Vivre le #Défi20Prof en tant qu’étudiante à la Faculté d’éducation

Vivre le #Défi20Prof en tant qu’étudiante à la Faculté d’éducation

Je me dis qu’il vaut mieux tard que jamais pour ce billet de blogue!

Voici une petite introduction pour ceux et celles qui ne connaissent pas le #Défi20prof… Le concept provient d’un billet de blogue écrit par Marius Bourgeoys (@bourmu) à la fin de l’été. Début septembre, Marius Bourgeoys a lancé l’appel au défi lors d’un webinaire diffusé en ligne. Ce webinaire, animé par le trio dynamique Marius, Marie-Andrée Ouimet (@maotechno) et Stephane Hunter (@monsieurhunter) ont attiré +75 pédagogues autour de la province ! Le principe de l’épreuve est que 20% du temps (environ 1 fois par semaine) les élèves doivent se mobiliser et s’autoréguler sans que l’enseignant ait à parler. Les bienfaits de cette pratique seront exploités plus tard dans ce billet, mais ce qui est captivant est que grâce au réseautage et à la puissance des réseaux sociaux – Marius a créé une communauté d’enseignants qui se sont rassemblés autour de lui afin d’entreprendre son projet dans leurs salles de classe, et moi, j’en suis une!

Lors du webinaire, je dois avouer que j’étais un peu déçue. Marius et compagnie a vraiment suscité mon intérêt avec la vision repensée de l’école. L’intention de ce défi est “d’avancer vers cette autre façon de faire l’Éducation” et moi je veux être en première ligne de cette initiative. Mais, voici mon vrai problème: je n’ai pas de salle de classe pour essayer ce projet!! Au secours! Pourtant, Alexandre Audet (@profaudet) a sûrement entendu mes appels à l’aide. Justement, la première journée que j’ai collaboré avec lui dans sa classe, il effectuait son deuxième essai du défi. J’ai été ravie!

En fin de compte j’ai vécu quatre expériences de #Défi20prof avec Alexandre et ces 2 groupes  d’élèves de la 8e année à l’École secondaire publique Omers Deslauriers située à Ottawa lors du cours d’English. J’avoue que j’étais surprise, impressionnée et intriguée. Chaque fois, les deux groupes ont apporté un ensemble de savoirs et de réactions.

Survol des activités:

La première activité a eu lieu le 12 septembre. Le tableau blanc avait les directives suivantes inscrites:

  1. Il y a 4 stations = 1 pour chaque vidéo:

    1. Ethos – Logo – Pathos
    2. Invention
    3. Arrangement
    4. Style
  2. À chaque station, vous allez parler de ce que tu comprends du sujet, 1 exemple pour démontrer ce que tu comprends
  3. Vous devez demeurer à chaque station pour 5 minutes
  4. Essayer de vous répartir également entre les 4 stations
  5. Lors des transitions, vous changez à la station de votre choix, il n’y a pas d’ordre…

La deuxième activité a eu lieu le 19 septembre un peu plus complexe. Encore à l’aide du tableau blanc, M. Audet a écrit les directives:

  1. Formez des groupes de 4 personnes avec qui vous ne travaillez jamais.
  2. Consultez les DOC (Writing a 1 paragraph response)
  3. Vous devez créer une capsule de 2-3 min originale / créative et efficace pour enseigner ces concepts
  4. 1 Chromebook par équipe
  5. Vous avez 30 minutes.
  6. Go!

Lors des deux activités, je crois qu’Alexandre a établi des objectifs clairs pour ses élèves. Il n’a pas parlé et a laissé ses élèves s’arranger eux-mêmes. (Même quand ils ont complètement ignoré la pile de documents Writing a 1 paragraph response!!) Les élèves m’ont vraiment surpris. Comprenez-moi bien, ce n’était pas comme si tous les élèves se sont levés et mis à la tâche… il y avait quelqu’un qui n’écoutait pas et ne se mêlait pas de ses propres affaires, mais en dedans de 5-10 minutes, la classe s’est mobilisée. Un certain dynamisme en salle de classe a été créé. Une élève du premier groupe (qui a plus d’énergie) a crié: Guys! On fait Défi20% écoutez, je vais lire les directives du tableau!”. Dans l’autre classe, les élèves ont lu par eux même les directives de façon individuelle et en silence. Dans les deux cas, les élèves se sont mis à l’action pour relever le défi. Vous trouveriez les résultats du défi sous les images. 🔽🔽🔽

Résultat du défi: 

Les activités ont été un succès, mais ce n’est pas les activités telles quelles qui méritent notre attention… C’est profiter de ces occasions pour permettre aux élèves d’être au centre de leur apprentissage. Bref, voici une liste de ce que le #Défi20prof a produit dans la salle de classe de 8e année:

Le défi 20% a permis aux élèves…

…de réfléchir sur leurs habiletés de leadership
…de collaborer avec leurs pairs et apprendre des autres
…de prendre l’initiative et s’approprier la responsabilité de leurs apprentissages
…de réglementer leur environnement et climat d’apprentissage
…de vivre et accepter des échecs (pas tous les élèves ont accomplis les tâches du défi)
…d’avoir des conversations expliquant les raisons derrière l’échec
…d’avoir des conversations menant à des pistes et solutions pour s’améliorer
…de songer au rôle de l’enseignant
…de témoigner de l’évolution de la dynamique de groupe
…de se laisser vivre du changement
…de travailler leurs habiletés de résolution de problèmes

Prenez deux minutes et réfléchissez comment vous incorporer cette liste dans votre salle de classe?

Une fois que les 20 minutes de l’activité se sont écoulées, c’était le temps de répondre à la question “Pourquoi?”. Les élèves avaient toujours beaucoup à dire au sujet de leur expérience! L’activité du #Défi20prof a favorisé plusieurs différents types de conversations dans le cours d’English. Par exemple, les élèves ont parlé des avantages et des inconvénients de l’importance de la friction dans un groupe pour le bienêtre de la créativité, sur le social construct, collaboration, relationship building and social contracts.

Cette citation d’Alexandre s’est émergé: “Collaboration isn’t about the person, it’s about the ideas”

Comme vous voyez à l’image ci-dessous, M. Audet veut que les élèves se demandent Pourquoi? plus souvent dans son cours!

Ma réflexion personnelle:

Vivre le #Défi20prof avec Alexandre Audet m’a beaucoup appris. C’était intéressant de voir comment il n’avait pas de difficulté à prendre du recul – un élément de ma personnalité que j’aimerais travailler. De plus, puisque j’étais nouvelle à la classe, c’était fascinant d’être “mouche sur le mur” n’ayant aucun préjugé des élèves en question. C’est facile de dire que c’est une belle expérience… Mais, je me suis posé les questions suivantes, “Pourquoi est-ce que quelque chose de si extraordinaire et bénéfique est hors de l’ordinaire dans nos écoles? Pourquoi les écoles n’encouragent pas plus d’activités où les élèves prennent l’initiative et s’approprient la responsabilité de leurs apprentissages?” Je ne dis pas que ça ne se fait pas du tout, mais je pense que ça ne se fait pas assez! À suivre…

Réflexion faite, je lève mon chapeau à Marius Bourgeoys, à Alexandre Audet et à chacun et chacun des enseignants qui entreprennent ce défi dans leurs salles de classe. Vous êtes réellement des modèles pour la vision renouvelée de l’école et de l’éducation.

Marius et moi avons parlé en détail du projet 20% prof lors de notre conversation sur mon podcast Que sera Sarah? Voici le lien pour y accéder: https://soundcloud.com/que_sera_sarah/episode22-marius-bourgeoys-le-leadership-pedagogique-cest-une-disposition

Vous voulez savoir comment d’autres enseignants on vécu le #Défi20prof, voici d’autres billet de blogues sur ce thème:

Sarah’s Back-To-School Story

Sarah’s Back-To-School Story

As school starts for most tomorrow, I felt inspired to share my back to school story – from what a first day of school felt like for me as a student in elementary and high school. Especially, since I haven’t “officially” lived a Back-To-School as a teacher yet, I am dedicating this to my last September as a student. 

It’s 6:30AM. Your alarm goes off.

“Ugh, I forgot what getting up early felt like…”

You get out of bed and put on your outfit you laid out the night before. You brush your teeth and skip breakfast because you already have a pit in your stomach. You’re excited and a little nervous.

On the first day of school, the air outside feels different. This bus pulls up to your place and you step on to see the new friends on your bus route this year. You patiently wait to see the trajectory your bus will take.

Maybe you are the first on, maybe you are the last, but you finally arrive to school sporting your brand new 1st day of school outfit. The school feels fresh and new; the floors are waxed and the hallways are cleaned. Everyone is tanned and you have already started to recount your exciting summer to your friends and teachers you haven’t seen in 2 months.

You set up you fresh, new and still clean locker all while high-fiving and hugging your friends as they pass by.

Teachers have changed; new ones have arrived and old ones have left.

This is it… back to school. Only 195 more days left, but who’s counting?

 

You can also listen to this story on my podcast: https://soundcloud.com/que_sera_sarah/episode-19-sarahs-back-to-school-story

Thank you, VoicEd.

Thank you, VoicEd.

These past two months, I have had the absolute honour of being the Community Manager of VoicEd.ca and VoicEd Radio. This unexpected internship, working with the one and only @Stephen_Hurley, has transformed my summer into a summer of learning, growing and connecting.

Reflecting on this experience has allowed me to realize the leaps and bounds I’ve taken in this short period of time. I have exponentially grown my PLN. I have cultivated my curiosity. I have raised my awareness on tons of hot new EDU topics. I have had the opportunity to influence, connect and share with other educators, whom I may not have otherwise connected with out of this context. And, I have began to think differently… Working for and with VoicEd has obliged me to think differently and out of the box. I have also begun to think more creatively and critically. I’ve gained confidence in my ideas and thoughts and I am no longer apprehensive to share them.

Furthermore, VoicEd has favoured my growth, not only as a Teacher Candidate, but also as a person, as a colleague and as a future mentor for my peers and my students. As a Teacher Candidate, I strongly believe that it is imperative to have a mentor/ role model in this critical time of learning. Every member of my Power PLN, (too many to name them all, but here’s a few) Stephen, Rola, Jen, Derek, Noa, Carol, Chris, Brad, have welcomed my questions with open arms and have brought me to new heights in my learning. I’ve refined relationships and have also created new ones. These educators have allowed me to create a growth mindset, where risks are encouraged, fails & mistakes are learning opportunities and collaboration is key.

Folks, this space is inspiring. It all started as an idea from catalyst: Stephen Hurley, with the helping hands of other educators like Derek Rhodenizer and Rolland Chidiac. I got involved on a limb early on in February, thanks to plugs from Derek’s podcast: Beyond the Staffroom. Since then, being an avid blogger, podcaster and your Community Manager I sometimes ask myself, where I would be if it wasn’t for VoicEd? It is a welcoming space that offers unlimited educational topics, open and thoughtful conversations, 21st century philosophies, mindful and supportive educators and shared resources. This community empowers you to share your thoughts and receive insightful feedback from passionate educators like yourself! In all of this, I was able to see how educators work together in harmony for the greater good of their students.

Did you know? VoicEd & VoicEdRadio connects educators, not only from Canada, but from around the world. Meaning, Canadian educators get educational perspectives from outside of Canada. This has opened my eyes to what is happening outside of my hometown, my province, my country and even my continent! It is incredible to see the similarities and differences in Education going on all around the world.

In the end, with VoicEd, you become a part of something bigger. It is a family of amazing human beings that support you and lift you up. The end of August doesn’t mean goodbye, gosh no! Instead, it is a turning a new leaf.

 

How can you be like Lightning McQueen and Doc Hudson in your classroom?

How can you be like Lightning McQueen and Doc Hudson in your classroom?

*SPOILER ALERT*

Being the Disney enthusiast I am, I recently watched Cars 3 in theatres. Going in with no expectations, I was pretty impressed. However, this isn’t a movie review. This is a reflection post about the movie and how it relates to education. Be advised… reading any further will spoil the end of the movie for you!

You all know the infamous Lightning McQueen. In the third movie, Lightning McQueen is up against all odds. He has to train hard to beat all the new car models he faces on the track. To do that, he is given a trainer, Cruise. Cruise always dreamt of being on the track, but due to circumstances she is now working for a training company. She mentors McQueen throughout the movie until he decides to go back to his roots. His journey back to what he knows allows him and Cruise to learn about one another’s past and push each other to be their best. Lighting McQueen sees the potential in Cruise. During his training and during the first race of his “last season”, he tags Cruise into the race. Thanks to Lightning McQueen’s mentorship and crew chief instincts, she gets the checkered flag!

At the end of the movie, we learn that Lightning McQueen believed in Cruise and saw something in her that she did not see in herself. Doc Hudson, Lightning McQueen’s mentor also believed in him when he doubted himself.

This lesson is something I think is soo important as an educator. I related this lesson to the teacher who sees the potential in their students. (Especially to those students who need it the most.) As a student, having that ONE teacher who believed in you, in essential to your journey and growth. These teachers are like Lightning McQueen and Doc Hudson because they take the time to see the potential in their students. They look beyond the surface and find the real capabilities. They mentor, encourage and motivate students to do things they never thought they could achieve. They reassure in the times of doubt and inspire them to see the good that lies within themselves. After doing this, they accomplish great things and continue to push themselves. I always think: “You never know how something you say will impact someone’s life”. Supportive words and gestures can help a student find that extra drive inside of them. So, next time you want to give up on a student, think about what would have happened to Lightning McQueen if Doc Hudson hadn’t believed in him, or Lightning McQueen doing the same for Cruise.

As a Teacher Candidate, having people in my circle and PLN who push me to do things I never thought I could do is paramount to my personal and professional being. I am grateful when I think about the people around me who believe in me, support me and give me the extra little push when I need it. Sometimes I wonder if I would be where I am now if it weren’t for them. I strongly believe that Teacher Candidates need more mentors like Doc and Lightning McQueen to allow them to grow, pick them up when they are down and believe in them when they don’t always believe in themselves.

What Teachers TRULY do During The Summer – As Told by Students & Teachers

What Teachers TRULY do During The Summer – As Told by Students & Teachers

It is the age-old joke that teachers only work for 9-10 months out of the year… Teachers, you hear this every year. The joke rolls around in June and you gracefully laugh it off. (Yes we know, that it may look or seem as though we get two months off to sit around the pool with a cool drink and a pink umbrella, but things are not always as they appear.) In reality, the life outside the classroom is an opportunity to catch up on PD, family time, certainly prepare for Septembre and so much more!

As a Teacher Candidate, I thought I would dive deeper into the topic. So, I asked myself: why not hear from real teachers to break the stereotype and understand what they TRULY do during their 2 month break! So, I did some research and asked over a dozen educators to tell me what is it REALLY like to be a teacher during the summer?

But first, I was interested to see what our little learners believe their teachers were doing during their 2 month break. I got a good chuckle when asking elementary school students what they thought their teachers would be up to this summer… And, to my surprise, some students believe that teachers work really hard!

K, a Grade 1 student, believes that we “talk to different teachers” and that we “watch TV and practice being teachers”.

C from Grade 1 believes that “they get prepared for the kids, they get ready to do stuff with the kids and buy new toys [for Friday Fun]”.

And, I, also a Grade 1 student, thinks that we “probably write down who is going to be in their class next year”.

Whereas, other students think their teachers spend more time relaxing than working over the summer…

E from Gr 2 believes that her teacher “… just sits around and goes places in the summer so she can have fun with her family”.

H from Grade 1 said: “They go in the hot tub and then go to a different country to have their vacation”.

My favourite testimonial is from S in Grade 1 who believes that teachers “do the calendar when we’re not here” and keep it up to date.

Our students may be right, but to fully understand the reality of teachers during the summer we need to hear from the teachers themselves. I’ve learnt from Derek Rhodenizer that all good deep dives begin with a proper introduction. This one is provided to you by the great, Noa Daniels (@noasbobs), take it away Noa:

“The summers off feature of teaching is an often discussed and, sometimes, misunderstood part of our overall professional experience by those looking. Besides the essential break from an intense and all consuming but perpetually motivating job, summer is more than a time to regroup. It is a time reflect, to plan ahead, to grow, to get ideas for poetry lessons from the sounds of nature, to see parts of the world to bring into Social Studies, History or Geography lessons, to think about the Math abounds, to inquire about and read where I want to grow professionally or am just curious and want to explore. To play with EdTech tools and consider how to improve my practice.  Summer is also a great time to build a BOB.”

Thanks Noa! Now that you have all these great ideas in mind, let’s depict what summertime TRULY is for educators:

SUMMER IS … time to pursue other passions

Some educators, like Jen Giffen (@VirtualGiff) are writers and will be “doing some writing for my district, finishing a pile of books (education related and non) from my bedside table”.

Not to mention she will be “Representing Canada at the Google Innovator Academy in Washington DC and presenting at the Eastern Ontario Google Summit”! Congrats Jen!

As for Laura Wheeler (@wheeler_laura) in Ottawa, she works “through July and then have August to fill my boots with camping, cottaging, and horseback riding!”

SUMMER IS … an opportunity to take on new projects (personal and professional) 

I am inspired by Chris J. Cluff’s (@chrisjcluff) summer mantra: “I’ll be losing the teacher in order to find me.” 

“This summer will be about saying YES to things that I have benched for some time now. I want to finally get some time back into relearning guitar. I am purchasing a longboard [skateboard]. I have signed up for a certification course in Meditation and Mindfulness. I want to leap out of summer, empty … and then a new adventure awaits in September…

Yes, teachers can skateboard too!

Catherine Tang (@EduScribblings) will be growing ideas and vegetables in her backyard in Kingston this summer! She says that: “My brain doesn’t shut off in the summer. If anything, it revs up as I process and prep for the next year. It’s my time to get my hands dirty and try things that I may want to introduce my students to. This summer I’m working on building my own Tiny House model and learning how to grow vegetables!

This is such a great idea Catherine, can’t wait to hear about your new projects 🙂

SUMMER IS … basically a continuation of the school year 

Derek Rhodenizer (@DerekRhodenizer) works hard for students and staff at his school in Ottawa as the Director of Academics. He also dedicates his summer to the success of the upcoming school year! 

As an admin, my summer involves a lot of getting ready for the next academic year, but I always make sure to take some time to recharge, get out in nature, reflect and get ready for the next year!

This is how I imagine Derek working this summer…

Un autre membre de la direction, Loir Fraser (@FrasloJ) de l’École secondaire catholique Le Relais, est passionnée par l’éducation. Elle est une vraie apprenante à vie! Cet été, elle met la gestion de côté et se concentre sur la pédagogie, la collaboration et l’innovation. 

Entre les camps d’été, les cours d’été, le ménage d’été et les lectures d’été, je planifie des rencontres de travail avec mes collègues et élèves, je discute d’approche pédagogique innovante avec mes pairs et je me donne une semaine complète où je ne mets pas les pieds dans l’école. L’école, c’est la vie! On ne cesse jamais d’apprendre. C’est que l’apprentissage occupe toute la place l’été et que la gestion est repoussée!

OCSB Teacher and University of Ottawa professor, Jennifer King (@JenniferNKing ) is dedicating her summer to teaching TEACHERS! She believes that “Teaching never ends! For the month of July, I teach teachers tech AQ courses from the comfort of my deck! #alwayslearning #alwaysteaching” It’s the best of both worlds!

Jen, YOU ROCK!

Another educator who rocks my world is Rolland Chidiac (@rchids). 🇨🇦 Classroom Teacher, Rolland believes that “Most people think I have two months off and doing nothing”. If you think that, you are wong! Rolland’s summer can be divided into 3 larger ideas: REFLECTING, THINKING & PLANNING 

  • reflecting on the school year that just happened (what went well and what didn’t go so well)
  • thinking about the students I will be working with in September
  • planning learning cycles that will meet their needs but be flexible enough to meet their interests as well

SUMMER IS … time to learn, grow and better yourself

Rola Tibshirani (@rolat), teacher with the Ottawa Catholic School Board is a role model for professional development and betterment of self. Take notes folks…

She speaks for most teachers when she says that teachers are:

Spending time reading books and reflecting on how best it applies in their classrooms. Teachers catch up to online professional learning and connecting with other educators. Summer is a reflective time, productive time at an individual pace with lots of curation of innovative ideas to try with their new learners. Summer time is a training time to look forward to the next year!”Mind you my summer is more exciting than the school year learning for learning

D’autre part, dans le sud de l’Ontario, nouveau conseiller pédagogique en technopédagogie, Stéphane Girouard (@s_girouard) se prépare pour le monde de la technologie! 

“L’été pour moi est un temps de réflexion et de développement professionnel selon mes intérêts. Mes deux objectifs principaux sont d’apprendre davantage le fonctionnement d’outils technologique, notamment le Raspberry Pi et l’Arduino, et à m’avancer dans ma certification Google. Même si nous méritons bien notre temps de repos, l’été nous donne l’occasion d’objectiver et faire un développement professionnel sur mesure.”

SUMMER IS … time to be a Humanitarian

Two educators I know very well are dedicating some of their time and effort to people who need it most this summer. Elles sont des modèles accessibles et francophones qui illuminent un chemin vers un monde de bonté, de serviabilité et de respect.

En août, Stéphanie Quesnel (@StephQuesnel), direction adjointe à , dit qu’elle “voyagerai en Haïti, où j’aurai la chance d’offrir des ateliers à des enseignants là-bas!

D’autre part, Hélène Cormier (@malcommode72) est présentement en voyage humanitaire en République Dominicaine. Avant sont départ elle m’a expliqué: “Je pars pendant 2 semaines pour continuer un travail humanitaire que j’ai commencé dans le cadre du projet de mon école. Je vais avoir l’occasion de mettre en valeur “Vivir para sevir, servir para vivir”, vivre pour servir et servir pour vivre.” 

Bravo à vous! Je vous lève mon chapeau, mesdames.

SUMMER IS … time to do what YOU want!

Watch out, all the way up in Thunder Bay, Ontario, educator Peter Cameron (@cherandpete) has found an alliteration to represent his summer: 

RECHARGING, RECONNECTING, RELAXING, REFRESHING & REFILLS. 

Woah… Peter, you’re a genius. Why didn’t I think of that?

 

You’ve made it to the end! Congratulations!

I hope now that you have a better understanding of what teachers TRULY do during the summer. All in all, don’t underestimate the power of teachers. We are life longer learners who don’t often takes breaks. However, we do know how to find balance. As much as we love the break, we always look forward to being back in our school with our students… there is no better place to be.