Arianna Lambert Advocacy for change, Challenging Topics, Equity, Inclusion, Making a Difference Through Education, Mental Health, self reflection

Crazy Hair Day

Last month on Twitter, a Tweet about “Crazy Hair Day” sparked interesting conversations around words, hair, and spirit. A long-standing practice in schools has been “Spirit Days”. Centered around themes that are supposed to demonstrate school or community “spirit”, these days have been around for as long as I have been in education. As a child, I remembered these days as being about wanting to fit-in in a space where I didn’t. As an educator, I reflect on those feelings and consider these days not as “spirit” days but rather days when the disparity between who has and who has more is celebrated. Did you wear the right thing or style your hair in the right way? Great, you have “spirit”. I’ll circle back to why I have spirit in quotes here shortly. In this post, my goal is to ask you to reflect on these “Spirit Days” and to act. Now I know that might be asking a lot because there are many individuals who feel as though I’m taking the fun away from school and making something bigger of a small issue. I’ve heard it said. I would like to ask you to read further before ignoring my request. 

Words

The original post above asks readers to consider the language of the day. As we open more avenues for conversations around mental health and well-being and to remove the stigma, using the word “crazy” in education shouldn’t happen. I’ve heard the word in halls and have asked students to describe what they mean and there have always been more appropriate terms to use. If students can do that, as educators and administrators, we too can follow suit and actually lead. Words have an impact. Consider what you are saying, what you actually mean, and say that. 

Hair

Beyond the fact that the wording itself is problematic, hair has a different significance for different people. I initially wrote groups of people, but even within populations, there are differing beliefs or feelings. Now, I know that there are some looking for an education on this right now and that’s where I will ask you to do the work. This post is meant to get you to reflect and then act. Part of the work is to do the research, to come to your own understandings, and then to do better. I mentioned earlier that as a child, spirit days were about fitting in because I felt as though I didn’t. I was one of a few Black children in all of my elementary and secondary school experiences. As I recall, there were never more than a handful of students who looked like me in not just my grade, but in the entire school.  Many of my peers were fascinated by my hair. In Grade 1, I remember being teased on end because my hair was cut into a very low afro. I tear up as I write because I remember the blue jacket that I wore and when I didn’t want to remove my hood at school because I knew that everyone would laugh, and they did. Throughout elementary, I adopted the nickname, “Sonic the Hedgehog” because when I curled my hair, it didn’t move, even when I ran. Even in my attempt to fit in, I was yet again made fun of because of my difference. I could go on about stories but this isn’t about me. It’s about the students in your classrooms and schools who might be able to tell similar stories and the common theme might be that they have no one standing up for them or if they do, it’s sometimes after the trauma, to help soften the blow. 

Spirit

Earlier on, I put this in quotes because I’m interested in a serious definition of the word in this context. What does spirit actually mean? When I think of school or community spirit, I think of action for the betterment of said school or community. How does dressing up in a jersey or styling your hair in a certain way accomplish this? Oftentimes we ask students to show their spirit when in reality, their true spirit isn’t rewarded for showing up on a daily basis.  What is this spirit we are after and why is that more important than students showing up in their authentic selves on a daily basis? When we think of education, what is spirit in education? How are we honouring that? Is it merely compliance with the day? Taking this further, our role isn’t social convenor but educator, what spirit do we bring to our education spaces? What are we telling students about what we value in terms of spirit? 

Now I know that some might be upset that I’ve put it out there to consider getting rid of these days, but please consider the greater trauma being caused by what you deem to be “fun”. I’ve spoken about this in staff meetings and have been overlooked. I dread these days because often enough, I see a younger version of myself walking the yard or the halls, experiencing the same thing. Isn’t it time for us to stop?

Will Gourley Celebrating Success, Emergency Distance Learning, General, Making a Difference Through Education, self reflection, Teaching online, Year End Reflection

6 Similes to describe how it felt to teach during COVID 19 Quarantine

Teaching during a quarantine was…

Like meaning with no  I, N or G. It was just mean. There were times when it felt forced, and meaningless because I was trying to make sense out of how to do this when it seemed more about keeping students busy and less about how they were feeling. 

Education during a pandemic was…

Like an infomercial. But wait, there’s more! More to do and definitely more to worry about.  Our students went AWOL – They’d gone absent without learning because they couldn’t connect. Their worlds had been turned upside down, and the one place where they could count on from Monday to Friday had been shuttered and now they were shut out. 

Learning for students during COVID 19 was…
Like making a pizza without a crust – there was nothing to hold all of the ingredients in place for students when life’s bigger problems consumed their ability to learn from home. Students needed their teachers to keep things together when things got tough and the class pizza, with all of its different toppings, got thrown into the oven.

Emergency distance learning was…
Like an ice cream cone with a hole in the bottom – the goodness melted away fast  and ended up on your shirt. Either way what was good couldn’t last long and usually there was something to clean up afterwards. I saw my students trying to make the best out of this mess yet there always seemed to be a scoop of some new flavour that no one wanted being added to the problem of learning outside of the classroom. 

Teaching from home during a shutdown felt…
Like performing a symphony where I had to write the score, conduct, play every instrument, and stack the chairs. There were so many little things that consumed the movements and moments of my day. It felt like I was simultaneously teaching a song to 25 individual performers all locked in their own rehearsal spaces.

Distance learning was…
Like running a marathon for the first time. You knew there was a finish line, but couldn’t remember how far you’d run or where you were going once you hit the wall. There came a point where fatigue set in and I began to doubt why I took this on in the first place? Some students hit the wall after the first day while others lasted until being told that the rest of their year at school was done. Even our strongest learners hit the wall at some point. Despite all of my training as a teacher, the toll that the marathon of teaching from home took on my mind and body was significant. I can only imagine how it affected our students.

I’m tired and a bit broken. The breath was stolen from my body when our students went home on March 13th. None of us imagined that we would be away for so long. I was allowed to visit my empty classroom 3 times since then and still hope that this has all been a bad dream. Walking down an empty hall in an empty school denied it’s life breath of students and their teachers was not how any of us would have wished this time in quarantine to be. 

From the onset and onslaught of learning in quarantine we had to work together, to grow together, and to continue learning together. It took time, patience, and grace. Each moment required a willingness to work meaningfully, to seek out those who had gone AWOL, bake a crust under that pizza, put a marshmallow in that cone to stop the good stuff from dripping out, play music until our fingers ached, and get up the next day ready to run the race again. 

The summer finish line has been crossed. We made it. Now where’s that pizza and ice cream?

 

Michelle Fenn 21st Century Learning, Constant Learning, Design, Distance learning, Engaging students with online learning, Inspiring Students, Inspiring Teachers, Making a Difference Through Education, Modern Learning, Professional Judgement, Professional Learning and Growth, Teaching online, The Arts, Use of Technology, Using technology well

Bitmoji Education

Love it or hate it, the app of Bitmoji has worked it’s way into education and particularly into distance learning.  From “digital” stickers for feedback to entire Google Slide Classrooms with doors to other rooms, Bitmoji is everywhere.  Bitmojis are dancing, pointing and fainting all over educational platforms.  Confession time?  I’m on the love it team and I’ll tell you why.

Bitmoji allows for a personal and creative touch to things that we share with others.  When I create short Google Slide presentations for students they are surprised to see my Bitmoji in the corners of my presentation.  Some think it is truly “geeky” but many students appreciate the effort at making the presentation a little more fun. Not having to put my real profile photo on something and being able to add a Bitmoji instead provides a small layer of privacy.  I began to make virtual, interactive classrooms on Google Slides and soon realized design and creating something so personal was a throw back to the many hours I spent playing with Barbies as a kid.  It was like planning to remodel my kitchen but without any cost what so ever.  It doesn’t feel like work.  It feels like play.  115,000 members on the “Bitmoji Craze for Educators” Facebook page all agree that it is a type of escapism and the membership grows daily.

Colleague Deanna Palmer and I created a webinar workshop for our fellow teachers about how to use Bitmoji to add some Pop to distance learning.  In the webinar we included a step-by-step slide show for educators to take away.  Find it here: Using Bitmoji to Make Virtual Learning Pop

Like with any popular craze or fad there are those who don’t or won’t buy in.  Some teachers are reluctant because they are conscious of their digital footprint-especially since in order to create the animated virtual reality Bitmojis you need to have a Snap Chat Account.  Some teachers don’t think that their students will want to see their teacher’s cartoon face all over everything in their classroom.  I can appreciate that it isn’t for everyone.  I am well aware that making learning “fun” or “cute” doesn’t make it deep or engaging.  However, if a picture can be worth a thousand words and Bitmoji can express precisely what we are feeling.  Using a Bitmoji might resonate with a colleague or student and just might make them smile. If that is what my little Bitmoji avatar does, then it was worth it.

 

Will Gourley Challenging Topics, Emergency Distance Learning, General, Making a Difference Through Education, Mental Health, Teacher Working Conditions, Use of Technology

The screens of silence

I am wondering whether the title of this post should be “The screams of silence” because that’s how it feels some days.

It’s week four of emergency distance learning and I am feeling weaker for it. Is anyone else feeling this way from staring at their screen(s) all day? If asked, I’ve been responding with thumbs up and all good, but in reality I am fighting the dissonance disrupting my days, and it relates to the way I feel about what is happening in education right now. To top it off, I am wrestling with self-doubt about whether my instructional act is all together. Add to that the pressure I’m putting on myself to wake up feeling fit and fresh because I am working from the “comfort” of my basement. Being cooped up, I mean observing physical distancing, doesn’t help. See what I mean about interchangeable titles?

Then there is the daily media segment about something or another to do with #QuarantineEducation. This week an article in The Globe and Mail shared Some overwhelmed parents are giving up on distance learning and abandoning at-home schooling. This noise is hard to tune out when we have been asked to stay in place and create something that has never been done effectively on a large scale so quickly. Maybe that’s what is holding my head hostage? Or maybe it’s that my hair is too long? Both make me want to scream sometimes

There is something to be said about the experience of facilitating learning in the vacuum of 2020. It’s cold. As I stare at several connected screens to keeping track of at least 17 other currently opened tabs on my computer, I have to admit this is all a bit daunting – even for this tech-happy educator. If teaching is my superpower, then the screens, meetings, and other digital dungeons trying to contain me have become my kryptonite.

I share this neither in angst nor anger, but out of an admission that the struggle is a real one. It sounds like I am not alone. This surreal situation we are now in was, is, and will never be a positive experience. We were starting to recover from a devasting January and dreadful February only then to be steamrolled by March when an uncontrollable virus unleashed itself on the world. Welcome April, a month that no one would have predicted to be the first of two months away from our schools…so far.

What did we do? We rallied, we pivoted to support our students and each other, and we waited patiently knowing we had to care for our own families too. We were lucky that the start of March Break landed when it did, as it may have helped us to avoid something worse had COVID 19 entered our open schools. Throughout this time we turned to our screens to watch for updates, data, and directions.

While we waited and watched for answers, our thoughts continued to race and the questions began to bubble up. How am I going to reach my learners? How are students who are marginalized by poverty and or other circumstances coping with all of this? What are the expectations from my board, admin, families, and most importantly students? What about my life at home? How will I manage when many of my teaching resources are at school? How much work do I assign? How about due dates? Do I take attendance? What happens when students don’t complete work? How do I assess anything without fear that someone else has done the work?

Everybody was working together. As our profession embraced the challenge of this reality, digital resources were curated, virtual meetings were held, contact was reinitiated with families/students, and a sense of temporary normalcy had made its way back into our weekly M to F routines. Cue some new silences.

The enthusiasm of returning to instruction, albeit asynchronously, signified that something was being done on behalf of families and our students, but the lack of connection through voice and vision has been hard to overcome for this educator. Speaking with many other educators who are feeling the same way, it is the meaningful interactions with peers/teachers and the chance of being heard that students are craving the most right now. We need to make sure they are acknowledged and heard, and the current situation is leaving them without a voice.

Teachers are the conduits for connection in their classrooms and will never be replaced by an emoji, meme, or brief feedback on a task to be viewed in silence on a student’s screen. However, it has been difficult to connect with students due security issues relating to conferencing platforms such as Google Meet and Zoom. This is extremely frustrating for a number of reasons. With those screens dark, students are left to keyboard strokes, Screencastify, and digital classroom posts for their content and updates. This is not the education any of us signed up to deliver. Despite my efforts to adapt and fill my screens with amazing shareable content to carry on, something is missing. The voices of my students. Cue the disconnects. Cue the silent screams at silent screens.

Will Gourley General, Inspiring Teachers, Making a Difference Through Education, Mental Health, Social Media, Teacher Wellness

Turning to Twitter when tested in #onted

Without dipping too far into my bag of clichés this month, I wanted to focus on the incredible work coming from educators in respose to the “new normal” brought by the COVID 19 pandemic. The same educators who were standing up for the future of our students last month have been working hard to support them through the most extraordinary global event of this century.

The only way to describe what I’ve gained via the #onted Twitter hashtag, as we cope with #COVID19 and our work as educators, would be through words like perspective, wisdom, and supportive ideas. They would go alongside countless daily reminders that mental health matters, concern for students’ wellbeing, equity in education(access, tech, food insecurity, options), and concern for each other’s safety. In this post, if you’re not already tweeting, I want to encourage you all to join an amazing cohort of Ontario educators on Twitter so that you can benefit too.

Why? I am glad you asked(no I am not a sales rep for Twitter).

Imagine having a 24 hour cohort of teachers to form professional learning networks(PLNs), share resources, be encouraged by and learn from? That’s what connecting with the #onted PLN can do for all of us by connecting you with your fellow educators. While our numbers continue to grow, it is okay to start off slowly, sign up for an account, check out who is out there already, retweet some posts you like, share something new you’ve created like a blog post, lesson, piece of art or something you found interesting in the news. Make sure you include at least the #onted hashtag. Once you take flight, don’t be afraid to join in on some conversations. Following the #onted #ETFO #ETFOStrong and #OSSTF hashtags will keep you connected and up to date on all things happening in Ontario and with teacher unions.

So now that you’ve decided to sign up for a Twitter account there are a few things to consider.

  1. Do I create a personal or professional account?
    Try to have one of each if you can.  You can always have a personal account and then create a class account(check with your school board and admin for parameters). I have @willgourley and @MrGs_Class. I have also created a few school accounts for admin to share information from our board with families on the platform.
  2. Should I use my name or the number they give me?
    It never hurts to be brief or creative here. It is dangerous to be @Taylor167895 as it will be hard to find or remember a name with so many users.
  3. Do I need a picture?
    Yes. It can be of your pet. Try to personalize your page using the Settings. If you blog, include a link to your blog site too.
  4. How do I avoid all of the negativity coming from trolls and thoughtless people?
    Hit mute, block, and report. If you stick to the #onted #ETFOStrong #education family you will seldom come across most of the Tweets coming from alt-right types and fake news spreaders.
  5. Who do I follow?
    I would suggest following your preferred news outlets, then find your colleagues who are already on Twitter, and then any or all of the following people who are regularly contributing to the well being of their students and education in this province. Many on this list, are people who I have had the privilege to meet in person and can constantly count on for information and inspiration.
  6. Do I have to follow someone back?
    Not necessarily. Make sure to check over who is following you first. Sometimes it might not be an appropriate site. It is easier to block them to avoid the hassle.

In no particular order are some of the hundreds of active and engaging Tweeps you will find in Ontario;

Albert Fong – Science teacher in Peel DSB and educational action taker

Andrew Campbell – friend of Albert Fong, Gr 5/6 teacher, frequent guest on CBC, writer, TEDx speaker

Matthew Morris –  passionate blogger, introduced me to #hiphoped via Twitter, TEDx speaker

Debbie Donsky – a leaders leader, principal, artist, blogger, TEDx speaker

Jenn Giffen – tech queen, librarian, podcaster, and sketchnote guru

Noa Daniel – mentor, podcaster, TEDx speaker, and blogger

Chris Cluff – poet laureate, podcaster, long boarder, and creative genius

Rolland Chidiac – blogger, podcaster, maker spacer, good deed doer

Doug Peterson – blogger, Voice Ed Radio stalwart, glue that connects the #onted family

Kimiko Shibata – ESL specialist, active and creative ETFO member, nerd

DroptheDott – Craig Zimmer‘s alter ego, TED Ed Innovative Educator, TEDx organizer, History teacher

Dr Deb Weston – member of our Heart and Art writing family, SpEd and AQ teacher

Dr Carol Campbell – no relation to Andrew Campell, OISE prof, and global education sage

Geoff Ruggero – maker space innovator in the YRDSB

Jeewan Chanicka – focused on equity and justice, TED Ed Innovative Educator,

Lisa Mastrobuono  – ETFO, Tweets about bargaining, education & labour issues

Zack Teitel – seeker and speaker of truth, always trying to make school less crappy and more meaningful

Sunil Singh – author, lover of all things Math, disruptor, TEDx speaker,

Andrew Bieronski – TEDx KitchenerEd organizer, consultant for education companies/tech startups,

Fred Galang – builder of creative literacy, teaches how to mix art & design with technology

For the sake of not overloading you as you join the #onted PLN via Twitter, I tried to include a wide variety of educators and voices for you to connect with to start. I could have included another 50, but that will have to be at another time.

Along the way you will find many others. My goal at the onset of this post was to introduce you to many of the people that I can count on for advice and support when times get tough. Congratulations in advance on joining the family. Feel free to tag me in a tweet sometime. @willgourley #onted #ETFOStrong

Will Gourley e-learning, General, Making a Difference Through Education, Resilience, Teacher Working Conditions, wellness

May the 4th be with your students

Anyone else feeling a bit gutted after hearing the news that we will not be back in our classrooms until May the 4th? (writer raises hand) While listening to the Minister of Education deliver this news today I ran a range of emotions. Firstly, I am thankful that the government was proactive when it came to our collective health by insisting on physical distancing and staying at home.* As a result, the lives of 2 000 000 students, 200 000 educators, support staff, and their families will benefit greatly from being apart. For me this seems like light years away.

Heeding the Chief Medical Officer of Health’s suggestion to close our schools beyond March Break was a prudent move, but it all happened so suddenly that we were all left with a great deal of uncertainty heading into the time off. With such short notice, it was hard to orchestrate a full scale instructional response to the news. Like so many of the #onted family, there was some concern because information was not forthcoming. I remember saying to my students(Gr 7) that it was more important for us all to follow the advice of doctors to do our part to limit the spread of COVID 19 than it was to worry about homework.**

Our last day in the classroom before the break was supposed to be a celebration of hard work to start Term 2, but instead it was a sombre send off with more questions than there were answers at the time. I only find consolation in this now knowing that the timing of this year’s March Break probably saved countless members in our schools from illness.

Not having our students in classes eliminated millions of potential interactions that would have undoubtedly accelerated the spread of the COVID 19. I am very relieved not to be in a workplace that’s traditionally susceptible to transmission of known/unknown and unchecked viruses. We have all been in a classroom with a student/teacher who should have stayed home that day. I am not lying when I say it feels like germ warfare in school sometimes. It is a relief, to be doing my part in social isolation especially as I have a 96 year old and a severe asthmatic at home.

In fact, although really missing my students/collegues, I am thankful that we have all been given the chance to stay at home in order to slow the spread of COVID 19, to look after our own health, and to tend to the wellbeing of our families. This is hard on all of us in so many ways because it is all so new. As I shared with a number of people, “Normal” is sick and its replacement “New Normal” is here bringing with it some good and bad to each of our days. The problem is that it keeps changing faster than we’d like.

Today’s announcement lifted my spirits because it meant that if we all do our part, then we have a date for a return to Normal. It also means this time can be curated to engage our students further in this year’s learning. Not knowing what was going to happen had me struggling to remember what day of the week it was since my routines were put in limbo with each postponement. No more days when, suddenly at 7 am, I wake up thinking I was late for work only to realize my body was dealing with the “New Normal” while still on “Normal” time.

Even though we will only be meeting via Google Classroom, our class will be back in session. After contacting families and students this week, it is clear they are excited to be back, even if it will only be digitally until May 4th. Fingers crossed it won’t need to be longer. In the meantime we will get on with the connecting, communicating, and learning for now.

Whether we return to the classroom on May the 4th or not, I couldn’t help but repeat the wish I shared in the title. May the 4th be with your students, and while we stay at home may every one of us be healthy and safe.

*Although arguably, essential and non-essential jobs may be a future debate topic.
** I did promise them some work via our Google Classroom once March Break was officially over.

Will Gourley Celebrating Success, Constant Learning, Curriculum Planning, Differentiated Instruction, General, Inquiry, Literacy, Making a Difference Through Education, Math, Modern Learning, Music, Professional Learning and Growth, Resources, Use of Technology

Keeping it fresh.

As of the end of February, it is apparent to no one in Ontario that Spring is just around the corner. Judging by the blankets of snow and recent school bus cancellations, winter continues to disrupt and annoy us with the same creative sadism as a government hell-bent on destroying public education. Despite the stark reality of a manufactured education crisis and a real climate crisis, I know that Spring is coming soon. I saw a spider. Photograph by Will Gourley

Isn’t it wonderful? Putting ONGov’s systemic affronteries aside, my heart lept at the sight of a spider. On a normal day seeing one is something exciting to behold, but this opportunity came after nearly 3 days of snow, several white-knuckled commutes, and bone chilling winds. It was a sign of hope that most of winter’s worst weather would be over, well at least statistically.

It signified that Spring was on almost here because, in my own amateur scientific way, I have observed, over several years, that spiders usually emerge around my house again when winter is almost over. Usually. My returning guest got me energized and thinking about how to channel that into the classroom?

2020 has blessed me with a number of ups and downs in my professional life as an educator. It has brought me immense joy on a daily basis in the classroom, but also sadness and grief in light of tragic events that have happened to our learning community. You see, not all lessons and outcomes are going to be good. The opportunity to share the struggles and successes with students helps create a deeper appreciation of the learning process. By admitting when things got tough meant more to them and my colleagues than any veneer of perfection I could ever hope to put on.

My January post was meant to share my personal struggles in hopes of encouraging dialog among educators and to show the benefits of releasing some of the emotional weight that many of us carry inside. I wondered whether I could use my catharsis as a catalyst for our learning spaces? How could I make it fresh and keep it fresh for my students and self?

Never one to shy away from doing something differently, I quickly began working through new ways for students to interact with their learning, for demonstrating their understandings, to collaborate with each other, and to dig deeper into opportunities rarely afforded by traditional transmission and texts teaching.

Here’s what we worked on;

In Math, I remain committed to “no text book math lessons” as much as possible. Using YouCubed, PeterLiljedahl, Math Recess, Waterloo POTW, CEMC, and Khan Academy. My students love working on problems together, they argue, iterate, communicate, and solve problems. We make Math a social activity instead of a game of one upping each another.

Another change this year is having Wipebooks for students to use. They have added another dimension to our learning by enabling vertical approaches to Math problems. This has students out of their seats, standing, thinking, and  solving. They can also wander from group to group to see the different approaches being used to answer questions. This has led to some excellent discussions and growth.

Recently, I also started adding Quizizz tasks to our Google Classroom. These fun quizzes allow you to make memes for correct and incorrect responses. I find this format a great way to have students continue to work on concepts taught in prior months.

Becoming a strong group facilitator using Character Lab Playbooks and a co-constructed success criteria. Genius Hour – personal inquiry projects where every student becomes the class expert in their subject. I have shared this one before, but it was for a different class at the time. Besides, it’s a perrenial favourite and my students have asked to do it again already.

In Language, we remain very fond of TED Talks. I now find myself creating reading response tasks with posts from the TED Blog. Another tool that it is being brought back discussion and digital citizenship is Padlet. Our recent work focused around an assignment inspirted by my friend and colleague Tim Bradford  that read;

“In the past and present, people have always treated each other fairly.” Agree or disagree

Students had to create a 30 + word response to the statement and then respond to each other. The depth of understanding from them was very encouraging. It was also nice to see how they kept each other in check when it came to appropriate responses and use of technology. Here are 2 of their responses of the entire class who thoughtfully disagreed;

To add a lot of fun to my instructional week, is my grade 3 FI Music class where my students recently wrapped up creating their own identity raps in French, complete with backbeats from Groove Pizza. Once their shyness subsided, they were excited to present their hard work. It was also fun to see how they incorporated the lessons we had about how to beatbox from Nicole Paris and about the notes and rhythms we covered in Term 1.

In all of this, the focus was on hands on and collaborative experiences intended to engage and deliver the learning. Although much can go wrong, there is so much that can go right when you commit to keeping it fresh. I know that the next 4 months will bring more of the same and I am excited to try new things with my students. Looking forward to introducing Flipgrid, podcasting, and sketchnoting already to keep it fresh. Bring on Spring!

Have you tried something new that you would like to share? Mention it in the comment section and include a link if you can. Thanks for reading.

Will Gourley Challenging Topics, Education Funding, General, Making a Difference Through Education, Math, Media Literacy, Modern Learning, solidarity, Why unions matter

6/194 and cross-curricular life learning

6/194 and cross-curricular life learning.

This blog title could also read, “Why a small fraction means so much to the future?”

I am trying to make sense out of some pretty important numbers that are affecting us. By us, I mean students, their families, and educators. “Us” also means the entire fabric of society that we share and by which we are covered. Since the currently elected government is seeking to tear this fabric apart without regard to the long term social and financial consequences, I thought it would be good to consider this post as a cross-curricular exercise and include social studies along with the math.

Whoa!(Math)

6, the number of days ETFO members have walked on the picket line fighting for public education.
194, the number of days in a given school year that we spend in the classroom making public education incredible.

Now a few more relatable figures.

3/97 or 0.030927835, just a shade over 3%. I had to simplify the fraction. Ironically, it’s the same amount that the government has legislated an offer to 83 000 ETFO, 117 000 educators (OSSTF, OECTA, AEFO), and 55 000 CUPE education workers in Ontario. Yup! 1% per year over 3 years.

Back to 6/194

That hole in our paychecks from this fight to protect and preserve public education hurts and the offer of 1% per year is unconscionable. Not surprisingly, the government padded their own pockets with 14% and took 7 of the last 12 months off(insert lesson about irony here). Since we’re talking about irony, why not share a real life teachable moment? I’m thinking a critical thinking exercise about the veracity of facts, content, and the credibility of media outlets especially where they originate or how news gets fabricated.

Want another amazing lesson? Check out this thread by @ms_keats This thread offers a wonderfully considerate lesson via Twitter after the MOE suddenly made Reg 274 an issue  during negotiations with ETFO. Sadly, talks broke off, but since education is always their priority, the public can trust that the government was back to work at the bargaining table the next day because they are committed to a deal(Is sarcasm in the curriculum?). Isn’t that what unions and their employers do in good faith in a democratic society?

Wait! What?(Social Studies)

What do you mean the government wasn’t at the bargaining table?! This is a realistic expectation because we are teaching our students(grade 5) that Canada, therefore Ontario is a civilized society governed by lawmakers who are always respectful of the rule of law and the Canadian Charter of Rights and Freedoms? I contend that the current government is engaging in a systemic violation of our Charter Rights as citizens as their thoughtless actions threaten the rights to opportunity in the future of 2 000 000 students and  the collective bargaining rights of 200 000 educators “not to be subjected to any cruel and unusual treatment or punishment”. This line from the Charter is not limited to the criminal justice system, and any intentional underfunding of education through ruthless cuts is tantamount to punitive legislation and is contrary to our Charter rights.

If that wasn’t enough to light a legal inferno, then consider that a  6 – 1 Supreme Court of Canada ruling affirmed that collective bargaining rights are human rights, and the role of collective bargaining has “in promoting the core values of “human dignity, equality, liberty, respect for the autonomy of the person and the enhancement of democracy.”” 

I’m sharing the quote below with bolded and underlined main points, if my MPP, the MOE, or the Premier read this;

“the Supreme Court proclaimed labour rights to be human rights, and boldly declared for the first time that collective bargaining is a “constitutional right” supported by the Charter.“

So our elected officials who have violated the Charter should now have to face the consequences for their malevolent disregard for the rights of its citizens. Right? I won’t hold my breath as legal cases against governments spend years in the courts. However, we cannot allow our elected officials to rule by decree without accountability to the whole public whom they have sworn to serve.

Civics does not equal civility

When will they pay for selling out the future and for the harm they will inflict to the well-being of the students in our province?  We will not lose count of the lies, the streams of misinformed statements, the factless rhetoric, the accusations, the doubling down, the vilification of our noble profession, and of the requests we have made for them to come to the table and negotiate.

I also contend that the current government is angling its way towards a secondary agenda authored by pernicious profit seekers including publishers and private education providers looking for a piece of the public education pie. These steps do not appear to benefit our students. Our steps on the picket line have shown more to the public of our commitment to excellence than any sound bite, attack, or child care bribe put forth by the government. There is strength in our numbers. 

Come to think of it, I have kept count of the steps I have stepped – 90 000 plus, the waves I have waved to drivers honking in support – 1 000s, the dozens of encouraging conversations conversed on the picket line, and the 3 people who waved with their middle fingers while yelling single syllable words.

It’s my first strike as an educator. Yet, it feels like our current fight against this government’s assault on public education is nothing new. Everyone remembers what Mike Harris and his ilk did in the 90s. The Ford Regime is Harris 2.0 complete with vitriol and misinformation spewing from a cadre of party whipped sychophant proxies acting as media drones du jour. In response, teachers are standing in solidarity together fighting for respect, transparency, and fairness on behalf of all Ontarians who will be directly affected by cuts to education now and in the future.

Teachers believe this so much, that have given up 3% of our wages already. We know that we are part of a world class education system because we work in it everyday. The results speak for themselves which is why it is so frustrating to see people trying to dismantle what is working well.

6/194 is a small fraction especially knowing how teachers, especially in 1997, fought for us. This will mean even more to the students of Ontario who will bear the burden or benefits because of our actions in the future.

Thank you for reading and for sharing on social-media.

Further reading:

This Collective Bargaining Rights Day, Unions Celebrate Wins for All Workers

Deb Weston Advocacy for public education, Class Size Matters, Differentiated Instruction, Flexible Classroom, Inclusion, Making a Difference Through Education, Mental Health

Class Size Matters: Then and Now

As I look back on my 1973/1974 grade 5 classroom of 29 students, there are significant differences in how we were taught.

Teacher Qualifications:

Our teacher did not have a university degree and only one year of teachers’ training. (I looked her up).

Today’s teachers must complete a 4 year university degree and two years of teachers’ training before they can become professional teachers.

Seating:

I recently returned to my former grade 5 classroom and knew exactly were I sat as we were in rows in alphabetical order. There was little or no collaboration with classmates and we were expected to sit quietly and work with little or no support from our teacher. In the 1970s, I did a lot of rote learning and paperwork – it was pretty boring. I sat and worked in the same spot for my entire grade 5 year.

Today, classrooms are dynamic with flexible seating and continual student collaboration. Now learning is more active through student inquiry and the use of technology. Collaboration within groups is a key learning skill on report cards.

Class Composition:

In 1973, we did not have any students with significant special education needs as those students were placed in contained classrooms. This was before the inclusion model was implemented. Any students who struggled were likely held back by failing a grade. (I was almost held back due to my undiagnosed learning disability). We also had students who were younger as they had “skipped” a grade.

Today, there is a wide range of student abilities in classrooms. I’ve taught classes with gifted students and students with significant learning deficits. This meant that I had to modify my teaching instruction to several grade levels higher or lower to meet these students’ needs. I once had a student functioning at a grade one level in a grade 7 classroom and was fortunate to have an educational assistant and special education teacher to support this student.

Educational Assistants:

In the 1970s, classrooms with students with significant special education needs had educational assistants/teaching assistants. I can only remember ever seeing teaching assistants in the special needs’ classrooms.  I recently spoke to a retired teacher who informed me that when the inclusion model was implemented into Ontario schools, the government promised teachers significant  support with an Educational Assistant in every classroom. That was not implemented as promised.

With today’s classroom composition, teachers need significant additional supports. A full time Educational Assistant (EA) would give teachers time to work with all students. In addition, when I’ve worked with Educational Assistants, my students have been much better behaved as there are two adults watching them work. Even when students are allocated funding for Educational Assistant support, schools often place EAs with other students who have no funding – as the EA is “assigned to the school, not the student”. This means the student with EA funding never gets their allocated support and the teacher must support this student instead. Teaching in classrooms with a few students with special education needs and little EA support is doable but currently many classrooms have up to a third or more of students with special education needs. This is unmanageable and disheartening when teachers cannot provide enough support to help all students. In this case, students who are capable but need a small amount of support never get the help they need.

Discipline:

When I went to school, students were expected to behave themselves in class. I personally was terrified to get into trouble at school as I would have received significant consequences. I remember a few students receiving “the belt” by the principal. In order the get this consequence, the principal had to document and justify the consequence.

Today, discipline varies by administrator, school, and school board. Students who misbehave can go to a behaviour teaching assistants’ room (if this is available) or to the office. The challenge is that students with behaviour needs really require intervention supports to improve their overall behaviour and academic outcome at school. I personally know of a situation where a student, who struggled academically and with behaviour needs, got the mental health and behaviour support programs they needed and is now thriving academically and with behaviour under control. (This support happened as the teacher did a work refusal due to extreme student behaviour concerns which precipitated extra support for this student).

So why can’t we implement programs like this for all students who need behaviour supports? Funding – recent government cutbacks have meant that these safeguards of mental health and behaviour supports have disappeared leaving only the most challenging students getting this critical intervention.

The Bottom Line:

Class size matters more today than it ever has as classroom compositions are highly differentiated with students with many needs. Further, with fluid and dynamic instruction, students do not sit in orderly rows not leaving their seats. As a teacher, I prefer teaching this way as it is more organic and helps students develop critical collaborative skills they will one day use in the world of work.

The bottom line is that teachers need more support in their classroom with not more, but less students. Schools need more Educational Assistants and Special Education Teachers to support students with significant academic and behaviour needs. Boards of education need more programs and qualified adults to address mental health and behaviour needs with students. Without these supports and interventions, students’ behaviour and mental health needs will only be compounded and student outcomes will flounder.

With this blog, I advocate for all students with special education and behaviour needs to get the support they require to be successful in their education … because without these student outcomes will be grim.

Collaboratively Yours,

Deb Weston, PhD

Will Gourley Celebrating Success, Challenging Topics, General, Making a Difference Through Education, Mental Health

Oh wait

For all of the right reasons and in my own best interests I think it best to resolve some issues from what has been a terrible January. As such, I have taken to implementing a number of life changes in order to ensure I am my best me, living and giving my best.

Less caffeine – down to 4 cups of coffee per day from 6 – check
Drink more water – some is more than none right? – check
Sleep more – at home, not at school or while driving – check
Take time to be still – shhh I’m doing it right now – check
Exercise – I turned my Wii Fit on for the first time in 10 years and it still works – check
Read more – information is armour for the mind and soul – check
Show vulnerability – asking for help and support does not make me weak – check
Seek help – unisolating myself has been a necessary and positive experience – check
Look forward – know that good things are all around even when things look grim – check

Without all of the above, I might have really been physically and mentally weakened by an exasperating month.

Oh wait…there was something else on my mind

With nearly complete media proliferation from all ideological camps, it’s hard to have a moment of tranquility without being bombarded by [mis]information. A person in a compromised position may not have the intellectual immunity to resist the indefatigable onslaught of shady dealers wearing blue blazers and brown pants who persist in spewing surreptitious messages meant to shatter the successful education system we have worked so hard to construct and move forward to be among the best in the world. So it’s understandable that educators, students, and families would want to fight to protect it.

Come to think of it, despite months of patiently waiting for a contract, hearing about unions leaders bullying members from MPPs who seem confused on where to find beer, and from Twitter trolls who spout about how teachers are only after a pay raise to their shared 50 followers, it feels like it’s time to fully engage in this war that is being waged by the government and its partisan proxies on our profession.

Instead of a being an integral partner in education, our government has chosen to become our adversary. In addition to our exceptional daily work in the classrooms, ETFO educators are having to defend our hallowed halls from unprecedented and misleading attacks. Hearing the Minister of Education talk trash about our profession is offensive. It should never be part of an elected civil servant’s mandate.

This doesn’t even begin to address the passive aggressive and staged photo ops via social media or contrived press conferences. How can someone who appears in photo ops at a STEM daycare centre strike camp, in a school district that was not even on the line that day rather than at one of our thousands of incredible public schools, be taken seriously or trusted?

Speaking of trust

Maybe our MOE is the victim of bad advice? What if he is being setup for failure from inside his own party? MBAs (read through to the final footnote) and politicians are notoriously self serving entities. Think of the contracts to hand out to the highest bidding E-Learning providers and private sham credit mills if things go unchecked. There are lots of dollars to be made when you are unscrupulous enough to wallow in that trough, but is it worth your humanity?

What if the goal is to fleece the flock and retire to a cushy Conservative consultancy? After all, what out of touch political party doesn’t love recycling ineffective ideas? So this cut, gut, shame, and run approach will sound fresh again in 20 years since their good old days are an archaic product of a classist’s poor memory.

Perhaps in his limited time in the position and on the planet, the current Minister of Education has not been privy to grace, kindness, or truth? Wouldn’t it be swell if the lack of progress in our negotiations be weighing heavy on his conscience? With Valentine’s Day around the corner, maybe the warmth and solidarity we show as a union in standing up for education can melt his heart, and he will begin to see the impact of this current government’s flawed approach and policies. Until then we will walk and hold the line.

Walking the line

On a chilly Monday I proudly walked the picket line to fight against the legislative tyranny of our current government. 17000 steps in 3 freezing hours. 1 Day’s wages was a small price to pay in order to stand alongside my fellow ETFO members in solidarity. The honks of support, the visits from admin, superintendents, and school board systems level staff meant a lot to us all. Having families and other union members show their support was the encouragement we all needed to maintain our spirits.

Come to think of it, those 3 hours on the strike line have to rank as some of the best moments the month of January had to offer. I know there might be more days ahead, and I am dedicating my attitude and focus on everything that matters to my students, their families, my colleagues, and those who will occupy my classroom in the future. Together ETFO, and our partners in the OSSTF, will continue to make public education in Ontario a global beacon of progress and success through our work in the classrooms across the province. Together.

Thinking of you all, this week as we walk at the picket line shoulder to shoulder in solidarity and support to ensure a future for over 1.3 million students in Ontario’s public schools. Thank you.