Category: General

OK, not the topic we generally envision when planning instruction for students new to English. Nonetheless, this is exactly the lesson a classroom teacher and I planned for her STEP 1 MLLs a couple of weeks ago.

Ah, I can hear my teachers-college self exclaiming from 1998: “What?? How?!? This topic is advanced, with complex language! Don’t students new to English need simple topics to start? Is there an ESL workbook anywhere?”

Sigh.

Well, Diane of Yesteryear, you’ll be happy to know that we have had the good fortune to work with Multilingual Language Learners quite a bit in our career, and the equally-good fortune to collaborate with dedicated ESL colleagues and educators. Here’s a bit of the learning that happened along the way:

We learned that even if MLLs have a withdrawal instruction period each day, there are roughly 5 additional periods in the day that they have with their full class. That’s 5 periods of math, science, music, health, history, geography, Language, phys ed, or French …

We learned that MLLs need access to grade-level curriculum content and learning, just like everyone else …

We learned that just because English language ability is in the beginner stages, that doesn’t mean background knowledge, skill, and ability is …

We learned that MLLs consistently tell us that they want to contribute in class, belong, talk with their friends, and understand the lessons happening around them …

And finally, we learned there are effective ways to do all of that.

So.  Here’s how we taught fluid dynamics and Bernoulli’s principle to an entire grade 6 science class, in a way that meaningfully included the teacher’s STEP 1 MLLs. And bear in mind, I was present for the initial planning stages and one in-class support support session. Kudos to this teacher for the amazing program she developed for her students.

The classroom teacher and I briefly discussed the curriculum, in which students learn about the four forces of flight and Bernoulli’s principle. We located two educational science videos on the topic, one in Arabic and one in Spanish as these were the students’ first languages (what did we ever do before YouTube?). Using simple English and some strategic translation, we told them we were learning how airplanes fly. I took the students aside briefly and showed them the videos, to pre-teach content in first language. The classroom teacher then gave the entire class a picture word bank of key vocabulary related to the unit: flight, lift, drag, thrust, weight, air, pressure … Each of us worked with the MLLs to practice the terms, in English and first language. And the pedagogical bonus of having visual word banks such as these? They can be projected or posted during whole-class lessons. The whole class (not just MLLs) can then warm up each day by chorally repeating key terms attached to visuals – a quick 30-second focus and review exercise for everyone that has the added advantage of giving MLLs critical speaking and listening practice with target English vocabulary. These types of visuals are also great for pointing to throughout the lesson, allowing MLLs to more easily follow what the teacher is explaining. Finally, students had sentence starters and stems to write and speak about what they learned, in English and first language.

And learn they did.

When I returned, the teacher showed me how the week had progressed, with these few simple strategies. The students had sketched and labelled diagrams of the forces of flight, as all of their classmates had. They had practiced the same vocabulary the other students did. They had written simple sentences with support to describe the four forces, and they had accurately demonstrated through visuals, gestures, and first language their understanding of how those forces worked.

Have I mentioned lately that teachers are superheroes? Because when I think about lessons such as these, with the access to curriculum knowledge, the belonging and inclusion, the learning of English vocabulary (just a few terms and sentence starters each day, but adding up over time), I am reminded of the dedication that abounds in this profession, that inevitably leads to student success.

Take that, ESL workbook.

This two part series examines the annual Forest of Reading book nominations by the Ontario Library Association. 

Cracking open a box of brand new books is a wonderful part of the teacher-librarian role.  My favourite box has always been the Blue Spruce book club nominated titles.  Within the blanket of bubble wrap are 10 brand new Canadian picture books published within the past year. The selection committee uses specific criteria to narrow down the dozens of candidates to the top ten. The stories cover a range of topics with diverse characters and themes aimed at students in K-2.

If you register with the OLA you get several benefits including teaching resources and opportunities for virtual meetings with authors and illustrators. There is a fee for these services but I found administration or the school council always willing to support this initiative. 

By reading the 10 books before the deadline in April you can register your students to vote for their favourite book. Then in May the winners are announced. Blue Spruce book club time always generated plenty of excitement among the students and staff. We had deep discussions comparing illustration styles, characters and plots.  Students were eager to participate. What a fantastic way to generate excitement about books and reading!

Since I love reading aloud, this book club really suits me. I would read several titles to classes during library periods over a few weeks’ time. I would also encourage homeroom teachers to read some of the titles to show students that our entire staff was very excited about reading.

As the winter weeks pass, I would sometimes host large group readings with several classes in the library at once. Pushing aside tables and chairs we would gather together and warm up with a song or two and then settle in to hear a new book.  Bursts of laughter and the occasional sound effect or cheers of audience participation punctuated these large group readings.

The build up to the books arriving is also an exciting time. There are so many terrific past winners of the Blue Spruce book club.  I would read these books before starting the club for the current year.  I lean towards the funny ones…The Boy Who Loved Bananas, Stanley’s Party, Scaredy Squirrel and Chester come to mind right away. There are also touching stories about friendship, family relationships and struggles that our students can relate to.  It’s been wonderful to see BIPOC authors and illustrators nominated over the years, giving students diverse Canadian perspectives.

If your school doesn’t participate in the Forest of Reading, you can borrow the books from your local public library. When it’s time for voting day it’s fun to have students make posters and announcements so the whole school knows you are hosting this terrific literacy event. For more information check out these links…

2024 Blue Spruce nominees

 How to participate in the Forest of Reading 

Blue Spruce Winners and Nominees 2002-23

Happy Reading!

Brenda

My West end schools are a joy these days. A fair number of junior and intermediate students have arrived recently, all new to English, and many with solid literacy skills in their first language. Teachers stop to chat in the halls, excitedly telling me about the latest science project, or writing assignment, or music class, in which they have used first language to enable students to learn curriculum and English and, critically, to help them maintain and develop their first languages. Classrooms are filled with multilingual writing, and every time I lean over and read a student’s work, I learn a little more about what they can do, and wonder what else is around the corner. 

As many ESL teachers have noted, student writing reveals a lot, even if you do not understand the language of the writing. Sometimes, a paper on a desk in an empty classroom can speak volumes … I love it when I find a story, or an essay, for example. Paragraph after paragraph, the steady flow of sentences, the well-formed letters, the crisply-accurate capitals and punctuation …all can suggest awareness of form, convention, and fluidity of thought. Looking at compositions such as these, it is apparent the student can do so much more than their beginner work in English can reveal — for now. Or sometimes it is short notes in first language that I see, written above English vocabulary on a math problem or science experiment … the brisk dashes in the student’s writing suggesting that, perhaps, they used a translation tool or teacher support for an unknown word, quickly jotting down the meaning before moving on to the next section, learning English naturally as they engage with curriculum. And sometimes, I am lucky enough to see a student in action, engaged in the process of writing … pausing to think, to erase, to edit, to look up words … evidence of the ability to proofread and revise.

When a student is just learning English for the first time, and using only simple writing skills as they begin their journey, these first language writings offer a window into the complexity of their thoughts and skills. And as I said at the beginning, it is a joy to see their colourful voices on the page, the full spectrum of their capabilities and resourcefulness in evidence. 

As an ESL/ELD resource teacher in my board, some of the best professional learning I get to do involves collaborating with educators in similar roles across the province through the ESL/ELD Resource Group of Ontario (ERGO). Recently, one of our members generously organized a two after school sessions with Canadian educator and consultant, Hannah Beach. She provided two sessions titled “The Power of Play” and “What’s Behind the Behaviour?”, each with a focus on multilingual learners.

Being an educator with a primary focus on ESL/ELD programming, I was immediately intrigued. It is no secret that schools in Ontario schools today face unique mental health challenges that have developed from a confluence of factors: pandemic lockdowns, rapidly changing technology, social media, and a seemingly constant barrage of world events with significant impacts on local communities. A recent article from People for Education shared that an astounding 91% of schools across Ontario report needing student mental health supports for COVID-19 recovery. A 2023 survey from ETFO indicated that violence in schools has become pervasive, with 77% of teachers sharing they had personally experienced violence or had witnessed violence against another staff member.

When it came to addressing the issue of increasingly challenging student behaviour in school, Beach’s sessions did not disappoint. She spoke about the detrimental impact of technology on the students build relationships with peers and teachers. She addressed the increasing disconnection kids have with the adults in their lives. She pointed out how the lack of spontaneous play have taken away opportunities for children to “digest” and process the world around them. In such a world, it is not uncommon for students to “bottle up” their emotions, and may be disrespectful, disruptive, or act aggressively as a means of coping. Multilingual students may experience an additional layer of frustration, especially as they grapple to express themselves to their peers and teachers.

Beach’s presentations resonated with me so strongly I purchased her book, “Reclaiming Our Students”, immediately. Published in 2020 and co-authored with Tamara Neufeld Strijack, Hannah Beach’s book is incredibly insightful and relevant for educators and families. Focusing on emotional health, safety, and inclusion from an educator perspective, providing strategies and scenarios that many teachers will likely find familiar.

Though I probably cannot come even close to summarizing the learning that emerged from those sessions and her book, I think Beach’s writing and insights are so valuable and critical right now. In many of the experiences I have had supporting schools over the last year, I have been perplexed by so many troubling incidents involving students: aggression toward teachers, peers, and even administrators; preoccupation with social media apps on smartphones; groups of students frequently leaving their classrooms to wander hallways.

While there is likely no panacea for all the issues that educators face every day, thinking critically about modern culture and the mental health of students is an excellent place to start. I am grateful I had the opportunity to listen to Hannah Beach’s presentations, and explore her writing as a starting point for myself.

If you have an opportunity to hear her speak in your board, or can get her book into your school’s professional library, I highly recommend it.

Recently I was talking to a new teacher and she told me that she finds it helpful when experienced teachers reach out with helpful suggestions about her teaching methods, class management and assessments. She mentioned how it’s so easy for teachers to feel knocked down in the media and that we should really focus on building each other up.

Creating a safe space for students is part of our job but it’s not the only part. It’s so important for us to create a safe workplace for ourselves and our colleagues. We can build trust with one another by forming relationships that have positive connections.

I really appreciate those colleagues who were unofficial mentors in my early years of teaching. Elementary education in Ontario went through a lot of change in the 90s and I sometimes felt like my head was spinning. Through the changes in curriculum and restructuring I had some of the kindest people around me at the 4 schools I taught at in my first 5 years. 

In my first year, I was encouraged and lifted up by my peers to start a new club. We called ourselves the Green Team and we helped with environmental initiatives like recycling, composting and waste audits. I’m sure there must have been some eyebrows raised about what I was doing but no one ever questioned me or put me down. My class studied the Green Team statistics in data management and science. The school was recognized as a Green School as all classes jumped on board with the new programs being introduced. It built my confidence as a new teacher to have support from the staff and admin.

At another school we worked with parents and created a naturalized space in the corner of the yard. Students could run around the native shrubs and plants. Again, I was encouraged and lifted up by the staff to pursue this project.  We incorporated lessons on measurement and perimeter as we designed the space. It gave us a safe space to observe plants and insects that would not have been part of the grass and pavement yard that existed previously.

Sometimes it takes a lot of courage to put yourself out there. We each have our own passions and can benefit from sharing them. I’ve had many staff members over the years who have offered teaching suggestions and class management ideas. We continue to grow and learn and support one another.

I hope you are feeling encouraged by your colleagues and that your workplace is a safe place to try new ideas and share your passions.  If you are sharing a positive work experience in your social media you could tag #teachingmakesmesmile. On those days when you need a boost you could look through the posts and be reminded that our profession is pretty amazing on its best days.

A friend of mine introduced me to a New Year’s trend a few years ago. Instead of making a New Year’s Resolution you choose one word to focus your intentions for the year. I’ve always made the obligatory eat healthier, less screen time, move more resolutions and they usually go by the wayside around March. The resolutions I made were about performing an action, however, using one word to set intention is about exploring and practising a mindset.

I think this year, I’m a bit late on choosing a single word. Last year was a tough one filled with a lot of challenges, loss, and change for me. I wanted a word with an intention that may centre myself. One that could evoke emotions that would lead me to remember that challenging times are temporary. Last night, I finally decided on the word “Embrace”.

The word embrace brings me comfort. It’s like a hug for times that are emotional and challenging, both celebratory and in consolation. Embrace reminds me that I can embrace each moment, even when difficult and find a way to be present and at peace. I embrace where I am in my journey and where I am in my understanding of work and life balance. I embrace my imperfections with love and care and embrace my growth to become better, even while remaining imperfect.

Educators have so many responsibilities and so much of our day can be spent working while still feeling like the work is never done. We are pulled in so many different directions at work – planning, assessing, caring for children and each other, report card writing, professional learning, personal growth. Then we return home and fulfill many caregiving duties for our own families and ourselves. It’s hard to remember that it’s okay to do our best, even when imperfect, and to take the time we need to rest and recharge.

I think about these periods of high stress with impending report card deadlines, assessments, and term two beginning. For me, it’s important to embrace this moment in a way that I can lean in mentally and emotionally to hold space for myself and know that this stress is temporary and I can get through it all. I wonder what it would be like for educators to embrace themselves with as much compassion as they give to others. I know that this year I will be reminding myself to do exactly this and exploring ways to treat myself with kindness and humanity.

I also think about my own personal journey to decolonize my own identity, to reclaim and rebuild what education means to me, and to create new identity affirming and sustaining spaces. It seems so daunting at times to work in social justice and anti-racism and I often wonder about my own impact on systems of oppression. Embracing each small step of the journey in 2024 this year may be the way to find joy in the struggle and to find moments of celebration with friends and allies.

Finding the one word to centre my intentions for 2024 isn’t the easy answer to healthier habits or a ‘new year, new me’ philosophy. It is a journey of self-reflection and exploration. Some people I know chronicle their journey using photos or quotes or journaling. Others I know take mindful moments of affirmation and focus. For me, I look at intention as a way to make meaning of my own goals for exploring my humanity; there are no rules, no one right way. Perhaps instead it’s many different moments and ways of honouring each one as they occur.

If you could choose your one word for 2024, I wonder what it would be.