Iyanuoluwa Akinrinola General, Health & Safety, Mental Health, Mindfulness, wellness, Wellness

Pause as Motion

Rest
Picture by Anna Shvets

 

Have you ever thought of that? Pause as motion. Take a break, a breath, a moment to gather momentum and run well-oiled instead of fumes.

Rest is an essential practice for teachers for several reasons:

  1. Self-care: Teaching is a demanding profession requiring much mental, emotional, and physical energy. Rest is crucial for educators to take care of their well-being. Like any other professional, educators must prioritize their health and well-being to be effective. Rest allows educators to recharge, rejuvenate, and replenish their energy levels, which can help prevent burnout and promote overall well-being.
  2. Mental and emotional well-being: Teaching can be emotionally challenging, as educators often deal with various stressors such as managing classrooms, navigating student behaviour, meeting deadlines, and dealing with parent concerns. Rest allows educators to relax and de-stress, which can help them manage their mental and emotional well-being. It will enable educators to take a step back, reflect, and process their thoughts and emotions, which can improve their ability to handle challenges and make sound decisions.
  3. Cognitive functioning: Rest is essential for cognitive functioning, including memory consolidation, problem-solving, and creativity. Educators must be mentally sharp and alert to effectively plan and deliver lessons, assess student performance, and adapt their instruction to meet diverse student needs. Sufficient rest can enhance cognitive functioning, including attention, concentration, and critical thinking skills, essential for effective teaching.
  4. Work-life balance: Rest is crucial for maintaining a healthy work-life balance. Teaching can be a demanding profession requiring long work hours, including lesson planning, grading, and voluntary extracurricular activities. Educators may become overwhelmed with work-related responsibilities without adequate rest, negatively impacting their personal life, relationships, and overall well-being. Rest allows educators to establish boundaries between their personal and professional lives and promotes a healthy work-life balance, which can lead to increased job satisfaction and overall life satisfaction.
  5. Role modelling for students: Rest also serves as a positive role model. Educators are responsible for imparting academic knowledge and modelling healthy behaviours and habits. By practicing rest, we can show students the importance of self-care, well-being, and overall balance, which can positively influence their behaviours and attitudes toward their health and well-being.

Take a moment. Give it some thought. Pause as motion. Educators must maintain physical, mental, and emotional well-being, enhance cognitive functioning, establish a healthy work-life balance, and model positive student behaviours. Prioritizing rest can lead to more effective and fulfilling teaching and learning practices.

Iyanuoluwa Akinrinola Advocacy for change, Black Lives Matter, Building Inclusion, Curriculum Planning, Equity, General, Inspiring Students, Inspiring Teachers, Learning About Your Students, Making a Difference Through Education

Black History: Black Education Matters.

Photo By: Pavel Danilyuk

Ponder This: 
What did you learn about Black Canadian history in elementary and secondary school?
What was the narrative you were told regarding Black people in Canada? Did it begin pre-colonization?

“The adoption of multiculturalism helped stabilize white supremacy by transforming its mode of articulation in a decolonizing era” (Maynard, 2017; Thobani, 2007: n.p., p. 50).

A Very Brief Canadian History

The prevailing myth in the United States is that Americans have overcome their racist past and are no longer racist, and the prevailing myth in Canada is that we are a country without a history of racism.

  • July 1784: “the first race riot in North America.” The confrontation ignited a wave of
    violence in Shelburne County that lasted approximately ten days. The majority of the
    attacks targeted the county’s free Black population.
  • Contrary to popular belief, Slavery was practiced in Canada until 1834.
  • Black families have petitioned the government and school boards for fair access and equity in education since the early 1800s.
  • Ontario was one of two provinces that legislated Black segregated schools.
  • The doors of Ontario’s last segregated school closed in 1965, while the last segregated school in Canada, located in Nova Scotia, closed in 1985.

Black Resilience over generations paved the way for the Black Lives Matter movement, which is recentering the narrative of Black Lives in Canada today. Unfortunately, systems of Anti-Black Racism are still part of the fabric of Canadian society and are still evident in our education system today. A big part of the change that needs to occur to combat Anti-Black Racism is the intentional education of students on the whole history of Canada instead of some of the highlighted parts.

One of the structural ways Black people continue to be discriminated against today is in education.

Far too often, contributions, innovations, and the ingenuity of Black people are not discussed within schools and learning environments until February, when there is a hyper-focus on Black History. During this month (February), there is a great focus on retelling the stories of oppression Black people have faced, which are presented as the only stories of triumph and fortitude attributed to Black people. In this guise, there is also a hyper-focus on American society and American issues, painting a false narrative of Canada’s racist past and present.

There needs to be a change in how we educate about the history of Black people in Canada. “It has to be changed in policies, practices, and it has to be systems change” (Hogarth, 2020). I boldly say that the change must begin in education.

“Racism is a learned behaviour that can be mitigated through the education of Ontario’s youngest learners. While there are topics in Ontario’s curriculum related to anti-racism and anti-discrimination and options for more in-depth teaching, explicit learning expectations related to Black history and issues must be built into the curriculum. A key issue that must be addressed is integrating discrimination and racism into teaching through a critical race lens. The instruction and learning must be ongoing. One-off lessons are insufficient to raise awareness and knowledge of the impacts of anti-Black racism and Black contributions to Canadian society” (Building Better Schools, 2023).

ETFO’s 365 Calendar provides ” educators and students with a visual touchstone to embed the voices of those who have been marginalized or silenced.” This resource highlights and celebrates many of the contributions and innovations of Black Canadians that have shaped Canada into the vibrant nation that it is today.  Though it is by no means an exhaustive list, it provides Elementary educators with the tools necessary to ’embed Black Canadian history in classrooms throughout the school year.”

A Call to Action

  • Deepen your understanding of the effects and impact of Anti-Black racism in education.
  • Find, read, and become familiar with your school board’s Dismantling Anti-Black Racism Strategy (if your board does not yet have one, advocate for intentional work in implementing one).
  • Conduct an audit of your unit plans, lesson plans, and teaching resources.
    • Ask yourself:
      • Do they provide windows of learning that represent the diversity of cultures, achievements, innovations, and impact of Black people in Canada and worldwide?
      • Are Black students mirrored in engaging and uplifting ways in the resources used, conversations had, and lessons learned?
  • Recognize how your own social positionality (e.g., race, class, gender, sexuality, ability) informs your perspectives, reactions, and responses as you engage with Black students and colleagues.
  • Remember that learning is ongoing. There is no one-and-done approach to systemic reformation.
  • Step out of your comfort zone and dare to engage in teaching and learning that intentionally amplifies the too often missing and omitted voices of everyday Black change-makers.
  • Join the fight in Addressing Anti-Black Racism in Education.

“ETFO supports calls by the Ontario Black History Society, Black families and others for the Ontario government to make Black studies a greater part of the public elementary curriculum” (Building Better Schools, 2023).

Black Canadian

 

References:

Aylward, C. (1999). Canadian critical race theory: Racism and the law. Fernwood Publishing.

Building Better Schools. (n.d.). Retrieved January 8, 2023, from https://www.buildingbetterschools.ca/addressing_anti_black_racism

CBC News. (2021). Being Black in Canada. CBC News: Special Presentation. YouTube Video. Retrieved from https://www.youtube.com/watch?app=desktop&v=Ntn0Nz8OT44&t=12s&ab_channel=CBCNews

Elementary Teacher’s Federation of Ontario. (n.d.). Retrieved February 1, 2023, from https://www.etfo.ca/classroom-resources/365-black-canadian-curriculum/365-black-canadian-curriculum-34d475930fc96a7121246be5c24e8be2

Gibson, D.O. (2018). Black Canadian. Hype B for Prosound Studios. YouTube video. Retrieved from https://www.youtube.com/watch?app=desktop&v=HSiQrXANexA&ab_channel=D.O.Gibson

Ladson‐Billings, G. (1995). But that’s just good teaching! the case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159–165. https://doi.org/10.1080/00405849509543675

Lemert, C. (2021). Social Theory: The Multicultural, Global, and Classic Readings. 7th Edition. Routledge (Taylor & Francis). (Original work published 1993).

Will Gourley Advocacy for public education, Constant Learning, COVID19, Faculties of Ed, General, Inspiring Teachers, Learning to learn, Mentorship, Professional Learning and Growth, Student teachers

kids these days – educator version

I googled “kids these days” to see what would pop up on my browser and was neither surprised nor happy. In fact there was a complete absence of anything necessary to help me create a catchy opening. By necessary, I mean humorous. 

Of the 4.1 billion possibilities: a bunch of clichéd book titles, a podcast, and some music videos were all that filled the first page. Despite my optimism, all I got was not a lot. So much for this roundabout approach yielding anything interesting as a way to set this piece up. I gave it a shot, and based solely on such underwhelming search results, it is on to plan B.

Plan B: In other, more accurate, words, “the kids are alright”.

For the past month, I have been working with a teacher candidate (TC) from a Toronto area university. Happily, I might add. He now joins a mighty group of amazing educators (14+) who have patiently pursued and plied their practice in my classroom. For the record, the expression shared in the title of this post has yet to enter my thoughts when I consider the preparation, professionalism, and passion being shared each day through our interactions, in the classroom with students, and among the rest of our school community. And when you thought that things couldn’t get any better, our school has been fortunate enough to welcome an additional 3 other teacher candidates into our classes.  

Life is good and it is happening at the speed of education everyday at my school, and it is aided, in part, by the presence of 4 teacher’s in training. We are fortunate to be sure, but it could and needs to happen more often. Which was why it came as a surprise prior to welcoming my TC, to learn it has been a struggle to find host teachers. 

Granted, the last 2 or 3 years must have been very difficult for new teachers to find placements in host schools due to reasons well beyond anyone’s control. At first it was understandable as we were all forced back and forth between our school and home bases to teach on line for the first two years of COVID19, and then came the soul murdering hy&r!d learning model that still triggers my gag reflex each time I think about it. Despite the pile up of so many uncontrollable obstacles, pivots, and uncertainties I still happily welcomed 3 teacher and 4 CYW candidates into our school community. Difficult yes, yet still possible and worth it every time. 

I get that the idea of hosting a student teacher right now might be something educators have put to the side for a while, but now that we are back to school, for now, there is still a lot of upside to a TC in the new non-normal we are teaching in. With another practicum cycle only 5-6 weeks away, I wanted to share this post to encourage you all to consider being a host teacher/mentor at your school. Yes there is additional work to do, and it is worth it. 

So here is my pitch: we need more teachers to host teacher candidates. 

Here goes: firstly, without adding too much sentimentality, we all owe our host teachers some props for helping us as we were getting started. This friendly yet simple reminder never hurts once in a while. I know that my experiences as a TC all those years ago continue to anchor my practice in some way. Whether it was based in inquiry, equity, or photocopied busy work, the potential impact of those first 100 days in the classroom are what equipped me to become a host teacher. For the record, I left the photocopying busy work behind almost immediately.

Imagine if you could go back to when you were a student teacher. What advice would you have wanted to hear? What noise would you have tuned out? This is what pushes our profession forward. My goal remains to help each student teacher turn ripples of potential into limitless waves of possibility long beyond their practicums.

Even those who have not considered because they are newer to the profession I encourage you to do it. Imagine the opportunity to reflect on the growth you have made since you were in their shoes? Imagine the wisdom you have gained since you walked into the classroom as an OT, an LTO, and now as a teacher with a contract? It’s time to give back and get even more in return. 

Are there benefits?

Yes. No classroom is ever hindered by having a well prepared and supportive additional educator in the room. Need more? Sprinkle in daily doses of fresh thinking around curriculum, assessment, and educational philosophy as part of the deal. The daily conversations with my TC have been reflective and thought provoking. It is a two way superhighway of ideas and next steps. Still on the fence? Student teachers are extremely enthusiastic about planning units and lessons, and make good collaborators whether it is in planning or co-moderated assessment. 

Are there drawbacks? 

I have asked folx from different schools what their take on the idea of hosting TCs, and the answers have lined up pretty consistently in favour of them. I have also heard, “Oh, they are a lot of work and I don’t want to take that on that responsibility and paperwork.” This is a valid answer at times, and yes there is a bit of paperwork (mostly digital now), but is often used far too often without realizing the benefits, ideas, and support that a TC brings as well. Any additional work is far outweighed by their contributions in support of students. 

“I had a student teacher once, and they tried to take over my class.” There is always a possibility that a very excited and ambitious educator will come bouncing through your door for their practicum, but it is also a chance for you to impart that wisdom you’ve worked so hard on accumulating. If it is not going to be a good fit, be honest about it right away. I did have occasion to decline working with a candidate after the first day it became very clear they were neither prepared nor able to work respectfully with the students in my classroom. 

“I am not used to giving over control of my classroom.” I get it. We are used to ‘be the one and only’ in our classrooms however fresh views and voices bring a level of excitement along with them and it is good to learn how to let go knowing that you are not abdicating your role, but making room to equip the next generation. 

By sheer amount of space on the page devoted to the pros and cons of having a student teacher, it might appear that there are more downsides, but that is only a visual ruse. By far, working with teacher candidates over the past decade has provided a great deal of personal growth along with it. I hope you can make room for them in yours. 

 

Iyanuoluwa Akinrinola Outdoor Learning, Teacher Wellness, wellness

I Heard the Fall Sing

Photo By: Iyanuoluwa Akinrinola

Whispers of wind flowing on a breeze.
Sounds like rushing waters, a flowing stream, a quiet river.

Leaves no longer green, but reds, yellows, browns or bare.
The nip of frost just within reach in the air.

Where does it all go? Time, that is.
We have winter, spring, summer, then FALL.

We fall back in time, resetting our clocks.
We fall back into our routines, our schedules, and our box.

We fall back to the rigorous demands of planning and teaching.
We fall back to juggling the many hats it means to be you – An Educator.

We fall back to needing more time while running out of it.
We fall back to operating within one of the noblest professions of all – Educating.

While we fall back into this calling, we dared answer,
Remember to listen to the whispers of the wind flowing on a breeze.
Permit yourself to follow the sounds as you breathe in the life around you.
Listen as the fall sings, and let it guide your way in the doing that must be done.

Will Gourley Building Inclusion, Flexible Classroom, General, Learning About Your Students, Mental Health, social emotional learning, Start of the year, Wellbeing

it can wait

Welcome back. 

I’d like to start this year of posts off with a few doses of gratitude. 

Thank you for not rushing towards that photocopier.
Thank you for resisting those urges to cover desks with papers.
It can wait.

Thank you for not going willingly towards that textbook.
Thank you for resisting those urges to get down to business so quickly.
It can wait.

Thank you for not going quickly towards those tests for, as, and of learning. 
Thank you for resisting those urges to assess from the start.
It can wait.

Thank you for not going gently towards getting back to “normal”.
because whatever” normal” was, is no more. 
“Normal has left the building.” 

I share these moments of thankfulness with you as acknowledgement of the incredible work happening throughout elementary schools in Ontario. I see how you are prioritizing students above all else this month by establishing community first. It was clear from day 1 walking around my new school, from check-ins with caring and committed like-minded educators around the province, and via social media that this is exactly what is happening. I am hearing stories of caring climates coming to life where students are feeling included, welcome and connected first in classrooms everywhere. 

Thank you for choosing to establish safe, inclusive, and caring community as that crucial first cornerstone to hold up their classrooms regardless of minstry blustering and ad content. In the past, this was not the priority when law and order, worksheets, and “what did you do over the summer?” tasks were the focus during those first weeks back. Students can tell when it’s authentic, relevant, and when they feel welcome/seen. 

Thank you for thinking of these first few weeks, not as a the chance to make up for some perceived lost time, but rather as an investment in the next 40+ to follow. By taking the time to establish genuine channels of connection before all else, students are going to feel and trust that they are the ones you are teaching and not the curriculum which, by the way, will wait. 

And while I’m at it, thank you for taking the time to read this too. 
Cheers to another great year ahead at the speed and joy of learning. 
W!ll

 

Will Gourley #hybridhurtskids, Building Inclusion, Constant Learning, Design, General, Inclusion, Inspiring Students, Learning About Your Students, Mental Health, Mindfulness, Modern Learning, Music, self reflection, social emotional learning, The Arts

sounds

I love walking around and peeking into classrooms – especially at my own school. As a SERT, it does not seem as weird when I show up unannounced in the middle of a lesson or work time since I am always in and out over the course of a day. In the spirit of transparency, my curiosity has found me marveling in rooms at other schools too. There is so much to see each time the opportunity presents itself. Long before ever becoming an educator, I was wont to wander off the tour when given the chance – still do.  Now that I am, it would be great if we all had more time to visit each other’s amazing learning environments. 

Each of my visits offer informative insights into these incredibly and creatively constructed spaces. I’ve even made some friends along the way as a happy coincidence when my curiosity leads to conversations after compliments. I think every educator wants to check out what is going on in other classrooms, but we are given little opportunity to do so while siloed in our own schools. Wouldn’t it be fun to swap places with a teacher of the same grade for a week to experience what they do and vice versa?

Admittedly, that wonder and awe comes with a hint of professional jealousy as well. I think of the time, effort, thought, and sweat it takes to make learning come alive within them. It is a gift to work among so many talented and caring educators. Each trip to another educator’s classroom is guaranteed to give me a boost of energy and inspiration. Now imagine what would happen if we all had the time outside of our own walls?  

This has occured to some small extent during family of schools events or one-off PD sessions that happen occasionally. I always love it when another educator visits my classroom. It is validation. It definitely keeps me on my toes and, like watching a movie with your own children, you notice things that you might not sans visitor(s). 

I know that when folx come by my room, they do so with an open invitation to my classroom. Over the years I have welcomed delegations from Brazil, Denmark, and Sri Lanka. Not to mention system admin types from time to time. I always wonder what they must feel like to be back in the classroom? What do they remember from “their days” pacing the rows and teaching. What did it look like? What did it sound like? 

For me, their is this constant soundtrack playing in the classroom. Each day it constructs itself out of the rythym and melody of which we all play our part.

Now, I bet you thought it was something like a cross between Brazilian Thrash Metal, Opera, and Worldbeat and it kind of is however the beautiful noise that gets made is more of a melodic cacophony to accompany the magic that happens wherever and whenever students are being taught. If you listen close enough, you here the soundtrack that accompanies a live rocket launch or cornerstone being laid. It could come in the form of a question or a response and the a “Wait! No, I meant…” followed by an answer and mini-exhale. It could sound like 26 pistons each firing perfectly to accomplish a task or like the timed pops of fireworks at 10 pm on a summer holiday (all safety precautions observed, of course). These are the sounds that reverberate off of pastel painted cinderblock walls. 

Sure I could put on some Lo-Fi Hip Hop or share my Productivity Workflow playlist from Spotify, but they could never compare to the intersection of lives and learning going on each day. 

Like our students, the sounds we hear in class have their own rhythms. Believe it or not, there is such a thing as productive noise. It can be unnerving to new teachers who enter the classroom still holding on to their own experiences as learners, but now nearly a decade past those carefree days from K to 8. At risk is losing the energy in a room when order is the only expectation. Teachers each need to work out and manage their “acceptable noise” levels with students. We must also be willing to renegotiate these terms from time to time. Setting routines and irreducible minimum expectations starts in September, but must be consistent from then to June. 

This might require a few changes to be achieved. With the sun burning brightly and birds chirping, the energy/noise levels in classrooms seem to be set to 11 out of 10. As such, a little more outside and movement time built into the day has helped. I am also adding in more time to productively self-direct or collaborate. My recent art classes saw us touring the school and then partnering up to co-create something. Through all of this, the room was filled with creative conversation with only a few moments of chaos.

I wonder whether someone else would hear it that way if they visited? I guess there is only one way to find out. 

 

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

Engaging Students Through The Arts

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

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

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

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

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

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

Check out the following ETFO websites for additional information:

First Nations, Métis and Inuit Growth Chart

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

Primary ETFO Arts book

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

The Power of Groups

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

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

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

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

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

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

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

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

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

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

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

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

 

Melissa Turnbull Mental Health, Mindfulness, self reflection, Teacher Wellness, Wellbeing, wellness, Wellness, wellness

Mindfulness in the Classroom

Are mindfulness activities a part of your program? 

Each day more than the last, it feels like mindfulness activities are being promoted for classroom use as part of a solution to what we are currently experiencing as humans on planet earth. 

I am not a mindfulness or meditation expert, nor am I trained in yoga instruction. 

I am however, a curious participant and reflective user of daily mindfulness opportunities in the classroom.

In a blog post for The MEHRIT Centre titled ‘The Self-Reg View of Mindfulness (Part 1)’, Dr. Stuart Shanker, an expert and leader in the field of self-regulation discusses mindfulness through the lens of self-regulation. He states the goal of mindfulness activities is not “developing techniques to suppress or flee from unpleasant thoughts and emotions” but rather to “pay close attention to them with the hope that, over time, you’ll be able to tolerate things that you have hitherto tried to repress or avoid”. 

Shanker highlights that one’s ability to engage in mindfulness and meditation experiences are not instinctive, for neither adults nor children. He acknowledges that for some people, the “act of concentrating on their breath or their emotions” while attempting to sit still or quietly can bring great amounts of stress or anxiety. 

Shanker cites the work of Dr. Ellen Langer and emphasizes the importance she places on understanding “mindlessness” in order to create an understanding of the term mindfulness. 

 

This resonated with me. 

 

If I am not achieving mindfulness am I engaging in “mindlessness”?

It had never crossed my mind how dangerous this dichotomization could be.

 

Mindfulness or mindlessness?

 

Thinking about those who do not find success or find stress in widely used mindfulness activities… are they still being viewed through a positive lens? How can I expose my students to meaningful mindfulness activities that are positive while maintaining a sensitive and trauma informed approach?

As Shanker points out, a state of mindfulness is unique to every individual person and should be achieved as such. Additionally, what calms you “may change from day to day, even moment-to-moment”. Mindfulness must be differentiated and unique: Like any new concept introduced, students need time, patience, space and practice in order to discover what helps them feel calm and under what circumstances. Contrary to this statement, students also need time, patience, space and practice while they discover what does not work for them in order to feel calm. 

Accordingly, the act of differentiating these completely personal moments of mindfulness feels to me like in order to be genuine, they need to be voluntary. To allow for students to discover their own state of calm: Mindfulness opportunities must be optional. Although necessary, offering students a choice of participation in mindfulness activities feels confusing or worrisome. What if they choose not to participate? Can they match the calm state of their classmates in different ways to avoid disrupting the calm state of others? Should mindfulness be practiced as a whole group? What are the benefits to whole group mindfulness instruction? What are the disadvantages to a ‘one size fits all’ approach to mindfulness?

Have I perfected the use of mindfulness in my classroom? No.

Does this exist? Likely not.

Nevertheless, I continue to reflect on the polarization of mindfulness and “mindlessness” and what this means to me.

What does mindfulness mean to you? How does this influence your teaching practice?

Gary Stewart General, Inspiring Students, Mentorship, Student Ownership, Student wellbeing, transition

Supporting Student Transition from Elementary to Secondary

If you have ever taught grade eight, you are currently a grade eight teacher or you have a child (or had a child) in grade eight then you might appreciate how exciting and stressful this time of the year can be for so many grade eight students as they prepare to transition from elementary to secondary school. As a former intermediate classroom teacher and a guidance counsellor who has worked with many grade eight students, I can certainly say that the process of choosing a high school, applying for a specialized program of study and/or completing course selections for grade nine can be a bag of mixed emotions for students, depending on the level of knowledge and support students have at school and at home. Regardless of the grade students are in, teachers can create opportunities for students to develop strategies and skills that can support them in their transition process. Even though students might feel overwhelmed and isolated at times, they are never alone in the process. They also need to know that our support is non-judgmental, though intentional at times especially for the most vulnerable students, and that our intention is to empower students to make choices about their own life and their own future pathways. 

 

Stress and Anxiety

There is no doubt that the transition from elementary to secondary school can be stressful for many students, especially during the current pandemic when more students are isolated and social support for their transition may not be readily available. Adults and students alike are all experiencing an increased level of stress and anxiety in these uncertain times. For the most part, adults have developed strategies to manage their anxiety, however young children are, more so than ever, depending on the adults in their lives to support them throughout this journey. So, how do we as educators monitor their emotional wellbeing and offer sustainable support?

Here are some suggestions that might be of value to you, regardless of your work circumstances or guidance model in your area:

  1. Get to know your students, whether they are in kindergarten or up to grade eight, and understand their emotional strengths and needs. Pinpoint which parts of the situation students are experiencing that you as an educator have the power to change or influence for the better, and then offer your support accordingly.
  2. Communicate regularly with families/caregivers about their role in supporting student achievement and well-being, as they are the ultimate decision maker in this process
  3. Chances are, you cannot do this alone, so get support to support students. Talk to colleagues, your admin and other school-based support personnel. Keep in mind the best interest of the individual student, the nature of the situation for the student and your Board’s policies around confidentiality. 
  4. Be socially and culturally sensitive to each student’s situation and lived experiences. Above all, be intentional in supporting (without dictating or pigeonhole) vulnerable students, marginalized students and racialized students and ensure they have equitable access to programs and services
  5. Support students in a specialized program or with an Individual Education Plan in having a successful transition
  6. Show care and empathy, and offer assistance to students who might need social/emotional support that best meets their needs

 

Your support to students is crucial now more than ever. Students of all ages and abilities continue to navigate through the pandemic, as well as managing other social and family challenges, and intermediate students also have to adjust to a new destreaming program in grade nine. Some students may find this time of year overwhelming and might need to develop strategies to self-advocate for themselves to ensure all their needs are met. There are many ways to embed self-advocacy in your assessment Of learning and assessment As learning to support student achievement and well-being. With a strong sense of self, students are more likely to see themselves as owners of their own destiny and can independently advocate for themselves. I see this as a gradual release of responsibility and an opportunity to empower students to take charge of their learning and their own future. 

 

Here is a Self-Advocacy Toolkit that was shared with me that could be of some support to you in your classroom (regardless of the grade you teach). This Self-Advocacy Toolkit is intended to be completed by each student. Teachers may wish to facilitate this as part of their instructional day. 

Self-Advocacy Toolkit: https://docs.google.com/presentation/d/1yCD8KViE7-B_NfB1fEkb2Uvsj74H0qcZ_6oka-b3WwE/edit?usp=sharing

 

Ultimately, when it comes to transition and course selections, students and families/caregivers make the final decision about their destination and pathways. We will offer support and guidance to ensure success and a seamless transition from elementary into secondary, and this support can begin as early as kindergarten. When we work together, support each other and respect each other’s choices, even when our perspectives are different, we enable individuals to self-actualize and reach their full potential.