General – Page 51

May 3, 2019 Michelle Fenn 21st Century Learning, Advocacy for change, Building Inclusion, Coding, Constant Learning, Equity, Gender Equity, Gender stereotypes, General, Genius Hour, Inquiry, Inspiring Students, Inspiring Teachers, Integration, Learning in a Real Life Context, Making a Difference Through Education, Math, Mentorship, Modern Learning, Planning, Professional Learning and Growth, Resilience, Resources, Robotics, Technology, Technology in school, The Global Competencies, Use of Technology, Using technology well, Women at Work

The Gender Gap in Technology

According to a recent report* by ICTC (the Information and Technology Information Council) Canadian women represent about 50% of the overall workforce but represent only 25% of the technology industry workforce. Of the 100 major tech companies in Canada only 5 have female CEOs and 1 Co-CEO. 26% of the tech companies have no women in senior leadership at all. There is a gender wage gap in the industry of $7,000-$20,00 per year. When I read these statistics I wondered as educators, what can we do about the gender gap in technology? This is not an exhaustive list, but it is a place to begin:

1. Build her confidence in her abilities.

2. Cultivate a community of supportive peers.

3. Provide a STEM/STEAM club for girls.

4. Ensure that access to technology and computer experiences is encouraged and inclusive.

5. Foster interest in computing careers.

6. Be a role model as a LEARNER.

May 11th is National Girls Learning Code Day. If you are looking to encourage coders in your school, why not begin on May 11th? Below you will find links to resources for beginning coding. Many students code on their own at home and may appreciate the opportunity to mentor fellow students. The resources attached will get you started. There is no special equipment or robotics required. Teachers do not have to be expert coders to encourage their students. Teachers can be role models of resilience, risk taking and problem solving by learning alongside their students. Teachers only need to open the door and expose their students to the opportunities.

Girls Who Code Canada

National Girls Learn Code Day

*Cutean, A., Ivus, M. (2017). The Digital Talent Dividend: Shifting Gears in a Changing Economy. Information and Communications Technology Council (ICTC). Ottawa, Canada.

Elaborated and written by Alexandra Cutean (Director, Digital Innovation Research and Policy). and Maryna Ivus (Senior Analyst, Research and Policy) with generous support from the ICTC Research and Policy Team.

May 1, 2019 Will Gourley Advocacy for change, Advocacy for public education, Challenging Topics, General, Making a Difference Through Education, Occasional Teachers, Occasional Teaching, solidarity, Why unions matter

Remember to breathe (as you continue to inspire others)

I checked in on a few of my former student teachers today. Each of whom are shining examples of professionalism, commitment, and creativity in their classrooms. They have been on my mind alot lately, as daily news of the government sponsored attrition games occupy headlines and conversations across the province. I am sure they represent the hundreds, even thousands of new educators who have recently joined our calling.

It’s rough out there right now, and for many new hires to school boards the uncertainties of the day are leaving many wondering what the future holds? For each one of these amazing educators, things are changing and there is not much they can do to about it until the facts and figures are finalized. It must be difficult to know that the educational landscape is shaking beneath so many feet. We all need something to hold on through the experience.

Sharing what we have in the emotional toolbox may be all that can be done for now. I encourage everyone to keep checking in on one another as we remain united and ride out the storm. A call, an email, or time for a cup of coffee could provide a little needed encouragement. I have noticed that even veteran teachers are feeling the tension of these days too. I have caught myself stress eating, acting a little more impatient than usual, and struggling for motivation. I’ve taken to breathing exercises to slow down my busy mind. Perhaps it’s the unknowns of it all that are keeping me off my game?

To get a sense of it all I have been turning to Andrew Campbell. He curates Ontario Education Cuts. This is a list of announcements and projections from school boards and grade panels that challenges the message being delivered by the province to the public and school boards about job losses, shrinking course offerings, expanding class sizes, and shifts to online instruction.

The information and numbers in this document seem to add up differently than political messages about job losses over time due to attrition and attrition alone. Maybe there is a Math Curriculum revision opportunity in the works here since such skewed accounting discrepancies exist?

What we all need is to have the complete set of numbers to work with before we can truly provide assurances to our new teachers that there will be jobs for them in education.

I remind myself that I am surrounded by incredibly dedicated and caring professionals whose lives are dedicated to making the world a better place. Stay informed. Stay encouraged. Be strong. We are all here to support and lift each other up when things get rough. Sometimes it might be a time for a cup of coffee and a conversation. Other times, it might be a simple reminder to breathe.

May 1, 2019 Will Gourley Advocacy for public education, Challenging Topics, General, Inspiring Teachers, Making a Difference Through Education, Social Justice, solidarity, Teaching as a public profession, Why unions matter

Bursting bubbles

POP!
What’s
that sound?
Fear and loss,
dreams – on hold,
watching, without a
voice as opportunity
is cut and cancelled.
For the people, or
for their bank
accounts?

Doubts – fill the staffroom.
Murmurs – echo down the halls.
Uncertainties – buzz through minds.

Bubbles – bursting before they are even formed.
Cuts like needles meant to pierce hearts and minds.

Are preparations being made for a classless class war?
Why has education been made the enemy in our province?

They say the bitter pills prescribed in government cuts must be taken or else there won’t be a future and that everyone must sacrifice because this mess is nobody’s and everybody’s fault. Yet, why aren’t elected officials in line for the same medicine that they’re prescribing? We hear tonnes of sound bites and sound bluffs. We see posturing on every stump, but where are the planters and peace makers after the forest that is public education has been razed?

We see fingers pointing in every direction because everyone is worried more about the colour of the ink on the spreadsheet than the lives that it will stain to change it.

What message is being sent to our youth by the adults, who cannot get along? The same adults making decisions about their futures? We ask our students to advocate, invest, and dedicate to their potential. We teach them to think critically, consider the facts, and make good choices. We expect students to buy into a better system, but it has already been sold out by the ones elected to take care of it.

Investing in our youth and their education should never come at a cost of denying them anything less than what their predecessors and parents had before them. Opportunity cost may be a term from an Economics textbook to understand the potential for a loss by doing something else. When we consider where things are heading in schools over the next few years, the money saved will never make up for the lost opportunity, innovation, and productivity, or the imminent financial and social costs.

Remember. Quality only hurts once. Our students are worth it. The work we provide prepares and protects them to possess a future. Our youth cannot be blamed for the mistakes of those who leveraged their futures before they were ever born. We cannot let another bubble burst and expect their children to pay for it.

April 30, 2019April 30, 2019 Tammy Axt General, Special Education

A Typical Day in a Class of Students with Developmental Disabilities

When I started my new role of supporting students with Developmental Disabilities this year, my biggest question really was about the structure of the day. Since it was my first time doing this role, I asked many other teachers who have been doing this role for a long time for advice. They shared with me how their day was structured and ideas for potential programming. I took many of their suggestions and paired them with ideas that met the needs of my students. Without the kindness of so many of my Peel colleagues, I would have been LOST! For those of you out there that will be taking on this new challenge in September, below is a typical day in our classroom to hopefully give you some ideas to get you started.

It is important to note that my schedule has changed at least 30 times since September as we worked towards the perfect fit for our students. All of our students and staff were new to our class this year and there were many things that impacted our schedule that I didn’t anticipate such as medical needs, busing schedules, integration opportunities, behavioural needs and student goals. The schedule is something that I am constantly reflecting on and am constantly tweaking as I observe my students and team in action.

A typical day in my class:

We enter the building and put our stuff in our lockers.

We have our morning meeting.

We do our morning work.

Snack time

Gym or art

Lunch/Life skills (Today was public transit training and eating in a restaurant)

Hygiene Routine (brushing teeth, brushing hair, washing face and putting on deodorant)

Afternoon work time/social skills

Pack up and get ready to go home

March 31, 2019April 1, 2019 Laura Bottrell General

Trading Places

I’ve been thinking a lot lately about the value of trading places between the teacher and student role. Building trusting and meaningful relationships with our students is one of the most important things we can do. An important part of this is showing students our vulnerable sides.

I want to reflect on the value of becoming the student and allowing students to become our teachers. I think there are three things that happen when we do this.

1. We show students that we are still learning, and making mistakes, too

2. We empower students to take on an expert role

3. We remind ourselves what it’s like to be a student

When we put ourselves in the position of the student and ask our students to teach us something, we are completely flipping the hierarchal system of the traditional classroom (for example, “I am the teacher, therefore I am the only person with right answers”). Most teachers these days are doing this in some ways already. The inquiry classroom model is one great example of teachers challenging the traditional role and learning alongside their students. Learning from them, is a whole other thing.

Students that are offered an opportunity to teach something they care and know about to an adult are empowered students. Whether it be a skill such as drawing, knowledge about their favourite animal or sharing aspects of their culture and heritage, every child has something that they are an expert in. Asking them to teach us what they know and care about builds confidence and empowers. Feeling like an expert is important.

It can be easy for teachers to forget what it’s like to be a student. It’s frustrating to want to learn something or master a new skill and struggle. It’s frustrating for us as adults (have you ever participated in a Paint Nite?), and it’s frustrating for our kids too. Trading teacher-student roles can be a refreshing reminder that understanding a concept does not always come easy.

There are many ways to become the student in your own classroom. I’ve seen colleagues implement things like “Teacher For a Day” projects, or include teaching as part of the culmination of independent inquiry learning. These are great ways to do it, but I think there’s a lot more value in allowing it to come up organically. A while ago, some of my students were writing in Arabic during their free time. I could have walked over and said, “great work!” but an opportunity would have been lost. Instead, I decided to ask them to teach me to write. It ended up being a wonderful bonding experience. I showed interest in their personal knowledge and skills, they felt empowered as experts, and most importantly, I showed them that learning is lifelong. I think that’s a powerful thing for kids to know.

Plus, you can learn some pretty cool things from the grade one and two kids of today. How do you trade places with the students in your classroom?

March 31, 2019March 31, 2019 Laura Bottrell General

Hiring Uncertainty

I’ve been employed as an Occasional Teacher for just over three years now. I spent some time doing daily supply work and I’ve been very fortunate to have worked in full-time Long Term Occasional positions for nearly the whole time since. My last few LTO positions have been full-time, full-year, so I haven’t really been feeling like an Occasional Teacher, until the end of the year comes and I’m loading up my car, once again. I’m very happy doing what I do. Whether I’m with my class permanently or as an LTO teacher, it doesn’t change my day-to-day life and it certainly doesn’t change how much I care about my work.

But that doesn’t mean I’m not waiting patiently, and excitedly, for a permanent position.

If you’re like me, you’ve been paying close attention to the movement in your board, checking job postings daily, closely monitoring your place on that seniority list, and trying to determine your chances at having enough seniority in an applicant pool to finally get that permanent interview call. By my speculation, I was quite hopeful that this coming school year would finally be my year to gain permanent status.

Recent changes to our education funding have caused up quite a stir about hiring and the potential loss of teaching jobs. I can’t imagine how newly hired permanent teachers or those in positions at risk must be feeling. After all, they were right where I am not long ago.

My fellow Occasional Teachers are worried, too. Could my hoped-for permanent position be delayed by a year, two, or three as a result of the inevitable surplus? Many boards are hoping to absorb job losses through retirements, but it’s easy to see that next year’s hiring just won’t be what it has been over the past few years. It won’t be what I think many of us were expecting, meaning many people in the same boat as I am are probably feeling pretty discouraged right now.

What I want to say is hang in there. Remember that every day you spend in a classroom, whether you’re there for one day as an Occasional Teacher, or a year as an LTO, you are making a difference. You are teaching, inspiring and doing what you are meant to be doing. The road to permanent employment may have just become seemingly longer and harder to navigate, but it certainly doesn’t change the fact that one day, you won’t have to load up your car at the end of the year. One day, you’ll get to stay permanently in your happy place. Don’t give up on that.

It hurts my heart and my head to see colleagues and friends considering alternate employment, purely out of the necessity to provide for their families. I’m talking about people who have poured their heart and soul into becoming a teacher – people who belong in the classroom. Beginning teachers are some of the most driven, excited and passionate people I know. We’ve got so much to offer to our kids.

It certainly is an interesting time in education right now. To all my colleagues out there who are concerned about their jobs or their ability to find work over the next while – I see you. Hang in there and don’t let our circumstance overcome your drive and passion. Good teachers belong in classrooms, and you’ll get there eventually!

March 31, 2019 Tammy Axt General, Special Education

Attending ISRC (In-School Review Committee)

Most of us will attend an ISRC (In-School Review Committee) at some point during our career. Usually, it is for students that we have concerns about in a variety of areas including behaviour, academic success, emotional well being etc… In my experience, the ISRC will include an administrator, a Special Education teacher and a variety of other professionals from outside your school. The goal of the ISRC is to review and monitor students’ needs.

Like many other things in teaching, no one really sits you down and explains how to get the best out of your trip to the ISRC. I wish someone had told me how to prepare and what to ask for so that my students could get the best services possible. After one year in a special education role, I have learned many things that I didn’t know before and I can share with you how I now prepare for an ISRC.

Before I go, I answer the following questions:

What is the problem? Is the student struggling academically, is attendance an issue, have they gone through some kind of trauma, is there severe behaviour, are they going through difficult financial times etc. Before you go before the panel have the issue that you are trying to address very clear in your mind. Basically, what is in the way of this student being an academically successful contributing member of the classroom? If it is multiple things, pick one to start.

Have I done my homework? Get out the OSR for this student to see if this student has ever had any kind of supports before. Referrals, signed consent forms and reports of service should all be in the OSR for you to review. A good team at the ISRC table will ask about previous supports for the student.

Do I have evidence to support my student’s need? Evidence will help you answer any questions that the panel may have for you. Evidence may include attendance records, assignments, report cards or behaviour tracking sheets. Basically, anything to demonstrate your student’s need.

Have I called the parents to communicate my concerns? Before you step foot in ISRC you should communicate your concerns with parents and explain that you will be going to discuss their child at an In School meeting.

What services does the student need? Before I started my current job, I literally had no idea what supports were even available to ask for. This is the mistake that I made many times early in my career. I went to ISRC not to ask for services but to highlight a student I was worried about. No one told me that going to talk about a student I was worried about was sometimes not a useful exercise. I wish I could go back in time and request social work for my student who was always absent and Speech for my student who was struggling with his articulation.

Nobody told me that you could ask for:

Speech and Language Therapy. Can address concerns about articulation, assistive technology, programming and communication needs.
Occupational Therapy. Can address concerns about fine motor, gross motor, sensory needs and daily life tasks such as toileting, putting on clothing, holding a pencil and tying shoes.
Physical Therapy. Can address concerns about physical mobility and safety around the school and in the classroom.
Social Work. Can address concerns about family trauma, attendance and mental health. They can also provide support in making connections with community support.
Phycologist. Can perform Physcoeducational assessments and support on the writing of a safety plan
Behaviour Team. Can observe, plan and consult on behaviour at school and at home and help with behaviour that is interfering with academic success.

Obviously, there is usually a long, long wait list for many of the services and the services are often given to students that are most in need first. However, if you never ask, the student will never receive the help you are looking for.

One final thought

If the student is struggling academically, you can go to ISRC to get input on teaching strategies from the panel. However, please keep in mind that out of all of the people in the room you are the only one that has taught the student. It can be very frustrating listening to a group of people suggest strategies that you know will not work because of your experience with the student. It makes more sense to invite a colleague or a teacher in the school with special education experience to come in to your class and to co-teach a lesson and discuss strategies. After you have tried a few strategies and have some data to demonstrate the effectiveness of those strategies a trip to ISRC could be the next step and the experts in the room will be able to provide more effective feedback.

Thanks for all that you do every day to support your amazing students at your school!

March 31, 2019April 30, 2019 Will Gourley Anti-bullying, General, Making a Difference Through Education, Social Justice, Teacher Appreciation, Teaching as a public profession, Why unions matter

Be Strong in the Face of Poor Government

FDK (too soon)

EQAO (to help real estate $)

Class sizes (to build resilience)

Drill and Kill Math (We’re Open for Worksheets)

Funding formulas (creative govt accounting to underfund boards)

Antiquated HPE curriculum (since no one needs to learn about consent)

Don’t let them fool you.

Despite what the government says to the contrary: public consultation involves asking many more people than a few plum political campaign contributors. The world is not flat, and Ontario has one of the best education systems in the world.

Be strong. We serve over 2 000 000 future voters, taxpayers, and consumers who will be impacted by the short sighted and overt actions of the current government to undermine our profession. Why would anyone want to risk losing 2 000 000 votes to curry favour with businesses who prefer to pad their bottom lines rather than pay their share of taxes. It’s time we start to boycott the companies that lobby our governments for an even slimmer share of their tax obligations while holding jobs over everyone’s heads. It’s time to unite.

Be strong. The work you do has meaning. Yours may be the only kind words and smiles that a child receives each day. That snack you pay for and provide means more to that child than you could ever know. The time you invested in coaching students(teams, academics, life) long before and after the day is done continues to impact their lives long beyond the years in school. You are equipping students to do great things in their own lives and the lives of others.

Be strong. The time you spend learning, creating, and collaborating with colleagues matters. None of us is a strong or as smart as all of us when we work and stand together. Stand together, support each other when times are tough and the government tries to undermine our confidence and that of the public in us with misinformation.

Be strong. You matter. Education matters. Our students matter. We matter. And because we do, it’s time to work, even more closely together, to support one another for the collective good, not the corporate coffer.

Be strong.

March 31, 2019April 2, 2019 Will Gourley Challenging Topics, Classroom Management, Diverse Learning Needs, General, Health & Safety, Making a Difference Through Education, Mental Health, Special Education, Teacher Wellness, Violence in Schools, Why unions matter

Before you get hurt…again.

https://pixabay.com/photos/concrete-space-empty-3161863/

Student: (momentarily non-responsive to verbal interaction) slap, push, slap, hair grab, lunge, slap, yell, cry, run, crouch, cry, calm, apolgize

Staff: (1 CYW, 2 SERT) block, block, reassure, block, supportive stance, reassure, block, redirect, clear space, block, reassure, follow, remain calm, reassure, accept

The slaps(verbal/physical) are like slabs of concrete that a student piles up when they are in distress(feeling helpless, unheard, confused, frustrated, angry, trapped, hurt, and _________).

Our students are using these slabs to construct walls which will insulate and protect them from what they feel are are real threats to their wellbeing, happiness, and safety. All the while, staff are working tirelessly to keep them from walling off completely to the point of hurting themselves or others because the ability for flight has left, and the fight is on…again.

It has been happening a lot more frequently in our classrooms and it knows no age limit as educators are experiencing violence from JK to 12. Has it happened to you? How about to someone in your school?

A 2016/17 survey of elementary teachers showed that 70% of them had experienced or witnessed violence in their schools. That distills down to an average of 7 in 10 educators are on the frontlines of a serious problem. No one wants to work where threats and acts of violence are now daily bi-products of their job? Yet, that’s what many teachers are facing as they enter the classroom each day. Even with NVCI, CPI, SERT, CYW, EA, IBT, BHS, and Social Work support in the building or available from regional teams, incidents are increasing in number and intensity.

Students are taking out their frustration, anger, and anxiety in physical ways directed towards school staff. More than ever, it is being documented and reported more across all age panels. So what’s happening inside our schools where once seemingly uncommon incidents are now daily occurences? All of this cannot simply be dismissed as statistical anomalies.

A reminder

Before you get hurt, or hurt again. Each time a student slaps, bites, kicks, target throws, pushes, strikes with an object etc. a report must be made. If you are injured, seek medical help first. Make sure you tell someone (union rep, admin, a colleague). See the graphic below to make sure you are protected as you have the right to refuse work when you believe workplace violence is likely to endanger you. If you are hurt, it is not the time to play through pain or put on a hero cape. It is your health and well being that must be protected. No one should go to work expecting to be hurt on the job. If you need help, call your union rep or a colleague. Let your voice be heard.

Our schools cannot be left under-supported with an expectation to educate our students in the face of increasing violence and increasingly complex behavioural needs? Our schools need supports in place to ensure safety for all and that includes you.

I will leave you with this final question.

How have spaces of nurture, growth, hope, and community also become places of anxiety, stress, harm, and PTSD for both teachers and students? How are you managing in your school? Please keep the conversation going.

In case you need some more food for thought

Our notifications, news outlets, and social media feeds are filled with stories, images, and video sharing what’s happening. As I draft this post. CBC News shared a disturbing news story that surfaced online involving a teacher being assaulted by several students in Toronto.

Read more about how ETFO has been lobbying our government to address the issues of violence in our schools.

https://www.thestar.com/yourtoronto/education/2017/01/17/teachers-union-raises-alarm-over-rising-violence-in-schools.html

March 31, 2019March 31, 2019 Arianna Lambert Challenging Topics, General, Inspiring Teachers, Making a Difference Through Education

It’s About Relationships!

Over my 10-year career as an educator, there have been a number of times of uncertainty in education. These are the times that drive us to reflect on why we became educators: to have an impact. There have been some great posts within this platform with fantastic tips on how to thrive during these times. For this piece, I’m thinking about relationships.

We all know that at the forefront of education is the power that comes from building meaningful relationships, both with our students and colleagues. It’s was fuels the work that we do and empowers us to see the impact that we can have, are having and will have. It’s through relationships that we keep the lines of communication open when parents and students who don’t always know what the impacts may be a school community.

When I think about relationships I think about creating spaces that are:

Open to dialogue
Safe to try, fail and try again
Real

Open to Dialogue

Ever been in a quiet classroom or one where the main voice was that of the teacher? How did it feel? On the other hand, have you ever been in a classroom that was loud and slightly chaotic with meaningful dialogue happening amongst students? How did that feel? I’m sure that both spaces feel very different.

I believe that “the rules” we have in the classroom, set the tone for the way in which our students converse with each other. When students feel free to be able to bring their experiences, thoughts and ideas into the classroom, there’s a sense of freedom that comes from being who you are with people who care. Now, don’t get me wrong, I’ve been in buildings where administrators wondered about the noise happening in my classroom but when they can come in, spoke to students and saw that it was purposeful, some of the questioning dissipated. Many would also drop in for our times when we were connecting on things that were meaningful to students and had an impact both in within the classroom and the world around us.

I believe that classrooms should be spaces for students and educators to have open dialogue about what is being learned within the classroom which should also include real connections to what is happening in the world. These are sometimes courageous conversations that need to be met with students having the opportunity to share their concerns and having a non-judgemental adult being there to help guide with facts and information. We want students to be asking rich and meaningful questions of each other and understanding that communication is a skill that they can work to develop with each other. That means that they don’t necessarily have to agree with the thoughts and ideas of another but they understand that they have to respect that diversity of thought exists.

Safe Spaces to Try, Fail and Try Again

Growing up, I always felt that at school, I had to be perfect and show what I knew. Failure wasn’t embraced and there was a culture around making sure that what was shared was the right answer for that was most important. The stress that this puts on students when they should be in a space where learning and the progression of skills and knowledge is embraced is unbelievable. As such, I tried to create spaces where students could present themselves as is and we could work towards helping them to improve where needed.

Now I can’t say that this is an easy task but imagine if students felt safe failing and viewed it as an opportunity to get back up and grow. A place where talking about what they believed to be correct and working to identify misconceptions and helping students to consider what other options might be correct. Or better yet, having their peers work towards helping to change misconceptions. What if we offered students the freedom to fail and then the opportunity to try again after providing feedback and clarification for them? This takes work, time and effort but how might the climate in our classrooms change and how might they help to deepen connections made with each other? What outcome could this provide for students in the long term?

Real

People naturally gravitate to those who are real and genuine. Colleagues are genuinely navigating uncomfortable spaces at the moment and it’s important to be able to have at least one critical friend with whom we can share our concerns but who will also empower us to continue with the goal that we know is most important, our students and their success. Have you found a critical friend? One with whom you can be real and know will help to encourage you on those tough days?

While we are uncertain of what the outcome of the changes in education may be, we do know that through relationships, we can stay true to what we believe to be the most valuable part of our role: having an impact in education.