Category: General

June has arrived, bringing the promise of summer and a sudden shift toward optimism in our daily routines. While I will eventually write a post about some of my favourite recommended teacher reads for the summer, I am going to encourage all of my fellow ETFO members to do something really important: take a long break from teaching.

I remember my first few teaching years rather vividly: the stress, the endless classroom management, planning endlessly, and the never-ending pile of marking that only seemed to grow. It is hard to describe the feeling of absolute relief, joy and freedom that comes on that last day of school when the bell rings. Within days, I would pack my giant backpack and head on a flight to South America, where I would gleefully spend my days exploring new cities, trying new foods, and meeting people from all over the world in the hostels I would stay in. Nothing puts distance between yourself and your daily routines like immersing yourself fully in another country, especially if  you are somewhere radically different from the place you are from. Spending long weeks simply exploring was like living another life, and I relished every moment until the inevitable day I would return home and be in the same place I had left – but utterly refreshed and ready to start a new school year.

While my life has changed radically since those carefree days – it’s a little harder to live out the backpacker lifestyle with two kids in tow – I still feel it is critical to distance myself from work for as long as possible when summer arrives. Teaching is intense, and this school year was perhaps one of the most challenging. As the recent ETFO member survey points out, violence in schools is pervasive, behaviour in schools is escalating, and understaffing persists. The challenges faced by students re-entering schools after years of pandemic disruption added a whole new dimension to the work of classroom management. Self-care is absolutely critical to stay healthy in the teaching profession today.

As educators, we continue to teach and support students, even in difficult circumstances: but to keep going, it is essential to take the time to distance, decompress, and refresh.

This summer – if it is possible – create as much space as you can between your personal and professional life. Get lost in a new country, the woods, the desert, a new town, a new park, or new neighbourhood. Read books or watch movies that that activate your imagination and take you to another world. When you see your teacher friends, try not to talk about work! Try it for a few days, a week, a month, or more.

Of course, professional development over the summer is important, but going into a learning session when you are burnt out or frustrated may hinder you from getting an optimal learning experience. Take the time you need before pushing yourself again in your professional practice. Your body and mind will thank you for it!

Each spring, many classrooms across Ontario work hard on their heritage fair projects. If you’ve never had the opportunity to participate in the Ontario Heritage Fair, it’s a great opportunity to have students invested in learning, researching parts of Canadian history and heritage. What I love about Heritage Fair Projects is that they are Canadian focussed and can provide a real opportunity for students to critically think about what events or people are an important part of Canada.

I remember doing a similar project when I was in grade eight history class. There was a long list of men, all British or French, who were the ‘influential founders’ of Canada. My project was on Sir Wilfrid Laurier. I think I chose him because he was on the five dollar bill and that bill was the one I saw most often at 12 years old. I can’t remember learning much more about him except that he also had a university named after him in Waterloo. Perhaps I was not as invested in the assignment as I should have been.

This year, there were so many different submissions! Noteworthy Canadians, including Viola Desmond and Terry Fox, begin to really show the changing view of what makes someone influential in Canadian culture. Twelve year old me would have been excited to see a Black woman or a teenage boy with an amputated leg as people who changed Canada for the better. These activists who were visible and worked to change a challenging system of inequality are nothing short of inspirational.

It was so fascinating to see some students chose whole organizations as responsible for changing the face of Canada. Organizations such as the Toronto Raptors or Sick Kids Hospitals that have had such influence on changing the landscape of Canada, bringing people together or providing life changing services for so many children and youth. You can imagine how personal these project submissions were for the youth who chose to highlight these organizations as a defining part of Canadian Heritage.

As I start to think more about pedagogy being culturally and historically responsive, I think about how students see themselves and other identities in Canada’s heritage. I wonder how we can encourage and develop learning opportunities that are culturally sustaining – allowing students not only to celebrate and learn about their culture, but to find joy in sharing history and a place for belonging. As the daughter of a Filipina immigrant, I wonder how I could have found my heritage represented in Canada as influential and important here. Could I have learned about my own culture and found space for it to be celebrated in school? What would I have said? What story would I have told?

I am already thinking about next year’s Heritage Fair! It’s beyond exciting to think about co-creating criteria on what makes someone influential or an organization important; to encourage students to critically think and develop their own definitions about what Canada means to them. There will be endless possibilities to plan and create the conditions for students to be invested in their learning, to be excited at seeing themselves reflected in Canadian heritage. I can’t wait to hear their voices!

** The Ontario Heritage Fairs Program (OHFA) is an educational initiative that provides an opportunity for students to explore parts of Canadian history or cultural heritage in a dynamic learning environment. Teachers, community educators, and families encourage students to use a variety of research methods to explore a topic of interest, and medium of choice, to tell their stories – about the land where they live, their personal family history, or their local community stories. For more information visit: https://ohfa.ca/about-ohfa/

Today was a beautiful day. I spent it at a school that sits on a large green field in the middle of the kind of urban vibrancy I grew up in. The expanse of grass is so wide and empty that it almost looks out-of-place compared to the wonderful density that surrounds it. The busy city streets leading to the school are lined with apartments, homes, businesses … an eclectic mix of buildings, some new, some many many decades old. Smack dab in the middle of one of the through-streets is a community garden, a jumble of interesting plants and floppy leaves that pops up out of nowhere, nestled behind a busy intersection, and which I always strain to see as I drive by. The June sun tends to warm this end of the city in a heightened way, and when a breeze blows across the grassy field as I walk up to the school, I can feel summer in its touch. 

This school, like so many I have taught in, is full of amazing students and dedicated teachers. Even in the final days before summer, when the academic year is winding down, the educators here are busily supporting students, and each other. Today, I arrived at classroom doors, taking students for end-of-year conferences and reading celebrations, and at each turn I chatted quickly with teachers, exchanging on-the-spot observations, progress and strengths, hopes for next year, plans to meet in September … all in a matter of seconds. These educators never seem to stop thinking about their students, and with the increasing demands and dwindling timeframes educators everywhere experience, being succinct and supportive is something of a necessary art these days. Teachers across our schools are exceptionally good at it.

Today was a beautiful day, full of engaged students, multilingual books, centres and math and outdoor games … and that quick collaboration between educators that helps hold it all together. It always gives me pause, that we manage to do so much when more and more resources and supports seem to slip away by the day. And I often imagine all that we could do if they were given back …

If we had class sizes that were manageable, that allowed every student an optimal learning environment …

If support programs for students with varying and wonderful and unique needs were properly funded … 

If we had time — real time — to collaborate and communicate with one another to best serve students …

Like that garden so close to the school, lovingly attended by neighbours and community members, I am continually proud of all teachers do to support their students’ growth. And I am also continually proud of our students, who bring so much knowledge and hope and joy to their classrooms, growing stronger, insights expanding throughout the year into new and glorious blooms. 

Summer is a time for dreaming, and this year my summer dreams are for all educators to rest and rejuvenate, knowing they did their absolute best for students. And for students, my dream is that every single one feels loved and celebrated, and proud of all they have accomplished, knowing that next September, their beautiful gardens will continue to grow.

Come with me to my backyard. 

A once unloved, unused space of my home was under transformation. I had a vision for a peaceful oasis for me and my children to “just be” ~ reflect, talk or listen, to feel. Wildflower seeds beginning to sprout where grass once struggled, patio lights strung across the old fence, and an added bird feeder attracting new sounds and visitors, my daily needs began to include at least a few quiet moments in my new, affectionately named swing, Eggy.

One June evening between the chaos of graduations, report card writing, and sports banquets, I was taking my few moments with Eggy, when I was taken by surprise by an unexpected visitor. Mkwa (a bear) appeared from behind the neighbour’s fence. As I laid eyes on him and jumped out of my swing, hurrying for the patio door, he left as peacefully and quietly as he came. Mkwa turned around and sauntered out of sight before I could even get in the house. 

As June returns and my nightly routine with Eggy extends in time, I am reminded of my visitor and continue to reflect on his message. Mkwa represents courage. And he reminded me of this courage. The courage to use my voice, to be vulnerable to share my story and also to inspire and help others find and use their voice. As I shared in my first few posts, writer is not an identity I held.

A few days after Mkwa’s appearance I received an email from ETFO which included a Call for Writer’s to write for Heart and Art. I knew it was time for me to step out of my comfort and respond to Mkwa’s nudge. 

It was very clear to me that my next step required courage; To put some of my energy into sharing my experiences, my knowledge and my passion with educators to foster positive change within our system. And this blog was a great forum, allowing me to share this with you, my valued reader. I hope you have found and continue to find some of my posts helpful to you professionally and/or personally, and you find your outlet to amplify your voice and use your experiences and knowledge to continue strengthening our public education. 

Ahhh Summer… A much anticipated, well-deserved time to rest, relax and recuperate for both educators and students. And a time when many educators can put their teaching hat to the side and take a seat on the other side of the classroom, as a student. 

 

In my last post I reflected on an ETFO program I participated in this school year and mentioned I would highlight another amazing program that I love, Summer Academy. In Arianna Lambert’s recent post ETFO’s Summer Academy Is Coming Soon, she shares her experiences with Summer Academy and an overview of one of over 40 amazing upcoming in-person and virtual 3-day courses planned this summer. 

 

From Math and Literacy programs, to Mental Health, Technology, Assessment and Culturally Relevant Pedagogy, there is something from everyone.  Working with locals across the province, ETFO is offering a number of in person sessions as well as virtual. Take a look and find one that suits your needs! 

 

Check out if there’s one happening locally for you, or maybe one of the many virtual sessions planned is more accessible. Or, try one of my favourite ways to narrow my own search, by finding a cool place to explore. What I mean is,  if you’ve always wanted to check out the capital, head to Ottawa for some learning during the day and city exploring in the evening! Or maybe Stratford is just the place for some Outdoor Exploration with Jacquline Whelan and Joanne Burbridge during the day and an evening play. Or Niagara-on-the-Lake might be for you with evening shopping and wineries after a day of learning how to better integrate and utilize technology in your classroom. Kingston is a beautiful old city with lots to see! Barry’s Bay, London, Brantford, Waterloo, Burlington, Barrie, and Toronto are all on this year’s Summer Academy in person locations! 

 

And I can’t miss this opportunity to give a shout out to my hometown, Sudbury, where the Rainbow Local is hosting what is expected to be an incredible learning opportunity titled The Art of Teaching Kindergarten. This will be led by ETFO member and Toronto Teacher, Marcia Bumbury. Just another reason why I love Summer Academy: The programs are facilitated by fellow educators and ETFO members. How great is that? To meet, learn and network with our educators from across the province. 

 

And finally, I would love to meet you in Toronto at Mindfulness in Education scheduled in mid-July!  This is my first year back facilitating since 2020 and am looking forward to offering this in person once again. Designed for educators at all levels who are looking for new or creative ways to bring mindfulness into their classroom and/or personal life, you will leave this three-day workshop with accessible, hands-on activities, read-alouds to introduce mindfulness concepts to students and practices to help you and your students.

 

While there is much to say about the individual programs, there is more to just giving one a go. For a nominal fee (some locals offer PD reimbursements), lunch and snacks included and incredible professional development from talented educators, I hope you find one that suits your needs this summer! 

Like all teachers, I genuinely find students to be so interesting! They have such a wondrous view of the world and how they formulate new ideas. Listening to them talk to one another and explain their thinking helps to build classroom community and confidence. They learn to discourse and disagree respectfully, but also how to change their thinking as they learn from one another. At the beginning of this year, I blogged about building community and that lists some strategies to start creating a safe classroom environment no matter what time of year. Building community and safe spaces is the first step toward creating an environment where students feel comfortable to share their thinking and learning out loud.

When I want to know more about student thinking, I always consider my intentions. I wonder what I think they might say and how I might respond to them. For example, if I am working in math on visible thinking and I want to elicit specific vocabulary, I might listen for those keywords. As importantly, I also think about what I might do if I don’t hear those words. How can I validate their thinking and also provide the words they need in a way that isn’t intimidating?

When I first started teaching, I always noted what students were saying. I was listening for the right answers. Now in large group discussions, I’m listening to who shares, trying to make space for those who don’t always share, give thinking time, and try to have students respond to each other instead of looking at me to see if they have the right answer. Sometimes that looks like think/pair/share time or I might have them write down two ideas before sharing. We explicitly practise sentence starters that allow for students to participate even if someone shares the same ideas first, such as “I agree with ___, and I also think ___” or “When ___ said that, it changed my thinking”. We also practise how to respond when we have different opinions, for example, “I didn’t think about it that way. My first thought was ….” or “Thank you for sharing. I wondered about….” I spend a lot of time teaching and modelling how to acknowledge each other’s ideas respectfully.

At times, small focus groups really help me to listen for specific ideas. Often, when I am looking for information I use this strategy to coach student learning. In small group literacy instruction, asking the right question gives me some insight into their thinking, such as “I wonder what this word might mean” or “I am not sure why that character might have said that. Do you have an idea?” These kinds of questions can be challenging for students so I find they are best given in a small group or one on one where I can coach students through conversation.

When I started to focus on listening as part of my practice, I learned so much more about students. They became more comfortable talking about their ideas and thinking with me and with their peers. I would often model my thinking process aloud, wondering about ideas, and questioning what I was thinking. I think it gave them the message that they could share imperfectly too – we don’t have to have exactly the right answer before we share some of our beginning ideas with one another. We can share the process and in this way, we can build a safe community together.

I know that I learn better when talking with other teachers.It helps me to develop my thoughts and gives me the opportunity to learn from others. One thing I have learned in all my years of teaching is how important that is for students, too: the space to think through ideas out loud. A space to learn with and from one another as a community.

It’s time, and I am excited! I will retire from full time teaching on June 30, 2023. Looking back I see all the adaptations educators have made over the past few decades. From handwritten report cards to sharing floppy disks to shared online documents.  Sometimes it is very challenging to be a teacher but the rewards of the job are immeasurable. I’d like to share 7 reflections during my retirement countdown.

1.Expect Change 

Policies, curriculum, class lists, grade assignments, and technology are just a few things that have changed regularly throughout my career. It was not always easy to take these changes in stride but as my career went on I found I could usually shake off my initial resistance and adapt. 

2. The days are long but the years are short

Some days drag, don’t they? And yet here I am looking back asking, where has the time gone?

3. Take care of yourself

There are times when someone might say to you, are you aware of the Employee Assistance Program? I encourage you to listen to those friends and go ahead and get some help with mental health. We all have internal struggles that can become overwhelming and impact our relationships and our job performance.  Getting advice, counseling and support from a therapist can be life-changing. 

Similarly, I have found it helpful to take charge of my physical health and make it a priority.

4. Lead by example

I discovered some simple tricks from my soft spoken friends. I bring the class energy up and down with my body language and voice. I also set the tone for kindness, manners and joyfulness  in my classes. 

5. Rest

It’s not always easy to make yourself a priority but it’s your #1 job to take care of yourself. So go to bed early or take a nap -after work! (It’s very uncomfortable to nap with your forehead on your desk, right?)

6. Rely on your colleagues for support

I’ve been blessed to work with so many awesome humans. Our union local has also been fantastic for providing support and learning opportunities. We are stronger together.

7. Celebrate!

Chances are you are teaching because you want to make the world a better place. Remind yourself constantly that you are doing just that.

I pass the torch to you. I see the eagerness and energy of new teachers and I hope you can enjoy all the magical moments ahead.  It’s been an incredible 31 years and I’m eager to see what else life has in store for me.  One of my retirement goals is to stay connected to education, so I hope to switch to the role of occasional teacher in September.  Beyond that I will be doing what my retired friends have suggested:  Anything I Want!

I wish you all the best in your year-end countdown!

June is Indigenous History Month and on June 21, Indigenous Peoples Day. Many Indigenous groups celebrate their culture during this time and it is a wonderful time to honour and celebrate the contributions of Indigenous Peoples. 

If you are looking for ways to learn about and include Indigenous ways of knowing and being with your students, you are in the right place. 

 

As you may or may not know, ETFO has a plethora of resources that can be found at etfofnmi.ca. With links to ETFO publications including posters, resources and webinars as well as links to great bookstores, relevant and appropriate Truth and Reconciliation and residential school resources, ministry documents, and many other Indigenous organizations, etfofnmi.ca is a great resource to check out when you have some time to devote to exploring this site!

Another great resource I want to share is published by the Indigenous Family Literacy Circle of the Kingston, Frontenac, Lennox and Addington Children and Youth Services planning Committee. The resource titled Come Walk in my Moccasins Newsletter is published once a month. I have absolutely love the consistent format and ease of use of this newsletter. Each issue includes the following categories Books, Our Music, Our Words, Our Stories, Our Traditions, and Recipe. Our Arts, and other categories are sometimes included as well.  

In the Books section there are always at least a few books recommendations, each with a brief description, image of the book cover and the age/grade level the book is geared towards. Our Music highlights a song, often with many Indigenous words or phrases and teachings. For example, this month’s song is “Wichita” ~ the water song. The newsletter provides a link to the a short (under 3 minutes) video from the Ontario Native Women’s Association’s Virtual Drum Book. In the Our Words section, you will learn some Indigenous vocabulary. I have noticed that much of the language lessons are Mohawk, however, some also include other Indigenous languages such as Ojibwe. In the April Newsletter, for example, Animal names are introduced in Mohawk and Ojibwe languages through the use of puppets, and in under 2 minutes. Our Stories, again with links to other sites, will provide you with stories that will help you understand the worldview of many Indigenous People as stories are always connected to the land, animals, plants, and the natural world around us. Want to learn more about traditions and ceremonies? Our Traditions is the section to go to. With teachings including Sunrise Ceremonies, Berry Fasts, Star Blanket Making and Baby’s First Moccasins you’re sure to deepen your understanding of Indigenous ways of being and knowing.  Recipes and Indigenous Infusion offers just that: An Indigenous infused recipe. March’s Issue shared Pork Chops with Pears and Sweet Onions from the Indigenous Diabetes Health Circle Recipe Collection.  Additional information is often found at the bottom of the newsletter, which may include upcoming courses, community events (local to the Kingston area), other relevant resources. 

What I really appreciate about this newsletter is the accessibility of each issue. It is geared toward anyone interested in learning, regardless of entry point. The content is well organized, and with relevant, up to date and short videos, busy educators can quickly find inspiration for a short lesson or additional information for a lesson already planned. If you’re interested, subscribe using the link below and each month you will have access to curated Indigenous content. https://kflachildrenandyouthservices.ca/indigenouslearningcircle/

I hope you find opportunities to recognize, honour and celebrate Indigenous ways of knowing and being with your students as we continue to work towards Reconciliation, throughout the month of June and beyond!

Asian Heritage Month is an opportunity for us to learn more about the diverse culture and history of Asian communities in Canada, as well as to acknowledge the many achievements and contributions of people of Asian origin who, throughout our history, have done so much to make Canada the country we know and love. (Government of Canada, www.canada.ca/en/canadian-heritage/campaigns/asian-heritage-month.html)

Working with some junior teachers in May, we wanted to make sure we highlighted Asian Heritage Month as a celebration. The theme for 2023 is “Stories of Determination” to celebrate the contributions of Asians while recognizing the challenges that have been faced by the Asian community. We wanted to be aware of any student who identified as Asian in the classroom and to ensure they saw themselves represented in the discussions.

As in primary, we began by asking the students to name Asian countries that they knew. They knew more than the primary students were able to name, such as India, the Philippines, and Thailand. When we showed them a map of the continent of Asia, it helped encourage their thinking and vocabulary of Asia as it’s own continent. Many times, people refer to Western Asia as the Middle East and this language centralizes Europe on a map. Looking at the continent of Asia developed the idea of Western Asia which is a more accurate geographical description that centres Asia as it’s own continent.

Students were surprised to see how close Asian countries were to Europe, Africa, and even Russia. It was interesting to listen to them think through this concept. Comments such as, “I always thought Asia was so far from everything” were evidence of the new learning that was taking place. We also looked at how British Colombia was the closest province to Asia and talked about how that might influence immigration patterns here in Canada. We were fascinated listening to their thinking and to share our own wonderings as co-learners about Asia.

We wanted to maintain our focus on the theme “Stories of Determination” and use this opportunity to celebrate Asian Canadians. We invited the students to think first about any famous Asian Canadians that they knew. It was a fairly small list! We wondered out loud why that was and what we could do to learn more. Using technology, we invited the students to pair up and look through the Government of Canada’s website describing Noteworthy Canadians of Asian Heritage (https://www.canada.ca/en/canadian-heritage/campaigns/asian-heritage-month/noteworthy-figures.html#s8). This site is a curated list by the Canadian Government with short biographies of Asian Canadians. This list celebrates a variety of people, from politicians to writers to athletes and more. It has a diverse representation of Asian heritage, including individuals from the Asian countries that were ‘new’ to students. The biographies are shorter and in language that was manageable for most students to read and explore with their partners.

As we wrapped up our learning, we asked students to share one new Asian Canadian that they learned about from the website. We really wanted to allow space for them to think about Asian identity as diverse in culture and also in contributions. Building the idea that Asians have contributed to Canada in many different ways helps to dispel stereotypes that students may unknowingly hold about Asian identities.

Finding ways to engage students in learning during heritage months is one way students begin learning about identities that may differ from their own. If there are students in the classroom who are Asian, this is a great way to centre and celebrate their identity, too. For some students, this is new learning and for others it gives them a chance to learn even more. Whether it’s a first step or continued learning, I encourage you to think about celebrating heritage months in the classroom together!