Grade One
Book Worms!
"We're literacy obsessed!"
Welcome to our classroom
Meet the
Teachers
Michaela Trelford
Michaela Trelford is an aspiring elementary teacher in her second year of the Master of Child Study and Education program at the Dr. Eric Jackman Institute of Child Study at the University of Toronto. She is strongly committed to helping her students become passionate, life-long readers. Her favourite part about teaching is the "aha" moment that students experience when they realize they can read!
Isabelle Ennis
Isabelle Ennis is finishing her second year in the Master of Child Study and Education program at the University of Toronto. Ms. Ennis believes in the importance of creating a classroom environment where every student can learn to read and write. This is achieved through a balanced program that is motivating and engaging for every student.
"Every child deserves a champion: an adult who will never give up on them, who understands the power of connection and insists they become the best they can possibly be."
- Rita Pierson, Educator
Vision & Pedagogy
Inquiry-Based and Student-Centred Learning
It is important to us that our students feel a personal connection to the concepts that we are teaching. In order for our students to become lifelong learners, they must understand how the learning that takes place in school is relevant to their daily lives. For this reason, we strive to facilitate authentic learning experiences that play upon our students’ interests and innate curiosity about the world around them. Teaching our students how to participate in knowledge building circles is one way that we provide our students with the tools they need in order to investigate, critically reflect upon, and share their ideas about the concepts we are exploring. The goal is for our students to think deeply about their connection to the people, natural elements and social systems that make up our world and in doing so, foster a sense of citizenship and active participation.
Community of Learners
With a foundation built upon the four Tribes agreements—mutual respect, attentive listening, right to pass, appreciation/no put-downs—we strive to ensure our classroom is a safe and inclusive place where all students feel that their ideas are valued and their voices are heard. For us, this means making the very important distinction between equity and equality: in our classroom everyone works at a level, and receives the amount of support, that is just right for them. From book bags to differentiated instruction, our students understand that what is right for some is not right for all and in order to a class to be “fair” it must provide every student with the tools they need to succeed.
As a result of this practise, we believe that our students feel confident in contributing their opinions and ideas, and taking the academic risks that are necessary in order to achieve higher-level thinking. Every student has a story to tell and each one is different. Our community celebrates the diverse knowledge and personal experience of each of its members and, through reinforcing the understanding that not everyone shares the same perspective, we are able to use this wealth of knowledge in order to achieve our collective goals.
Motivated and Engaged Learners
Our classroom is a place that celebrates learning. In order for students to become fully invested in their learning—and begin to become self-directed —we strive to make every activity engaging, motivating and appropriate for the strengths and needs of the class. If a student is not excited about their learning, it is unlikely that they will spend time practising the skills they need to make them successful. We want every student to experience success in our class; our goal is to highlight each child’s personal growth as a method of strengthening intrinsic motivation. One way we go about this is through our Proud Wall where each student is in charge of co-selecting the pieces of writing they feel most excited about displaying. The prospect of publishing their work on the wall excites our students and the work samples of each child provide a great way for parents and teachers to track their progress as writers.
Research and Professional Development
Teaching is a profession that is constantly evolving. We believe it is our responsibility as teachers—and as graduate students—to remain current on research-based methods of instruction so as to provide our students with the best possible education. This is why we feel that investing in professional development is so integral to teaching. Educational approaches and pedagogy are always evolving and it is important to remain flexible and open to the possibility of change.
Like our students, we are growing in our academic careers, and so it is important that we are constantly setting new goals and reflecting upon how to make our practise better.