General – Page 42

March 29, 2021January 4, 2024 Michelle Fenn Celebrating Success, Challenging Topics, Constant Learning, General, Inspiring Teachers, Mental Health, Mindfulness, Play-Based Learning, Teacher Appreciation, teacher efficacy, Teacher Wellness, The Arts, Wellbeing, wellness, Wellness, Women at Work, Women's Health

Rejuvenation Through Creation

For me as a kid, there was no better feeling than opening up a new box of 64 Crayola crayons. The big box with the flip top lid and the sharpener on the side. I can remember agonizing over which colour to pick first and being so thrilled by the perfection of the colour palette in neat rows in that box. I loved to draw and colour. I could do it for hours never lifting my attention from the page. In adulthood, I abandoned doing art for pleasure. It seemed silly for me to sit around and draw or paint for no real reason. I felt I should be doing something productive. A few years ago I began to create art again and realized how much I had missed it and how much joy it brought to my life. I create digital art now, which isn’t quite the same rush as opening a box of crayons but it is easier to share with others-like the picture above. I have recently learned about the health and wellness benefits of creating. Creating is rejuvenating, it is rest and it is soul food.

Dan Tricarico, in his book “Sanctuaries: Self-Care Secrets for Stressed-Out Teachers”, he talks about how people get lost in an activity that you love so much that the rest of the world seems to fade away. He calls it a state of “flow”. I find myself getting into that state of flow when I draw, create music, write, cook or do jigsaw puzzles. It isn’t that passive state of binge watching something on Netflix. However, sometimes life’s answer is just that. The state of flow is active and when I emerge from that state of flow, I feel rested and invigorated. In Jessie Scholl’s article, “Go With the Flow: How States of Blissful Concentration Can Boost Your Overall Health and Well-Being” she states that, “Flow triggers the opposite of a fight-or-flight response. Breathing becomes more relaxed, muscles loosen, and heart rate slows. The specific biochemistry associated with flow varies depending on the activity, but the overall benefits to health and well-being are the same. ” In fact, a 2018 Forbes article, “Here’s How Creativity Actually Improves Your Health” written by Ashley Stahl, claims that creativity increases happiness, reduces dementia, improves mental health, boosts your immune system and makes you smarter. Well, who doesn’t want all of those things?

You don’t have to be a professional musician, writer, artist or athlete to practice flow. You can do it with any activity with some level of skill that requires you to pay attention. It is really a type of active meditation. Flow can be found with exercise, writing, dancing, baking, gardening, robotics or whatever activity brings you joy.

Don’t have the “time” for a creative pursuit? It definitely requires some intentional effort to ensure that you take some time each day to pursue what you enjoy doing. It doesn’t have to be for hours but make it a specific small goal. In building anything into a routine or ritual, micro habits are key. These are tiny steps towards implementation that grow into longer lasting habits. When I started creating art again, I just started with doing 5 minutes a day. I just drew something. I wasn’t worried about perfection or even completion. I started getting lost in the flow and those minutes eventually became hours over time. I continued to build my time until I created the habit to attempt to do something creative at least twice a week. Beware of your inner perfectionism critic if you have one, like I do. Give yourself some self compassion if you get out of the habit. No one is keeping score and it is meant to be for you and your health and wellness. When I get lost in stress and the life’s duties I often think, I should probably create something and get into that flow state-it has been a while. Ultimately, I never regret taking that time away from the rush and hustle.

If your activity is just one more thing on your to-do list, it isn’t going to bring you joy and happiness. In order for something to really feed your soul, it has to be something you value, something authentically you and something that you want to do because it brings you a sense of flow, peace, focus and energy. Hopefully you will find something that gives you that “new box of crayons feeling,” whatever that means for you.

March 25, 2021March 25, 2021 Michelle Fenn General

My Inner Critic and the Teacher Across the Hall

Sadly, I’ve spent a lot of time over my career as an educator listening to my inner critic. Recently, I’ve actually put a “face” to my inner critic. My inner critic looks remarkably like the mascot from Montreal’s “Just for Laughs” festival. Ironically, the name given to the mascot by the festival is Victor. In more cases than I care to admit, Victor has been victorious in getting the better of me. Sometimes I can visualize squashing Victor underneath my shoe. Those are good days. Other times I might be able to stuff him into a cupboard. Sometimes he is sitting right on my shoulder and whispering in my ear and won’t go away no matter what I do. All Victor really wants to do is protect me from getting hurt-inner critics do serve a purpose, but he will lie to me in order to get his way. What I am constantly practicing is separating the truth from the lies and stories that I tell myself about a situation before it gets out of hand.

Victor gets particularly loud whenever it has anything to do with my being an educator. My inner critic often compares me to others and makes me feel bad about myself. It might go something like this, “How can you be so weak? Everyone else is handling their job during the pandemic just fine! You cannot ask for help or let others see you sweat. They will think that you are crap at your job and you’ll be fired from teaching altogether. Why can’t you be more like those Super Teacher-of-the-Year Educators on Twitter?” Sometimes I can get lost in the middle of Victor’s storytelling. He can be quite convincing. However, when I am self aware I can pick apart his rationale. “How do you know that everyone else is handling things just fine? I don’t know the story of everyone else. They might be suffering just as much as I am but don’t want to talk about it either. People don’t get fired for having bad days. Asking for help is not weak. Asking for help is brave. Those teachers on Twitter might post their best days and best lessons but still have bad days. What are they even teaching and assessing with this Pinterest project? I am a strong educator and I am doing my best every day, in the middle of a pandemic and sometimes good enough has got to be good enough. There is more to life than my job. Go to your cupboard Victor, you aren’t winning this one.” Sometimes it works like a charm and Victor scurries away. Other times I have to stuff him in the cupboard forcefully. (Disclaimer: No mascots were injured in the writing of this blog). The idea is that I have to be self aware and separate fact from fiction. I have to be very careful with the stories that I tell myself-especially ones that compare me to others. I never have all of the facts about the lives of other people.

I taught grade one for a number of years and my classroom was across the hall from the Kindergarten teacher. I was always in awe of her programming, dedication and energy. In my head, she had it together every single day. I remember thinking, I wish my program was as amazing as hers. I don’t feel like what I do with my students measures up. After many years thinking in this way we chatted about it one afternoon and she admitted that she felt exactly the same way about ME! That discussion was incredibly enlightening to me. I realized that the stories we tell ourselves about others shape how we feel about ourselves. Just like on social media, we put our best selves out there and often don’t let others see our cracks. However, we ALL have cracks. In the words of Leonard Cohen: “Forget your perfect offering. There is a crack, a crack in everything. That’s how the light gets in.” Perfection is a myth, highly overrated and impossible to sustain. We need to treat ourselves gently, with care and compassion. Victor isn’t going to go away anytime soon but I am learning to know when he is lying and I’m calling him on it. “Go to your cupboard, Victor.”

March 9, 2021 Tammy Axt General, Professional Learning and Growth

New Spec Ed AQ- Teaching Students with Intellectual Needs (DD)

I just signed up for a brand new AQ that ETFO AQ is offering this spring. It is called Teaching Students with Intellectual Needs (Developmental Disabilities). This AQ was created to support teacher’s professional growth in meeting the needs of their students with Developmental Disabilities.

As a teacher of students with Developmental Disabilities (DD), I have often been approached by colleagues throughout the province asking for help and suggestions on how to meet the needs of their students in inclusive settings. The questions have been plentiful and frequent which tells me that there is a great need for an AQ like this one. Students with DDs are amazing, vibrant, and fantastic members of our classrooms. They bring a unique perspective on the world. They also need a very specialized and individualized program in order to be successful at school. This AQ will give teachers some foundational information to begin to understand the unique needs of students with these exceptionalities.

In preparing for this blog, I was fortunate enough to speak with one of the writers of this new ETFO AQ, Lindsay Freedman. She has been a teacher of students with Special Needs in a variety of settings for many years in the Peel District School Board and is currently a Lead Instructor for ETFO AQ.

Lindsay shared with me that it is important for teachers to take a course that focuses on students with Intellectual Needs for a couple of reasons:
a) Throughout your career, you are going to have a student in your class with an Intellectual Disability. It is not a matter of if; it is a matter of when. This AQ will allow you to be proactive, prepare to meet the needs of these students and learn about the policies and history that will impact your programming decisions.
b) This AQ is important as it will help teachers with inclusion practices. Most school boards in Ontario have a full inclusion policy for students with special needs. This AQ will begin to give teachers the tools to be able to effectively support these students in the classroom and provide an environment that will benefit all learners.
c) If you are an educator that holds Special Education qualifications, this AQ will further expand your knowledge specifically with the many exceptionalities that fall under the Developmental Disability classification. As Lindsay shared, many educators are choosing to specialize more deeply in a specific area such as Behavioural Needs or Communication Needs (LD or ASD). By offering this course, ETFO AQ has really answered educators’ need to go beyond general Special Education courses by continuing to expand the choices available.
d) This course will support you in writing IEPs and transition plans and many of the other mandatory requirements for educators in Ontario. If you have never written either of these documents before, this course will go through step by step how to effectively prepare documentation with a focus on equity and well-being. Personally, I have written IEPs for years and I am really looking forward to seeing if there are any parts that I can refine and improve on.

Knowing that a part of the course focuses on history, I also asked Lindsay, why it is important for teachers to know the history of people with Intellectual Disabilities in Canada?
Lindsay shared with me that to really understand where we are in education, teachers need to realize that there was a shift from institutionalization to inclusion that happened with Bill 82 in 1980. Knowing how people were treated, the absence of services and lack of choice that parents had before this change, provides clarity and empathy. Understanding the history really brings focus to why we have inclusion in Ontario schools. It also highlights how important program and placement choice are for families. During this AQ educators will learn about some of the challenges, awful names and horrible conditions that people with Intellectual Disabilities had to endure and why it’s important for parents to have the right to make choices about their child’s education.

The history of people with Developmental Disabilities is closely connected to many of the policies that were implemented throughout the last 40 years. Educators must understand many of these policies so that they are able to support students correctly. The policies impacting students with Developmental Disabilities will be studied in this new AQ.

Finally, I asked Lindsay, should a new teacher take this course?
She stated that the course will benefit all educators, regardless of teaching experience. It is presented in a very sequenced and practical format so that you are continuously building your skills. For example, when writing an IEP, educators will have access to examples and will be supported to write each section until they have completed an IEP. By the end of the course, teachers should feel confident in the skills they have developed. Lindsay shared that all ETFO AQs are written by teachers for teachers and are easily accessible for teachers at any of their stage of their career.

ETFO AQ is one of the two course providers for this AQ. This AQ is being offered during ETFO AQ’s spring sessions. Registration for the Spring session closes March 30th at 5pm and the course will run from April 6th to June 18th.
You can register here: https://etfo-aq.ca/courses/teaching-students-with-intellectual-needs-developmental-disabilities/

February 28, 2021 Tammy Axt Diverse Learning Needs, General, transition

Transition Planning

After three years together, many of my fantastic students are transitioning to high school this year. When I think about them moving on, I am incredibly emotional as they have grown so much over the past three years and I am really going to miss them! But before I can sit down and have a good cry about their departure, I must complete something called a transition plan for all my students.

With the introduction of PPM 156 in 2014, a transition plan is now required for all students who have an IEP, whether or not they have been identified. Transition plans are often embedded within the IEP and are reviewed as part of the IEP review process. Transition plans can be made for in class, grade to grade or school to school transitions. In some circumstances, the board may decide to create a transition plan for a student without an IEP but who is receiving Special Education supports. In addition, PPM 140 outlines the mandatory use of ABA methods to support students with Autism Spectrum Disorder in all aspects of school including transitions.

PPM 156 outlines what must be included in Transition Plans. They must include: goals, support needs, the actions required to achieve the goals, roles and responsibilities, and timelines. The aim is to have students develop independence skills so that they can be successful in moving through their school career in Ontario. Below are some examples of transition goals I have used for students in the past.

Examples:

Goal: Student will independently transition between activities within the school day.

The actions required to achieve the goals: Student will use anxiety reducing choice board when feeling overwhelmed during transitions.

Roles and Responsibilities: Teacher and Educational Assistants will develop choice board in consultation with the student. Teacher and Educational Assistants will support student in identifying times in the day when the choice board will be beneficial.

Timelines: Choice board created in September. Used as needed throughout the school year.

Goal: Student will transition to a new school

The action required to achieve the goal: Student will receive a social story about their new school.

Roles and Responsibilities: Teacher and Educational Assistants will review the social story in class with the student. Parents will review the social story over the summer prior to the transition to a new school.

Timelines: Prior to the transition.

According to PPM 156, transition meetings are not a mandatory part of the process of transitioning between schools. However, if you are able to arrange to meet with teachers who have taught your students at another school or who will be teaching them in the future, it is very beneficial. In the past two years, I have presented my students to high schools and I have attended many presentations for my incoming students. These presentations are very beneficial because they allow time for questions and discussion about how to best support the student’s needs. If you have never presented a student at a transition meeting before, here is some information that I highlight:

Background information: name, date of birth, IPRC identification, language(s) spoken at home
Supports: Information about any support being provided in or out of school such as Speech and Language Support, Occupational Therapy, Behaviour Therapy etc..
Student’s Strengths and Needs
Medical Information: medication that the student takes, allergies, special equipment that they use.
Communication: verbal, assistive device, augmentative communication etc.. Also, what kind of supports they have to support their understanding in the classroom such as visual schedules, social stories, choice boards, independent work system bins.
Interests, Motivators, Reinforcements, Dislikes
Literacy and Numeracy Skills: letter, word and number recognition, ability to write and recognize personal information such as phone number and address.
Assistive Technology: Boardmaker, Clicker 5 or 6, iPad, touch screen, wireless mouse, SMARTBoard.
Mobility: outline support needed for student to move around the classroom and school such as adult assistance or a walker.
Behaviour: Outline any physical aggression or challenges with self-regulation.
Personal Care: level of independence with eating, dressing and toileting.
Transportation: requirement of a travel assistant or harness to successfully ride a bus to school.

Additional Resources:

Niagara Catholic District School Board created a great resource to support with transition planning. There are many great examples of transition plans in this resource and is a great tool to use if you have never written a transition plan before.

A group of school boards collaborated on a one page support guide for educators about writing transition plans.

The Ministry of Education has created a resource that is an overview of Special Education in Ontario.

February 28, 2021 Tammy Axt General

My students are tired!

My students who are engaged in online learning are tired. This past week has been the most difficult for them since the pandemic began. They had difficulty focusing, answering questions, and staying positive. It has been a lot for them. All my students have an Intellectual Disability and communication takes a lot of effort for them. They have difficulty understanding me with my mask on and have a hard time understanding each other. Up until this week, they have done a great job of meeting every day with a positive smile and enthusiasm for learning but they are running out of steam.

To be honest, I am running out of steam too. It is difficult to teach in a hybrid model where you are constantly going back and forth between being online and in person through out the day.

With the announcement of the delay in March break and the realization that we have 6 weeks together before a break, I decided to try and add some excitement to our online sessions together. I asked my students on Friday to choose the themes for our morning sessions for the next six weeks. They had some great ideas and I hope that this will help us stay engaged through these very challenging times. Below is an example of one of the upcoming morning meeting presentations and how it supports my student’s IEP goals.

The theme for next week:

We start off every meeting with a welcome song.

Many of my student’s have communication goals that connect to speaking to others. The next part of our gathering everyone will be picking someone to say good morning to and sending them a shooting star with their hands.

Many of my students continue to work on developing their literacy skills. Each day throughout the week, we will listen to a different story and have a discussion about it. The first story is really exciting as it is told by an astronaut from the International Space Station.

The IEP goals of many of my students are connected to building skills counting and recognizing numbers. The planet choice board has links to Boom cards that practice those skills. Students will take turns deciding what planet we will be going to visit for our math each day!

Next in our online learning session we focus on movement.

Finally, we practice our reading skills.

Then we end just like we began, with a song.

What are you doing to keep your students motivated through these next six weeks?

February 28, 2021March 1, 2021 Will Gourley Advocacy for change, Anti-Racism, Black History Month, Black Lives Matter, Equity, General, Making a Difference Through Education, Social Justice

About next month

Do not go gently into that next month. Do not close the book on the last one, and not open it up until the same time next year. Do not look at your checklist and think it is complete. There are still boxes to tick and more are being added each day. There is work to be done on behalf of equity, justice, identity and intersectionality. Do not go gently into that next month.

This past February has revealed so much to me as an educator. It has shown me that you cannot put a time frame around unlearning centuries of racism in the form of micro and macro aggressions against Black, Indigenous, Asian, and all People of Colour. February has shown me that the narratives of history have been whitewashed and buried in textbooks in the hopes that the bones of truth would not be exhumed.

February has taught me that even our collective best efforts to seed conversations, nurture thoughts, and harvest actions face unnatural forces of hatred and bigotry in the gardens of the communities we sow. There are weeds to pull that must be dug out from far below the surface hit by the light. We must dig down to uproot what is hidden in the dirt below.

March must be about continuing conversations around race and racism while celebrating black excellence beyond Rosa, Harriet, Nelson, and Martin. March needs to come in like a lion roaring the names who have fought against injustice and oppression who have yet to be mentioned in the history books. It is not just about athletes and performers, there are teachers, business owners, activists, and civic leaders who have all fought against systemic racism, injustice, and oppression with rarely a mention in our classrooms beyond the month of February: Afua, Dudley, Clotilda, and Denham.

The names above and so many more have been part of the fabric of our communities, but seem to get lost the other 11 months of the year. Please do not go gently in next month without digging deeper into the undershared stories of black excellence that exist around us beyond the worlds of sports and entertainment.

Do not go gently into that next month. It is our collective call to action to learn how to become anti-racist educators. It cannot be compartmentalized into a fraction of our instructional year. Anti-racism education cannot be reduced to a brief item at a staff meeting or a PD session either. 1 month out of 12 will never be enough when racism is working all year long. This work cannot be hefted onto someone else’s shoulders. We must all carry our share of the load.

Do not go gently into that next month. Now more than ever it is time to rage against what has caused so much harm from generation to generation. Embrace what discomforts you, be okay with the dissonance from not having all of the answers to students’ questions. Seek out others who are learning too. Walk alongside them as you learn and grow together and continue planting the seeds of equity and justice in your classrooms.

“Do not go gently into that…” and ‘rage against” phrasing borrowed from Dylan Thomas’ poem Do not go gentle into that good night

Tough emotional and right somehow

Tears.

I am pretty sure there were tears in the classroom.
It wasn’t the first time and won’t be the last.
They were real. They were mine.

You know when you are in the middle of your classroom, midway into a lesson, and a thought hits? It was surreal to say the least as it happened on our first day back after another 6+ weeks of lockdown learning due to COVID 19. I was so proud of my students. Suddenly, thoughts of how hard they have worked through all of the ups and downs, changes, models, and separations that have been pieced into this school year.

Is it raining in here?

My students knew something was up because they all became really quiet. They are usually quite vociferous. Not that day. Perhaps the collective breath we had all been holding onto since Dec 18th was simlutaneously exhaled; we were in each other’s presence again. As often is the case, we were in the middle of a conversation about life. This one was about acts of kindness, and I shared a video from Thai Life called Unsung Hero.

The video tells the story of a person who does little acts of kindness for others, and how those simple gestures impact their lives. The narrator reads through the spot saying how the giver will not get anything in return, be richer or become famous. The only reward will come from witnessing the happiness in sharing simple acts of kindness.

It was at some point in the video when I thought about all of the grace and kindness of the students in my class, at my school, and around the world who have had their educational lives disrupted beyond anything in recent memory that could not be attributable to war or natural disasters. Where was their recognition for coping through all of this? I thought about the trust with which so many of the students whom I teach were able to transition to temporary education on-line, show up everyday, engage, continue to learn, and then at the flip of a switch show up for in person classes only having missed a few beats. In that moment I felt such appreciation for all that they have gone through this year all without complaint or disengagement. What kept them coming back with such positivity when there was so much uncertainty?

I thought about all of the students who couldn’t return to in person learning as well. I thought of everyone who struggled and continues struggling to turn their cameras and microphones on everyday for virtual school. Whether it has been the result of inequitable access to technology and reliable WiFi, or that they could not stand to stare into a glass plate for 6 to 8 hours a day any longer. I thought of the students and teachers who are slipping through the cracks because they cannot hold on to emailed messages of “Your mental health matters”, “Stay strong”, “We are here to help”, and “We appreciate you” as their only safety harnesses while dangling over the edge of depression, frustration, and anxiety in the virtual classroom.

I saw how brave my students have been to return with such positive attitudes, knowing that they would be cohorting, masking, sanitizing, listening to lessons muffled by masks and shields, eating lunch with 15 to 20 others at the same time, and trusting that the adults in their lives have made all of the right decisions on their behalf. I knew that these moments were happening in thousands of classrooms at the same time. It was in that moment, I could not help but be proud, humbled, inspired, and worried for them all at the same time. There were tears in my classroom that day.

Epilogue

What caused my brief waterworks could be chocked up to a mix of joy and exhaustion. Joy that we were back in the classroom together. Exhaustion because despite misinformation to the contrary, not only is syncronous learning online physically exhausting, but it comes with the added unjoyment of being mentally exhausting too. Teaching to 20+/- essentially (e)motionless emojis exacts everything of the educators who had to pivot to online learning during this round of lockdowns. Long term syncronous instruction online, in its current iteration, is unsustainable when it comes to the mental health of students and educators.

There has already been an incredible cost to all of this and that bill will need to be paid in full at the expense of the future. I am frightened that it will come at the expense of the social and emotional wellbeing of our communities. I fear what the default model of pandemic learning will do to us all if left in place. I fear it will not only serve as another social divide by widening disparities of equity, opportunity, and privilege, but as a wedge into the longterm wellbeing of families, our youth, and those who teach them.

February 28, 2021February 28, 2021 Velvet Lacasse Advocacy for change, Anti-bullying, Anti-Racism, Building Inclusion, Gender Equity, General, Inclusion, LGBTQ2S, Media Literacy, Social Justice

G.L.O.W.

GLOW (Gay, Lesbian or Whatever) is an extracurricular club for Grades 6-8 students to explore issues related to the 2SLGBTQ+ community and their allies. We have been meeting on-line every week since April 2020. Before COVID-19, we would meet during lunch at school. GLOW is a proud and positive space for students and educators to share their own stories, ask questions, make art, and take action. It is always the highlight of my week.

There is extensive data to hold schools accountable and support students who may identify as 2SLGTBQ+. Many of these students continue to be bullied or harassed by their peers, and pushed out of school. It is critical that educators respond to homophobic or transphobic comments and actions that are harmful, and to teach diverse stories of 2SLGBTQ+ communities with pride. There are several resources provided at the end of this blog.

WHERE DO I BEGIN?
You don’t need permission to start a GSA (Gay-Straight Alliance). In fact, if a student requests a GSA, many schools are required to provide one. The first thing I did was reach out to my Grade 7/8 teacher friend, Tia Chambers. I asked her to share the role with me because everyone needs an ally. It didn’t take long before other staff wanted to join GLOW. This year, we are sharing the role of co-host with Kindergarten teacher, Nikki Kovac.

We start every meeting with an introduction, which includes our pronouns, and we answer a question. This helps us to build relationships and honour who we are. If there is a new member, we will review our GLOW Agreements. These agreements were generated together in our first meeting and describe what we hope for and what we need in order to feel comfortable.

After making our agreements, we invited students to share music that they like and we created a playlist. Some of these songs are performed by 2SLGBTQ+ performers, and other songs just make us feel good. We asked everyone for ideas about what they wanted to discuss, and the type of activities they might want to do. It is important for educators to amplify student voice, listen and respond with respect. Inspired and informed by the students’ ideas and questions, we prepare activities and questions to guide our discussion every week.

WHAT HAPPENS AT GLOW?
Here is an example of what we discussed at our GLOW meetings in February. As Valentine’s Day was approaching, I wanted to challenge the heteronormative narrative about love and romantic relationships that are reinforced by the media, and create space for more possibilities. I thought that we might discuss these issues and create our own Valentine’s Day cards with inclusive messages.

Our check-in question was about love. I asked: “What or Who do you love?” Then, I used these guiding questions: “What are the messages about love and relationships that you notice on television or in movies?” “Who do they include or exclude?” “How do these messages reinforce a “norm” about relationships that is heterosexual?” “How might we make Valentine’s Day more inclusive?” We also talked about self-love and different ways we might care for ourselves.

I shared a few examples of Valentine’s Day cards that provide a counternarrative, and I invited everyone to design their own inclusive Valentines. We talked about word play, and how Valentines often include puns and rhyme. As we drew, we listened to songs on our playlist. The following week, one of the students shared a poem that they had written about love that was inspired by our discussion. It filled my heart with pride.

RESOURCES
ETFO has created many resources to support educators who want to create brave and inclusive spaces in our schools.

My teacher friend, Melissa Major, has written two excellent articles in VOICE magazine, which can spark meaningful discussions with your students:

How to Become a Super Rad Gender Warrior reminds us that all members of a school community have the right:

To be free from discrimination and harassment.
To have a safe and inclusive learning environment.
To use the bathroom or change room they feel is the most appropriate.
To dress in a way that feels right and safe for them.
To be spoken to with their chosen name and gender pronoun.
To be treated with dignity and respect and the recognition that all gender expressions and identities are a normal and healthy part of a spectrum.
To present their gender in different ways at different times

Gender Neutral Language: An Activity for Day of Pink or Any Day explains how educators can use inclusive language to disrupt the gender binary.

Last Spring, I attended an ETFO webinar called “How to start a GSA and support 2SLGBTQ+ during Remote Learning” presented by Toronto teacher, Jordan Applebaum. It was intersectional and inspiring. You can watch the webinar in four parts here:

Be Proactive to Support Trans and LGBTQIA2S POC – Part 1
Be Proactive to Support Trans and LGBTQIA2S POC – Part 2
Be Proactive: How to Start a GSA During Remote Learning – Part 3
Be Proactive: How to Start A GSA During Remote Learning – Part 4

I have also joined a few Facebook groups to support this work. Recently, I discovered that the Durham District School Board has created Pink Shirt Day and Beyond, a slide deck which is filled with lesson plans to use in the classroom or at your next GLOW meeting.

Shine on!!

January 31, 2021March 31, 2021 Will Gourley Advocacy for change, Anti-Racism, Black Lives Matter, Building Inclusion, Challenging Topics, Equity, General, Inclusion, Social Justice

On becoming an anti-racist educator

Not everything that is faced can be changed, but nothing can be changed until it is faced. James Baldwin

2020 was like a personal worldview culminating activity that happened in slow motion. It was a merger of events and interactions that finally allowed me the ability to see race and racism more clearly than ever before. 2020 also showed me that there were many more threads woven into this tapestry and that I needed to look at them one by one in 2021.

Although this post is not intended to be a look back, it definitely includes some reflection and understanding that are decades overdue.

Before ever becoming an ally, activist, and anti-racist there is something I have to do first. Confront my past and present racism. Whether it was implicit or explicit, recognizing the fact that racism is part of my past and present is the first step. In my past it came in the form of exclusion, cruel words, omission, inaction, fear, ignorance, and/or silence. In the present, my acknowledgement of racism in my life comes from waiting for so long to change what I do in the classroom before developing a culturally relevant and responsive pedagogy that was truly inclusive of the students I was entrusted to teach. It comes from sticking to a Eurocentric approach to history and by failing to include the voices of others who have been silenced by a whitewashed curriculum.

I am sorry for all of it. Even though I was never called out or made to account for my actions I need to own them even though they cost me anything other that regret. This has taken decades to sink in because, ultimately, there was a cost, although so much of it went unnoticed.

Neither the bill, nor the collection agency arrived at my door demanding payback. Only after the realization that my racism accountability statement was seriously overdrawn was I moved to action. The clearest recollections come from middle school, where I remember not standing up for someone who was at the end of racist epithets and exclusion, and laughing while someone shared a racist joke. I see now a complete lack of caring, courage, and conviction to confront what I was willing to let continue by my complacency. I have to own this as part of my past because someone else always paid the price. What worries me more are the times that went by when I was oblivious yet still complicit to how racism was affecting those around me. There was a cost.

Even though it came to me without cost I was still given insight and the tools to effect necessary change each time I dived deeper into how to be an anti-racist beyond the hashtag. It started with some powerful reads such as the work of Ibraham X Kendi, Colson Whitehead, and Eddie S Glaude Jr.. Sharing Kendi’s Stamped from the Beginning with a men’s book club and subsequent conversations last summer have helped me more clearly understand the history of slavery, anti-black racism, and the problems they continue to cause in a time where all men and women are created equal. It wasn’t the readings alone that have brought me to this place though.

There were the #QuarantineEd Zoom calls with Matthew Morris, Jay Williams and educators from across the continent. These weekly discussions of race, identity and Black Lives Matter happened before, during and after the murder of George Floyd and the global outrage that followed. Through all of this, it seemed more beneficial to listen than speak. This extended to one on one conversations with friends and colleagues too. I am thankful for the grace with which wisdom, truth, and insights of anti-racist activists, teachers, and seekers of justice were shared. Learning more about the words white privilege, systemic racism, and black lives matter are now anchored in deeper understanding of the hurt and pain that has been caused by racism.

I can never go back in time to repay what I owe for my past actions, but I can pay up, and pay it forward – a necessary change for which I hope we will each make a contribution. For me, atonement for past mistakes will be to acknowledge the racism in my life, and to continue listening and learning what needs to be undone and done differently to overcome it. Only then can I move forward to making sure it is eliminated from the spaces I occupy as an anti-racist educator. I want to be part of the generation that ends centuries of racial injustice in our communities and schools.

The words of the next generation sum it up quite nicely, “Racism sucks! Why would anyone want to be racist?” – grade 4 student.

Big thanks to Nicolette Bryan at Adrienne Clarkson PS, @callmemrmorris, @mstrjaywill, @MrTBradford, #QuarantineEd, @chrisjcluff, and #bc4men for the discussion, wisdom, and constant inspiration. Thanks for reading.

January 31, 2021 Tammy Axt General

Numeracy Tasks around The House for Students with Alternative Goals

To make numeracy practice more engaging online, I have added a new segment to our daily routine. This segment supports my student’s alternative goals of counting and/or number identification but is more exciting than just counting. The daily tasks all use items from around the house and allow students to connect numeracy to their daily lives.

Below you can see some of the tasks we have completed. My students require visuals to support their understanding of tasks, so I have made a series of Youtube videos that I show the students before each task. The tasks are straightforward, but you could add to the complexity of the assignment by graphing, comparing, or fractioning the data. We often spend time identifying the numbers as a class and for those able we figure out the biggest and the smallest numbers recorded. These tasks are designed to include all types of dwellings. These tasks are also designed so that they need little parent support.

The tasks:

Count how many steps between your device and the refrigerator and back.