Shawna Rothgeb-Bird 21st Century Learning, Inclusion, Resources, Technology, Technology in school

Grade 4/5 Science in Minecraft: Education Edition

My students and I have really been enjoying exploring how we can use Minecraft: Education Edition to extend our learning. Last month, before we got sent back to the world of online learning, we spent some time diving into a Science task in class.

The basic premise of the task was similar between the two grades: research a topic and build a model of it within Minecraft. Grade 4 students would be choosing one of the animals from Minecraft and creating a viable habitat for that animal in the game, while Grade 5 students would be choosing a human organ system and creating a pathway that would bring visitors through the functions of that organ system. After building their model, they then presented their worlds to the class and talked about the different elements they included.

For Grade 4, they had to consider food chains, predators and prey, appropriate shelter, biomes.

For Grade 5, they had to consider which organs were part of the system, how they’d create them in the game, what their function is and how to show that with a path or railway.

I’ll admit that I wasn’t sure how it would go when we started down this road. I considered that it might be a bit to out there as far as projects go. I should know better by now than to question these kids, though – they dove into this project with excitement and went well beyond my expectations. They enjoyed them so much that today they asked me if they could do another project like this. I’ve never had French Immersion students so willing to do an oral presentation!

Here are a few of their projects that I’d like to share.

Grade 4 Habitats

 

A farm habitat. The students who made this farm talked about the influence of human activity on the animals who live on the farm. There was a food chain demonstration around the side of the barn, with little pens containing different living things set up to walk visitors through the food chain.

 

This project was on bees. The students created a park with several wildflower gardens. When you look at the level of French on these signs, consider that I teach middle immersion, meaning this is their first year in French Immersion – and for the student who did this project, it was their first year learning French at all!

I loved how creative they got with showing what the animals eat. In this project, which was set up to resemble an artificial arctic fox habitat in a zoo, a student put an item frame on the ground and put raw chicken into the frame, making it look as though this arctic fox had been fed by caretakers.

This project was extremely cool. The students wanted to show that a polar bear’s habitat includes both land and ocean. They created a glass tunnel that you could walk through, seeing into an ocean full of fish. In the tunnel, there was a point where you could drop into the water and swim out into the ocean, eventually surfacing in a polar biome where you could see polar bears on land.

 

Grade 5 Human Organ Systems

Sadly, I don’t have many images of the grade five projects, in part because some of them took a long time to complete and we didn’t have a chance to grab screenshots before we all wound up in online learning! I do have this one really great project, though:

The Digestive System! For this project, you would start in front of a command block that was set to teleport you inside of a mouth full of teeth. Signs on the walls would explain where you were and what part of digestion happens in that area. Then, you’d follow the path down through the esophagus…

If you looked down through the esophagus, you could see liquid below – the stomach! You could then travel from the stomach through the digestive system until, eventually, you would drop out of the human body and into a (fake) toilet.

Another project took us through the nervous system. You started your journey in a minecart at the nose, where you would pick up a piece of paper meant to be a ‘message’ for the brain to tell it that the model’s nose was itchy. You’d hop in a minecart and travel to the brain, which would exchange your sheet of paper for a new message – instructions for the hand to scratch the model’s nose.

The grade 5 projects were a bit more difficult for them to wrap their heads around, admittedly. Still, they persevered and found some very cool ways to show us how human organ systems work.

 

Other projects we’ve taken on in Minecraft: Education Edition so far:

  • Building a class “town” where each student has a house, plus students are creating important community buildings like a school, a hospital, an apartment building, recreational facilities.
  • Retelling a fairy tale’s important events and places using NPCs.
  • Exploring an Anishinaabe community.
  • Doing a construction challenge with limited resources to learn about environmental impacts of human activity.
  • Regular old Minecraft fun. 😉

 

Hope you enjoyed this little tour of Minecraft in my classroom. I’m always happy to share more and talk about any of these projects. Now, onto my weekend planning, where I need to figure out how we’re going to use Minecraft: EE in our classroom next week!

Michelle Fenn 21st Century Learning, Behaviour Management, Building Inclusion, Celebrating Success, Challenging Topics, Classroom Management, Constant Learning, COVID19, Distance learning, Equity, Inclusion, Inquiry, Inspiring Students, Inspiring Teachers, Making a Difference Through Education, Mental Health, Mindfulness, Modern Learning, Remote Learning, self reflection, social emotional learning, Student wellbeing, teacher efficacy, Teacher Wellness, Teaching online, Wellbeing, wellness, Wellness

“How can I help?”

The adage of “If you want something done right, do it yourself,” was ingrained in me at an early age.  Until recently, I have always thought that being confident, capable and successful meant never asking for help.  I used to think that asking for help meant that you were weak.  I now think that asking for help is incredibly brave.  My 17 year old son recently told me about a group chat with his workmates.  Someone at work had sent an urgent message to the group asking how to do something while closing up the restaurant.  Many of the coworkers poked fun at the lack of knowledge of the person seeking help.  My son (brace yourself for this proud Mama Bear moment) texted that it was really brave of his co-worker to ask for help and provided the information that the coworker needed to close up for the night. I think that his act demonstrated wisdom an empathy far beyond his years.

Have you ever felt a little territorial or protective about your ideas or lessons in your classroom?  I imagine everyone likes to be valued for their unique talents and abilities.  In general, I don’t think anyone likes to be seen to be struggling and consequently, some teachers might choose to work in isolation. Perhaps it is fear. I’ve spoken to many colleagues who have identified as suffering from imposter syndrome. Perhaps those of us who have experienced imposter syndrome think that if anyone else got eyes on what we do every day that we would be judged and found to be lacking in some way.  Often teachers will tell me that they don’t have time to share with their colleagues-there just isn’t enough time in the day to collaborate. With the busy pace of education, I know that I have absolutely felt that way. My experience has been that when I take the time to collaborate with others I in fact, have more time and consequently better programming.  It is a concerted effort and takes a trusting relationship to co-plan and co-teach but when it works, it is amazing.

In my role as an instructional leadership consultant I am responsible for two portfolios; Innovation and Technology and the New Teacher Induction Program.  At the beginning of the COVID pandemic as teachers were teaching virtually for the first time, some had never used things like Google apps, FlipGrid and Kahoot. I was doing my best to support teachers with tools for teaching online.  Thankfully, I knew some other teachers that I could reach out to and ask for help.  These teachers, close to the beginning of their careers, were using these tools in the classroom and were able to help design and present webinars to other more seasoned colleagues.  As teachers, we often think that we need to have all of the answers for our students and with one another.  I’ve heard it referred to as the “Sage on the Stage Syndrome.” We seem to feel that we need to stay ahead of everything, which is impossible.  Education is changing more rapidly than ever.  I learned so much from my colleagues over the months that we worked together as a team and even though it was stressful at times, it was also incredibly fun.  I look back now on the powerful outreach our work had and the gratitude that was expressed by our colleagues and I am so glad that I got over myself and asked for help.

In the t.v. drama “New Amsterdam” whenever the new director of the hospital is introduced to someone, the first question that he asks is, “How can I help?”  It happens in the first episode about twenty times. This was a BIG a-ha moment for me.  What a powerful question!  How often have we wanted our students to ask for help?  How often have they refused when we have asked “Can I help you?”or “Do you need help?”  Unfortunately, asking for help is still seen as a weakness by many people.  However the question “How can I help?” turns it around so that the responsibility and focus is on the person offering assistance.  It is more difficult for someone to just say “No.” to this question.  It can help to create psychological safety in order to focus on what can be done to help rather than someone sitting in discomfort or shame because they won’t ask for help.  Sometimes just asking can make all the difference to someone when they are feeling overwhelmed, even if they decline the offer.  The four small words, “How can I help?” can make a powerful impact.  Sometimes, asking for help is the bravest thing you can do.

Velvet Lacasse Anti-Racism, Curriculum Planning, Equity, Inclusion, Indigenous Perspectives, Inspiring Students, Integration, Language Learning, LGBTQ2S, Literacy, Media Literacy, Mindfulness, Social Justice, The Arts

“Breathe-in experience, breathe-out poetry.” M. Rukeyser

April is National Poetry Month.

During this challenging year, poetry has supported critical and courageous conversations, offered some comfort and hope, while honouring pain and anger. Here are some examples of what this work has looked like and sounded like in our Grade 2 classroom:

Igniting the Spark: Amanda Gorman
The whole world was inspired by the poetry and brilliance of Amanda Gorman in January 2021. Her poem, “The Hill We Climb” filled us with light during this time of “never-ending shade”. Her story about overcoming a speech impairment reminded us all to believe in ourselves and find our voice. I shared her poem and her TEDTalk with my students, and she was the spark for our inquiry about the power and possibilities of poetry.

Power Poems for Small Humans:
I have reached for poems during difficult times when I could not find the words to express my feelings. Jillian Christmas is a Vancouver-based slam-poet, who is an organizer and activist in the arts community. I have shared her poem, “On Honouring Anger” in response to racial violence and injustice that continues to impact students, staff and families, and requires educators to take action.

This poem, and other powerful voices can be found in an anthology called “Power Poems for Small Humans”, published by Flamingo Rampant. Flamingo Rampant is a micro-press that publishes children’s books that center and celebrate stories of kids taking action, disability pride, 2SLGBTQ+ voices, racial justice and more. Please check out their website and bring their books into your classroom library!

Yesterday, I Had The Blues:
When we were learning remotely, I used the Poll feature on ZOOM to check-in with students. One day, the question was: “How are you feeling today? Choose a colour to describe how you are feeling.” Students were invited to analyse the data, and share why they chose the colour. Then, we talked about different ways that people experience colour. We listened to the story, “Yesterday, I Had the Blues” by Jeron Ashford Frame, and made text-to-self connections.

Next, we read selected poems from “Hailstones and Halibut Bones” by Mary O’Neill. I love this book, but it is important to preview the poems, because there is one poem that uses outdated language, and needs to be unpacked or revised. Each poem begins with the same question, (e.g. What is Orange?) and uses the five senses to describe colour in poetic ways. I created a graphic organizer, and students were invited to write their own Colour Poems.

Pink!
On the International Day of Pink, we had a discussion about how some people think that pink is a “girl’s colour.” We talked about where these ideas come from, and how these gender rules might make people feel excluded. We created a poster using post-it notes to capture our ideas, in the style of a JAMBoard. Then, we wrote our own “What is Pink?” poems and displayed them in the hallway. 


Quick as a Cricket:
After reading, “Quick as a Cricket” by Audrey Wood, students wrote poems using the template, “I’m as ____________as a ___________.” This was a fun and accessible way to learn about the poetic device of similes. A simile compares two different things using “like” or “as” in an interesting or unexpected way.

Gratitude Poems:
After reading several poems from a collection called “ThankU: Poems of Gratitude”, we wrote our own “Dear Water,” poems. Students used the following sentence prompts to write a letter to our relative: “I love….I think….I will….I hope….You are….” On World Water Day, we read our letters to each other in the Rainbow Garden and talked about what we value, and how we might protect water. 



Splish! Splash! Splat!
One rainy day, we brainstormed different sounds that water makes. Then, we learned about Concrete poems, which are poems that take the shape of the subject that they are describing. Students chose a shape and wrote a poem about water. 



Respond and Rebuild:
We will continue to explore poetry, self-expression and identity by writing an “I am Me….” poem. This lesson plan is from www.welcomingschools.org and can also be found in ETFO’s newest resource, Respond and Rebuild CRRP Lesson Plans. I am looking forward to integrating movement and choral reading to this work.

What are your favourite poems or poets to explore in the classroom?



Melissa Turnbull 21st Century Learning, Advocacy for change, Building Inclusion, Gender Equity, Inclusion, LGBTQ2S, Social Justice

International Women’s Day

Happy International Women’s Day!

 

What does this mean to you?
What does this mean to your teaching practice?

 

Feminism is for everyone

“Eighty-one percent of the members of the Elementary Teachers’ Federation of Ontario (ETFO) are women and, in many ways, the history of women teachers reflects the struggles of all Canadian women” (ETFO voice, 2016 https://etfovoice.ca/feature/looking-back-womens-history-ontario-teacher-federations). 

The world needs women. Feminism can be practiced daily by elementary educators in Ontario. Not because we are a group largely composed of women, but because a society that values women is one that promotes equity, opportunity, and growth. Feminism is not exclusively for women. Feminism in the classroom generates a culture founded on inclusivity. This environment creates a safe space for critical thinkers, status-quo challengers and allows students to grow into adults who advocate for positive change. 

You cannot have feminism without intersectionality 

You cannot support women without supporting Black women. Women who belong to racialized groups. Women with disabilities and special needs. Women who are part of the 2SLGBTQ+ community. FNMI women. Women who are marginalized by society. Elderly women. Young women. 

We must support all women, teach about all women, listen to all women and respect all women. To not value the experiences of all women is to misrepresent the harsh reality women have lived and continue to face. Inaccurate or nonexistent representation of women places student learning and well-being at a disadvantage.

Women deserve equitable opportunities and to see themselves reflected in curriculum 

Women merit the encouragement to become involved in science, math, engineering, technology and sports. Our students have the right to equitable opportunities in all aspects of curriculum and school activities. In order to promote these experiences in the classroom, students must see themselves reflected in past and current literature, stories, videos, guest speakers and so on. Let us get rid of those history books that exclude or depreciate women’s accomplishments and rather promote the positive impacts women have made, and continue to make in the world. 

Let’s continue to celebrate women today and every day

Cheers!

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

G.L.O.W.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Shine on!!

 

Velvet Lacasse Advocacy for change, Assessment and Evaluation, Building Inclusion, Celebrating Success, Communication with Parents and Guardians, Curriculum Planning, Equity, Inclusion, Inquiry, Interviews, Report Cards, Year End Activities

Student-Led Conferences

Writing report cards and IEPs during COVID-19 was frustrating and stressful. COVID-19 has exposed deep inequities that affect families disproportionately, and it has impacted teaching, learning and assessment in significant ways. There are so many challenges to assessing and evaluating students on-line, and there are many strengths/skills that cannot be measured on a report card.

Needs Improvement
The current assessment, evaluation and reporting practices and procedures needs improvement. Ontario schools reflect a colonial, Eurocentric approach to curriculum and assessment that privileges some students over others. Report cards and IEPs measure students against standardized levels of achievement, which fail to recognize multiple and different ways of knowing. There is extensive research about the impacts of systemic racism and educator bias, which construct certain students as “failures”.

Most of our professional development is focussed on how we can meet the diverse needs of students and make the curriculum more inclusive; however, we also need to think critically about how assessment and evaluation practices reinforce racial inequity, and privilege student “success” and belonging. How might we transform our assessment and evaluation so that all students feel empowered to achieve excellence, and feel successful?

Collaborative Assessment
Student-Led Conferences are one example of how educators might disrupt traditional forms of evaluation, and facilitate a more collaborative approach to assessment. In a previous blog, I wrote about how collaborative assessment actively engages families, educators and students as co-learners, and helps to build trusting relationships that are reciprocal.

Student-Led Conferences, goal-setting and self-evaluation are powerful examples of how collaborative assessment can center student voice, support meta-cognition, and develop critical thinking and self-reflective skills. Collaborative assessment can increase student engagement and motivation, and has been shown to impact student achievement and behaviour.

What is a Student-Led Conference?
Every year, I prepare my students to facilitate a Student-Led Conference with their family in February and June. This is an alternative to the Parent-Teacher Conference, and often tells a counter narrative to the report card. Usually, there are 4-5 conferences happening in the classroom at one time, and I will rotate between families to listen and add to the discussion. These conferences can last anywhere between 15-45 minutes.

It is my hope that Student-Led Conferences support all students to feel successful, because they create meaningful opportunities for students to identify their strengths, and share evidence of how well they are meeting their learning goals. They also invite families and educators to share responsibility in the teaching and learning process.

What happens BEFORE a Student-Led Conference?
At the beginning of the year, most schools invite families to visit the classroom and meet their child’s teacher to learn about the curriculum expectations and classroom routines. During this discussion when I introduce our learning goals, I also share information about collaborative assessment and Student-Led Conferences. I explain the benefits, provide resources, and invite families to ask questions.

As we begin to build relationships and honour all of our “multiple intelligences” and different ways of knowing, I encourage students to set individual short-term goals that are “just right” for them. We talk about our strengths and struggles as we learn about different folks who have worked hard to overcome barriers and achieve excellence. Older students might engage in diagnostic surveys to find out how they feel about different subjects.

Portfolios
Every student will develop a portfolio, which will hold samples of work that demonstrate growth and learning in concrete ways. Some of these work samples will be chosen by the student and others will be chosen by educators. For example, I always include goal-setting and self-evaluation, as well as our monthly unedited, unassisted writing samples in their portfolio.

In January and June, in preparation for a Student-Led Conference, students will look through completed work, and choose samples of work that they are proud of. In my class, students staple a piece of paper to this work and write about why they are proud of it. Students also have the opportunity to look back at work samples, and identify how they know they are growing. This process can take several days, and it is a great opportunity to reflect and set new goals for Term #2 in January and/or for the summer in June.



Student Voice:
Before writing the report card, I always ask students to reflect on their Learning Skills and Work Habits and complete a self-evaluation. As a class, we might discuss each skill and generate “success criteria” and specific examples that relate to our learning together. I often try to include student voices in the report card, and quote their writing and self-reflection. It is critical that students understand the criteria by which they are being evaluated, and that they have opportunities to share their thinking about themselves as learners. It is invaluable formative feedback for educators and families.

During COVID-19, our Student-Led Conferences have continued on-line. I created a Google Form, and asked families to help their child answer questions about their learning. The form included opportunities for students to identify their strengths and areas for improvement in different subject areas, as well as the Learning Skills and Work Habits. These “stars” and “wishes”, or “GLOW” and “GROW” comments helped to guide our discussion during our virtual Student-Led Conference. I shared the screen and asked the students to read their ideas aloud, and invited families to share feedback. I was only able to support one conference at a time, but I believe it was worth the extra time.

What happens DURING a Student-Led Conference?
Student-Led Conferences will look different depending on the age of the student. In the early primary years, I provide families with a checklist and sentence prompts to help support the discussion. Older students can follow a script to lead the discussion. During a Student-Led Conference, students will share their portfolio with their family. Families are encouraged to listen, ask questions and share what they notice about their child’s growth and progress. My role is to circulate around the room, listen, and contribute observations and reflections to the discussion.

What happens AFTER a Student-Led Conference?
After a Student-Led Conference, I provide a template and ask families to write a letter to their child. This letter describes what they are proud of, and how they will help their child to achieve their learning goals. In my experience, families have found the Student-Led Conference to be meaningful and informative.

One Kindergarten parent wrote:

It really opened up space for dialogue about what types of learning matter to our child, some of which were a pleasant surprise to us that we can carry forward at home now as well. Also, being able to experience his learning environment at school from his perspective was deeply gratifying for us and self-esteem building for him. He was so proud to show us around the space and really demonstrate the independence he’s building there. Grateful for the entire process and so heartened to know that he is in a classroom and school environment that really values the agency and intelligence of children!
(Parent comment, 2018)

Student-Led Conferences are a powerful tool that educators can use to honour the multiple and diverse ways that students learn and share knowledge. They provide a counter-narrative to the report card, and engage families, educators and students in a collaborative learning relationship that celebrates student achievement with pride and possibilities.

Video Resources:
Grade 3, Grade 6, Grade 7/8 Student-Led Conferences
The Literacy and Numeracy Secretariat Webcast Professional Learning Series, Ontario Ministry of Education

Preparing for a Student-Led Conference, New Zealand

Student-Led Conferences: Empowerment and Ownership, Chicago

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

On becoming an anti-racist educator

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

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

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

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

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

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

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

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

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

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

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

 

Velvet Lacasse Advocacy for change, Anti-Racism, Black History Month, Black Lives Matter, Constant Learning, Inclusion, Professional Learning and Growth, Social Justice, Violence in Schools

Anti-Racism and the Fight for Black Lives

I recently joined educators from across the province to participate in ETFO’s powerful four-part webinar series called, “Anti-Racism and the Fight for Black Lives”.  It was an amazing professional learning opportunity, and it should be mandatory for all ETFO staff and members.

The program involves watching a short video clip each week, and engaging in courageous and critical conversations about anti-Black racism with other educators.  ETFO released the video, “Anti-Racism and the Fight for Black Lives” during the 2020 Annual Meeting, as part of the ETFO’s Anti-Black Racism Strategy.  This video is available to all members on www.etfo.ca, along with guiding questions to explore on your own or with your colleagues. 

In the video, we hear the voices of Sandy Hudson, who is a political activist, writer and the founder of Black Lives Matter Toronto, and Phillip Dwight Morgan, who is a journalist, poet and researcher.  The interview is moderated by Alejandra Bravo, who has a history of working for progressive social change with grassroots, immigrant and labour groups. 

What does it mean to fight for Black lives?

Throughout the interview, Sandy Hudson and Phillip Dwight Morgan share knowledge and insights about how educators might use this moment of “awakening” to fight for Black lives and demand systemic change.  One of the issues that we discussed each week was the impact of police in schools and in communities, and the call to action to defund or abolish the police, and re-imagine different ways to respond and care for each other.

Each session was organized and facilitated by ETFO staff Alice Te and Matthew Sinclair, and included opportunities to break out into smaller groups to share ideas and reflect on the guiding questions.  The active and deep engagement of the participants was inspiring.  Educators from Kindergarten-Grade 8 leaned in to listen, learn, ask questions and share resources. 

What is your positionality?

In our first session, the facilitators shared a definition of anti-oppression work as the “active and consistent process of change to eliminate individual and systemic oppression”.  Alice Te and Matthew Sinclair acknowledged that we are all in different places on our learning journey towards equity and racial justice, and that being an ally sometimes means standing UP, standing BEHIND, or standing WITH others, depending on your positionality.  

Throughout the program, we were encouraged to move from individual to collective action, and think critically about how we can use our privilege as educators to work towards systemic change.  As an educator who is committed to learning and unlearning what anti-oppression looks like in schools, I am always grateful for the opportunity to learn from and with other educators about how to disrupt institutional racism.

How can we transform Canadian institutions?    

In order to change or transform systems of education, we must first recognize that schools are not safe or equitable spaces for all students, families, staff and community members.  Schools continue to reinforce White privilege, and create barriers for Black, Indigenous and other racialized students.  Please read the following ETFO VOICE articles about the impact of institutionalized racism in schools:

Anti-Black Racism in Education and Black Students Navigating the Pandemic by Stephanie Fearon

Sisters in the Struggles: Racialized Women and Microaggressions in the Workplace by Angelique Cancino-Thompson

Can you spare some change?

In Part #1, Sandy Hudson invites us to think about the difference between fighting FOR Black lives and fighting AGAINST anti-Black racism.  She says, “It is not enough to be a good person.  You have to be ready to accept a change in your living conditions, so that everyone else’s living conditions, in particular Black people’s living conditions can change.”  Alejandra Bravo agrees: “Solidarity is only real if it costs you something.”  

Educators have a lot of political and economic privilege, which can be used to fight against anti-Black racism.  As we consider how we might change or transform our institutions, we need to be ready to put our money where our mouth is, and fund direct action.  We also need to recognize how institutions are interconnected and advocate for change so that all communities have equal access to health care, housing, paid sick days, food security, accessible transit, etc.  

Two organizations that are working hard and deserve our financial support are: parentsofblackchildren.org and showingupforracialjustice.org  

Why defund police?

Part #2 focuses on defunding the police.  In the video, Sandy Hudson challenges us to shift how we think of safety and security in our society.  She explains that police have historically harmed many communities, including Black, racialized, Indigenous, 2SLGBTQ+, and the underhoused.  This harm and violence is still ongoing, and police actually make some folks feel less safe.  Hudson shares facts about how police budgets are allocated, and argues that funding must be provided to support services that are more effective, and to build alternatives.  

Why are police in schools?

As part of this program, we were very fortunate to have the opportunity to meet Phillip Dwight Morgan, and hear more about his personal experiences and his advocacy work.  Morgan encouraged us to critically reflect on the role of School Resource Officers (SRO’s) and police in schools, and to consider the impact for Black staff, students and their families.  He also questioned where police are located in Toronto schools, and the racial bias of defining “high priority” neighbourhoods as areas that have a higher percentage of racialized families.  These discussions helped me to understand where the call to defund the police comes from, and how it connects to the fight for Black lives.

What is the role of educators?

In Part #3, we discussed other forms of anti-Black racism, racial profiling and bias that need to be addressed in schools and other spaces for youth.  We also shared ideas about how we can use our position to best create and promote changes in our school and local community.  

In our break-out groups, we talked about the importance of representation, and the need to hire more Black educators.  We also talked about centering stories of Black resilience and pride, innovation, love and joy.  Educators from rural and northern communities talked about how they might teach students about anti-oppression without “othering” or reinforcing “us/them” inequities in their predominantly White communities.  Everyone agreed that addressing anti-Black racism in our schools benefits everyone.   

ETFO has developed many resources to support educators to engage in this work, including White Privilege Lesson Plans and ETFO Black 365 Canadian Curriculum.  Please share any resources that you have used in the comments below.  

What does solidarity look like?

Part #4 focuses on the need for awareness and action.  In the video, Alejandra Bravo asks if changing our individual behaviour will help make Black lives better.  Sandy Hudson and Phillip Dwight Morgan criticize the impact of individual acts of solidarity, if they do not include the call to action for systemic change.  For example, many folks are comfortable hanging a poster that says, “Black Lives Matter” or posting a black square on their social media, but they are not comfortable advocating for the abolishment of police.  

The discussion in our break-out group was interesting because we all have colleagues that are at the beginning of their learning journey, and need to do the individual work to recognize how they are impacted by and complicit in reinforcing oppression and privilege.  We talked about how we might support all members in our school community to engage in courageous conversations about racial justice and anti-oppression work.  After participating in this program, I understand that fighting for Black lives must also include advocating for systemic change and funding direct action to fight against anti-Black racism.

What are the next steps?

ETFO has a lot of privilege and political power to advocate for systemic change.  I look forward to hearing about the next steps that ETFO will take to continue to fight for Black lives.   

I am grateful to ETFO and all of the educators who created this professional learning opportunity, and I am inspired by the members who showed up every week to actively engage in this critical work.  I encourage everyone to watch the videos, and to participate in the webinar series when it is offered again.  

 

Melissa Turnbull 21st Century Learning, Building Inclusion, Constant Learning, Distance learning, Inclusion, Occasional Teachers, Teaching online

Occasional Teaching Online (part 1 of 3): My Realization

Full Remote Learning or FRL for short. 

A concept that I had never even imagined myself being a part of in the position of the teacher. Remote learning for post-secondary students was something I was familiar with. In fact, I was learning myself remotely as a Master of Professional Education student, but how would this be possible with children?

I applaud any and all people who have dedicated themselves to ensuring Ontario’s students are safe, engaged and happy during this extremely challenging school year. Educators have put in countless hours and ongoing efforts to reimagine their classrooms (whether they are virtual or face-to-face) all while keeping student’s needs at the forefront of their priorities. This pandemic has forced us all to stop and think and required us to view the world through a lens in which we never have before. Each person with their own perspectives, hardships, wins and realizations. Each person has their own narrative, each educator has a different experience. Personally, my emotions are running higher this year as I feel more nervous, uneasy, confused and overwhelmed than I ever have before. 

 

“The realization that life is absurd cannot be an end, but only a beginning” – Albert Camus

 

I am constantly reflecting on my teaching practice and how I can adapt to new changes, learn from them, grow with them and ‘realize’ from them.

In early October, I picked up my first supply call for FRL. I had no idea what to expect. How would I enter this classroom community and have a positive impact on these students? How do I ensure students are provided with chances for sharing? Collaboration? How do I ensure a safe space for students to take chances, ask questions and make mistakes in the era of ‘muting’ your microphones?

The resilience of children never ceases to amaze me. Here we are as educators feeling unsure, uncomfortable even, as students join in as though they have done this 100 times in the past. Teaching and learning online has reminded me to never underestimate the power of connection. Just a few days ago, I was teaching in an FRL grade 5 classroom where a new student had joined the class that same day. Before our scheduled ‘recess’ time, one of the students in the class asked me if he and the new student could remain online with me for a couple of minutes so he could introduce himself. When the rest of the class had left the Google Meet and the three of us remained, he said “Hey! Do you wanna be my friend?” and the conversation blossomed from there. 

 

THIS. 

 

It was at this moment I had a realization. It became apparent to me that we cannot stop children’s will to connect, drive for relationships and the innocence in their hearts. Nothing will stop this. Not removing them from the physical school building, not the transition to learning online, not wearing a mask, not social distancing, not a pandemic. Nothing.

Melissa Turnbull Constant Learning, COVID19, Diverse Learning Needs, Inclusion, Inquiry, Occasional Teachers, Play-Based Learning, Professional Learning and Growth, self reflection

“Just” an Occasional Teacher

Hello everyone!

I am thrilled to announce that I will be joining the Heart and Art blogging team this school year. I look forward to time spent being passionately curious with all of you.

As educators, it feels we are under the spotlight this year to openly reflect in conversations with curious strangers on how the school year is going amidst the pandemic. Everyone is wondering how educators are creating activities and lessons for students that involve social distancing, mask wearing and constant hand sanitizing. When asked personally about how this crazy year is affecting me, I often find myself replying with “I am just an Occasional Teacher”. 

I love my job and feel valued in the school system, especially this year with the demanding need for Occasional Teachers across Ontario school boards. I feel important, worthy and necessary. Why do I sell myself short each time by adding the word “just” in front of my job title? 

The word “just” has so much power and holds the potential to remove importance from meaningful concepts. As I reflect upon my own use of the word “just”, I begin to think about how this small but significant word can affect my students. Psychologist Carol Dweck talked about students’ growth mindset and the power of the word “yet”. In terms of growing and learning, students can use the word “yet” to talk about what they cannot do, but will learn to do after practicing, taking chances and making mistakes (for example: “I do not know how to multiply… yet”).

Does the word “just” have the opposite effect? Instead of granting power and adding room for growth like the word “yet” does, “just” seems to diminish the power of whatever follows.

Let’s harness the power of “yet”! Here are some phrases that should not follow the word “just”:

  • Students are “just” playing.

Play is how students explore, investigate, discover and create what they don’t know yet. No matter age or ability, each student deserves play opportunities in an environment that respects and celebrates the benefits play can have on academic progress, social and emotional growth and overall student well-being. 

  • “Just” Art, Phys. Ed, Social Science or any subject that isn’t Math or Literacy.

Each subject and learning area contributes to holistic development while providing opportunities for learning and success in areas which students have yet to grow. Students deserve to know that each subject is important and personal accomplishments can be celebrated in sports, the arts, etc. With the pressures to push for success in reading, writing and math, we must not let talent and passion in other areas go unnoticed, unacknowledged or undervalued.

  • You are “just” an Occasional Teacher/Rotary Teacher/whatever your role is in a school.

To all my fellow educators out there, no matter what you are doing, no matter where you are, you will ALWAYS be more than “just” a (insert job title here) to your students, their families and the school community.

You are passionate.

You are important.

You are valued.

For what you know now and for what you do not know yet.