What Do You Value Most?
In the work that we do as ETFO members, many of us know and speak about the things we value most. Collaborative colleagueship, connections with families and time spent with students on a daily basis are the three things that matter a lot to me. There are others but I shall speak about them at another time.
Collaborative Colleagueship
I have listed this aspect at the beginning because without this key ingredient, the other two do not quite work out the way one would like. Although we may be identically credentialed as Ontario Certified Teachers, we may have more in common with some colleagues in terms of beliefs, interests, advocacy practices and so on. It is important, therefore, to listen and be present because even when people may have very different interests, our professional standpoints may align and lead to a long and productive working relationship. Therefore, an open mind and a learning stance are key.
Connections With Families
Even though right now, I am not in direct contact with families the same way as I was when I was a school-based teacher, I am always delighted when I attend school events, awards ceremonies, graduation or meetings with families because there are multiple opportunities to learn from people who know our students well. That said, I am delighted that in September, I am going back to a school-based assignment as a Special Education Resource Teacher or SERT.
Time Spent with Students
This is the heartbeat of the work that you and I do, isn’t it?
In the May-June period, I was invited to co-teach with a colleague and it was a Grade 7 classroom, the same spot where I started my career over two decades ago. I was excited and curious whether things have changed a lot in the teacher-student relationship since 2015, because that was the year I moved to teach Kindergarten to Grade 3 and then moved on to teach Grades 3-4.
Joining A Conversation
Co-teaching is like joining a conversation. It is not about going in with “here’s what I know” but asking “what are you working on and how can I walk with you?” In collaborating with my colleague at this school, I learned that the students had been engaged in rich learning experiences and were at the stage of their learning where they were working on products such as videos and other presentation forms to showcase their understanding. They were writing biographies. Their guiding question was “Who Deserves a Biography?”
Who Are You?
It is amazing how all students may have questions but whether they ask them directly or not is largely based on their age-grade-comfort level as well as other factors.
In younger grades, there is never any qualm about asking who I am and what my favorite colour or ice cream flavour is.
In Grade 7, there is a distance, smiles and nods but no direct questions yet. So what do I do?
I Invite Questions
I say to students, “I am a visitor in your classroom and while your teacher has introduced me by name, I am sure you have other things you are wondering about. Please ask me one question per table group and we will go around one more time if you want to ask more.” I also let them know that I shall answer the questions the next time I visit the class so as not to take up too much of their class time that day. After some consultation, the students come up with questions.
Neither my colleague nor I had to re-direct any questions because the students in all the classes where I have done this work keep their norms of engagement in mind it appears.
The Questions
These last two questions were greeted by sharp intake of breath by some students. My colleague and I discussed later that in our next co-teaching visit, I would begin there. |
Reading Together
Remember this book I had spoken about in an earlier conversation with you? This copy was available in the classroom although I had brought my own.
I read it to the Grade 7 class and promised to come back when their teacher and I coordinate time to co-teach. I thanked them for welcoming me.
Heartfelt Thanks
I am aware that everyone does not get such opportunities.
I am therefore deeply grateful when colleagues make room, pull up a chair, share their vision for their students’ learning. When we collaborate this way, it lets me see that these realities are very much present and possible in the brick and mortar buildings in which we do our work and if the conditions do not allow for this to happen yet, there are partnership possibilities across work sites.
We do find our people. We just have to show up and tune in.
With You, In Solidarity
Rashmee Karnad-Jani
