Communication with Parents and Guardians

December 1, 2017December 1, 2017 Michelle Fenn Challenging Topics, Classroom Management, Communication Tools, Communication with Parents and Guardians, Diverse Learning Needs, General, Mindfulness, Professional Judgement, Resilience, self reflection

The Conundrum of Parent Communication

4 years ago I discovered the app Seesaw which is a digital portfolio for students but way more. Recently it also added a direct parent communication piece which I absolutely love and I can also post announcements all at once to parents or just to a few by the click of a button. The best thing about the app for me is that the students can upload their own work and comment on it and I can provide feedback. I approve everything before it goes on the site. Parents LOVE it. For me, it does everything that I need a communication app to do. So what’s the issue?

3 years ago our school board got a contract with Edsby. I understand that as a school board it is accessible in many ways for all teachers. There is system information that is on the site that can be accessed from anywhere. There is a platform for staff room chat and places to post things on calendar etc., However I do not find that it is friendly for teachers nor students to use. The mobile app is glitchy and I get frustrated at the stream of conversations that don’t seem to match up. I have been told by our administration that we have to use it to communicate with parents. All but two of my parents have signed up for Seesaw (internet access issues) and only a quarter have signed up for Edsby. I don’t know why exactly, but I can only assume that they don’t find it as friendly to use. I do paper copies for major announcements to ensure that everyone gets those in one way or another. I use Edsby to comply to my school board’s request and I’m doubling my work in the meantime.

When I first began teaching it was a big deal to have a “monthly” newsletter and calendar of events go home to parents. Principals wanted to see copies and approve them before they went home. Now we are in constant communication with parents and we are being told exactly what platform we are supposed to be using in order to do it. There is a huge workload issue in parent communication and it creeps up on us daily. With an increase in high needs students that deal with behavioural or mental health issues teachers are expected to communicate on a daily basis in a communication book with their families. While I understand the need for documentation for myself and for the parents, the expectation is overwhelming. I am fortunate this year that I have my preparation time at the end of the day and I can take the time to communicate with parents. However, I don’t get to use my prep time for lesson preparation. I don’t know what the answer is here. I’m going to continue to use my professional judgement about how I communicate with parents however, hopefully this post will begin a discussion about communication overload. I’m open for suggestions on how others are able to manage!

November 21, 2017 Deb Weston Assessment, Homework, Interviews, Math

Does Homework Work?

The Purpose and Politics of Homework

After teaching for over 18 years, one topic which is frequently addressed in parent/teacher interviews is homework. Often parents see homework as being critical to academic success. It’s a topic often debated and never really resolved, even for me as a teacher and as a parent.

In my teaching practice, parents consistently ask me for homework. They believe that doing homework, such as math sheets, makes their children smarter and better students. Parents often feel that “busy” work, such as math and language sheets should be provided by teachers.

Alfie Kohn, an American author and lecturer in the areas of education, parenting, and human behaviour has examined this topic on many fronts. According to Kohn, “no research has ever found a benefit to assigning homework (of any kind or in any amount) in elementary school {i.e. grades 1 to 6). In fact, there isn’t even a positive correlation between, on the one hand, having younger children do some homework (vs. none), or more (vs. less), and, on the other hand, any measure of achievement” (Kohn, n.d.). In other words, homework is not linked to academic achievement in the early grades. Kohn does mention that in middle and high school, homework does impact math and science achievement, especially in higher socio-economic communities.

As a teacher, for homework, I usually assign 30 minutes of reading every night. But parents often scoff at my suggestion that reading is homework, probably as it produces no visible work. In addition, when assigning journal writing, for homework, it usually does not get done. Parents find it hard to get their children to write a journal … parents state “it is a lot of work because my child resists writing”. Now they have a glimpse into my job as a teacher. I believe that parents want homework to keep their children busy and it reminds them of the days when they did their homework.

I find it frustrating that when I do assign homework like bringing in materials for class projects, it does not happen. Often collecting homework is more work for me, especially when I have to chase after students for it. Ironically, I do not use homework for assessing students because it is completed away from school and may not have been done by the student.

So what is the purpose of homework?

1. Practice: Is the purpose of homework to promote practice of concepts?

Yes, homework can be useful in practicing math concepts or writing in the form of journals. In this case, it is important for homework completion to be advocated by the student. Teachers or parents cannot force a student to do this work. When parents ask me how to make their child complete homework, I often cite the phrase “you can take the horse to water, but you can’t make him drink”.

In my own parenting experience, with all my encouraging and some threats, I could not make my son complete his homework. I state this after spending hours working beside my son to get his homework done. In using this strategy, in the end, the responsibility of completing his homework was passed on from him to me … and it was not my homework! When my son entered high school, I gave up on the homework battle and he proceeded not to do his homework on his own. He completed high school and went on to post secondary school where he did not do his homework. My daughter was a different story. She had solid learning skills and a strong work ethic. I only got involved with her homework when she needed help. As a hard worker, she exceeded her brother in her academic success as university is about being smart and working hard.

When I assign homework, as a teacher, I wonder what level of stress I am putting on parents who try to help their children with homework I send home?

2. Completion of work not completed in class: “Work not done in class is homework!”

As a middle school teacher, I have observed two types of students – those who complete work in class and those who socialize in class. The middle school years are an exciting time for students as peers become very important in their lives. Hanging out with friends becomes the main reason for coming to school. Returning from holidays results in many hours of catching up with peers. Due to this very social time in students’ lives, individual and group work assigned in class is not always completed in the timeframe assigned by teachers. This means teachers need to allow more time for work.

As a teacher, it has been suggested by parents of not keeping middle school students on task or not giving enough time to complete assignments. The bottom line for me is that I give plenty of time for work to be completed and do my best to keep students on task. I challenge anyone to keep 30 grade 8 students, with varying academic abilities, on task while helping several other students in need. It’s like trying to herd 30 cats. When parents complain to me about their child’s incomplete work, I state that the student simply did not use class time wisely and needs to finish the work at home.

In my middle school experience, often students need to complete work at home because they did not complete it in class. Several times, students have returned essays and assignments to me that is completed at the “university level” and it is clear that the student did not complete the work on their own.

In the end, homework still remains a contentious topic. As a middle and high school student, I did homework to complete assignments and practice for math tests. I was not an A student at the time, but my homework routine allowed me to develop solid work habits for my future education.

After writing this blog, I still have no clear answers as to the effectiveness of assigning homework probably because each student is different. This school year, I will be assigning math homework as my grade 4/5 students are as keen to do it as their parents are to see it assigned. I’ll reflect on how this year progresses and see if it impacts my teaching and their learning. And I won’t make it too hard so the parents understand it too.

Below are some resources you can share with parents to help them support their child’s learning.

http://www.edu.gov.on.ca/eng/literacynumeracy/parentGuideLitEn.pdf

Reading and Writing with Your Child

http://www.edu.gov.on.ca/eng/literacynumeracy/parentGuideNumEn.pdf

Alfie Kohn Comments about Homework

https://www.washingtonpost.com/news/answer-sheet/wp/2012/11/26/homework-an-unnecessary-evil-surprising-findings-from-new-research/?utm_term=.c2875ad9cb3a

October 31, 2017October 31, 2017 Kelly.McLaughlin Assessment, Celebrating Success, Classroom Management, Communication Tools, Feedback, Resources, Technology in school, Use of Technology

An easy to use student friendly assessment tool

After meeting my new NTIP mentor the other day, she introduced us new instrumental music teachers to an app called “iDoceo”. I had used this before but had never really gotten into it. Since hearing about it again recently, I have become so attached to it.

iDoceo allows you to assess students quickly on the go on your ipad. The app is free in the HWDSB catalogue and maybe in other boards as well. When commenting on the process or product of a certain student, you can use icons, recordings, comments or other notes. These icons are easy to use and you can copy and paste them. You can then add them to another student’s column with an easy double tap. For instrumental music teachers, this is helpful because you can add a small recording to your student’s file so that you can listen to it again if you missed it the first time.

Students can also always view their marks and I use the icons to record these marks. So if a student wants to see how he/she is doing with “attitude/behaviour/self control” he will view his name and see what icon is beside it. The options are a green smiley for always/level four, a yellow smiley for usually/level 3, an orange smiley for sometimes/level two and a red frown for rarely/level 1. Students have a quick and visual way to view their process or product marks in class. Of course during performances I will still use a rubric for them to take home but for everyday efforts, this app is amazing! I always have students coming up to me asking to view their marks. They are eagerly searching for those green happy faces.

I love the app so much that I have brought it into my 4/5 split class. I use it for their learning skills so especially while they are working in a group, I record their efforts for the day.

I think that children love to know how they are doing and something as simple as a coloured happy face is an easy check for them. Of course it is hard for me to always remember to keep the iPad in my hand but over time I will certainly get used to it.

iDoceo-available on ipads. Check it out!

October 15, 2017 Deb Weston Report Cards

Reports Cards: Then (1939) & Now (2017)

While going through my mother-in-law’s belongings, I came across her Grade 5 report card from 1939. So given report card writing is pending, I have decided to deconstruct how much report cards have changed in 78 years!

Beside the addition of subject and learning skill comments, report cards have not changed that much over this time. In both report cards, students still get a letter grade or percentage. The big difference is that the students are ranked by placement in their class or school – this meant that evaluations could vary based on the academic level of the students’ cohort. Students’ evaluations were very similar and yes, students get an “I” for incomplete work in both 1939 and 2017!

The subjects have changed moderately. The subjects listed are reflective of societal needs of worker skills. Reading and writing is still listed in 1939 and 2017; students did not get a communication or a media mark in 1939 … because the Internet was not invented yet. Communications meant writing a letter to your grandparents or sending a telegraph. Phones were still pretty expensive. Even in the early 1970s, my great aunt, living in Markdale, Ontario, still shared a party line. The students in 1939 needed a overall understanding of mathematics which probably focused on number facts and calculating – because they were not carrying around computers in their pockets! In 1939, social studies dealt with geography and British History, no Canadian history. When I went to school in the 1970s, we studied American and world history … no Canadian history either. In 1939, the arts meant drawing and science was nature studies. There was no assessment for physical education, only health. Both girls and boys studied manual arts – home economics for girls and trades for boys.

Learning skills and work habits are a little more sophisticated in 2017 compared to 1939 but we could still apply the categories used in 1939 for “General Conduct” and “Attitude to Work”. Both report cards keep track of lates and absences as this is where school funding originates.

In 1939, Teachers reported to parents more often with monthly Lates, Days Absent, General Conduct, and Attitude to Work. Standings in Subjects, Rank in Grade, and Number of Pupils were reported every two months. Class size has not changed that much in 78 years. KHO’s class had class sizes between 32 to 37 students. When I taught grade 5, my classes varied between 23 to 33 students. With recent changes in class size, the cap of 25 students is more of a suggestion than a limit as students inevitably show up after schools’ reorganization day.

Overall, in 78 years, I know we’ve improved our reporting to parents. The 2017 report cards are more specific for learning skills and work habits and what is being covered in subject areas. Even though it takes a great deal of time to complete these report cards, the format is an improvement. Using my professional judgment, I work very hard to capture my students’ progress … and I’ll say it again … it’s a lot of work!

But I personally believe that if we can give parents and students a good snapshot of their progress, it’s worth it.

Report Cards Then and Now Chart

October 1, 2017April 15, 2018 Deb Weston Assessment, Celebrating Success, Making a Difference Through Education, Math

Why our public education system is awesome!

$PISA 2015 results by country Math$

Recently, during a discussion in an AQ course @ed_rego, we started talking about math scores and the effectiveness of Ontario’s public education system. Ed Rego mentioned Ontario and Canada’s success on the international front. Not only do Canadian students rank high on the international front, its public education system also makes a difference in students’ lives. Let’s look at some reveling data first.

1. Canada ranks high in international testing.

In my studies on education, I discovered how well Canada does on international test scores, especially in relation to the United States. The Organization for Economic Co-operation or OECD conducts yearly tests to rank countries based on performance in science, reading, mathematics (Program for International Student Assessment or PISA) and trends in international mathematics and science study (TIMSS) in both French and English. Students are randomly selected by age (15 year olds for PISA) or by grade level (Grades 4 and 8 for TIMSS).

In 2015, Canadian 15 year olds ranked 4th in science , reading, and mathematics among the PISA results tied with Finland. Singapore, Japan, and Estonia were the only countries to surpass us (Chinese countries include Taipei, Macao, Hong Kong, and B-S-J-G China) . The United Kingdom came in 10th place and the United States came in 20th place. The trends show Canada varies only slightly between testing years. Also note, in Canada, all 15 year old students, of all abilities, participate in our education system and thus would be possible participants in the PISA testing. Also note that Canada does not have weekend “Cram School” as part of our educational landscape. Cram School focuses on rote learning and not critical thinking. In addition, some countries stream students with learning challenges away from formal education. A breakdown of PISA 2015 results for specific provinces can be accessed below.

In 2015, Canadian students ranked 8th in grade 8 mathematics surpassed by Singapore, Korea, China Taipei, Hong Kong, Japan, Russia, and Kazakhstan. England ranked 10th and the United States ranked 11th. Norway students ranked 14th in mathematics. Finland scores were not listed. In science, Canadian students ranked 13th in grade 8 surpassed by Singapore, Japan, China Taipei, Korea, Slovenia, Hong Kong, Russia, England, Kazakhstan, Ireland, United States, and Hungary. Norway students ranked 18th in science. A breakdown of TIMSS 2015 results for specific provinces can be accessed below.

These PISA and TIMSS scores show strong results for both Canada and Ontario, particularly in light of the latest decrease in mathematics EQAO scores in 2017. From these results, I can conclude that Canada’s public education system does a very good job educating our students, even on an international level.

Note: I did not analyse the breakdown of grade 4 test scores as the introduction of specific Canadian curriculum differs in mathematics from other countries.

Canada’s 15-year-old students among best global performers in science, math

Breakdown of Canada’s PISA scores for 2015.

2015 mathematics TIMSS results

2015 science TIMSS results

TIMSS 2015 Ontario result breakdown

2. Canada teaches students how to critically think and engage in rational discourse.

As Heather Mallick of the Toronto Star stated, our public education system teaches “to value thought over feeling, reason over passion” (Mallick, Toronto Star, November 12, 2016). Canadian teaches do not accept writing with statements without supporting details that come from credible sources. Teachers teach the difference between real news and false news.

3. Canadian public education socializes students.

All students, from all backgrounds (i.e. age, gender, cultural background, socio-economic status, or ability) participate in Canada’s public education system. Students are not segregated based on background, culture, or socio-economic status. Students all learn together. Teachers teach values of inclusion for all and education for all. Students learn to get along with others from many different backgrounds and many different places in the world. And this level of national inclusion, is one thing that makes me proud to be a Canadian citizen and a Canadian teacher.

Ontario’s Equity and Inclusive Education Strategy

4. Canada’s public education is equitable and democratic.

Canada’s public education system (almost) compensates for disadvantages that impact student learning. Canada’s public education system gives students from all background (due to age, gender, cultural background, socio-economic status, or ability), an opportunity to succeed in school. Newly-arrived immigrant students rapidly integrate enough to perform the same as their Canadian classmates. Dr. John Jerrim (UCL Institute of Education in London) stated that Canada’s high league table ranking reflects the narrow socio-economic gap in school results. The outcome is that Canada’s score show a very high average, with relatively little difference between advantaged and disadvantaged students. The OECD states that Canada supports social equity as “Schools should provide a good education for all students, regardless of their parents’ education or career. PISA assesses to what extent differences in education outcomes are associated with the social status of parents as well as the performance gap between advantaged and disadvantaged students. It also identifies the share of students who perform well, despite coming from disadvantaged backgrounds, known as resilient students.” (OECD, 2015)

PISA 2015 Key Findings for Canada

How Canada became an education superpower

I end this blog with the words of John Dewey …

It is no accident that all democracies have put a high estimate upon education; that schooling has been their first care and enduring charge. Only through education can equality of opportunity be anything more than a phrase. Accidental inequalities of birth, wealth, and learning are always tending to restrict the opportunities of some as compared with those of others. Only free and continued education can counteract those forces which are always at work to restore, in however changed a form, feudal oligarchy. Democracy has to be born anew every generation, and education is its midwife. (Dewey, 1916, The Need of an Industrial Education in an Industrial Democracy)

Let’s celebrate Canada’s public education system success as a democratic and well educated nation – for I believe this is why we are one of the best places to live in the world.

Collaboratively Yours,

Deb Weston

This blog was inspired by an article written by Heather Mallick, Toronto Star, November 12, 2016.

September 28, 2017September 28, 2017 Deb Weston agency, Assessment, Challenging Topics, Communication Tools, Diverse Learning Needs, English As Second Language (ESL), English Language Learners (ELLs), General, Mentorship, Professional Judgement, Professional Learning and Growth, Report Cards

Report Cards Are Coming: Professional Reporting

Elementary Report Cards … the mere mention of report cards can send some teachers into anxious ridden days and sleepless nights. Even after 17 years of writing elementary report cards, I anticipated that my levels of anxiety would be non-existent but, no, for me, the thought of report card writing still stresses me out. I know of some colleagues who are so anxious about report card writing, that they had to seek medical support.

The source of this anxiety is embedded in inconsistencies in how report card policy is implemented. And the source of the inconsistencies is rooted in the process of educational policy implementation. With each level of educational policy implementation gatekeepers, such as boards of education, superintendents, schools, administrators, and classroom teachers, all interpret and change the policy based on their own context and their own perspectives (Ball, Maguire, & Braun, 2012).

As report card policy initiatives are translated into real life, the policy stakeholders, like administrators and teachers, adapt and reinvent their interpretation of the policy into school contexts. Since the education policy guidelines tend to be abstract and non specific, confusion and disjointedness results (Ball, 1993), and teachers end up decoding and recoding the policy text such as the reporting policy, Growing Success (Ontario Ministry of Education, 2010). Even with the well written Growing Success document (Ontario Ministry of Education, 2010), the process of understanding and translating report card policy can result in various degrees of intentional and unintentional interpretations (Fuhrman, Clune, & Elmore, 1991). Or, in other words, there are inconsistencies in report card policy implementation. Competing theories between policy authors (i.e., governments and school boards) and report card implementers (i.e., principals and teachers) can cause conflicts between the vision of policy and the practice of policy (Timperley & Parr, 2005). This can result in gatekeepers’ experiencing “most carefully planned” initiatives unfolding in a “non-linear manner” (Timperley & Robinson, 2000, p. 47).

This policy implementation process results in the practice of report card writing that look different from the vision of the report card policy writers. Therefore, because of this flux, report card formats and content can change from school board to school board, school to school, year to year, administrator to administrator, and sometimes even term to term (Note: this is strictly based on my own experience over 17 years). As noted earlier, at every level of implementation, each person put their own spin on the policy. The result is that teachers have to deal with changing report card writing expectations. Inconsistencies directly result in teachers having to spend a great deal of time trying to meet the expectations of different stakeholders. Teachers then have to use their professional judgement to interpret these expectations.

The document Growing Success (Ontario Ministry of Education, 2010, p. 152) states “ Judgement that is informed by professional knowledge of curriculum expectations, context, evidence of learning, methods of instruction and assessment, and the criteria and standards that indicate success in student learning. In professional practice, judgement involves a purposeful and systematic thinking process that evolves in terms of accuracy and insight with ongoing reflection and self-correction.”

Further, Growing Success states that “successful implementation of policy depends on the professional judgement of educators at all levels, as well as on educators’ ability to work together” (Ontario Ministry of Education, 2010, p. 2). It is through educators’ collaboration that educational change becomes reality; it is how policy becomes practice. “Teachers’ professional judgements are at the heart of effective assessment, evaluation, and reporting of student achievement.” (Ontario Ministry of Education, 2010, p. 8). So teachers, working with other stakeholders, using their professional judgement need “to clarify and share their understanding of policy and to develop and share effective implementation practices” (Ontario Ministry of Education, 2010, p. 2).

Below is a breakdown of the Growing Success policy based on areas I have needed information on while writing report cards. This is not an exhaustive list. Please refer to the documents noted below for further information.

Ontario Report Card Policy Breakdown with reference to report card writing

The Growing Success document notes the following “It is important that teachers have the opportunity to compose and use personalized comments on report cards as an alternative to selecting from a prepared set of standard comments. School boards should not enact policies that prevent teachers from providing personalized comments on report cards. It is expected that principals will support best practice and encourage teachers to generate their own comments.” (Ontario Ministry of Education, 2010, p. 64)

Given the focus of encouraging “teachers to generate their own comments”, having a bank of pre-approved board-wide report card comments available to elementary teachers may or may not be forthcoming.

After the above analysis and reflection regarding report card writing and professional judgement, I ask myself “What has helped me the most in report card writing?”

My answer is collaborating with other teachers. It is in the discussion, co-creating, and sharing of report card comments that I have been supported the most in my writing of the Progress, Term 1, and Term 2 report cards. For me, sharing report card comments does not mean that I simply “cut and paste” my colleagues’ work. This does not happen because I write comments through the lens of my own teaching practice. My colleagues’ shared learning skill comments often inspire me to write comments especially for challenging students.

In writing report cards, I use my professional experience and knowledge that has resulted in the development of my professional judgement. So my advice to any teacher who is being challenge in report card writing is to reach out to your colleague … for advice, support, or debate.

I believe that when working collaboratively, teachers are better together … especially when writing report cards.

Collaboratively Yours,

Deb Weston

References

Ball, S. (1993). What is policy? Texts, trajectories, and toolboxes. Discourse, 13(2), 10-17.

Ball, S. J., Maguire, M., & Braun, A. (2012). How schools do policy: Policy enactments in secondary schools. New York, NY: Routledge.

Elementary Teachers Federation of Ontario. (ETFO). (2016). The elementary provincial report card continued implementation update – Grades 1 to 8, Professional Relations Services, PRS, Volume #66, January 2016. Retrieved from http://www.etfo.ca/SupportingMembers/Employees/PDF%20Versions/The%20Elementary%20Provincial%20Report%20Card%20Continued%20Implementation%20Update%20-%20Grades%201%20to%208.pdf

Fuhrman, S., Clune, W., & Elmore, R. (1991). Research on education reform: Lessons on the implementation of policy (pp. 197-218). AR Odden, Education Policy Implementation. Albany, NY: State University of New York Press.

Ontario Ministry of Education. (2000). The Ontario Student Record (OSR) Guideline, Retrieved from http://www.edu.gov.on.ca/eng/document/curricul/osr/osr.pdf

Ontario Ministry of Education. (2010). Growing success: Assessment, evaluation, and reporting in Ontario schools, First Edition, Covering Grades 1 to 12 Retrieved from http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf

Timperley, H. S., & Parr, J. M. (2005). Theory competition and the process of change. Journal of Educational Change, 6(3), 227-251.

Timperley, H., & Robinson, V. (2000). Workload and the professional culture of teachers. Educational Management & Administration, 28(1), p. 47-62.

Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press.

September 26, 2017 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.

September 23, 2017 Michelle Fenn Communication Tools, Communication with Parents and Guardians, Mental Health, Mindfulness, Modern Learning, Professional Judgement, self reflection, Technology in school, Use of Technology, wellness, wellness

Finding Balance in a Digital World

When I first began teaching, over 20 years ago, I spent a lot of personal money on “resources”. In teacher’s college I worked part time at The Teacher’s Store and spent the majority of my paycheque on black line master books, “units” and teacher’s guides, which took up space on my book shelves and in large plastic totes in my basement. Now I can access free downloads, use Teacher’s Pay Teachers, Twitter, Pinterest or any number of educator websites. It is difficult to deny that the use of technology is a huge part teaching. I access the curriculum documents online on a regular basis. In fact, I don’t even own a paper copy of the curriculum documents. Attendance, IEPs and report cards are now web-based. Student portfolios are digital and parent communication is mostly electronic. We communicate with our staff on Edsby and post our students’ triumphs using digital platforms such as Seesaw. When I am away from school for the day, I book an occasional teacher online and send in my plans via email. As a parent, I pay for my son’s school trips online. Almost everything we do in education seems to involve technology in some way. It makes our job so much easier! Doesn’t it?

Herein lies the rub. As wonderful and “easy” as it all is, digital information and communication can also be suffocating. For example, it is easy to ask a question of a colleague in my large school something by email or text and get an answer in seconds without having to take ten minutes to walk to his or her classroom. However, it also may mean that I won’t see my colleague all week. It is easy for a upset parent to send an email in the middle of the weekend and then I stew about it until I can take care of it when I am back at school on Monday. It is easy to spend hours following the trail down an internet rabbit hole trying to find the “perfect” lesson plan. It is easy to look at examples of art lessons on websites like Pinterest and then feel inadequate as an educator because mine didn’t go quite according to plan. It is easy to send an email in the middle of the weekend, just to get it done, when I should be spending time with my family. It is easy to get into a chat on Twitter with educators around the world and learn all kinds of cool stuff, and then realize that I have missed going to the gym…again. Digital information and communication is never done. There is always something to check or answer or post. Yes, I admit that it is a little ironic that I am writing this on a blog post, but wait…here’s why.

I have decided to try a few things so that digital information and communication will not suffocate me. I have created “office hours” for communication. I have told the families of my students that I will only respond to emails or messages on Edsby or Seesaw between the hours of 8 a.m. and 5 p.m. Monday to Friday. If I take the time to communicate something to families outside of office hours, then I will draft it and save it and send it during office hours. If there is something urgent, families are instructed to call the school. I have turned off notifications of email on my phone. I no longer go on Pinterest and have stopped going on Twitter. I will only check Edsby once a day. If there is something of urgent importance, I have no doubt that someone will find me and let me know. My students will update their own digital portfolios. I am going to try to be mindful of the amount of time I engage in digital communication and information for my job in order to maintain a healthy work-life balance. It will take some practice and I’m sure that I will find myself getting into some old habits. However, my mantra this year for my class is also for me…strive for growth and progress, not perfection.

August 24, 2017March 20, 2018 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?

“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)

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 presented 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

May 31, 2017 Will Gourley Assessment, Celebrating Success, General, Modern Learning, Report Cards, Year End Activities

On track

A couple of years ago, I shared a post titled Not feeling it today. It was a response to the highs and lows experienced in my life as an educator. The post’s banner image captured a lighthearted take on our profession in a simple sentence. It read,

“Students: If you ever want to know what a teacher’s mind feels like, imagine a web browser with 2,789 tabs open all the time.”- via Buzzfeed

Laugh it off

Each day comes with its own set of open tabs that seem like a wave of ups and downs. On the upside, I witness students working hard, asking questions, and discovering their talents. On the downside, the lows come in the form of students struggling with anxiety, issues of adolescence rearing their heads, and even some perceived/learned hopelessness about the future. Each time I look at this meme, the irony of it’s humour helps lighten my mood when I need it most coping with everything that occupies the physical and mental space of my own practice. We all need to laugh. Laughter is an effective stress reliever.

It seemed like June was so far away. I started hitting my stride around March Break, and suddenly it’s the last week of May. Instead of coasting to the finish line, I find myself running the other way after looking at my Teacher’s To Do List.

How are you coping?

I’m struggling, straight up. The frequent visits to the coffee shop are getting expensive. As this month winds down, I’m nervous that the light at the end of the tunnel might be a train pulling boxcar after boxcar of assessment, reporting, and end of year activities. Yet, here I am speeding down the track towards it.

A similar sentiment gets shared when speaking with colleagues too. The hard part is not running out of steam.

Have you noticed that students are feeling it too? I’m finding this a great time to encourage collaborative work in remaining subject areas. Free time is allotted to Maker Space, Inquiry, and Genius Hour projects. We will also be creating a Year Map to add a visual note to their past 10 months in the classroom.

In all of this many of us will be compiling assessment data. Whether, it is on sticky notes, digital, or mark books, our students will be given a snapshot of their accomplishments.

Kind words

For me, solace is found in reflecting over student growth throughout the year. I see the final report card as a treasure hunt that gets a new map attached to continue the adventure next year. Each year, our learners show so much growth and potential. As we report en masse these next weeks, take time look back at all of the amazing things that were accomplished in your classroom. Celebrate the highs, lows, bizarre, unexpected, and growth in yourself and your students. I have been fortunate to witness incredible growth in the curriculum subjects by my students this year, but it pales in comparison to the growth they have made as citizens and community. I hope you can celebrate this with your students too.