The School with the Brain in Mind                                                                                             "A process not an event"

 Norquay Elementary is located in the center of the Inner City of Winnipeg. Our community is one of the poorest in Canada. Our families face poverty, a lack of past successful school experiences and often family violence. Yet the children have a deep love of learning and their parents are committed to each child having the best education possible.

When the children come to school, it is their safe place, their learning place and the place where they are free to make mistakes and know that someone will be there to pick them up and help them start again. We also have an extensive Special Education Program where students with multiple handicaps are integrated into all classrooms.

Five years ago, the staff at Norquay started on a journey. We looked at where we were successful with our students and where we were not meeting their needs. This was a job for everyone in the building, from the caretaker to the principal. We began with a question. "Why were we having to re-teach so many skills year after year?" There was nothing sacred. We examined our discipline policies, classroom practice, building maintenance, community support and school division resources that were available to us.

It was at this time that we became interested in the latest "Brain Research". We decided to assess our school programs as it related to what scientists had discovered about the "Brain". We connected with a research project entitled "Learning for Success", directed by "Susan Close" from New Westminster, BC. We explored the area of metacognition and teaching students about how they learn. We developed a "Brain Unit" that has been taught to every class at the school during the Fall Term each year. We sought out Professional Development for all staff that would build on our knowledge of the brain and learning. Explicit teaching of organizational strategies gave the students scaffolding for their learning.  This has been very successful for all students.

We discovered "Brain Gym® and facilitator Paul Ruta M.Ed. Teachers found the exercises helpful for settling students and preparing them to learn. Teachers explored ways to use Brain Gym®. Some have set the exercises to music. Some have included it as part of a larger movement program. Students enjoy Brain Gym®. They want to lead the exercises and proud that they know how to help their Brain prepare for learning. It gives them a sense of power over their own actions. Each teacher has a copy of the "Brain Gym® Teachers Edition" and the new 2003 book, "Hands On".

We continued to build and became involved in the "Feedback for Learning" project with "Ruth Sutton" from England. This project was part of an overall strategy in the Inner City District focusing on how teachers can improve student learning by giving direct, concrete feedback to students and allowing them time to edit and make their work better. Students are also taught to assess their own products and show the teachers what they see as "good" and where they think they need work.

The use of "Criteria" in every aspect of the school has provided the students with a wide set of expectations - from hallway behavior, classroom projects, group work to the definition of an "accident". Criteria building also helps students to become more involved in their work. They have to make decisions as to what the expectations should be. The use of criteria has also had an effect on the quality of student "reflection". In every classroom, all students are asked to reflect daily on their work - focusing on meeting the criteria for specific projects, how their learning process is evolving, what strategies are helpful to them and how they will "remember" what they are learning.

Over the five years, workshops have been provided to the many "Teacher Assistants" that work in the school with the students who are multiply handicapped. These students do "Brain Gym®" with their classes; reflect on the activities of their day; take part in "Learning Basic Skills through Music", Music Therapy" and swimming classes. It has been very important to keep our teacher Assistants aware of how the programs and activities are designed to meet each student's specific needs, learning modality and intelligence.

Many other areas have also changed in the school:

• Our Breakfast Program now serves protein daily.
• All Professional Development has had a common theme.
• Staff are studying "Multiple Intelligences" and creating Mathematics units that provide learning opportunities for all MI learners.
• Our "Code of conduct' has been revised to include more positives and focus on expectations rather than "punishment".
• A set of activities for recess times allows children to select activities such as computer, arts and crafts, board games and playing with the "Office" hamster.
• The school "Family Room" is open daily - providing caregives with coffee, food,    telephone, an adult library, a play area, computer access with e-mail, a clothing depot, activities for pre-schoolers, organized activities for adults and connections to other resources in the neighborhood.
• Aboriginal materials are integrated into classroom programs to create and atmosphere that will promote positive self-images for our Aboriginal students and their families.
• Kits have been created with Aboriginal literature,unit plans and artifacts to support the learning.

The positives:

• Students can talk about their learning. They have more confidence and take greater responsibility for their own learning.
• Student learning has improved as shown by standardized testing.,
• The result of sharing common goals and similar methodologies has been greater camaraderie among staff. They have a common language around "learning".
• Classroom practice is more thoughtful and more effective.
• There are many fewer suspensions. Student behavior has improved dramatically.
• Graffiti is almost non-existent on school property.
• Our mobility rate (# of families that move during the year) has decreased from 85% to 61%. Families are choosing to remain with the neighborhood.
• There is a greater connection between caregivers and staff - more trust. An example is how we have worked together to fund raise for a play structure for our playground.

Have we answered our question? Partially. We have discovered that "teaching" and "learning" are journeys taken by staff, students and caregivers. When we work together with a common purpose and a willingness to be open-minded, we travel a smoother road. As time goes one, we will continue to celebrate our successes and analyze our failure. We will not stop working to improve the learning for each and every student at Norquay.

Reported by Glenda Waugh, Principal

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