Will Gourley Constant Learning, Faculties of Ed, General, Genius Hour, Inquiry, Learning in a Real Life Context, Learning to learn, Making a Difference Through Education, self reflection, Student Ownership

where it is

I have a hard time forgetting my first months of teacher’s college. It had its ups and downs as might be expected, but few to no negative experiences which is odd to think about. That time, moreover, made an indelible impact which continues 15 years into my career.

Having been out of school for nearly 2 decades working in the real world, teacher’s college was a daily mix of excitement, imposter syndrome, confusion, and wonder. By wonder, I mean wondering why I was there some days and in amazement at possibilities awaited at the end the others. 

Most of what was shared was so new to me. I am also prepared to admit I received the lessons differently than my younger, fresh out of university peers. It was nothing short of a life invigorating 180 degree turn to begin to learn the philosophies of education, and then combine them with inclusion, community, and curriculum. 

We started with Mazlow, Vygotsky, and Hume, and then were introduced to Freire, Piaget, and Schumacher. Reading the various passages chosen by our faculty instructors seemed more like another university course rather than a pathway to pedagogy at the time. It was the discussions however, that helped all of that theory (wisdom) become practical and purposeful.

And then there were my own experiences, mistakes, suppositions, and assumptions that needed to be reckoned with in order to make sense of this world I had all figured out already. What a misconception it can be to think that there was no more thinking to do. The revelation that I was still far from anything resembling a future educator was indeed a humbling challenge that served as a lesson and call to action.

I was now, afterall, a learner learning to become a leader of other learners. There were so many questions. Surprisingly, the answers did not come from others, but rather in those quiet times while journaling another reflective response. I shared with our dean that I was becoming more mirror than man through all of this. She laughed and quoted something I shared back, “You wouldn’t want to miss the learning.” 

She was right. I was right. We were right. I didn’t want to miss the learning whenever, whatever, however, from whoever, why ever, and wherever it was happening. This look back reminds me to continue seeking out the lessons in each of the spaces I am privileged to teach (learn). This can be difficult when it seems like there is always so much left to do, but from my own experience in doing so come many more positives such as a clearer sense of direction, resolve, validation, and purpose. 

We all need time to consolidate the what, why, how, when, and where are up to you. My advice is to take stock at different times of the year. For me, November, Feb, and May seem to find me doing this. I know that coincides with reporting times and I hope that it is only a coincidence. What I get out of taking the time to seek out “the learning” has led to some big shifts in my instructional approaches. 

The most significant shift occurred when I was in my first year as a homeroom teacher and had begun to get a little bored with the way things were going in the classroom. We were on schedule, the students were progressing well, and all seemed going according to plan, but the spark seemed to be missing. 

I decided to ask students what they would change about the class if they were in charge? At first they thought it was a trap. After all, how many students have ever had the latitude to speak their minds when asked to contribute to something as important as their own learning? Once I assured them that my intentions were good, they let me have it- respectfully.

We want;(the response)
“more independent learning” (how about Genius Hour or ISPs?)
“more art” (happy to add more art and will include this in Math too #MARTH)
“more movement”(movement breaks can be scheduled on the regular)
“more learning about real life” (consider it done throughout our different classes)
“more homework” (there’s always one kid to ask for this)

I also heard;(the response)
“less tests”(happy to shift to other less traditional types of assessment)
“less homework”(only work not finished in class except 30 minutes of reading each night)
“less note taking”(happy to provide notes and materials in digital classroom)

My add-ons
More conversations about mental health.
Time for mindfulness and quiet thought.
Snacks where food security might be an issue.
Focus on progress over perfection with a shift to praising hard work and fearlessness when it comes to making mistakes. 

Each time these convos happened served as a reminder that our students need to have opportunities to be heard in order to make their learning relevant where they are too. Whether they find their what, why, when, how and where in personal reflection, times of boredom, structured activities, sharing their voices or by accident. I have already done this a couple of times this year so far with one more big conversation to come. 

I have learned that we are on to something meaningful each time this happens as all of our attitudes as learners largely change as a result of these conversations. Now 12 years later, hearing from students, good and bad, is still where it is happening and helping me shape my work.

My class motto this year is, “Let’s fail spectacularly.” It is an odd rally cry, but seems to resonate with this year’s group of 6s. Through it we are all working to overcome our fear of getting it wrong and replacing it with a chance to take risks and make mistakes without worrying so much. 

As I consolidate all of this right now, I am putting everything where it might possibly belong in the thought boxes of my mind and hoping the voices who have shared in the past and now will continue the work that was started here, with us, where it was and is…

A diverse group of young students wearing convocation caps and gowns, smiling at the camera.
Iyanuoluwa Akinrinola 21st Century Learning, Constant Learning, General, Inquiry, Inspiring Students, Inspiring Teachers, Making a Difference Through Education

Fostering Excellence in Classrooms: A Comprehensive Approach

Picture By: Pavel Danilyuk

In the ever-changing landscape of education, pursuing excellence in classrooms is a collective endeavour encompassing academic excellence and holistic student development. To unveil the secrets of successful learning environments, let’s explore critical elements that educators can implement to meet the diverse needs of their students.

Begin with a curriculum designed to spark student interest and connect with real-world experiences. Align lessons with academic standards while infusing practical applications and real-life scenarios. Cultivate a passion for learning by making the curriculum an exciting gateway to knowledge.

Recognize and cater to diverse learning styles and preferences. Implement personalized learning approaches that allow students to progress at their own pace, explore topics of interest, and engage with materials personally. Foster a sense of ownership and motivation, paving the way for sustained academic success.

Establish clear expectations and maintain a positive, inclusive atmosphere. Implement proactive behaviour management strategies that create a safe and respectful learning environment. A well-managed classroom sets the foundation for effective learning and active student engagement.

Leverage technology as a powerful tool to enhance the learning experience. Incorporate digital tools and resources to make lessons more engaging. Equip students with essential digital skills for the future, embracing the benefits of technology in education.

Recognize the connection between academic success and social-emotional well-being. Prioritize the development of social and emotional skills, fostering empathy, self-awareness, and effective communication. Create a supportive environment where students feel valued, heard, and prepared to navigate interpersonal relationships.

Equipped with knowledge, teachers can adapt their strategies to meet the evolving needs of students, contributing significantly to classroom success. Stay current on the latest pedagogical approaches, technological advancements, and educational research. How do they align with your pedagogical practice? Which aspects can you adopt, adapt, or discard? Consistent review of pedagogical practices empowers the educator to effectively and responsively meet students where they are to guide them to success. 

Action Items for Educators:

Curriculum Innovation: Review and enhance your curriculum to include practical applications and real-world relevance. Seek opportunities for cross-disciplinary connections to make learning more engaging.

Proactive Classroom Management: Establish clear expectations for behaviour and create a positive classroom culture. Implement proactive strategies to address potential challenges and develop an environment conducive to learning.

Technology Integration Workshop: Familiarize yourself with educational technology tools and explore ways to integrate them into your lessons. Attend workshops or sharing sessions/events at your school to enhance your digital teaching skills.

SEL Integration in Lesson Plans: Infuse social and emotional learning into your lesson plans. Incorporate activities that promote empathy, self-awareness, and critical communication skills among students and their learning community.

Continuous Professional Learning Plan: Create a personalized professional development plan. Attend workshops, webinars, or learning opportunities that support you in staying current on the latest education trends. Collaborate with colleagues to share insights and strategies.

By implementing these action items, educators can contribute to cultivating excellence in classrooms in a way that supports students’ overall well-being and growth.

Kelly.McLaughlin General, Inquiry, Start of the year, Student-led projects

Display Case Ideas

At the beginning of the year, it was decided that the display case in the front of the school would be designed each month by a specific grade or class. They would determine what they would present for the month to focus on a specific thing happening that month. April was our turn and I left it up to my class to determine what we should do. 

A few students took the lead by researching prominent holidays, events in our board as well as awareness that was occurring during the month of April. They came up with a long list and presented it to the class. They did a bit of math to determine that the display case could be easily divided into five sections (four corners and the middle area) so they allowed each student to vote for five of the topics. The five topics that received the most votes were:

  • Autism Awareness Month 
  • Ramadan 
  • Easter
  • Earth Day 
  • International Day of Pink

After the results, it was time to get to work. My students were asked to work in groups of five to collaborate and come up with a display section for the topic of their choice. Each group was asked to come up with a creative way to display some visuals, research and ideas to celebrate/reflect on each topic. They had about 120 minutes and did a great job. They created posters with relevant information about the topics as well as eye-catching visuals for all students and staff that will be walking by the display case. For Earth Day and the International Day of Pink, students generated lists of ways our school will be celebrating/that they could celebrate. Then, one student from each group came down to the display case to hang their work. See photo of finished product. 

Does your school have a display case? Consider allowing a class/grade team to decorate the case each month for the next school year. 

(IMAGE: Photo of display case with student work as described in blog.)

picture of trees in winter covered in snow
Iyanuoluwa Akinrinola Inquiry, Inspiring Students, Learning in a Real Life Context, Learning to learn, Making a Difference Through Education, Mindfulness, Outdoor Education, Outdoor Learning, Student wellbeing, Wellbeing, wellness

Embracing the Chill: The Crucial Role of Winter Outdoor Learning for Kids

Picture by Iyanuoluwa Akinrinola

The resource, “How Does Learning Happen? Ontario’s Pedagogy for the Early Years,” states that Educators should pay heed to the environment to ensure that their beliefs and values about children and learning are represented in the space. It goes on to say that these benefits occur especially within children’s connections to and interactions with the natural world because the growing body of research suggests that connecting to the natural world contributes to children’s well-being in many ways.

The idea of taking education outdoors might seem counterintuitive as winter blankets the world in a glistening layer of snow. However, the benefits of outdoor learning in winter for kids are as vast as the snowy landscapes. Beyond the cozy confines of the classroom, the winter wonderland serves as a rich and dynamic setting for valuable educational experiences.

Winter transforms the outdoors into an expansive classroom, providing a unique and captivating environment for learning. The crisp air, frost-kissed trees, and snow-covered landscapes offer a sensory-rich experience that engages children on a different level. It’s a living, breathing textbook where lessons extend far beyond the pages of a conventional workbook.

In the winter, the great outdoors becomes a playground for physical activity. Engaging in winter sports, building snowmen, or simply stomping through the snow provides an excellent way for kids to stay active and healthy. The invigorating cold air can also boost their immune systems and contribute to overall well-being. Winter also offers a prime opportunity for hands-on scientific exploration. Kids can observe the unique properties of snow and ice, explore changes in the natural environment, and learn about the fascinating adaptations of plants and animals to the cold season. Outdoor winter activities can serve as a gateway to lessons in the sciences: chemistry, physics, biology, and environmental science.

Experiencing and adapting to winter conditions fosters resilience in children. From dressing appropriately for the weather to problem-solving in snow-related challenges, outdoor winter learning instills a sense of adaptability and perseverance. These life skills extend beyond the classroom, preparing kids to face challenges confidently. Similarly, winter’s white canvas sparks creativity in young minds. Whether crafting intricate snow sculptures, composing winter-themed poems, or capturing the season’s beauty through art, outdoor winter learning encourages imaginative expression. The open-air setting inspires fresh perspectives and allows children to connect with their creative instincts.

Outdoor winter activities provide a social arena for kids to collaborate, communicate, and develop interpersonal skills. Building snow forts, organizing winter games, or engaging in collaborative projects foster teamwork and camaraderie. The shared experience of conquering winter challenges creates lasting bonds among peers. Connecting children with nature in winter lays the groundwork for environmental stewardship. Understanding the seasonal cycles, appreciating the delicate balance of ecosystems, and witnessing the impact of human activities on the environment instill a sense of responsibility towards nature.

The winter landscape is not a barrier to learning; it is an expansive canvas waiting to be explored. Outdoor learning in winter for kids is a holistic approach that nurtures physical health, scientific curiosity, resilience, creativity, social skills, and environmental awareness. As educators, let’s embrace the chill and open the doors to a world of educational opportunities extending far beyond the confines of indoor classrooms. Winter is not just a season; it’s a classroom waiting to be discovered.

Will Gourley Constant Learning, Differentiated Instruction, Flexible Classroom, General, Inquiry, Learning to learn, self reflection

antiques and collectibles

Recently, I had enough energy at the end of a work week to do something unusually out of character when it comes to my free time. What was it you ask? Nothing. I did nothing school related for an entire 48 hours. Well it was almost 48 hours, but who’s counting? What counts, is that it happened over that magical weekend of the school year when report cards are completed and next term planning, assessment, and fretting were up to date.

The ability to experience this “blue moon”occurrence was directly due to this cosmically-convergent educational allignment and allowed for some spontaneously spirited adventure. Energized, caffeinated, and curious I went to an antiques and collectibles store to browse their wares knowing there was nothing pressing in the backburners of my mind. I was free to roam. 

Full disclosure

I struggle with shopping and wandering through retail spaces without a specific purpose, most of the time, my visits are only out of necessity and not as a way to wile away the hours. On this particular day however, before I could keep on strolling past the entrance doors, I was on the top floor. With my spouse and son leading the way, it became very apparent that I was in for a treat.

Back to my story

This place had everything from china plates, old Tupperware, vintage clothing, vinyl records, VHS tapes, jewelry, and books crammed throughout its four floors. In fact, there were so many other items that another visit is definitely in the cards the next time the stars allign. It was as if collectors of odd memorabilia and retro housewares throughout time had converged in one space. (I’ll come back to this idea. Please read on.)

The 2 plus hours we spent pacing the aisles of this place came with all of the kitchy over-stimulation that accompany musty books, retro clothing, milk crates brimming with albums, and constant trips down memory lane from the relentless onslaught triggering my fond and fading memories. Given my unusually relaxed state of mind, I also found myself taking inventory of my life when it came to things that were held dear and things that have been allowed to disappear unless dug out through deep sensory recollection.

Cue the thoughts about being in the classroom 

Now I have not spent two hours in one indoor space, other than work or home, voluntarily since COVID 19 broke out. So this day was very different from most in the past 3 plus years. As I wandered the store, I started to ask myself what needed to be thrown out, gifted to someone, or recycled in my teaching space? Maybe it was seeing all of these items occupying space throughout the store that created this thought ripple?

I know that it is easy to accumulate resources in this profession and I have gathered and then lugged my share of boxes from class to class and school to school, but recently I find myself taking a different approach to my, let’s say, hoarding nature by going through each resource and deciding whether it is time to keep it, gift it, or toss it. My goal here is to reduce the clutter that might be getting in the way of new ideas and resources coming into my classroom. If I am only holding on to the same ones because they are comfortable and known, I might not be doing any favours for my students. 

Just like that antiques and collectibles shop revealed that day, there are somethings worth hanging onto because of their value. This could be a tried and true unit plan or favourite resource that is used on regular rotation throughout your career. In other cases, it might be a dust collector that never took off. As we seem to be shifting away from text books, and in response to changing curricula, it is probably best that teachers take inventory of what they have been carrying around in the hopes that someday it might be useable in the classroom.

Other than Math manipulatives, art supplies, and novels, I have learned that everything in my classroom should only be a temporary fixture that can be replaced or retired when it comes to instructional resources. If reading that makes you uncomfortable, that’s okay. I am not talking about wasteful consumption along the lines of fast fashion, but my thinking is that we can become stuck in the safe and familiar. It is in our nature to stick to our favourites at the risk of missing out on something unknown, possibly more relevant, without realizing it. 

I had a Fables unit for Gr 4 that I wrote about 12 years ago. It was beautiful, comprehensive, so descriptive, and complete. It was a show piece sitting in its binder and although I worked hard on that unit, I never used it again. As I was going through my resources, I opened it up again only to realize that this work would be counter-intuitive for me to share with my students. The fact that it was laden with worksheets to copy and lacklustre lesson activities made me realize the amount of changes that have occurred in my own pedagogy. I pulled the pages out of the binder and blue binned them back to the recycler in the hopes that something better will be printed on them next time. It was hard to accept that most of that work was no longer relevant, but it was an important reminder about how we have to shake off the love/bias we have for our own ideas in order to get better. In other words, leave the antiques and collectibles behind sometimes. 

I have held the walls of that box up even while outside forces were trying to pull them down for me to try something new. As teachers we develop a sense of what will and won’t work through our experience(s), what walking through this shop made me realize was that what worked from the past is not guaranteed to work in the future. We are using resources and methods that were used to teach us when we were students in grade school. Sure we have tech and access to every truth and lie via the internet, but that should not preclude us from taking stock of what we use on a regular basis or to boldly seek how to change it all up on a regular basis. 

Thank you for reading. Please share and leave a comment if you would like to continue the conversation.

 

Will Gourley 21st Century Learning, Building Inclusion, Curriculum Planning, General, Inquiry, Learning in a Real Life Context, Modern Learning, social emotional learning, Social Justice, Social Studies, Student-led projects, Students as Teachers

kids these days – student version

What is the first song that comes to mind when you think of your students?

Is it Them Kids by Sam Roberts Band or Kids by MGMT? Solid tracks if so. However, after nearly three months in this grade six homeroom, the song that keeps playing the loudest in my head is The Kids are Alright by the Who. To be more precise, one line from the song’s chorus. La phrase juste.

“The kids are alright.” – gush warning pending in proceeding paragraphs

I am not going to dwell on the inner workings of the melody, harmony, and verses of this classic rock masterpiece, except to say that the Who provide a superbly sonic conduit to get me to the one line in the chorus that is the soundtrack to this year so far. I can’t explain it either, but I know that teachers young and old of my generation can join together in harmony knowing that the kids are alright and won’t get fooled again. Amen.

After 5 incredibly educational years as a SERT, Transitions, and FI Lang/Math teacher the return to a homeroom classroom has brought with it a breath of fresh air that I was not able to have while my role was trifurcated. I feel a bit selfish being able to teach in my own classroom all day long. It feels good to linger a little longer in a subject area when the magic is happening, safe in the knowledge that causing any changes to the daily schedule are not going to affect my colleagues.

I think that the universe agreed that the past 3 years of online, in person, and hy&r!d instruction helped me build up enough karma points this year? I would have also been good with unadulterated good fortune as an explanation, but I think there is more to it than that. I believe that it has to do with the kids these days who are walking through the door each day.

Bringers of joy

I am happy, inspired, and excited for what is going to happen each day. Sometimes it is the little things like the way they are suddenly able to pause for a moment of redirection without making it a big deal. Maybe it is when they all want to volunteer to do something and even when some don’t, they still accept their fair share of a task. Perhaps it is their willingness to share their thoughts

We have created ideal communities, solved school and global problems using design thinking models, done research/designed devices to support bees as a keystone species in great danger, discussed, read, and written about racism (anti-Black, AAPI, and anti-Indigenous) and identity, we have reviewed a lot of Math and have taken some extremely large bites out of fixed mindsets that were taking over Math learning, these growth mindset habits are happening in French class too.

Add in a lot of personal reading, writing, and constant creative opportunity time, the days are speeding by faster than I care to reckon. Each time I think I am raising the bar, my students are already figuring out how to launch themselves over and above it. It’s not perfect, but I think that’s what makes this year special. This class possesses something I haven’t seen in a while, a spirit of otherliness and collaboration that has allowed for some very positive partnerships leading to meaningful outcomes. It is their collective willingness to give their best, try out new approaches, and learn to see things through the eyes of others that makes me sing that chorus.

Do you know what makes me happiest about all of this? 

I get to do work with them tomorrow and the days after that all the way through June because the kids these days are alright.

Melissa Turnbull 21st Century Learning, Constant Learning, Curriculum Planning, Engaging students with online learning, Inclusion, Inquiry, Inspiring Students, Inspiring Teachers, Kindergarten, Learning in a Real Life Context, Play-Based Learning, Students as Teachers

Students as Teachers: a Culture of Inquiry and Learning

“I am just going to check in on everyone and see how they’re doing” – one of my Kindergarten students said as she led her peers through a step-by-step challenge where they created a DIY ‘marble run’ out of paper tubes and tape. 

My DECE partner and I were blown away by her kindness, patience and commitment to the success of her classmates during this process. 

We have been trying to keep an open invite for all students in our class to have the opportunity to be the “teacher” or the expert on a topic of their choice. Through online learning, fewer natural moments of teaching happen from student to student like they would in a physical classroom. Hands on collaboration between students virtually can be tricky, as they lack the opportunity to share space and materials. We decided it would be more equitable to schedule these student-led activities ahead of time, in order to allow all students time to prepare the proper materials. As I move to in person learning in the fall, it is my goal to continue this practice as a means of supporting students belonging and contributing in respect to the Kindergarten program. It is my hope to further explore the benefits of fostering students confidence as teachers in the classroom as I continue to learn from my competent and capable young learners. Here are my initial thoughts:

The classroom community

  • Inviting students as teachers creates a culture of learning, respect and curiosity
  • Students teaching their peers builds community and invites students to be vulnerable and make mistakes

Through the lens of a child

  • When our students stepped into the role of educators, it provided my DECE partner and I a unique opportunity: to see the world through their eyes. Through their ideas, descriptions and step-by-step processes we were able to develop a deep understanding of the way they view the world, the way they solve problems and the way they persevere through challenges. 
  • Many children enrolled in Kindergarten programs are immersed in their first experiences of formal schooling. For some of my students, my DECE partner and I are their very first examples of educators. The way that children go about giving instructions, gaining the attention of others and providing words of encouragement can be reflective of what they see. It can be very powerful to listen to a student recite an encouraging phrase verbatim, such as “You are a problem solver!”.

Benefits for students

  • Teaching their peers provides students with the space to take risks while gaining confidence in their own ideas and abilities 
  • For the students involved in this practice as the learner, it allows them to explore new ideas or approach learned concepts from a different perspective than my own or that of my DECE partner. 

Inviting students to perform a new role as a teacher is inclusionary, culturally responsive, relevant and meaningful – which is the basis of everything I hope to cultivate in Kindergarten. 

Kelly.McLaughlin Inquiry, Inspiring Students, Learning in a Real Life Context, Math, self reflection, Wellbeing

Questions that Matter

My 7/8 students have been learning about data and how it connects to the world around them. Data is more important than ever as it relates to the way our province will go forward during these challenging times. Students were able to comment on how important data is when making decisions that impact our world. As always, I am grateful when math concepts are so easy to relate to the world around them.

I usually end the data unit each year with a survey project that would directly impact their learning. Students come up with some questions that they can ask their classmates and then we use the collected data to start something in the school. Times are challenging right now and it seemed like there was no question to pose to the student body. So, I let my students come up with some questions that matter. Here is what they came up with:

  1. What low contact sports would you like to play? (Options: dodgeball, soccer skills, badminton and volleyball)
  2. What time of day would you prefer to play? (Options: first break, second break or after school)
  3. What days of the week would you like to play? (Options: Monday to Friday)
  4. Who would you like to play with? (Options: mixed classes or class vs. class)
  5. What would you like to eat at graduation?
  6. What trips would you like to go on this year?

Of the six questions, students determined that four of them related to something we could start immediately while the other two were not necessarily good questions for this point in the school year. We started this planning period before the government announced that there could be a return to high contact sports should they be offered in schools. Provision of extra curricular activities is voluntary and a number are offered in my school.

Students got to work with this survey project. They were excited to ask their classmates sport related questions and predicted that volleyball, which has always been the favourite, would still be the favourite. A grade eight made a comment that even though they assume it will be volleyball, it would still make sense to complete the survey to see if their classmates were interested in more than one sport. Although the students in my class know that not everyone enjoys playing sports, they could not think of any survey questions relating to other topics. They noted that since these activities would be played “for fun”, that many students may come out.

Here is how the rest of the project played out:

  • Three students created an online survey differentiating between check boxes and multiple choice questions. They came to the conclusion that students should be allowed to select more than one sport and more than one day of the week but should have to chose between the time of day they preferred the most and the style of play they would most prefer.
  • My class helped me write an email to the six classes we would survey as they acknowledged you cannot just walk into a class without first planning a good time to survey.
  • Students came up with a contact-free way to survey where they had a sanitizer bottle near both devices and had students get called up row by row by their teacher to come complete the survey. They made sure that students who did not intend on participating in these activities should not complete the survey as it would skew the results.
  • We read the results and drew some conclusions.Here were our results:
    87 students completed the survey

Sports:

  • 58 students want to play volleyball
  • 24 students want to play badminton
  • 33 students want to try some soccer skills
  • 32 students want to play dodgeball.

Time of Day:

  • 38 students prefer to play after school
  • 33 students prefer to play at first break
  • 16 prefer to play at second break.

Style of Play:

  • 60 students want to play with mixed classes
  • 25 students want to play class vs. class.

Day of the Week:

  • 32 students would play Monday
  • 24 students would play Tuesday
  • 32 students would play Wednesday
  • 26 students would play Thursday
  • 30 students would play Friday
  • 37 students said it wouldn’t matter to them

Conclusions we drew about the data:

My students were not surprised that volleyball came out on top. They did however share that they did not know that many students would be interested in dodgeball and badminton as they had never been offered before. My students knew that after school would be popular but were shocked it was so close to the first break results. They knew second break would not be popular as most students go home for lunch during that time. They thought class vs. class would be the most popular as we had done a trial survey in our class and it was the most popular vote by far. The last question shocked them the most as they thought nobody would pick Monday. They were confused about the low numbers for Tuesday as it was a random day to have the lowest number of votes.

We then discussed next steps regarding our results. My students thought we would need to:

  1. Meet in their groups to discuss the results of each questions
  2. Write a small paragraph explaining the results of their question
  3. Have a meeting with the principal and vice principal to share the results
  4. Ask permission to run mixed intramurals as previously cohorts could not mix

After completing steps 1-4, the five students who shared the results with admin mentioned that at this time, we cannot mix cohorts. So we will have to run with the less popular result and explain that it could change in the future (class vs. class). Since basketball is running right now as the announcement of changing COVID guidelines allowed high contact sports, we will only have a few time slots to run these sports. As long as students see that their voice matters and their selections inspired programs in our school, then that is what counts!

Something that I did not expect to happen occurred during this survey project. One of my students made a realization that 87 students are interested in these intramurals but only 30- 40 students tried out of the team sports offered at our school. We discussed why this could be and my students came up with many great reasons. To summarize, the pressure of being on a school team may be too much for some and they prefer the smaller commitment of a fun intramural. My students assume that the time commitment of being on a team could have been too large or the pressure of a whole team depending on you being too much. I love competitive sports and I think they are great for students as it teaches them so much when being part of a team. However, I see how beneficial it is to have options for students that may not enjoy that competitive setting.

Our project has come to an end and we are excited to see how students enjoy these new activities at our school. My students will hopefully see that their questions mattered and that they will enrich the lives of students in the school. I think we will even be able to find ways to run most of these programs during DPA time (during the regular day’s schedule).

Provision of extra curricular activities is a voluntary part the work we do. It is important that they remain voluntary. Additionally, it is especially important during the COVID-19 pandemic that if they are offered, they are only provided if all health and safety protocols can be observed to protect students and staff.  

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 Advocacy for change, Anti-bullying, Anti-Racism, Building Inclusion, Equity, Gender Equity, General, Inquiry, LGBTQ2S, Music, Social Justice

Gender Splendour!

This year, our school community will celebrate Gender Splendour from April 6-9, 2021.  It will be our 11th year implementing arts-based curriculum that explores gender identity and equity, 2SLGBTQ+ communities, inclusive families, and disrupts homophobia and transphobia. 

Over the years, the Kindergarten-Grade 6 students have participated in several inclusive and intersectional workshops, including: Love Makes a Family, “The F-Word” (feminism), Kiki Ballroom and the History of Voguing, Toys Will Be Toys, LGBTQ+ Rights Around the World, Pronouns and Possibilities, and more! 

When I was in elementary school, my mother came out as a lesbian.  This was in the 1980’s and she told us not to tell anyone because she was afraid of losing her job.  I learned about the painful impact of fear, silence, and homophobia outside of the home.  I also learned about the power and strength of community and love, as we marched in the streets at parades and protests.  My young life as an activist and an ally has developed into a strong, on-going commitment to social justice.  When I became an educator, I was determined to break the silence and celebrate the pride and resistance of 2SLGBTQ+ communities.

All You Need is LOVE….and an ALLY:

When Shannon Greene joined the staff, I found an ally and an accomplice.  We were both creative and committed to transforming our pedagogy.  Together, we brainstormed ideas about how we might support students, families, and staff to explore and express their intersectional identities.  We gathered resources, including picture books and media texts to support these critical conversations.  We reached out to families and community members, and generated guiding questions to investigate.  We wanted to empower students to stand up to injustice and take action.  And we wanted to have fun!!   

Boas and Bowties:

We celebrate Gender Splendour during the second week of April, which includes the International Day of Pink.  This year, COVID-19 has pushed our celebration a week earlier.  In addition to wearing pink, we encourage everyone to dress-up in different ways.  These Dress-Up Days are always optional.  They are meant to be playful and fun, and create brave spaces for community members to express themselves without fear.  In the past, we have worn: Rainbow Colours, Wings and Capes, Boas and Bowties, Clothing Inside-Out, Spots and Stripes, Glitter and Glam, and Pink! 

Free to Be:

Every social movement needs a soundtrack.  Throughout the years, we have discovered several songs that make us think, and make us dance.  “True Colours” by Cyndi Lauper, is an anthem that honours how it feels to be seen.  “Same Love” by Macklemore, explores issues of homophobia and same-sex marriage.  “Stereotype” by Samsaya, invites us to stand up to injustice.  Recently, we collaborated with Freedom School Toronto, and learned about how dance can be a form of resistance.  Everyone enjoyed learning about Kiki Ballroom, and the five elements of voguing, before strutting our stuff on the runway. 

As we prepare to smash gender stereotypes and critically examine gender binary roles in our society, I am feeling reflective, grateful, and proud.  I am also looking forward to practicing my “death drop!”