Will Gourley Advocacy for change, Anti-Racism, Black Lives Matter, Building Inclusion, Challenging Topics, Equity, General, Inclusion, Social Justice

On becoming an anti-racist educator

Not everything that is faced can be changed, but nothing can be changed until it is faced. James Baldwin

2020 was like a personal worldview culminating activity that happened in slow motion. It was a merger of events and interactions that finally allowed me the ability to see race and racism more clearly than ever before. 2020 also showed me that there were many more threads woven into this tapestry and that I needed to look at them one by one in 2021. 

Although this post is not intended to be a look back, it definitely includes some reflection and understanding that are decades overdue.

Before ever becoming an ally, activist, and anti-racist there is something I have to do first. Confront my past and present racism. Whether it was implicit or explicit, recognizing the fact that racism is part of my past and present is the first step. In my past it came in the form of exclusion, cruel words, omission, inaction, fear, ignorance, and/or silence. In the present, my acknowledgement of racism in my life comes from waiting for so long to change what I do in the classroom before developing a culturally relevant and responsive pedagogy that was truly inclusive of the students I was entrusted to teach. It comes from sticking to a Eurocentric approach to history and by failing to include the voices of others who have been silenced by a whitewashed curriculum. 

I am sorry for all of it. Even though I was never called out or made to account for my actions I need to own them even though they cost me anything other that regret. This has taken decades to sink in because, ultimately, there was a cost, although so much of it went unnoticed.

Neither the bill, nor the collection agency arrived at my door demanding payback. Only after the realization that my racism accountability statement was seriously overdrawn was I moved to action. The clearest recollections come from middle school, where I remember not standing up for someone who was at the end of racist epithets and exclusion, and laughing while someone shared a racist joke. I see now a complete lack of caring, courage, and conviction to confront what I was willing to let continue by my complacency. I have to own this as part of my past because someone else always paid the price. What worries me more are the times that went by when I was oblivious yet still complicit to how racism was affecting those around me. There was a cost.

Even though it came to me without cost I was still given insight and the tools to effect necessary change each time I dived deeper into how to be an anti-racist beyond the hashtag. It started with some powerful reads such as the work of Ibraham X Kendi, Colson Whitehead, and Eddie S Glaude Jr.. Sharing Kendi’s Stamped from the Beginning with a men’s book club and subsequent conversations last summer have helped me more clearly understand the history of slavery, anti-black racism, and the problems they continue to cause in a time where all men and women are created equal. It wasn’t the readings alone that have brought me to this place though.

There were the #QuarantineEd Zoom calls with Matthew Morris, Jay Williams and educators from across the continent. These weekly discussions of race, identity and Black Lives Matter happened before, during and after the murder of George Floyd and the global outrage that followed. Through all of this, it seemed more beneficial to listen than speak. This extended to one on one conversations with friends and colleagues too. I am thankful for the grace with which wisdom, truth, and insights of anti-racist activists, teachers, and seekers of justice were shared. Learning more about the words white privilege, systemic racism, and black lives matter are now anchored in deeper understanding of the hurt and pain that has been caused by racism. 

I can never go back in time to repay what I owe for my past actions, but I can pay up, and pay it forward – a necessary change for which I hope we will each make a contribution. For me, atonement for past mistakes will be to acknowledge the racism in my life, and to continue listening and learning what needs to be undone and done differently to overcome it. Only then can I move forward to making sure it is eliminated from the spaces I occupy as an anti-racist educator. I want to be part of the generation that ends centuries of racial injustice in our communities and schools.

The words of the next generation sum it up quite nicely, “Racism sucks! Why would anyone want to be racist?” – grade 4 student.

Big thanks to Nicolette Bryan at Adrienne Clarkson PS, @callmemrmorris, @mstrjaywill, @MrTBradford, #QuarantineEd, @chrisjcluff, and #bc4men for the discussion, wisdom, and constant inspiration. Thanks for reading.

 

Velvet Lacasse Building Inclusion, Climate Change, Eco Heroes, Equity, First Nations, Indigneous Ways of Knowing, Inquiry, Mindfulness, Music, Outdoor Learning, Social Justice, Truth and Reconciliation

Water is Life

I have been learning with, from, and about water for several years. In another blog, I shared examples of what decolonial water pedagogy might look like in a Grade 2 classroom.  Whenever possible, it is critically important to invite Indigenous artists, activists, and Earth workers to share their knowledge with students in their own voices.

Water is Life:

This fall, the Grade 2-6 students participated in a workshop with Joce Two-Crows Tremblay and Faye Mullen called “Water is Life”.  They describe the workshop as: “Wondering on water as an ancestral highway, as home, as Medicine and more, through story, song and ceremony.”  

It was a beautiful morning. We gathered in a circle and welcomed our special guests with the song, “Funga Alafia”. Archer Pechawis, a Grove parent, joined us and shared songs and drumming. We offered tobacco and gratitude for their teachings. 



Water as Home:

Joce taught us about the strong connections between language and land. We learned about the Indigenous roots of many words spoken in English. After the workshop, I asked the Grade 2 students to document their new learning on inquiry cards with the prompt, “Now I know….”.

NOW I KNOW….
…that Toronto is pronounced many different ways. SOL
…that Lake Ontario in the Indigenous language is “Lake Handsome Lake.” DEMA


Water as Relative:

After a discussion about the importance of water and who we consider to be our relatives, we learned about the relationship between salmon, people, and water. When young children see themselves in relationships with land that are rooted in reciprocity and respect, they might care for all humans and more-than-humans as family.

Water as Ancestral Highway:

In preparation for the workshop, everyone had made salmon puppets, and we re-created water using tarps and blue material. As Joce and Faye paddled up the river, singing an Anishinaabe Water song, our salmon puppets swam upstream to spawn.

NOW I KNOW….

…a song about water. GWEN
…that people sing river songs to catch up to salmon. CLEM

At the end of our journey, we learned more about how Anishinaabeg used land as tools and technology in innovative ways.

NOW I KNOW…

...how to catch salmon, and when to.  DESMOND

…people put Willows down to trap big salmon.  SVEA

Water as Medicine:

We ended our workshop with a Water Ceremony. We sat in a circle and water was poured into our cup. As we held water in our hands, Joce and Faye invited us to think about how living things can feel and absorb our energy, and that is why we must be aware and intentional about our relationship to land. We were encouraged to send greetings of love and hope and gratitude to the water. After sitting quietly and reflecting, we drank from our cup and wondered if the taste of the water was affected by our ceremony.

NOW I KNOW….
…water can hold lots of energy. LOTE
…water gives life to everything. ELLIOT

It was a powerful morning.  We learned many important lessons about land and language, connection and community, technology and teachings.  Everyone enjoyed learning outside with and from the land, through storytelling, movement and music.  Thank you to Joce, Faye and Archer for sharing your knowledge with us.

Velvet Lacasse Advocacy for change, Building Inclusion, Climate Change, Curriculum Planning, Eco Heroes, Equity, First Nations, Indigneous Ways of Knowing, Inquiry, Outdoor Learning, Pedagogical Documentation, Social Justice

Eco-Justice: Learning with Water

I was invited to co-host a webinar about Ecojustice Education, hosted by the Toronto District School Board’s EcoSchools team, in collaboration with OISE’s Environmental and Sustainability Education Initiative. 

My inspiring co-host was Farah Wadia. Farah is a Grade 7/8 teacher in Toronto, and she has written about her work raising issues of environmental justice through the study of water with local and global connections in VOICE magazine. You can watch our webinar here.

As an anti-colonial educator, I am actively learning how to centre Indigenous perspectives, knowledge, worldviews, and stories of resistance throughout my curriculum. This integrated water inquiry is one example of what eco-justice pedagogy might look like in Grade 2.

Land as Pedagogy: Welcoming Circle
As I deepen my understanding about how to support Indigenous sovereignty, and actively disrupt settler colonialism, I am coming to know that some of the most powerful work I can do is to build relationships, make connections, and acknowledge land with respect.

Every morning, we begin our day outside. We take a few deep breaths together and pay attention to the land (which includes plants, wind, animals, water, soil, etc.) around us. We notice the clouds, the mist, the frozen puddles, and share our observations with each other. We honour the original caretakers of land, practice gratitude, and promise to care for the land as part of our responsibility as treaty people.


My approach to land education is to honour, celebrate and strengthen the relationships that children have with their natural environment, which includes the urban setting. Inquiry-based learning that is grounded in love and wonder can support children to be curious and critical thinkers. If children feel a strong connection to the land, they might also feel responsible for taking care of the land, and each other.

Building Relationships: Sharing our Water Stories
Our water justice inquiry began with an idea that I learned about in the first edition of Natural Curiosity. In September, students shared samples of water that they had collected from different water sources they encountered during the summer. Every day, one student shared what they love about water, and told stories about the water they had collected. We wrote about every experience. This act of storytelling helped to connect us as a community, and created a shared intention for learning with and from water.


A Community of Co-Learners:
Students shared their knowledge and what they love about water in different ways. During MSI (Math-Science Investigations), I asked everyone to build and create structures that connect to water. We used inquiry cards to document what students already knew and the questions they wanted to explore together. These questions provided diagnostic assessment, and will guide our inquiry throughout the year.


Taking Action:
It is critical that young children learn stories of resistance, and see themselves as agents of change. We are reading many picture books to support and guide our inquiry. “The Water Walker” by Joanne Robertson and “Nibi’s Water Song” by Sunshine Tenasco, are two excellent stories written by Indigenous authors. Reading these stories inspired more questions:

Why does Water need to be protected?
Do all people have access to clean water? Why or why not?
How can I take action to protect water?

Students used a Venn Diagram to make text-to-self connections and compare themselves to Anishinaabe Water Protector, Josephine Mandamin. 

  

Write for Rights:
As students learn to recognize inequity and confront injustice in their lives, they need multiple strategies and tools that they can use to take action and feel empowered as activists and allies.

Every year, Amnesty International organizes a letter writing campaign on December 10, called “Write for Rights”. In 2020, I learned that Amnesty International was highlighting the First Nations community of Grassy Narrows. I decided that the students would learn about the issues and write letters of solidarity. Everyone was very surprised when Premier Doug Ford wrote us back! 



Learning Through the Arts: Water Poems
We are learning that Water Protectors will often sing to the water. This call to action has inspired us to write our own songs of gratitude for water in our local community. In preparation, the Grade 2 students wrote a variety of poems, and we explored the sounds and shapes that water makes through soundscapes and movement. Students expressed their appreciation and love for water in creative ways.


Water Songs:
As we compose our water songs, we will continue to listen to the songs of Water Protectors for inspiration and guidance. Some of the songs that we have been learning are: “The Water Song” by Irene Wawatie Jerome, “Home To Me” N’we Jinan Artist from Grassy Narrows First Nation and “We Stand” by One Tribe (Kelli Love, Jordan Walker, and MC Preach). It is my hope that we will sing our songs to the water, with gratitude and joy.

Melissa Turnbull 21st Century Learning, Building Inclusion, Constant Learning, Distance learning, Inclusion, Occasional Teachers, Teaching online

Occasional Teaching Online (part 1 of 3): My Realization

Full Remote Learning or FRL for short. 

A concept that I had never even imagined myself being a part of in the position of the teacher. Remote learning for post-secondary students was something I was familiar with. In fact, I was learning myself remotely as a Master of Professional Education student, but how would this be possible with children?

I applaud any and all people who have dedicated themselves to ensuring Ontario’s students are safe, engaged and happy during this extremely challenging school year. Educators have put in countless hours and ongoing efforts to reimagine their classrooms (whether they are virtual or face-to-face) all while keeping student’s needs at the forefront of their priorities. This pandemic has forced us all to stop and think and required us to view the world through a lens in which we never have before. Each person with their own perspectives, hardships, wins and realizations. Each person has their own narrative, each educator has a different experience. Personally, my emotions are running higher this year as I feel more nervous, uneasy, confused and overwhelmed than I ever have before. 

 

“The realization that life is absurd cannot be an end, but only a beginning” – Albert Camus

 

I am constantly reflecting on my teaching practice and how I can adapt to new changes, learn from them, grow with them and ‘realize’ from them.

In early October, I picked up my first supply call for FRL. I had no idea what to expect. How would I enter this classroom community and have a positive impact on these students? How do I ensure students are provided with chances for sharing? Collaboration? How do I ensure a safe space for students to take chances, ask questions and make mistakes in the era of ‘muting’ your microphones?

The resilience of children never ceases to amaze me. Here we are as educators feeling unsure, uncomfortable even, as students join in as though they have done this 100 times in the past. Teaching and learning online has reminded me to never underestimate the power of connection. Just a few days ago, I was teaching in an FRL grade 5 classroom where a new student had joined the class that same day. Before our scheduled ‘recess’ time, one of the students in the class asked me if he and the new student could remain online with me for a couple of minutes so he could introduce himself. When the rest of the class had left the Google Meet and the three of us remained, he said “Hey! Do you wanna be my friend?” and the conversation blossomed from there. 

 

THIS. 

 

It was at this moment I had a realization. It became apparent to me that we cannot stop children’s will to connect, drive for relationships and the innocence in their hearts. Nothing will stop this. Not removing them from the physical school building, not the transition to learning online, not wearing a mask, not social distancing, not a pandemic. Nothing.

Velvet Lacasse Building Inclusion, General, Indigenous Perspectives, Inquiry, Inspiring Students, Literacy, Mental Health, Mindfulness, The Arts, Wellness

M is for Mindfulness

My inbox and social media feeds are filled with reminders to take care of myself and to focus on the mental health and wellness of my students and community, and I am trying. This month, I felt the phunk of COVID fatigue. I am working hard to create playful moments of joy, and generate my own light.

My teacher friend, Bruce Gramlich, offered me a new resource called, “Fostering Mindfulness: Building skills that students need to manage their attention, emotions and behaviours in the classroom and beyond,” by Shelley Murphy (2019). In this book, Murphy has curated educator stories and several concrete examples of intentional exercises and activities to support the practice of mindfulness. Murphy believes that in order for educators to be successful at supporting students to be mindful, we must focus on our own practice. Like many educators, I am always paying attention and aware of what is happening to those around me, but mindfulness is about paying attention to myself.

What is Mindfulness?
“Mindfulness is both a way of being in the world and a practice. As a way of being, mindfulness is the quality of presence we bring to everything we do. It describes our innate capacity to pay full and conscious attention to something in the moment. It is the awareness that emerges from paying attention on purpose, in the present moment, and nonjudgmentally to the unfolding of our experience” (Kabat-Zinn, 2013).

Reflecting the Sky:
When I think about mindfulness, I imagine sitting still and meditating, breathing with intention, not thinking about anything, just “be”ing in the moment. Those moments are very rare for me. As soon as I step into the school building, I am pulled into a current that is swift and fast. I am a strong swimmer, but I have to work hard to keep my head above the water. I rarely float, and there are few moments of stillness. I love my work, and I am grateful every day for the creative flow and waves of energy, but I know that the water needs to be calm in order to reflect the sky.

As I begin to cultivate a practice of mindfulness outside of the classroom, I am learning that there are moments of wonder and gratitude in many different activities, including walking in the park, cooking a delicious meal, listening to music, riding my bicycle, playing with my dog, and doing yoga. One of the challenges for me is to re-create these moments in the classroom. Here are some examples of how I am trying to practice mindfulness and honour stillness with/in my Grade 2 students:

Gratitude:
We begin every day outside in a circle. Before we acknowledge the land with respect, gratitude, and a commitment to take action, I invite everyone to take five deep breaths together. We do “Five Finger Breathing,” and use one finger to trace each inhale and exhale around the fingers of the other hand. Acknowledging land includes noticing and paying attention to all of our relatives: the wind, the birds, squirrels, puddles, and roots in our school yard. We recognize the original caretakers of the land and review our understanding that a treaty is a promise. This daily practice of gratitude is an important part of mindfulness and also supports decolonizing pedagogy.



Listen to the City:
As we sit together and breathe, we use our senses to pay attention. I ask students to share what they hear, see, feel, smell. We talk about seasonal changes and transformation. Murphy (2019) calls this practice “Mindful Sensing.” Soundscapes are a dramatic convention that can be used throughout the curriculum, and can be combined with movement. Students use their voices and/or found sounds to tell a story. We have created soundscapes connected to our learning about water and wind. After reading the book, “Listen to the City” by Rachel Isadora, students worked in small groups to create a soundscape about the city and share it with the class.

Blindfold Tree Walk:
In one corner of our school yard, there is a small grove of cedar trees growing together. This area is being cared for and used as an Outdoor Classroom by many educators. One day, we used our sense of touch to do a Blindfold Tree Walk. We worked with a partner to find a special tree. Then, one partner was blindfolded and guided carefully to different trees to touch, until they found their special tree. Before blindfolding students, we talked about what might be challenging for people who are Blind or have low-vision, and how we can support them to walk safely. After participating in this activity, students reflected on the experience, and described what they noticed and how they used their senses to find their special tree. I also tried this activity and was delighted when I reconnected with my tree.



What Does Peace Feel Like?
This activity inspired us to explore another book called, “What Does Peace Feel Like?” by Vladimir Radunsky. This book is filled with the voices of children who use their five senses to describe peace. Students were inspired to write their own descriptions of peace, and used watercolours to paint what peace looks like. We shared our poetry with a special guest who joined us via ZOOM. Donna Jodhan is a disability justice activist who we met ten years ago when she successfully challenged the Canadian government to make websites more accessible for Blind people. It was a wonderful opportunity to celebrate, reflect and recognize the importance of allyship and advocacy.



Loving Kindness:
“Heartprints” are celebrations of when we have been successful at meeting our learning goals. Currently, we are working on the following goals: “I can be a good friend”, “I can keep trying” and “I can solve problems.” After recess, I will often ask students to share a story about when they were a good friend to someone, or when someone was a good friend to them. As they are sharing, I write their story on a heart-shaped piece of paper. These heartprints are hung in our classroom. Heartprints support cooperative learning, encourage the practice of gratitude and sharing appreciation, reinforce positive behaviour, and help us to create an inclusive and kind classroom community.



My teacher friend, Kelly Fricker recently supported her Grade 1/2 students to share random acts of kindness and #passiton. Together, they generated a list of positive messages to encourage the adults in the school building, and wrote them on heart-shaped paper. Kelly filled every mailbox with messages such as, “You’ve got this!”, “You are appreciated! ”, “You are my sunshine!” I was inspired and worked with my own students to fill the mailboxes in my school with messages of loving kindness. It was a wonder-full activity. Pass it on!


Kelly.McLaughlin 21st Century Learning, Building Inclusion, Celebrating Success, Communication with Parents and Guardians, Distance learning, e-learning, Engaging students with online learning, self reflection, Students as Teachers, Teaching online

From zero to one hundred, real quick!

As my online teaching journey continues, I find myself always thinking about the importance of reaching all students.

Last week, I noticed I only had about 13 out of 31 students participating daily. I wouldn’t see the other students writing in the chat, posting in the discussion section or raising their hand to speak on the mic. I started to worry if they were even in front of the screen during our calls. I started to think about solutions to this problem. I contacted every family in the class to touch base about their child’s online participation. Not even one hour later, I noticed a huge change in my entire class. I know this motivation came from a parent this time, but in the future I believe it could turn into self motivation. I received 25 out of 31 responses in math, 18 readers for our online novel, nine more short story submissions and six students speaking on the microphone for the very first time. To top it all off, this was happening on a Friday afternoon!I wondered if Friday was just going to be a one off and students would go back to their bystander ways in the future, but participation during these past two days have been better than ever. Not only that, my original 13 that participate so much (since the first day) are always encouraging everyone that is just starting to participate. The environment could not get any better!

We started off this week talking about goal setting and the importance of student participation in the classroom. Every Monday, students would set a goal that they hope to achieve by Friday. On Friday, I will ask students to type in the chat or use the microphone to share if they met that goal. If they did not, their classmates will help them brainstorm ideas for them to reach it the next time.

I know teaching new concepts is something that I can do during math, language, etc. but I love when the students get to hear from each other on that microphone or in the chat. In math, I find students teaching each other concepts before I am even quick enough to reply. In language, students are congratulating each other about their reading abilities before I even think to do so. My favourite moment of last week was in drama when a student gave away his turn because he wanted someone else to have a turn who had not participated yet. I constantly feel like crying tears of joy because of the supportive environment my class has created.

I look forward to continuing this online journey as I know I have a group of hardworking, goal oriented, passionate and kind students.  I am so fortunate to be on this learning journey and I am learning that the online environment really is turning out to be an incredible place for student growth. I cannot wait to share another great success story!

 

Shawna Rothgeb-Bird Building Inclusion, Equity, Gender Equity, Gender stereotypes, LGBTQ2S

Creating a Safe Space for 2SLGBTQ+ Students and Families

Growing up as a queer kid in a small town, my experience in school wasn’t always very welcoming. Everything felt like it was designed in a way that assumed that I – and everyone – was cis and straight, from the books we read to the forms we took home and the way everyone spoke in class. Because I didn’t fit into the world they were presenting me, it felt like there was something wrong with me.

When I became a teacher, I made a promise to myself that I would do everything I could to avoid doing the things that made me so uncomfortable as a student. I don’t want any of my students to feel like they or their families aren’t seen, valued, and most of all, completely normal. 

There are many simple ways that you can make your classroom more welcoming to queer students, families, and colleagues. While this is by no means an exhaustive list, here are some things I would like you to consider for your own practice:

Drop the words “Mother” and “Father” from your communication home. I still see educators doing things like sending home student information forms with a ‘Mother’ field and a ‘Father’ field. This only serves to ‘other’ students whose families don’t fit this image. While you’re at it, why not make sure you have more than two fields for parents/guardians?

Stop playing “boys versus girls” or using gender as a way to split up students in class. Not only does it reinforce archaic notions of some imaginary divide between genders, but it also puts some of your queer students in an awkward and difficult position. You should never be creating a situation where a student has to out themselves or mis-gender themselves just to participate.

Include 2SLGBTQ+ content in your class without always making being queer “the point” of the lesson. While it’s important to openly discuss queer issues and perspectives in your classroom, it’s also important to make sure that you are including queer content without feeling like you need to justify it in some way. Your students need to see themselves in your teaching, but they also need to believe that you see them as a normal part of the world that doesn’t always need to be pointed out, discussed, and defended.

Schitt’s Creek did that very well, if you are familiar with the show. The writers included queer storylines without making them about trauma. They presented the world how it should be, how it can be, and it was beautiful.

Don’t wait until you have a queer student (that you know about) to offer support to your students. My school has a few genderless washrooms and I make sure to point them out to my students in the first week of school so that they know they’re available. I have a “Positive Space” sign up in my classroom at all times. I keep my language inclusive, making sure that I’m not saying things like “your mom and dad” and instead say “your family”. I share information about Youthline the same way that I share info about Kids Help Phone.

Stop assuming kids are “too young” to talk about the 2SLGBTQ+ community. There is no such thing. Kids aren’t too young to learn about cis/het families, so what’s the difference?

Teach gender-neutral language. I teach FSL, and I introduce gender-neutral pronouns alongside “il” and “elle”. It takes no extra effort on my part – I’m already teaching pronouns in Language Arts. You know what’s really cool? When they have the language ahead of time, they often use it openly, without hesitation, and without prejudice.

There are so many other things you can do to create a more welcoming space for your queer students and families, but I’d be here all night if I tried to capture them all. Those are just a few suggestions of small but meaningful changes you can make to help your students feel safe and seen. I hope you give them some thought.

Will Gourley 21st Century Learning, Advocacy for change, Black Lives Matter, Building Inclusion, Challenging Topics, Constant Learning, Equity, Inclusion, Inspiring Students, LGBTQ2S

About those special days at school Pt 2.

This post is a continuation of About those special days at school Pt 1. Both seek to make sense of a number of events in and out of the classroom over the month of October. I believe it serves as an excellent snapshot of the incredible amounts of effort, organization, and attention that educators put into this calling on behalf of students even when faced with the extraordinary circumstances of 2020. In that context alone there is nothing to refute. However, my goal is to continue working through this month’s mind purge along the contiuum towards anti-racist education and equity – something that cannot be contained by a day, a month or a year. Hence…

I get it. I feel the fatigue of being an educator during a pandemic.
I see it in your eyes and via your posts on social media.

I get that not everyone is at the same place on the anti-racist continuum.
This is not a virtue signalling contest. We are not playing.

I’ve heard that we have to tread lightly for fear of offending someone’s feelings(privilege). This is not about codling your fragility or mine at the expense of someone else’s existence. There will be no emotional power plays allowed here, but that doesn’t mean we don’t hold power. In fact that has been one of the biggest barriers to authentic change in the past and now because we are part of a system that has held all of the power. I’ll let that sink in.

You, me, us have benefitted for a long time from the systems that have been created to oppress others. Don’t run away. I promise something good can come from all of this if we listen, unlearn, and work together.

I know that acknowledging and reconciling issues of systemic racism take a lot of emotional energy. I hear it directly from friends, in group chats, and through the silences about how draining and frightening it can be. There has never been a better time to recharge your batteries than by taking the next steps along the continuum with others on the same journey. You’ll find you have more stamina to overcome your fears than you thought.

Tired or not, this does not mean we cannot take on the necessary work that needs to be done to undo 400+ years of colonialism and systemic racism in our country and education system. I fear that failing to face our discomfort(fear) or to foster learning around systemic issues will be far more detrimental to the future than any ignorantly bliss days we have without it. This is not the time to sit on the sidelines of history. There is too much at stake, but with so much happening all at the same time, it is easy to see how it can be put on the back burner in our schools. It doesn’t have to mean that the heat is off though.

My October

October started at a brisk pace. If by brisk you mean tornadic and unpredicatable for students and staff in class and online, you nailed it. So, it should surprise no one that there was not a lot of time to tackle tough topics during that first week with a reorganized larger class and new schedule. Did I mention it was Islamic Heritage Month? Reminder to self. Share with students and ask them what it means to them and how should be approach learning more about it?  Oh, and Happy Thanksgiving if you celebrate that! Remember that the history of Thanksgiving has ties to settlers who broke treaties with First Nations across North America. No school on Monday.

Week 2 – routines falling into place. Did someone switch the hand sanitizer for some cheap booze? Students nearly retching as the virus killing juice splashes their hands. Wipe down markers, pencils, technology, and anything with a surface repeatedly. The realization that some concepts taught during Emergency Distance Education may not be easily recallable or cemented. Looking your way Math. Hey, don’t forget to wear purple to show support and solidarity for  2SLGBTQ+ youth who have been bullied for their identities. Reminder to self. Revist conversation about Islamic Heritage month.

Week 3 – Math, Language, AP level Sanitizing and distancing, classroom closure due to possible COVID 19 Case. Staff and students on edge. Conversations around the Mi’kmaq First Nation and  about Black Lives Matter that leave my bucket filled by students asking more questions and forming some critical connections. Don’t forget to talk to your parents about virtual meet the teacher night next week. Reminder to self. Visit board web site for resources and events for Islamic Heritage month and share with staff. Done and done. Make sure to mention the significant contributions to Math from Islamic and Indian mathematicians. Wonder how to extend learning about Islamic heritage further into future months.

Week 4 – See prior week and add in 2 sessions of virtual meet the teacher night, a morning of PD planning for our staff leadership team, an assessment or two, a realization that Friday is the day before Hallowe’en and that the place is already going a bit bonkers with the excitement. Debate over decorations or not? Not. Debate over distribution of candy in class to students and how to do it safely in times of COVID 19 while tying it into a wonderful Data Management and Number Sense activity. Done and done with a few sweet treats to spare. Send students home happy, safe, and full of treats.

Throughout the entire month we tried to tackle issues that are relevant beyond a single day. No pumpkin spiced worksheets, word searches, or TPT drivel was necessary to make the month meaningful. My only regret was not taking more time to check in one on one with my newer students a bit more. We had a few rough days that still need refining, and their resilience has been admirable despite the long shadows of COVID 19. Next month will be better.

With November smashing down the door, my class will be embracing the learning from a whole new set of special days. Many of them specific to November such as Holocaust education week and Remembrance Day. It is my goal to make each one meaningful and relevant for my students while continuing to instruct through culturally responsive relevant pedagogy and anti-BIPOC racism focus. Sorry, there will be no themed worksheets this month either.

Note to self: Complete progress reports and confirm virtual parent interviews. Stay safe. Stay strong.

 

Arianna Lambert Building Inclusion, Inclusion, Math

Creating a Classroom Action Plan Through Data Management

In a year unlike any other, I found myself so unsure as to what to expect as we worked to build our classroom community. Early on in the year we read the book, The Day You Begin and had several conversations about the things that make us each unique. This also started our conversations around the type of space we want to create – one in which everyone is honoured for who they are. Of course the word “bullying” came up in our conversations. The TDSB defines bullying as “aggressive behaviour that is typically repeated over time. It is meant to cause harm, fear or distress or create a negative environment at school for another person. Bullying can take on a number of different forms: physical, verbal, social or electronic, often called cyber-bullying.”1 With this understanding we realized that there are also many reasons why someone might be bullied. This was a great segue into our Data Management unit. 

Students were tasked with finding data on different forms of bullying. With so much data on the internet, students found graphs and statistics that were all quite shocking. Many resolved to think about ways in which we could prevent forms of bullying from happening. To me, this analysis spoke directly to a specific expectation in the Data strand of the Math curriculum: D1.6 analyse different sets of data presented in various ways, including in stacked-bar graphs and in misleading graphs, by asking and answering questions about the data, challenging preconceived notions, and drawing conclusions, then make convincing arguments and informed decisions. Based on data, we were going to see how best we could make better decisions about our interactions with one-another. 

One of the pieces of Data that we looked at was from a Brief Examination of Bullying Statistics in Canada from the Evangelical Fellowship of Canada from 2013. Now I don’t know much about the organization but it was definitely exciting to find statistics related to Canada when so often, the statistics  are American. Contained within the report, we found a variety of graphs that we could use to interpret. One of the graphs that we looked at was the one below.

Students were surprised at first but when they actually sat for a moment and thought about the information presented, they agreed that the data makes sense and wondered what has changed in the last 14 years. For us, we started having conversations around times when we may have been made to feel uncomfortable about any of these factors or were indeed bullied, and the impact. Many students agreed that being treated unfairly or bullied based on these factors was something that shouldn’t happen in classrooms or schools. Now was the time for us to act!

Like every year, I try to create a space where everyone feels valued for who they are; one in which the statistics we had been discussing didn’t occur. I think all students also want this type of environment in which to learn. With this in mind, we created our Classroom Action Plan. With steps on how we would interact with one another, we created “the rules” around how everyone could expect to be treated in our learning space. Everyone contributed after a brainstorming session. Next, we all signed it and it’s up on our classroom wall. Some of the expectations include:

  • Everyone is different. If there is something about someone that makes you curious, respectfully ask about it so that you are able to understand things from their perspective. Let’s learn about each other from each other, instead of making assumptions.
  • Appreciate that everyone may have different ideas. Actively listen to what people are saying.
  • When someone is hurt either physically or emotionally, take the time to stop and check-in to see if there is anything that you can do to support or help.
  • When conflicts occur, seek help from the teacher or another trusting adult so that you are able to get the help needed to resolve the problem.

It’s quite the list and we have had moments where we have needed to go back to it as a reminder of the agreements we made with one another. With the changes after reorganization, we’re growing as a classroom community and I’m so looking forward to continuing to learn and grow together as a class this year.

  1. https://www.tdsb.on.ca/Elementary-School/Supporting-You/Bullying
Velvet Lacasse Assessment, Assessment and Evaluation, Building Inclusion, General, Learning About Your Students, Literacy, Mindfulness, Play-Based Learning, Start of the year, The Arts

Write On!

I love to write, and I hope that my enthusiasm for the writing process inspires and encourages my Grade 2 students to write on!

VIP:

At the beginning of the year, we are working together to create a brave and inclusive community where everyone is recognized as a “very important person”.  The VIP program celebrates one student each day.  Everybody has a story, and we learn about the VIP by listening and asking questions.  Together, we talk about what good writers do as we write several sentences about the VIP.  We notice the letters in their name and practice printing them correctly.  Then, everyone draws a picture and writes about the VIP.  These pages are collected and sent home as a book for the VIP to share with their family.

On the first day of school, I was the VIP to model the process.  Yes, I was wearing a cape at the time, to demonstrate our superhero arms-distance protocol, and to reinforce that we all have superpowers.

The Peace Book:

Every year on September 21, we recognize the International Day of Peace as part of Peace Week.  Peace Week is an excellent opportunity to introduce and/or review the Zones of Regulation and practice mindfulness strategies.  We share ideas about when we feel peaceful, and brainstorm agreements for how we might resolve conflicts and solve problems in our community.  We sing songs and read stories about peace and justice.  After reading “The Peace Book,” by Todd Parr, we created our own classroom book inspired by his book.

Poetry:

In the early primary years, students are growing as readers and writers.  We all require support to become more independent and confident in our new learning.  Writing prompts and predictable structures can help emergent writers to get started and complete their work.

On the first day of fall, we wrote short poems called “Good-Bye Summer!  Hello Fall!”  We generated ideas for our writing by sharing what we love about summer and fall in a Knowledge Building Circle.  We also used Drama to play out our favourite activities and connect our bodies to our learning.  We sang songs about the signs of fall, drew pictures, and wrote about what we noticed in our Nature Journals.

MSI:

In my first year of teaching, I started as a Long-Term Occasional from October-June.  The teacher who left was exemplary, and she had established a program called MSI: Math-Science Investigation, which I continue to this day.  Before STEAM, there was MSI.  It involves solving problems through building.

During MSI, I invite students to build a structure connected to our current inquiry (e.g., build a structure that includes a repeating pattern, build a habitat for an animal, etc.)  After building with different materials (e.g., pattern blocks, straws and connectors, corks, Lego, etc.) students will write and draw about their structures in their Math Journals.

 

When I asked students to build a structure connected to water, they made: a hydroelectric dam, salmon, a lake, pipes, a boat, and a machine that turns saltwater into freshwater.

Toy Day:

Every 6-8 weeks, I organize a Toy Day in our classroom.  On this day, everyone is invited to bring a toy to share.  We use these toys as provocations for many learning activities in the classroom, including Drama, Math, Writing, Media Literacy, Art, etc.

At the beginning of Grade 2, I am collecting diagnostic assessment data about my students, and I always use the Grade 1 Ministry of Education writing exemplar, which is descriptive writing about My Toy.  After sharing and playing with our toys, students are motivated to write and draw about their toy.

Goal-Setting:

COVID-19 has impacted student learning in different ways.  There might be gaps in achievement, which need to be identified before we can build new skills.  I will use the assessment data to develop individual short-term writing goals with each student, and support everyone to work towards meeting their goals.  When students work towards individual goals that are “just right” for them, they can always feel successful.  These writing goals will also be shared with families, to strengthen the home-school connection and encourage a relationship of collaborative assessment.