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Melissa Turnbull Equity, Occasional Teachers, Occasional Teaching, Wellbeing, Year End Activities

Not the Same Christmas

As November comes to an end and we begin to approach the holiday season, excitement fills the air. Students are excited to share their plans for the winter break, talk about the gifts they hope to receive, the people they get to visit and the positive memories of holidays past. Of course, we want to join our students in their excitement. Whether or not we share this holiday with our students, it is great to see such happiness, excitement and smiles. As many students continue to count down the days until the break begins, I reflect upon the different reasons students may not all be experiencing the ‘same Christmas’ or holiday season this year.

Not all students are celebrating Christmas

The Christmas holiday is one that is ‘in your face’ each time you visit a store, watch television or scroll through social media between the months of October and January. We must remain culturally responsive to the diversity in our classrooms, in our community and in our world. Even if each of the students in your classroom celebrate the holiday of Christmas, it is important to make students aware that this is not a holiday celebrated by all. 

Students may be worried about being away from school

Many students (and educators) are excited to have a much deserved two week break from the busy hustle and bustle of school. Many are excited to reconnect with family and friends they haven’t seen in a while as they look forward to the love and happiness that will fill their homes. Conversely, many students may feel worry, anxiety or fear in anticipation of the two weeks away from the teachers and school staff who love them, care for them and make them feel safe. 

Some students will receive gifts – some will not

Be mindful of the conversations that happen surrounding gifts and elaborate holiday feasts. Some students will receive gifts and will be excited to share about their warm family traditions, while other students’ families struggle to put food on the table. As we continue to endure a global pandemic, some families struggle to survive. Many families continue to undergo financial stress, poverty, or have difficulty accessing in demand community resources that have been depleted due to COVID-19. 

Here is how I approach holidays in my classroom:

  1. Classroom materials reflect people of all cultural backgrounds so that students can see themselves reflected in the classroom community.
  2. I offer students opportunities to participate in discussing holidays and celebrations that are special to their family. Families in my class this year were invited to share traditions, stories, songs, dances, etc. via a virtual visit to our classroom.
  3. While inviting students and families to share about their holidays and celebrations – I never put anyone on the spot to share simply because they celebrate a specific holiday.
  4. Holidays are not a theme day. Children don’t learn about a holiday by colouring a picture or completing a word search.
  5. I continue to learn from my students, their families, my colleagues and through my own research about holidays and celebrations, their significance, accompanied traditions and the history behind them. Approaching holidays from a learner lens allows me to ensure I am including quality resources in my classroom and integrating the discussion of holidays into lessons while respecting all cultures and students.
Gary Stewart 21st Century Learning, Additional Qualifications, Curriculum Planning, Equity, Inclusion, Math, Professional Learning and Growth, Social Justice

Teaching Social Justice and Equity Through Mathematics

By the time students reach high school, they are already being streamed into different academic levels that often limit their full potentials for growth and development. This streaming pathway closes the door of opportunity for many underserved and racialized students. It is important that educators develop multiple entry points, honour different ways of knowing, and provide numerous opportunities for students to experience success in mathematics.  When mathematics is introduced as a tool for understanding the world, we are helping to liberate the minds of students and championing the educational goal of creating informed citizens who will contribute to, and participate in, an inclusive and democratic society. An inquiry-based approach to mathematics with a focus on teaching for social justice and equity (which values multiple perspectives, the social construction of knowledge, and interconnects student experience with mathematics) can empower students to develop both mathematical and social/political knowledge. 

 

As an intermediate classroom teacher, as well as a special education teacher, I have learned over the years how to embed culturally relevant and responsive equity and social justice issues into my numeracy program as a form of engaging students and empowering them to understand and confront inequities inside and outside of the classroom. This personal philosophy and teaching pedagogy did not happen overnight or within my first five years of teaching. It really required, from me, a personal philosophical understanding and belief in what it means to educate young minds and to effectively prepare them for the realities of life. Over time, through my experience of navigating the educational system for myself and for the students and families I service in my numerous roles, I began to develop an equity lens approach to my teaching practices. As an avid math enthusiast, I took numerous math AQ courses and got my math specialist. These AQ courses were instrumental in my discovery of the connection between numeracy and equity. I began to see beyond the numbers in teaching mathematics to a place where the numbers themselves took on deeper societal meaning in terms of what they represented, who they represented (or did not represent) and the impact of these numbers on various groups of people within our society. I’m telling you, it was a very enlightening experience for me to reach that level of understanding about mathematical justice. If you have never taken a math AQ course, I implore you to consider taking one for your own personal and professional growth and development. 

 

Where do you begin?

Dr. Bev Caswell who works at the University of Toronto, OISE, developed an inquiry-based Math and STEM social justice program for junior and intermediate students. The Robertson Program focuses on creating a space for student voice and authentic learning experiences in the classroom and out in the community. Furthermore, the lessons incorporate 21st century competencies, universal design of learning, differentiated instruction and culturally relevant and responsive pedagogy. They are also connected to the new Ontario math curriculum and have a cross curricular approach that infuses math, STEM, history and relevant global systemic issues. As a central staff, my role is to build teacher capacity in implementing effective teaching practices in the classroom. This program is something that I recommend to teachers as a supplemental resource to their numeracy program. 

Here are some lessons I would like to highlight: 

 

  1. Historical Figures in One Minute – a lesson for students in grades 4 to 7. This lesson makes convincing arguments and informed decisions regarding the data and graphs collected to discuss why some groups appear to be over-represented while others remain severely under-represented.
  2. Water Inquiry – a lesson for students in grades 4 to 8. This inquiry-based, water-focused lesson integrates mathematics, environmental science, geography, Indigenous rights, language arts and social justice issues.
  3. Price Check – a lesson for students in grades 4 to 8. This lesson explores socioeconomic reasons for the price difference in grocery store options in different locations in Canada.
  4. Milk Bag Project – This is a Google Docs presentation of the lesson for grades 4 to 8 students. This lesson focuses on the City of Toronto’s packaging-reduction bylaws passed in 2008. Students complete a collaborative inquiry on how many plastic bags (from a 4-litre milk plastic bag) it would take to make 10 mats (as described in the lesson).

 

So what?

Sometimes it can be scary to try something new or to teach in a way that can perhaps seem foreign and unconventional. However, this is exactly why we need to take a social justice and systemic approach to our teaching practices. A social justice approach to teaching mathematics should include equitable and inclusive teaching practices, high expectations for all students, access to rich, rigorous, and culturally relevant mathematics to promote a positive learning environment. To me, the results are more rewarding than the burden of planning, documenting and evaluating. We should feel honoured to be part of the process in which we are helping to build a better future for all by empowering students to understand how to navigate the world around them and how to confront systemic inequities in all aspects of their life. 

Gillian Wassmansdorf #hybridhurtskids, Assessment, Assessment and Evaluation, Celebrating Success, Emergency Distance Learning, Engaging students with online learning, Remote Learning, Report Cards, Reporting

Reframing our mindsets around pandemic learning and reporting

Now that the busy-ness of progress report season is winding down, I’ve been reflecting on my reporting practices and the big picture of how reporting looks for us this year. I know I’m not the only educator in my school building who struggled to write progress reports this year, but I did find it interesting how these struggles looked different for many of my colleagues. My biggest strife? The reporting structures we follow reflect narratives of “learning loss” and “achievement gaps” when, in fact, my virtual students show up and try their best every single day. 

When I think about the big picture of how teaching and learning has looked since March 2020, especially as a 100% virtual teacher myself, I struggle to accept the fact that our reporting structures have not been adapted to consider the effects of trauma, isolation, and deterioration of mental health on students. Should we be writing traditional report cards at all? How can we provide meaningful feedback and assessment that considers the context of teaching and learning through a pandemic?

In spite of barriers maintained by the traditional report card, I try to make a concerted effort to always understand individual student experiences and contexts to adapt to pandemic learning. To push myself further, I remind myself to look at some of the dualities that exist in online student engagement to reframe my mindset:

  • Students are desperate for socialization as they learn by themselves from home—behaviour that is usually considered to be disruptive in the classroom is actually a courageous effort to build friendships.
  • Students are always willing to be their best selves in online school, while also feeling unable to bring themselves to complete work some days. 
  • Students choose to keep their cameras off, resulting in them feeling like they can be their truest selves—independent from their physical appearance.

When we only use learning skills and grades to evaluate student character and academic progress, we are sure to miss their best and bravest moments as learners. How might we include a reframed mindset around pandemic learning within current structures of reporting? There are countless conversations to be had about assessment and reporting from a critical perspective, and I’m looking forward to building on these reflections and connecting with educators who are asking similar questions. 

Moving forward I’m thinking a lot about how I can push my gradeless assessment practices even further and look at the ways that character education and learning skills can be an inequitable way of understanding student achievement. I can’t wait to share these thoughts here! 

Note: ETFO’s position on in-person learning remains unchanged. The union firmly believes that in-person instruction and learning in publicly-funded schools provides the best experience for learning, quality delivery and is the most equitable model for all students. ETFO will continue to demand action from the government, school boards and public health units to ensure in-person learning can resume quickly and safely.

Kelly.McLaughlin General

Reflections of an eighth year teacher

As I mentioned earlier in November, I have started my first official journey as a teacher mentor, having my first student teacher experience. It has been an incredible experience so far. It is so fortunate that my students have a second adult to connect with and knowing that I can help a future teacher with their career. I have enjoyed learning from her and learning with her. This Friday marked the end of her third week with my students and we discussed all of the things to come, one being her unit plan. Planning a unit when you have been teaching for a few years is a whole different task compared to someone in school. When I was in school, I do not remember learning how to plan a unit. It is extremely hard to know what resources to use when you are in school or in your first year. Over the years, I have acquired so many great resources and those are hard to know about when you are just starting out. So something I have made sure to do so far is to pass on the locations of these resources, describing how to differentiate with them and how to lesson plan using them.

Having a student teacher is a great way to reflect on your practice. Reading over the mid-term evaluation made me reflect on many things about my teaching. I think it would be very beneficial for all teachers, no matter what year they are in, to reflect on these questions. Take time to pause and reflect on the following:

  • Do you demonstrate knowledge about how your student’s learn?
  • Do you organize purposeful student learning experiences?
  • Do you foster decision-making, problem-solving and inquiry?
  • Do you show insight into individual student’s progress?
  • Do you differentiate assessment techniques?
  • Do you provide written and verbal constructive feedback?
  • Do you have a consistent approach to student behaviour expectations?
  • Do you maintain a safe learning environment?
  • Do you motivate and sustain class involvement?
  • Do you adapt to the needs of all learners?
  • Do you generate enthusiasm and respect for subjects?

I started to reflect honestly about how all of these are evident in my daily practice. There are so many things to think about and a few of these have not been given enough time and effort as the years have gone on. I would like to reflect on one of the questions that stood out to me the most.

Do you organize purposeful student learning experiences?

Sometimes I find it hard to “reinvent the wheel” when teaching certain subjects such as History or Science. I look to use already created units made by colleagues that are kind enough to share. These units are great, they cover all expectations and provide the students with great readings, opportunity for responding and some inquiry projects. When I think about it, are they purposeful learning experiences? I am not too sure about that.

Recently, my students participated in a media literacy unit where their culminating task was to plan an advertising campaign to advertise “Sportswear Day” for the school. Leading up to this task, they evaluated the effectiveness of professional advertisements, responding to what worked for certain audiences. This had a purpose as it would lead to the eventual creating of their own advertisements. My students created posters, videos and announcements that incorporated students, teachers and celebrities, paying attention to the effectiveness of celebrity endorsements. These ads. were sent to all classes and the posters were hung on the walls. The school spirit was immediately uplifted by this ad. campaign; students and staff were looking forward to this spirit day.

The experience of creating advertisements for a purpose and hearing day after day about the success of each ad. was a purposeful experience that I am glad my students had. They are more likely to remember it when they have graduated and were involved in the learning experience. I look forward to creating more of these experiences in the future, especially as I continue to mentor my student teacher. As we head into the winter season, I hope to have a locker decorating contest, incorporating art expectations and having classes come view these lockers. We would ask these classes to vote and look at the data, commenting on students responded and why they responded the way they did.

I really appreciate this opportunity to mentor, not only to help a future teacher but to continue reflecting on my own practice.

 

Will Gourley 21st Century Learning, Assessment, Assessment and Evaluation, Celebrating Success, Challenging Topics, Communication with Parents and Guardians, Interviews, Making a Difference Through Education, Modern Learning

post parent conference potential

Parent conferences are done. PHEW! Now before you take that giant “PHEW!” as a negative thing hold on for a moment because it is quite the opposite. That “PHEW!” was due to the amount of energy that educators pour into them. Parent conferences are tiring. They come with some emotional highs and lows. Parent conferences come with some eye opening realizations. They also come with their share of next steps. This is where I find the potential for positive things to come.

So instead of a retrospective approach on mid-terms reports and conferences, I want to look forward to the potential that is to come in the classroom.

Now that I have had a couple of days to recover, maybe a moment of reflection couldn’t hurt.

First, the conferences were very positive. Why wouldn’t they be? Next to parents and family, teachers should be the biggest cheerleaders for their students. Even if and when potential is not fully realized there is still growth happening. Returning to school after 2 years of turmoil during emergency distance learning due to a pandemic is no small feat. Finding routines and academic stamina takes time for students and educators, especially this one.

Back to the future (the real one)

So when the conferences happened, it was easy to share what I’ve learnt so far this with parents and guardians knowing this is what will be happening in my classroom going forward.

1. Students will have even more time to wrestle with Math. This is not an issue of quantity or drill and kill methods, but one of developing positive mathematical mindsets in every learner.
2. Students will have even more opportunity for low floor high ceiling problem solving. One question might be all that is needed. See 1.
3. Students will have even more time to read. The most frequent question I get is about homework. Reading is the only activity I consistently assign each day for homework. With students enrolled in sports, music lessons, and etc. they have enough on their plates already. When push comes to shove on this issue, my Google classroom provides digital reading and math platforms for students to work on to refine their skills as well.
4. Students will have even more mental health breaks. Humour, self-directed time, LoFi Hip Hop, and movement breaks are keys. I have learned that a Just Dance video is a good for my wellbeing as theirs. (reply in the comments for my faves)
5. Students will have even more time to share what’s on their minds in a way that allows them to ask questions about their learning and the world around them. There are opportunities for conversations around inclusion and identity. I know that during daily class read alouds has been a great time for this in my room.

All 5 of the above have always been happening in my classroom. Now that I have witnessed the potential that each have provided my students, the more they will be part of their future.

 

Gary Stewart 21st Century Learning, Building Inclusion, Celebrating Success, Differentiated Instruction, Equity, Flexible Classroom, Inclusion, Inspiring Students, Learning in a Real Life Context, social emotional learning, Student wellbeing, Wellness

Can the Integration of Students’ Lived Experiences in your Teaching Practices Impact Student Success?

I believe that there is a profound connection between student learning and student lived experiences and the ability of educators to embed who students are with what they are learning. I can vividly recall, as a young learner, the teachers who were most impactful in my learning. They showed genuine care for my well-being and often went above and beyond academic support,  in unconventional ways, to understand my needs, including my personal challenges based on my lived  circumstances, and to support me in all aspects of life. I can  honestly say that the relationships those teachers established with me directly helped to shape me into the person I  am today. Knowing who your students are, their identities, their barriers, their abilities and their lived experiences allow educators to create the conditions for dynamic learning opportunities that are culturally relevant and impactful to student learning.

What do experts say? 

Scholars Gloria Ladson-Billings and Geneva Gay have spent decades at the forefront of researching Culturally Relevant and Responsive Pedagogies. Their findings have been clear: “integrating a student’s  background knowledge and prior home and community experiences into the curriculum and the teaching and learning experiences that take place in the classroom are paramount to meeting the needs of all  students”.

Furthermore, research shows that learning needs of students from diverse backgrounds are not being met equitably in classrooms across the system. For example, in the current age of destreaming mathematics for grade nine students across the system, it is important that teachers are well versed and equipped with the necessary tools and strategies to support all learners in an academic classroom. When we acknowledge students’ cultural experiences and prior knowledge, we are better positioned to strengthen their ability to see themselves as doers of mathematics, language, science, history, art and so on. They are further empowered to interpret the world around them with a critical social justice lens.  

Activity

The “Where I’m From” poetry activity is a great strategy you can use to have students explore their cultural identities and values, to foster collaboration with their peers, to create a positive classroom environment and to learn about students’ lived experiences. This activity should be culturally relevant to the students in the classroom and  intentionally structured to engage all learners at multiple entry points. This will help to foster a sense of community in the classroom and help the teacher understand who the students are and how to embed their real-time lived experiences into the teaching and learning process.

My 2 Cents

I think teachers should spend the first week or two of each school year engaging students in conversations about their (the students) own identity and lived experiences and the intersectionality of their identity. This would allow students to feel comfortable and confident in sharing who they are, as well as their thoughts and opinions, with others in the classroom. Try to create a brave and nurturing space where students feel comfortable talking about their racial background, their gender identity, and their preferred name. You can use culturally relevant books, videos, posters etc. that can lead to those discussions where students are invited and encouraged to talk about their own racial, gender and cultural  identities. Teachers can then incorporate students’ identities and lived experiences into the instructional planning and teaching program. 

Whether it’s a math activity, collaborative inquiry in history or a STEM project, it is important that teachers provide opportunities for students to reflect on their interests, their passions and how they see themselves within the development of the task. Use culturally relevant and responsive resources that reflect student identities, interests and lived experiences. Providing opportunities for small group discussions and descriptive feedback will help students make meaningful connections to that task and to their real-time lived experiences. Educator’s willingness to share their own identity with students, their own experiences in school as a young learner and  how their experiences inform and influence their decision-making process are effective strategies in building strong relationships with students that engage them in embedding their own lived experiences into their learning. If we truly believe in developing young minds, creating strong leaders and critical thinkers then we must create the space for that to happen within the classroom. When we let go of the notion that we are the holder of knowledge in the classroom, we create opportunities for students to develop and demonstrate leadership, to become critical thinkers and to advocate for justice and social change.

Tammy Axt Communication with Parents and Guardians, Interviews

Interviews

November is interview time.  Interviews are an important connection with the home to communicate progress in learning. After the last 2 years of disrupted school, it is also going to be a very important connection to speak about student’s social and emotional well being.

Over time, every teacher develops their own approach to completing so many important phone calls/interviews in one evening and morning according to their professional judgement. I have seen a variety of different interview styles all be successful. Some teachers prefer to run student led conferences where students present their own work and discuss their goals for the school year while teachers facilitate the conversation. Other teachers prefer to directly discuss the students’ strengths and weaknesses directly with parents or guardians.

For me, my approach is to write down notes on every child before the interview night and discuss them with parents or guardians. I do this because during my very first interview night, many years ago, I didn’t write any notes before hand. I was confident that I knew my students and could talk about them forever! What I didn’t factor in was what would happen to my brain after 3 hours straight of talking about a variety of students. During my very last interview, I hesitated to describe a positive trait about a very vulnerable student that I taught. I was so very disappointed in myself as I knew a thousand wonderful things about this student, but my brain was fatigued. Ever since that moment, I always prepare notes. I also have found that it provides a good record of what was discussed.

My notes that I prepare answers 4 basic questions and leaves 1 area for questions that come up during the interview:

One Positive aspect about the child and/or their progress this year

I always start with a positive aspect about the child. It often sets the interview on the right note and tells the family that I really care and know their child. I will try to share something about their academic progress and something about their positive role in the classroom and/or school. For example, “We are so happy to have Ishmeet in our class this year.  She is such a positive and outgoing member of our class and really works hard to make sure her classmates are included in all classroom activities. When we were working on our Science experiments last week, she saw that one student was left out and she went over and invited them into her group. It really helped the other student to be successful because they felt included. Ishmeet has also had a great start to the year in reading. She actively participates in our small group conversations, and she passionately talks about her book that she has self-selected. She can read new words and use strategies to figure out their meaning. Continue to encourage her to read at home.”

One area of growth

I try to focus this part of the conversation about one academic area that the child is working on improving. For this part of the conversation, I always have examples of the student’s work and an example of work that would be assessed at an A level. I find having samples for parents makes it much more easy for them to identify and see why I have evaluated their child’s classroom work at a given level. For example, “One area that Aria is working on improving this year is writing. As you can see from her most recent writing assignment, Aria does a great job organizing her ideas and writing her thoughts in paragraphs. To improve her mark in writing, Aria needs to add more complexity to her sentences and add more vivid vocabulary to her assignments as you can see in this A level sample here.”

What I am doing to support their child

During this part of the interview, I reiterate my commitment to their child’s learning this year. I clearly outline specifically my plan for supporting their child’s progress. For example, “I have noticed that Harini is having a difficult time understanding the Mathematical concepts of money. During our math periods this week, I have been meeting with Harini and 3 other students in a small group every day to help support her understanding of money. Next week, we will be having an assignment that uses the knowledge about money that we have been practicing. I will follow up with you before that assignment if I feel that Harini needs more time and practice to develop her skills in this area.”

The Home-School Connection

Finally, I thank the parent or guardian for meeting/talking with me today and highlight how important the connection between home and school is. It is often at this point in the interview that many caregivers ask for guidance on how to support the child’s learning at home.  When you are asked this question it is important to keep in mind that not all parents have access to the same resources, time or supports in their home or community. Just like my students, I want to set parents up for success and I need to be flexible and responsive in my answer.  For example, in my new role supporting English language learners, many families asked how they could support their child in reading when they didn’t speak English themselves. I responded by encouraging them to discuss what their child is reading in their first language and modeled what that conversation might sound like. With another family that I worked with in my previous role who wanted to understand how to support their child, I provided a resource that gave step by step instructions on how to develop reading skills and we met and role-played how that might look in their home. Ultimately, I highlight with the parent the many ways they already help their child be successful at school such as sharing their own life experiences and involving the child in family activities. An example of this unconventional way that a father supported his daughter’s learning was when she clearly made a connection between the text she was reading and her father’s experiences driven into child labour that he had shared with her. It is important as teachers, that we recognize the many ways parents, guardians and families support our students every day.

Do you have any questions?

I usually end with an opportunity for parents to ask questions. If the parent has a lot of questions, ask them to have a follow up meeting so that you are able to respect the time of all the parents who will be meeting with you tonight.

Final thoughts:

  • It is okay to say that you are not sure about an answer and that you will follow up with the answer next week. I sometimes get asked about high school programs or opportunities for extra curriculars that I don’t know about. I write down the question and follow up with the parent the following week.
  • Stop the interview immediately if you are feeling threatened. Do not take abuse or put yourself in a dangerous situation. Call the office immediately and stand outside your classroom until the situation is resolved.
  • I always end the interview with a reminder to parents that they can call, email, or make an appointment to chat any day throughout the year. My door is always open!!
  • Ultimately, the parent wants to know that you care about their child as much as they do. If you go in with a positive tone, most interviews will be successful no matter what approach works best for you.
Stephanie C Interviews

Interview Reflections: The Most Important Question

It’s the time of year when parent-teacher interviews are occurring, and as a planning time teacher I still find it odd that I won’t be conducting any unless at the request of a parent as I don’t have a homeroom. This period was always an exciting albeit nervous experience for me and I imagine many of the parents and guardians I have spoken to over the years.

When I think of interviews, I think of the multiple conversations that have come out of that night that stick in my mind. I remember biting my tongue as some parents talked of goals that I thought were not necessarily unattainable, but perhaps not indicative of their child’s personality or talents. I fondly recall seeing ‘repeat customers’ and talking about how similar or different the younger sibling was and discussing the older child’s progress in middle school. I even had one interview where the parent asked me for bunny care tips as she found out I also had a rabbit!

It took me a few times, but I eventually got the idea to always begin with the same question. Something I thought was a perfect springboard to discussing the progress during the year:

“How is your child enjoying the class?” or “How do you like the class?”

So much of the report card is spent discussing grades, but to me the child’s happiness is paramount to their success. With this question, I am able to find out info around their rapport with me, concerns and home, or conflicts with peers. Then I try my best to work with the staff to make things work before they leave my class in June. It may be true that school isn’t the favourite for most kids, but given these uncertain times, asking for the child’s state of mind regarding coming into the building every day can point to a lot of reflection regarding the starting point for learning skills and general well-being.

Children were not really encouraged to attend interviews when I was in school, and I wonder as well what I might have said with my parents during my time. But I think a lot of teachers would be pleased to know that I am following in their footsteps.

Kelly.McLaughlin Celebrating Success, Constant Learning, Mental Health, Professional Learning and Growth

My first experience as an official mentor

Yesterday began my first official day as a student-teacher mentor. So for the next six weeks, I will be blogging about the experiences of having a student-teacher in the classroom.

Since I have been teaching for longer than five years now, I am eligible to have a student teacher in the classroom. Since I was remote last year, I did not jump at the opportunity as I thought it would be more beneficial for that student teacher to learn in a physical classroom. This year, I could tell I have an incredible class who would give that teacher candidate a lot of experience and I was excited at the opportunity! Not only is having a student teacher an amazing opportunity to inspire the next generation of teachers with new ideas and methods but it also allows for all students to get an extra adult in the room. That is an incredible opportunity for all for those six incredible weeks.

My student teacher started yesterday and was visibly excited to start her practicum. She had been waiting for her placement to begin as her experience in the physical classroom got cut short last year as we switched to virtual. I could tell right away that her positive attitude and attentiveness would do so well in my 7/8 classroom.

The day started well with introductions, routines and the basics. As the day unfolded, I could see her getting to know the students and having chats with them. This was great to see as this is the best way to get involved right at the beginning. Almost immediately, a student shared about how they hadn’t slept the night before and how they were feeling upset. Right away, my student teacher got to see how if a student isn’t feeling mentally healthy or ready for the day, they cannot succeed in the classroom. I let my student know that they were heard and that we would support them at school and look to help them at home. Mental health and student well-being will be and should always be the main focus in the classroom so it was important for my student teacher to hear that discussion on her first morning.

During our planning time, we had great discussions around why she had decided to go to school for teaching, her teachable areas, any aspects of her placement that she was feeling anxious about, any extra-curriculars she would like to be involved in and a few more questions to get our journey together started. These answers are important to set the foundation for her placement. I also asked her to complete a small task for homework, to write out the seating plan and to write down any small comments or observations that she had made about the students on her first day.

This morning, when she shared all the observations she had gathered, I was shocked with how much she had learned about my students after she had only met them for five periods. I mentioned how knowing the learners, their needs and learning habits will ultimately determine the way that she teaches for the next six weeks. I cannot stress enough how thrilled I was to hear all she had observed in that short amount of time.

After school today she came to assist with volleyball, which was great to see. Funny enough, we have the same coaching interests so it will be great to see her get involved in these activities as well. I am so excited for this journey as I can tell she is an eager university student who was meant to be a teacher. I am happy to pass on all that I know and of course, guide and help her through this journey. I was so fortunate enough eight years ago to have two associate teachers who did so much for me. They made me the teacher I am today and allowed me to explore so many aspects of this profession. I can only hope I will do the same for her.

Nilmini Ratwatte General

Mentoring Moments: Celebrate Teachers in Education!

Being a teacher is a role I hold close to my heart. I love being able to connect with my students and their families while giving them the opportunity be the best they can be with the best learning opportunities possible.

I started out teaching in Early Childhood Education in a Daycare setting  teaching  Kindergarten while I finished high school. I loved every moment programming and teaching children by differentiating student learning opportunities.

Mentorship Programs

I think, that mentorship programs offer invaluable skill sets and working knowledge that you can pass down to others as you teach, co-teach and support through leading. The opportunity to solve real life problems that arise and encourage growth helps the mentor and the mentee as they develop a working relationship as co-learners.

Wouldn’t it be amazing if the Ministry of Education, Union Federations Affiliates, Parents of Students all work together to make the education system function at its highest capacity? This would honestly be my highest expectation to make our education system strong and over come systemic barriers.

That would be my vision for Education to make our curriculum shine we need to invest in a reflective process we see each team player held to account with high expectations and embracing a growth mindset of learning.  Mentorship would be the best use of resources to bring in expertise and engaging capacity building among educational professionals.

Building Networking Opportunities

Teachers need to network, socialize and be celebrated. As I start my 20th year in teaching I know that I am embracing learning along side others like you who are learning through blogs. Networking helps us as teachers build trusting relationships and grow from them.

Here are some ideas to network:

  • Social events in professional development
  • Growing your social media PLN to build opportunies to connect
  • Building capacity digitally with Blogs, Pod casts and engaging conversations

Engage Diverse workforces

No matter where you teach in the world we need to embrace diversity…there is nothing that can replace the perspectives, lived experiences that can be brought forward by being inclusive in our field. We live in a diverse world and we need to be representative and represent the cultural backgrounds and bring forth the knowledge from a global perspective today in age as we guide learning.

I really value diversity in education as a profession. When we are passionate educators we know that we bring in ideas, empower our learners and advocate for student voices to be heard and in order to do that we have to give opportunities to individual voice that are traditionally under represented in education to shine.

“In a completely rational society, the best of us would aspire to be teachers and the rest of us would have to settle for something less, because passing civilization along from one generations to the next ought to be the highest honour and the highest responsibility anyone could have” Lee Lacocca. This quote I hold close to my heart always through the journey of education as I continue to encourage, motivate and engage learners. No matter what differences we have that knowledge we pass to others on values, equity, diversity and human rights we should hold close to our hearts.

Reflection: Which concepts resonated with you from the blog and which will you apply to your daily reflection as a teacher?

Yours in Education,

Nilmini