Arianna Lambert Professional Learning and Growth, self reflection, Teacher Wellness

Distance Learning – Trying to Get Back Into a Routine

It’s week 4 of what I have been calling, “Distance Learning”. I can’t believe the time has been going so quickly and yet it feels as though we haven’t been in the classroom in what seems like forever. I write this post from my “classroom” in the basement and will use it as a reflection of my time management in teaching over the weeks since the March Break.

I have to admit that I started out this journey very hesitant but willing to give it my all. Knowing that this was something totally new, I knew that there were going to be things that failed epically – like my Kahoot – and that scared me. Not because I fear failure, but rather because I was most fearful of failing my students and their families. With direction seeming to come from all angles, I decided that my start would have to be with something that would work for me and my students. Early on, I realized that there is no one, cookie-cutter way of making “Distance Learning” work and that it would look different in each “classroom” and possible for every student within that “classroom”. With this in mind, I started to take what I could from the suggestions offered and left the rest on a list of what I call “Maybes”. 

Routine has always been a big part of my life. If you look at my Google Calendar, every little detail is added and if it hasn’t been added, chances are, I won’t remember it until it’s too late. This pandemic threw my whole routine out the window. My sleep was off as I worried about meeting needs, all while worrying about being sick. I found myself online all the time with multiple devices giving me notifications so that I wouldn’t miss anything. After about a week of this, I knew I wouldn’t be able to sustain things long-term. I always talk to my students and their families about balance and during week 1, I was definitely not practicing what I was preaching. Something had to give.

I knew that I had to get back to what I know works – planning out a schedule and getting back to my routine. I was already doing this for students in our weekly planner using this template, but I needed to come up with my own weekly planner. So starting on the Monday of week 2, I came up with the following plan:

  • On Mondays, I plan for the following week while checking in with students online in Google Classroom and through email. I usually post a question asking students how they are and from there can gauge whether or not I need to do a phone check-in with some. Now, I’m not doing this at all hours of the day.  I get up, get ready, and head to “my classroom” for around 8 am to begin most days.  I’m online until about 4, taking a break for lunch and a workout. 
  • On Tuesdays and Wednesdays, I meet with students in small groups on Google Meet from about 10 am until 2 pm, with feedback happening before and after. During our Meets, we do a planned lesson or activity together and use it as an opportunity to check-in on the work that we have been doing. It’s definitely different not seeing student’s faces but hearing their voices and sharing our learning has been a big motivator during this time. 
  • On Thursdays, I head back into “my classroom” and record short videos to accompany each of the lessons for the following week. I also reflect on what I have planned in order to determine whether or not the lessons are relevant based on where students are at. I also upload everything into Google Classroom for the following week and often have a division meeting that I choose to attend. 
  • On Fridays, it’s catching up on feedback and I have Meets with students at the same times as Tuesdays and Wednesdays. Last week, we tried our first whole class Meet and while it was fun, I felt as though it was so different from us all being together in the classroom. The awkward silence as someone waits to share or figuring out how to jump in to speak without interrupting someone else. We’re working on it and I hope that we have more of these times together because there is great learning happening through these challenges. 

So far, this is what has been working for me. I’m finding my balance and trying to define clear boundaries between work and home. It hasn’t been easy but I’m getting there. I would love to know how things are going for you. If you have tips or ideas on how to effectively navigate these times, I would love to hear from you. Please feel free to share them in the comments below. Wishing you all continued success through these challenging times of distance learning. Please continue to take care of yourselves and your families. 

Deb Weston self reflection

A Time For Self Care

A Time For Self Care

As educators, we face an unprecedented time where we are not working, waiting to be called back to work when the Covid 19 outbreaks subside. Waiting, not being busy, watching the numbers of confirmed cases grow has been very unnerving for me.

As a teacher, I thrive being busy. I thrive being with my students. For 14 days, I’ve been  socially isolating (with my patient,understanding partner). In two weeks, we have only left our place to get groceries. I can only do so many puzzles or watch Netflix so many times.

And I know that as educators, you worry about students and miss being at your school. Your work is part of you. It is part of what defines you! Your work, that provides structure to your life, has been suspended.

Ironically, the stress I am feeling is opposite to the usual stress of being physically, mentally, and/or emotionally worn out due to our role as caregivers to our students. This is caregiver stress is referred to as compassion fatigue and has been referred to as “the cost of caring” (Charles Figley, 1995). An even without dealing with students, being away from them causes educators’ stress.

I’ve been regularly practicing self care since the day last week where, I went “a little squirrelly” … looking for things to do. I don’t sit around well!

As busy educators, some of you are also having to care for children and elderly relative during this time. If you feel overwhelmed, there is a reason for this as this moment in time and its repercussions is a lot to deal with!

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. This exceptional time in the world is challenging for me.

If you feel overwhelmed, please reach out the medical personal or a mental health professional.

Take care of yourself so you can take care of others – Take each day one day at a time.

Wishing best health to you and your family,

Deb Weston

Some excellent resources from the Centre for Addiction and Mental Health (CAMH)

Mental Health and the COVID-19 Pandemic

Challenging worries and anxious thoughts

Talking to children about COVID-19 and its impact

Dealing with problems in a structured way

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

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.”

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:

  • phone or email a colleague
  • take a walk
  • eat well
  • ask for help
  • ask for advice
  • drink at least two glasses of water a day
  • if you can, take in some nature
  • stretch
  • 4-7-8 breathing 4 in-7 hold-8 out
  • bake something and share it with others
  • make jam or bread … it always helps me

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

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

Michelle Fenn Challenging Topics, Inspiring Teachers, Mental Health, Mindfulness, Occasional Teachers, Occasional Teaching, self reflection, Teacher Wellness, Teacher Working Conditions, wellness, Wellness, Women's Health

Illness, Shame and the Educator Martyr Complex

A recent Twitter post from Liz Ryan @humanworkplace read:

Coronavirus is teaching us that:

  1. Healthcare is a right
  2. Paid sick time is a right
  3. Many, many people could do their work from home (clearly not teachers)
  4. We are more dependent on a healthy society than we want to acknowledge

This tweet got me thinking about a couple of things. It got me thinking about how teachers and education workers drag ourselves into work when we are ill.  When I first began teaching I used to do this all of the time.  I thought for sure that my students absolutely needed me to be there and the classroom would fall apart in the hands of any other teacher. I was worried that my classroom would be a disaster and I would find notes about behaviour behind from the occasional teacher and thought that this was somehow my fault. So I would drag myself to work not feeling well, extending the sickness for myself and thoughtlessly exposing my students and colleagues to the illness.  I hear it all the time in the staffroom, “I probably should have stayed home but I figured that I had better drag myself in because…”  It is a martyr complex.  Get over yourself.  You are not irreplaceable. There is no reward for going to work ill.

This tweet also got me thinking about how much I appreciate the work our occasional teachers do each day.  Just by doing their job, they allow me to be able to stay at home and get better.  They are professionally trained teachers.  As fellow colleagues and ETFO members I trust that they intend to do the best for our students when they enter our classrooms.

The tweet also got me thinking about the shame and guilt that educators often feel when they are ill.  I mean, if so-and-so drags themselves into work even though they are sick then it starts to build a culture of expectation.  This is ridiculous.  This is how disease spreads.  Stay home and come back when you’re well. No one will thank you for getting them sick.

The tweet also got me thinking about how education unions have fought to keep our paid sick time and how much I appreciate it when I am ill.  A few years ago I had to take an extended medical leave and as guilty as I felt, it was the best thing I could have done for myself and my students. I had to work through the guilt.  If we didn’t have the benefits that we do, I might have had to quit the profession altogether.

I’ve typed lesson plans in between bouts of nausea.  I’ve sent plans from my phone in a hospital waiting room. At the end of the day, it was worth it to take the time to get better for me, for my colleagues and ultimately for my students.

 

Will Gourley Challenging Topics, General, Making a Difference Through Education, Mental Health, Resilience, self reflection, Teacher Wellness, Teacher Working Conditions, Weather

The end is here

The end (of January) is here. Thankfully. I thought wrapping up 2019 would have signaled my surrender. I didn’t know another white flag needed to be waved so quickly, but here goes.

The month of January has been particularly trying on my mental health and well being. When I say my mental and health and wellbeing, it’s important to know that it implies the way a lot of my colleagues in education are feeling right now. It’s tough sledding right now. Let me explain what’s been going down.

The usual demons

The entire month has elapsed as a slow motion dream sequence of continually compartmentalized interactions. Meet here, teach now, listen here, discuss there, teach again, receive devastating news, listen, meet, teach, share, support, listen some more, put on a brave face, teach, weep for a student lost in a senseless act, grieve, cope, support, listen even more, meet, teach, and try to make sense of what the heck happened?

I’d like to blame Mother Nature for the storms, poor commutes, and frigid school days, but I can’t because I bought snow tires which ensured that the weather would only be bad on weekends this month. I’d like to say it’s the flu, but I can’t because I got my first flu shot in 10 years. I’d like to say that my students are being difficult, but I can’t because they are truly interesting and engaging learners.

So it’s got to be me right? I’ll own my part of things knowing that I am sharing with 7.2 billion others in January right now. Let me reiterate. It’s been an incredibly difficult month even though my usual January demons were uncharacteristically co-operative? Now that the month is over things can get better right? Either that, or something really bad is in store for the future once the demons get back from vacation. Fingers crossed, salt over my left shoulder, ladders put away, black cats all in their homes, and artificial rabbit’s foot rubbed something more positive is possible. Anything will be better than the start of 2020.

This January’s tragic events were completely out of our hands. Yet, as teachers, we were all working together in support of our students, as well as one another. At my school, the death of a student on UIA Flight 752 was devastating. Upon confirmation of the news, it was as if the air had been taken from our lungs in a flash. It was hard to breath that day. We were all in shock, and had to put on a strong face for our students and each other as the news unfolded which was not easy.

We are told to try and return things to normal as quickly as possible, but all I remember is feeling numb in the weeks that followed. I wonder how normal I looked trying to hide how it hurt to lose a student? In fact it has taken me a few weeks to even process the feelings in order to share them here.

Despite, therapy dogs, social worker support, and incredibly kind admin/school board officials it has been one of the toughest times I’ve ever experienced as a teacher.  When tragic and senseless events occur the losses are hard to overcome regardless of the supports in place. Finding “normal” again would have been very tough without help, but isn’t enough in itself. This leaves many of us having to manage some of the restoration on our own outside of school.

Setting aside a bit of quiet time to process each day helped. As simple as that sounds, it is hard to shut it all down at the end of the day or over the weekends. Taking time to remember the good things and dwell for some time on positive memories helps healing to begin. Sometimes laughter helps too. Especially, when the humour comes in the form of a joke, a meme, or a witty remark. Thank God for animal videos and Reddit.

As teachers we live and breath our callings. Our learners occupy a huge space of our thoughtlives. We have them with us as we process our days whether we are at school or not. There have been countless times where I’m reminded of a student, past and present, in a casual conversation with friends or family. The life of an educator guarantees that you will accumulate some incredible memories, and this is largely a good thing. For me there has been so much joy in reflection back on 2019, but in contrast comes a much harsher start to 2020 with the loss of a beautiful soul from our school family. As February takes over the calender, I am glad to say the end(of January)is here.

Wishing you all health, happiness, and good memories for the rest of the year and beyond.

Kelly.McLaughlin Assessment and Evaluation, Classroom Management, Differentiated Instruction, Flexible Classroom, General, Inquiry, self reflection, Student Ownership

Checklists and Independent Fridays

When I first started teaching grade eight, by Fridays I often found that only a few of my students were handing things in. It was frustrating as many students by the end of the week couldn’t remember what was due or what they had or hadn’t completed. Some actually forgot and some just pretended…it was often hard to differentiate between the two. This year, I came up with a solution that is allowing all of my students to complete most, if not all of the assigned tasks for the week.

During the weekend I plan the lessons and assessments for the week ahead. It is often a continuation from the week before for subjects such as math, science, history, geography and literacy. When planning, I come up with the tasks that will be due by the end of the week. An example of the tasks for the week of January 20th to 24th were: a map for geography, five reading response questions for literacy, a rough copy of an essay, a science experiment outline and a math task. By Friday, all of these items were due. On Monday and Tuesdays, I teach the lessons and Wednesday and Thursday are used for further instructions and independent work/group work.  At the beginning of the week, I write out on the board the four to six things that would be due by Friday. Students write these things out in a table like format on a large yellow sticky note with the subject on the left and the task on the right. Throughout the week, they check off each item that is due.

On Friday, I do not put any subjects on the schedule, I write the letters I.W. meaning independent work. Students work at their own pace to complete their checklists. Each task has been explained prior to Friday except for the math task. The math task is an extension of the math lessons from the week and they can ask for this math task at any time on the Friday. Throughout the day, they work on checking off items and completing their to do list for the week. This keeps students on top of their work and I often find students are excited when they get to check off an item. Then, by dismissal on Friday, all students hand in their sticky notes in a large blue organizer I have hanging on the chalkboard.

On the weekend, I mark their work as well as I view their sticky notes. Then I record their independent work mark for the week:

0 tasks complete- N
1-2 tasks complete- S
3-4 tasks complete- G
5+ tasks completed- E

Students that finish before the deadline of the end of the day Friday are given an extra tasks that will further their learning in one or more of the topics we covered during the week.

My students are very excited on Fridays because they follow their own set schedule. At first, I wondered if some students would just sit around and do nothing but that hasn’t ever been the case. My students that were slow to start tasks in September/October are often first to hand in their sticky notes. Fridays are my students favourite days because of the way they move at their own pace and they like the feeling of getting tasks completed and getting to checkmark something off their list.

I encourage teachers to try this handy sticky note idea as it helps students stay organized and hopefully, this organizational skill will help them set timelines in high school, college and/or university.

**For the week of January 20th to 24th, 16 out of my 25 students received an E for their sticky note checklists, completing all or more of their set tasks for the week.**

 

 

Arianna Lambert General, self reflection, Year End Reflection

Clear and Specific for 2020!

It’s the last day of 2019! I have to admit that as I blog, I’m often changing ideas and it always takes me a minute to determine whether or not I will  press “publish” on the pieces that I write. Sometimes I think that they’re too personal or that they aren’t quite finished or polished but eventually the idea forms, somehow gets written, and that button is pressed. This month, this is my fourth piece of writing and I think I’ll hit publish on this one.

Every time that there is a break in the year, I always seem to come down with something. LIke many other educators out there, the moment you get the chance to rest, it’s like your body shuts down for a bit to make sure that you do just that. Sadly, this year was no different for me. I took my vitamins and kept plowing through the beginning of the break as something was brewing. It hit just after Christmas and I’ve been taking it easy ever since. 

During this time, I’ve had the chance to reflect on the year and although there were painful moments, it’s been refreshing. 2019 was a year with challenges for me both personally and professionally.  From my health to making the decision to return to the classroom, there were a lot of emotions swirling around this year as I battled. Coming out on the other side, I have to say that I feel like I’m in that place where I’m truly content. Sure, there’s always room for growth but I’m actually in a really great place as I look towards 2020 and I’m grateful to have had the chance over the last few days to think about the highs and (definite) lows of the year.

I’ve been asked a number of times whether or not I will make New Year’s Resolutions and while I often make them, I think this year I want to be more clear and specific about what is is that I want in my life and work towards that. Here are 3 areas that I have identified that I would like to work on for 2020:

  1. Speaking My Truth. Many may know me as outspoken and even with that, this year I noticed that over the past few years I found myself drawing more and more within, afraid of being perceived as angry or disgruntled or argumentative. What that did was left me internalizing similar feelings and smiling through difficult and painful experiences; leaving me in an emotional state of unrest. In the long run, the only person that I ended up hurting was, myself. The past few months have been quite freeing as I have decided to no longer navigate spaces where my voice cannot be freely heard and accepted and am learning to speak my truth with love. Some things are difficult to say and yet need to be heard. This has been a process and I know that 2020 will bring further opportunities for me to grow in this area. Rather than being fearful of the perceptions of others, I’m going to embrace my truth and speak it when necessary, and I’m learning that it’s often necessary. 
  2. Accepting Help. Often the first person to offer to help and yet the last person to accept it or a compliment without a rebuttal.  I have an amazing colleague who has mentioned this to me a few times and I know this to be true about myself. Never wanting to be perceived – again that word – as a burden to others, I have often overworked myself to get a task accomplished rather than letting others join in or support the work that I might be doing. It’s time to let go of this one. In 2020, I’m going to say yes to help when it appears in its various forms.
  3. Defining Fun. This may seem silly but I don’t always know how to really have fun. Sure I love laughing and joking around with people but if I’m really asked what my idea of fun is, I might say things that I enjoy but I think that there is more to fun than just an enjoyable feeling. In 2020, I’m going to be working on identifying for myself what fun is really all about. What are the feelings associated with it? What are the things that I’m doing when I am experiencing those feelings. I’ve heard that I’m not the only one in this position so I’m really going to take some time to get clear and specific about what fun is for me in hopes of cultivating more of it in my life. 

Every new year brings about its opportunities for growth and challenge. For 2020, I’m working on being clear and specific about what I want out of life in hopes of manifesting a happy, healthy and successful year. No matter what type of year you’ve had, know that 2020 can be the start of something new. Wishing you all the very best in this upcoming year, happy 2020!

Michelle Fenn Advocacy for change, agency, Building Inclusion, Challenging Topics, Equity, General, Making a Difference Through Education, Mental Health, Mindfulness, self reflection, Social Justice, Wellness

Holiday Break Assumptions

December is stressful for so many reasons.  Seasonal concerts and plays, crafts and the general hustle and bustle around this time of year.  While teachers attempt to make things fun and engaging for the last few weeks before the holiday, there are a few things to consider about assumptions that as educators we might make about our students.

Not every child is looking forward to the holidays.

As working adults we look forward to the break from our daily occupations at this time of year.  For us it means a chance to regroup and reconnect.  However, for some students it may mean a lack of routine and structure which can provoke anxiety.  The reality is that some students may find school the safest place in their lives.  The two weeks off of school at the end of the December will inevitably happen for everyone however, not every kid is looking forward to it.  So it may be best not to focus on the “Countdown to Break.”

Children living in poverty.

For those children living in families who celebrate the season with any kind of gift giving, this can be a time of stress and anxiety for parents and invariably children.  According to parenting expert Alyson Schafer, “Parents of low-income families will often put themselves last in order to shield their kids from poverty and the parents’ health and well-being suffers for it.”  Some parents may even skip meals or prescription medication in order to have enough money to buy gifts.  Whether the children are aware of their family’s financial situation or not, they will witness wealthier classmates getting more at this time of year and it can be difficult for those children.   While this is the time of year that many schools engage in a food drive, teachers need to remember that some students may not be able to donate and in fact, there may be students in your class or school whose family accesses the food bank.  It doesn’t mean that would need to stop these charitable acts.  As educators we just need to be aware of the assumptions that we make about our students when we engage in the activities.

Those “fun” activities aren’t always “fun” for everyone.

This time of year gets busy in a school.  There are often more announcements, events and things for sale or collection.  Students who already struggle in school find this time of year difficult because of the multitude of interruptions to regular routines.  When possible, keep things as simple as possible for your students.  I have always found that keeping as much routine as possible in my classroom at this time of year provided much needed comfort and predictability.

 

 

 

Will Gourley General, Inspiring Teachers, Making a Difference Through Education, Professional Learning and Growth, self reflection, Teaching as a public profession

Shoulders of giants.

There is a wonderful quote from Sir Isaac Newton that goes, “If I have seen further than others, it is by standing upon the shoulders of giants.” To me, this is nothing less than a gigantic nod to everyone who “tried and paved the way” before him, and a reminder of his then obligation to do the same for the generations to follow-including you and me.

I think Newton was right to pay tribute to his predecessors, but he did so implying that he was focused on the future. He knew that the past played an important part in his understanding of all things Math and Physics(Natural Law), but he was also keanly aware that there was still much work to do during his life in order to prepare for something far beyond his time, work, failures, and accomplishments. This was Newton’s way to say to his successors, “My shoulders are ready for you to stand upon and see further”. Like all teachers, Newton created the conditions where his lessons would go far into the future to a time, space, and place where he himself would never visit.

And now to the classroom

Imagine this repeating itself around the world everyday where a class is in session? We see the future everyday as we prepare students to stand on our shoulders to see further. In some ways, teachers are like conduits of time that possess the ability to bridge the past and present in service of the future. In the process, we continually build and strengthen the foundations on which we all stand and seek to see further than before.

To me, this is one of the coolest places to be as an educator because we have the ability to see through multiple states of time. This is a gift from the past, and it is important for us all to take a moment to enjoy the 360 view atop the shoulders of giants on which we now stand.*

Think about the beauty of looking back at where we’ve been a.k.a hindsight. In education it’s better known as ongoing professional reflection. In itself, reflection will always be an important tool in our collective kit. However, if we’re not careful, we can dwell too much on the past, which could then mire us in the present, and ultimately cause us to lose focus on the future – our students. That’s why we need to keep our eyes looking forward and further as we stand together to protect education from fundamentalist firestarters trying to burn its foundations with fiscal forest fires in order to fleece the future.

Despite the acrimonious arson taking place, we stand firm and united in the fight against cuts to education. Our solidarity, current WTR focus on government, and willingness to wait at the negotiating table are clear indicators to families that ETFO members are rallying around our learners even as the government burns bridges to benefit a bogus budget dilemma. Our shoulders are squared and strong.

It’s time we douse the doubt and the doubters by continuing our amazing and impactful work in education which has placed Ontario among the best in the world. Imagine what heights our students will reach when each one has equitable access to learning at all phases of their educational evolution from JK to post-secondary? Imagine underserved and under-performing students who will never fall through the cracks because there are shoulders for them to stand on too?

Stand strong. Stand together.

*This is never more meaningful when I think about the educators who stood up for teachers in the past to fight for the benefits, pay, and working conditions we have now. There is no doubt that things are better for educators in some areas, but have deteriorated in other areas. It is now our turn to clear the way and make new roads for those to come in the future. I am so thankful for those who fought for me. Even though I may never meet them in person, I am here standing on their shoulders.

Michelle Fenn 21st Century Learning, Behaviour Management, Building Inclusion, Classroom Layouts, Classroom Management, Combined Grade Classes, Constant Learning, Design, Diverse Learning Needs, Flexible Classroom, Inclusion, Inspiring Students, Learning About Your Students, Professional Learning and Growth, self reflection, Wellness

Triggers and Habits in Teaching Part One

Dreaded Seating Arrangements

Almost every teacher I talk to says, “I have a really difficult class this year.”  The difficulties identified are most often tied to “behaviour” issues.  In my experience effective classroom “management” can be connected to dynamic programming and developing solid relationships with students. Many of us go to things like Class Dojo or incentive programs to “manage” behaviour and some have their merits.  However, they might “manage” behaviour, but does it help student to learn to self-regulate?  I understand that there are students who have behaviour safety plans that can provide challenges and I do not mean to downplay the effect that even one student’s behaviour can have on an entire class.  However, there are ways in which we can have small tweaks in our triggers and habits in teaching that will have a positive outcome on developing a community of learners.

So what is a trigger?  A trigger in psychological terms can  used to describe sensations, images or experiences that re-visit a traumatic memory.  It can also mean to make something happen very quickly; a reaction.  It is also referred to as an event that kicks off the automatic urge to complete a habit.*  Habits are seen as something that people do often or regularly.  Habits can even be unconscious behaviours and sometimes difficult to stop.  What do triggers and habits have to do with teaching?

Over the years I think I have become more self aware in the classroom about my own triggers and habits.  It is easy to continue to do a routine in a classroom simply because it is something that we have always done. Even when we have sound pedagological reasoning, it can be difficult to change or cease a habit. For example, for many years I put names on the desks of students before they entered the classroom on the first day of school.  I don’t really know why I began this habit.  Besides a wedding, some kind of gala or a reservation at a restaurant, I get to choose where I sit every day.  It is a fairly important life skill.  I’m not going to find my name on a seat on the city bus.  Once I recognized that this routine was purely out of habit and was “triggered” by the first day of school, I decided to change it up.  On the first day of school with a grade 4-5 class, the students came into the room and sat wherever they wanted. I admit that this made the perfectionist in me who loves order, routine and habit rather uncomfortable.  I had some students sit in groups, some in pairs and some on their own.  Then we had a class meeting about how they had felt when they entered the room and had to make their seating choice.  There was talk of anxiousness, sweaty palms, heart rate increase, fear of missing out and for some it was no big deal.  I decided to create a google form to survey the students about where to sit in the classroom, how often we would change it up and who would decide.  The results of the survey were fascinating.  Some students wanted me to choose where they sat and wanted to have that same spot every day for 194 days.  Some never wanted to “sit” in a group but wanted to be a part of it during group work time.  We came up with a plan that each Monday the students would choose where to sit for the week and the students who wanted a regular spot would be able to keep it and the other students would respect their choices without question.  We also had some extra choices for seating that students could go to if their choices for that week weren’t working out.  The students gained incredible insight into self-regulation.  I heard things like, “I sat with Gracie all week and we’re such good friends, I didn’t get my work done so I’m not going to sit with her next week.”  or  “I don’t hang out with Olivia but I know she is a serious student so I’d like to sit with her in a group.”

It isn’t easy to be self aware while we are trying to keep our head above water, collect permission forms, listen to announcements, adjust our day plan for the assembly that was announced, deal with a parent that wants to chat in the hallway AND teach curriculum.  I GET that…however, being aware of triggers and habits and making small tweaks to our teaching behaviour can make a big difference in our classroom community.

*106:Triggers-The Key to Building and Breaking Habits, Chris Sparks, 2018

 

Michelle Fenn 21st Century Learning, Behaviour Management, Building Inclusion, Challenging Topics, Classroom Management, Communication Tools, Constant Learning, Diverse Learning Needs, General, Inclusion, Inspiring Students, Inspiring Teachers, Making a Difference Through Education, Mental Health, Mindfulness, Professional Learning and Growth, Resources, self reflection, Teacher Appreciation, Teacher Wellness, Wellness, wellness

Daring Classrooms

I state the obvious when I say that teaching is a demanding job.  If you are reading this, you are most likely a teacher and this is not news to you.  I’d like to highlight a resource that feeds the soul of a teacher (and quite frankly a human being) while also providing some strategies for integrating that soul feeding into your classroom practice for your students.  Wait, what…that exists?  It is a website from Brene Brown called Daring Classrooms.  If you haven’t heard of her yet, you can find “The Call to Courage” on Netflix and/or her Ted Talk on Vulnerability.  She is inspirational in leadership, in life and in work.  Here is a snippet from her #DaringClassrooms website:

“Teachers are some of our most important leaders. We know that we can’t always ask our students to take off the armor at home, or even on their way to school, because their emotional and physical safety may require self-protection.

But what we can do, and what we are ethically called to do as teachers, is create a space in our schools and classrooms where all students can walk in and, for that day or hour, take off the crushing weight of their armor, hang it on a rack, and open their heart to truly being seen.

Teachers are the guardians of spaces that allow students to breathe and be curious and explore the world and be who they are without suffocation. Students deserve one place where they can rumble with vulnerability and their hearts can exhale.

And what I know from the research is that we should never underestimate the benefit to a child of having a place to belong—even one—where they can take off their armor. It can and often does change the trajectory of their life.

Teachers: Everyday should be Teacher Appreciation Day. I am so grateful for you and your willingness to show up and create brave, safe spaces where our children can learn, grow, and be seen.”

Some of the short (8-12 minute) video resources from Daring Classrooms include:

How do we avoid the pressure to please?

How do teachers manage oversharing?

How do we help parents understand failing as part of the learning process?

Does the word “disappointed” shame students?

In addition to the video resources there are free downloads for resources, parenting the classroom and daily life.  There are pdfs that you can print out for working with students.  My favourite one is the list of core emotions.  Sometimes when students have triggers they can’t always name or explain the emotion that caused the trigger in behaviour.  Being able to learn about the names and the definitions of core emotions is helpful for students to self-regulate.

Every year in a classroom brings new challenges.  In fact, every day in a classroom will bring on a new challenge.  I hope that as you lead your own #DaringClassroom you will find this resource helpful and that it may feed your teacher soul.