Author: Brenda MacNaughton

This December marks the 75th anniversary of the United Nations Declaration of Human Rights, which was drafted in 1948.  This blog highlights a few films produced by the National Film Board that can help address the topic of human rights in K-8.

With older elementary students human rights can be discussed with some historical context. The UNDHR was adopted by a very young United Nations in the post WWII era. Ideally, all of the rights in the declaration would be in place worldwide but there are no countries that are at that point yet. Progress is being made but students may be left feeling helpless as they are aware of atrocities taking place today and in the past.  A film like Hope Builders can make the difference.  This 90 minute film shows Canadian students creating positive change in their community on a year long action project.  It’s a story of teamwork and empowerment, showing the struggles and successes the students had. It ends with an uplifting community meeting that shows how much students can accomplish with good leadership and adults who demonstrate faith in their ability to reach their goals.

For younger students, there is a wordless, animated, 5-minute film called The Orange. It takes place in a classroom at lunchtime and addresses that everyone “has the right to a standard of living adequate for the health and well-being of their family, including food.” It’s the perfect film to introduce young children to the ideas of sharing, caring and empathy.

Finally, for grades 4 and up there is a film called Why? This animated short film gives students a chance to reflect on how war and poverty can have a negative impact on children reaching their full potential.

Viewing and discussing these films can help students see the world from different perspectives. We can encourage students to take a role in improving human rights in Ontario and Canada by writing to various levels of government with concerns about clean drinking water for First Nations, health care in rural communities, and access to shelter and food, to name a few.

Please keep in mind that discussing human rights can be triggering for students who have experienced trauma.  Beginning the lesson with a compassionate introduction and full awareness of students’ backgrounds and needs is recommended.

Resources

United Nations Declaration of Human Rights 

NFB – Hope Builders

NFB – The Orange

NFB –Why

 

My experience as a prep teacher began with my wish to be the teacher-librarian. I was so excited at the prospect of developing the library collection and sharing my love of reading with students that I took the job eagerly. Little did I know what a fantastic learning experience I would have. Like all teaching positions I had days that were incredible and some that were not.  Each prep teacher has a unique schedule and it can feel somewhat isolating to be alone in the role. Today I’m writing to remind prep teachers of their important role in the school community.

One of the most successful strategies I used as a prep teacher was to develop a very positive and collegial relationship with the homeroom teachers and all support staff. I went to my colleagues for details about students, advice on behaviour management strategies and sometimes we approached students and parents as a team to solve problems we were experiencing. Once we had a grade 1 student who was having the most difficult time remembering his classmates’ names even though he had a great memory for facts and information. He also had frequent falls and collisions when I had him in gym class. His classroom teacher and I had a talk and suggested having his eyes tested. He got his first pair of glasses and he became more confident and skilled in physical education plus he could recognize his classmates and began making friends.

The prep teacher position can be extremely rewarding. I loved seeing students over several years and getting to know some of their unique abilities in the subjects I taught.  We developed strong connections even though I was not the homeroom teacher. Getting to know the students over time was also very helpful in making book recommendations during the library period. I knew who wanted the books on soccer, hockey, jokes, pets, art, musicians, etc. 

For some students the subject that the prep teacher covers is the highlight of their day or even their week! It’s a highly meaningful and important role to play in the school. I found I could help coordinate school wide events because I worked with so many staff and students.  In a large school it can be challenging to know everyone but the prep teacher gets that chance. Students appreciate being recognized and noticed when they walk down a busy hallway. It helps a school feel safer and builds a trusting learning environment.

If you’re a prep teacher I hope you know you are not alone and you can reach out through social media to contact other prep teachers for suggestions. And if you’re not a prep teacher I hope you will consider trying the role one day.  It might be just the change you are looking for. Also, let’s tip our collective hats to the prep teachers out there and say thanks for bringing their subjects to life for our students.

In part one I wrote about the importance of safety as an Occasional Teacher. This month I started my days by discussing safety with students as part of my introduction and reminding them that in order for our brains to be ready to learn we need to feel safe. That includes being safe with our bodies, tone of voice and word choices. Then I worked on learning their names to build a rapport. I’d refer back to being safe throughout the day when issues would arise and it’s been helpful in creating a positive learning environment. Most of my work has been in the primary division so I’m interested to try this strategy with older students to see how it works.

Let’s address a question from one of the Heart and Art readers that is on the minds of Occasional Teachers everywhere, “How does one stay familiar with the changing technology presently being used in the classroom?”

I can relate to this question because I am not someone who adjusts quickly to new technology. I think I had access to Google docs for a decade before I started using it. Nowadays many teachers email me a link to their day plans with links to online resources included. I need to be connected to a projector and/or a Smart board to implement most lessons. In using this equipment I have to troubleshoot issues with sound, connection and even markers. Solving problems while keeping students engaged is very challenging but I know it’s worth it because the technology can engage more learning styles and reduce students being off-task.

Preparation is key. If I have the day plans the day before then I will read them over and be aware of the times that a laptop and/or Smart board are needed. If there is a laptop cart being used by students then I need to ensure there is time in the day to safely transport the equipment. Sometimes I need to try out an app that students are using or at least read or watch a video about it so I can assist them.

So far, I’ve found that students and colleagues are the best resource for addressing questions with technology. They are most familiar with quirky situations that arise in individual schools or classrooms. For example, I was in a room using a white board rather than a smart board and I could not find a dry erase marker but the students came to my rescue. In another room I accidentally plugged in the 3D projector instead of the Smart board projector but a colleague spotted the issue quickly.

If I’m feeling unsure about technology there are a few places I go for help. Sometimes the youthful people in my life can figure out my question immediately. This often happens with my cell phone. I have teacher friends in person and online who are an excellent resource. There are numerous groups in social media and I can pose a question there and usually get help very quickly.

My school board has a team who will answer questions and host professional development sessions on the latest software and hardware being used. ETFO also hosts pd opportunities that focus on technology including the summer academy.

Technology has changed constantly throughout my career. There were times when I had to learn and adapt quickly as new applications and equipment were introduced. Keeping up with the changes has helped my confidence and I’ve learned it is ok to ask for help, even if it turns out to be a very simple problem.

My adventures continue as a new OT and I may find more blog topics to continue this series. In the meantime, happy teaching!

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.