daring 2024 – dragon edition

Au revoir janvier. Cue the fireworks as we look forward to the year of the Dragon along with many of our students. What a natural segue to a follow up to my earlier post daring 2023 where I unpacked what was daring in my classroom last year. For now though, let’s talk about dragons.

In the spirit of transparency, I am not a huge fan of fantasy books, neither of games with the word dungeons in them, nor into television shows where dragons are used as war machines in by gone Scandic empires. I am a fan of the book Dragon Rider by Cornelia Funke and of the mythology, stories, and art about dragons in Asian culture. Most of what I have learned about the latter with regards to the cultural significance of the Chinese Zodiac has come from my students, and their families. As a result, I am always gifted with something new from those interactions. Whether it is during an in school celebration of Lunar New Year when students dress in traditional new year’s clothing from their culture, or a retelling of activities shared at home with extended family.

I may have also wondered whether the 12 year cycle animals and their respective traits correlates at all to what goes on from year to year in the classroom. Would I know well enough to differentiate with such limited experience? I was born in the year of the Horse after all. In a nutshell, I am adventurous, energetic, and independent, but lack academic intelligence. This really means I am going to need the whole village to point me in the right direction, but I’ll get there at my own pace once I know the way.

For reals this time: a bit more about the Year of the Dragon – 2024.
“Years of the Dragon include 2036, 2024, 2012, 2000, 1988, 1976, 1964, 1952…
People born in Dragon years usually possess natural courage, tenacity, and intelligence, often displaying enthusiasm and confidence. In Chinese culture, the Dragon holds a significant place as an auspicious and extraordinary creature, unparalleled in talent and excellence. It symbolizes power, nobility, honour, luck, and success.” via Year of the Dragon:

Talk about daring 

If the characteristics of a dragon are not filling your thoughts about the work we do as educators, take another look at the list of traits above. Even with my horse-like tendencies, I can relate to the exciting, daring, and dignified descriptors used to define dragons, I mean educators. As we move forward through the Year of the Dragon, let’s all be daring enough to recognize the incredible courage, determination, and energy we all bring to school each day.

The fact that only 1/12th of us are born in the Year of the Dragon is not being overlooked. If we look at the other years/animals of the Chinese Zodiac we will find numerous positive traits that educators possess as well.

Let’s dare to acknowledge and celebrate the work we do and the accomplishments of those around us. Let’s hold our heads high even when time’s get tough. Let’s dare to try new things and take chances without fear of failure. Let 2024 be the best Year of the Dragon ever- unparalleled in talent and excellence”.

YOᒐ

 

picture of a holiday JOY sign taken from behind so letters are shown in reverse
photo by author

No joy, no peace.
Know joy, know peace.
Perhaps this simplistic approach may lead some philosophers, I mean educators, to search for specific pieces of peace as part of putting their own life’s puzzle(s) together. Or maybe not. It’s good to have a choice in matters of this nature. 

As simple as the adapted axiom above reads, it becomes much more perplexing when, as, and if pondered.

Call it YOᒐ

So what happens when joy takes a holiday when doing the work that you love, and all that you are left with is its opposite? Without this becoming a full on self help post, I will attempt to work out my thoughts in the paragraphs below. 

At first blush, the answer comes with equal parts complexity, scheduled and unscheduled situations, and a litany of responses ranging from (over)reactionary to nuanced. I never said it was going to be easy, right. I also didn’t say it has to be difficult either. 

Finding our own versions of JOY while trying to avoid YOᒐ might as well be like trying to distil our own definition for the meaning of life. And you can’t use 42, Adams already gave us that one. What brings us JOY or YOᒐ is personal, elusive, and evolving. We are humans after all, and our tastes and needs are subject to change or be changed whether from inside or out? Joy will look different from one person to the next. One person’s perceived worst day ever, may only appear to someone else as an opportunity to gain knowledge and grow from the experience. 

The winter of my disco tents will lead to a rockin’ summer

Looking at JOY and YOᒐ as seasons instead of life sentences has been helpful for me. 

In fact it has become very clear that each and every day has the potential for us to take a time warped trip through the seasons complete with blizzards, droughts, refreshing rains, and warming sunlight. Whether we wither or weather the storms depends on first knowing who we are at the core and what emotional strengths we draw from to meet the demands of each day’s tempests.

Will I be ready with an umbrella for life’s downpours or will I be looking for towels because I left the windows down in my car? Will I be ready to shield myself with a supportive network of caring colleagues from the cold of self-doubt and discouragement when things are not working in the classroom or I am feeling unsure? Will I be ready with sunblock, glasses, and a hat to appreciate those warm days? How about you? With so much of our well being anchored in our mental health, it is crucial we know how to prepare and where to seek a proverbial shelter.

JOY is…

The feeling of sipping your coffee or tea when it is still hot, warm, or from the same day it was made. It is having all of your students in the classroom. It is a week of uninterrupted school life at the speed of learning. Joy is seeing the eyes of students light up when they accomplish a goal. Joy comes from having a purpose? Where it gets really good in our lives happens when we can combine what gives us joy, with what we love, with our purpose, and talents. This in essence is the Japanese concept of Ikigai.

For me, there is joy in knowing I am working in a space that I love and using the skills/gifts/scars/lessons thus far to occupy my place as an educator. Over the past 15+ years there has been far more JOY than YOᒐ too. It doesn’t mean that we are on easy street until our final days, but that each day we are presented with JOY or YOᒐ will be an opportunity to shine brightly or strengthen ourselves or one another.

As we navigate this season of low daylight and high workload, I just wanted to remind you all that you are purpose and passion in action. You are the light to so many even after the sun goes down. Thank you.

daring pt 2023

Saying goodbye to another year can stir up a lot of emotions. I found myself reflecting about a farewell post to share with you knowing it will be one more that brings me closer to the end of my time here on this platform.

This in itself is not yet a goodbye, as there are still 6 plus months of writing to come. It is, however, a great chance to look back and look forward from the precipice of one year’s end and towards a new year ahead. Maybe this is a function of age or some other memory related trope, but I will prattle on nevertheless.

As a result of this melancholic thinking I find myself asking, “what did I do in the past year that was daring as an educator, and what will I do in 2024 that will be daring as well”? I guess I need to consider what counts as daring because this can be construed as mere subjectivity if it does not mesh well with the minds of others as it is intended. Dare I go on? 

Daring can conjure up a lot of imaginary thinking from one to the next so before you conflate ‘daring’ with dangerous please read on.

Looking back on 2023

From an outsider’s point of view, 2023 couldn’t have been more normal considering the turmoil of the lockdown, online, and hybrid models we taught through in the years prior. The joy of not having to prepare and deliver lessons for two different grades of in-class and online learners while not having to worry so much about social distancing, masking, or illness was cause for much rejoicing. As 2023 started, it felt like we were really coming out of the pandemic and I was able to really focus on my students. 

This meant taking time to reimagine what learning needed to look like for students who experienced learning in a manner that had never been delivered to them before. Daring to go back to old(er) ways didn’t seem right with my students. They needed something else, and that came in the form of social emotional learning more than academics. 

So 2023 started off with more team oriented and collaborative projects that asked students to recapture their abilities to listen to one another to accomplish a goal with just as much importance as succeeding at learning the curriculum infused within it. My goal was to put the individual learner back into the spaces that were stolen from them by COVID19.

Admittedly, there was a lot of work to do when it came to assessment, but that in itself was also a chance to be a bit daring too. Before you dial 911, please remember that we were all given a new hand of cards to play with during the pandemic. What we knew beforehand was only going to serve as a starting point and not a return destination.

It was, to forgive the pun, like the beginning of new year. It was full of promise and without any mistakes in it. Assessment became a chance to have students see themselves reflected in how they wanted to show their learning. We took time to democratize rubrics and methods to demonstrate understanding. For us that meant fewer pencil and paper tests, more conversations and check-ins, more feedback, and many more chances to revisit learning. Instead of teaching, testing, and moving on we learned, lingered on what needed more time, unlearned, and relearned as often as needed.

Yes, we still managed to get the whole curriculum and it was a government mandated standardized testing year as well. 

I think that 2023 also allowed me to dare a little more boldly into my lessons when it came to social justice focused on BIPOC excellence and culturally responsive and relevant learning opportunities that went beyond the heroes and holidays. Instead of a single day or month, these conversations became part of our class logos, pathos, and ethos. Ultimately, it allowed my students to feel seen, heard, and empowered with greater understanding of one another which also led back to the social learning I set out to teach to start the year. 

Being able to work with my class to start 2023 carried over nicely from January to December even with my new, much quieter, cohort of students and I am seeing the fruits from taking those chances earlier in the year even though the delivery is definitely different for this group, the goal to teach to their social emotional needs first remained. 

On a personal level we sold our house, moved, and continue to unpack. In between all of that were 3 weeks of summer school teaching, and a quick trip to bury an uncle. Life did not skip a beat when it meted out the highs and lows of 2023. For all of them, I am thankful to be working in a wonderfully led and staffed school filled with caring and curious learners each daring to take the steps towards discovering and developing their talents.

My next post will look at how I might be daring in my classroom in 2024. I ask you all to consider that too and share your thoughts in the comments below.

what happened

Imagine a last week of school before the winter break that was so crammed with activities that when the bell sounded on the last day that there was applause and a collective exhale?

Imagine a last week of school that collected, organized, logged on a spreadsheet, and delivered over 600 non-perishable items to 2 local food banks?

Our class split into 3 groups (logistics, sales, and marketing). Each group developed and defined their roles in the project which included creating marketing materials such as posters to place around the school and daily announcements for the duration of the campaign. Our sales team was in charge of creating grade level appropriate presentations for grades K to 2, 3 to 5 and 6 to 8. Once the campaign started our logistics team collected the food from classes and drop off points, sorted them by type, checked for best before dates, and logged the items on to spreadsheets.

Imagine taking time for a kindergarten concert, a dance, and some class social activities? This included sending notes and games to our Sweet Secret Santa class in the school, and then joining them for a surprise shared read aloud. It also gave us a chance to cheer for their singing performances too.*

Imagine getting caught up on past work so that there was nothing to work on over the holiday? Perhaps it is a personal preference that has developed over the years, but I like to clean the homework house before extended breaks. It is not my goal to burden my scholars with busy work. Instead, I choose to encourage them to be helpful at home. I shared that washing dishes, doing laundry, using a vacuum, or tidying up will be good habits to start forming now in advance of those post secondary days away to come. 

Imagine having to do, not one, but 2 assessments on the last day before the break? That’s on me. I hate deferring good assessment opportunities for which all the prep has been put in. Plus we can all return to new learning once the break is over. 

Imagine not watching a single movie other than a few Bugs Bunny cartoons? If you want your kids to see movies in my class, then you are going to be disappointed. TED talks, short docs, creative animations or music videos (OK Go), and classic cartoon shorts are what you’ll find queued up. 

Imagine a team puzzle solving challenge that asked students to be leaders and encouragers when under pressure? I thought that this might be fun instead of playing a Kahoot or Blooket (both of which I really enjoy) for a change.

I found two 200 piece puzzles at the Dollar Store. The neat thing was that the puzzles were 150 cm x 30 cm in size. The large pieces made it easy for the 10 plus students to see who gathered around the large table to put it all together as quickly as they could. On the line, bragging rights and a bag of cherry blasters (gelatin free). My only advice was that good teams/leaders work hard at encouraging one another, not yell at each other. 

It was really interesting to watch the two teams (boys vs girls this time) work together. I witnessed two totally different, yet effective collaborative approaches. In my mind this activity was only going to take a half an hour to complete so I set it up before lunch thinking it would all be over just in time.

Nope. 15 minutes into their lunch time, students were still buzzing around their puzzle tables working on their team task before one team prevailed. Victorious and magnanimous they shared their prize.

Photos by author. Edited using Prisma app

Imagine tidying up the class so that it sparkles for our return? Sweeping (me), tech , art supplies, books, math manipulatives all organized, book boxes and lockers cleaned out, and chairs stacked in manageable piles (students). This ongoing chance to model responsible class stewardship never gets old. I always love the zen moments that come from sweeping.

Imagine saying happy holidays, Merry Christmas, and peace on earth? 

That’s what happened. 

p.s.
Imagine being home for two weeks? For some these weeks will be the toughest times where they may not feel as connected or seen as they might be at school. My hope is that all students and staff will come back rested and ready for the next 6 months at school. Wishing you all the best for a healthy 2024. 

* It’s been a while since I have seen a JK/SK concert which was so entertaining and out of the traditional Rudolph and Frosty box. Based on student and adult audience reactions, I was not alone in this opinion. 

speak up

There are a lot of privileges and responsibilities when it comes to using our voices as educators. The potential to inspire and aspire to greater things or to cause irreparable harm if and when we do should serve as a reminder of how we use our voices and who might be listening.

Sometimes, there is an urgent need to speak out against injustice. Did I type sometimes? I meant all the time when it comes to injustice, and that need to do so seems to be happening a lot more frequently in our ever connected world where it is now possible to know about everything, everywhere, and all at once.

Maybe it is a bi-product of years on the frontline of interactions with learners, family members, and other educators, but teachers possess powerful voices. It is in our nature to ask questions, seek answers, and to reflect/learn/draw from it all. Whether it comes through uniting with others in the fight against racism, apathy, or injustice or in active allyship with once silenced voices historically left out of important conversations there is a need to speak up. 

Some find their voices in virtual spaces via social media posts and reposts? For others, it’s in solidarity through meetings or rallies? Our need to speak up can be triggered through moral dilemmas too. What troubles one soul may not immediately trouble another. When it comes to if, when, where, and why we speak up the results vary. How we speak up has evolved greatly.

As a blogger, I am able to use this space and others to purge my thoughts. Podcasts can also be a strong way to share too and they come with the added layer of hearing the passionate tones of the content creator. Maybe it’s because I am more of a writer now than a broadcaster, but I’m still a fan of the idea and potential of handwritten letters. Letters signify that someone took the time to write, address an envelope, and pay for postage. When written(not typed) they demonstrate a personal touch that is often lacking in an email. Talk about making a commitment to sharing a point of view. There is also an art to it when done correctly, and this is what has captured my thoughts as I plan a mini writing unit. 

 A single letter to an organization is often considered to represent anywhere from 15 to 20 other people who share the same opinion. So, my students and I are about to embark on a letter writing exercise, and I have to admit that this has me thinking of the possibilities and conversations to come. As I shared in an earlier post, my students tend to be a little quieter than most. Despite their introverted leanings, or because of them, they are pretty strong writers. Hence the idea to write letters.

For me, this unit will focus around supporting students and their needs. I want to make sure the voices (theirs) in our classrooms serve as conversational conduits that can lead others to critically examine the world around them in order to gain a deeper understanding of its numerous and nuanced issues. With our letter writing project, I am hoping students will really discover, develop, and use their voices to deliver their ideas through respectful correspondence that asks questions of their own while addressing the actions of those making the decisions right now. 

In advance of all of this, we have been considering the differences between elementary schools and secondary schools. This has ranged from chats about course offerings, extra-curricular opportunities, and facilities. It has also led to the realization that the field is not completely level. Hmm? We have also had discussions around some lighter subjects such as the way no one seems to listen anymore, academic angst, the climate crisis, geo-political strife, and playground life. Regardless of which issue they choose to address, the goal will be to amplify each of the voices in our learning space. 

Another way to look at equipping students to use their voices might also be preparing a way for the future voices of others to be heard and or to carry on once our voices are no longer present. Call it strategic succession planning if you will, but learning to speak up is an important skill to share from one generation to the next regardless of the form it takes.

 

wha’ppen

I used to listen to a lot of ska (two tone) music during my youth. It was time well spent. Hearing the steady rhythms and upbeat lyrics from the Specials, the Skatelites, and Madness always put me in the right headspace. Now, before you think I have overlooked another key group, look back at the title of this piece, and know that the cornerstone of my record collection was occupied by the English Beat.

Wha’ppen was just one of the many albums to frequently spin on my turntable. While listening, I would read about how this band formed and who played which instruments, arranged the melodies, and crafted the lyrics. I learned that wha’appen was patois for what’s happening? This was my first time hearing a different dialect of English, and it came with a sonic introduction to a whole bunch of new vocabulary too. I also learned that The English Beat formed as a response to a great deal of socio-political and musical upheaval happening in England and around the world at the time.* 

As a teenager, it was really cool to listen to music that wasn’t being played on the radio, and to listen to the collaborations of this group who did not outwardly resemble the lineups of most rock or punk bands that I had known before.

The English Beat looked and sounded differently than others. They incorporated ska, rock steady, roots, along with reggae and infused it all with thought provoking lyrics which were anchored by upbeat tunes and creative instrumentation. This music was unlike anything else I had heard before; with the exception of Peter Tosh or The Wailers.

So what does a memory lane visit about the English Beat have to do with helping teachers at all phases of their careers? Well, it’s about taking time to remember what motivates you. Regardless of who was blasting out of my speakers these artists provided a soundtrack to my life that lifted my thoughts and spirit at a time when I was making decisions that would impact the future.

40+ years later, these songs still bring me joy. It’s not that there haven’t been other musicians and genres to achieve similar revered status because there are dozens that comprise the soundtrack of this teacher’s life. So far. I also love sharing these songs with my students. 

In her P3 Podcast, Noa Daniel asks guests to pick 3 songs (nostalgia, identity, and pick me up) that best represent them. This project was actually inspired by a classroom project Noa shared with her students. Participants picked their songs and then had a chance to discuss them with Noa. I loved sharing my 3 songs with her. 

Music has this way of breaking down barriers and opening up our minds to experience the thoughts and melodies of others. Music is ageless, timeless, and boundless. I can’t think of a better medium or time to remind others that music allows us the chance to listen. And when we listen, we gain understanding, knowledge, and joy. We also gain a chance to process wha’appen each time we put on some tunes. 

Teachers experience a lot of sounds throughout their days in the classroom. Not all of them are soothing. Some sounds are downright dissonant, while still others are reflective of the emotions being felt in our classrooms. After a hectic month of report prep, instruction, and parent conferences, I am thankful to have so many tracks that help to steady my heart and mind from day to day. 

One more thing: I was thinking about walk-up songs. You know the upbeat samples that come on at sporting events when a particular player is introduced. I was wondering what your walk up song would be? What came to mind first might not even be your favourite song, as if anyone could pick just one. Even after much deliberation, I still struggle to decide, but the first song that came to mind was Sabotage by the Beastie Boys. I am sure that a completely different song will pop into my head next time. 

Please share your song in the comments below. Happy listening. 

*Nothing has changed but the day, month, and year on the upheaval front. Sigh.

the vowels of education

Phonemes, morphemes, and graphemes. Oh my!

It is like a linguistic speech, sound, and readapalooza since the new Language curriculum dropped. To celebrate, I wanted to share something creative for everyone who has ever witnessed the incredible joys of learner language acquisition. 

vowels of education

a – attitude, acceptance, alacrity, artful, acknowledgement, allies, activists, reconciliation,
e – enthusiasm, enjoyment, encompassing, equity, empowerment, reconciliation,
i – independence, inspirational, identity, diversity, inclusion, reconciliation,
o – openness, observation, open-mindedness, opportunity, reconciliation,
u – understanding, unafraid, universal design, bullies, truth
y – rhythm, hybrid, psycho-educational assessments, 

vowel sounds of education

ae- vitae, zonae, nebulae, maestra(o)
ai – aim, wait, mosaic, chairs, prevail
ao – aortas, extraordinary, chaos
au – autism, laud, caution, laughter, plateau
ay – essays, always, relay, crayoned, dismays
ea – theatre, measurement, teamwork, tears
ee – greetings, meetings, burpees, redeemed
ei – reintegrate, eight, eighths, neighbours
eo – video, reorganization, geology, neotypes, people
eu – neuroplasticity, scaleup, takeup, euphoria
ey – obey, eyes, they, convey, beyond, surveys
ia – media, piano, social, biases, dialects, diarchy
ie – friendship, grief, tiers, fierce, defies, belief
io – actions, biology, curious, axions, vision
oa – approaches, broadens, coaxes, coaches
oe – heroes, tiptoe, echoes, poetic, oeuvres
oi – voices, doing, choices, noises, heroic
ou – announcements, curious, souls, yours, ours
oy – joyful, envoys, voyages, deployed, toys
ua – gradual, graduates, equally, nuanced
ue – cues, continue, guesses, valued, issues
ui – acuity, anguish, building, guidance, intuition, equity
uo – mellifluous, quotable, virtuous, virtuosos
uy – buys, wiseguys

eau – beautiful, bureaucracy
iou – audacious, anxious, gracious, curiosity,
uai – quaint, acquaintances, reacquaint,

So much goes on behind the scenes in schools whenever a new curriculum is introduced. With the new Language document fresh off the proverbial presses teachers across the province have been working to familiarize themselves with how to integrate fresh expectations into their instructional milieus. I hope the words shared here will encourage everyone who reads them. 

thank you

It’s been a while since I’ve gushed, but as I was driving to school this week, I started thinking about ways I could show more gratitude for all of the good things that are happening in my professional life. This got me thinking about the staff at my school. In each aspect of the organization, there is much to be appreciated from our incredible office staff, caretakers, EAs, CYWs, DECEs, and admin. In that spirit, thank you, thank you, thank you.

Since this the core of readers of this blog are ETFO members, I will continue before the music plays me off and before being escorted off the stage. Here goes…

Thank you for putting in all the hours that make a difference in the
lives of learners before, during, and after school. 

Thank you for being the only smile that a child might see each day.
Thank you for being the hand that reaches out to a student who is feeling big feelings.
Thank you for being the one who comforts in times of uncertainty.
Thank you for being calm, considerate, and caring when things are not going well. 
Thank you for making sure that new kids feel welcome from the moment they
walk through your doorway. 

Thank you for teaching the basics.
Thank you for teaching the basics over and over again. 
Thank you for teaching the tough stuff.
Thank you for teaching the tough stuff over and over again.
Thank you for teaching morphemes, phonemes, and graphemes.

Thank you for providing accommodations regardless of identification(s) or not. 
Thank you for teaching number sense and problem solving,
and for teaching it over and over again. 
Thank you for extending due dates when needed,
and for allowing retests when things don’t go well the first time. 

Thank you for working hard over the summer to prepare for curriculum changes
even though you should be taking time to rest and recover from the prior year.

Thank you for teaching about truth before reconciliation. 
Thank you for ensuring that Asian and Pacific Islander (AAPI) and Black, Indigenous, and People of Colour (BIPOC) are represented in your instructional resources.
Thank you for reading culturally relevant stories that allow all students to see themselves within them.

Thank you for creating safe and engaging classrooms where everyone feels seen.
Thank you for ensuring that students feel seen and know that they matter.
Thank you for seeing that every learner is 10 out of 10 at something, 
and for helping them discover and develop their unique talents. 
Thank you for hosting a GSA meeting and for displaying a “safe space” sticker. 
Thank you for running clubs and coaching teams. 
Thank you for spending recess after recess sitting in your classroom so students can catch up on their work.
Thank you for making accommodations that support the faith expressions of learners. 

Thank you for helping each other out by sharing resources. 
Thank you for answering questions and offering guidance to those who have recently entered our wonderful profession. 

There is always time for gratitude in this profession and this is my chance to show my appreciation if I haven’t mentioned it enough above. Thank you for all you do. Will

sssh, our students are trying to tell us something

Chaotic, cacophonous, raucous, lively, spirited, loud, energetic, full of beans, demanding, and too loud are all words that have been used to describe my classes over the course of my career. I have also heard irreverent (not disrespectful), confrontational (willing to challenge the status quo), and demanding (using their voices when things ain’t right) too, but that has been mostly in a positive light. To be truthful I have really come to appreciate their ebullience and passion when it comes to occupying their learning spaces. After all, it’s theirs. We just get to work within it.

Until this year, there has been one word not heard describing my homeroom though – quiet. Perhaps it is because we are only 4 weeks into the new year or that this group is still trying to figure out their new teacher (good luck to them) or that I have been blessed with a room that is 80 percent filled with phlegmatic and introverted personality types. Needless to say, the silence has been a bit deafening because this group is q-u-i-e-t.

What’s that you ask? How can a group of 6th graders possibly be quiet? I know, right? Yet, here we are about to take off on a little thought flight.

This year has me thinking about the approaches I am taking with this clearly unique grouping of oddly quiet scholars. Will it last? Am I jinxing myself by the mere mention of their tranquil behaviour? Is this what teaching is going to look like going forward in the post pandemic era of constant connectivity? After all, this group was in grade 2, just learning to fly, when they were grounded for nearly 3 years. How come there seems to be fewer relentless participants than in years past?

Do I need to build more quiet, reflective, and self-directed time into my day? Could this finally be the group that will meditate with me? Do our discussions need to be in smaller groups so those reticent voices have a chance to be heard? How do I honour the A-types because every classroom needs them too?

I started browsing about and found a line that encapsulates what I am seeing right now.

“Behind silent people there is an incredible thinking machine working.” ~Tina Panossian

I know that my quieter learners are working hard. I know that they are figuring things out on the inside rather than where it can be seen. For whatever reasons they choose to work this way, I will do everything possible to make them feel safe, feel seen, and know they are intelligent.

Here’s what has worked so far; the use of no hands participation, peer to peer discussions, and small group conversations. Each of these have helped me ascertain the information necessary to know when we are in full flight to our desired destination or whether we have lost all engines and are bracing for a rough landing somewhere uncharted. Either way, we are on this journey together. Perhaps this group prefers to plug in the headphones and read rather than talk with the folx sitting in their row?

Yet, despite not having much turbulence I think that there is still a lot of work to come in order to chart the best course in navigating this unique group. The world needs introverts. The world needs deep thinkers. It is in these two truths that I get really excited thinking about what can happen if the right conditions get created to give them all flight. All I know now is that there is a chance to build something new into my instructional spaces that might be a benefit to every learner. 

I think an update post will be forthcoming in December. 

Thank you for reading and reflecting with me. Please keep the conversation going in the comments.
Will

P.A. day

Psst. The ‘s’ in P.A. is silent. Well that would be how many outside of education might see these days when staff are at schools while students frolic and faff about with their families. Nothing could be further from that misconception. I wonder if there are any educators left who can recall a time in their careers when these days didn’t exist. A quick search on the interwebs revealed very little information beyond some government pages. After this week’s learning, my full brain was not willing to click on for more.

It was a P.A. day in my school board and, in the spirit of “P.A.” days past, come with their share of work for educators at all phases of their careers. On the day’s menu: attention to countless operational matters, safety videos, wellness/mental health videos, and new curriculum/instructional insights. As anyone who has participated in this day in prior years this year’s “P.A..” day learning lineup seemed much more robust.

At my school, we met in the morning to discuss students at risk, sign off on safety plans, watch important video reminders related to our professional duty and safety. There we were 50+ together, synchronizing our minds on all aspects on so many important pieces to the puzzle picture we call education.

Hours of learning/refreshing our minds plus some prep time later, we were then given a chance to work through some fresh thinking on literacy and math by division. This included some instructional approaches to the new language curriculum, as well as some time to browse board curated math resources. With all the boxes ticked, there was just enough time for some planning during an afternoon prep time which included giving some feedback on an assignment.

It was a full day. As I worked through the day a couple of questions came to mind;
1a. Was this enough time to really allow the flood of content to permeate my cerebral space?
1b. If not, when do I find time to let that happen?
2. What was it like at other schools? How much time was spent in self-directed/exploratory activities around the new approaches in language and math? Was it enough? If there are others like me, when do we find that time to continue with this learning? Is there a life/work imbalance expected then?
3. With so much of the content prescribed from the system level, are there other approaches to consider in order to deliver the mandated compliance pieces while maximizing new learning opportunities?

For many of us, it is impossible to forget the stark differentiation between losing a finger or a toe and loss of limb in the Workplace Injury module, and those dearly departed ladder safety videos. I still wipe the rungs of my ladder because of them, even at home. Even as much of this familiar and important content has evolved, I felt overstimulated and overwhelmed with all of the learning that was prescribed for this “P.A.” day. Was I the only one? Was it the pace?

In the weeks and months to come, there will be more learning added, and I will have to proceed with it at my own pace as a learner. In some cases, it might already mesh with my learning style as I discovered that the suggested strategies for math learning have finally caught up with my teaching style.

I am happy to try out and learn new things, but even when I go to the grocery store and load up for a week or two, I have never cooked everything that was brought home for just one meal. That shared, it will be a couple of weeks before what I started will truly be processed and completed even though we were given a day. I guess this “elephant will be eaten one bite at time” (adapted from Desmond Tutu).