Deb Weston Anti-bullying, Behaviour Management, Building Inclusion, Classroom Management, Mental Health, Mindfulness, Special Education, wellness

Recognizing and Responding to Mental Health Problems Among Students

Supporting Minds

SupportingMinds

An Educator’s Guide to Promoting Students’ Mental Health and Well-being

Government of Ontario Draft 2013

Note that dealing with mental health problems among students is highly complex and challenging. Often students are not responsive to using mindfulness and self-regulation strategies as their significant mental health needs require the support of professionals such as doctors, psychologists, and therapists. Educators cannot diagnose mental health issues.

As stated below, educators can support their students by observing and documenting possible triggers and behaviours.

How to Use Supporting Minds Document

The Supporting Minds document is presented in two parts.

Part One provides an overview of mental health and addiction problems and guidance about the role of educators in supporting students’ mental health and well-being.

Part Two contains eight sections, each dedicated to a particular mental health problem. Each section is structured to first provide educators the information they need to recognize mental health problems in their students and offer appropriate support (under such headings as “What Is Depression?”, “What Do Symptoms of Depression Look Like?”, and “What Can Educators Do?”). Background information about the particular type of mental health problem is given towards the end of each section. Hyperlinks to resources that provide more detailed information are included throughout.

Please refer to the Supporting Minds document for more in depth information.

Knowing Your Students

A first step in recognizing whether a student has a mental health problem may be simply documenting the behaviour that is causing concern. School boards may have their own forms on which to record this information. Once several observations of the particular behaviour have been gathered, educators can share these with others who can help to develop a plan to manage the behaviour.

Educators should look for three things when considering whether a student is struggling with a mental health and/or addiction problem:

  • Frequency: How often does the student exhibit the behaviour?
  • Duration: How long does the behaviour last?
  • Intensity: To what extent does the behaviour interfere with the student’s social and academic functioning?

Highlighted Mental Health Challenges

1. Anxiety in Students

 COMMON SIGNS OF ANXIETY

Although different signs of anxiety occur at different ages, in general, common signs include the following. The student:

  • has frequent absences from school;
  • asks to be excused from making presentations in class;
  • shows a decline in grades;
  • is unable to work to expectations;
  • refuses to join or participate in social activities;
  • avoids school events or parties;
  • exhibits panicky crying or freezing tantrums and/or clingy behaviour before or after an activity or social situation (e.g., recess, a class activity);
  • worries constantly before an event or activity, asking questions such as “What if …?” without feeling reassured by the answers;
  • often spends time alone, or has few friends;
  • has great difficulty making friends;
  • has physical complaints (e.g., stomach-aches) that are not clearly attributable to a physical health condition;
  • worries excessively about things like homework or grades or everyday routines;
  • has frequent bouts of tears;
  • is easily frustrated;
  • is extremely quiet or shy;
  • fears new situations;
  • avoids social situations for fear of negative evaluations by others (e.g., fear of being laughed at);
  • has dysfunctional social behaviours;
  • is rejected by peers.

(Based on information from: CYMHIN-MAD, 2011; Hincks-Dellcrest-ABCs, n.d.) Note: This list provides some examples but is not exhaustive and should not be used for diagnostic purposes.

 STRATEGIES TO REDUCE STRESS FOR ALL STUDENTS

  • Create a learning environment where mistakes are viewed as a natural part of the learning process.
  • Provide predictable schedules and routines in the classroom.
  • Provide advance warning of changes in routine.
  • Provide simple relaxation exercises that involve the whole class.
  • Encourage students to take small steps towards accomplishing a feared task.

(Based on information from: CYMHIN-MAD, 2011; Hincks-Dellcrest-ABCs, n.d.)

See Supporting Minds document Table 1.1 for Specific strategies for supporting students with anxiety-related symptoms

2. Depression in Students

 COMMON SIGNS OF DEPRESSION

Some common signs associated with depression include the following:

  • ongoing sadness
  • irritable or cranky mood
  • annoyance about or overreaction to minor difficulties or disappointments
  • loss of interest/pleasure in activities that the student normally enjoys
  • feelings of hopelessness
  • fatigue/lack of energy
  • low self-esteem or a negative self-image
  • feelings of worthlessness or guilt
  • difficulty thinking, concentrating, making decisions, or remembering
  • difficulty completing tasks (e.g., homework)
  • difficulty commencing tasks and staying on task, or refusal to attempt tasks
  • defiant or disruptive behaviour; getting into arguments
  • disproportionate worry over little things
  • feelings of being agitated or angry
  • restlessness; behaviour that is distracting to other students
  • negative talk about the future
  • excessive crying over relatively small things
  • frequent complaints of aches and pains (e.g., stomach-aches and headaches)
  • spending time alone/reduced social interaction; withdrawn behaviour and difficulty sustaining friendships
  • remaining in the back of the classroom and not participating
  • refusal to do school work, and general non-compliance with rules
  • negative responses to questions about not working (e.g., “I don’t know”; “It’s not important”; “No one cares, anyway”)
  • arriving late or skipping school; irregular attendance
  • declining marks
  • suicidal thoughts, attempts, or acts
  • change in appetite
  • loss of weight or increase in weight
  • difficulty sleeping (e.g., getting to sleep, staying asleep)

(Based on information from: Calear, 2012; CYMHIN-MAD, 2011; APA, 2000; Hincks-Dellcrest-ABCs, n.d.) Note: This list provides some examples of symptoms or signs but is not exhaustive and should not be used for diagnostic purposes.

 STRATEGIES THAT CAN HELP ALL STUDENTS DEVELOP AND MAINTAIN A POSITIVE OUTLOOK

  • Support class-wide use of coping strategies and problem-solving skills.
  • Provide all students with information about normal growth and development and ways to cope with stress (e.g., ways to address peer pressure, build friendships, address depressive feelings, maintain good sleep hygiene, build exercise into each day).
  • Write instructions on the board to provide a visual cue for students who are having trouble focusing on spoken information.
  • Model and teach optimistic and positive attitudes, language, and actions.
  • Work with students’ strengths and build on them when they complete activities in class.
  • Provide students with responsibilities and tasks that they may enjoy (e.g., allow students who enjoy computer use to incorporate a computing component into tasks; allow art-loving students to choose illustrated reading materials).
  • Provide a space in the classroom for students to go to when they are feeling overwhelmed.
  • Help students to chunk assignments and prepare for tests well in advance of deadlines.

(Based on information from: Evans et al., 2002; Hincks-Dellcrest-ABCs, n.d.)

See Supporting Minds document Table 2.1 for Specific strategies for supporting students with depression-related symptoms

 3. Bipolar Disorder in Students

 COMMON SIGNS OF BIPOLAR DISORDER

Some common signs to watch for include the following:

  • extremely abnormal mood states (generally lasting weeks or more) and involving a depressed or manic mood
  • depressive symptoms (see the section on depression)
  • manic symptoms, including:
  • feeling extraordinarily self-confident, in a manner that is out of character for the student
  • extreme irritability or changeable, “up and down” (labile) moods that are not typical for the student
  • grandiose and illogical ideas about personal abilities (e.g., the student believes he/she has supernatural powers)
  • extremely impaired judgement compared to usual ability
  • a perception that thoughts are racing
  • extreme changes in speech, particularly very fast speech or talking as if he/she can’t get the words out fast enough
  • explosive, lengthy, and often destructive rages that are out of character for the student
  • new or marked hyperactivity, agitation, and distractibility
  • “dare-devil”, risk-taking behaviour

(Based on information from: CYMHIN-MAD, 2011) Note: This list provides some examples but is not exhaustive and should not be used for diagnostic purposes.

In addition, the cognitive functioning of students with diagnosed bipolar disorder may be affected, so that they have difficulty:

  • paying attention;
  • remembering and recalling information;
  • using problem-solving skills;
  • using critical thinking skills and categorizing and organizing information;
  • quickly coordinating eye-hand movements;
  • staying focused on a topic.

See Supporting Minds document Table 2.2 for Specific strategies for supporting students diagnosed with bipolar disorder

 4. Students with Attention and Hyperactivity and/or Impulsivity Problems

SUBTYPES OF Attention Deficit Hyperactivity Disorder

The following three subtypes of ADHD have been identified:

(1) predominantly inattentive (without symptoms of hyperactivity/impulsivity)

(2) predominantly hyperactive/impulsive (without symptoms of inattention)

(3) predominantly combined (symptoms of both inattention and hyperactivity/ impulsivity)

 (Eiraldi et al., 2012). The combined type (inattention and hyperactivity/impulsivity) is the most common of the three. (Based on information from: APA, 2000)

 COMMON SIGNS OF ATTENTION DISORDERS

Some common signs of attention problems and/or hyperactivity/impulsivity include the following:

Attention problems: The student:

  • is easily distracted;
  • fails to pay attention to details and makes careless mistakes;
  • forgets things (e.g., pencils) that are needed to complete a task;
  • loses things often;
  • has difficulty organizing tasks;
  • finds it hard to concentrate;
  • follows directions incompletely or improperly;
  • frequently doesn’t finish tasks;
  • does not listen to what is being said when spoken to;
  • avoids or shows strong dislike for schoolwork or homework that requires sustained mental effort (dedicated thinking).

(Based on information from: CYMHIN-MAD, 2011; APA, 2000; CAMH, 2007)

Hyperactivity/Impulsivity: The student:

  • has difficulty sitting still or remaining in seat;
  • fidgets;
  • has difficulty staying in one place;
  • talks excessively or all the time;
  • is overly active, which may disturb peers or family members;
  • has difficulty playing quietly;
  • is always on the move;
  • has feelings of restlessness (for adolescents);
  • is unable to suppress impulses such as making inappropriate comments;
  • interrupts conversations;
  • shouts out answers before the end of the question or without being called on;
  • hits others;
  • has difficulty waiting for a turn;
  • is easily frustrated;
  • displays poor judgement.

(Based on information from: CYMHIN-MAD, 2011; APA, 2000; CAMH, 2007) Note: This list provides some examples but is not exhaustive and should not be used for diagnostic purposes.

 STRATEGIES THAT PROMOTE A CALM CLASSROOM ATMOSPHERE TO HELP ALL STUDENTS PAY ATTENTION

  • Provide a structured environment and a consistent daily routine.
  • Provide advance warning of changes in routines or activities.
  • Establish a routine and set of rules for moving from one activity to the next.
  • Establish procedures that allow all students equal opportunities to participate in activities (e.g., establish rules for turn taking; arrange for everyone to get a chance to be first).
  • Provide easy-to-follow directions and instructions (e.g., explain one step at a time; chunk multi-step directions).
  • Post rules where everyone can see them.
  • Reinforce positive behaviour such as raising a hand before speaking, engaging in quiet work.
  • Provide opportunities to learn by doing to give students an outlet for excess energy.
  • Limit visual and auditory distractions in the classroom as much as possible while considering the needs of all students.
  • When talking to students, address them directly and use eye contact. Wait until a student is paying attention before continuing a conversation.
  • Avoid a focus on competition, as students’ urge to win or be first can increase the likelihood of impulsive behaviour.

(Based on information from: House, 2002; CAMH, 2007)

See Supporting Minds document Table 3.1 for Specific strategies for supporting students with attention and hyperactivity/impulsivity problem

5. Behaviour Disorder in Students

 COMMON SIGNS OF BEHAVIOUR DISORDERS

Some common indicators of problem behaviour include the following:

  • defiance (persistent stubbornness; resistance to following directions; unwillingness to compromise, give in, or negotiate)
  • persistent testing of limits (by ignoring, arguing, not accepting blame)
  • persistent hostile mood
  • lack of empathy, guilt, or remorse, and a tendency to blame others for his/her own mistakes
  • low self-esteem that may masquerade as “toughness”
  • acting aggressively
  • disobedience
  • oppositional behaviour (e.g., challenging or arguing with authority figures)
  • bullying, threatening, or intimidating others
  • initiating fights or displaying physical violence/cruelty
  • using weapons
  • stealing
  • deliberate destruction of property
  • frequent lying
  • serious violations of rules (e.g., in early adolescents, staying out late when forbidden to do so)
  • skipping school often
  • outbursts of anger, low tolerance for frustration, irritability
  • recklessness; risk-taking acts

Signs that the problem may be serious include the following:

  • The student shows problems with behaviour for several months, is repeatedly disobedient, talks back, or is physically aggressive.
  • The behaviour is out of the ordinary and is a serious violation of the accepted rules in the family and community (e.g., vandalism, theft, violence).
  • The behaviour goes far beyond childish mischief or adolescent rebelliousness.
  • The behaviour is not simply a reaction to something stressful that is happening in the student’s life (e.g., widespread crime in the community, poverty).

(Based on information from: APA, 2000; CPRF, 2005; Hincks-Dellcrest-ABCs, n.d.) Note: These lists provide some examples but are not exhaustive and should not be used for diagnostic purposes.

 STRATEGIES THAT PROMOTE POSITIVE BEHAVIOUR AMONG ALL STUDENTS

  • Provide predictable schedules and routines in the classroom.
  • Focus the students’ attention before starting the lesson.
  • Use direct instruction to clarify what will be happening.
  • Model the quiet, respectful behaviour students are expected to demonstrate.
  • Create an inviting classroom environment that may include a quiet space, with few distractions, to which a student can retreat.
  • Be aware of the range of needs of the students in the class in order to provide an appropriate level of stimulation.
  • Communicate expectations clearly and enforce them consistently. Use clear statements when speaking to students: “I expect you to …” or “I want you to…”.
  • Focus on appropriate behaviour. Use rules that describe the behaviour you want, not the behaviour you are discouraging (e.g., Instead of saying “No fighting”, say “Settle conflicts appropriately”).
  • At the beginning of the school year, clearly and simply define expectations for honesty, responsibility, and accountability at school. Repeat these expectations often to the entire class, especially when violations occur.
  • Don’t focus too much attention on children who blame others, since that might inadvertently reinforce the behaviour.
  • Begin each day with a clean slate.
  • Facilitate the transition from the playground to the classroom by calmly telling students when there are five minutes left and then one minute left in recess, encouraging them to prepare to come in, and helping them settle in class when recess is over. Schedule a predictable classroom activity that most students will enjoy to follow recess, to help provide a smooth transition.

(Based on information from: CYMHIN-MAD, 2011; Hincks-Dellcrest-ABCs, n.d; Lee, 2012)

See document Table 4.1 for Specific strategies for supporting students with behavioural problems in classrooms

 Please see the Supporting Minds  document for further information on 

  • Eating and weight-related problems in students
  • Substance use problems in students
  • Gambling in students
  • Self-harm and suicide in students

Taking care of self as an educator

(Supporting Minds, Appendix C: Mental Health Action Signs)

Your behavioural health is an important part of your physical health. If you are experiencing any of these feelings, let your doctor know.

  1. Feeling very sad or withdrawn for more than 2 weeks
  2. Seriously trying to harm or kill yourself, or making plans to do so
  3. Sudden overwhelming fear for no reason, sometimes with a racing heart or fast breathing
  4. Involvement in many fights, using a weapon, or wanting to badly hurt others
  5. Severe out-of-control behaviour that can hurt yourself or others
  6. Not eating, throwing up, or using laxatives to make yourself lose weight
  7. Intense worries or fears that get in the way of your daily activities
  8. Extreme difficulty in concentrating or staying still that puts you in physical danger or causes school failure
  9. Repeated use of drugs or alcohol
  10. Severe mood swings that cause problems in relationships
  11. Drastic changes in your behaviour or personality

Source: The Reach Institute, The “Action Signs” Project, p. 6. Retrieved from http://www.thereachinstitute.org/files/documents/action-signs-toolkit-final.pdf

Dealing with students with mental health needs can be very challenging and draining.

Be kind to yourself and practice self care.

Reach out for help and support if you need it.

Collaboratively Yours,

Deb Weston

 

Arianna Lambert Building Inclusion, Challenging Topics, Equity, Learning in a Real Life Context, Making a Difference Through Education, Social Justice

Moving Beyond “Cultural Months”

I don’t mean to be flippant but I’m sometimes leary when we have a month to celebrate a particular racialized group. What happens to their history or their identities during the rest of the year? I recently saw this post on Twitter and it got me thinking – how do we ensure that we go beyond these months and into a deeper desire for ourselves as educators and our students to value the diversity that exists in our classrooms?

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Checking Our Bias

In our board, we have had many conversations around bias and equity. How are we moving from conversations and into action? In what ways are we really ensuring more equitable outcomes for our students and colleagues who are racialized? We all have bias and privilege to one degree or another. When we acknowledge our bias and privilege and are conscious of it in the spaces in which we exist, we are better equipped to extend equity and honour the experiences of others. In doing so consistently, we become those who seek out and foster ways in which to level playing field for others. What is your bias? What are your thoughts about the students that you serve? How does your bias impact the way in which you serve your students?

Courageous Classroom Conversations

Over the past few years of teaching, I’ve realized to a greater degree, the value in having conversations about the world around us with students. Earlier on in the year, we had conversations around Colin Kaepernick and other NFL players taking a knee. I had a colleague who was shocked that I was talking about it in the classroom. We have to remember that our students are living in and experiencing the same world that we are. They are keenly observing and are not oblivious to what is going on. Shouldn’t they have a space to engage in conversations about what is happening, not from a stance of judgement but of fact finding and meaningful sharing about its impact on them and the communities in which we live? By shying away from these conversations, we do a disservice to our students because that is what is real and authentic in our world and they need the opportunity to understand, discuss and determine ways in which they are able to navigate these situations in the hopes of bringing about a different tomorrow. This too is a part of education

Meeting The Needs Of Our Students Based On Their Realities

Shaughnessy is the 5th school that I have had the privilege of teaching at here in Toronto. Each school has had a different community and it’s been exciting to get to know and understand who my students and their families are. When we take the time to find out what is of value to our students and our community and teach from there, we truly start to meet the needs of our students. High expectations with lessons that are authentic and are based on the interest of our students increases engagement and allows for our students to make connections to the curriculum that are meaningful and relevant. This is what gives them greater opportunity to flourish based on who they are. We all want greater student success, why not find out what is meaningful to our students and work from there to ensure that they are represented in our lessons, tasks and classrooms?

Special months are great for celebrations of cultures but as this Tweet reminds us, let’s consider ways in which to go beyond a particular monthly celebration and make sure that our diverse identities are celebrated throughout the year.

Michelle Fenn Anti-bullying, Building Inclusion, Challenging Topics, Classroom Management, Diverse Learning Needs, Equity, General, Inspiring Students, Integration, Learning About Your Students, Learning in a Real Life Context, Making a Difference Through Education, Mentorship, Social Justice, Students as Teachers

Kindness and Gratitude

My hope in asking for a junior division assignment was that the students would be more independent however, I also knew that in exchange, I would be likely dealing with the issues of the tumultuous “tween” years.  My expectations for this group were particularly high because I had taught nearly half of them for two years in grades 1 and 2 and I felt as though I knew them pretty well.  Unfortunately, we have been having social issues in our classroom and the students are having difficulty treating each other with kindness.  I wasn’t prepared to have to “teach” kindness and gratitude at this age.  After 20 years in the primary grades, I suppose I assumed they would already know how to be kind.  Let me be clear.  They are not horrible kids and having raised two kids through the “tweenage” years I know the behaviour is driven by hormones etc.,  Kindness becomes more complicated in the junior grades as the social constructs change and being popular and fitting in becomes that much more important.  What I’m trying to get across to the students is that kindness is actually more powerful than being mean but they aren’t yet all buying into it…yet.  I’m not giving up.

We started by reading the book “Wonder” by R.J. Palacio together as a class.   After every few pages there was so much to unpack in discussion with the students about empathy, “precepts” for living and loyalty in friendship.  In discussions, the students were easily able to empathize the injustices suffered by Auggie and were angered by the actions of the antagonist, Julian. We also went to see the movie in order to compare the stories and they thoroughly enjoyed the experience and were thoughtful in their assessment of the themes and the major differences.  In reality, however, they were having a hard time putting all of this knowledge into practice with one another.

I needed to dig a little deeper and do some research and I happened upon a great website connected to the book; #choosekind is a campaign attached to Palacio’s book and it started us on a journey of kindness.  We’ve also been using lesson plans from the Random Acts of Kindness website and have begun daily gratitude journals.  We started restorative circles using our talking stick using Restorative Circle prompts. We have created our rules and agreement for our circle.  It has been a slow start because we are starting with topics that are allowing students to relate to one another and are not value or character based sensitive topics yet as we work to build trust in the circle.  Our first couple of prompts were, “What are 3 things that you cannot live without?” and “Who is your hero?” Not everyone is able to come up with something right away and sometimes we have to circle back, but it is a beginning.

We also wanted to do something as a class that was more global and would make an impact on people whom we didn’t even know.  In Peterborough, we have a store called Under One Sun.  They are part of a larger organization that supplies crafts from artisans in Haiti, “Restoring Dignity Through Artistry”.   We decided to participate in a Christmas ornament fundraiser which helps to create jobs and sustain families in Haiti. Some of the money goes to the artisans for healthcare, childcare, education and materials and some of the money comes back to the school.  Our class of 22 students alone sold more than $1000.00 worth of ornaments.  This fundraiser makes a difference in our community and for families living in Haiti and broadens our student’s awareness of global issues of poverty.  In addition, we are going to learn how to make paper bead jewelry ourselves as gifts for our own families.

As we move into the holiday season, December is a great month to think about giving, gratitude and kindness.  We are going to be working with the Senior Centre down the street, hanging our art work, singing songs to entertain and presenting a dramatic re-telling of “A Promise is a Promise” written by Robert Munsch.  We have created a kindness calendar which includes random acts of kindness for each day that do not cost money.  Hopefully, day by day, discussion by discussion the students will come to realize the power of kindness.

Laura Bottrell Building Inclusion, General, Inspiring Students, Literacy, Mental Health, Start of the year

A Wonder-Ful Start to the Year

This year I am teaching a grade 5/6 class. I’m learning a lot as I transition from teaching a grade 2/3 class last year. I have always had a heart for the younger grades but as I am getting to know my new group of grade fives and sixes, I feel my heart growing.

I have a class of 24 wonderfully bright, inquisitive and compassionate kids. Every day I am blown away by their ability to share ideas, challenge norms and push their learning to new limits. My favourite thing about teaching this class are the spontaneous, unplanned conversations that arise during the day and the powerful learning that comes from them.

I wanted to find a way to break down barriers and set an inclusive tone for their year. There had been a lot of buzz around the book Wonder, by R.J Palacio, so I decided to use it as our first read aloud. I cannot recommend this book enough. If you haven’t heard of it, Wonder follows the story of a fifth-grade boy named August Pullman, who has a severe facial deformity, as he makes his way through attending school for the first time. The book is written through his point of view, but also through the point of view of other characters in his life. The story touches upon countless valuable topics, themes and discussion points. Ranging from bullying, social groups, peer pressure, self esteem, growing up, parent divorce and grief to love – the interweaving storylines of Wonder’s characters offer a wide range of access points for teachers and students.

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Since the first day of school, we have started every morning sitting under the big tree in our playground reading Wonder together – my students gathered around me reading, completely immersed in the story, always asking to read on to the next chapter. It is my favourite part of the day. Not only does this create a calm transition into the school day for my students, but it sets the tone with powerful messages and mindful discussion.

With Wonder as our mentor text, my students have engaged in many literacy, drama, visual arts and health learning experiences. Our classroom has been taken over by Wonder and it’s message – choose kind. The curriculum connections are plenty but they aren’t why this book is so powerful. It is powerful because of its ability to resonate with every student in the room. It is powerful because of the thinking it sparks.

Last week, I had one of my top teaching moments. After nutrition break, I thought my students needed a few minutes of quiet to transition them into our math block. I called them over to our carpet, sat down there with them, and thought I would read just a few pages of our book. We didn’t get to that math lesson. Instead, we happened to read a fairly impactful chapter about the idea that everyone is fighting a battle though we may not know it. I noticed a few tears in the eyes of some students. When I stopped reading, the chapter sparked a very powerful conversation. Without invitation, several of my students chose to share their own experiences of struggle in their own lives. A few of them were brought to tears in doing so, immediately comforted by their peers. Other students commented on how brave they were to openly share that with others. They talked about empathy, compassion and shared some very profound thoughts. The bravery, maturity and vulnerability they displayed amazed me. It was a beautiful experience to share with them.

All this to say, the author of Wonder has done an outstanding job at addressing real issues in a way that is engaging and accessible for kids. I highly recommend this book for your class and I believe every child in school should have the opportunity to read it.

 

Tammy Axt Communication with Parents and Guardians, First Week Reflections, Start of the year

Helping parents transition to school

Hi everyone. My name is Tammy Axt and I am a music teacher in the Peel District School Board.

On the third day of school, which happened to be the first day for our kindergarten students, I went to do my duty at 8:05. I opened the door and observed as our students entered the building. I heard the usual friendly chorus of: “Good morning Mrs. Axt!” as our lovely students entered the building, ready for the third day of school. The door I stand beside is used by our older students in grades 3, 4 and 5 to enter the building. Most of them have been at our school for 5 or 6 years and have contributed to the wonderful climate at my school. They bring their friendly nature, upbeat attitude and are just a pleasure to greet every morning.

This morning there was one addition to the number of students coming in the door and going upstairs to start their days. There was one parent quietly wiping her face as she watched down the hall as her only child started his very first day of kindergarten. In a quiet moment, I spoke with the parent about our school and the very special place that it was. I spoke with her at length about the amazing things that are going to happen for her son this year, including all the friends he was going to make, all the learning he would do, and all the growth he was going to experience.  I also spoke with her about the beautiful and amazing children that come to our school. I told her how kind and helpful they are.

After I reassured her, I stopped and encouraged her to tell me about her son and how she was feeling. She told me through tears that this was the first day that she would be away from her child. This was her only child and today she was feeling like the time is going by so fast. That first day of school is a difficult one for many parents as I see them anxiously saying goodbye to the most important person in their lives and literally trusting a virtual stranger with their child’s emotional, physical and intellectual wellbeing.

This experience was a reminder for me that in the hustle and bustle of the school year to not get hung up on the lessons or the colour of your bulletin board, but instead remember what parents have just done. They have entrusted you with their most valued person in their world. They have trusted that you will care for them, help them and teach them all they need to learn this year. That is one important task facing us all this year.

The parent waiting beside me watched as her child cried for a few minutes and then hung up his backpack and joined the kids in line. He was even smiling in the next minute or two. She turned to me and very excitedly stated, “He is smiling, he is smiling!” She wiped her tears and I reassured her that she could do this. Finally, I gave this mom a confident affirmation that everything would be great, and a high five, and she was on her way.

Ultimately, this parent captured what most of our parents want for their children in our care. They want to know that they are smiling and that they are happy at school. They want to know that their wellbeing is looked after. If that is what we achieve for all our students, we will all have had a successful year! Good luck to everyone over the next nine months. I hope you have a great year.

 

 

Will Gourley First Week Reflections, General, Inspiring Students, Inspiring Teachers, Learning About Your Students, Start of the year

It’s like September all over again

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Have you ever walked into a classroom and did a double take? Trying to gather your bearings, did it feel as if you’d been in that exact same spot and the very same moment before? I know it’s happened to me and wonder if other educators feel this way?

Returning to the classroom in September can be like this. The faces are different, maybe even the school, but there are connective currents running through time and space that signal you’ve been there before. I am reminded of a hall of fame quote by Yogi Berra, “It’s déjà vu all over again.”

This September, I started at my 4th school in 9 years. I could not be more thrilled joining a new family of learners and educators. Of course, I miss my old schools, but as I’ve written before, we have to move on to grow in our professional practice. This year was no exception, even after 3 amazing years at my former school.

Unsurprisingly, since the first bell on Day 1, things have been occurring at the speed of learning. Meeting my students/families, observing them interact, and watching them navigate our classroom for the first time. I’m never sure who is more anxious on the first day, parents, students or me?

To this teacher, the first week of school is like a three-way collision between energy, ideas, and awkwardness. I love walking into a new building and asking students to help me learn directions and routines. On more than one occasion, a student will ask, “Aren’t you supposed to know this?” I reply, “Maybe, but it’s more fun to ask. I’m new.”

What I’ve seen over my  first 9 Septembers

After 9 first days of school, some things have not changed. September is a time when everyone is (re)acquiring their routines and rhythms. Everyone is trying to put their best foot forward – almost. Depending on their Summer, the most reticent learners and educators might still require an extra week or 2 to get up to speed. We need to avoid the rush to establish out of reach expectations. There have been a couple of years where I struggled to find my groove. I have found that the first few weeks are like a contract negotiation. Everyone is trying to get what they want out of the deal, and it takes time to hammer them out.

Each year I enter our, not my, classroom with complete trust that students are there to be awesome. Empowering them and presuming best intentions have always been great places to launch an important year together. Bringing students into the conversation and decision-making process, from the start, allows for long-term success based on understanding and mutual respect.

This happens in our classroom in a number of ways across a number of days.  Students are asked to take chances, make mistakes, and be unafraid to fail. It asks us all to become comfortable with discomfort, feeling safe when vulnerable, and knowing everyone is respected and valued. If a space for this has not been created in my classroom, then there will be a risk of starting off on the wrong foot. Taking the time to create a consistent and caring class culture will ensure a cohesive committed community for the whole year.

What I did over the Summer

As a kid, it seemed that every start of the year writing assignment was a retelling of my summer. This was usually followed up with a presentation in front of the class. I am not sure whether this was an act of sadism or masochism for the teachers who assigned the task, and then had to listen as each one was shared. All I remember is that the act of recalling my summers and the subsequent in-class attention were boring for me too.

As I enter the classroom, I vowed to change this. I have asked students to share what they’ve regretted about their Summer, or what they would do over and change. We hold off on “presentating” in favour of peer sharing where volunteers are asked to read a few highlights that stand out after reading their classmates’ work. I’ve found that using 6 Words Stories as a great introduction exercise.

This year I had students write their own and then write one for their seat partner. *

Build flexibility into your planning

Beware of over planning. Yes, some planning must be done. Preparation is important, but a measured approach is best. Over planning  has been, and continues to be a mistake I make. However, when plans go uncompleted or go off course, I am not going to count it as a loss. There needs to be time built into our work for the second and third questions. Sometimes students have more questions than we have answers. Yes, it takes away time from your plans, but the relationship building established through it will become invaluable going forward. Give yourself permission to go off script. The students will appreciate the spontaneity.

Noise

As part of classroom routines and noise management, I have heard classics from, “Hands on top. That means stop.” to “Un, deux, trois, les yeux sur moi.” These work well with JK/SK and primary classes, but tend to aggravate the more sophisticated learners in the Junior Panel.

I use a number of noise makers, ranging from a wood block shaped like a pig, a rain stick, and a guira Each is strategically placed about the room to access as needed. They are used to draw students back from their independent or team work. I also have a spot in the class where I will wait for students to come back to hear further instruction or feedback.

Another ‘attention-getter’ to consider is something shared by Paul Solarz called “Give me 5!” I love the power this places in students hands along with the responsibility to be relevant and engaging as they capture the room to share their ideas.

Having a wide variety of tools in the kit have allowed each of my 9 first days of school to begin memorably and effectively. Of course there are bumps and tweaks to be made along the way, but that ads to the joy of the job. As each year brings us a unique set of lives to discover, equip, and watch flourish.

Thank you for reading this post. I look forward to sharing with you again this year. If you have any questions about the resources or strategies shared please message me below.

*Which 6 words would you use to share your story? Feel free to share in the comments section.

Deb Weston agency, Anti-bullying, Building Inclusion, Challenging Topics, Communication with Parents and Guardians, Diverse Learning Needs, Equity, LGBTQ2S, Social Justice

So why teach LGBTQIT human rights?

 Holding hands

 “Coming out hasn’t come as far as we think”

(Emma Teitel, national affairs columnist, Toronto Star, August 11, 2017, A8)

“Coming out” as a LGBTQIT* person, by making friends and family aware that they are not part of the heterosexual majority, has many implications. Specifically, LGBTQIT people who are not part of the “heterosexual” norm deal with great social, health, emotional, and economic barriers. Our LGBTQIT students, colleagues, and parents, regularly deal with discrimination on many levels including bullying and threats of violence. This is why not all LGBTQT people come out. According to an online Quebec survey (commissioned by the Foundation Jasmin Roy, an anti bullying/violence organization), it was reported that 45 percent of LGBTQIT respondents said they kept their sexual orientation or gender identity hidden due to worries of discrimination (Teitel, August 11, 2017). In the survey, 81 percent of LGBTQIT respondents agreed that Canadians are open-minded about gender and sexuality but 75 percent believed that more work needed to be done to support the LGBTQIT communities (Teitel,  August 11, 2017).

So why do teachers need to teach LGBTQIT human rights?

Why do teachers need to address these topics in Ontario classrooms? (especially when some parents disagree with teaching about sexuality and gender)

Health and Phy Ed 2015

The new health and physical education curriculum (Government of Ontario, 2015a), dealing with LGBTQIT topics, was updated in 2010 after remaining untouched since 1998. After protests by some religious groups, the Liberal government backed away from an attempted update of the health and physical education curriculum in 2010 (National Post, February 2015). The Ontario Health and Physical Education Curriculum was the most outdated curriculum in Canada (Rushowy, September 2015).

In 2015, Premier Kathleen Wynn vowed that the updated curriculum would be implemented in the 2015/2016 school year.

In September 2015, the curriculum was introduced into Ontario schools. There was a strong backlash from parents and communities. Often the groups opposed to any curriculum dealing with sexuality and gender were misinformed by the content of the contentious parts of the health curriculum. To repond to this, the Government of Ontario developed A Parent’s Guide: Human Development and Sexual Health in the Health and Physical Education Curriculum (Government of Ontario, 2015b).

The Peel Board of Education’s director, Tony Pontes, stated that “We cannot — we will not — by action or inaction endorse discrimination,” who cited Ontario’s Human Rights Code as applying to people of all sexual orientation and gender identity. Mr. Pontes went on to state that “Supported by legal opinion, bolstered by our core values, I would no more say yes to someone wanting a child excluded because of a discussion about LGBTQ than I would a discussion about race or gender.” (Rushowy, September 2015). Further, Mr. Pontes stated that while some parents had “genuine concerns”, the board would work to address issues brought up by the critics of the updated sex-ed curriculum. These critics misinformed parents in order to “raise fear, generate untruths and build constituencies of protest based on false information” (Rushowy, September 2015). Mr. Pontes, the director of the Peel Board of Education, found this unconscionable. In addition, Mr. Pontes stated that the Peel Board of Education was willing to lose students over its stance of inclusion for all (Rushowy, September 2015). Some school boards lost students and some teachers lost teaching positions (based on my own anecdotal observations). Often, there are costs as a result of taking a stance to uphold human rights.

In 2015, even though I was not a “Health and Physical Education” teacher, I did deal with issues around sexuality and gender. In our school, we had students and colleagues that prHuman Development Guideesented as LGBTQIT. In addition, we discussed LGBTQIT inclusion during the Day of Pink  and while discussing human rights topics. I received notes from parents asking me not to talk about same sex couples on the Day of Pink. I also had students missing from school on the Day of Pink. Some parents believed that discussions of inclusion were only limited to specific school days. Parents needed to realize that teachers talk about inclusion, as needed, especially when students rights are being suppressed. Inclusion is not limited to skin colour, culture, religion, chosen head coverings, ethnicity, ancestry, citizenship, disability, or diet.

Teachers do not get to pick and choose which topics of inclusion they will address because all issues regarding human rights apply.

Some of my teacher colleagues have stated that they do not honour LGBTQIT rights. Some students have told me that their parents do not believe in LGBTQIT rights. I have had parents phone me to tell me not to discuss LGBTQIT rights in class. Imagine what would happen if a parent, student, or teacher stated that they did not want teachers to teach about the rights of people of different races or religions.

As teachers, we must honour the rights of all people because we provide educational services within the province of Ontario. It is part of our role, as teachers, to uphold human rights and protect against discrimination as per the Ontario Human Rights Code.

Every person has a right to equal treatment with respect to services, goods and facilities, without discrimination because of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, marital status, family status or disability.  R.S.O. 1990, c. H.19, s. 1; 1999, c. 6, s. 28 (1); 2001, c. 32, s. 27 (1); 2005, c. 5, s. 32 (1); 2012, c. 7, s. 1. (Ontario Human Rights Code, updated December 5, 2016)

As teachers, there is no opting out of the Human Rights Code.

Toronto Star national affairs columnist, Emma Teitel was accepted by her family and friends when she told them she was gay. She stated that coming out “sucks, even for the lucky ones like me” (Teitel, August 10, 2017). Yes, her family and friends accepted her for who she was. She affirmed that there is still a long way to go. Teitel stated that she still faces challenges when kissing her partner in public without getting “molested by creeps”. She hopes that one day  that “thousands of transgendered people [will] no longer fear for their lives every time they step out their doors” (Teitel, August 10, 2017). Ms. Teitel wishes this for all  people in the LGBTQIT community.

As a parent of a gay adult child, I hope one day my daughter can live her life with her partner, in peace, without being stared at every time they hold hands in public. I hope that with the work of the Ontario education system, being LGBTQIT will be part of an inclusive culture in Ontario.

Collaboratively Yours,

Deb Weston

*LGBTQIT is a short form for Lesbian, Gay, Bisexual, Transgendered, Questioning, Intersexual, Two-spirited people (please note this is my most recent understanding of the term)

References

Government of Ontario, (2016). Ontario Human Rights Code. Downloaded from https://www.ontario.ca/laws/statute/90h19

Government of Ontario. (2015a). The Ontario Curriculum, Grades 1-8: Health and Physical Education, 2015 (revised), Government of Ontario. Downloaded from http://www.edu.gov.on.ca/eng/curriculum/elementary/health.html

Government of Ontario. (2015b). A Parent’s Guide: Human Development and Sexual Health in the Health and Physical Education Curriculum, Government of Ontario. Downloaded from http://www.edu.gov.on.ca/eng/curriculum/elementary/HPEgrades1to6.pdf

Rushowy, K., (September 2, 2015). Peel board won’t exempt kids from learning about gay families, gender issues, Toronto Star, Downloaded from https://www.thestar.com/yourtoronto/education/2015/09/02/peel-board-wont-exempt-kids-from-learning-about-gay-families-gender-issues.html

Teitel, E., (August 10, 2017), Coming out sucks, even for the lucky ones like me, Toronto Star, Downloaded from https://www.thestar.com/news/canada/2017/08/10/coming-out-sucks-even-for-the-lucky-ones-like-me-teitel.html

Teitel, E., (August 11, 2017), Coming out hasn’t come as far as we think, Toronto Star, A8. Downloaded from http://thechronicleherald.ca/opinion/1493875-opinion-coming-out-hasn%E2%80%99t-come-as-far-as-we-think

The National Post. (February 23, 2015). National Post View: New sex ed curriculum should be sensitive to all sides, The National Post, Downloaded from http://nationalpost.com/opinion/national-post-view-new-sex-ed-curriculum-should-be-sensitive-to-all-sides/wcm/596af7c3-9704-4a2f-aad7-543cb8bbc99a

Mike Beetham Before School Starts, Building Inclusion, Equity, Making a Difference Through Education, Professional Learning and Growth

Partnerships

This past week allowed me an amazing opportunity to work with a very committed and compassionate group of Early Childhood Educators. They are part of ETFO and as such are able to partake in a variety of services that are offered including workshops. The topic of this session was on poverty (Why Poverty? is the official name for the provincial workshop). So on a Monday evening in the month of June, twenty ECE staff showed up after a full day of work to talk and discuss the topic of poverty.

At first I was quite nervous, as I had never facilitated a workshop for anyone but teachers. Over the two hours that we worked together the titles faded away and we just became a group of like-minded people who were seeking ways to help level the playing field for the children in our care.

Then it happened, that aha moment where the idea of partners and partnerships became very real for me. So on my drive home from Hamilton I began to ask myself where else could I find partnerships? Who could also partner with me to enhance the educational experience of my students? The answer was astonishingly simple. I need to look no further then the staff room in my school. I just needed to look with a different lens in order to see the amazing wealth of talent that exists within each school (Child and Youth Workers, Educational Assistants, Early Childhood Educators, volunteers).

Yes, right before my eyes existed a wealth of ideas, passions, skill sets and people who chose a career that focussed on helping young people be successful. The task is to work on bringing them all together, to create an environment that values each person, their profession and not their title. This approach is alive and well in our Kindergarten programs. How do we transfer that to our entire school? How do we bring support staff and teachers together in workshops to learn side-by-side?

I highly encourage the readers to please share their ideas or current practices on how to best create, maintain and foster growth in these types of partnerships. In closing, I would like to thank the Early Childhood Educators from Hamilton who helped me experience the power of a partnership.

Will Gourley Building Inclusion, English Language Learners (ELLs), FSL, General, Making a Difference Through Education

Welcome Boozhoo ᐊᕆᐅᙵᐃᐹ Bienvenue

front-entrance-v2Welcome Boozhoo  ᐊᕆᐅᙵᐃᐹ  Bienvenue مرحبا بكم  בברכה  欢迎  환영  स्वागत

It’s been over a year since Canada opened its doors and hearts to thousands of Syrian refugees. They, along with countless others from nearly every country, chose to make Canada their new home.

Along with the joy, angst, and tumult of moving must also come stress and bit of culture shock from so many new routines, signs, systems, official languages, and day to day decisions. Each of these are indeed daunting to any new arrival at our border including my own. Here’s my story.

In this post I wanted to parallel some of the memories, experiences, and feelings. Since the PM’s name hasn’t changed, I wondered if there were other things that still mirror the experience of moving to Canada nearly 40 years later. As the expression goes, “plus ça change plus c’est la même chose”. However, this time I’m not the nervous student stepping across the threshold of the unknown and into a new classroom. I am the smiling face that greets them on the other side. Here are three tips that help out in my learning space.

Firstly, remember immigration to Canada is nothing new. This can be a great chance for students to learn more about one another in the context that almost all of us have an arrival story to be discovered. That’s how my ancestors got here in the early 1900s.

Our nation was able to flourish because of the generosity of our its First Nations People, it is our privilege to continue making it greater by making room in our hearts and neighbourhoods for newcomers. This is not different in our classrooms whether it is by providing time to learn about a new arrival’s country, culture, and customs or a little extra ELL support. In doing so, teachers can plant seeds of cultural literacy in the classroom and foster an inclusive environment around everything we have in common.

Secondly, not everyone is equipped or able to embrace each new member to the community, but as a family of learners we can always be respectful, polite, and supportive. Whether it is having students initiate a brief conversation, offer help navigating the halls at school, or an invitation to play at recess – a bit of kindness goes a long way to making someone feel welcome. With a little time and encouragement, educators can turn this into an incredible mentorship opportunity that develops and empowers students into school ambassadors.

Thirdly, have students share classroom norms and expectations, not you. Instead, why not build in time for whole-class inclusion activities and ice breakers when new students arrive? Whether it is a game of Octopus, Hoedown tag(Chain tag), or Electricity students get to interact with one another through movement instead.

Over the past 4 decades, I have come to love our move back to Canada in 1978. Reflecting on this is what got me thinking about my own quasi-immigrant (repatriation actually) experience that prompted this post in the first place.* The lessons and lenses gained from all of this now guide my instructional practice and ensure that there is room in our hearts, minds, and classroom to welcome and support new citizens to Canada.

*It’s been a while since I’ve hauled these memories out of the vault – my first through the lens of an educator rather than student.

Mike Beetham Before School Starts, Building Inclusion, Classroom Management, Communication Tools, Communication with Parents and Guardians

Positive vs Negative Student Balances

When you look at your bank account you work extremely hard to ensure you always have a positive balance. By having a positive balance you are able to pursue so many options in how you may use that surplus. When you are not able to keep a positive balance, you become very limited in the options you have and may in the worst circumstance go bankrupt.

I look at each and every child and each and every family in that way. I start in September with a zero balance as I am just opening up that account. From the first minute I interact with each child as well as their family, I am either making deposits or withdrawals. Each and every positive statement I make, word of encouragement I offer, inflating vs deflating statement said, either builds that account or reduces that account balance.

When a conflict occurs (and it will) you are now having to look at the account you have created and will make a withdrawal as you help that child understand the choice they made and how to learn from it. If you have a built up a strong, positive balance with that child you are able to make that withdrawal without having any ill effects on the relationship that exists between the both of you. If it is a call home in regards to a negative scenario that occurred at school, the family’s reaction will be either supportive or defensive depending on the balance you have established at home with the parent(s).

I use a variety of tools to help foster a positive balance. The two most effective for me are ‘Sunshine Calls’ and rephrasing my comments when I react to the day-to-day events that unravel in my room. In a sunshine call I am truly just trying to send a positive message to each family about their child. It can be as simple as a comment about a great writing effort that occurred today, how their child read aloud for the first time in front of his/her peers or what a positive decision they made not make a small problem bigger. Over time I can actually hear the change in how the parent reacts to me once they recognize their child’s teacher is calling. Within a few months, the calls home are very sociable and appreciated by the family.

The second strategy took me a while to develop. I had to literally think about how and what I would say when events occurred. First I had to examine my approach and found that my initial comments were deflating or withdrawing from that account balance. For example if a student made a mess, I would say, “ You need to be more careful and not make a mess”. This type of statement always puts a student on the defensive. I am learning to rephrase my comments to be able to send a message but not put a student on the defensive. I now say “ Are you okay, accidents happen to everyone. How can we clean it up?”

A very unintentional but amazing benefit of this approach was that I was modelling for my students each day how to be respectful to each other in the way they communicate. Soon, this type of positive communication becomes the norm of the class. There are less and less conflicts between students simply due to the way they learn to communicate with each other and the people around them.