Damon Klassen
Welcome here!
My name is Damon Klassen and this is my teacher site. On this page, you will find links to my classroom’s social media pages, student blogs, my education and experience, teaching philosophy, and practices. If you have any questions at all, feel free to contact me using the link up top or the form at the bottom of this page.
Inclusive Education
It is my belief that all students deserve equal access to a quality education. I don’t take these words lightly. I know full well the range of abilities, identities, backgrounds, and possible diagnoses students may bring with them when they walk into my classroom, but all have a right to share the space.
With that wide range in mind, today’s classroom can easily be described as a mosaic of cultures, beliefs, and unique personalities. As such, students should feel safe and free to be themselves, knowing that respecting and appreciating each other will always be at the centre of what we do. Each student brings their own story and should always feel that there is a supportive community at school for them to thrive in.
In recognizing the individual needs of each student, it’s important that the activities we engage in are meaningful to all. Students learn best when they recognize the purpose behind what they’re doing. Knowing this, I take great care in relating the curriculum to their lives and assist them in making that connection when they’re not yet able to see it themselves.
It is through this respectful, personal connection that I am best able to focus and adapt my teaching in a way that fosters a love for learning and growth within each student.
Guided Classroom
When it comes to math or English Language Arts instruction, most of my teaching is based on a “guided classroom” approach.
A number of years ago, I had a class with the widest range of academic abilities I had ever seen. This was particularly evident during math class. I simultaneously had students trying to master how to count beyond 100 while others were ready to tackle the order of operations and complex algebra equations. Teaching a standard, grade-level lesson to the entire class only reached a small number of students. Most either found the concepts too difficult or too easy.
Enter guided math; a teaching method that involves tailoring mini-lessons to a small group of students based on their current needs. While I’m working with one small group, each math group is moving through a series of rotations that may include independent work, math games, or completing a math journal; all of which have been curated to meet students at their current stage of development. It gave me an opportunity to work with, and appropriately challenge, each student in a far more individualized manner. Within a few weeks, it was evident that students were developing at a pace more quickly than they had been before.
After seeing the success of guided math, it became clear that I could take the same philosophy and apply it to reading, writing, and spelling. Students work with me in small groups based on their assessed need for instruction, and lessons are built around each group while others in the class rotate through independent writing, word work, and reading activities.
It’s worth noting that students are never “locked in” with a particular grouping. As we move through units, or when assessments show a change in abilities, students can fluidly move in and out of groups to ensure that their learning is tailored to meet their needs. Implementing this program was a huge undertaking, but the student success and accelerated growth has led me to stick with it for a significant portion of my day-to-day teaching.
Multi-Age Approach
It is becoming increasingly common in Manitoba that students are entering multi-age classrooms instead of single-grade classrooms. I’ve often had parents approach me with concern over this, particularly if it’s the first time their child has been in this classroom configuration.
My approach to multi-age classes isn’t much different than single-grade classes. My guided classroom approach during math and English Language Arts lessons allows for students to receive scaffolded instruction that meets them at their current skill level, regardless of their current grade or age level. Students are provided with challenging opportunities tailored to them.
In subject areas like science or social studies, the units explored often don’t build off what was learned the previous year like in the math or ELA continuums. As such, students currently in grade 7 within a grade 7/8 multi-age class may learn about grade 8 science and social studies units, but the following year, when they are in grade 8, the grade 7 units will be explored. This back-and-forth method is the goal when a multi-age classroom is allowed to continue over multiple years.
However, reality sometimes doesn’t align with our intended practice. I have taught multi-age classes that are no longer multi-age when the next school year comes around. Thankfully, for many science and social studies units, topics are explored again in later grades, often in more detail. To counter this potential “miss,” a greater focus of time is spent on helping students build effective research and critical thinking skills so they are equipped to learn about any topic in the future, regardless of the particular unit covered in class.
Whether teaching a single-grade or multi-age configuration, my approach to the class doesn’t change. The individual needs of each student is always at the forefront of planning to ensure all can find success and learn in a way appropriate for him or her.
Technology
I have always been an advocate for bringing technology into the classroom. In saying that, I don’t necessarily agree that technology should be used simply to replace a particular task. For many students, there is no benefit to completing a work page on paper or on a tablet. Reading on an eReader is just as effective as reading a hard copy. While there may be a time and a place for using technology as a replacement, I far prefer using technology to extend and expand on the learning done in our classroom.
Whether its using our class’ social media accounts in a responsible way to reach out to others all over the world, picking up devices to create multi-media presentations, or accessing AR technology to explore concepts more deeply than we could have otherwise, learning in today’s world is truly exciting. My ultimate goal is for technology to seamlessly integrate with our classroom activities so that students see technology as a tool to assist their learning, rather than as a toy.
When technology is brought into the classroom, it is simply another tool at students’ disposal. I encourage students to use them when they want to learn more about a given topic, look up how to spell a word, watch a quick video on a math strategy that hasn’t quite clicked yet, or find inspiration for our weekly writing projects. These devices are tools and students learn to respect their use and purpose.
21st-Century Learning
In a world of “fake news” and “alternative facts,” it’s more important than ever that students become equipped with the skills necessary to identify reliable sources, determine bias, learn critical thinking skills, and recognize how their personal opinions may influence what they choose to believe. I often use class time to read articles, editorials, and commentary on world events. Not only does this allow for students to become informed in a safe environment where they can ask questions about challenging topics, but it allows for a respectful exchange of opinions among their peers. Identifying sources and where our news comes from is also a key part of our exploration, even in elementary school.
The same critical thinking and problem solving skills we use when discussing news articles can be used in many other capacities. The students in my class today will be applying for jobs in their future that don’t exist yet. As such, ensuring that they have the resiliency and ability to work through challenges and tackle unique problems is an essential part of their education. I actively find projects or activities that allow students to problem solve individually or in small groups, instil the idea that failure is an opportunity for growth and new understanding, and encourage collaboration with each other so they can learn from each others’ gifts and abilities.
Today’s students are our future and equipping them with the skills necessary to navigate a changing 21st-century world will be critical to their lifelong success. Ensuring they have opportunities to begin developing these abilities is an essential part of my practice.
Communication with Home
To the parents visiting this page, please know that I encourage open and ongoing communication between us regarding your child’s education. When so many kids share a space together, there’s bound to be conflicts, challenges, disagreements, and worries; but also celebrations, triumphs, and moments of joy. If you ever have concerns or any reason to connect with me, please never hesitate to do so. Education is a team effort. You and I are both working in the best interests of your child in a mutually supportive way. I am happy to respond to emails, phone calls, and meet in person for a quick chat or meeting.
Email
dklassen@pembinatrails.ca
