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A child in an orange shirt lying on the floor.
Tammy Axt General

Commiserating With Others Over Their Technology Woes

Many of us have been assigned the unusual teaching package of instructing our classes online this year. A year ago, that would have seemed unthinkable. Teaching students from their homes with their pets, music blaring, siblings crying and unreliable technology would have seemed like a tall order. But here we are.

For me, my assignment that I received recently is called the hybrid model. In a nut shell, I am teaching my students who are attending in person simultaneously with my students who have opted for online learning. The important note to this assignment is that all of my students have a Developmental Disability and a variety of complex learning needs.

With three days notice of this hybrid model assignment, my colleagues and I moved quickly to explore the technology required to make this happen.

This is what the last week has looked like as I prepared:

 

This was my face when my Smart Board’s touch screen function now required you to touch things 1 foot to the right of the item you want to open.

This was my face when my student’s Chromebook wouldn’t load Google Meet for some unknown reason even though every other Chromebook loaded it just fine.

This was my face when my hard drive in my personal laptop imploded during the training for this new hybrid model.

This was my face when my office email refused to work three of the last four days.

This was my face when my desktop computer in my classroom no longer started, my student’s live streams crashed multiple times and the volume refused to work on my student’s iPad when we removed her headphones.

For those who are having technology woes, I feel your pain.

I am sure that things with all the technology will look up soon. I remind myself daily that we should be very thankful that we have access to iPads, Chromebooks, Smart Boards, laptops and desktops. There are many students all over the world that do not have access to even one of these things to support their learning. Tomorrow, I will pick myself up and try to figure out how to problem solve our challenges. For today, I sympathize with your challenges and I feel your frustration!!

Good luck for the month of October!

Shawna Rothgeb-Bird General

10 Years In, and Out of My Depth

This year has been… interesting. I’m entering my 10th year as a teacher this year, and in that time, I’ve been through some wild times – mostly in my personal life, sometimes in my professional life, occasionally in both at the same time.

This year has been, hands down, the most difficult – and we’re only two weeks in.

This is harder than teaching while 7 months pregnant in a high-risk pregnancy.

Harder than teaching while my mother underwent cancer treatment.

Harder than jumping into an unfamiliar assignment 1.5 days before the school year started.

Harder than coming back to work after parental leave to a new admin, a fall reorg, surprise tornadoes in September.

Other bloggers here have said so many of the things that I would have talked about – feeling out of my depth, like I can’t find my feet, like everything could change on a dime and we have no control.

What I’m struggling with the most, though, is how to teach French Immersion. So much of my program usually relies on students being able to interact in authentic and meaningful ways – something that I can’t quite seem to make happen when they’re all sitting in rows, facing the front, wearing masks.

I’m an experienced French Immersion teacher. I’ve been teaching FI of some kind since 2011, and specifically Middle French Immersion since 2012. I usually feel pretty grounded in my teaching, with confidence that I know how to adapt my teaching so that all of my students can succeed. I’ve walked into a class of 34 first-year immersion students! But this year, I’m struggling.

I say all of this because I want you to know, if you’re a newer teacher out there who’s thinking they’re out of their depths, they’re struggling to keep their head above water, they can’t find their feet – you aren’t alone. Being a new teacher is HARD. It’s fraught with uncertainty, anxiety, and second-guessing. Being a new teacher in a pandemic, though? That’s something else entirely. It’s a new league of “hard.”

Please, be kind to yourself this year. This is not the year to take too much to heart about your ability to teach. This is a year for survival – knowing that things will look, feel, and be different, and that many aspects of your program may not even work.

At the end of the day, ask yourself these questions:

Are your students cared for?

Are your students happy?

If you can say yes to those questions, you’re doing fine.

Will Gourley Challenging Topics, Class Size Matters, Classroom Management, COVID19, General, Making a Difference Through Education, Mental Health, Start of the year, Teacher Working Conditions

We’re back and it feels…

  • …like a weird batch of emotions being mixed up in my head everyday. 

I use the word “weird” here as an amalgam of thoughts in order to come to grips with a whole whack of feelings. For now, let’s discuss 4 of the unique states of mind which I have been experiencing. They can be captured by the acronym C.A.G.E – confusion, anger, grief, elation. 

Confusion 

When we said our goodbyes in late June, we went home not knowing what was to come. How could we, no one did? It was a true test of the resilience of our profession as we transitioned from our physical spaces and into the virtual ones. It was emergency distance learning 101 for us all. Nobody knew how long it would go on, or how the students would respond. I recall the incredible stress of having to convert an old table and chair into a workstation at my house, the physiotherapy that came afterwards from my less than ergonomic set-up, and the (a)synchronous instructional awkwardness.

SO, after completing the balance of the academic year online and 3+ weeks of virtual summer school, I was really ready to be back in a classroom. In fact, I was elated at the possibility because things were proceeding as normally as they could as numbers declined and even though everything was up in the air when it came to education. 

At least, our tentative assignments and schedules had been shared, there was more than an air of uncertainty that things were bound to change. Daily news reports, and social media posts had us all still holding our breath. What was school going to look like after “emergency distance learning”? What was the government’s plan? What were are school boards doing to be prepared for September?

Anger

There was no shortage of sound bites and stories to fill in the gaps, and for a fleeting moment in late July, it almost looked like the numbers were dropping enough as if the winds of possibility filled the air. Things began looking positive, yet it was still relatively quiet when it came to direction from our current government when it came to education except that they had experts working on it. Come mid-August, my bubble of hope burst with news of increasing numbers of cases. Any residual confusion had given way to anger and disappointment in this educator. 

When school board emails began coming again in mid-August, the uncertainty around COVID 19 in our schools left us scratching our heads, as we did back in March. Little did we know what was about to drop on us all when school boards began surveying families about their choices for virtual or in class learning? But, that’s a topic for another post. 

It was pretty easy to get angry although it didn’t help. Yelling at the TV, like Grampa Simpson, everytime a new daily increase of cases was announced or at how someone somewhere decided that a large social gathering was a good idea without taking precautions. Seeing newsers with the Minister of Education spinning government yarns about funding increases, which they had stripped, and safety of the students raised my ire too. No wonder I spent so many hours muttering to myself while cleaning the garage in August. “Good grief!”

Grief

I’d like this to be at the Charlie Brown level when he says, “Good Grief,” but it isn’t. One of the single most powerful emotions I have been battling with since March has been grieving the way that education is now divided into B.C. (before COVID-19) and C.E. (COVID-19 Era). I am sad for my students who missed out on perennial rights of passage such as grads, sports, extra-curriculars, and trips. I feel grief for the students who had to stay at home without contact with their friends other than through blue screens. I feel for the adults who struggled to support their children’s learning while juggling their own work. Acknowledging this feeling is my way of trying to move forward in a healthy way. I know there are many teachers who are feeling something similar.

Elation

After great reflection, I chose the classroom option to start this school year. Admittedly, this is a selfish choice, as I thrive in the classroom. My wife mentioned on several occasions that I needed to be back at school too. Although, I am not sure if that was for her sake or mine? Regardless of who benefited most by my return to the classroom, the fact is I was elated to be back, but it also came with a cost. 

I now go for weekly COVID 19 Tests now that my bubble has expanded. With a 96 year old and a spouse with asthma in our home, we are proceeding with great caution. I am wearing a mask and frequently sanitizing my home, trips anywhere are only out of necessity, we are co-ordinating our schedules to reduce interactions so my father in-law does not become at greater risk, and any semblance of a social life or gatherings with extended family outside our residence bubble are now only on the camera roll of my smartphone. Yet, I think it is worth it. 

A stronger feeling of unity amongst colleagues is happening. This turmoil has given rise to a new sense of telepresent professionalism(virtual staff/team meetings). Conversations are fewer, but more meaningful. Smiles are now made more expressive as they are shared behind our masks. All of these little things have made the return to school possible despite the heavy and shifting workload.

Prepping to teach this September has matched the level of confusion and effort of my very first years. It’s tough sledding right now and more changes are ahead as we have only been through a few weeks, but even though my return to the classroom this month has me staggering, I am encouraged and challenged, in a good way, to innovate and adapt.

My head is spinning most days as I grapple to sanitize, mask up, shield up, and emotionally ramp up to teach. Yet, I cannot help, but still find some happiness in all of this each day. And although you can’t see it through my mask, seeing students and staff in real life has become the biggest reason for the smile on my face each day at school despite the CAGE. 

Stay strong. Thanks for reading. 
Will

Note: 

I had the bulk of this post ready to share our first week back, but could not do it. Something was telling me to bank my initial thoughts for a couple of weeks. Maybe I wanted to take some time for the dust to settle in order to make sense of it all. Sadly, it’s still pretty dusty around here, and based on the daily streams of educators sharing their ups and downs via social media, our collective ability to sift through the mess to make sense out of it, and let the dust settle has not occured. Yet. 

Arianna Lambert self reflection

A September Unlike Any Other

What a start to the school year! I can’t believe that I am just 10 days in with students and that it’s already the end of September. With a delayed start and Covid-19 precautionary measures, this year is truly unlike any other. As I learn in-class with students, I’m trying to find the balance between honouring all the feelings that come with being out of the classroom for the last 6 months and attempting to return to some semblance of what school was before the pandemic. 

I must admit that although my students are incredible, it’s been a challenge. I’ve always been a firm believer in teaching self-regulation – not compliance but rather the idea of knowing what you need and asking for or doing it, in order to successfully navigate a situation. When students need to go to the bathroom, there’s a sign-out sheet. Please don’t ask my permission, just go as you need. I use the sign-out in case of an emergency so that I know quickly where everyone is.  You’re hungry? Get what you need. This was quite easy prior to the new measures being in place and now I find myself checking to see that we don’t have too many in the washroom at the same time. I worry about people eating in close proximity to others because they don’t have masks on. We created a hand-washing order and miraculously when the sink is not in use, I find myself asking who washed their hands last so that we can keep things going. This week I had a student ask, “Ms. Lambert, what about all that self-regulation stuff you taught? You know, where we do what we need when we need to?”.  Navigating our learning environment with these new parameters is in direct contradiction to who I am and what I have taught students to do.  I’m struggling with how we keep each other safe and still teach in the way that many of us have come to enjoy so much – collaborative, using technology, and flexible. I kept my tables for this very reason. I’ve divided them in half and have spaced them out – luckily I have a cohort of 15 at the moment – but if I get any more students, I might have to revert to rows of desks which really contradicts what I know to be good pedagogy. 

I’ve seen the pictures on social media of tight spaces and know that the challenge is in every public classroom in Ontario – and beyond. I wonder, what are the ways in which educators are making the in-school experience positive for students? Because I know that for many, the experience has been positive. My nephew is in JK and was actually disappointed when he woke up on the first Saturday of the school year and he wasn’t able to go to school. I have to give a huge shout-out to his teachers because they are connecting with a child who was definitely not thrilled about starting at a new school, particularly during a pandemic.  He’s enjoying himself and making friends. He’s learning and sharing that learning at home. 

How might we ensure that more children experience school during this time like my nephew? It’s a question that I have been asking of myself during a time where I’ve never felt less sure of myself. I wonder if I am striking the right balance of learning while in the midst of a pandemic. My students and I have been hard at work learning and building our classroom community. How are things with you? What successes are you having? What are the challenges? I’m hoping that during a September unlike any other, that we are moving on the right track and taking some time to reflect. If you have any ideas or suggestions of great tips that are working in your classroom spaces, please feel free to share them in the comments. Please continue to take care of and be gentle with yourself during this very difficult time.

Arianna Lambert Black History Month, Building Inclusion, Celebrating Success, Constant Learning, Curriculum Planning, Equity, Professional Learning and Growth, Resources, Social Justice

ETFO’s 365 Black Canadian Curriculum

The last time that we were in the school together was in March. Believe it or not, some classrooms still had the omnius date of when school changed – March 13, 2020 – up on the board. One thing that was still up and brought a sense of joy was the Black History Month display that was in the library. Last school year, I was blown away by the amazing display of books that our Teacher Librarian created so that students could freely explore Black history and story. I found myself drawn to it every time I walked into the space because there were a number of books that I hadn’t explored and it was refreshing to see. 

To be honest, I struggle with Black History Month being the shortest month of the year. I’ve written before about my feelings around having months where we celebrate and move on past the everyday realities that are the lives of our students and dare I say, educators. I also always feel a certain level of pressure to do something and then feel frustrated that I, as a black person, has to be the “one” to do the “Black History Month thing”, rather than it being a collective decision. Last year I sat back and wondered what might be done. All too often this month allows schools and districts the opportunity to click the equity checkbox, yet students and educators like me recognize and understand this as performative work. When Black history and story are relegated to one month of the year, what message does this send? Does this in turn tell non-Black students as they grow up, that February is the only time to check that equity checkbox?

In this post, I want to highlight ETFO’s 365 Black Canadian Curriculum. I’ll be honest and say that it is a resource that I need to spend more time in myself. Much of the history taught widely has been American and yet there are so many remarkable Black Canadians, past and present. 

By clicking the link above, you’ll find a compilation of resources – calendar, lesson plans, workshop, and poster – that support educators and students in learning about Black Canadian history. On each day of the calendar, a Black Canadian is highlighted with information on: what they are known for; notable facts; photos; and articles about the person. When first looking at the list, I was blown away by how many of the people I didn’t know. If you haven’t taken a look at the calendar or resource, spend some time doing your own learning. I know that we often get excited about using a resource with students and with this one, I think we need to get excited about doing some learning for ourselves. That being said, please don’t use not enough time for your own learning as an excuse to not teach about this in your classrooms. ETFO has removed this excuse by compiling the resources and having them in one place. Don’t discount it, you might be pleasantly surprised by how much you learn, how interested you become and how much you enjoy it.  

The hands-on teacher resources are available in both French and English and include worksheets for primary, junior and intermediate students. This past week, I used the lesson on Molly Johnson. Students were engaged in the lesson and the great part was that students were blown away by the fact that she’s not only a Canadian jazz singer, songwriter and broadcaster on CBC. She also won a Juno Award and a National Jazz Award. She was named an Officer of the Order of Canada. She co-founded the Kumbaya Foundation AIDS charity and she has toured all over the world. The fact that she happens to look like some of us within the classroom space was a bonus. With handwashing, the lessons are short but for our next Music class, we will continue the lesson as students were so engaged and wanted to know more. 

It’s time to reflect on the history and stories that are being taught in schools. How are we ensuring that Black Canadian history and story are also being taught within our classrooms? ETFO has a great curriculum that can be easily incorporated. Let’s ensure that Black history isn’t only being shared from an American lens of the past during the shortest month of the year but that it’s celebrated within classrooms on a daily basis. Let’s learn together and please share with me what you’ve tried in your classroom.

Tammy Axt General

Writing IEPs with Alternative Goals for Online Students

Is there anyone else out there who feels like they have stepped into some dystopian novel that we all will be waking from sometime soon? 2020 has become such a bizarre year, and education has taken some seriously unusual turns over the past 6 months, that my topic for this month is writing IEPs with alternative goals for online students. Alternative goals at home? Wow. That is sure a tall order.

In the spring, I read many examples of possible alternative IEP goals for students to work on at home. They were incredibly complex and required parents to follow 5, 000 steps or take on the role of the teacher full-time. I feel there needs to be a balance between our students continuing their learning, and the realities of what families are facing in the context of a global pandemic. I understand that the goal is that we work towards 225 minutes of synchronous learning a day, but the reality is, 225 minutes is hard to achieve when I have a class in-person as well and the parents are working from home. I feel the better option is to work closely with parents to prioritize their child’s learning needs and support them through this process. Therefore, in preparing this year’s IEPs and online learning program, I have asked for a lot of parent input. I have asked for even more than usual to get an idea of what is even manageable in their home. This year more than ever, we are partners in their child’s learning. I have asked questions like:

  1. How much time are you available to support your child both online and offline?
  2. What is the most important thing that you would like to have your child learn in term 1?
  3. Which one of the following works best for you: worksheets, apps, websites, YouTube videos or manipulatives?

My goal is to have my students learning in a way that is manageable for parents as the reality is, all of my students will need family support for them to continue their learning. None of my students can turn on the computer, find activities for themselves or navigate websites. Therefore, I have focused their IEP for term 1 on goals that are manageable and beneficial.

Some example of alternatives goals that I will be using are:

Life Skills:

__________ can follow visual steps to remove sheets from their bed and place them in the laundry basket.

__________ can follow visual steps to prepare a sandwich for lunch.

__________ can follow visual steps to independently change pads during menstruation.

__________ can brush teeth after meals.

__________ can select and put on clothes in the morning.

Numeracy:

__________ can count items up to 10.

__________ can identify amounts that are more or less than 5.

__________ can count out the correct number of plates to set the table for dinner.

Literacy:

__________ can read short passages on the computer.

__________ can write a list of their favourite things.

__________ can read their name in a variety of contexts.

Communication:

__________ can respond to questions about their interests using one word answers.

__________ can listen and respond to questions that begin with “who”, using two to three words.

__________ can identify their favourite items in their home using one word.

All of the above goals will be assessed and evaluated though a combination of observations during online meetings, websites that record student progress ( e.g., education.com) and conversations with parents. To all of those first year teachers doing online learning for students on alternative IEPs, my advice is to keep it simple!

Hopefully, 2021 will start to see a return of students coming back to school where we can support them all day long. I can’t wait!!!!

Kelly.McLaughlin General

Remote Learning Reflections

Welcome back!

I am sure we have all had one of the most bizarre Septembers of our careers. What seemed like a crazy year last year has the potential to be topped this year. From wondering how many students would be in our class to uncertainties regarding our positions, we really need to be prepared for it all this year.

During the first week of September, I was declared surplus from my school and I was given a position in the remote classroom. I had just under a week to set up an online classroom and familiarize myself with the HUB and MS Teams. Thank goodness I started to dabble in them last year, knowing that I was seeing the last of Google Classroom (our school board will be moving away from the Google Suite.). Anyways, I was excited to start my grade seven online class beginning the third week of September. I notified the families of our platform and I was ready to go. Here are my reflections after an exciting two weeks of remote teaching.

What has worked:

Each day, we begin with a student selected song of the day which serves as our countdown to start the teams call(our class). Then, our call commences at 9:00 AM. We review the days schedule and then a student plays O Canada from a youtube link of their choice. From there, I use a powerpoint to navigate us through the daily lessons. I put the name of the subject on the screen and then in the speakers notes, I have my lesson plan. This has been incredibly helpful as the students see the name of the subject on the screen and I have my notes (which are visible only to me).

In language, we have visited newsela to read articles followed by a quiz and then a written response. Students have used the discussions section in the HUB to write a public post responding to a newsela writing prompt. On Fridays, we use the assignment section where students use the success criteria to complete a task for the week. Last week, we did a reading task where students were asked to use evidence from the task to justify the main idea of the article, “What is a Kelp Forest?”

In math, we visit numerous websites such as Which One Doesn’t Belong?, Visual Patterns, Would you rather, Mashup Math and Estimation 180 to get our math lesson started (about 20 minutes or so). This serves as our daily number talk. Students have turned on their mic as well as typed in the chat to share their thinking when solving problems from these engaging sites. Then, we spiral into the grade seven curriculum using the TIPS document. On Fridays, students complete an assignment in the assignment section to demonstrate our learning for the week.

In our other subjects, we have started using the discussions section as well as the chat feature in MS teams to share our prior knowledge about certain topics such as ecosystems, landforms, the elements of music and art and students have even started powerpoint presentations to share about one of their passions.

Everyday at the end of the school day, we access a feature in our teams app called “Praise” and students can select a badge such as: courage, teamwork, leader, coach, awesome, achiever, etc. to award to one of their fellow classmates. They send it through the chat and they can write an explanation for why they have given that badge to their classmate. This has been my favourite part of the day as students who really helped someone out during the class get some recognition (as in the moment, these acts of kindness can go unnoticed). It has been great to see students recognizing each other’s achievements and receiving them in return.

What I am still learning:

Some challenging things have occurred such as students navigating the new websites. Everyone’s online knowledge is very different as students come fully equipped with past experiences whereas others are unsure of how to do simple things on the computer such as copy and paste. I have had to demonstrate everything in small steps using my screen share feature to explain how to create presentations, copy and paste a document and open google drive. We are working through the kinks daily but I am remembering to slow down.

Teaching physical education or having DPA online is something we have not quite figured out yet. I have received creative documents from my colleagues outlining physical tasks students can choose from, but the team aspect of the subject cannot be mimicked. We cannot have the same experience that their in-school peers are having.

We have also run into the problem of having siblings or family members inappropriately “interrupting” our teams call, sometimes by accident or one time on purpose. Some choice words have been said on the microphone so it is important to continue reviewing the proper ways to use the microphone feature each day before we start our lesson. I am always reminding students to double check that their mic is off if they do not intend on sharing that way. We have also been using the hands up feature to avoid interrupting people.

What’s Next?

As I receive new students and new resources weekly, I will continue to try to engage my online learners. I have been fortunate enough to have many successful lessons thus far because my 30 online learners have been positive, engaged and have approached each day with a can-do attitude! I am missing the real classroom but as for COVID procedures, my students do not have to worry about social distancing in the safety of their own homes. I will keep everyone updated on our remote journey.

Hope everyone has a splendid last few days of September! Sending positive vibes your way in whatever classroom you are in 🙂

 

 

Michelle Fenn 21st Century Learning, Celebrating Success, Challenging Topics, Constant Learning, Distance learning, e-learning, Engaging students with online learning, General, Inspiring Teachers, Making a Difference Through Education, Mental Health, Modern Learning, Resilience, Start of the year, Teacher Wellness, Teacher Working Conditions, Teaching online, Technology, Technology in school, Use of Technology, Using technology well, Wellness, wellness

Teachers Are Still Rocking It-

In March we were “Emergency Learning”.  Now we are either teaching “virtually” or “socially distanced” in classrooms.  We never thought we’d be teaching from behind a screen, learning all kinds of new technology tools, wearing masks and shields in front of students or removing all of the manipulatives from classrooms. We don’t know how long this will last.  We don’t know if COVID will worsen.  Educators aren’t used to not knowing things.  Most teachers I know like schedules, routines, knowledge and thrive on consistency.

However, in the midst of the new rules, changes and all of the things that we “can’t” do-teachers are still rocking it.  Throughout the summer I worked with a team of teachers providing virtual professional learning for KPRETFO.  Hundreds of teachers used their summer holidays to learn about technology tools before they even knew whether they were going to be teaching virtually or not. They logged in at 10 am some days in order to learn and some teachers even came to all twenty sessions that were provided. Educators were dedicated to their professional learning all summer long.

At the end of August, I had the privilege of working with another fabulous team of educators who dedicated their time to providing a three day virtual conference for over 500 Ontario Educators with ECOO.  These educators gave up their time to organize all kinds of schedules, sponsorship, presenters, keynotes and much more.  In addition, over a hundred educators created and presented webinars for their colleagues.  It truly FELT like a face-to-face educational technology conference took place in my living room!
There was a feeling of sharing, helping and collegiality.  It was exhausting but my bucket was over flowing.

As our school year is now well under way teachers are reaching out to me for assistance at all times of the day and night through email because they are dedicated to their students and want to do their best.  They are attending our evening “PD in your PJs” webinar sessions through our local union office to learn new tech tools at 7 pm on the week nights. The educators that I work with continually astound me with their dedication to professional learning.

I recently binge watched a Netflix series called “Away”.  It is a futuristic fictional narrative about the first manned mission to Mars.  The astronauts were in uncharted territory.  They encountered problems along the way for which they had not trained.  They endured mental and physical fatigue beyond anything they had ever felt before.  They were innovative and creative in order to solve problems and reach their goal.  While watching, I couldn’t help thinking about the parallels between this movie and the present state of education. We’ve heard that as we design these new learning structures and environments it is like we are building an airplane while flying. If I am going to stay true to the analogy here it is really more of a rocket ship! Educators are facing situations that they hadn’t even thought about in Faculty of Education Programs.  They are encountering issues of teaching without many of the tools they normally use such as manipulatives, group work or technology. They are suffering mentally and physically. They are being innovative  problem solvers around tools, equipment and technology.  They are building the rocket ship while they are flying it and it is full of students.

Are educators stressed?  For sure.  Are their nerves frayed?  You bet.  Are they innovative, creative, dedicated and passionate about learning and teaching? Absolutely, without a doubt.  Every educator is a front line worker,  doing their best, making a difference, being brave beyond imagination and truly an inspiration.

 

 

Velvet Lacasse Advocacy for change, Equity, Indigenous Perspectives, Inquiry, Social Justice, Truth and Reconciliation

Teaching Beyond the Land Acknowledgment

In order to minimize exposure to COVID-19, many educators will be teaching and learning outdoors.  This is a wonderful opportunity to re/connect with land, explore environmental justice through inquiry, and integrate First Nations, Inuit and Metis peoples’ knowledge and perspectives throughout the curriculum.

As a non-Indigenous ally and accomplice, I am learning about the critical importance of teaching through relationships.  This year, I will be teaching Grade 2 and I hope to be outdoors every day, learning with, through and from the land around our school.  We will use environmental inquiry and land education to explore the “big ideas” of gratitude, reciprocity, and respect, as we critically reflect on land in the context of colonial settlement.

Whose Land?

In every school, the day begins with a land acknowledgment of the traditional First Nations, Metis, and/or Inuit territories that the school is situated upon.  This is an important way to honour Indigenous protocol and understand ourselves in relationship to land.  It can also be a call to action to decolonize schools and recognize Indigenous sovereignty.

In “What are land acknowledgments and why do they matter?” Indigenous writer Selena Mills invites us to think about how land acknowledgements connect to reconciliation and justice.  Land acknowledgements are an important way to honour Indigenous peoples’ kinship beliefs, deep connection, and relationship to land.  They can also be used to unsettle colonial narratives and hold all of us accountable to our responsibilities as treaty people.

This year, our school days and entry times might be staggered, and many students will be learning remotely, but I hope that educators will continue to begin each day with a land acknowledgment.  This can be shared orally and/or it can appear visually at the top of your virtual classroom.

Call to Action

It is our responsibility as educators to deepen our understandings of Indigenous protocols, history, world views and perspectives, and to integrate these teachings throughout the curriculum.  These calls to action are clearly outlined in the 2015 Truth and Reconciliation Commission of Canada Report, which are endorsed by ETFO.

After learning more about the diverse communities that have lived and continue to live on the land, students can demonstrate their understanding by writing their own land acknowledgement, and include actions that they will take to care for the land.  Here is a template from Amnesty International to consider.

Where Do I Begin?

Every time I teach about lived experiences that are not my own, I approach the new learning with curiosity, humility, and respect.  I position myself as a co-learner, actively listen, and share my own questions and learning process with others.

I reach out to families and invite community members to share their knowledge and teaching with us, paid for by Parent Council funding and/or my classroom budget.

I search for resources that are culturally relevant and responsive, written or created by the communities we are learning about.  I site the voices and sources of the texts we are using, and focus on narratives that celebrate resistance, love, beauty, innovation, pride, and achievement.

With my students and their families, I try to create a community of collaboration and curiosity.  At the beginning of the year, I will encourage reflection and critical thinking about the questions, “Who am I?” and “Where am I?”  Throughout the year, I will use the Land Acknowledgment to:

  • share stories about our multiple and diverse relationships to land
  • ask questions and learn about the original inhabitants and caretakers of land
  • identify and disrupt settler colonialism and systemic racism
  • learn about treaty agreements and Indigenous rights
  • encourage deep connection and gratitude for our relatives
  • acknowledge our collective responsibility to protect land
  • explore and honour our family journey stories
  • engage in acts of solidarity with Indigenous resistance

As we (re)story our relationships to land, we can begin to transform schools, and build relationships of mutual trust and accountability between Indigenous and Settler communities.  Teaching beyond the land acknowledgment is a powerful place to start.

ETFO Resources

ETFO has developed outstanding resources to support the integration of First Nations, Inuit, and Metis perspectives in the classroom.  Ask your Teacher Librarian and/or Administrator to bring these inclusive texts into the school:

You can find additional resources, including posters, webinars, and literature at: www.etfofnmi.ca  You can also find excellent articles in ETFO’s VOICE magazine.

Additional Resources:

https://youtu.be/nG_iMUHFuOg

https://native-land.ca/

https://www.youtube.com/watch?v=qNZi301-p8k

www.tolerance.org/magazine/what-is-settlercolonialism

Please share any other resources that you use in the comments below.  Thank you!

Deb Weston Math, social emotional learning

What is Social-Emotional Learning (SEL)?

Meeting the Social and Emotional Needs of All Students - MDR

When I started reading Ontario’s 2020 Mathematic Curriculum, I came across “Overall Expectations A. Social-Emotional Learning (SEL) Skills in Mathematics and the Mathematical Processes.”

According to the ministry document …

“This (Math) strand focuses on students’ development and application of social-emotional learning skills to support their learning of math concepts and skills, foster their overall well-being and ability to learn, and help them build resilience and thrive as math learners. As they develop SEL skills, students demonstrate a greater ability to understand and apply the mathematical processes, which are critical to supporting learning in mathematics. In all grades of the mathematics program, the learning related to this strand takes place in the context of learning related to all other strands, and it should be assessed and evaluated within these contexts.”

Social-Emotional Learning will go beyond teaching just Math …

“As of the 2019-20 school year, learning about mental health in Ontario schools will take place:

  • through the newly enhanced elementary Health and Physical Education (HPE) curriculum
  • across the curriculum, as well as in Kindergarten, and
  • as a part of students’ everyday experience at school”

Source: https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-mathematics/context/the-strands-in-the-mathematics-curriculum

Social-Emotional Learning (SEL) skills

  • “Throughout the curriculum, students also learn to apply SEL skills.
  • Because these skills are so important to students’ mental health and healthy development, SEL is now also a distinct section of the updated curriculum. This new section builds on Living Skills learning from the previous curriculum to help students foster their own overall health and well-being, positive mental health, resilience and ability to learn and thrive. The table below shows what students learn about and why.
Students learn about: So they can:
identifying and managing emotions express their feelings and understand the feelings of others
coping with stress develop resilience
positive motivation build a sense of hope and the will to keep trying for their goals
building relationships support healthy relationships and respect diversity
deepening their sense of self build an understanding of their own identity and feel that they belong
thinking critically and creatively support decision-making and problem solving

Students apply these everyday skills as part of their learning across the other three parts of the curriculum, and in their experiences at school, at home and in the community.

A few examples of how these skills could be integrated with the other three parts of the curriculum (Active Living, Movement Competence and Healthy Living) are outlined below.

  • Grade 1: To learn about positive motivation, students practise showing willingness to try out new skills and keep practising. (Movement Competence)
  • Grade 2: To practise identifying and managing emotions, students try taking a moment to breathe deeply and refocus if they are feeling anxious or upset before starting a physical activity. (Active Living)
  • Grade 3: To build relationships, students working in small groups practise welcoming everyone and being willing to be a partner with anyone in the group. (Active Living)
  • Grade 4: As they learn about coping with stress, students explain how knowing about physical and emotional changes that come with puberty can help them handle those changes when they occur. (Healthy Living)
  • Grade 5: To practise thinking critically and creatively, students make connections between being active, working towards personal fitness goals and mental health. (Active Living)
  • Grade 6: To deepen their sense of self, students think about how stereotypes affect how they feel about themselves and identify other factors, including acceptance by others, that influence their sense of themselves. (Healthy Living)
  • Grade 7: As they learn about coping with stress, students explain how to access various sources of support (for example, school staff, family, counselling and medical professionals) when dealing with mental health challenges or issues related to substance use. (Healthy Living)
  • Grade 8: To practise identifying and managing emotions, students explain how social media can create feelings of stress and describe strategies, such as connecting thoughts, feelings, and actions, that can help maintain balance and perspective. (Healthy Living)”

Supporting students

  • “There is strong evidence that developing social-emotional learning skills at school contributes to student well-being and successful academic performance. Learning about mental health can also help to reduce the stigma around problems in this area. When students understand that many people experience mental health difficulties from time to time, and that there is support available when needed, they are more likely to seek help early when problems arise.
  • As they develop SEL skills, students will also gain “transferable skills” (for example, self-directed learning, collaboration, critical thinking, communication and innovation) and develop “learning skills and work habits” as they learn to set goals, follow through and overcome challenges. These interconnected skills taken together, help foster overall health and well-being, and the ability to learn, build resilience and thrive. Helping students make connections among these skills is key to enhancing their learning experience in school and throughout their lives.”

Source: https://www.ontario.ca/document/health-and-physical-education-grades-1-8/social-emotional-learning-sel-skills#section-1

My first question was where did this initiative originate from?

Collaborative for the Advancement of Social and Emotional Learning (CASEL)

The concept was first published in 1997 Promoting social and emotional learning: Guidelines for educators (Elias, Zins, Weissberg et. al., 1997) by the Association for Supervision of Curriculum Development (ASCD). It was coauthored by members of the Research and Guidelines Committee of the Collaborative for the Advancement of Social and Emotional Learning (CASEL). According to CASEL it is a “trusted source for knowledge about high-quality, evidence-based social and emotional learning (SEL). CASEL supports educators and policy leaders and enhances the experiences and outcomes for all PreK-12 students.”

CASEL’s “mission is to help make evidence-based social and emotional learning (SEL) an integral part of education from preschool through high school. Our work is critical at a time when educators, parents, students, and employers increasingly recognize the value of SEL. Together, we are united in our call for schools to educate the whole child, equipping students for success in school and in life.”

CASEL provides training and resources for programs that support social-emotional learning such as:

Second Step “provides instruction in social and emotional learning with units on skills for learning, empathy, emotion management, friendship skills, and problem solving. The program contains separate sets of lessons for use in prekindergarten through eighth grade implemented in 22 to 28 weeks each year.”

Steps to Respect “is a school-wide program designed for use in third through sixth grade. Implementation occurs in three phases:  school administrators take stock of their school environment and bullying issues; then all adults in the building are trained; and finally classroom-based lessons are taught.”

In a meta study The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions endorsed by CASEL and written by Durlak, Weissberg, Dymnicki, Taylor, & Schellinger (2011) universal social and emotional skills (SEL) participants demonstrated improved social and emotional skills, attitudes, behaviour, and academic performance where school teaching staff successfully conducted SEL programs.

The use of four recommended practices for developing skills and the presence of implementation problems moderated program outcomes (Durlak et. al, 2011.) The practices used the SAFE acronym (Sequenced, Active, Focus, Explicit).

“New behaviors and more complicated skills usually need to be broken down into smaller steps and sequentially mastered, suggesting the benefit of a coordinated sequence of activities that links the learning steps and provides youth with opportunities to connect these steps (Sequenced).”

“Gresham (1995) has noted that it is ‘‘important to help children learn how to combine, chain and sequence behaviors that make up various social skills’’ (p. 1023). Lesson plans and program manuals are often used for this purpose. An effective teaching strategy for many youth emphasizes the importance of active forms of learning that require youth to act on the material (Active).”

“’ ‘It is well documented that practice is a necessary condition for skill acquisition’ (Salas & Cannon-Bowers, 2001, p. 480). Sufficient time and attention must also be devoted to any task for learning to occur (Focus). Therefore, some time should be set aside primarily for skill development.”

“Clear and specific learning objectives over general ones are preferred because it is important that youth know what they are expected to learn (Explicit). “

In other words, SEL programs must follow the SAFE practices and be well-executed in order to be effective. The meta study noted that only a small percentage of the meta research investigated did follow-up assessments to determine long term efficacy of SEL practices.

The meta study also noted that classroom teachers were the most effective in implementing SEL practices which usually included a specific curriculum and set of instructions such as behavioural rehearsals and cooperative learning. It noted that SEL programs were successful at all education levels.

The meta study included books/articles/reports that ranged in dates between 1955 to 2007 (e.g. 1955 to 1989 work = 25% of research included) and published/unpublished articles/books (e.g. unpublished reports = 19% of research included). The meta study excluded studies targeting students with behavioural, emotional, or academic issues. In addition, the meta study did not note effects on students with special education needs or the impact on students from lowers socioeconomic backgrounds.

Economic Value to Social and Emotional Learning

In The Economic Value to Social and Emotional Learning, the paper noted most SEL interventions had multiple goals and benefits and this contrasted with interventions to improve cognitive test results in a particular subject. The SEL interventions reduced aggression which “may also improve impulse control and later juvenile crime and/or may raise academic achievement”. The “measures of benefits are based upon a limited set of dimensions … actual benefits may be considerably higher if we were able to identify all effects” (Belfield et. al., 2015.) The paper examined the costs of Second Step at $440 per student including instructional time.

What does this mean to teachers?

In my opinion, I am sure that SEL programs do have an impact on students’ academic and emotional success. I also agree that learning should be social, in the context of a classroom, in collaborative groups and through discussions. What concerns me is that in order to be effectively implemented, SEL programs require a great deal of classroom teacher training and program costs.

Ontario’s Mathematics Curriculum includes SEL as a strand within the Mathematics curriculum. The ministry of education states that SEL “should be assessed and evaluated within these contexts.” Does this mean that for each subject like Mathematics, teachers will be assessing SEL skills as a strand of the subject?

I do not agree with Social-Emotional Learning (SEL) Skills being included as a strand in the Ontario’s Mathematics curriculum for 2020. I see SEL skills as being incorporated into the learning skills elementary teachers already report upon three times an academic year in the Elementary Report Cards.

I wonder when the SEL resources and teacher training will be provided to Ontario’s elementary teachers. As the The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions paper reports, in order to be effective, teachers must be trained in SEL SAFE instructional strategies. In a time when education budgets are being cut, this sounds like an expensive initiative.

Collaboratively Yours,

Deb Weston, PhD

References

Belfield, C., Bowden, A. B., Klapp, A., Levin, H., Shand, R., & Zander, S. (2015). The economic value of social and emotional learning. Journal of Benefit-Cost Analysis, 6(3), 508-544.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child development, 82(1), 405-432.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child development, 82(1), 405-432.

Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., … & Shriver, T. P. (1997). Promoting social and emotional learning: Guidelines for educators. Ascd.

Zins, J. E. (Ed.) (2004) Building academic success on social and emotional learning: What does the research say?. Teachers College Press.

Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2007). The scientific base linking social and emotional learning to school success. Journal of educational and psychological consultation, 17(2-3), 191-210.

Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (2004). Building school success through social and emotional learning.