Melissa Turnbull Occasional Teachers, Occasional Teaching, Year End Reflection

Summer 2021

June 30th, 2021

So begins the summer of 2021 for many.

If you’re anything like me, you are absolutely ready for a screen break.

Typically during the summer months, I would enjoy binging my favourite television shows – but not this summer. This summer is dedicated to closing my laptop, signing off and getting outside. I asked my students during the last week of school to tell me 10 things they wanted to do this summer that did not include technology. They had great wishes for their summers including walks with pets, hopes for camping trips (even in the backyard), plans to eat ice cream, discover new hobbies and try new sports.

With the realization that we are heading back into the unknown in the fall, I have been reflecting on ways in which to personally enjoy my own summer and take a much needed break to refresh. I remind myself that come September I cannot ‘give’ from an ’empty bucket’ – something I preach but need to actively practice. My students enjoyed brainstorming their wishes for the summer so much, that I decided to take on this task myself.

Here are 10 ways I hope to rest, relax and recharge during my summer 2021:

  1. Go on a camping trip
  2. Practice outdoor yoga
  3. Donate gently used clothes to charity
  4. Practice my new hobby (playing the guitar)
  5. Support local restaurants/markets and businesses
  6. Walk in National Parks
  7. Go on a road trip
  8.  Have a picnic
  9. Bake lots of tasty treats
  10. Read a good book

What are 10 things you wish to do this summer?

I am wishing a happy, healthy and safe summer to all. I look forward to learning alongside all of you again this fall!

 

All the best,

Melissa

Melissa Turnbull 21st Century Learning, Building Inclusion, Occasional Teaching, Remote Learning, Year End Reflection

Attendance Question

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.

What is a practice that you started during online learning that you’d like to continue during in person learning? My favourite is the “Attendance Question”. This daily question screen capture is from the Padlet I set up for my Grade 4 students during an LTO I had this school year.

Every morning, students logged onto our Google Meet and their first task was to answer the daily attendance question. We loved it! Here’s why:

  • Students loved expressing themselves and sharing short bits of information with me and their classmates
  • On Padlet, students are able to both ‘like’ and ‘comment’ on each others posts to ask questions, offer advice or celebrate each others ideas
  • As an educator I loved the check in – first of all I was comforted knowing students were present but mostly I loved it for social-emotional connections
  • Students looked forward to signing on and checking the attendance question and even directed each other towards it
  • It built a great sense of community within our online classroom

I plan to continue using Padlet for daily check-ins with students. Although this platform could be used to get students thinking about new topics within the curriculum, a daily thought provoking question is something that could be introduced in September and carried through until the end of the school year.

During in person learning, I love to embed community circle into each day in some capacity in order to give sharing space to students and work on social and emotional competencies. While learning remotely, the attendance question was used to support community circle. I want to continue this practice to support community circle during in person learning to give students who are hesitant or unable to share aloud a space to express themselves.

In the 2020-2021 school year, navigating technology and all it had to offer was overwhelming to say the least. As I reflect on the heavy use of technology that my students experienced – I remain open-minded towards carrying virtual practices that removed barriers for students into the classroom.

Melissa Turnbull Occasional Teachers, Occasional Teaching

Advice from a 3rd Year OT

I’d like to start off by saying I am no expert but instead a teacher with a passion for connection in the classroom.

As this school year comes to a close, I reflect on the experiences I’ve had that continue to shape my practice. 

 

This year has been extremely challenging for all. As an Occasional teacher, I have found it incredibly difficult to connect with other Occasional teachers within school settings. I cherish the times I was able to connect with fellow OT’s, and the moments we shared talking through best practices, exchanging classroom management tips, and providing overall employee advice. 

Recently, I have had the opportunity to connect with some new Occasional teachers who are beginning their careers after recently graduating from the Faculty of Education. After sharing that I have been an OT for three years in two different school boards, it is without fail that I get asked the same question each time: What advice do you have to offer?

 

To those who may be wondering, here is my best summary of advice from a third year OT :

 

1. Connection over curriculum 

As you walk into any new classroom, always remember – you are walking into an extremely personal space. You are entering a community that has been established and continues to grow and change each day without you there. Being an OT is a great way to pick up practices that work for you and develop an understanding of practices that work for others. Being an OT is not a way to take control over this already existing system. To gain the respect of the students you must give respect to the students. This looks like greeting students at the door, asking them questions about their day, playing ‘get to know you’ games, taking brain breaks, offering help to students, and empathizing with students’ needs and challenges. Yes – classroom teachers will leave tasks and assignments for students, but the priority is always the students themselves. 

2. Kindness over ‘correctness’ 

As an elementary OT – you will almost daily hear “that’s not the way our teacher usually does ______”. This is not a personal attack, but coming from students who crave consistently and familiarity. My response to this is always “Things may be a little different today – and that is ok. I am going to do my best to learn all about your classroom and I am hoping you can help me”. Always choose kindness over being right. 

3. Ask questions – unapologetically 

Asking questions sounds easy enough until you feel like you’ve already asked your fair share. Anyone in a new job knows this feeling. The ‘oh no’ feeling you get when you have another question but you’ve already asked 3. I promise, it is okay not to know. No one expects you to go about your day seamlessly like a 10 year teacher. Ask questions to school staff and ask questions to the students. Here are some of the BEST questions to ask as an OT: 

For school staff

  • (Insert student name here) seems to be having a hard time today, what strategies can I use to support them?
  • What is the protocol for end of day/bus routines? 
  • Which students in the class would benefit from additional support today?

For students

  • What is your routine for (insert activity here)?
  • How can I support you today? How will I know when/if you need a break?

To all the new OT’s who are beginning their journey in September 2021 – you’ve got this.

Melissa Turnbull Occasional Teachers, Occasional Teaching, Year End Reflection

Dear Students,

As an Occasional Teacher, I meet a lot of awesome students.

This school year, I have had the opportunity to teach in MANY schools (both virtually and in person) across two different school boards. I don’t get to wish each of those awesome students a farewell as this school year nears its last day. Some I may see in September, some I may see in the future as our paths align once again, and some I may never see again.

Here is what I would say to them all, if I could:

Dear students,

Thank you.

Thank you for making a school year filled with masks, shields and social distancing feel like community. Thank you for being your authentic selves and finding it within you to make jokes, be silly and have fun. Thank you for inspiring me to come to work every day, to keep learning, growing and wondering.

Thank you for showing me that connection is so powerful and that strong relationships have the potential to break through computer screens. Thank you for embodying resiliency, love, trust and understanding. It is you who have showed me that not knowing the answer is sometimes the most exciting avenue to take.

From you I have learned so much, but most importantly I have discovered that my learning will never stop. I used to view my experience as an occasional teacher as a means to an end. Upon beginning this journey in 2018, I thought being an OT was just something that had to be done. For me, this experience has been vital to beginning to develop my sense of identity as an educator. You have influenced me advocate for change within education, schools, communities and the world.

I wish you all the best as you continue your adventures.

Sincerely,

Miss Turnbull

Melissa Turnbull Mental Health, Mindfulness, Occasional Teachers, Occasional Teaching, Remote Learning, wellness

“Healthy” Eating 101

The Ontario Health and Physical Education curriculum requires students in Grades 1-8 to learn about healthy and active living. The curriculum document stresses the importance of healthy eating and the relationship between healthy food choices and strength of the body and the brain’s preparedness to grow and learn. Sounds ideal right? 

Talking about the positive benefits of foods that are high in nutrients, vitamins or those classified as “healthy foods” must be done with extreme caution. Idealizing certain foods or food groups has the potential to demonize foods that don’t fit neatly into the “health” category. 

Seemingly innocent activities such as ‘colour in the healthy foods’ disregards the role and existence that “unhealthy” foods have in our world. Potato chips, french fries, chocolate, milkshakes – they are here (and they are awesome). Students need to hear that these foods are awesome, and they can be enjoyed and loved. Food is good for our bodies. Sharing food with people we love is good for our bodies – and essential for our mental health. 

How to avoid demonizing food or food groups:

  1. Refer to those above mentioned delicious foods as “sometimes” foods
  2. Talk about how food is not only a part of daily life, but culture, celebrations and traditions 
  3. Talk about the various ways in which people eat across different households and around the world 
  4. Talk about ingredients that are in food 
  5. Talk about how your body feels after eating food
  6. Talk with students about prices of food and why people may choose buying one food over another
  7. Talk with students about how to make food!
  8. And, when we are no longer teaching in a pandemic, make food! Share food together as a community. 

Disordered eating knows no boundaries. Eating disorders exist across all demographics of human beings. We don’t know every student’s relationship with food, nor do we know the relationship with food that our students see at home with their families. 

With love from a teacher who has personally struggled with her own relationship with food: Please, proceed with caution.

 

 

 

Ophea: Healthy Eating Resources https://teachingtools.ophea.net/activities/level-up/program-guide/healthy-eating

School Mental Health Ontario https://smho-smso.ca/

Canadian Mental Health Association https://ontario.cmha.ca/documents/understanding-and-finding-help-for-eating-disorders/

Melissa Turnbull Occasional Teachers, Occasional Teaching, Remote Learning, self reflection

Exit Tickets

I often try to put myself in my students shoes and think about how I would have felt as a young student learning online during a pandemic. 

Personally, I learned remotely as an adult when completing my Master of Professional Education degree. But I cannot confidently compare my experience with the experience of these young learners. I chose to learn remotely, I had access to the tools I needed and am privileged to be able to seek out additional information and necessary resources for myself. 

I think back to being that kid who was a perfectionist.

I only ever asked questions quietly to my teachers, in constant fear of looking like I didn’t know what I was doing. I would not raise my hand unless I was confident I knew the answer.

I definitely talked (a lot) to my friends during class time despite being asked not to. But, I did not take risks in front of my entire class when I felt unsure, stuck or confused. 

I always offer help to students in such a way that attempts to empower them to ask for it. While this is ideal for those students who wish to voice their concerns, it leaves behind those who are hesitant to take risks or those who aren’t sure of what questions to ask to receive the help they need. I empathize with those students who are unlikely to raise their hand in the physical classroom and admit uncertainty.

Fast forward to 2020/2021 and online learning. Now, students are joined together on a Google Meet, sitting there at home where their family is likely listening, their classmates are listening, and their classmates’ families are listening. What a terrifying way to put the spotlight on yourself when it’s the thing you wish to avoid the most. 

I decided one day I would try an exit ticket online to give students a voice. I have used these in the classroom for many reasons, including checking for understanding, mental health check ins, or as a way for students to ask questions. I created a quick exit ticket on Google Forms (where an exit ticket template exists already by the way!) and sent it off to my students.

The response was amazing. The very first time I tried it while occasional teaching, I received responses from students who I had not yet heard from in the large group environment of virtual instruction. What kept me coming back to using these was the quality of responses, the honesty of responses, and the vulnerability of responses. 

Here are some exit ticket questions/conversation starters that I have found successful with students, even as an Occasional Teacher:

  1. What is one thing you want me to know about you?
  2. Tell me one thing that helps you learn.
  3. What helps you to focus/listen while learning?
  4. How can I support your learning?
  5. Tell me something you wish I knew. 
  6. What is your favourite class and why?
  7. How are you feeling today?
  8. What questions do you have for me?
  9. What questions do you have about today’s lesson?
  10. What is one important thing you learned today?
  11. What can I do to help you with this task?
Melissa Turnbull Mental Health, Occasional Teachers, Occasional Teaching, Remote Learning, Wellness

I am happy you are here

As I was supply teaching one day in a full remote learning classroom, my wifi decided to take a short vacation. Now if you’re anything like me, technical difficulties feel like they come up at the worst possible times. Now that is a dramatic statement of course, but it really does feel like a “WHY NOW” situation. It can’t just be me?! 

Anyways, in the middle of our math lesson I was logged out of the google meet, leaving the students and their questions behind. I think my immediate reaction was “AHHH”. 

Upon taking a big breath, I was able to log myself back in after about 3 whole minutes. 3 minutes doesn’t sound like a long time, but in this short time frame I had convinced myself the students would have left the meet, had become overwhelmed with the math questions or upset with me for leaving mid conversation. I was cautious upon logging in again and unsure the atmosphere to which I was returning. 

 

I could hear one student say “she’s back”, as I started turning on my camera and microphone. I then started rambling on and began to apologize and explain why I had left mid conversation.

 

“We are just happy you’re here, Miss”, one student replied. 

 

We are happy you are here. 

 

What a simple, yet powerful way to welcome someone into a room or conversation. 

 

To this day, I am still applauding whoever taught this child to say that, whoever fostered empathy within that child, and ultimately applauding the child themself for being so brave and confident to voice such powerful words. 

 

I have adopted this saying and now use it daily in my practice. 

“I am happy you are here”.

This statement shows compassion, empathy, understanding and is welcoming, inviting and warm. 

 

It would never be my reaction to ridicule students for showing up late. As I really believe there is always a reason for this. Especially with my job as an occasional teacher, I typically do not know much about students’ lives outside of school other than what they have chosen to share. Prior to this profound moment for me, if a student had shown up late or at the wrong time I likely would have said “that’s okay!” or “no problem!”. Presently, those statements seem much less inviting and warm and lack appreciation for the presence of another person.

Now, when students arrive late to class I smile and tell them I am happy they have made it. Happy to see they are here. 

To all who read this post…

I am happy you are here.

 

 

 

Melissa Turnbull 21st Century Learning, Occasional Teachers, Occasional Teaching, Remote Learning

“Be vulnerable”

A message we are hearing as educators during a pandemic.

What does this mean to you and your practice?

 

To me, vulnerability seems scary, it seems raw – but, both human and necessary. 

Living through this pandemic has provided us with commonality of experiences. Although we are all experiencing different heartache during this time and no two stories are the same, we share a mutual feeling of exhaustion with our students, their families and our colleagues.

 

To create a deeper understanding of vulnerability I turned to the work of Brené Brown, researcher and psychologist who is best known for her work in the areas of shame and vulnerability. In her TedTalk from June 2010, ‘The Power of Vulnerability” (https://www.ted.com/talks/brene_brown_the_power_of_vulnerability?language=en), Brown summarizes her research on vulnerability quite beautifully with a powerful take home message:

 

“In order for connection to happen, we have to allow ourselves to be seen”. 

 

To show our true selves to our students is to offer them a window into our souls. This includes expressing our positive and contagious traits of joy, hope, perseverance, inspiration, and integrity. However, in order to find success in vulnerability we need to feel all of our emotions. As much as we would like to carefully select which emotions to feel, Brené Brown unveils, we cannot “selectively numb” undesirable feelings. In fact, in our attempts to ignore negative or undesirable emotions, we “numb” positive feelings – positive feelings that we wish to pour into our virtual classrooms. 

 

Stress, fear, anxiety, sadness, exhaustion.

To be vulnerable means we are human. 

 

When we work from a vulnerable place it allows for us to truly stop and listen to what students need, meet them where they are at, and support them with compassion while promoting their self-worth.

 

Brené Brown studied people who had a strong sense of love and belonging in their relationships. Brown states that the only difference between people who had a strong sense of belonging and people who did not, was the people who felt loved – “felt worthy” of this relationship. 

 

Vulnerability drives connection.

Connection promotes worthiness.

Worthiness equates belonging. 

 

Be vulnerable.

Melissa Turnbull Celebrating Success, Kindergarten, Occasional Teaching, Play-Based Learning

Celebrating Kindergarten

This year, we celebrate 10 years of the Full Day Kindergarten program in Ontario. 

While working on my undergraduate degree, I first learned of this program and I immediately fell in love with it.

My trust and passion for this program have only grown stronger since. My knowledge and curiosity of play-based learning continue to shape who I am as an educator. 

I have had the wonderful opportunity to teach and collaborate in this program as an OCT and here is why I love it so very much:

  • Play-based learning provides equal opportunity, includes all learners and meets students where they are at developmentally
  • Assessment of students in this program reflects students strengths with a focus on what they can do rather than what they cannot yet do
  • The focus on relationships, community and inclusion in this program allows for students to thrive at school and lays a foundation for the development of vital social and emotional skills that are transferable throughout their lives 
  • The Kindergarten program allows for early identification and early intervention for students with special education needs 
  • It is so. much. FUN

Congratulations to everyone who has been a part of developing and growing this program over the last 10 years and to those committed to the continuation of learning amongst our youngest citizens in Ontario. If you haven’t already, I strongly encourage the read of Dr. Gordon Cleveland’s research report titled  “Ontario’s Kindergarten Program: A Success Story. How We All Benefit from Quality Public Full-Day Kindergarten” that was written in response to this milestone for Kindergarten in Ontario (https://www.etfo.ca/DefendingWorkingConditions/IssuesInEducation/Pages/Full-daykindergarten.aspx). 

 

Happy 10 years, Full Day Kindergarten!

Melissa Turnbull Occasional Teachers, Occasional Teaching, Resilience, social emotional learning

“I’m Sorry”

“I’m Sorry” 

A combination of words we are all familiar with.

We’ve said them, we’ve received them, we’ve wished for them, we’ve accepted them and we’ve rejected them. 

Humans make mistakes.

Mistakes are the way we grow and learn.

Consequently, this learning process involves others whom our mistakes can directly impact in negative ways. 

 

Professor, author, and researcher Dr. Brenè Brown hosts a wonderful podcast called Unlocking Us which can be found on Spotify or by clicking here (https://brenebrown.com/podcasts/). In a two part podcast from May 6, 2020 titled  “I’m Sorry: How To Apologize & Why It Matters”, Psychologist Dr. Harriet Lerner discusses the power of apologizing and how to apologize. 

Dr. Lerner goes beyond the limits of “I’m sorry” and dissects the anatomy of a true and meaningful apology. Attached are her “Nine Essential Ingredients of a True Apology”. These nine crucial points are simplified for reference but are explained in great user friendly detail throughout the podcast. 

 

How can we use “True” apologies in the classroom? 

Although this podcast is not specific to education, here are my takeaways through the lens of a teacher:  

Apologize to children

  • Dr. Harriet Lerner pleads that apologizing warrants respect. Teachers are human too and we make mistakes. Displaying vulnerability and owning up to the mistakes we make creates a safe space for students to talk about their mistakes and feel encouraged to take risks in their learning. 
  • Getting frustrated is okay – but  Dr. Lerner says, “don’t frame it as an apology”. Sometimes we can get frustrated (again, not robots here) but apologizing for frustrations is not meaningful if the blame is placed back on the student. Example: “I am sorry I was upset but you kept interrupting me”.
  • If we can’t apologize to our students, how can we expect them to understand or feel motivated to apologize to us

Model effective apologies for children

    • Improper apologies can weaken connections and therefore damage relationships 
    • We can keep in mind that apologies are not an end to a conversation but allow for the foundation of further conversations to be had. Dr. Lerner advises that the apologizer does not tack “but” or “I’m sorry you feel that way” to the end of an apology as it “cancels” out the meaning. Add ons do not attempt to comfort the hurt party but rather attempt to justify the hurtful behaviour. 
    • Other unnecessary add ons include: “stand up straight”, “look me in the eye”, “say it like you mean it”, “you should think about it more”. Dr. Lerner says those types of conversations can be had later, but to focus on what is really important between the two people – their relationship and the connection they want to maintain
    • We can teach our students that apologies do not solve everything. One is not required to respond with “That’s okay” when someone apologizes because sometimes it is not okay. Instead we can teach students to thank the other party for expressing their apology by saying, “Thank you for the apology” or “I appreciate the apology”. 
    • When apologizing we should empathize to understand what the other person needs at that moment. We can do this by providing people with the time and space they need until they are ready to talk. 

 

 

Link to part 1 and 2 of Dr. Brenè Brown’s podcast Unlocking Us with guest star Dr. Harriet Lerner titled “I’m Sorry: How To Apologize & Why It Matters” published on May 6, 2020 –

https://brenebrown.com/podcast/harriet-lerner-and-brene-im-sorry-how-to-apologize-why-it-matters/