richer than the variety of
experiences a relief teacher will encounter in this essential and dynamic
school role. The professional enrichment and development you will encounter
will be priceless. However, as with life generally this reward will only come
to those who actively work with the mindset of continual self improvement and
professional reflection. Reflection is the key to growth.

October Workshop: Full of Energy and Learning!

2011-10-02T02:10:00.000-07:00

Both the morning and afternoon workshops were full of eager "soon to be" teaching professionals as well as experienced teachers currently working as relief teachers who were looking to gain more insights in to the unique world of relief teaching. The workshop contained many interactive strategies designed to demonstrate the teaching ideas that appeal to all styles of learning. It is always my pleasure to lead these workshops in the knowledge that I am supporting fellow teachers as well as the many students in their care.

Feedback allows me to continue to refine and craft the "Relief Insight" workshops to be both relevant and purposeful for the special teachers who attend. If you are not able to attend in person, know the workshop book forms the backbone of the day. Purchasing the book via the blog site gives you access to many of the strategies and insights that I bring to life on the day of the workshop. I have tried to write in a conversational style and many people say it is just as if I am having a chat with them! So long as the resource is user- friendly I am pleased. I love hearing the success stories and the many ways people then use the "Relief Insight" strategies.

If you are reading this and have been to one of my workshops ...please leave a comment and let others know what worked for you.

Meanwhile I will sign off with a few of the feedback comments....

"Carmel, your warmth and passion for teaching really shone through. Thank you for sharing your valuable insights!" (Erin)
Thank you for sharing with us so much of yourself. The session was wonderfully informative, engaging and realistic. I am so very excited to implement these in my classroom. Very inspiring. " (Jo)
"Variety of strategies that I can't wait to use. Exactly what I needed before internship."(Ellen)
"This is a good presentation for trainee teachers. Experienced teachers can also benefit greatly from your expertise.Thanks you Carmel. I had a great morning. " (Shelagh)
"Content very creative and original. Explanation/links to how and why activities are done will be very handy in my application. " (Josh)
"I appreciated all the content given as it was very appropriate to my queries I had for relief teaching. " (Rebecca)
"Presentation matched the quality and professionalism of the content." (Therese)

Live, laugh and learn,

Carmel

Next Workshops 1st October 2011 : AM &PM

2011-08-31T04:47:00.000-07:00

Thanks to all the enquiries about the next workshop. Finally secured a date and time with the Chermside Library and due to your overwhelming response I have manage to book the room for the whole day.(Saturday 1st october) This means I am able to offer two workshops (morning and afternoon) and keep the numbers at comfortable level. As always be ready for a workshop fullof fun and learning...I know I do!

Live,love and laugh,
Carmel

“Relief Insight”
Relief/ Supply Teacher Workshop for Primary School Teachers
Presented by: Carmel Kuhr (Dip of T, B.Ed)

• Want to learn more about what it really means to be a relief teacher
in today’s school environment and reflect on quality teaching practices in this role?
• How to get started? What to get organised?
• Want to be inspired by behavior management and organisational strategies
that really deliver results?

No matter whether you are an experienced classroom teacher or student teacher, this workshop will give you an insight into establishing classroom strategies that build relationships and make the classroom environment a place of productivity, fun and learning.
MORNING WORKSHOP:
Venue: Chermside Public Library, 375 Hamilton Rd, Chermside.
Time: 8:45am for a 9:00am sharp start until 1:00 pm
Professional Hours: 3 ½ hours ( QCT Certificate of Participation supplied)
Date: Saturday 1st October, 2011
Cost: $50 pp (includes comprehensive resource handbook)

AFTERNOON WORKSHOP:
Venue: Chermside Public Library, 375 Hamilton Rd, Chermside.
Time: 1:15pm for a 1:30pm sharp start until 5:00 pm
Professional Hours: 3 ½ hours ( QCT Certificate of Participation supplied)
Date: Saturday 1st October, 2011
Cost: $50 pp (includes comprehensive resource handbook)

RSVP: Essential ASAP. Please leave your name, current teaching status & contact details via email. Accurate numbers essential for booking the venue. Limited numbers due to available room size. I will confirm the workshop numbers and viability with a reply email on Wed 28th Sept.

Mobile: 0409 034 189 (Carmel)
Blog: http://relief-insight.blogspot.com
Email: carmelkuhr@internode.on.net

Addresses QCT Standards :
1. 2. 3. 4. 5. 6. 7. 8. 9. 10
   - - -  -  

This invitation is open to all teaching professionals.
Please spread the word!

"Relief Insight" ...The Next Workshop

2011-06-20T03:08:00.001-07:00

Relief/ Supply Teacher Workshop for Primary School Teachers
Presented by: Carmel Kuhr (Dip of T, B.Ed)

1. Want to learn more about what it really means to be a relief teacher
in today’s school environment and reflect on quality teaching practices in this role?

2. How to get started? What to get organised?

3. Want to be inspired by behavior management and organisational strategies
that really deliver results?

No matter whether you are an experienced classroom teacher or student teacher, this workshop will give you an insight into establishing classroom strategies that build relationships and make the classroom environment a place of productivity, fun and learning.

Venue: Chermside Public Library, 375 Hamilton Rd, Chermside.
Time: 9:15am for a 9:30am sharp start until 1:30 pm
Professional Hours: 3 ½ hours ( QCT Certificate of Participation supplied)
Date: Saturday 23th July, 2011
Cost: $50 pp (includes comprehensive resource handbook)

RSVP: Essential ASAP. Please leave your name, current teaching status & contact details via email. Accurate numbers essential for booking the venue. Limited numbers due to available room size. I will confirm the workshop numbers and viability with a reply email on Wed 20th July.

Blog: http://relief-insight.blogspot.com
Email: carmelkuhr@internode.on.net

Fabulous Workshop March 26th

2011-03-27T20:08:00.000-07:00

I am always so impressed by the integrity and capabilities of the people who attend my workshops. It is always a pleasure to sharing and giving back to the profession I love. Meeting up with so many lovely colleagues all at different stages and points in their journey is both refreshing and humbling.

We are all life long learners and in Relief Insight workshops this fact is so apparent! While we have lots of fun and learning "unpacking" my workbook I am acutely aware that little time is left for sharing and questioning.

Time is both our enemy and our friend. Using it wisely in a professional world like teaching is one of the most challenging skills! However from the feedback that I have received both from this workshop and many previously it is time to extend the opportunity into MORE RELIEF INSIGHT!

At the moment I am thinking this will be run on a Saturday morning in the same way as the Relief Insight one is currently. However if the participant has already been through the first workshop we have a perfect opportunity to .....

1. Review how the strategies from the original workshop

have been working in the classroom,

2. Reflect: Reflect on shared strategies from the group that are willingly added to the pool of ideas. Develop a more strategies from the workbook on a "I see, I do, I understand" level.

3. Respond: By allowing much more time for Q&As and the sharing of experiences and your collected wisdom.

A workshop of this nature would also be run by the Professional Standards QCT and therefore additional PD hours for your registration needs. Last workshop I extended the hours by 30 minutes. It would appear that most people need to finishing by 12:30 with 1pm being the latest so 3 hours PD would be gained. Unfortunately evening hours are difficult as are full Saturday workshops draining on family and other working commitments. If you have any other suggestions please write and let me know. The Chermside rooms may be available on a Sunday?

What are your thoughts? I would LOVE to hear them.

Meanwhile,

Live,laugh and learn....

Carmel

Starting the Day Right!

2011-03-08T17:40:00.000-08:00

We all appreciate that knowing what comes before us is both reassuring and work efficient ; not only for us as the educator but also for the students. I am sure that there are some anxious students who breathe a sigh of relief when they see an agenda for the day....."She does know what she is doing! "

I also know that depending on the circumstances you may not know what is happening for the whole day due to a whole lot of reasons that are beyond your control. When this happens I just plan the time through to the next break with the children. This way we both have control over the pacing as well as the content that will be covered. It also gives you time to get organized after the next break!

Older children enjoy a vertical display of the sequence of the day on the whiteboard with or without times. I often plan this with the class, letting them know that this is the work expectation and asking if there is any other finishing work they would like time to work on or any other activity I have not included. This is their learning space and I am working with them to make it the best it can be for the day. This atmosphere of collaboration usually brings out leadership skills in the older children as you show them respect and in return you would like to be shown respect. This is also when I use the magnetic clock face. I often place a tick in the box as you finish that activity as a visual display of the day’s achievements too. It helps to keep everyone on task. I am sure they enjoy knowing what is coming up next as well as seeing what has been achieved for the day.

For younger children I record the day in simple pictures or words. A child colours the star beside the item as we work through the day . This can also act as a reward for a hard working child at the end of that activity to colour the star on the whiteboard. Little ones like the visual structure too.

So whether you do a vertical or a horizontal agenda it is easy to add any reminder notes into the visual representation of the time. I make constant use of a magnetic clock face I always carry too. I display the time that rotation or activity will finish. Children are able to cross compare the clock face on their classroom clock to the static clock face to know how much time is left. I also use the static clock face as a visual reminder to a child who may be anxious about an appointment time eg dental appointment is at 2:30pm. By putting the time on the clock face the child feels calmer and I am reminded of the appointment as well!

Sometimes all these little things add up to be big things that make your day run smoother and the children feel that atmosphere too. If you liked this tip please leave a comment or if you have some others to share please feel free to leave a comment also. Our profession is a sharing profession.

So live,laugh and learn,

Happy days.

Carmel

Upcoming Workshop 26th March 2011

2011-03-01T19:38:00.001-08:00

“Relief Insight”

Teacher Workshop for Primary School Teachers

Presented by: Carmel Kuhr (Dip of T, B.Ed)

Want to learn more about what it really means to be a relief teacher

in today’s school environment?

How to get started?
What to get organised?
Want to be inspired by behavior management and organisational strategies

that really deliver results?

Addresses QCT Standards :

1.	2.	3.	4.	5.	6.	7.	8.	9.	10
P	P	P	-	-	-	P	-	P	P

VENUE: Chermside Public Library, 375 Hamilton Rd, Chermside.

TIME: 8:45am for a 9:00am sharp start until 1pm

PROFESSIONAL HOURS: Four (QCT Approved)

DATE: Saturday 26^th March, 2011

COST: $40 pp (includes comprehensive resource handbook)

RSVP: Essential ASAP. Please leave your name & contact details via email. Accurate numbers essential for booking the venue. This is not a business but rather a service! Certain numbers are required to cover the associated costs.

I will confirm the workshop numbers and viability with a reply email on Wednesday before.

Mobile: 0409 034 189 (Carmel)

Blog: http://relief-insight.blogspot.com

Email: carmelkuhr@internode.on.net

This invitation is open to all teaching professionals.

Welcome to the new year of 2011.

2011-02-27T23:20:00.000-08:00

What a beginning to the new year we have had. Here is Brisbane we thought we had seen the worst of the weather and the best in human nature. Poor Christchurch saw Mother nature's fury on a whole other level. How our souls cry for their loss. Our actions speak louder than words in times like this!

So please forgive me, dear readers, as I have been otherwise occupied along with these major world events. No, my family was not directly impacted by the Brissie floods but extended family and support has been exhausting and time consuming. All the wheels of life had to still grind back into to gear and yes the new school year still sprang back into life. It is amazing what we can achieve in what is really is very little time when we all work together and share. I guess this is why I put my "Relief Insight" knowledge out there for you to share too...so you can go and be more for the good of the next generation.

As for me 2011 is looking full of the usual challenges of life and life balances. I am really thrilled to doing a part time teacher librarian role as well as part time year 2 contract. This still allows me to run the Relief Insight workshops and speak at the universities as invited. The wonderful school that I call home this year also needs me to do relief work so I am never too far for the "front line. "

In closing, here is a bit of annual spring clean I do each start of the new school year...a bit late I know but better late than never!

My top ten tips......

Re-sort all my resources into class appropriate sections.
Cull any resources you really know you may never use!
File resources and add to my log of usefull ideas I have gathered throughout the year.
Set up an digitial file of interesting resources for each year level. (Good way to clear the paper clutter and always have a permanent record. I keep one USB for each year level to take to school with me for the just in case moments.)
Update my knowledge re current kids movies, music etc by reading latest D-Mag or the like. ( I only have to sneak a look at my youngest son's collection!!)
Up -date and refine great websites that you find really useful.
Re-fill the paper copies of the daily agenda and notes sheets you use to document your day's work for the class teacher.
Critically review my resources eg certificates etc and evaluate their worth.
Take time to reflect on the GOOD, the BAD and the UGLY of your previous year. What did I learn? What will I do differently in the future? Seek answers to your questions otherwise you will be bound to repeat the past.
Set my professional goals, time frame and work towards achieving them. Seek out professional development that suits these end goals.

All the best for 2011.

Live,laugh and learn,

Carmel

Next Professional Development Opportunity fro Relief Teachers

2010-11-06T20:57:00.000-07:00

No-one would argue that the year has jst flown by yet again!

You know the old saying......

" Time flies when you are having fun! "

I trust you have all had fun in 2010!

The "Relief-Insight" teachers workshop is lots of fun too and the last one for 2010 is coming up soon...... the 27th of November. Most of the feedback kindly says that this is the time that all the ideas contained in the workbook come alive as I demonstrate and get the participants to get activley involved. It is fun and lots of learning all rolled up together in one Saturday.

So if you are able to attend please contact me as soon as possible to secure a position for the 27th.

“Relief Insight”
Relief/ Supply Teacher Workshop for Primary School Teachers
Presented by: Carmel Kuhr (Dip of T, B.Ed)

Want to learn more about what it really means to be a relief teacher
in today’s school environment and reflect on quality teaching practices in this role?
How to get started? What to get organised?
Want to be inspired by behavior management and organisational strategies
that really deliver results?

No matter whether you are an experienced classroom teacher or student teacher, this workshop will give you an insight into establishing classroom strategies that build relationships and make the classroom environment a place of productivity, fun and learning.

Venue: Chermside Public Library, 375 Hamilton Rd, Chermside.
Time: 8:45am for a 9:00am sharp start until 12:45pm
Professional Hours: Three ( QCT Certificate of Participation supplied)
Date: Saturday 27th November, 2010
Cost: $40 pp (includes comprehensive resource handbook)
Payment: Please note cash only on the day, or direct deposit prior to the day.

RSVP: Essential ASAP. Please leave your name, current teaching status & contact details via email. Accurate numbers essential for booking the venue. Limited numbers due to available room size. I will confirm the workshop numbers and viability with a reply email on Wed 24th Nov.

Mobile: 0409 034 189 (Carmel)
Blog: http://relief-insight.blogspot.com
Email: carmelkuhr@internode.on.net

This invitation is open to all teaching professionals.

Look forward to meeting you there,

Live, laugh and learn,

Carmel

"Relief -Insight" Feedback

2010-10-28T03:29:00.000-07:00

A great group of experienced supply teachers gathered together on the the 18th of October and took some time to share, laugh and reflect on everything from the challenges of the supply teacher to the inspirational strategies that can make the real difference between a good day and a great day! The collective wisdom was so evident as I listen as well as shared our teaching strategies and methods. I was so glad that we had made this learning opportunity happen.

The workshops I run are predominantly attended by graduate teachers who may find themselves working as a supply teacher while on the journey towards a full time position. While it all sounds so simple the practical reality of the supply teachers role can sometimes be " the straw that breaks the camel's back" for the fresh out of uni graduate! I am only too pleased to be able to share some of the "Tricks of the Trade" with my fellow colleagues.

Why the need for "tricks" you may ask? I believe the real difference lies in the lack of relationship you have with the group of children. This lack of relationship can lead to a breakdown in behaviour management, classroom organization and therefore quality teaching and learning opportunities are minimized. A supply teacher day can be very stressful!

It doesn't have to be! This workshop is testimony to that fact. It is amazing to listen and share quality teaching practice that spreads from Prep to Year 7. The diversity of skills and strategies that a proficient supply teacher must keep at their finger tips is startling.

All of us agreed to keep in touch and left feeling enriched by the learning and sharing of new ideas from every one's contributions. My workbook proved to be a good catalysts for other ideas and perhaps in future additions of the book I will be including more places for notes and inclusions. Finding professional learning opportunities that are specifically catering for the needs of the supply teacher can be a challenge. I am so pleased to be able to met this need it a way that is rewarding and practical in nature.

It is my hope to hold more of these opportunities for experienced supply teachers in the future. The next workshop to be held on the 27th of November will be predominantly for newly graduating teachers. This is not to the exclusion of the experienced teacher by any means. I just find the experienced teachers love to share and talk from their experience. I can lead the discussion to a deeper level when teachers are very familiar with the needs of the particular aged child. Therefore grouping the workshops based on teachers experience and needs does make sense. Just letting everyone know about the opportunity is the biggest challenge.

So please pass the word around if you know anyone who would benefit from the blog info or coming to the workshop. Word of mouth is not only the best way but also the most sincerest form of advertising. So a special thank you in advance. This is not a million dollar business just a genuine attempt to make a difference in the world of teaching.

Feedback from Jo on the day....."I am no longer an island where no-one wants to land. Thanks you for making me feel valued. " (Jo)

"Lots of fabulous ideas....allows one to think outside the circle....encourages you to explore and create other ideas. " (Debbie)

"Amazing wealth of ideas and beautifully organised and well presented resources. Loved the interactive presentation as we all had something to offer. " (Gail)

Thanks everyone I had a brilliant day too. This could be the start of something bigger! You are all such amazing teachers.

Live,laugh,learn...
Carmel

Teacher Professional Inservice Opportunity

2010-10-12T03:26:00.000-07:00

There are two upcoming "Relief Insight" workshop opportunities coming up in October and November here in Brisbane. The first is on Monday 18th and specifically designed for experienced supply teachers. It is to be held during the day as all other staff will be involved with CTJ professional in service day in their area. It seems like a perfect opportunity to do some of our own collaborative sharing and peer learning.

The second opportunity is for graduates and those intending on trailing this career pathway. It will be held on Saturday the 27th of November at Chermside. I will attach the flier for this workshop next blog.

For now here is the opportunity PD this coming Monday the 18th of October. I am relying on school to inform relief teachers within this next week. It will interesting to see how well they do this as getting the message ou there to supply teachers is tricky as you all well know!

“Relief Insight”presents….
Tricks of the Trade!
Relief/ Supply Teacher Workshop
Facilitated by: Carmel Kuhr (Dip of T, B.Ed)

Looking for professional development specifically designed for the amazing teaching professional called the relief teacher?
Want to add more reliable strategies to your relief teacher’s “Bag of tricks”
How to get better organized?
Want to be inspired by, as well as share your, behaviour management and organisational strategies that really deliver results?

There is little doubt that CTJ day, the 18th October, provides a reflective element to our professionalism as teachers. Relief teachers play an essential role in the smooth functioning of the schools learning environments and as such amass a great deal of skills dealing with a wide variety of children across the school that can sometimes be undervalued. While not directly involved in CTJ Day this year why not use the time to increase your own professional learning by taking part in this interactive and practical workshop? There will be time to share, learn from each other and reflect on the skills and knowledge that form an essential part of the relief teachers’ “toolbox”. Come along prepared to share your best strategies, learn from your colleagues and reflect on quality teaching practice.

VENUE: Our Lady of the Way Parish Centre, 38 Armstrong St, Petrie.
TIME: 8:30 am for 9 am start – 2:00pm finish
DATE: Monday 18th of October
MEAL: BYO lunch (Morning tea & tea/coffee available)

PROFESSIONAL HOURS: Four (Certificate supplied)
COST: $40 pp (includes comprehensive resource handbook)

RSVP: Essential ASAP. Please leave your name & contact details via email. Certain numbers are required to cover the associated costs and numbers will be limited by space. Thank you for your understanding in this regard.
I will confirm the workshop numbers and viability with a reply email on Friday, 15th of October.

Look forward to meeting you all for this opportunity of learning and sharing.
Live, laugh and learn on your journey….

Carmel Kuhr

Blog: http://relief-insight.blogspot.com
Email: carmelkuhr@internode.on.net

PLEASE NOTE:

Payment: Either cash on the day or direct deposit prior to the day. (Please email for specific details )
Parking in parish car park on the top of the hill in Armstrong Street.
Plenty of paper & pens for recording, perhaps a display book too!
Please come along prepared to show and share! (Laugh too!)
Topics will include: Starting and closing the day, organisational strategies, professionalism in the everyday, behaviour management strategies, attention strategies, rewarding students, management of groups when out and about, teaching strategies that cater for all learning styles, multipurpose learning tools.
The day is not so much about what to teach but how to develop quality teaching practice in this challenging but rewarding teaching role.
Please share this information with any other teaching professional who may benefit.
Really appreciate early RSVPs. Thank you so much.

Graduate Teacher's Meeting

2010-10-09T23:59:00.000-07:00

Part 2:

1. What is it that the class teacher has that the poor old supply teacher (student teacher too) doesn’t have?

Relationship and knowledge of the learners in this class i.e. learning styles.

Keep thinking about that as I start the school day in year 5. After introducing myself, one of the first housekeeping matters that needs to be attended to, is marking the roll. (Change to online but you should still have a class list)

Good morning year 5 I am Mrs Kuhr and I am happy to be here today to see how well your class functions as a learning community. Use strategy "Excuses Excuses." (See Relief Insight Book page 11 ) Main purpose is to build relationship quickly, gain insight into class dynamics and establish your presence.

You never get a second chance to make a second impression!

2. Relief Insight."

When first commencing Relief teaching I thought about the skills required to do relief teaching ...Venn diagram explained. In 2006 when I was first invited to speak to the 4^th years at ACU the students were so keen to hear more about this “land of relief teaching and the diversity of skills” that I developed a workshop called Relief Insight which does exactly that...gives the participant an insight, not what to teach, but how and why behind the tricks of the trade!

In a nutshell....

Relief Insight is a practical skill based workshop that is designed to empower you with strategies and concepts to work with all year levels in multi sensory and engaging way.

For all teachers....

Show Power Point 2 Quick look at the content. If you like what you see and hear in this short presentation please refer to you flier for more information about my workshops that offer the participant three hours of professional in-service. As you may appreciate I am first and foremost a classroom teacher and the workshops are not a business run venture. Your expression of interest is essential for the correct numbers to cover costs and then I am more than happy to share my professional experience. BLOG SITE TOO.

3. Earlier I challenged you to keep an open mind to this teaching role. Just like a class I can’t assume that you will keep focus in discussion only through auditory modality. So let’s do a PMI chart that could be written but can’t so lets make it all three ! Explain what is expected....

Advantages and Disadvantages: (Vote with your hand gesture as shown whether this is a positive, minus or a negative in your opinion)

· Flexible working days

· My own boss

· No holiday pay (Be aware there are ten weeks school holidays)

· Flexibility to have more than one income stream.

· No-little take home preparation.

· No staff meeting(ask for an invitation)

· No sick pay-leave

· Inside look at a school community and the school environment

· Miss Staff development days (Definitely ask for an invite...INTRANET)

· No curriculum planning (Actively look for a mentor)

· Higher casual rate of pay per hour

· Build up lots of professional contacts.

· Actively teaching all age ranges.

· Exposed to a variety ideas as presented in individual classrooms.

· Familiarization with a broad range of teaching resources/practices in schools.

6. The Five Bees (See earlier blog post)

7. Closing

Relief teaching is a wonderful experience of professional growth. You are in charge of your own learning journey. Every professional should have the chance to do this role. Most would decline...are all teachers control freaks!

Definitely not for wimps but most worthwhile things are like that! I would liken some days to being on the set of THANK GOD YOU ARE HERE!

Thank you and blessings on your teaching journey. It is not a job it is a calling.... all the best.

So this is how I finished the meeting.

It was half an hour in duration but when you are in front of a large audience it just flies. The other funny thing is that everyone is listening to you.....I mean really listening!

In a classroom you have so many distractions and interruptions to the flow of your teaching that I almost get the giggles and ask will someone please wriggle in their seat or call out so I feel more at home! Seriously, I trust I was able to convey the main message......

Life is not over if your don't get a full time job straight away!!!

Supply teaching has so many advantages to your teaching journey that it can't be dismissed. I understand the lack of full time income, however your ability to check out a school community from the inside before you choose to apply for a position to that school can be an advantage for both you and the school. Not every school is going to suit who you are a teaching professional. So follow the old advice and always look at the bright side of life and ...

Live, laugh and learn...

Carmel

Graduate Teachers (Independent Teachers' Union Meeting)

2010-10-07T03:11:00.000-07:00

Recently I was invited to address a meeting of graduate teachers . As I looked around at all the eager faces I reflected how I felt at this same stage in my life journey. How I was so eager to hear anything that would support my understanding of what this brave new world of education was going to be like. However, the truth for this group is that not all would walk straight in to full time employment.

Yes, I know it would be a pretty bitter pill to swallow after all that blood ,sweat and tears that had gone into study! Unfortunately this is reality . However, it is not the only way to see the journey and for many reasons I really believe that some things that you thought would be so negative can turn out to be a real positive. This is exactly my message to people in regards to the benefits that relief /supply teaching can be to the young professional starting out on their career journey .The benefits come in a hidden but most interesting way if only you are prepared to work at this role in the same way you would in your first full time position. Today my objective was to "enlighten" the listeners to this possibility.......

Allow me to share the introduction of my lecture at the Independent Teachers' Union .....

PART 1

My pleasure to be here today, to be part of your journey....your career journey.
The metaphor that life is a journey is one that everyone would agree with. However, I like the extended version......

"Life is a journey -not a destination!"

And while it is good to have an end to journey towards;

but it is the journey that matters, in the end.

Today I would like to congratulate you all on having clear goals about where you are journeying to in life. You are indeed a life traveller who has dedicated much time, research, preparation and effort in expectation for this amazing journey into the professional world of education. You have every right to feel pride in your achievements thus far on your chosen career path.
Like every good traveller, you are constantly checking on your travel plans and today’s conference will provide you with more important understandings. Unlike this image .......everyone’s path will be different and the way will not always be as you have planned it to be.

Life is like that! (Only on reflection can all the positives of an unforeseen diversion to the path you planned to take become evident.)

Image a traveller’s shock to be told at the last minute that the country of origin that he had been planning, dreaming and saving to live in was inaccessible at this current time and it is suggested that instead he visits a nearby country. Of course he is dismayed, outraged in fact! This was not part of the plans..... However as he calms and his emotions subside, he is drawn to the facts that the suggested “new” country has exactly the same political, social and cultural environments that he had been researching. (Why the occupants even speak the same language!) It is not that he can’t ever visit he desired country of choice, it is just that he is not able to gain full entry at this present time. There is only one condition he was not really mentally ready for....he will have to visit as a back packer! Not quite what was on his agenda but he prides himself on being a possibility thinker!

What if you were that traveller?

Would you open to the possibilities?

Would you have the personal and professional skills to look at things in a new way if the journey takes directions you were not planning?

I join you today as a backpacker of the teaching world...that’s right....a relief teacher, a supply teacher, a casual teacher or as the American’s say a substitute teacher. Originally, I did initially enter the wonderful world of education on a full time basis, taking on a number of administration roles throughout that time. As my life path twisted and turned I made adjustments that honoured my life’s journey’s priorities. Over the past ten years I have travelled through this land gaining more and more understandings into the complexities and diverse skills that are required to successfully fulfil this essential role in our schools today.

So over the remaining time, allow me to open your mind to the advantages this role may have to offer should your career journey take this path.

If not for yourself, then a better understanding into the respect the role deserves, when you are

in full management of a class and another professional assumes this role for you.

To be continued.....

Live, laugh and learn,

Blessings for the journey.

Carmel

Happy World Teachers' Day!

2010-10-04T18:59:00.000-07:00

I think this well know little reflection speaks for itself .

Please.....make a coffee and enjoy the read!

I believe we all need to live in moments. No matter full time or part time teaching we are all star polishers, all playing our part in the universe.

Thought for today: Make a Star Polisher's Journal.

In it you keep all those little notes, drawings, moments , letters from parents, photos and affirmations from the children whose life you have "polished" In the darker moments of when you are wondering why you are doing all this, has it been worth it?....reach for the book, open the book and remember......there is no greater calling than to the profession of teaching.

I love mine and I hope you do too!

The Star Polisher

I have a great job in the universe of occupations. What do I do? I'm a "star polisher."I have a very important job. If you want to know how important, just go out at night and look at the stars twinkling and sparkling.You see, I'm a teacher. The stars are the children in my class. My job is to take them in-- in whatever shape they come-- and shine and buff them and then send them out to take their places as bright little twinkling beacons in the sky.They come into my room in all shapes and sizes. Sometimes they're bent, tarnished, dirty, crinkly and broken. Some stars are cuddly, soft and sweet. Some stars are prickly and thorny.As I buff, polish, train and teach my little stars, I tell them that the world cannot do without them. I tell them they can do anything they set their minds to do. I tell them they can be the brightest, shiniest stars in the sky and the world will be a better place because of them. Each night as I look at the sky, I'm reminded of my very important job and awesome responsibility. I go and get my soft buffing cloth and my bottle of polish in preparation for tomorrow and for my class of little stars.
~ Leah Becks ~

Happy World Teachers' Day

Live laugh and learn....

Carmel

Be Professional..Leave a note!

2010-07-20T20:46:00.000-07:00

Yesterday, my relief day was what I call, "Round the World." By this I mean that I was asked to relieve teachers in 40minute blocks so they could meet with a specialist teacher regards the term ahead. I literally worked with every teacher and year level in that one day. While the teaching focus was already preplanned by the class teacher, I needed to be able to adjust the the new age group and the learning very quickly so as to hold the attention and momentum of the day. This is what I would call the "Tricks of the Trade" as well a splash of profession experience!

I actually the challenge of the pace of the day! I also enjoy trying out new strategies that may enhance the learning environment especially when you don't know the children's names and learning styles.

However, yesterday the one thing that I received the most positive feedback about was the appreciation of a concise note detailing the work covered and any other information of note e.g students who had to attend another specialist lesson at the same time, parent collecting a child from the room and at what time, work that had been collected and students that require follow up to name a few examples.

This note was not just written on the back of a scrap piece of paper but presented professionally and placed with any other collected work on the desk. The affirmation of this system tells me that this is appreciated but it also sends a message that I respect my role in the smooth functioning of a school day and see my contribution as valuable. Teaching is all about being professional in all that we do and say.

Actions do speak louder than words though don't they!

Live, laugh and learn every day...

Carmel

Substitute, Supply or Relief Teachers.... we are all in this together!

2010-07-13T20:34:00.000-07:00

“Unless you try something beyond what you have already

mastered, you will never grow.” Ralph Waldo Emerson

No matter what your teaching experience, if you are reading this blog you are preparing to move into a distinctly unique aspect of the education profession known as substitute ,relief or supply teaching.

Congratulations on being prepared to grow. Growth takes courage and on occasions so does substitute teaching! Every day you face a new set of children, a new grade level, a new set of individual needs, a new classroom environment and a new set of ground rules. Don’t be put off by the challenges, consider the positives. Every day is a fresh beginning with the opportunity to do it better and make a difference. One day, one kind word, one learning experience can stay with a child for a lifetime. I am always humbled when a child (sometimes years later) can remind me of a moment when I touched their life or anchored a specific learning concept firmly in their mind. These tiny moments cannot be undervalued. You must never underestimate the power of the moment and how God may choose to work through you in this important role of relief teaching.

Without the team of dedicated professionals providing this service our schools would not function as efficiently and smoothly as they do. However, you must be aware that you are responsible for your own professional growth and development. In the context of the role, you must be proactive in seeking out in-services that may suit your needs, colleges who form part of your mentoring team and resources that inspire you to journey on in your chosen career path.

If you live in the Brisbane , Australia area, I am conducting another workshop for Supply Teachers on Saturday the 31st of July. (More details in following blog) This workshop goes hand in hand with my workbook and many participants give feedback that the three hours of professional fun and learning really make the ideas come alive! The other benefit of this workshop is that you can add these three hours to your QTC professional development log requirements for 2010. Yeah! You also gain the added advantage of networking with other like minded professionals who are experiencing all the same things. It really does help to know you are not alone!

If you are not local, so to speak, don't worry...this is exactly why I was encouraged to start this blog...so you could find me and access the workbook on line. You are downloading the same book with the added advantage of being able to slide it into a display book for longevity and additional pages for ever-increasing ideas you will gain along the way! Should you choose to do this you will find it on the left at the top of the blog page. Simply click on the picture icon the open the link.

Can't wait to read your feedback. Sharing is a wonderful gift...thank you.

The book was primarily generated to give the reader “insight” into some of the key aspects of the relief teaching day. There are already many fantastic resources for lesson content. These humble ideas are meant to be the glue that can hold your teaching day together; the strategies that teachers develop over a lifetime of constant refinement and re-evaluation. As a fellow traveller, it is my hope that some of the strategies and suggestions contained in these pages (and workshop ) do exactly that…..inspire you to move forward, doing more and being more for the betterment and enrichment of the students in your care.

Live,laugh and learn every day!

Carmel Kuhr

“Be not afraid of growing slowly; be afraid of standing still.”

Chinese Proverb

Spice It Up...Brain Challengers

2010-06-24T03:26:00.000-07:00

As the term draws to a very rapid conclusion here in Brisbane, I find the children (teachers as well) are also very tired and ready for a well deserved break. This is the very time we Relief Teachers have to be at the top of our game with teaching strategies that engage all learning styles and maximize interest.

The following are four examples of games that are far from fillers. The content you use and the objectives you desire to be obtained can really made interesting with these games as a template.
Most importantly have fun.....on a personal note, I have used Vote with Your Feet as an interesting introduction to a rather dull history lesson. Human Noughts and Crosses as the focus on the non verbal communication skills, Celebrity Heads was a lot of fun at the conclusion of a novel study when the celebrities became characters from the novel, and Hot Seat is a great way to evaluate the retention of a lesson filled with lots of facts or general knowledge like collective nouns or proverbs etc.

Love to read of any other games you find a useful learning tool. I do have lots more in my book but these are just a taste! I am sure you know loads more than I do!

The fun is in the experimentation...

Vote With Your Feet:
This is a strategy for getting all the class involved and
thinking about the discussion at hand. It challenges everyone to have an opinion and
reason why. Application is very broad. Basic concept: All children stand. Explain
that we are going to vote with our feet after I make a general statement. Should you
strongly agree with the statement move to this side of the room, not sure in the centre
of the room and strongly disagree to the opposite side of the room. The wonderful part
comes when you seek the reason why they are of that opinion. Use the Koosh ball and
watch in the interactions heat up. This concept also works well in the lower grades for
the true/false statements. I have also used it to heighten interest in a rather dull
history lesson. Instead of an opinion the class had to vote with their feet on which of
the two outcomes they thought was realistic. They had fun voting with their feet and I
had fun thinking on my feet! Anything that gets children active learners is a winner for
me!
Human Noughts And Crosses:
Only resources necessary are nine chairs in the array of three and the
class divided in two equal groups. If you would like to
highlight the importance of good communication in teamwork then insist that for the
first two games no communication/speaking is allowed at all. The game is played just
like the paper version. The crosses team cross their arms across their chest and play
one person at a time. The noughts must have their hands on their heads to indicate a
circle. Boys verses girls works well too. Three in a row are the winners. For the next
two games talking is allowed. Discuss your observations? What was the difference
and why? The other version is to divide into two teams. The chair arrangement is in
the centre of the room. Issue a mathematical based problem to one team, if they are
correct they may take a seat on the array. Continue taking turns and first in a row of
three are the champions! Fun too!

Celebrity Heads: It is worthwhile giving this game some thought as to how you
can best use its structure. I always have my picture cards in my Bag of Tricks so the
little ones can have a visual link. The older children respond well to links with the
literature they are currently reading or the topic they are studying. No resources are
required if the players sit in front of the board and their character is displayed above
their heads and line of sight. Consider reverse Celebrity Heads where the three
contestants know who or what they are; however, it is the class who has to formulate
the questions.

Hot Seat: This game could be adapted to be used in any application where you are
requiring children to answer quick short answer questions. I mainly use it for
vocabulary and or language based questions, like finish the proverb, names for
collective nouns or antonyms. It is also a great revision tool. Form the class into a
circle. Place a chair “The Hot Seat” at the top of the circle like the throne. The first
‘victim’, I mean, student sits in the seat. I ‘fire off’ a question. The child stays in the hot
seat until they are incorrect or say pass. Be very mindful of how any class game can
place a lot of stress on the learner. I would never say “wrong” when a child attempts
an answer or even chooses pass. I do have a funny buzzer noise I say like “Nar!”
then I add “Thank you for playing.” Personally I think this helps to reinforce that this
is playing and I thank them for choosing to play. I will also make the ultimate winner
thank the class for playing, as without them he/she would not be a winner.

Live, laugh and learn and don't forget to post a comment with you great ideas...we are all learners together!
Carmel

Professionalism Part 2

2010-05-27T02:56:00.000-07:00

Much of what is written here is what you may call "common sense" ; however, it is surprising what we sometimes need reminding of in order to stay completely professional.

Professional respect can only be earned by your repetitive display of appropriate behaviour not only to fellow teaching professionals but to the parents and children in our circle of influence.

The following tips are the conclusion of the two part series:

· Record all communication in professional tone and format.

· Display diligent supervision while on playground duty.

· Display initiative in a challenging situation.

· Always follow up on significant incidents either in the playground or in the classroom.

· Be aware of appropriate teacher-pupil interactions at all times.

· Develop a keen interest in on-going personal and professional development.

· Join a professional group, or subscription, as a means to expand current understanding and embrace change!

· Actively seek out an experienced mentor.

· As a life long learner, practice and refine your skills of reflective thinking everyday.

Live,laugh and learn....
Carmel

Professionalism Part 1

2010-05-12T22:37:00.000-07:00

We all know the true heart of a teacher is a gift and calling. In order to enhance this natural ability one must strive to be a serious student of life.

“To know the road ahead, ask those who are coming back.”
(Chinese Proverb)

Certain attributes and behaviours will send this clear message to the world of your commitment to this wonderful profession. Here are a few, I would humbly suggest for your reflection…..

· Arrive to work in a timely manner.

· Be impeccable with your words, greeting and speaking to fellow teachers and students respectfully.

· Dress appropriately. Always identifying your role through the use of a badge. (In keeping with the tone of the school.)

· Communicate effectively with parents, mindful of other children’s privacy and rights.

· Show prudent and correct use of the school resources.

· Don’t make assumptions. Clarify and ask questions.

· Record all communication in professional tone and format.

Before I close the workshop on Saturday the 15Th of May in Brisbane, quickly reached capacity.

If you are interested in the June/July workshop please drop me a post and I can add you to the list. The workshops are a lot of fun and everyone who attends bonds together as life long learners beautifully! I am always very chuffed to facilitate the workshop.

Live, laugh and learn!

Carmel

Attention Please, Class!

2010-03-25T17:37:00.000-07:00

A quarter of a century ago, the teacher only had to walk into the room, or appear on the veranda, for a hushed silence to fall over the class. I am afraid to say the challenge is a lot greater with today’s children. However, your presence as the authority figure is still just as important.

The calmed hush can still be achieved in today’s classroom. It will be generated on the basis of mutual respect not fear. Respect comes with a growing relationship and this is exactly where the challenge lies.

Each class will be a little different depending on the year level and management style of the class teacher. You cannot possibly effect change in one day. Time to think outside the square! Time to make it fun! Time to make it special just for today!

The following are a few suggestions that you may use your professional discretion as to which strategy is suitable for which year level. More ideas and strategies are found in my handbook.

These strategies come are fully developed in my "Relief Insight"workshops. The next workshop is being held in May on the north side of Brisbane, post my speaking engagement at Australian Catholic University. Feedback indicates that no matter what your teaching experience, participants felt very empowered by the practical nature of the workshop. If you are interested please leave a comment with your email address and I will be in contact.

SUGGESTIONS FOR THE CLASSROOM:

S.A.L.A.M.I Magic instruction only known to the special class and you. It means STOP AND LOOK AT ME IMMEDIATELY. Only Year 4A know that! This becomes the strategy that takes the old FREEZE technique one step further. If you do use FREEZE, don’t forget to use THAW as the signal to continue as before.

RAIN SHOWER Nothing is as calming as the sound of falling rain. Try this idea on the younger ones when you are waiting calmly for the group to settle. Finger tips wiggling from head height to your waist to imitate the falling rain. Cross hands back and forth to represent the puddle and at the same time making the sound, shh, shh, shh! Continue until the class is settled. It is clever to link this with breathing in as the rain falls and out as you say shh. The extra oxygen in the system will help with added focus for the learner, or teacher, whoever needs it most!

THERE’S AN ECHO IN THE ROOM
This strategy not only gains attention, it consolidates the message as well as focuses the listening. Explain the game. You are looking for the clearest and most accurate echo. I would only call on volunteers to be the echo as it can be stressful for some children not being able to accurately recall the statement. Always call on three echoes. Allow the class to judge. Reward. The end result will be everyone listening to the information in order to participate.

COUNT DOWN TO SILENCE Use hand movements to physically demonstrate the countdown 5, 4, 3, 2, 1…. hush, hush! Repeat the countdown three times getting progressively softer and on the final fourth time only mime the sequence.

By this stage, all the children should be with you and if someone is not, it is usually a good shock technique that the whole classroom is silent and having fun and they are not part of the team. If you become very familiar with one class, this technique can become a secret sign outside the classroom. Today’s child is very visual and usually responds well to signs that convey meaning.

Have some fun with these and know we would all love to share some of your great strategies too.

Live,laugh and learn.....
Carmel

Classroom Transitions

2010-03-09T02:08:00.000-08:00

Being mindful of a transitions from one subject area to another, or a group to individual work , or individual to whole group, or moving from one area to another not only maintains the tone in a productive room but also help to build relationships. As the relief teacher you build a much better picture of the personalities you are dealing with as well as the class dynamics. You be the judge of the age appropriateness for the suggestion. Here are a few that work across the ages and are often requested by classes when next I visit!

Well thought out transitions make the day productive and fun for everyone!

SPELLING TO MATHEMATICS

Each letter is worth its positional value i.e. a is 1, b is 2 etc. Transpose the spelling list into a series of addition sums. The word FLOWER becomes 6+12+15+23+5+18+19=x (98) Then have fun rewriting the spelling list through questions like this: Which words are odd numbers that are divisible by 3? Which word is 5 less than 103?

INDIVIDUAL WORK TO GROUP ACTIVITIES

Huddles: This traditional party game that works so well in changing the pace. I refer to it as Huddles. Children stand as a group. Ask them to move to the music or move in an interesting way. Call stop. Announce the number of children that must form a group as quickly as possible. Watch the team work and friendship structures. Boys must work with girls in order to succeed. Younger children I just call a number. Don’t forget 1 for a bit of fun. Older classes love it when you mix it up with a call like “ Half of 10” or “Two thirds of 9” Children who get out are to start the next activity or use it to form the groups you require for the next activity.

FROM GROUP TO INDIVIDUAL

ELEVEN-EES This game is as old as the hills and the children still love it as much as I did as a child. The class is best sitting in a circle. The idea is that we are going to count to 11. Whoever says 11 is out and must recommence their work at their desk. It would be too easy if we just counted by ones. You are allowed to say up to three numbers when it is your turn. In this way the game can be manipulated to deliberately get people out. More fun that way. Therefore here is an example of what the sequence could sound like……1,…..2,3,4…..5,6,……7…..8,9,……10…..ELEVEN (This child is out!) The seventh child in the sequence was out. A new game may go like this 1,2,3,……4,5,6,…..7,8,….9,10…..ELEVEN! (The fifth child in the sequence was out.)

Trust you use these practical ideas and of course think of loads more yourself.

There are more in the book I have complied "Relief Insight" if you would like to download it please see the side section in this blog.

Love to hear your ideas .....
Live, laugh and learn!

Blessings for the journey,
Carmel

Don't Make Assumptions (Part3)

2010-02-28T18:08:00.000-08:00

The new school year in Australia is off to a flying start yet again. If you are entering this amazing expereince called relief/supply teaching in our schools, this can be a very tiring and exhausting time as well. There is much to absorb as you move in and out off lots of different learning environments. Take heart....it does get better as you learn and grow as a professional.

This is part 3 in the series "Don't make Assumptions" It could be worthwhile going back over previous blogs and reading the other suggestions as this is the one area that I see teachers get quite stressed over! To avoid the stress....heed the advice and be prepared mentally! Enjoy!

*Don’t assume all children will have the necessary stationary equipment like a pencil and a rubber!

*Don’t assume the specialist teachers and parents will know who you are.

*Don’t assume you will never leave any of your person equipment behind in a classroom. Always put your name and mobile number on everything if you want it returned.

*Don’t assume your bag is safe in the classroom, unless the room is locked.

*Don’t assume that a stranger (with no identification) in the playground is allowed to be there.

*Don’t assume you are in the right duty area. If you not positive, ask!

*Don’t assume that a child will always understand what you meant let alone what you say.

*Don’t assume that every child is sick just because they say so. Check with your partner teacher, or office staff, for a quick personality review then make your decision.

* Don’t always assume that the significant adult picking up the child at home time is the legal guardian. Very difficult area however, careful observation is required at all times.

* Don’t assume you will get around to reading that Relief Teacher’s File for that year level later in the day. Do it ASAP! Important information will be found within its pages!

I do trust this might start your path for the year off on a positive note.
Until next blog, keep smiling!

Live,laugh and learn,
Carmel

Merry Christmas Everyone!

2009-12-22T22:29:00.000-08:00

This is the time of year that we all need to regroup and re-energize for the hope and promise of the new year of 2010. Unfortunately, the honest truth is that this time of year takes as much energy as you are prepared to put in. I even have the twins' birthdays just before Christmas, hence not too many posts in the month of December.

New year ...new start!

If I could share any golden advice I would say be careful not to let time go tumbling past you. Set little achievable goals that allow you to feel organized and empowered for a new beginnings. We teachers are hopeless at collecting things and always wanting to be better! Write a list of your goals. Cross them off and celebrate your achievement of a good use of time. With three school age boys as well as Christmas and school holiday plans I try to keep chipping aways at teaching goals and study.

My beautiful husband always says: "There is only one way to eat and elephant...one bite at a time!"

Blessings of this special season to you all.

May 2010 be filled with much laughter and happy memories for you.

Carmel

Out and About with the Class. (Part 2)

2009-12-16T21:27:00.000-08:00

SECRET SPIES

Apologise about all the secret stuff;

however, children love the mystery of it all and it really works!

As I am doing all the “getting ready to move out” instructions, I explain that there will be a certain number of secret spies in our midst.

1. These spies will be looking for the two best children in the class that have followed all the class rules. I secretly ask two or three children to do this role while the class is moving out! The other children who are not chosen love trying to work out who is the Secret Spy.

2. On our return to the classroom the spies are to stand in front of the whiteboard so they can nominate their people. The one catch is that the teacher has to agree with the nomination! This puts the fix on friends choosing friends, unless justified. While both the spy and their nominations all receive a reward, I have been know to double the reward when a true spy does not pick their nomination based on same sex or friendship status.

STATUES:

If you are just moving a short distance and not going to waiting long,

like a whole school assembly, then you could try this idea for a bit of a chuckle with no noise!

(Relationship building)

Front and back leaders are chosen, lines are formed and the teacher is at the front. Here I can control the group as well as work out where we are going. Each time you turn around to check on the class, the children have to “freeze”; I call out the number of people I did see moving and don’t the children love it as the number decreases! With older children I estimate percentages.

DECTECTIVE EYES/EARS:

This works well with the middle to lower classes.

Before you move off to your destination, explain that today we are going to look /listen very careful at everything as we move to and from the church. When we get back to the classroom, have a little Quiz to decide who your best detective is.

Sample questions may include: What animal made a loud noise just as we reached the church door? What colour are the flowers on the altar today? Which teacher waved at us as we walked quietly to choir practice? It does give the children a focus.

For older children I like to give just one quite tricky question, like: How many tools did the groundsman have in his wheelbarrow? What colour was the plastic box near the tuck shop?

SHADOWS

This is not really a game rather an metaphor that I find the younger children relate to quite well.

I tell the children we are going to be shadows as we walk to the library. Shadows don’t speak, they don’t even make any noise with their feet. They just silently guide pass watching and listening to everything interesting on their way. The little ones often start taking a lot more notice of their shadows during their outdoor play. You could introduce the best shadow award!

MAGIC TELESCOPE:

Inside or outside the classroom, this strategy works effectively with Year 3 down.

Cupping your hands to mime the holding of the telescope, or binoculars if you choose, really accentuates the process of looking for a specific person and a specific behaviour. I find the children love watching your eyes as you go through the movements. When you finally link with an individual child their whole face lights up with a smile! I only ever reward the positive!

MAGIC GLUE:

This is a strategy best for year 1 or below.

When you are faced with the challenge of pairing the children quickly

in order to move to a new location…… try this.

You have the pot of magic glue. Paint it on to a child’s hand and then place that hand into the hand of a partner. Never to come unstuck until you say. Rather than always holding hands the next painted hand could be painted then placed onto the partner’s shoulder, back, head, ear, knee, tummy…….get ready for the giggles! Join the line. Also works well as a transition idea between activities.

Trust this may be some inspiration and as always I would love to read of any other ideas that you find work well. We can all learn from each other...that is what it is all about!

Live,laugh and learn,

Blessings for this Christmas Season,
Carmel

Out and About with the Class. (Part 1)

2009-11-09T04:36:00.000-08:00

Children today are constantly on the move from one space to another in a school environment. There are endless opportunities in a day where the class needs to move as a group in order to get to a specialist lesson, (such as….Music, Drama, Japanese, Physical Education, Art) whole school assemblies, the church, library visits, or even the next door classroom.

Moving a group of students quietly and efficiently can sometimes be more challenging than it looks. The real truth can come down to management style of the permanent class teacher. Some classes have a well established routine that is best not to interfere with. Classes like this are proud to show you how they can self manage these situations. Leadership roles are usually displayed and the children know exactly what is expected of them. It is easy to find only positives things to express to the class teacher at the conclusion of the working day.

On the other hand, there are classes are so full of boundless energy and enthusiasm for life that it hard to get them to move as a group, let alone in two lines! Moving the class as a group is the one time you can really feel venerable to observations of any onlookers. Hence, I would offer these starting suggestions and strongly advise you to continually learn from your experiences in this area of management.

· ESTABLISH THE GROUND RULES: Quickly review what management structure is already in place. Affirm or outline the expectations of what will take place. Always highlight the positive behaviours that will be noticed or rewarded.

· FRONT AND BACK LEADERS: Whether upper, middle, or lower school, well managed or not, used to lining up in one, two or no lines, children always love being in charge! This strategy means you can allow four children to have “their time to shine.” I am always careful to ask the two front leaders move off when the class is ready but to stop and wait at a certain spot, like “Stop at the bottom of the library stairs.” This allows the group to stay together. When I am happy the class is settled and calm I would suggest the next waiting spot for the leaders. This way you also maintain some control of the movement. The Back Leaders are asked to walk so they have no-one behind them. In this way, you as the teacher can confidently move between the front and back, knowing all other children will be between these two sets of leaders.

· SECRET SIGN: Before leaving the classroom, establish a secret sign that communicates the need for attention of the whole group while you are out and about. A hand in the air is the golden oldie. The attentive children follow your lead and somehow those who are paying as much attention suddenly realize they are the only ones still chatting. Everyone else has their hand in the air!

Trust these thoughts may have a positive influence on your day.

To conclude here's a thought from an old African proverb....
"Don't look where you fell, but where you slipped!"

Live,laugh and learn,

Blessings for the journey...

Carmel

Don't Make Assumptions ((PART 2)

2009-10-22T05:26:00.000-07:00

· Don’t assume that photocopying is done by the office staff and is available in limitless amounts.
· Don’t assume that all children will return from their visit to the toilet or come back after lunch.

· Don’t assume all children will have the necessary stationery equipment like a pencil and a rubber!

· Don’t assume the specialist teachers and parents will know who you are.

· Don’t assume you will never leave any of your person equipment behind in a classroom. Always put your name and mobile number on everything if you want it returned.

· Don’t assume your bag is safe in the classroom, unless the room is locked.

· Don’t assume that a stranger (with no identification) in the playground is allowed to be there.

· Don’t always assume that the significant adult picking up the child at home time is the legal guardian. Very difficult area however, careful observation is required at all times.

· Don’t assume you are in the right duty area. If you are not positive, ask!

· Don’t assume that every child is sick just because they say so. Check with your partner teacher, or office staff, for a quick personality review then make your decision. Be as objective as possible!

· Don’t assume that a child will always understand what you meant let alone what you said!

The wonderful book, The Four Agreements written by Don Miguel Ruiz, states that one of the four fundamental agreements is precisely ....DON'T MAKE ASSUMPTIONS. While my version is a little simplicistic and a little tongue in cheek, I do hope it serves to enlighten your thinking when you turn up for your action packed supply teaching day.

Live,laugh and learn,
Blessings for the journey,
Carmel

Closing the Day

2009-10-08T05:19:00.000-07:00

The final term of the school year is busy and filled with lots of addition activities. Finishing a school day calmly is very important for every one's sanity. Don’t run yourself out of time. Allow plenty of time for the tidy up and shut down. Outline expectations and turn the essential clean up-time into fun!

I always give children a signal that they are close to finishing time. This gives children a chance to make a last minute effort to complete or enjoy the task. When Clean Up is called there is no plead for “Just as Minute” and the cleaning process can start.

The Mystery Object : Sometime during the activity identify a mystery object. It might be the pot of glue, a red crayon, or a child’s hat. Whatever the object watch to see who deals with it correctly during the tidying up process. Announce the object and the winner! Reward.

Tidy up Telescope I get my magic telescope out for lots of reasons but mostly to see the best tidying up person and sometimes to see who is ready and waiting. I mime the holding of the telescope with my two hands and it is great to block out all other vision and focus on one child at a time.

Hope these tried and true ideas are helpful.

Live, laugh and learn......
Blessing for the journey.
Carmel

Supply Teachers Alert! Don't make Assumptions!

2009-10-03T22:03:00.000-07:00

This section has been included as a bit of fun especially if you entering into the world of supply teaching for the first time. Making assumptions can be your downfall.! Be warned and make sure you ask questions. This list is just part of a longer version. The rest of which I will offer in a following blogs. Actually, the assumptions get funnier as they list grows. You know what they say....."Many a true word is spoken,though only in jest!"

So, therefore, I offer for your consideration the following:

· Don’t assume the day will be organised for you.

· Don’t assume that you will be with any one class for the whole day.

· Don’t assume just because no duties are on your class’ timetable you won’t be asked to do a duty or two.

· Don’t assume you will have plenty of time to read that Relief teacher’s File later in the day. Best to read it ASAP! Important information will be discovered within its pages.

· Don’t assume that just because there is a specialist lesson scheduled you can also take a break. Ask if there is another class you should be relieving.

· Don’t assume you will be in the four walls of the classroom all day.

· Don’t assume you will have a relaxed lunch break.

· Don’t assume that the class will be all happy to see you.

· Don’t assume your classroom will have a CD player.

· Don’t assume art supplies will be plentiful.

· Don’t assume that photocopying is done by the office staff and is available in limitless amounts.

Trust this is of some assistance as fore-warned is fore-armed! May Term Four, 2009 be both rewarding and professionally challenging for both growth and creativity.

Live,laugh and learn.

Blessings,

Carmel

A Spring Clean in the Spring Holidays

2009-09-21T21:54:00.000-07:00

Here in beautiful, south-east Queensland, it is school spring holidays . Yeah! Not only do I have my own lads home on holidays to enjoy, but it is time to refresh and recharge the batteries before facing the last busy term of the school year.

I also enjoy the process of a good old-fashioned spring clean:
......spring clean my ideas,
......spring clean my strategies,
......spring clean my class files and storage systems.

In starting with my zany pencil case and all the odds and ends stored here, I thought I would share a few of my life's essential contained in this case. Apart from all the usual items you would find in a pencil case, I couldn't be without my red, blue, green and yellow hard plastic pop-sticks. They are a fantastic tool for quickly sorting children into groups as well as allowing small groups to take turns fairly and monitoring points given in a game situation. I am always thinking of new uses for these handy little inclusions.

A few small, shiny, coloured crystals fall form the corner of the case. Note to self: I must add more of these! When a class is working well and don't want to distract from the learning environment but I do want to affirm a student's behaviour, I simply place a crystal on their work. As relief staff, I may not know every one's name and this is another way around that issue if the class is new. At the conclusion of the lesson, I gather the people with the crystal awards and suitably reward them for their work. The crystals are given back to me. At other times I may give the responsibility to one child to be a "secret spy" if the class is to move off to assembly or perhaps the library. The secret spy is given three crystals and has the responsibility to award them to three worthy class members. If the spy chooses wisely, they too ,have a crystal on their desk as a reward. Again the crystals are returned at the end of the day. Another strategy, is using the crystal to acknowledge people who wish to contribute ideas to a group discussion or hands on activity but have to wait their turns. I know who is next by the crystals!

Lastly, I have used crystals to heal a broken heart! When held in a hand or deep in a
uniform pocket, they can give the owner the power to overcome their troubles and allow happiness to return! It is not just little girls who like coloured bling! Hee,hee! ( The only warning I have is that if using these in younger classes, a child doesn't put the crystal into their mouth!)

Magnetic pegs, my calculator, my double dice, my digital timer that needs replacing from overwork, my favourite Koosh ball and a gorgeous purple gel pen all tumble form the case only to returned clean and ready for term 4.... the final term full of all the Christmas busy-ness How I make good use of these items and more are all in "Relief Insight" Handbook for Teachers.

For now I must get ready for our family adventure to the Gold Coast and the beautiful Gold Coast Hinterlands. With three sons and a husband who loves to explore in our 4WD, life is always an adventure rather than a holiday. I know we are going top be living, laughing and learning these holidays! Wish us luck!

Live, laugh and learn!
Blessings for your teaching journey....
Carmel

Whistle through the Day

2009-09-10T04:52:00.000-07:00

I often stress how I don't go anywhere without my koosh ball. It is such a versatile little tool.

Today it struck me that another essential item in my teaching toolbox is definitely a whistle on a lanyard! I automatically put it around my neck for any outside duty or activity. If the school has given me a key for the classroom this key also goes on the lanyard for safe keeping.

My voice is one aspect of my health I have to be very conscious of. I have managed to damage my vocal cords over the years and as a consequence, I am extremely proactive in vocal protection techniques. Without over using the whistle, it is tool I would not be without in the open space of the playground.

Happy whistling!

Live, laugh, learn.....
Carmel

Feedback for the August Workshop

2009-09-03T17:12:00.000-07:00

I am really pleased that this work can be of such practical benefit to both teachers and the students that we impact everyday. I thank Kylie for taking the time to email her feedback form. Most are completed on the day and are extremely positive. I wanted to share Kylie's words of wisdom as she implemented strategies and gave feedback on the success. Kylie also travelled a considerable distance to come to the workshop and I am so pleased it was worth all her effort.

Once again, many thanks Kylie.....

Dear Carmel,
Here is the feedback form for you. Sorry about the delay:

Content:
Excellent practical, useful information.
I was teaching the following week and used many of your techniques as possible. It was great! The best week I had because the children responded really well. They loved doing the “hot seat” for revising information on recent subjects taught. I got great feedback from the children and parents, (thank you for your inspiration).

Presentation and venue:
It was good to see how these activities actually worked in practice and having the group do them really helped me recall a lot more. Also it was good to see the material you brought along. I had those magic stones in the garden all the time without realizing how useful they are. The library at Chermside was easy to get to and the group seemed not too big and not too small.

Further suggestions:
Do another one so we can get together and swap ideas, thoughts, ask questions, and meet others sharing the same teaching experiences and the strategies we use best (and worse)
Have more of those fun brain breaks!

Thanks again Carmel. It was lovely to meet you again and I look forward to the next opportunity.
Cheers

Kylie May
PS Please let me know when you are running another workshop.

We all are on a journey..... my pleasure to have been part of Kylie's!

Live, laugh and love in moments!
Carmel

Make A Note

2009-08-31T03:11:00.000-07:00

In my toolbox of "must haves " I find there are three types of recording sheets I use everyday.

The Daily Agenda

Notes

Class List

Classroom teachers value the details of the day given in a quick and easy to read form. I find the daily agenda is the outline of the day. The note page is an A4 page divided into ten separate note forms. As the day progresses I simply record make a note of what is necessary for the class teacher to know. This could include perhaps a message from the librarian or action taken over a lost piece of property...that type of thing. These are my notes that I always leave on the teacher's desk at the conclusion of the day.

The Class List sheet is always copied and ready for the new student names to be entered. I then have a blank line entry to record either my observations or the work completed and perhaps my comments. I am able to feel I have done my best to follow up on all work that was set or asked to be completed in the set teaching time. I leave this list as a record for the class teacher as well.

Usually I find the students enjoy the fairness of this recording and rarely try to "slip through the net" so to speak by not submitting completed work. (If they do, I simply leave a note!)Workbooks are best collected and left for the teacher to review.

Sometimes it is these simple things that make a difference. A fellow teacher thanked me just today for these very habits and so I thought I would pass it on. If this is any help to you I am most pleased to have helped. That is what we all here for to support each other.

Live,laugh and learn,

Blessings for the journey.

Carmel

Supply Teaching is not for the Faint Hearted!

2009-08-21T22:02:00.000-07:00

What a week! There are just sometimes that you have to admit that you don't know if you Arthur or Martha! (Hence the clip art image!) By the way, I am Martha!

It is interesting that this week has come post my last workshop. Some class groups are just so high needs that they test every aspect of your teaching skills, every fibre of your teaching instincts. The lack of relationship and your limited prior knowledge of routine and expectation can only be seen as positives if you place them into the "character building aspect" of your profession! Even the deputy principal smiled at me on the third day and said, "Oh well ,you are still coming back each day .....that is a good sign!"

In all my years of teaching, I have never seen a year level group of Senior Primary pupils that consist of so many very high needs children. The classroom teachers are both dedicated and beautiful professionals. It is not through lack of management that this cohort require high energy to stay one step ahead, it is purely the combination of students. All this aside, I had a job to do, one step at a time and one day at a time!

One lovely lady at my last workshop asked most earnestly during the Behaviour Management
Chapter, "But what do you do if they still won't do what is being asked of them?" I may have been evasive in my answer as to date most of the suggestions I include in my book have always been my answers. Perhaps this is why I was sent this test this week ..... and I still have to face them again next week!

I am submitting this blog entry to show you that I DO live in the real world and the schools in my general area are not all filled with angels from heaven! There have been a few strategies that have been my saving grace this week and I thought I would share them. ....

In my book Behaviour Management Chapter 6, I write, (tongue in cheek)....Don't negotiate with terrorists! Having a daily agenda meant I could simply state that is what is expected and that is what is happening now. There was no choice in the focus of that section of the day.
Brain Breaks worked perfectly for the incentive this group needed to focus and then be rewarded. I kept a very tight rein on the selection of activities, however including a few of their favourites was a winning idea. Those children not working simply did not join the break time activity. They were not impressed I can tell you.
Being scrupulously fair about rewards, tidy desk expectations, and completion of work helped me stay sane. Any record of these activities were not keep on the board but rather in my note pad. Yes, this is a class that would re-write history if they could!
I only gave one warning during a group dissuasion and then asked the group if they were tired of the interruption to their learning. Offender was then asked to do the Top 100. Simple, clear, easy and it wasn't about me. Peer Jury (Page 21) worked a treat!
I also made sure I had work strategies at hand if a task proved too difficult or extension activities. Rotational activities were also much more engaging as they children realized they they would be only on this activity for a set amount of time and then have the opportunity for change.
My digital timer was priceless as I could be specific about time and follow through fairly.
Lastly, my coloured gel pen and cute stamp were a big hit. (Just because they were different I think!)

As I said earlier, I have this class for another week. I am more prepared than ever work content wise and I am also aware of each student's abilities and needs. I am sure this week will still be interesting; however, I am feeling a little more confident that things might not be so challenging as we have learnt a little more about each other.

Live, laugh and learn!

Blessings for your teaching journey!

Carmel

Workshop "Fun and Learning" (August 2009)

2009-08-13T17:26:00.000-07:00

"Relief Insight" Workshop

What a great group of teachers gathered together for the August workshop! The energy in the room was wonderful. It is always my privilege to present in this situation and again I was humbled by the genuine feedback. As always the needs of the group were quite varied and somewhat difficult to meet every one's expectations perfectly. Those in the group who were already out there facing classes every day in the relief capacity would have liked time to openly share strategies. I will look into another opportunity to make this happen. For now the three hour workshop is action packed with information and ideas. Some of which make the best sense when you have time to reflect and "play" with them.

Here are some of the further suggestions:

" As a pre-service teacher I am thankful for your professional scaffolding." (Sean, 3rd year Uni)

"Enlightening- empowering....more of the same please! (Dianne, Supply teacher.)

"Fantastic content. It (the workshop) came well recommended and did not disappoint. Love the access to coffee! Would love to come back for open sharing time!" (Kathryn, teacher)

If you are reading this, live in the Brisbane area and would like to attend the next workshop, simply leave a comment with your return email address as an expression of interest. No obligation. I will email you when the next workshop can go ahead. I rely on the right number of people to cover the associated costs.

On the other hand, if you are reading this and do not live in the local area, please know that what you are reading throughout my blog is not dissimilar to my book and this is why I was encouraged to place the whole book on line for your downloading convenience.

One teacher shared at the workshop that she had prepurchased "Relief Insight" handbook nearly a year earlier and she always takes it with her everyday! She showed us all the highlighting and general use the book had received. I was so pleased to see evidence that I have produced a teaching tool that is of such practical use and support.

Blessings for your teaching journey.......

Live, laugh and learn!

Carmel

The Five "Bees" of Supply Teaching!

2009-08-13T17:17:00.000-07:00

The Five Bees

BE READY.......
· Be ready to go when a school phones!
· Have reliable transport & be willing to travel.
· Invest in a diary and use it well to record all school contact details and days of employment.
· Give your planning and home preparation professional reflection.

BE PREPARED.......
· Carry Teacher Rego, Department ID number, your own teacher badge.
· Prepare files of ideas...Prep to 7, multi-purpose resources and graded professional resources.
· Be prepared for all situations e.g. hat, umbrella, sandshoes, sports whistle.
· Always have a backup plan to your preparation.
· Prepare your bag of tricks! (Koosh ball, dice,etc)

BE ADAPTABLE.......
· Adapt your mindset to teaching all year levels/areas.
· Adapt your teaching style to deal with more challenging classes/schools.
· Be adaptable to any last minute changes to your day.
· Be open to teaching different classes in one day.
· Be adaptable when you are asked to be part of activities: excursions, sports activities or liturgies.

BE PROFESSIONAL.....
· Dress professionally but comfortably.
· Arrive at the nominated time giving yourself space to prepare for the day.
· Introduce yourself to the principal/staff members.
· Leave review notes of the day for the class teacher.
· Make yourself aware of school policies and guidelines.

BE CREATIVE.....
· Source out resources that are inclusive to individual ability levels and appeal to all styles of learning.
· Be creative with resources and professional ideas you choose to have in your bag of tricks.
· Have fun!

Workshop Feedback : "Relief Insight"

2009-07-27T02:43:00.000-07:00

Things have been more than a little hectic at the start of the traditionally very busy third term. Could have something to do with having a really "sporty" number three son during althetic season?

Some of my extra busy ness is also in the preparation of my next "Relief Insight" workshop. They are always fun once I get started; however, because I not doing them all the time I do get a little apprehensive! Everyone tells me not to and one gorgeous freind has insisted I post some of the very humbling feedback the lovely participants have given over the years that really keeps me going.

At the risk of a tongue lashing, here are a few.....

"So many fantastic ideas and stategies -all very explained. Loved getting involved." (Amy, 3rd year education student.)

" Your workshop is a great springboard to both "new" and "old" teachers alike ...giving a lift to our teaching days." (Veronica teacher/librarian)

"The strategies (and freshness of these approaches) are a wonderful reminder to all teachers what the job is all about." (Trish, returning experienced teacher to supply teaching)

" I enjoyed the definite positive tone and the emphasis on professionalism. " (Paul, current supply teacher)

"This is what I expected in Uni and didn't find. Thank you so much ,you have given me a real head start!" (Jessica, graduate teacher)

" It was fascinating. I gained so many useful tips I can use in the classroom." (Nick, first year out graduate teacher)

Basically my book( that you can download online) is a collection of these ideas without the workshop attached! We have a blast at the workshop as I make everyone get involved and by the end we all feel like old mates! I have written the book in a very conversational style and saome readers have even said they can hear me coming off the pages...compliment or not I am still wondering?

Live,laugh and learn,

Blessings for the journey...

Carmel

Stepping Out Conference 2009

2009-07-15T02:54:00.000-07:00

Today I had the pleasure of speaking with a group of 4th year students at QUT in Brisbane about what it means to be a "Relief Teacher in Today's Schools. " It was a pleasure to speak to group of interested and focused "students". (Quite different from a class of squirming year 2 students I can tell you!) I spoke with 4th years at ACU in March of this year and they were just as receptive.

It really is a pleasure to be able to professionally share your knowledge and experience. I do hope I didn't challenge them too much with some of the realities of this profession....my aim was to inspire their thinking in regards to this critical role in education. I did finish by saying that some days are a little like playing a role on the set of "Thank God You are Here!" and that did get a little chuckle! I have offered to hold a workshop here in Brisbane in the next month so hopefully if the student response is strong I can make that happen. If you are reading this and live in Brisbane area ...the invitation is open to all interested teaching professionals. The more the merrier!

Please email me with your expression of interest and I can email you more specific information regarding the upcoming Relief Insight Workshop.

Live,laugh and learn,
Blessings for the journey....
Carmel

2009-07-08T21:58:00.000-07:00

Make a Note

This is one area that I have gained the most positive feedback. Classroom teachers value the details of the day given in quick easy to read note form. (This is actually a different form to the Agenda.) This practice not only benefits the class teacher but it also quantifies what has taken place in the day for you. The teacher is able to follow up with the class the next day regarding any positive or negative situation they deem necessary. The students will place value on the relief teacher’s presence for the day and judge how the teaching staff works together for their well being and education.

NOTE PROFORMA: I have designed a master A4 sheet that divides the page into ten separate note sections. As the day progresses, I simply make a note at the time it happens. For example, Learning Support Teacher withdrew Tom, Sally and Ben @ 10:15am for 30 minutes. Other examples may be a message from a parent, observations of unusual behaviour, message from the office, names of children that did or did not complete a given task and reason why/necessary follow-up, even playground incidents that you feel the teacher should just be aware happened that day. Lastly I will record that the specific instruction was completed, e.g. Megan had her medication @ 9:50am

This practice not only builds the lines of communication between you and the classroom teacher but allows the class to value that what happens on this day is just as important as any other day! Their beloved teacher will get to know exactly what happened while he/she was not there.

It is also important to realize that the class dynamics will not be the same with a new teacher in the room! Be careful to make your notes as objective as possible. Subjective comments about a child’s behaviour based on only a day’s experience can be treading into dangerous territory. Children’s lives are so complex these days that it can be impossible to understand the why behind the behaviour.

Again based on personal experience, I once had a class with one angry, unsettled girl present. Nothing I could say or do was right and she told me! This was one tough day. By the end of the day, I learnt that earlier that week was her mother’s funeral; she had died of an overdose. Not every child will have a story as powerful as this; however, it is worth asking the support staff or partner teacher, (even other students quietly) if this is normal behaviour. You don’t have to loose your authority doing this rather you are showing your care and concern for the child and for the whole class.

Live,laugh and learn,

Blessings for the journey,
Carmel

Closing the Day

2009-06-27T02:39:00.000-07:00

The final leg of the day is just as important as the start of the day. The children will remember every step of the journey, I can assure you. If there are any parents waiting outside the room, this is the time that they will judge your professional skills for themselves. It is also a great time for the principal to come for a "cruise" past, just to see how your day went. (I would and I did!) Your one relief teaching day is really like a whole year in one day. You need to leave the room in a better shape than you found it as well as a well organized outline of the day's events. Work is best to be collected and corrected. Your day is not over when the children walk out the door. This is where your true professionalism will shine.

I will write about this in another blog. For now dismissing the class, no matter what year level I go by the recall, reflect and respond rule.

RECALL: A calm finish to the day is essential. You may like to call the roll again. You could play a game with each child's name on the roll....be creative! Allow enough time to distribute any school newsletters and give homework reminders. Thank the children for the happy day. Review the day’s events by recalling the major events one by one. I do this with the help of my remembering hand, one finger, and one event!

REFLECT: Encourage reflective thinking in the learner by questions such as….What did you enjoy the most about today? Which part are you going to tell Mum or Dad about first tonight? What would you like to do more of in the future? Did I give everything my best effort today? How could I do better tomorrow? What are my goals for tomorrow,at home, in the playground, in my learning?

RESPOND: Closing the day with prayer, interesting story, lateral thinking puzzle or even a song is a calming finish to the day for all the year levels.

The upper primary love being able to go home with a riddle or trick to stump their parents. Something as simple as What has a face and two hands but cannot talk? A clock! What do you call the tags things on the end of your shoelaces? Aglets. I love collecting them! While I am on roll.....What do you call someone who keeps talking loudly to a crowd even though no-one is listening to a word they are saying? A relief teacher! Don't let that be you! Ha,ha!

Blessings for the journey...
Live,laugh and learn!
Carmel

Starting the Day

2009-06-23T00:09:00.000-07:00

"You never have a second chance to make a first impression."

As a substitute teacher, these words are golden! The class will be checking you out the moment they discover their own teacher is absent for the day. I make sure I am as organized and calm as I can be at this point in the day. I would have an agenda for the day organized and the resources for the morning session at hand. There are times when this is not possible as you are at the whim of the school administration as to how quickly you can arrive in the room. No matter what it is still critical to start the day smoothly.

It is very important to check whether the class teacher has left a daily programme. If so there is an expectation that this work will be completed and marked. I always leave a detailed review of the day regarding the work covered. I also always add "my own flavour" throughout the day in the transition activities. This is where a well organized class level file is worth its weight in gold! You can't assume a detailed plan will be there for you to follow.

Check the Class Timetable. Take note of your duties or specialist lessons. Find out where these are held. Note the bell times and you might like to add them to the day's agenda on the board. (See previous blogs)

Locate the class roll. Familiarise yourself with the names on the roll. The class roll is a legal document and must be correctly completed. I always carry a black pen for this very reason! Make sure the roll is accurate at the end of the day. Some school require you to initial it too. Check with school policy.

Opening the room for the day. I find in order to minimize any fuss when I am unfamiliar with the class, I am happy to get the room ready for the day. A smoother start is ensured.

Introducing Yourself: This is where you have to quickly assess the needs of the class and the best way to start the day on the right foot. Sometimes you need to be clear and to the point and with other groups you might like to make it fun!

The following are a couple of different ideas I have found interesting in starting the day well. I have collated all the ideas in my handbook "Relief Insight" and happily add more all the time!

I do think it is a good idea to write your name on the board so the children have the visual memory link. I am not outstandingly creative when it comes to drawing but I have learn a few "gorgeous" cartoons. You only need a few to impress a class no matter what age! One of my best loved drawing is of a very contented frog! Now my surname doesn't start with F; however, F does represent who I am as the relief teacher for the day.....FIRM,FUN, & FAIR. Three little FFF sit under the cute frog and I refer to them throughout the day when required. Classes who get to know me can often recall the meaning of the FFF without any prompting.

This one is for that challenging new class usually upper primary who look like they are going to eat you alive! (It is all about throwing them off their game!) Stand at the front of the room and wait for the hush. It will come as the class waits for the first thing you are going to say! Will it be the usual rhetoric regarding behaviour expectations? Simply greet the class and turn purposefully to the board and write your name in alpha code on the board. (You know.....A=1, B=2, C=3 etc) Announce to the class that this is my name and the first person to crack the code and correctly spells my name will win a prize! You will never see children move so fast! Reward the winner in some way and then challenge everyone to write their name in code. If all children can do this on a slip of paper (complete with real name and alpha code name) I have then collected them and used this as means to allocate positions of responsibility through out the day by randomly drawing out the lucky child.... 1-4-1-13 will you please take this message to the office? I assure you Adam will have a smile on his face and all the class listens intently to work whose name is drawn. The Spy Kids movie made this technique very popular. Adding these details on a business card or name card on the desk is also worthwhile. The natural transition is to use current spelling words as alpha code words and see which spelling word has the greater value, odd/even value, prime or composite value when you add all the numbers together.

I will add other ideas on the blog in this section as there are so many as you teach the different year levels. I will try to tag the ideas under the same headings as the chapters in my handbook. Love to hear your ideas especially people who are teaching in other countries other than Australia.

Blessings for the journey......

Live,learn and remember to laugh!

Carmel

Contents Page "Relief Insight" Handbook

2009-06-21T21:58:00.000-07:00

CONTENTS

1. So You Want To Be a Relief Teacher

2. The Ins & Outs of a Day: Starting the Day

3. The Ins & Outs of the Day: Closing the Day.

4. Make a Note

5. Professionalism

6. Clear Expectations for Great Expectations.

7. Bag of Tricks

8. Attention Please, Class!

9. Enlighten the Soul

10. Class Brain Breaks

11. Out & About

12 Spice It Up!

13. DON'T make ASSUMPTIONS!

The following chapters and their contents were primarily generated to give you ,the reader "insight" into some the key aspects of a relief teaching day. There are already so many fantastic resources at your finger tips for lesson content. These humble ideas are like the glue that can hold your teaching day together; the strategies that teachers develop over a lifetime of constant refinement and re-evaluation.

The half-day workshop held in conjunction with this handbook is designed to make the ideas come alive! If you live in Brisbane, feel free to contact me regarding the next workshop date. However, if you don't, it doesn't matter! I can't tell you how often I have teachers contact me (word of mouth) for a handbook unable to attend the workshop due to distance. At first, I was reluctant; however, feedback is so positive that I am more than delighted if these ideas inspire you to move forward, doing more and being more for the betterment of the students in our care.

On a closing note, being able to access the book through the blog is a real advantage! I had always seen my work as "a living document!" By this I mean that you should be able to add to the ideas to make the book your own very valuable teaching resource. Whether you do this electronically or as a hard copy, here are my suggestions for the chapters that would be wonderful to expand and explore in your own style! Chapters 2,3,6,7,8,9,10, and 12. Happy collecting!

" Be not afraid of growing slowly; be afraid of standing still." (Chinese Proverb)

Blessings for the journey...

Live,laugh and learn,

Carmel

"Relief Insight" A Workbook for Teachers

2009-06-18T23:51:00.000-07:00

The day my youngest son, presented his darling drawing to me in a loving mother and son moment, I never dreamt that I would combine it with my favourite teaching quote in order to use it as the front cover of "RELIEF-INSIGHT "(A HANDBOOK FOR TEACHERS) and now here it is!

The handbook was actually created back in 2006 after I was invited to speak to fourth year graduates about "The Role of Relief Teaching in our Schools Today" at the Australian Catholic University in Brisbane. From these humble beginnings, the university staff encouraged me to develop these ideas into a workshop for teachers. At first the concept was terrifying; however, once I got over the inevitable nerves these workshops are so much fun and I love the professional cross sharing of practical solutions to everyday encounters in the classrooms. (In case you didn't know, supply teaching is not for the faint hearted!) Sharing some of the very practical "tricks of the trade" after having a full time teaching foundation seemed to be just what teachers wanted to hear.

Over the last few years, apart from my Supply Teaching, I continue to share these ideas through the workshop. The feedback has been so overwhelmingly positive. Word of mouth does work! People are now asking how to purchase the handbook if they do not live in my local area. I am humbled to know that these ideas can make a difference in your teaching lives. The blog was my best response to your warm encouragement. I trust presenting the book as an e-book is both practical and convenient to your needs.

Over the next few blogs I will try to give you a clearer picture of the ideas contained in the chapters and how it could be best developed as a real tool in your teaching resource toolbox both for supply and full time teaching.

Live,l augh and learn.
Blessings for the journey...
Carmel

PS Big thank you to those people who have already purchased and downloaded the book. I would love to hear your feedback. Sharing and building on the strategies is so empowering for everyone to read.

More "Attention Please" Ideas

2009-06-06T02:28:00.000-07:00

A quarter of a century ago, the teacher only had to walk into the room for a hushed silence to fall over the class. I am afraid to say the challenge is a lot greater with today's children. However, your presence as the authority figure is still just as important. Don't worry this same calmed hush can still be achieved. It will be generated on the basis of mutual respect , not fear. Respect comes with a growing relationship and this is exactly where the challenge lies. Each class will be a little different depending on the year level and management style of their permanent class teacher.

Think outside the square!

Make it interesting!

Make it fun!

You will gain the reward as respect.

Here are a couple more humble contributions to add to your list. My book "Relief Insight" has a the complete selection in the chapter called "Attention Please, Class!"

ECHO : This strategy not only gains attention, it consolidates the message as well as focuses the listening. Explain the game. Teacher give some information. The echo repeats the information accurately. You are looking for the clearest and most accurate echo. I would only call on volunteers to be the echo as it can be stressful for some children who may experience auditory processing challenges. Always call at least two echoes. Allow the class to judge. Reward. The end result will be everyone listening to the information in order the participate. This works very well when giving instructions for a new class activity both indoors and out.

WHAT'S THE TIME (Your Name)? : The class loves putting in the teacher's name instead of Mr Wolf. The use of the traditional game in a new way immediately hooks their attention. I use my magnetic clock face (see earlier blogs) and vary the difficulty as the year level. Surprisingly older children enjoy the more challenging time telling identification too. Keep the activity short and sweet and when the children least expect it...you say....Wrong! It is time for Maths or Spelling! We all laugh but I have their attention! Never trust a wolf!

Blessings for the journey...

Live,laugh and learn!

Carmel

Attention Please Class!

2009-06-04T22:13:00.000-07:00

"Surely, it is no coincidence that the word, LISTEN, is an anagram for the word SILENT."

I love that quote. Aren't people clever! Children and silence do not always go together. Learning and silence don't always go together either; however the ability to gain a noisy group attention and focus is becoming more and more challenging. This is particularly true in our role as substitute teacher. Many specialist teachers also experience the same challenges. The strategies I employ vary daily depending on grade level and the personality of the class as a group.

Again over the years I have experimented with many ideas for the relief day. As permanent classroom teacher the strategies will also work but you won't need to implement them as often due to the relationship you have with the group. It really is quite different.

Here are a couple of ideas. I have a real variety in my "Relief Insight" (Teachers Workbook)
I will continue to add a selection under this heading in future blogs. Love to hear your ideas that work for you in this area too.

S . A . L . A . M . I . Say this word loudly to gain the class attention and for the first time you will! Smile, and politely point out the letters stand for STOP AND LOOK AT ME IMMEDIATELY This strategy works best in a busy independant working room when you simply want to add an extra instruction or message. I don't over-use it and the children love the fact that it is a secret code word known only to this class. It becomes like the old FREEZE strategy that goes to a new level. If you use that technique I would recommend also adding THAW as a signal to recommence work.

RAIN SHOWER Nothing is as calming as the sound of falling rain. Try this idea on the younger ones when you are waiting for the group to settle. Finger tips wiggling from head height to your waist to imitate falling rain. Cross hands back and forth three times when you reach waist level to represent the puddle and make the sound , shh, shh, shhh. I often say "Rain is falling down" as I do the actions. One the third time, I slow the action and speech right down so the children know this is end and I expect all will be stettled. This strategy also links with breathing patterns and the extra oxygen aids both the learner and teacher.....whoever needs it most!

Blessings for the journey....

Live, laugh and learn.

Carmel

Classroom Management....Closing the Day

2009-05-31T19:50:00.000-07:00

My Remembering Hand

This is a little technique that really works when you need to give information in sequential steps, reviewing a list of things to remember to take home or for the child to tell parents.

For many children, the development of their auditory sequential memory can be anywhere between two to seven instructions. This ability will be significantly challenged when the child is placed in a noisy classroom. Combining both instructions with a hand movement/sequence may assist in anchoring the instruction neurologically through movement and touch.

Try to give each instruction clearly and simply.
The class echoes your words and mirrors any hand movement. (Even if this as simple as touching the first finger with the first instruction, second finger second instruction. )
Continue through the sequence.
Review the instructions in reverse order using same words and actions.
Try the review out of order, still using same words and actions.
Suggest to the children that now they can use their remembering hand in the same method at home in order to remember the message. (It does work!)

This would be my favourite way of reviewing a day with a class. We all laugh when I tell them that when Mum & Dad ask what was the best thing you did doing the day, they are not allowed to say LUNCH! It is usually quite interesting to see how much you really did do in the school day and to review the activities in time sequence. This is a very valuable tool for the student to develop in later years....one of reflection and review. Once the students have refreshed their memory of the day I often ask them to give me "a high five" as they file out the door and tell me their personal best thing for the day. The responses make for excellent reflection and evaluation for me as the teacher. The children love it too, as everyone gets to have a say!

Blessings for the journey,

Live,laugh and learn,

Carmel

General Classroom Management

2009-05-28T02:38:00.000-07:00

A STICKY SITUATION!

The teacher's lunch room is a great place to have a laugh about some of the everyday things that can drive you crazy. That is just what happened today. A number of early years teachers were bemoaning the way small children handle glue. The dramatization of the mess that can be made was hilarious. When it all quietened down I simply stated in my silliest voice,

"One, two three, four.....in the corner NO more!"

Everyone had another good laugh. When asked to explain, I felt a little foolish at the simplicity of the strategy. If glue pots are required I ask the whole class to chant after me,

"One, two three, four..... in the corner NO more!"

By this I mean that the student is instructed to only apply glue to the four corners of the sheet before sticking it into their book. I have found over the years this conserves glue, is time efficient, increases drying time and allows the child to continue working on the sheet as the centre of the sheet is not wet with glue. Classes that know my style will often say this without any prompting when they are gluing. Everyone listened and then we all talked about something far more interesting.

Here's the funny twist. This afternoon I had four of the teachers especially tell me how successful the strategy was and how much they loved it. My pleasure, treasure! If we are not here to share and support each other what are we doing?

Blessings for the journey....

Live,laugh and learn!

Carmel

Classroom Literacy Activities

2009-05-26T16:05:00.000-07:00

SPICE IT UP!

Authors call them a "hook" and advertisers call them an "attention getter". Whatever the label, the introduction to a new session/lesson is where you win or loose the audience! I can assure you of a productive lesson if you have engaged all learners (and their learning styles) through a creative introduction. The variety of strategies do not need to be elaborate at all. Just a little investment of thought power can bring good dividends for both the learner and the facilitator.

Here is a strategy that I have enjoyed using in recent days.

VOTE WITH YOUR FEET:

This strategy allows total class involvement both in movement and engagement of thinking skills. It challenges everyone to have an opinion ,or at least, a reason why. The application is very broad.

Basic Concept: All children stand. What does it mean to vote? Importance? Discuss. Explain that today we are going to be voting with your feet, after I make a general statement. Should you strongly agree with the statement, move to this side of the room, not sure, to the centre of the room and strongly disagree to the opposite side of the room. The wonderful part comes when you listen to the reasoning behind the child's vote. Use the Koosh ball and watch the discussion heat up!

This concept also works well with lower grades in the application of true/false statements. This week I used this strategy to heighten interest in a rather dull history lesson and associated workbook. Instead of an opinion, the children had to vote with their feet on which of the two outcomes they thought was realistic. As we moved through the text, I recorded key words and visual symbols that recounted the chapter. I was very impressed with the way the class then completed the written work of the chapter. The class feedback was most positive. Even I had fun thinking on my feet! Anything that allows the children to be true active learners is a winner for me!

Blessings for the journey.

Live, laugh and learn!

Carmel

Behaviour Management ...Random Rules for Lower Primary

2009-04-14T05:30:00.001-07:00

Less Is More!

This is a great saying and one that the very nature of a teacher is challenged by. If you have enjoyed the last couple of posts about my use of "Random Rules" as part of my behaviour management beliefs then you will better understand this post.

With Early Years children the focus of three key behaviours proves to be enough. These would be my chosen three.

* ONE PERSON SPEAKING AT A TIME

* KIND WORDS, MANNER WORDS!

* TRYING MY BEST.

As a general rule I do not spend too much time describing how this technique works. Simply illustrating the symbols on the board and stating that I will be looking for people who are following this rule is enough . When the first child gets to record their name on the board under the rule they were doing, this is enough for the class to get the message! I also find if the class teacher already has a rewards chart in place, the names recorded can easily be transferred at the finish of a session without the disruption to the lesson time.

The little ones love being able to record their name on the board. Just allowing them to leave the classroom first at lunch time or be first to choose books from home corner can be reward enough for their good behaviour during the lesson. I would just stress that it is more beneficial to have shorter sessions and more reward points so that more child are able to feel the success of recognition.

If you feel this is all becoming too tiresome, try swapping to peer monitoring. Two children are asked to monitor their peers for a particular behaviour. You may like to give these two special people something distinguishing to hold to show they are doing a special role....maybe a soft toy or I use my Koosh balls. At the end of a short set time you ask who this person was. The child observer and the chosen child swap places and the system continues. This self monitoring technique gives power to the children and allows me to focus on my direct teaching. I always state first that if I don't agree with the decision the game stops. I also double reward if the child chooses most wisely.

Class teachers have so many wonderful ways to reward and encourage appropriate behaviours. Great results are achieved with the relationship they are able to form with the child and the class as a group. They also have the benefit of the classroom space and resources. As a relief teacher, we have to be able to implement techniques that take little resourcing, are simple and effective and lastly are clearly understood by the children.

I would love to hear about other ideas that work to make the supply teacher's day a happy and productive one.

Live, laugh and learn!

Carmel

Behaviour Management.... Random Rules (Part 2)

2009-04-14T05:23:00.000-07:00

RANDOM RULES.....RULE!

Here is the second set of three symbols that complete....

THE SIX RANDOM RULES.

4. Raise my hand to ask a question.

5. Six feet flat on the floor!

6. Loving Choices.

Now for a quick explanation of each.. ....

I have found it necessary to reward this first behaviour particularly when you are in a new classroom situation. Raising your hand is the best way to manage the class discussions in an orderly way. When you know the class and a relationship has been established, ground rules can change to suit your teaching style. I often explain to an upper primary group that even in staff meetings, adults will raise their hands in order to indicate that they would like to make a verbal contribution to the discussion. It is the chair person's role to make sure that every one's ideas are heard and valued.

This symbol always brings a chuckle. Older children get the six feet concept straight away. (That is six in a circle under the chair drawing by the way.) Younger children may require a visual count of the four feet of the chair and two feet of the student making six feet flat on the floor. This rule may be selfish on my behalf as I can't count the number of times I have had a chair come down on my toe or clipped a chair leg as I moved past. (Work Place Health and Safety is my excuse!) I tend to circulate constantly around the students in whatever learning environment I am presented with. I believe this teaching style is called "a river" however, if you prefer a "mountain" style perhaps this rule will not be as necessary. Proximity to the student who requires attention is another practical behaviour management technique without being too obvious.

Last but not least is the much broader symbol of loving choices. I teach in schools with a Christian ethos and therefore, this language, and the behaviour it implies, is readily understood by the students. You could easily change loving to good choices. I think all children understand these choices come form the heart!

My six rules are my base set. I do not always use all of them. I change depending on the needs of the class. There are some days that I have not introduced the rules at the beginning of the school day and find I need to define ground rules after the first break. This works well too. The visual symbols on the board are a reminder of the expectations.

Sometimes, I like to ask the class what their special class/ school rules are so we can all enjoy a happy day. This is an interesting insight into the social functioning of the class as a group. Nearly always I can record my symbols as the class recounts their class rules. The class can then see these symbols as their own.

The other thing I like to do is highlight a rule that I will be especially rewarding during a certain time frame. For example: During group research work, I will be listening for kind words and watching for people trying their best. Other times I will secretly ask a couple of children to watch for two other children they saw making loving choices during a session. Children placing value on their peer's behaviour is a very powerful teaching tool.

There are even some occasions when a child with particularly high needs has really benefited from observing his class mates with a specific intention...... to learn more about acceptable behaviour! I don't make this a punishment, rather a task. Based on the random rule symbols and whatever behaviours I would like the child to focus on, I draw up a simple tally chart with the symbol on one side and a division to place tally marks for each time they observe this specific behaviour in the working classroom. You may want to get more specific......an eye diagram for keeping an eye on the speaker, or glue bottle when sharing the glue or hearing the words"Excuse me!" Whatever you choose don't make it too involved, have a time limit and keep it as a task not a punishment. The child will learn more than you will ever know!

I would ask the child what did they enjoy learning from this task. Their response may surprise you. I record this as a summary statement for this learning experience. I usually keep this to share with the class notes at the conclusion of the day. Often the student will be quite proud of their observations and would like to keep it themselves.

Behaviour management is both complex and interesting, especially to the substitute teacher. There is never a day when I don't learn something new about child behaviour. Remember you are dealing with children who are in different developmental stages...not mini adults!

Love to hear your feedback. Thanks for taking the time to read this blog.

Blessings for the journey.....

Live,laugh and learn!

Carmel

Behaviour Management ....Middle to Upper Primary Students

2009-04-14T05:13:00.000-07:00

THE RANDOM RULES......RULE!

PART ONE

Rules, rules, rules! Rules are an essential element to the smooth function of any community. Every school and class group will always have a underlying set of rules but will you, as the supply teacher, be aware of the specific rules and the common language of each individual group's rules?

Most often the answer will be no.

Certainly when you work in one school community often, you do become familiar with school rules. Perhaps you will be lucky enough to be part of that school's in-services or staff meetings. Your on-going professional growth is your responsibility. Principals will always be happy to include you if you show the professional interest by asking.

More often than not, you may be in a situation where your specific school knowledge is not as strong as you would like. To be honest, you have so much new information to process every day; you must be able to respond quickly. This is another reason that this type of teaching is not for the faint hearted!

After some time and personal reflection, I have developed a set of six rules that I like to call my Six Random Rules. (The reason will become apparent for the use of the word random!) Here are the first three......

ONE PERSON SPEAKING, EVERYONE LISTENING.
KIND WORDS & MANNER WORDS.
TRYING MY BEST.

The use of the symbol rule is visual, simple and clear. I have found the complete set ( next three in the following blog) to fit into any school community rules. At the same time, I feel very competent and professional in any situation, as the symbols and their uses are familiar to me.....

At the beginning of a school day, I outline my expectations for the day with my six random rules as drawn visual symbols on the board.
I explain to the class that these are the behaviours I will reward. When I see or hear a student following the rule I will randomly reward that student. You never know when you will be chosen.....hence random! Children today have a good sense of what random means. They are usually intrigued and therefore, quite engaged with the idea of a random rule!
When I choose to reward a child for doing the right behaviour, I ask them to record their name on the board under the rule they were following...... which is a reward in itself.
I reward all the children who have their names on the board at the conclusion of each session before the break.
Names are erased at the end of each session and all class members have an equal chance to be rewarded during the next session. (Over the years I have found this strategy to be a positive way to encourage all students to never give up trying. Each session in the day presents as a brand new opportunity for success.)
Students usually want to make the right choices. This teaching strategy makes it perfectly clear what it is you are looking for. The visual cues are a reminder all day. If the principal happens to pop in to see how you are going, what better way to let him/her know by explaining the strategy and at the same time affirming the students whose names are on the board!
The other very positive side to this strategy is that I rarely acknowledge negative or attention seeking behaviour. If a child is speaking when another child is speaking to the class group, I simply acknowledge a student who is demonstrating good listening behaviour. I might even go as far as to affirm why I knew that child was listening eg. I really liked the way you were looking right at the speaker when they were speaking. Watch the other children all adjust their behaviour as well after the explicit tip for good listening skills.

I trust this might be a additional strategy you might choose to use. I am away from home at the moment, however, I will try to add the part 2 as soon as I can get to a computer! Meanwhile, love to hear any strategies you have found really supportive to behaviour management in any area of the primary school.

Live, laugh and learn!

Blessings for the journey......

Carmel

Be Prepared!

2009-04-14T05:03:00.000-07:00

The Supply Teacher's Tool Box!

Just like a trade's person, teachers are never to know what tools we may need on any given day!

As a Supply teacher, we have to be prepared and carry these tools with us every day. The more organized you are, the more you can streamline these resources so you are not physically carrying an unnecessary load. I have over given this a lot of thought over the years. Organization in my home environment makes for a smooth start to the day in so far as quickly packing "the tools" I may need. I have come to consider the tools based on these catergories.....

Must Haves!

Hat
Sports Shoes
Umbrella
Water Bottle
Teacher's Badge
Cush Balls

2. Great to Have.

My teacher year level resource file.
Magnetic clock face.
Digital Timer
Whistle
Pencil Case etc
CDs ...music, songs, reflection or dance!

3. Optional Extras

Dice
Pick A Stick
Calculator
Magic Crystals
Magnetic pegs
Deck of Cards
Picture cards
Alphabet cards
1-10 Cards
1-25 tiles
Puppet
Selected Year level resources.

For the purpose of this blog, I thought I would just focus on one thing in my pencil case that is mandatory. I have six of these brightly coloured laminated cards. Look closely...can you work out what they may be?

If you are thinking this doesn't look like fun, you are correct.

It is a list of the TOP 100 most frequently misspelt words, organized into five lists of twenty. It is an old fashioned but effective behaviour management technique you may require when you have given the appropriate explanation and warning. I don't have call to use it often. Normally just telling the students about the TOP 100 AWARD (as I like to fondly call it) is enough. When necessary I attach it to the whiteboard as a visual reminder that I mean business!

If students are required to complete the TOP 100, I would always get them to sign and date under the statement that tells the class teacher why this work was assigned. I have found that sometimes it is necessary that "the leader" gets the full list and the "support partner in crime" may be given three lists instead of five! Often the class agrees with this as fair treatment.

When a class is undertaking an activity that requires quiet environment and a student chooses to push the boundaries, I don't hesitate. The card is immediately produced...no warnings. Class members can be very grateful that you mean business, not just all words. You need to make that professional judgement.

I also have a version for the younger children. I call it NUMBERS 1-200. The child simply writes out his numbers 1-200 or 1-100 ....whatever you set. Again I would keep the work as a record with a statement of what happened. Funny enough the attention seeking child usually just wants to be busy and may well be sick of listening to class discussion. It gives them a productive task with a learning outcome. Often they forget it was a punishment.

I have had a little chap get so wonderfully engaged with this activity in Year2, third year of school, that he published a book with the numbers written to 2000, in lots of 100. I made a friend for life and what a fantastic exploration of our number system. He was so proud of his mathematical thinking, it became quite consuming for him. The class teacher was so surprised and pleased with his reaction too!

As with any behaviour issues , you always need to ask yourself why this behaviour is occurring. There is an old saying with much truth.... when you point the finger of blame at someone; there is always three coming back at you! Most children want to please. What could you be doing to be more effective in this classroom. A difficult question for the supply teacher given you are only there for the day but one that is worthy of thought.

Blessings for the journey....

Live,laugh and learn!

Carmel

Behaviour Management...Early Years

2009-04-14T04:38:00.000-07:00

A Little Puppet Magic.....
Allow me to introduce my little friend Crystal....yes she is a darling little hand puppet. I have found she is of most value when I visit a Prep classroom. ( This is the first year of official school attendance.) Here in an Early Years learning environment the children adore all the things that Crystal can do!

Crystal is wonderful at.....

spotting the best listener during class discussions.
choosing children to be leaders, special helpers etc.
playing games, like "Where is?"
Tapping children on the shoulder (in patterns, songs, number, instruction ) during transition times from one activity to another. ( So helpful in managing the large group as they move to small groups.)
Rewarding a child with a special time to cuddle.
Sitting up high in the classroom to watch everyone working happily and then report back to me!
Going back into my back-pack when the noise level scares her or if she just knows she needs a rest and a little time to read quietly!
Super at choosing a book to share, or choosing a child to help with that task.
Giving me good suggestions for lovely learning games and songs to sing.

All in all she is a very capable mouse and friend to have with me in these younger classes. I find having Crystal as a prop is helpful in quickly building a relationship with the younger students, allowing the children to focus on the cute puppet and not the fact that their teacher is not present today and gives a third party element to the decisions that need to made quickly and may not be exactly the way the class teacher manages the group. Crystal can also be used to demonstrate what not to do in a very appealing way. She is so good at saying sorry! She says that making mistakes are all a part of learning and that is a good thing so long as we try hard to not do that again!

Children love any soft toy. If there is any negative aspect to this strategy, I would recommend you don't allow your chosen puppet to just handled in general free time. I have found the fact that because Crystal returns to my back-pack throughout the day when she is not in use very positive. When she is awake and interacting, the time is special and attention getting. I am sure the children love the fact that she is cute, soft and cheeky. While she tries to do the loving choices, she also makes mistakes and has learned how to say sorry!

I am not suggesting you become a children's entertainment specialist with a complete puppet show. This is far from my comfort zone I can assure you. The benefits of a puppet as teaching tool ,whether you are male of female, are amazing and so are the genuine laughs and enjoyment on the children's faces. You just have to source a puppet that suits you! Happy days!

Live, learn and laugh!
Carmel

PS This puppet was sourced from Crescendo Music website resources at http://www.crescendo.com.au
The resouces are really worth a look, not just for music teachers.

Emergency Evacuation and Lock Down Procedures.

2009-04-09T06:19:00.000-07:00

I would love to be a fly on the wall when the children in Year 4/5 go home and tell their parents that today we sat UNDER our desks and got to tell each other stories and jokes in whisper quiet voices while the teacher locked all the windows and doors and turned off all the lights!

Hopefully, in the very next breath the child will announce to their parents that this was because it was a practice for a LOCK-DOWN safety procedure.

It was later in the day I learnt that teachers had been forwarned this drill would be practised sometime during this final week of term. Many teachers had had an opportunity to speak with their class about the school practice proir to this time. This is where our professionalism as supply teachers has to be impeccable. Administration staff do notice how well you understand these essential practices and how you manage the class in this situation.

When entering a new classroom environment, I always scan for the Emergency Procedure Statement. It is a priority along with locating the class roll book! It should be on display in every classroom or perhaps it is in the school handbook you may have been supplied with. It would even be worthwhile looking online for the individual school policy. I would definitely ask about these procedures as school are regularly practising the whole school response to these emergencies. This link gives a good overview of the expectations of the two different procedures.... http//www.gaps.qld.edu.au/2009/WH&S/Emergency%20Evac%20and%20Lock%20Down%20General%20Guidancefor%20Teachers.pdf

Thankfully, all went smoothly with this Lock Down Practice. I was aware of what the siren meant as it sounded and I could reassure the children quite confidently about what needed to be done and why. Knowing where the Emergency Response Chart is to double check you are on task is very reassuring. It is tricky as the children can be very easily unsettled with a procedure that is quite different to the everyday routine.

Generally, I find that (1) gaining every one's attention , (2) making sure all the class is together and no-one is at the toilet, (3) putting down all equipment and (4) asking the whole class to repeat a short instruction "mantra" twice . I find this has a positive affect towards calming and focusing behaviour. (It is hard to do the opposite of what you are saying aloud!)

Here is an example of the flow and brevity of the statements:

I will listen and do ..... straight away.

I feel safe in the lock down practice.

I belong to a safe and happy class.

Now that this procedure can be ticked off the list, I guess I can look forward to that surprise Fire Drill next term. Fingers crossed I don't land the class whose job it is to be fire warden for the block and you have to wear the funny yellow hard hat and blow a whistle!

Have you had to manage this situation recently? Any tips you would like to share? Funny things to remember for next time? When you are familiar with the class, the school environment and staff such safety drills are not too daunting; however, in a supply role one must be extra vigiliant to ensure all expectations are met.

Live, laugh and learn!

Blessings for the journey.....

Carmel

Oh, This English.

2009-03-30T01:19:00.000-07:00

Oh, This English!

We'll begin with a box and the plural is boxes,

But the plural of ox is oxen not oxes;

Then one fowl is a goose, but two are called geese,

Yet the plural of moose should never be meece!

You may find a lone mouse or a whole set of mice,

Yet the plural of house is houses not hice.

If the plural of man is always called men,

Why shouldn't the plural of pan be called pen?

If I speak of a foot and you show me your feet,

And I give you a boot, would a pair be called a beet?

If one is a tooth and a whole set are teeth,

Why wouldn't the plural of booth be beeth?

Then one may be that and three would be those,

Yet hat in the plural wouldn't be hose!

We speak of a brother and also of brethren,

But though we say mother we never say methren.

Then the masculine pronouns are he, his and him;

But imagine the feminine she shis and shim!

(Anom)

This little poem is just one of those great little resources I keep in my Upper Primary resource file. I love working with the Senior Primary students especially when we start "playing with words." I go to great lengths to try and get a laugh, as well as make opportunities for explicit instruction in regard to spelling rules or grammar usage. Vocabulary development and general knowledge are also a passion! This poem encourages the student to think further about the inconsistencies in our English language especially when it comes to natural patterns such as plurals. It can make for a great introduction to a lesson.

The other motivation to write this blog was a comment from a lovely teaching friend at my favourite school. She was complimenting me on some of the mnemonic ideas and stories I come up with to assist children with spelling concepts whether they be vowel digraphs, exceptions to the rules or simply tricky spelling. The truth is that she is the one with all the fanastic teaching ideas! However, last week the middle primary class I was teaching had a number of specific spelling words in their week's list that had the vowel a followed by s.

ASK
MASK
TASK
LAST
FAST
PAST

Traditionally, the word ASK falls into the tricky words category and is one of the words you encourage the students to remember by its configuration. Don't sound it out! However, here was the perfect opportunity to look for patterns. The students saw one too.....

The vowel A is being followed by S and is not making the expected vowel sound.......rather the vowel sound of AR. I quickly took the opportunity to make a visual representation...... I turned the S into a reverse snake and pretended it was biting the A on the foot. Poor A could only say "AR!" I had never thought to do this before! Over all the years of my teaching, I can't tell you how often I see children spelling ASK as ARSK. Now I have a visual aid to support the memory development. Check this web site to understand more about this fascinating area of memory development : they even have a mnemonic to remember how to spell mnemonic!

http://www.learninginfo.org/spelling-mnemonics.htm

I would love to hear about any successes you may have had in this area too. I will continue to share bits and pieces like this under this heading of BAG OF TRICKS: OH,THIS ENGLISH and together we may get a useful collection of practical tried and true ideas.

Live, laugh and learn,

Blessing for the journey.....

Carmel

It is not what you say, it's how you say it!

2009-03-22T01:34:00.000-07:00

Have I grabbed your attention with the ten dollar note?

Well children, no matter what age, love anything to do with money too!

You'll be amazed when I share this little secret with you....

The other day I was on first lunch duty with the middle and upper primary classes. As the other teacher approached at the end of the duty, he commented about the general lack of litter. I laughed and said "It is not what you say but how you say it that counts!" I did not think anymore about it until the same teacher sat with me in the staffroom one lunch-time and complimented me on how neatly I had left his classroom after a rather messy art lesson. He insisted I tell him my trick!

There are no tricks. Firstly, I ask myself what is my desired outcome. Then I think of the most interesting and creative way I can engage the student in gaining this desired outcome! Picking up litter, whether in the classroom or in the playground, is not exactly what children will want to happily engage in, so this takes some lateral thinking!

My solution is to.......

Gain the students' attention.
Tell them are welcome to leave the room, go to lunch, or play area, but there is one condition. You have to pay to leave. (First time you will have a stunned audience!)
No worries. It is only $50. (More stunned silence!) That is right, each piece of litter, no matter how large or small ,is worth $10. I love tips and I hold up the bin!
You would be surprised how quickly the children run around counting in tens and mostly I have lots of extra tips. It's fun. It's fast. It's not boring!

In the classroom, I don't always say the same thing. If we have just finished a Maths lesson with the focus on prime numbers, I might ask for any prime number of pieces of litter under ten. Or I may ask for 2/3 of 9, or perhaps a random number fact and if you make an error it costs some more to leave the room. It gives me a chance to stand at the door and speak to each child as they deposit their contribution. All designed to build relationships, consolidate learning and make the day fun!

Blessings for the journey....

Live,laugh and learn!

Carmel

Relief Insight

2009-03-20T18:35:00.001-07:00

Manage Time, Manage Ourselves!

2009-03-13T02:13:00.000-07:00

"The challenge is not to manage time, but to manage ourselves."

Have you ever read "The Seven Habits of Highly Effective People" by Stephen Covey? This is where that quote comes from. Each time I flick through the pages I gain a new insight, both about myself and about human nature in general.

As this world we live in gets busier and busier, I regularly find myself listing and prioritizing what needs to be achieved in a certain time frame. All too often I am guilty of over-planning and focusing on what I didn't get completed, rather than what I did get achieved! In my home environment, if I don't have any particular plans nothing other than "the everyday " seems to fall into place. However, when I do have an agenda, I seem to achieve more and still find time to be flexible and have fun!

"The more time one has, the more time the task takes."

Both these quotes bear relevance to time management in a school day too. This week my teaching skills have been challenged from Prep to Year 7. In all these contexts the one common thread was my use of a daily agenda outline. So I thought for this entry I would compare and contrast how I go about doing this one little time management strategy for both Upper and Lower Primary.

TODAY'S AGENDA

After giving myself some time to consider the general outline for the day I usually write a vertical agenda on the board for the middle to upper primary. I often include picture cues even for upper primary as well as a box to tick off the areas as they are completed. There is always one student who loves to " tick that list off!" I make sure the break times are clearly shown too. I don't always include the timing of each step unless I am very clear about the nature of the day or the exact time of that activity. Times can always be added later.

As we begin the day with the class meeting, I make very clear that this is their classroom /day and ask if there is anything else that needs to remembered and included on the agenda. I find this brings a feeling of respect especially with the older children as I include their needs. If a child has a specialist lesson or has to go to an appointment at a specific time, simply including the time and the child's initials on the agenda is a great visual reminder for both the child and myself!

Over the years I have found that I am best to have a clear idea of the day's outcomes before discussing it with the whole class. It seems to give the children a feeling that you do know what you are doing and you are much less likely to have a rocky start to the day. Children who feel uncomfortable with the change of teacher or have special needs also enjoy the empowerment of a visual daily agenda. I also enjoy the security of this tool as I often find myself so focused on the interactions and teaching that time passes too quickly. It truly is a way of managing both time and ourselves! I also find it a brilliant way to review the day with the class at the close of the day. Now I just can't have them going home saying that lunch was the highlight of the day, can I!

Lower Primary can be a different call all together. I find that a horizontal daily agenda works a trick. One, because the class member who is chosen to colour the star or tick off the list can actually reach and two, I am reinforcing the skill of reading from left to right! I also find that I only record the agenda for each new part of the day......morning, middle and afternoon session. While I am reasonably sure of the day's outline, it gives me flexibility to adjust my programming as I come to know the group and their needs for the day. Again the children immediately settle as they are reassured that I do know what to do! Thanks guys!

Instead of displaying times for the little ones, I use my "Penguin Clock" to represent the time that we might finish an activity. The little ones love comparing the classroom clock and my magnetic clock face. Again they are empowered to know that when the two clocks look the same the activity will finish. My clock face is so handy for loads of activities. (More about this another blog!) I have even found that when a child is anxious about an early pick up or special appointment, displaying the time on the magnetic clock and drawing their face or name beside it reassures them that we won't forget together! I do use this clock equally effectively in Senior Primary.....don't take it for granted that all children over ten can read an analogue clock!

This is just one way to outline the day. It has been very effective for me. I would love to read about your methods or hear what you felt as you trialled this technique. Every day is important in the life of a child and if these jotting make it simpler and happier for everyone I am so pleased to have taken the time to share.

Live, laugh & learn,

Carmel

Add a Little Koosh Ball Everyday!

2009-03-08T04:07:00.000-07:00

Lately, I have been relieving for a number of different classes all in the same day. As the relief teacher, I can find myself working with Senior Primary in the morning, the Infants in the middle sessions and then back to Middle Primary in the afternoon. It is a busy planning time at the commencement of a new year as all the IEP (Individual Educational Programmes) meetings are scheduled for the class members with special needs. The class teachers need to be able to discuss, plan and review individual cases as a team of professionals. This same teacher needs to know that their class is being well managed in this time and they are able to return to a calm and productive room at the conclusion of their meeting.

Moving in and out of rooms like this can be far from smooth for the both yourself and the children. Over the years I have tried many strategies but the most effective and simple technique I have found to date is the use of ...........the Koosh Ball!

This little simple, colourful , indestructible, ball -like thingee is my best friend. I always have one, two and sometimes three in my bag at any one time! I am always inventing new and interesting ways to engage children and make the learning environment fun and productive through the use of the mighty koosh ball! The reason for its unfailing success is that its use encompasses the learning style of the kinesthetic learner, the highly visual learner as well the auditory learner who enjoys listening calmly! ( Understanding your students learning styles is critical to success: see http://www.learning-styles-online.com/ for further reading. )

The other interesting fact I have come to discover is that this little koosh ball is officially classified in a group of Occupational Therapists tools known as "Fidgets." Want a quick definition..... have a look at http://www.integrationscatalog.com/sportime-shared/articles/fidget.jsp The more I learn about our sensory systems and their impact on learning, the more I want to know! Each new understanding impacts on the way I see the individual child in the learning environment and the strategies I use on a daily basis.

Everyday Strategies for the "Multi-Talented" Teacher!

The person holding the ball is the speaker. When you wish to pass the ball on you must clearly nominate the next speaker and throw directly to them. (No -one is to intercept...outline consequence early.) The teacher must also obey the rules of this strategy for it to work well. The older students love it when I call this "Throwing some Ideas Around ! "
Your first visit to a class usually highlights the child who with the highest need for motor movement to concentrate. Choose this child to be the thrower and catcher at all times. All Q & A time is directed through the constant movement. This also gives the class ownership over their own behaviour as the reward for listening is a catch and throw of the koosh ball. I also find it a great way to learn names and observe social structure of the group. The child who is the main catcher and thrower could then choose next person based on participation.
One of the beauties of the koosh ball is that it does not matter if you drop the ball or if it lands on someones head......lucky it's not a cricket of a soccer ball I say! Even the younger children are able to physically catch the plastic strands and everyone loves the feel of the koosh. Children will even sit there physically stretching the plastic pieces and enjoying this fidget too! There are times the koosh ball gets given simply as a cheer up or for the need for a fidget! (Now you understand why!)
Younger classes are not nearly as proficient at throwing the ball around in an exchange of ideas so I would rather award two good listeners sitting with the koosh ball on their lap or at their desk to watch during the class discussion. After a period of time, I will ask for the best listener they have observed and the koosh ball is exchanged as the prize!
With Early Years classes, the koosh ball can assist in transitions from one area or time to another. For example , if the group is all on the carpet for a discussion and you wish to stagger the movement back to the tables, I let the koosh ball do the talking! Only when the koosh ball touches you on the hand can you move to the table or when the koosh ball touches you as lucky number three on your knee! When you don't know names all these strategies are very helpful.
Settling and bonding strategy: I like to call this one Sticky Spider Web as it takes a bit of concentration and definitely group cooperation. Ask the middle to upper class to stand and form a circle. Explain that as you catch the ball you are to nominate your person and throw the ball on to the next person as quickly and smoothly as possible. No-one is to receive the ball twice. After practising this through a few times, you could introduce the timer and play beat the time. The next element to add to the experience is to unravel the spider web as well. Once you have gone forward throwing the ball to every player you must reverse the exact same throwing pattern. This is a great memory game.....especially when you add the timer! (It is interesting to see how some children never get to know, or remember, all their class mates names!) When your class is really getting the hag of these steps try introducing two koosh balls simultaneously...fantastic learning experience to highlight the need to focus on what is requires of you...... not everyone else! I call this "Keeping your Eye On the Ball"
Competitive class groups love this last game as a reward for focused and sustained class work. I always have my relief teaching notebook with me and I record results. The classes love the fact that I keep a valid and genuine record.

I would love to hear of what you might have used ,or are using, that works in a similiar fashion. Perhaps you might try this humble ideas and improve on them or share your success with them. Love to hear your comments.

Live, Learn and Laugh!

Blessings for the Journey...

Carmel

"Reality Checks !" or " Memory Moments"?

2009-03-01T05:08:00.000-08:00

Which is it to be?

Decisions,decisions!

It has occurred to me, between blogs, that while it is all fine and dandy to write about my current experience, there has been many relief teaching experiences that have shaped my teaching and knowledge to what it is today.

Quite a few of these" multi-level, multi-age, multi-need" experiences really stay with me! (Funny about that!) I have always been a bit of a positive thinker and I can honestly say that on those really wonderful days when everything is sunshine and flowers, it is great to rejoice and say," Now what did I learn from all that?" Easy!
It is far more relevant to ask this exact same question as you sign off from the day with "The Class from Hell!" Even though it may be through gritted teeth, I sincerely ask myself..."Now what did I learn from all that?" The answers usually are quite illuminating!

Learning what doesn't work is learning!

It is on this basis that I am going to tell you that some of my blogs will be current " Reality Checks" and some will be my stand out "Memory Moments" (Many of these moments form the strategies and ideas that are the basis of my workshop book I called "Relief Insight.")

You are probably asking yourself how long have I been doing relief work. Please know I had a considerable amount of time full time teaching experience ,as well as some administration roles, prior to starting our family. Once we knew we had twins on the way, I shelved the idea of part- time teaching and focused on my role of motherhood. Life was delightfully busy with the arrival our third son. Life does not also track true to your goals and when plans turned upside down for my darling husband, I jumped back into workforce in the role of supply/relief teaching. This arrangement was not exactly what we both had on the game plan but the flexibly of this role as an addition income stream had appeal for the situation we found our family in. Since this time, eight years ago, I have worked in a variety of different roles and employment contracts. The professional experiences that have come my way have been brilliant.

Professionally, at first, Relief Teaching was quite a shock for me. Always being up for the challenge, I decided to embrace the situation and learn! The shock comes because professionally speaking, it is a very different role, and like I have said before, the relationship base is just not there. I was lucky that I have previously taught a wide range of year levels. I had always maintained my profession reading. However, jumping from year level to different year on a daily basis, sometimes hourly basis, depending on the schools needs, can be mentally challenging not to mention exhausting! I was determined to not be beaten!

I do hope you find my blogs helpful in your teaching journey...whether I am writing about "A Reality Check " or reflecting in "Memory Moments" Both reflections should hold some nourishment for your soul as a fellow traveller! Remember I would LOVE to hear your experience too.

Live,learn and laugh!
Blessings for the journey...
Carmel

Welcome To My World......

2009-02-25T04:06:00.000-08:00

No matter what the teaching experience one may have, the question I am most often asked...... and it is usually asked straight from the heart is.....
"What's it (Supply Relief,Substitute Teaching)really like?

This is a tough question to answer concisely.....impossible in fact! No two days are the same, no class groups are the same, no classrooms are run identically, no schools have all the same routines. I could go on forever. I am sure you know what I mean. However, the experience and your professional learning curve are not to be under valued. Today's schools' working and learning environments can not run effectively without the support and professional work of the relief teacher. If you are a efficient professional relief teacher you will be most valued by both the classroom teacher and the administration team alike.

The ability to achieve this does not come without some effort. This is most evident when you take the time to reflect, assess and indeed monitor, your personal and professional growth. As teachers we all know that assessment is an essential element of learning! Management of this role within the teaching professional has taken me a good deal of time and continuing effort. However, I have always gained so much from these efforts that I would say it is always time well spent.

Many colleagues say to me, " I just couldn't do relief teaching. I don't know how you do it." (Please don't be put off by this statement!) After hearing this comment on a number of occasions and generally laughing it off, I began to give considered reflection into what exactly was the essential element that is missing in the world of the Relief Teaching. It is my opinion that the critical factor is that of RELATIONSHIPS. Would you agree?

On all levels relationships in this profession make the world of difference. I am "relationship driven" one could say and so I specifically set out to hone my skills to compensate for this "missing link" and mostly, the strategies have worked in my favour. Understanding human behaviour, child development, differences in learning styles as well as the unique ways our brains function have always fascinated me! I am continually reading, researching studying in these fields so as to apply my understandings into sound teaching pedagogy and classroom practice.

I would welcome your feedback and experience as well. If you are taking the time to read this you are also a professional who values this relationship basis of sharing.

There are so many wonderful sources of teaching content and ideas, it can almost be overwhelming. It is not the teaching content that you need to be concerned about. That will easily flow. It is the everydayness of the teaching world you need to give thought to..... classroom management, class routines, ways to gain attention and keep interest and focus for varying needs and learning styles, professional expectations not to mention behaviour management of such a wide variance in children's' ages and stages of development!

As I have already stated, many people have already encouraged me to both speak publicly and to collate my ideas in a book form. The ideas from the book come alive when you attend a 3-4 hour workshop I am able to hold here in my local city area. Many of the workshop participants have given such genuine praise to how effectively these ideas have transferred into classroom teaching roles as well. I guess my long years as a full time classroom teacher are evident in my strategies and concepts. However, I am positive I have a much deeper understanding of the child as a learner now that I have both had my own children and continued my professional reading.

HOW CAN I BEST SHARE WITH YOU?

It would be my intention to endeavour to journal my days as a Relief Teacher on this blog site. I apologize if this blog has been long winded or wordy! I merely wanted to set the scene about why I think there are enough people out there talking at you!
I would like to walk with you......
I would like to share in your journey too......
I am out there doing just what you are doing.....
Early morning calls, different schools and classes everyday, never a dull day....
I also manage a home, three beautiful busy sons, a gorgeous husband not to mention all the pets and stuff that goes with living in boyz heaven.....

So if you think you can handle the good, the bad and ugly about what it means to be successful in this role, join the team. You are most welcome!

I will try to keep my journal.....
LIGHT AND BRIGHT
PRACTICAL IN ITS TIPS
HONEST and lastly
WORTHWHILE AS A READ!

Live,laugh and learn,
Your fellow traveler,
Carmel

Relief-Insight is born! Teachers unite!

2009-02-21T18:24:00.000-08:00

It was Ralph Waldo Emerson who first said,

" Unless you try something beyond what you have already mastered,

you will never grow."

No matter what your teaching experience, if you are reading this blog you are preparing to, or are currently, working in the distinctly unique area of the education profession known as relief, supply or substitute teaching.

Congratulations on being prepared to grow!

I, too, am prepared to grow ! This blog is testimony to my continual personal growth and many colleagues encouragement! For a few years now, I have been sharing my classroom strategies and ideas ,on a local level, in the form of a teachers' workshop fondly know as "Relief Insight". I also speak to graduate teachers on campus during their final year of university study. Many participants, whether they choose to pursue supply teaching, or gain full time employment, contribute such positive feed-back after these sessions that I have been prompted to start this blog as a way to be found on the world wide web!

It is, therefore, my intention to generate blogs that give you, the education professional "insight" into some of the key aspects of a relief/supply/sub teaching day. Just as growth takes courage, so too, can this form of teaching! Each new day you face a new set of children, a new year level, a new set of individual needs, a new classroom environment, and a new set of ground rules. The one essential element of relationship is missing in your early encounter of a new class group.

You never have a second chance to make a first impression.

Don't worry, there are many strategies to build this quickly and then the teaching and learning will follow....

There are already so many fantastic resources for lesson content. What you can learn from investigating my "Relief Insight" blog further will be:

Everyday organizational strategies for the P-7 classroom.

Practical behaviour management strategies that really work.

Ideas and tips for gaining and keeping attention and student focus in today's classroom.

Professional management idea when in the role of supply/relief/sub teaching.

Finally, teaching and learning strategies that engage today's learner!

My humble contributions can be like the glue that holds your teaching day together; the stategies that teachers develop over a life time of constant refinement and re-evaluation. As a fellow traveler in this life time of learning, it would be my hope that some of these strategies and sugggestions inspire you to move forward, doing more and being more, for the betterment and enrichment of the students in your care. I really look forward to learning together.

Live, learn & laugh....

Carmel