Today, the JK students continued to investigate during Centre time with their math sorting activities. What was most compelling with this activity for Sophia and her partner was that they not only ‘sorted’ the animals, but created the two different habitats of ‘land’ and ‘water’. This was a two-tiered understanding and one that was rather sophisticated in their thinking and application.
Not only does this demonstrate the understanding of the concept of ‘sorting,’ but the girls involved in this creation were also able to create and design using prior knowledge of the world surroundings.
On September 27th, several of our Student Ambassadors had the privilege of attending Free The Children’s We Day at the Air Canada Centre. The event was a day of celebration and inspiration, empowering youth to make positive change in the world, and included words from influential global leaders and social activists, with performances by cultural icons and entertainers: Co-founders of Free the Children, Craig and Marc Kielburger; Dr. Hunter Doherty “Patch” Adams; Canada’s ‘Man in Motion’ Rick Hansen; United Nations High Commissioner for Human Rights from 1997-2002 and former President of Ireland, Mary Robinson; Motivational Speaker Spencer West; the Kenyan Boys Choir; and artists Nelly Furtado, Nikki Yanofsky and Shawn Desmond, to name a few.
The JK students gathered on the carpet to discuss and share their findings concerning the JK unit of interest about the harvest and tomatoes. The children were asked the following simple question: ‘What did you learn about tomatoes?’
The thought and meaningful discussion that ensued is by far ‘not simple’, but rather a complex learning and retrieving experience for our JK boys and girls!
As a dedicated member of Peaceful Schools International and Free The Children’s We Schools in Action, Richland Academy is committed to promoting peace within the community, both locally and globally. In commemoration of the International Day of Peace, Richland staff and students gathered to reflect on their thoughts about peace and harmony. Through video and reflection cards, students expressed what the word “peace” meant to them, ways they could share peace at home and at school, and how the International Day of Peace inspires them.
Why is it important to allow children opportunities for uninterrupted opportunities to talk amongst themselves?
In a classroom, there are certainly times for teaching, but times for listening are also important. When we listen, we can learn so much from young minds.
As teachers and parents we want our children to be successful in learning, and knowing when to step into children’s conversations can be challenging. We often jump in too quickly to seek or provide information, when really there is so much to be learned by simply listening. We feel the need to teach, yet, when we listen attentively without interrupting, we are indeed teaching.
Active listening allows children to feel worthy, appreciated and respected. When we listen, we foster the skill in others, by acting as a role model for positive and effective communication.
The Orff approach to Music Education is holistic, experiential and process oriented. It is for all children- not just the most musically or intellectually gifted- and encompasses aural, visual and kinesthetic learners. The Orff approach taps into learning through doing, exploring and improvising. Children are active participants in an integrated, guided process, one which allows for differing musical abilities. In the Orff approach, no child is neglected. The Philosophy introduces and teaches children about music on a level that is easy to understand, while combining the elements of speech, rhythm, and song. Musical concepts are learned through singing, chanting, and the playing of percussion instruments. Improvisation, composition and a child’s natural sense of play are encouraged.
What does an Orff instrument sound like?
- “It sounds funny!” (Daniel, SK)
- “It sounds peaceful!” (Annie, SK)
- “It sounds like the Temple!” (Catherine, SK)