Author: Brenda MacNaughton

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.

 

Dear 23-year-old me,

You are about to begin an incredible journey. Your career as a teacher will take you to different communities and working with children of various ages and individual needs. You will adore teaching and helping kids. You will also have an influence on your school staff, parents and community.

Now that I’ve been through that career, one of the most important things I’d like you to know is that consistency and a calm manner are very important to your job. As much as you love to be spontaneous, creative and high energy…that can sometimes lead to tricky situations. There’s a place for all that energy but it might take you some time to fine-tune when you want to use it.

Part way through your career you’re going to learn about Indian residential schools and the impact they have had and continue to have on Indigenous peoples of Turtle Island. You will be shocked to know that Phyllis Webstad, founder of the orange shirt movement, is the same age as you. While you had your entire schooling and working career in education systems that respected your language and family and culture, Phyllis and thousands of Indigenous peoples have experienced the opposite.

Try not to wallow in guilt. It’s just not productive. Instead, get out there and learn. You know that informed people can create positive change. Make sure your schools have materials they need to help everyone learn the truth so that reconciliation can take place. The commission on Truth and Reconciliation will provide a guideline of recommendations. Read them. Understand why they are there and take action. Some of your most memorable days of working in education will include the ones where you made the most effort toward reconciliation.

There will be many changes over the years. Changes in curriculum, technology, administrative policy, walkouts and even strikes. Through all this know that you and your fellow educators have the students’ interests at heart and making a positive difference in their lives is what you’re there to do everyday.

For a while you might think that you would never consider supply teaching in your retirement. There will be many days when you feel tired and the stress seems too much to think of teaching after your pension starts. I’m here to tell you that with enough time to decompress, you will love getting back in the classroom and making a difference.

Take care of your physical, mental and spiritual health. Reach out when you need help.  Stay connected to nature. Put family first.

I believe in you!

Signed,

Your (semi) retired self

 

 

 

 

 

In the spirit of truth and reconciliation, here is one way to find highly recommended books by Indigenous peoples for your classroom.

The First Nations Communities Read “…celebrates the very best of Indigenous literature across Turtle Island. The program encourages family literacy, intergenerational storytelling as well as intergenerational knowledge transmission. FNCR also helps to increase awareness of the importance of First Nation, Metis and Inuit writing, illustration and publishing.”  (fcnr.ca)

I am sure there are books from the past and present short lists that would be incredible stories to  read aloud in your classroom. 

Let’s look at last year’s winning book in the children’s category, Phoenix Gets Greater. The main character is a boy whose confidence gets shattered when he realizes he’s different. His self-image is rebuilt as he begins to understand what it means to be Two Spirit. The acceptance and love from his family help him rekindle his passion for dance and dolls. I can imagine using this story as a wonderful teaching tool.

The volunteer jury of First Nations librarians who select the award winning books from the short list must have a difficult time. There are so many great books nominated that I wouldn’t know how to narrow it down!  This year there are 34 books on the short list in the children’s category. The program awards $5000 to the authors through sponsorship by the Periodical Marketers of Canada. 

The FNCR also has a YA/Adult category where you can find titles for yourself. Many of you are avid readers who are looking to better understand our role as teachers in truth and reconciliation. Looking through the titles I can see many that would interest my colleagues and friends. One of the things that I love about reading is that it gives me a deeper understanding of other people’s lives. No doubt I will be suggesting titles of this list to my book club!

I’m heading to my local public library to get familiar with some of the nominated titles in both categories.  When I’m out on my supply teaching days, I will also be talking to teacher librarians and principals to encourage them to add books from FNCR to their collection. I’m grateful to the Ontario Library Service for running this program and shining a spotlight on these wonderful books!

Welcome: to be gladly received.

Welcome to the 2024-25 school year! I hope you have been gladly received by your co-workers and administration. You are likely putting a lot of energy into creating a warm classroom environment that welcomes each of your students.

When I was a new teacher I remember being told that I shouldn’t smile until November but I always failed miserably at that assignment. After all, if the word welcome means to be gladly received, then a smile is the first way you want to communicate to your students that they are welcome in your class!

Another bit of advice I got was to teach the students all the routines I wanted them to follow. Simple procedures had to be reviewed such as where to put their outdoor shoes, how to enter and exit the building, and safe use of the washrooms. Together the students and I would outline expectations for out of classroom locations such as the schoolyard, the library and the gym.

Teaching these basics is second nature to me now but I really appreciated that advice early in my career. I believe consistency helps students feel safe and students who feel safe have an easier time learning and retaining what they have learned.

Academics have their place in September but building a sense of community amongst the people in your classroom is going to set the tone for your year ahead. As a supply teacher I often look for the class agreement poster wherever I am working. It is helpful to have something like that to refer back to when needed. Including prep teachers, support staff, lunchroom helpers, custodians and secretaries as part of the community will help students understand and appreciate the different roles that make the school function. Students can be taught the names of all these important adults throughout the first month.

I already know you’re a resourceful, problem-solving type of teacher since you’re here at the heart and art blog. You are looking to others for ideas and seeing yourself as a lifelong learner. Keep doing what you’re doing. It may not go as planned. It probably won’t go as planned! I’m sure you’ll continue to learn and grow as a teacher and fill your toolbox with all kinds of suggestions from others.

I gladly receive you here and I’m sending you all kinds of great vibes for a wonderful September!

Brenda