Author: Brenda MacNaughton

My career as an occasional teacher has just begun and it certainly is rewarding. I like being able to choose my workdays and make time for other activities. These are the benefits of working after retirement. Being a supply teacher has its challenges though so let’s look at some of the ways to have a safe and successful day as a new OT.

If I am new to the school, I usually give myself enough time to tour the school and property. It’s important to find the washroom, office, SERT room, photocopier, gym and library.  I like to borrow a book to read aloud. I’m looking for opportunities to build relationships quickly and I have a knack for silly voices so if I read a Robert Munsch book or Elephant and Piggie I can win most of the younger students over that way.  A joke book or trivia book is a handy tool for older students.

Safety has to be the priority so it’s very important to review any safety plans relevant to my day. This applies not only to students in my class but also any students I may encounter during my lunch or recess supervision. I ask myself these questions as I read the safety plan:

1. What are the steps to take if the student is refusing to listen or do work?
2. Is there a calming space in the classroom or in another room? If so, what are the routines? Who is allowed to use it and when?
3. What is the protocol if the student displays behaviour that could injure themselves or others?
4. Are support staff working with this student? How can they be contacted if they are not in the room? Who is the back-up staff member?
5. Are there verbal or visual cues to help this student get on track? 
6. Are there helpful routines for transitions such as recess, eating time, or gym.
7. What will happen in the event of a fire drill or lockdown practice?
8. Are there preferred activities or leadership roles to involve the student?
9. Are there other staff members nearby who have a good rapport with the student when their teacher is absent?
10. If use of technology is in the plan, what are the expectations?

As hard as it might be, if I’m in a new place I try to connect with other staff members. Building relationships with colleagues helps me when I have questions and need assistance.  Many other staff members have been in the occasional role and have sympathy for difficult situations that may arise. 

Beyond the safety plan, there are other tips and tricks to having a joyful day as an OT.  More ideas to come in part 2!

 

As an educator in Canada, I want to help my students and colleagues be aware of the importance of the calls to action of the Truth and Reconciliation Commission. A friend recently told me he believes that listening to survivors of residential schools is an act of reconciliation and that survivors who are sharing their stories may find some comfort in being heard and acknowledged. This conversation got me curious about the idea of listening as an act of healing.

Deep listening is a little different from active listening. When we listen actively we are constantly giving cues to the speaker, such as eye contact and nodding. When we listen deeply, we use our hearts as well as our minds and notice the speakers’ implied emotions and body language as well as their spoken words.

You can create opportunities to listen to survivors of residential schools by inviting survivors to speak at your school. There may be residential school survivors in your area who are coming forward with their stories. For example, Dr. Shirley Williams was recently at a public event at the Oshawa Public Library sharing her story. The Indigenous education consultant in your school board is an excellent resource to help you seek and prepare for guests. There are protocols to keep in mind and that you and your students need to follow. I learned this lesson the hard way. About 10 years ago, I invited a First Nations presenter to speak to classes but had not prepared the students. They rushed in the library, grabbing at the items she had set in middle of the circle. I was very embarrassed but she was gracious and patient. Lesson learned!

Another consideration when inviting guests to speak is to be aware of trauma informed practice. The nature of the talk could be triggering for some students. Be prepared by speaking to your school board’s mental health staff as to what you can do to create a safe space.

Where active listening will have students learning facts and key ideas, deep listening should create a more fulsome understanding and motivate students to take action. Perhaps your students will want to make connections with an Indigenous community, read or view media by Indigenous creators or take action to be more connected to the land/water.

The skills involved in deep listening translate well to the classroom. If teachers can model deep listening, students who put it in place will help you create a positive learning environment.

September, a time to set the foundation for a positive school year. There is an old adage, “Don’t smile until December”, but that is no longer thought to be the most effective approach.  We know that confident students are more willing to take risks and they will learn new routines and information more readily. Learning about brain chemistry we see that there are four chemicals produced in the brain that create happy feelings. They are dopamine, serotonin, endorphins, and oxytocin. Here are some examples that I’ve used with kindergarten to grade 8 students to help them feel happier and ready to learn.

Dopamine

“You did it!” Dopamine gives us a great feeling when we have a sense of purpose and can accomplish a task. Students with ADHD especially need help with dopamine. Many students will benefit from checklists, chunking tasks into small parts, and being given the opportunity to solve relevant problems. Taking on tangible tasks like helping a friend, organizing materials, taking responsibility to set up equipment…these tasks will help a student to be productive at school.

Serotonin

We all need a chance to relax, especially after a busy or slightly chaotic time like recess or a transition between classrooms or between teachers. Serotonin is produced when students take calm breaths, close their eyes, listen to calm music, or engage in an art like drawing. Teachers will feel the benefits as well!

Endorphins

By getting students’ bodies moving with physical education, daily physical activities, dance, and community building games you can help their brains release endorphins. Besides using online videos you can get them outdoors for a game or walk and take time to make scientific or social studies observations of your community.

Oxytocin

 The love chemical can be released if we make stuffed toys available to hug or have a class pet or have animals visit the classroom. Some high schools have effectively used this strategy during exams to help students feel calm. While you have your class out for a walk, take time to observe and appreciate nature. Look for seasonal changes in plants and also in animal behaviour. Even if you are in an urban environment you can always watch the sky and observe weather trends. Another approach is to model how to give compliments and make it part of peer feedback.

I found it exciting to explore information about brain chemistry with my students. The kids are very curious about the brain and I found they used these techniques independently to focus, calm down or help one another.

Have a wonderful time getting to know your students and creating the best possible learning environment.

 

Reading outdoors on a summer’s day is one of my favourite activities and this year one of my goals is to read more books from the perspective of Indigenous Peoples so I can better understand my students and our community. Today I’ll share a few books by Indigenous authors for learning and pleasure.

Both Braiding Sweetgrass and the TRC Summary are books I am rereading because they are packed full of information and stories that are valuable to teachers. These texts are very helpful if you’re like me, a settler who had very little exposure or education about Indigenous ways of knowing and/or residential schools.

Daughters of the Deer was recently recommended by a friend.  I have read the author’s picture book, Sometimes I Feel Like a Fox to many classes so I’m very excited to read her first novel. When doing research for this blog I saw that Danielle Daniel has a new picture book, Sometimes I Feel Like a River, so I’ll be reading that one too!

Miichi Saagiig Nishnaabeg: This is Our Territory is a book that really speaks to me because I have lived in this territory all my life. I’m sure readers around the world will enjoy this book but also check and see if you there is a book published specifically about the territory where you live. 

These books and many more are available from Goodminds which is a First Nations owned bookstore in the Six Nations of the Grand River in Brantford. Please check out their website and follow on your socials.Goodminds – First Nations Métis and Inuit Books

Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge and the Teachings of Plants (2015) by Robin Wall Kimmerer  Drawing on her life as an indigenous scientist, a mother, and a woman, Kimmerer shows how other living beings—asters and goldenrod, strawberries and squash, salamanders, algae, and sweetgrass—offer us gifts and lessons, even if we’ve forgotten how to hear their voices. Milkweed Press

Daughters of the Deer (2022) by Danielle Daniel In this haunting and groundbreaking historical novel, Danielle Daniel imagines the lives of women in the Algonquin territories of the 1600s, a story inspired by her family’s ancestral link to a young girl who was murdered by French settlers. Penguin Random House

Final Report of the Truth and Reconciliation Commission of Canada Volume One Summary Honouring the Truth, Reconciling for the Future by the Truth and Reconciliation Commission of Canada (2015) by The Truth and Reconciliation Commission of Canada

This is the Final Report of Canada’s Truth and Reconciliation Commission and its six-year investigation of the residential school system for Aboriginal youth and the legacy of these schools. This report, the summary volume, includes the history of residential schools, the legacy of that school system, and the full text of the Commission’s 94 recommendations for action to address that legacy. James Lorimer and Company Ltd.

Miichi Saagiig Nishnaabeg: This is Our Territory (2018) by Gidigaa Migizi (Doug Williams) In this deeply engaging oral history, Gidigaa Migizi (Doug Williams), Anishinaabe elder, teacher, and mentor to Leanne Betasamosake Simpson recounts the history of the Michi Saagiig Nisnaabeg, tracing through personal and historical events, and presenting what manifests as a crucial historical document that confronts entrenched institutional narratives of the history of the region. ARP Books

Whatever you choose to read, enjoy your summer reading, I know I will!

How was your celebration of Indigenous Peoples Day? We are all at different entry points as far as Indigenous education goes.  I think 99% of my learning has happened in adulthood and I still have a long way to go. I read, watch and listen to Indigenous Peoples so I can move forward as a settler in a good way but it’s not always clear what I should do next and I admit, I stumble along the way.  In 2021, the discovery of unmarked graves at residential schools confirmed the horrific stories I had heard previously.  It left me feeling guilty, hollow, and unsure how to help. When attending webinars and presentations I heard Indigenous people saying that education is a critical factor in improving relations.  We are educators and we can make a difference.

Indigenous Peoples Day gives us a chance to celebrate the joy, humour, music, art, dance and storytelling of Indigenous Peoples. This year we formed a committee to create a slide deck with some suggestions for the various grades in our school. I’ve included some of the links below.

It would be better to have people present in a live, interactive format rather than relying on video.  This is an improvement I would like to see made in the future at my school.  Dancers, storytellers, artists, musicians, scientists, writers and other guest speakers who are First Nation, Métis or Inuit have given fantastic presentations to my students in the past.  If you want a speaker for June 21st, you have to book months in advance and be prepared to offer alternate dates.  For example, I noticed that our local municipality offered a celebration of Indigenous Peoples on June 25 at the local library and the event included drummers, beading and food.  

Another part of our day included encouraging classes to spend time outside and reflect on their relationship with the land.  What does the land look like where you live? How is it used? What can we do to protect and give back to the land?  Similarly, what can you do to protect water where you live?  Our relationship with the land is the key part of the land acknowledgement that our school reads every day and our students can benefit from outdoor experiences that help them become more aware of the interdependence of all living things. 

I hope you were able to learn, laugh and celebrate on Indigenous Peoples Day. There are numerous events throughout the summer to celebrate with Indigenous Peoples and reconnect with the land. Hopefully we will all have plenty of opportunities to do so!  Here are some links that our staff and K-8 students used this year:

CBC Kids – What is Indigenous

Molly Of Denali – Northern Lights 

DJ Shub feat. Northern Cree Singers – Indomitable

Métis Red River Jig with Hip Hop fusion

Inuit String Game Story

ETFO Going Beyond the Land Acknowledgement

ETFO First Nations, Métis, and Inuit Education 

It’s time, and I am excited! I will retire from full time teaching on June 30, 2023. Looking back I see all the adaptations educators have made over the past few decades. From handwritten report cards to sharing floppy disks to shared online documents.  Sometimes it is very challenging to be a teacher but the rewards of the job are immeasurable. I’d like to share 7 reflections during my retirement countdown.

1.Expect Change 

Policies, curriculum, class lists, grade assignments, and technology are just a few things that have changed regularly throughout my career. It was not always easy to take these changes in stride but as my career went on I found I could usually shake off my initial resistance and adapt. 

2. The days are long but the years are short

Some days drag, don’t they? And yet here I am looking back asking, where has the time gone?

3. Take care of yourself

There are times when someone might say to you, are you aware of the Employee Assistance Program? I encourage you to listen to those friends and go ahead and get some help with mental health. We all have internal struggles that can become overwhelming and impact our relationships and our job performance.  Getting advice, counseling and support from a therapist can be life-changing. 

Similarly, I have found it helpful to take charge of my physical health and make it a priority.

4. Lead by example

I discovered some simple tricks from my soft spoken friends. I bring the class energy up and down with my body language and voice. I also set the tone for kindness, manners and joyfulness  in my classes. 

5. Rest

It’s not always easy to make yourself a priority but it’s your #1 job to take care of yourself. So go to bed early or take a nap -after work! (It’s very uncomfortable to nap with your forehead on your desk, right?)

6. Rely on your colleagues for support

I’ve been blessed to work with so many awesome humans. Our union local has also been fantastic for providing support and learning opportunities. We are stronger together.

7. Celebrate!

Chances are you are teaching because you want to make the world a better place. Remind yourself constantly that you are doing just that.

I pass the torch to you. I see the eagerness and energy of new teachers and I hope you can enjoy all the magical moments ahead.  It’s been an incredible 31 years and I’m eager to see what else life has in store for me.  One of my retirement goals is to stay connected to education, so I hope to switch to the role of occasional teacher in September.  Beyond that I will be doing what my retired friends have suggested:  Anything I Want!

I wish you all the best in your year-end countdown!

Using technology with students is not always in my comfort zone but that didn’t stop me from trying out bee-bots with kindergarten students. A bee-bot is a type of programmable floor robot designed for children ages 4-7.  I wanted to see what would happen if we followed the kindergarten model of exploration and play as a way to guide a coding inquiry with bee-bots.  Here’s what I discovered.

As you can imagine when I brought 12 bee-bots into a kindergarten classroom for the first time there were squeals of excitement.  We sat in a circle to have a lesson on how the directional buttons controlled its movement and the green GO button would get it started.  Then we cleared the programming by using the X button and started over again.

Students worked with a partner, taking turns programming a bee-bot to see where it would travel.  They seemed most happy when bee-bots unexpectedly went under chairs or bumped into a shelf or wall.  Getting a bee bot to spin around repeatedly was a favourite activity of one group and another group was determined to get just the right number of commands to make the bee-bot cross the classroom.

As a prep time coverage teacher, I visit kindergarten weekly with a cart of learning tools. The cart has a variety of materials to cater to different learning styles and I refresh it with new items often. The bee-bots had been on the cart for a while and interest was waning so I got out the bee-bot maps and the covers that look like stormtrooper helmets.  These new items have refreshed interest in the bee-bots as students can program the robots to find treasure on the island map or go shopping on the town map.  

One challenge the students tried was to program the bee-bots to have coordinated movements so they look like they are dancing.  Another challenge was to have the bee-bot knock down a small tower of blocks.  I noticed students were engaging in dramatic play with the bee-bots taking on the roles in stories they were creating so we tried programming the bee-bots to retell a familiar story, Goldilocks and the Three Bears.

In another class, the students noticed the bee-bots had a little hook on the back so they invented trailers to test the bee-bots’ strength. Then they tried to hook the bee-bots together so that one was dragging another around . They created a human tunnel using their friends’ legs to see if the bee-bots could make it through.

As a group we used the website https://beebot.terrapinlogo.com/ and tried out different maps. This allowed me to review directionality and the way that coding sequences are recorded in the bee-bots.

All in all I’d say the bee-bots have been very successful in kindergarten and that the students have created many more ways to play and learn with these tools than the very straightforward coding lessons I was thinking we would do.  

As with most trial and error attempts in my career I learn alongside the students.  I would definitely use the bee-bots again and allow students the opportunity to explore and play with the concepts of coding.

I’m writing today from the shores of Rice Lake, where I’m attending a women’s retreat for seventy Kawartha Pine Ridge ETFO members. Sharing a cabin with three long-time colleagues, we are here to “Refresh and Ignite .” At dinner last night, we heard from Ontario NDP leader Merit Stiles about the importance of women in leadership roles, followed by a very entertaining round of Drag Bingo featuring two outstanding performers: Betty Baker and Sahira Q. There are a variety of sessions offered this year including outdoor education using wonder wagons, coping with burnout, breast cancer awareness, health care from an Indigenous perspective, landscape painting, humour/comedy, and yoga.

Attending retreat weekends takes coordination and effort, and many women have multiple roles of responsibility. There were years when I could not work the retreat into my schedule, but I’m so happy to be here today, even if the skies are gray. There is strong camaraderie and a friendly atmosphere for us to laugh and learn together.

Why is this retreat just for women? We have a history; before ETFO existed, our teacher unions were gender-based. The rise of women’s rights over the past century has allowed us to look at women’s issues and note that women need opportunities to connect in a safe environment. Saturday’s informative keynote address was by ETFO vice-president Shirley Bell. She reminded us that ETFO is mandated to fund and create women’s and other social justice programs. She said, “women need to see themselves reflected in leadership.”

Our local also held an all-members retreat this year for the first time. I’m sure this event will grow over the years. I appreciate the outstanding leadership at our local office and the dedicated volunteers who put the retreat together. I can’t emphasize enough how many fabulous opportunities there are within ETFO, and I encourage readers to explore how to be a more significant part of our union.

Further Viewing/Reading:

Equity and Women’s Programs Annual Report. 2022. ETFO.

Hanson, Andy. 2021. Class Action: How Ontario’s Elementary Teachers Became a Political Force.

It’s Elementary: 2020 Edition

Created in 1939, the NFB is a federal agency under the Department of Canadian Heritage. Its mandate is to create, produce, and distribute distinctive and original audiovisual works that reflect the diverse realities and perspectives of Canadians, and to share these works with the people of Canada and the rest of the world.  Source

Using audiovisual media with our students helps create a dynamic learning environment. As Canadian educators we can inspire our students by promoting Canadian filmmakers. Canada’s National Film Board provides many examples of film and video across all subject areas and age groups. Here are some examples of NFB content that are particularly suited to elementary educators. Please explore the NFB Education page and the NFB Blog for many more films to use in your classes. If you would like to work with other Canadian educators who promote the use of NFB content, then consider applying to be part of the NFB Educator Network.

Private Eyes Ages 6-9

Why is it important to respect individuality and encourage independence?

Topics: Independence, Physical Disabilities, Visual Impairment, Blind, Senses, Braille, Companion Pets, Communication, Confidence, Self-Worth, Challenges, Resourceful

Film Length: 14 minutes 26 seconds

Overdose Ages 6+

How does stress impact your life?

Topics: burnout, stress management

Film Length: 5 minutes 30 seconds

Elbow Room  Ages 7+   

How can you express your emotions to others?

Topics:  conflict resolution, emotion, dialogue, compromise

Film Length: 8 minutes 30 seconds

Big Mouth Ages 8-10

Is telling the truth always the right thing to do?

Topics: Truth, Communication, Social Relationships, Empathy, Unique Character Traits, Differences, Poetry

Film Length: 8 minutes 20 seconds

Star Wars Kid: The Rise of the Digital Shadows   Ages 12+

How has the rise of social media and digital technology used entertainment and sensationalism to overshadow responsibility, human dignity and human rights?

Topics: Consent, Social Media, Technology and Innovation, Cyber-bullying, Identity, Self-Esteem, Media Ethics, Privacy, Online Relationships, Digital Environment

In Full Voice  Ages 11+ (In French with English subtitles)

How can we deconstruct and disrupt anti-Muslim racism by understanding the specific and diverse experiences of Muslim women?

Topics: Muslim women, Islam, Islamophobia, diversity, identity, religion, gender, spirituality, stereotypes, culture, intersectionality

Film Length: 52 minutes

Warnings: It is important to take a trauma-informed approach to this learning. It is not uncommon for Muslim students to experience Islamophobia in various aspects of their lives. Non-Muslim students may not be aware of the challenges Muslim students face. It will be helpful to inform and prepare Muslim students, with care, that this film may bring up some difficult emotions. It will also be helpful to remind all students of class guidelines and agreements about the discussion of difficult topics.

Hi-Ho Mistahey  Ages 12+ 

Why isn’t the right to a quality education universal in Canada?

Topics: Treaties with First Nations, Indigenous Rights, Oral Promises, Constitutional Rights, Indian Act, Underfunding, Departments of Aboriginal Affairs

Film Length: 1 hour 40 minutes

With Earth Day, World Environment Day, and World Ocean Day approaching, your students will likely hear about complex and devastating ecological issues. In the second part of this blog on eco-anxiety, we look at how you can help students cope by taking action to solve local environmental problems and teaching advocacy skills. 

Go Outside and Take Action

Local environmental problems need leadership to be solved. You and your students can take steps to show your community how it’s done!

Partner with Local Indigenous Communities:  Your school board has an Indigenous Education Consultant who can help you connect with Indigenous speakers and organizations. As educators respond to the Truth and Reconciliation Calls to Action, it is important to build relationships with local Indigenous Peoples who can offer authentic teachings.  They can help you with projects like ours, pictured above, choosing plants that have significance for the schoolyard. Learn about Indigenous perspectives and teachings to improve our relationship with nature and the need for wise use of the planet’s gifts. 

Grow Food:   I find potatoes the most straightforward food to grow in a schoolyard (pictured below). They require little attention; just loosen the soil, dig a hole, and plant a seed potato. You may add mulch or be prepared to pull a few weeds over the summer. Dig up your potato crop a few months later. This is a rewarding and delicious project!

Prevent Plastic Pollution: To stop plastic from ending up in waterways, I encourage you and your students to pick up litter around your school and recycle everything you can. 

Guerrilla Gardening: Plant wildflowers wherever you can. Pick plants that suit your area. We’ve had success with brown-eyed Susan, yarrow, and even trilliums. 

Raise and Release Butterflies: Painted Lady Caterpillars can be raised in spring, and monarchs in September. Release them near the wildflowers you planted. This project is not difficult and is very memorable for students. We rely on the generosity of the school council to support this project.

Learn about Advocacy and Do It

Students will be inspired by studying successful environmental advocates. Autumn Peltier is an excellent example, and she said these inspiring words:

“I feel like not only adults, but teachers and the education system have to empower [youth speaking up] and mentor that. Speaking up and using your voice is very important, something I feel like should be taught.” Source

Students will learn essential life skills like letter-writing, public speaking, and critical thinking when advocating for solutions to environmental issues.

Your school could challenge another school to work on a local environmental issue like composting lunch waste or a community litter clean-up. You could evaluate ecological problems in your school and advocate for better use of resources, energy saving, and walk-to-school campaigns.

Access Environmental Education Resources For example, the ETFO Climate Change Primer : 

“As part of ETFO’s ongoing efforts towards equity and social justice, this new resource was developed to inform the membership about how the themes such as environmental racism, colonisation, and migration merge with climate change. This resource includes terminology, case studies, acknowledgement of change-makers, and resources for members to build their knowledge and understanding to inform their instructional practices. ETFO Members play an important and crucial role in raising awareness and creating learning environments for students that promote dialogue using a social justice and equity lens.”

Watch Canadian Films like the 5-minute animated short “What Rhymes with Toxic” by the National Film Board (grades 6 and up). The turtle in this film argues with a town council member who denies the health impacts of a chemical spill. Your students could write to your local or provincial government about environmental issues in your area.

Check out Ocean School. It is a free teaching resource with lesson plans to accompany videos. Included in this resource are Indigenous and scientific worldviews of ocean issues.

I hope you got some inspiration and will get your class outside for some environmental education this spring. Please let me know if you have other favourite resources for this topic, as I am always looking for ways to engage students in environmental education. Have fun learning outside and reducing eco-anxiety!