Blog

Stephanie C Building Inclusion, Media Literacy

Pop Culture in the Classroom

The first week of May has two important pop culture events: May the Fourth and Free Comic Book Day.  These fan celebrations are great ways to connect to student learning and camaraderie both in and out of the classroom.  More and more, students are interacting actively with media in terms of their interest in characters and immersive communities.

When I was growing up, the May 4th “Star Wars Day” existed only as a pun and has exploded over social media the past 10 years.  Most of my colleagues knew of my fondness for this space franchise and when the day began to be celebrated with fun tie-ins for kids both young and old, I naturally incorporated it into my classroom.  I was particularly excited for this year’s being the first in person occasion in three years and the first since arriving to my new school two years ago.  I was pleasantly surprised when colleagues showed up in some Star Wars hair and shirts with stuffies of various characters, and since our principal encouraged us to be inclusive and call it “Space Day”, there were many star and moon ensembles as well.

Students enthusiastically showed up at nutrition break to my room wearing various outfits, including some in costumes.  They participated in word searches, Mad Libs, and fun poses against a galactic backdrop.  What pleased me the most was that many years ago, mostly only boys would have these shirts and plushies on hand.  The fan culture has catered more and more to all genders with various characters and positive representation that appeals to a wider variety of fans.

Free Comic Book Day is a wonderful opportunity to check out the local comic book store and begin the journey to learning about superheroes and villains in graphic novel form.  Students enjoyed drawing using step by step videos of characters from their favourite cartoon shows and were encouraged to check out events at their local library.  Once again, more inclusivity in terms of characters’ backgrounds and ethnicities leads to more children seeing themselves represented on the big and small screen and in the pages of books that are a great resource for a variety of reading styles.

The terms ‘geek’ and ‘nerd’ can be used to negatively stereotype both neuro-divergent and neural typical children with interests and personalities that don’t ‘fit’ into society norms.  It’s empowering to see students embrace ideas that being a fan, whether comics or sports, is something that can introduce lifelong friends and talents.

Will Gourley Advocacy for public education, Challenging Topics, COVID19, General, Making a Difference Through Education, Mental Health, Mindfulness, self reflection, Teacher Wellness, Teacher Working Conditions, Wellbeing, wellness

the eyes tell our stories

Trigger warning: This post may be triggering to some folx as it discusses the emotional and physical toll happening on our students and our profession. I hope you read on.

A student asked to speak with me the other day. They said things weren’t going so well. They didn’t have to say a word. Their eyes told the story of someone who had been going through a lot lately. They shared and I listened while resisting every urge to cry along with them. How has it come to this I thought? How have so many of life’s weights been placed on a student who deserves to enjoy these years without worry, fear, or doubt?

While they spoke, it became known that these feelings of sadness and dread have been building up for a couple of years already. It struck me a bit odd as this student comes across as one of the most well liked, bright, and optimistic persons. If they were struggling, then how many more have not found the courage to come forward? My mind raced around how best to support them in the moment, but then moved to thoughts of what needs to happen on the macro level of our classrooms.

Despite some training, my mental health first aid kit is still only partially stocked, and unless additional social workers can be added to our school, I fear things will only be getting worse.  If it is happening in one school, then it is probably happening in many others. Notwithstanding the already existing immense work loads placed on centralized caregivers in school boards, it does not appear that supply will meet demand any time soon.

I guess that my best move for this particular person will be to check in with them a little more frequently, contact family to construct a cohesive support plan, and to recommend seeking some help from a social worker if at all possible. I am also going to build in some wins for them throughout the week. These could be a few more affirmations or intentional opportunities to have fun in their day.  Maybe this approach could help in supporting staff as well? Read on.

They didn’t have to say a word. The eyes told a story of someone who has been crying a lot lately. What happened before coming to school? How were they going to make it through another day when the sound of fast paced walks toward their door meant another part of the day, intended to plan and organize, was going to be co-opted again. How can this continue to happen when things are supposed to be safer, better, and back to normaler? Cue the tears. Cue the sadness. Cue the confusion. It’s hard to hide the stress or frustration. With all of that to manage, anger is never far behind. So when someone asks what is causing the tears specifically, the answer is nothing and everything at the same time.

Nothing because there is nothing we can do about what is happening other than mask up, make sure the kleenex box is full, and brave out the current chaos of each day. Everything because the number of issues provide more than enough straws to collapse every camel’s back. Mixed messages, inaction, anti-vaxxers, non-maskers, insane rates of infection, lost preps, fatigue, and having to complete the same system work with less time due to time that has been ‘liberated’ from one’s daily schedule.

Image
via https://twitter.com/MikeJToronto/status/1520175065333219329?s=20&t=NLlivpQQu-yLApHE3_iEUA

I looked into the mirror. My eyes were dull, glassy, and dry. Thankful that another week has passed where I did not have to be out of the classroom. Thankful that I did not have to isolate. Relieved that time outside of school meant a chance to disconnect and recharge.

Although there is no single thing to attribute this current state. It could be because of the daily dread built up from what is happening in schools right now. It has gone far beyond any occasional days when OT jobs went unfilled to a sadly predicatable and unprecedented time in our profession. When was the last time you ever heard of 9 unfilled OTs at one school? Last week comes to mind.

If it hasn’t been mentioned before, the folx caring for this province’s most precious resources are having a tough time and are being pushed to the brink of exhaustion and anxiety. It seems that once again, pontificating politicians have put their heads in the sand when it comes to equipping educators to meet the realities of the day with the resources they need.

Let’s start by having more teachers available to cover the amounts of educators having to take time to quarantine due to illness/exposure to COVID19 or to care for an infected family member in the same home. As we enter the final months of the school year I am not feeling super confident that things will change and that has me worried about my own energy and emotional levels.

Despite every educator’s individual efforts, ‘things ain’t goin’ so good’. No amounts of extra time or out of pocket expenses are going to fix what is happening. We need personal supports for students and staff more than ever not affirmative memos and lipservice from elected/board leaders. Help.

Stephanie C General

Music Monday and encouraging arts in the classroom

May 2 will be the first Music Monday I will be celebrating live in three years and the first in my new school. Music Monday is an initiative organized by the Coalition for Music Education to promote the importance of music education in schools. You can find information at https://coalitioncanada.ca, and schools are invited to sign up internationally as well.

At the same time on the first Monday in May, schools are encouraged to virtually sing along to a song commissioned by Canadian artists. This is Music Monday’s 30th anniversary, and during the past 10 years I have participated I have sang with the students I.S.S. (Is Someone Singing), co-written by astronaut Chris Hatfield, Music is Our Medicine, and other contributions by a variety of diverse artists. We always encourage students to play along if they are shy about performing using a variety of instruments.

A book that I like to read in connection to this topic is “The Man With the Violin”, by Kathy Stinson. The author based the story on a real experiment where master musician Joshua Bell disguised himself and played for one hour in a subway station to see if passersby would pay attention to classical pieces in a non-concert setting. The beautiful illustrations convey to spirit of the children who were the most moved by the music. My students quickly recognized the importance of not judging a book by its cover and how important it is to have music occurring in everyday life from a young age.

The past few years have taught us the importance of the arts in our entertainment as well as our mental health. This year, I am video recording some of our students of various physical and neurologically divergent needs for a special slideshow on how music can be enjoyed by everyone, no matter their background and age. There are many ways to integrate music education into a variety of subjects and I hope that the choirs convey the importance of music on students’ learning and emotional well-being.

Will Gourley Additional Qualifications, General, Making a Difference Through Education

always good things on Isabella

Long before becoming an educator, I used to spend my free time checking out cool places around Toronto. My time in the city was usually spent on Yonge Street between Bloor St and Queen St. On other days, I sat in on court cases at Old City Hall or was exploring other neighbourhoods (Queen W, Spadina, Kensington Market) within walking distance to the subway. There are so many good memories from those days. I felt so independent while getting to see a side of the city that my parents and friends from the boroughs did not.

Food, fashion, and music filled most Saturdays – mostly music. It was fun way for a dorky kid from the suburbs to check out the latest, weirdest, and rarest vinyl from around the world while exploring the city. Whether it was blues, punk, jazz, rock, or worldbeat, there was always something new to add to my collection. Such were the joys of a teenager with some disposable income and parents who let him visit the city unaccompanied.

In between the record shops, l managed to discover a number of other cool spots along the way. Some by luck and others via ads on the radio(usually CFNY). For a while, the ads seemed as interesting as the music.*

Hearing those ads made each destination sound cooler than the next, and represented a departure from the boredom that was suburban retail in my corner of the city. The ad copy and the music made a huge impression on me, and there was one place I will never forget because of it. It was located at the corner of Yonge and Isabella. It was The House of Lords Hair Design.

For over 50 years, this legendary address was known for its avant garde hair stylists and punk rock ethos. They catered to clients of all ages and tastes. David Bowie got his hair cut at the House of Lords: that’s right, Ziggy Stardust. My father was also the barber for my first 13 years of haircuts. As such, I was resolved to end the cycle of home barbery and go where the cool people paid other cool people to cut their hair. In hindsight, I need to thank my dad for the motivation to get out there and earn some dollars at an early age and pay for my own before my social life really kicked into gear.

Okay story time is over. The House of Lords closed in 2017, but even after those last locks fell and were swept away, there is still lots good on Isabella. Only a brisk walk eastward now leads us to ETFO HQ.

If you have ever had an opportunity to visit this modern building you would remember it much like that happening salon just down the street from days gone by – a hive of activity. Other than the joys of finding street parking, ETFO headquarters has everything: Advocacy, administration, AQs, and activism are all happening inside of an open and light filled steel and glass structure located at 136 Isabella St. That includes the family of staff who work on our behalf.

I’ll never forget my first visit as a guest speaker for a summertime AQ course. The memories of meeting teachers from across the province who had gathered for the sessions made me feel closer to my colleagues despite our usual geographical differences.

And then COVID-19 hit. Opportunities to visit and learn on Isabella morphed into virtual gatherings for most of the past 2 years, yet the spirit to connect, share, and grow never went away. Now as we emerge from various levels of isolation, it is great to know that there are so many opportunities waiting for us to learn, connect, share, and grow.

Writing that last sentence just gave me a mini-crisis of conscience. What else have we all been doing in the last 2 years but learning, connecting, sharing, and growing? Sheesh!!

Crisis over, I did want to share some resources with you all that would be great opportunities for the constant learner, connecter, sharer, and grower in all of us.

Start by visiting https://www.etfo.ca/resources. Here you’ll find info on Equity, Women in Action, Project Overseas (hopefully returning in 2023), and much more. After you have browsed and bookmarked it is time to click on Upcoming Professional Learning Events, where there is something happening every week in areas of intersectionality, identity, gender sexuality alliance, leadership, communication, collective bargaining, and social justice. But wait there’s more! Would you like to add another AQ to your already impressive OCT transcript?

Did I mention I used to write ad copy? Some habits die hard because ETFO offers AQs too. Having taken several over the years, I must confess that the most relevant and supportive instruction came from ETFO colleagues turned AQ instructors. Check out this year’s course offering via https://etfo-aq.ca/catalogue/. Looking through the catalog shows that the instruction is evolving to meet the needs of educators with courses in Integrated Arts, Inclusion, and Teaching 2SLGBTQ+ students.

With so many to choose from, most educators could take two courses per year and never run out of options over the length of their careers. Luckily, courses are scheduled throughout the year and can be taken remotely to ensure that travel and distance do not become barriers to opportunities. In fact, registration for summer AQs is now open. Hint hint.

There are always good things on Isabella. As teachers, we have a home there; a space to call our own. A place that supports educators and wants to see us succeed by providing the best learning possible. Suddenly, I feel the need to take another course. Any suggestions?

*Maybe that is what contributed to me becoming a DJ, ad copy writer, and newscaster long before ever becoming an educator.

Gary Stewart Before School Starts, Education Funding, Music, The Arts

Engaging Students Through The Arts

I love The Arts! The arts nourish the imagination and develop a sense of creativity and appreciation of the natural beauty of the world around us. Music was that for me. I played tenor saxophone in elementary and secondary school, and I still do today. I first fell in love with music when I was a young boy growing up in rural Jamaica. Every Sunday morning we would hear the musicians from our church band, particularly the bass guitar and drums, playing with such energy and joy. That was our call to get ready for Sunday morning service. The entire community would be humming and moving to the beat of the music, as we gathered and walked to church. For me, seeing all the musicians playing with such pleasure and delight brought joy to my soul. Today, I play the tenor saxophone in a concert band and I am practising playing bass guitar. Music has turned into a beautiful part of my adult life and has opened many doors to new experiences throughout the years.

Through music, I discovered my own creativity, learned about my own identity and musical culture, and I developed a strong sense of well-being. In fact, music (and sports) kept me in school. The arts worked well with my learning styles and offered me the type of self-motivation and incentive I needed to keep me focused on my academics and to get me through elementary and secondary school. Having an appreciation for the arts has also helped me in my teaching career. I have been able to draw upon my knowledge and creativity acquired through the arts to use in my teaching practices and counselling skills. The arts have empowered me to take risks, to think critically, to be opened to many possibilities and to be resourceful. So why are the arts the first things/subjects on the chopping block when addressing budget shortfalls or when schools have to go through reorganization?

Every year, millions of dollars are cut from school budgets due to education funding cuts by the provincial government. The school boards say the cuts are necessary as a result of decreased provincial funding. However, these cuts are affecting the growth and development, as well as the  learning environment, for many students and even teachers. Funding cuts have created unequal access to arts programs across Ontario for many of our students. In some cases, the arts programs continue to thrive due to parent/community efforts and financial support. While, in other cases, the arts programs suffer due to lack of space in schools, fewer specialist teachers and school boards prioritizing their budget to meet other needs. Students in small and rural schools, schools with higher levels of poverty, and schools with lower levels of parental engagement, might be less likely to have access to equitable arts programs in the classroom.

How do we make sure that all students, no matter the income of their parents/families, are able to have equitable access to quality arts programs, have the opportunity to play in a band or even go see a performance?

We need to put all students first by putting money back into education. We need to address staffing shortages, so that we can get more specialized teachers back into the arts. We need to do better at engaging all students, especially those who are often underserved and those with special educational needs. Not only will an investment in the arts demonstrate a commitment to an investment in students, it will also help close the learning gap, the poverty gap and keep students from dropping out of school prematurely.  

ETFO has launched a new professional learning resource for teachers designed to support the arts as a core part of the curriculum in Ontario primary classrooms. According to ETFO, “Primary ETFO Arts has been created for classroom teachers to counter-balance the lack of arts funding in schools, and the over-emphasis on literacy and math being driven by standardized EQAO testing. It recognizes that the arts are critical in fostering student engagement in learning, along with unique and critical thinking.”

Check out the following ETFO websites for additional information:

First Nations, Métis and Inuit Growth Chart

The Primary ETFO Arts book offers engaging, integrated arts activities with literacy links.

Primary ETFO Arts book

Kelly.McLaughlin Anti-bullying, Celebrating Success, Student wellbeing, Wellbeing

#dayofpink

This year, our positive school council committee planned an excited pink day event in our gym for our whole school. Student leaders in grade seven and eight set up, helped lead the stations and cleaned up at the end of the day. Students created posters and made announcements, informing the school during the week about our commitment as a school to stand up against bullying and discrimination. Our school board’s official statement about pink day is as follows:

On April 13, HWDSB students, staff, and community members raised awareness and affirmed their commitments to combat homophobic, biphobic, and transphobic bullying through Day of Pink. The event celebrates allyship and those who take a stand against discrimination and hate.

Students wore their pink/rainbow colours and participated in excited pink day activities. Our activities were:

  •  Bracelet making
  • Colouring pages of the 2SLGBTQ+ leaders from the day of pink website
  • Photoshoot with green screen with the day of pink background
  • Kindness rainbow with sticky notes of positive messages (pictured below)
  • Nail painting
  • DJ station with positive songs
  • Runway with props

Classes came down for thirty minutes at a time and the student leaders facilitated their stations all day long. The excitement amounts the intermediate leaders was so great to see! They have all been looking forward to these leadership opportunities for so long and it was so fun to see how engaged they were all day long. They even swept up their stations without being asked! Not only that, the staff and students were abuzz with excitement as they chatted about how fun the day was. Teachers were talking about it the next day, thrilled that we were doing something exciting for the whole school community once again. Something with a message that we can all stand behind! 

I think it was such a great day and we look forward to planning another whole school event. I know the grade eights are excited to show their leadership schools again, especially with grad so close and grad awards on the horizon! Pink day was a success and it was our first one since 2019. Can’t wait to do it again next year, but with less feather boas!

How did your school celebrate international day of pink? 

Kelly.McLaughlin Celebrating Success, Classroom Layouts, Inclusion, Mental Health, Student wellbeing, Wellbeing

The Power of Groups

It has been a full two years without student desk groupings and I had completely forgotten about all the benefits it brings to the classroom. Not only does it brighten student morale, but it provides so many rich learning opportunities. I wanted to dedicate this post to the celebration of being back in groups!

Last year as we all know, (even though we did group work) students had to sit on their own due to COVID regulations. Since I taught online last year, I did not get to witness many group work settings as my students who worked in breakout rooms chose to keep their microphones and cameras off. I was able to witness group chats but nothing is better than in-person group work.

As restrictions are lifting, students are able to get back to some of the simple things they could enjoy pre-COVID, one of them physically sitting beside their peers. ** I created groups in my classroom last week and I cannot express how much of a change it has brought into the classroom. Just having a peer nearby has brought so many students to life, some who have been putting their head down and not participating this year. Now that they are sitting directly beside a group of people, they have no other choice but to become involved in the conversations and the learning around them. They do not seem frustrated at this, rather they are thankful for this new opportunity. This peer support has really helped a lot of my students. I was starting to think that some of my students would never regain the ability to socialize with others but the proximity of their peers has really helped them grow out of that discomfort. About six students decided they wanted to continue sitting on their own, but after a few days of seeing how exciting the prospect of sitting in a group was, they merged groups with nearby friends. These group settings have created new friendships that couldn’t have started without the new group settings.

Having students working nearby each other has also allowed for many group work activities. Some of the ones we have enjoyed in the past two weeks have been:

  • Solving complex math problems, drawing off the ideas of their peers to contribute to their answer
  • Brainstorming about topics such as the forms of bullying, landforms and types of mixtures
  • Solving hands on tasks that involve building structures or mechanisms
  • Students getting help from a friend with spelling (before they had to travel out of their seat to ask for this assistance which wasn’t allowed)
  • Confidence when solving independent problems by comparing end solutions
  • Sharing devices to research as we only have two iPads in our classroom
  • Being involved in conversations which otherwise would have had to take place across the room
  • Continuing to improve collaboration skills which have been on pause
  • Allowing for differentiated instruction opportunities that have been on pause since 2020

I know that groups can pose a classroom management issue such as breaking up group conversations. I am actually thankful for these conversations as before, it was challenging to get anyone to speak to each other. Attempting to chat with someone across the room was actually more disruptive than it is with the group settings. I continue to work on classroom management techniques as I have not had the practice with managing physical groupings since 2020.

I look forward to continuing to look at new and exciting group work activities as we are able to provide these for our students again. We are currently learning about hydraulics in our grade eight science unit so I am looking forward to students creating their own hydraulic machines together. I am also extremely thankful for the new friendships that have formed, especially with it being so close to the end of the year.

I know these successes are small and it may seem silly, but the power of physically grouping students has really changed things in my classroom and I cannot wait to see what happens next.

If you have any exciting new group work activities you have tried, I would love to hear them as it has been a while since I have done some fun team building activities. 

**Note: All of my students that sit in groups wear masks (their personal and preferred choice).**

ETFO’s recent media release related to masking can be found here.

PLEASE NOTE: ETFO’S POSITION ON IN-PERSON LEARNING REMAINS UNCHANGED. THE UNION FIRMLY BELIEVES THAT THE DAILY, IN-PERSON MODEL OF INSTRUCTION AND SUPPORT BEST MEETS THE EDUCATIONAL, DEVELOPMENTAL AND SOCIAL NEEDS OF STUDENTS, PROVIDES THE BEST EXPERIENCE FOR SUPPORT, AND IS THE MOST EQUITABLE LEARNING MODEL FOR ALL STUDENTS.
ETFO’S EXPECTATION IS THAT ELEMENTARY VIRTUAL LEARNING IN ANY CAPACITY, INCLUDING THROUGH HYBRID MODELS OF INSTRUCTION, WILL END ONCE THE PANDEMIC ENDS.

 

Arianna Lambert Field Trips, Teaching online, The Arts

The Arts

Art is powerful. Whether through music, dance, drama, or visual arts, it has the ability to take us to other worlds, giving us a glimpse into the experiences of others. It also allows us to explore how we might share our experiences creatively through movement, sound and visuals. In this post, I’ll share a couple of upcoming virtual field trips you might be interested in participating in with students. 

The AGO Virtual School Programs

Students from kindergarten through grade 12 can experience the Art Gallery of Ontario’s collection through their virtual school programs. I’ve shared in the past that this was a hit for my students and this year, they’ve added something I haven’t seen before. On Fridays, there’s Artmaking 101! This is an opportunity for students – and yes, teachers – to try simple drawing techniques – inspired by the elements of design. It’s a practical way for students to engage with a work of art, discuss a particular element, and then have the chance to play around and/or practice. I love this idea! April is all about one of my favourite elements, colour.  Give it a try!

YOU Dance

Every year, The National Ballet of Canada provides students with the opportunity to learn with and from Apprentices and Ballet Teaching Artists. Prior to Covid, schools could register to have a Ballet Teaching Artist visit but now, with a virtual demonstration, more classrooms can have the opportunity to participate. Last year, I had students get up and move around, trying out some of the dance movements and it was a great opportunity for them to learn a new art form and to think about dance in a different way. The before and after questions certainly helped to create meaningful conversations around what the students would see and experience. This year’s performance is on Friday, May 20th, from 12:15 to 1:15 pm ET. There’s still time to sign up.

I know that Art has played an important part in my life. Music can bring about strong feelings of nostalgia and visual art is one tool that I use to help support my mental health and well-being. In what ways do the Arts impact your life? How might we consider this in our daily work with students? In what ways might we infuse more Art and in turn creativity? These are some questions that I am pondering.

Will Gourley Advocacy for public education, COVID19, General, Making a Difference Through Education, Occasional Teachers, Teacher Wellness, Teacher Working Conditions, Wellbeing

…and in this corner

….weighing in at the size of that giant elephant in each of your classrooms.

Yup, with a sense of timing so impeccably ironic, that it is only achievable by elected officials, we are once again face to face with maskless learners and colleagues.

Oh the freedom!

This all despite numbers related COVID19 cases, hospitalizations, and deaths) increasing across the province. Despite a strategic throttling of information from the current government and an ineptly duplicitous media incapable of calling out the “horse hockey” being shovelled at an unwitting public who is either happily oblivious learning how to live with COVID19 or now scrambling to avoid a negative patient outcome for someone in their life who is immuno-compromised.

Another struggle took centre stage the moment the masks were allowed to come off in Ontario. We are once again facing government sanctioned chaos when it comes to public health policy and education in our province and there are signs of  trouble in nearly every public school. #Onted via Twitter reveals numerous schools with growing numbers of COVID19 cases and exposures among their youngest learners. That means more absences (students and staff), more missed learning opportunities, and more uncertainty in schools/homes.

To no one’s surprise who has actually taught in a school over the past 2 years, students, teachers, and support staff  once again find themselves at greater risk of being exposed to COVID19 now that masking has become optional in public schools.*

Thankfully, at the school where I teach, the number of students and staff still choosing to mask up each day remains around 90%. Odd though how that figure corresponds to another public health statistic at 90%. Hint, it rhymes with vaccination rate. Hmm? Yet, that is not the case inside of many other schools and has the potential to be problematic on a number of fronts. I’ve seen this movie before and as I recall, it ain’t a comedy.

The removal of required masking, limited cohorting, mandatory hand sanitizing protocols, and social distancing have not provided me with the peace of mind that the return of such “freedoms” pretends to promise. So what is can a health conscious public educator do while they are now placed on the frontlines of learning to live with germ warfare?

Psst. Running away and hiding are not options.

The safest moves are to continue limiting our own exposure to potential infections by keeping our distance, masking at all times, sanitizing, and limiting our social interactions. Overcoming a global pandemic entering its 6th wave is going to take a little more time. We have gone through so much and have learned an equal amount about ourselves and others.

I can sense that students are still concerned about this too. I have noticed them still sanitizing their hands and trying to maintain their distances with students who have chosen to go maskless in class. Thankfully, I have not observed any social shunning as of yet which makes me hopeful that this will be the case in the general public when ideologies collide as legislated social expectations are gone. It is in this spirit of care and respect that I encourage you all to stay safe and strong as you continue to serve and shine in your classrooms.

* I was going to make a snappy comment about how private schools did not have  to remove their mask mandates while all public schools were ordered to do so, but I could not think of a good way to phrase it without the use of profanity.

Will Gourley Additional Qualifications, Classroom Management, Constant Learning, General, Professional Learning and Growth, Special Education

learn unlearn relearn teach…

To continue: learn some more, unlearn even more than you did before, teach even better, and then repeat.

I am not sure whether it is possible to enjoy anything more in my professional life than teaching – other than learning. Insert witticism here asking why then are students not jumping out of their seats when they are probably being taught something new everyday? I can see it now if it happened; a level of shock on the faces of teachers at what might be considered too disruptive, but oh the joy. All jesting aside, I believe it is within all of us to express and foster this type of joy in everything we do related to life at school.

Imagine if students bristled with excitement at each opportunity to learn something new rather than some of the blank stares and foreboding filled faces that silently shared that work was the only thing on their minds instead of the profound potential that can occur as new neural pathways are paved? What if that happened at a staff meeting? Maybe I am asking too much for that previous line?

Nevertheless, I still like learning new things – preferably by choice rather than prescribed. Not only does new knowledge strengthen my understandings and scalable skillsets, but being a learner helps me see teaching through a different lens from the seat of a student. For me, this is where the excitement happens along with a healthy dose of discomfort too.

Perhaps teaching and learning are simply sides of the same coin? Maybe it’s solely my intuition as an educator/lead learner taking over because nothing brings me more happiness and relief to finally arrive at another of life’s learning destinations only to realize it was merely a stop to refuel along the way.

What some might perceive as a bumpy ride filled with uncertainty and uncertainty is not a fact I wish to conceal from you. Agreed, it has taken some time to arrive at a reasonable level of comfort with this discomfort.  However, I have also realized that it was in each of those moments when I gained the most in perspective and understanding in my roles in the classroom.

Before that happened though, there were some demons to slay. Finances, fatigue, and giving up a bit of family time on occasion. Once these three things were balanced, I was able to focus on some really important AQ courses that I would highly encourage all teachers to add to their transcripts. My top pick is below.

Spec Ed Pt 1 has to be your goto first AQ.* When I took this course, I was working in a French Immersion school where the IEPs were usually for gifted students. Accommodations were for depth and breadth, but the learning about Growth Plans, ISTs, IEPs, IPRCs etc. was invaluable to support my students in the classroom. Since then, student needs in FI or significantly more complex and the role of SERT which was more geared towards supporting students back into the English stream is now focused on shaping the learning spaces to fit the students where they are within their French Immersion experience.

Spec Ed Pt 1 also came with some excellent classroom strategies that are thankfully still in my toolkit over a decade later. Of course once you have SpEd Pt 1, you might as well complete the set with Pt 2 and your Specialist. Don’t fear being forced into the role of SERT just because you have these qualifications. Think of them as gifts of knowledge for you to support every student that steps into your classroom throughout your career.

I vowed to refuse the job if ever asked to be a SERT fearing I would be placed in a space where I would not be able to survive, and then all of that changed 5 years ago – an offer I could not refuse. Stepping into the unknown discomfort zone that is the SERT role has been nothing short of transformational and invaluable to my practice in and out of the classroom. Working with students, peers, families, and system folx has been extremely rewarding even though pretty much clueless for the better part of my first two years. Thankfully, a mentor teacher and supportive admin were there to help me decode the work.

I guess this brings me back to the title of this post learn unlearn relearn teach.

I knew there was more to learn after my B Ed was completed and I entered the classroom. I unlearned some sticky habits and thoughts about student abilities and behaviour from my own schema and schooling by relearning from the experiences and wisdom of others, and now continue to apply new knowledge to my teaching.

That’s it for now, I have to go unlearn something to make room for more lessons ahead.

Next month look for a companion post about AQs and other cool goings-on at ETFO entitled ‘all good things on Isabella’.

*Did you know that ETFO is offering AQs for Special Education this Summer? Click the link to learn more.