Friday is here again! Another batch of kiddos on summer vacation and another batch of teachers trying to relax✨
I know it is a challenge to switch off your brain from teaching- but try to do it even for a few days!
Before you check out for the weekend, I want to leave you with one thought- I can statements....
👍 or 👎
I am not sure about them! I like the notion that kiddos are taught that they can do something and to use a positive affirmation. BUT are they inclusive of all learners when they are posted on the wall???? Inclusion might be a debated topic in terms of the hows and whats, but there is no debate over ALL kiddos being welcomed in their class and learning environment.
I can statements are often used so kiddos thinking positively about newly achieved skills & concepts. BUT they become very specific to outcomes. In an Inclusive Classroom all kiddos are working at their level- not one ‘main’ level with some outliers. You see, I was asked to use I can statements and then have my ‘IEP students place individual ones on their desk’. 👎👎👎 No way!!! I could not do that. I may struggle with setting up lessons that are differentiated enough to support all learners BUT I will never set up my classroom in any other way than for all kiddos. I will always try to make sure my students know they are welcome, valued, and just as awesome as the next student... for different reasons.
I use generic I can statements.... to reflect general academic skills and basic community skills. I can order numbers. This is one of my favourites! Maybe a student is ordering fractions, but maybe another student is ordering numbers by matching 1-3. The I can statement is up, but the meaning is left for individualizations.
I use my I can statements as a way to reinforce class expectations and to outline a few basic academic concepts all my students have mastered at some level. We review our I can statements every day to remind ourselves of how to act in a learning community and how awesome we as part of this community. My I can statements are not about outcomes or benchmarks, rather, they are about general concepts that can be individualized depending on each student's needs.