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.  

Kelly.McLaughlin Building Inclusion, Challenging Topics, Constant Learning, Inclusion, self reflection

Cultural Humility

At a recent P.A. Day, we were learning about “Cultural Humility” and how every person should somehow reflect on this on a daily basis. One definition I found is, “Cultural Humility Is: A personal lifelong commitment to self-evaluation and self-critique whereby the individual not only learns about another’s culture, but one starts with an examination of [their] own beliefs and cultural identities.” (inclusion.uoregon.edu)

Cultural Humility is a lifelong process

During our discussions, we talked about how this is a lifelong process, not just something you think about for a month. You need to always be aware of your own biases, maybe based on your personal beliefs or your cultural beliefs. As educators, it is even more important that we take time to think about this on a daily basis.

Everyone is equal

Part of this process is to recognize that no culture is superior and to also learn about other cultures. I think we can do a great job at this by making sure our classroom libraries reflect all cultures, that we make sure we are learning about every celebration and not just one from one culture, and also making sure that the articles and curricular content we are sharing is based on more than one cultural story. This is how we can start to make sure our cultural humility is shown in our own practice.

Be honest when you are unsure

We do not have to know all the things at all times (even though students think we do). It is okay to look things up, to be aware of what we know and do not know. There are so many great resources especially within our own ETFO articles that can help us learn more about this topic. I particularily enjoyed the content during February, having discussions about the Black History Month poster, etc. So it is best to be honest when you are not sure about a specific topic.

Learn about other cultures

I remember being a 13 year old in a Catholic School unsure of the other cultures around me. I knew there were other religions and other nationalities but I had never really learned about anything outside of my inner circle (my own culture). It wasn’t until high school that I started to find out about other cultures and by then, I had already lost so much time getting to know other people. This is why I love how creating these opportunities to learn about other cultures will help others see outside of their inner circle. I have a grade eight student who is so hoping to run a Culture Day by the time she graduates and I hope we have time to get it going. I think this is important of us educators too- if there is a culture we are unsure about, we could do some more research to find out about it.

Our school board has a program that was created to help our students understand more about this topic. Our program is called “LDR (Learn, disrupt and rebuild) and our Module 3- Exploring Human Rights helps students dig deeper into these topics. I challenge you all to think about your own cultural humility as it is a personal commitment but also a lifelong one.

Iyanuoluwa Akinrinola Advocacy for change, Advocacy for public education, Building Inclusion, General, Inclusion

Building Better Schools: The Plan

“ETFO represents approximately 83,000 members, including public elementary teachers, occasional teachers, education support personnel, professional support personnel and designated early childhood educators. ETFO provides protective and professional services for members and promotes equity and social justice within the education system and the broader society. ETFO is a social justice and equity-seeking organization” (ETFO, 2023).

Did I need to introduce ETFO to you? I don’t think so, but I wanted to ensure I shared that with you in case you did not know. ETFO advocates for equitable educational practices and equitable justice for all public elementary educators to position these educators as the changemakers we need in the education system.

Conferring on July 1, 1998, “ETFO continued the work of two federations that had worked to promote and protect the interests of public school educators for 80 years. ETFO’s two predecessors were the Federation of Women Teachers’ Associations of Ontario (FWTAO) and the Ontario Public School Teachers’ Federation (OPSTF).” There was much in the works, and much at stake during the time of this transition, but “elementary teachers proved once again they were up to the challenge” (Ritcher, 2006).

I urge you to take some time to get to know ETFO’s history, mainly to understand the consistency of ETFO as a social justice advocate and equity-seeking organization that has remained steadfast through the ages. Becoming familiar with ETFO’s history will provide a deeper understanding of ‘The Plan’ that ETFO has launched as a guide for revitalizing public elementary education.

As stated in It’s Elementary (2018), the following are five frames by which you can understand the position in the fight for social justice and equity for public elementary school educators.
1) Federations work steadfastly to promote and protect the interests of their members.
2) Federations were, and continue to be, leaders in advocating for the rights of teachers and the broader society.
3) Funding for elementary education has been an issue since the 1800s.
4) Legal or collective agreement rights are never entirely secure; the union and its members have had to be vigilant in keeping elementary education issues in the public eye and on the government agenda.
5) The union’s strength depends on its ability to build member trust and solidarity for its work” (ETFO, 2018).

These have been ETFO’s guiding principles since its inception. This is the work ETFO continues to do, Building Better Schools by creating and fostering opportunities for culturally responsive growth and development within the Elementary Public school system for educators and learners.

Let us take the time to look closely at the 9-pronged plan for building better schools.

  • Addressing Anti-Black Racism
  • A funding formula that works for kids
  • A single secular school system for Ontario
  • A stronger voice for your educators and their union
  • Enriching student learning
  • Inclusive classrooms
  • Smaller classes for everyone
  • Support for students with special needs
  • Testing rooted in learning

As educators who desire equitable learning environments for all students, let us all take the time to ‘Join the Campaign’ and “protect our public education system so we can build better schools for everyone.”

Take a moment to reflect:

  • How does this challenge you to get involved with your union?
  • What attitudes, beliefs, or ideas do you need to change or adopt to bolster this needed plan?
  • What challenges do you think might arise as this plan unfolds?
  • How can you support ETFO (your union) in surmounting these challenges?
  • What skills/attributes can you contribute to your local or provincial office?

As Sharon O’Halloran (Deputy General Secretary, ETFO) said in the ETFO Voice, winter 2022 edition, “Our Victories Prove We Are Stronger When We Work Together.”

“Join one of ETFO’s provincial Standing Committees and provide your perspective and expertise in developing provincial policies, positions, programs, and initiatives. Vacancies for the 2023-2025 term are listed on the website. The deadline to apply is March 1. Apply online at members.etfo.ca/etfo/standing-committees.”

 

Reference:

Building Better Schools. (n.d.). Retrieved January 8, 2023, from https://www.buildingbetterschools.ca/

Kelly.McLaughlin 2SLGBTQ+, Equity, Gender, Gender Equity, Gender stereotypes, Inclusion, LGBTQ2S

Transgender Awareness Week

Earlier this month, my class participated in discussions about transgender awareness week. We looked into the website provided by my school board which offered us many ideas of how we could learn and listen. Here is the website: Transweek Webpage The part of the mentioned website titled “Tips for Allies of Transgender People” was very helpful as it went over various situations many of us had found ourselves in before. The tips page can be found here: Tips These tips can be helpful for students, teachers, family members, etc. as many things we are currently doing could potentially be harmful for our trans students. Even something that we may think is as simple as “We are having a transgender week discussion today” to a trans student could be triggering.

Each student had a chance to write on a sticky note how they could be a supportive ally during transgender week this year. Here are the ideas from my grade 7/8 students:

  • Don’t assume, don’t say the wrong pronouns
  • Learn more about the history or Trans Awareness Week, be supportive and do not make any assumptions
  • Tell everyone about awareness and ask them to spread awareness 
  • Do not be violent or rude to transgender people 
  • Do not make assumptions about transgender people and  their sexual orientation 
  • Be nice, be friends and never ask someone if they are trans 
  • Ask pronouns before assuming genders 
  • Help raise awareness and visibility of transgender people and the issues their community faces 
  • Try not to be rude, everyone can be who they want to people, be careful not to mis gender someone
  • Treat everyone the same, let them be who they want to be, show them that you care and that they can live their life. Never make someone share unless they want to 
  • Respect the person’s boundaries about their pronouns, sexual orientation and how they represent themselves 
  • Believing everyone should be what they want, they have a choice and they should be themselves and we shouldn’t judge that 
  • Post about in a respectful way (hashtag, etc), never ask what someone’s “real name” or use the wrong pronoun, respect them and their gender, listen if they would like to talk about their gender
  • Don’t make assumptions and listen first
  • Be supportive, respectful and respect boundaries and pronouns

I thought all of these ideas were incredible and are a clear sign of how supportive and respectful this generation is. I am really trying to be respectful and diligent in making sure I do not miss any of the Awareness weeks this year. I even left a full period open in my schedule to discuss them each week. I sometimes find it challenging to try to make them all into a lesson so sometimes a discussion is all you need. Discussing these real world topics is so important and I find it is often the most rewarding part of the week.

Looking forward to sharing next time about how our survey project has revealed our December celebrations and how we will celebrate them all equally.

Iyanuoluwa Akinrinola Advocacy for change, Building Inclusion, Curriculum Planning, First Nations, Inclusion, Indigenous Perspectives, Indigneous Ways of Knowing, Inspiring Students, Inspiring Teachers, Inuit, Making a Difference Through Education, Metis, Resources, Social Justice, Truth and Reconciliation

Beyond One Day – Truth & Reconciliation through curriculum planning.

Orange Shirt Day
Orange Shirt Day Bead Work

September 30 has been earmarked as the National Day for Truth and Reconciliation. Before this, most educators knew this day as Orange Shirt Day, which stemmed from the story of Phyllis Webstad, a Northern Secwepemc author from the Stswecem’c Xgat’tem First Nation, who shares the story of her experiences in a residential school. The significance of September 30 is profound as it calls for us all as a nation, particularly as educators, to pause and reflect on the effects and impact of residential schools on Indigenous peoples (children and adults) to this day. It is estimated that over 150000 Indigenous children attended residential schools in Ontario alone over the span of 100+ years (Restoule, 2013). We know that many of these children did not make it home, while many others still live with the trauma they faced within these schooling systems. 

Orange Shirt Day, now known as the National Day for Truth and Reconciliation, is but a starting point for us as educators. How can we collectively move beyond one day to infuse learning about Indigenous histories and present Indigenous impacts into our overall planning across different subject areas? In the ‘Calls to Action’ reported by the Truth and Reconciliation Commission of Canada (2015), sections 62 and 63 emphasizes the need for an educational approach that centers Indigenous histories, accounts, and perspectives in the curriculum, not as a one-off event or as an interruption to learning, but instead as an integral part of developing understanding within Canadian education. 

Simply put, Indigenous history is Canadian History. Indigenous peoples continue to shape and influence Canadian society in meaningful ways. 

“In 2015, ETFO endorsed the Truth and Reconciliation Commission’s Calls to Action. ETFO understands that it is integral for educators to move forward into reconciliation with the Indigenous Peoples of Canada” (ETFO, 2022). Challenge yourself to learn more using the curated information provided by ETFO, and be intentional about infusing Indigenous representation in the various subject areas you may teach. Resources can be found and explored at etfofnmi.ca

Fostering further development and understanding (both in learning and teaching practices) of Indigenous accounts and narratives in K-12 learning communities not as an alternate focus or ‘alternative learning’, but as a central tenet of Canadian education is critical to moving towards reconciliation as we learn and teach about Indigenous peoples of Canada.

For more exploration and information, visit https://etfofnmi.ca/.

References:

Restoule, K. (2013). An Overview of the Indian Residential School System.’ Anishinabek.ca. Retrieved from https://www.anishinabek.ca/wp-content/uploads/2016/07/An-Overview-of-the-IRS -System-Booklet.pdf.

Truth and Reconciliation Commission of Canada. (2015). Reports – NCTR. NCTR – National Centre for Truth and Reconciliation. Retrieved from https://nctr.ca/records/reports/#trc-reports.

Elementary Teachers’ Federation of Ontario. (2015). First Nation, Métis and Inuit (FNMI). Etfo.ca. Retrieved from https://www.etfo.ca/socialjusticeunion/first-nation,-metis-and-inuit-(fnmi).

Iyanuoluwa Akinrinola Advocacy for change, Anti-Racism, Building Inclusion, Curriculum Planning, Equity, General, Inclusion, Inspiring Students, Inspiring Teachers, Social Justice, Teaching as a public profession

Schooling or Learning?

For many, when presented with both, schooling is the same as learning, and learning seems to be something that only occurs in schools. Is this the case, however?

At ETFO’s Public Symposium titled ‘Generation Black: You’re Next!’,  Dr. Carl James highlighted why educators must pause and reflect on the similarities and differences between these two concepts. 

What is schooling? According to Oxford Learner’s Dictionary (2022), schooling is defined as “the education you receive at school”. When cross-referenced with various dictionaries (Marriam-Webster, Collins, and Cambridge dictionaries), they all provide the same definition – education received at an institution, whether at a primary, secondary, or tertiary level. 

Learning, however, is not as straightforward in its definition. Going back to Oxford Learner’s Dictionary, learning is given different definitions within various contexts. According to all the dictionaries mentioned above, learning is a process that occurs in multi-settings in multiple ways, beginning when an individual is born. 

“For educators, the ability to teach is a privilege, but in a broader sense, it is a privilege that runs parallel to the responsibility of teaching relative to the complete history of ideas and events that have shaped and continue to shape human growth and development” (Dei, Karumanchery, & Karumanchery-Luikb, 2004). 

Since learning is a continuous process, and schooling is one of the environments in which learning occurs, how can we, as educators, ensure that learning is facilitated meaningfully within the school environment?

Planning Matters:

In 2020, the Ontario Black History Society examined a Grade 8 history textbook and ‘blacked out‘ any information that did not mention or acknowledge Black people in Canada. Of the 255 pages of information, only 13 pages remained. Indigenous sovereignty, economics, and culture are rarely explored in the K-12 curriculum. Thus, students absorb this information, effectively being erased within their learning, and are expected to repeat this narrative in everyday Canadian contexts as acceptable discourse within society. The impact and contributions of people within the 2SLGBTQ+ community and other cultural communities are erased from ‘settler’ rhetoric and in curriculum/resources used to direct learning. Thus, students absorb this information, effectively being erased within their learning, and are expected to repeat this narrative in everyday Canadian contexts as acceptable discourse within society.

Breaking the cycle of erasure and omission within the classroom is linked to the planning stage. Before planning, take the time to know your learners. Become familiar with the communities in which they live. Foster a classroom environment wherein their experiences inside and outside of the classroom are valued and can be welcomed in their learning space. Cultivate incorporating student input, perspectives, ideas, and resources into Unit and Lesson planning. Develop connections with community members and partners inside and outside the school that can broaden your familiarity with resources that reflect the society in which we live. Approach your planning intentionally, using an anti-racist, anti-oppressive lens, which creates a window for your students to engage with often omitted members of their society and a mirror whereby they see themselves reflected in their learning.

Representation Matters:

“Dialogue is the encounter between men, mediated by the world, in order to name the world. Hence, dialogue cannot occur between those who want to name the world and those who do not wish this naming—between those who deny others the right to speak their word and those whose right to speak has been denied them. Those who have been denied their primordial right to speak their word must first reclaim this right and prevent the continuation of this dehumanizing aggression” (Friere, 2005. p. 88).

In short, representation matters. Recentering multi-representation in learning is one of the vehicles for transformative change that can begin to shine a light on learning our whole in constructive ways.

  • Think about the resources you use and share with your class. Who is reflected? Who is erased? Who is tokenized? Who is omitted?
  • Reflect on your interactions with parents, guardians and members of your school community? Who is made to feel welcome? Who is kept at arm’s length? Whose experiences are valued? Whose experiences are often invalidated?
  • Conduct an inventory of your learning and resource plans. Are you ensuring that your plans reflect the learners in your classroom? How have you challenged yourself to plan and facilitate learning from a social justice, equity, and inclusive lens? Have you included your learners’ interests, backgrounds, and experiences as integral to planning and lesson facilitation?

Assessment Matters:

As stated in the Growing Success policy document put forth by the Ontario Ministry of Education regarding authentic assessment, “Our challenge is that every student is unique, and each must have opportunities to achieve success according to his or her own interests, abilities, and goals” (Ontario Ministry of Education Growing Success, 2010).

Assessment and Evaluation practices in Growing Success (2010) state that “the seven fundamental principles lay the foundation for rich and challenging practice. When these principles are accepted, implemented, utilized, and observed by all teachers, assessment becomes a tool for collecting meaningful information that will help inform instructional decisions, promote student engagement, foster meaningful demonstration of student understanding, and improve student learning overall.

 

References:

Dei, G. J. S., Karumanchery, L. L., & Karumanchery-Luikb, N. (2004). Chapter Seven: Weaving the Tapestry: Anti-Racism Theory and Practice. Counterpoints,244, 147–164. http://www.jstor.org/stable/42979563

Freire, P. (2005). Pedagogy of the Oppressed: 30th Edition (M. B. Ramos, Trans.). The Continuum International Publishing Group Inc. (Original work published 1921).

Ontario Ministry of Education. (2010). Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools. Retrieved from https://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf

Oxford Learner’s Dictionaries. (2022). Learning. Oxford Learner’s Dictionaries.
Retrieved from https://www.oxfordlearnersdictionaries.com/.

Oxford Learner’s Dictionaries. (2022). Schooling. Oxford Learner’s Dictionaries.
Retrieved from https://www.oxfordlearnersdictionaries.com/.

Will Gourley Anti-Racism, Black Lives Matter, Building Inclusion, Challenging Topics, Differentiated Instruction, General, Inclusion, Mental Health, Professional Learning and Growth, social emotional learning, Wellbeing

read a little bell before the bell

I love to read. It wasn’t always like that though. After taking a literature heavy course load through high school and university, I swore off the printed word for a spell.

It wasn’t absolute avoidance or aversion. I did read the paper from time to time, although selectively. When I took a job in broadcasting during the early 90s, my self imposed reading embargo was over as a boatload of reading came with my job as newsreader, DJ, and local reporter. Even though reading was a key part of those workdays, there was not much desire to do so outside of work.

Fast forward to 2007. 

I’m back in university trying to finish a degree that started in 1984. The interweb had become the main source for reams of digital texts and other content from online libraries and newly prescribed course materials. Once again reading became more like work rather than a daily getaway and reward. I struggled to read anything more than what was required. 

As such, it took some time to find a genuine motivation. About 2 months in, it began to change when by some bit of fortune, the text(s) started became so much more relevant to my life as a 40 something adult. I’d like to call this my mid-life renaissance, but fear it maybe considered a bit to melodramatic. Whether it was a personal essayist, scientist, or philosopher it was as if reading no longer felt like assigned work, but rather as tools  intended to strengthen my heart and mind as an educator. It’s 2022 and my reading game is still going strong. 

Teaching Community by bell hooksThis leads me to my most recent read Teaching Community – A Pedagogy of Hope by iconic educator bell hooks.  Although it took me a bit of penny pinching to add to my collection, it is worth every dollar. I can’t wait to share this text with others who, like me, are on a journey to create inclusive communities in their classrooms.

Please note: I am not naive enough to think that one book could be the lever that moves all barriers and mountains, but I truly believe that the ideas in this text can be leveraged to make a difference when and where they are applied in our classrooms. Be advised that this book contains much “thought fuel” and plenty of feelings too. 

The greatest feelings I had throughout reading this text were this strange sense of acknowledgement and validation. I may have thought and felt many of the ideas shared, but hooks has organized and articulated them so perfectly and has gifted us with an opportunity to reflect, respond, and put community into action. 

I guess what spoke the loudest across the chapters was an emphasis on disrupting the status quo through compassion and community in education. Reading Teaching Community encapsulated my goals as an educator in a personal and professional manner. I love how hooks puts it,
“…the most powerful learning experience we can offer students…is the opportunity to be fully and compassionately engaged with learning.” Creating this space requires 3 things; commitment, courage, and compassion. None will work unless combined with the others. Notice how curriculum wasn’t mentioned? As @callmemrmorris often reminds us via Twitter. “We teach students not curriculum.”

hooks continues, “Refusing to make a place for emotional feelings in the classroom does not change the reality that their presence overdetermines the conditions where learning can occur.” We have to see our students where they are and not in the spaces we want them to fit within. We have to acknowledge that everyday comes with a raft of emotions that rise and fall. Teachers need to be prepared to accept the highs and lows that happen at the speed of learning. Whether a student is sad, anxious, joyful, angry or a combination they are showing us that they do not feel emotionally safe in that moment and will struggle to be truly present as a result. How we choose to respond to them in those moments will determine whether they feel seen and a part of the community or like an outsider looking in. 

hooks also shares, “To build community requires vigilant awareness of the work we must continually do to undermine all the socialization that leads us to behave in ways that perpetuate domination.” This is probably the hardest space to occupy as educators. We were conditioned through past experiences and pedagogy to be the centre of our classrooms in the past. However, what was thought to have worked back in the day, was really only a means of perpetuating dominant culture in order to maintain power over students rather than respecting and sharing power with them and empowering them as learners. 

Can you tell that I love this book? hooks also discusses the intersectionality of identity and identity in academia. She writes with clarity and candour that challenged my perspectives while affirming them at the same time. This is why I share that everyone should read a little bell before the bell and I know this will be one of those texts to read over and over as my career continues. 

Happy page turning.

Melissa Turnbull Advocacy for public education, General, Inclusion, Inspiring Students, Inspiring Teachers, Kindergarten, Making a Difference Through Education, Occasional Teachers, Occasional Teaching, Professional Learning and Growth

The Butterfly Conservatory

A few years ago, I visited a butterfly conservatory. It wasn’t my first ever visit, but it was my first visit through the lens of an educator as I was a teacher candidate at the time. I left the conservatory in absolute awe. Of course, the butterflies were beautiful, but I couldn’t stop thinking about the facility that housed the butterflies and the dedicated and knowledgable staff members that kept the butterflies safe and content.

I like to think of butterfly conservatories as an analogy for classrooms.

The focus in the conservatory is on the butterflies and giving them exactly what they need to thrive. Not all the butterflies got the same treatment, but an equitable environment was maintained by giving each species of butterfly what was required to meet its needs. Much like equity in our classrooms, students do not all need the same resources or supports to be successful, but they are all given equal opportunity to succeed by receiving individualized supports.

The butterflies can co-exist peacefully in the same space. Despite the creatures being of different species, different colours, or from different parts of the word, they live harmoniously. I like to think that within the core of all humans is a desire to co-exist peacefully with other humans. For some learners, this may take practice, repetition and patience, but the human need for connection and feelings of safety and belonging are innate and essential.

Lastly, this butterfly facility does not run itself and it is not run by just anyone. There is so much “behind the scenes” work that happens at places such as this, to ensure the butterflies and their visitors have an unforgettable experience. There were many tests being done to ensure air quality, temperature and humidity were remaining at optimal levels to accommodate for each different butterfly species present. The butterfly staff were not only knowledgable and had received training on how to care for the butterflies, but they were also passionate and proud to share the butterflies with the incoming visitors. Similarly, school staff are the backbone of the education system and put in invaluable time and effort “behind the scenes” to create optimal learning conditions and plentiful opportunities for students.

My analogy sticks with me and comes to mind often. Maybe this is something you’ve thought of before, maybe you have a more applicable analogy for classrooms, or maybe you’re now creating your own analogy for the first time.

Either way, one thing is true…

An ecosystem like the butterfly conservatory is delicate. It’s fragile. It can be damaged. What are the butterflies to do if their environment becomes destroyed or the homeostasis is disrupted?

Unlike the butterflies, we don’t fly away. ETFO members and education workers stand together in solidarity.

Though we may not be “living” in optimal conditions like the butterflies, we continue to advocate for public education, safe learning environments for staff and students, and equitable learning opportunities for all.

Gary Stewart 21st Century Learning, Advocacy for change, alternative curriculum, Flexible Classroom, Inclusion, Learning in a Real Life Context, Mental Health, Modern Learning, Outdoor Education, Outdoor Learning, physically active, Play-Based Learning, social emotional learning, Student wellbeing

Outdoor Education

I love learning outdoors! To me, the outdoors is an extension of the learning that happens in the four corners of the classroom, except there are no walls and no  barriers to one’s imagination in the outdoors. I believe learning occurs everywhere and at all times; what better way to show students the art of experiential learning than through outdoor education. 

 

What are the benefits of outdoor education?

From all of my experiences as an educator, a physical education specialist, and from all that I have learned and read about the art of teaching and learning, there is no doubt in my mind about the positive benefits of outdoor education. From the development of physical skills, mental health, spatial awareness, self-esteem, problem solving and communication skills (just to name a few) to the love, appreciation and respect for nature and all living things, outdoor education transforms lives and student learning to a whole new level beyond the classroom. I find that, though important in student’s overall growth and development, traditional curriculum tends to focus on test-based learning, leaving less emphasis on experiential, play-based outdoor learning. When students are engaged in outdoor education, their academic performance increases, their focus and attention increase, their mental and social health increase and they develop a deeper connection with, and respect for, the environment. 

 

How can schools/teachers incorporate outdoor education into their teaching practices? 

  • You can always take the lesson and/or activity outside (snow, rain or shine). As long as you prepare for the weather conditions and student safety, many activities, with some minor adjustments, can be accomplished in an outdoor setting. 
  • Consider taking part in the OPAL outdoor play education program. Schools are supplied with equipment and resources that students use in various innovative and explorative ways through free play. For example, students can build forts, balance on large wood spools, swing from tire swings and engage in pool-noodle sword play (just to name a few).  For more information, check out Outdoor Play Canada
  • I have also come across many articles that talk about the benefits of outdoor education and outdoor play in many subject areas: the arts, health and physical education, but also including literacy and numeracy. There are also many resources and organizations that are able to support teachers in building strategies to incorporate outdoor education into their teaching practices. I have used resources from Right to Play and OPHEA teaching tools and found them to be very practical and engaging for students.

If you are new to the idea of outdoor education, my suggestion would be to do a little research of your own, talk with other colleagues and/or your administrators and engage your students in a discussion about outdoor education. Another suggestion would be to start small by focusing on one subject/concept at a time and maybe just doing one activity with students. From there, you can set specific goals and measure success through feedback from participants, looking at improvements in academic performance as well as students’ emotional and social well-being. Overall, the benefits of outdoor education speak volume, in terms of student success, student development, and student mental health and well-being. Outdoor education is beneficial to every child in every school community, and it’s a strategy that I hope will one day be commonplace in all school communities across the province.

Melissa Turnbull 21st Century Learning, Advocacy for change, Building Inclusion, Inclusion, Kindergarten, Occasional Teachers, Occasional Teaching

E is for Equity (part 2)

I am back again for part 2.

I hope you enjoyed (or planned to enjoy) some of the books from part 1 of E is for Equity.

After reading And Tango Makes Three (by: Justin Richardson and Peter Parnell) to my Kindergarten class very recently, I need everyone to stop what they’re doing and read about the immediate reactions my young learners had to the story.

The story is about 2 penguins in the Central Park Zoo that fall in love and hatch an egg together. This story is so fun and exciting for the listeners as they watch Silo and Roy become the proud penguin parents that they always wanted to be. The penguins Silo and Roy are both boy penguins.

My students burning questions at the end of the story:

  • “What do penguins eat?”
  • “Do penguins eat polar bears?”
  • “I went to the zoo once!”
  • “Can I go to the bathroom?”

N – The Name Jar 

Written & Illustrated by: Yangsook Choi

O – One Love

Adapted by: Cedella Marley

Illustrated by: Brantley Newton

P – The Proudest Blue 

Written by: Ibtihaj Muhammad, &S.K. Ali

Illustrated by: Hatem Aly

Q – Lubaya’s Quiet Roar

Written by: Marilyn Nelson

Paintings by: Philemona Williamson

R – R.J Palacio (Author & Illustrator)

We’re all Wonders

S – Sulwe

Written by: Lupita Nyong’o 

Illustrated by: Vashti Harrison 

T – And Tango Makes Three

Written by: Justin Richardson and Peter Parnell 

Illustrated by: Henry Cole

U – Under My Hijab 

Written by: Hena Khan

Illustrated by: Aaliya Jaleel

V – Susan Verde (Author)

I am Human

Illustrated by: Peter H. Reynolds

W – When We are Kind

Written by: Monique Gray Smith

Illustrated by: Nicole Neidhardt

X – Except When They Don’t

Written by: Laura Gehl

Illustrated by: Joshua Heinsz

Y – Be You!

Written & Illustrated by: Peter H Reynolds 

Z – Zahra’s Blessing: A Ramadan Story

Written by: Shirin Shamsi

Illustrated by: Manal Mirza