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 31, 2018 Will Gourley Assessment, Celebrating Success, Differentiated Instruction, Feedback, General, Mental Health, Professional Judgement, wellness

The Downside

It’s a wonderful time of the year…ish. However, there are a few downsides.
Starting with the scary winter weather commutes, bone-chilling outdoor supervision at -16C, or the daily loss of at least a half hour of instructional time while students remove their winter wear or gear up for recess. Today I was convinced that a child went out for recess and returned as a snowman. It was touch and go whether we would need a lifeguard on duty once all of the snow the students brought inside began to melt.

Then, there’s the realization, that maybe, just maybe I missed assessing something for my upcoming report cards. That sent a shiver down my spine. In my mind I just wrote report cards a few weeks ago. 10 weeks is a few, right?

The end of January signals the half way mark of our instructional year and things are clicking in the classroom. We have our routines back in place, students have shown a lot of growth since September, and there is a feeling of hope in the air at times. Maybe that’s tied to the temperature rising a few degrees and for the days when the trek between the portapack and the main building does not require a Sherpa or tethering students to a guide rope. With chilly temperatures, indoor recesses, and daylight still getting longer, this time of year can sneak up on your mental health and well being to blind side you when your not expecting it.

https://commons.wikimedia.org/wiki/File:Sherpa_Glacier,_Cascades.JPG#file CC BY-SA 4.0

Today, a student was having a bad day. No one saw it coming. I was called into another class to provide support. The student was experiencing an anxiety attack. The entire class was genuinely concerned for them, and offered their support and kind words. Seeing this warmed my heart on a chilly day, but it also screamed about the fragility that exists in our learners. In my opinion, we never get the whole picture of our students lives. Finding time to fit it all in beyond the superficialities is difficult when deadlines and commitments loom.

Although we are in each others’ presence 6+ hours per day, we are often humans doing more so than humans being aware of one another when they are feeling sad, frustrated, or stressed. I am finding it more and more important to let students vent about what is weighing on their minds. Yes, it’s during instructional time, but it is an absolutely integral part of my classroom mental health strategy.

If my students are sharing from their hearts, they will also know they are being heard in a safe and supportive space. If we miss these chances in favour of trudging through the lessons hoping it will just go away, or that the student will get over it in time, then we are at risk of missing our opportunity to help our students when they need us most. There is a downside to this that could lead to depression, disconnection, and despair.

In his 2017 TEDxKitchenerEd Talk, Andrew Campbell shares the reason why he meets his students at the door each day. While watching him share this incredibly personal message, I wondered whether all of the other educators in the theatre wanted to be back at school at that very minute to greet their own students. I know the next day couldn’t come fast enough for me. I wanted to make sure they knew they mattered, that our classroom cared, and that even though we had just started the year, I cared too. It is only through these connections with students that I see any learning made truly possible.

The choice of whether to support, stand still, or dismiss could mean the world of difference to someone who is struggling. Choosing to connect and care over the curriculum at times may be the cure. No downside there.

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.

December 31, 2017 Deb Weston agency, Health & Safety, Mental Health, Violence in Schools

Duty to Report School Violence

As an elementary teacher, with 18 years experience, I’ve seen my share of violence in schools. In 3 lockdowns, I’ve had to keep my students quiet, calm, and safe. As a classroom teacher, I’ve had objects thrown at me (like chairs). More than once, I’ve been purposely hit and kicked so hard, bruises were left. I once had a student put an unknown substance in my tea. I’ve been harassed and threatened by students’ parents too many times to count. After making a call to the Children’s Aid Society, I had to be escorted to my car as my student’s mother was harassing me. I have personally witnessed students destroy/trash teachers’ classrooms and their personal property. And based on my own observations, the violence is increasing in schools.

There is research to support my anecdotal observations. Based on information from ETFO (Action on Violence in Schools), ETFO members are increasing facing violent incidents in schools and workplaces. This violence increases physical and mental harm to both adults and children. With violence, teaching and learning is disrupted. Teachers and students can develop anxiety that violence will occur again.

The Ontario English Catholic Teachers Association (OECTA) completed a comprehensive member research survey in June 2017, carried out by Pollara. The survey noted that elementary schools tend to experience more threats and acts of violence than high schools.

The highlights of the report, OECTA Survey of Violence in Schools, were telling:

Nearly nine-in-ten teachers experienced or witnessed violence or harassment in schools
94% of all violent incidents were perpetrated by students
70% of teachers witnessed violence
60% of teachers personally experienced violence
15% of incidence involved weapons – 76% were classroom objects, 22% were a knife/blade, 8% were gun/fire arm/shotgun
elementary teachers experienced … threats of physical assault 43%; attempted physical assault 42%; actual physical assaults 36%

The resultant impact on teachers was also long term:

58% of teachers experienced significant psychological stress
56% of teachers experienced property damage
40% of teachers experienced physical harm
26% of teachers had to take time off work due to resultant health issues

So what are the schools doing about this violence in schools?

25% of teachers were either encouraged or actively pressured by administrators to not fill out a reporting form (often called Violent Incident Report)
25% of teachers who personally experienced violence were encouraged by administration to not report the incident to police

Teachers also reported that they felt administration did not take violent incidence seriously.

82% of teachers were not given appropriate resources/tools to deal with violent situations
74% of teachers who experienced violence and harassment reported they did not feel safe in their classrooms
72% of teachers reported that students and staff did not receive adequate protection against violence and harassment

ETFO has put an action plan in place, ETFO’s Action Plan on School Violence, to make members’ schools and workplaces safer. This includes excellent videos, a brochure, and a poster. I strongly encourage you to check out these resources as they provide critical information to protect you, your colleagues, and your students against violence in schools.

So what can teachers do to support ETFO’s Action Plan on School Violence?

Make schools and workplaces safe

ETFO’s call to action and strategy to address violence in school board workplaces involves many stakeholders and it starts with collaboration, training and accountability (from ETFO’s Action Plan on School Violence).

2. Know your rights to a safe workplace (ETFO’s Action Plan on School Violence Brochure)

Under the Occupational Health and Safety Act:

Your principal has a duty to provide you with information about the risks of harm from a person with a history of violence.
You may refuse to work or do particular work where you have reason to believe that the work is likely to endanger you.
If you believe you are being endangered by workplace violence, then report your concerns to the principal right away and get immediate assistance.

School Boards & Principals

School boards and principals are required to investigate and deal with reports of workplace violence and serious student incidents.
Both, boards and principals, are required to conduct assessments of the risks of violence as often as necessary to continue to protect ETFO members from the risks of harm.
Both, boards and principals, are required to take measures and procedures to control identified risks. In the school setting, these steps could include, for example, a safety plan, a behaviour plan, staffing and supports.

You have a duty to report violence in schools (ETFO’s Action Plan on School Violence Brochure)

Under the OHSA, ETFO members have specific duties to report workplace violence.
Under the Education Act, ETFO members have specific duties to report serious student incidents. These duties are further described in Ministry policies PPM 144 and PPM 145.
Should workplace violence cause an injury or illness, an accident/injury/illness report is required. It is just as important to seek medical attention for psychological and emotional harm as it is for physical injury when workplace violence happens.
Your duty to report workplace violence and serious student incidents cannot be limited by age, needs or other mitigating factors. If you are having difficulties making these required reports, get in touch with your steward or ETFO local as soon as possible to get support.

Support for ETFO Members

Contact your ETFO local for advice and support at etfo.ca/link/locals.
You can also contact ETFO provincial staff in Professional Relations Services at 416-962-3836/1-888-838-3836.
For information and resources on workplace violence and serious student incidents, visit etfohealthandsafety.ca .

Educate yourself and your colleagues on workplace violence

As noted above, ETFO’s Action Plan on School Violence has been put in place to make members’ schools and workplaces safer. I strongly encourage you to check out these resources below as they provide critical information to protect you, your colleagues, and your students against violence in schools.

ETFO’s Action on Violence in Schools

ETFO’s Action on Violence in Schools Poster

ETFO’s Action on Violence in Schools Brochure

Supporting ETFO Members – PRS Matters

I have experienced violence and harassment in schools but I have not been seriously injured. Based on the results from the OECTA Survey of Violence in Schools, I have been fortunate.

Know Your Rights to a Safe Workplace!

It’s up to you to support ETFO’s Action Plan on School Violence.

It’s up to you to fulfill your Duty to Report school violence.

With your support, together, we can make schools safer for our schools, our colleagues, and our students.

Collaboratively Yours,

Deb Weston

November 27, 2017 Tammy Axt General, Mental Health, wellness

Taking care of yourself in December

Now that the hustle and bustle of progress reports is done and parent-teacher interview night is over, I am exhausted. I find this time of the year to be the longest stretch of the school year and these next four weeks to be the most demanding on me mentally and physically. Although my body and mind feel like they should be at home relaxing on my couch, I have four solid weeks of instruction to deliver, an AQ to complete and a Christmas concert to gear up for. There is no time to rest just yet! However, this is my eighth time through December at school and I have learned a few things along the way. Below are my survival tips for the next four weeks.

Survival Tip #1: Keep to your regular routine in class as much as possible. This is tough with concerts, sing along assemblies and parties in late December; however, kids get cranky and forgetful of the school rules when so many routines are disrupted. To limit the amount of negative interactions with your students, continue with normal Math lessons and guided reading circles throughout the month to mitigate all the changes happening.

Survival Tip#2: Continue your exercise routine as much as possible. Just like the kids, there are so many disruptions to our lives in December. I have multiple holiday parties that I am committed to attend, baking to do, and presents to buy. It is really easy to get overwhelmed at this time of year. However, no matter how busy I get, I drag myself to my swimming and spin classes this time of year as I always feel better when I am done. I also am a better partner and teacher when I have had one hour of a spin instructor yelling at me (I guess when you are trying your best just to keep your legs moving, you don’t have time to worry about anything else).

Survival Tip #3: Do assessments in class. This is a great time of year to have students do oral presentations, skits, or hands-on math activities in class to demonstrate their knowledge. Have your rubric/checkbric/criteria checklist etc. ready and mark them in the moment. This will encourage you to take home less marking and keep you fresher for student feedback during the day.

Survival Tip #4: Choose your battles. This tip really applies to every day of the school year but I really try to remind myself of this in December. Some students have a really hard time with the transition into the break. For students who are going home to a two-week holiday filled with fighting, substance abuse or neglect, this break can be really long and stressful. That anticipatory anxiety and stress can display itself in behaviour that is really challenging to deal with. Try your best to stay calm and choose your battles if the student’s behaviour is not impacting your ability to instruct the class. Talk to the student at a quiet moment to see if they need support.

Survival Tip #5: Attempt to eat right. I say attempt, as my mother-in-law’s sausage rolls and jam tarts always get me. However, weight gain, upset stomachs and crazy sugar crashes that are very prevalent this time of year are not great factors for running the marathon that is the last four weeks of December.

Ultimately, it is very important to take care of you in December. I know it may seem selfish, but you will have so much more to give to your students, family and friends. Good luck and have a great December!

November 23, 2017 Kelly.McLaughlin Celebrating Success, Challenging Topics, Constant Learning, Diverse Learning Needs, Inspiring Teachers, Learning About Your Students, Making a Difference Through Education, Mental Health, Mentorship, Mindfulness, Professional Learning and Growth, Questioning, Resources, Wellness, wellness

Book group

A colleague of mine started a book club for educators in our school. We read the book “The boy who was raised as a dog” which takes you on the journey of various stories from the child psychiatrist, Bruce D. Perry. The book group involved seven to eight educators discussing the assigned chapters we had read for the week. I highly recommend this read for any teachers who have ever struggled with a “challenging” student. The book details the accounts of many children Perry encountered whose traumatic past altered their future. The book teaches all teachers to have a compassion that is so necessary for these traumatized children.

We discussed many things during our meetings each week. We started discussing the chapters but the conversations always had a way of covering anything and everything. The meetings helped me go into each day with an open mind and a compassion for a child’s situation that I did not have before. You rarely think of the reason someone behaves “badly” or defiantly. We may just assume that that is the way that child is. Many of us may have not stopped to think of the reason for that action. Realistically, we all have a lot on our plates that day and we may be thinking of a quick way to discipline the child. The book helped our book group members to think of ways to help these children in class so that they may have a successful future outside of it.

Today was our last meeting and we took the last twenty minutes to reflect on our love for teaching. How amazing of a feeling it is when you have that moment in the classroom (or outside) when you just get that feeling of “this is the most incredible job on earth!” We all discussed moments we have felt like that and how incredibly lucky we are to be teachers. The book group was a great way to celebrate and to continue our love for learning. If anyone would like more information about this book, please let me know. The book could change your entire outlook on those “tough” situations, reminding us never to give up on a child or to jump to negative conclusions especially when we do not know their entire situation.

October 29, 2017October 29, 2017 Michelle Fenn Constant Learning, Inspiring Students, Inspiring Teachers, Mental Health, Mindfulness, self reflection, Wellness, wellness, wellness

Mindfulness Tips for Stress Reduction

I’ve recently spent some time with fellow educators and health care practitioners in order to find solutions to an all too prevalent issue. Burn out, stress, compassion fatigue or empathy fatigue; whatever you call it, it is a reality for those in caring professions like teaching and health care. The room was filled with women from all over the province. Although our stories were different, we were all exhausted, overwhelmed, and consumed by feelings of guilt and inadequacy. We had a common purpose for coming together; to find ways to put mindfulness and stress reduction into our daily living.
The most common excuse that people use with regards to self-care is that they don’t have enough time. I used to say the same thing. Then I realized that if I have had enough time to watch two episodes of something on Netflix, I had enough time to go to the gym or cook a healthy meal. As I have learned more about mindfulness and meditation I have realized that it doesn’t have take a huge amount of time and it really doesn’t take a whole lot of effort. You just have to start.
I’m an “all or nothing” kind of person and a perfectionist. I used to set lofty exercise, meditation and healthy eating goals for myself and then quit when I haven’t met these unrealistic expectations. Now, I start one thing and do it, slowly and simply. I try to adopt Nike’s “Just Do It” advertising campaign as my mindset towards mindfulness. I have to remind myself to be patient, kind and compassionate around my mindfulness practice. I forget, I get distracted and I feel disappointed in myself sometimes. The most important thing that I try to remember is I can always begin again. I can begin again every moment. The judgment that I have about missing days at the gym or on my meditation cushion is my own. There is no one that works at the gym that will berate me when I come through the door. They will welcome me and I have never left the gym or my meditation cushion wishing that I had done something else with my time. I thought it might be helpful to share some simple and quick ideas that can easily become habits in order to become more mindful and practice self care.

1. Begin each morning by spending three or four minutes lying in bed awake before getting out of bed. Pay attention to your breath and set your intention for the morning rather than shutting the alarm off and immediately swinging your legs to the floor. It seems like such a simple thing, but it can make a positive impact on how you face the day.

2. While doing any mundane task such as washing your hands you can simply pay more attention to the task. Don’t try to multitask and don’t be on “auto-pilot”. Be aware of what you are doing and do it slowly. Actually enjoy the simple task of hand washing. It may take you a few seconds longer but it gives your brain and body time to become more grounded. Pay attention to your breath. Are you holding your breath? Are your shoulders tense? Let the warm water flow over your hands and be grateful for the water we have. Lather the soap and feel it squish through your fingers. Dry your hands completely, taking the time to appreciate the act. We know in the teaching profession how important the act of hand washing for our health and we do this many times a day but how often do we wash our hands mindfully? Take these few extra seconds, breathe, be aware and be grateful.

3. Each morning before exiting your car at work take a few minutes to check your breathing. Be grateful for the day, be aware of your intention for the day at work. Try to do a quick body scan to see if you are holding any tension and let it go. If you aren’t really looking forward to the day, force a smile. The silly act of putting a smile on your face on purpose while alone in your car will often produce a genuine smile!

4. Be mindful about your cup of tea or coffee. Over the years we have become accustomed to having our tea or coffee “to go” that we are no longer mindful about drinking it. In fact, we have adult sippy cups to ensure that we don’t spill it and companies that put warnings on the side of cups to remind us that the contents might be hot. As a society, we have become pretty mindless about drinking hot beverages. Our coffee and tea have become caffeine that is fuel to be consumed rather than a comforting and tasty beverage to savoured and enjoyed. So take the time when drinking your hot drink. Take the time to smell it, feel the warmth in your hands, to really look at it and to enjoy and be grateful for it.

For more information about “Tea” Meditation and mindfulness visit Tea Meditation – Plum Village

5. In order to incorporate mindfulness practice into your work life, practice it with your students. Each day I have a morning meeting with my class. I use a singing bowl to draw attention to our practice and we sit in a comfortable position. We only do this for a few minutes each day but we pay attention to our breathing, we close our eyes or choose a spot to land a soft gaze. The students have said that they can feel the energy in the room become more calm and peaceful. I do the practice along with them. I have grade 4 and 5 so we also talk about mindfulness and what it means. It works hand in hand with self regulation. If students are mindful about their behaviour then it becomes easier for them to practice self regulation strategies.

I do not claim to be any kind of mindfulness or meditation guru. I have not painstakingly researched the positive effects of mindfulness from a scientific perspective. I’m just an elementary teacher and mom trying to bring balance to my life, one moment at a time.

September 28, 2017September 29, 2017 Laura Bottrell Building Inclusion, General, Inspiring Students, Literacy, Mental Health, Start of the year

A Wonder-Ful Start to the Year

This year I am teaching a grade 5/6 class. I’m learning a lot as I transition from teaching a grade 2/3 class last year. I have always had a heart for the younger grades but as I am getting to know my new group of grade fives and sixes, I feel my heart growing.

I have a class of 24 wonderfully bright, inquisitive and compassionate kids. Every day I am blown away by their ability to share ideas, challenge norms and push their learning to new limits. My favourite thing about teaching this class are the spontaneous, unplanned conversations that arise during the day and the powerful learning that comes from them.

I wanted to find a way to break down barriers and set an inclusive tone for their year. There had been a lot of buzz around the book Wonder, by R.J Palacio, so I decided to use it as our first read aloud. I cannot recommend this book enough. If you haven’t heard of it, Wonder follows the story of a fifth-grade boy named August Pullman, who has a severe facial deformity, as he makes his way through attending school for the first time. The book is written through his point of view, but also through the point of view of other characters in his life. The story touches upon countless valuable topics, themes and discussion points. Ranging from bullying, social groups, peer pressure, self esteem, growing up, parent divorce and grief to love – the interweaving storylines of Wonder’s characters offer a wide range of access points for teachers and students.

Since the first day of school, we have started every morning sitting under the big tree in our playground reading Wonder together – my students gathered around me reading, completely immersed in the story, always asking to read on to the next chapter. It is my favourite part of the day. Not only does this create a calm transition into the school day for my students, but it sets the tone with powerful messages and mindful discussion.

With Wonder as our mentor text, my students have engaged in many literacy, drama, visual arts and health learning experiences. Our classroom has been taken over by Wonder and it’s message – choose kind. The curriculum connections are plenty but they aren’t why this book is so powerful. It is powerful because of its ability to resonate with every student in the room. It is powerful because of the thinking it sparks.

Last week, I had one of my top teaching moments. After nutrition break, I thought my students needed a few minutes of quiet to transition them into our math block. I called them over to our carpet, sat down there with them, and thought I would read just a few pages of our book. We didn’t get to that math lesson. Instead, we happened to read a fairly impactful chapter about the idea that everyone is fighting a battle though we may not know it. I noticed a few tears in the eyes of some students. When I stopped reading, the chapter sparked a very powerful conversation. Without invitation, several of my students chose to share their own experiences of struggle in their own lives. A few of them were brought to tears in doing so, immediately comforted by their peers. Other students commented on how brave they were to openly share that with others. They talked about empathy, compassion and shared some very profound thoughts. The bravery, maturity and vulnerability they displayed amazed me. It was a beautiful experience to share with them.

All this to say, the author of Wonder has done an outstanding job at addressing real issues in a way that is engaging and accessible for kids. I highly recommend this book for your class and I believe every child in school should have the opportunity to read it.

September 23, 2017 Michelle Fenn Communication Tools, Communication with Parents and Guardians, Mental Health, Mindfulness, Modern Learning, Professional Judgement, self reflection, Technology in school, Use of Technology, wellness, wellness

Finding Balance in a Digital World

When I first began teaching, over 20 years ago, I spent a lot of personal money on “resources”. In teacher’s college I worked part time at The Teacher’s Store and spent the majority of my paycheque on black line master books, “units” and teacher’s guides, which took up space on my book shelves and in large plastic totes in my basement. Now I can access free downloads, use Teacher’s Pay Teachers, Twitter, Pinterest or any number of educator websites. It is difficult to deny that the use of technology is a huge part teaching. I access the curriculum documents online on a regular basis. In fact, I don’t even own a paper copy of the curriculum documents. Attendance, IEPs and report cards are now web-based. Student portfolios are digital and parent communication is mostly electronic. We communicate with our staff on Edsby and post our students’ triumphs using digital platforms such as Seesaw. When I am away from school for the day, I book an occasional teacher online and send in my plans via email. As a parent, I pay for my son’s school trips online. Almost everything we do in education seems to involve technology in some way. It makes our job so much easier! Doesn’t it?

Herein lies the rub. As wonderful and “easy” as it all is, digital information and communication can also be suffocating. For example, it is easy to ask a question of a colleague in my large school something by email or text and get an answer in seconds without having to take ten minutes to walk to his or her classroom. However, it also may mean that I won’t see my colleague all week. It is easy for a upset parent to send an email in the middle of the weekend and then I stew about it until I can take care of it when I am back at school on Monday. It is easy to spend hours following the trail down an internet rabbit hole trying to find the “perfect” lesson plan. It is easy to look at examples of art lessons on websites like Pinterest and then feel inadequate as an educator because mine didn’t go quite according to plan. It is easy to send an email in the middle of the weekend, just to get it done, when I should be spending time with my family. It is easy to get into a chat on Twitter with educators around the world and learn all kinds of cool stuff, and then realize that I have missed going to the gym…again. Digital information and communication is never done. There is always something to check or answer or post. Yes, I admit that it is a little ironic that I am writing this on a blog post, but wait…here’s why.

I have decided to try a few things so that digital information and communication will not suffocate me. I have created “office hours” for communication. I have told the families of my students that I will only respond to emails or messages on Edsby or Seesaw between the hours of 8 a.m. and 5 p.m. Monday to Friday. If I take the time to communicate something to families outside of office hours, then I will draft it and save it and send it during office hours. If there is something urgent, families are instructed to call the school. I have turned off notifications of email on my phone. I no longer go on Pinterest and have stopped going on Twitter. I will only check Edsby once a day. If there is something of urgent importance, I have no doubt that someone will find me and let me know. My students will update their own digital portfolios. I am going to try to be mindful of the amount of time I engage in digital communication and information for my job in order to maintain a healthy work-life balance. It will take some practice and I’m sure that I will find myself getting into some old habits. However, my mantra this year for my class is also for me…strive for growth and progress, not perfection.

May 30, 2017June 13, 2017 Will Gourley Challenging Topics, General, Making a Difference Through Education, Mental Health, Standardized testing, wellness

Speaking of immovable objects

Here’s an open ended question for your classroom or next staff meeting.

Q: What happens when an unstoppable force meets an immovable object?

I love asking questions like this. They tend to force people to engage a different set of neurons to come up with the answer(s). Usually, the room gets quiet at first, but then what follows can be quite rich and edifying.

Did images of the universe collapsing upon itself come to mind? Were Neutrinos, light energy, and dark matter dancing destructively in your mind? Nice, but this is not a Science blog. I predict nothing happens. This seems to be the most simple answer I can conjure. Especially, when neither entity can be stopped or moved. Let the exchange of ideas begin. This is what I strive to achieve in my classroom.

Lately, something has interrupted our flow. Again.

Fill in the blank.

It’s the most __________________ time of the year.

a) Wonderful (b) Hectic (c) Incredible (d) Stressful (e) All of the above

Here’s a snapshot from last week in my own incredibly hectic and quasi-stressed out classroom.
Tuesday: Students come to school under a cloud of distraction and worry over the provincial government’s mandatory standardized test EQAO. So I prescribed a Math test to get their minds off of the days ahead.

Wednesday to Friday: EQAO testing delivered over 3 days in 6 x 100 minute periods. Followed by a decision to provide 100 minutes of movement time each of those afternoons. After sitting at their desks writing assessments, which are as long as some high school tests, my grade 6 students earned the right to move around. So to the gym and outdoors we fled. Unless Participaction and Ophea are lying to us, an active body leads to a healthy mind and the two are inextricably connected because they add up to happy learners.

Movers and groovers

If we are truly differentiating education to support all learners in Ontario, then why is the standardized assessment basically a read and respond test? How are the needs of all learners honoured here? When will kinesthetic, musical, visual/spatial, and inter-personal learners get their rightful moments to shine? And then there are the students who suffer from anxiety regardless of their incredible skills.

Anxiety is one thing parents and schools do not need to teach students.

Q: Why do so many students come to school worried about this test?
A: They’ve learnt it at home, and then they’re learning it in school.

This revelation comes from an informal poll taken over 8 years of teaching students in grade 6, many, who feel their families put pressure on them over EQAO, and also that the school intentionally or inadvertently perpetuates in the classroom in Grades 3 and 6 does the same.

Despite repeated assurances that EQAO is a meaningless test, with regards to their report cards and chances of getting into university, students and their families are still laying a lot of emotional eggs into this basket. For whose benefit, then, do tests like these really serve? In my neighbourhood it appears to be increasingly financial as homes in “high achieving” schools like Markham and Unionville are in constant demand on the real estate market. No pressure.

Think of the money

Are parents sub-consciously stressing children over EQAO scores to influence their property values? Say it isn’t so. Each year on meet the parent night in September, the test is front and centre on the agenda of many in attendance. With some time and clear information, many of their concerns are acknowledged and addressed. However, 8 months into another year, there are still remnants of confusion in the general public. Recent correlations between house prices and test scores are adding fuel to this fire?

So how can you help students overcome test anxiety? Last year I shared some of my strategies. Below you’ll find some others to choose from and build on;

a) Give them lots of tests and worksheets to build up students’ test-taking immune systems? This is a classic technique from the Drill and Kill Society of Educators. This would not be my personal strategy to share, but it is still widely in use. It is easily rationalized with, “Life is a test” and “Everything is a test.” To which I reply, “Life’s tests are, at least, meaningful.”
b) Develop strategies for answering questions? This involves a plan. I always suggest reading the questions over 2 or 3 times while highlighting the key points, skipping questions to revisit afterwards helps students to get past feeling stuck, double checking calculations helps make sure all steps were followed along the way, and re-reading answers afterwards for evidence of understanding. These techniques help students to a point, but are not test taking cure-alls.
c) You could also build higher order-thinking skills that apply understanding, knowledge, application, and evaluation into every response?
d) Don’t forget to look after your body. Drink water, have a snack, close your eyes, take a few deep breaths, and repeat motivational axiom of your choice. You got this.

Our corner

What did we do to prepare? Nothing. No sheet of paper was harmed in preparation for EQAO in my class. I posted some links to the EQAO homepage via our class web site at the beginning of the year after a parent requested them. Other than that, it’s been a beautiful year of asking engaging questions, interleaving concepts*, and opportunities to develop/use critical thinking in every aspect of the learning lives.

Let me know what strategies you use in the classroom to combat standardized test fatigue. Please share in the comments section and keep the conversation going. Thank you.

* More on Interleaving via http://www.greatmathsteachingideas.com/2015/02/01/building-interleaving-and-spaced-practice-into-our-pedagogy/