Will Gourley – Page 12

December 27, 2018 Will Gourley General

Bonus Blog for December

Hi. I just had a few thoughts that extend out of my previous post The best present is one you can give year round.
I thought it would work best as a two minute reminder about the wonders of outdoor time for students even when the weather outside is frightful.
Stay warm and well. Will

What’s this about fresh air?

After all of that hard work and kindness, don’t forget to celebrate a little too. When the snow flies, there is nothing like an outdoor hike combined with a game of snow tag(not to be confused with snowball throwing). Students love the fresh air and physical movement too. The time spent preparing for the elements is well worth the mental health, exercise, and class unity that outdoor opportunities provide. It’s also a great chance for your learners to see you play and having fun too. You can wrap it up by serving hot cocoa and cookies(or approved health conscious treat) too.

Although outside time is one method to gift time to your class, it is not always possible. Sometimes students become schoolbound because of extreme weather(usually cold or rain). After a few days, the vibe of a school gets thrown off. The lackadaisical attitude becomes hard to miss except in the mischief department where students seem to be able to consistently achieve. I knew we had had too many indoor recesses in a row when a student called me dad.

It is important our students maximize the times when they are able to get outside. This is never more evident than in the older grades of 6-8 where students are routinely hiding in the bathrooms or going around rooms begging to help teachers. I think we have missed something when students celebrate when it is indoor recess instead of getting some fresh air.

There is so much to learn in an outdoor setting. It is calming and exciting at the same time. It allows for movement, engagement, and wonder. It can be as simple as a neighbourhood hike, a read aloud under a shady tree or a snow fort building lesson for structures and stability. For Math purists there can be hypothetical conversations about the number of snowflakes that it takes to cover a certain area?

Thanks for reading.

December 27, 2018 Will Gourley General, Great Gifts for Teachers, Inspiring Students, Inspiring Teachers, Making a Difference Through Education

The best present is one you can give year round

https://www.flickr.com/photos/72153088@N08/6510934443 CC BY 2.0

Like many gifts wrapped up during this Christmas/Winter Holiday season, this post could take a lot of forms. Whether it is with a bow, within a kindly worded card or if it is hidden in a neatly wrapped gift the feeling of giving and receiving gifts is a special one.

Classrooms can be gifts that keep on giving

Although, traditional presents are nice, it has been my experience to savour the moments when we are able to strengthen our class community through quality time together. Long after the sweetness of a treat or period off for a movie has been forgotten, students remember being part of something special that benefitted others.

When classrooms unite for a cause bigger than themselves, that is where true giving occurs. Raising funds to support schools in need of resources, supporting clean water projects, or collecting food/clothing for local charities are all ways for students to give. The holidays serve as a perfect time to make it happen, but the need does not stop in January. So why not make giving the focus year round?

Getting started is easy. Start by setting aside a little time to gather/chat about needs and goals for giving in support of others instead of getting down to the business of learning every period. There are numerous NGOs for a class to support such as Ryan’s Well, Plan Canada or Right to Play to name a few, but in 2019 I think it would be great for us to seek justice and equitable funding and access to education for our First Nations families. Most of our classrooms are embarassments of riches in my school board. I know there is room for us all to be generous.

What if we all provided time to interact and set our minds to support a common goal? Encouragement and a space to make it happen are simple gifts that teachers can offer their students. Then let them co-create and negotiate where they want to concentrate their efforts. Your class can divvy up responsibilities such as organizing awareness parties / fundraisers / whole-school events for everyone to look forward. They can plan and host inter-grade social games to include younger and older students. This way, everyone becomes connected to the event(s) in one form or another. That connection allows the community to grow closer together as they work on a common goal. Each time students work together to achieve something or are kind to one another is like a gift that keeps on giving beyond the moment. Start small, think locally, take some time, and grow from there. Remember to have fun. It will be like a breath of fresh air from the regular learning at school.

Although this post was shared in December, its message stretches well beyond any season. I’m hoping that it will serve as a reminder of the give and take that exists in our schools, as well.And, like most gifts, it is better to give than to receive. Especially in the classroom. Keep on giving your best to everyone and in all that you do.

Thank you for reading. Here’s to an amazing 2019 at the speed of learning and life.

November 22, 2018 Will Gourley Challenging Topics, Constant Learning, Differentiated Instruction, General, Making a Difference Through Education, Mental Health, Special Education

Behind the behaviour – seeing our students

I see you.
I see you trying.
I see you fidgeting.
I see you working hard.
I see you fighting the floor.
I see you being a peace maker.
I see you standing up to bullies.
I see you waiting for snack time.
I see your random acts of kindness.
I see you struggling to pay attention.

I see you trying to find the space where you fit in.
I see you when you haven’t had a good night’s sleep.
I see you watching the seconds slowly tick as time crawls.
I see you throwing things because words have escaped you.
I see you searching for representation in the books you read.
I see you when you are trying to make the distractions vanish.
I see you walking off your school bus with an emotionless face.
I see you when you arrive to school without warm winter wear.
I see you taking extra long water fountain and bathroom breaks.
I see you when you come to school without having a morning meal.

I see you working to make your classroom and school a better place.
I see your desire to move about, doodle or make things with your hands.
I see you looking around the room for something else to do. Anything else.
I see you in your worst in best moments as you learn and grow as a learner.
I see you trying to understand that one student who just doesn’t fit in. Yet.
I see you avoiding difficult things because of a fear of having the wrong answers.
I see you writing notes to comfort someone who is feeling down and needs a friend.
I see you getting frustrated when things don’t go as well as you thought they would at first.
I see you when you come to school exhausted after a previous night’s music, sports or tutoring.

I see you because you matter to me.
I see you because it matters to be seen.
I see the potential in you even when you don’t.
And if I see it, so do others. Now you matter to all of us.
We see you.

Love your teacher(s).

November 22, 2018November 22, 2018 Will Gourley Challenging Topics, General, Inspiring Teachers, Mental Health, Mentorship, self reflection, Teacher Wellness, wellness

Believing in the power of a mentor to support new educators

It’s Progress Report time in many school boards this week. Once again, ETFO colleagues have typed and tweaked their thoughts about student stemming from conversations, observations, and products onto reports that capture “the learning” thus far. This annual first rite of assessment seems to come earlier and earlier each year, but is an important opportunity to map out the learning for then next 7 + months. Then there’s the meeting scheduling and organizing in addition to our already crammed days. So, how are you doing?

Have you had time to catch your breath since the start of the year?

I know the first weeks in the classroom seem to fly by for all of us. Regardless of years experience, it’s a hectic time of year. This can be especially difficult for new teachers who find themselves working before/after school as well as during evenings and weekends at home to plan, prepare, and assess. All this, in addition to trying to have a personal life that may include time with friends and family or just to be still. To no one’s surprise, the hours that educators invest in their calling are often spent in equal proportions in and out of the classroom. So how are you doing?

What would you change about the first 11 weeks of your year?

Over the years, I have enjoyed numerous conversations with new teachers at Progress Report time. For many new educators, it is the first time that they have had the time to reflect on what has gone on since the first bell in September. Many have shared that they are tired and feel a little overwhelmed by the pace and volume of work. It is not uncommon for new teachers to go through a case of the November Blahs where their energy level has waned a bit from the beginning of the year.

http://weac.org/articles/new-teacher-handbook/phases/

The first question I usually ask after “So how are you doing?” is, “Are you connecting with your colleagues to divide and conquer or are you stuck inside the walls of your classroom?” In my first year as a teacher, I made the mistake of not asking for help because I thought I could solve my own problems as they presented themselves. I did not want to appear weak to my new colleagues or admin. Needless to say, come November of the first year, things were deteriorating. So I suffered. Which means my students suffered too.

Long nights, failed planning, missed opportunities, and frustration were my regular companions at work and at home. I did not feel like I was taking advantage of the natural mentors in the building that first year. However, by my second year, my eyes and mind were open to any and all who were willing to offer their wisdom, guidance, and resources. By taking myself out of my fortress and asking for help I was able to redirect/rescue/re-invigorate my instruction and outlook.

After that point, suffering was optional. I chose to seek out the support of others when things became murky or began to go off course. It was humbling to know that the people I turned to for help had my best interests at heart. Knowing that I did not have to have it all together every moment of the day was like removing a giant gorilla from my back that was constantly whispering, “You don’t need any help. You can do this on your own. Don’t let anyone think your weak.”

Having a peer mentor to turn to has become a cornerstone of my personal development. In turn, I try to support my colleagues when they need someone in their corner. Perhaps when this time rolls around each year the first question I ask teachers is, “So how are you doing?”

October 31, 2018 Will Gourley General

Bygone day(s)

CC by 2.0 https://www.flickr.com/photos/10485077@N06/38017292926 — https://www.flickr.com/photos/10485077@N06/38017292926 CC by 2.0

It’s October 31st, All Hallows Eve or Hallowe’en to most. The day is lit like the candles of a million pumpkins with anticipation and excitement in the classroom. For most of our students this day could not come at a better time because October 31st is a day that seems to be celebrated across many faith and cultural lines. It could also be that on this day students are able to express themselves in ways that they are not normally permitted. Or it could be the addition of treats or fun activities to accompany a full day of curriculum in the classroom that will happen between costume parades and crafts.

Although it might get overlooked, today also signifies that 20% of the school year has screamed past like a wizard on a Nimbus 2000.

For staff, there are a lot of reasons to get excited about days like Hallowe’en too. It is a great chance to join in the fun. Last year, our school staff dressed up as playing cards. We had fun making our costumes beforehand, enjoyed the camraderie, and took lots of photos for the yearbook. We were proud to wear them alongside of students. They are always thrilled when teachers show their school spirit at events like today. This year most of us transformed into emojis while others took the super hero route (see Wolverine Elvis -below right). It’s nice to let the inner child out in a world that needs to laugh and play more often.

For our students, their childhoods are incredible times of excitement and Hallowe’en tops many lists of favourite dates to celebrate being a kid. I asked my students why they wanted to dress up today and many replied that it was fun and that wearing a costume made them feel good.

On another side of our conversation came a message about how it was okay that some did not wear a costumes. It allowed us to discuss inclusion and respect even while everyone was not doing the same thing.

All of this fun and frivolity, got me thinking about how the world is constantly rushing its young through their childhoods and youth. To this end, I keep wondering for what? What’s even more frightening, is how quickly the world expects students to have it all figured out. We have students who are stressing about going to university already, and they haven’t even graduated grade 8. The horror of the future is the nightmare our youth face today. This is scary because it comes at a time when they are supposed to be enjoying, learning, and discovering their talents and life’s passions not worrying whether they will go to Med or Law or Engineering school.

So days like today are important reminders to us all that we may need to model having fun for our students too. While you’re at it, add a little time for laughter into the day too.

I hope you were able to relive some of the fun of your childhood to share with your students, but if hear any of you knocking at my door for candy, we’ll have to talk.

October 30, 2018 Will Gourley Building Inclusion, Challenging Topics, Classroom Management, Constant Learning, Differentiated Instruction, Equity, Feedback, Inspiring Students, Inspiring Teachers, Learning in a Real Life Context, Making a Difference Through Education

Both feet

https://pixabay.com/en/summer-swim-pond-landscape-austria-2209393/

Have you ever jumped into a body of water and been able to stop part way? If you have, can you show me how because to this point of my existence it has been impossible when I try? So far.

Defying all of the laws of Physics may not part of our human skillsets, yet. Perhaps with the aid of some bungee cords and a team of riggers, it is possible, but since most times when we take a leap(intellectual or otherwise), we do so without a team to save us.

Oddly enough, the leaps are often contrary to conventional wisdom and traditional thinking/practice. Society loves its non-conformists. As long as there are not non-comforming in their schools. Is it therefore heresy, innovation, boredom with the status quo, egotism, creativity in action, insight or indictment to break the status quo, take chances, or challenge authority/colleagues? Where does it fit in with your practice and pedagogy?

With or without a safety crew, I have always jumped into something with both feet. Knowing there is no way to stop once I’m in the air. Yes, I’ve climbed out and jumped somewhere else when the landing hurt. No, I did not land on anyone either.

Sometimes, I bounced out, unable to fit in with a particular ideology or methodology. What never changes as I try and stretch, and a leap and fall, and land/crash, is the need to keep looking for new places from which to jump with all the excitement and uncertainty that leaping, change and learning provide. A sort of educational thrill seeking if you will.

This is how I see my teaching style and I’m inviting other educators to step out onto the dock and take some leaps of their own. So often, the risk taker in all of us has been hushed by comfort, complacency, or fear. Trying new things is hard. What if no one likes it? What if I fail? How are your students supposed to take chances when you are clothed in bubble wrap yourself.

Our classrooms have to be shaped into an ultra-soft space for students to take their intellectual and emotional leaps with both feet without worrying about the landing or bouncing off the walls from time to time. It doesn’t mean they don’t feel a thud once in a while. It means that they will have a place to discover the limitless potential of their learning not the limit.

How do you see yours? When was the last time you felt free and safe enough to jump in with both feet not knowing how deep the waters?

How did it feel?
Dangerous? Perhaps.
Exhillarating? Always.
Always successful? Not yet.
Staying put? Never!

We owe it to our students to show how much there is to gain from trying new things, taking leaps into new spaces, and from thinking about how, when, and where we are going to land.

Over the next month, I challenge you to try something new in your classroom and share it with us.
Tag me on Twitter @willgourley and try to encourage others to do the same. Thank you for reading and happy landings.

Extra Reading for keeners

16 Reasons Why You Should get out of Your Comfort Zone

Why Taking Risks Pays off for Students and Teachers

September 30, 2018September 30, 2018 Will Gourley Constant Learning, Differentiated Instruction, General, Start of the year

Building blocks

This post is a follow up to Building upon balance. It also has a companion post titled Wyoming 1971 if you want a trip back in time that adds more context to my thinking.

In the 1980’s, if you wanted to attend a university program you needed to complete a 5 year high school school diploma. Grade 13. The big one. It was a make or break year for any and all of us with aspirations of a white collar middle-class jobs whether they be Engineering, Medicine, Law or Finance. That was it. There were no other jobs(sigh).

Grade 13 meant you could choose some of your courses. Some. You still had to take English and at least one Math course. I chose the easiest one, Functions and Relations, or so I thought. By mid-term I was on my way to a failing grade(60%) with poor results at every turn. I wondered why it wasn’t clicking? I had an 85% in Grade 12 Math so a decent mark should not have been out of the question. My teacher was good enough most days, my effort was only questionable some days, but scraping by was not going to get me into university. I ended up with a 51%.

I wondered why things had not come together? Then I realized that my grade 12 Math class had been nearly a year before. My school was on the semester system, and that meant if you took Math in Term 1, you might not be taking it again until a year later. At the bare minimum if I do the Math right, it meant 8 months of not keeping previously acquired skills sharpened if your course ended in January. I limped through the course, somehow graduated, went to university, and got kicked out 3 years later for academic underperformance. Could not practicing Math on a more frequent basis have contributed to my lacklustre results?

Like so many people I was mad at Math. I wasn’t good at it(cop out). I didn’t have a Math brain to solve for x or any other letters of the alphabet for that matter(fixed mindset). I used my Math skills for bargains, business, and family budgets(with a calculator). I did not take another Math class until 20 years later in teachers college. I rediscovered my love for Math after many hours of review and practice problems because I saw it not as problems and symbols on a page, but as a challenge and chance to be a problem solver. It was like working out for the first time and instead of my body waving the surrender flag, it was my brain most of the time. After a number of months, some, but not all of the concepts were returning. However, I had lost a lot of form and vocabulary. To put it another way, the blocks of my foundation were in bad shape and in need of a rebuild(still working on it).

A few years into the future I stood in front of my first Math class as a teacher. To no one’s surprise, the first few weeks were like peddling a bike with square wheels. It took a while to wear down the edges in order to build momentum. The students needed time to build up their brain muscles too. It had been nearly 3 months since their last Math lesson and although the blocks were formed, they were no longer as firmly fixed to their foundations for the time being. It was like a knowlege hemorrhage had happened over the summer. This made me wonder whether I could change the way Math and other subjects could be taught to reduce this from happening each year?

The following September, it became clear that there was some evidence supporting my observation that students were losing their academic edges over the summer break. I wanted to find out whether any academic studies were considerate of this and if there were ways to slow it down or stop it. In a study from 2016 titled Summer Math Loss, this occured much more frequently as a result of socio-economic factors, but that was not the issue at my school which by and large did not mirror the demographics mentioned in the article. However, the Harvard Study provided a practical solution that would help regardless of socio-economic status. Simply, share a little bedtime Math along with that last story of the night. From experience, I can say that a little Math conversation can go a long way. It could be a matter of planning a family fun day or saving for a new toy. It could also happen earlier in the day while driving somewhere by playing license plate Math. Whatever time of day it happened would add some rock solid reinforcement about remainders, ratios, and everyday numeracy. The article goes on to share 4 ways to overcome a “summer slump” that could be easily applied in all seasons.

If it can be done at home, then it can definitely be done in the classroom over the 10 months of learning each year. Teachers can now work at threading or interleaving concepts throughout the entire school year. When we shift from the teach, test, and move on model of instruction to the teach, apply, connect, assess, and revisit model our students’ abilities to acquire, apply and retain concepts will improve. I see the value in doing whatever it takes to help my learners succeed. On one hand a longer school day or year may be the answer. For others, it may still come in the form of more worksheets(please no). There is also the spiralled or interleaved approach that constructs the foundations of understanding block by block the whole school year long.

We have 9 months of incredible opportunities ahead of us. I hope you are already seeing the hard work you are pouring into your classrooms paying off and that the foundations are being strengthened for a growth filled year to come.

Note:

I started this post with the intention of arguing about why we need a more balanced school year because our students are not retaining what they have learned. I softened my stance after reading a few papers in the research(some are linked above). I wanted to share my experiences of losing my own skills when they went unused over time. It ended up as a reflection and a call to action, not to tear down the walls, but to strengthen them around our students as often as possible.

I hope you enjoyed reading this post. Please consider sharing it with others and commenting to keep the conversations going strong. Thank you.

September 29, 2018October 18, 2018 Will Gourley Advocacy for change, Advocacy for public education, Equity, General, Start of the year, Weather

Building upon balance

I’m back. You’re back. They’re back. We’re back!!!!!
And it could not have come at a better time. Or could it?

While our transition from summer to school traditionally begins after Labour Day, there are more and more students starting back to class in August than ever before. This is known in edu-circles as a balanced or modified year. It offers quite a few upsides that benefit our learners and with some time for adjustment, for our profession. So I ask…

Imagine if we all started in August with a balanced school year that allowed the learning to be spread out over a longer period of time, but with a few week long breaks built in? What are the pros and cons of such a shift in a historically established calendar? Is it possible to change a 100+ year old practice?

Helping out on the farm

A balanced school year makes sense on a number of levels. Especially, when we consider that the original reason for a September start stemmed from the need for students to be available to work on the family farm. In some areas of the province, farming is still a factor, but it is very evident, that the majority of the nearly 2 million students from K to 12 live close to or in cities. Most are not feeding a herd, driving a combine, or mending fences in July and August.

However, a greater majority of students are left to swelter in concrete jungles trying to stay cool. There are few if any universally accessible programs that do not require a computer bot like skill in order to register on-line for limited spaces. So no swimming lessons, city camps, or classes for all. In fact, the City of Toronto announced that it will try to add 70 000 new program spaces just to accomodate current demand.

Which means, for the foreseeable future, most students will still be given a summer sentence stuck indoors. It is no secret, our cities lack adequate child care, recreation, youth programming, and social spaces. What if all school boards were able to offer a balanced school year and provide working families with an option that would ultimately save them money in conjunction with municipalities? A kind of multi-tiered approach to community and education.

Who will pay?

With government money used for creating and subsidizing child care spaces, an investment in a balanced school year would relieve, not remove, the pressure by allowing younger school aged children to be in the classroom rather than a daycare centre. This in itself could save families 3 to 4 weeks of childcare costs that could then be spread out over time through the year rather than in one expensive 9 week chunk. Granted, that there are extra weeks off throughout the year, but they are distributed over the school calendar.

The biggest obstacle to all of this is from a purely structural point of view and comes from having to retrofit hundreds, if not thousands of elementary schools with adequate climate controls, aka air conditioning. Recent returns to the classroom remind us all that our elementary schools are woefully equipped to deal with irratic temperature fluctuations and extreme heat. 2 fans per classroom do nothing to cut through the sweltering heat on the first or second floors of any ill-equipped building – even with the lights off.

The bigger question that comes to mind is why our province still chooses to provide air conditioning to students in high school, but not from JK to 8? This type of systemic disparity does not seem fair. Are elementary school students and staff expected to feel they are being treated fairly by the government’s funding model? I can see fingers pointing in all directions here, but not a one is doing a thing to acknowledge or remedy the problem. Students suffering from heat exhaustion do not make good learners. Perhaps it’s time for our grade 5 Social Studies classes to mount a letter writing campaign to ask our government to do its job and serve its future taxpayers. We’d better hurry before that curriculum gets changed.

I feel we are about to see bigger problems in our province if facilities equity cannot be guaranteed in all schools. Think of it like this; the province buys or leases 1000s of vehicles each year. After a few years they are traded in or replaced with newer models and the fleet stays rolling. If Ontario maintained its government auto fleet like its schools, some would have hand crank windows, some might have air-conditioning, some would have low mileage, while others would be up on blocks. Most would need to go to the body shop for repairs and others would have to be towed to the scrapyard. Nobody would want to drive in an unreliable vehicle. So why are our schools being left to deteriorate through underfunding and repair backlogs?

How is it fair to expect standardized results when there are no standard facilities? Is it a class thing? A neighbourhood thing?

As teachers, we take pride in our workspace. We have witnessed all that can be done each year despite the structural shortfalls and disparities from school to school and board to board. We also know that the current funding model for our schools cannot be a band-aid solution. The recent cuts by the new provincial government are leaving school boards with open wounds.

It’s not all bad (well the above part is, but below is all sunshine)

This year’s return to school was ushered in with all of the elation, excitement, and chaos of its predecessors. How could it not be so? At my school over 600 hope-filled students converged on the playground for a surreal moment of truth. Who was going to be their teacher? In which classroom? Main ~~building~~ sauna or luxurious portable? I loved the chaos that was the first day. It was perfect weather for a July day in September. Perhaps in the future you will be reading this message in August. In the meantime, welcome back.

In my next post I’ll discuss the aspects of greater knowledge retention that come from a more balanced school year. What do you think of the idea of the school year spread out over a longer period of time? Please share and comment to continue the conversation. Thank you for reading.

Did something

Done

There are less than 0 days of classes left in this school year. Rooms have been undecorated. Incidents of dishevelled desks are now down to zero. I can actually see the top of mine again. It is the culmination of 10 months of hard work, joy, and growth.

DPA time lasted a little bit longer this week and despite the fact that there was a wind down in full effect, there were some delightful learning opportunities delivered. In defiance and deference to dimming the lights and decreasing instruction my class had work to do. It was different in my class.

Over our final week we dissected the year, loaded recycling dumpsters with past academic momentos, and did a little more learning. That’s right, we worked on a project. My students worked on a final team task: Identify a problem in our world and solve it.

Define

First we brainstormed. Students popcorned out their thoughts and I scribed. Slavery, poverty, pollution, ignorance, intolerance, racism, greed, war, hunger, and bullying all made the list of problems affecting our world. I asked whether there was room for increased kindness, respect, and patience with one another too?

Students chose partners and then decided on which topic to tackle. The roles of searcher, sheriff, scribe, and spokesperson were divvied up among team members. A device was distributed and the deconstruction of their global problem began.

Discovery

I have to admit, it was a lot of fun to watch the students collaborating on one last job. While they worked together, it was a good time to wander about the classroom while they wrapped their minds around the challenge. I enjoyed interacting with them knowing this task did not require an assessment, that it was democratic, and that students would be discovering that they have the tools to be problem solvers. I may have stoked that fire by stating that adults have failed them, look at the mess that we are leaving their generation to clean up?

After two days of self-directed learning, students were asked to share their solutions to global problems and then to lead a discussion about what they decided to do about them. They did not disappoint.

Decision

The decision to do this each year reminds students that we start strong and we finish stronger. And that there is always something more to learn and do before the year is done. Each final week of school has become an amazing opportunity to celebrate hard work and success right to the very end. A little pizza party and social activities on the second last day has never hurt either. We even watched a documentary about screen addiction.

Today, before our final farewells, we played social games, shared moments of appreciation for one another, and organized the classroom. Another best year ever is in the books.

Thank you for all of your support this year. Thank you for the opportunity to share my classroom experiences with you.
Wishing you a restful, restorative, and happy summer.

June 19, 2018June 19, 2018 Will Gourley Constant Learning, Diverse Learning Needs, Gender stereotypes, General, LGBTQ2S, Making a Difference Through Education, Modern Learning

Departure

A friend shared their thoughts on why cars have huge windshields? To them, it was so drivers and passengers could get the widest/fullest view of what was to come on the road ahead.

They added that the rearview mirror was smaller because it was meant to serve only as a reminder of the road already traveled, and that our focus would be best fixed on the future rather than what has happened in the past.

As part of our role as lead learners in the classroom we are constantly asked to prepare for our students for the future. How well are educators preparing for the future when they are equipping themselves with prescribed resources that are older than their learners? At times it seems like the rearview mirror is blocking the entire windshield. For some, the road ahead is so cluttered by the past that it’s hard to see at all.

https://www.flickr.com/photos/ashleybuxo/15321215129/ CC by-SA 2.0

I wonder what it would be like to drive where the only view was like a peep hole on a door?

In itself, there is nothing wrong with using a tried and true resource in the classroom. We all have our favourites. My friend said that they use the windshield-rearview mirror analogy when they speak with people who are nervous about taking risks or are so stuck in the past that they are forgetting to live in the present or consider what’s coming.

What I am suggesting is that it should never come at the peril of losing sight of the future and our surroundings based solely on what has worked or been purchased in the past. Our schools are full of textbooks that are outdated the moment they are published. How are you keeping learning fresh and moving forward in your classroom when it comes to resources? I have cycled Language and Math resources this year. I try to give my students something fresh that has not been recycled from previous years’ plans. It took some time and searching, but the energy, encouragement, and engagement have been worth the effort.

As we wind down the instructional year, it might be a good idea to say goodbye to some old friends in order to welcome in some new ones. You might discover something new that has been waiting for you and if not a change is always as good as a rest. I get that change is difficult. I know that veering off of a familiar path can cause many to worry over the uncertainty. I promise that the destination will be worth the decision to make that departure. Make sure you have lots of windshield washer fluid to wash the bugs off on your journey. After all, you want to see the amazing destinations waiting on the road ahead. Bon voyage.

The post within a post

When I wrote this piece, I was intentional with my pronoun choices. In the opening paragraphs, they, them, and their were used instead of she, he, his, and her. I learned this from a wonderful PD session with a former student from the YRDSB who spoke on gender fluidity with our school staff. I mention this here to point out that the use of them, their, and they would serve us well in our writing to recognize that gender and identity are still often not being considered in all spaces, and that our ability to be inclusive and open can be challenged and stretched even further.

If you would like to see more about this please check out this amazing student voice talk by Noah Gibson shared at the YRDSB Quest for Well-being A Collective Responsibility.

Thank you for reading.

Author: Will Gourley