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There are countless reasons I love my job.  I get to work with teachers across our board, to collaborate and co-plan for multilingual language learners. I get to exchange ideas with them, diverse teachers in diverse classrooms, adding new knowledge and strategies to my pedagogical arsenal every day. But there is one thing I cherish more than anything else in my role …

The sight of it makes me gleefully giddy. 

The mere thought of it makes my spirits soar. 

And the memory of it puts a little spring in my step as I jaunt down the hall to the next classroom …

(It happens quite a lot in our schools, I’m happy to say.)

Are you ready? Set? Here it is: I absolutely, positively, and unreservedly love it when I walk into a classroom and can’t find any multilingual language learners. 

Let me explain.

It is not that I do not wish to see or welcome or teach MLLs — on the contrary! It is a joy and privilege unlike many others. What I mean is this: when I walk into a learning space where everyone has a way to access the lesson, where everyone is included in the learning, where there is a way for everyone to communicate and share their knowledge … well that’s just it, isn’t it? No one sticks out. Yes, I adore that moment when I knock on the door and enter, when I scan the room and see groups of busy students, or bustling conversations, or engaged expressions, or hands raised mid-lesson to offer ideas … and I see no one off to side or separate. No one relegated to an ESL workbook or learn-a-language app.  No one staring uncomprehendingly.  Instead, everyone is learning. Everyone is contributing. Everyone is a part of the classroom community. 

Happily and joyfully, from my vantage spot at the door, I just cannot seem to find any MLLs.

Of course I am being a little tongue-in-cheek here but the issue is a critical one. Multilingual language learners spend most (if not all) of their time in the mainstream classroom. This is where the bulk of English acquisition takes place. This is where curriculum is learned. This is where community is. So how do we create lessons and learning environments that are accessible and inclusive to all students? How do classroom teachers ensure that MLLs are valued, contributing members of the class? 

I have seen countless examples of this kind of inclusion over the years. Students writing proud autobiographies or sweeping tales, some in first language (L1), some in English, some in both; some with sentence starters and frames, some with assistive tech, some with pencil and paper. But everyone is writing their autobiography. Everyone is writing their fable.   I have seen skilled teachers’ whole-class lessons on everything from fractions to water conservation to community helpers … with every student in the class attending to and accessing the main points of the lesson. Some by listening to the teacher speak, some by attending to the visuals the teacher points to, some by using strategic translation, some by using a combination of many different strategies. But everyone is learning. Everyone is included in the lesson.

When I was just starting out as a classroom teacher, I remember being overwhelmed at the prospect of creating this type of environment for multilingual language learners in my class. Where do I start? How can I possibly make my lessons accessible and understood by all, especially the students who are just beginning to acquire English? One resource I wish I’d had back then is Carol Salva’s strategies for classroom teachers with MLLs in their class. It is a short list of key ways facilitate the teaching of English and curriculum simultaneously.  I have adapted this list a little bit to include first language and building schema, as well as a adding a few examples, but this is Salva’s list nearly verbatim:

1. Activate / build prior knowledge before lessons (brainstorm with an L1 buddy, create a dual language dictionary of key terms, preview curriculum content in L1 before the lesson, participate in a real-life experience on the lesson topic, build schema from videos, etc).
2. Chorally read something as a class every day (such as lesson goals, key vocabulary, sentence frames, etc). 
3. Have visuals you strategically point to throughout the lesson. The walls should be your co-teacher. Multilingual language learners will have a chance to learn that vocabulary at the same time as you are teaching your lesson.
4. Have kids verbalize to internalize content every day. Sentence starters and a chance to practice privately go a long way. This way, MLLs can participate and contribute ideas in group work with their peers and practice English.
5. Have students write at least one academic sentence in English per day. Writing in first language is beneficial as well — it helps maintain first language and clarify thoughts and plans before writing them in English. 

As I read through the above, I am reminded that the strategies are good for everyone in the class, not just MLLs. Who does not benefit from choral reading and clarifying goals? From using sentence stems and starters to speak succinctly and clearly? From pointing to visuals during lessons for emphasis, interest, and attention? 

For multilingual language learners, and others, creating inclusive lessons is a matter of social justice. MLLs need to learn curriculum as soon as they enter school, and build English through their curriculum explorations and tasks. While Salva’s list is by no means exhaustive, it is useful as a starting point in creating the kind of learning environment that everyone can access, regardless of their level of English proficiency.

And while the search to create inclusive classrooms is a never-ending journey of reflection and action, it is the best kind of quest: to ensure that we teach in a way that all students learn, and that all students have a place in the learning community. 

Source cited:

Boosting Achievement by Carol Salva, 2017. 

 

Business is a concept that probably comes to mind more often than teaching when we think of networking. I remember being in grade 11 business administration class and hearing about it from a guest speaker who worked in finance: “networking is one of the most important things you can do in your career.” I understood that it broadly meant meeting the right people and making connections. Once you built that network, opportunities would magically appear.

What confused me was how. How do you even get into a room with people that can help you advance your career? What do you even say to build a relationship? Aren’t such relationships inauthentic?

As I entered my career in education, it occurred to me that networking might not even be relevant to my career choice. I got my first job as a supply teacher by submitting a resume and interviewing, and a permanent job through the same process. I figured, this is it! I’m done! No need to worry about networking!

I Was Wrong About Networking

Becoming a more experienced teacher helped me to realize how I wrong I was. In fact, the network that I ended up building throughout my career ended up becoming a critical part of my professional growth.

Networking isn’t just about finding people who will be “useful” or who have influence that can work in your favour. It’s also about locating expertise, building professional relationships, finding career mentors, and getting your own name out there. While being an educator would seem to be a fairly straightforward profession, there are actually lots of different career pathways you can choose, even within your own board.

Which brings us to the next question: how do build your network, especially as a new teacher?

The first and easiest way is to join events with other schools. Professional learning sessions, for example, are great ways to broaden your professional network. While it can be tempting to stay with the people you already know during a table activity, step out of your comfort zone and meet teachers from other schools. The same goes for social events at your ETFO local, or conferences. ETFO also hosts excellent professional learning sessions and conferences, where you can connect with teachers at other boards.

In my own experience, I have found that some of the best networking opportunities come from joining initiatives like writing teams or workshops. At one STEAM based workshop, I met another teacher in my board and we planned a joint event between classes at our school. It was exciting, and experience we could reference in job interviews and on our resumes.

Why Is Networking Important as a Teacher?

Over time, networking can lead to so many new experiences, opportunities and relationships. I love that I have colleagues that have moved to other positions in and outside the board, and that I can turn to them to ask questions about how they navigated their careers, what challenges they encountered, and the successes they found in new contexts. I enjoy the fact that I can find familiar faces and names at the events I go to.

Conversely, I also enjoy being part of other people’s networks. It makes me happy that I can share my own insights and experiences with others, and be a resource in areas that I have built capacity.

So the big takeaway here? Make time to network. You will see the results pay off in dividends throughout your career!

In my previous article I mentioned that the use of arts in non-artistic disciplines are accessible and adaptable; thus can be used for different purposes and throughout the curriculum. Therefore, I will be providing you with three examples, each from different content areas and different grades/divisions which can also be used at different points in learning. I will also include some considerations when employing these methods. 

 

Example 1: 

Students use found and recycled materials and drawing materials to create 2-Dimensional and/or 3-Dimensional art pieces to demonstrate their understanding of 2-Dimensional shapes and 3-Dimensional solids. An activity such as this will yield vastly differing results while allowing students with varying levels of understanding to engage in the activity. By examining the art pieces produced teachers would gain insight into students’ understanding of two- and three-dimensional geometry. The use of vocabulary during discussions with students would provide teachers with further information about the entry points for students. 

 

Example 2: 

Students utilize various art materials such as paint, plaster, newspaper plastercine, glue, to create 3-Dimensional components of the solar system.  Exploring with and utilizing texture, colour, shape and size would allow students to demonstrate their knowledge of physical characteristics and differences between space objects. Perhaps an art gallery could conclude the unit allowing students to share their new knowledge and justifications for utilizing various materials.

 

Example 3:

Students will paint, draw or sketch an image of a significant historical event in Canada. In this final example, students would create their art piece throughout a unit of study. This would allow them to add details as they learn more about significant elements and people involved in the historical event. By fostering discussions throughout the creation of the art piece, teachers could gain insight into student understanding of significant people, events and developments in Canada and address misconceptions and/or omissions in student learning. 

 

When utilizing arts in non-artistic disciplines, it is important to focus on the learning and expression of their understanding rather than the outcome or the esthetics of the art product. Avoiding language that places judgement on the art (or artist) will create a sense of safety, fostering trust between educators and students. Remember to use open-ended questions to foster follow-up discussions. Here are some sample conversation starters for your consideration: 

Tell us about your art piece.

Tell us about the content area.

I noticed you used clay and sand, can you tell me why you chose those materials for this project?

How did your understanding change throughout the project?

How might you use this new knowledge in the future?

 

Of course there are unlimited ways of including arts in non-artistic disciplines, I hope these posts help you consider some of the ways you may include these methods in your own classroom and teaching practice. 

Moving, creating, responding, expressing… not just for Arts classes. 

In this post I will be explaining the benefits of arts in education and why you should consider utilizing arts-based learning in your teaching across all content areas. 

Because arts-based methods and learning can be interpreted in different ways, I will begin by defining arts-based learning for the purpose of this article. In this post I refer to arts-based methods or learning when referring to the approach used in which students demonstrate their thinking using art (e.g., visual, music, movement). By demonstrating and expressing their thinking before, during and after a lesson or unit of study utilizing various forms of art, students are engaging in arts-based learning. This may include a drawing or painting, a sculpture, an expressive dance, or even a song. I’m also referring to the use of arts as a way to learn and share thinking with others. For clarity, arts-based learning is distinct from instruction and assessment of the Ontario Curriculum – The Arts. 

In our classrooms we can use arts-based methods as a means to motivate and engage students. Painting, drawing, sculpting, dancing, singing and any type of creative activity allows students to talk, listen, create and learn together. Let’s face it, after the primary grades, the academic pressures our students face increase and the time and space given for arts-based and creative activities lessens. We can make use of the playful and fun nature of arts-based activities to authentically engage learners. 

Because art can be a medium for bringing people together, the arts naturally create opportunities for community building within our classrooms. Additionally, specific arts-based activities can be utilized to capitalize on community building opportunities by encouraging and supporting students to work collaboratively on art pieces. 

Furthermore, utilizing the arts in non-artistic disciplines reduces barriers for diverse learners to engage with the curriculum. For example, English Language Learners may appreciate the opportunity to express their thoughts creatively through drawing, singing, movement, and other forms of art rather than through text based activities. Arts-based activities are also flexible in that students can experiment using various materials including free or low-cost, found and reuseable/recyclable, and natural materials such as rocks, sticks, or empty food containers. 

Finally, arts-based learning is inherently strengths-based focusing on what students can do. Students can express their understanding of complex concepts before, during and after units of study in unique and creative ways. This builds confidence amongst learners, especially those who typically struggle with other forms of expression. 

By understanding the benefits of utilizing arts-based approaches in the classroom, it is my hope that you will consider exploring this approach across various content areas. In my next article I will be providing some practical ways of doing so – Stay tuned!

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

Go Outside and Take Action

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

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

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

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

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

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

Learn about Advocacy and Do It

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

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

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

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

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

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

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

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

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

 

Are you and your students anxious about the future of life on earth? The term eco-anxiety applies to those of us whose feelings of dread, anxiety, and depression are associated with climate change, mass extinction, pollution, plastic islands, depletion of the earth’s resources, the water crisis, and other ecological issues. We can help ourselves and our students to cope with these feelings in several ways.

Part 1 of this blog examines appreciating nature and getting outside to learn. 

 Go Outside and Observe

Plan a variety of teaching opportunities outdoors. Fresh air, sunshine, snow, mud, and rain give us exercise and vitamin D with the bonus of the chance to observe the seasonal cycles, the water cycle, habitats, plants, and all sorts of animals, including insects. You will need to prepare for the weather, but I believe this will reduce student anxiety about the natural world just by spending time outside appreciating the gifts of this planet. Specific learning expectations in every grade from K-8 require students to be outside. When it’s part of the class routine to take a walk together or adopt a nearby tree, plant, or garden, students will likely gain more respect and understanding of the natural world. Bring cameras outside to create media. Take time to write, draw, paint, and create drama or music outdoors. The outdoor setting is a beautiful place to let the artistic side emerge. Respectfully using natural materials is a fantastic way to work together and be creative.

Go Outside and Learn

Your schoolyard is a habitat, no matter where it is located. It’s in a weather zone; it’s on a waterway; it’s a food source for something, even if you are in a concrete jungle! Explore the nooks and crannies of cracks in the pavement. Watch the skies for birds and other insects. You will find many opportunities to cover the curriculum right outside your door. Any subject for grades 1-8 and any of the four frames in the kindergarten program has components that you can cover outdoors. If your school does not have an outdoor classroom, that’s ok! You can do plenty of teaching with students using cameras or clipboards for making observations, calculations, mapping, or art. You can set up a nature-based inquiry by asking students to compare the characteristics of trees and animal habitats or make detailed weather observations. Always ensure outdoor learning is accessible to all students, and have fun!

After listening to Anjula Gogia speaking about the history of Toronto Women’s Bookstore at ….And Still We Rise in February, I have been doing a lot of reflecting on how the school library can be a place of hands-on learning and community. Sometimes called the learning commons, the library is a gathering space for all students and school staff. As such, the library sets a tone that resonates throughout the entire school.

In elementary schools, the library today is so much different than I can remember. My whole life I have been an avid reader. I can remember being in grade seven and eight and looking for books to read in the school library. We had to all be silent and keep a pen and paper reading log of all the books we read and how long it took us to read them. Given that this was the late 1980s, the majority of my reading log consisted of titles from Sweet Valley High and Sweet Dreams. I recall recognizing a formula to all of those books (mostly pre-teen romance about high school) that told us how to behave and what was going to be important in high school. Everything was very gendered and those were the only ‘girl’ options – and none of them ever applied to me. I never saw a racialized girl at the centre of the story. I cannot recall ever reading about a girl who was interested in the same things I was – books and science and just living a happy life.

Fast forward to today and the library looks very different when I enter a school. There are learning sounds of laughter and talking together. Sometimes there are maker spaces, breaker spaces, robotics, and all kinds of technology being used. The library may also host presentations or be a space for students to be in community with one another. There is a feeling of camaraderie and support for students. However, most noticeable to me is that the teacher librarians that I work with really do their best to honour student identities, experiences, and voices.

When I walk into a school library and the shelves are filled with different experiences and identities, I think of what it means to those students who might not see themselves represented in places outside of school. They see their identities accepted and celebrated; they see many possibilities about who they can become, who they can admire, and who is important. Teacher librarians have the opportunity to provide these spaces for students where they feel and see themselves as welcome without expectation and without judgment. Some teacher librarians even ask the students for recommendations on the books they want to read or identities they want to read about.

The school library can be such a joyful space! Thank you to teacher librarians who are thoughtful professionals, taking time to affirm student identities and intentionally curate materials and books that reflect students. No wonder the students look so excited to get to the library when walking down the hall!