fractures

an image of fractions made with a blend of colourful geometric shapes in the style of Picasso and Klimt via Dalle 2
Image – fractions made with a blend of colourful geometric shapes in the style of Picasso and Klimt via Dalle 2 prompts by author

Bumps, bruises, cuts, and scars dot my skin. They serve as little reminders of the life that has been lived on the outside. Whether visible to others or not, I cannot look at them without recalling most of the moments and misadventures that caused them. I see these marks as near misses and continue to add more to my collection whether it is in the kitchen, workshop, or enjoying time with others.

Call this post ‘fractures’?

In my half century plus adventure time, I have not broken many bones along the way. Other than most of my fingers, a couple of ribs (which made baseball and golfing really tough that year), and my nose back in grade 6 playing football on the school team, I have been very fortunate not to ever be fitted with an itchy or cumbersome cast – although there is still time.

My collection of near misses and minor breaks have taught me quite a bit. I have to take my physical existence seriously when it comes to my actions and inactions. Perhaps my injuries are the products of inattention on my part? Perhaps I let my guard down with what-could-possibly-go-wrong thinking? Perhaps I needed to pay closer attention going forward? Somehow I am sounding like my parents and teachers and it’s bringing me back to the purpose of this post – fractures.

There is not a single one among us who enters the classroom each day without fractures. You see, we have all endured down times, loss, failure, and disappointment at one point in our lives or another. Whether physiologically or psychologically, fractures come along with life’s other certainties such as death, taxes, and dishes(without apologies to Ben Franklin). What we make of our fractures is often where we find our strength and determination.

If a bone breaks, the body begins the healing process immediately. Once something goes snap, the cells organize themselves to start the repair process. Interestingly enough, it is not like your brain is the boss yelling at the workers to do their jobs or go faster. At this point it is along for the ride because the body already knows what to do. The brain just takes the credit. “My what a nice job we did healing that tibia over the past 6 weeks.” Despite attending to the remediating a reconstruction project, the body can still get about other daily cognitive business, but when someone’s mind or spirit becomes fractured, the body is often likely to deteriorate in the process until healing and restoration are complete. So why is this so hard?

Fractures in our personal and thought lives are never usually front and centre though. Adding to this mystique is the elusive nature of mental health in general. Our fractured spirits are not easily seen by untrained minds and are often interpreted as rude behaviour or that maybe you need a time out to gather your thoughts. This is also common in our students. It is also compounded because, many times, they are processing emotions that seem difficult to articulate due to confusion and fear of being judged, cast out, mocked, or all of the above.

The Ontario Grade 6 Health Curriculum gives us some solid teaching and learning points that I have really been trying to build into the life skillsets of students in and out of our class time. Interestingly enough, this teaching really meshes well with the book The Tools by Phil Stutz and Barry Michels which happens to be my current personal read, but that’s a blog for a different site.

So often we are faced with situations that are followed by a barrage of feelings and much more often than not we find ourselves reacting rather than responding. As our lessons have progressed, students have learned to assess the situation, identify their emotions, and then use strategies for resolution. Yet, even with the skills we are implementing into our daily interactions, the struggle to be honest and free of fear about our fractures and feelings is really hard to reckon with one another. This goes for teachers just as much as students.

We need to step outside of our comfort zones which double as camouflaged cages of social media level perfection and problem free happiness. We need to normalize that life is messy at times and that things can be and become broken. If we take time to pick up the pieces and put them back together there is a chance that these fractures can be mended.

In many cases the silence is even more deafening when it comes to issues of mental health in the classroom. Judging by recent news reports in response to the provincial budget causes me to believe we are in for more and more fractured students slipping through the cracks in our schools.

Yes, we can acknowledge it, but more often than not we are still too fractured as a society to truly support each other when there is so much need already. The keys has been and will continue to be in the hands of educators. As we walk through the hallways and curate our classrooms, take time to help the fractured around you by making time to acknowledge them (yourself), listen (talk with someone), and help them (yourself) heal.

Cultural Humility

At a recent P.A. Day, we were learning about “Cultural Humility” and how every person should somehow reflect on this on a daily basis. One definition I found is, “Cultural Humility Is: A personal lifelong commitment to self-evaluation and self-critique whereby the individual not only learns about another’s culture, but one starts with an examination of [their] own beliefs and cultural identities.” (inclusion.uoregon.edu)

Cultural Humility is a lifelong process

During our discussions, we talked about how this is a lifelong process, not just something you think about for a month. You need to always be aware of your own biases, maybe based on your personal beliefs or your cultural beliefs. As educators, it is even more important that we take time to think about this on a daily basis.

Everyone is equal

Part of this process is to recognize that no culture is superior and to also learn about other cultures. I think we can do a great job at this by making sure our classroom libraries reflect all cultures, that we make sure we are learning about every celebration and not just one from one culture, and also making sure that the articles and curricular content we are sharing is based on more than one cultural story. This is how we can start to make sure our cultural humility is shown in our own practice.

Be honest when you are unsure

We do not have to know all the things at all times (even though students think we do). It is okay to look things up, to be aware of what we know and do not know. There are so many great resources especially within our own ETFO articles that can help us learn more about this topic. I particularily enjoyed the content during February, having discussions about the Black History Month poster, etc. So it is best to be honest when you are not sure about a specific topic.

Learn about other cultures

I remember being a 13 year old in a Catholic School unsure of the other cultures around me. I knew there were other religions and other nationalities but I had never really learned about anything outside of my inner circle (my own culture). It wasn’t until high school that I started to find out about other cultures and by then, I had already lost so much time getting to know other people. This is why I love how creating these opportunities to learn about other cultures will help others see outside of their inner circle. I have a grade eight student who is so hoping to run a Culture Day by the time she graduates and I hope we have time to get it going. I think this is important of us educators too- if there is a culture we are unsure about, we could do some more research to find out about it.

Our school board has a program that was created to help our students understand more about this topic. Our program is called “LDR (Learn, disrupt and rebuild) and our Module 3- Exploring Human Rights helps students dig deeper into these topics. I challenge you all to think about your own cultural humility as it is a personal commitment but also a lifelong one.

Mental Health Check

Happy March Break everyone!

I hope you are able to sit back and relax this week as we get a much deserved break from the usual day-to-day of being a teacher. I wish I was sitting on a beach right now typing this but I am enjoying a cup of coffee at my kitchen table after an action pack few days at camp with the grade eights. So for me, the peace and quiet is all the vacation I need.

On our last P.A. day at school, our Emotional Coach helped us work through some challenging feelings. She reminded us of many important things we should focus on each day. I am going to share some of the biggest take aways from the P.A. day session as I feel they would be beneficial for all teachers (and adults) to think about.

Focus on the Positives

During each school day, I am sure many of us feel especially frusturated about the students who aren’t coming to class because they are hiding in the bathroom. Or upset with the students who do not start any activity that is assigned to them. But how often are we thinking, “Wow, I am so lucky to have that student who gets right to work and takes pride in their work” or “Look how many students came to school today with a positive attitude and are excited for what lies ahead.” It is easy to focus on the negatives but take the challenge after the March Break to focus on the positives. Think about those students who are so happy to learn and will dive into just about anything that is given to them. Of course, we still need to help all of our students but with time, maybe they will find their own sense of joy in the school community.

Reflect on a “difficult thing”

Our Emotional Coach asked us all to pick one difficult thing in our life that we think is affecting our mental well being. I wanted to share my difficult thing- negative people. I was challenged last month with a few negative people that brought me down. No matter how hard I tried, their negative comments stuck with me even though I tried to think positively. So my “difficult thing” choice was negative people. We were then asked to write down three ways we could improve the situation, revising them as needed. My three ways that I hope will help me are: focusing on the positives when around these people, remaining my positive self and to not react to them. I hope that next time I am faced with a negative situation, I can use these strategies. One staff member even suggested that once you feel in control of that one difficult thing, you can move on to a second thing and try to tackle that. I am really excited for this challenge and hope it will work! I invite you all to try it and if you feel comfortable, comment your “difficult thing” on this post.

 

Report Card Feelings

Last post, I discussed mental health activities and one was discussing report card feelings. I went further into the topic with my class and thought I would share the results of how that went.

Today was the day that report cards went home with students so I took a moment to re-read their brainstorm list of ideas about how they felt regarding report cards. I also asked today that if they felt comfortable, they could raise their hand to show how they were feeling. I thought it would be important to look around and see who was raising their hands for the positive feelings vs. the negative ones. It was not what I expected. Students who put up their hands for the negative responses were not necessarily the students who had reason for concern. We cannot always assume that the students who participate the most/ try the extensions etc. will feel positive about seeing their report cards. They may have the highest expectations for themselves of everyone and with that, their parents may share those expectations.

It will also be important to talk to my class Tuesday after they have read their reports, discussed them with family and have had time to reflect on them to see how they feel. One number/comment to summarize all their efforts in a subject can often feel defeating so I want to address those feelings next week.

I thought it would be meaningful for all educators to see the results of the question “How do report cards make you feel?” My class sorted all of the feelings into either positive feelings or negative feelings.

Positive Feelings:

  • I feel good
  • I feel okay- I like knowing my grades
  • I love them
  • It’s okay
  • I get proud of myself to see how I did
  • Exciting
  • I feel proud of myself when I get good marks
  • I like reports because it shows how good you have been doing
  • BEST THING!
  • Decent
  • I feel excited to see what to improve on
  • I feel good about it
  • I feel okay seeing my marks
  • It’s okay I guess
  • I feel good and alright

Negative Feelings:

  • I feel bad
  • I feel nervous
  • I hate them
  • I do not care about them
  • I am scared
  • I feel terrible, it’s scary
  • I am scared about when I get my report card
  • It is horrifying because I do not want my grandparents to judge me

We agreed as a class that we were happy there were more positive feelings than negative. We know that these feelings resulted from past experiences and could change based on what to come. But, as their teacher, I need to think about where to go from here. There are so many great podcasts, inservices, articles and books about how to approach report cards. The negative stigma around them will always be hard to shake because so many students struggle with feelings proud of their efforts. I hope this year to help shake those feelings and help students feel proud of what they are doing, regardless of what it all averages out to be.

Mental Health Activities

January 25th was an important day to talk about mental health as each year, “Bell Let’s Talk Day” reminds us all that conversations are such an important part of our day as educators. As educators, it is our duty to ensure the mental well-being of each of our students is thought about daily. Some students keep their feelings inside and some claim to be happy 24/7. How do we dive deep into these important conversations and make sure that we are providing opportunities for our students to speak out? Here are some ways to get talking about mental health without making it the central focus. Starting small to get kids talking.

Math Activity

My students were looking at topics to create an infographic about and as a class, decided the most important infographic that should be on display in every intermediate class was one about mental health. So students looked for statistics related to youth mental health in Canada. They found fractions, percentages and various facts that told a story about the mental health of youth in Canada. They shared these infographics with their peers and discussed many important facts. Then, yesterday I pulled up the website about “Bell Let’s Talk Day” and students found many statistics on this page that they had used in their own infographics. We looked at the resources available and then talked about resources to help within our own school (Positive space groups, social worker, clubs, talking to teachers, etc.)

Drama Activity

I wanted to try an activity with my grade two and three students yesterday that connected to their mental health and it went very well. I encourage you to try it out with any grade in a future drama class or just as a class activity. Here is how the activity worked:

A student would be selected to be the actor and that actor would have some sort of problem that they were needing help with. Some examples are:

  • Getting a bad mark on a test
  • Getting into a fight with their best friend
  • Their best friend was moving
  • They felt sad but did not know why
  • Their goldfish passed away

It was actually challenging to think of situations that would not be triggering for students. I made sure that the actor was okay with the situation and then they proceeded to act out their feelings towards the situation. Then, they would pick three friends from the audience who would one at a time come up and try to make them feel better. It was incredible to hear all of the solutions that their friends had. Students who had not participated in drama class in the past put up their hand for the first time. They were excited to come up and comfort their friend. After the lesson, I asked the students if they could use these strategies in real life and they all agreed that they could. I know this activity comes with a risk of students having to be vulnerable but I think it was useful. I even heard a student say, “I wish I had gotten that advice a month ago!” I loved this activity and hope to try it with my intermediate students in the future.

Language Activity

As report card season is in the midst, I decided to try a different reflection activity this term. I asked students to write one word or sentence  on a cue card that best described their feelings towards report cards. This was an anonymous activity as when I collected the cards, I did not ask them to write their names on them. I then handed out a random card to each student. I asked them to think about why the student had written down that word/sentence. What could have been going through their head? Can you relate to what they wrote? Why or why not? I often hear grumblings about report cards around this time of year so I thought this would be a good chance for students to get it all out. An optional part of this activity could be having students share their word at the end if they felt comfortable doing so.

Art Activity

Last month, we were lucky enough to have someone from the Art Gallery of Hamilton come in to our classrooms. We were involved in a four week program working with watercolours with a focus on mental health. Students completed watercolour techniques in a very relaxing environment, using tape, string and tissues to create different looks. This was my favourite part of the day as every student felt connected to their work and rarely left to access a different space. Students were proud of their work and loved the simplicity of this. The arts have a way of making everyone at peace and I look forward to incorporating more periods to just create without a given set of rules.

These activities are just a few I have tried over the last month or so and I am always looking for new ways to get my students feeling comfortable around their peers and with themselves. I would love to hear about more if you have some that have worked in your own classrooms. I hope to include some photos once I am back in the classroom next week so stay tuned.

the past has passed

As a K-13 student, growing up, I was fooled into believing that the sage on the stage method was the only tried and true instructional practice that would lead to my success as a student. We were taught, tested, drilled, homeworked, derogated, compared to others, overlooked, underestimated, expected to listen to hours of lectures each day, and told “it has always been done this way”. 

There were some really bright spots along the way to be fair, but as many students, unfortunately, find out things change drastically year over year. Even if my experiences were not the norm, there are still others who went through something similar. The cherry on this crud sundae that I am sharing with you is that it was all amplified tenfold in university, but that post will have to wait. Until now, I really never had the scope or tools to consider why? 

After spending the better part of this month reflecting on the past year, it seemed like a good idea to look forward at the road ahead rather than through the rearview mirror of what truly belongs in the past. 

the audacity of it all

Why would anyone so young and uneducated dare to expect anything different let alone differentiated? It seemed that education even into the 2000s was more about control and conformity than the pure pursuit of knowledge, deeper understanding, and meaningful opportunities to put learning into action. Many teachers of a similar vintage as mine learned quickly that those desks were in rows for a reason, that the ancient textbooks weren’t going to cover themselves, and that the first assignment of each year was going to be a retell of what you did on your summer vacation. UGH!!!!

This time provided many eye-opening experiences that required some working out before stepping through the classroom doors in 2009. They can be summed up in a few words: sterile, rigid, and underinspired. 

I never really liked the oppressive nature of my past educational experiences. I have worked hard to unlearn them since becoming an educator. Lately though, I have been reckoning with these truths again as I try to shake them once and for all. Admittedly, it takes effort not to let them creep back into my interactions disguised as something else. Being stuck in a rut can fool you into believing it is a well worn path. Taking time to be mindful of this is especially important as I welcome another 2 teacher candidates into the classroom for Term 2.

I guess we all have to confront our own needs, wants, and desires in the workplace and see if they align with our current realities or not. In that spirit here’s my reflection exercise for you to try if you went through a similar schooling experience or wish to avoid inadvertently providing one for your students. 

taking stock

How much of your past experience from being a student is guiding your leadership in the classroom? I had to work on this especially knowing that learning in the 70s  and 80s was so drastically draconian and undifferentiated.

How do you infuse positive talk with your students each day? More importantly, how are you including positive listening to them? Avoid repeating phrases we were told as students at all costs? Here’s a classic: “If you just work harder you will get it eventually.” For me, eventually was years afterward no thanks to those teachers. What I needed was time and a clearer breakdown of the concept along with some guided practise. Please know that students are usually trying their best why wouldn’t they? 

Here’s another blast from the past: “How come you are the only one who doesn’t get this?” This might as well have been my theme song for grade 13 Math Functions and Relations? How is that supposed to help me or the other students who are too paralyzed with fear to raise their hands? I’ve felt this sentence trying to pass over my teeth and past my lips, but have also developed strategies to make sure it doesn’t happen. 

One more car from the trauma train: “Your brother never had a problem with this.” This was what my sister had to endure. She never deserved to be treated that way. To this day she continues to inspire me despite the attempted spirit murder she went through. It is a terrible injustice to compare siblings in the classroom. Please for the love of pound cake do not let this happen and call it out when it does. 

And finally, and more positively, how are you embracing the future? Does it include space and time for student voice, creativity, equity, intersectionality, identity, inquiry, design thinking, team problem solving, and otherliness? If not, what, other than the chains of the past, is holding you back from adding one, two or all of them to your classroom?

I am asking these questions of myself as a reflective exercise too because we have all come across it through our own years of sitting at our desks while educator after educator leads us through the lesson(s). Yet, even as we were taught multiple intelligences, strengths based learning, zone of proximal development and so much more from Gardner, Maslow, Marzano, Friere, hooks et al. If you are thinking “if it ain’t broke, don’t fix it” right now you can still benefit from a little proactive maintenance knowing that it is crucial to constantly refine what we do and how we do it in order to ensure a way for our students engage, wonder, and grow towards the future and not the past.

 

Teachers, YOU ROCK!

Do you ever think back in time to the moment when you discovered what you wanted to be when you grow up? Or the moment where you started your education for that career? Or your first official day of work when you have been hired? Well the entire process leading up to that exciting moment is not as easy as one may think. In fact, teaching is actually one of the most challenging careers when you come to think of it.

Just recently, I heard someone commenting on how challenging teaching was, that it was not what they thought it would be. For that reason, they would not be pursuing this career anymore. I think when I was in university, I had some kind of idea how challenging teaching would be, but you don’t really find out until the first day of your practicum. Even then, some candidates do not feel the full challenge of teaching until their first day of work. I feel for the people who go through even half of the process only to discover it’s not for them. Perhaps there needs to be a way for candidates to discover that they be not interested in the career before they put all the time and energy into the program. I remember many students dropping out of my program, maybe realizing the career was more challenging than they had first thought. I am so thankful that was not the case for me as I had been sure since I was 15 that I wanted to become a teacher. I am so grateful I had the most supportive mentors, teachers, friends, family and of course, my placement students who made my job easier than it could have been.

Think about all that teachers do within one day. Not only do they have to care for the safety and well being of 20+ children but they also have to run a successful program while thinking about the specific challenges each child faces. I think during university, I had assumed the lessons we teach were in the curriculum documents or would magically appear in a cupboard within our future classrooms. But no, these lessons have to be carefully curated for our classrooms with what sometimes feels like over 100 things taken into consideration. Then, we second guess them and try to pull them off flawlessly, hoping each child learns something from the lesson and listens to it. That has to be done not once, not twice but sometimes six times throughout a school day. That in itself is a huge success! Plus all the little intricacies of the day have to be perfectly run as well. Teaching is not easy and although it is the most rewarding career in the world (in my opinion), you have to be ready to commit to the time and patience that is required.

Once again, I am so happy my 23 year old self saw past the challenges during my placement, the challenges in the university classroom, the long hours in and outside of the classroom and made it through to where I am today. I do not write this post to scare anyone but really, to congratulate all of us who made it out and are now living proof of what hard work and determination look like. Congratulations and well done because being a teacher is NOT a piece of cake!

A cloudy sky reflected in a smooth lake in fall.

The Fall Months

The fall reminds us all of many things. The beauty of nature as leaves change from greens and browns to vibrant reds, yellows, and oranges. The wonder of the fall seasons that we get to partake in every year. The dominance of ‘Pumpkin Spice Lattes’ and all things pumpkin to consume. The excitement of new school sessions that are marked by the “ber” months. The fall months (September to November/December) bring richness, newness, and a sense of adventure. However, for some, there is a ‘sadness’ that fall brings with it.

According to the Centre for Addiction and Mental Health (CAMH), Seasonal Affective Disorder (S.A.D) affects 35 percent of Canadians. “Another 10 to 15 percent have a mild form of seasonal depression, while about two to five percent of Canadians will have a severe, clinical form of Seasonal Affective Disorder (SAD). It often starts with fatigue, then symptoms of sadness, lethargy, apathy and depression, said Dr. Robert Levitan, the head of depression research at CAMH” (Kwong, 2015).

The Canadian Psychological Association references “Seasonal Affective Disorder (SAD), or Depression with Seasonal Pattern, as a condition that comes and goes based on seasonal changes, appearing in the fall and going away in the spring/summer. If you have SAD, you may find yourself feeling many symptoms of depression, especially irritability, and you may be more sensitive in interpersonal relationships. People often report unusually low energy levels, causing them to feel tired, heavy, or lethargic” (Canadian Psychological Association, 2020).

This disorder may often be regarded as the ‘winter blues’ which can affect many educators who are juggling back-to-school, new schedules, classes, and sometimes responsibilities with little or limited energy to do so (let’s not yet add any home or community responsibilities teachers may have as well). How can one cope when everything just seems so S.A.D? First, it is important to note that you are not alone.

Mental health & wellness resources such as those found on the Ontario Teacher’s Federation website (titled ‘Useful Links for Wellbeing’), as well as resources and services offered by your board are ways in which educators can combat S.A.D. Some boards offer counselling, mental health professional, and community services at low or no cost to educators. These services enable educators to work with a mental health professional to develop strategies, tools, and/or action plans to mitigate/navigate Seasonal Affective Disorder. Similarly, there may be options to connect with paramedical professionals.

Part of the Building Better Schools Plan by ETFO Provincial recognizes that “As the heartbeat of public education, teachers and other education professionals play a critical role in helping to shape the system and develop our students to be the very best they can be. Ontario’s future depends on all of us to protect and build better schools” (ETFO, 2022). There is a richness, a newness, and a sense of adventure that the fall months bring. Part of ensuring Ontario’s future is using available resources and services to protect and capacitate educators’ mental well-being.

Resources to consider

 

References:

  • Canadian Psychological Association. (2020). “Psychology Works” Fact Sheet: Seasonal Affective Disorder (Depression with Seasonal Pattern). Canadian Psychological Association. Available at https://cpa.ca/psychology-works-fact-sheet-seasonal-affective-disorder-depression-with-seasonal-pattern/
  • Centre for Addiction and Mental Health. (2022). Seasonal Affective Disorder (SAD). Mental Illness & Addiction Index. Available at: https://www.camh.ca/en/health-info/mental-illness-and-addiction-index/seasonal-affective-disorder
  • ETFO. (2022). Building Better Schools: A plan for improving elementary education. Elementary Teachers Federation of Ontario. Available at: https://www.buildingbetterschools.ca/the_plan
  • Kwong, M. (2015). Sad Science: Why winter brings us down, but won’t for long. CBC News. CBC/Radio Canada. Available at: https://www.cbc.ca/news/health/sad-science-why-winter-brings-us-down-but-won-t-for-long-1.2981920#:~:text=About%20two%20to%20five%20per,effects%20of%20our%20chilly%20moods%3F

Photo by: Iyanuoluwa Akinrinola

smashing pumpkin spiced thinking – school edition

I can almost hear it now, the sound of the last pumpkin spiced anything be sold and the leftovers being shipped back to the warehouses for next year. I am positive that the chemicals that make up these products have a half life and will ensure it’s best before date does not expire for another decade or more.

Who buys this stuff? To my knowledge, I do not think anyone in my circle of friends has ever been excited about pumpin spiced goodies and drinks. Cue the relief. Not that there is anything wrong with it. We all go through a curious phase or two in our lives, but once the trance wears off it’s usually back to the status quo.

Have you ever been persuaded to try something that you instantly regretted afterwards? At first, you think you like it because how could all that hype be wrong? Once that fades and the taste kicks in you’re left to be alone with your decision(s). I mean where would we all be without the gift of knowledge regret provides us?

I’ll give you an example: Hammer pants  One of many the blessings of being a certain age is that any evidence of my bad decision making has not been digitally preserved. Case in point with this late 80s fashion craze. I am sure that it seemed like a good idea at the time.

Speaking of good ideas at the time

Starting out as an educator, all of those years ago, I came with my own set of bags packed full of the way that I was going to lead my class. Inside that luggage were many positive, and unfortunately, negative experiences and I was determined to repeat what worked and bury what didn’t. What could possibly go wrong?

What I quickly realized in those first years was there were already several well traveled paths to follow along that started to be seen as ruts rather than pathways to success. I found myself trying to shape my students around the resources in the building rather than the other way around. Things went well, teach, practice, test, and repeat, but it came with a cost. Those lessons never felt like they were relevant to my students. They lacked depth and scope for a number of reasons, some of which are on me as a new teacher, and others because they fell within the “We’ve always done it this way” space.

When my second year rolled around it was easy to follow along the well worn path once more, but instead of proceeding safely along with so many others, I made a decision to wander off to see what else was out there. Don’t get me wrong, I could still see the trail to provide some cardinal directions, but my detours began to provide us all much richer and diverse perspectives. It only took a year to realize that there were many paths to create and pursue that could edify both students and their teachers.

I began to seek out others who wandered off in their spaces and ended up connecting with an insightful and supportive global professional learning network or PLN. All these years later, I am thankful for the connections and kindness that helped me navigate off of what was the norm and around some other ruts that needed avoiding.

Where do I find these amazing folx?

For me, it started out at school board level events and edtech training sessions. It didn’t take long before I joined Twitter when it became a truly global cohort. Yes, Twitter can still be used for good and not evil despite its new owner and legions of misinformed malicious account holders exercising their free speech without facts or accountability. End rant.

I joined weekly discussions via #edchat and then #etmooc and then #CnEdChat to start and started following some of the more experienced and supportive educators on the platform. As time went on, I started a blog called What and Why are Everything to hash out some of my thoughts. Our weekly Q and A discussions on Twitter became sources of great perspective and growth which continue to inhabit my practice to this day. It was almost like I was given permission to be the teacher I wanted to be rather than another educator flattening the well worn path.

What started happening was the democratization of my classroom through student directed learning, Genius Hours, and the use of videos to enhance the scope of my instruction. What better way could there be to bring an expert into the class room with the click of a button rather than read through a text book that had been written years beforehand.

This shift in thinking helped me realize the static and fluid natures of knowledge that we have to balance each day for our students and ourselves. It also moved me past some of my negative experiences as a student. I appreciate how some of the things I went through empowered me not to repeat them just like I would never buy a pair of Hammer pants or pumpkin spiced anything again.

A Day To Listen

September is a busy month in schools as teachers get to know their students, learn new curriculum, set up classroom norms and some teachers even have to deal with reorganization by the end of the month. It has been an especially busy start for my class as many students are new to our school and some are returning back to the classroom for the first time in almost three years. Getting into a routine has been challenging as I know the routine is an important thing to establish in September.

Having said that, September is an important month about Truth and Reconciliation. As September 30th is Truth and Reconciliation Day, schools prepare differently to reflect as a community. Our school spent time considering a school-wide assembly filled with student created land acknowledgements, a video of all students sharing why they wear orange, various poems, Indigenous art and highlights from the 94 Calls to Action. We shared our thoughts with Indigenous members within our board and were asked to remind the school community that Orange “Every Child Matters” shirts should be worn all year not just on September 30th. They also shared other ideas to ensure our assembly was culturally appropriate.

Students in my class as well as many others started looking at the Land Acknowledgement and thinking about what it really meant. Students hear it on the announcements every day but may not actually understand the meaning of the words. Many students came up with really well written versions and were going to read them to the school.

However, our board sent out an email stating that we needed to avoid assemblies on September 30th and that it would be better to reflect and listen within our own classrooms so that we could support student responses within the classroom. We were asked to concentrate on classroom activities instead. We decided to have students read their land acknowledgements over the announcements and some staff shared their student-created videos by email instead.

I was able to share the video with my class from our member ETFO news from September 28th, where Shawnee Talbot explains her connection to music. The video can be found if you click this link: Music is Medicine. My grade eight history class watched her TedxGrandJunction video about her life as a member of the Two Spirit community and how music has been such an integral part of her life. Students connected with their love for music and how it helps them during their times of need. It was a great discussion and I really encourage you to explore our ETFO news article from September 28th for more resources. The entire resource can be found here: Two Spirit Resource. 

I would like to close this post by sharing a reflective piece of writing by one of my students as she shares how she will help others remember the horrible past of Residential Schools:

“I pledge to remember the people who were here before us on this land and how they suffered in residential schools. Also, to help younger people to remember by telling stories, wearing an orange shirt, watching videos about Truth and Reconciliation and making posters to put up on walls. I would want my teacher to bring a friend or a member of the Indigenous Community to share about Truth and Reconciliation. We should also have moments of silence and reflection to honour the children who died in Residential Schools. I also want the people around to acknowledge that it is Truth and Reconciliation and respect the people who may have lost a family or friend in a Residential school.”

I share this post in a reflective lens and understand I am learning and listening each year as we reflect on the horrible past of our country.