Iyanuoluwa Akinrinola Advocacy for change, alternative curriculum, Anti-Racism, Black Lives Matter, Building Inclusion, Equity, Inclusion, Inspiring Students, Inspiring Teachers

An Excellent Standpoint: Teaching cultural perspectives from a vantage of excellence.

In the realm of education, embracing diverse cultural perspectives not only fosters understanding but also cultivates excellence. Each cultural group brings unique experiences, wisdom, and contributions to the society we all participate in. As educators, we should seek to delve into the pursuit of excellence within diverse cultural groups, emphasizing their rich heritage and the invaluable insights they offer to educational discourse. Thus, incorporating learning about ‘Black History’ within Ontario’s curriculum in grades 7, 8, and 10 is a step in the right direction.

Many cultures epitomize resilience, creativity, and innovation. These tenets have reshaped history and inspired generations. Educators committed to excellence incorporate the achievements and struggles of diverse individuals into their curriculum, especially cultures and narratives often left untold or intentionally omitted. By highlighting excellence areas like literature, music, art, and activism, educators empower students to recognize their potential for greatness while understanding the importance of perseverance in the face of adversity.

For example, Indigenous cultures epitomize a profound connection to land, community, and tradition. Indigenous peoples have preserved their languages, ceremonies, and sacred practices despite historical injustices, embodying resilience and strength. In educational settings, excellence is found in honouring Indigenous knowledge systems, environmental stewardship, and cultural revitalization efforts. Educators committed to Indigenous excellence engage with Indigenous elders, integrate Indigenous perspectives into the curriculum, and foster respectful relationships with local Indigenous communities. By recognizing and celebrating Indigenous excellence, educators instill in students a deep respect for Indigenous cultures and inspire them to become allies in pursuing Indigenous rights and sovereignty.

Similarly, Black history encompasses a tapestry of civilizations, philosophies, and innovations that have shaped human history. From ancient wisdom to modern advancements, Black cultures have made indelible contributions to science, technology, and the arts. In educational contexts, excellence in Black heritage is celebrated through exploring classical literature, philosophical teachings, and artistic traditions. Educators committed to teaching about Black excellence promote critical thinking, cultural exchange, and global citizenship by engaging students in dialogue about Black history, contemporary issues, and cross-cultural connections. By fostering an appreciation for Black excellence (which is woven into the very fabric of North America), educators prepare students to thrive in an interconnected world and embrace diversity as a source of strength and enrichment.

Diverse heritages embody legacies of faith, scholarship, and cultural exchange that span continents and centuries. From the golden age of civilization to the present day, many cultures have excelled in fields ranging from astronomy and mathematics to architecture and literature. In educational environments, excellence in these varied heritages can be upheld through the exploration of art, ethics, and intellectual traditions. Educators committed to teaching from a lens of excellence foster an atmosphere of inclusion, dialogue, and mutual respect by promoting intersectional understanding, challenging stereotypes, and addressing phobias that stem from biases unconsciously developed through deficit teaching. By embracing contributions to human civilization and presenting intentionally diverse representation to all students, educators empower students to recognize the interconnectedness of cultures and appreciate the richness of diversity in all its forms.

In pursuing educational excellence, embracing diverse cultural perspectives is not just a choice but a necessity. By celebrating the excellence inherent within all cultures, educators enrich the learning experience, inspire critical thinking, and foster a sense of belonging among students. Through dialogue, empathy, and a commitment to inclusivity, educators can cultivate a generation of leaders who appreciate the value of diversity and strive for excellence in all they do.

“If we want to create change in Canada – if we want to have more people from communities who aren’t only represented – the answer isn’t to move towards tokenization and propping people up. The answer is to give people the tools to prop themselves up.” – Sarah Jama (Sarah Jama is the co-founder of Disability Justice Network of Ontario).

“Black history is not just for black people. Black history is Canadian history.”- Jean Augustine (First Black Canadian woman to serve as a federal Minister of the Crown and Member of Parliament).

Will Gourley 21st Century Learning, Building Inclusion, Celebrating Success, Constant Learning, General, Inclusion, Learning to learn, Mental Health, Mindfulness, Modern Learning, self reflection, Social Justice, Student Ownership, Students as Teachers, Thinking Classroom, Wellbeing

started from the bottom

My students and I didn’t know a lot of things when we started this year.
We didn’t know that we’d be climbing literal, emotional, and metaphysical mountains.
How could we? I am sure that each of us experiences a similar version to this expedition too. 

There we were; 26 individuals together for the first time.
We set up base camp by creating a student centred learning space that valued community, kindness, encouragement, and hard work. We focused on sharing our strengths and areas where we wanted to improve our footing in order to ascend the mountain(s) we were preparing to summit. 

“You cannot stay on the summit forever; you have to come down again. So why bother in the first place? Just this: What is above knows what is below, but what is below does not know what is above. One climbs, one sees. One descends, one sees no longer, but one has seen.” – Rene Daumal

A cartoon man looks up towards the summit of a mountain
Image from Simpsons
S9 E201 5F16 first aired March 3, 1998

oxygen and sherpas please

Each year, we start at the bottom to get to where we are now; by the looks of the mountain still towering above us that is May and June, we have a lot more to climb. There may still be some distance to cover above, but I think it is a great time to look down to appreciate how far we’ve climbed. I think that this perspective will provide us some of the necessary extra strength/motivation to finish what we started in order to reach the top. 

My grade 6s and I are eight months into our ten month journey to the summit of Mt. Grade 6*. We have grown in stature, in perspectives, in strength, and in skills. We have lost our way on purpose and along with those sideways steps, and circuitous routes, we have also left behind some of our worries about participating and presenting by better knowing ourselves. We have camped on lush warm plateaus while gaining the confidence and capacity to go higher. 

We have built bridges over dangerous crevasses of fixed mindsets and self doubt too. We have shared resources and experiences. We have picked each other when there was a slip or slide backwards. We made sure our ropes, pitons, carabiners, and the rest of our gear is safe and strong. We packed enough provisions for everyone to make it to the top and back down again. We have accepted and carried our share of the load. 

We have laughed, discussed tough topics, dug deeply into equity and inclusion, tore up tests that didn’t go well, restarted lessons, disagreed, reviewed past lessons, re-reviewed past lessons, learned new concepts, reviewed new concepts, re-reviewed new concepts, shared life tips, played outside, and so much more. 

There have been moments when the distance between those at the top of the climb were setting up new base camps while others were still climbing. We learned to wait for each other; to make sure that everyone was accounted for on the trek. 

We started from the bottom and we can almost see the top. There is still a lot of climbing ahead, but what a view!

*not a real mountain

Iyanuoluwa Akinrinola Advocacy for change, alternative curriculum, Anti-Racism, Curriculum Planning, Equity, Faculties of Ed, General, Inclusion

Anti-Oppressive Education: Creating an Equitable Society for all.

In recent years, there has been a growing recognition of the importance of anti-oppressive practices in elementary education in Ontario. Anti-oppressive education aims to dismantle systemic barriers and address inequities within the education system. This reflection explores the significance of implementing anti-oppressive practices in elementary education in Ontario, highlighting the impact on students, educators, and the broader society.

In Ontario, as in many other regions, elementary education has not been immune to the effects of systemic oppression. “Historically, marginalized groups, such as Indigenous peoples, racial minorities, individuals with disabilities, and those of lower socioeconomic status, have faced discrimination and inequitable treatment within the education system” (Ontario Human Rights Commission, 2006). Such oppression can manifest in various forms, including biased curricula, discriminatory discipline practices, and a lack of diverse representation among
educators and staff, to name a few.

“Students who experience oppression in the education system may suffer from lower self-esteem, reduced academic achievement, and disengagement from learning” (Tuck & Yang, 2012). “Moreover, perpetuating oppressive practices can perpetuate cycles of poverty and marginalization, deepening social disparities and hindering social progress” (Freire, 1970). As educators, understanding and incorporating anti-oppressive practices in our praxis is crucial to disrupting and dismantling the many fibres of anti-oppression prevalent in the euro-centric teaching spaces we often occupy.

The Role of Anti-Oppressive Practices
Anti-oppressive practices are essential in elementary education to counter the adverse effects of oppression and create inclusive, empowering learning environments. “By integrating anti-oppressive principles into teaching strategies and curriculum development, educators can actively challenge stereotypes, promote diversity, and foster empathy and respect for all students” (Ontario Ministry of Education, 2021).” Adopting inclusive teaching methods, which acknowledge and accommodate diverse learning needs, can also enhance student engagement and success” (Zhang & Carrington, 2019).

For example, using the seven competencies of the anti-oppressive framework as examined by ETFO, when educators are intentional about addressing biases, centring marginalized voices, challenging power & privilege, building inclusive communities, embedding intersectionalities to mobilize systemic change while connecting issues of mental health, learning environments that foster belonging, questioning, curiosity, and the ability to engage in meaningful uncomfortable is created for students, educators, and all staff. It truly creates a community where transformation can occur.

“Anti-oppressive practices encourage critical thinking and dialogue about social justice issues, helping students become active and informed citizens who can advocate for equality and fairness” (Shor, 1992). By challenging the status quo, educators play a pivotal role in shaping a generation of individuals who can create positive transformational societal change.

Learning as Educators
To effectively implement anti-oppressive practices, collaborative learning opportunities and dialogues with diverse colleagues can foster a deeper understanding of different perspectives and experiences. Anti-oppressive practices involve not only what is taught but also how the learning environment is structured. Schools must intentionally foster safe and inclusive spaces for all students, regardless of their background. “This may involve adopting restorative justice practices instead of punitive measures, implementing equity-focused policies, and providing necessary resources to support the diverse needs of students” (Ontario Ministry of Education, 2020). Implementing anti-oppressive practices requires support from the broader educational system, including school boards, administrators, and policymakers.

Incorporating anti-oppressive practices in elementary education also requires collaboration with families and communities.” Engaging parents and caregivers in meaningful partnerships can provide insights into students’ unique needs and strengths, promoting a holistic approach to education” (Epstein, 2001). Building relationships with community organizations can also expand opportunities for students to connect with their cultural heritage and engage in real-world learning experiences. To achieve this goal, ongoing professional development for educators, support from the educational system, and collaboration with families and communities are all indispensable components.

“By acknowledging and addressing systemic barriers, the education system can create a more equitable platform for students and educators. This may involve reviewing and revising curriculum standards to be more inclusive and culturally relevant” (Ladson-Billings, 1995). As an educator, engaging in curriculum audits to ensure that I am reflecting my students’ experiences (as a mirror) and facilitating learning of the experiences of many others outside of my student’s communities/identities (as a window) empowers all students as they develop their understanding of themselves as global citizens. As educators, understanding and incorporating anti-oppressive practices in our praxis is crucial to disrupting and dismantling the many fibres of anti-oppression prevalent in the euro-centric teaching spaces we often occupy.

An Anti-Oppressive Framework

More work still needs to be done in incorporating an anti-oppressive framework and utilizing anti-oppressive practices in Ontario (and in all of Canada) schools. Implementing anti-oppressive practices in elementary education in Ontario is essential for fostering inclusive, empowering, and transformative learning environments. By challenging systemic oppression, educators can cultivate critical thinking, empathy, and social awareness among students, shaping them into active participants in creating a more just and equitable
society.

Check out ETFO’s Anti-Oppressive Framework: A Primer which “provides an entry point for all learners and an opportunity for critical engagement, understanding and action planning on anti-racist education, anti-oppressive practices and equity initiatives” (ETFO, 2021).

 

 

References:

Elementary Teachers’ Federation of Ontario. (2021). Anti-Oppressive Framework: A Primer. Retrieved from https://www.etfo.ca/news-publications/publications/anti-oppressive-framework-a-primer

Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and
improving schools. Westview Press.

Freire, P. (1970). Pedagogy of the oppressed. Continuum.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational
Research Journal, 32(3), 465-491.

Ontario Human Rights Commission. (2006). Human rights and school boards: Obligations to address
racism and discrimination. Retrieved from
https://ohrc.on.ca/en/human-rights-and-school-boards-obligations-address-racism-and-discrimi nation

Ontario Ministry of Education. (2020). Education for all: A guide to effective implementation.
Retrieved from
http://www.edu.gov.on.ca/eng/general/elemsec/speced/Guide_to_Effective_Implementation_E N.pdf

Ontario Ministry of Education. (2021). Anti-racism in education: A resource guide for Ontario
schools. Retrieved from http://www.edu.gov.on.ca/eng/policyfunding/equity.pdf

Shor, I. (1992). Empowering education: Critical teaching for social change. University of Chicago
Press.

Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity,
Education & Society, 1(1), 1–40.

Webb, J., Schirato, T., & Danaher, G. (2002). Understanding Bourdieu. Sage.

Zhang, L. F., & Carrington, S. (2019). Inclusive teaching in action: Supporting teachers and
pupils in mainstream classrooms. Routledge.

 

Will Gourley General, Inclusion, Lunar New Year

daring 2024 – dragon edition

Au revoir janvier. Cue the fireworks as we look forward to the year of the Dragon along with many of our students. What a natural segue to a follow up to my earlier post daring 2023 where I unpacked what was daring in my classroom last year. For now though, let’s talk about dragons.

In the spirit of transparency, I am not a huge fan of fantasy books, neither of games with the word dungeons in them, nor into television shows where dragons are used as war machines in by gone Scandic empires. I am a fan of the book Dragon Rider by Cornelia Funke and of the mythology, stories, and art about dragons in Asian culture. Most of what I have learned about the latter with regards to the cultural significance of the Chinese Zodiac has come from my students, and their families. As a result, I am always gifted with something new from those interactions. Whether it is during an in school celebration of Lunar New Year when students dress in traditional new year’s clothing from their culture, or a retelling of activities shared at home with extended family.

I may have also wondered whether the 12 year cycle animals and their respective traits correlates at all to what goes on from year to year in the classroom. Would I know well enough to differentiate with such limited experience? I was born in the year of the Horse after all. In a nutshell, I am adventurous, energetic, and independent, but lack academic intelligence. This really means I am going to need the whole village to point me in the right direction, but I’ll get there at my own pace once I know the way.

For reals this time: a bit more about the Year of the Dragon – 2024.
“Years of the Dragon include 2036, 2024, 2012, 2000, 1988, 1976, 1964, 1952…
People born in Dragon years usually possess natural courage, tenacity, and intelligence, often displaying enthusiasm and confidence. In Chinese culture, the Dragon holds a significant place as an auspicious and extraordinary creature, unparalleled in talent and excellence. It symbolizes power, nobility, honour, luck, and success.” via Year of the Dragon:

Talk about daring 

If the characteristics of a dragon are not filling your thoughts about the work we do as educators, take another look at the list of traits above. Even with my horse-like tendencies, I can relate to the exciting, daring, and dignified descriptors used to define dragons, I mean educators. As we move forward through the Year of the Dragon, let’s all be daring enough to recognize the incredible courage, determination, and energy we all bring to school each day.

The fact that only 1/12th of us are born in the Year of the Dragon is not being overlooked. If we look at the other years/animals of the Chinese Zodiac we will find numerous positive traits that educators possess as well.

Let’s dare to acknowledge and celebrate the work we do and the accomplishments of those around us. Let’s hold our heads high even when time’s get tough. Let’s dare to try new things and take chances without fear of failure. Let 2024 be the best Year of the Dragon ever- unparalleled in talent and excellence”.

logo of the International Decade for People of African Descent
Iyanuoluwa Akinrinola alternative curriculum, Anti-Racism, Black History Month, Black Lives Matter, Building Inclusion, Curriculum Planning, Equity, Inclusion, Inspiring Students, Inspiring Teachers, Making a Difference Through Education, Professional Learning and Growth, Social Justice

Empowering the Future: The Significance of the International Decade of People of African Descent in Elementary Education

Picture: UN Promotional Materials

The International Decade for People of African Descent (IDPAD) emerged as a pivotal force in pursuing a more inclusive and equitable education system. Focused on championing the rights and contributions of individuals of African descent, this global initiative carries significant implications for elementary education, where foundational values of respect, understanding, and embracing diversity are imparted to young minds.

This decade was positioned to act as a catalyst for promoting cultural diversity within elementary schools. By integrating the history, heritage, and achievements of people of African descent into the curriculum, we cultivate a learning environment that authentically mirrors the world’s diversity. This enhances the cultural awareness of all students and fosters a sense of inclusion for those of African descent.

In the formative years of elementary education, children are shaping their perceptions of race and ethnicity. The IDPAD represents an opportunity to disrupt stereotypes by presenting a more accurate portrayal of people of African descent. The use of diverse educational materials and narratives enables students to gain a comprehensive understanding of the contributions and achievements of African communities.

Incorporating the principles of IDPAD into elementary education is crucial for creating an inclusive and fair learning environment. By celebrating the diversity of cultures, traditions, and perspectives within the African diaspora, schools contribute to breaking down barriers and fostering a sense of unity among students of all backgrounds.

Moreover, educators must recognize the importance of showcasing the achievements of individuals of African descent to inspire their students. By highlighting diverse leaders, scientists, artists, and historical figures through the lens of IDPAD, elementary education offers a broader range of role models for young minds to emulate.

IDPAD goes beyond fostering a global perspective; it emphasizes collaboration and understanding on an international scale. Lessons exploring the experiences of people of African descent contribute to global awareness and nurture a sense of solidarity with diverse communities worldwide.

Educators play a pivotal role in shaping the values and attitudes of students during their elementary years. IDPAD equips them with the tools to address racism and discrimination by fostering an understanding of the challenges faced by people of African descent. Educators nurture a generation committed to justice and equality by engaging in open and honest discussions.

Now, more than ever, educators must incorporate IDPAD principles into their teaching practices. The global call for justice and equality underscores the urgency of instilling these values in young minds. By integrating the lessons of IDPAD, educators contribute to developing socially conscious and empathetic individuals ready to navigate and challenge the complexities of a diverse world.

Beyond symbolism, the International Decade for People of African Descent is a resounding call to action in elementary schools worldwide. By embracing IDPAD principles in education, we empower young minds to embrace diversity, challenge stereotypes, and contribute to a fair and inclusive society. Elementary education becomes the fertile ground where seeds of understanding are sown, cultivating a generation prepared to shape a world where everyone’s story is acknowledged, celebrated, and valued.

 

References:

United Nations. (n.d.). International Decade for people of African descent. United Nations. https://www.un.org/en/observances/decade-people-african-descent/background

The International Decade for People of African Descent: Who have these ten years served? Black Agenda Report. https://blackagendareport.com/international-decade-people-african-descent-who-have-these-10-years-served

Will Gourley 21st Century Learning, 2SLGBTQ+, Black Lives Matter, Building Inclusion, Celebrating Success, General, Inclusion, Making a Difference Through Education, self reflection, Teacher Appreciation, Teacher Wellness

thank you

It’s been a while since I’ve gushed, but as I was driving to school this week, I started thinking about ways I could show more gratitude for all of the good things that are happening in my professional life. This got me thinking about the staff at my school. In each aspect of the organization, there is much to be appreciated from our incredible office staff, caretakers, EAs, CYWs, DECEs, and admin. In that spirit, thank you, thank you, thank you.

Since this the core of readers of this blog are ETFO members, I will continue before the music plays me off and before being escorted off the stage. Here goes…

Thank you for putting in all the hours that make a difference in the
lives of learners before, during, and after school. 

Thank you for being the only smile that a child might see each day.
Thank you for being the hand that reaches out to a student who is feeling big feelings.
Thank you for being the one who comforts in times of uncertainty.
Thank you for being calm, considerate, and caring when things are not going well. 
Thank you for making sure that new kids feel welcome from the moment they
walk through your doorway. 

Thank you for teaching the basics.
Thank you for teaching the basics over and over again. 
Thank you for teaching the tough stuff.
Thank you for teaching the tough stuff over and over again.
Thank you for teaching morphemes, phonemes, and graphemes.

Thank you for providing accommodations regardless of identification(s) or not. 
Thank you for teaching number sense and problem solving,
and for teaching it over and over again. 
Thank you for extending due dates when needed,
and for allowing retests when things don’t go well the first time. 

Thank you for working hard over the summer to prepare for curriculum changes
even though you should be taking time to rest and recover from the prior year.

Thank you for teaching about truth before reconciliation. 
Thank you for ensuring that Asian and Pacific Islander (AAPI) and Black, Indigenous, and People of Colour (BIPOC) are represented in your instructional resources.
Thank you for reading culturally relevant stories that allow all students to see themselves within them.

Thank you for creating safe and engaging classrooms where everyone feels seen.
Thank you for ensuring that students feel seen and know that they matter.
Thank you for seeing that every learner is 10 out of 10 at something, 
and for helping them discover and develop their unique talents. 
Thank you for hosting a GSA meeting and for displaying a “safe space” sticker. 
Thank you for running clubs and coaching teams. 
Thank you for spending recess after recess sitting in your classroom so students can catch up on their work.
Thank you for making accommodations that support the faith expressions of learners. 

Thank you for helping each other out by sharing resources. 
Thank you for answering questions and offering guidance to those who have recently entered our wonderful profession. 

There is always time for gratitude in this profession and this is my chance to show my appreciation if I haven’t mentioned it enough above. Thank you for all you do. Will

Will Gourley Behaviour Management, Building Inclusion, Celebrating Success, Challenging Topics, Classroom Management, Differentiated Instruction, Diverse Learning Needs, Feedback, General, Inclusion, Professional Judgement, self reflection

sssh, our students are trying to tell us something

Chaotic, cacophonous, raucous, lively, spirited, loud, energetic, full of beans, demanding, and too loud are all words that have been used to describe my classes over the course of my career. I have also heard irreverent (not disrespectful), confrontational (willing to challenge the status quo), and demanding (using their voices when things ain’t right) too, but that has been mostly in a positive light. To be truthful I have really come to appreciate their ebullience and passion when it comes to occupying their learning spaces. After all, it’s theirs. We just get to work within it.

Until this year, there has been one word not heard describing my homeroom though – quiet. Perhaps it is because we are only 4 weeks into the new year or that this group is still trying to figure out their new teacher (good luck to them) or that I have been blessed with a room that is 80 percent filled with phlegmatic and introverted personality types. Needless to say, the silence has been a bit deafening because this group is q-u-i-e-t.

What’s that you ask? How can a group of 6th graders possibly be quiet? I know, right? Yet, here we are about to take off on a little thought flight.

This year has me thinking about the approaches I am taking with this clearly unique grouping of oddly quiet scholars. Will it last? Am I jinxing myself by the mere mention of their tranquil behaviour? Is this what teaching is going to look like going forward in the post pandemic era of constant connectivity? After all, this group was in grade 2, just learning to fly, when they were grounded for nearly 3 years. How come there seems to be fewer relentless participants than in years past?

Do I need to build more quiet, reflective, and self-directed time into my day? Could this finally be the group that will meditate with me? Do our discussions need to be in smaller groups so those reticent voices have a chance to be heard? How do I honour the A-types because every classroom needs them too?

I started browsing about and found a line that encapsulates what I am seeing right now.

“Behind silent people there is an incredible thinking machine working.” ~Tina Panossian

I know that my quieter learners are working hard. I know that they are figuring things out on the inside rather than where it can be seen. For whatever reasons they choose to work this way, I will do everything possible to make them feel safe, feel seen, and know they are intelligent.

Here’s what has worked so far; the use of no hands participation, peer to peer discussions, and small group conversations. Each of these have helped me ascertain the information necessary to know when we are in full flight to our desired destination or whether we have lost all engines and are bracing for a rough landing somewhere uncharted. Either way, we are on this journey together. Perhaps this group prefers to plug in the headphones and read rather than talk with the folx sitting in their row?

Yet, despite not having much turbulence I think that there is still a lot of work to come in order to chart the best course in navigating this unique group. The world needs introverts. The world needs deep thinkers. It is in these two truths that I get really excited thinking about what can happen if the right conditions get created to give them all flight. All I know now is that there is a chance to build something new into my instructional spaces that might be a benefit to every learner. 

I think an update post will be forthcoming in December. 

Thank you for reading and reflecting with me. Please keep the conversation going in the comments.
Will

Iyanuoluwa Akinrinola 21st Century Learning, Advocacy for change, Anti-Racism, Assessment and Evaluation, Before School Starts, Building Inclusion, Constant Learning, Differentiated Instruction, Diverse Learning Needs, Inclusion, Inspiring Teachers, Professional Learning and Growth, Social Justice

Culturally Responsive Teaching and the Brain

“Culturally Responsive Teaching and the Brain” by Zaretta Hammond (2015) explores the intersection of culturally responsive teaching practices and brain research. The book delves into how teachers can better engage and support students from diverse cultural backgrounds by understanding how the brain processes information and responds to different instructional methods. It addresses the critical need for educators to acknowledge and embrace students’ cultural identities and backgrounds while fostering optimal learning experiences in the classroom. This book offers valuable insights into how educators can effectively engage diverse learners and create inclusive learning environments.

Cultural Diversity and Educational Equity:
The book begins by highlighting the importance of cultural diversity in the classroom and its direct impact on educational equity. It discusses how students from various cultural backgrounds bring unique perspectives, experiences, and learning styles, which educators can leverage to enrich learning. Hammond emphasizes the significance of understanding the cultural influences that shape students’ cognitive development and the role of educators in acknowledging and respecting these influences.

Neuroscience and Learning:
In the following chapters, the book delves into neuroscience and its implications for teaching practices. Hammond presents research findings that shed light on how the brain processes information differently based on cultural background and experiences. By understanding these neural mechanisms, educators can tailor their instructional methods to match the diverse needs of students, thereby optimizing learning outcomes.

The Cultural Learning Framework:
Hammond introduces the Cultural Learning Framework, a practical and evidence-based model designed to guide educators in implementing culturally responsive teaching strategies. The framework provides insights into understanding cultural norms, community dynamics, and the impact of stereotype threat on student performance. It also emphasizes the role of the teacher as a cultural broker, fostering trust and building strong relationships with students and their families.

Culturally Responsive Pedagogy in Practice:
The book explores various culturally responsive pedagogical practices educators can integrate into their classrooms. Examples include incorporating culturally relevant texts, integrating students’ cultural practices into the curriculum, and promoting collaborative learning to encourage cultural exchange among students. Hammond emphasizes the significance of teaching students metacognitive strategies to develop self-regulation and critical thinking skills. Hammond provides practical examples and case studies throughout the book to illustrate how culturally responsive teaching and brain-based strategies can be implemented in various educational settings. The author emphasizes teachers’ continuous growth and development in their journey toward becoming culturally responsive practitioners.

Implicit Bias and Stereotype Threat:
Addressing the prevalent issue of implicit bias and stereotype threat, Hammond highlights these factors’ negative impact on student’s academic performance and self-esteem. The book offers practical guidance on how educators can identify and mitigate their biases and create an inclusive and supportive learning environment that fosters student success.

Professional Development and Teacher Training:
The book underscores the need for ongoing professional development and teacher training to equip educators with the knowledge and skills necessary to implement culturally responsive teaching practices effectively. It advocates for school-wide efforts to promote culturally responsive education and create a collaborative and supportive learning community for teachers and students.

Culturally Responsive Teaching and the Brain by Zaretta Hammond is an indispensable resource for educators and educational stakeholders seeking to create inclusive learning environments and improve academic outcomes for diverse student populations. By bridging the gap between neuroscience and culturally responsive teaching, Hammond offers practical and evidence-based strategies to nurture all students’ cognitive, emotional, and social development, regardless of their cultural backgrounds. Embracing cultural diversity in education empowers students and contributes to a more equitable and socially just society.

Kelly.McLaughlin Celebrating Success, Inclusion, Inspiring Teachers, Literacy, Professional Learning and Growth, self reflection, Teacher Appreciation, Wellbeing, Year End Reflection

Celebrations

Congratulations, you did it! We all made it through another year and are now on our much deserved summer vacation. This calls for a celebration! Yesterday at my school’s final PA day of the year, we were asked to reflect and share with our table-top the celebrations of the year. Things that have happened that we can positively reflect on. After everyone shared in the small groups, we were asked to share with our entire staff. It’s funny that with 10-12 different table groups, almost everyone shared the same general ideas. I am sure as you read this, hopefully you will also be able to share in the same celebrations. 

Reasons to celebrate the 2022-2023 school year:

  1. Student growth- the common idea amongst us all was that students grew from September to June. Not only with their reading, writing, etc. but their character developed. Behaviours settled down and students matured as the year went on. We were all able to identify a specific student that amazed us, specifically with their personal growth. I shared about a student who found it challenging to come to school last school year but thrived this year in a new classroom environment. Tears came to my eyes sharing about how proud I am of this student as his personal growth inspired me in so many ways.
  2. Writing- teachers shared about how their students could only write a few words at the beginning of the year but by the end, were writing stories by the end of a school day. I can also relate to this as I have so many students who doubled their writing samples by the end of June. 
  3. Reading- our school’s plan this year was small group guided instruction and we especially focused on this in our language classrooms. Many  of us noticed the impact this had on our students, focusing on phonics really allowed our students to grow as readers. Many of the primary  teachers worked with programs that helped their students read. They noticed large gains and were so excited to share the success that the reading specialist and these programs helped them to achieve. We are continuing with this goal next year and I look forward to starting small reading groups in September. My class especially amazed me with their reading abilities, decoding at grade level and making connections to what they read. 
  4. Making good memories- with the year having minimal disruptions, students had a hard time picking just one memory to share that was their favourite. Opportunities were available again for students to make memories and they were all so excited to share during the last few days of school. When my own students shared this was their favourite year of school, I was so happy to hear! I look forward to creating new memories in September. 
  5. Feeling like a family- something that I am personally celebrating is that feeling of togetherness that every educator hopes to achieve with their class. By the end of June, I can fully look back on the year and say we achieved it. With respect, random groupings, positive affirmations and weekly celebrations, I know that everyone felt that our class was a family. This feeling made the final bell especially hard to hear on the last day of school. However, I look forward to next year and hope to achieve that same feeling again. 

As we reflect on our successes from the year, they are probably some things we wish to “leave behind”. Whether it be a project, a mindset or a seating plan style that we didn’t quite like, it’s important that we don’t dwell on the negative, but look at the positives. I encourage you all to make a list of things that you want to celebrate from this year and think about it during your much deserved summer break. See you in September!

 

Will Gourley 21st Century Learning, Challenging Topics, General, Inclusion, Making a Difference Through Education, Mental Health, social emotional learning, Student wellbeing, Teacher Wellness, Wellbeing, wellness

fine, everything is fine

I have a habit of saying, “fine” whenever asked how things are going. Whether it is symptomatic of a half century plus of social conditioning or simply learned ambivalence is still to be determined. It could be a combo of the two as well. I am a big fan of “fine”.

It has the insouciant distance and indifference that propels me past and through the issues of the day. After all, who wants to be a burden to others when so many are already maxed out with their own lives. Isn’t it the North American expectation to steadfastly power through the day with stoic determination. In many ways that’s what happens to people who stay in the safety of their silos. 

It is not beyond a single educator to utter this answer all the while knowing that behind the scenes, in our heads, or in full view of all to see that there is a lot of meaning to “fine”. It is a societal expectation that we respond “fine” because our polite programming provides the same answer each time even when it is not true. 

It’s not a lie if you believe it. – George Costanza

I love the quote above and it rings a little too true with this topic. Although it was intended for a different context in the show Seinfeld, it definitely applies when considering the mental health and well being of all who work in education. When will we have time to unpack the emotional baggage covered by “fine”? How do we get to a place of trust to provide the support that is necessary for us to listen as well as be heard? 

Breathe in, breathe out. I’m fine. You are fine. Everything is fine.  Thank you very much for asking and not burdening either of us with a truth that we verily have little time to acknowledge or attend to if it turned out to be false. Now, let’s get about our days. Sound familiar?

As a profession, there are few others to rival the frenetic paces that educators face over the entirety of a school year. Imagine each classroom along the lines of a corporate model where each grade occupies an important floor of a tall tower. On each of these floors there are numerous cubicles filled with team leaders and workers all charged with annually accumulating, accruing, and retaining the knowledge and the skills to find, climb, and remain on the next floor above them. 

With each September ‘new year’ comes the mysteries, highs, lows, and unexpected life events of a newly gathered group. Buckle up because it could be a bumpy ride. What surprises me, over most of my 14 years in education, is that the ride is nearly 3/4s finished before I realize where the heck I am. This explains the timing of this post in March with the realization that there is much work to be done. 

As if that collaboration and hard work to move on up wasn’t enough, the teams are dismantled, mixed, and reassembled to include other workers from their former floor, but now forming under different leaders just to keep it fresh. Despite the best efforts to make everything seem fine, I can’t help but wonder how students are doing too. The past 3 years have been anything but fine. Yet, as we move them from floor to floor, like the adults who lead them, they are already accepting that the only answer to give is “fine”. 

With all of the talk surrounding mental health and community wellness in schools, I am not fine with “fine” being the answer and am working hard to redefine the work I am doing around it. 

I’ll leave you with this.

I was fortunate enough to be a part of a meeting with student leaders from our school mental health collaborative.
This session revealed some extremely important truths that can light a path to somewhere good for students and teachers.
Here are my takeaways and echoed thoughts in (  ).

  1. Students are feeling the stress
    (Teachers are feeling the stress)
  2. Students want to do something about it
    (Teachers want to do something about it)
  3. Students are looking to work with educators to create and implement solutions
    (Teachers are looking to work with students to create and implement solutions)
  4. Students need teachers who can listen without feeling that they need to have any or all of the answers
    (Teachers need others who can listen without feeling that they need to have any or all of the answers)
  5. Students need teachers who will help lead programs that are relevant to their needs rather than those that have been prescribed from outside of the building.
    (Teachers need others who will help lead programs that are relevant to their needs  rather than those that have been prescribed from outside of the building.)

Thank you for reading. Please feel free to add your thoughts in the comment box to keep the conversation going.