Will Gourley Advocacy for change, Advocacy for public education, Anti-Racism, Building Inclusion, Challenging Topics, Constant Learning, Equity, General, self reflection, Social Justice

Saying, “I am not racist” is not enough pt 1

“One either endorses the idea of a racial hierarchy as a racist or racial equality as an antiracist,” Kendi writes, adding that it isn’t possible to be simply “not racist.”
from New Yorker Magazine article Aug 18, 2019

It’s not enough to say, “I am not racist,” and I feel that it is time for us all to join in the battle against anti-black racism and racists. Recent events and tragedies in the news are too numerous to mention (Arbury, Taylor, and Floyd). They have left my mind spinning, and I want to do something supportive and meaningful with the privilege I have as a blogger for ETFO.

I am a white, middle-aged, cisgendered male who has watched from the sidelines, trying to mind my manners and my business for far too long. I have become uncomfortable with the skin I am privileged to be born in without becoming part of the solution to overthrow the overt and ignorant racist actions of my predecessors, contempories, and self. I want to use my next two posts to encourage all educators to join me on a journey that leads to our collective allyship in the fight against racism.

Educators find themselves on the frontlines of many socially volatile spaces. It is impossible not to be in the middle of things that impact our world because we are responsible for teaching critical thinking skills as part of our work with students. More importantly, our students are directly affected whether it is by witnessing daily violence and oppression in media or because of way they are made to feel by existing systems because of the colour of their skin. They need to see their teachers standing up for them. We have fought for good working conditions. Now it’s time for another fight against anti-black racism.

This means asking questions, listening for understanding, and allowing for ideas to be shared that lead to growth and change – especially during times of great unrest in the news. This also means being uncomfortable when answers to questions cannot be found at the back of a textbook or anywhere else for that matter.

To be sure, teachers are dealing with torrents of important issues right now and we must prioritize one above the others if we haven’t done so already – that is racism. First, we need to know where we each stand before any of us can commit to overcoming the central issue of  the day, week, month, year, and history of humanity around racism? So where do you stand as an educator? Are you trying to keep your head down, your nose to the grind stone, and avoiding making any waves on the calm waters of your practice? Admittedly, there can be a lot of peace and safety by being a witness to someone else’s battle.

But that safety is not a privilege that everyone has, there is something bigger at stake than our comfort in all of this. It is the entire fabric of our existence as educators to be the ones who foster change and encourage potential in our students. We are also really good at taking a stand along side of the oppressed in order to make something good out of bad situations. It’s time we weave a new and stronger layer.

In some places we witness systems, employers, and staff working together and taking stands against racism in solidarity. I know school boards have been embroiled in significant issues to do with anti-black racism in the past years. Some have been making slow progress to correct their past mistakes and lead forward. Breaking down Structural/systemic racism is crucial, but it must happen at the same time as we identify the signs of individual racism. Check out the 9 slides on this post from @theconsciouskid:

https://www.instagram.com/p/CAtmbeXJwOW/?utm_source=ig_web_copy_link

In know that there are countless educators already learning and working together educate themselves and others in order to move from allies to activists through social and academic spaces.

Consider the wisdom in this quote from Ijeoma Oluo

“The beauty of anti-racism is that you don’t have to pretend to be free of racism to be anti-racist. Anti-racism is the commitment to fight racism wherever you find it, including in yourself. And it’s the only way forward.”

There is so much being done already to equip hearts and minds for this battle. Yet, it seems that ideological differences continue to be amplified in the media, and allowed to build up until the pressure below the surface of a once capped/dormant social volcano rises up. A volcano has erupted somewhere else. Now, those lying dormant in our own backyards are experiencing significant seismic activity. So are you going to be standing at the bottom when the lava flows? Probably not, because like me, our privilege has us miles away watching out of harm’s way.

I understand that not everyone is capable of standing in the streets to demand justice and change, but of each of us can use the privilege of our voices to show support, demand change, and to state unwaiveringly, “I am anti-racist!” Once you’ve said it, it’s time for action.

This is a much bigger commitment than saying, “I am not racist,” because it is not enough to say that you are not something. The time for neutrality is over. Saying, “I am anti-racist!” means you are standing up against anti-black racism, and are willing to take action. It means that you are going to help others get out of danger when the volcano explodes.

Your turn. “I am anti-racist!”

If you said those words, most likely, you are already taking the steps to move from acknowledgement that racism is an issue that plagues our world. It means you are working as an anti-racist ally. As teachers, we are used to taking on challenges in the face of adversity.  Now how can the tragedy of recent events north and south of the border be used to support our students in and out of the classroom so that something positive can come from recent tragic events? It’s our turn to ask how we can help?

In Saying, “I am not racist” is not enough part 2 I will continue this thought stream and will share what I plan to do in my own life to grow into allyship and activism. For now, let’s say it together, “We are anti-racist”.

 

Will Gourley Challenging Topics, Emergency Distance Learning, General, Making a Difference Through Education, Mental Health, Teacher Working Conditions, Use of Technology

The screens of silence

I am wondering whether the title of this post should be “The screams of silence” because that’s how it feels some days.

It’s week four of emergency distance learning and I am feeling weaker for it. Is anyone else feeling this way from staring at their screen(s) all day? If asked, I’ve been responding with thumbs up and all good, but in reality I am fighting the dissonance disrupting my days, and it relates to the way I feel about what is happening in education right now. To top it off, I am wrestling with self-doubt about whether my instructional act is all together. Add to that the pressure I’m putting on myself to wake up feeling fit and fresh because I am working from the “comfort” of my basement. Being cooped up, I mean observing physical distancing, doesn’t help. See what I mean about interchangeable titles?

Then there is the daily media segment about something or another to do with #QuarantineEducation. This week an article in The Globe and Mail shared Some overwhelmed parents are giving up on distance learning and abandoning at-home schooling. This noise is hard to tune out when we have been asked to stay in place and create something that has never been done effectively on a large scale so quickly. Maybe that’s what is holding my head hostage? Or maybe it’s that my hair is too long? Both make me want to scream sometimes

There is something to be said about the experience of facilitating learning in the vacuum of 2020. It’s cold. As I stare at several connected screens to keeping track of at least 17 other currently opened tabs on my computer, I have to admit this is all a bit daunting – even for this tech-happy educator. If teaching is my superpower, then the screens, meetings, and other digital dungeons trying to contain me have become my kryptonite.

I share this neither in angst nor anger, but out of an admission that the struggle is a real one. It sounds like I am not alone. This surreal situation we are now in was, is, and will never be a positive experience. We were starting to recover from a devasting January and dreadful February only then to be steamrolled by March when an uncontrollable virus unleashed itself on the world. Welcome April, a month that no one would have predicted to be the first of two months away from our schools…so far.

What did we do? We rallied, we pivoted to support our students and each other, and we waited patiently knowing we had to care for our own families too. We were lucky that the start of March Break landed when it did, as it may have helped us to avoid something worse had COVID 19 entered our open schools. Throughout this time we turned to our screens to watch for updates, data, and directions.

While we waited and watched for answers, our thoughts continued to race and the questions began to bubble up. How am I going to reach my learners? How are students who are marginalized by poverty and or other circumstances coping with all of this? What are the expectations from my board, admin, families, and most importantly students? What about my life at home? How will I manage when many of my teaching resources are at school? How much work do I assign? How about due dates? Do I take attendance? What happens when students don’t complete work? How do I assess anything without fear that someone else has done the work?

Everybody was working together. As our profession embraced the challenge of this reality, digital resources were curated, virtual meetings were held, contact was reinitiated with families/students, and a sense of temporary normalcy had made its way back into our weekly M to F routines. Cue some new silences.

The enthusiasm of returning to instruction, albeit asynchronously, signified that something was being done on behalf of families and our students, but the lack of connection through voice and vision has been hard to overcome for this educator. Speaking with many other educators who are feeling the same way, it is the meaningful interactions with peers/teachers and the chance of being heard that students are craving the most right now. We need to make sure they are acknowledged and heard, and the current situation is leaving them without a voice.

Teachers are the conduits for connection in their classrooms and will never be replaced by an emoji, meme, or brief feedback on a task to be viewed in silence on a student’s screen. However, it has been difficult to connect with students due security issues relating to conferencing platforms such as Google Meet and Zoom. This is extremely frustrating for a number of reasons. With those screens dark, students are left to keyboard strokes, Screencastify, and digital classroom posts for their content and updates. This is not the education any of us signed up to deliver. Despite my efforts to adapt and fill my screens with amazing shareable content to carry on, something is missing. The voices of my students. Cue the disconnects. Cue the silent screams at silent screens.

Will Gourley General, Health & Safety, Teacher Wellness, Teacher Working Conditions

So you’re teaching from home. How’s your back?

Ouch! Each time that the government extends public school closures because of COVID 19, it hurts more and more. Although, concerns for the safety of our families at home and school are top of mind, it really hurts to be away from students, staff, and the frenetic spaces we normally occupy. It hurts wondering if they are okay or if they are struggling to cope with the turmoil and uncertainty wreaking havoc on our lives.

Well at least we are teaching and reconnecting with our learners again, but as I gaze at my screens, I feel the tension across my shoulders. As my eyes dart about, my ability to focus on digital content for extended periods of time becomes difficult. I feel my body rebelling against its natural urges to move about, write something on the board, and make eye contact. This pain hits the mind and body and I’m not sure which is worse. Ouch!

I am finding that my increased time in front of screens rather than my students is taking a toll on my body and mind that is different than face to face instruction. For one thing, I am sitting more, corresponding via email more, joining virtual meetings more, and aiming my eyes towards my screens more. If you are like me, you might have a work space at home that gets used on evenings and weekends. I use an old kitchen table and chair*. This space, which is normally only used for an extra hour or three each day, has now become my classroom and office for as many as 6 to 8 hours per day. Between the planning, prepping, office hours, and meetings the hours add up. By the end of the day, I feel it.

I never realized that my workspace would be the reason why I have been waking up with an aching neck and back after the daily grind of extended screen time – my spartan set-up has me sore, stiff, and in need of a stretch. I have already flattened 2 couch cushions beyond their intended shape. Decorating aside, this got me thinking about how other students and educators must be dealing with their non-traditional work/learning spaces in a time of physical distancing and social isolation.

I have seen pictures of students at kitchen tables that are just below shoulder height. I have heard of families, all working from home, having to negotiate work spaces between bedrooms, living rooms, and kitchens. All flat surfaces have been claimed by computers and books. TV trays are now doubling as desks, while bedrooms have become bastions for team meetings even though I have yet to be on a conference call when a child or pet doesn’t magically appear to add a little levity.

At my house it is 3 generations on 3 floors and even with all of that space, there are still moments that require the utmost patience and grace. I can only imagine what it must be like for families in apartments or condos with limited space where a comfy couch has become a conference space instead of a family refuge? I am also learning that not everyone has a place to escape to when things get crunchy.

The increased time spent in a non-traditional work space trying to do make traditional work happen despite non-traditional circumstances is new to all of us. So, it comes as no surprise that my new classroom hub was not capable of supporting me physically over longer periods of time. Knowing that continuing without making some adjustments was going to end up poorly, I made some adjustments. Here’s a quick list of things I added to help:

  1. Take movement breaks (stretch, exercise, elevate your heart rate).
  2. Hydrate (coffee/tea does not count, water works best).
  3. Take your eyes of screens. Think of the 20/20/20 rule.
  4. Adjust workspace heights. Consider adding a box to your laptop to make a standing desk.
  5. Take a break when you are tired. Call it strategic surrender.

Hopefully, these 5 things can help you to lessen or avoid the physical fatigue that we are experiencing. With so much more happening, I wanted to share some ways on how we can make emergency distance learning less stressful on our bodies. As we face at least 4 more weeks of emergency distance instruction ahead, it will be important for all of us to pay attention to our work at home ergonomics to be at our physical, mental, and intellectual bests.

If you have a story to share about you have adapted your home into a workspace, please share. Stay safe. Stay strong. Stay healthy.

Additional reading:

https://www.fastcompany.com/90480052/how-to-perfect-your-home-work-set-up-so-your-back-stops-hurting-so-much

Some solid information that is easy to digest about ergonomics for students(slide23)

*The table has been in my family for over 40 years and has math work(my sons and my own) pencilled into the soft pine as a inter-generational reminder of many lessons learnt and shared over the years.

Will Gourley General, Inspiring Teachers, Making a Difference Through Education, Mental Health, Social Media, Teacher Wellness

Turning to Twitter when tested in #onted

Without dipping too far into my bag of clichés this month, I wanted to focus on the incredible work coming from educators in respose to the “new normal” brought by the COVID 19 pandemic. The same educators who were standing up for the future of our students last month have been working hard to support them through the most extraordinary global event of this century.

The only way to describe what I’ve gained via the #onted Twitter hashtag, as we cope with #COVID19 and our work as educators, would be through words like perspective, wisdom, and supportive ideas. They would go alongside countless daily reminders that mental health matters, concern for students’ wellbeing, equity in education(access, tech, food insecurity, options), and concern for each other’s safety. In this post, if you’re not already tweeting, I want to encourage you all to join an amazing cohort of Ontario educators on Twitter so that you can benefit too.

Why? I am glad you asked(no I am not a sales rep for Twitter).

Imagine having a 24 hour cohort of teachers to form professional learning networks(PLNs), share resources, be encouraged by and learn from? That’s what connecting with the #onted PLN can do for all of us by connecting you with your fellow educators. While our numbers continue to grow, it is okay to start off slowly, sign up for an account, check out who is out there already, retweet some posts you like, share something new you’ve created like a blog post, lesson, piece of art or something you found interesting in the news. Make sure you include at least the #onted hashtag. Once you take flight, don’t be afraid to join in on some conversations. Following the #onted #ETFO #ETFOStrong and #OSSTF hashtags will keep you connected and up to date on all things happening in Ontario and with teacher unions.

So now that you’ve decided to sign up for a Twitter account there are a few things to consider.

  1. Do I create a personal or professional account?
    Try to have one of each if you can.  You can always have a personal account and then create a class account(check with your school board and admin for parameters). I have @willgourley and @MrGs_Class. I have also created a few school accounts for admin to share information from our board with families on the platform.
  2. Should I use my name or the number they give me?
    It never hurts to be brief or creative here. It is dangerous to be @Taylor167895 as it will be hard to find or remember a name with so many users.
  3. Do I need a picture?
    Yes. It can be of your pet. Try to personalize your page using the Settings. If you blog, include a link to your blog site too.
  4. How do I avoid all of the negativity coming from trolls and thoughtless people?
    Hit mute, block, and report. If you stick to the #onted #ETFOStrong #education family you will seldom come across most of the Tweets coming from alt-right types and fake news spreaders.
  5. Who do I follow?
    I would suggest following your preferred news outlets, then find your colleagues who are already on Twitter, and then any or all of the following people who are regularly contributing to the well being of their students and education in this province. Many on this list, are people who I have had the privilege to meet in person and can constantly count on for information and inspiration.
  6. Do I have to follow someone back?
    Not necessarily. Make sure to check over who is following you first. Sometimes it might not be an appropriate site. It is easier to block them to avoid the hassle.

In no particular order are some of the hundreds of active and engaging Tweeps you will find in Ontario;

Albert Fong – Science teacher in Peel DSB and educational action taker

Andrew Campbell – friend of Albert Fong, Gr 5/6 teacher, frequent guest on CBC, writer, TEDx speaker

Matthew Morris –  passionate blogger, introduced me to #hiphoped via Twitter, TEDx speaker

Debbie Donsky – a leaders leader, principal, artist, blogger, TEDx speaker

Jenn Giffen – tech queen, librarian, podcaster, and sketchnote guru

Noa Daniel – mentor, podcaster, TEDx speaker, and blogger

Chris Cluff – poet laureate, podcaster, long boarder, and creative genius

Rolland Chidiac – blogger, podcaster, maker spacer, good deed doer

Doug Peterson – blogger, Voice Ed Radio stalwart, glue that connects the #onted family

Kimiko Shibata – ESL specialist, active and creative ETFO member, nerd

DroptheDott – Craig Zimmer‘s alter ego, TED Ed Innovative Educator, TEDx organizer, History teacher

Dr Deb Weston – member of our Heart and Art writing family, SpEd and AQ teacher

Dr Carol Campbell – no relation to Andrew Campell, OISE prof, and global education sage

Geoff Ruggero – maker space innovator in the YRDSB

Jeewan Chanicka – focused on equity and justice, TED Ed Innovative Educator,

Lisa Mastrobuono  – ETFO, Tweets about bargaining, education & labour issues

Zack Teitel – seeker and speaker of truth, always trying to make school less crappy and more meaningful

Sunil Singh – author, lover of all things Math, disruptor, TEDx speaker,

Andrew Bieronski – TEDx KitchenerEd organizer, consultant for education companies/tech startups,

Fred Galang – builder of creative literacy, teaches how to mix art & design with technology

For the sake of not overloading you as you join the #onted PLN via Twitter, I tried to include a wide variety of educators and voices for you to connect with to start. I could have included another 50, but that will have to be at another time.

Along the way you will find many others. My goal at the onset of this post was to introduce you to many of the people that I can count on for advice and support when times get tough. Congratulations in advance on joining the family. Feel free to tag me in a tweet sometime. @willgourley #onted #ETFOStrong

Will Gourley e-learning, General, Making a Difference Through Education, Resilience, Teacher Working Conditions, wellness

May the 4th be with your students

Anyone else feeling a bit gutted after hearing the news that we will not be back in our classrooms until May the 4th? (writer raises hand) While listening to the Minister of Education deliver this news today I ran a range of emotions. Firstly, I am thankful that the government was proactive when it came to our collective health by insisting on physical distancing and staying at home.* As a result, the lives of 2 000 000 students, 200 000 educators, support staff, and their families will benefit greatly from being apart. For me this seems like light years away.

Heeding the Chief Medical Officer of Health’s suggestion to close our schools beyond March Break was a prudent move, but it all happened so suddenly that we were all left with a great deal of uncertainty heading into the time off. With such short notice, it was hard to orchestrate a full scale instructional response to the news. Like so many of the #onted family, there was some concern because information was not forthcoming. I remember saying to my students(Gr 7) that it was more important for us all to follow the advice of doctors to do our part to limit the spread of COVID 19 than it was to worry about homework.**

Our last day in the classroom before the break was supposed to be a celebration of hard work to start Term 2, but instead it was a sombre send off with more questions than there were answers at the time. I only find consolation in this now knowing that the timing of this year’s March Break probably saved countless members in our schools from illness.

Not having our students in classes eliminated millions of potential interactions that would have undoubtedly accelerated the spread of the COVID 19. I am very relieved not to be in a workplace that’s traditionally susceptible to transmission of known/unknown and unchecked viruses. We have all been in a classroom with a student/teacher who should have stayed home that day. I am not lying when I say it feels like germ warfare in school sometimes. It is a relief, to be doing my part in social isolation especially as I have a 96 year old and a severe asthmatic at home.

In fact, although really missing my students/collegues, I am thankful that we have all been given the chance to stay at home in order to slow the spread of COVID 19, to look after our own health, and to tend to the wellbeing of our families. This is hard on all of us in so many ways because it is all so new. As I shared with a number of people, “Normal” is sick and its replacement “New Normal” is here bringing with it some good and bad to each of our days. The problem is that it keeps changing faster than we’d like.

Today’s announcement lifted my spirits because it meant that if we all do our part, then we have a date for a return to Normal. It also means this time can be curated to engage our students further in this year’s learning. Not knowing what was going to happen had me struggling to remember what day of the week it was since my routines were put in limbo with each postponement. No more days when, suddenly at 7 am, I wake up thinking I was late for work only to realize my body was dealing with the “New Normal” while still on “Normal” time.

Even though we will only be meeting via Google Classroom, our class will be back in session. After contacting families and students this week, it is clear they are excited to be back, even if it will only be digitally until May 4th. Fingers crossed it won’t need to be longer. In the meantime we will get on with the connecting, communicating, and learning for now.

Whether we return to the classroom on May the 4th or not, I couldn’t help but repeat the wish I shared in the title. May the 4th be with your students, and while we stay at home may every one of us be healthy and safe.

*Although arguably, essential and non-essential jobs may be a future debate topic.
** I did promise them some work via our Google Classroom once March Break was officially over.

Will Gourley Celebrating Success, Constant Learning, Curriculum Planning, Differentiated Instruction, General, Inquiry, Literacy, Making a Difference Through Education, Math, Modern Learning, Music, Professional Learning and Growth, Resources, Use of Technology

Keeping it fresh.

As of the end of February, it is apparent to no one in Ontario that Spring is just around the corner. Judging by the blankets of snow and recent school bus cancellations, winter continues to disrupt and annoy us with the same creative sadism as a government hell-bent on destroying public education. Despite the stark reality of a manufactured education crisis and a real climate crisis, I know that Spring is coming soon. I saw a spider. Photograph by Will Gourley

Isn’t it wonderful? Putting ONGov’s systemic affronteries aside, my heart lept at the sight of a spider. On a normal day seeing one is something exciting to behold, but this opportunity came after nearly 3 days of snow, several white-knuckled commutes, and bone chilling winds. It was a sign of hope that most of winter’s worst weather would be over, well at least statistically.

It signified that Spring was on almost here because, in my own amateur scientific way, I have observed, over several years, that spiders usually emerge around my house again when winter is almost over. Usually. My returning guest got me energized and thinking about how to channel that into the classroom?

2020 has blessed me with a number of ups and downs in my professional life as an educator. It has brought me immense joy on a daily basis in the classroom, but also sadness and grief in light of tragic events that have happened to our learning community. You see, not all lessons and outcomes are going to be good. The opportunity to share the struggles and successes with students helps create a deeper appreciation of the learning process. By admitting when things got tough meant more to them and my colleagues than any veneer of perfection I could ever hope to put on.

My January post was meant to share my personal struggles in hopes of encouraging dialog among educators and to show the benefits of releasing some of the emotional weight that many of us carry inside. I wondered whether I could use my catharsis as a catalyst for our learning spaces? How could I make it fresh and keep it fresh for my students and self?

Never one to shy away from doing something differently, I quickly began working through new ways for students to interact with their learning, for demonstrating their understandings, to collaborate with each other, and to dig deeper into opportunities rarely afforded by traditional transmission and texts teaching.

Here’s what we worked on;

In Math, I remain committed to “no text book math lessons” as much as possible. Using YouCubed, PeterLiljedahl, Math Recess, Waterloo POTW, CEMC, and Khan Academy. My students love working on problems together, they argue, iterate, communicate, and solve problems. We make Math a social activity instead of a game of one upping each another.

Another change this year is having Wipebooks for students to use. They have added another dimension to our learning by enabling vertical approaches to Math problems. This has students out of their seats, standing, thinking, and  solving. They can also wander from group to group to see the different approaches being used to answer questions. This has led to some excellent discussions and growth.

Recently, I also started adding Quizizz tasks to our Google Classroom. These fun quizzes allow you to make memes for correct and incorrect responses. I find this format a great way to have students continue to work on concepts taught in prior months.

Becoming a strong group facilitator using Character Lab Playbooks and a co-constructed success criteria. Genius Hour – personal inquiry projects where every student becomes the class expert in their subject. I have shared this one before, but it was for a different class at the time. Besides, it’s a perrenial favourite and my students have asked to do it again already.

In Language, we remain very fond of TED Talks. I now find myself creating reading response tasks with posts from the TED Blog. Another tool that it is being brought back discussion and digital citizenship is Padlet. Our recent work focused around an assignment inspirted by my friend and colleague Tim Bradford  that read;

“In the past and present, people have always treated each other fairly.” Agree or disagree

Students had to create a 30 + word response to the statement and then respond to each other. The depth of understanding from them was very encouraging. It was also nice to see how they kept each other in check when it came to appropriate responses and use of technology. Here are 2 of their responses of the entire class who thoughtfully disagreed;

To add a lot of fun to my instructional week, is my grade 3 FI Music class where my students recently wrapped up creating their own identity raps in French, complete with backbeats from Groove Pizza. Once their shyness subsided, they were excited to present their hard work. It was also fun to see how they incorporated the lessons we had about how to beatbox from Nicole Paris and about the notes and rhythms we covered in Term 1.

In all of this, the focus was on hands on and collaborative experiences intended to engage and deliver the learning. Although much can go wrong, there is so much that can go right when you commit to keeping it fresh. I know that the next 4 months will bring more of the same and I am excited to try new things with my students. Looking forward to introducing Flipgrid, podcasting, and sketchnoting already to keep it fresh. Bring on Spring!

Have you tried something new that you would like to share? Mention it in the comment section and include a link if you can. Thanks for reading.

Will Gourley Challenging Topics, Education Funding, General, Making a Difference Through Education, Math, Media Literacy, Modern Learning, solidarity, Why unions matter

6/194 and cross-curricular life learning

6/194 and cross-curricular life learning.

This blog title could also read, “Why a small fraction means so much to the future?”

I am trying to make sense out of some pretty important numbers that are affecting us. By us, I mean students, their families, and educators. “Us” also means the entire fabric of society that we share and by which we are covered. Since the currently elected government is seeking to tear this fabric apart without regard to the long term social and financial consequences, I thought it would be good to consider this post as a cross-curricular exercise and include social studies along with the math.

Whoa!(Math)

6, the number of days ETFO members have walked on the picket line fighting for public education.
194, the number of days in a given school year that we spend in the classroom making public education incredible.

Now a few more relatable figures.

3/97 or 0.030927835, just a shade over 3%. I had to simplify the fraction. Ironically, it’s the same amount that the government has legislated an offer to 83 000 ETFO, 117 000 educators (OSSTF, OECTA, AEFO), and 55 000 CUPE education workers in Ontario. Yup! 1% per year over 3 years.

Back to 6/194

That hole in our paychecks from this fight to protect and preserve public education hurts and the offer of 1% per year is unconscionable. Not surprisingly, the government padded their own pockets with 14% and took 7 of the last 12 months off(insert lesson about irony here). Since we’re talking about irony, why not share a real life teachable moment? I’m thinking a critical thinking exercise about the veracity of facts, content, and the credibility of media outlets especially where they originate or how news gets fabricated.

Want another amazing lesson? Check out this thread by @ms_keats This thread offers a wonderfully considerate lesson via Twitter after the MOE suddenly made Reg 274 an issue  during negotiations with ETFO. Sadly, talks broke off, but since education is always their priority, the public can trust that the government was back to work at the bargaining table the next day because they are committed to a deal(Is sarcasm in the curriculum?). Isn’t that what unions and their employers do in good faith in a democratic society?

Wait! What?(Social Studies)

What do you mean the government wasn’t at the bargaining table?! This is a realistic expectation because we are teaching our students(grade 5) that Canada, therefore Ontario is a civilized society governed by lawmakers who are always respectful of the rule of law and the Canadian Charter of Rights and Freedoms? I contend that the current government is engaging in a systemic violation of our Charter Rights as citizens as their thoughtless actions threaten the rights to opportunity in the future of 2 000 000 students and  the collective bargaining rights of 200 000 educators “not to be subjected to any cruel and unusual treatment or punishment”. This line from the Charter is not limited to the criminal justice system, and any intentional underfunding of education through ruthless cuts is tantamount to punitive legislation and is contrary to our Charter rights.

If that wasn’t enough to light a legal inferno, then consider that a  6 – 1 Supreme Court of Canada ruling affirmed that collective bargaining rights are human rights, and the role of collective bargaining has “in promoting the core values of “human dignity, equality, liberty, respect for the autonomy of the person and the enhancement of democracy.”” 

I’m sharing the quote below with bolded and underlined main points, if my MPP, the MOE, or the Premier read this;

“the Supreme Court proclaimed labour rights to be human rights, and boldly declared for the first time that collective bargaining is a “constitutional right” supported by the Charter.“

So our elected officials who have violated the Charter should now have to face the consequences for their malevolent disregard for the rights of its citizens. Right? I won’t hold my breath as legal cases against governments spend years in the courts. However, we cannot allow our elected officials to rule by decree without accountability to the whole public whom they have sworn to serve.

Civics does not equal civility

When will they pay for selling out the future and for the harm they will inflict to the well-being of the students in our province?  We will not lose count of the lies, the streams of misinformed statements, the factless rhetoric, the accusations, the doubling down, the vilification of our noble profession, and of the requests we have made for them to come to the table and negotiate.

I also contend that the current government is angling its way towards a secondary agenda authored by pernicious profit seekers including publishers and private education providers looking for a piece of the public education pie. These steps do not appear to benefit our students. Our steps on the picket line have shown more to the public of our commitment to excellence than any sound bite, attack, or child care bribe put forth by the government. There is strength in our numbers. 

Come to think of it, I have kept count of the steps I have stepped – 90 000 plus, the waves I have waved to drivers honking in support – 1 000s, the dozens of encouraging conversations conversed on the picket line, and the 3 people who waved with their middle fingers while yelling single syllable words.

It’s my first strike as an educator. Yet, it feels like our current fight against this government’s assault on public education is nothing new. Everyone remembers what Mike Harris and his ilk did in the 90s. The Ford Regime is Harris 2.0 complete with vitriol and misinformation spewing from a cadre of party whipped sychophant proxies acting as media drones du jour. In response, teachers are standing in solidarity together fighting for respect, transparency, and fairness on behalf of all Ontarians who will be directly affected by cuts to education now and in the future.

Teachers believe this so much, that have given up 3% of our wages already. We know that we are part of a world class education system because we work in it everyday. The results speak for themselves which is why it is so frustrating to see people trying to dismantle what is working well.

6/194 is a small fraction especially knowing how teachers, especially in 1997, fought for us. This will mean even more to the students of Ontario who will bear the burden or benefits because of our actions in the future.

Thank you for reading and for sharing on social-media.

Further reading:

This Collective Bargaining Rights Day, Unions Celebrate Wins for All Workers

Will Gourley Celebrating Success, Challenging Topics, General, Making a Difference Through Education, Mental Health

Oh wait

For all of the right reasons and in my own best interests I think it best to resolve some issues from what has been a terrible January. As such, I have taken to implementing a number of life changes in order to ensure I am my best me, living and giving my best.

Less caffeine – down to 4 cups of coffee per day from 6 – check
Drink more water – some is more than none right? – check
Sleep more – at home, not at school or while driving – check
Take time to be still – shhh I’m doing it right now – check
Exercise – I turned my Wii Fit on for the first time in 10 years and it still works – check
Read more – information is armour for the mind and soul – check
Show vulnerability – asking for help and support does not make me weak – check
Seek help – unisolating myself has been a necessary and positive experience – check
Look forward – know that good things are all around even when things look grim – check

Without all of the above, I might have really been physically and mentally weakened by an exasperating month.

Oh wait…there was something else on my mind

With nearly complete media proliferation from all ideological camps, it’s hard to have a moment of tranquility without being bombarded by [mis]information. A person in a compromised position may not have the intellectual immunity to resist the indefatigable onslaught of shady dealers wearing blue blazers and brown pants who persist in spewing surreptitious messages meant to shatter the successful education system we have worked so hard to construct and move forward to be among the best in the world. So it’s understandable that educators, students, and families would want to fight to protect it.

Come to think of it, despite months of patiently waiting for a contract, hearing about unions leaders bullying members from MPPs who seem confused on where to find beer, and from Twitter trolls who spout about how teachers are only after a pay raise to their shared 50 followers, it feels like it’s time to fully engage in this war that is being waged by the government and its partisan proxies on our profession.

Instead of a being an integral partner in education, our government has chosen to become our adversary. In addition to our exceptional daily work in the classrooms, ETFO educators are having to defend our hallowed halls from unprecedented and misleading attacks. Hearing the Minister of Education talk trash about our profession is offensive. It should never be part of an elected civil servant’s mandate.

This doesn’t even begin to address the passive aggressive and staged photo ops via social media or contrived press conferences. How can someone who appears in photo ops at a STEM daycare centre strike camp, in a school district that was not even on the line that day rather than at one of our thousands of incredible public schools, be taken seriously or trusted?

Speaking of trust

Maybe our MOE is the victim of bad advice? What if he is being setup for failure from inside his own party? MBAs (read through to the final footnote) and politicians are notoriously self serving entities. Think of the contracts to hand out to the highest bidding E-Learning providers and private sham credit mills if things go unchecked. There are lots of dollars to be made when you are unscrupulous enough to wallow in that trough, but is it worth your humanity?

What if the goal is to fleece the flock and retire to a cushy Conservative consultancy? After all, what out of touch political party doesn’t love recycling ineffective ideas? So this cut, gut, shame, and run approach will sound fresh again in 20 years since their good old days are an archaic product of a classist’s poor memory.

Perhaps in his limited time in the position and on the planet, the current Minister of Education has not been privy to grace, kindness, or truth? Wouldn’t it be swell if the lack of progress in our negotiations be weighing heavy on his conscience? With Valentine’s Day around the corner, maybe the warmth and solidarity we show as a union in standing up for education can melt his heart, and he will begin to see the impact of this current government’s flawed approach and policies. Until then we will walk and hold the line.

Walking the line

On a chilly Monday I proudly walked the picket line to fight against the legislative tyranny of our current government. 17000 steps in 3 freezing hours. 1 Day’s wages was a small price to pay in order to stand alongside my fellow ETFO members in solidarity. The honks of support, the visits from admin, superintendents, and school board systems level staff meant a lot to us all. Having families and other union members show their support was the encouragement we all needed to maintain our spirits.

Come to think of it, those 3 hours on the strike line have to rank as some of the best moments the month of January had to offer. I know there might be more days ahead, and I am dedicating my attitude and focus on everything that matters to my students, their families, my colleagues, and those who will occupy my classroom in the future. Together ETFO, and our partners in the OSSTF, will continue to make public education in Ontario a global beacon of progress and success through our work in the classrooms across the province. Together.

Thinking of you all, this week as we walk at the picket line shoulder to shoulder in solidarity and support to ensure a future for over 1.3 million students in Ontario’s public schools. Thank you.

Will Gourley Challenging Topics, General, Making a Difference Through Education, Mental Health, Resilience, self reflection, Teacher Wellness, Teacher Working Conditions, Weather

The end is here

The end (of January) is here. Thankfully. I thought wrapping up 2019 would have signaled my surrender. I didn’t know another white flag needed to be waved so quickly, but here goes.

The month of January has been particularly trying on my mental health and well being. When I say my mental and health and wellbeing, it’s important to know that it implies the way a lot of my colleagues in education are feeling right now. It’s tough sledding right now. Let me explain what’s been going down.

The usual demons

The entire month has elapsed as a slow motion dream sequence of continually compartmentalized interactions. Meet here, teach now, listen here, discuss there, teach again, receive devastating news, listen, meet, teach, share, support, listen some more, put on a brave face, teach, weep for a student lost in a senseless act, grieve, cope, support, listen even more, meet, teach, and try to make sense of what the heck happened?

I’d like to blame Mother Nature for the storms, poor commutes, and frigid school days, but I can’t because I bought snow tires which ensured that the weather would only be bad on weekends this month. I’d like to say it’s the flu, but I can’t because I got my first flu shot in 10 years. I’d like to say that my students are being difficult, but I can’t because they are truly interesting and engaging learners.

So it’s got to be me right? I’ll own my part of things knowing that I am sharing with 7.2 billion others in January right now. Let me reiterate. It’s been an incredibly difficult month even though my usual January demons were uncharacteristically co-operative? Now that the month is over things can get better right? Either that, or something really bad is in store for the future once the demons get back from vacation. Fingers crossed, salt over my left shoulder, ladders put away, black cats all in their homes, and artificial rabbit’s foot rubbed something more positive is possible. Anything will be better than the start of 2020.

This January’s tragic events were completely out of our hands. Yet, as teachers, we were all working together in support of our students, as well as one another. At my school, the death of a student on UIA Flight 752 was devastating. Upon confirmation of the news, it was as if the air had been taken from our lungs in a flash. It was hard to breath that day. We were all in shock, and had to put on a strong face for our students and each other as the news unfolded which was not easy.

We are told to try and return things to normal as quickly as possible, but all I remember is feeling numb in the weeks that followed. I wonder how normal I looked trying to hide how it hurt to lose a student? In fact it has taken me a few weeks to even process the feelings in order to share them here.

Despite, therapy dogs, social worker support, and incredibly kind admin/school board officials it has been one of the toughest times I’ve ever experienced as a teacher.  When tragic and senseless events occur the losses are hard to overcome regardless of the supports in place. Finding “normal” again would have been very tough without help, but isn’t enough in itself. This leaves many of us having to manage some of the restoration on our own outside of school.

Setting aside a bit of quiet time to process each day helped. As simple as that sounds, it is hard to shut it all down at the end of the day or over the weekends. Taking time to remember the good things and dwell for some time on positive memories helps healing to begin. Sometimes laughter helps too. Especially, when the humour comes in the form of a joke, a meme, or a witty remark. Thank God for animal videos and Reddit.

As teachers we live and breath our callings. Our learners occupy a huge space of our thoughtlives. We have them with us as we process our days whether we are at school or not. There have been countless times where I’m reminded of a student, past and present, in a casual conversation with friends or family. The life of an educator guarantees that you will accumulate some incredible memories, and this is largely a good thing. For me there has been so much joy in reflection back on 2019, but in contrast comes a much harsher start to 2020 with the loss of a beautiful soul from our school family. As February takes over the calender, I am glad to say the end(of January)is here.

Wishing you all health, happiness, and good memories for the rest of the year and beyond.

Will Gourley Celebrating Success, General

Foresight is 2020. Hindsight is 2019

At noon EST today December 31st, 364.5 days of 2019 have ticked off of the clock.
That’s 524 880 minutes that have not be banked for another time. It’s also means that we have been present for the 8 748 hours of inter/intrapersonal interactions that have happened. As I type, at my kitchen table, Spotify plays, my coffee grows cold, and the clock ticks incessantly towards a self imposed midday deadline to complete my last piece of 2019 for Heart and Art.

2019 was a year

If you look back on each moment of the past year, how do you feel?
Are you glad it’s almost over? December 31st is rife with reflection and anticipation for many. Although I am usually a procrastinator, I have been thinking about all things 2019 long before today.

As an educator, I think it comes with the job. We are prone to reflection as part of our professional and personal practice. There are few times throughout the days, weeks, and months at school when I, or my colleagues are not processing something that has occured by design or happenstance.

2019 was no exception as my role of SERT/Transitions/Guidance and Drama/Dance/Health/Music/English/Math teacher evolved. So many simultaneous experiences, happening in classrooms around the world/province/city/board/school to navigate, mitigate, orchestrate, and educate. As Wendy Howes shares, “You can’t make this stuff up.”

Year ends, for some, are like trying to navigate through a maze full of mirrors and finally finding the one mirrored corner that shows you the way out after 364.5 days. For others, it seems that they find their way without a wrong turn, and get back in line to do it all over again. Most of us are probably somewhere in between for the sake of this analogy.

I know there were times that I felt lost in 2019.
There were also times where it felt like I was leading the way.
Did you take time to enjoy any of the special moments that have happened? I can imagine a range of feelings flooding in here. Based on my own year in education, I have wandered the house of mirrors making wrong turns and retracing my steps looking for the way out. The experience has left me with a profound understanding that I cannot do my job as an educator in a silo. What I quickly realized was that I was not walking through the maze alone and that others were helping to guide the way. Admitting this has allowed me to break a few figurative mirrors in the “funhouse”.

Having a personal and professional support network is crucial to teachers at every time of their careers. Being able to turn to someone within my circle of trust has been transformative in my approach to education. This includes connecting with the #ONTED family of educators and to an incredible global cohort via Twitter and TED Ed.

Although, there have been many incredible mentors along the way, it has taken me nearly 10 years in the classroom to realize that I cannot do this job well on my own. If you are a new teacher, I encourage you to do it now. Seek out those who inspire you, who challenge your thinking. Seek out educators who think differently than you do. Borrow/liberate/bandit ideas and good practices. Reinvent yourself every year and in turn inspire, challenge, and encourage others. The time is now.

2020 is almost here

We are counting down the final 1440 minutes until midnight.

Tomorrow gifts us with a fresh 365.
365 days to…insert limitless possibilities here, there, and everywhere else.

Cheers to 2019 and an even better 2020.