Summer 2006 - The member magazine of the Elementary Teachers

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Keep it CleanDivision: PrimarySpace:Time:Large space20 minutes or two 10-minute segmentsPhysical Activity Level: Moderate/VigorousEquipment: Small balls or objects (math manipulatives orcrunched up pieces of recycled paper)Activity Description: Keep it Clean is a great activityto incorporate 20 minutes of daily physical activity duringinstructional time. This activity can also be a great way tointroduce, reinforce and/or practice counting, grouping and/orsorting concepts for grades 1–3.Overview: Teachers should ensure a safe pathway from wallto wall. Remind students to move safely and to avoid collidingwith others in the corners. Allow for a warm-up (beginningwith less vigorous movement and stretches) and cool down(ending with less vigorous movement and stretches):• Divide the class into two groups.• Place objects in the centre of the room.• One group stands at the back of the room; the other atthe front.• On a signal, students walk quickly to the centre, pick upONE object and return it to their end of the room.• When all objects are gone from the centre, students canwalk to the other side and take an object from the otherside.• Students work as quickly as they can to get as manyobjects on their side of the room.• During the group assessment of their safe participationask one of the teams to lead a stretching routine to cooldown.Variation: The teacher may challenge the class to move indifferent ways or to carry the objects in unique or creative ways.The teacher may also instruct the students to sort the materialsthey have collected on their side by colour, size and/or shape.Adapted from Ophea, H&PE Curriculum Support Documents, 2000.24 etfo voice SUMMER 2006
COLLECTIVE BARGAININGAlligators and everythingelse: a perspective on theschool yardby Derek HulseTo hear some school administrators tell it, there is no more dangerous place on earththan the yard of their local school. It’s surprising that teachers are not given a suitof armor to wear – under the bright orange vest, mind you – while on duty. Granted,every administrator will also explain that his/her school is “unique” and requires“special consideration” to deal with its multitude of issues, especially supervision time.Derek Hulse is a member ofETFO’s protective services staff.Creating a supervision schedule that meets theneeds of a particular school, no matter howunique, is not only necessary but possible.Every public school board in Ontario hasagreed to collective agreement language thatlimits teachers’ supervision time. In addition,by agreeing to this language the boards haveassumed a shared responsibility for implementingthese supervision limits.Now is the time to look for solutions notexcuses. The process used to find solutions oftendetermines the outcome.When administrators work cooperatively withstaff – the norm throughout the province – twothings happen:1. Supervision schedules are created that meetthe collective agreement requirements andprovide for student safety at no extra cost.2. An atmosphere of mutual respect is createdthat improves every aspect of the learningenvironment.On the other hand, when administrators usean autocratic decision-making model there areoften two quite different outcomes:1. The disputed supervision schedule becomespart of the mediation/grievance/arbitrationprocess.2. The animosity created eventually poisonsrelationships and results in an “us versusthem” mentality that does nothing to improvethe learning environment.A portrait of the cooperative approachThe days of the school administrator having thefinal say on the supervision issue are over: collectiveagreements clearly state that joint decisionmakinghas to take place. Teachers have an equalvoice on the school supervision committee andmust be given equal opportunity to have inputinto the process and the final product.A cooperative approach should include thefollowing:• Meeting dates that allow everyone to beinvolved while respecting other aspects oftheir lives• Provision of all information required• Ground rules that acknowledge everyetfo voice SUMMER 2006 25
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