Mentorship – Page 3

March 4, 2016 Mike Beetham Challenging Topics, General, Inspiring Teachers, Learning in a Real Life Context, Mentorship, Resilience, Wellness

Rebound From Your Mistakes

Perfectionism seems to be a common character trait of teachers in that they expect to be perfect at everything they do. They must have perfect lessons, they have to have perfect classroom displays, they expect perfect interviews and so on and so on. If this level of achievement has not been met they often feel they have let down their students. They may feel guilt or embarrassment and tend to dwell on the negative aspect of the scenario. The reality is we are human and humans make mistakes even if they are teachers.

We are patient with our students. We expect them to make mistakes in their personal learning journey and offer formative feedback that allows them to reflect on their learning and move forward to the desired outcome. If this works with students, it will also work with teachers.

There have been many, many times over the course of my career that I made a mistake. Like when I said something I should have phrased a different way or when my reaction to a classroom situation was not handled in as professional a manner as it could have. Each time a situation occurs that I feel could have been handled a different way I complete a personal reflection that helps me move forward in my practice. All of those not so shining moments, have helped shape my learning and skill set for the present and future.

One of the Keys of Excellence in my classroom is ‘Failure Leads To The Sweet Smell of Success’. This foundational belief teaches my students that mistakes are inevitable and we can examine the error and turn it into a teachable moment so that future scenarios will result in success for all. An added bonus to this is that my students become more of a risk taker as it relates to ability to try new things. I live by this belief and it has helped me become a lifelong learner as well as a risk taker in experimenting with new pedagogical practices.

December 5, 2015 Mike Beetham Challenging Topics, General, Mentorship, Professional Learning and Growth, Wellness

Tortoise Brained Learning

“ Do the best you can until you know better. Then when you know better, do better”. This quote from Maya Angelou holds true no matter what stage of teaching you are at. Too often teachers feel pressured to constantly be moving their best practice forward before the last component has been consolidated into their everyday practice.

Over the course of my career I have evolved from a Hare Brained Learner to a Tortoise Brained Learner. A Hare Brained Learner is one who is constantly delving into new areas without going through the process needed to implement theory into best practice. I attended multiple workshops, almost everyone our board offered. I would see so many good ideas in practice, take notes on them, put them in a file, give them a try for a week or two and then most often let them fizzle out in that file. I was off to the next workshop, new idea or teaching practice.

My life as a Tortoise Brained Learner is much more manageable and is producing a far greater change in my day-to-day pedagogical practice. I have learned that my personal learning cycle is about two years. From the initial exposure to a new idea (e.g. mind mapping) through further research, personal experimentation, classroom experimentation and finally a part of my practice where I no longer even think about it as a new idea it takes me about two years. Thus my shift from quantity to quality professional learning has resulted in me being a much more pedagogically sound teacher.

It is not possible, nor reasonable for teachers to be constantly in a state of change. My advice is to develop an Annual Learning Plan that focuses in on one or two key areas that you are both interested in and know will enhance your journey toward best practice.

May 6, 2015May 11, 2015 Mike Beetham Celebrating Success, Making a Difference Through Education, Mentorship, Wellness

You Never Know

This blog is based on a real life scenario that I was fortunate enough to be a part of both on a personal and professional basis. It truly reminded me just how important our teacher/student relationships are as you never know when your kind word, out of the ordinary effort or simply just being there will make a difference.

On a late Saturday afternoon there was a knock on our home door and to our surprise, there was our very distraught neighbour who just needed someone to talk to. Over the course of the next hour this young mother poured her heart out to both my wife and I. During that time she asked us to read a series of letters that obviously were very important to her.

As we scanned the pages it became clear to us that these letters were from a past teacher who took the time to write to this young women while she was in her classroom. The key message that surfaced on each and every page was that this young woman was an amazing person who had the potential to be herself and that alone would make her great. It was clear that she had experienced trauma in her adolescence and did not receive the necessary support that she should have had. Through teary eyes, this distraught woman just kept telling us how important this teacher had been in helping her get through some very dark times in her life. In fact, she owed her life to her.

Although these letters were almost 20 years old, we could tell by the wrinkled paper and tear stain marks, that she had went to these words of support many, many times over the past two decades. Once again, she was going to this teacher for support in these times of hardship.

As a teacher, we are merely a step or two on a child’s life journey. Yet that time we spend with each child is one of the most influential events they will ever experience. It is our responsibility to ensure that memory is as positive as can be.

May 24, 2014May 24, 2014 Mike Beetham Challenging Topics, Classroom Management, General, Learning About Your Students, Mentorship, Student Ownership

Classroom Advisors

Wow, things have certainly changed since I was in school. When I went to school we __________ (fill in the blank with a change you have observed). When I look at the behaviours of my students, the choices they make and day-to-day social interactions in my classroom I filter it through the 54 year old brain of mine. It usually doesn’t make sense or seems silly and a waste of time. There are many times when I can’t make heads or tails of some of the things that my students do. So, what I tried (and found very useful) is to try and understand it through the brain of the age group I am working with. I sit and talk with individual students, small groups or even at times the entire class and have them explain to me the why of what took place. I tell them that through my adult brain it does not make sense and why would anybody do that. This opens up a wealth of opportunities to delve into the world of my students.

It has evolved to the point where my class votes in key students who will represent their needs and interests and those students become the classroom advisers. When ever a decision that requires our entire group’s input is needed, I go to the classroom advisers who then go to their classmates and get their feedback. The advisers then must prepare a summary of the input they received and meet with me as we collectively make the best decision for our group. In other scenarios, they serve as a resource who can explain to me what a student was thinking or why this makes sense to them. The final role these students play is being a peer mediator/mentor as students work their way out of poor decisions they have made. Needless to say, this is a very empowering strategy for both my students and me.

April 22, 2014April 24, 2014 Mike Beetham Before School Starts, Building Inclusion, Challenging Topics, Mentorship, Planning, Professional Learning and Growth

Shared Learning – Not Competition

In a learning community the focus becomes a shared learning, teamwork and helping each member to reach their potential. This collaborative classroom design creates a community of risk takers, where talents blossom and are shared for the good of all over time. Now, lets shift the scene to a school staff. It is made up of a wide variety of individuals with unique talents and levels of experience. A diverse talent pool that when shared creates a school portfolio that meets the needs of all of its learners.

I share this blog topic based on my many years of teaching in a wide variety of schools and communities. My early years of teaching witnessed classrooms as separate entities within a larger building where the only sharing that took place was at staff meetings. The most rewarding settings were always where classrooms were not a competition between teachers but rather a continuum of grades that were seamless in their beliefs and goals. Teachers seeking help from each other was encouraged and not frowned upon. The sharing of resources should be common practive and not items to be hidden. Mentoring, teaching partners, grade level planning are all significant enhancements to teacher planning pedagogy. Regardless of your level of experience, I highly encourage that you make time for colleague collaboration for it will become a regular part of both your learning and planning. “Even Einstein asked questions!”

September 24, 2013October 21, 2013 Ryan G Mentorship, Occasional Teaching, Professional Learning and Growth

Being a Mentor OT

In my first year of occasional teaching, I was as lost as Bambi in a forest fire.

Yes, I was fully certified, and sure, I had successfully interviewed for the OT list. Yet there I was, in my first few assignments, marvelling that someone, somewhere, had said, “Hmm. We have a teacher who’s going to be away for the day. Let’s put Ryan in there.” The thought that I was actually being trusted with other people’s kids was entirely intimidating. And let’s face it–most of us have reflected on, and at some point have been terrified about, the enormity of our task as educators.

Thank goodness for Sarah.

Sarah introduced herself, took me under her wing, and showed me around the school. She connected me with full-time staff members and included me in conversations around the lunch table. When I didn’t know where to find the photocopier, Sarah showed me. She even pointed me to where the bathroom was (a gesture, I might add, of no small importance). Did I mention I was lost?

You can imagine my astonishment when later I discovered that Sarah was a daily OT, just like me.

I don’t know if she realised it at the time–or if she’d even consider herself one–but Sarah was a mentor to me. Her simple gestures helped make my transition to teaching incredibly smoother. I bristle to think about how those first few days would have been without her.

In chapter two of The Heart and Art of Teaching and Learning, we’re reminded that beginning teachers are active participants in the mentoring process. This applies not only to contract teachers, but also to occasional teachers. Perhaps this means that as a newer OT, you seek out the mentorship of a colleague you trust who can help you navigate through first season of your career. Alternatively, perhaps you’re a seasoned OT with a kind heart and a wealth of experience who can guide and assist a newer teacher in the schools where you regularly see each other.

The difference informal mentors make in a school is outstanding! I’ve seen it myself and I’m sure you have, too. Mentors help to foster a sense of collaboration and community in their schools. For me, what started off like a forest fire soon began to feel like greener pastures. Undoubtedly, the mentors I know make my schools fawn-tastic places to work.

Think about your own schools. Could you be a Sarah in someone else’s life? I assure you they’d be forever grateful. I am.

Thanks, Sarah.

April 12, 2013April 12, 2013 Carmen.Oliveira Celebrating Success, Making a Difference Through Education, Mentorship, Students as Teachers

My Little Guru

Ever since I can remember, I have always strived to surround myself with people and experiences that inspire and motivate me to question, learn, and celebrate the art of living. My teachers, or gurus, have manifested themselves in different forms. A parent, a sister, my son, a friend, poets and writers in my favourite books, social activists, great teachers, or simply people who demonstrate an innate ability to rise above obstacles in their quest to live a life of purpose.

I have the privilege of coming across little gurus each and every day of my life. They happen to share a classroom with me. I owe much of my learning and growth, both professional and personal, to my students. One in particular has left me humbled and deeply grateful for allowing me to be a part of his journey. Daniel* has been the reason behind quite a few sleepless nights. His life has been one I wouldn’t wish on my worst enemy. At the start of year, his personality reflected the confusion, fear, anger, and instinct for survival that is expected within his reality. He’s the one I would come home and talk to my family about non-stop because I was determined to understand him and somehow be a guide or figure that would help him see how amazing he truly was. After a few weeks of racking my brain and over-thinking the situation, I decided to let it go and just work on three things: building trust, getting him to believe that I liked him no matter what he did or said, and playing to his strengths at all times so he felt the power that comes from knowing that he matters. I learned to really listen, so much so that he would need to feel that he was the most important person at that moment.

What unfolded in the following months was a teacher-student relationship where I learned far more than I could teach him. When his social worker came to visit 3 weeks ago, he asked me to be at the meeting with him. What I heard during that time, was nothing short of astonishing. His wisdom, strength, compassion, and resiliency left the social worker and I in complete awe. I was in the presence of a little guru, a teacher who knows how to use obstacles to create possibilities and hold himself accountable for the decisions he makes in life.

I’ll leave you with an excerpt from the speech he recently wrote for our Speech Arts unit. When I conferenced with him to look it over, I had to make an excuse to leave the classroom so I could have a cry in private. He gave me permission to share it with you:

“Have you ever had a moment in your life when you didn’t believe you could do something or you thought you weren’t good enough? I remember having low self-esteem. There was a time I didn’t care about myself and I felt I couldn’t be me. But that time is long gone and now when I come to school I’m proud to be Daniel*. I feel free from judgement. I walk down the hall and feel joyful. Every child needs to have someone who inspires them to stay true to themselves. They must be inspired. The change can happen in your life and it’s amazing.

My teacher inspires me because every day I’m with her she gets me to really think about life and how I can become better and better at what I do. When I’m having a bad day and so something I didn’t mean to, she sits down with me and talks to me. We talk about how I can use what I know to make decisions to avoid negative situations. I have learned to just be me without changing for anyone else.

…Imagine what society would be like if everyone who needed help had someone to inspire them? Thinking back to when I felt so low and not like the Daniel* I am today I realize that having someone that came into my life and helped me change made all the difference. There’s a quote in my classroom I really like. It goes like this, “I may not be perfect, but parts of me are pretty awesome.” I’m not perfect, but I am a very unique and awesome kid.”

I let him know that he inspired me to share our story with teachers world-wide. He smiled with the smirk of self-confidence.

January 28, 2013January 28, 2013 Carmen.Oliveira Diverse Learning Needs, Equity, Mentorship, Professional Learning and Growth, Social Justice

Equity Work: Difficult and Transformative

I am currently taking a Mentoring AQ course that is really impacting my understanding of equity in education and how I can work with my colleagues to explore this topic in our teaching practice. I truly believe that it is necessary for all of us to take a step back and explore equity as it pertains not only to our classrooms, but to our schools, communities, and personal lives as well. I have decided to share some of my learning and wonderings as I take a closer look at the “Equity Continuum” from OISE’s Centre for Urban Schooling and the TDSB’s Equitable and Inclusive Schools site.

OISE Centre for Urban Schooling: http://cus.oise.utoronto.ca/

TDSB Equitable and Inclusive Schools: http://www.tdsb.on.ca/_site/ViewItem.asp?siteid=15&menuid=570&pageid=452

Just some food for thought…

“Fairness does not mean everyone gets the same. Fairness means everyone gets what they need.”-Rick Riordan, The Red Pyramid

This very simple and yet profound quote set off a critical unit of inquiry around equity in my Grade 6 classroom last year. Over the span of a few weeks (and subsequently the school year), we explored, discussed, questioned, challenged, and brought to light this important understanding that, in order for everyone to experience success and a strong sense of self, they would not necessarily need to be treated exactly the same. The best part of this experience was my own journey as I grappled with my previously constructed schema around equity and fairness in all aspects of my life.

I vividly remember coming back after a supply teacher had been in the classroom during this period of inquiry and having my students astonished and fuming at her reaction when a student asked for extra time and a quiet space to complete a task. She said she had to be fair and that everyone would need to hand it in at the same time. When the students let her know that fairness is when they have the right to learn the way that is best for them to be successful and in our classroom that means people may need different treatment, she completely disagreed in a manner that undermined what they had come to understand as being “fair.” Our conversation was lively, to say the least, and their questions were ones I have come to ask many times since then: “How can we get people, especially in education, to think about fairness as a way of everyone getting what they need?” and, “How can we create a positive space where teachers, students, and parents question, challenge, voice their own opinions, and feel that they have the right to self-advocate?” (Theirs were in kid-friendly language, of course).

After looking at the “Importance of Equity in Education” from the TDSB’s Equitable and Inclusive Schools page as well as the “Equity Continuum” from OISE’s Centre for Urban Schooling, I came to realize that, for me, the reasons that make equity work personally and professionally difficult are the same as those that make it transformative and fundamental if we are to move forward in education.

Whether it be with friends, colleagues, mentees, students, or parents, I find that when a conversation begins to challenge the status quo, challenge stereotypes, or involves having to critically look at ourselves, our beliefs, our expectations, or our practice, discomfort can quickly build up and the outcome takes the form of people shutting down, becoming outwardly upset, and unfortunately not evolving or learning from the experience. I feel that at the core of this difficulty in equity work is the reality that all of us are complex beings having been influenced on so many levels in so many ways by so many people throughout our lives therefore often making us oblivious to how our own story is projected in what we think, say, and do both personally and professionally. We seem to jump at the opportunity to try and convince others to take our viewpoint and find it easier to criticize those who do not share our beliefs. However, looking at and inside ourselves is a whole other story. Thus, the difficulty lies in welcoming discomfort as we tread the path of looking at equity not only by having others explore it but in also working through it ourselves.

The beauty and transformation in equity work comes about when we all courageously welcome the discomfort that arises in questioning our belief system as it pertains to our own culture and that of our school, classroom, and global community. When we are willing to question the status quo, challenge stereotypes, critically think about how our experiences and schemas influence our pedagogical practice, hold all students (and anyone connected to education, for that matter) to the highest standards and expectations regardless of race, ethnicity, religion, gender, linguistic competence, etc., we begin to pave a path toward open-mindedness, acceptance, respect, and transformation not only within our personal lives but in our professional practice as well. When I began to take a deeper look at the Equity Continuum, I came to the realization that, even though I honestly believed I understood equity and had infused it in my teaching, there were so many other layers to it that I had not yet begun to peel back. In the world we live in today, this may be one of the most important questions we can ask ourselves as educators, parents, leaders and global citizens, “How will we work to ensure that everyone gets what they need to live a dignified life?”

I now know where my focus on equity will take me: unlearning what I have over time come to believe as the truth when it does not support the idea that everyone can be held to the highest standards and expectations regardless of their cultural background, race, gender, socio-economic status, etc. I’m willing to get my hands dirty as I explore the topics, ideas, beliefs, experiences, and realities that continue to shape my understanding and practice of equity within our education system.

As Will Durant commented, “Education is a progressive discovery of our own ignorance.” I chose this quote because it can provoke discomfort by having us admit that we may be ignorant while also noting that the path to discovery is progressive which to me signifies that learning happens when we entertain that which may make us uncomfortable. Learning is messy business. That’s what makes it transformative.

January 7, 2013 Erin.Grewar Celebrating Success, General, Mentorship

New Years Equals a New Leaf

     I know there are lots of clichés around the start of the New Year and I have to say that I believe in every one of them. As far as teaching is concerned (in my experience), there are guaranteed to be two magical times of the year where everything goes smoothly and you feel on top of the world. The first is the very first week of school in September where your bright-eyed students sit complacently hanging off your every word. The second couldn’t come at a better time and occurs upon the return from the winter holidays. New Year’s coincides with a shift of cosmic, spiritual or divine proportions and seems to permeate the psyche of even hormonal eighth graders. It is a small window where people stop to take stock of the past and visualize the future.
     As a teacher, this “pause” is a golden opportunity not to be squandered. In this momentary blip (which might last a few days if you’re lucky), it’s as though students have suffered a mild form of amnesia. Apart from being slightly annoying from a pedagogical perspective, it nonetheless allows you to chart a new direction. Changing up the look of your classroom with new displays, layout and seating plan is refreshing and energizing.
     A fresh start has a lot of appeal on many levels not only for you the teacher but for your students as well. Although it’s often said that students thrive on routine, it’s also true that change, spontaneity and an element of surprise go a long way as well. Don’t neglect the fact that your students might also be affected by the psychological hype surrounding New Year’s. I would bet that many of them are thinking about their own ambitions and might have something specific that they would like to achieve. Others might need a blank slate and a chance to start over with you. Any way you look at it, it’s good to capitalize on the energy and momentum surrounding the New Year and move forward with positivity, renewed energy and vigour.

*Some suggested New Year’s Activities:
Have students write down a goal they wish to achieve by the end of the year. At the same time on another sheet of paper, have them envision some of the difficulties they might encounter and write a short encouraging letter to themselves. This teaches them how to set realistic goals, anticipating challenges. At some point, have them read their letters to themselves and compose another to also be opened in the near future. Repeat the process until the final time when they re-read their goal an have them assess their progress.

On a small piece of paper, have students write down something they do not want to carry with them into the New Year. It can be a bad habit, a personal quality or negative situation. In real practice, you would toss your paper into a bonfire symbolizing that you are leaving your burdens behind. This is obviously not an ideal method of disposal for a classroom situation – something equivalent might be the shredding machine…

December 5, 2011December 5, 2011 Alison.Board Mentorship, Professional Learning and Growth, Wellness

Relationships

Reading through the previous posts, I see a common thread; the value of relationships. Building relationships are an integral part of our success as teachers and require initiative, consistency, and care. I often feel drained at the end of a school day, and need a quiet space and time to recharge (usually this is limited to my car and the time it takes to drive home!). When you think of how many children, parents, teachers, and support staff that you engage with in a day, it is understandable that teaching can take a lot out of you. On the flip side, it is also stimulating and energizing. It is the rewarding relationships with students and colleagues that motivate us and support us as professionals to keep doing what we do.

A new teacher has many things to keep in mind, but building positive relationships with a network of people will have lasting effects. A mentor may be a teacher that you are paired with based on a commonality recognized by administration, or simply by the willingness of the mentor to take on the role. It is an excellent opportunity to have a “go-to” person for your questions throughout the year. Often, there are other teachers that you meet that become unofficial mentors or supporters. In my first year of teaching I got to know the teacher that was the closest in physical proximity (the classroom next to mine) and although she taught a different grade and left the school a year later, she continues today to be an unofficial mentor for me, always receptive as a sounding board for my concerns and offers thoughtful guidance. Exchanging ideas with a colleague is another way to support your practice in a less formal way. There is a teacher at the other end of the hall at my school that I have connected with and we often cover an array of topics from instructional practices to field trip ideas to incorporating technology, all within a five or 10 minute conversation. It has become a routine that we walk to the parking lot (it’s a long walk) together once or twice a week as an opportunity for exchanging ideas and sharing information.

Build relationships and build a network to sustain your growth as a teacher. Be willing to ask questions and be willing to share your knowledge and experiences with others.