Rashmee Karnad-Jani AQ-rofessional development, Before School Starts, Celebrating Success, Classroom Layouts, Combined Grade Classes, Curriculum Planning, Differentiated Instruction, Inspiring Teachers, Language Learning, Learning About Your Students, Learning to learn, Math, Student teachers, The Daily 5

The Corner Cafe: Part 1

Remember When?

Times flies, doesn’t it?

It is 5 years this June since I was hired for a centrally assigned position that I started that September. Fortunately,  as my role in this school district is designed in  a way that I can co-plan, co-teach, co-debrief and co-reflect with my colleagues, I am not distanced from students. Yet, I feel a twinge on my heartstrings when I pick up a picture book or find something exciting to share as I do not always have a classroom to take this back to right away, the next day.

So I rely on a quiet activity called “Remember When?” to keep alive the fond memories that keep the 21 years in this work as a teacher well irrigated so that they can continue to bring me joy. I am sharing one such memory below, deeply rooted in intentional planning and pedagogy.

The Corner Cafe

A bulletin board with a poster above it that says "The Corner Cafe" There are 4 smaller posters on the board that say Comprehension, Accuracy, Fluency and Expand Vocabulary
Karnad-Jani’s CAFE Board

I have taught in 2 schools in my 21 year career.

At the school with the gorgeous sunrise, I was a Grade 7-8 science teacher then a Special Education Resource Teacher in an Intermediate Student Support Centre. Our core focus was literacy and mathematics, social skills and advocacy skills among others.

With the deep commitment to support my students, I had planned and intentionally set up the CAFE Bulletin Board based on the the skills development focus on Comprehension, Accuracy, Fluency and Expand Vocabulary outlined in the CAFE Book.

What Does CAFE Mean ?

In the book mentioned above and in the pedagogical process planned around it, CAFE means

  • Comprehension
  • Accuracy
  • Fluency
  • Expand Vocabulary

It Is Not “Just A SERT Thing”

Some colleagues with whom I partnered and co-taught also used this template to set up similar CAFE boards in their classrooms. Students, when integrated in subject areas saw the same skill building supports. They did not see this board as “Just something we do in the SSC”.  My colleagues and I participated in authentic partnerships incorporating Tier 1 practices for the benefit of all students (and occasional teachers who worked alongside when we were away as the classroom was the 3rd teacher). Such partnerships are possible and work well when it is acknowledged that SERTs also have subject specialities.

It was not “Just A SERT thing” or something some students needed. We all used it.  As a cricket and basketball fan, I would ask my students to recommend readings for me to demonstrate my understanding. We would use this space to document my wonderings around hockey and baseball, two sports with which I am not as familiar and students saw me as a comprehension constructor and fluency builder as well.  They could give me feedback about what they saw me doing and bridged over to what they would like to try. Deconstructing my comprehension challenges and examining how I made meaning opened up space for students’ learning journeys.

And Then I Moved…

After 2004-2018, I decided to move to another school, after much thought and soul searching.  When I got there, my 3-4 SSC was in a much smaller space. Students  at this school did not know me and their previous teacher had left the school so they were not comfortable with change, I learned.

To support them as much as me, I set up another CAFE space at my 2nd school.

Here with the added emphasis on critical thinking but with younger students and a smaller space, I also incorporated individualized Q Charts where students could ask questions from their everyday lives. We moved to other topics through the year that aligned with their science and social studies classes so the pre-teaching of content vocabulary and comprehension access happened before and side by side with their subject classes. We CAFE’d everything.

A student placing sticky notes on a Question Matrix

Students Remember

The Corner Cafe became a beloved and effective Literacy Hub at 2 schools in The East in a large publicly funded school board in Ontario.  You did not need an IEP to work in the CAFE.  We worked together so that students felt stronger to transfer their literacy and mathematics skills in other settings. Our walls were rich and instructionally strategies were intentionally planned and implemented. 

I  attended the Grade 8 graduation ceremony last year at School 1 and 2 and plan to go again this year as my then-Grade 3s are graduating.

Soon after I left School 2 to take up my centrally assigned work, I would get emails from The Cafe Students. They set up their own “Cafe Classroom” and emailed me to invite. So, we organized a virtual visit through their teacher and I got to hear all the wonderful things they were learning and doing.

“We remember The Corner Cafe”, they said. Then after some “tell her, tell her” whispers, they added “And we practice CAFE”. That was a warm cuppa joy for me.

Some Guiding Questions

  • How am I using the CAFE framework to strengthen student learning?
  • How am I using resources connected to Culturally Responsive and Relevant Pedagogy  to support my learning and professional judgement?
  • How am I supporting content areas in leveraging CAFE in subject-based comprehension for all students?
  • How am I using ETFO resources to support my work?
  • Any others you may come up with as you continue your work through your career.

If you decide to or have already set up a CAFE in your school, please take a peek at the instructional areas highlighted above.

Things Change: Please Engage Professionally and Responsibly

Although research and practice have changed in Ontario and elsewhere over the years, when I did this work, some things were different. Now, there are new resources and conversations that guide our work as ETFO members and different school districts will likely have their own supported initiatives.

I therefore invite readers to see this writing and sharing as a window into that classroom where students and I strengthened our practices.  We used this board and this mindset to strengthen content literacy as well because as a J/I teacher first and foremost, I was also mindful of the importance of being able to read and comprehend subject areas like science, social studies, history, geography and mathematics.

  • The concept of CAFE is not my creation.
  • I applied it to my classroom programme and students ad have shared the sources I used to develop this learning space in two schools.
  • If you choose to set up a CAFE in your school,  do reach out.
  • If you have already set up a CAFE at your school, and want to discuss ideas, please connect.

With You, In Solidarity

Rashmee Karnad-Jani

 

 

 

 

Rashmee Karnad-Jani Advocacy for change, Celebrating Success, Communication with Parents and Guardians, Constant Learning, Differentiated Instruction, Diverse Learning Needs, Equity, Faculties of Ed, Inclusion, Learning in a Real Life Context, Making a Difference Through Education, Mindfulness, Outdoor Education, Outdoor Learning, Pedagogical Documentation, Professional Judgement, Professional Learning and Growth, Science

Let’s grow something! 

Hello Fellow Travellers,

April has left behind a warm May and when the sun isn’t shining, it’s been cool cloudy Khandala (please look it up) weather.  There have been many things to go at work and much time to play: both aspects a reflection of the privilege one takes for granted when one gets to being in a certain place in a certain way. There’s that Standard North American Family * shelf on which one lives.

Before Work, I Play

When I first started teaching in 2004, I began at an early start school so I’ve  been in the habit of waking early. A huge help with meal prep and a quiet cup of coffee when raising young children back then. Nowadays as I’ve got more time and less mothering work to attend to, I look around and I peer.  There are many thoughts running through my mind that my botany courses do not explain anymore as this is a connection that goes beyond scientific knowledge and leaf identification skills.

“There you are!”, I whisper

“You came back after the winter”, I say.

“Oh my goodness. You’ve got many more little ones along the fence now!”, I celebrate.

Looking Down and Planning Up

Just as one indulges people in one’s life they reciprocate as well. When they were younger, my children would remark when I’d walk about in early spring on this space or elsewhere: “Mamma is peering at the ground. Something is growing there”. I do this in every area of my life. I peer and I wait patiently.

I also work to create conditions that will allow that which is growing to thrive.

Transferable Skills: The “Remember-When Mindset” (Karnad-Jani, 2025)

Recognizing potential and creating conditions for growth and thriving is a skill. We can learn it. We can practice it with critical and kind friends and colleagues who know the heart and art of teaching and learning.

I work hard to strengthen the skills in in one area of my life so that I can use the “remember when? mindset” to support myself and others in another area. I am sure there is a theory for this somewhere and a fancy name in a book, but to me, it means noticing that something is sprouting and how when I and you create conditions for roots to go down and stems to grow upwards the young seeds become plants and the seedlings become shrubs and trees.

Let’s Grow Something Together: The Sunflower Lesson

A few weeks ago, I planted sunflower seeds outside but brought them in on the mid-May long weekend due to the cooler temperatures. I noticed on Saturday that sunflower seedling had flopped. I gently poked in a wooden stick beside it and on Monday I notice that it doesn’t need it anymore!

Sunflower Seedlings On Their Own

What does that tell me? Scaffolding and support to those who need it, allows seedlings to strengthen without expending energy to prevent bending or breaking. I take this insight with me into all areas of my life and also sharing with you, my fellow travellers.

Sunflower Seedlings After Support

With You, In Solidarity

Rashmee Karnad-Jani

  • The Standard North American Family, says Smith, is an ideological code that informs the biases by which we see particular families as deficient because the ideal of SNAF is a two-parent, heterosexual family where the father’s work allows the mother to attend to the children’s schooling and educational outcomes. It is also important to notice that race is a critical intersection within SNAF (Karnad-Jani, 2021).
Geeta Kumar Differentiated Instruction, Diverse Learning Needs, English As Second Language (ESL), English Language Learners (ELLs), Professional Judgement

From Simplifying to Amplifying

From Simplifying to Amplifying

While supporting MLLs (Multi-lingual learners), we often consider differentiating process, content and product based on their Steps to English Proficiency, STEP level. Historically teachers have focused on simplification and remediation which can lead to inequitable learning outcomes.

Honigsfeld (2019) recommends addition rather than simplification in order to ensure students have access to academic language and literacy skills. Some suggestions below:

  • Chunk the text into smaller, more manageable passages
  • Add questions or headings to determine focus 
  • Add visuals with captions 
  • Add a glossary with translations

But when should we use and take away scaffolds?

Assessment and data drives decision making, so it is important to use that to help you review and revise scaffolds being provided to ensure we continue to challenge them. 

Regularly ask yourself

  • Are these scaffolds helping students grow, or are they holding them back?
  • Is the student ready to take on more independence in this task?

As MLLs engage in the full learning cycle – active engagement, risk taking, the productive struggle of the learning pit- adjust scaffolds to keep them challenged. 

Professional Judgement in Action

The ETFO docuseries on Professional Judgement highlights the critical role of educators’ expertise in decision-making. As you work with MLLs:

  • Reflect on your scaffolds: Are they amplifying learning opportunities or unintentionally oversimplifying?
  • Use your professional judgement to balance support with independence, ensuring that all MLLs reach their potential.

Let’s commit to amplifying, not simplifying, so all learners thrive.

Geeta Kumar Differentiated Instruction, English As Second Language (ESL), English Language Learners (ELLs)

Co-teaching – A Way to Support Student Success: Part Two

See here part one of this series

I have been refining this practice over the years, and overall it has been a positive experience. Here are my own reflections on this experience as an MLL Support Teacher:

  • Co-planning gives both teachers direction to effectively teach the students. It leads to shared ownership of BOTH the learning and the students. 
  • Taking the time to co-plan gives both the content and MLL support teacher purpose and thereby lead to better learning conditions
  • The co-planning and co-reflect pieces are fantastic opportunities to reflect as pracitioners; they are also the MOST important aspects of the collaborative cycle
  • The collaborative cycle is an opportunity to improve both teachers’ instructional and assessment practices
  • If the time is taken to co-plan, the lessons generally flow naturally and lead to a positive co-teaching experience. 

The impact on ALL students

  • High engagement in all aspects of learning in the classroom
  • Students felt heard and supported during the learning
  • Immediate needs were met, and gaps were closed as a result
  • A great opportunity to build-on relationships with all students. 
  • Students looked forward to opportunities of two teachers in the classroom, and experienced more success

What needs to happen:

  • Principals ensured teachers and support staff have what they need to be successful, including shared planning times
  • Both teachers need to see the value of the collaborative cycle on student success, and be dedicated to the process, especially when it becomes uncomfortable

How to get started: Focus on one lesson within a unit to engage in the cycle. As both teachers start to feel comfortable, then take on more lessons each time. Keep an open mind, knowing that you can refine and move forward with each collaborative cycle.

Resource:

 Supporting Multilingual Language Learners: Collaboration and Co-teaching

Will Gourley Behaviour Management, Building Inclusion, Celebrating Success, Challenging Topics, Classroom Management, Differentiated Instruction, Diverse Learning Needs, Feedback, General, Inclusion, Professional Judgement, self reflection

sssh, our students are trying to tell us something

Chaotic, cacophonous, raucous, lively, spirited, loud, energetic, full of beans, demanding, and too loud are all words that have been used to describe my classes over the course of my career. I have also heard irreverent (not disrespectful), confrontational (willing to challenge the status quo), and demanding (using their voices when things ain’t right) too, but that has been mostly in a positive light. To be truthful I have really come to appreciate their ebullience and passion when it comes to occupying their learning spaces. After all, it’s theirs. We just get to work within it.

Until this year, there has been one word not heard describing my homeroom though – quiet. Perhaps it is because we are only 4 weeks into the new year or that this group is still trying to figure out their new teacher (good luck to them) or that I have been blessed with a room that is 80 percent filled with phlegmatic and introverted personality types. Needless to say, the silence has been a bit deafening because this group is q-u-i-e-t.

What’s that you ask? How can a group of 6th graders possibly be quiet? I know, right? Yet, here we are about to take off on a little thought flight.

This year has me thinking about the approaches I am taking with this clearly unique grouping of oddly quiet scholars. Will it last? Am I jinxing myself by the mere mention of their tranquil behaviour? Is this what teaching is going to look like going forward in the post pandemic era of constant connectivity? After all, this group was in grade 2, just learning to fly, when they were grounded for nearly 3 years. How come there seems to be fewer relentless participants than in years past?

Do I need to build more quiet, reflective, and self-directed time into my day? Could this finally be the group that will meditate with me? Do our discussions need to be in smaller groups so those reticent voices have a chance to be heard? How do I honour the A-types because every classroom needs them too?

I started browsing about and found a line that encapsulates what I am seeing right now.

“Behind silent people there is an incredible thinking machine working.” ~Tina Panossian

I know that my quieter learners are working hard. I know that they are figuring things out on the inside rather than where it can be seen. For whatever reasons they choose to work this way, I will do everything possible to make them feel safe, feel seen, and know they are intelligent.

Here’s what has worked so far; the use of no hands participation, peer to peer discussions, and small group conversations. Each of these have helped me ascertain the information necessary to know when we are in full flight to our desired destination or whether we have lost all engines and are bracing for a rough landing somewhere uncharted. Either way, we are on this journey together. Perhaps this group prefers to plug in the headphones and read rather than talk with the folx sitting in their row?

Yet, despite not having much turbulence I think that there is still a lot of work to come in order to chart the best course in navigating this unique group. The world needs introverts. The world needs deep thinkers. It is in these two truths that I get really excited thinking about what can happen if the right conditions get created to give them all flight. All I know now is that there is a chance to build something new into my instructional spaces that might be a benefit to every learner. 

I think an update post will be forthcoming in December. 

Thank you for reading and reflecting with me. Please keep the conversation going in the comments.
Will

Will Gourley 21st Century Learning, Challenging Topics, Constant Learning, Curriculum Documents, Differentiated Instruction, General, Health & Safety, Literacy, Math, Professional Learning and Growth, self reflection, Start of the year, Wellbeing

P.A. day

Psst. The ‘s’ in P.A. is silent. Well that would be how many outside of education might see these days when staff are at schools while students frolic and faff about with their families. Nothing could be further from that misconception. I wonder if there are any educators left who can recall a time in their careers when these days didn’t exist. A quick search on the interwebs revealed very little information beyond some government pages. After this week’s learning, my full brain was not willing to click on for more.

It was a P.A. day in my school board and, in the spirit of “P.A.” days past, come with their share of work for educators at all phases of their careers. On the day’s menu: attention to countless operational matters, safety videos, wellness/mental health videos, and new curriculum/instructional insights. As anyone who has participated in this day in prior years this year’s “P.A..” day learning lineup seemed much more robust.

At my school, we met in the morning to discuss students at risk, sign off on safety plans, watch important video reminders related to our professional duty and safety. There we were 50+ together, synchronizing our minds on all aspects on so many important pieces to the puzzle picture we call education.

Hours of learning/refreshing our minds plus some prep time later, we were then given a chance to work through some fresh thinking on literacy and math by division. This included some instructional approaches to the new language curriculum, as well as some time to browse board curated math resources. With all the boxes ticked, there was just enough time for some planning during an afternoon prep time which included giving some feedback on an assignment.

It was a full day. As I worked through the day a couple of questions came to mind;
1a. Was this enough time to really allow the flood of content to permeate my cerebral space?
1b. If not, when do I find time to let that happen?
2. What was it like at other schools? How much time was spent in self-directed/exploratory activities around the new approaches in language and math? Was it enough? If there are others like me, when do we find that time to continue with this learning? Is there a life/work imbalance expected then?
3. With so much of the content prescribed from the system level, are there other approaches to consider in order to deliver the mandated compliance pieces while maximizing new learning opportunities?

For many of us, it is impossible to forget the stark differentiation between losing a finger or a toe and loss of limb in the Workplace Injury module, and those dearly departed ladder safety videos. I still wipe the rungs of my ladder because of them, even at home. Even as much of this familiar and important content has evolved, I felt overstimulated and overwhelmed with all of the learning that was prescribed for this “P.A.” day. Was I the only one? Was it the pace?

In the weeks and months to come, there will be more learning added, and I will have to proceed with it at my own pace as a learner. In some cases, it might already mesh with my learning style as I discovered that the suggested strategies for math learning have finally caught up with my teaching style.

I am happy to try out and learn new things, but even when I go to the grocery store and load up for a week or two, I have never cooked everything that was brought home for just one meal. That shared, it will be a couple of weeks before what I started will truly be processed and completed even though we were given a day. I guess this “elephant will be eaten one bite at time” (adapted from Desmond Tutu).

Iyanuoluwa Akinrinola 21st Century Learning, Advocacy for change, Anti-Racism, Assessment and Evaluation, Before School Starts, Building Inclusion, Constant Learning, Differentiated Instruction, Diverse Learning Needs, Inclusion, Inspiring Teachers, Professional Learning and Growth, Social Justice

Culturally Responsive Teaching and the Brain

“Culturally Responsive Teaching and the Brain” by Zaretta Hammond (2015) explores the intersection of culturally responsive teaching practices and brain research. The book delves into how teachers can better engage and support students from diverse cultural backgrounds by understanding how the brain processes information and responds to different instructional methods. It addresses the critical need for educators to acknowledge and embrace students’ cultural identities and backgrounds while fostering optimal learning experiences in the classroom. This book offers valuable insights into how educators can effectively engage diverse learners and create inclusive learning environments.

Cultural Diversity and Educational Equity:
The book begins by highlighting the importance of cultural diversity in the classroom and its direct impact on educational equity. It discusses how students from various cultural backgrounds bring unique perspectives, experiences, and learning styles, which educators can leverage to enrich learning. Hammond emphasizes the significance of understanding the cultural influences that shape students’ cognitive development and the role of educators in acknowledging and respecting these influences.

Neuroscience and Learning:
In the following chapters, the book delves into neuroscience and its implications for teaching practices. Hammond presents research findings that shed light on how the brain processes information differently based on cultural background and experiences. By understanding these neural mechanisms, educators can tailor their instructional methods to match the diverse needs of students, thereby optimizing learning outcomes.

The Cultural Learning Framework:
Hammond introduces the Cultural Learning Framework, a practical and evidence-based model designed to guide educators in implementing culturally responsive teaching strategies. The framework provides insights into understanding cultural norms, community dynamics, and the impact of stereotype threat on student performance. It also emphasizes the role of the teacher as a cultural broker, fostering trust and building strong relationships with students and their families.

Culturally Responsive Pedagogy in Practice:
The book explores various culturally responsive pedagogical practices educators can integrate into their classrooms. Examples include incorporating culturally relevant texts, integrating students’ cultural practices into the curriculum, and promoting collaborative learning to encourage cultural exchange among students. Hammond emphasizes the significance of teaching students metacognitive strategies to develop self-regulation and critical thinking skills. Hammond provides practical examples and case studies throughout the book to illustrate how culturally responsive teaching and brain-based strategies can be implemented in various educational settings. The author emphasizes teachers’ continuous growth and development in their journey toward becoming culturally responsive practitioners.

Implicit Bias and Stereotype Threat:
Addressing the prevalent issue of implicit bias and stereotype threat, Hammond highlights these factors’ negative impact on student’s academic performance and self-esteem. The book offers practical guidance on how educators can identify and mitigate their biases and create an inclusive and supportive learning environment that fosters student success.

Professional Development and Teacher Training:
The book underscores the need for ongoing professional development and teacher training to equip educators with the knowledge and skills necessary to implement culturally responsive teaching practices effectively. It advocates for school-wide efforts to promote culturally responsive education and create a collaborative and supportive learning community for teachers and students.

Culturally Responsive Teaching and the Brain by Zaretta Hammond is an indispensable resource for educators and educational stakeholders seeking to create inclusive learning environments and improve academic outcomes for diverse student populations. By bridging the gap between neuroscience and culturally responsive teaching, Hammond offers practical and evidence-based strategies to nurture all students’ cognitive, emotional, and social development, regardless of their cultural backgrounds. Embracing cultural diversity in education empowers students and contributes to a more equitable and socially just society.

Will Gourley Building Inclusion, Celebrating Success, Challenging Topics, Class Size Matters, Constant Learning, Differentiated Instruction, Diverse Learning Needs, General, IEP, Inspiring Students, Learning to learn, Making a Difference Through Education, self reflection, social emotional learning, Special Education, Student wellbeing, Wellbeing

that kid

Created by DALL-E
a-class-photo-of-faceless-students-in-the-styles-of-Monet-Rembrandt-Kandinsky-and-Warhol prompt by author

I was thinking about that kid and I found myself getting emotional. 

You know the one. We all do. Whether the name(s) or face(s) you thought of are in your class this year or not. We all have one or two students who popped in there almost immediately. I am not going to sugar coat this either because it got emotional. When I think about that kid, my feelings range quite widely here. Anger, joy, sadness, peace, et al have all staked their claims in my amygdalae and other rose coloured spaces in my emotional thought centre.

My first “that kid” came when I was quite new to teaching. I probably owe them an apology for pushing too hard about their studies without considering how hard it must have been to be truly trying their best, but not meeting the expectations of which I was thoroughly* convinced were so clearly taught and put within reach. Like I mentioned above, an apology has been uttered on a couple of occasions for that learner into the universe. 

There are two other feelings that happens sometimes, relief and angst. Relief that you were able to make it through a year together and grow. Angst over what I missed or, straight up, got completely wrong. My most recent that kid reads like this: 

Is quiet – too quiet.
Sticks to the sidelines as if crazy glued there.
Struggles to start something, and struggles even more to finish.
Whether it is a transition, a sentence, or a math challenge mine has got me thinking about what I need to do differently next time because there will be a next time no matter how hard I work to learn the lessons from the past to use now and in the future.

As teachers, I’ve noticed that we tend to be pretty hard on ourselves much more often than we realize or care to admit. It’s who we are as reflective practitioners who seek to make things better for our learners. I have noticed that we fret far more about any flaws in our work even when there are few if any cracks in our foundations. We are constant works in progress alongside our students and we wear it on our sleeves when it doesn’t go well. 

Sometimes, that kid gifts you some victories too. You see, all that time spent investing in that kid can turn out to be a life enriching moment for you as an educator and even more so for that kid as a scholar. Since my first that kid nearly 15 years ago, I have marveled at hearing from students who are completing degrees at amazing schools and starting to write the next chapters of their lives. This week I ran into a student who will be doing just that.

To be honest, it wasn’t all sunshine and lollipops with this particular that kid. If poor choices, bad behaviour, and work avoidance were credit courses, this learner would be top of the class. Fast forward 6 years and they are about to begin a very challenging degree program at a top university. That could have only happened with significant support, responsibility, accountability, and commitment. In other words, the exact opposite to where they were back then. So what turned this scholar around? How did the switch get flipped, and who did the flipping? I was certainly thrilled to receive such news knowing that there would be more good things to come as a result of them finding their stride as a student. Whoever helped this “that kid” turn over a new leaf has changed one young person’s life not for good, but for great. 

I am also aware that there are some who will never get to experience an about face like the that kid above, and I need to take ownership of that and work to improve going forward. Maybe my next that kid will not fall through the cracks through their education? I know that there is always room to improve what and how we do this job of ours. I know that teachers have countless conversations in order to find and fit the complex puzzle pieces we know as students together. I know that there is no single strategy or approach that will reach 100% of our students. What we need to remind ourselves is that we come pretty close to perfection, and we do it across a decade plus of siloed collaboration, between the panels, whether we realize it or not. 

When you think about it, each of our students could have as many as 50 teachers over their K to 12 careers. Of course homeroom teachers occupy the bulk of those first 10 years yet that still means there are countless points of influential interaction to be had between an entire cast of educators all working in concert to make sure each that kid gets and gives the best. 

This job asks us to accept and understand that we often will never know how the work we put in with our students will support them in the future. Closure is not a luxury many elementary teachers ever have once our students move onward and beyond our schools, but that should not bring us down because there is always that kid who takes the time, after several years have gone by, to reach out and connect again: to share how much they appreciated what was taught to them in and out of the classroom all those years ago. 

 

*On a random note: the word thoroughly breaks down into tho roughly. So now my idea of thorough will always be considerate of whether I was thorough or tho rough

Will Gourley Constant Learning, Differentiated Instruction, Flexible Classroom, General, Inquiry, Learning to learn, self reflection

antiques and collectibles

Recently, I had enough energy at the end of a work week to do something unusually out of character when it comes to my free time. What was it you ask? Nothing. I did nothing school related for an entire 48 hours. Well it was almost 48 hours, but who’s counting? What counts, is that it happened over that magical weekend of the school year when report cards are completed and next term planning, assessment, and fretting were up to date.

The ability to experience this “blue moon”occurrence was directly due to this cosmically-convergent educational allignment and allowed for some spontaneously spirited adventure. Energized, caffeinated, and curious I went to an antiques and collectibles store to browse their wares knowing there was nothing pressing in the backburners of my mind. I was free to roam. 

Full disclosure

I struggle with shopping and wandering through retail spaces without a specific purpose, most of the time, my visits are only out of necessity and not as a way to wile away the hours. On this particular day however, before I could keep on strolling past the entrance doors, I was on the top floor. With my spouse and son leading the way, it became very apparent that I was in for a treat.

Back to my story

This place had everything from china plates, old Tupperware, vintage clothing, vinyl records, VHS tapes, jewelry, and books crammed throughout its four floors. In fact, there were so many other items that another visit is definitely in the cards the next time the stars allign. It was as if collectors of odd memorabilia and retro housewares throughout time had converged in one space. (I’ll come back to this idea. Please read on.)

The 2 plus hours we spent pacing the aisles of this place came with all of the kitchy over-stimulation that accompany musty books, retro clothing, milk crates brimming with albums, and constant trips down memory lane from the relentless onslaught triggering my fond and fading memories. Given my unusually relaxed state of mind, I also found myself taking inventory of my life when it came to things that were held dear and things that have been allowed to disappear unless dug out through deep sensory recollection.

Cue the thoughts about being in the classroom 

Now I have not spent two hours in one indoor space, other than work or home, voluntarily since COVID 19 broke out. So this day was very different from most in the past 3 plus years. As I wandered the store, I started to ask myself what needed to be thrown out, gifted to someone, or recycled in my teaching space? Maybe it was seeing all of these items occupying space throughout the store that created this thought ripple?

I know that it is easy to accumulate resources in this profession and I have gathered and then lugged my share of boxes from class to class and school to school, but recently I find myself taking a different approach to my, let’s say, hoarding nature by going through each resource and deciding whether it is time to keep it, gift it, or toss it. My goal here is to reduce the clutter that might be getting in the way of new ideas and resources coming into my classroom. If I am only holding on to the same ones because they are comfortable and known, I might not be doing any favours for my students. 

Just like that antiques and collectibles shop revealed that day, there are somethings worth hanging onto because of their value. This could be a tried and true unit plan or favourite resource that is used on regular rotation throughout your career. In other cases, it might be a dust collector that never took off. As we seem to be shifting away from text books, and in response to changing curricula, it is probably best that teachers take inventory of what they have been carrying around in the hopes that someday it might be useable in the classroom.

Other than Math manipulatives, art supplies, and novels, I have learned that everything in my classroom should only be a temporary fixture that can be replaced or retired when it comes to instructional resources. If reading that makes you uncomfortable, that’s okay. I am not talking about wasteful consumption along the lines of fast fashion, but my thinking is that we can become stuck in the safe and familiar. It is in our nature to stick to our favourites at the risk of missing out on something unknown, possibly more relevant, without realizing it. 

I had a Fables unit for Gr 4 that I wrote about 12 years ago. It was beautiful, comprehensive, so descriptive, and complete. It was a show piece sitting in its binder and although I worked hard on that unit, I never used it again. As I was going through my resources, I opened it up again only to realize that this work would be counter-intuitive for me to share with my students. The fact that it was laden with worksheets to copy and lacklustre lesson activities made me realize the amount of changes that have occurred in my own pedagogy. I pulled the pages out of the binder and blue binned them back to the recycler in the hopes that something better will be printed on them next time. It was hard to accept that most of that work was no longer relevant, but it was an important reminder about how we have to shake off the love/bias we have for our own ideas in order to get better. In other words, leave the antiques and collectibles behind sometimes. 

I have held the walls of that box up even while outside forces were trying to pull them down for me to try something new. As teachers we develop a sense of what will and won’t work through our experience(s), what walking through this shop made me realize was that what worked from the past is not guaranteed to work in the future. We are using resources and methods that were used to teach us when we were students in grade school. Sure we have tech and access to every truth and lie via the internet, but that should not preclude us from taking stock of what we use on a regular basis or to boldly seek how to change it all up on a regular basis. 

Thank you for reading. Please share and leave a comment if you would like to continue the conversation.

 

Will Gourley Challenging Topics, Constant Learning, Differentiated Instruction, Faculties of Ed, General, Making a Difference Through Education, Mental Health, Modern Learning, Professional Learning and Growth, self reflection, Student teachers, teacher efficacy

the past has passed

As a K-13 student, growing up, I was fooled into believing that the sage on the stage method was the only tried and true instructional practice that would lead to my success as a student. We were taught, tested, drilled, homeworked, derogated, compared to others, overlooked, underestimated, expected to listen to hours of lectures each day, and told “it has always been done this way”. 

There were some really bright spots along the way to be fair, but as many students, unfortunately, find out things change drastically year over year. Even if my experiences were not the norm, there are still others who went through something similar. The cherry on this crud sundae that I am sharing with you is that it was all amplified tenfold in university, but that post will have to wait. Until now, I really never had the scope or tools to consider why? 

After spending the better part of this month reflecting on the past year, it seemed like a good idea to look forward at the road ahead rather than through the rearview mirror of what truly belongs in the past. 

the audacity of it all

Why would anyone so young and uneducated dare to expect anything different let alone differentiated? It seemed that education even into the 2000s was more about control and conformity than the pure pursuit of knowledge, deeper understanding, and meaningful opportunities to put learning into action. Many teachers of a similar vintage as mine learned quickly that those desks were in rows for a reason, that the ancient textbooks weren’t going to cover themselves, and that the first assignment of each year was going to be a retell of what you did on your summer vacation. UGH!!!!

This time provided many eye-opening experiences that required some working out before stepping through the classroom doors in 2009. They can be summed up in a few words: sterile, rigid, and underinspired. 

I never really liked the oppressive nature of my past educational experiences. I have worked hard to unlearn them since becoming an educator. Lately though, I have been reckoning with these truths again as I try to shake them once and for all. Admittedly, it takes effort not to let them creep back into my interactions disguised as something else. Being stuck in a rut can fool you into believing it is a well worn path. Taking time to be mindful of this is especially important as I welcome another 2 teacher candidates into the classroom for Term 2.

I guess we all have to confront our own needs, wants, and desires in the workplace and see if they align with our current realities or not. In that spirit here’s my reflection exercise for you to try if you went through a similar schooling experience or wish to avoid inadvertently providing one for your students. 

taking stock

How much of your past experience from being a student is guiding your leadership in the classroom? I had to work on this especially knowing that learning in the 70s  and 80s was so drastically draconian and undifferentiated.

How do you infuse positive talk with your students each day? More importantly, how are you including positive listening to them? Avoid repeating phrases we were told as students at all costs? Here’s a classic: “If you just work harder you will get it eventually.” For me, eventually was years afterward no thanks to those teachers. What I needed was time and a clearer breakdown of the concept along with some guided practise. Please know that students are usually trying their best why wouldn’t they? 

Here’s another blast from the past: “How come you are the only one who doesn’t get this?” This might as well have been my theme song for grade 13 Math Functions and Relations? How is that supposed to help me or the other students who are too paralyzed with fear to raise their hands? I’ve felt this sentence trying to pass over my teeth and past my lips, but have also developed strategies to make sure it doesn’t happen. 

One more car from the trauma train: “Your brother never had a problem with this.” This was what my sister had to endure. She never deserved to be treated that way. To this day she continues to inspire me despite the attempted spirit murder she went through. It is a terrible injustice to compare siblings in the classroom. Please for the love of pound cake do not let this happen and call it out when it does. 

And finally, and more positively, how are you embracing the future? Does it include space and time for student voice, creativity, equity, intersectionality, identity, inquiry, design thinking, team problem solving, and otherliness? If not, what, other than the chains of the past, is holding you back from adding one, two or all of them to your classroom?

I am asking these questions of myself as a reflective exercise too because we have all come across it through our own years of sitting at our desks while educator after educator leads us through the lesson(s). Yet, even as we were taught multiple intelligences, strengths based learning, zone of proximal development and so much more from Gardner, Maslow, Marzano, Friere, hooks et al. If you are thinking “if it ain’t broke, don’t fix it” right now you can still benefit from a little proactive maintenance knowing that it is crucial to constantly refine what we do and how we do it in order to ensure a way for our students engage, wonder, and grow towards the future and not the past.