Arianna Lambert COVID19, Distance learning, Engaging students with online learning, Field Trips, Science, Teaching online, Technology in school, The Arts, Use of Technology

Virtual Field Trips: Connecting With the World Beyond the Classroom

The pandemic has changed the ways in which we can explore the world around us. Rather than being able to sign up to go on a field trip, many educators are opting for virtual field trips. With so many options out there, how might we ensure that we use these opportunities to connect it back to the learning in the classroom and to life in general? I ask this because I’ve been guilty of giving students these links to get them to simply explore but I wonder if there is more that we might do with these incredible opportunities. In this post, I’ll share a few ideas that I have.

Zoos & Aquariums

The San Diego Zoo and Ripley’s Aquarium are 2 sites for virtual field trips related to zoos and aquariums. I have to admit, these creatures are amazing to look at and I think it’s incredible that we have the opportunity to watch them live. 

While watching, it got me thinking about a debate we had in class several years ago about zoos.  After researching a variety of animal habitats, we used found materials to create our own zoo of sorts in our classroom. Students were tasked with determining what conditions needed for their animal of choice to survive and to build their habitat. Once all of the habitats were created, we organized the animals into areas that we thought made sense based on their needs. It was pretty cool and it led us to start talking about animals in their real habitats and in zoos. 

We researched and discussed differing opinions and feelings about zoos. 

A zoo supporter might say:

  • The zoo is a fantastic place to learn about and see animals from different parts of the world.
  • Zoos help to keep animals safe so that they don’t become in danger of extinction.
  • Zoos help to take care of animals who may become sick.  In the wild, these sick animals may die.
  • Because of pollution and deforestation, animals are having a hard time finding food.  Animals in zoos are well fed and taken care of.

Someone who is against zoos may say:

  • Zoos don’t teach us much about animals because the animals there don’t act the way they would in the forest, jungle, or ocean, where they belong. We can learn more about animals by reading books or watching wildlife programs on TV.
  • Animals are not happy in zoos. They want to be free to walk, run, fly, climb, hunt, and have families. There simply isn’t enough room for them in the habitats that are created at the zoo. 
  • When a zoo doesn’t want an animal anymore, the animal gets killed or sold to another zoo and might have to travel far away by boat, truck, or plane.

After sharing these ideas, students were asked to reflect on a couple of questions, and as a part of our classroom blog, they shared their thoughts and debated their points with their peers. The questions were:

  1. What kinds of things do animals need to be happy? Do you think animals in zoos get all these things? Why or why not? 
  2. Think about the animals you’ve seen at the zoo. Do you think there is somewhere else they would rather be? Something else they would rather be doing? Why or why not?
  3. Do you support zoos? Why or why not?

There was a lot of healthy debate going back and forth as students justified their answers about whether or not they supported zoos. 

Not only might heading on these virtual field trips be a great way for students to see animals they may not have seen before, but it may also be a great start to conversations around the need for zoos and aquariums and the ethics behind them. 

Museums & Art

Art has always been of interest to me. From studying Art from a particular part of the world to understanding how art is connected to culture, so much can be said by looking at a painting or sculpture. Here are a few sites that I’ve explored with students:

  • Christi Belcourt – Christi Belcourt is a Métis artist with a deep respect for Mother Earth, the traditions, and the knowledge of her people.  In addition to her paintings, she is known as an environmentalist and advocate for the lands, waters, and Indigenous peoples
  • Tomb of Menna – Located in Luxor, the tomb of Menna is known for the colorful and well-preserved paintings that adorn the chapel walls.
  • The Canadian Museum of History – The mandate of the museum is “to enhance Canadians’ knowledge, understanding and appreciation of events, experiences, people, and objects that reflect and have shaped Canada’s history and identity, and also to enhance their awareness of world history and cultures.”
  • The Royal Tyrrell Museum of Palaeontology – Canada’s only museum dedicated exclusively to the study of ancient life.
  • The Aga Khan Museum – The Aga Khan Museum presents and collects art from historically significant Muslim civilizations as well as contemporary Muslim communities and diasporas around the world.

When exploring museums and art, I’ve asked students to reflect on pieces that stand out to them and to explain why they were of particular interest. I’ve also had students consider the elements of art – line, shape, texture, form, space, colour, and value – and how the artist used the elements to evoke particular emotions or feelings. I also tend to ask students if there is a particular style that they can attribute to the artists and consider learning more about their particular style. I’ve mentioned before that art is connected to culture. Perhaps posing a question such as, “Is art shaped by culture or is culture shaped by art?”, might spark meaningful conversations around the connection between the two.

Science

Ok…zoos and aquariums fit under this category too. Here are a couple of virtual field trips that my students enjoyed related to physical and earth sciences. 

  • Slime in Space – This is a 15-minute virtual field trip to outer space to see how slime, and water, react in a microgravity environment.
  • Hawaii’s Volcanoes – Take a trip back in time to explore the land shaped by the world’s most active volcanoes.

Everyone loves slime. Ok…well…maybe not everyone. I’ll admit. I’m not a fan. When I stumbled upon the link to Slime in Space, it got me thinking about the time I had a student teach the class how to make slime. It was an opportunity to see the connection between procedural writing for a science experiment and an exercise in problem-solving when it didn’t quite work out.  It was an experiment based on the student’s interest and it was amazing to watch them lead their peers with great enthusiasm. When thinking about student interest, last year I had a student who was so fascinated by natural disasters and when it came to exploring Hawaii’s volcanoes, he was all in. This interactive adventure allowed him to learn more about volcanoes and understand how the land was formed in a way that was more real than reading it in a book. How else might we bring student interest into the classroom through these virtual opportunities?  

The world is changing and it seems as though virtual field trips are a way to still connect us to the greater world around us. By no means is this an extensive list of what is out there in terms of virtual field trips. Hopefully, this gives you some ideas of how they can be used in the classrooms with students. Have other ideas to share? Please feel free to add them in the comments below!

Arianna Lambert Advocacy for change, Challenging Topics, Constant Learning, Professional Learning and Growth, self reflection

A Call for Change

In this post, I write as a Black educator struggling to understand why change is so hard. Over the years, I’ve had many colleagues and administrators who “understand” my position, and yet when it comes to enacting change, the status quo is upheld. If you understand my position and can support me in the private moments when you come to “pick my brain”, why is it so hard to support my position in public? Understanding to me means that you have heard me and are willing to do something about this new knowledge. Now, don’t get me wrong, I am not expecting that everyone should change their practice to accommodate my preferences but when real harm is being done in schools and they are voiced, I expect that these voices would not be silenced and dismissed. Here are 2 ways that I think we can do better.

Think Critically to Understand the Why

The old adage, “We’ve always done it this way” is dangerous. Just because something has always been done, doesn’t mean that it needs to continue.  Throughout my career, the people I have admired or respected the most have been those who have been reflective on their practice. Years ago, I remember myself and a colleague often popping by our VP’s office to just sit and talk at the end of a day. It became common practice – that probably annoyed our VP at the time – but it was a time to debrief and to think critically about our day and next steps. In speaking aloud and reflecting on lessons or upcoming school events, it became a space where we asked the important question, “why?” In these moments, I learned the value of being intentional in my practice. When there has been no substantial or good answer to the question, I often sit with the origin of the practice and consider how I got started using it. The first way that I think that we can bring about change in our schools for the better is to think critically about why we do what we do. With a clear understanding of “why”, we can choose which practices we continue and which ones we should consider changing or eliminating altogether. 

Speak up!

Many may recall my post from months ago on “Crazy Hair Day”.  The number of people who messaged publicly and in private was amazing. People taking the time to read, reflect, and reconsider made me think that my moment of vulnerability might possibly bring about some change for the many harmed by this practice that has no place in schools. While I don’t see as many pictures of the days on Social Media, I’m not naive enough to think that they no longer happen. Earlier this month in a meeting, the topic came up again and there were a number of sighs in the room. While sighs are a step up from remaining silent, without a justification for the sigh, there’s no conversation on what evoked the sigh. In that moment, I wished that all the messages around the harm of Crazy Hair Day would have been voiced. I wish that those who mentioned the inequity online and those that mentioned their feelings of uncertainty through messages would have taken the time to speak up, rather than looking to me to say something. One person came to me and asked why I didn’t speak up and I said that I always do and have written on the topic publicly. In that space, every person knew my perspective. As I packed up my bags to leave, I didn’t bother to ask my colleague why they didn’t speak up. The last time I asked them this, they said, “Yes, I should have said something.” My ask is this, please stop relying on that colleague who is seen as the disrupter to always speak up. They’re tired. Use your privilege and voice to do what you so proudly do in private. We need you to talk on these matters when they actually matter. As Maya Angelou said, “Do the best you can until you know better. Then when you know better, do better.” If you’ve heard or learned that something is problematic, please turn that learning into action by speaking up. If as a collective we speak up, then there is a greater opportunity for change. 

I know that we are all on a journey of learning. My call for change today is that this learning includes action. Think critically about practice. Ask the “why”. Speak up; particularly when you have privilege in a space. Your voice is needed to enact tangible change.

Arianna Lambert Literacy, Science, Technology

Literacy, Science & So Much More!

During Distance Learning, I saw first-hand how engaged my students were in listening to the Six Minutes podcast. From learning to write summaries to engaging discussions prompting students to justify their thinking, the podcasts offered a new and exciting way to interact with media.

This year, I have some of my former students again so I knew that we couldn’t do a repeat on Six Minutes so I picked The Unexplainable Disappearance of Mars Patel, based on the recommendation of a friend. I have to say that it has definitely been a thrilling journey! Before listening, we started off the year by examining the elements of narratives. Once we understood the elements, we started to think about how authors use creative ways to develop their stories. In listening to previous podcasts, students realized that there were often many twists and turns and that each episode often ended up being its own short story with more parts unfolding as new characters are added.  After listening to season 1, students made predictions for season 2 and also wrote their own scripts for the first episode. Along the way, we had mini-lessons on quotations, punctuation and making revisions. After starting to listen to the season, many realized that they were so far off in their predictions, which made for great conversations as students explained the reasons for their predictions. During this time, it’s been incredible to see how attentively students have been in listening so as to not miss anything in each episode. To keep track of everything going on, students have been also writing short summaries. They’ve had quite a bit of practice so far and they’re learning how to succinctly write what has happened and how to apply this to other texts. 

Not only has this been great for Literacy but as we have listened, we’ve also participated in a couple of STEM challenges. These challenges have been great for building collaboration and problem solving skills.  After listening to season 1, episode 3, students were tasked with building their own boats to try to travel over to Gale Island. With minimal materials and limited time, they had to use what they knew about structures in order to create a boat that floated; withstood giant waves; and carried a load. They had 5 minutes to take a look at their materials and come up with a plan. After 20 minutes to build, we put the boats through a rigorous test – walking each boat a few meters in a giant bucket while shaking it to simulate the waves.  While many failed, it was incredible to see students cheering each other on as the tests progressed and how students were reflecting on what they would have done differently, given the opportunity to try it again. 

After listening to season 1, episode 9, their second challenge was to build catapults. This time, students seemed better prepared for the and less disappointed when things didn’t quite work out according to plan. This time, we visited each group to see their design and they tested the success of their catapult at hitting their target – Oliver Pruitt.  As we went from group to group, it was amazing to hear how students were giving each other ideas for improvements. Some were talking about changing the angle of their spoons while others were talking about the amount of force used to launch the marshmallows. I stood back and watched as they supported each other in the learning. It was pretty amazing to watch.

What was our work for Literacy has become so much more. It led us into our first Science unit on forces acting on structures and has led to building a space where students can discuss divergent ideas, all while supporting each other through their failures. Who would have thought that listening to a podcast would be so powerful? Certainly not me and I’m looking forward to where season 3 takes us!

Arianna Lambert Building Inclusion, Inclusion, Math

Creating a Classroom Action Plan Through Data Management

In a year unlike any other, I found myself so unsure as to what to expect as we worked to build our classroom community. Early on in the year we read the book, The Day You Begin and had several conversations about the things that make us each unique. This also started our conversations around the type of space we want to create – one in which everyone is honoured for who they are. Of course the word “bullying” came up in our conversations. The TDSB defines bullying as “aggressive behaviour that is typically repeated over time. It is meant to cause harm, fear or distress or create a negative environment at school for another person. Bullying can take on a number of different forms: physical, verbal, social or electronic, often called cyber-bullying.”1 With this understanding we realized that there are also many reasons why someone might be bullied. This was a great segue into our Data Management unit. 

Students were tasked with finding data on different forms of bullying. With so much data on the internet, students found graphs and statistics that were all quite shocking. Many resolved to think about ways in which we could prevent forms of bullying from happening. To me, this analysis spoke directly to a specific expectation in the Data strand of the Math curriculum: D1.6 analyse different sets of data presented in various ways, including in stacked-bar graphs and in misleading graphs, by asking and answering questions about the data, challenging preconceived notions, and drawing conclusions, then make convincing arguments and informed decisions. Based on data, we were going to see how best we could make better decisions about our interactions with one-another. 

One of the pieces of Data that we looked at was from a Brief Examination of Bullying Statistics in Canada from the Evangelical Fellowship of Canada from 2013. Now I don’t know much about the organization but it was definitely exciting to find statistics related to Canada when so often, the statistics  are American. Contained within the report, we found a variety of graphs that we could use to interpret. One of the graphs that we looked at was the one below.

Students were surprised at first but when they actually sat for a moment and thought about the information presented, they agreed that the data makes sense and wondered what has changed in the last 14 years. For us, we started having conversations around times when we may have been made to feel uncomfortable about any of these factors or were indeed bullied, and the impact. Many students agreed that being treated unfairly or bullied based on these factors was something that shouldn’t happen in classrooms or schools. Now was the time for us to act!

Like every year, I try to create a space where everyone feels valued for who they are; one in which the statistics we had been discussing didn’t occur. I think all students also want this type of environment in which to learn. With this in mind, we created our Classroom Action Plan. With steps on how we would interact with one another, we created “the rules” around how everyone could expect to be treated in our learning space. Everyone contributed after a brainstorming session. Next, we all signed it and it’s up on our classroom wall. Some of the expectations include:

  • Everyone is different. If there is something about someone that makes you curious, respectfully ask about it so that you are able to understand things from their perspective. Let’s learn about each other from each other, instead of making assumptions.
  • Appreciate that everyone may have different ideas. Actively listen to what people are saying.
  • When someone is hurt either physically or emotionally, take the time to stop and check-in to see if there is anything that you can do to support or help.
  • When conflicts occur, seek help from the teacher or another trusting adult so that you are able to get the help needed to resolve the problem.

It’s quite the list and we have had moments where we have needed to go back to it as a reminder of the agreements we made with one another. With the changes after reorganization, we’re growing as a classroom community and I’m so looking forward to continuing to learn and grow together as a class this year.

  1. https://www.tdsb.on.ca/Elementary-School/Supporting-You/Bullying
Arianna Lambert self reflection

A September Unlike Any Other

What a start to the school year! I can’t believe that I am just 10 days in with students and that it’s already the end of September. With a delayed start and Covid-19 precautionary measures, this year is truly unlike any other. As I learn in-class with students, I’m trying to find the balance between honouring all the feelings that come with being out of the classroom for the last 6 months and attempting to return to some semblance of what school was before the pandemic. 

I must admit that although my students are incredible, it’s been a challenge. I’ve always been a firm believer in teaching self-regulation – not compliance but rather the idea of knowing what you need and asking for or doing it, in order to successfully navigate a situation. When students need to go to the bathroom, there’s a sign-out sheet. Please don’t ask my permission, just go as you need. I use the sign-out in case of an emergency so that I know quickly where everyone is.  You’re hungry? Get what you need. This was quite easy prior to the new measures being in place and now I find myself checking to see that we don’t have too many in the washroom at the same time. I worry about people eating in close proximity to others because they don’t have masks on. We created a hand-washing order and miraculously when the sink is not in use, I find myself asking who washed their hands last so that we can keep things going. This week I had a student ask, “Ms. Lambert, what about all that self-regulation stuff you taught? You know, where we do what we need when we need to?”.  Navigating our learning environment with these new parameters is in direct contradiction to who I am and what I have taught students to do.  I’m struggling with how we keep each other safe and still teach in the way that many of us have come to enjoy so much – collaborative, using technology, and flexible. I kept my tables for this very reason. I’ve divided them in half and have spaced them out – luckily I have a cohort of 15 at the moment – but if I get any more students, I might have to revert to rows of desks which really contradicts what I know to be good pedagogy. 

I’ve seen the pictures on social media of tight spaces and know that the challenge is in every public classroom in Ontario – and beyond. I wonder, what are the ways in which educators are making the in-school experience positive for students? Because I know that for many, the experience has been positive. My nephew is in JK and was actually disappointed when he woke up on the first Saturday of the school year and he wasn’t able to go to school. I have to give a huge shout-out to his teachers because they are connecting with a child who was definitely not thrilled about starting at a new school, particularly during a pandemic.  He’s enjoying himself and making friends. He’s learning and sharing that learning at home. 

How might we ensure that more children experience school during this time like my nephew? It’s a question that I have been asking of myself during a time where I’ve never felt less sure of myself. I wonder if I am striking the right balance of learning while in the midst of a pandemic. My students and I have been hard at work learning and building our classroom community. How are things with you? What successes are you having? What are the challenges? I’m hoping that during a September unlike any other, that we are moving on the right track and taking some time to reflect. If you have any ideas or suggestions of great tips that are working in your classroom spaces, please feel free to share them in the comments. Please continue to take care of and be gentle with yourself during this very difficult time.

Arianna Lambert Black History Month, Building Inclusion, Celebrating Success, Constant Learning, Curriculum Planning, Equity, Professional Learning and Growth, Resources, Social Justice

ETFO’s 365 Black Canadian Curriculum

The last time that we were in the school together was in March. Believe it or not, some classrooms still had the omnius date of when school changed – March 13, 2020 – up on the board. One thing that was still up and brought a sense of joy was the Black History Month display that was in the library. Last school year, I was blown away by the amazing display of books that our Teacher Librarian created so that students could freely explore Black history and story. I found myself drawn to it every time I walked into the space because there were a number of books that I hadn’t explored and it was refreshing to see. 

To be honest, I struggle with Black History Month being the shortest month of the year. I’ve written before about my feelings around having months where we celebrate and move on past the everyday realities that are the lives of our students and dare I say, educators. I also always feel a certain level of pressure to do something and then feel frustrated that I, as a black person, has to be the “one” to do the “Black History Month thing”, rather than it being a collective decision. Last year I sat back and wondered what might be done. All too often this month allows schools and districts the opportunity to click the equity checkbox, yet students and educators like me recognize and understand this as performative work. When Black history and story are relegated to one month of the year, what message does this send? Does this in turn tell non-Black students as they grow up, that February is the only time to check that equity checkbox?

In this post, I want to highlight ETFO’s 365 Black Canadian Curriculum. I’ll be honest and say that it is a resource that I need to spend more time in myself. Much of the history taught widely has been American and yet there are so many remarkable Black Canadians, past and present. 

By clicking the link above, you’ll find a compilation of resources – calendar, lesson plans, workshop, and poster – that support educators and students in learning about Black Canadian history. On each day of the calendar, a Black Canadian is highlighted with information on: what they are known for; notable facts; photos; and articles about the person. When first looking at the list, I was blown away by how many of the people I didn’t know. If you haven’t taken a look at the calendar or resource, spend some time doing your own learning. I know that we often get excited about using a resource with students and with this one, I think we need to get excited about doing some learning for ourselves. That being said, please don’t use not enough time for your own learning as an excuse to not teach about this in your classrooms. ETFO has removed this excuse by compiling the resources and having them in one place. Don’t discount it, you might be pleasantly surprised by how much you learn, how interested you become and how much you enjoy it.  

The hands-on teacher resources are available in both French and English and include worksheets for primary, junior and intermediate students. This past week, I used the lesson on Molly Johnson. Students were engaged in the lesson and the great part was that students were blown away by the fact that she’s not only a Canadian jazz singer, songwriter and broadcaster on CBC. She also won a Juno Award and a National Jazz Award. She was named an Officer of the Order of Canada. She co-founded the Kumbaya Foundation AIDS charity and she has toured all over the world. The fact that she happens to look like some of us within the classroom space was a bonus. With handwashing, the lessons are short but for our next Music class, we will continue the lesson as students were so engaged and wanted to know more. 

It’s time to reflect on the history and stories that are being taught in schools. How are we ensuring that Black Canadian history and story are also being taught within our classrooms? ETFO has a great curriculum that can be easily incorporated. Let’s ensure that Black history isn’t only being shared from an American lens of the past during the shortest month of the year but that it’s celebrated within classrooms on a daily basis. Let’s learn together and please share with me what you’ve tried in your classroom.

Arianna Lambert Design, Learning in a Real Life Context, Teaching online

Passion Projects Through Design

This past month I was honoured to be able to share my love of design when given the opportunity to be a part of a team of ETFO educators working with TVO to support alternative learning opportunities for students across Ontario. For the last number of years, I’ve been using design with students as a means of building empathy while problem solving in a real way. During this recent time of distance learning, my students participated in creating meaningful solutions related to covid-19. I was blown away by the ideas that were being crafted as we looked to have a positive impact during these challenging times. Having had the chance to work on this with students during this time, I thought using a similar framework could be a great way to get students solving problems related to their passions. In this post, I’ll share a little about each of the episodes from the Power Hour of Learning. Perhaps as we look to an uncertain September, some of the ideas contained may come in handy as we work with students to continue building some of these essential skills.

Part 1- Picking Your Passion and Understanding the Problem

Designers and Engineers are the people who make virtually everything that we use on a daily basis. In this episode, we have the opportunity to learn a little more about Designers and Engineers as we start to consider our passions. Identifying a passion is a challenge for some. This task alone can feel daunting to many. Earlier today I was speaking with a few colleagues and we spoke about ensuring that we are open to the possibility that students may be passionate about any number of things so it’s important to value what students share they are passionate about. In this episode, students are given the opportunity to brainstorm their passions a bit and then they start to think of some of the problems associated with that passion. Throughout the 3 parts, I share about a design project that I worked on with middle school students a few years back. Once they have identified a problem associated with their passion, we spend some time trying to get a complete picture of the problem by answering the 5Ws and how of the problem. The episode ends with students gaining a deeper understanding of their problem but also understanding that more research about the problem might be required before moving on. We really want to get a full picture or the real story about the problem before we start to think about potential solutions.

Part 2 – Ideation

This is by far my favourite part of the design process. It’s the part where students can use some of the tools used by designers and engineers to quickly come up with new and creative solutions to the problem they identified during part 1. Using Crazy 8s, students are guided through rapid ideation and are asked to consider a specific user for whom they would like to solve the problem. The episode ends with asking students to pick one of their ideas to move ahead with. In design, we’re always narrowing things down and focusing in on the problem. 

Part 3 – Storyboarding and Prototyping

Once students have identified the solution they are most interested in focusing on, they can start to consider the steps they will take to bring their idea to life. A prototype is a physical solution that they can put into the hands of their users to test out and students learn just how to do that in this episode. Whether they are creating a physical product or program or service, students are given the opportunity to get started on a plan of action that they can take. In this episode, students are also reminded of the importance of checking in with their users and feedback in the process.  At the end of the episode, students should be ready to get started on their prototypes.

It was such a pleasure to share my experiences in design on this platform. As we look to September, I wonder how I might be able to further connect students to their passions and how that can be a way in which students can further share about themselves with their new classmates. I can’t imagine what learning at a distance might look like as we start a new school year but I do know that honouring the individuals who show up will be of the utmost importance as we get started.

I hope that you have a happy and safe summer. See you again in September!

Arianna Lambert Advocacy for change, Challenging Topics, Equity, Inclusion, Making a Difference Through Education, Mental Health, self reflection

Crazy Hair Day

Last month on Twitter, a Tweet about “Crazy Hair Day” sparked interesting conversations around words, hair, and spirit. A long-standing practice in schools has been “Spirit Days”. Centered around themes that are supposed to demonstrate school or community “spirit”, these days have been around for as long as I have been in education. As a child, I remembered these days as being about wanting to fit-in in a space where I didn’t. As an educator, I reflect on those feelings and consider these days not as “spirit” days but rather days when the disparity between who has and who has more is celebrated. Did you wear the right thing or style your hair in the right way? Great, you have “spirit”. I’ll circle back to why I have spirit in quotes here shortly. In this post, my goal is to ask you to reflect on these “Spirit Days” and to act. Now I know that might be asking a lot because there are many individuals who feel as though I’m taking the fun away from school and making something bigger of a small issue. I’ve heard it said. I would like to ask you to read further before ignoring my request. 

Words

The original post above asks readers to consider the language of the day. As we open more avenues for conversations around mental health and well-being and to remove the stigma, using the word “crazy” in education shouldn’t happen. I’ve heard the word in halls and have asked students to describe what they mean and there have always been more appropriate terms to use. If students can do that, as educators and administrators, we too can follow suit and actually lead. Words have an impact. Consider what you are saying, what you actually mean, and say that. 

Hair

Beyond the fact that the wording itself is problematic, hair has a different significance for different people. I initially wrote groups of people, but even within populations, there are differing beliefs or feelings. Now, I know that there are some looking for an education on this right now and that’s where I will ask you to do the work. This post is meant to get you to reflect and then act. Part of the work is to do the research, to come to your own understandings, and then to do better. I mentioned earlier that as a child, spirit days were about fitting in because I felt as though I didn’t. I was one of a few Black children in all of my elementary and secondary school experiences. As I recall, there were never more than a handful of students who looked like me in not just my grade, but in the entire school.  Many of my peers were fascinated by my hair. In Grade 1, I remember being teased on end because my hair was cut into a very low afro. I tear up as I write because I remember the blue jacket that I wore and when I didn’t want to remove my hood at school because I knew that everyone would laugh, and they did. Throughout elementary, I adopted the nickname, “Sonic the Hedgehog” because when I curled my hair, it didn’t move, even when I ran. Even in my attempt to fit in, I was yet again made fun of because of my difference. I could go on about stories but this isn’t about me. It’s about the students in your classrooms and schools who might be able to tell similar stories and the common theme might be that they have no one standing up for them or if they do, it’s sometimes after the trauma, to help soften the blow. 

Spirit

Earlier on, I put this in quotes because I’m interested in a serious definition of the word in this context. What does spirit actually mean? When I think of school or community spirit, I think of action for the betterment of said school or community. How does dressing up in a jersey or styling your hair in a certain way accomplish this? Oftentimes we ask students to show their spirit when in reality, their true spirit isn’t rewarded for showing up on a daily basis.  What is this spirit we are after and why is that more important than students showing up in their authentic selves on a daily basis? When we think of education, what is spirit in education? How are we honouring that? Is it merely compliance with the day? Taking this further, our role isn’t social convenor but educator, what spirit do we bring to our education spaces? What are we telling students about what we value in terms of spirit? 

Now I know that some might be upset that I’ve put it out there to consider getting rid of these days, but please consider the greater trauma being caused by what you deem to be “fun”. I’ve spoken about this in staff meetings and have been overlooked. I dread these days because often enough, I see a younger version of myself walking the yard or the halls, experiencing the same thing. Isn’t it time for us to stop?

Arianna Lambert Teacher Wellness, wellness

Teacher Well-being

In the midst of a pandemic, this month in particular has me thinking about teacher well-being. I know that we often focus on student well-being – which is imperative – and I wonder if now might be a good time to stop and acknowledge that current events are taking a toll not only on our children but also on the people who are tasked with teaching them at a distance. How might months like this past one with the stories of Ahmaud Arbery, Breonna Taylor, Christian Cooper, and George Floyd take a toll on educators, – particularly Black educators – compounded by the fact that we are in the midst of a pandemic? I write today to say that I am exhausted beyond measure. If I were to stop and really feel what I know is manifesting within my body, I’m not sure how I might react and so rather than taking that time, I push through because report cards are due in a couple of weeks and classrooms have to be prepped for summer and most importantly, I have students that I need to stay connected to. Not out of obligation but because it’s that connection that keeps me going through this time. The relationship is reciprocal. At least for me. I told my students earlier this week that our Meets are the highlights of my day. I know that on Tuesdays, Wednesdays, and Fridays, I’ll have anywhere from 15 to 20 excited voices wanting to share something about their lives and it is a reminder that beyond content, there’s so much that these young people are learning about themselves and the world around them. What are our actions teaching them?

Today, I’m allowing myself to feel as I write. I’m frustrated with talks of reimagining education when there are voices who are never invited to speak on their own reimagination. I’m angered by people’s inability to hear and see what is happening in the world and their lack of understanding that it has a significant impact on our physiology. By asking me to do more without substantive proof that it will have an equally inverse impact, you negate my experience and expertise. I am saddened by personal loss and am overwhelmed by feelings of isolation in grief. I know that I’m not alone in this feeling, and I wonder how many of us are feeling this very thing while smiling away and trying our best because we have “responsibilities”? At what point does our own well-being become the biggest responsibility? With a month left to go of the school year, I worry for colleagues. There’s tremendous pressure to “perform” this next month and I ask you to pause and make sure that you are also taking care of yourself. Your well-being is important. You can’t give what you don’t have. Fill your tanks.  

For the most part, during the last 10 weeks that we have been away from the school building, I’ve been holding it together. Learning a new routine, balancing “work” and home, saying no to a lot that doesn’t grow and/or serve me or my students. But this week, wow. There’s been too much so I’m going to pause, keep writing, and work through these feelings that are stirring within me. 

Wishing true wellness to everyone,

Arianna

Arianna Lambert Design, Distance learning, The Arts

What’s Working?!?

Ok…so the title is truly a reflection of my uncertainty of what is in fact working in this thing that I have called distance learning. Over the past 10 weeks, I’ve been engaged in this process with students and as we approach the final month of the year, I’m taking some time to reflect on what has – in my opinion – worked, at least for me and my students. Don’t worry, it will be a short list so not to worry about a never-ending post here!

Google Meets

Since our first week of distance learning, we’ve had Google Meet sessions that have been audio only. During these times, we’ve done check-ins and it’s also been a great tool for helping small groups through mini-lessons. Over the past couple of weeks, they have shifted slightly where students have been the ones to suggest things that we might do during our Meets. We had a Connect4 tournament and we’ve also had a couple of students who created and shared short trivia games. What I’m noticing is that these times are becoming more and more social and less and less about “the work”. Which is an education in itself. Don’t get me wrong, we work through any questions students have but it’s becoming a more comfortable forum to share in a more social way. I’m still navigating some of the ideas of great uses for Meet and would welcome any suggestions people may have. 

Podcasts

Last month, I introduced my students to the Six Minute Podcast and I must admit that it’s the one thing that is probably the most talked-about or the activity that is most tried during the week. I’m actually surprised at how many have enjoyed listening and having discussions about it. The podcast is a serial story about an 11-year old by the name of Holliday. She is pulled from the icy waters of Alaska with no memory of who she is or where she came from. She is “adopted” by the family who found her and when she begins to develop incredible abilities, she soon discovers that she’s not alone in the world. There are so many twists and turns in each episode and many can’t wait to find out more. As we have listened, we learned about writing summaries, making and justifying choices, character analysis, and more! I think when we start again in September, podcasts might be something that we keep.

Design

While I personally understand the impact of the trauma caused by the current pandemic, I felt it necessary to speak about it in an age-appropriate way with students. Having a number of students with parents as frontline workers, I knew that their experiences would definitely have an impact on our learning. We’ve been doing a design sprint – well…maybe more like a marathon at the moment – and it’s been incredible to see how it has empowered students to think about themselves as being incredible problem solvers. Today I had 3 students pitch their ideas during our whole-class Meet and I was blown away by what they designed to solve problems for people. They thought of it all. From holographic watches to stay connected with family to a new company designed to train and employ individuals to make personal protective equipment for the community, when implemented, their solutions can have an amazing impact! Through this work, they are really understanding that they have the power to bring about change not just for themselves but for others. 

Art & Physical Education

While the Arts and Physical Education haven’t been the focus of the Ministry of Education during this time, I’ve been adding them to our weekly schedule. It’s made the world of difference for some of my students. The ability to express themselves through the Arts and Physical Education has been incredible. We’ve created a classroom Art gallery and many of my students plan weekly Phys. Ed. challenges for their classmates. When I see schools re-opening and subject areas like Physical Education aren’t being included, I wonder what further trauma this might be on students who rely on these subject areas as an essential part of their school lives and their general wellness. I worry.

As I reflect on this past month, I think we’ve had many successes and these are just some of the reasons why. I’m not sure what June will hold and I guess we’ll see!