Tisha Nelson Challenging Topics, General, Inspiring Students, Inspiring Teachers, Making a Difference Through Education, Professional Learning and Growth

The Heart of Teaching – Teaching with Your Heart

I have always known that I wanted to be a teacher. I’m not exactly sure when to pinpoint the start of my journey, but from as young as five years old, I knew that teaching was my calling. Throughout my educational career I had some amazing teachers who provided me with invigorating learning experiences that were creative, challenging and fun. I also encountered “the other guys”. Needless to say, I’m sure my experiences aren’t unique to those who have encountered a public education in Ontario over the past thirty years. Although I can bashfully say that I don’t remember most of what I learned from my ten years of elementary school, even as an enthusiastic and engaged learner, the two resounding life lessons that I continue to embrace are: to never settle for mediocrity and to always go beyond the call of duty. Thanks to my grade 7 and 8 teachers, I continue to strive to apply these key learnings in my life.

As I reflect on my key learnings, I wonder what key learnings I might share with my students. The experience of school in the 21st century is so much different than being a student in the 80s and 90s. The over emphasis on consumerism, the pervasiveness of social inequities and the advancements of technology which birthed the unvaulted access to information definitely add layers to make the schooling experience even more dynamic than when I was a child. How did my teachers prepare me for my future? How might I prepare students for theirs? These are essential questions I continue to grapple with and is the essence of what the heart of teaching is for me.

I believe that at the heart of teaching is the desire to help students be the best version of themselves so that they can be contributing members of society. This may seem like a long-term goal but really, at its core is my desire to prepare students to be their best self now, in order to continue to be their best self in the future. Teaching the curriculum definitely addresses many of the content that students need to know in order to achieve success in their future academic and social experiences. But what might be absent from the curriculum that proves to be essential life lessons that students might benefit from having guidance over? Throughout the past 7 years I have come to realize that more than the curriculum, there are essential life lessons students need to be exposed to. Supporting students as people first and learners second is how we can help them navigate some of the challenges they face in their day to day experiences of schooling. It is not just about the curriculum. We need to reach both the student’s heart and their mind.

Everyday I am constantly wondering about how my students are navigating the world while I address curriculum expectations. These are the reflective questions that arise from my interactions with them:

  • How might we support my students in seeing themselves as capable?
  • How might we support my students to be motivated from within themselves and not based on grades or the need for validation?
  • How might we encourage my students to take risks and try new things when realistically when we evaluate their understanding of curriculum and the consequences of risk taking may not garnish the reward they desired?
  • How might we teach the value of perseverance and that dedication to a task may cause improvement and denounce the rhetoric that practice make perfect.
  • How might we support my students in navigating the social hierarchies in school knowing that creating a respectful learning environment does not guarantee the kind of friend relationships that students are looking for from their peers?
  • How might we support my students in navigating a competitive world while yet embracing the benchmark of their own personal best?
  • How might we support my students in navigating the reality that particular aspects of their social identities (race, accents, culture, etc.) will grant them access into some opportunities but also bar them from others simply because of the ways societal systems are structured and not necessarily based on personal attacks?
  • How might we nurture confidence in our students?
  • How might we make students accountable for their choices?
  • How might we support students in embracing self-love in a society that values constant validation from others?
  • How might we support to identify their emotions beyond happy, mad and sad and how to effectively navigate them?

Like many of the questions that I pose, I don’t always have the answers. As I continue to reflect deeply, I can only hope that my pedagogical choices can address some of these concerns. As I teach to the minds of my students, what I hope for is to reach their hearts. Teaching from my heart, I pull back the curtains of curriculum and instruction and see the person and not just the learner. This unveils the weight of the task set before me.

Mike Beetham Building Inclusion, Challenging Topics, Making a Difference Through Education, Occasional Teaching, Planning

Occasional Teachers As Partners

In my classroom an Occasional Teacher is referred to as a Guest Teacher for many reasons. The most important being that the person who arrives that day is first and foremost a teacher. That individual is a qualified teacher who is there to help students continue on their daily academic journey. They are not there to keep students busy nor are they there to just supervise for the day.

It is very important that in my plans I both value and allow that incoming expertise to be shared with my students. Of course I have developed plans that will be a continuation of what is going on in my classroom but have left instructions that are open ended and allow the guest teacher to be able to adjust them based on the needs of the students they are working with as well as the expertise and experience they bring into our classroom. In that way, my students are able to enjoy and share the uniqueness of each teacher they work with.

My experience has taught me that one of the worst things I can do is to set up the guest teacher for failure or classroom management problems by assigning work that is not relevant or connected to the day-to-day academics that are occurring in that room. My students need to know that each and every task they are working on is important to their overall growth and academic success.

I truly enjoy the day after a Guest Teacher has been in my room and the students remember their name, tell me something personal they learned about that individual and are eager to share the work they completed. That type of response provides very valuable feedback about how well my students are transferring the classroom agreement to all individuals they come into contact with.

 I want to tell Occasional Teachers how important your role is and how much I appreciate the time and effort you put into my students. Thank you for everything you do as partners to contract teachers.

Will Gourley Anti-bullying, Building Inclusion, Challenging Topics, General, Making a Difference Through Education, Mental Health, Wellness

Mental health in the hallowed halls.

Here’s a snippet from casual conversations playing out in school hallways everywhere.
Pick the lines you’ve heard or have used before.

https://www.flickr.com/photos/wfiupublicradio/5601192190 https://creativecommons.org/licenses/by-nc/2.0/
Photo Credit:
WFIU Public Radio

“How are you? How’s it going? What’s up? How’s it?”

“Good. Great. All good here. Meh. No worries. Busy. So busy. Cool. Not too bad. OK. Could be worse.”

What would you do if someone answered honestly saying; “Not good. I’m being bullied by a group of students. I don’t like my body. My parents are divorcing. No one likes me. I feel alone and sad all of the time”? Would you pull out the motivational clichés and tell the person to toughen up? Would you walk away saying, “hope you’re OK?” and “things will be better with time” or would you inquire further? Would you feel comfortable finding out the truth? Do you have enough emotional energy in the tank to make a difference?

Regardless of years of experience, many new teachers feel uncomfortable, even under-equipped when facing mental health issues in the classroom After all, we’ve been taught pedagogy, not psychology, in teacher’s college. That’s not completely true. We did learn about Maszlow’s Hierarchy of Needs, but that was so long ago, it was only a small series of lessons/readings, and  besides we have lessons to deliver.

In this post I want to share a side of education that Maslowdoes not get enough attention. I’m talking about mental health in schools.

Understanding and supporting students with mental health issues is as important in our classrooms as the curriculum we are instructing.

What keeps educators awake at night are the the same daily problems being encountered in classrooms around the world. I am a witness to how mental health issues are scarring education. There is a recurring generational amnesia in the hallways of educational institutions and it’s time we do more about it.

That may not seem like a light and lively subject for conversation, but discussion in all of these areas is crucial as it pertains to making our classrooms safe and inclusive learning spaces. How are you dealing with issues like this in your classroom? Here are a few ideas that have helped in my learning space.

In my classroom we have worked hard to develop a safe space for all learners. This means that we all try to support each other when times get tough. We try to use the idea of Ohana (family) where no one is alone or forgotten. We have instituted Mindfulness Moments as brain breaks. Students need time to consolidate their learning, and to be still/quiet for a few minutes. This little break in the action calms the mind, reduces anxiety and teaches students a valuable de-stressing skill.

In my classroom, there is always a little something to eat. It is amazing how a granola bar, a juice box, and some crackers can help a student who has not had enough to eat to start the day. During tests, quizzes or quests, as we call them, we have “test crackers”.  They’re tasty, crunchy, and important to helping students relax during assessment tasks. I have found that when a student has something to eat, albeit very small, they are more relaxed and perform better.*

In a follow up post I share some thoughts about mental health issues as they relate directly to educators. You’d be surprised how similar they are to those our students face. Or maybe not?

I need a granola bar.

* Maybe I’ve found a thesis to test for my M Ed?

Will Gourley General, Making a Difference Through Education, Mental Health, Professional Learning and Growth, Resilience

My O.B.I.T (open biographical info time)

I ‘ve always wondered about the biography portion of blog sites. Do people read them?
If they do read that section, does it connect or disconnect them more to the writer?
Do the writers keep them updated? After all, it’s a two way street.

What happens when the blogger writes something disagreeable? Do readers continue subscribing to see what comes out next or is as Eminem says, “you only get one shot”?IMG_2116

What if the text is too vanilla? Oh? People like vanilla, but why read at all if it was the only flavour? And now it’s my turn to churn.

How many take time to reply in lieu of muttering to themselves or the closest ear?

So in the interest of transparency, glasnost, and nothing to hide here’s a bit about me.

My name is Will, I have been bullied and been a bully. I have failed in every possible way as a student and according to North American standards of success. I have also succeeded in a world that is overcrowded with enmity, ennui, and expectations to maintain the status quo.

Teaching is my 6th career. Restaurants, real estate, radio, writing and retail were its predecessors. Even though each job was different, they all contributed to a bigger understanding of life and in shaping my world view. Human interaction, failure, and resilience (stubbornness) have contributed also.

I did not start this chapter of life until my 40s. In a way it’s like Plutarch (a convenient hero), who in his 40s went to school, and then became the teacher of the emperor of Rome. Although, I have yet to teach an emperor, many noble minds have graced my classroom in my first 6 years. Along the way I found a series of opportunities and passions revealing themselves and opening my life up great things in and out of the classroom.

I am passionate about infusing social issues into every element of my classroom. My goal in the classroom is not to cram the crown onto the heads of my students, but to hold it above for them to rise to it. I love sharing TED Ed with teachers and students every chance I get. Through these posts I will be able to provide glimpses into the spaces where I teach and in between. Look for pieces about mental health, social justice, genius hour, success and failure as they relate to the teaching profession, our practice and those we are privileged to teach.

Will

ps My next post about Re-Org is almost ready to share.

Photo of Samantha Perrin
Beverly Papove General, Making a Difference Through Education, Social Justice

“Reconciliation through Education”

It would have been hard to miss the news coverage of the closing days of the Truth and Reconciliation Commission last week. With the tabling of the Report, any doubt, misinformation or ignorance has been addressed regarding the cruel treatment that Aboriginal children were forced to endure for over 100 years of Canada’s 148 years as a nation. What was also made abundantly clear is that this history was not taught in Canadian schools in the past, and at present is still not expected to be taught by all teachers all across the country. Last week, many Canadians heard for the first time in detail the horrors that over 150,000 children experienced while attending residential schools across Canada between 1840 and 1996. Throughout the 360 pages of the Truth and Reconciliation Commission’s Report, the accounts of 7,000 Survivors document the hunger, sickness, physical and sexual abuse, torture, humiliation and fear perpetrated by their educators and guardians in these schools. And if there was ever any doubt about the severity of the effects of the residential school system on Aboriginal children and families, this legacy in Canadian history was so calculated and so thorough in its aims that it is now considered a “cultural genocide”.
None the less, a week has passed, and the media has turned to other timely events. Where does that leave us? The talk of reconciliation is becoming distant, along with the concern of the general public. As teachers at this critical time we have the opportunity, responsibility even, to not let reconciliation become just another passing news item. Taking to heart what Manitoba Justice Murray Sinclair said in his closing remarks, there must be “reconciliation through education”. As Chair of the Truth and Reconciliation inquiry into the terrible legacy of Canada’s Indian Residential School System, Justice Sinclair urged educators to close the gap in our understanding about this shared history and walk with the Survivors and their families towards reconciliation. There is no better time than the present. Regardless of the fact that curricula across the country will take time to change, there are many ways that teachers can start the learning right now: beginning in the primary grades, by reading and discussing books like; Shi Shi Etko, Shin Chi’s Canoe, When I was Eight, Not my Girl, Arctic Stories, to name a few, or, following the lead of the First Nations Child and Family Caring Society’s initiative, by planting a Heart Garden at your school to commemorate the children lost and those who survived.
Now that it is over, it is not enough to simply have acknowledged the testimony of the Survivors and the work of the Truth and Reconciliation Commission, and we cannot honour the lives of the generations of Aboriginal children and families who were affected by the residential school system if we wait for other teachers to teach this history. It is our responsibility as educators to open the dialogue now and to learn and grow in this new chapter of reconciliation between settler and Indigenous peoples. Indeed, Ontario Premier Kathleen Wynne has admitted that “for reconciliation to succeed, we must also renew our commitment to educating Ontarians on the role that treaties and the residential school legacy play in Canada’s past, present and future.” So, although many teachers in the past may have faced scrutiny or a lack of support from colleagues and administration as they endeavoured to teach the truth about the Aboriginal residential school system in Canada, we can now consider Premier Wynne’s statement and Justice Sinclair’s words of ‘reconciliation through education’ as a rallying call to all educators to do what is right not just once, but every year we teach.

Photo of Mike Beetham
Mike Beetham Celebrating Success, Making a Difference Through Education, Wellness

You Did It

To quote my favourite author Dr. Seuss, “Unless someone like you cares a whole awful lot, nothing is going to get better. It’s not.” As the year is rapidly coming to a close it is so easy to reflect on what you did not get accomplished, how you wish you had more time, if only …. The reality is that for the last ten months you have given everything that you have to a group of students, their families and your school community. You have sacrificed your personal health at times, your family time and your passions in order to provide each and every individual under your care the best opportunity to learn and evolve as best they can.

It is now time to allow yourself to take a deep breath, look in the closest mirror and smile as you celebrate the relentless commitment you have put forth in your role. It is not easy for teachers to do this as we are by nature perfectionists that do not seek out the limelight. As the summer break quickly approaches it is important that you take the time that you need to bring that balance back into your life (family, friends, passions) so that in a very short two months from now, you are prepared to do it all again!

Photo of Mike Beetham
Mike Beetham Before School Starts, Building Inclusion, Differentiated Instruction, Diverse Learning Needs, Learning in a Real Life Context, Making a Difference Through Education, Planning, Student Ownership

Service Learning Projects

Service learning projects are a form of project-based learning in which learning outcomes are accomplished through community service. It is a powerful approach to teaching that provides students with authentic learning experiences in real-life contexts. The outcomes of a quality service-learning project are endless (citizenship, responsibility, character, teamwork). Service learning projects are timeless and can be used at any time of the year.

I have used a service-learning component in my yearly plan for over two decades. In that time, my Junior students have worked with seniors, redesigned local parks, multiple environmental projects with the municipality, projects within our own school community, work at local outdoor education facilities, assisting local charities or community organizations and international projects with Sierra Leone. No matter what the project, the outcomes have been very consistent. First and foremost my students are able to start to look beyond their personal needs and develop a global awareness.

The goodness of all children just shines through like beacons when they know they are helping others. For my current teaching assignment I work with students who have reputations as aggressive, ego-centered individuals who do not care about the people around them. They rapidly lose that bravado when they know that they are making a difference for other people. Throughout this year we worked with our local education centre stacking wood for the upcoming maple syrup program, replanted trees and helped keep their site litter free. The experience of knowing they were making a difference for others created an outcome that was palpable. I am sure that I could see their self-esteem grow in front of my eyes.

My most memorable service-learning project occurred several years ago where my Grade 4 class worked with a group of seniors in a program called ‘Walk A Day In My Shoes’. The end result of our year-long work together was two fold. My students developed both respect and understanding for seniors and for many of the seniors, they found a new purpose in their life. As for me, I was reminded how much I love my profession and the difference teachers can make.

 

 

 

Photo of Tammy Axt
Tammy Axt General, Making a Difference Through Education

Top 10 things I learned from Linda Beacham

For the past seven years I was so lucky to work with an amazing colleague and special needs advocate, Linda Beacham. She passed away on Monday and she is going to be greatly missed by myself and all those who had the pleasure of working with her. She was famous for her sense of humour and creating the best top ten lists. Today in honour of my dear friend and colleague who taught me so much about working with children, here is my top ten list of things that I learned from her.

  1. Whether or not you have any singing voice at all, singing out loud is really fun!
  2. Sending an e-mail with the subject line AWESOMENESS to encourage a colleague who had an incredibly rough day working with a student with autism can lift them out of some really dark places.
  3. There are so many things to see in the hallways of your school. Just stop and walk with someone with autism who sees things from a different perspective than you.
  4. ERF, Teacher, TA and ECE are useless titles. Team should be the real title.
  5. Never be nervous about making mistakes. Laugh out loud at them!
  6. Sledge Hockey and Wheelchair Basketball are REALLY cool sports and athletes who play them are hard core!
  7. Country music is a great genre of music for boogying to.
  8. Kids just want to have fun, laugh and smile no matter what their needs are.
  9. When the facilities or resources are not available so that people with physically disabilities can play sports, start them yourself. Check out Cruisers Sports at http://www.cruisers-sports.com/Home.shtml
  10. Giving a colleague a top ten list of the amazing things about working with students with autism is a really fun way to end the year.

 

Photo of Mike Beetham
Mike Beetham Celebrating Success, Making a Difference Through Education, Mentorship, Wellness

You Never Know

This blog is based on a real life scenario that I was fortunate enough to be a part of both on a personal and professional basis. It truly reminded me just how important our teacher/student relationships are as you never know when your kind word, out of the ordinary effort or simply just being there will make a difference.

On a late Saturday afternoon there was a knock on our home door and to our surprise, there was our very distraught neighbour who just needed someone to talk to. Over the course of the next hour this young mother poured her heart out to both my wife and I. During that time she asked us to read a series of letters that obviously were very important to her.

As we scanned the pages it became clear to us that these letters were from a past teacher who took the time to write to this young women while she was in her classroom. The key message that surfaced on each and every page was that this young woman was an amazing person who had the potential to be herself and that alone would make her great. It was clear that she had experienced trauma in her adolescence and did not receive the necessary support that she should have had. Through teary eyes, this distraught woman just kept telling us how important this teacher had been in helping her get through some very dark times in her life. In fact, she owed her life to her.

Although these letters were almost 20 years old, we could tell by the wrinkled paper and tear stain marks, that she had went to these words of support many, many times over the past two decades. Once again, she was going to this teacher for support in these times of hardship.

As a teacher, we are merely a step or two on a child’s life journey. Yet that time we spend with each child is one of the most influential events they will ever experience. It is our responsibility to ensure that memory is as positive as can be.

Photo of Mike Beetham
Mike Beetham Building Inclusion, Challenging Topics, Diverse Learning Needs, Learning About Your Students, Making a Difference Through Education

More Than A Student

This past several months have been very challenging as it seems we have plateaued and are not progressing as I would expect us to at this time of the year. Thanks to a young girl in my class, I was reminded just how important it is to remember that I work with children and not adults.

Every morning the bell rings and I expect all of us to move into high gear in order to accomplish the day’s agenda. I am ready to give my absolute best effort (proverbial 125%) and have developed the expectation in the class that each person’s part is to put forth their best effort. Sometimes I can get lost in the tidal wave of curriculum expectations and forget that each and every day my students go home to a life that I often know little about. They come to school with many situations that can either contribute or detract from their success. I was reminded of just how important it is to take the time to check in with my class on a daily basis. This past month one of my students was going through some horrific custodial scenarios and yet she continued to come to school and attempted to live the classroom standards. She was not making the gains she had set and therefore put more pressure on herself, which ended up creating results that were not helpful from either a personal or academic standpoint.

My primary role at that time should not have been academics and curriculum accomplishment but rather meeting her social/emotional needs. Which in turn would have helped her where she needed it most.