This year I am teaching a prep teacher. In this role, I am teaching a Grade 1/2 class virtually and it’s so interesting for a variety of reasons. Firstly, it’s been years since I have taught a primary grade. Secondly, in the past, I have had the opportunity to teach in person and when we’ve had to switch to virtual, we had already established our classroom community. Seeing these students virtually for only 40 minutes, 3 times a week, I’m slowly getting to know more about them and their interests. Last but not least, I’m teaching STEM and it’s been interesting thinking about access to materials when students are virtual and making sure that I keep in mind that STEM isn’t a specific subject or thing but rather a mindset that includes the development of a variety of skills, over time.
As I have for years with many of my classes, I started this year with a picture book. This year’s book was Milo Imagines the World. The publisher’s website describes the book as follows:
Milo is on a long subway ride with his older sister. To pass the time, he studies the faces around him and makes pictures of their lives. There’s the whiskered man with the crossword puzzle; Milo imagines him playing solitaire in a cluttered apartment full of pets. There’s the wedding-dressed woman with a little dog peeking out of her handbag; Milo imagines her in a grand cathedral ceremony. And then there’s the boy in the suit with the bright white sneakers; Milo imagines him arriving home to a castle with a drawbridge and a butler. But when the boy in the suit gets off on the same stop as Milo–walking the same path, going to the exact same place–Milo realizes that you can’t really know anyone just by looking at them.
We took our time digging through the pages and the imaginations of Milo as we read. I found the teacher’s guide helpful when it came to posing questions at different parts of the story and also being able to address Milo visiting his mom at the correctional facility. I found the rich conversations around families and our perceptions of others based on their looks so interesting because of the age of these students. Once again, the little people of the world rose to the occasion and we were able to have conversations about these important issues.
As a culminating activity for this book, students – like Milo – created their own images about their lives. We called these posters and spoke about how they share key information with our audience. Once we learned about colours and the size of our font, students got to organizing their own posters that shared different things about themselves with the rest of the class. From their family structures to things they like and are of significance to them, the students had the opportunity to present their posters to the class. Given the option to do it digitally or on paper, many choose to do their own drawings on paper and it was really neat to see their own stories come to life on their pages. It was a great way for me to get to know the students as they eagerly shared about themselves.
As the year progresses, I’m hoping to continue to build on the classroom community we have already started. Critical and essential conversations around identity can be had at any age. I’m grateful to have had the opportunity to start off the year this way and I also look forward to working with students around building skills in creative ways. This is totally new for me and I’m interested in seeing where this takes us.
Please note: ETFO’s position on in-person learning remains unchanged. The union firmly believes that the daily, in-person model of instruction and support best meets the educational, developmental and social needs of students, provides the best experience for support, and is the most equitable learning model for all students.
ETFO’s expectation is that elementary virtual learning in any capacity, including through hybrid models of instruction, will end once the pandemic ends.