Category: General

This December marks the 75th anniversary of the United Nations Declaration of Human Rights, which was drafted in 1948.  This blog highlights a few films produced by the National Film Board that can help address the topic of human rights in K-8.

With older elementary students human rights can be discussed with some historical context. The UNDHR was adopted by a very young United Nations in the post WWII era. Ideally, all of the rights in the declaration would be in place worldwide but there are no countries that are at that point yet. Progress is being made but students may be left feeling helpless as they are aware of atrocities taking place today and in the past.  A film like Hope Builders can make the difference.  This 90 minute film shows Canadian students creating positive change in their community on a year long action project.  It’s a story of teamwork and empowerment, showing the struggles and successes the students had. It ends with an uplifting community meeting that shows how much students can accomplish with good leadership and adults who demonstrate faith in their ability to reach their goals.

For younger students, there is a wordless, animated, 5-minute film called The Orange. It takes place in a classroom at lunchtime and addresses that everyone “has the right to a standard of living adequate for the health and well-being of their family, including food.” It’s the perfect film to introduce young children to the ideas of sharing, caring and empathy.

Finally, for grades 4 and up there is a film called Why? This animated short film gives students a chance to reflect on how war and poverty can have a negative impact on children reaching their full potential.

Viewing and discussing these films can help students see the world from different perspectives. We can encourage students to take a role in improving human rights in Ontario and Canada by writing to various levels of government with concerns about clean drinking water for First Nations, health care in rural communities, and access to shelter and food, to name a few.

Please keep in mind that discussing human rights can be triggering for students who have experienced trauma.  Beginning the lesson with a compassionate introduction and full awareness of students’ backgrounds and needs is recommended.

Resources

United Nations Declaration of Human Rights 

NFB – Hope Builders

NFB – The Orange

NFB –Why

 

In conversations with teachers, I often get asked “How do we be more inclusive of all the holidays celebrated by the students in the school?” The answer to this requires some thinking and planning. I recommend starting with having a conversation with students. Whenever I open a conversation like this, I am mindful of my presence and position as the adult in the room. I know that if I say my favourite holiday is Christmas or Easter, I know that will influence what students think I want to hear. Sometimes they will try to make a connection with me, often agreeing that they have the same favourite as I do or most of them say “Me, too!” and then a few of them who don’t celebrate the same way feel left out. Instead I try to begin this conversation by asking what we like best about holidays, for example, time with family and friends, foods we love, etc. We can use this conversation to build connections with one another and each child can have an entry point to the conversation and have a holiday in mind, whether it’s religious or secular or a national holiday. Then, once we have some idea about what makes a holiday meaningful, ask students what holidays they celebrate when the things we like best take place.

Using this information to plan around which holidays you will acknowledge in your classroom, helps to create a culture where we honour who students are. Be sure to celebrate all holidays to the same degree so that no one feels more important than others. You can also use this information to figure out which holidays you need to include because the children might not have any experience or knowledge about them. Whose voices are missing? Whose identities do they need to learn more about?

This year anti-bias and anti-racist leader, Liz Kleinrock, has a new book titled Come and Join Us! 18 Holidays Celebrated All Year Long. This beautiful text illustrated by Chaaya Prabhat centres on so many different identities. It truly gives the opportunity for some students to see joyful mirrors and others to look through windows that allow space to learn about cultures and celebrations they may not have had the chance to meet. My favourite part, however, is the brilliant way this text also invites readers to step through the sliding glass door and build connections and empathy with others. After learning about each celebration there is a reflective question, such as “Do you stay up late for any of your holidays?” or “How do you help and show care for others during your celebrations?” I can see how educators would use this text to learn about others and spark conversations that allow for all children to have an entry point and connection.

Educators could use this text throughout the entire year, inviting children to learn more about different holidays and practice how to be curious and respectful when learning about others. You’ll notice the intentional focus on holidays that are non-dominant in Canada, such as Nowruz (Persian New Year). Kleinrock addresses this in her author’s note at the end of the book, sharing the challenges she had growing up with the ways that others spoke about the holidays she celebrated. It’s a wonderful way to bring forward eighteen different holidays throughout the school year and to continue the conversation as holidays happen.

For more about Liz Kleinrock, visit: https://www.teachandtransform.org/
For information about Come and Join Us! 18 Holidays Celebrated All year Long, visit:
https://www.harpercollins.com/products/come-and-join-us-liz-kleinrock?variant=41010193203234

One of the most beautiful introductions I have witnessed happened on an ordinary fall day. I had word that a new student would be joining one of my schools, and I remember walking into the office that morning and seeing a girl sitting next to her mother. Her name was Mariam* and she had just arrived in Canada. And as I worked with her over the next year, I learned just what this bright and resourceful student was capable of. Despite having had the opportunity to attend only one year of school in her home country, she was literate in Arabic. And despite the fact that she was just learning English for the first time, she was able to quickly grasp curriculum concepts taught visually and with strategic translation, and demonstrate her knowledge in a host of ingenious ways.

But as I say, I was to learn all of this over the coming weeks and months. The first day of school, in a new country, surrounded by strangers and an unfamiliar language, she was understandably uncertain and worried.

With the help of an interpreter, we explained some of the daily routines, and gave her a tour of the school. We showed her where we would take her to be picked up by her mother at the end of the day, the washrooms, the drinking fountain. Several students had already eagerly asked if they could be her friend, and when she walked into her classroom for the first time with us, the entire class smiled and welcomed her.

But I could see that she was overwhelmed. And really, who wouldn’t be? The scary situations some children have navigate each day might make most of us adults freeze up in panic. Yet Mariam carried on. She walked to her desk and sat down, but when the attention of her classmates again focused on the teacher, I could see her quietly brushing away tears. 

The girl sitting across from her noticed as well. Her name was Ellie*, and she said something reassuring in English but realized Mariam could not understand. I saw her pause, then look around until she spotted one of the class iPads on the table next to her. She took it, and began typing. For the next couple of minutes, I saw her hunched over the iPad in unwavering concentration, looking back and forth from the screen to her paper, onto which she was copying something. Finally she straightened up, looked at her paper one final time, and then passed it across the desk to Mariam.

Mariam hesitantly took the paper, and when she saw what was written on it, her entire expression changed in an instant. A smile like sunshine brightened across her face, creating a change in countenance so rapid and complete anyone walking in at that moment would assume she had been having nothing but a blast all morning. 

I looked over at Ellie’s iPad and saw that she had been using Google Translate. She had typed in English “My name is” and then copied the translation of that phrase, the wobbly and earnest Arabic letters proudly centered in the middle of the paper. At the end of her carefully-copied script, she wrote her own name in English. 

اسمي هو Ellie.

My name is Ellie. Said in a different way than usual, but all the more beautiful for it. Since Arabic reads right to left, the name “Ellie” was placed at the wrong end of the sentence. But Mariam knew what she meant. 

Needless to say, a friendship was born. 

And this introduction is just one of seemingly endless examples of the importance of first language in the classroom and the power it has, sometimes, to make all the difference. 

*names have been changed 

 

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Those of you familiar with Star Trek lore will undoubtedly have heard of one of its most auspicious pieces of technology: the Universal Translator. Whenever Kirk and his crew, or later Picard and his, encountered someone in their interplanetary travels whose language they did not speak, nary a beat was missed. The aptly-named universal translator would kick in, instantly changing the language the other person was speaking into a language understood by the crew. Usually English. As a die-hard trek fan myself, I always wanted to hear a little more Vulcan or Klingon than the show allowed. But the technology did its job, allowing seamless communication and enabling everyone to carry on exactly as they always had, exploring strange new worlds, boldly going to them in the process.

But why am I bringing up a science fiction show of my youth, in an education blog dedicated to pedagogical issues of today?  Because the “universal translator” is becoming more of a reality in our world — and not always in a good way.

Don’t get me wrong. I am the first to marvel at the ways certain translation tools have opened up new possibilities for students and teachers alike. Students can strategically check the definitions of English words they need in learning curriculum and communicating with others. They can also do the same thing in reverse: if they know an English word but are unsure of what it is in their home language they can check that as well, the translation tool helping a bit to maintain and expand first language. Teachers can strategically use apps to translate simple definitions, vocabulary, short class assignments and even parts of worksheets, making content and goals more accessible to students learning English. 

But the key descriptor in all of the above instances is “strategic”. And effective translation is just that: focused, planned, and intentional. I have seen educators deftly use strategic translation to facilitate the learning of curriculum as well as the language students need to negotiate it. Rather than a wholesale conversion of every word uttered or written in the school day (as folks on a certain science fiction show would have it), the key parts are illuminated for students, allowing growth, learning, and inclusion.

So when determining the most effective ways to use the translation tools at our disposal, I always think back to those Star Trek episodes, to the good old Universal Translator that allows things to just ‘carry on as usual’ and ask myself, “Is the way this tool works trying to change the student into someone who understands me, so I can carry on as usual? Or is the tool allowing me to change myself and my instruction, so students can learn language and curriculum?” 

To elaborate on this statement, I offer the wise advice shared with me by ESL educators over the years, as I was learning effective (and not-so-effective) ways to use various tools: to avoid blanket-translation of lessons and interactions (such as running auto-generated first language subtitles under a lesson or conversation in real time with no other adaptations, or simply speaking into a voice-translation app to have a conversation with a student). First, these translation apps are not perfect, and errors abound in the accuracy and intelligibility of translation. Second, it is exhausting to read subtitles for the length of a lesson (or six!). Third, if absolutely everything is translated to first language, how are students learning English? How is the language of instruction being scaffolded for them? And finally, wholesale translation without other forms of scaffolding and language support is isolating. How can a student belong and contribute to class learning when they are desperately trying to read subtitles or are plugged into auto-translate headphones?

For a list of quick and effective strategies that can be used in combination with strategic translation, that scaffold English and enable MLLs to participate in curriculum tasks, I have summarized some of the critical ones in my blog entry Let that be a lesson for everyone. And although these strategies are intended for MLLs, they often enhance and amplify instruction for everyone. 

A noble goal.  And, as ever, I wish you all the best of luck in making it so. 

About a month ago, my son was struggling hard with fractions. Despite all of his teachers’ and my best efforts, he had missed some mathematical experiences to understand parts of a whole. We worked at our kitchen table together for days to try to build upon and solidify his fragile understanding. After many frustrating hours together, I realized that this time together wasn’t productive for either of us. He was coming away feeling defeated – as though he couldn’t make anything stick in his mind – and I was feeling frustrated that I couldn’t provide him with just the right learning moment in all those trying hours.

I decided that I would change my strategy. Somewhere I heard a reminder that kids already have SOME understanding of what we are trying to teach them. Some experience had taught them part of this ‘new’ learning already and they were not coming to a lesson as a blank slate. The curriculum is designed to build upon and extend prior knowledge, I just needed to find out what his knowledge was. So, I asked him what he knew about fractions as soon as he sat down. Not what he remembered about fractions, but what he knew for sure.

It turns out that he knew some good stuff! He knew that the denominator was all the pieces and they had to be the same size, he knew the algorithm for multiplying and for dividing fractions. Then I asked him what he thought he needed to focus on for the upcoming test. As it happens, he also knew he needed to work on adding and subtracting fractions and he could identify that his biggest hurdle was finding common denominators because he struggled with an efficient way to find common multiples. Listing multiples was his only strategy and that was tedious work for bigger numbers because it was taking too long.

I think about this moment and felt some real mom guilt about all that lost time together. I wish I would have asked him what he understood first and then asked him what he wanted to work on improving. As soon as we could focus on the specifics, he was able to build his understanding in an afternoon. Then we spent some time talking about reasoning strategies for finding common denominators and putting fractions in lowest terms, e.g., what could he identify as a ‘fact’ (even numbers can be divided by two) and what he knew was an efficient strategy (multiples of fives and tens).

Before the test I knew he was so stressed about, I told him to remind himself about all the things he already knew about fractions. We worked on that positive self-talk together to reassure him that he had the knowledge for this assessment and that he would have a starting place for every challenge.

Engaging my son with his own learning made it more meaningful for him. He knew there were some things he was already quite good at and other things that needed some more practice. He walked away feeling like he could be successful and his confidence was built up with that self-talk; knowing what he was capable of helped him to know that he had ability and strength as a mathematician.

I think about what this means for students in school. What do they know about themselves? What would it mean if our observations and conversations with students began with asking them their strengths and asking them what they want to improve upon? As a radical dreamer this year, I’m redefining my role in assessment as a facilitator for students’ understanding; to help them articulate what they know, advocate for what they need, and develop strategies to better understand themselves as learners.

Using some strategies, such as a K-W-L chart (Know, Wonder, Learned) or an opening mind map were some helpful ways I used to assess student knowledge before beginning a unit or new topic. We always did this as a class and we revisited the chart or list at the end to add to our learning. Now, I feel that’s different from building individual students’ understanding of themselves as they are learning. It’s different from empowering each student to know themselves and to letting them know that I believe they are active and capable learners.

What does this look like in my year of radical dreaming? I dream of this opportunity in small groups, in 1:1 conferences, and in the small moments that I know matter to them – like when that really anxious student is stuck just before beginning a task. I want them to know that I am their cheerleader, that they are not passive receivers of knowledge, that we are partners in helping each other become better mathematicians, readers, writers, scientists, and learners.

Thinking about annual learning plans, professional learning, and professional goals, I wonder about the opportunity to reflect on my own growth as an educator. When is the last time I reflected on what I am doing well? When is the last time I voiced what I need to improve upon? Who is my partner, my cheerleader in my journey? I wonder about the impact of a supportive space for educators to know themselves, to understand their strengths, and identify their areas of growth. It may take some time, vulnerability, and courage, but I think it would be worth it.

And just in case you were wondering, my son brought home a solid B on that fractions test.

My experience as a prep teacher began with my wish to be the teacher-librarian. I was so excited at the prospect of developing the library collection and sharing my love of reading with students that I took the job eagerly. Little did I know what a fantastic learning experience I would have. Like all teaching positions I had days that were incredible and some that were not.  Each prep teacher has a unique schedule and it can feel somewhat isolating to be alone in the role. Today I’m writing to remind prep teachers of their important role in the school community.

One of the most successful strategies I used as a prep teacher was to develop a very positive and collegial relationship with the homeroom teachers and all support staff. I went to my colleagues for details about students, advice on behaviour management strategies and sometimes we approached students and parents as a team to solve problems we were experiencing. Once we had a grade 1 student who was having the most difficult time remembering his classmates’ names even though he had a great memory for facts and information. He also had frequent falls and collisions when I had him in gym class. His classroom teacher and I had a talk and suggested having his eyes tested. He got his first pair of glasses and he became more confident and skilled in physical education plus he could recognize his classmates and began making friends.

The prep teacher position can be extremely rewarding. I loved seeing students over several years and getting to know some of their unique abilities in the subjects I taught.  We developed strong connections even though I was not the homeroom teacher. Getting to know the students over time was also very helpful in making book recommendations during the library period. I knew who wanted the books on soccer, hockey, jokes, pets, art, musicians, etc. 

For some students the subject that the prep teacher covers is the highlight of their day or even their week! It’s a highly meaningful and important role to play in the school. I found I could help coordinate school wide events because I worked with so many staff and students.  In a large school it can be challenging to know everyone but the prep teacher gets that chance. Students appreciate being recognized and noticed when they walk down a busy hallway. It helps a school feel safer and builds a trusting learning environment.

If you’re a prep teacher I hope you know you are not alone and you can reach out through social media to contact other prep teachers for suggestions. And if you’re not a prep teacher I hope you will consider trying the role one day.  It might be just the change you are looking for. Also, let’s tip our collective hats to the prep teachers out there and say thanks for bringing their subjects to life for our students.

In part one I wrote about the importance of safety as an Occasional Teacher. This month I started my days by discussing safety with students as part of my introduction and reminding them that in order for our brains to be ready to learn we need to feel safe. That includes being safe with our bodies, tone of voice and word choices. Then I worked on learning their names to build a rapport. I’d refer back to being safe throughout the day when issues would arise and it’s been helpful in creating a positive learning environment. Most of my work has been in the primary division so I’m interested to try this strategy with older students to see how it works.

Let’s address a question from one of the Heart and Art readers that is on the minds of Occasional Teachers everywhere, “How does one stay familiar with the changing technology presently being used in the classroom?”

I can relate to this question because I am not someone who adjusts quickly to new technology. I think I had access to Google docs for a decade before I started using it. Nowadays many teachers email me a link to their day plans with links to online resources included. I need to be connected to a projector and/or a Smart board to implement most lessons. In using this equipment I have to troubleshoot issues with sound, connection and even markers. Solving problems while keeping students engaged is very challenging but I know it’s worth it because the technology can engage more learning styles and reduce students being off-task.

Preparation is key. If I have the day plans the day before then I will read them over and be aware of the times that a laptop and/or Smart board are needed. If there is a laptop cart being used by students then I need to ensure there is time in the day to safely transport the equipment. Sometimes I need to try out an app that students are using or at least read or watch a video about it so I can assist them.

So far, I’ve found that students and colleagues are the best resource for addressing questions with technology. They are most familiar with quirky situations that arise in individual schools or classrooms. For example, I was in a room using a white board rather than a smart board and I could not find a dry erase marker but the students came to my rescue. In another room I accidentally plugged in the 3D projector instead of the Smart board projector but a colleague spotted the issue quickly.

If I’m feeling unsure about technology there are a few places I go for help. Sometimes the youthful people in my life can figure out my question immediately. This often happens with my cell phone. I have teacher friends in person and online who are an excellent resource. There are numerous groups in social media and I can pose a question there and usually get help very quickly.

My school board has a team who will answer questions and host professional development sessions on the latest software and hardware being used. ETFO also hosts pd opportunities that focus on technology including the summer academy.

Technology has changed constantly throughout my career. There were times when I had to learn and adapt quickly as new applications and equipment were introduced. Keeping up with the changes has helped my confidence and I’ve learned it is ok to ask for help, even if it turns out to be a very simple problem.

My adventures continue as a new OT and I may find more blog topics to continue this series. In the meantime, happy teaching!