Geeta Kumar AQ-rofessional development, Challenging Topics, Equity, First Nations, General, Indigenous Perspectives, Indigneous Ways of Knowing

Amplifying Voices: A Reflection (Part One)

I had the opportunity to participate in professional development focused on amplifying First Nations, Metis and Indigenous (FNMI) voices in the classroom. This professional development was timely, considering the revised Ontario language curriculum is now focused on approaching learning through a CRRP (Culturally Responsive and Relevant Pedagogy) lens. Strand A, ‘Applications, connections and contributions’ highlights that:

Students apply language and literacy skills in various contexts, and make connections to the contributions of a diversity of voices, experiences and perspectives, including those of First Nations, Métis and Inuit individuals, communities, groups and nations. (Ontario Language Curriculum, 2023)

As a racialized educator and settler, I really appreciate this change as it recognizes the vast diversity in the students and a clear response in regards to working towards Truth and Reconciliation (TRC). It pushes teachers to provide learning opportunities that continue to build on and learn about other student identities and experiences (i.e., windows, mirrors and sliding glass doors). In this learning series, we explored the Footbridge Framework (from Resurgence) as an approach to explore Indigenous texts and use them authentically. 

The Footbridge Framework: A means to become ‘story ready’

Firstly, it is important to note that the Footbridge Framework was authored by Christine M’Lot (Anishinaabe educator) and Katya Ferguson (early years teacher) both of whom reside in Manitoba. They both worked with other Indigenous contributors to construct this framework. The Footbridge Framework was formed to guide us to consider context, authenticity, representation and educator learning or reflections. Although it appears as a step-like process, the framework is actually represented in a thread-like structure; every story learning will branch out to different thinking and connections. The five stages of the Footbridge Framework allows you and your students to engage with Indigenous voices and texts with purpose and meaning. M’lot and Ferguson provided questions within each step to help educators work through the framework. 

Preparing to Set Out (p. 12): In this step, time is encouraged to be spent on researching the author’s narrative, identity, other contributions and their relationship to place and their work. During this research, educators are encouraged to self-reflect and form personal connections and consider their own engagement with Indigenous texts and content (e.g., How do I bring Indigenous voices in the classroom? What learning do I need to do to support students?).

Leaving Shore and Cross the Bridge (p. 14-15): Educators decide the learning focus, and share the text with students. Educators move from initial engagement to deeper understanding of the theme by encouraging students to first form connections to self, community and then an inquiry. The authors shared that this will allow them to engage in critical thinking with relation to issues of power, and agency (p. 17). By asking students “What is the Author talking back against? What forms of oppression is the author talking back against?” it will allow students to explore the deeper meaning of Indigenous texts. Students can then explore specific tensions between Indigenous peoples and settlers using the various inquiry prompts outlined in the Resurgence text, thus determining what they want to inquire about further.

Reaching the Shore and Beginning a New Journey (p. 17): As educators and students reach the shore, M’Lot and Ferguson share that introducing other Indigenous resources will help guide students to return to the text with a new lens. It can also include reading a different Indigenous text to start a new journey. 

In part two, I will share my experiences, and reflections for next time.

 

M’lot, C., & Adamov Ferguson, K. (2022). Resurgence: Indigenous narratives and expressions in the classroom. Portage & Main Press.

Brenda MacNaughton General

Dear 23-year-old Me

Dear 23-year-old me,

You are about to begin an incredible journey. Your career as a teacher will take you to different communities and working with children of various ages and individual needs. You will adore teaching and helping kids. You will also have an influence on your school staff, parents and community.

Now that I’ve been through that career, one of the most important things I’d like you to know is that consistency and a calm manner are very important to your job. As much as you love to be spontaneous, creative and high energy…that can sometimes lead to tricky situations. There’s a place for all that energy but it might take you some time to fine-tune when you want to use it.

Part way through your career you’re going to learn about Indian residential schools and the impact they have had and continue to have on Indigenous peoples of Turtle Island. You will be shocked to know that Phyllis Webstad, founder of the orange shirt movement, is the same age as you. While you had your entire schooling and working career in education systems that respected your language and family and culture, Phyllis and thousands of Indigenous peoples have experienced the opposite.

Try not to wallow in guilt. It’s just not productive. Instead, get out there and learn. You know that informed people can create positive change. Make sure your schools have materials they need to help everyone learn the truth so that reconciliation can take place. The commission on Truth and Reconciliation will provide a guideline of recommendations. Read them. Understand why they are there and take action. Some of your most memorable days of working in education will include the ones where you made the most effort toward reconciliation.

There will be many changes over the years. Changes in curriculum, technology, administrative policy, walkouts and even strikes. Through all this know that you and your fellow educators have the students’ interests at heart and making a positive difference in their lives is what you’re there to do everyday.

For a while you might think that you would never consider supply teaching in your retirement. There will be many days when you feel tired and the stress seems too much to think of teaching after your pension starts. I’m here to tell you that with enough time to decompress, you will love getting back in the classroom and making a difference.

Take care of your physical, mental and spiritual health. Reach out when you need help.  Stay connected to nature. Put family first.

I believe in you!

Signed,

Your (semi) retired self

 

 

 

 

 

Sharon Ethier General

My ETFO Summer Academy Experience

Every summer, ETFO hosts a number of different Summer Academy sessions across the province and hosted by different ETFO locals. This past July I had the pleasure of attending a Summer Academy hosted by ETFO Niagara Teachers’ Local. This three day learning workshop was a definite highlight in my professional learning.

The topic of this Summer Academy was ‘Digital Literacy: Student Led Podcasts’. The fabulous duo, Chey and Pav, were the session leaders. These elementary teachers from Toronto have their own podcast called “The Chey and Pav Show: Teachers Talking Teaching” and shared with us ways in which we can bring podcasting to the classroom. We started the first day learning about what podcasting is and thinking about why it is important. Podcasting can be a way for students to find their voices. They can share about issues that are important to them, such as social justice issues or items they’ve learned about in the news. Podcasting is also so creative in that one can add music, video, or pictures that can help enhance the storytelling experience. It offers students a multitude of ways to utilize the writing process in a way that is practical; helping to develop writing and editing and critical thinking skills in a meaningful context.

The first day was so important in setting the stage to build a safe community, learn about one another, and feel comfortable in sharing our own voices. By the second day, we began to learn how podcasting could be used in schools. It was fascinating to think of all the possibilities, from engaging with the school and parent community to providing ways for students to engage in the creation of their own podcasts. By day three, we were writing our own scripts and becoming familiar with using a variety of equipment and software.

I loved that this learning experience provided educators with learning that was practical and allowed us to gain the confidence to try something new in the classroom. There were real life examples of how podcasting looked, ideas on why it is engaging for students, and gave us the time to gain hands-on practice with a variety of equipment. Learning was accessible and shared by teachers with experience for all the educators to be comfortable with our new found skills. In addition, participants were encouraged to build community with other teachers through conversation, project work, and feedback. It was also exciting to learn that the equipment needed could be as simple as chromebooks or as advanced as a full podcasting studio. I loved being the ‘student’ so that I could remember what it was like to be a new learner in a new situation and to think about what I needed to help me become more comfortable to take risks.

I have been to many ETFO professional learning opportunities over the years, such as after school professional workshops at our ETFO local office, women’s programs delivered by ETFO Provincial, and more. Each time I return from professional learning inspired and empowered to think more deeply about my practice and try something new. This year, I encourage you to reach out to your local ETFO office or keep your eyes peeled for ETFO Provincial professional learning opportunities. It’s a fantastic way to connect with other educators across the province, take part in some fabulous learning, and gain the courage to try something new.

Preeti Deokharan 21st Century Learning, Flexible Classroom, General, Inspiring Students, Inspiring Teachers, Learning About Your Students, Math, Mindfulness, Resilience, self reflection

Growth Mindset

Growth Mindset

As a teacher, you’ll likely wear many hats and work with students across different grade levels. Along the way, you might find your sweet spot—a grade that feels like the perfect fit. But just when you’ve settled into your comfort zone, you could be assigned to a grade you have never taught before. You may begin to ask yourself, “How will I connect with my students?”, “Can I manage the new curriculum?” “Will I teach it well?”, “Will I be judged if I do it wrong?”.  These concerns are natural and understandable. During moments like these, it’s important to remember that these challenges are opportunities for growth rather than as obstacles.

One of the most difficult things to do is to change our mindset. It is not a sign of failure—but it is a sign of growth. When we have a growth mindset, we are open to new possibilities and strategies. We allow ourselves to be flexible, a trait that is important in any learning environment.

In my classroom, I encourage students to embrace a growth mindset, regardless of the subject I’m teaching. I believe every lesson provides an opportunity to foster this way of thinking. A few years ago, I had a student who struggled with math and often grew frustrated when faced with challenging problems. Initially, I focused only on finding new ways to explain the concept, reteaching it in hopes of helping him understand. Despite my efforts, he continued to struggle. So one day I decided to have a deeper conversation with him.

During our talk, he shared that his fear of making mistakes and being judged by his classmates was causing him to lose focus. I realized in that moment that, without knowing it, I had been keeping with a fixed mindset myself. Instead of celebrating his efforts and the process of learning, I had been focused on getting him to the correct answer.

I shifted my approach.  As a class, we began to prioritize social and emotional learning, discussing what we knew and what we were “yet” to master. Together, we celebrated small victories—like the day we finally solved a difficult problem after several attempts—and I encouraged everyone to see how persistence and the willingness to make mistakes led to progress.

To reinforce the idea, I also introduced stories of  individuals who faced challenges but went on to succeed. Over time, my student’s attitude toward challenges in math began to change. He became more willing to raise his hand and share in open discussions and kept a positive mindset. Overall, he became more confident in his ability to improve.

To foster a growth mindset it is important to recognize how embracing change can positively impact both educators and students.

The Importance of a Growth Mindset for Educators and Students

  • Being open to change helps you connect better with students, and colleagues. When students or colleagues know you are open to change, they see that you are willing to understand where they are coming from and meet them where they are. 
  • When you step out of your comfort zone, you explore new ways to engage your students and colleagues. It expands your thinking and what seemed difficult becomes an exciting challenge.
  • Give yourself permission to try and fail. You will learn to be kinder to yourself. You’re no longer burdened by the pressure of perfectionism. You will also teach your students that it is human to make mistakes and learn from them.
  • When you are stuck in a specific mindset, there’s not much room for further development. Embracing change means you are always learning and growing, both professionally and personally.

How to develop a growth mindset:

  • Take time to reflect on what you know, what are you great at and where you might be stuck.  Journaling or talking to a fellow teacher can help clarify where you need to grow.
  • Observe colleagues, attend professional development workshops or conferences, or ask for advice from colleagues. Sometimes, seeing different teaching methods in action can inspire change.
  • Give Yourself Grace and recognize that no one has it all figured out. Teaching is a journey, and every challenge is an opportunity to learn something new.
  • You don’t have to change your entire teaching approach. Start with small adjustments, such as using a new classroom management strategy, having more student conferences or incorporating different lesson structures. 

So to my fellow educators, I want to say, embrace flexibility and a growth mindset when things aren’t working. Sometimes, the key is simply in our willingness to grow.

Resources on growth mindset:

Mindset Matters by Bryan Kyle Smith
Rosie Revere, Engineer by Andrea Beaty
Your Fantastic Elastic Brain by JoAnn Deak
School Mental Health Ontario:
https://smho-smso.ca/emhc/positive-motivation-and-perseverance/reframing/the-power-of-yet/
Diane Kim General

September Inventory

Towards the end of August, whenever I drove past a school, I noticed that the parking lots were filling up again. At first it was just one or two cars dotting the pavement, but as the first day of school inched closer, entire rows of vehicles stood at the ready, some with trunks and side doors open as teachers carted in the materials they would need to start the year.

Every September this dedicated ritual occurs. And with each box of supplies carried into the school, educators are busy planning, anticipating what we will need to welcome, include, and teach students. And one of the most important aspects of that planning, that inclusion, involves first languages (L1) in the learning environment.

I’d like to share a story I read years ago that may help explain why.

I wish for the life of me I could remember where I read this story. I cannot recall whether it was a book or an article. Don’t remember the author. But I do remember stopping at one heartbreaking point. The passage recounted a graduation exercise, in which students were asked what they thought their teachers and classmates would remember about them. I hope I am accurate in quoting the response from one of the students: “They won’t remember anything. They didn’t know me. I never spoke my language.”

So integral is first language to our identities that this student felt no one knew him because of its absence.

As I have mentioned in numerous blogs, the importance of home languages in school and learning cannot be overstated.  Lost in Translation  explored the devastating impact of first language loss on identity and family connections; West detailed all of the additional thinking, abilities, and skills students are able to demonstrate when using L1 in learning tasks;  and Beginner ESL Class: Fluid Dynamics and Bernoulli’s Principle summarized one teacher’s success in using L1 to teach science curriculum topics to all students in her class.

But perhaps, through all the research and statistics and cited benefits, perhaps that one statement from a graduating student encapsulates it all: if a student’s language isn’t there, in many significant ways, the student is not there either.

But how to start? This year, what will we need to make sure that this essential aspect of identity and learning is meaningfully embedded in schools?

There are some initial considerations that may help …

We might consider if there are multilingual signs in the school, or translated resources for parents. Or if there are dual language books in the learning commons, or in individual classroom libraries. Perhaps dual language books could be included in home reading programs and nightly book bags, strengthening not only the student’s first language development but also parent partnerships. In day-to-day instruction, we might notice if there are opportunities to research curriculum topics in first language, using multilingual videos or books or conversations with peers, allowing students to more fully comprehend and negotiate curriculum content.

And finally, we might consider if it is normal to hear, see, use, and recognize the value of other languages in our classrooms …  for all students, not just MLLs. We might notice if our school is, intentionally or not, an “English-only” space, or if it posits the multilingual identities of students as central to learning and belonging, and just as important as English.

With September already in full gear, I have used several different multilingual resources with students so far. But I am still working on my inventory, still wondering about the ways I can bring first languages to the classroom.

And I cannot wait to see how this will help students to fully be there, too.

Colleen Elep English Language Learners (ELLs), General

Understanding How Newcomer Students Learn English in a Mainstream Classroom Part 2: Supporting Oral Language

In the last blog post, we explored ways educators can leverage the learning environment as the “third teacher” to explore language acquisition. Creating a language-rich learning environment is one way you can facilitate English development for newcomer ELLs without focusing solely on explicit instruction or waiting for an ESL/ELD or MLL support teacher to work with ELLs in a one-to-one or small group format.

But what about the “second teacher” – the other students in the room? In any given classroom in Ontario, you will likely have students that have different levels of English proficiency. Some students will have been speaking English their whole lives, both at home and in school, and are completely fluent. Others will be fluent in multiple languages. Some may be in the intermediate or advanced steps of acquiring English.

Leveraging the “second teacher”, or the linguistic skills of the students in the room, is a powerful way to help ELLs acquire English. Recall that one of the best ways to accelerate language learning is to be in practical or interactive social situations where you must use whatever language skills you have to navigate the situation.

When ELLs build their oral language, or their ability to communicate orally in different social and academic situations and listen to others, they are also supporting their literacy skills in English. This is because they will now have vocabulary they can recognize when they read and use when writing. Typically, language learners will develop oral language at a faster pace than reading and writing skills.

Here are some ways we can develop the oral language skills of ELLs through peer-to-peer interaction.

Pair or Connect Newcomer ELLs with Same-Language Speaking Peers

If you have same language speakers in the classroom at different levels of language proficiency, you are in a great position to support newcomer students. Pairing newcomer ELLs with students that speak the same language is an easy way to bridge communication in the classroom.

And while your goal is to get newcomer students comfortable and confident in speaking English, using the strengths of same language speaking peers is a highly effective way to provide a scaffold for students when they are in the pre-production phase of speaking English.

In my own experience, ELLs that benefit from the support of their peers in this way are happy to support future newcomer students when they enter the school. It is incredibly rewarding to see newcomer students become more experienced users of English that share their multilingual skills with others.

Opportunities for Group Work

Group work can be a highly efficient way for students to develop the ability to speak spontaneously with others. When working in small groups that ares selected with care, newcomer students have a great opportunity to take risks and talk in a supportive environment.

When setting up group work, it can be critical for all students to learn norms of group work and collaboration, especially when working with students that have language learning needs. Take the time to visit each group individually and provide support and structure as needed.

Make Time for “Small Talk”

Simple conversations that happen in unplanned, unstructured contexts are an easy way to support language acquisition. When you bring students outdoors for play, take some time to make “small talk” with newcomer students. While this may seem inconsequential, it is actually a powerful way to help students build confidence in speaking.

Ask questions like:

“How are you?”

“What do you think of the weather?”

“Are you having a good day?”

“What did you do on the weekend?”

Model answers using clear language, and ask multiple students when possible so they can model responses for their peers.

Honour the Cognitive Load of Learning a New Language

Learning a new language, and being in a completely new environment, is a significant cognitive challenge for students. Add on the variety of stressors associated with adjustment, particularly for students that may be coming from refugee backgrounds or traumatizing situations, and the transition to school can be extremely challenging.

With these factors in mind, understand that oral language acquisition and peer connections can take time! Newcomer students may need more time to listen to their peers and teachers and absorb their surroundings before producing speech in English.

Looking Ahead

In our next article we will finally get to what educators can do to reframe content based instruction for newcomer ELLs and support language acquisition through direct instruction.

Diane Kim General

All the strength in the world

It can be exhausting, at best, to move through a world that is not built for you, to encounter a steady stream of reminders that you don’t quite fit into “normal” spaces. If you have a hearing impairment, for example, and regularly walk into meetings held in echoing or crowded rooms, preventing hearing aids from isolating sounds and speech. Or if you have mobility needs and routinely encounter physical team-building games with no modified alternative to allow you to participate. Or if you require enlarged font to read handouts, but only single-sized hard copies are ever distributed during presentations …

I suspect I could not record in a single blog entry all the ways people with disabilities encounter barriers in their every-day lives. I could not capture the frustration and isolation that may result. Could not adequately convey how it feels having to ask — again — for what you need to be included.

Well. Some teachers I know are tackling this issue head-on; at meetings, committees, and during discussions they bring to the forefront issues that may, in usual circumstances, go unnoticed. These educators always advocate for presentation rooms with various accessibility equipment. They discuss the need for sensory-friendly lighting and sound amplification (among many other supports) to always be present, not just when facilitators become aware of participants who require them. And one of the most ingenious ideas they put forth was to have a stored selection of accessibility equipment in shared spaces, including back supports and ergonomic chairs. When teachers attend meetings, they can simply select the equipment they need to be included. All the time. Every time.

Now there’s a little bit of that “new normal” I was talking about in previous blogs …. Teachers creating spaces in which accessibility is not an afterthought, but embedded and normalized. And I’ll wager their classrooms are equally as inclusive.

Creating inclusive spaces from the beginning seems a critical first step in strengthening any organization, any classroom, and accomplishing any task. Diversity of experience yields diversity of perspective, and a rich source of wisdom and knowledge that others may not have. And that is a strength that can benefit us all.

Preeti Deokharan General

Nurturing Yourself, Nurturing Your Classroom

The new school year has begun, and before we know it, we will be wrapped up in the demands of our profession—lesson planning, managing classes, assessments, and supporting our students. We often feel like there’s never enough time in the day to get everything done and start to feel the burn out.

I remember a time during the last school year when I felt completely drained by the end of the first term. I had been staying back to mark and plan, skipping lunches, and rushing to grab water or a snack when necessary. My evenings were just as hectic, filled with family obligations and the demands of home life. One day, a colleague, who was coming back from a lunch time walk, saw me rushing down the hall and said, “You’re not a machine; you need to recharge too.” That simple statement hit me hard.

The next day, this colleague invited me for a walk during my lunch. Although it was very difficult to say yes—there were so many things I could be doing with that time—I decided to go. It turned out to be the best thing I could have done for myself. The simple act of stepping outside, talking about life beyond school, and taking in the fresh air helped me feel better. When I returned to my classroom, I felt happier, more focused, and energized. From that day on, I made a conscious effort to carve out a few minutes for myself each day.

Creating a healthy work-life balance is essential, especially when you return home to an equally busy environment. After work, you may be a parent, partner, caregiver, or take on roles that don’t disappear at the end of the school day. That’s why it’s even more important to take moments for ourselves throughout the day.

Whether it’s finding a quiet space to breathe for a few minutes, connecting with a colleague over a coffee, or making time to visit the staff room, these small acts can make a world of a difference. When we take care of ourselves, we are better able to care for our students.

Our practices in the classroom can have a great impact on both our students’ mental health and our own. I have taken this idea back to my classroom to further promote self-care, not just for me but for my students too. Here’s how you can incorporate these practices into your own teaching:

Get to know your students: Build strong relationships with your students. When we take the time to understand their needs and struggles, we can better support them in the classroom. For example, you could create a practice of having morning, mid-day or afternoon check-ins. Creating a space for students to feel valued and safe will help them feel supported.

Recognize burnout in students: Just like us, students can also experience burnout. Be mindful of this and provide them with tools to manage their stress and teach them the importance of self-care.

Be aware of schedules: Families have busy lives too. Many children take part in activities/programs after school. Be mindful of parents’ time and try not send home too much work so that we can help foster a healthier balance for both students and their families.

Provide brain breaks: Allow students to take short breaks throughout the day. Taking a walk as a class, a stretching routine or a quick class challenge can help them reset and stay focused.

Mental health: Prioritize mental health in your classroom. Have have conversations about mental health in a way that does not promote stigma.

So, as we head into the new school year, let’s remind ourselves that balance is a necessity. By prioritizing our well-being, we can be more present, energetic, and effective in the classroom. And at the end of the day, both us as educators and our students will benefit from that.

For further information on supporting mental health and wellness visit:

ETFO:

https://www.etfo.ca/about-us/member-advice/prs-matters-members-as-professionals/96-member-mental-health,-2017/member-mental-health,-2017-(96)

School Mental Health Ontario:

https://smho-smso.ca/

Government of Ontario

https://www.dcp.edu.gov.on.ca/en/program-planning/considerations-for-program-planning/student-well-being-and-mental-health


Brenda MacNaughton General

Using Books from First Nations Communities Read

In the spirit of truth and reconciliation, here is one way to find highly recommended books by Indigenous peoples for your classroom.

The First Nations Communities Read “…celebrates the very best of Indigenous literature across Turtle Island. The program encourages family literacy, intergenerational storytelling as well as intergenerational knowledge transmission. FNCR also helps to increase awareness of the importance of First Nation, Metis and Inuit writing, illustration and publishing.”  (fcnr.ca)

I am sure there are books from the past and present short lists that would be incredible stories to  read aloud in your classroom. 

Let’s look at last year’s winning book in the children’s category, Phoenix Gets Greater. The main character is a boy whose confidence gets shattered when he realizes he’s different. His self-image is rebuilt as he begins to understand what it means to be Two Spirit. The acceptance and love from his family help him rekindle his passion for dance and dolls. I can imagine using this story as a wonderful teaching tool.

The volunteer jury of First Nations librarians who select the award winning books from the short list must have a difficult time. There are so many great books nominated that I wouldn’t know how to narrow it down!  This year there are 34 books on the short list in the children’s category. The program awards $5000 to the authors through sponsorship by the Periodical Marketers of Canada. 

The FNCR also has a YA/Adult category where you can find titles for yourself. Many of you are avid readers who are looking to better understand our role as teachers in truth and reconciliation. Looking through the titles I can see many that would interest my colleagues and friends. One of the things that I love about reading is that it gives me a deeper understanding of other people’s lives. No doubt I will be suggesting titles of this list to my book club!

I’m heading to my local public library to get familiar with some of the nominated titles in both categories.  When I’m out on my supply teaching days, I will also be talking to teacher librarians and principals to encourage them to add books from FNCR to their collection. I’m grateful to the Ontario Library Service for running this program and shining a spotlight on these wonderful books!

Diane Kim General

A New Normal

I’ve said it before, and I’ll say it again: it is a joy to collaborate with educators in our board. Whether visiting a bustling kindergarten class or co-planning with on-the-go grade 8 teachers, the knowledge and ingenuity of my colleagues always enriches my practice. 

Such educators ensure they teach in ways that reach all students in their classes, that everyone has what they need to learn and belong: the student with attention challenges, for example, might have noise cancelling headphones to help them focus, among other supports; or the student who experiences challenges with written expression might have extra time, assistive technology, and alternative ways to demonstrate learning … 

However, an equally impressive feat is when these same skilled educators use strategies for students who are yet to arrive, but that also benefit the current students in their classes. They embed and normalize diversity of identity and learning needs, every day. Here is a sampling of their inclusive efforts:

An intermediate teacher always adds a multilingual box to her “new vocabulary” graphic organizers, even if there are no Multilingual Language Learners in her class; in addition to recording the new word’s definition, a picture of its characteristics, examples and non-examples, she also requests students translate the term to another language of their choice, later discussing any commonalities or insights gained through translation. This rich learning task is just one example of multilingualism she incorporates in regular instruction. And if one day an MLL does arrive in her class, they will find the use of multiple languages already well-established in the learning environment …

A primary teacher uses a speech amplification system at all times, even though there are no students with known hearing impairments in the class. Her delivery is crisp and clear, her voice is saved from projecting, and all students have the benefit of a volume and clarity that enhances and literally amplifies the message. If a student who is hard of hearing arrives, that learning environment is ready and waiting …

A junior teacher I knew many years ago learned sign language for one of her new students, and continued using it in every subsequent class she had over the years. It was always a delight to watch her students request to learn more, acquire a new way to communicate with members of the deaf and hard of hearing community, and have the benefit of visual signals accompanying transitions throughout the day. Plus it never hurts to have a little bit of the incomparable joy sign language can create in your class.

It is of course impossible to anticipate all the ways in which our learning spaces would benefit from re-imagining, re-creating. But the beauty is in the journey. And each day I see educators like these making their classrooms that much better for everyone.

I will take that “normal” any day.