June 17, 2018June 18, 2018 Deb Weston Advocacy for change, Advocacy for public education, Learning in a Real Life Context, LGBTQ2S, Making a Difference Through Education, Mental Health

What’s up with Ontario’s Health Curriculum?

What’s up with Ontario’s Health Curriculum? … 10% is what’s up!

It’s June 2018 and the newly elected Ontario Conservative government is planning to pull the most recently updated 2015 Health and Physical Education Curriculum. I interpret this statement as meaning that Ontario’s Ministry of Education will use the previous Health and Physical Education Curriculum which was released in 1998.

Up to this point, the Health and Physical Education Curriculum had not been updated since 1998 and in 2010 a revised Health and Physical Education Curriculum was in the works of being released. The addition of same-sex relationships in the specific Health Curriculum resulted in significant political backlash. The release of the revised 2010 Health and Physical Education Curriculum was dropped by the former premier, Dalton McGuinty, within hours after his education minister defended it in the legislature (CBC News, April 18^th, 2018).

Up to 2015, the last Health and Physical Education Curriculum was 17 years old. With the impact of social media and an increased access to the Internet, students needed an updated curriculum that included information on online safety, healthy relationships, consent, mental health, and the risks of “sexting”. As an 11-year middle school teacher, I experienced schools already dealing with challenges around these issues. Ontario teachers needed tools to educate students to deal appropriately with the realities of school after 2000.

The 2015 Health and Physical Education Curriculum, reflects health, safety, and well-being faced in schools now. It was developed in consultation with the ministry, parents, students, teachers, faculties of education, university, colleges, and other organizations such as the Centre for Addiction and Mental Health, The Ontario Public Health Association, and the Healthy Schools Coalition. Further, more than 70 health-related organizations submitted reports for consideration and thousands of people provided feedback (Government of Ontario, February 23, 2015, Updated Health & Physical Education Curriculum). In 2014, more than 4000 parents were involved in the consultation process of the Health and Physical Education Curriculum (CBC News, April 18, 2018).

The now 20 year old Health and Physical Education Curriculum not only had to be updated to deal with the realities of the social media and instant access to information, it also addressed the changing realities of human development. The World Health Organization indicated that “girls are entering puberty as early as seven years old, which is significantly earlier than in previous generations” and “found that providing kids with comprehensive sexual health information helps prevent early sexual activity and negative health outcomes”. In addition, research documented that the majority of parents wanted schools to provide information on sexuality (Government of Ontario, April 2015, Updated Health & Physical Education Curriculum)

What’s in the Health and Physical Education Curriculum?

The 2015 Health and Physical Education curriculum has four main sections for each grade (Students also learn about mental health across the curriculum):

Living Skills: understanding themselves, communicating and interacting positively with others and learning to think critically and solve problems
Active Living: active participation, physical fitness and safety
Movement Competence: skills for moving properly and with confidence
Healthy Living: learning about health, making healthy choices, and understanding the connections to everyday life

Source: https://www.ontario.ca/page/sex-education-ontario

Based on my experience as a teacher, parents usually have few concerns about Living Skills, Active Living, and Movement Competence sections of the Health and and Physical Education curriculum. The Healthy Living section includes topics about food, safety at home, school and in the community, alcohol and other substances, and a section on Human Development and Sexual Health. Some parents are specifically concerned with health education dealing with sexual activity and health. Note that the sexual health curriculum makes up only 10 per cent of the Health curriculum (Basian cited in CBC News, Apr 18, 2018).

Sexual Health Education By Grade

Even today, there continues to be many rumours spread about the Health curriculum. A few weeks ago a parent asked me if the grade 1 students were going to see videos about how to have sex. In May 2015, the Toronto Star Reporter, Robin Levin King, dealt with some of these uninformed claims (copied verbatim from May 2015, Robin Levin King, Toronto Star Reporter):

Uninformed Claims about the Ontario Health Curriculum

The chart below shows what students will learn in the Healthy Living portion of their Health and Physical Education classes. The Human Development and Sexual Health (i.e. sex ed.) component of the Health and Physical Education curriculum guides teachers to plan what they teach with the goal of establishing a foundation of mutual respect, and understanding for diverse perspectives in the classroom. This curriculum is not meant to ever replace the role of parents in educating their children about sexual health.

Chart of Human and Sexual Health by grade

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The Human Rights of Gender Equity and Gender Expression

Upholding human rights in Ontario is a fundamental principal of Ontario’s society and culture. In 2012, “gender identity” and “gender expression” were added to the Ontario Human Rights Code. Based on gender equity and gender expression, this made the discrimination and harassment of these persons against the law. This meant that all people should be treated with dignity and respect and have the same opportunities and benefits which includes persons who identify as “transgender, transsexual and intersex persons, cross-dressers, and other people whose gender identity or expression is, or is seen to be, different from their birth sex” (Government of Ontario, 2018, Gender Equity and Gender Expression).

Given that discrimination and harassment of people who identify as LGBTQ2S – Lesbian, Gay, Bisexual, Transgendered, Queer, and/or Two Spirited (i.e. gender identity or gender expression) is against the law, students need to know what these terms mean. Further, students need to know how to deal with harassment that is happening to them or others. These topics are part of the Ontario Health and Physical Education Curriculum and originate from the Ontario Human Rights Code. Eliminating these topics could result in fewer people being informed of gender based human rights and increased violations of these laws. The Ontario Human Rights Code was revised based on public consultation. To fully implement the new Code, significant legal decisions and policy changes were released in 2014. The Ontario Human Rights Code must be upheld in education curricula and in all Ontario schools.

Relevant Resources and Policies are listed below:

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Gender Identify within the Ontario Health and Physical Education Curriculum

(Source: Health and Physical Education Curriculum Grades 1 to 8, 2015)

When teachers are planning instruction and considering class groupings, they should be aware of and consider the needs of students who may not identify as “male” or “female”, who are transgender, or who are “gender-non-conforming”.

For more information about gender identity, gender expression, and human rights, see the website of the Ontario Human Rights Commission.

Understanding Ontario’s Education Equity Action Plan: Parent Fact Sheet

Teachers should also acknowledge and respect individual differences regardless of sex or gender identity that will encourage student participation and help students learn to collaborate with and respect others. Strategies for encouraging understanding and mutual respect among students include:

creating an inclusive and welcoming atmosphere in the class and supporting all students to be active participants;
fostering authentic opportunities for students to provide input into learning activities and approaches;
providing opportunities for all students to assume leadership roles;
encouraging and respecting the interests and abilities of all students;
ensuring that responsibilities are shared equally by all students.

Breakdown of Gender References in Health and Physical Education Curriculum

In 2018, Ontario and the world is a very different place dealing with a plethora of social and economic issues. Education curriculum needs to be updated on a regular basis to reflect society and its issues. Ontario cannot go back twenty years in any curriculum, especially in the Health and Physical Education Curriculum. So that means Ontario’s education curriculum can only move forward.

It took over 16 years to update and implement the last Health and Physical Education curriculum. Updating and revising curriculum takes a lot of people hours and multi-level consultation – this means it also costs lots money to make changes. Simply using a black marker to redact all the controversial parts isn’t going to cut it! My guess is that four years (i.e. a political government rein) is not enough time for the Health and Physical Education Curriculum to be updated.

And for my good friend and colleague @FAPareja, here’s the curriculum download of all Ontario teachers to access:

Health and Physical Education Curriculum Grades 1 to 8, 2015

Collaboratively Yours,

Deb Weston

References

CBC News, (April 18, 2018). The facts about Ontario’s sex ed curriculum, Downloaded from http://www.cbc.ca/news/canada/ottawa/ontario-sexual-education-curriculum-election-1.4624512

Government of Ontario, (2018). Gender Equity and Gender Expression) http://www.ohrc.on.ca/en/code_grounds/gender_identity

Goverment of Ontario, (2018). Ontario Human Rights Code. Downloaded from Ontario Human Rights Commission at www.ohrc.on.ca/en/code_grounds/gender_identity.

Government of Ontario, (2015). Health and Physical Education Curriculum, Grades 1 to 8 Downloaded from www.edu.gov.on.ca/eng/curriculum/elementary/health1to8.pdf

Government of Ontario, (February 23, 2015). News Release Ontario Releases Updated Health & Physical Education Curriculum, Parent Resources: Promoting the Health and Well-Being of Students Downloaded from https://news.ontario.ca/edu/en/2015/02/ontario-releases-updated-health-physical-education-curriculum-parent-resources.html

Government of Ontario, (April 2015). Ontario Releases Updated Health & Physical Education Curriculum, Parent Resources, Downloaded from https://news.ontario.ca/edu/en/2015/02/ontario-releases-updated-health-physical-education-curriculum-parent-resources.html

King, R. L., (May 4, 2015). Toronto Star, Downloaded from https://www.thestar.com/news/gta/2015/05/04/fact-checking-10-claims-made-by-parents-against-the-ontario-sex-ed-curriculum.htmlhighlights

June 3, 2018April 8, 2019 Deb Weston Advocacy for change, Advocacy for public education, agency, Building Inclusion, Making a Difference Through Education, Why unions matter

Why Ontario Teachers Need to be Political

According to The Washington Post’s Valarie Strauss “Teachers are often expected to remain politically neutral in class, not letting their students know which candidate they support or where they stand on controversial issues” (Strauss, 2016).

Parents may anticipate that teachers could “indoctrinate” students by expressing their own views in classrooms (Strauss, 2016) and as a result, so many teachers are tentative to discuss their political views.

Given that “teachers teach who they are” (Susan Drake, n.d.), it’s hard for teachers to be neutral in their passions for education and especially for the inclusion and equity of students.

I state that the act of teaching is a political act as classrooms hold future citizens and what teachers say and do matters.

Teachers teach children to become creative, collaborative communicators, critical thinkers, problem solvers, and global citizens. Teachers help their students become good citizens or as Dewey stated the “organization of the school, as it affects the mind of both teacher and pupil, [is a] growth and extension of the democratic principle in life beyond school doors” (Dewey, 1903).

The act of advocating for democracy and human rights in schools is a political action – so should teachers be political? Former state and national U.S. Teachers of the Year wrote in an open letter “there are times when a moral imperative outweighs traditional social norms. There are times when silence is the voice of complicity” (cited in Strauss, 2016).

As teachers, we regularly espouse ideas of supporting human rights, through equity and inclusion. In the act of teaching, we are the political messengers of these ideas. Teachers are role models for students as we set the example through what we say and do. Our students watch our every move in our words and our actions. Teachers’ words and actions matter.

In Ontario politics, teachers’ voices matter and our representation and advocacy through our unions matter. Through the Ontario Teachers’ Federation, teachers represent almost 200,000 voices in Ontario. Teachers’ votes matter!

Results of Ontario political outcomes directly impact education funding for schools, staff, and students. In 1994, the election of Mike Harris cut billions of dollars from education (Martin, 2009). By the time I became a teacher in 2000, classrooms were void of resources – teachers ended up filling this gap directly with money out of their pockets. Teacher salaries are also directly regulated by provincial governments. Politics impacts teachers’ net income.

Teachers have built their advocacy for public education through their boards of education and their agency through their unions.

Should teachers talk about which political party they will vote for on this 2018 Provincial Election Day? Probably not, but teachers can just be who they are … advocates for public education, advocates for human rights, and advocates for the inclusion and equity of all students.

Above all, teachers can be advocates for democracy. The most impactful act a citizen can do to support democracy is to vote.

Teach who you are, be who you are. Vote.

Yours Collaboratively

Deb Weston

References

Dewey, J., (1903). Democracy in education. The elementary school teacher, 4(4), 193-204.

Drake, S., (n.d.) Professor (PhD), Department of Graduate and Undergraduate Studies in Education, Brock University, https://brocku.ca/education/faculty-and-staff/dr-susan-drake/

Martin, R., (October 20, 2009). What happened to Canada’s education advantage? The Toronto Star, Downloaded from https://www.thestar.com/opinion/2009/10/20/what_happened_to_canadas_education_advantage.html

Strauss, V., (October 14, 2016). Teachers are expected to remain politically neutral. These Teachers of the Year say they can’t., The Washington Post, Downloaded from https://www.washingtonpost.com/news/answer-sheet/wp/2016/10/14/teachers-are-expected-to-remain-politically-neutral-these-teachers-of-the-year-say-they-cant/?noredirect=on&utm_term=.4ab93d6a23ed

May 31, 2018May 31, 2018 Michelle Fenn Constant Learning, Inspiring Teachers, Making a Difference Through Education, Mental Health, Mindfulness, Professional Learning and Growth, Resilience, wellness

Teacher Guilt

I have felt guilty about my job since the first year that I started teaching. I have always felt that I did not do enough, didn’t contact parents enough, didn’t make it fun enough, didn’t write down observations or assessments enough, didn’t do enough intervention with those struggling readers, writers, mathematicians, didn’t do all of the wonderful Pinterest extras, didn’t go above and beyond enough, didn’t volunteer for enough extra curricular activities, didn’t give enough timely critical feedback, didn’t document behaviour enough, didn’t post enough on Seesaw and the big one is not feeling like I get enough work done on the weekend. When I told a colleague about this recently he said, “If you were only doing half of the things that you do, you would still be working harder than me and a whole bunch of your colleagues!” I thought to myself, “Really? I thought everyone else was working harder and doing more than I was and seemed to have it all together.” The truth of it is though, most of us feel like I do and we feel the same way about our colleagues. Rationally, I know that we can’t “do” it all. However, I somehow feel that I might if I just keep trying! Crazy, right?

I lamented to a friend recently that I don’t get enough done on a weekend and always feel guilty on Sunday night. “I have 48 hours every weekend. You’d think I’d be able to get something done! I manage to watch Netflix and read my book. Why do I feel like such a lazy teacher every Sunday night?” Her wise answer was this, “You think you have 48 hours to do work? I suggest you write down what you do in a weekend, write everything down from sleeping to eating to doing the laundry and driving your son around. You’ll see you don’t have 48 hours to do work. You also need to balance with family time and self care. Reading your book or watching Netflix is not being a lazy teacher. It is practicing self care.” So, I did it. I wrote down everything I did in a weekend. Guess what? I had precisely 3-4 hours to do some teacher type work which is on average the amount of work I do practically every weekend.

Social media keeps me connected with friends and family all over the world. Sometimes, however, it also becomes a land mine for guilt. I find myself thinking, “I should be doing that or what a great idea!” I used to send home a hand painted pumpkin at Halloween and hand painted Christmas decorations for every student every year. When I stopped doing it, no one said a word. That is not what the students remember me for years later. They remember the connection and the relationship. They remember my quirky sense of humour and the hand puppet named Butch who is a little irreverent and likes to use the word underwear in whatever song it will fit. I have discovered that I’m not the Pinterest teacher and I have to be okay with that.

After20+ years of teaching I still struggle in thinking that I haven’t done enough but I’m trying to look at all of the things that we have accomplished this year rather than all of the “great ideas” on the many lists that I didn’t accomplish. I will cut myself some slack. I will look at self care as a positive and necessary thing and not a lazy one. On the lists I make now I will put family time first, accompanied by good sleeping habits and good eating habits. Keeping me healthy makes me a better teacher and a better person. So if you struggle like I do, here is a video that a friend suggested to me to help me get through those negative self-talk times when I feel that I am not enough.

Stop It.

You won’t regret watching it. I promise it will make you smile.

May 31, 2018May 31, 2018 Will Gourley Celebrating Success, Making a Difference Through Education, Math

Demystifying

Inside

Here’s some Math for you.

May 31 + 1 = June = tomorrow

Despite its awkward elegance, this is only a temporarily true statement. In less than 24 hours it will be 364 days until it is true again. I am not sure 1/365 is a good ratio for truth. Despite these odds, I want to share some figures with you. So happy last day of May 2018 to all of my colleagues in education. Isn’t Math fun? Don’t worry, there will not be a test at the end.

From a fractional point of view we will have completed 9/10ths of our instructional months at the sounding of today’s dismissal bell. That equates to roughly 180 days +/- in the classroom.

At 350 minutes per day in school(lunch excluded) that means approximately 70 000 minutes of planning, instructional, assessment, supervision, leadership, counseling, and communication time this academic year, so far. Multiply that by our membership of roughly 80 000, it means we have worked about 5.60 billion minutes or 93.3 milion hours inside of school walls in 9 months.

Add in the other 110 000 educators teaching from K to 12 in our province, I might need a new calculator.

Outside

Now consider the time spent in education outside of school. Let’s say that 4/5s of our union membership brings home anywhere from 2 to 3 hours of work with them each evening(180 days x 150 minutes x 64 000 members = 1 728 000 000 minutes or 28.8 million hours).

And then there’s the weekends. On average I spend 3 to 4 hours per weekend, reading, planning, and assessing. Let’s say 200 minutes to be safe(not conservative) over 40 weekends per year that is another 8000 minutes or 133+ hours for me. Now if 60% of our colleagues are also doing this, it means an additional 383 million minutes or 6.38 million hours.

Are you still with me? I also lead clubs and coach which adds at least another 90 minutes per week. 90 minutes x 40 weeks = 60 hours or 1.5 weeks of a work year spent coaching and mentoring. If 50% of our teachers are doing this it adds another 2.40 million hours since September. All invested in the lives and well being of learners beyond the classroom.

When I add it all up in the past 9 months our membership have worked roughly 133+ million hours since the start of the year. Dividing 133 000 000 hours by 80 000 educators we get an average of 1662.5 hours over 40 +/- weeks or easily 41.563 hours per week – again a fairly spartan(not conservative) estimate.

I know that these figures appear subjective, but I have intentionally minimized many of them to allow for possible inaccuracies to avoid sensationalizing data. However, I am seeing the extremes and maximums far more often than not. When I calculate the time I spend in this calling, it is far greater than 50 to 55 hours per week. My spouse might argue it’s well past 60 hours per week.

I just see it as time well spent and 100% sure I’m not alone.

Thank you for all the minutes and hours you pour into education. I look forward to finishing the final 10 % of this year strong. Wishing you all the same.

March 20, 2018 Michelle Fenn Communication Tools, Constant Learning, Curriculum Planning, Genius Hour, Inquiry, Inspiring Students, Inspiring Teachers, Making a Difference Through Education, Planning, Professional Learning and Growth, Technology in school, Use of Technology

Twitter EDU

Over the last few years many people have become disgusted and disenchanted with the platform of Twitter. I agree that it can be an echo chamber for those who like to hear their own voice. However, I also know that it can be an effective Professional Learning tool. I have created an entire Professional Learning Network on Twitter because of the people that I chose to follow and I am diligent about blocking people who are spreading unworthy tweets. My Twitter account posts nothing personal. It is about my own professional learning. With Twitter colleagues challenge my thinking regularly. Questions that I have for my educational colleagues are answered immediately and without judgment. Global connections are made easily and then I use these connections to learn with my students.

Let me give you a few examples of how I’ve used Twitter in the classroom. One of my students brought in a rock with a fossil on it from his backyard. We took a photo and tweeted it out to find out if anyone could tell us what it was and the approximate age. Within an hour we heard back from a scientist at the ROM. He had an answer for us and was happy to help. In fact, he told us that corresponding on social media at the ROM as a scientist IS his job! One of the students brought in a mushroom from the woods near their house. We tweeted out to our PLN because they wanted to know whether or not it was edible. We were answered immediately and there were many links to other sites for information that sent us on a further journey into the wonderful world of fungi. Consequently, the advice from our Twitter contact was to never eat anything you find in the woods unless you are a scientist. In music, we were learning the words to a song by the Alternate Routes band and the students asked to tweet the band. They tweeted us back thanking us for the support and encouraging us to keep singing. We found some great classes across Canada to Skype with through Twitter and did mystery number finds with other grade 1 and 2 classes. You get out of Twitter what you are willing to put into it.

I have gotten more out of 15 minute Twitter education chats than I have out of some day long workshops. The educators on Twitter chats are there by choice and they are passionate about education. The questions are specific and the answers are in 140 characters. The best part is, you don’t even have to comment if you don’t feel comfortable. You can just sit back and learn. I have also met these Tweeters in person at IT conferences and taken their workshops. Knowing the presenters ahead of time and having a connection is like going to a concert when you already know the newest album really well; it makes the experience richer and deeper.

Here are a few EDUTweeters that I suggest you follow to get started:

@dougpete @peterskillen @brendasherry @avivalova @mraspinall @sylviaduckworth @Toadmummy (that’s me)

Here are a few #hashtags to follow

#EdchatON #edtechchat #teacheredchat #bfc530

Twitter may not be your thing, but don’t knock it until you’ve tried it as your #PLN. I guarantee you will find some ideas for #deeperlearning or #inquiryed.

March 4, 2018July 6, 2018 Deb Weston agency, Anti-bullying, Diverse Learning Needs, LGBTQ2S, Making a Difference Through Education, Mental Health, Social Justice

Teaching About the Genderbread Person

I’m taking the new ETFO AQ … Teaching LGBTQ Students Additional Qualification Course. I’m learning a great deal about stigma, discrimination, and privilege. PS I’m a LGBTQ2S Ally.

Genderbread-Person-3.3-HI-RES

The first day of the course, we discussed the Genderbread Person which really help me understand the diversity in people, and especially in LGBTQ2S communities. This concept was developed by Sam Killermann. I’ve included several of Sam’s resources below.

Aspects of the Genderbread Person (my understand of the Genderbread Person concept):

Gender Identity deals with how a person thinks about their gender.

Gender Expression deals with how a person presents with regards to gender.

Biological Sex is how male, intersexed, or female a person is born.

Sexual Orientation deals with who a personal is sexually attracted to but no necessarily who they fall in love with. This means that a person may be sexually attracted to another person and want to sleep with them but may or may not be romantically attracted to them.

Romantic Orientation deals with the opposite where a person may be romantically attracted to another person but may or may not to be sexually attracted to them and want to sleep with them.

All of the above occur on a separate continuum. This means Gender Identity, Gender Expression, Biological Sex, Sexual Orientation, and Romantic Orientation are all on a separate continuum. For example a person could identify as male, express themselves as male, be biologically female, have a preference for males both securely and romantically – or in other words, a girl who looks and presents as a boy but still likes to have sex and love boys (based on a real life case).

Remember about 1 in 10 or 10% of our students likely identify as LGBTQ2S so it’s important to understand about the equity issues around the identities. Knowing about LGBTQ2S is not just about celebrating a day of pink, it’s about embracing the issues everyday!

Collaboratively Yours,

Deb Weston

Check out these resources below

Genderbread Personb v3

One Huge Prickly Reason Why Anti-LBTQ Folks Don’t Change Their Views

Let’s Talk About Bathrooms

5 Reasons Why So Many People Believe Feminism Hates Men and Why They’re Not True

Dear White, Straight, Cisgender, Man People: You Are Privileged

Comprehensive* List of LGBTQ+ Vocabulary Definitions

30+ Examples of Cisgender Privilege

Solution for the “Confusing” Gender Neutral Toilet Sign Issue

Video: Understanding the complexity of gender

Video: From Boxes to “-Ness” A Journey Exploring Gender

Video: Social Justice is for Everyone

February 25, 2018February 25, 2018 Deb Weston Challenging Topics, General, Health & Safety, Learning About Your Students, Making a Difference Through Education, Mental Health, Mindfulness, Resilience, wellness

Building Self Care and Resiliency for Educators

Road rerouted to preserve 250 year old Bronte White Oak Tree

“The strongest oak of the forest is not the one that is protected from the storm and hidden from the sun. It is the one that stands in the open, where it is compelled to struggle for its existence against the winds and rains and the scorching sun.” Napoleon Hill (1883–1970)

Building Self Care and Resiliency for Educators

As educators, we deal with students and colleague who are under stress. As educators, we are at risk of being physically, mentally, and/or emotionally worn out due to our role as caregivers to our students. This feeling of being worn out can be referred to as compassion fatigue or secondary traumatic stress (Figley, 1995). Charles Figley states that “there is a cost to caring.”

The best way to deal with and limit compassion fatigue is through early recognition and self awareness.

A. Tips for Educators

(adapted from Charles Figley, 1995)

1. Be aware of the signs of compassion fatigue

increased irritability or impatience with students
difficulty planning classroom activities and lessons, decreased concentration
feeling numb or detached from students’ challenges
increased feelings and intrusive thoughts about school or dreams about challenges in school

2. Reach out for support – Don’t go it alone

isolation can impact ability to cope
get support from colleagues or your school teams
ask for support from administration

3. Recognize compassion fatigue as an occupational hazard

when educators open their hearts and ears to students’ trauma, compassion fatigue can occur
having a strong reaction to student trauma is not a sign of weakness or incompetence but instead it is means you care … it is the cost of caring

4. Seek help with your own trauma by seeking support for self

educators’ unresolved issues can put them at more risk of compassion fatigue or stress
seeking support for self can help educators deal with limiting compassion fatigue or stress

5. Attend to self care

self care is an effective way to guard against burn out from compassion fatigue or stress
self care helps educators deal with challenging workplace stress
key self care strategies include eating well, sleeping well, exercising, taking a break during the workday, taking time to self-reflect, making time to de-stress
know your triggers for stress

B. Stress management: Know your triggers/stressors

In order to manage stress better, you need to know your stressors or triggers. (Adapted from Mayo Clinic Staff, n.d.)

Main types of stress: Stress is your body’s reaction to the demands of work and life. Stressors are events or conditions in your surroundings that may trigger stress. Your body responds to stressors differently depending on whether the stressor is new or short term (Acute stress) or whether the stressor has been around for a longer time (Chronic stress).

Acute stress: Also known as the fight-or-flight response, acute stress is your body’s immediate reaction to a perceived threat, challenge or scare. The acute-stress response is immediate and intense, and in certain circumstances it can be thrilling. Examples of acute stressors include having a job interview or getting a speeding ticket.
A single episode of acute stress generally doesn’t cause problems for healthy people. However, severe acute stress can cause mental health problems — such as post-traumatic stress disorder. It can also cause physical difficulties such as tension headaches, stomach problems or serious health issues — such as a heart attack.

Chronic stress: Mild acute stress can actually be beneficial — it can spur you into action, motivate and energize you. The problem occurs when stressors pile up and stick around. This persistent stress can lead to health problems, such as headaches and insomnia. The chronic-stress response is more subtle than is the acute-stress response, but the effects may be longer lasting and more problematic.

Effective stress management involves identifying and managing both acute and chronic stress. Check out developing a self care plan below!

C. Build Resiliency

(Adapted from CAMH Resiliency & Short Term Self Care, n.d. )

Resilience is frequently described as the capacity to thrive and fulfill one’s potential despite (or perhaps because of) stressful circumstances. All of us are resilient in one way or another, but some people seem to be more resilient. These people are inclined to see challenges as learning opportunities which can result in healthy emotional growth and development.

Factors that are characteristic of resilient people include:

a sense of closeness and connectedness to others
strong, dependable support from at least one significant other in their lives
attention to their own personal health and well-being
high self-esteem, a strong sense of personal identity
a sense of humor can help you overlook the unattractive, tolerate the unpleasant, cope with the unexpected and smile through the unbearable.
a realistic and balanced awareness of their strengths and limitations
the ability to be assertive and emotionally tough when necessary, but also sensitive and compassionate
a playful, lighthearted approach to life
a sense of direction and purpose in life
the ability to turn difficult experiences into valuable learning opportunities
the capacity to pick themselves up, shake themselves off and keep moving forward after traumatic and upsetting situations
the ability to adapt to and live comfortably with uncertainty and unpredictability
the ability to laugh at themselves. Resilient people do not “sweat the small stuff.”

D. Short-term Strategies: Putting on the brakes to relieve stress

Short-term strategies that help ease anxiety are unique to each person. List the quick wins that might be most helpful for you, and add to your list when something comes up that you find pleasant or re-energizing.

Here are some simple ways to relieve stress that I use:

Tweet more at #EdStressReliever

eat your lunch away from your classroom or workspace
talk to a colleague
help a colleague
tell a joke
take a walk
ask for help
ask for advice
stretch
4-7-8 breathing 4 in-7 hold-8 out
bake something and share it with colleagues
make jam
practice kindness for colleagues – do something kind for a colleague to make their day better

E. Making it Personal

Here are some quizzes you can do to help you know yourself and how you deal with stress!

Self Assessment for Stress and Burnout

“How Resilient Are You?” by A. Siebert (resiliencycenter.com)

“The Resiliency Quiz” by N. Henderson (resiliency.com/htm/resiliencyquiz.htm)

Making a self care plan that works for me

Write down strategies you use to relieve stress in your life. Self care is not just about the self, self care means looking out for other people who work with educators.

F. Connecting self care and Resiliency …

Ontario College of Teacher (OCT) Standards of Practice and Ontario Institute for Education Leadership (OLF)

Connect to OCT Standards of Practice and OLF

As educators we do more than “just teach”, we care for our students and our colleagues. Teaching is about relationships and caring. I became a teacher to make the world a better place one student at a time and one day at a time.

Be good to yourself so you can be there for your students. Be an oak tree!

Collaboratively Yours,

Deb Weston

References

Figley, C. R. (1995). Compassion fatigue: Secondary traumatic stress disorders from treating the traumatized. New York: Brunner/Mazel, 7.

Mayo Clinic Staff, (n.d.) Stress management: Know your triggers http://www.mayoclinic.org/healthy-lifestyle/stress-management/in-depth/stress-management/art-20044151

O’Grady, C. P., & Skinner, J. W., (2007) MSCAMH A Family Guide to Concurrent Disorders (CAMH Resiliency & Short Term Self Care) Downloaded from http://www.camh.ca/en/hospital/health_information/a_z_mental_health_and_addiction_information/concurrent_disorders/a_family_guide_to_concurrent_disorders/selfcare/Pages/shortterm_selfcare.aspx

Stress Cat (n.d.) http://www.lessons4living.com/stresscat.htm

January 28, 2018 Arianna Lambert Building Inclusion, Challenging Topics, Equity, Learning in a Real Life Context, Making a Difference Through Education, Social Justice

Moving Beyond “Cultural Months”

I don’t mean to be flippant but I’m sometimes leary when we have a month to celebrate a particular racialized group. What happens to their history or their identities during the rest of the year? I recently saw this post on Twitter and it got me thinking – how do we ensure that we go beyond these months and into a deeper desire for ourselves as educators and our students to value the diversity that exists in our classrooms?

Checking Our Bias

In our board, we have had many conversations around bias and equity. How are we moving from conversations and into action? In what ways are we really ensuring more equitable outcomes for our students and colleagues who are racialized? We all have bias and privilege to one degree or another. When we acknowledge our bias and privilege and are conscious of it in the spaces in which we exist, we are better equipped to extend equity and honour the experiences of others. In doing so consistently, we become those who seek out and foster ways in which to level playing field for others. What is your bias? What are your thoughts about the students that you serve? How does your bias impact the way in which you serve your students?

Courageous Classroom Conversations

Over the past few years of teaching, I’ve realized to a greater degree, the value in having conversations about the world around us with students. Earlier on in the year, we had conversations around Colin Kaepernick and other NFL players taking a knee. I had a colleague who was shocked that I was talking about it in the classroom. We have to remember that our students are living in and experiencing the same world that we are. They are keenly observing and are not oblivious to what is going on. Shouldn’t they have a space to engage in conversations about what is happening, not from a stance of judgement but of fact finding and meaningful sharing about its impact on them and the communities in which we live? By shying away from these conversations, we do a disservice to our students because that is what is real and authentic in our world and they need the opportunity to understand, discuss and determine ways in which they are able to navigate these situations in the hopes of bringing about a different tomorrow. This too is a part of education

Meeting The Needs Of Our Students Based On Their Realities

Shaughnessy is the 5th school that I have had the privilege of teaching at here in Toronto. Each school has had a different community and it’s been exciting to get to know and understand who my students and their families are. When we take the time to find out what is of value to our students and our community and teach from there, we truly start to meet the needs of our students. High expectations with lessons that are authentic and are based on the interest of our students increases engagement and allows for our students to make connections to the curriculum that are meaningful and relevant. This is what gives them greater opportunity to flourish based on who they are. We all want greater student success, why not find out what is meaningful to our students and work from there to ensure that they are represented in our lessons, tasks and classrooms?

Special months are great for celebrations of cultures but as this Tweet reminds us, let’s consider ways in which to go beyond a particular monthly celebration and make sure that our diverse identities are celebrated throughout the year.

January 28, 2018October 30, 2018 Deb Weston Differentiated Instruction, Learning About Your Students, Making a Difference Through Education, Special Education, Struggling Readers

The Teacher Who Couldn’t Read

It’s hard to imagine that a school board would every hire a teacher who couldn’t read. Well, if I have been given a reading test past the grade 4 level, I may not have been hired.

I am a teacher with 18 years experience. I am qualified in many areas including Reading, Technology, Math, and Special Education. I have 5 university degrees. But I cannot read well aloud past the grade 4 level, really.

I went through school with an undiagnosed reading disability called Dyslexia. When I read, words and letters move. I have a great difficulty writing and especially when I need to proofread my work. As a student, I was told I was slow … I failed grade one. I was told I made careless mistakes and I was sloppy. Spelling tests were a nightmare for me. Luckily, through lots of hard work and determination and using computers to support me in my work … I am here writing to you today as a teacher.

I’ve written a book about my challenges as a student to help students, teachers, and parents become informed of the challenges faced by struggling readers.

Here’s the link to a PDF download … share it with your students, their parents, and your colleagues.

Remember, everyday students come to school to do their best learning.

Collaboratively Yours,

Deb Weston

Review of The Girl Who Couldn’t Read

The Girl Who Couldn’t Read Friesen Press

January 13, 2018 Will Gourley Challenging Topics, Classroom Management, General, Making a Difference Through Education, Mental Health

The detour

Wanderers, tourists, sight seers, visitors, escape artists, runners…”Hey!” this teacher asks, with a smile, “See any cool artwork today?” or maybe the exchanges are in passing such as, “How are you? How’s your day going?” However, what rarely gets asked is, “Aren’t you supposed to be in class right now?”

Have you ever observed a student or few who seem to be conspicuously far away from their usual classroom or floor? Have you ever watched them take the long way around the school to complete an errand? How about the students who take the time to ponder every single art exhibition or piece of student work in the hallways? Not surprisingly, these are the same students who are frequently found quenching their thirsts at the farthest drinking fountains or outside of their friend’s classes waving as well.

At first, I paid little attention to moments like these. Perhaps those students were delivering messages to the office or helping another teacher? Of course it’s a possibility, but I was able to discern the difference quite quickly when the students being observed were empty handed, on the opposite side of the school building relative to the office, and not in possession of a good reason for being in that particular space and time. I have to empathize with students like this. That was me too. I used to take lots of notes to the office for my teachers. I wonder if those notes said, “Please keep William busy for a few minutes and then send him back. Thank you.”?

The Thinking Lap

Maybe the students that I’m seeing are taking a lap to think? Most times I use this option as a means to support anxious, stressed, and or physically active learners. A walkabout is an excellent mental health strategy for all of us, but then I started to see some patterns that piqued my attention. The students who I was regularly seeing in the hallways, were showing up at around the same times each day? Was there something going on that they needed to get out of class at the same time each day? It was then that I began to see this through a different lens.

In my role as SERT, I provide resource support in a number of classes throughout the school. Recently, I observed a student from the intermediate panel at a water fountain on a different floor about 30 minutes into the first period of the day. Harmless enough in itself, but what struck me about all of this was the fact that the student would have had to pass at least 2 other fountains along the way. 45 minutes later they were skipping down an empty hall during class to their locker. 30 minutes after that, back at the faraway fountain. I smiled, said hello, and went about my morning.

Perhaps they are enjoying an extended walk to work out some stress? If so, what are the underlying factors that explain this student’s to need be out of class so often? Could all of their self-navigated detours be coincidence? Barring medical issues, this is less likely to be believable based on frequency and time of day. What’s worth noting as well, are the other students who might be taking their own detours around the school.

3 Questions and 3 Answers

Q1. Would these students like to have someone to walk alongside and listen?
Q2. How many others feel like doing the same, but don’t act on it?
Q3. How can wonderlust be infused into these learners’ days to go with their wanderlust?

A1. It depends on whether they will be heard or given a hard time for being in the wrong place at the wrong time without any understanding by others.
A2. If there is one, there are others. Albeit subtle, shifting, shuffling, and staring into space are good indicators to teachers that students need a break.
A3. Throw the map away sometimes. Keeping the learning space, active, challenged, and engaged is often a trip to an undiscovered land. It is an act of re-invention and creativity that takes practice, patience, and persistence. Don’t be afraid to change directions by throwing in detours of your own.

Thank you for reading this post. Please take time to comment and share to keep the conversation going. Enjoy your detours.