background preloader

La planification et l'horaire de la journée

Facebook Twitter

Connecting Lifelong Learners: relationships. After learning alongside so many incredible educators at the ETFO Summer Academy course this summer that Cheryl and I instructed we had many questions and conversations around what September may look like and how you "get started".

Connecting Lifelong Learners: relationships

As always, every school board, school, and classroom will have unique differences and challenges but there are definitely some things that we think about every September and remind ourselves of when setting up and planning for the first couple of weeks. If I could give just one piece of advice it would be to SLOW DOWN. We all start the year with passion, excitement, and an eagerness to get started.

Every September I think back to June where we left off and how incredible the children were. I always forget how slow we need to go in September and how exhausting the first few months are (even when I remind myself!) There should be NO rush to get started with academics in the Fall. We begin the Learning Centre time by focusing on ONE AREA. L’enquête collaborative professionnelle qui fait toute la différence. - Donc nous autres, comme équipe pédagogique, on est très chanceuses parce que notre direction nous alloue 70 minutes par semaine pour travailler ensemble, divisé en deux.

L’enquête collaborative professionnelle qui fait toute la différence

Donc, on a une période de 40 minutes, puis une période de 30 minutes où on peut s’assoir, puis… parler de notre planification, parler de nos observations, malgré qu’on se parle en tout temps, là... - Oui. - Mais ce petit 70 minutes là aide beaucoup dans une semaine. - On se parle souvent, on se communique souvent, puis aussi on a… nos petits papiers que si on a pas la chance de se parler tout de suite, on l’écrit, on se les garde, on les affiche dessus notre planif, puis là on revient, on fait un retour, puis là on peut s’en parler encore plus. - Puis quand ça vient à planifier les centres,… c’est une tâche à deux. . - …et leurs besoins. - Donc, on ira pas compter, disons qu’on va pas aller compter des autruches, là… on va aller compter des vaches, nous autres, ici, à Earlton. - c’est ça,… - … du sable… La rentrée scolaire-Passionately Curious Educators: Connecting Lifelong Learners: September in FDK: Reflective Thoughts.

After learning alongside so many incredible educators at the ETFO Summer Academy course this summer that Cheryl and I instructed we had many questions and conversations around what September may look like and how you "get started".

La rentrée scolaire-Passionately Curious Educators: Connecting Lifelong Learners: September in FDK: Reflective Thoughts

As always, every school board, school, and classroom will have unique differences and challenges but there are definitely some things that we think about every September and remind ourselves of when setting up and planning for the first couple of weeks. If I could give just one piece of advice it would be to SLOW DOWN. We all start the year with passion, excitement, and an eagerness to get started. Every September I think back to June where we left off and how incredible the children were. I always forget how slow we need to go in September and how exhausting the first few months are (even when I remind myself!) There should be NO rush to get started with academics in the Fall. We begin the Learning Centre time by focusing on ONE AREA. Exemple d'horaire-Connecting Lifelong Learners: Flow of the Day in FDK. We have had a lot of visitors lately in our classroom and many of their questions focus around the flow of the day in Full Day Kindergarten (FDK).

It can be challenging to juggle timetables and I am not sure there is a "best" flow of the day. However, I feel that we have worked hard in and in our 3rd year of FDK we are beginning to understand how the day best flows so I wanted to share what is working for us...and what wasn't working for us! When we began our journey in FDK one of the key messages from the ministry, which was then supported by our board was "maximum message, minimum time". What we know developmentally about children is that sitting for long periods of time in a whole group is not best practice. How could we possible meet the academic and development needs of children in this way? We have tried many different things during this whole group instruction time over our journey: read alouds, shared reading, poems, math problems, science experiments, and sharing of learning.

L'horaire de la journée-réflexion.