Will Gourley General, Health & Safety, Teacher Wellness, Teacher Working Conditions

So you’re teaching from home. How’s your back?

Ouch! Each time that the government extends public school closures because of COVID 19, it hurts more and more. Although, concerns for the safety of our families at home and school are top of mind, it really hurts to be away from students, staff, and the frenetic spaces we normally occupy. It hurts wondering if they are okay or if they are struggling to cope with the turmoil and uncertainty wreaking havoc on our lives.

Well at least we are teaching and reconnecting with our learners again, but as I gaze at my screens, I feel the tension across my shoulders. As my eyes dart about, my ability to focus on digital content for extended periods of time becomes difficult. I feel my body rebelling against its natural urges to move about, write something on the board, and make eye contact. This pain hits the mind and body and I’m not sure which is worse. Ouch!

I am finding that my increased time in front of screens rather than my students is taking a toll on my body and mind that is different than face to face instruction. For one thing, I am sitting more, corresponding via email more, joining virtual meetings more, and aiming my eyes towards my screens more. If you are like me, you might have a work space at home that gets used on evenings and weekends. I use an old kitchen table and chair*. This space, which is normally only used for an extra hour or three each day, has now become my classroom and office for as many as 6 to 8 hours per day. Between the planning, prepping, office hours, and meetings the hours add up. By the end of the day, I feel it.

I never realized that my workspace would be the reason why I have been waking up with an aching neck and back after the daily grind of extended screen time – my spartan set-up has me sore, stiff, and in need of a stretch. I have already flattened 2 couch cushions beyond their intended shape. Decorating aside, this got me thinking about how other students and educators must be dealing with their non-traditional work/learning spaces in a time of physical distancing and social isolation.

I have seen pictures of students at kitchen tables that are just below shoulder height. I have heard of families, all working from home, having to negotiate work spaces between bedrooms, living rooms, and kitchens. All flat surfaces have been claimed by computers and books. TV trays are now doubling as desks, while bedrooms have become bastions for team meetings even though I have yet to be on a conference call when a child or pet doesn’t magically appear to add a little levity.

At my house it is 3 generations on 3 floors and even with all of that space, there are still moments that require the utmost patience and grace. I can only imagine what it must be like for families in apartments or condos with limited space where a comfy couch has become a conference space instead of a family refuge? I am also learning that not everyone has a place to escape to when things get crunchy.

The increased time spent in a non-traditional work space trying to do make traditional work happen despite non-traditional circumstances is new to all of us. So, it comes as no surprise that my new classroom hub was not capable of supporting me physically over longer periods of time. Knowing that continuing without making some adjustments was going to end up poorly, I made some adjustments. Here’s a quick list of things I added to help:

  1. Take movement breaks (stretch, exercise, elevate your heart rate).
  2. Hydrate (coffee/tea does not count, water works best).
  3. Take your eyes of screens. Think of the 20/20/20 rule.
  4. Adjust workspace heights. Consider adding a box to your laptop to make a standing desk.
  5. Take a break when you are tired. Call it strategic surrender.

Hopefully, these 5 things can help you to lessen or avoid the physical fatigue that we are experiencing. With so much more happening, I wanted to share some ways on how we can make emergency distance learning less stressful on our bodies. As we face at least 4 more weeks of emergency distance instruction ahead, it will be important for all of us to pay attention to our work at home ergonomics to be at our physical, mental, and intellectual bests.

If you have a story to share about you have adapted your home into a workspace, please share. Stay safe. Stay strong. Stay healthy.

Additional reading:

https://www.fastcompany.com/90480052/how-to-perfect-your-home-work-set-up-so-your-back-stops-hurting-so-much

Some solid information that is easy to digest about ergonomics for students(slide23)

*The table has been in my family for over 40 years and has math work(my sons and my own) pencilled into the soft pine as a inter-generational reminder of many lessons learnt and shared over the years.

Deb Weston Health & Safety

Being Allergy Aware

In dealing with allergies in schools, it is important to be aware of potential allergens. Introducing allergens into schools can put people at risk, including students, office staff, teaching assistants, custodial staff, administrators, non-teaching professionals, teachers, and even trades people.

Allergens are not just something that can bother people, allergens can be life threatening. There are a number of life threatening allergies that can result in anaphylactic shock. In extreme cases, life-threatening allergic reactions can happen or make people really ill.

Anaphylactic shock symptoms

  • Skin reactions, including hives and itching and flushed or pale skin
  • Low blood pressure (hypotension)
  • Constriction of airways and swollen tongue or throat, which can cause wheezing and trouble breathing
  • A weak and rapid pulse
  • Nausea, vomiting and/or diarrhea
  • Dizziness and/or fainting

Causes of severe allergic reactions 

As part of a defense against diseases, people’s immune systems develop antibodies to defend against harmful foreign substances. These substances could be bacteria or viruses. But some people’s immune systems develop reactions to substances that usually don’t cause allergic reactions in others.

Some of these substances can include:

  • Medications such as antibiotics and over-the-counter pain relievers
  • Foods like peanuts, nuts, fish, seafood, milk
  • Bites and stings from bees, yellow jackets, hornets, and fire ants
  • Exercise
  • Cosmetics and scents, latex products
  • Air particles like plant pollen, dust mites, animal dander, mold

Allergies causing death

Some allergic reactions can be so severe that people can die from anaphylactic shock. This means that breathing can become highly constricted and, in addition, severe loss of blood pressure can occur. Due to the reality of some people dying from anaphylactic shock, laws have been put in place to protect people from dying from allergic reactions.

 Sabrina’s Law

Sabrina’s Law came about as a result of a young girl dying from anaphylactic shock after accidentally injecting peanut oil.

This act requires that every school principal establish strategies to reduce the risk of exposure to anaphylactic substances. Plans also must communicate information about life threatening allergies to school staff. Administrators must arrange for regular staff training to prepare for an emergency situation. Principals must maintain an up to date file of current information on about each student who has an anaphylactic allergy and establish an individual plan for each student who has a life threatening allergy.

In case of an emergency situation, school staff are authorized to administer an epinephrine auto-injector to a student without the written consent of the student’s physician and parent or guardian or adult student. In addition, staff should call 911 and follow the directions provided by Emergency Management Systems.

There has been some research done to limit and/or prevent life threatening allergies such as the early introduction of peanuts to babies. This prevents children from developing a severe reaction to peanuts thus preventing allergen issues later in life. Early introduction of peanut to babies

Other allergies that are smelly

Besides ingesting food and/or medications, cosmetics and scented products can cause allergic reactions. For some people, scented products can cause serious reactions including asthma, migraines, and other reactions such as rashes.  A person wearing scented products to school could cause another person to become very ill – resulting in the person having to leave work. Even clothes washed in scented products such as wash-in scent balls can trigger reactions. Health and Safety legislation consider scents in the workplace as a workplace hazard. 

Scented products can be found in workplaces in:

  • air fresheners
  • hand sanitizer, hand soap, dish washing liquid, industrial and household cleaners
  • facial tissues
  • laundry detergents and fabric softeners
  • candles
  • building material, upholstery fabrics, carpeting

Being aware of scent allergies means that people do not wear perfume or cologne to work. It means not using cosmetic or laundry products that give off strong scents. It means thinking about the needs of others in schools and in workplaces.

For preventing allergic reactions in other people, be aware of what you bring to school including scents and smells. It’s kind and it’s common scents.

Always fresh and never smelly!

Collaboratively Yours,

Deb Weston

Will Gourley Climate Change, General, Global Warming, Health & Safety, physically active, Weather

Bumps, bruises, and other lessons from play and weather

It’s been Spring for nearly 2 months and I can say that most of the snowsuits in our school have been taken home. Most of them.

It’s also safe to say that our weather readiness has been scaled back from red alert to a beautiful shade of green as the sunshine and warmth arrives. Once again, we have survived Winter’s worst – albeit still recovering.

With the exception of below seasonal average cold days and relentless rain the above statement is true. Well, partially true because it is still very grey out below the constand clouds overhead. Literary scholars might label this as pathetic fallacy. Regardless of location, the weather plays a significant part in everyone’s lives and learning, especially in school.

As of May 22, 2019 we are still dealing with pavement only recesses due to our grass fields still in a wet and muddy state from recent(incessant) Spring Showers. To add to the fun, indoor recesses. When you add it all up, it has meant students are missing out on some crucial time outside. A teacher shared that he knew there had been too many indoor recesses when a student called him dad.

Has the current trend in weather now become a climate crisis issue or a prolonged meteorological anomaly? As it is, the timing of our seasons appears to have shifted slightly and that it feels like Winter and the others are running a month behind schedule? It might make a great Science project to find out.

This is tough because Spring is traditionally a time where we all burst forth with energy and vigour to shake off the wait/weight of Winter to get outdoors, breathe fresh air, ambulate, and soak up some overdue sunshine. However, it has yet full bloom has yet to happen and it is taking its toll.

Like most schools, the outdoor space limits are unable to accomodate numbers. Recent weather has dictated that students be limited to a smaller space(pavement only) if and when they are allowed to go out for recess. This has necessitated some creative ways to schedule, manage, and safely supervise them during these times – emphasis on safely.

Despite splitting the time between Grades 2 to 5 and 6 to 8, students are still arriving in the office with a surprising amount of injuries. These range from cuts, scrapes, sprains, breaks, and bumps. Our office resembles a triage unit somedays and in order to ensure concussion protocols are followed, a team approach is vital.

Our school does this very well. When I 1st arrived at ACPS in 2017, there was already a strong communication infrastructure in place. Staff were expected to carry walkie-talkies while they were on the yard for supervision and or outside for DPA or instruction. This was new for me, but I quickly came to appreciate the connectivity.

That said, there are still numerous injuries that take place on a daily basis in schools. These can range from jammed fingers from basketball, an errant dodgeball(gator) to the face in PE, a fall from the outdoor play structures, slips/trips on the pavement, or bumps to the head.

An ice pack, a kind word, and a bandage is usually all that is required for most school injuries. However, there are still occasions when more attention is required. This usually happens in two places, the gymnasium and outdoors during unstructered time.

When a child incurs more serious injuries, the office is radioed in advance to alert available members from the 1st Aid team of impending arrival(s). In these instances, gloves are on and ready to avoid contact with blood and other bodily fluids(yes, children come to school with the flu). It can often be very loud as students are in heightened states of distress.

Last week a child received quite a gash on their forehead and there was a lot of blood, their sustained scream could be heard throughout the entire school(I think hearing protection might be required when the gloves go on too). This is where having good calming strategies in place is crucial. With some time and focused breathing, all subsided and we were able to provide First Aid.

Most schools have 4 or 5 staff who are trained in 1st Aid, but I highly recommend getting the training whenever it is offered. The peace of mind in being able to promptly and properly care for an injured student or adult is worth the time and effort. The more hands on deck the better. As I mentioned before, most to all injuries are superficial, thankfully.

The bumps and bruises of play also hold lessons for our students. It is never a bad idea to remind them that they are subjects in and subject to the laws of nature. Whether they know it or not, students naturally and opportunely learn most of the concepts of Physics long before they are ever formally taught:

Gravity, objects in motion, centripedal force, centrifugal force, torque, inertia, balance, rotation, angular momentum, acceleration, deceleration, launch angle, and many others all happen when students are in various states of play. So no wonder, they get hurt sometimes. Students also learn their own limits, how to get up after a fall, how to get mud out of clothes, and about pain.

I’d say some of my best learning came from moments at play where I began to understand my limitations as well as potential. Falling out of a tree or jungle gym Our students are learning this way too when given the time, space, and when weather co-operates. How we frame all of this may help learners appreciate the value of play and the weather and the impact the latter has on the former. Let me break it down.

Here’s what the weather teaches us all:

  1. Be prepared.
  2. Plan for the best, but expect the worst.
  3. Things change without warning.
  4. You often do not get what is advertised in the forecast.
  5. Meteorology is a science that involves observing, gathering, and interpreting massive amounts of data. #ScienceForTheWin
  6. Snow days are fun for students and few others who must still drive to school.
  7. Elementary schools are not, but high schools are air-conditioned.
  8. Always have dry clothes to change into after arrival or dismissal duty during a rain storm.
  9. Snow suits are never meant to be worn after April 30th.
  10. Shh = Sunblock, hats, and hydration when spending time outdoors or see 1. above.

We have all gained first hand life lessons from the above, and am sure there are many more, not mentioned. It means that there is always a lesson, to be found in every situation. That’s what makes teaching so fun and meaningful. Stay safe, active, constantly learning…and dry.

If you have a First Aid or a weather related story, please take time to share in the comments.

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/
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.

http://etfohealthandsafety.ca/
http://etfohealthandsafety.ca/

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

 

Shawna Rothgeb-Bird Health & Safety, Violence in Schools

Education is in crisis – and so are our students

I wrote this in response to the CBC story about violence in classrooms that went live this past weekend. I was – and am – fired up about it.

If you’re wondering what you can do to help us, to help these children in crisis, to repair our broken system: make education, social services, and mental health support your priorities when you elect public officials. At all levels. This is not only a provincial issue. This is not only a municipal issue. This is not only a federal issue. It is an issue that must be addressed by all levels of government, by all Canadians, by all elected officials.

Kids aren’t “worse” now. It isn’t because of a “lack of discipline”. It isn’t because teachers are “soft”. This comes down to a total failure of social services and mental health support, because these children are IN. CRISIS. They aren’t choosing this. We can’t “fix” them with the right consequences.

They need homes. Food. Caregivers they can rely on. Stability. Therapy. Treatment for anxiety, depression, PTSD. Academic support. Removal of systemic barriers. They need compassion – to know that the adults in their life see them, see what they’re going through, and are finding ways to help them. Their caregivers need a living wage. Access to housing. Adequate transit. Functional health care. Affordable utilities.

And now, because they aren’t getting these things, all of their peers need these things too. Every child in public school right now could use therapy to help them process what they see on a regular basis. Some of them, like my daughter, are growing up thinking that it’s just a regular part of school to have a child in your class who throws chairs and tries to attack other kids or teachers with scissors.

This is a crisis. This is a disaster. These children – all of them, aggressors and bystanders – are going to suffer lifelong consequences from our government’s abject refusal and failure to address these issues.

Help. HELP. It’s hard for us to tell our stories because we have to be careful not to stigmatize children in crisis, not to give identifying information, not to break confidentiality. Please, trust us when we say there are horrific things happening in schools. Please, trust us when we say we’re doing everything we can but we can’t do any more.

Please, just… trust us. It’s not us. It’s not the kids. It’s not school.

It’s the entire system that’s broken.

As my friends shared this post on Facebook and it made its way out to a few strangers, some people commented that they “didn’t buy the perspective” and that it’s somehow our failing as teachers if there is violence in our classrooms. That if we can’t manage our students’ behaviour, we should reevaluate our capability as teachers.

What a painful, frustrating thing to hear.

“I shouldn’t have set them off by asking him to sit down.”

“If I hadn’t taken a sick day, this wouldn’t have happened.”

“I should have gone out at recess to supervise that student (even though it’s not my day to supervise recess and this is my only break today).”

“I shouldn’t have called for help. It only escalated the student more.”

There seems to be no end to the ways teachers blame themselves for violence in schools. Colleagues, let me say this nice and loud:

VIOLENCE IN SCHOOLS IS NOT YOUR FAULT.

You didn’t cause this. You didn’t make it happen through your action or inaction. You are doing the best you can within a catastrophically broken system. Our students need us, but they also need everyone else too, because educators alone can’t get the right people into office, the right changes made.

Keep doing what you’re doing. You are superheroes. You are helping. You are making change. Now we just need the rest of our country to back us up.

Will Gourley Climate Change, General, Global Warming, Health & Safety, Resilience, Teacher Wellness, Weather

Beating the winter blahs

Brrrr! If my teeth weren’t chattering so much I’d be able to truly describe how b-b-b-barbarically c-c-c-cold it is outside right n-n-n-now. Not surprisingly, with such brutally un-balmy temps comes some interesting behaviour at school. Perhaps it’s a function of daylight hours(or lack thereof) or our proximity to one another as we cocoon indoors(achoo), or maybe due to the fact that we are all putting on a few pounds(of extra clothing each day). Whatever the reason(s), my demeanour is in direct dispute with my daily sunny disposition due to a lack of warm temperatures and sunlight in my life.

All this to let you know, the winter blahs have arrived. Yes, I am aware that this is what we all expect and get for living in Canada. Times like this make us tougher as a people and that living in colder climates is statistically proven to increase life spans of inhabitants. For what, so we can suffer the cold longer?

Just because we are polite Canadians does not mean we can’t be miserable about the weather(dangerous drives, snow days, bus cancellations) once in a while as an act of national unity. So winter has officially slapped us all in the face with frosty windows and frigid temperatures I thought it would be a good time to talk about how we can overcome this recurring seasonal challenge that affects staff and students alike.

Recent dips in temperatures have necessitated some strategic planning on many schools supervision staff when it comes to bus duty before and after school. Snow pants, heavy duty boots, layers of clothes(including longjohns), toques, parkas, and mittens all called in for active service when the sleet, ice, blizzards, and wind chills come.

There’s a Norwegian saying, “There is no such thing as bad weather, only bad clothes”. Recently, on a particularly cold morning I could feel my eye sockets freezing and I was angry for second guessing the decision not to bring ski goggles to school for bus duty because everything else was comfy and warm.

The cold weather also means that students have not been outside for much needed fresh air. This can compound itself in a number of behaviour issues especially when they are limited to quiet indoor games within the confines of classrooms. On occasion, I have seen the gyms at my old schools opened up for the JK/SK students who are able to work out a few wiggles, but this space can only safely accomodate so many students at once. Often it falls on teachers to up the amount of DPA on days like this to get the heart rates and minds going. Go Noodle is a great way to get everyone moving.

For the older students, staying inside is like a windfall because many in the Junior/Intermediate Divisions are happy to avoid going outside. It’s not so bad if it happens infrequently, however it becomes an issue when students are unable to understand the advantages of a break and some fresh air.

All of this time indoors takes its toll on the mood of a building. It’s as if the cold challenges us to use all of our energy to keep our emotional well-being fires burning. Here are some sure fire ways to keep mind and body stoked while making sure behaviour doesn’t burn out of control;

1. Have students be part of the decision making process well in advance of rough winter days. Let them create the standards and expectations for class behaviour and activities. They are usually more strict than you and more likely to adhere to rules they had a voice in creating.
2. Be patient. When everyone is cold and tired before the day even starts it is best to take things slowly.
3. Increase movement breaks in every class. Consider building active learning into instruction such as milling to music, yoga, counting in French while doing jumping jacks or vertical Math. Worksheets are not an option.
4. Consider Genius Hour or other ways to incorporate technology, inquiry, and presentation skills. I usually schedule this for Mondays so that students have another reason to look forward to coming to school to start the week.
5. Take time to check in and talk with students/staff. A simple smile and hello and conversation goes a long way. Sometimes a little recognition is all it takes.

All of the above have made whole-school life better for me and students when the winter blahs hit. What is working for you? Please take the time to share in the comments section. Thank you for reading. Keep the fires burning.

 

Kim Cousin Challenging Topics, Communication Tools, Communication with Parents and Guardians, General, Genius Hour, Health & Safety, Learning About Your Students, Making a Difference Through Education, Use of Technology, Wellness

Gaming…safely?

We have been trained to watch for concerns of a child’s well being. This didn’t include cyber information. As a responsible teacher I’m drawing the attention of students to current events. During this time of sharing, my students have become more relaxed and open about their after school activities which include gaming for many.

When a child discloses information about their safety we are obligated to report this to children’s services. Write down the facts, call and make a statement, fairly straight forward.

When a child shares information about interactions in Gaming, what do you do? I make a judgement based on what the information is, then I write down the facts are that were shared, then what? I’m really not sure where we go from here. I call the family and have a conversation? I chat with the principal? I provide the student with avenues of help, help lines, internet safety….

This is a new world which effects all of our students. Access to our vulnerable young students is wide open on the internet especially with group gaming and social media. Education is a form of protection. When a child is doing something their family may not agree with, they are reluctant to share concerns and can easily become victims of online abuse. How do we help? Keep open communication lines with students and their family. We all want our children to be safe.

Kim Cousin Behaviour Management, Classroom Management, Constant Learning, Flexible Classroom, General, Health & Safety, Inspiring Students, Learning in a Real Life Context, Making a Difference Through Education, Mental Health, Mindfulness, Resilience, Teacher Wellness, wellness, wellness, Wellness

Mindful Pause, with or without Technology?

Everywhere I turn I see the effects of our technologically advanced world. Gains have been made in medical research, communication abilities, and advancements toward an easier life?
Some of the effects on individuals are now coming to light. Many people are connected to the internet 24/7. This is causing sleep disturbances, eye issues, addiction behaviours, and other physical ailments.

As a previous mental health professional I look at my present vocation in Education with that type of lens. I have practiced and taught Mindful strategies for many years now. I see the benefits of technology in the curriculum. I also observe the negative effects. I have noticed some educators looking for a researched solution to help calm, focus and ground their students. Some are now turning to all the apps, and internet connections to provide a quick and easily guided mindful activity. I think this may be counter productive to being present and in the moment. We are seeing the effects of this new age world and the fast pace it is changing. As educators we are up to date with the many changes or apprised to avenues in which to guide our charges.

When I guide a group through a mindful experience I eliminate as much technology or other electrical sources as possible. I then guide students into focusing on being present in their own body and mind through the use of many verbal scripts vocalized in a relaxed, quiet voice. These moments of taking a pause are valuable. We live in a busy, stressful society where a pause can assist in a healthy balance to our daily lives.

Links-
https://www.psychguides.com/guides/computerinternet-addiction-symptoms-causes-and-effects/

https://www.psychologytoday.com/us/blog/virtual-addictions/201710/tips-mindful-technology-use

http://meditationscience.weebly.com/what-is-mindfulness-meditation.html

Mindfulness Meditation: Guided Practices

Deb Weston Health & Safety

School Kiss and Ride Zone Safety for All

Kiss and Ride

School Kiss and Ride zone locations are designed to drop off and pick up children in vehicles before and after school. In some schools over 200 students are picked up and dropped off every day. In winter and on rainy days, this number increases relative to worsening weather conditions. In addition, parking lots are often located beside and as part of the Kiss and Ride drive through. Kiss and Ride lanes are designed to have up to 100 vehicles driving through during a 20 minute period.

It is important to keep all students and staff safe. Rules and guidelines are put in place to keep vehicles moving and to ensure the safe entry and exit of students from vehicles. Some of these rules include:

  • Drivers adhering to limiting speeds
  • Drivers, parents and students following school staffs’ instructions
  • Drivers not parking and waiting in the Kiss and Ride lane (It’s called Kiss and Ride NOT Kiss and Park)
  • Drivers yielding to pedestrian traffic
  • Drivers treating staff, students, volunteers, passengers, and other drivers with respect
  • Drivers not double parking beside the Kiss and Ride lane (students crossing between vehicles could be injured by other vehicles)
  • Adults making sure students fully exit or enter the vehicle before driving away from the Kiss and Ride lane
  • Ensuring all passengers, especially students, have seat belts on at all times while in the vehicle
  • Drivers remaining in the vehicle while in the Kiss and Ride lane so as to not block the flow of traffic
  • Drivers not parking in the Fire Route or School Bus zone
  • All people following directions of crossing guards and school staff acting as crossing guards
  • Drivers not idling vehicles in the Kiss and Ride lanes or Parking Lot zone areas

There rules and guidelines are put into place to prevent accidents. Students, parents, and school staff are injured every year. In February 2018, a student was and killed hit by a car as a result of vehicles inappropriately parking near a school (Maharaj, 2018). Another school closed their Kiss and Ride lanes after safety concerns became overwhelming (Milton Canadian Champion, 2013). As a teacher on Kiss and Ride duty, I have personally witnessed near missed of vehicles almost hitting children and adults.

Kiss and Ride Zones can also be a problem by exposing children and adults to high levels of pollution. A University of Toronto study (Adams & Requia, 2017) showed that Kiss and Ride school zones contain a “Halo of air pollution” due to idling vehicles nearby (Elliot, 2017).

Teachers need to be especially vigilant in keeping themselves safe while on duty in Kiss and Ride areas and in school parking lots. For the most part, teachers should use their common sense and professional judgement. Here are a few common sense suggestions to keep you safe from injury at the Kiss and Ride:

  • Do not help students in and out of vehicles – your arm could be injured if a vehicle drives away or you could injury a student while closing a vehicle door (think car doors closing on little fingers!)
  • Do not put your back to vehicles – you cannot see where they are or how they are moving
  • Teachers do not have to enter cross-walk zones if they feel unsafe – do not use your body to block a car
  • Do not put up with abuse from drivers and/or parents
  • Do not intervene in Kiss and Ride/Parking Lot disputes between drivers – you are there to supervise students, not adults
  • Use your professional judgement to consider reporting dangerous drivers or students not in seat belts to the administration

If you have any additional common sense suggestions in keeping all people safe in Kiss and Ride Zones, please share them with me and I will add them in this blog.

Collaboratively Yours,

Deb Weston

References

Adams, M. D., & Requia, W. J. (2017). How private vehicle use increases ambient air pollution concentrations at schools during the morning drop-off of children. Atmospheric Environment, 165, 264-273.

Elliot, J. (August 10, 2017). School drop-off zones expose kids to high levels of pollution: study, CTV News. https://www.ctvnews.ca/health/school-drop-off-zones-expose-kids-to-high-levels-of-pollution-study-1.3540552

Maharaj, S. (February 28, 2018) Scarborough student’s death sparks call for safer school zones, Global News. https://globalnews.ca/news/4054718/duncan-xu-kennedy-public-school/

Milton Canadian Champion. (2013). Traffic issues bring safety blitz to Escarpment. Milton Canadian Champion. https://www.insidehalton.com/news-story/2885147-traffic-issues-bring-safety-blitz-to-escarpment-view/

Arianna Lambert agency, Challenging Topics, Equity, Gender Equity, Health & Safety, LGBTQ2S, Making a Difference Through Education, Professional Judgement, Social Justice

Drawing The Line

Each year, in Canada, approxScreenshot 2018-09-30 at 9.18.11 PMimately 460,000 women are sexually assaulted, although only a fraction of them report the assault to the police (1). In a day and age where this statistic holds true, it’s hard to imagine that our government is wanting to go back to a time where consent and gender identity aren’t being discussed in classrooms as a part of the Health Curriculum. Simply ignoring the very real issues that our students face in 2018 doesn’t make them go away, nor does it help to develop a society that is action-based and ready to implement change.

Earlier this year I was really excited to hear about ETFO’s and White Ribbon’s resource – Drawing The Line. Now I might be slightly biased as my brother is a contributing author but I was thrilled to see a resource that not only provided data-driven information for educators but also included a comprehensive guide for age-appropriate lessons for students in grades 1 to 8. I love that the guide addresses bystanders and offers students ways in which to respond to to sexual violence. Not only do the lessons connect to the Health and Physical Education Curriculum but expectations also in Language and the Arts are included in many of the lessons. This guide is truly a proactive approach to teaching students about healthy relationships and is one that every educator should read and implement in their classrooms. I know that in the past, ETFO was offering sessions on this resource and I hope that they continue.

Screenshot 2018-09-30 at 9.18.44 PM

With hotlines or tiplines being made available, it’s sad to say that we are in such a time where educators are somewhat in fear of teaching what we know to be essential for our students’ safety and healthy development. We need to be having these conversations because unless we do, nothing will change and perpetrators will feel empowered to continue. As you may already know, at the beginning of September, ETFO filed a legal injunction to pause the rollback of the 2015 Health curriculum. The union believes the government’s directive creates unsafe and unhealthy learning and working environments. In the meantime, how are you working to unpack these issues with students? They’re in the news and on the same social media platforms that students are interacting with. How will the work we do today impact the statistics in the future? In the next year, 5 or 10? If you haven’t already, please check out this resource as well as the other resources that ETFO has to offer.

1. Holly, Johnson, “Limits of a Criminal Justice Response” (University of Ottawa, 2012), https://books.openedition.org/uop/592?lang=en