Author: Brenda MacNaughton

This year I have been a supply teacher in a particular class a few times so I have built a rapport with the students. On one visit, a student I’ll call Jenna opened up about how she was feeling. Recently her family’s apartment, along with several others, was destroyed by a fire. Jenna went to stay with extended family while her mother stayed in a local hotel and worked with relief agencies to find new housing and get reestablished. They lost absolutely everything they owned in the fire.

The family was relieved to move into a new apartment fairly quickly but Jenna was having difficulty adjusting.

On the day I was supply teaching in her class, 7 year old Jenna got overwhelmed several times and was not able to self-regulate. She was tired from the long walk from her new apartment. She was hungry. She missed her favourite stuffed animal. She had no paper at home to draw pictures because all of mommy’s paper got burned in the fire. Her classmates and I listened and consoled her in these moments but she summed it all up by tearfully saying:

“I’ve learned that sometimes life gives you changes and you have to get used to a new situation very fast. Like what the fire did to me and my family.”

Wise words from the heart of a seven year old. Jenna has had to deal with an enormous change in a short amount of time. She is grieving the loss of her home and belongings but also has feelings of relief that her family members survived and they were able to reunite in their new home. It’s quite an emotional roller coaster to ride. No wonder she was experiencing difficulty with self-regulation.

This experience got me thinking more deeply about trauma informed practices in classrooms. Every child has a story and some of those stories include trauma. We see different types of trauma such as losing a home, the unexpected death of a loved one, a car accident, bullying, and many more, including traumas we will never know about. It’s in everyone’s best interest to have safe learning environments where children know they are protected from physical and emotional harm. A classroom teacher will not know all the details about everyone in their class but they can work to ensure the classroom is a safe place for all.

The students aren’t the only ones who are impacted by life’s tragic moments. It’s very important that teachers recognize those times when they need to seek out their peers or professionals to help them through difficult times. We can’t serve from an empty cup, and neither can our students.

Take care,

Brenda

What do science and art have in common? Plenty! The achievement chart for the Ontario grade 1-8 Science curriculum is very similar to the achievement chart for the Arts. Both of these areas of the curriculum allow for curiosity and experimentation. Planning summative assessments that use critical and creative thinking are a fantastic way to bring these subjects together in a way that makes learning feel like a celebration.

When integrating science and art there is also a great opportunity to explore the worldview of Indigenous peoples and learn about two-eyed seeing. We can invite a guest to share arts and crafts and explore the relationship between science and art. For example, I have a beautiful talking stick created with guidance from a Métis artist. During the process she taught us about the important role of water and the gifts of the earth. On another occasion, my students painted stones that were added to a memorial at a First Nation school with teachings about mother earth and the impact of residential schools on generations of Indigenous children.

Here are some suggestions for science lessons using different mediums in art.

Draw, Sketch, Paint

Whether it’s pencil, charcoal, watercolour, acrylic or pastels, there are opportunities in every science unit to create scenes and/or diagrams of the subjects we study. Painting trees in every season, making a pastel scene of a habitat with animal silhouettes cut out and glued on top, or doing a star filled sky with planets and comets. These materials are the most common in our schools and you just need some paper or sketchbooks to get started. One of my favourite things about sketching is you can easily do this outside!

Sculpt

One memorable lesson I’ve done a few times is to create sculptures using cardboard in grade 3 science. We used plenty of masking tape and learned about creating a sturdy, solid base. Then students were able to paint their creations as well. Castles, towers, hockey arenas and more have been created this way. We have also used plasticine in a CD case, with inspiration for author/illustrator Barbara Reid to do studies of natural phenomena like clouds, flowers and planets. Sculpting with air-dry modelling clay is another wonderful medium to use. Creating a diorama can use a variety of materials together to demonstrate learning. Using natural materials to create designs and models gives us more reasons to get those kids outside to build a positive relationship with the environment.

Digital Art

Going back quite a few years we got permission to use Minecraft education and grade 7 students created a digital model of the school yard with the design of the new outdoor classroom included. The students did an amazing job and added in all kinds of details of wildlife, plants and playground equipment. We have used more basic software like Paint and Kidpix (that should be nostalgic for you teachers who were in elementary school in the early 2000’s!). Whatever drawing software is available, there will be students who absolutely love it.

Photography

This is another favourite medium for getting kids outdoors to make scientific observations. Whether you are comparing types of leaves, soil, rocks or habitats, a picture is worth a thousand words. Based on some past experiences, I do recommend putting some limits on the number of photos allowed! Putting the photos into a slide deck makes it easy to share the work with each other.

Multimedia and more

Combining mediums to create brings so much fun and higher order thinking into play. Could we create art that also incorporates electrical circuits? Could we paint paper mache planets in a solar system model? How about a mural or a collage that explores the impact humans are having on the natural environment?

Famous Artists who Study Science

We are not alone integrating science and art. Our students may be interested in learning about artists who also contributed to the world of science including: Leonardo Da Vinci, Beatrix Potter, James Audubon, and Frederick Banting.

Make a Day of It!

If our schedule allows, it’s always exciting to dedicate a day to a culminating task and have it completed in time for an art/science show for other students to view. We can integrate more learning by writing advertisements for the show and consider adding peer evaluation to the assessment.

Happy Creating!

Brenda

*Photo credits: B. MacNaughton

Covering two subjects in one lesson, it’s a teacher’s dream! Integrated lesson planning, also called cross-curricular lesson planning, is a wonderful way to combine creativity and content. For some students with diverse learning needs, using drama as a way to help them master new information is especially helpful. I still remember a high school science lesson about acid rain and a student doing a presentation had created a life sized raindrop costume by spray painting blue foam. Decades later I still think about that. Here are a few of my favorite examples of integrating drama expectations with content from other subjects.

The News Report

Whether it’s science, social studies, or health, creating a news report or interview demonstrates the students’ understanding of the course content. For example, I have had students create questions and responses for an interview with an expert on a planet (grade 6 science), a cultural celebration (grade 2 social studies), or the dangers of smoking, (grade 3 health). Working in groups of 2-4, students would play the role of interviewer or expert.  Some groups perform for the class and some have a smaller audience. We have had instances where their work was polished enough to perform for other classes as well.

The Narrated Scene

This integrated lesson plan can be done with the entire class. Have a student (or a teacher) read out a script and all students perform all parts.  This is a fantastic body movement activity and can be used to break up a content heavy lesson. For example, in grade one science we can act out different animal activities during the day compared to night time. In grade 4 social studies we can role play how humans or animals use the natural environment in different parts of Canada.

Charades

This versatile role-playing game is a handy one to have on hand! It can be especially good for learning new vocabulary and content. Have some words in a hat, for example: deposition, sublimation, evaporation from grade 5 science. Call up one student to act out that word or phrase and students who guess the correct answer can go next or choose who goes next.

Curriculum Expectations, Learning Goals, and Success Criteria 

For grades 1-8 in Ontario there is a drama expectation about role-play so each of these activities can give you information about a student’s ability to perform this expectation. In fact, this is such a key component to drama that it could be posted as a learning goal throughout the year. The success criteria would be written in grade appropriate language. Role play is a beautiful way to have students see the perspective of someone they might not have understood otherwise. It’s a demonstration of the kind of empathy we appreciate in our classrooms and society.

I have more to say about integrated lesson planning so come back to Heart and Art for more helpful tips.

Signed, that teacher who takes your class for prep and sometimes brings them back buzzing with excitement. Sorry!

Brenda

 

The School of Education at Trent University has an Indigenous, Environmental and Sustainability Education course for all teacher candidates.  I joined the course as a marker/grader in the fall of 2024 and found myself learning alongside the students, wishing that a course like this had been part of my B.Ed in the 1990s.

In the course syllabus Dr Rachael Nichols writes, “The Ontario curriculum requires that all teachers, in all grades and all subjects, infuse environmental and Indigenous education in their teaching.”

As educators we have the responsibility to prepare ourselves to teach about these issues and one of the easiest and most accessible ways to learn is through film. I’d like to present some of the recommended films for the IESE course with hopes that you will watch them and take time to reflect on their teachings.

Cottagers and Indians

Drew Haydon Taylor is from Curve Lake First Nation near Peterborough. In his CBC documentary, Cottagers and Indians, he shares the perspectives of people using the lake for conflicting reasons.  Manoomin, commonly called wild rice, is grown and harvested on lakes but it negatively impacts the lives of those using the lakes for recreational pursuits. The film demonstrates how complex issues can be. It’s very thought provoking for settlers like me who were taught history through a biased lens.

There’s Something in the Water

This documentary explains the injustices felt by African Canadians and First Nations in Nova Scotia where water has been polluted. The stories are somber and scary but the courageous women who speak for their communities need us to listen.

For Love

This film tells the stories of intergenerational trauma, neglect and abuse caused by residential schools but it also leaves you feeling hopeful for the future. More Indigenous children are learning about their culture and elders are bravely stepping forward to help them.  As an uninvited guest on Turtle Island it is my responsibility to listen to these stories and take action going forward.

I’m grateful that these films were recommended to me and I hope you will find them helpful as well. I’m curious to know if you have any other films or books that would help me learn. Please leave a comment with your thoughts.

Brenda

 

The current parade of planets in the night sky has me thinking about the engaging ways to use this event in the classroom. After all, with the early sunsets and late sunrises in this season, even our youngest students will be awake as darkness descends and the planets become visible.

This January through March several planets in our solar system will be visible, almost looking aligned, along the ecliptic. What’s the ecliptic? It represents the plane of the solar system in which the planets orbit around the Sun. (NASA)

Many students are curious about the night sky and have ideas about what is happening out there, especially after the solar eclipse that impacted us last year. It’s a wonderful topic to let their imaginations soar with stories, songs and images.

Language 

*Use space related ideas as writing prompts such as what might exist in the solar system or even the galaxy. What would a planet need to be more ideal planet than Earth?

*Create poetry written from the perspective of each planet.

*Read aloud fiction and non-fiction fiction that encourages students to consider their role in the solar system. This is a great opportunity to read astronaut Chris Hadfield’s book, The Darkest Dark.

*Study Indigenous stories such as the Sky Woman creation story. Michelle Corneau wrote about it in “Strong Stories Kanyen’keha:ka: Creation Story Sky Woman”. It is also told in Braiding Sweetgrass by Robin Wall Kimmerer.

*Share facts and ask further questions about the night sky.

 

Math

Our concept of time comes from mathematical calculations relating to the earth’s orbit of the sun and the daily rotation of Earth.

Science

*Explore the slogan “There is no Planet B” in relation to the curriculum expectations for your current science unit.

Social Studies

*What is it about the night sky that brings us together? All societies have been impacted by the night sky through navigation, science, exploration, myths, storytelling and the arts. Look at the far reach of van Gogh’s Starry Night painting! How does the night sky relate to your current social studies topic?

Physical Education 

Planet themed movement games can include the ideas or orbiting, gravitational pull, and space exploration.

The Arts

Create a Planet Parade! There are so many ways to dramatize, paint, sculpt, and sing together plus there are amazing music pieces to enjoy and use to choreograph dance/movement. Immediately I hear 2001: Space Odyssey, the Star Wars theme, and the Star Trek Next Generation narration, “to boldly go where no one has gone before!”

Planet Parade: When To See It In January 2025

Mars, Jupiter, Uranus, Venus, Neptune, and Saturn will be visible together in January 2025, with Jan. 21 being a good time to look in the evening. (University of Guelph News)

Fostering students’ curiousity about the solar system and the galaxy gives teachers the opportunity to reinforce that our beautiful home planet is unique. Listening to Indigenous peoples we must take care of Earth as if she were our mother. I hope the parade of planets inspires you and your students to explore and create together.

Keep looking up!

Brenda

P.S. Students may also be interested to hear about Canada’s involvement in the 2026 Artemis II mission to orbit the moon. Canadian astronaut Jeremy Hansen will be on board. (Canada Space Agency)

From puppy love to mountain hikes, 2024 was my first full calendar year as a semi-retired occasional teacher. It’s been an incredible time of learning and adventure.

We adopted a puppy from the Northumberland Humane Society in December of 2023. We named him Obi-won but he has proven many times over that he could be known as Chewy! It turns out his mysterious mix of breeds is highly active with both hunting and herding instincts. It’s no wonder we met our 2024 goal of 1000 km of hiking and walking by October! We are very grateful that Obi has brought our family so much joy and love. He’s come a long way from the floppy-eared pup that was rescued from a parking lot with his mom and eight litter mates last October. Raising Obi has taught me patience in a new way and I’ve come to realize that his mistakes are usually because he’s trying but can’t read my mind. The parallels between raising a puppy and teaching children have brought me many smiles this year. Plus, if I’m in a new classroom and need to bond quickly with the students I just need to mention an Obi story and we have an immediate ice-breaker! In one small school there is a student who approaches me every time I’m there and asks me about Obi. She got a pup around the same time and we compare the latest stories like pups seeking sticks twice their size or the chaos of the zoomies.

 

One of Obi’s many nicknames is “Adventure Dog” because we have traveled around Ontario, Quebec and New Brunswick with him. We just love to hike and explore together. We experienced a terrific storm while camping at Point Pelee in March and beautiful sunsets at a friend’s cottage in Sauble Beach. We hope to get Obi as excited about canoeing as he is about hiking. We had to do a few camping trips without Obi because there was paddling involved. We missed him but we’re in awe of the incredible beauty of the more remote parts of Lake Superior Provincial Park and Temagami. I also did a mother-daughter canoe trip for the first time and it was magical!

Ken and I are both uninvited guests on Turtle Island so throughout our travels we learned about the Indigenous peoples of the territory we were on. I got to experience the Curve Lake Pow Wow and participate in a full moon ceremony at Trent University.  We were able to pay our  respects at memorials of residential schools in Robinson Huron Treaty Territory near Spanish, Ontario and in Tk’emlúps te Secwépemc Territory at Kamloops, British Columbia. We have much to learn by listening, reading and joining in when invited to do so.

 

 

The trip to B.C. included hikes and exploring Yoho, Glacier, Revelstoke and Banff National parks. There is nothing like the mountains for stunning views and the freshest air!

 

 

At times in my full-time teaching career I could not picture myself supply teaching but I’m very happy with my decision to do daily OT work. The work-life balance is working really well for us right now.2

024 I thank you for your gifts. I wish all our readers at Heart and Art a wonderful 2025! Brenda

In December of 1989 I was in the 2nd year of my undergraduate degree. In those days I had no television and the Internet was not available. Even so, on December 6th, 1989, I learned of the horrific murders that happened in Montreal at L’École Polytechnique. Fourteen women studying engineering were shot and killed and thirteen other students were injured. The gunman took his own life.

To say I was shocked was an understatement. The Montreal Massacre shifted my reality. I had previously felt safe as a woman in my university classes but that level of safety disappeared. I grieved the loss of these brilliant young women who were centred out and killed because of their gender.

Violence against women continues to be a major concern in Canadian society and educators are making a difference by taking action.

On average, a woman is killed every 48 hours in Canada as a result of intimate partner violence. Other acts of violence against women are reported at alarming rates. As women who teach we may experience violence against ourselves, our students, or members of our staff or community.

How do we respond to gender-based violence?

Gender-based violence (GBV) is violence committed against someone based on their gender, gender expression, gender identity, or perceived gender. GBV can take many forms, including physical, sexual, societal, psychological, emotional, economic and technology-facilitated violence. (Government of Canada)

Children who witness gender-based violence (GBV) may experience a range of physical, emotional, psychological, and social effects that impact their overall well-being and capacity to learn. Members can make a difference in the lives of these children by providing support and advocating for learning communities that are free from violence. (ETFO)

In our classrooms we can be vigilant about reporting violence. This is an important step toward having supports in place.

If you are experiencing or at risk of violence or harassment at work:

• Tell your administrator.
• Report all incidents (including attempts and threats).
• Call your ETFO local if you need support.
• Remember your right to refuse unsafe work.
• Find out more: https://etfohealthandsafety.ca/site/workplace-violence/ (ETFO Voice; Summer 2022.)

ETFO continues to recognize the issue of gender- based violence and you can find more information through your local. In my area there have been vigils, fundraisers for local women’s shelters, awards to promote women, and conferences where we learn, share and lift up women.

Written in memory of the women killed in Montreal on December 6, 1989.

Geneviève Bergeron; Hélène Colgan; Nathalie Croteau; Barbara Daigneault; Anne-Marie Edward; Maud Haviernick; Barbara Klucznik-Widajewicz; Maryse Laganière; Maryse Leclair; Anne-Marie Lemay; Sonia Pelletier; Michèle Richard; Annie St-Arneault ; Annie Turcotte

“It is the supreme art of the teacher to awaken joy in creative expression and knowledge.”. Albert Einstein

When my energy for teaching is getting low and I need a boost, a pick-me-up, a reason to get myself going, I think back to my years as an elementary school student and recall my teachers. Specifically, how did those teachers impact my life?

Whenever I run through these memories I am so thankful for the gifts that different teachers gave me. They shared their talents and time with me, encouraged me and introduced me to new ideas and ways of thinking. They were patient and kind. They inspired me.

My JK teacher, Miss M., was especially patient when helping me use scissors for the very first time. I remember being anxious and flustered but she stayed calm, wiped my tears away, and gave me the confidence to keep trying until I got it.

In grade 1, we had our first recess in the big schoolyard and Mrs. O. held my hand. She had such a kind and gentle voice, reassuring me that I could walk with her until I was ready to go play. It took weeks or maybe months before I left her side.

My grade 4 teacher, Mrs. P. nominated me to participate in a school public speaking event. I wrote about why I loved Canada. My mother had just become a citizen after living here for 25 years and I had written from my heart about wheat fields I had never seen, figure skating I had never tried, and the wilderness of the far north. It was no masterpiece but Mrs. P. recognized the innocent pride I had in my mother and my country.

It’s not that these teachers went out of their way to have perfect bulletin boards or highly engaging lessons every day. They accepted me and helped me. Thinking of my past teachers keeps me grounded in what is most important, a safe and caring learning environment. Students’ brains will be much more ready to learn if those conditions are met.

Asking students to perform an exercise of reflection can be a wonderful community building activity that can be used during a sharing circle. Ask students to think of someone who has helped them or encouraged them. Then ask for volunteers who are willing to share some details. Alternatively, this could be a journal writing activity. Thank you cards or letters could be created for students to share with their special person.

I moved a few times in my childhood so I haven’t had the opportunity to thank my teachers properly. If I could, I would want them to know that their resolve to be kind and fair awakened in me a joy of learning that I hadn’t known was there.

I hope you have had positive people and experiences in your life that you can use to help you through the long days, the difficult moments, and the frustrating situations that can leave you feeling drained. Remember those who would say, “You can do it, I believe in you”.

-Brenda

Seeing Physical Education on the daily schedule can be very intimidating to an Occasional Teacher. Teaching children in a large open space where running is often encouraged is very different from the classroom. This blog is for teachers who leave P.E. plans and for those of us who follow those plans.

Inclusiveness is just as important in the gym as it is anywhere in the school. The goal in P.E. is for everyone to participate so we need activities that allow for students to work at their own level. In primary classes I will sometimes play games, work on skills or allow students to rotate through centres. Whatever the activity, I’m constantly monitoring and checking in with students to see if we need to make any changes. For example, if I challenge the class to toss a ball straight up and clap before catching it but I see someone missing every time, I’ll ask them to take out the clap and work on toss and catch. We could also swap the ball for a scarf to give them more time.

I like to set the tone before I get to the gym. I remind students about being safe, respectful, and responsible. We clarify rules about water bottles and indoor shoes. Having a whistle handy is helpful. I like the rubber squeeze style of whistle.

Safety is the first priority. With k-3 classes we repeat the rule “WATCH WHERE YOU’RE GOING” several times at the beginning of class and in the middle of class if needed. My favourite P.E. classes have no injuries. If an injury does happen it helps to know how to contact the office for support.

Here are a few low organizational games that my primary students enjoy.

Spaghetti and meatball tag (hoops, balls)

Half the class are customers eating at a restaurant and the other half are the chefs. There are a dozen hoops on the ground to be plates. The chefs place meatballs (balls) on the plates and the customers remove the meatballs and toss them away from the plate (hoops). You can play the game as a win/lose game with the object being for all the plates to be either empty or full. I prefer to play for a set amount of time and then count how many hoops are empty or full. You could add in a spaghetti Monster who has a noodle and can tag people which makes them freeze in place until a member of their team tags them for freedom.

Everybody’s It

Everyone is tagging everyone in this game. If you are tagged you stay down until the person who tagged you is tagged. The teacher can call out “Freedom” and everyone sitting can get up. This is another game that goes on with no definitive winner

Zombie tag (hoops, pool noodles)

A few zombies are it. They each drag a hoop with one foot and try to tag someone with a pool noodle to also be a zombie. The goal is to be the last surviving human.

Have fun and stay safe!

Brenda

“You have no books that I want to read!”

This quote is from a five year old boy who was being shown around the school library. He had just been playing hide and seek during the book exchange time. I had only just begun my role as teacher-librarian and I didn’t know the collection all that well at the time. I tried books on dinosaurs and cars but he wasn’t interested. He could only tell me about a video game he played.

Shortly after that experience I surveyed staff and students on what books they wanted in the library. I started holding comic book fairs and building the collection to meet everyone’s needs. I advocated for funds from the school council and the school budget. I was determined to improve the collection so that every student could find something they loved to read.

Graphic novels became a hot commodity; especially ones with characters and story lines from movies, video games and card games. Non-fiction books relating to popular sports, video games, animated features, and pets started flying off the shelves. We couldn’t keep up with the shelving and we started a reading club.

It all started by listening to a student whose needs weren’t being met.

Our students have such diverse learning needs and special interests but it’s not always easy to get the right resource or learning tool. Sometimes there will be obstacles like money, lack of knowledge or understanding. I’ve written before about advocacy and how important it is for teachers to be a strong voice for their students.

One of the most important things we can do to reassure students that we have their interests at heart is to listen without judgement. Listening builds trust and creates a safe learning environment. Besides using surveys and other written tasks, we can listen to students through discussions, group work, audio and video.

I’m happy to say that we eventually got the right book into that student’s hands but he still liked playing hide and seek when he got the chance.