Iyanuoluwa Akinrinola Advocacy for public education, Local Involvment, Making a Difference Through Education, Social Justice, solidarity, Teaching as a public profession, Why unions matter

Your Voice: Shaping Ontario’s Education System

Unionism, labour, and advocacy have long been pillars of social progress, particularly in the education sector in Ontario. These elements are crucial in ensuring fair working conditions, equitable access to education, and protecting educators and students. Through the years, significant changes and social movements have demonstrated the power of collective action in shaping Ontario’s education system.

The Elementary Teachers’ Federation of Ontario (ETFO) is at the forefront of unionism and advocacy within Ontario’s education system. Since 1998, ETFO has been instrumental in championing educators’ rights, advocating for equitable education, and ensuring that Ontario’s public education system remains robust and accessible. Through its persistent efforts, ETFO has become a cornerstone of progress, demonstrating the power of collective action in creating a better future for educators and students alike.

ETFO was formed by amalgamating two former teacher unions. This unification marked a significant moment in Ontario’s education history, creating a single, powerful voice for elementary educators across the province. ETFO quickly established itself as a leading advocate for teachers’ rights, negotiating contracts that secured better wages, improved working conditions, and greater job security for its members.

One of ETFO’s early successes was challenging the educational reforms introduced by Premier Mike Harris in the late 1990s. These reforms, which included funding cuts, larger class sizes, and standardized testing, were met with strong opposition from ETFO. The union organized protests and strikes, rallying educators and the public against policies that threatened the quality of education. ETFO’s resistance was crucial in raising public awareness and influencing policy changes that benefited teachers and students.

ETFO’s commitment to equity and social justice is central to its mission. The union has been a vocal advocate for inclusive education, ensuring that all students, regardless of their background, have access to high-quality education. ETFO has championed integrating anti-racism and anti-oppression training in schools, recognizing the importance of addressing systemic inequalities within the education system. For example, ETFO has been instrumental in promoting Indigenous education and supporting the implementation of the Truth and Reconciliation Commission’s Calls to Action within Ontario’s schools. The union has also been at the forefront of pushing for increased resources and support to ensure that every student with disabilities has the resources and support needed to succeed.

ETFO has always focused on educators’ well-being. With over 83,000 members, the union has launched campaigns to address teachers’ mental health challenges, recognizing that a healthy, supported workforce is essential for providing quality education. ETFO’s advocacy in this area has led to the introduction of mental health resources and support for educators across the province.

In recent years, ETFO has continued to lead the fight against austerity measures and funding cuts that threaten Ontario’s public education system. The union’s ability to mobilize its members and build alliances with other stakeholders demonstrated the enduring power of collective action in achieving positive outcomes for educators and their students.

ETFO’s history and achievements underscore the critical importance of unionism and advocacy in Ontario’s education system. As challenges continue to arise, from funding cuts to the push for greater inclusivity, ETFO’s work is far from finished. The union’s success in defending the rights of educators and advocating for a just and equitable education system serves as a powerful reminder of what can be accomplished through collective action.

For all educators in Ontario, the call to action is clear: being a part of the union labour movement is not just about securing better working conditions; it’s about being part of a larger effort to protect and enhance the quality of public education for future generations. By standing together with ETFO, educators can continue to advocate for the resources, policies, and support necessary to ensure that every educator and student in Ontario has the opportunity to succeed.

Add your voice to a powerful movement dedicated to fairness, equity, and excellence in Ontario’s schools. The union’s strength lies in its members, and with every active and engaged member, ETFO becomes an even more formidable force to defend the rights of educators and the well-being of students across the province.

[Video: Get Involved Featuring Amanda]

[Video: Get Involved Featuring Mark]

[Video: Get Involved Featuring Fionn]

[Video: Get Involved Featuring Jeishan]

[Video: The power of solidarity: Two perspectives on building labour power]

Iyanuoluwa Akinrinola 21st Century Learning, Advocacy for change, Anti-Racism, Black History Month, Black Lives Matter, Building Inclusion, Celebrating Success, Challenging Topics, Curriculum Planning, Equity, General, Inspiring Students, Inspiring Teachers, Learning About Your Students, Making a Difference Through Education

Why I Got Involved In Education: Black Student Success and Excellence.

A number of ETFO locals have included educational programming with Graduation Coaches connected to Black communities to serve as mentors to Black students, offering intensive, culturally responsive support.

Below are insights from a Black Excellence Graduation Coach.

Education has always been emphasized in my home. I still remember my parents hanging their university graduation photos from Nigeria in our houses’ hallways. Whether intentional or not, it inspired me to aim for university and, even after graduating, to continue climbing the academic ladder. This inspiration fuels me to this day.

However, in my academic pursuits, I have always understood that education—the process of gaining insights into a particular subject—does not always occur within the confines of brick-and-mortar schools. From observing, interacting, and learning from my siblings, parents, friends, and members of my African-Caribbean community, I learned that what people are taught strongly influences how they think and behave. I am a testament to this ideology, having benefited from the lessons my wonderful parents taught me at home. I learned from my Black community the importance of time management, embracing my Blackness, respecting others’ opinions, managing my emotions, critical thinking, and the unique experience of being Black in Canada. These lessons greatly impacted my academic performance.

In the paragraphs above, I touch on three main points: inspiring youth, the importance of cultural understanding in learning, and the influence of executive functioning skill development on learning. These points, combined with my thirst for knowledge and passion for caring for children and youth, drive my decision to wake up each day and actively shape students’ education. However, I am not in a stereotypical classroom.

Inspiring Youth

“Is that your little brother?” one of my peers asked as I walked away after spending 5 to 10 minutes coaching a kid I had just met at drop-ins on how to shoot a basketball and properly perform drills to improve his game. Intrinsically, I enjoy helping youth and inspiring them to build their skills or see beyond their present situation. Although my parents were academically inclined, school didn’t always come naturally to me, but having their achievements around me greatly inspired me to see beyond my present shortcomings. Unfortunately, some youth don’t have that level of support, and it may not always be provided in the classroom. That’s where I come in. In my role within the school and the work I do in the community, inspiring youth, especially Black youth who have historically been negatively affected by systemic issues, is vital to their educational performance.

The Importance of Cultural Understanding in Learning

Growing up, I didn’t have many teachers who highlighted the cultural differences among my peers and me, allowing us to see those differences as a means of learning and improving our academic potential. In elementary and high school in Canada, the only thing I learned about Black people was that they were once enslaved in America and came to Canada for safety. I also learned about famous civil rights leaders like Martin Luther King Jr. and Rosa Parks. However, as educational philosophers would say, my culture and the cultures of others were not used to “call out our subjectiveness,” the unique aspects that help us see ourselves meaningfully in what we are learning. Fortunately, I grew up in a diverse neighbourhood with people from around the world and different religions, which helped me understand myself and see the world from different perspectives. Growing up with positive and negative examples of Black North American and Nigerian African cultures helped me see things about myself that were not represented in the classrooms and schools I attended. However, I struggled to see myself represented in education and learning at school unless I had a Black teacher. Learning that I was fortunate to have more than two Black teachers in the Ontario education system, I realized the value they added to my education. Research shows that when students have Black educators who are culturally relevant in their teaching, Black students tend to excel academically because their culture is represented in positions of authority and leadership.

The Influence of Executive Functioning Skill Development on Learning

The education system is meant to prepare students for life, guiding them to acquire skills and knowledge to contribute socially and economically to their communities. However, too often, students go through school focusing on grades without learning life skills that would help them apply their academic knowledge. These skills are often left to parents to teach and are only enforced in schools when students misbehave. Understanding that teachers managing over 100 students may only have time to reactively address life skills, I researched culturally relevant teaching practices. I found that integrating these life lessons in the classroom improves student academic achievement. This is especially true for Black students who frequently face microaggressions and biases. To assist teachers in drawing the best from their students, I got involved in education to help students see themselves beyond their current school experience and think about their future, providing them with the skills to reach their goals.

Conclusion

Once again, I reiterate that education is the pillar of society and cannot be ignored. What community members learn, whether directly or indirectly taught, strongly determines how they think and behave. Understanding that education is also a United Nations Sustainable Development Goal (SDG 4), I got involved outside the classroom because of the profound impact education has on any country’s future and the changes the themes I explored made in my own academic and life trajectory. To do the right thing and indirectly pass on the torch by positively impacting the lives of youth, I realized that inspiration does not only come from the classroom. I can inspire youth to do better than my peers and I have done just by being an educator in the school. Additionally, my awareness of my Blackness and its cultural significance helps me see the untapped potential that the current education system may not bring forth in Black youth. Not wanting that unique light to be snuffed out, I know it is essential to be present in the education system, advocating for young Black girls and boys to see themselves represented in pivotal societal places. Lastly, participating in advocating for better quality education for Black children cannot be done without being an active member of the village raising our Black, racialized, and non-racialized children. By instilling life lessons that help them wisely utilize the knowledge they receive from teachers and the curriculum, they will become pivotal members of their community, moving it forward.

Iyanuoluwa Akinrinola Communication with Parents and Guardians, Inspiring Students, Inspiring Teachers, Learning to learn, Making a Difference Through Education

Education is Life

As we head to the summer, this is a reminder to us all that education is life, a shared journey requiring the nurturing efforts of an entire community to ensure every young mind can flourish and grow.

Education is life,
A beacon in the darkness, a guiding light.
Yet how can one flourish,
When only a small fraction of this light reaches them?

Teachers, overworked and weary,
Limited in their resources,
Strive to nurture many young minds.
But this noble cause cannot be achieved
Without the cooperation of the entire village.

On school grounds, budding seeds sprout,
Some under the scorching sun,
Burnt before their leaves and petals form.
Others, in the shade, deprived of joy,
Receiving only sparse rain.

How can these young flowers thrive?
With just a few protectors, it’s an uphill climb.
More hands, more hearts, more care are needed,
Education is life, and life must be heeded.

(Poem co-created by a collection of educator friends).

Iyanuoluwa Akinrinola Advocacy for change, Anti-Racism, Black History Month, Black Lives Matter, Building Inclusion, Celebrating Success, Challenging Topics, Communication with Parents and Guardians, Equity, General, Inspiring Students, Inspiring Teachers, Making a Difference Through Education, solidarity

The Importance of Black Student Success in Ontario

Black Student Success programs play a crucial role in Ontario’s education system, providing tailored support to Black students who often face unique challenges. Educators involved with the programs are deeply connected to Black communities and serve as mentors and advocates, offering culturally responsive guidance that is vital for Black students’ academic and personal development.

One key importance of Black Student Success educators is their ability to create a sense of belonging and representation for Black students. In an education system where Black students are underrepresented among educators and administrators, these educators act as role models, demonstrating the possibilities of academic and professional success. This representation is critical for fostering a positive self-identity and encouraging students to aspire toward their goals.

Moreover, these educators offer intensive support that goes beyond academics. They address the holistic needs of Black students, including socio-emotional well-being, cultural affirmation, and resilience building. This comprehensive support system helps students navigate challenges such as microaggressions, racial biases, and other forms of discrimination that can hinder their educational progress.

Black Student Success educators also bridge the gap between schools and Black communities, fostering stronger relationships and better communication. By understanding and incorporating their students’ cultural contexts, these coaches can effectively advocate for necessary resources and support within the school system. This advocacy ensures that Black students receive equitable opportunities to succeed academically.

Black Student Success educators are indispensable in Ontario’s efforts to promote educational equity. Their culturally responsive mentorship and advocacy support individual student success and contribute to a more inclusive and representative education system, benefiting the broader community. This holistic approach ensures that students receive consistent encouragement and resources from all facets of their lives.

Next Steps for Educators to Engage with Students:

Educators should actively collaborate with Black Student Success educators to create inclusive learning environments that celebrate diversity and cultural richness. This collaboration involves integrating culturally responsive teaching practices into everyday classroom activities. Educators can start by diversifying their teaching materials to include perspectives and contributions from Black individuals and communities. They should encourage open discussions about race, identity, and social justice, creating safe spaces where students feel valued and understood.

By actively engaging with students, families, and community stakeholders, educators can contribute to building a more equitable and inclusive educational system where every student has the opportunity to thrive.

The program for Black Students is designed to provide intensive, culturally responsive support to Black students with the goal of improving their well-being and achievement. As intermediate students graduate and move to high school, they may be able to work with Black Graduation Coaches who can continue to work with students to demonstrate the possibilities of academic and professional success to promote Black Excellence.

Check out what these school boards are doing to promote Black Excellence:

YRDSB Black Excellence Program

TDSB Black Student Excellence Program

Greater Essex CYF Program

OCDSB Sankofa Centre

PDSB – ‘We Rise Together’

 

 

Will Gourley Advocacy for change, Advocacy for public education, Challenging Topics, Equity, General, Global Warming, Health & Safety, Making a Difference Through Education, self reflection

too darn hot

I will never complain about the heat. It is nature’s gift to all of us who have ever shovelled snow, skidded through a stop sign on a snow covered road or slipped on an icy walkway. I have never had to shovel heat nor purchase special footwear to protect my feet from freezing because of it while on duty at school.

 I have never booked a tropical getaway to the Arctic Circle nor plan to in order to feel the warmth of our nearest star either. There is nothing like sitting by a pool in the shade on a hot day and reading. And by reading, I mean napping. The heat is what keeps my coffee and lunch at optimal temperatures. It is the gift that can’t stop giving.

If you’ve managed to read this far, you know what is coming next.

The heat is all well and good in its place and proportion, but the structures that we occupy and serve our students are not collectively constructed by any means close to supporting those on the inside. It’s too darn hot. 

Call it what you will; climate crisis, climate change, global warming, astronomical juxtaposition, weather shift (I made that one up). etc, there is a problem with most of the buildings where K to 8 students are being taught. So when temperatures rise to near historical highs for several days in a row, everyone feels the heat. Except for those who have deemed it acceptable that these learning conditions exist. 

I have yet to walk into a secondary school that wasn’t climate controlled. I have yet to walk into a board office that wasn’t climate controlled. I have yet to walk into a government building that wasn’t climate controlled. Why would I, that would make it hard on the students and the workers? Yet, there seems to be countless elementary schools where classroom temperatures are regularly above a reasonable 22 degrees Celsius. 

So why does it seem acceptable to decision makers to maintain such a scorching status quo?
This recent round of heat has once again revealed the resilience of students and educators (including principals) in the face of a system that seems more apathetic than unreliable. Why does it feel that we are being let down here?

Adapting to the situation again

In times like these, we have all needed to adapt our days to the weather: indoor recesses, less vigorous activities, more water breaks, lights off and blinds closed for the appearance of a cooler room, fan(s) whirring not so silently across seated students clambering for a brief breeze. And then there is managing students who have already begun their summer vacation a touch earlier than scheduled. It’s not like we can even go outside for a nature walk when the humidex is 40 degrees C and there are threats of severe pop up thunder/lightning storms.

Unlike the cold, the heat is a disruptor in our spaces. Sure there are inclement winter weather days, yet never a hardship due to heat and humidex day. Even if we could cram entire student populations into the few climate controlled spaces found in elementary school buildings, those spaces would heat up due to the sheer numbers alone and the problem begins all over again. 

If that wasn’t enough

I have found that the attention span of the average learner decreases as the temperatures increase. Lessons have been shortened. In the past week, I have incorporated more engineering and collaborative work as well as a longer, more in-depth art project. We have shared lessons and reflections on Juneteenth and Indigenous Peoples Day. In between more structured lessons, there have been several Genius Hour projects where students are asked to learn about something new and share it. So far we have learned about CPUs, horticulture, glass blowing, hair types, how to fold paper into boxes, and much more. 

We also took time to discuss our growth as a classroom community and what they would like for me to do better for my students next year. Talk about feeling the heat. 

What I came away from this week of elevated temperatures was that there were some struggles happening because of the heat that required more attention. It meant looking after the physical well being of students in order to maintain their mental well being.

And then there is the time when students are not at school. All of this has me thinking that many of our students may not have any respite from the heat once they leave school. How much is that affecting them and their families? This now becomes a broader social issue that goes far beyond the scope of ensuring that students are afforded the climate controlled comfort they need.

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.

Will Gourley Celebrating Success, Challenging Topics, Constant Learning, General, Making a Difference Through Education, Professional Learning and Growth, self reflection

lost and found

I am not sure why the title of the thought stream to follow sprung forth to wrap this month, but I will roll with it just to see where it will flow.

We have had one heck of a March at the speed of learning. With 70% of the seeds of this instructional year plan already planted, it looks to be an exciting and busy 3 months of tending, nurturing, and harvesting ahead.

It’s Spring. It’s new years and reflection and remembrance for some. It’s resurrection time and Ramadan for others. It’s also the annual rebirth of nature and reflection that we have all been waiting since the first snows of winter blanketed our outdoor spaces.

lost and found

I have been thinking a lot about what is mine and what is not. I can pinpoint the most recent moment that precipitated the throughline of this piece too.

In our school caretaker’s work room there was a dolly full of about 8 large plastic bags and a number of boxes. Curious, I took a closer look and happened to see that the bags were full of clothes that had accumulated between the Winter to Spring breaks. 8 bags. This got me wondering about a couple of things beyond the obvious: How could a kid lose boots or a winter coat and not know they were missing?

Perhaps I have gotten used to this scene playing out over the past years in schools, and have become comfortable in knowing that the thrift shops in our community always benefit from receiving the goods. Hence why they were on the dolly ready to be delivered. However, a few thoughts still linger.

I started to wonder about how much we have to lose before we realize/recognize/know it’s gone? Is it too late once we do? Have you ever found something that had been lost and forgotten about? This seems to happen each time I organize my materials, especially for science, for a new unit and when I move classrooms/schools.

In those moments I am hit with multiple memories of past lessons and classes. These times have also come with my own version of a Marie Kondo intervention. Was this item useful? Did it bring my students knowledge and understanding? Does it bring me joy when I used it? Will it still be able to serve its purpose going forward?

Many times, the answers have been no, not really, and result in a new home in the recycling bin. This has been hard for me as I have horder tendencies when viewed through the educational lens. I am guilty of keeping things even when they no longer serve or survive their purpose. It has only been recently that I have worked through this challenge.

Happy to say that my own personal dolly loads have decreased as the years go on. To this day, I do not regret recycling or giving away any of my resources although I have retained some digital versions of a few on USB.

So what about losing someone?

Spring is also the time when many educators seek new schools, get surplused, or retire. I know this very well being on my 5th school in 15 years. The necessity/choice to make a move can be exhilarating, nervewracking or both. In each of my cases, it meant losing one community and then finding it again but in a new ecosystem.

Along the way, I have tried to maintain some connection with staff from each place, but it also comes with the need to accept that absence makes you irrelevant when you are not sharing the same spaces. The pandemic really amplified this fact as we used to be able to catch up at PD or larger conferences, but those opportunities/reunions have yet to return. Whenever it does happen though, reminds me of the positive experiences gained from those times together. Despite the distances, some strong friendships have remained regardless of the bricks we work within now. Even though there are few guarantees when making a move, the opportunity for growth will be there for you.

I guess my point here is that it is worth the effort to keep in touch even if it is only once a year. Yes it can be time consuming, but it can also be a breath of fresh air, like Spring, to hear from someone you used to work with when they reach out. I also know that it can be equally joyous not to hear from others. Thankfully that is not the majority of my experience, but I won’t speak for former colleagues.

Sometimes you have to get lost to get found and whether it is in reinventing your classroom approach, moving schools, or seeking out connections with past and present Spring offers us a perfect time to weigh what is important and not so important, what brings us joy and what can be appreciated when looking back.

I wish all of this for you whether you move, move on, or stay put for another year. May yours be the joy that fills those spaces.

Will Gourley Constant Learning, General, Making a Difference Through Education, Mental Health, self reflection, Teacher Wellness

YOᒐ

 

picture of a holiday JOY sign taken from behind so letters are shown in reverse
photo by author

No joy, no peace.
Know joy, know peace.
Perhaps this simplistic approach may lead some philosophers, I mean educators, to search for specific pieces of peace as part of putting their own life’s puzzle(s) together. Or maybe not. It’s good to have a choice in matters of this nature. 

As simple as the adapted axiom above reads, it becomes much more perplexing when, as, and if pondered.

Call it YOᒐ

So what happens when joy takes a holiday when doing the work that you love, and all that you are left with is its opposite? Without this becoming a full on self help post, I will attempt to work out my thoughts in the paragraphs below. 

At first blush, the answer comes with equal parts complexity, scheduled and unscheduled situations, and a litany of responses ranging from (over)reactionary to nuanced. I never said it was going to be easy, right. I also didn’t say it has to be difficult either. 

Finding our own versions of JOY while trying to avoid YOᒐ might as well be like trying to distil our own definition for the meaning of life. And you can’t use 42, Adams already gave us that one. What brings us JOY or YOᒐ is personal, elusive, and evolving. We are humans after all, and our tastes and needs are subject to change or be changed whether from inside or out? Joy will look different from one person to the next. One person’s perceived worst day ever, may only appear to someone else as an opportunity to gain knowledge and grow from the experience. 

The winter of my disco tents will lead to a rockin’ summer

Looking at JOY and YOᒐ as seasons instead of life sentences has been helpful for me. 

In fact it has become very clear that each and every day has the potential for us to take a time warped trip through the seasons complete with blizzards, droughts, refreshing rains, and warming sunlight. Whether we wither or weather the storms depends on first knowing who we are at the core and what emotional strengths we draw from to meet the demands of each day’s tempests.

Will I be ready with an umbrella for life’s downpours or will I be looking for towels because I left the windows down in my car? Will I be ready to shield myself with a supportive network of caring colleagues from the cold of self-doubt and discouragement when things are not working in the classroom or I am feeling unsure? Will I be ready with sunblock, glasses, and a hat to appreciate those warm days? How about you? With so much of our well being anchored in our mental health, it is crucial we know how to prepare and where to seek a proverbial shelter.

JOY is…

The feeling of sipping your coffee or tea when it is still hot, warm, or from the same day it was made. It is having all of your students in the classroom. It is a week of uninterrupted school life at the speed of learning. Joy is seeing the eyes of students light up when they accomplish a goal. Joy comes from having a purpose? Where it gets really good in our lives happens when we can combine what gives us joy, with what we love, with our purpose, and talents. This in essence is the Japanese concept of Ikigai.

For me, there is joy in knowing I am working in a space that I love and using the skills/gifts/scars/lessons thus far to occupy my place as an educator. Over the past 15+ years there has been far more JOY than YOᒐ too. It doesn’t mean that we are on easy street until our final days, but that each day we are presented with JOY or YOᒐ will be an opportunity to shine brightly or strengthen ourselves or one another.

As we navigate this season of low daylight and high workload, I just wanted to remind you all that you are purpose and passion in action. You are the light to so many even after the sun goes down. Thank you.

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Iyanuoluwa Akinrinola alternative curriculum, Anti-Racism, Black History Month, Black Lives Matter, Building Inclusion, Curriculum Planning, Equity, Inclusion, Inspiring Students, Inspiring Teachers, Making a Difference Through Education, Professional Learning and Growth, Social Justice

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

Picture: UN Promotional Materials

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

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

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

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

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

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

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

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

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

 

References:

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

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