Iyanuoluwa Akinrinola Building Inclusion, General, Inspiring Students, Inspiring Teachers, Learning About Your Students, Occasional Teachers, Occasional Teaching, Professional Learning and Growth

What’s in a name?

Hello, my name is…
I have never heard that name before
… Can you say that one more time?
Is there a shorter form of your name?
That is a hard name… Can I call you…?

In the classroom, where knowledge blooms,
Names are like stories; never assume.
Each kid’s got a name, unique and cool,
A tale in sounds; don’t treat it like a school rule.

Some kids have names that might sound entirely new,
Hold onto them; it’s what makes them true.
It’s on you to get it right,
Say those names like you’re reading the night.

Generations of kids given names with pride,
A cultural mark; don’t let it slide.
In each twist and turn of every name,
There’s history, stories, a deep-rooted claim.

Step up; it’s part of your task,
To honour each name, even if you must ask.
Mispronunciation, that’s a miss,
Say it right, it’s a big part of this.

Empower students, let their names ring,
In each syllable, let understanding cling.
The classroom is where their stories bloom,
In every name, there’s room for room.

In the everyday chatter, let respect be heard,
For names are more than just a word.
It’s on you, make no mistake,
To say each name and raise the stakes.

In classrooms where futures unfold,
Speak each name with clarity, let the story be told.
For the duty is yours, let it be clear,
To honour, to learn, to be challenged, to care.

 

Why Pronouncing Students’ Names Correctly is So Important

Will Gourley Building Inclusion, Celebrating Success, Challenging Topics, Class Size Matters, Constant Learning, Differentiated Instruction, Diverse Learning Needs, General, IEP, Inspiring Students, Learning to learn, Making a Difference Through Education, self reflection, social emotional learning, Special Education, Student wellbeing, Wellbeing

that kid

Created by DALL-E
a-class-photo-of-faceless-students-in-the-styles-of-Monet-Rembrandt-Kandinsky-and-Warhol prompt by author

I was thinking about that kid and I found myself getting emotional. 

You know the one. We all do. Whether the name(s) or face(s) you thought of are in your class this year or not. We all have one or two students who popped in there almost immediately. I am not going to sugar coat this either because it got emotional. When I think about that kid, my feelings range quite widely here. Anger, joy, sadness, peace, et al have all staked their claims in my amygdalae and other rose coloured spaces in my emotional thought centre.

My first “that kid” came when I was quite new to teaching. I probably owe them an apology for pushing too hard about their studies without considering how hard it must have been to be truly trying their best, but not meeting the expectations of which I was thoroughly* convinced were so clearly taught and put within reach. Like I mentioned above, an apology has been uttered on a couple of occasions for that learner into the universe. 

There are two other feelings that happens sometimes, relief and angst. Relief that you were able to make it through a year together and grow. Angst over what I missed or, straight up, got completely wrong. My most recent that kid reads like this: 

Is quiet – too quiet.
Sticks to the sidelines as if crazy glued there.
Struggles to start something, and struggles even more to finish.
Whether it is a transition, a sentence, or a math challenge mine has got me thinking about what I need to do differently next time because there will be a next time no matter how hard I work to learn the lessons from the past to use now and in the future.

As teachers, I’ve noticed that we tend to be pretty hard on ourselves much more often than we realize or care to admit. It’s who we are as reflective practitioners who seek to make things better for our learners. I have noticed that we fret far more about any flaws in our work even when there are few if any cracks in our foundations. We are constant works in progress alongside our students and we wear it on our sleeves when it doesn’t go well. 

Sometimes, that kid gifts you some victories too. You see, all that time spent investing in that kid can turn out to be a life enriching moment for you as an educator and even more so for that kid as a scholar. Since my first that kid nearly 15 years ago, I have marveled at hearing from students who are completing degrees at amazing schools and starting to write the next chapters of their lives. This week I ran into a student who will be doing just that.

To be honest, it wasn’t all sunshine and lollipops with this particular that kid. If poor choices, bad behaviour, and work avoidance were credit courses, this learner would be top of the class. Fast forward 6 years and they are about to begin a very challenging degree program at a top university. That could have only happened with significant support, responsibility, accountability, and commitment. In other words, the exact opposite to where they were back then. So what turned this scholar around? How did the switch get flipped, and who did the flipping? I was certainly thrilled to receive such news knowing that there would be more good things to come as a result of them finding their stride as a student. Whoever helped this “that kid” turn over a new leaf has changed one young person’s life not for good, but for great. 

I am also aware that there are some who will never get to experience an about face like the that kid above, and I need to take ownership of that and work to improve going forward. Maybe my next that kid will not fall through the cracks through their education? I know that there is always room to improve what and how we do this job of ours. I know that teachers have countless conversations in order to find and fit the complex puzzle pieces we know as students together. I know that there is no single strategy or approach that will reach 100% of our students. What we need to remind ourselves is that we come pretty close to perfection, and we do it across a decade plus of siloed collaboration, between the panels, whether we realize it or not. 

When you think about it, each of our students could have as many as 50 teachers over their K to 12 careers. Of course homeroom teachers occupy the bulk of those first 10 years yet that still means there are countless points of influential interaction to be had between an entire cast of educators all working in concert to make sure each that kid gets and gives the best. 

This job asks us to accept and understand that we often will never know how the work we put in with our students will support them in the future. Closure is not a luxury many elementary teachers ever have once our students move onward and beyond our schools, but that should not bring us down because there is always that kid who takes the time, after several years have gone by, to reach out and connect again: to share how much they appreciated what was taught to them in and out of the classroom all those years ago. 

 

*On a random note: the word thoroughly breaks down into tho roughly. So now my idea of thorough will always be considerate of whether I was thorough or tho rough

Kelly.McLaughlin Inspiring Students, Learning in a Real Life Context, Literacy, Modern Learning, Resume Writing, Year End Activities

Job Interview Season

It’s that time of year again when students in grade 7/8 create their very own resumes based on their volunteer experiences in and outside of school. My students got to thinking about all of their volunteering that they had done this school year. It was so impressive to see how full their resumes already are and they are only 13/14 years old. Some of their experiences include:

  • Student leaders during school-wide events: Pink Day, Winterfest, Mardi Gras, etc.
  • Selling pizza on pizza day
  • Scorekeeping at volleyball/basketball games
  • Reffing soccer games
  • Coaching junior sports teams 
  • Helping in the music room 
  • Selling cookies and popcorn

The list could go on and on as so many students are involved in our school community. So as students came up with these volunteer experiences, they also had to list skills on their resume that they thought could relate to a part-time job. It was very interesting to read all of the things students considered to be within their skill set. 

After writing the resumes, students once again had the opportunity to interview for the food sales job at the soccer tournament. I created five interview questions for students to answer:

  1. What experience do you have selling food?
  2. Tell me how you would deal with a challenging customer.
  3. Why should you be hired to sell food?
  4. Why do you want to sell food?
  5. Who are your two staff references?

Students had to answer three of the five questions and I also spoke to their two references. It was quite the process as over 42 students interviewed and staff had a hard time selecting between all of the students. We narrowed it down to the top 12 and let them know that they had gotten the job. Students were so thrilled and are looking forward to representing our school in this unique experience. Many of the students I hired last year have now started part time jobs and have let me know that this experience selling food helped them prepare for not only the interview process but also their actual job. This real-life skill is something that I look forward to each year and once again, was thrilled with the results. 

 

Arianna Lambert Climate Change, Coding, Global Warming, Inspiring Students, Literacy, STEM, Technology

Scratching the Pollution in Our Oceans

Last year I blogged about a new book – The Global Ocean. This past month we were lucky to have a virtual visit with the author, Rochelle Strauss. Rochelle gave students context on the importance of her book and read passages in order to support students in understanding the need for immediate actions for change. Students had the opportunity to ask questions and learn more about how the actions of each of us can have a significant impact on the environment, and ultimately our world.  There we a number of students who had questions and based on our visit, one student said that he was inspired to think about his passions and how he might use writing to share that with the world. It was a great visit and our learning didn’t stop there.

During our visit, students learned more about the Great Pacific Garbage Patch and were eager to find out how that much garbage got into the oceans in the first place. Students researched about causes and also learned about the work being done to clean up the oceans. During our visit, we learned about the Turtle Extruder and one student was particularly interested in how people who fish might use different kinds of nets so as to be more responsible when fishing. 

This term, students are furthering their knowledge of coding and are specifically learning to use Scratch. As part of our action to raise greater awareness, students were tasked with creating a story, PSA, or game in Scratch that they could share with others about what they learned. Some students were excited to remix an existing catch game, changing the sprites and adding additional text to share their learning. Other students were excited to use the program to create stories to inspire others to learn in an interactive way.  Projects were due last week and yet there are still some students who are eagerly wanting to add more information to their projects, so their work is ongoing. 

This entire experience reminded me of the importance of purposeful uses of technology. While we could have spent time learning about the different blocks in Scratch, I think this activity allowed students to learn how to use blocks in an authentic way. If they wanted their sprite to do something specifically, they learned about how they might use specific blocks to achieve the task.  Students learned how to effectively use the blocks in their code because they had a purpose for learning how to use them. They were also able to share how they used the code to perform different tasks with others, allowing them to be “the experts” in the room. 

Last year I found a great picture book that spoke to the urgency of protecting our oceans. Little did I know that a year later, students would have the opportunity to hear from the author, get inspired, and then share their learning with others in a creative way. What a great journey!

A diverse group of four students. Each is sitting in front of an easel.
Iyanuoluwa Akinrinola Advocacy for change, Black Lives Matter, Building Inclusion, Curriculum Planning, Equity, General, Inspiring Students, Inspiring Teachers, Learning About Your Students, Making a Difference Through Education

Black History: Black Education Matters.

Photo By: Pavel Danilyuk

Ponder This: 
What did you learn about Black Canadian history in elementary and secondary school?
What was the narrative you were told regarding Black people in Canada? Did it begin pre-colonization?

“The adoption of multiculturalism helped stabilize white supremacy by transforming its mode of articulation in a decolonizing era” (Maynard, 2017; Thobani, 2007: n.p., p. 50).

A Very Brief Canadian History

The prevailing myth in the United States is that Americans have overcome their racist past and are no longer racist, and the prevailing myth in Canada is that we are a country without a history of racism.

  • July 1784: “the first race riot in North America.” The confrontation ignited a wave of
    violence in Shelburne County that lasted approximately ten days. The majority of the
    attacks targeted the county’s free Black population.
  • Contrary to popular belief, Slavery was practiced in Canada until 1834.
  • Black families have petitioned the government and school boards for fair access and equity in education since the early 1800s.
  • Ontario was one of two provinces that legislated Black segregated schools.
  • The doors of Ontario’s last segregated school closed in 1965, while the last segregated school in Canada, located in Nova Scotia, closed in 1985.

Black Resilience over generations paved the way for the Black Lives Matter movement, which is recentering the narrative of Black Lives in Canada today. Unfortunately, systems of Anti-Black Racism are still part of the fabric of Canadian society and are still evident in our education system today. A big part of the change that needs to occur to combat Anti-Black Racism is the intentional education of students on the whole history of Canada instead of some of the highlighted parts.

One of the structural ways Black people continue to be discriminated against today is in education.

Far too often, contributions, innovations, and the ingenuity of Black people are not discussed within schools and learning environments until February, when there is a hyper-focus on Black History. During this month (February), there is a great focus on retelling the stories of oppression Black people have faced, which are presented as the only stories of triumph and fortitude attributed to Black people. In this guise, there is also a hyper-focus on American society and American issues, painting a false narrative of Canada’s racist past and present.

There needs to be a change in how we educate about the history of Black people in Canada. “It has to be changed in policies, practices, and it has to be systems change” (Hogarth, 2020). I boldly say that the change must begin in education.

“Racism is a learned behaviour that can be mitigated through the education of Ontario’s youngest learners. While there are topics in Ontario’s curriculum related to anti-racism and anti-discrimination and options for more in-depth teaching, explicit learning expectations related to Black history and issues must be built into the curriculum. A key issue that must be addressed is integrating discrimination and racism into teaching through a critical race lens. The instruction and learning must be ongoing. One-off lessons are insufficient to raise awareness and knowledge of the impacts of anti-Black racism and Black contributions to Canadian society” (Building Better Schools, 2023).

ETFO’s 365 Calendar provides ” educators and students with a visual touchstone to embed the voices of those who have been marginalized or silenced.” This resource highlights and celebrates many of the contributions and innovations of Black Canadians that have shaped Canada into the vibrant nation that it is today.  Though it is by no means an exhaustive list, it provides Elementary educators with the tools necessary to ’embed Black Canadian history in classrooms throughout the school year.”

A Call to Action

  • Deepen your understanding of the effects and impact of Anti-Black racism in education.
  • Find, read, and become familiar with your school board’s Dismantling Anti-Black Racism Strategy (if your board does not yet have one, advocate for intentional work in implementing one).
  • Conduct an audit of your unit plans, lesson plans, and teaching resources.
    • Ask yourself:
      • Do they provide windows of learning that represent the diversity of cultures, achievements, innovations, and impact of Black people in Canada and worldwide?
      • Are Black students mirrored in engaging and uplifting ways in the resources used, conversations had, and lessons learned?
  • Recognize how your own social positionality (e.g., race, class, gender, sexuality, ability) informs your perspectives, reactions, and responses as you engage with Black students and colleagues.
  • Remember that learning is ongoing. There is no one-and-done approach to systemic reformation.
  • Step out of your comfort zone and dare to engage in teaching and learning that intentionally amplifies the too often missing and omitted voices of everyday Black change-makers.
  • Join the fight in Addressing Anti-Black Racism in Education.

“ETFO supports calls by the Ontario Black History Society, Black families and others for the Ontario government to make Black studies a greater part of the public elementary curriculum” (Building Better Schools, 2023).

Black Canadian

 

References:

Aylward, C. (1999). Canadian critical race theory: Racism and the law. Fernwood Publishing.

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

CBC News. (2021). Being Black in Canada. CBC News: Special Presentation. YouTube Video. Retrieved from https://www.youtube.com/watch?app=desktop&v=Ntn0Nz8OT44&t=12s&ab_channel=CBCNews

Elementary Teacher’s Federation of Ontario. (n.d.). Retrieved February 1, 2023, from https://www.etfo.ca/classroom-resources/365-black-canadian-curriculum/365-black-canadian-curriculum-34d475930fc96a7121246be5c24e8be2

Gibson, D.O. (2018). Black Canadian. Hype B for Prosound Studios. YouTube video. Retrieved from https://www.youtube.com/watch?app=desktop&v=HSiQrXANexA&ab_channel=D.O.Gibson

Ladson‐Billings, G. (1995). But that’s just good teaching! the case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159–165. https://doi.org/10.1080/00405849509543675

Lemert, C. (2021). Social Theory: The Multicultural, Global, and Classic Readings. 7th Edition. Routledge (Taylor & Francis). (Original work published 1993).

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

Beyond One Day – Truth & Reconciliation through curriculum planning.

Orange Shirt Day
Orange Shirt Day Bead Work

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

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

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

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

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

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

References:

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

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

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

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

Schooling or Learning?

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

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

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

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

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

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

Planning Matters:

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

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

Representation Matters:

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

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

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

Assessment Matters:

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

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

 

References:

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

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

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

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

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

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

The Butterfly Conservatory

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

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

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

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

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

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

Either way, one thing is true…

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

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

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

Kelly.McLaughlin 21st Century Learning, Celebrating Success, Financial Literacy, Inspiring Students, Learning in a Real Life Context, Modern Learning

“I got the job!”

Lately I have been incorporating all of the real life learning experiences into my practice and it has been a game changer. Sleepy heads are lifting, my colleagues are commenting and the entire grade 7 & 8 population are chatting about all that has been going on.

It all started when I started to think about food sales prices for a soccer tournament. I would need to look at the cost of each item and think of how best to increase the price as a fundraising opportunity. With financial literacy a new part of our math curriculum, I knew it would be a great opportunity for my class to do some real life learning. I divided them into groups and have them find the cost of each item and have them come up with some ideas of potential sale prices. My students had a great time coming up with their prices and compare them to the prices in the neighbourhood. They then designed posters and competed for the best food sales poster. We talked about how this compares to marketing in business plans within the real world.

When I pick students to sell food at my soccer tournaments, I usually just pick students that I know would do a good job. I usually pick students within my own class and never really branch out to the other classes. However, the student success teacher at my school was beginning to introduce a program called Xello which allows students to take a career quiz as well as has a feature that allows you to create your own résumé. I explained to the students in my class that they would be creating their own resumes as it would be useful in the future. I also mentioned that there were a few volunteer opportunities coming up in our school year such as helping at grad or selling food at the soccer tournament and mentioned that students could interview for the position if they wanted. I came up with five interview questions that would be useful for both job opportunities. 

I set up interview times and instructed students to find at least two references within our school community. Most found three. Roughly 10 of my students interviewed to sell food at the tournament. The interviews were about five minutes long each. Before the interviews we watched helpful interview techniques, and also read some suggestions online. They practised answers to the questions with her peers and I noticed some students even wrote out their responses and practiced saying them. What once used to be a selection process done only by myself has now turned into a literacy assignment as well as something that students would really use in the near future. As most of my students are going into grade 9 in a few months, this skill will be more helpful for them than many other things taught this year. 

What started out with a project just for my class ended up involving at least 15 other students in grade 7 and 8. I explained that students could interview for the position but they would have to make a résumé first and have at least two references. They ended up joining our class for a résumé making clinic and then I set up their interview times. After checking in with all references, I selected 13 students for the job, as there are two soccer tournaments, I could take two groups. Their interest, dedication and professionalism proved to be very inspiring. It was so great to see so many students come out of their shell, shake hands and introduce themselves in a professional setting. It actually reminded me of a drama activity as well as we both took on different versions of ourself. I would definitely do this again for all future tournaments. My favourite part of the entire experience is when students would show up to support a friend after their interview, ask how it went and then celebrate with them. Seeing their smiles when they got the job was truly magical. I will never forget as one student yelled across the hall to a friend, “I got the job!”

Seeing as this went so well, I decided to branch this out and have students interview for the careers that they selected from the same Xello program. From there, I created a financial literacy budgeting assignment. Students would use their future favourite career and find out the starting salary. They would then use that number to figure out their monthly income and select somewhere to live. We have been talking about the benefits of renting versus buying and some students are opting to share housing with a classmate. They will then look at transportation options, Wi-Fi and telephone options, costs that go with housing, food costs, and other expenses they may have. Some students may find that they need a second job and some may find that that career is very rewarding and can cover all their needs. So far, we have only looked at salaries and housing and most of my students that I am interested in math have perked up for this. Financial literacy is by far my most exciting part of the math curriculum and I decided to test it to the limit this year as I have a very creative group. I have heard students wandering around the halls talking to other teachers about the property they are looking at on the east mountain. It is a hilarious prospect and I love that they are putting their real world skills to the test. I look forward to making this a yearly part of my curriculum. 

Learning in real life contexts isn’t always possible but when I can use it, the student interest is astronomical. I look forward to sharing some of my students’ final projects once they are finished. 

**Colleagues: Xello is a program offered by my board which can be found in our HUB courses. ** Every board has different guidelines and privacy policies. related to the use of third party software with students. 

Arianna Lambert Climate Change, Global Warming, Inspiring Students, Literacy, Outdoor Learning

World Oceans Day

Did you know that World Oceans Day is June 8th? Neither did I! That is until I read Rochelle Strauss’ new book, The Global Ocean. As a long-time fan of Rochelle’s other books – Tree of Life and One Well – I was overjoyed to hear that she was writing a new book and couldn’t wait to get my hands on it. In this post, I write about my new learnings as I consider ways to use this book with students. 

The Global Ocean? I Thought There Were 5 Oceans!

Situated in different parts of the world, I always thought of oceans and their wildlife as being separate and unique, without thinking of the interconnectedness of the different bodies of water. Sure, I understood that one body of water flowed into the next but I compartmentalized them thinking of the Pacific Ocean in the west and the Atlantic Ocean in the east. Distinct and separate, mainly due to geography and/or climate. Page 7 of the book brought home the reality of a Global Ocean in sharing about the 1992 cargo ship that fell overboard, spilling nearly 28 000 animal bath toys into the ocean. Over the next 20 years, tracking the rubber ducks was an incredible real-time science experiment on how all of the ocean basins are connected. The results and hearing this blew my mind!

Plastics!

For years I’ve shared about the Great Pacific Garbage Patch and had conversations with students about actions we can take to ensure that we aren’t contributing additional waste into our waterways. We’ve talked about plastic bags, straws and can holders and how they impact wildlife when they enter oceans. Years ago, we also had lots of conversations around products that contained microplastics that were used as exfoliants. I hadn’t realized that there are plastics found in many common human-made fabrics. What blew my mind when reading about plastics was the fact that “with every load [of laundry], as many as 17 million tiny plastic fibres get washed down the drain” (pg. 21). What?!?! I got out the calculator and further realized the impact of my actions and have made a commitment to change by being cautious about what I purchase. Tips are peppered throughout this incredible book but I have to say that pages 26 to 35 really offer some fantastic ways to bring about tangible change. 

Why Students?

Sections of this book share about the actions of young people who are making a difference. Individuals speaking out. Groups creating projects. I’ve said it before and I’ll say it again, children really are the most incredible people on the planet. When they learn of injustice or see something that needs to be made right, they are eager and get creative to bring about change. Much like the interconnectedness of the oceans, when students learn about how their individual actions can have a global impact, they get excited and want to do more.  Inherently, children like to know that their actions can change the world and add to the greater good. I love that this book makes learning approachable and I am seeing so many uses for it within the classroom. Students are eager to act. How might we support them in learning and in turn using this eagerness to bring about change in our world?

This is seriously an incredible book that I think every educator should read, for their own learning and also help students in understanding the importance of our actions on the environment. Students are open and ready to make changes that will result in a better world for everyone. Through incredible texts like these, there’s so much learning and inspiration that can happen, that will lead to much-needed action, and ultimately change. June 8th is World Oceans Day. What action will you take?