Gary Stewart 21st Century Learning, Advocacy for change, alternative curriculum, Flexible Classroom, Inclusion, Learning in a Real Life Context, Mental Health, Modern Learning, Outdoor Education, Outdoor Learning, physically active, Play-Based Learning, social emotional learning, Student wellbeing

Outdoor Education

I love learning outdoors! To me, the outdoors is an extension of the learning that happens in the four corners of the classroom, except there are no walls and no  barriers to one’s imagination in the outdoors. I believe learning occurs everywhere and at all times; what better way to show students the art of experiential learning than through outdoor education. 

 

What are the benefits of outdoor education?

From all of my experiences as an educator, a physical education specialist, and from all that I have learned and read about the art of teaching and learning, there is no doubt in my mind about the positive benefits of outdoor education. From the development of physical skills, mental health, spatial awareness, self-esteem, problem solving and communication skills (just to name a few) to the love, appreciation and respect for nature and all living things, outdoor education transforms lives and student learning to a whole new level beyond the classroom. I find that, though important in student’s overall growth and development, traditional curriculum tends to focus on test-based learning, leaving less emphasis on experiential, play-based outdoor learning. When students are engaged in outdoor education, their academic performance increases, their focus and attention increase, their mental and social health increase and they develop a deeper connection with, and respect for, the environment. 

 

How can schools/teachers incorporate outdoor education into their teaching practices? 

  • You can always take the lesson and/or activity outside (snow, rain or shine). As long as you prepare for the weather conditions and student safety, many activities, with some minor adjustments, can be accomplished in an outdoor setting. 
  • Consider taking part in the OPAL outdoor play education program. Schools are supplied with equipment and resources that students use in various innovative and explorative ways through free play. For example, students can build forts, balance on large wood spools, swing from tire swings and engage in pool-noodle sword play (just to name a few).  For more information, check out Outdoor Play Canada
  • I have also come across many articles that talk about the benefits of outdoor education and outdoor play in many subject areas: the arts, health and physical education, but also including literacy and numeracy. There are also many resources and organizations that are able to support teachers in building strategies to incorporate outdoor education into their teaching practices. I have used resources from Right to Play and OPHEA teaching tools and found them to be very practical and engaging for students.

If you are new to the idea of outdoor education, my suggestion would be to do a little research of your own, talk with other colleagues and/or your administrators and engage your students in a discussion about outdoor education. Another suggestion would be to start small by focusing on one subject/concept at a time and maybe just doing one activity with students. From there, you can set specific goals and measure success through feedback from participants, looking at improvements in academic performance as well as students’ emotional and social well-being. Overall, the benefits of outdoor education speak volume, in terms of student success, student development, and student mental health and well-being. Outdoor education is beneficial to every child in every school community, and it’s a strategy that I hope will one day be commonplace in all school communities across the province.

Will Gourley Celebrating Success, Constant Learning, COVID19, General, Mental Health, Mindfulness, self reflection, Teacher Wellness

fitness

Fitness is a funny word. I get quite a chuckle each time I see this meme. Knowing where to get a laugh comes in handy in this job. The trick is knowing when and where to fit it in?

Yeah, I'm into fitness. Fitness whole pizza in my mouth. – Wag Pet Boutique
https://www.wagpets.com/yeah-im-into-fitness-fitness-whole-pizza-in-my-mouth

Fit in itself covers a broad swath in its meaning as it ranges from adequacy/competence much like whether a premier is fit to govern or if a garment is the proper size. In legal spaces, the courts decide whether someone is fit to stand trial or have custody rights. When someone is upset they are said to be having a fit. When they are inconsistent, things are happening in fits and starts. When someone doesn’t play by the rules and norms they are often told to fit in or labeled that they couldn’t fit in.

Fit can also have a positive light around it such as, “They were a perfect fit for each other” or “all the pieces fit together so well”. When we are starting somewhere new, we always hope to fit in.  When we need an appointment, we are always hoping to be fit into the schedule.

Not to be overlooked, fit can also describe someone’s physical or mental state, as well. So as the days of our 9th month in school wind down I wanted to check in and share some thoughts on fitness in order for all of us to finish strong in June. To no one’s surprise in my world, humour plays a huge part in how I maintain my mental health. Sharing it with my class has become part of our support of one another since the start of the year.

With so much happening in our world right now to crush the spirits of our students and fellow educators, humour, art, acts of kindness, and movement are my goto strategies to combat relentless tragic news stories, a pandemic, and the return of standardized testing. So how does that look in the classroom?

Before I share that, let me reiterate that there is no need, ever, for a head in the sand approach with my students when it comes to tough topics. On the contrary, active discussions about the goings on in our world, nearby and far away are crucial. I believe there is room for conversations for students of all ages. I believe there is room for them to share what they wonder, have heard, and think. I am wary when classrooms are not allowed to be open spaces of inquiry when it comes to the big questions on students’ minds especially when our students possess a world of information, real and fake, at their fingertips. It is important to let go of the control and comfort though. For some that discomfort does not come easy, but hey it’s not about you.

When we fit this work into our days, we tell our students that they are safe to ask when uncertainty abounds. In case you’re wondering. I am into fitting this into my days.  Okay now back to what can only be expressed as a fitting conclusion to a year at the speed education.

  1. Lessons getting shorter. Connecting and applying concepts still continuing.
  2. Time to explore concepts outside of the boundaries and boarders of the curriculum being added.
  3. Collaborations on projects between grades(4 and 5) guaranteed.
  4. Time for exploring new learning with another self-directed inquiry project(Genius Hour)
  5. Student led social activities and DPA. They always know the latest and greatest vids.
  6. Organization of one more PAK (purposeful act of kindness)
  7. More time listening to one another.
  8. More time for the arts beyond our weekly schedule.
  9. Joke(s) of the day.
  10. Time to celebrate that each of our mistakes is evidence that we were trying.

Lastly, there is going to be an end of school in-class celebration to honour each student for their hard work. persistence, growth, and contribution to our class family. As exhausting as the lead up to June is each year, the satisfaction and joy from a job well done lasts far longer than any memories to the contrary.

Each day of this year has been physically and mentally taxing. I have eaten my feelings on occasion. I have been called grumpy from time to time. Mea culpa. I have also found time for a lot more personal fitness in order to combat those tougher days we all go through as educators. Whatever you do to keep fit, I hope it sustains you and gives you joy through the upcoming month and well into a restful summer.

If you see fit, please share what you are fitting into your classroom in June. Thanks for reading.

Melissa Turnbull Mental Health, Mindfulness, Occasional Teachers, Occasional Teaching, Professional Learning and Growth, self reflection, Year End Reflection

My June To-Do List

Those outside of the world of education may see June as the month that the school year ‘winds down’. Educators know that ‘winding down’ is not our reality come June. Comparable to September, June is the time where my mind races, I have 87 sticky notes everywhere between my car and my classroom, and not even 2 coffees seems to cut it anymore. June is an ongoing to-do list that seems to never end. Oftentimes, my list feels like a game of whack-a-mole…just as I am crossing off one task I am adding another to the list.

As we enter into the last month of the school year, I created a to-do list that includes my priorities for June 2022 (in no particular order):

  1. Vote in the provincial election 
  2. Share resources with students and families that celebrate the 2SLGBTQIA+ community as we observe pride month
  3. Observe National Indigendous Peoples Day on June 21st and continue to recognize and use my privilege as an educator to advocate for positive change 
  4. Think about how my DECE partner and I will honour all the hard work our students and their families have put into another extremely challenging school year 
  5. Remain present with students as the days become busier and the weather becomes warmer
  6. Continue to foster a growth mindset with my students. Even though the school year is almost over – we will reflect on all we have learned as we wonder about the things we will learn next.
  7. Spend time with my dad on Father’s Day
  8. Celebrate with co-workers who are retiring after years of pouring their heart into a career in education
  9. Complete Term 2 Communication of Learning reports to reflect all of the wonderful accomplishments our students have achieved this school year
  10. Take care of myself. Breathe. Smile. Enjoy the journey!

What’s on your June to do list?

Will Gourley #hybridhurtskids, Building Inclusion, Constant Learning, Design, General, Inclusion, Inspiring Students, Learning About Your Students, Mental Health, Mindfulness, Modern Learning, Music, self reflection, social emotional learning, The Arts

sounds

I love walking around and peeking into classrooms – especially at my own school. As a SERT, it does not seem as weird when I show up unannounced in the middle of a lesson or work time since I am always in and out over the course of a day. In the spirit of transparency, my curiosity has found me marveling in rooms at other schools too. There is so much to see each time the opportunity presents itself. Long before ever becoming an educator, I was wont to wander off the tour when given the chance – still do.  Now that I am, it would be great if we all had more time to visit each other’s amazing learning environments. 

Each of my visits offer informative insights into these incredibly and creatively constructed spaces. I’ve even made some friends along the way as a happy coincidence when my curiosity leads to conversations after compliments. I think every educator wants to check out what is going on in other classrooms, but we are given little opportunity to do so while siloed in our own schools. Wouldn’t it be fun to swap places with a teacher of the same grade for a week to experience what they do and vice versa?

Admittedly, that wonder and awe comes with a hint of professional jealousy as well. I think of the time, effort, thought, and sweat it takes to make learning come alive within them. It is a gift to work among so many talented and caring educators. Each trip to another educator’s classroom is guaranteed to give me a boost of energy and inspiration. Now imagine what would happen if we all had the time outside of our own walls?  

This has occured to some small extent during family of schools events or one-off PD sessions that happen occasionally. I always love it when another educator visits my classroom. It is validation. It definitely keeps me on my toes and, like watching a movie with your own children, you notice things that you might not sans visitor(s). 

I know that when folx come by my room, they do so with an open invitation to my classroom. Over the years I have welcomed delegations from Brazil, Denmark, and Sri Lanka. Not to mention system admin types from time to time. I always wonder what they must feel like to be back in the classroom? What do they remember from “their days” pacing the rows and teaching. What did it look like? What did it sound like? 

For me, their is this constant soundtrack playing in the classroom. Each day it constructs itself out of the rythym and melody of which we all play our part.

Now, I bet you thought it was something like a cross between Brazilian Thrash Metal, Opera, and Worldbeat and it kind of is however the beautiful noise that gets made is more of a melodic cacophony to accompany the magic that happens wherever and whenever students are being taught. If you listen close enough, you here the soundtrack that accompanies a live rocket launch or cornerstone being laid. It could come in the form of a question or a response and the a “Wait! No, I meant…” followed by an answer and mini-exhale. It could sound like 26 pistons each firing perfectly to accomplish a task or like the timed pops of fireworks at 10 pm on a summer holiday (all safety precautions observed, of course). These are the sounds that reverberate off of pastel painted cinderblock walls. 

Sure I could put on some Lo-Fi Hip Hop or share my Productivity Workflow playlist from Spotify, but they could never compare to the intersection of lives and learning going on each day. 

Like our students, the sounds we hear in class have their own rhythms. Believe it or not, there is such a thing as productive noise. It can be unnerving to new teachers who enter the classroom still holding on to their own experiences as learners, but now nearly a decade past those carefree days from K to 8. At risk is losing the energy in a room when order is the only expectation. Teachers each need to work out and manage their “acceptable noise” levels with students. We must also be willing to renegotiate these terms from time to time. Setting routines and irreducible minimum expectations starts in September, but must be consistent from then to June. 

This might require a few changes to be achieved. With the sun burning brightly and birds chirping, the energy/noise levels in classrooms seem to be set to 11 out of 10. As such, a little more outside and movement time built into the day has helped. I am also adding in more time to productively self-direct or collaborate. My recent art classes saw us touring the school and then partnering up to co-create something. Through all of this, the room was filled with creative conversation with only a few moments of chaos.

I wonder whether someone else would hear it that way if they visited? I guess there is only one way to find out. 

 

Will Gourley Advocacy for public education, Challenging Topics, COVID19, General, Making a Difference Through Education, Mental Health, Mindfulness, self reflection, Teacher Wellness, Teacher Working Conditions, Wellbeing, wellness

the eyes tell our stories

Trigger warning: This post may be triggering to some folx as it discusses the emotional and physical toll happening on our students and our profession. I hope you read on.

A student asked to speak with me the other day. They said things weren’t going so well. They didn’t have to say a word. Their eyes told the story of someone who had been going through a lot lately. They shared and I listened while resisting every urge to cry along with them. How has it come to this I thought? How have so many of life’s weights been placed on a student who deserves to enjoy these years without worry, fear, or doubt?

While they spoke, it became known that these feelings of sadness and dread have been building up for a couple of years already. It struck me a bit odd as this student comes across as one of the most well liked, bright, and optimistic persons. If they were struggling, then how many more have not found the courage to come forward? My mind raced around how best to support them in the moment, but then moved to thoughts of what needs to happen on the macro level of our classrooms.

Despite some training, my mental health first aid kit is still only partially stocked, and unless additional social workers can be added to our school, I fear things will only be getting worse.  If it is happening in one school, then it is probably happening in many others. Notwithstanding the already existing immense work loads placed on centralized caregivers in school boards, it does not appear that supply will meet demand any time soon.

I guess that my best move for this particular person will be to check in with them a little more frequently, contact family to construct a cohesive support plan, and to recommend seeking some help from a social worker if at all possible. I am also going to build in some wins for them throughout the week. These could be a few more affirmations or intentional opportunities to have fun in their day.  Maybe this approach could help in supporting staff as well? Read on.

They didn’t have to say a word. The eyes told a story of someone who has been crying a lot lately. What happened before coming to school? How were they going to make it through another day when the sound of fast paced walks toward their door meant another part of the day, intended to plan and organize, was going to be co-opted again. How can this continue to happen when things are supposed to be safer, better, and back to normaler? Cue the tears. Cue the sadness. Cue the confusion. It’s hard to hide the stress or frustration. With all of that to manage, anger is never far behind. So when someone asks what is causing the tears specifically, the answer is nothing and everything at the same time.

Nothing because there is nothing we can do about what is happening other than mask up, make sure the kleenex box is full, and brave out the current chaos of each day. Everything because the number of issues provide more than enough straws to collapse every camel’s back. Mixed messages, inaction, anti-vaxxers, non-maskers, insane rates of infection, lost preps, fatigue, and having to complete the same system work with less time due to time that has been ‘liberated’ from one’s daily schedule.

Image
via https://twitter.com/MikeJToronto/status/1520175065333219329?s=20&t=NLlivpQQu-yLApHE3_iEUA

I looked into the mirror. My eyes were dull, glassy, and dry. Thankful that another week has passed where I did not have to be out of the classroom. Thankful that I did not have to isolate. Relieved that time outside of school meant a chance to disconnect and recharge.

Although there is no single thing to attribute this current state. It could be because of the daily dread built up from what is happening in schools right now. It has gone far beyond any occasional days when OT jobs went unfilled to a sadly predicatable and unprecedented time in our profession. When was the last time you ever heard of 9 unfilled OTs at one school? Last week comes to mind.

If it hasn’t been mentioned before, the folx caring for this province’s most precious resources are having a tough time and are being pushed to the brink of exhaustion and anxiety. It seems that once again, pontificating politicians have put their heads in the sand when it comes to equipping educators to meet the realities of the day with the resources they need.

Let’s start by having more teachers available to cover the amounts of educators having to take time to quarantine due to illness/exposure to COVID19 or to care for an infected family member in the same home. As we enter the final months of the school year I am not feeling super confident that things will change and that has me worried about my own energy and emotional levels.

Despite every educator’s individual efforts, ‘things ain’t goin’ so good’. No amounts of extra time or out of pocket expenses are going to fix what is happening. We need personal supports for students and staff more than ever not affirmative memos and lipservice from elected/board leaders. Help.

Kelly.McLaughlin Celebrating Success, Classroom Layouts, Inclusion, Mental Health, Student wellbeing, Wellbeing

The Power of Groups

It has been a full two years without student desk groupings and I had completely forgotten about all the benefits it brings to the classroom. Not only does it brighten student morale, but it provides so many rich learning opportunities. I wanted to dedicate this post to the celebration of being back in groups!

Last year as we all know, (even though we did group work) students had to sit on their own due to COVID regulations. Since I taught online last year, I did not get to witness many group work settings as my students who worked in breakout rooms chose to keep their microphones and cameras off. I was able to witness group chats but nothing is better than in-person group work.

As restrictions are lifting, students are able to get back to some of the simple things they could enjoy pre-COVID, one of them physically sitting beside their peers. ** I created groups in my classroom last week and I cannot express how much of a change it has brought into the classroom. Just having a peer nearby has brought so many students to life, some who have been putting their head down and not participating this year. Now that they are sitting directly beside a group of people, they have no other choice but to become involved in the conversations and the learning around them. They do not seem frustrated at this, rather they are thankful for this new opportunity. This peer support has really helped a lot of my students. I was starting to think that some of my students would never regain the ability to socialize with others but the proximity of their peers has really helped them grow out of that discomfort. About six students decided they wanted to continue sitting on their own, but after a few days of seeing how exciting the prospect of sitting in a group was, they merged groups with nearby friends. These group settings have created new friendships that couldn’t have started without the new group settings.

Having students working nearby each other has also allowed for many group work activities. Some of the ones we have enjoyed in the past two weeks have been:

  • Solving complex math problems, drawing off the ideas of their peers to contribute to their answer
  • Brainstorming about topics such as the forms of bullying, landforms and types of mixtures
  • Solving hands on tasks that involve building structures or mechanisms
  • Students getting help from a friend with spelling (before they had to travel out of their seat to ask for this assistance which wasn’t allowed)
  • Confidence when solving independent problems by comparing end solutions
  • Sharing devices to research as we only have two iPads in our classroom
  • Being involved in conversations which otherwise would have had to take place across the room
  • Continuing to improve collaboration skills which have been on pause
  • Allowing for differentiated instruction opportunities that have been on pause since 2020

I know that groups can pose a classroom management issue such as breaking up group conversations. I am actually thankful for these conversations as before, it was challenging to get anyone to speak to each other. Attempting to chat with someone across the room was actually more disruptive than it is with the group settings. I continue to work on classroom management techniques as I have not had the practice with managing physical groupings since 2020.

I look forward to continuing to look at new and exciting group work activities as we are able to provide these for our students again. We are currently learning about hydraulics in our grade eight science unit so I am looking forward to students creating their own hydraulic machines together. I am also extremely thankful for the new friendships that have formed, especially with it being so close to the end of the year.

I know these successes are small and it may seem silly, but the power of physically grouping students has really changed things in my classroom and I cannot wait to see what happens next.

If you have any exciting new group work activities you have tried, I would love to hear them as it has been a while since I have done some fun team building activities. 

**Note: All of my students that sit in groups wear masks (their personal and preferred choice).**

ETFO’s recent media release related to masking can be found here.

PLEASE NOTE: ETFO’S POSITION ON IN-PERSON LEARNING REMAINS UNCHANGED. THE UNION FIRMLY BELIEVES THAT THE DAILY, IN-PERSON MODEL OF INSTRUCTION AND SUPPORT BEST MEETS THE EDUCATIONAL, DEVELOPMENTAL AND SOCIAL NEEDS OF STUDENTS, PROVIDES THE BEST EXPERIENCE FOR SUPPORT, AND IS THE MOST EQUITABLE LEARNING MODEL FOR ALL STUDENTS.
ETFO’S EXPECTATION IS THAT ELEMENTARY VIRTUAL LEARNING IN ANY CAPACITY, INCLUDING THROUGH HYBRID MODELS OF INSTRUCTION, WILL END ONCE THE PANDEMIC ENDS.

 

Melissa Turnbull Mental Health, Mindfulness, self reflection, Teacher Wellness, Wellbeing, Wellness, wellness, wellness

Mindfulness in the Classroom

Are mindfulness activities a part of your program? 

Each day more than the last, it feels like mindfulness activities are being promoted for classroom use as part of a solution to what we are currently experiencing as humans on planet earth. 

I am not a mindfulness or meditation expert, nor am I trained in yoga instruction. 

I am however, a curious participant and reflective user of daily mindfulness opportunities in the classroom.

In a blog post for The MEHRIT Centre titled ‘The Self-Reg View of Mindfulness (Part 1)’, Dr. Stuart Shanker, an expert and leader in the field of self-regulation discusses mindfulness through the lens of self-regulation. He states the goal of mindfulness activities is not “developing techniques to suppress or flee from unpleasant thoughts and emotions” but rather to “pay close attention to them with the hope that, over time, you’ll be able to tolerate things that you have hitherto tried to repress or avoid”. 

Shanker highlights that one’s ability to engage in mindfulness and meditation experiences are not instinctive, for neither adults nor children. He acknowledges that for some people, the “act of concentrating on their breath or their emotions” while attempting to sit still or quietly can bring great amounts of stress or anxiety. 

Shanker cites the work of Dr. Ellen Langer and emphasizes the importance she places on understanding “mindlessness” in order to create an understanding of the term mindfulness. 

 

This resonated with me. 

 

If I am not achieving mindfulness am I engaging in “mindlessness”?

It had never crossed my mind how dangerous this dichotomization could be.

 

Mindfulness or mindlessness?

 

Thinking about those who do not find success or find stress in widely used mindfulness activities… are they still being viewed through a positive lens? How can I expose my students to meaningful mindfulness activities that are positive while maintaining a sensitive and trauma informed approach?

As Shanker points out, a state of mindfulness is unique to every individual person and should be achieved as such. Additionally, what calms you “may change from day to day, even moment-to-moment”. Mindfulness must be differentiated and unique: Like any new concept introduced, students need time, patience, space and practice in order to discover what helps them feel calm and under what circumstances. Contrary to this statement, students also need time, patience, space and practice while they discover what does not work for them in order to feel calm. 

Accordingly, the act of differentiating these completely personal moments of mindfulness feels to me like in order to be genuine, they need to be voluntary. To allow for students to discover their own state of calm: Mindfulness opportunities must be optional. Although necessary, offering students a choice of participation in mindfulness activities feels confusing or worrisome. What if they choose not to participate? Can they match the calm state of their classmates in different ways to avoid disrupting the calm state of others? Should mindfulness be practiced as a whole group? What are the benefits to whole group mindfulness instruction? What are the disadvantages to a ‘one size fits all’ approach to mindfulness?

Have I perfected the use of mindfulness in my classroom? No.

Does this exist? Likely not.

Nevertheless, I continue to reflect on the polarization of mindfulness and “mindlessness” and what this means to me.

What does mindfulness mean to you? How does this influence your teaching practice?

Gary Stewart Celebrating Success, Diverse Learning Needs, Inclusion, Mental Health, Mindfulness, social emotional learning, Student wellbeing

Supporting Student Mental Health

Everyone has some level of anxiety at some point in their life. I also understand that some forms of anxiety can be quite healthy (i.e., preparing for a test or speaking in front of an audience) can promote self-growth and development if managed appropriately. However, I believe that a sudden increase of anxiety in some students can serve as a warning signal for teachers that something is not quite right within his, her or they/them environment.  When I was a student, I knew that my anxiety level increased tremendously during tests and assignments and also increased when I had personal issues going on at home. When my anxiety was that high, I tended to lose focus on my academics and often did more poorly on tests/assignments. Luckily for me, I had great teachers in my life who really took the time to understand me and were able to offer accommodations to support my performance anxiety. As an educator, I can use my lived experiences to help manage student emotions around anxiety when preparing for a test or when grade eight students are applying to various high schools. I can also suggest strategies and offer resources students can use to monitor and self-regulate their anxiety. 

 

What are the current concerns around anxiety for students in elementary school and how do these concerns impact student learning and academic performance? 

Sian Leah Beilock in her Ted Talk video, “Why we choke under pressure – and how to avoid it” uses her experience as a soccer goalie to explain why we often choke under pressure. She says that, “When the pressure is on, we are often concerned with performing at our best and as a result we try to control what we are doing to force the best performance. The end result is that we actually screw up.” We try to control what we are doing in a way that leads to worse performance, that was definitely me. When our anxiety is high, it’s a sign that our prefrontal cortex is focusing on the wrong things. Practicing under conditions in which we are going to perform, closing the gap between training and competition can help us get used to that feeling of all eyes on us. Getting used to the performance under which you are going to perform really matters. When preparing for a test, close the book and practice retrieving the answer from memory under timed situations, so you can understand and visualize what it feels like before actually taking the test. 

Students who suffer from performance anxiety are likely to have an obsession with perfection. This may involve students constantly worrying about being perfect and putting a high degree of pressure on themselves to get perfect marks. An obsession with perfection is very unhealthy and can be detrimental to students’ mental health and well-being. In her article on “How Does Anxiety Affect Kids in School?”, Rachel Ehmke states that students who suffer from performance anxiety are often diagnosed with General Anxiety

  • Generalized anxiety: When children worry about a wide variety of everyday things. Kids with generalized anxiety often worry particularly about school performance and can struggle with perfectionism.

In some cases when experiencing a high degree of performance anxiety, students who normally perform well in school might fail to submit work or begin to disengage in class, which seems to counter against the one thing they most want to achieve. In her explanation of this contradictory behaviour, Ehmke says, “We tend to think of perfectionism as a good thing, but when children are overly self-critical it can sabotage even the things they are trying their hardest at, like school work.”

One key solution for teachers that Karen Nelson suggests, in her article “10 Ways to Help Students Who Struggle with Anxiety” is to offer individual accommodations. When students are feeling anxious, their brain simply can’t function properly or effectively. In that case, Nelson suggests teachers set up tests and assignments so that anxious students are less likely to become stressed. She suggests that, “Extended time and cue sheets could help kids who suffer from test anxiety.” She also suggests that providing wellness breaks, trying Walk and Talk and getting to know who your students really are and their lived experiences will help to build strong relationships and minimize performance anxiety. Other helpful solutions include mindfulness breathing exercises (from the MindUp For Life Curriculum).

Here are some resources that I have used over the years to support lessons dealing with managing stress, anxiety and emotions. I hope a few of these might be of some benefit to you.

  1. School Mental Health Ontario – Mental Health Literacy and Anxiety Management Social Media Bundles
  2. Kids Help Phone 1-800 668-6868 Free, anonymous and confidential professional counselling by phone or online, available 24/7 for kids and youth 20 years of age and younger
  3. Canadian Mental Health Association – Understanding and Finding Help for Anxiety

 

 

Will Gourley #hybridhurtskids, Challenging Topics, COVID19, Emergency Distance Learning, General, Making a Difference Through Education, Mental Health, Occasional Teachers, Occasional Teaching, self reflection, solidarity, Teacher Wellness, Teacher Working Conditions, Teaching online, Wellbeing

no cape required

Have you ever seen or heard this one? “I teach. What’s your superpower?” It’s on shirts, mugs, plaques and all sorts of other tchotchkes. I’ve heard it at conferences and keynotes too and it never fails to make me chuckle when I do because it seems like a humble brag even though it is true. To continue the candy coated clichés then, it comes as no surprise that each educator possesses super powers that they use everyday.

You know the ones I’m talking about. Pivoting (easy stomach) to emergency online learning with little to no notice, covering classes while losing prep after prep due to a lack of available occasional teachers due to illness or quarantine requirements, putting on a brave face for students and colleagues who are showing the signs of anxiety at the edge of a nervous breakdowns, and facing a barrage of unrealistic expectations from system leaders who are decades between the classroom and the boardroom. I guess the capes these superpowers come with are back ordered due to supply chain issues like our HEPA filtration units, school nurses, RAT tests, and consistent policy. 

Cape or no cape, I guess it’s not bragging when it’s backed up with actions because I know that it is happening in classrooms in Ontario and beyond on a daily basis. 3 weeks into the new year and the shift is coming to relax restrictions rather than enforce measures to protect the public. Each day another classroom is emptied while caretakers “sanitize” because another student departs with symptoms. Each day our front office team deals with 20% more calls and reports of COVID related absences of students. Each day we prepare to accommodate learners who have stayed home able to choose the hybrid option. Each day the struggle to see something positive in every situation becomes more difficult even for the most enlightened optimists among us. 

That is why, this post comes with its own irony, as I write this month, because it is taking all of my superpowers as an educator just to get through each day right now. I truly believe that it is not normal to wake up feeling restless or trudging home with little left in the emotional tank for family let alone friends or additional school work such as planning and assessment. It is taking every ounce of my superpowers to find the air and the serenity right now. Each exit from school at day’s end feels like emerging from underneath water to finally draw an overdue breath of air. 

The move to online and then back to the classroom this month with little to no regard to the wellbeing of students or educators is once again due to negligence and dereliction of responsibility by the current government. There’s nothing better than making sure families start the year wondering and witnessing ongoing acts of orchestrated distraction, unchecked number vomit news pressers, and photo ops provided confusion in the media for the public. These stage managed wretched events only amplified how an out of touch premier and his party of gaslighting grifters are able to go to inconvenience a province and its 2 000 000 students and make it sound like they are doing their jobs.

It is political performance art at its worst through a series of non-messages, announcements about announcements and off news cycle timing intended solely to keep everyone stuck to a web of distraction and uncertainty woven by political incompetence. It is also the kryptonite that weakens education and civil society at the expense of future generations who are only learning about their super powers in our classrooms. 

Thank you for reading and for sharing your superpowers. 

Please note: ETFO’s position on in-person learning remains unchanged. The union firmly believes that the daily, in-person model of instruction and support best meets the educational, developmental and social needs of students, provides the best experience for support, and is the most equitable learning model for all students.

ETFO’s expectation is that elementary virtual learning in any capacity, including through hybrid models of instruction, will end once the pandemic ends.

Gary Stewart Anti-bullying, Anti-Racism, Behaviour Management, Building Inclusion, Challenging Topics, Classroom Management, Equity, Inclusion, Mental Health, Mindfulness, social emotional learning, Student wellbeing, Wellbeing, wellness

Restorative Circle Activities

Students come to school with many issues on their minds and in their hearts. As educators, we can help them process their thoughts and feelings so they can better handle their situations and be more present in class. Restorative circles are a useful practice to do just that. While frequently used to replace punitive forms of discipline, restorative circles are equally important in proactively building the relationships and skills students need to support one another and collectively address the challenges they face, especially during these unsettling and uncertain times for many of our students. Restorative circles are most effective when they’re an integral part of school culture and are embedded in your daily classroom routines. After all, you can’t “restore” a community that you haven’t built or sustained.

Below are some steps and questions I have researched and used that can support you in initiating a Restorative Circles program in your classroom.

7 STEPS FOR FACILITATING MEANINGFUL CIRCLES

  1. Co-create a safe and supportive space: Circles work best if teachers invest time up front to build relationships, develop skills and design a bank of tools to draw upon throughout the school year.

Early in the process teachers and students together explore values—like empathy, patience, kindness, courage and open-mindedness—that are essential to understand and agree upon when sharing openly and honestly in a circle. These include honoring the talking piece, which goes around the circle as an invitation to share while everyone else listens (participants may pass if they don’t wish to talk). Participants are encouraged to speak and listen from the heart with an equitable and inclusive lens. It is important that educators inform participants at the outset that we are mandated by law to report when a student threatens to harm themselves or others, or when students divulge abuse.

  1. Be prepared: Make sure that you, the facilitator, are well rested, calm and focused.

To hold the circle space effectively, it’s important to be fully present and able to manage other people’s stories and feelings as well as your own. If you’re exploring sensitive issues that may require follow up, consider alerting support staff.

  1. Plan ahead: Decide together on a topic or theme that sustains students’ interest.

Find a relevant activity to open the circle space such as a poem, quote or piece of music. A mindfulness activity can also be used to bring students into the space after a particularly stressful event. Look for information to ground the conversation and develop questions and prompts to invite student perspectives into the circle. Keep in mind that the larger the circle the more time you’ll need for the talking piece to go around. Think about how things might unfold and be ready to adapt and adjust accordingly. Make sure to leave time for a closing activity, giving students a chance to transition into spaces that may be less conducive to being vulnerable. A closing activity can be a commitment to safeguarding the stories shared in a circle or a breathing exercise in which we provide students with prompts and time to put themselves back together again.

  1. Invite student experiences into the space: Encourage students to connect with the circle content by sharing stories from their own lived experiences.

Include storytelling rounds by asking students to talk about “a person in your life who…” or “a time when….” Share authentically with yourself. This gives others permission to do the same. Model good listening skills as the talking piece goes around the circle. Be fully present as others speak. True active listening can create the kind of welcoming space that encourages even the quietest voices to speak.

  1. Acknowledge, paraphrase, summarize and practice empathy: Listen closely to what students share so that you can build on their experiences.

When the talking piece comes back to you, touch on what you felt, noticed or heard. If you sense that there was limited substance in the first round, send the talking piece around a second or third time, asking students for deeper, more meaningful connections, reflections, or additions. If challenging or painful issues come up, model agreed-upon circle practices for students to follow. Listening mindfully and being present with other people’s ordeals and lived experiences can create supportive, healing experiences that strengthen community connections and build empathy. If needed, let students know you’re available to check in with them later in the day or week. You might also have them consider speaking with other supportive adults or students to find solace if they’re in need.

  1. Explore what it means to be an effective ally: Beyond creating a supportive listening environment, ask what else, if anything, students need from you and from each other.

Explore how to be better allies in a circle so that students know they don’t need to face their challenges alone. Invite them to talk about a person in their lives who is a good friend or ally, or a person they’d like to have as a better friend or ally. Discuss the qualities these people have (or lack) and how they make us feel. Invite students to talk about a time they’ve been a good friend or ally themselves, and what gets in the way of being our best with one another.

  1. Zoom out to promote understanding on the systems level: Explore whether there are larger systemic forces that underlie the challenges students have touched on (such as racism, sexism, homophobia or lack of access to resources). 

Introduce information, resources and voices that might shed light on how these systems operate. Look for examples of people who took action to interrupt these and other oppressive systems. Invite students to connect to this information by sharing their thoughts, feelings and related experiences. Studying larger, systemic forces in society can help students better understand their situation and can be a useful starting point for students to become more active themselves. Action and activism can inspire hope, connection and healing.

Video example: https://www.youtube.com/watch?v=QjVI-1XDX_Y

Circle time questions – Exemplars

Getting Acquainted

– What is your favourite…?

– If you had $1000 what would you do with it and why?

– How would your friend describe you, or how would you describe yourself to someone new?

– What do you like (or dislike) most about yourself?

 

Values

– Give me an example of when someone has been kind to you in your life (or when you have been kind to someone)? How did that feel?

– What do you want to contribute to the world; How do you want to be remembered?

– Share an example of when you did the right thing when others were doing the wrong thing, or when no one else was watching

 

Story Telling

– A time when you were scared to do something good/important, but you did it anyway

– A time when you laughed a lot

– What (silly/funny/crazy/weird) thing did you used to do when you were little?

 

Achievement

– One thing I couldn’t do a year ago… 

– One of my goals this year is…

– Something I can’t do but want to be able to do by the end of the year is…

 

Behaviour / Conflict

– Share one thing that makes you annoyed.

– Share a time when you were upset but then someone made you feel better.

– How can you show respect to others?