Kimberley In-Situ

by daleencreally · October 23, 2025

We had the privilege of visiting a Kimberley Elementary school for some in-situs. Here are my takeaways…

Two friendly thieves x2 (what will I steal)

I really like how one teacher incorporated outdoor learning into a regular lesson. I don’t really think about going outside for learning as most of my experience is in Cranbrook schools and we don’t have fun trails like Lois Creek right behind the school. The kids seemed excited about going outside, she was able to extend a lesson she taught earlier about types of trees and used some cross-curricular connections to have the kids draw a larch tree while they were outside. Then they had some free play time where I saw some really great pretend play happening and conversations. Kids also were involved in the outdoor time by carrying supplies, making sure nothing was left behind and staying within a boundary.

I also like how she had a classroom set of clipboards, writing utensils and sit spots — I’m assuming just for when they go outside. I think this is a great idea. You could have a bin or backpack full of outdoor learning supplies so you don’t have to collect classroom supplies each time you go outside. Clipboards and sit spots are genius for obvious reasons!

One teacher was teaching a new activity (a cute little pumpkin poem and art project) to the kids. She gave them instructions on the carpet and there were MANY MANY “questions” — eventually she asked the kids if they had “connections” to the pumpkins (a story / a memory etc.) and if they did, could they make a sign with their hands instead of telling a story (due to time constraints). I thought this was a really great idea. You could make a mental note about which kiddos made the connection sign and connect with them afterwards, at some point, to hear their story.

I really like how the one teacher had a place for everything in her classroom. The kiddos had their own bins for quiet time activities, school supplies and equipment. The scissors lived in a basket and the glue in a bin. It was a very peaceful class to be in because it was so organized and arranged so nicely. I will definitely be an organized teacher!

Two takeaways x2:

In both classrooms I observed superior classroom management techniques and evidence. One teacher was very intentional on addressing behaviours while kiddos were sitting on the carpet. Most of the time it involved saying the child’s name and quickly redirecting them towards what they were supposed to be doing. She aslo counted down when she was asking them to switch from one task to the next, which I don’t think I’ve seen before. She started at 20 and asked the kiddos to be on the carpet before she got to zero. I think this teaches time management skills and backwards counting, all at the same time!

I also noticed that the one teacher had a very calm, quiet voice. I think kids respond to quiet better than loud. I think as a teacher if you are quiet then your whole classroom will be calm. That might be hard for me as I have a bit of a loud, booming voice, but it’s something that I’m going to work on for sure!

One of the teachers had obviously done a ton of work on how they line up, how they walk in the hallways and outside, expectations about how they treat each other etc. Her kiddos were so well behaved, they responded to her when she was asking them to be quiet and when she called them in from playing. She rarely repeated herself, which I found fascinating. As an EA I feel like I repeat myself A LOT!

We spent one block in the library. The kiddos had a story read to them and they got to choose a book. I think their time in the library acts as supportive / supplementary time to their classroom literacy program / goals. If they are enjoying learning about books in the classroom and their love for reading is being fostered in the classroom then they’ll be more excited to go to the library and check out a book or two. Side note: How on earth do you ensure library books are returned to the school each week?

One Wonder x2:

I wonder how I will teach in a class without an EA! In the one class there were at least three students who could have used extra help. I already told you, Ana, this story, but there was a little girl sitting off on her own during the cutting and pasting activity. She had been quiet during the carpet instruction time but it was very obvious that she did want to participate because she got her scissors out right away and started cutting. At one point, the teacher said that we were running out of time so we had to put their pumpkin cut outs into a little baggie. I put her name on a bag and went over to her. I engaged with her as she put them in the bag. Realizing that we did have time to glue them on, I asked her if she wanted to join me at a little table and glue on her pumpkins. I told her that this little poem reminded me of the song “Five little speckled frogs” and I sang a verse or two and afterwards she said her Five Little Pumpkin poem for me. It was a special few minutes with her as I had the feeling that she isn’t one to engage so well with new people.

I also wonder how it really works to teach a split class. I understand that classes are split with the next grade but how do teachers challenge kids in the upper grade while helping kids who need more support in the lower grade? I suppose, in an ideal world the mesh up of kids would be pretty similar — if you have a K/1 you would have older K’s and younger 1’s? But I can’t imagine that would always work so well. I’ve been in a lot of split classes and I don’t really see separate activities… so is it just in the assessment that is different? I have so many questions!