We have been trained to watch for concerns of a child’s well being. This didn’t include cyber information. As a responsible teacher I’m drawing the attention of students to current events. During this time of sharing, my students have become more relaxed and open about their after school activities which include gaming for many.
When a child discloses information about their safety we are obligated to report this to children’s services. Write down the facts, call and make a statement, fairly straight forward.
When a child shares information about interactions in Gaming, what do you do? I make a judgement based on what the information is, then I write down the facts are that were shared, then what? I’m really not sure where we go from here. I call the family and have a conversation? I chat with the principal? I provide the student with avenues of help, help lines, internet safety….
This is a new world which effects all of our students. Access to our vulnerable young students is wide open on the internet especially with group gaming and social media. Education is a form of protection. When a child is doing something their family may not agree with, they are reluctant to share concerns and can easily become victims of online abuse. How do we help? Keep open communication lines with students and their family. We all want our children to be safe.
Today the grade seven and eights at our school were invited to attend the Eco Summit at Mohawk College. It was an exciting opportunity where we got to listen to motivated students from around Hamilton speak about the change they were making in their school community and beyond. Local poets, musicians and activists spoke as well about the changes we could be making and how the earth desperately needs our help.
I knew I had to prepare my students for in their mind what could have been a boring day listening to speakers. I needed to create an interest in them before they sat down in Mohawk’s auditorium. I shared with them a BBC article I had recently read about the key things we can do to keep the earth’s temperature from rising beyond what it can handle. I shared with them how we need to cut down and eliminate certain things or places such as Portugal (as I felt this summer) will be uninhabitable very soon.
I soon saw that this trip was a bit mature for some of our younger grade sevens and even for some of our eights. They did not quite have in them the interest in climate change. Only a few of our eights were brave enough to ask the student guest speakers some questions such as: how did you get your teachers or people in general to pay attention to your causes? How can we make a change? What is the most important issue facing us at the moment? Etc.
I did however find a few key takeaways in the main keynote address of the day. We were VERY fortunate to hear from David Suzuki via video conference. I wrote some notes regarding his message to our group today. Here are the main points:
we need to radically reduce our use of fossil fuels
we should research and read more about the blue dot agenda and we can do so by going onto bluedot.ca
once there, you can click take action
we can learn more by reading about the David Suzuki foundation
we can email the MP in our area and ask them to sign the MP pledge for environmental rights
anyone 18 or older needs to vote in the upcoming federal election for the most environmentally conscious leader
fight for the IPCC recommendation
it is important that we as educators offer solutions to our children without scaring them about the future
shift to what is called a biocentric view rather than what our world currently has, the human centric view
we need to see us a part of a web of living things
our students are the heroes of the future
That last point really stuck with me. Sure they may have been zoning off during David Suzuki’s talk or not listening to the inspirational music videos, but we cannot give up hope on our heroes of the future. Even if just a few of them take a stand, we can hope that they will be the change we need to see in this world. I encourage everyone to try to do some of the points as listed above. Also, a great read is this BBC article that challenges us to start making changes as well:
Have you ever jumped into a body of water and been able to stop part way? If you have, can you show me how because to this point of my existence it has been impossible when I try? So far.
Defying all of the laws of Physics may not part of our human skillsets, yet. Perhaps with the aid of some bungee cords and a team of riggers, it is possible, but since most times when we take a leap(intellectual or otherwise), we do so without a team to save us.
Oddly enough, the leaps are often contrary to conventional wisdom and traditional thinking/practice. Society loves its non-conformists. As long as there are not non-comforming in their schools. Is it therefore heresy, innovation, boredom with the status quo, egotism, creativity in action, insight or indictment to break the status quo, take chances, or challenge authority/colleagues? Where does it fit in with your practice and pedagogy?
With or without a safety crew, I have always jumped into something with both feet. Knowing there is no way to stop once I’m in the air. Yes, I’ve climbed out and jumped somewhere else when the landing hurt. No, I did not land on anyone either.
Sometimes, I bounced out, unable to fit in with a particular ideology or methodology. What never changes as I try and stretch, and a leap and fall, and land/crash, is the need to keep looking for new places from which to jump with all the excitement and uncertainty that leaping, change and learning provide. A sort of educational thrill seeking if you will.
This is how I see my teaching style and I’m inviting other educators to step out onto the dock and take some leaps of their own. So often, the risk taker in all of us has been hushed by comfort, complacency, or fear. Trying new things is hard. What if no one likes it? What if I fail? How are your students supposed to take chances when you are clothed in bubble wrap yourself.
Our classrooms have to be shaped into an ultra-soft space for students to take their intellectual and emotional leaps with both feet without worrying about the landing or bouncing off the walls from time to time. It doesn’t mean they don’t feel a thud once in a while. It means that they will have a place to discover the limitless potential of their learning not the limit.
How do you see yours? When was the last time you felt free and safe enough to jump in with both feet not knowing how deep the waters?
How did it feel?
Dangerous? Perhaps.
Exhillarating? Always.
Always successful? Not yet.
Staying put? Never!
We owe it to our students to show how much there is to gain from trying new things, taking leaps into new spaces, and from thinking about how, when, and where we are going to land.
Over the next month, I challenge you to try something new in your classroom and share it with us.
Tag me on Twitter @willgourley and try to encourage others to do the same. Thank you for reading and happy landings.
Everywhere I turn I see the effects of our technologically advanced world. Gains have been made in medical research, communication abilities, and advancements toward an easier life?
Some of the effects on individuals are now coming to light. Many people are connected to the internet 24/7. This is causing sleep disturbances, eye issues, addiction behaviours, and other physical ailments.
As a previous mental health professional I look at my present vocation in Education with that type of lens. I have practiced and taught Mindful strategies for many years now. I see the benefits of technology in the curriculum. I also observe the negative effects. I have noticed some educators looking for a researched solution to help calm, focus and ground their students. Some are now turning to all the apps, and internet connections to provide a quick and easily guided mindful activity. I think this may be counter productive to being present and in the moment. We are seeing the effects of this new age world and the fast pace it is changing. As educators we are up to date with the many changes or apprised to avenues in which to guide our charges.
When I guide a group through a mindful experience I eliminate as much technology or other electrical sources as possible. I then guide students into focusing on being present in their own body and mind through the use of many verbal scripts vocalized in a relaxed, quiet voice. These moments of taking a pause are valuable. We live in a busy, stressful society where a pause can assist in a healthy balance to our daily lives.
Each year, in Canada, approximately 460,000 women are sexually assaulted, although only a fraction of them report the assault to the police (1). In a day and age where this statistic holds true, it’s hard to imagine that our government is wanting to go back to a time where consent and gender identity aren’t being discussed in classrooms as a part of the Health Curriculum. Simply ignoring the very real issues that our students face in 2018 doesn’t make them go away, nor does it help to develop a society that is action-based and ready to implement change.
Earlier this year I was really excited to hear about ETFO’s and White Ribbon’s resource – Drawing The Line. Now I might be slightly biased as my brother is a contributing author but I was thrilled to see a resource that not only provided data-driven information for educators but also included a comprehensive guide for age-appropriate lessons for students in grades 1 to 8. I love that the guide addresses bystanders and offers students ways in which to respond to to sexual violence. Not only do the lessons connect to the Health and Physical Education Curriculum but expectations also in Language and the Arts are included in many of the lessons. This guide is truly a proactive approach to teaching students about healthy relationships and is one that every educator should read and implement in their classrooms. I know that in the past, ETFO was offering sessions on this resource and I hope that they continue.
With hotlines or tiplines being made available, it’s sad to say that we are in such a time where educators are somewhat in fear of teaching what we know to be essential for our students’ safety and healthy development. We need to be having these conversations because unless we do, nothing will change and perpetrators will feel empowered to continue. As you may already know, at the beginning of September, ETFO filed a legal injunction to pause the rollback of the 2015 Health curriculum. The union believes the government’s directive creates unsafe and unhealthy learning and working environments. In the meantime, how are you working to unpack these issues with students? They’re in the news and on the same social media platforms that students are interacting with. How will the work we do today impact the statistics in the future? In the next year, 5 or 10? If you haven’t already, please check out this resource as well as the other resources that ETFO has to offer.
1. Holly, Johnson, “Limits of a Criminal Justice Response” (University of Ottawa, 2012), https://books.openedition.org/uop/592?lang=en
Education has always had a huge place in my heart. On several occasions, my mom has recounted stories of me teaching my stuffed animals as a young child. This was even before my starting school and getting a taste of what being a part of the education system would be like. Although my path to the big question of what I want to be when I grow up – by the way, I’m still figuring that all out – veered in different directions, I find myself today in a place that I am truly enjoying within education.
A couple of years ago, I remember being asked the question of what I would do next in education and I always thought that I would never leave the classroom. I was excited to work with students on a daily basis. Discovery and laughter were two things that I could guarantee would happen daily. Over the past 9 years, my students have been the one thing that motivated me to become a better educator. Not merely for the sake of saying that I am a good educator but with a desire to take the time to grow in order to better meet the needs of the students that I had the privilege of serving. Never in a million years did I think that when presented with an opportunity to try something new, that I would start to consider it.
This past June I decided to take a leave and a leap with an amazing team at Future Design School. In August, I started my new role as an Education Lead and it’s been an amazing experience. Having the opportunity to work with educators across North America on creating exceptional learning experiences for students that empowers them to develop Future-Ready skills, is truly powerful.
So far in my new role, I’ve learned 3 things:
Enjoy the new learning
Learners are learners, whether they are children or adults
Take time to reflect
Enjoy The New Learning
I think this is the first time that I’ve taken such a big leap and jumped into something totally new. In the process of supporting educators in a variety of ways, I myself find it fulfilling to also be on my own journey of education on many levels. I love that there is always something new to uncover and that I have an opportunity to be apart of something fantastic that I too get to have an opportunity to help grow. I’m inspired daily to be part of a team who is passionate about transforming education and willing to share what they know with others. While I have worked with students around Design Thinking in the past, I’m understanding on a deeper level the “why” and reason for so much of the process. It’s amazing, the more I learn, the more I discover how much more growth there is to experience.
Learners Are Learners, Whether They Are Children Or Adults
I’m learning that scaffolding of any new learning is important for children AND adults. I know that this should be a simple concept for me to have realized a while ago but it has now become very clear. The definition of learning – the acquisition of knowledge or skills through experience, study, or by being taught – remains the same no matter the age of the individual. Being clear and explicit doesn’t change because of age. Nor does involving the learner in the learning change simply because of the demographic. Adults enjoy getting up in sessions and having the opportunity to talk through ideas with others. They love sharing their thoughts and experiences when designing learning experiences for their students. As educators we’re moving away from being the “sage on the stage” to the “guide on the side” and the same holds true when working with adults. I’m still learning about working with adult learners and know that best practices in the classroom are also keys to that work.
Take Time To Reflect
I think that I have always been a reflective person but I’m making the time to journal and reflect on my experiences even more. As a kinetic learner, I know that I learn best by actively doing, succeeding or failing and having opportunities to reflect, ask questions of others, and trying again. One thing that I am going to be working on this year is not being afraid of asking questions. I’m pretty confident in asking when I don’t understand something, however, I know that there are times when I am unsure and during these moments I’m a little more hesitant and sometimes like to figure things out. My goal this year is to learn as much as I can and I know that this requires that I be reflective and vulnerable in asking questions.
It’s a new year and a new role for me and I am really embracing it. Are you in a new role this year? If so, I would love to hear what you have been up to and your thoughts around starting something new. What prompted the change? What are your learning? Don’t be left out if you’re not in a brand new role, there’s always an opportunity to experience something new in education. Let’s start a conversation as we work towards growing as educators.
School begins by building the student community. We invite guardians into the space and include them in building the environment. Often this is done with a newsletter or email introducing the subjects and the adults whom have contact with each child. Any special events or classroom supplies are mentioned to assist students with a successful transition into the new year. September is a great time to host a, “Meet the Teacher” event. This is a time when family are invited into the school. They are able to see where their child is spending 1500 minutes a week. They are able to see what students are doing and where they do it. Samples of the work students produce are displayed in and around the school. The learning environment set up and seating arrangements are unique to each area. Some educators will include special items to make the space inviting and safe. These objects, such as specific lighting, and seating will be board approved to meet Health and Safety standards.
Getting to know the students begins the moment your class list is in your hands. Every educator is responsible for reviewing and updating the IEP’s (Individual Education Plans) of their students. This can provide valuable information about one’s learning. A survey or the wonderful, “One Page Profile” is another way students can share more about themselves. This is complimented by a conversation with the individual. Each board suggests specific assessment in each subject. As an educator choose the assessment that will be most valuable to your curriculum direction and the individuals you are educating. Ensure it will provide information to direct your year plan and understand your learners. Continuous contact with guardians is important to help develop the necessary inclusion of those in the student’s community. Some educators will call each home at the beginning of the year to introduce themselves. Some will send home a letter with information about themselves and the class. Each day includes a variety of interactions. If you begin slowly with non threatening activities that keep students within their comfort level, they will grow to be more receptive of inclusion and community building. The community circle for these students includes peers, educators, support staff, custodians, administrators, family members and many more. Community involvement helps grow the circle of support.
My year began in a similar way. As I was gathering information and building the school community I reflected on many of the unique situations our students encounter.
One students’ parent has a brain tumour, another child’s father died in a motorbike accident yesterday. One individual got their first goal in hockey, and another preformed as a main character in the local theater group. Everyone including your peers bring something different to their day. It is important that what you see in that individual, may not be what is actually going on. Empathy, patience and a smile every morning can make wonders in a person’s life. The small steps of communication and goal setting will provide the school group with a strength based community who will support each other when they feel others care.
This is a valuable time to build the community in order to provide a safe supportive space for all. Congratulations on setting the stage and tone for the valuable learning that will happen this year.
The video of a teacher giving each of his students a “just for them” handshake each morning upon entry has gone viral. His efforts to connect with students have been applauded. I think that this is a wonderful way to create a bond between teacher and student; for THAT guy. I know that this is not “my thing”. If I were to choose to try this at the beginning of a new school year, it would not be genuine and it just wouldn’t feel right. I’ve also often wonder what happens when a parent wants a word in the morning, or someone forgot their backpack on the bus, or there is a class trip leaving 5 minutes after the bell. There are many ideas for connecting with students online, but you need to do what is genuine for you. Otherwise, you won’t sustain it and the students see right through it.
Lunch
During the first few weeks of school I try to stay in my classroom while the kids eat lunch. I will often eat my lunch at the same time as my students so that I can have the other half of lunch to relax, visit with colleagues or do some preparation. I choose to do this for the first couple of weeks to make sure that the routines for lunch time are established and students understand my expectations around cleanliness, behaviour and technology use during lunch. There are often different teachers on lunch duty, so it is helpful for them if the regular classroom teacher is in the room until they become acquainted with the students. When I take the time and effort to do this at the beginning of the year I find that there are less issues throughout the school year at lunch time.
Circle Chat
No matter what grade level, I have always started of my day chatting with kids. In a circle format the students can share something, check in, ask a question or some days they pass (I will personally check in later to make sure everything is ok). Sometimes we have topics, sometimes we have to discuss class updates but no matter what, we’ve connected in some way. Yes, it takes instructional time. Sometimes it takes up a LOT of time. But, in my experience, it builds relationships with your students and saves time in the long run.
Front End Load Communication
Parents’ concern for the well being of their children seems to be at its highest point at the beginning of the school year. It may be a new school, a new teacher, academic concerns from previous years or peer group concerns. Taking the time to communicate during the first week of the school year by phone, note or at least a personal email in addition to class updates on websites or newsletters home will pay off during the rest of the school year. The more you assure families that you are accessible and concerned about their child, the more supportive they will be if an issue arises. Find the good in each student and make sure that you communicate it to families. For the students that have academic or behaviour concerns, meet with families face to face as soon as possible. Do not leave it until report card time. I often start those conversations by asking them to voice their concerns, as well as asking their goals and hopes for their child for the school year. Those positive and proactive attempts at communication at the beginning of the school year will go a long way with families and ultimately will benefit the student.
Take Your Job Seriously; Don’t Take Yourself Seriously.
About 10 years ago I picked up a pair of absolutely crazy novelty sunglasses. No matter the weather, I wore them in the morning when I picked the students up at their bus lines and I wore them when I walked them out to their buses in the afternoon. There were always comments from the students (and sometimes parents) and it was often a conversation starter when I could see that kids needed to be checked in on first thing in the morning or at the end of the day. I began to get crazy sunglasses as gifts. I now have about 60 pairs and wear different ones depending on my mood. My staff humoured me and each wore a pair in the staff photo for the yearbook. This might be something that you try in your classroom, I’m happy to share, but make sure it is something that suits you.
I remember being told by a colleague at the beginning of my career that you shouldn’t smile at your students during the first few weeks or even until Christmas. I didn’t follow that advice, because it wasn’t genuine and authentic for me. The way I see it, if you aren’t smiling at the beginning of the year, you can pretty much be guaranteed that you won’t be smiling at the end of the year! Students feed off of the mood of the teacher. Ultimately, the teacher makes the weather in the classroom. There are days when I have to apply the “fake it until you make it” strategy and I smile until I really feel like smiling. I also highly recommend a morning music mix for the way to work. Put together 5 or 6 songs (or more depending on the length of your commute) that really motivate you, make you bouncy and make you smile. On the days where I know I’m tense, in a mood or haven’t slept well I put this on during my drive and usually by the end I’m singing along and feeling better. Then, I slide on those crazy sunglasses and I’m in tip-top teacher mode ready to greet every student with their name and a smile. I may not have individual handshakes ready to go but after 23 years…I still start the year off smiling.
In Part one of this blog post I talked about coding with relation to the deep learning competencies and learning skills. However, there are greater implications of teaching kids to code. I am a huge science fiction and dystopian fan. I think I am attracted to the resourcefulness of the characters in the movies and books. The characters that have hands-on life skills and leadership qualities are valued and survive. Let me be clear, I do not view the classroom as a dystopian or science fiction society…well…unless we are suffering from a severe heat wave. I think that understanding the way the technology on which we rely on a daily basis, is a skill worth exploring. That understanding also builds an appreciation of the work of coders and others in the computer science industry. After taking 20 minutes to code a square with a small spherical robot a student said to me, “Wow. Can you imagine how much time it took to code everything in FortNite? Every step my character takes, everything it wears or every background must be lines and lines of code.” That was a pretty serious revelation for a 9 year old.
It isn’t science fiction that there is a huge demand for computer science programmers and developers. According to Code.org, 71% of all new STEM (Science, Technology, Engineering, Math) jobs are in computing, yet only 8% of STEM graduates are in Computer Science. According to the employment website Indeed.com there are currently over 2500 full time job openings in the greater Toronto area in the field of Computer Science with annual salaries between $60,000 and $140,000. Learning to code increases the odds of securing a lucrative STEM career, especially in a world where computing jobs are growing exponentially. Coding has quickly become a vital skill in the work world. Elementary teachers can begin to open doors for students by exposing them to coding in a fun and interactive way. It is safe to say that coding language will develop into something much different before our students get into the workforce. It isn’t about the “content” or “language” of code. It is about teaching them a new way of thinking that they could apply to any coding language or problem solving situation. According to Code.org, many colleges and Universities are looking for experience with coding on entrance applications. It is difficult to ignore the statistics.
With Alexa, Google, and Apple in homes, cars, pockets and on wrists we know that this our reliance on computers as a society isn’t going away soon. Exposing students to these new learning opportunities to develop their deep learning competencies is necessary for development as learners and in the end, may prove quite lucrative for their futures.
A friend shared their thoughts on why cars have huge windshields? To them, it was so drivers and passengers could get the widest/fullest view of what was to come on the road ahead.
They added that the rearview mirror was smaller because it was meant to serve only as a reminder of the road already traveled, and that our focus would be best fixed on the future rather than what has happened in the past.
As part of our role as lead learners in the classroom we are constantly asked to prepare for our students for the future. How well are educators preparing for the future when they are equipping themselves with prescribed resources that are older than their learners? At times it seems like the rearview mirror is blocking the entire windshield. For some, the road ahead is so cluttered by the past that it’s hard to see at all.
https://www.flickr.com/photos/ashleybuxo/15321215129/ CC by-SA 2.0
I wonder what it would be like to drive where the only view was like a peep hole on a door?
In itself, there is nothing wrong with using a tried and true resource in the classroom. We all have our favourites. My friend said that they use the windshield-rearview mirror analogy when they speak with people who are nervous about taking risks or are so stuck in the past that they are forgetting to live in the present or consider what’s coming.
What I am suggesting is that it should never come at the peril of losing sight of the future and our surroundings based solely on what has worked or been purchased in the past. Our schools are full of textbooks that are outdated the moment they are published. How are you keeping learning fresh and moving forward in your classroom when it comes to resources? I have cycled Language and Math resources this year. I try to give my students something fresh that has not been recycled from previous years’ plans. It took some time and searching, but the energy, encouragement, and engagement have been worth the effort.
As we wind down the instructional year, it might be a good idea to say goodbye to some old friends in order to welcome in some new ones. You might discover something new that has been waiting for you and if not a change is always as good as a rest. I get that change is difficult. I know that veering off of a familiar path can cause many to worry over the uncertainty. I promise that the destination will be worth the decision to make that departure. Make sure you have lots of windshield washer fluid to wash the bugs off on your journey. After all, you want to see the amazing destinations waiting on the road ahead. Bon voyage.
The post within a post
When I wrote this piece, I was intentional with my pronoun choices. In the opening paragraphs, they, them, and their were used instead of she, he, his, and her. I learned this from a wonderful PD session with a former student from the YRDSB who spoke on gender fluidity with our school staff. I mention this here to point out that the use of them, their, and they would serve us well in our writing to recognize that gender and identity are still often not being considered in all spaces, and that our ability to be inclusive and open can be challenged and stretched even further.
If you would like to see more about this please check out this amazing student voice talk by Noah Gibson shared at the YRDSB Quest for Well-being A Collective Responsibility.
imately 460,000 women are sexually assaulted, although only a fraction of them report the assault to the police (1).
