Black Student Success programs play a crucial role in Ontario’s education system, providing tailored support to Black students who often face unique challenges. Educators involved with the programs are deeply connected to Black communities and serve as mentors and advocates, offering culturally responsive guidance that is vital for Black students’ academic and personal development.
One key importance of Black Student Success educators is their ability to create a sense of belonging and representation for Black students. In an education system where Black students are underrepresented among educators and administrators, these educators act as role models, demonstrating the possibilities of academic and professional success. This representation is critical for fostering a positive self-identity and encouraging students to aspire toward their goals.
Moreover, these educators offer intensive support that goes beyond academics. They address the holistic needs of Black students, including socio-emotional well-being, cultural affirmation, and resilience building. This comprehensive support system helps students navigate challenges such as microaggressions, racial biases, and other forms of discrimination that can hinder their educational progress.
Black Student Success educators also bridge the gap between schools and Black communities, fostering stronger relationships and better communication. By understanding and incorporating their students’ cultural contexts, these coaches can effectively advocate for necessary resources and support within the school system. This advocacy ensures that Black students receive equitable opportunities to succeed academically.
Black Student Success educators are indispensable in Ontario’s efforts to promote educational equity. Their culturally responsive mentorship and advocacy support individual student success and contribute to a more inclusive and representative education system, benefiting the broader community. This holistic approach ensures that students receive consistent encouragement and resources from all facets of their lives.
Next Steps for Educators to Engage with Students:
Educators should actively collaborate with Black Student Success educators to create inclusive learning environments that celebrate diversity and cultural richness. This collaboration involves integrating culturally responsive teaching practices into everyday classroom activities. Educators can start by diversifying their teaching materials to include perspectives and contributions from Black individuals and communities. They should encourage open discussions about race, identity, and social justice, creating safe spaces where students feel valued and understood.
By actively engaging with students, families, and community stakeholders, educators can contribute to building a more equitable and inclusive educational system where every student has the opportunity to thrive.
The program for Black Students is designed to provide intensive, culturally responsive support to Black students with the goal of improving their well-being and achievement. As intermediate students graduate and move to high school, they may be able to work with Black Graduation Coaches who can continue to work with students to demonstrate the possibilities of academic and professional success to promote Black Excellence.
Check out what these school boards are doing to promote Black Excellence:
Being an educator in Ontario is a significant and impactful role, especially for those within the first five years of their teaching careers. The province’s educational system is among the most respected in the world, known for its commitment to equity, inclusivity, and high academic standards. New educators are the torchbearers of these values, shaping future generations’ minds and contributing to society’s betterment.
One of the primary reasons educators must remain in the profession is their profound impact on students. Educators are not just instructors; they are mentors, role models, and often, sources of stability and support for young people. The formative years in education can set the trajectory for a student’s future, influencing their academic achievements, self-esteem, and career aspirations. By remaining in the profession, educators ensure continuity and foster long-term relationships that can significantly enhance student outcomes.
Moreover, educators play a vital role in advocating for and implementing educational reforms. Ontario’s educational landscape continually evolves, with new policies and practices to improve student learning and well-being. Educators are at the forefront of these changes, bringing innovative teaching methods and adapting curricula to meet diverse student needs. Their firsthand experience and feedback are invaluable in shaping effective educational strategies and ensuring that reforms are practical and beneficial.
Despite the numerous challenges faced today—ranging from large class sizes, limited resources, violence in schools and classrooms, and the seeming growing challenges of work-life balance —leaving the profession does not have to be the only resort. ETFO works on behalf of all its members to address these issues with the Ministry on a provincial level. Additionally, many locals in ETFO work ceaselessly to address these issues with school boards across the province. Persistence in teaching contributes to personal and professional growth and upholds the integrity and excellence of Ontario’s educational system. By navigating and overcoming these challenges, educators develop resilience and adaptability, which are essential in fostering a positive and dynamic learning environment.
ETFO outlines Eight Building Blocks for Better Schools. “As the heartbeat of public education, teachers and other education workers play a critical role in helping to shape the system and develop our students to be the very best they can be. Ontario students depend on all of us to protect and build better schools” (Building Better Schools, 2024).
The importance of being an educator in Ontario has a depth and breadth that cannot be overstated. The commitment to staying in the profession amidst challenges is crucial for maintaining high educational standards and nurturing the next generation of learners. Educators are the cornerstone of a thriving society, and their dedication is vital to Ontario’s educational system’s ongoing success and advancement.
As the school year draws to a close, I find myself standing at the threshold of two profound journeys: one into motherhood and another into the realm of teaching music. Packing up my classroom, filled with the laughter and learning of my grade 7/8 students, stirs a mix of emotions—excitement, nervousness, and a hint of sadness as I prepare for maternity leave.
Saying goodbye to my students is never easy. Their eager faces, the buzz of discussions, and the moments of revelation when a concept clicks—all these have filled my days with purpose and joy. Yet, as I gather lesson plans and organize materials, I find solace in knowing that while I embark on this new chapter of motherhood, the classroom will patiently await my return.
The anticipation of becoming a mother is a rollercoaster of emotions. Nervousness about the unknowns mingles with excitement for the miracle unfolding within. Will I be a good mother? How will I balance this new role with my passion for teaching? These questions linger in my mind, yet I am buoyed by the support of family, friends, and colleagues who assure me that this journey will unfold naturally.
When I return, I will begin a brand new journey as a music teacher! The prospect of teaching music brings with it a fresh canvas—a chance to introduce my students to the world of melodies, rhythms, and harmonies that have always been my passion. The notes may change, but the joy of teaching remains.
Teaching music offers a unique opportunity to inspire creativity and foster a love for expression through sound. I look forward to sharing my enthusiasm for music with my students, guiding them as they explore the intricacies of instruments, composition, and the emotional power of music itself.
As I look forward to all of these new chapters, I am grateful for the experiences that have shaped me in the homeroom classroom and look forward to what is ahead. So here’s to embracing change, to the excitement of new beginnings, and to the melodies that await us all. Although this is almost the end of my time blogging, I look forward to sharing in a different way in the future and reading the blog posts of the teachers that will come after we at Heart and Art. I am so grateful that I had this experience and await the new stories of teachers to come.
I will never complain about the heat. It is nature’s gift to all of us who have ever shovelled snow, skidded through a stop sign on a snow covered road or slipped on an icy walkway. I have never had to shovel heat nor purchase special footwear to protect my feet from freezing because of it while on duty at school. I have never booked a tropical getaway to the Arctic Circle nor plan to in order to feel the warmth of our nearest star either. There is nothing like sitting by a pool in the shade on a hot day and reading. And by reading, I mean napping. The heat is what keeps my coffee and lunch at optimal temperatures. It is the gift that can’t stop giving.
If you’ve managed to read this far, you know what is coming next.
The heat is all well and good in its place and proportion, but the structures that we occupy and serve our students are not collectively constructed by any means close to supporting those on the inside. It’s too darn hot.
Call it what you will; climate crisis, climate change, global warming, astronomical juxtaposition, weather shift (I made that one up). etc, there is a problem with most of the buildings where K to 8 students are being taught. So when temperatures rise to near historical highs for several days in a row, everyone feels the heat. Except for those who have deemed it acceptable that these learning conditions exist.
I have yet to walk into a secondary school that wasn’t climate controlled. I have yet to walk into a board office that wasn’t climate controlled. I have yet to walk into a government building that wasn’t climate controlled. Why would I, that would make it hard on the students and the workers? Yet, there seems to be countless elementary schools where classroom temperatures are regularly above a reasonable 22 degrees Celsius.
So why does it seem acceptable to decision makers to maintain such a scorching status quo? This recent round of heat has once again revealed the resilience of students and educators (including principals) in the face of a system that seems more apathetic than unreliable. Why does it feel that we are being let down here?
Adapting to the situation again
In times like these, we have all needed to adapt our days to the weather: indoor recesses, less vigorous activities, more water breaks, lights off and blinds closed for the appearance of a cooler room, fan(s) whirring not so silently across seated students clambering for a brief breeze. And then there is managing students who have already begun their summer vacation a touch earlier than scheduled. It’s not like we can even go outside for a nature walk when the humidex is 40 degrees C and there are threats of severe pop up thunder/lightning storms.
Unlike the cold, the heat is a disruptor in our spaces. Sure there are inclement winter weather days, yet never a hardship due to heat and humidex day. Even if we could cram entire student populations into the few climate controlled spaces found in elementary school buildings, those spaces would heat up due to the sheer numbers alone and the problem begins all over again.
If that wasn’t enough
I have found that the attention span of the average learner decreases as the temperatures increase. Lessons have been shortened. In the past week, I have incorporated more engineering and collaborative work as well as a longer, more in-depth art project. We have shared lessons and reflections on Juneteenth and Indigenous Peoples Day. In between more structured lessons, there have been several Genius Hour projects where students are asked to learn about something new and share it. So far we have learned about CPUs, horticulture, glass blowing, hair types, how to fold paper into boxes, and much more.
We also took time to discuss our growth as a classroom community and what they would like for me to do better for my students next year. Talk about feeling the heat.
What I came away from this week of elevated temperatures was that there were some struggles happening because of the heat that required more attention. It meant looking after the physical well being of students in order to maintain their mental well being.
And then there is the time when students are not at school. All of this has me thinking that many of our students may not have any respite from the heat once they leave school. How much is that affecting them and their families? This now becomes a broader social issue that goes far beyond the scope of ensuring that students are afforded the climate controlled comfort they need.
This past March, I was able to attend the workshop Educating for Social Justice at the ETFO Provincial Office. It was an incredible experience! Sharing space and learning with other like minded educators is always so cup filling. The connections and conversations with other women were so meaningful over the course of the workshop.
To me, social justice in education is multi-faceted. It includes the way we interact with and care for students. It is a mindset that values diversity, equal opportunity to tell one’s story, and celebrates all identities. In this workshop we had so many examples of how to embed social justice in the daily classroom.
Dr. Stephanie Fearon, from York University, was the incredible keynote speaker. Her address was titled “It’s More Than Just Teaching: Storying Liberatory Learning Spaces”. She focused on storytelling and it’s importance in the classroom. I loved the way she used storytelling to share about her own family and identity. She invited us to be active learners in her presentation, and to critically think about how we tell stories and how we might unintentionally perpetuate stereotypes.
Something that I really appreciated was how Dr. Fearon framed the critique circle for us. She demonstrated a lesson for us and asked us to critique the lesson. She had us repeat that we ‘do this in service of the educator’ to ensure that everyone knew a critique was different from criticism. The idea that educators should seek critique of their work when we are striving to better our teaching practice was at the heart of the idea of a critique circle. We are all seeking to improve our practice and build trust in our fellow educators to give feedback that is meaningful and important.
Next, was a presentation by Jen Matsalla titled “Who Am I? Using Visual Arts to Explore Identity”. In this interactive workshop, we had a wonderful community building activity with open ended questions and the opportunity to think and explore our identities and the identities of others. I loved that everyone could have an entry point and it was low risk art activities that would be accessible to every student. Each table created a collaborative arts piece and we put them all together on the floor to make a large, beautiful collage of art.
We had the opportunity to listen to Michelle McKay’s presentation “Engaging in Teaching and Learning About Truth and Reconciliation in the Elementary Classroom”. This incredible early years educator shared with us her experience of working in kindergarten to provide opportunities to build students’ relationships with the land in a meaningful way. The activities she shared helped students to see themselves as stewards and in partnership with the land and community in their neighbourhood. She also shared a video clip with us of students as activists, appealing to Prime Minister Justin Trudeau for better care of the environment. It was so inspiring!
Lastly, we participated in a series of hands-on activities thanks to Gail Bedeau and Helen Vlachoyannacos. Their workshop, “Teaching Critical Literacy through a Social Justice Stance”, had us thinking about all kinds of texts, from visual designs to short stories and poetry. Using a variety of different strategies, these educators had us work through different tasks to experience and consider how we might use these strategies in the classroom at different grade levels to have students interact meaningfully with texts that share identities and social justice themes.
This conference is a must for educators! As an educator, it was a wonderful opportunity to learn with and from others’ experiences. I came away so inspired by Dr. Fearon’s presentation, with a full toolkit of strategies to use in the classroom, and great connections with colleagues across the province. If you’re looking for the chance to really think about how you can embed social justice into your classroom and teaching practice, this is a great place to start. Hope to see you there next year.
In part one of my post, I talked about the importance of breaking from narratives about the outdoors that do not serve the communities we teach. What are some next steps we can take toward helping students feel a sense of belonging in the Canadian outdoors?
We can start by reimagining outdoor learning from a stance of cultural responsiveness.
In her book, Culturally Responsive Teaching and the Brain, Zaretta Hammond provides an anti-oppressive and anti-racist framework for teaching culturally and linguistically diverse learners. While I will even attempt to summarize her entire work, I want to draw your attention to a few key ideas that will help us make our final learning goal actionable.
Based on Hammond’s framework for culturally responsive teaching, here are 6 approaches we can use as outdoor educators to support student well being.
Culturally Responsive Approaches to Outdoor Learning, inspired by Zaretta Hammond’s Culturally Responsive Teaching and the Brain.
1. Know and Own your Privilege
To assume a culturally responsive stance, it is important to be aware of your own social position in the outdoors. Explore the following questions:
What is your relationship with the land you inhabit?
What is your proximity to power?
How might you use your understanding of your intersected identities to rethink the way you plan and program for learners?
You can use tools like the Wheel of Power and Privilege to reflect on your social position so you can be better prepared to practice compassion and listen openly to others, especially the students you work with.
2. Leverage Representation to reduce social and emotional stress
Studies over the last 20 years indicate that historically, racialized and marginalized groups are underrepresented in the outdoors. As a kid, I remember reading the popular story of outdoor survival, Hatchet, and then still seeing it taught in schools as a much older educator. Does anyone here know that book? It’s absolutely riveting – but there are lots of other great choices to offer students in today’s increasingly diverse publishing world.
Representation matters, and when students see and hear stories where they can see themselves and their community in an authentic way, the impact is powerful. And I want to take a moment to emphasize the importance of authenticity, because there are many books that will tell the same stories but simply change the colour of the character’s skin, especially in picture books.
The publishing industry, like many other media platforms, have started to diversify its cent. As someone who has rarely ever seen people that look like me show up in books and media, I can personally attest that the shift in representation has been exciting and identity affirming.
3. Recognize the difference between individualism & collectivism and how they show up in different activities.
Let’s move on to the next culturally responsive approach, which is to recognize the difference between individualism and collectivism, and how they show up in different activities.
Individualism is typically associated with Western societies that value traits like independence, competition, and achievement without any outside help. Many cultures outside of Canada are more oriented toward collectivism, which is associated with interdependence and community.
We don’t always realize it, but the games we play and the activities we plan often reflect deep cultural values. Many outdoor activities celebrate and explore individualism, conquest, aggression and competition – which may not be valued by all communities. As a result, some students may experience a lot of discomfort when engaging in such activities.
For a more culturally responsive approach, incorporate outdoor activities that encourage community building, self-reflection, and personal wellness. Providing different options for kids to choose from can go a long way in fostering a connection between your students and the natural world.
4. Broaden your understanding of how different communities interact with the outdoors.
This brings me to the next approach, which is to broaden your understanding of how different communities interact with outdoor spaces.
It is a powerful practice to honour the different ways students and their families already engage with the outdoors as a foundation for learning.
People from different cultures bring different knowledge about the outdoors and the environment. As an educator, it is totally worthwhile to talk with students about what they do with their families outside, what types of clothing they wear in different conditions, and how their communities connect with and interpret nature.
They may camp, play sports, visit the beach, picnic, play music, or gather in large groups. Some communities may cope with environmental challenges differently, especially if they have arrived from a climate that is significantly different from Canada’s.
It is important to understand these differences so we can better respond to student needs and help them to feel more confident in challenging physical environments. Talking about nature in this way also builds cultural competence, and positions students as partners in learning with educators.
5. Make instructions, activities, & information comprehensible and relevant to students and families.
Next, let’s talk about the importance of making instructions, activities, and information comprehensible and relevant to students and families. As a teacher of multilingual learners, I cannot stress enough how important it is to bridge communication gaps between the school and home. In an outdoor learning context, where there is often an element of risk, maintaining clear communication is critical.
In my school board, more than half the learners are multilingual and in the process of acquiring proficiency in English. They often have families that are also learning the dominant languages in Canada. It is becoming increasingly commonplace for students to arrive with limited and interrupted schooling due to environmental events and political crises.
When we are engaging in land based and outdoor activities, it is important to know linguistic variability among students so you can provide appropriate scaffolding to make the learning, information, and instructions comprehensible.
Create a supported environment by pairing or connecting same language speakers during lessons, adjusting the pace of your speaking, or by using physical gestures to help students understand whatever activity you are engaging in.
Communicating with families about outdoor learning in the school in the languages spoken throughout the community may also help families feel more secure and confident when field trips and offsite learning is being offered. They will also know more about the role of outdoor learning in their child’s education.
6. Create supportive, trauma-informed environments that cultivate a desire to explore, play, take risks, and experience awe.
Finally, I want to talk about the last approach: create supportive, trauma-informed environments that cultivate a desire to explore, take risks, and experience awe.
Newcomers to Canada and marginalized communities often experience economic and physical barriers to outdoor spaces and may not come with the same background experiences as their peers. Though outdoor learning challenges that involve risky play are excellent ways for students to build confidence and problem solving skills, it is important to understand that some students may approach the activity much differently based on their lived experience and background knowledge. Challenge and support students based on their level of safety and comfort.
Take into consideration that some students may have complex relationships with recreation and play. This is something I struggle with personally as a child of immigrants. My parents worked a lot, especially during time of economic uncertainty, and play and relaxation was something I believed needed to be “earned” or “worked for”.
In her book “Permission to Come Home” – which I recommend for any of my East and Southeast Asian colleagues here today – Psychologist Dr. Jenny T. Wang writes about the difficulty many communities have accessing play as a result of learning in childhood that play must be postponed for survival. As educators we can use this awareness to support students in finding their way to play so they can experience its gifts: rest, joy, creativity, and the freedom to explore and experience awe in nature.
Finally, with any activity, know your learner, especially if they have experienced recent or significant trauma that may impact the way they show up in the outdoor learning environment. Leverage nature as a resource for practicing activities that reduce anxiety or provide an outlet for releasing difficult emotions, such as meditation or other sensory activities.
I’ve spent my life being really critical of my artistic abilities so this blog took me out of my comfort zone! Lately I’ve been wanting to give myself a chance to create art, especially after learning that putting your hands to use can be an excellent way to relax your brain and get some good feelings from dopamine.
There is data to back up the theory that busy hands are good for your brain. Knitting, painting, carving, needlework, cooking, gardening and so many more activities that use our hands also help us feel happy and calm. Studies by neuroscientist Dr. Kelly Lambert explore the effort driven reward cycle. She believes that moving our hands to produce satisfying creations may help prevent depression and have other positive benefits on mental health.
Applying this science to ourselves and our classrooms could very helpful! Lambert encourages us to get off screens and put our hands and minds to use in more productive ways.
I’ve included a suggestion for an art lesson. You could definitely do this with a class but honestly I also do it for myself. My brain needs a break too!
What you need
Paper – watercolour paper is great but try experimenting with old music sheets, pages out of discarded books, box board, etc
Watercolour paints – I have very inexpensive ones
Small paintbrush – since this is very blobby art, the brush doesn’t matter much
2 containers of water (one for washing brush and one for clean water to add to paint)
A marker, pen, pencil crayon or crayon
Scissors and glue (optional)
Technique
Use masking tape to frame the paper and attach to the work surface.
Draw curvy intersecting lines with your marker – many of them
Where the lines intersect make them thicker and more curved
Spray your water colour paints with water and let them sit for a minute
Dip your brush in and paint one of the empty spaces.
Continue filling the empty spaces with colour.
Allow colours to mix or leave each blob as a colour of its own.
Let it dry.
Options:
Fold it and use it as a card.
Cut out shapes and glue them on a card.
Frame it!
If you enjoyed this activity then I encourage you to follow Andrea Nelson on Instagram. She often references that creating art soothes her brain. Her videos inspired me to do this!
Draw the lines freely. Photo by the author.
Thicken the lines and smooth out the intersections. Add watercolour paints. Photo by the author.
This card is going to friend. Photo by the author.
This May seemed more like dismay, and there is not a thing we can do about it. It’s in the books.
As the sun sets on our 9th month of teaching for this school year, I am finding it hard not to mumble a bit more due to fatigue. It’s not just mumbling either. To be transparent here, I am speaking a bit more slowly, writing a bit more slowly, teaching a bit more slowly, assessing a bit more slowly, and on top of it all, I seem to be walking a bit more slowly too. Now before you dial 911 on my behalf, I am otherwise in passable physical condition. I have cut down on the caffeine, tried to be more active, and have increased my sleep times. Despite that little health flex, everything is just happening a little more slowly.
My friend commented that I might be suffering from A.G.E.. Bwahahahahaha!
If this was my first year in the classroom, I might have needed to take a day to visit the doctor, but I know that the way I feel as Junedraws nigh, is largely a function of time; time of year, and time in environment. Definitively and definitely.
So how could these two factors be the cause of my compounded confusion? It’s simple. So far, there have been 170+/- instructional days to plan, deliver, assess, and repeat subject over subject. Even with a fairly balanced amount of holidays, PA days, breaks, personal illness, family illness, and weekends this work takes its toll on body and mind. These past few weeks have come with a certain heaviness and have me feeling like it is a good time to hibernate rather than frolic in the fields. I find myself really craving quiet solace instead of seasonal solstice.
Regardless of the current sources of my discombobulation, it seems like I can’t be the only one feeling this right now. Come to think of it, I have been noticing that there is a different set of seasons in this job. Here’s what it feels like as I type this post;
Sept to late October = Spring late October to March = Winter March to May = Spring, then Winter again June = Spring, then Summer
This may not line up meteorologically or anywhere else except in my perception of education, but my physio-emotional barometer has read like this pretty consistently year over year.
Maybe a better way to make sense of my seasons can come from acknowledging that we all have them and go through them in our own way. Truth be shared, my quasi-psyentific explanation above is quitefalsifiable. Could this all be more a function of my current situation with another round of reports due soon? Is the internal weather that I am experiencing only a mental anomaly? Why am I struggling instead of dancing down the hallways with only one month of school left? I think there are three big reasons.
First, the past 9 months have taken a toll on me mentally and physically. Running teams, mentoring sessions, and clubs in addition to the planning, instruction, and assessment comes with its costs. Time is finite and so are energy levels. The need to fill our tanks is undeniable. I also would not have it any other way.
Secondly, there is a lot going on in June. Reports, EQAO, room moves for some, grads, school moves for others, and of course an extra demanding challenge of keeping the learning happening as the temperatures continue to rise. I have resorted to a resort styled wardrobe to beat the heat. Classy and cool.
Thirdly, I am going to miss my students. Like every year, this group has really grown on me and we havecome so far together.
As I try to snap myself out of this odd out of season stupor and into true June mode I am going to double up on my down time, continue to teach a little more slowly, linger longer in conversations with my learners, and take a little more time to take each of the coming moments all in knowing that another season is already on its way.
Finding your place as an outdoor educator can be a challenge at first. You may not immediately see the connections between the outdoors and the subjects you teach. You may also be curious about which pedagogical frameworks and approaches will make sense for your classroom.
This is where an organization like Take Me Outside can make a critical difference. Take Me Outside (TMO) is a Canadian education organization dedicated to getting students and educators engaged with outdoor learning. What is wonderful about TMO is the various events, professional learning sessions, and materials it offers educators in a variety of contexts.
I highly recommend any and every educator to explore TMO’s website to see the full range of resources and activities they have organized for educators. The work is inspiring and fulsome.
I had the unique opportunity of joining TMO for their annual conference this year. Jade, a team member with boundless energy and passion for outdoor learning, invited me to present on the topic of student well-being at the conference months before the event took place. She had found a blog post that a colleague and I had co-authored about inclusion and belonging in the outdoors, and was interested in having us share our work.
To be honest, I was surprised and a little intimidated by the offer: as someone that doesn’t actually work in an outdoor education department or taken their outdoor education additional qualification course, I felt a bit underprepared. And against all of my rational thoughts – I agreed.
What I did not expect was the journey of learning I would undertake to write the presentation. And I certainly did not imagine how transformative a conference could be when I arrived.
The Journey
Presenting and facilitating professional learning isn’t something new for me, but researching and writing an entire presentation for hundreds – in an area I felt like I had very little expertise – is a whole new ballgame. I listened to countless audiobooks about the outdoors, read academic papers and reports, took a wellness course, and even signed up for an Outdoor Learning AQ (which I ended up dropping when I realized it was not actually meeting my needs). Imposter syndrome was in full effect, and I used every opportunity to connect my learning to this conference presentation.
One surprise I had along the way was how much I enjoyed the process of preparation. I learned things so seemingly unrelated from my regular sandbox of English literacy and language learning, which was motivating and exciting. The personal wellness course I took with an incredible Toronto studio, SAOR, introduced me to a whole body of knowledge. Eventually, all the learning and reading started to intersect with my day-to-day work.
I re-wrote and re-published our original blog, presented at my board’s early years conference, and continued experimenting with different ideas in my writing. What started as a gracious invitation to share ideas turned into a full blown passion project that changed the trajectory of my professional growth.
So many amazing presenters sharing the way they take learning outdoors, especially in the area of literacy.
The Conference
The Take Me Outside Conference exceeded my expectations. The event took place at the spectacular Banff Centre in Alberta, nestled high in the mountains with unreal views, access to trails, and wonderful food. I took full advantage of my local’s professional learning pathways to get the release time for the event.
Outdoor educators are among the friendliest, open-minded, and joyful group of people you will meet. While I ended up attending the conference on my own, I had no problem making new friends and connecting with other educators across the country.
The learning was as inspiring as the scenery that surrounded the conference centre. Workshops on the pillars of well-being, the environment and climate change, and Indigenous learning took place outdoors in the forests and seemingly unrelenting sunshine we were met with that entire week.
I learned the story and thinking behind Elder Albert Marshall and Louise Zimanyi’s wondrous picture book, “Walking Together”. Dr. Chuk Odenigbe gave a deeply insightful and beautiful talk on the issues of environmental racism, and nature as place of therapy and despair.
As one of the final presenters, there was an element of excitement and anxiety that accompanied me over the days of the conference. I fussed over my presentation, rehearsed, and took long walks. By the time I was up – I realized I had absolutely nothing to worry about. I was in front of one of the most warm, welcoming, and supportive groups of professionals I think I will ever meet. I had so many kind words of encouragement from my new friends, and hundreds of smiles from my fellow educators. We talked about the importance of holding space for each other and the students we teach, and how cultural responsiveness can be a starting point for fostering connections between diverse students and the outdoors.
A glorious closing drum circle at the end of the conference.
The Aftermath
I left the conference with so many feelings of excitement, connectedness, and insights about learning from the land. I have new goals for my teaching practice, and a whole new perspective on what it takes to build educator capacity on critical topics related to land based learning and play. I feel like I am right at the beginning.
I first heard about First Chapter Friday, while listening to The Spark Creativity Teacher Podcast. It can be challenging to get students to take the first step in choosing a book to read independently, try out new authors or genres, or to get excited about new books in the library. Betsy, from Spark Creativity, says whether you call it First Chapter Friday, Meet a Book Monday, Too Many Books Tuesday, We Love Reading Wednesday, or Thoroughly Into Books Thursday the premise remains the same: introduce students to a variety of different books for independent or self-selected reading.
I always loved reading the first of a series with students in my class. I would carefully choose books I loved, read the books with students and watch with joy when I saw them reading the next books in the series. I now realize that I introduced them to books I loved, Percy Jackson and the Lightning Thief, Among the Hidden, The Wild Robot, Princess in Black etc. Most of them featured similar characters and exciting adventures, but I know now that something else was missing: student voice and choice, a variety of identities and topics, different themes, etc. Maybe I, too, should have taken part in First Chapter Fridays for educators!
To prepare for this activity, choose a variety of books from your classroom or school library. In my experience, librarians always have a great list of new titles and authors and love the opportunity to co-plan with classroom teachers. Some school boards have a central lending library where you can borrow a box of different books for three or four weeks with a variety of titles or themes as an option. Then, ask yourself a few questions when choosing books to share.
Do I have books from a variety of genres? I didn’t realize my love of exciting adventure books was factoring into what I thought made a good read for the students in my class. When I looked around at the books students were reading independently, I saw that they loved comedy – Diary of a Wimpy Kid, Dear Dumb Diary, Dog Man, etc. Be sure to include something similar to what they are already drawn to as well as some new genres and authors they might not have met yet.
Is the language and content accessible for students at this grade level? Have a peek through the book yourself, look up suggested age range levels, or find familiar authors you know in order to make some informed choice about reading levels and content. We definitely want students to try new stories, but we also want them to feel successful and excited about reading! Ensure that during your activity, you are offering books at reading levels that everyone can access.
Do these books offer an opportunity for students to learn about themselves and others? Are there a variety of identities and experiences represented? I suggest checking to ensure that the author is writing from a place of ‘own voice’ or is, at least, working with a member of that community to tell a story or build characters. If you’re not sure which identities to look for, try looking at the different heritage months or days of significance that are celebrated here in Ontario and Canada as a place to start. Find out the identities of the students and families in your school community. Seek out student voice: who or what events the students are interested in learning about.
Once you’ve chosen a few books to highlight, get ready for reading! Plan to read the first chapter of each book out loud to the students and while they are listening, they may be sketching or writing some of the key points of the book or story so that they can keep track of the details for each book. Remember, it’s not an assignment, it’s practice for students to use as a possible way to track their thinking. I like to think of this as another way for students to engage with reading and for them to find the method (sketching, jot notes, drawings, lists) that works best to express their ideas.
What I love about First Chapter Friday is that it reminds me of the importance of connecting students with reading and using it as a practice of interacting with text. When the educator reads the text aloud, it allows all students access to the story and opens the lines of discussion as a whole class as opposed to reading being an isolating activity. Thinking about the texts with students helps to build community and model curiosity and a love of reading. Whichever day you choose, introducing students to new books and new worlds can help build a community of readers.
