... a prep payback cover teacher, what the heck is that? That's got to be made up! The truth is, that while the title is, in fact, made up by me, it is a 'thing'.  This is when you cover a different class each period throughout the day while teachers have meetings, or have missed prep time paid back, or even have anticipated missed prep time paid back (prep-forward, if you will). It's usually a pretty interesting day as you get to work with different grades across different subjects.  And, since the teacher is at school, the day is planned and you just sub in and take over with whatever the classroom teacher would have done.  All in all, a pretty sweet deal.  So... my day went like this: grade 2 gym, grade 4 art, grade 1/2 drama & dance, grade 7 French, and grade 2 health & nutrition... What's a gal to do but to enjoy her day and marvel about how she is actually getting paid for this!
Teacher Reflection: Not all days are like this.  These days make the not-so-nice days worth it.

Well now, you can't just let kids boogie down all willy nilly.  (Trust me, I've tried it, realized the mistakes in that method, reflected upon said mistakes, learned from them - I utilized a Growth Mindset, if you will.)  First, you gotta use...
Clever Teacher Move #3: Checking Out the Dynamics of Your Crew

For a bit of diagnostic assessment, I like to start with Freeze Dance.  I direct the students to find a square on the floor, not next to any one else’s square.  That is their square and in fact, I tell them they can even name their square, if they’d like.  So one foot should always be in (or returning to, if jumping) your square.  Then we are ready to begin.

The square on the floor defines each of the student’s personal space for this activity.  You could even have a discussion about this if a class required it.  I can quickly tell who has an understanding of spatial sense and the ability to move and return to their space.  It is always evident who those students are that just don’t have this skill, and in my experience, usually students who don’t stick to their area; they just can’t, rather than they are not paying attention, or they don't want to.  They usually do not have the inhibitory control/self-control and sense of personal space to be successful at this task.  So, don’t worry about it; because most of the class are in their places leaving it much safer for the couple movers/runners to do their thing with less bumping into their friends.  Sorted.  Differentiation.  Unique needs of a few students met whilst still meeting the needs of all students.  Priceless.

Moving and stopping is very hard for some of our young learners.  This skill requires listening skills, plus body control (inhibitory control, self control and spatial sense).  

• Inhibitory control is the capacity to control our impulses and think before we act, or in the words of neuroscientist Adele Diamond, “to resist a strong inclination to do one thing and instead do what is most appropriate.” - See more at: http://childrenwithchallengingbehavior.com/tag/inhibitory-control/_
• Self-control is about being able to regulate yourself. Can you resist distractions? Get a handle on your own emotions? Inhibit your impulses? Delay gratification and plan ahead? - See more at: http://www.parentingscience.com/teaching-self-control.html#sthash.JNlLdNeY.dpuf

For the ol' Supply Teacher Bag O' Tricks, here are some games designed to give kids a self-regulation workout: (from: http://www.parentingscience.com/teaching-self-control.html)...

• The Freeze game. Kids dance when the music plays and freeze when it stops. Dance quickly for fast-tempo songs, slowly for slow-tempo songs. And then reverse the cues: Fast music = slow dancing. Slow music = fast dancing.
• Color-matching freeze. In this variant of the freeze game, kids don’t just stop dancing when the music stops. First, they find a colored mat and stand on it. Then, before they freeze, they perform a special dance step. There are several, differently-colored mats on the floor, and each color is linked with a different dance step.
• Conducting an orchestra. Kids play musical instruments (like maracas and bells) whenever an adult waves her baton, increasing their tempo when the baton moves quickly and reducing their tempo when the baton slows down. Then the opposite rules apply (e.g., kids play faster when the baton moves slowly).
• Drum beats. A teacher tells kids to respond to different drum cues with specific body movements. For example, kids might hop when they hear a fast drum beat and crawl when they hear a slow drum beat. After a time, kids are asked to reverse the cues.​

As it turned out, this particular class had no such problems.  
Teacher Reflection: Physical age doesn't so much matter here, as much as past experiences.  Some groups, on the whole will not have had many movement experiences, and may require extra work.  If this is the case, stick to the self-regulation control dancing games.

We were ready to Just Dance! And dance we did... we did some Free Dance to some different styles of music: from classical to hip hop and popular songs. 
​In between songs, I questioned the students about what they were doing, referring to grade-level dance expectations from the curriculum, for example:

• How do you know how to dance/move? ("I move like this to slow music and like this to faster music." Me: "Class, how is Girl dancing?"... "bumpy, smooth, fast, slow"... Boy: "I did this because it was Hip Hop." - He showed some fancy foot work.)
• Teacher Reflection: Some shy or anxious kids get nervous when we use the word dance because they think they can't dance. Not true.  If you can move than you can dance.  And, you can call it moving, if that helps.
• How did you move to the classical version of 'Let it Go'? ("I move intensely to intense music and like this - showed me a choppy hand movement - to music that sounds bumpy.")
• I prompted: "So, would you all say that the music tells you how to move?" Class:"Yes! So, let's dance more!"
• One boy proclaimed: “I was born to dance…. though I didn’t know it until right now!” - Wow, powerful statement! This brings me to a Gratitude Attitude Alert! - I am pleased when I am able to provide meaningful and effective education, unrelated to pen-to-paper.  Sometimes, the kids don't even realize that they are learning.  A little play-based learning can go a long way!
• Teacher Reflection: the students may not have all of the vocabulary, so you may have to fill in some of the words for them.

If I Were a Classroom Teacher...
I would use a 'Creative Movement' Word Wall to display words to help students talk about how they are moving, which likely would turn out to be an Arts word wall as the words are helpful across subjects.

Next, we tried a Jam Fest activity, from a DPA Dance and Movement Workshop, called Cardio Hip Hop with Marissa Murphy, presented for Professional Development by HWOTL a few years back:

• Have students stand around in a circle.
• Play music.
• One by one, students will go into the middle of the circle and do a movement while people around the circle imitate that movement.
• When the leader feels that are ready to move on, they will point to another student to come into the circle.
• Teacher Reflection: Provide an option to pass, with the added option to decide they are ready at a later time, indicated by raising a hand, or whatever, thereby maintaining a safe and positive classroom learning environment where every one feels comfortable.
• The new leader makes the next movement for the group to imitate.  

​
Clever Teacher Move #4: State some safety rules.
Together, create a couple of rules to keep everyone safe. Some kids are super dancers but not everyone is safe to imitate their moves. For example, upright dance moves, no gymnastics, feel free to adapt the move to something you can do, etc.,...

There are countless benefits to dancing, so many, in fact, that I will focus on the ones that can be observed in a one-off, spontaneous dance party that I can conduct as a supply teacher:

• Most students were actively and exuberantly engaged and participating and the few that weren't were hovering near me, so I gathered them around me and we danced together.
• I've already talked about the self-regulation/self-control skills that dance helps to develop and then helps to consolidate these skills.
• DPA - The kids, and I, were sweaty! A super fun way to get in our 20+ minutes of daily physical activity, as dance is highly physical. (Government says we gotta move it!)
• Added bonus of channeling some of their seemingly boundless energy.
• Cross-curricular connections: The same concepts are found in music: Beat & Rhythm, for example.

This is acknowledged not only in our Ontario Curriculum Document and by science, but those who dance, just know these things to be true!

Curriculum Connections:
Our CURRICULUM says...
Dance Elements are: body, space, time, energy, and relationship

In the primary grades, students should be moving creatively every day. Students begin to use personal experience, imagination, and familiar movements to develop a movement vocabulary, to respond to prompts and express ideas, and to communicate their thoughts and feelings in various situations. Through a balance of free exploration and guided exploration, students develop awareness of their bodies and of the many different ways they can move. Through modelling and guided movement explorations, they expand their movement vocabulary to include some of the elements of dance. In particular, students begin to travel through pathways, use gesture to communicate feelings, and explore a range of levels, shapes, and locomotor and non-locomotor movements. Students also develop their ability to move and control their bodies in space and time and begin to create short dance pieces using the elements of dance.
From: http://www.edu.gov.on.ca/eng/curriculum/elementary/arts18b09curr.pdf

PHE CANADA gives Five Reasons to Teach Dance, for anyone still unconvinced:

As a teacher it is important to remember that everyone CAN dance! By using an approach that provides an opportunity for guided movement expression, all students can bring their unique abilities to create movement.

• Reason #1: It is part of the curriculum!
• Reason #2: Dance educates students.
• Reason #3: Dance educates the entire Self and provides an ideal vehicle for students to learn physically, intellectually, emotionally, and socially.
• Reason #4: Dance provides  opportunities for cross-curricular and integrated learning.
• Reason #5: Dance education creates balance within the educational program.

And, of course, SCIENCE agrees that dancing is good for us: 

• ​https://www.inverse.com/article/7861-science-explains-why-dancing-is-the-fast-way-to-make-yourself-happier
• http://www.livestrong.com/article/214791-the-benefits-of-dance-for-kids/
• ​http://www.artscouncil.org.uk/media/uploads/documents/publications/phpN0GNFD.pdf

Bonus Clever Supply Teacher Move: Choose a VGB
Last class at the end of the day... tired 6 and 7 year olds... meant to be learning about health and nutrition, but they weren't exactly into it.  It's not that they were against it, but they were just really wiggly and tired and grumpy, and I just couldn't see peace lasting until home time.
​
Oh, Look What I Just Happen to have in my Supply Teacher Bag O' Tricks!... This VGB (very good book), which is a very versatile read-aloud that is good across MANY grades; has enjoyment factor + matches a plethora of curriculum expectations....

The Candy Conspiracy: A Tale of Sweet Victory, by Carrie Snyder (2015)
In Candyville, the Juicy Jelly Worm rules over a land where lollipop trees grow beside rivers of root beer and powdered sugar falls like snow. Every day, he devours his candy throne, jujube crown and cupcake castle. Day in and day out, the children of Candyville must make new ones -- never getting so much as a nibble of nougat for themselves. Finally, one child comes up with an idea to outsmart the self-centered tyrant. The children plant a secret garden, hoping the fruits of their labor, which include sugar snap peas, candy cane beets, sweet potatoes, and watermelon radishes, might appeal to the Juicy Jelly Worm just enough to spark the sweetest trade ever.

We just had a fairly quick read aloud (due to time) and these same wiggly kids managed to sit mostly still in their chairs for the entire story! VGB = Priceless. (Especially if you use your public library! I love my library; Hamilton Public Libraries Rock!)

If I were a classroom teacher...
I would do so much more with this story.  For example, we could do some word work to expand the students' vocabulary and the story lends itself well to using the Prediction Literacy Strategy.

I hope you enjoyed my post and can use some of my ideas in your own teaching. I just love my job!

​Clever Teacher Move #1: Sneaky Transitions...
Me: “As we walk back to the classroom, I want you to think about 2 words: PIG and PARADE.  When we get back, I want you to look inside your brain at the picture those words made and SKETCH it on the paper on your desk, and, go!”
(We discussed the word SKETCH so that they would not be surprised and upset if they are not done after 5 minutes.)

Clever Teacher Move #2: Schema-collecting, sharing & oral communication...
We sat around the perimeter of the carpet with our pictures.  I chose students to tell one thing that they put in their sketches and anyone else who also put that item in their picture raised their own up to share.  (The option was there if students did not wish to share.) We could easily see the things that were the same or similar and the things that were different.  New ideas were also generated and the students were eager to go back to their sketches and add more.  I told them to hang on to those ideas because they were going to use them in a little while.

A Pig Parade is a Terrible Idea by Michael Ian Black and illustrated by Kevin Hawkes is one of my favourite books and is a go-to item in my Supply Teacher Bag O’ Tricks!  It takes a silly idea and proceeds to build an argument based on the author’s opinion that a pig parade is a terrible idea. I’ve used this story for pure enjoyment, of course, but most often it leads off to work around opinion/persuasive writing, depending on the grade level.  And, yes, I do use this story for middle school kids, too, because it really does follow a pretty obvious formula that can be easily replicated by the students in their own work.

For this group, due to time limits, during reading we simply counted all of the authors reasons as to why he thought a pig parade is a terrible idea.  We also briefly discussed his explanations for those reasons.

Clever Teacher Move #4: Offer choice...
After reading:
A __________ parade is a _______________ idea because…..
I told the class that they were to complete the words in the sentence and then either use words, pictures, or both to finish the sentence.  In passing, I also suggested that they use interesting words, other than 'good' or 'bad' which provided an enrichment component for some (differentiation on the fly).  Knowing this particular bunch of students, I fully expected many pictures, but I also got many more words than I had expected to get.  I think it is because it was each student’s personal choice.  As the students handed in their masterpieces, I got further elaboration if required, but the pictures did a mighty fine job of depicting what they were meant to - quite the group of artists, I tell you!

​Gratitude Attitude Alert!  
One of the best things about my 10th year of occasional teaching is revisiting lessons.  With reflection, they adapt and change and become even better than before.  And knowing my students allows me to tailor the lessons for each class and/or grade level.

​That’s exactly what happened with this art lesson… On the phone, Dear Classroom Teacher said to me, “Do you remember that flower art lesson from a couple years ago? Do you want to do that with them?” Well, great, I thought.  I love teaching art and making art with children, but the lesson could be bettered.  In the original lesson, I showed them a sample (top right), demonstrated making the flower (as pictured on the left side of the top right photo below), and then the students went off to spend 3 minutes copying my picture and they were done and most of the pictures were the same.

Of course, the luxury of knowing my position days before allows advance preparation, so I went to my library for the DVD, and an Art idea book that had a sunflower picture that we could use as one source of inspiration. I found a handy Crayola resource chart (see above) depicting a couple of other styles of painting flowers.
The students were well into the animated version of Van Gogh's life, and unfortunately, due to time restraints, I had to cut it short so that we had time to explore the paints, as well as make our art.  We discussed Van Gogh's use of colour in regards to how the pictures made us feel and thought about how he felt while he was painting them.  I told them that since Dear Classroom Teacher's instructions were painting flowers that was the only rule (aside from filling the page).  Some of the kids came up to me and asked if they could do a video game flower... sure!... a monster flower? Sure! Field of flowers, potted flowers, single flowers, whatever! 

There was no brown.  Tragedy? Not at all.... they had to make their own by collaborating with the students in their groups, so they did, and we had many different shades of brown.  If we had more time, I would have given only primary colours, plus white and black, so that the students would have been forced (ha ha HA!) into more problem-solving than they did... and many of the students created their own colours in separate plastic cups.  While circulating, I asked them to name their colour creations as an impromptu enrichment activity, or asked them to explain how they came up with their colour.  Of course, a few students will always be finished sooner than I'd like, but most were engaged right up until clean up time!  Done one picture; make another! All good:) And, while I was not yet in the habit of documenting student work, I do have an updated flower picture for my files!


Clever Teacher Move #5: Preparation for Cleaning Up...
The fun of conducting painting art lessons with no sink in the room is Awesome, but luckily, with preparation, the kids were actually able to be fairly neat.  I used Word Work trays to put paint in egg cartons on, plus empty mixing containers, brushes, and even some brush alternatives (anything can be used as a paintbrush!)... We covered the desks with the big paper used earlier in a math lesson and I filled water containers to rinse the brushes out and provided paper towel to wipe excess paint off brushes before dipping in next colour.  And, I had to be a meanie and tell them "no painting on hands or finger painting because we have no sink access" and we simply had a short discussion on why I needed to make that rule... they knew; kids are smart when we give them time to think:)  Finding drying space was also quite a challenge... I so wish I took that picture.... there were paintings drying on every flat surface in the classroom.  It was Art-ly Awesome!

I hope you enjoyed:

• Clever Teacher Moves,
• If I Were a Classroom Teacher... Next Steps and Questioning, and
• Gratitude Attitude Alert!
• the concept of VGB - a Very Good Book (a very versatile read-aloud that is good across ALL grades; has enjoyment factor + matches curriculum expectations),  
• references to a Supply Teacher Bag O' Tricks,  
• the importance of Reflection To Guide Change, and
• a Bonus Clever Supply Teacher Move...

                                              ... And, it's all in a day's work!

My instructions: Review, on the board, rounding numbers (to tens, hundreds, thousands)...

As the students were finishing up their silent, okay, silent-ish, reading, I approached each table and asked them if they had a favourite number.  Then I told each to put it up on the board, anywhere, in whatever colour.  A stir began to be created as the students noticed something happening... ooooh, I created a bit of a buzz, I did:)
Then I asked a series of questions to gather knowledge of what the students already knew and what some of them may need to review further:

• What's the smallest number?
• What's the biggest number?
• What's the longest number?

Next, I gave the instruction to group the numbers together...

• 1-digit, 2-digit, 3-digit, etc
• one with a decimal
• numbers ending in 0
• numbers already rounded
• numbers needing rounding

Then, I just randomly asked them to round certain numbers:

• What is _________ rounded to the nearest (ten/hundred/thousand)?
• How do you know?

We came up with the rules pictured in the top left of the picture:

• 5 or higer, round up
• 4 or lower, round down
• If rounding to the nearest ten, look at one's place
• If rounding to the nearest hundred, look at ten's place
• If rounding to the nearest thousand, look at hundred's place

I was able to ascertain that the students had a pretty firm understanding of the concept of rounding, which was further substantiated when I circulated around the room whilst the students were working on their task:

The Rounding Game (left by the classroom teacher):

• Roll 2 dice & round to the nearest 10; roll 3 dice & round to the nearest 100; roll 4 dice & round to the nearest 1000. 
• They were to do each 2 times, but I'm seeing how you could easily vary this, as some of the students told me they did (after having played in the last class).

Here's a brilliant website: ​http://studentvote.ca with lots of useful teacher resources!  We had a bit of a discussion about Canadian Political Parties... just let me say, that's interesting with a bunch of 4th graders!  Too bad we ran out of time before they had helped me who to decide who to vote for:(

WHAT IS STUDENT VOTE?
Student Vote is a parallel election for students under the voting age, coinciding with federal, provincial, territorial and municipal elections.

The purpose is to provide young Canadians with an opportunity to experience the voting process firsthand and build the habits of informed and engaged citizenship.

Since 2003, 26 Student Vote programs have been conducted across Canada. In the last federal election, 563,000 students cast ballots from 3,750 schools.
​

WHY IS IT IMPORTANT?
Voter turnout in Canada has been declining for decades at all levels elections, particularly among young people.

Studies have also shown that habits of voting and non-voting persist over time, so if young people don’t vote now, there is good reason to believe that they won’t become voters later in life.

By practicing the habits of informed and engaged citizenship at an early age, students will be more inclined and prepared to participate in our democracy when they graduate high school.

​All the artists at the time were painting in the Impressionist style.  But not, Henri Matisse.  He used brilliant colours and made art like nobody else.  In fact, everybody made fun of Matisse and called him weird, and he said, "Thank you."  He did not want to be just like everyone else! What a brilliant way to draw a connection between a time in history to the students in today's classroom.

Seriously, (despite the purposeful blur) these kids were super into their artwork.  Each one of them did something different; and even the ones who were less sure of themselves, the ones who started copying one of the modelled ideas, ended up with something truly their own... creativity abound!

When the students bring me their finished, or in-progress piece, I ask:
What do you call your piece? - the answer tells so much (hitting communication and literacy curriculum expectations).  Students who love to tell stories have a chance to shine:)

Wearing a TuTu is Empowering.  I was instantly transformed into the most beautiful ballerina ever... and I just couldn't stop twirling!...

I'm preparing for the HWDSB LTO list interview and so I am sorting through all of the handy resources I have collected throughout the 13 years since I have graduated from Teacher's College.... this whole process has caused a whole lot of reflection, so much so, that it has found its way into a poem:


A Reflection Poem

Note-to-self: remember when the world was new.

It's a wonderful thing when you can see the change in those keen eyes staring at you from the hard green plastic chairs... 

The surprise of the voices - the messages - slamming into brains.

Power & passion

My recurring Epiphany - which occurs 
Every couple of months;
I re-realize that 
The kids ARE learning and excited
And excited ABOUT learning
And learning is EXCITING
because it is easy enough to forget
That we didn't always know

A Journey Back in Time to First Snow of the season on Nov. 27, 2013…. I imagine this video shall become a series:) – created at http://animoto.com

In all of yesterday’s sorting and tossing and organizing and recycling and re-piling and filing, I came across my collection of Art Lessons.  They were shouting, “Share! SHARE!” and since 1 of my 327 incomplete projects is to actually scan and archive my Art…

ENJOY:)

Here’s one inspired by Georgia O’Keeffe, a maverick woman artist at a time when women were quite less than welcome in the World of Professional (male) artists…

This lesson was done with a class of third-graders.  First, we read a biography about Ms. Okeeffe so we could learn a little about the time she lived in and about the art she made, as well as a little bit about her philosophy as an artist.  Then, the students tried blending their pastels on a practice paper.  Next, they got to pick from a variety of close-up photos of flowers.  Their goal was to emulate Georgia O’Keeffe’s style.

VARIATION… CUT INTO ENOUGH PIECES FOR THE CLASS A LARGE PHOTO OF A CLOSE-UP FLOWER (OR, USE SEVERAL PHOTOS).  GIVE EACH CHILD A PIECE…  AT THE END, REASSEMBLE THE ARTWORK AND PHOTOS.The lesson (as I see it) of this lesson, besides the artistic curriculum expectations met (see Ontario Curriculum documents, if you so desire), is this:

Take time to notice and tend to the little things in life… Maybe they aren’t so little? And, more than likely, each little thing is part of a bigger thing and its importance is often overlooked until the little thing is gone or broken.  And, then, the big thing doesn’t work as it should.  I am intentionally speaking in such broad things because it can be applied in most situations.

And, once we accept this, then we may see the importance of every little thing we do, from completing our part of a group project to doing our part to ensure a happy classroom environment; from noticing flowers to friends…

“Nobody sees a flower – really – it is so small it takes time – we haven’t time – and to see takes time, like to have a friend takes time.”
- Georgia O’Keeffe from Goodreads

Take time to tend to a friend and chat to a flower,
or is it, chat to a friend and smell a flower.

I am usually too over-whelmed on Twitter.  I mainly use it professionally, so my connections are either Educators or Local News & Events.  Still – I usually find it all too much all at once.  And by too much, I mean too much relevant information that has the potential to make me a better educator, and a better person, in general.  So, I mark some of it for for later, share some on Facebook,  or save inSpringpad… and then loose it… forever.

Not this time!  This time, I will share my Exploration into Twitter Chat Land.  I have pulled out some examples of Top Tweets (as determined by myself for myself, but also for others in a similar situation).  As well as some of the links to Blogs and other resources.  In a follow-up blog, I may include these to create The Compilation of Mega-Advice for Successful Job Interviews.  Of course, then…

I WILL LAND MY PERFECT FIT TEACHING JOB!I am a Twitter Newbie…. kind of.  I’ve been on it for over a year, but I am more of a passive user – for now –  I think I might try a chat one of these days, like the New Teacher Chat (#ntchat), moderated by Lisa Dabbs ‏@teachingwthsoul.  You can check out the Wiki here.

Also note that I did not notice this wonderful and extremely relevant chat until the end.  I scrolled through and was impressed by the succinct, yet helpful comments and links to informative blogs.

So, for all you other Twitter Chat Newbies out there, here’s what seems to happen…

The moderator will tweet the topic details, like this:
Lisa Dabbs Join me in 15min for New Teacher Chat ‪#ntchat‬ Today, Wed. 7/11 8et/5pt Topic:Tips for Performing Your Best at Your Next Interview‪#edchat‬.

Next, she introduces herself and the chat (just like if it were a f2f convo!):

Welcome, All!!  I’m the founder and moderator of ‪#ntchat‬ Join me for this time of learning and collaboration!!  To join the chat you may want to use Tweetdeck, tweetchat or other client that allows columns. Use the hashtag ‪#ntchat‬ to join the convo!  We are a small, but mighty chat…dedicated to being practitioner focused and supportive to new teachers! ‪ Before we get started…Let’s take a minute to introduce yourselves. Share who you are and where you’re from! Thanks… To be supportive we do a “structured chat” for first 20 min: Q1, Q2, Q3 with A1, A2, A3 to have everyone participate!

And, the chat begins:

QUESTION 1: WHAT’S THE FIRST THING (A NEW TEACHER) SHOULD DO TO PREPARE FOR AN INTERVIEW? LET’S SHARE IDEAS!Participants contribute to Q1:

A Teacher’s Life Have a clear educational philosophy that you can discuss in a few minutes & a prospective discipline plan for your classroom.

Jerry Blumengarten Prepare a portfolio preferably Digital http://tinyurl.com/4btmvrg Have an ed philosophy, Practice answering questions…Must show how you would differentiate learning but also they look for classroom management skills which are very important …

Karl LS Research the school they are interviewing with-the more specifics you can reference about the school the better.

Blanca E. Duarte Read about the community, visit and observe children at the library, the stores, the park. Know your community and it’s children.

Dave Burgess I think it is very important to be able to speak from a place of passion about why you want to be a teacher.  Also important to show you are a learner.Talk about what you have recently done to grow and a recent relevant book you have read.  One way I got my job (revealed to me later) is because they asked what I had read recently and I knocked it out of the park.

José Popoff The focus needs to be on what you can do for the school not other way around

QUESTION 2: HOW DO YOU PRACTICE FOR THE INTERVIEW TO BE SURE YOU SHARE WHAT’S IMPORTANT?‪Lisa Dabbs Schedule a day of introspection. Think about your career, your goals, and your past experiences. Organize your work samples!

RT @PrincipalDunlop: RT @cybraryman1: A2 Video your practice sessions and you will see/hear things you can work on.

RT @guster4lovers: ‪#ntchat‬ I’d say make yourself a website with as much work/info as possible. it’s how I got my last job

RT PrincipalDunlop: A1: ask a mentor about possible interview questions. Do a mock interview. Painful but so helpful!

Two Teacherz Make Top 5 List of key words that represent most important items; at end of ALL interviews you get floor. Use them!  Be able to express how you can reach, teach ALL learners (differentiated instruction).

QUESTION 3: HOW IMPORTANT DO YOU THINK IT IS TO MEMORIZE THE THINGS YOU WANT TO SAY, BUT STAY CONVERSATIONAL? COULD BE TRICKY?Sue Dunlop instead, organized experiences into themes: literacy, numeracy, assessment, classroom management, PLC’s etc Have a framework to organize your thouhgts, especially if you tend to ramble or if you get paralysed… had an art teacher bring in art pieces done by students. Fantastic!

Lisa Dabbs I think it’s important to have some strong talking points prepared. Then feel confident to go with the flow and SMILE!  Know what you want to emphasize but don’t memorize – you’ll have enough on you mind that day!  Stay focused on the interview question. Do not ramble. And it’s okay if you do not know the answer. Be honest!

Melissa Edwards Practice speaking slowly and distinctly without saying “ummm”. Know a few things you want to emphasize but don’t sound rehearsed.

Cheryl Morris Try to give a general principle followed by specific example: “I believe in x. In my classroom it looks like y.”  Bring water so u can pause to think/drink.  ALWAYS ask on the phone beforehand. then bring what they tell you to. if they say nothing, then listen to that.

QUESTION 4: WHAT KINDS OF PRESENTATION ITEMS DO YOU THINK ARE IMPORTANT TO BRING TO THE INTERVIEW?(WE MAY HAVE SHARED THIS, BUT…)‪RT @Miss_Doig: An iPad if you can so that you can refer to examples quickly. Make sure your digital portfolio is well organised.  (I KNEW I was right in proclaiming, “I need one!“

Lisa Dabbs I loved it when new teachers brought in actual artifacts of lessons worked on. Really impressive.  I also had a prospective interviewee, bring in a video she had done of herself teaching a class! It was great to see.

Billy Spicer My experiences on interview committees is that you have to embed your portfolio INTO your responses. I’ve interviewed candidates that created websites, infographic resumes (cool!), & @prezi to use in interviews. You MUST stand out.

Jimmy Casas If I were interviewing for job today I would ask permission 2 teach a class so they could see my skill set in the classroom w/kids.

QUESTION 5: HOW DO YOU DRESS FOR THE INTERVIEW?William Gabriel Suit and Tie. I try to wear a tie that matches the color of the school. Subliminal message. It was what my g-father taught in.

RT @dalehancock: Be confident with humility. Most of all, be yourself. That is who you’ll be your first day on the job.

Lastly, the moderator will close the chat with suggestions on “where to go from here” for follow-up:

Wow! Where did the time go!! A HUGH heart felt Thank You to all of you for stopping by tonight! Be sure to follow some of the new friends you met here, tonight at New Teacher Chat ‪#ntchat‬ to continue the convo!  Archives of New Teacher Chat will be on the wiki soon http://goo.gl/yLYf See you next week for our chat w/@KleinErin on Pinterest.   OK friends…remember we are here for you. If you need a mentor…you need to check out our group! (http://tinyurl.com/8ylavvm)  Be sure to check out & LIKE our New Teacher Chat Facebook page!http://goo.gl/kZCPv  Share it with your FB buddies!  I also have a list of interview questions that I will post to the wiki as soon as @evernote comes back on line!!

There it is, in a nutshell… Do check out the archives because there were many more super contributors.  Always remember:

Faige Meller Be true to yourself. Don’t try to impress. Share who you are and why you want to teach.

The clincher testimonial to convince one of Twitter’s potential…

Mary Bertram Hi! Cant stay for the chat today but just wanted to drop by & say all the weekly ‪#ntchat‬ convos helped me get my first job!

SUPER BONUS LINKS THAT I WILL BE DELVING DEEPER INTO:…and this is why teachers should have blogs - George Couros

10 Tips to Help You Break to the Front of the Interview Pack! - Randee Kallison

#MentoringMonday An Article a Day…Might Just Save Your Teaching Life – Lisa Dabbs

http://www.freetech4teachers.com/2012/07/how-to-ace-your-interview-for-teaching.html

http://www.edulang.com/blog/7-things-you-should-let-go-of-to-become-a-happier-teacher/

10 Mistakes to Avoid In Your “Hire Me” E-mail – Carrie Jackson

http://oregonstate.edu/instruct/ed416/Task4.html – This is an Educational Philosophy Task that is good for Newbie & Not-So-Newbie teachers alike!)

http://cybraryman.com/teacherinterviews.html

http://cybraryman.com/portfolios.html

http://cybraryman.com/chats.html

 

I know a great and innovative teacher who is transforming education. Her name is Heidi Siwak. (check her out if you are not already familiar with who she is and what she does… http://heidisiwak.blogspot.com/)

The other day, I had the opportunity to work in her classroom. I had her Core Language/Social Studies class for the morning. They were in the middle of a self-directed inquiry project about Canada and its trading partners. I knew this because I read her blogs and teach in the school she works at quite often. So, I thought, “Great!” I told the students at the beginning of the day that I had been reading Mrs. Siwak’s blogs and I was here to help should they become stuck or unsure, as well as doing my rounds while they worked in the computer lab.  We were disrupted when another class had there computer time period 2, and had to relocate.  Unfortunately, the students were not as productive as I, and their teacher, had hoped they would be.  I saw the usual things from students when they have a guest teacher: sitting around, chatting about things not project-related, goofing around, playing games and focussing too much on YouTube music videos.

The problem: when the teacher’s away, productivity decreased, or, to put it another way… the students will play.
Why? I know that in itself is not a foreign concept, but I really thought that this sort of project would work well no matter what teacher was in the room. Especially because, Heidi had conferenced with the students to help them set up “next steps” and work through problems. I know this. I read the blogs!

Despite my constant reminders, checking in and offers to help, only 2 students came to me to voice concern. I was able to help them and they were able to work. I was becoming concerned.

I didn’t want to disappoint Heidi and I didn’t want the students to, either.  I figured many of them had already wasted two periods, and we needed to make it better. I thought, “What would Heidi do?”
Aha! I know, she would have a discussion with the students; she would share her concerns, let them voice theirs, and together fix the problem.

I shared my concerns that they were not working to the best of their ability and that the next time Mrs. Siwak was absent they may not get the freedom to do this kind of work. They would likely have the more traditional ‘read the text book and answer the questions’ type of work.

Thinking that maybe they were a little out of sorts simply because their teacher was not there, I asked them.  Some said that was a problem; others were just goofing off.  We talked about what we should do instead.

I made an anchor chart (there’s always an anchor chart!) to guide in their reflection/next steps…

The whole process proved beneficial as the students spent all of the next work period on task, and the trend continued at the end of the day in French class.

I saw Heidi the next day, who said, “that was great. Thanks for doing that. It was great that you texted me in the day. I knew exactly what to expect when I came in to school.”