Michelle Fenn 21st Century Learning, Anti-Racism, Building Inclusion, Challenging Topics, Curriculum Planning, First Nations, General, Inclusion, Indigenous Perspectives, Indigneous Ways of Knowing, Inspiring Students, Inspiring Teachers, Inuit, Making a Difference Through Education, Metis, Professional Judgement, Professional Learning and Growth, Questioning, self reflection, social emotional learning, Social Justice, Truth and Reconciliation

Engaging with Indigenous Knowledge as a Non-Indigenous Educator

Over my teaching career I have been fortunate to teach in schools with high populations of Indigenous students and to learn from the knowledge keepers and elders in the communities that our schools served.  Admittedly, I haven’t always said or done the right things but I have learned from those mistakes.  As a non-Indigenous educator, I know that I will continuously be on a professional and personal learning journey.  I acknowledge that it is my responsibility to do this learning.  There are resources that I have used along the way and I hope that by drawing attention to the following resources, I can assist others in their learning journey.

In order to avoid cultural appropriation, to honour and respect Indigenous culture and history as a non-Indigenous teacher, it is important to have the appropriate resources. We can’t avoid teaching about residential schools because we don’t feel comfortable.  It is a part of the Ontario Curriculum.  It isn’t just about “history” either.  Current events draw attention to the pervasive issues faced by Indigenous peoples.  These are teachable moments that are authentic and relevant to students.  Students will be asking questions and forming opinions. As educators we have a responsibility to assist students to find accurate and culturally respectful information.

If you are looking for a place to begin in your learning journey, visit ETFO’s First Nations, Métis and Inuit Education website.  It is filled with cultural protocols, resources and Ministry Documents.  It is a treasure trove of information on treaties, land acknowledgements and avoiding cultural appropriation.  Throughout the literature are hyperlinks for explanations of concepts and lexicon.  Through ShopETFO you can purchase the FNMI Engaging Learners Through Play  resource created for elementary educators which provides play based activities that engage all students.

A quick resource can be found on code.on.ca (The Council of Ontario Drama and Dance Educators). This resource provides a quick chart of protocols on what to do, what to avoid, why to avoid and what to try in order to bring learning about Indigenous culture and history into your classroom.  This document also provides links to videos about Indigenous Arts Protocols, and a quick reference guide for what to think about before engaging with Indigenous Knowledge.

The website helpingourmotherearth.com is filled with tools and resources for educators including videos of Indigenous Knowledge Keepers telling their stories.  There are free educational resource kits with lesson plans for primary, junior and intermediate students.  In addition, you could sign up for professional learning or a workshop on the site.

Like me, you might make mistakes.  However, my Indigenous educator friends have coached me that the worst mistake that non-Indigenous educators can make is to do nothing.  I hope that highlighting these resources will help you along your professional learning journey.

Will Gourley Building Inclusion, Challenging Topics, General, Inuit, Making a Difference Through Education, Resources, Truth and Reconciliation

We didn’t “celebrate” Orange Shirt Day

This tweet hit me square in the brain. It was neither confrontational nor rude. It was simply a sublimely and sage sentence that stuck. I said it over and over again while researching, reading, and reflecting while preparing to teach about Residential Schools on September 30th.

“We don’t “celebrate” #OrangeShirtDay.” A simple reminder to all educators and learners.

So before we started our learning today, I told my 2 grade 4/5 English classes that “this was not a celebration.” Today was meant for reflection.

I did compliment them on their numerous orange shirts, and then we were off. The first question was “Why are we wearing these shirts today?” The responses were varied and honest. One student shared how a little girl had her orange shirt taken from her. Another few recalled bits of what they had learned last year, while others seemed like this was all new to them. We went from there?

My next question was, “Have you ever heard of residential schools?” followed by, “What do you know about them?” These two questions led to some solid conversation around the institution of school as we know it compared to the residential schools where First Nations, Metis and Inuit students were forced to attend. I shared about the living conditions, the daily routines, and the terrible food. I added that they could only speak English and would be punished when they didn’t or for a litany of other things for that matter. I wanted to guide students to the understanding that something was wrong with residential schools. They got it.

I could see their eyes and minds opening after explaining how the children were scooped up and taken away for 300 days at a time, far from home, and separated from the only family they knew. Students also learned that the RCMP would arrest families who resisted. And then the question I was hoping for;
“Why were kids taken to residential schools?” Why would they do this?

This became a pivotal point because it led us to a discussion about who “they” were? Putting the brakes on for a moment, I changed they to “colonizers”. The phrase European settlers came up too since we were talking about it. This led to the point where students found out that the government was also part of the “colonizers(they)”, and that their plans included wiping out First Nations, Metis, and Inuit culture through laws and enforcement of racist colonizer policies. The word discrimination came next, followed by a call of racism.

We talked and listened a lot. I shared some connections about how the government tried to label all First Nations as uncivilized savages in order to justify its desire to separate them from their land, their culture, and their dignity.

We talked about the importance of hearing the truth, and that there was more to learn. We promised to continue beyond Orange Shirt Day, and we sat quiet watching this video without sound and then with sound. https://www.nfb.ca/playlists/orange-shirt-day-edu/playback/#2 It was a powerful moment for students to see the images life in a residential school and then to reflect on why we were learning about it.

There were no tacky culturally appropriated mis-interpretations. Orange Shirt Day will not become a seasonal event like Halloween or Valentine’s Day in our schools. We will remember and continue exploring the truth about the legislated genocide attempted by the Canadian government on First Nations, Metis, and Inuit. We will also continue to examine how we continue to benefit from those inhuman actions to this day.

Today was not a day of celebration. September 30th was a day to listen, to become informed, and to reflect on the way that Canada has mistreated the First Nations, Metis and Inuit. We didn’t “celebrate” Orange Shirt Day. We inquired about it. We wrestled with it. We saw residential schools for the terrible places that they were to so many people. We sought to know more of its truth. We wore orange to respectfully remember.

Additional resources:

https://drive.google.com/file/d/1PlV8jUd2WtxcxrTHJK_HtZimP2Usng9k/view

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

We’re back and it feels…

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

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

Confusion 

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

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

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

Anger

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

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

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

Grief

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

Elation

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

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

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

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

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

Stay strong. Thanks for reading. 
Will

Note: 

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

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

Teachers Are Still Rocking It-

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

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

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

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

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

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

 

 

Arianna Lambert Advocacy for change, Challenging Topics, Equity, Inclusion, Making a Difference Through Education, Mental Health, self reflection

Crazy Hair Day

Last month on Twitter, a Tweet about “Crazy Hair Day” sparked interesting conversations around words, hair, and spirit. A long-standing practice in schools has been “Spirit Days”. Centered around themes that are supposed to demonstrate school or community “spirit”, these days have been around for as long as I have been in education. As a child, I remembered these days as being about wanting to fit-in in a space where I didn’t. As an educator, I reflect on those feelings and consider these days not as “spirit” days but rather days when the disparity between who has and who has more is celebrated. Did you wear the right thing or style your hair in the right way? Great, you have “spirit”. I’ll circle back to why I have spirit in quotes here shortly. In this post, my goal is to ask you to reflect on these “Spirit Days” and to act. Now I know that might be asking a lot because there are many individuals who feel as though I’m taking the fun away from school and making something bigger of a small issue. I’ve heard it said. I would like to ask you to read further before ignoring my request. 

Words

The original post above asks readers to consider the language of the day. As we open more avenues for conversations around mental health and well-being and to remove the stigma, using the word “crazy” in education shouldn’t happen. I’ve heard the word in halls and have asked students to describe what they mean and there have always been more appropriate terms to use. If students can do that, as educators and administrators, we too can follow suit and actually lead. Words have an impact. Consider what you are saying, what you actually mean, and say that. 

Hair

Beyond the fact that the wording itself is problematic, hair has a different significance for different people. I initially wrote groups of people, but even within populations, there are differing beliefs or feelings. Now, I know that there are some looking for an education on this right now and that’s where I will ask you to do the work. This post is meant to get you to reflect and then act. Part of the work is to do the research, to come to your own understandings, and then to do better. I mentioned earlier that as a child, spirit days were about fitting in because I felt as though I didn’t. I was one of a few Black children in all of my elementary and secondary school experiences. As I recall, there were never more than a handful of students who looked like me in not just my grade, but in the entire school.  Many of my peers were fascinated by my hair. In Grade 1, I remember being teased on end because my hair was cut into a very low afro. I tear up as I write because I remember the blue jacket that I wore and when I didn’t want to remove my hood at school because I knew that everyone would laugh, and they did. Throughout elementary, I adopted the nickname, “Sonic the Hedgehog” because when I curled my hair, it didn’t move, even when I ran. Even in my attempt to fit in, I was yet again made fun of because of my difference. I could go on about stories but this isn’t about me. It’s about the students in your classrooms and schools who might be able to tell similar stories and the common theme might be that they have no one standing up for them or if they do, it’s sometimes after the trauma, to help soften the blow. 

Spirit

Earlier on, I put this in quotes because I’m interested in a serious definition of the word in this context. What does spirit actually mean? When I think of school or community spirit, I think of action for the betterment of said school or community. How does dressing up in a jersey or styling your hair in a certain way accomplish this? Oftentimes we ask students to show their spirit when in reality, their true spirit isn’t rewarded for showing up on a daily basis.  What is this spirit we are after and why is that more important than students showing up in their authentic selves on a daily basis? When we think of education, what is spirit in education? How are we honouring that? Is it merely compliance with the day? Taking this further, our role isn’t social convenor but educator, what spirit do we bring to our education spaces? What are we telling students about what we value in terms of spirit? 

Now I know that some might be upset that I’ve put it out there to consider getting rid of these days, but please consider the greater trauma being caused by what you deem to be “fun”. I’ve spoken about this in staff meetings and have been overlooked. I dread these days because often enough, I see a younger version of myself walking the yard or the halls, experiencing the same thing. Isn’t it time for us to stop?

Will Gourley Advocacy for change, Advocacy for public education, Anti-Racism, Building Inclusion, Challenging Topics, Constant Learning, Equity, General, self reflection, Social Justice

Saying, “I am not racist” is not enough pt 1

“One either endorses the idea of a racial hierarchy as a racist or racial equality as an antiracist,” Kendi writes, adding that it isn’t possible to be simply “not racist.”
from New Yorker Magazine article Aug 18, 2019

It’s not enough to say, “I am not racist,” and I feel that it is time for us all to join in the battle against anti-black racism and racists. Recent events and tragedies in the news are too numerous to mention (Arbury, Taylor, and Floyd). They have left my mind spinning, and I want to do something supportive and meaningful with the privilege I have as a blogger for ETFO.

I am a white, middle-aged, cisgendered male who has watched from the sidelines, trying to mind my manners and my business for far too long. I have become uncomfortable with the skin I am privileged to be born in without becoming part of the solution to overthrow the overt and ignorant racist actions of my predecessors, contempories, and self. I want to use my next two posts to encourage all educators to join me on a journey that leads to our collective allyship in the fight against racism.

Educators find themselves on the frontlines of many socially volatile spaces. It is impossible not to be in the middle of things that impact our world because we are responsible for teaching critical thinking skills as part of our work with students. More importantly, our students are directly affected whether it is by witnessing daily violence and oppression in media or because of way they are made to feel by existing systems because of the colour of their skin. They need to see their teachers standing up for them. We have fought for good working conditions. Now it’s time for another fight against anti-black racism.

This means asking questions, listening for understanding, and allowing for ideas to be shared that lead to growth and change – especially during times of great unrest in the news. This also means being uncomfortable when answers to questions cannot be found at the back of a textbook or anywhere else for that matter.

To be sure, teachers are dealing with torrents of important issues right now and we must prioritize one above the others if we haven’t done so already – that is racism. First, we need to know where we each stand before any of us can commit to overcoming the central issue of  the day, week, month, year, and history of humanity around racism? So where do you stand as an educator? Are you trying to keep your head down, your nose to the grind stone, and avoiding making any waves on the calm waters of your practice? Admittedly, there can be a lot of peace and safety by being a witness to someone else’s battle.

But that safety is not a privilege that everyone has, there is something bigger at stake than our comfort in all of this. It is the entire fabric of our existence as educators to be the ones who foster change and encourage potential in our students. We are also really good at taking a stand along side of the oppressed in order to make something good out of bad situations. It’s time we weave a new and stronger layer.

In some places we witness systems, employers, and staff working together and taking stands against racism in solidarity. I know school boards have been embroiled in significant issues to do with anti-black racism in the past years. Some have been making slow progress to correct their past mistakes and lead forward. Breaking down Structural/systemic racism is crucial, but it must happen at the same time as we identify the signs of individual racism. Check out the 9 slides on this post from @theconsciouskid:

https://www.instagram.com/p/CAtmbeXJwOW/?utm_source=ig_web_copy_link

In know that there are countless educators already learning and working together educate themselves and others in order to move from allies to activists through social and academic spaces.

Consider the wisdom in this quote from Ijeoma Oluo

“The beauty of anti-racism is that you don’t have to pretend to be free of racism to be anti-racist. Anti-racism is the commitment to fight racism wherever you find it, including in yourself. And it’s the only way forward.”

There is so much being done already to equip hearts and minds for this battle. Yet, it seems that ideological differences continue to be amplified in the media, and allowed to build up until the pressure below the surface of a once capped/dormant social volcano rises up. A volcano has erupted somewhere else. Now, those lying dormant in our own backyards are experiencing significant seismic activity. So are you going to be standing at the bottom when the lava flows? Probably not, because like me, our privilege has us miles away watching out of harm’s way.

I understand that not everyone is capable of standing in the streets to demand justice and change, but of each of us can use the privilege of our voices to show support, demand change, and to state unwaiveringly, “I am anti-racist!” Once you’ve said it, it’s time for action.

This is a much bigger commitment than saying, “I am not racist,” because it is not enough to say that you are not something. The time for neutrality is over. Saying, “I am anti-racist!” means you are standing up against anti-black racism, and are willing to take action. It means that you are going to help others get out of danger when the volcano explodes.

Your turn. “I am anti-racist!”

If you said those words, most likely, you are already taking the steps to move from acknowledgement that racism is an issue that plagues our world. It means you are working as an anti-racist ally. As teachers, we are used to taking on challenges in the face of adversity.  Now how can the tragedy of recent events north and south of the border be used to support our students in and out of the classroom so that something positive can come from recent tragic events? It’s our turn to ask how we can help?

In Saying, “I am not racist” is not enough part 2 I will continue this thought stream and will share what I plan to do in my own life to grow into allyship and activism. For now, let’s say it together, “We are anti-racist”.

 

Michelle Fenn Challenging Topics, Emergency Distance Learning, Inspiring Teachers, Mental Health, Mindfulness, Resilience, Teacher Appreciation, Teacher Wellness, Teacher Working Conditions, The Arts, wellness, wellness

Inspiration During the COVID Crisis

I know that as I write this, I speak from a fortunate position. We are working safely from home and all of us are still healthy.  Other than not being able to see extended family and friends, having some aches and pains from being in front of the computer and get out to the hair dresser, my family is coping pretty well with isolation.  While so many are suffering it has been humbling and inspiring to witness the resilience, creativity and kindness of those around us.

Music is everywhere.  Concerts on television bringing Canadian artists from their living rooms to ours, live Facebook concerts of our favourite Canadian musicians, and videos from friends and family sharing their music.  This week I joined a virtual Ukulele play and sing along with the Bytown Ukulele Group from Ottawa.  I played and sang along with people from British Columbia, Ireland, Nova Scotia and here in Peterborough!

Art is everywhere.  People are painting anything and everything!  From rocks to sea shells to paint nights with friends.  There are sketches and sculptures and pottery being made. From digital art to creating sketches from tutorials with famous artists; people are creating all kinds of beautiful art.

Dance is everywhere.  There are Tik-Tok videos of dances making teenagers get up and move and follow along.  Dance studios are going online to continue extra curricular dance lessons.  30 second dance parties are happening in my living room whenever we need a break from the computer screen.  Thankfully, none of that is being recorded!

There is culinary prowess being celebrated.  Yeast and flour are hot commodities right now because people are trying their hands at baking bread.  People are posting meals they have never made before and swapping recipes with friends.  People are growing things on their windowsills and in their backyards for the first time.

Innovation is everywhere.  People are trying their hands at DIY projects and coming up with innovative ways to connect online.  Teachers are learning digital tools they have never used before in order to connect with their students. We’ve been participating in online trivia and poker nights.  My son plays Jackbox party games with his friends while also chatting online or streams a movie together.

Most of all, I have witnessed incredible kindness.  I joined a Facebook group called Peterborough Shares.  At first it was mainly to communicate where to find particular grocery items and post information about shopping etc., It has since become a forum of connection where people ask for help and others respond.  From a new mom recently unemployed to a family who lost their home to fire, people are answering to the calls for help.  Something as simple as finding left handed scissors for a child to complete schoolwork or finding a hand crafted Mother’s Day gift, people are coming together to share that information and supporting one another in an unprecedented way.  More than ever, my city feels like a community.

I know I am in a fortunate position.  I am grateful every day that we took my 87 year old mom out of her retirement home when this all began and that she has remained healthy.  I am grateful that my 16 year old son has friends he connects with, teachers who care and a love of artistic things that feed his soul.  I am grateful that my husband and I can work from home and that he goes out and bravely gets the things we need.  I am grateful that in the middle of all of the chaos, in the middle of the grief and sadness, there is hope.

Will Gourley Challenging Topics, Emergency Distance Learning, General, Making a Difference Through Education, Mental Health, Teacher Working Conditions, Use of Technology

The screens of silence

I am wondering whether the title of this post should be “The screams of silence” because that’s how it feels some days.

It’s week four of emergency distance learning and I am feeling weaker for it. Is anyone else feeling this way from staring at their screen(s) all day? If asked, I’ve been responding with thumbs up and all good, but in reality I am fighting the dissonance disrupting my days, and it relates to the way I feel about what is happening in education right now. To top it off, I am wrestling with self-doubt about whether my instructional act is all together. Add to that the pressure I’m putting on myself to wake up feeling fit and fresh because I am working from the “comfort” of my basement. Being cooped up, I mean observing physical distancing, doesn’t help. See what I mean about interchangeable titles?

Then there is the daily media segment about something or another to do with #QuarantineEducation. This week an article in The Globe and Mail shared Some overwhelmed parents are giving up on distance learning and abandoning at-home schooling. This noise is hard to tune out when we have been asked to stay in place and create something that has never been done effectively on a large scale so quickly. Maybe that’s what is holding my head hostage? Or maybe it’s that my hair is too long? Both make me want to scream sometimes

There is something to be said about the experience of facilitating learning in the vacuum of 2020. It’s cold. As I stare at several connected screens to keeping track of at least 17 other currently opened tabs on my computer, I have to admit this is all a bit daunting – even for this tech-happy educator. If teaching is my superpower, then the screens, meetings, and other digital dungeons trying to contain me have become my kryptonite.

I share this neither in angst nor anger, but out of an admission that the struggle is a real one. It sounds like I am not alone. This surreal situation we are now in was, is, and will never be a positive experience. We were starting to recover from a devasting January and dreadful February only then to be steamrolled by March when an uncontrollable virus unleashed itself on the world. Welcome April, a month that no one would have predicted to be the first of two months away from our schools…so far.

What did we do? We rallied, we pivoted to support our students and each other, and we waited patiently knowing we had to care for our own families too. We were lucky that the start of March Break landed when it did, as it may have helped us to avoid something worse had COVID 19 entered our open schools. Throughout this time we turned to our screens to watch for updates, data, and directions.

While we waited and watched for answers, our thoughts continued to race and the questions began to bubble up. How am I going to reach my learners? How are students who are marginalized by poverty and or other circumstances coping with all of this? What are the expectations from my board, admin, families, and most importantly students? What about my life at home? How will I manage when many of my teaching resources are at school? How much work do I assign? How about due dates? Do I take attendance? What happens when students don’t complete work? How do I assess anything without fear that someone else has done the work?

Everybody was working together. As our profession embraced the challenge of this reality, digital resources were curated, virtual meetings were held, contact was reinitiated with families/students, and a sense of temporary normalcy had made its way back into our weekly M to F routines. Cue some new silences.

The enthusiasm of returning to instruction, albeit asynchronously, signified that something was being done on behalf of families and our students, but the lack of connection through voice and vision has been hard to overcome for this educator. Speaking with many other educators who are feeling the same way, it is the meaningful interactions with peers/teachers and the chance of being heard that students are craving the most right now. We need to make sure they are acknowledged and heard, and the current situation is leaving them without a voice.

Teachers are the conduits for connection in their classrooms and will never be replaced by an emoji, meme, or brief feedback on a task to be viewed in silence on a student’s screen. However, it has been difficult to connect with students due security issues relating to conferencing platforms such as Google Meet and Zoom. This is extremely frustrating for a number of reasons. With those screens dark, students are left to keyboard strokes, Screencastify, and digital classroom posts for their content and updates. This is not the education any of us signed up to deliver. Despite my efforts to adapt and fill my screens with amazing shareable content to carry on, something is missing. The voices of my students. Cue the disconnects. Cue the silent screams at silent screens.

Michelle Fenn Challenging Topics, Constant Learning, Copyright, Distance learning, e-learning, Plagiarism, Planning, Resources, Social Media, Technology, Use of Technology, Using technology well

Content and Copyright Considerations in Distance Learning

The move to distance learning has certainly had some pitfalls. On top of all of the programming changes and logistical considerations, we’re hearing horror stories of the inappropriate use of digital tools and teachers unintentionally violating copyright laws.  It is crucial for teachers to make themselves aware of the privacy and security guidelines for their school board while also being aware of Fair Dealing and Copyright laws for online content.  Here is some food for thought, and a few tools and resources that may be helpful for teachers while creating and linking to online content.

Posting YouTube Videos

YouTube videos may be used for educational purposes in Canada so long as the creator and the source of the video is credited.  However, you might want to consider not posting a direct link to the YouTube video on your learning platform.  This link will take the students to the YouTube channel and the student may then freely search other content.  Maybe it is just me, but I’ve experienced the liquor advertisement pop up while watching a video in my classroom or the next video automatically plays and the content is not suitable for students. Teachers may want to try using online tools such as ViewPure or Safesharetv before copying the link into a learning platform.  These tools filter out advertisement and connects only the the video itself.

Reading Books Online to Students

A number of Canadian Publishers have opened up access to Educators to read published works online.  There are guidelines that an Educator must follow in order to do post an online story time.  For a list of participating publishers and more information on how to respect copyright for Canadian authors visit access copyright.  Scholastic Canada has also extended access to Educators to read published works online. The instructions on how to use Scholastic works is a little different.  Visit the Scholastic Read Aloud portion on the Scholastic Canada website in order to follow their rules and regulations.

FairDealing and Copyright

There are copyright laws specific to Education.  If you want to make sure that you can use something without violating copyright laws you can use the Fair Dealing Decision Tool.  Teachers can also refer to the Copyright Matters Document.

Privacy Policies and Statement

At the bottom of every home page for an educational digital tools you will find a link to their privacy policy or statement. I highly recommend reading what you are signing up for as a teacher when you click on a new Educational digital tool. Be aware of what data is being collected, where it is being stored and which third parties are attached to the company and make an informed decision for yourself.  Be proactive and check with someone in the Instructional Technology department at your school board to ensure that you are following recommendations before asking students and parents to sign up for a digital tool.  It is a lot for teachers to think about while at the same time just trying to get a handle on teaching in the midst of a pandemic. There is a big learning curve for everyone. Try to continue to go slowly. The move to distance learning is helping Educators truly understand the importance of digital citizenship.

Michelle Fenn Challenging Topics, Inspiring Teachers, Mental Health, Mindfulness, Occasional Teachers, Occasional Teaching, self reflection, Teacher Wellness, Teacher Working Conditions, wellness, Wellness, Women's Health

Illness, Shame and the Educator Martyr Complex

A recent Twitter post from Liz Ryan @humanworkplace read:

Coronavirus is teaching us that:

  1. Healthcare is a right
  2. Paid sick time is a right
  3. Many, many people could do their work from home (clearly not teachers)
  4. We are more dependent on a healthy society than we want to acknowledge

This tweet got me thinking about a couple of things. It got me thinking about how teachers and education workers drag ourselves into work when we are ill.  When I first began teaching I used to do this all of the time.  I thought for sure that my students absolutely needed me to be there and the classroom would fall apart in the hands of any other teacher. I was worried that my classroom would be a disaster and I would find notes about behaviour behind from the occasional teacher and thought that this was somehow my fault. So I would drag myself to work not feeling well, extending the sickness for myself and thoughtlessly exposing my students and colleagues to the illness.  I hear it all the time in the staffroom, “I probably should have stayed home but I figured that I had better drag myself in because…”  It is a martyr complex.  Get over yourself.  You are not irreplaceable. There is no reward for going to work ill.

This tweet also got me thinking about how much I appreciate the work our occasional teachers do each day.  Just by doing their job, they allow me to be able to stay at home and get better.  They are professionally trained teachers.  As fellow colleagues and ETFO members I trust that they intend to do the best for our students when they enter our classrooms.

The tweet also got me thinking about the shame and guilt that educators often feel when they are ill.  I mean, if so-and-so drags themselves into work even though they are sick then it starts to build a culture of expectation.  This is ridiculous.  This is how disease spreads.  Stay home and come back when you’re well. No one will thank you for getting them sick.

The tweet also got me thinking about how education unions have fought to keep our paid sick time and how much I appreciate it when I am ill.  A few years ago I had to take an extended medical leave and as guilty as I felt, it was the best thing I could have done for myself and my students. I had to work through the guilt.  If we didn’t have the benefits that we do, I might have had to quit the profession altogether.

I’ve typed lesson plans in between bouts of nausea.  I’ve sent plans from my phone in a hospital waiting room. At the end of the day, it was worth it to take the time to get better for me, for my colleagues and ultimately for my students.