what i could’t learn in teacher’s college

12 months in a faculty of education prepared me for a lot of things, but not everything. How could it? Pedagogy, planning, pragmatism, and patience were all part of a very practical preparation and positive preview of what was to come for me as an educator .

Yet, even with rigorous academic, practicum, and professional development poured into the program, a paucity existed due to the finite amount of time for the program to cover the vast scope and variables that are the job. In defence of faculties, it would take several years to cover them and even then, only partially. Perhaps not being prepared for every eventuality was a good thing for me as a teacher because it allowed me to find solutions that did not have their origins in a textbook, but rather ones which were created for each specific moment and context?

I think that there has to be room included in formation of teaching candidates that focuses on situational problem solving. This is where life experience(s) can help out. As a teacher candidate in my forties, I found it interesting to compare worldviews and perspectives, with colleagues who were half my age. It was the times over coffee and in between lectures where some ageless bonds were formed that continue to this day. I also learned that wisdom was ageless as my younger peers so often shared when it came to our discussions about educators having to teach far beyond the curriculum in order to support their students. By beyond, I mean that we had to navigate how we were going to bring humanity into the classroom too.

Outside of lesson planning, curriculum, philosophy of education, and the Education Act there was a lot to cover. I really appreciated the time spent in equity and special education training where we were given numerous real life situations from the classroom to consider and receive coaching on how to best respond. Some of this was really helpful because I at least had a set of tools, but even then there was room for so much more in the kit.

I especially liked the book Beyond Heroes and Holidays and highly recommend giving it a read as a way of sparking staff conversations around racism and equity or as a supportive guide to deeper personal growth. And then came the day when I realized I needed more than that.

Although the seeds were planted in teacher’s college, they did not break through until I was in the classroom where I had to confront a student using racist slurs.

I can still almost feel the time slow down as the blood rushed through my body when it happened. Did I really just hear a student say that? I am pretty sure that my surprise and disappointment were visceral. This was an eye opener for me because that moment did not come with a lesson. Once again, experience became the teacher. What was surprising in that situation was how emotional it all felt. I struggled to process my own responses.

I know that I learned a lot from that event, but knew that my rosy perceptions of innocent school aged children now included a few storm clouds. Hearing from experienced mentor educators added to my comfort and discomfort level all the while building up confidence in the aftermath. It was here where my own experiences and beliefs were transformed into actionable responses rather than reactions in a moment. #learnbeyondthetextbook

Recent news of teachers experiencing anti-Semitic hate perpetuated by students in elementary/middle schools reminds us all that even though we are prepared for some things, we are not prepared for all, especially when it comes to hatred, assault, bigotry or racism. After events like these, it is crucial to have a trusted person to speak with about them. This could be a mentor teacher or administrator who can help process what happened and debrief with you. They can also be there to support you as you overcome. No educator should go through it by themselves

For teachers looking to find or become a mentor, check out the Mentoree website. After years of waiting, I recently joined myself.

I really believe that there are two key elements that need to accompany a B.Ed degree – mentorship and life experience. The absence of one or both will send new teachers out for many challenging days ahead filled with many tests, but few lessons beforehand. And maybe that’s how it is meant to be. A journey of discovery, cutting your path through new spaces. Solving problems as they happen while gathering the tools, surviving the experiences, and keep trying to move forward.

It is so important that educators, regardless of experience, connect with each other whether formally or informally. The days of teachers needing to feel like siloed lone wolves solving every problem that comes their way or its failure thinking are gone. They may or may not be in your building, but there are caring educators willing to offer support, lend an ear, or give advice when asked. Feel free to reach out anytime.

Possible future blog post content below

Since I recommended getting a copy of Beyond Heroes and Holidays, here seems like a good place to suggest some other important must reads for anti-racist educators;

  1. We Want to Do More than Survive – by Bettina L Love
  2. All our Relations – by Tanya Talaga
  3. The Skin We’re In – by Desmond Cole
  4. Black in School – by Habiba Cooper Diallo
  5. Biased – by Jennifer Eberhardt
  6. Caste – by Isabel Wilkerson
  7. 21 Things  You May Not Know About the Indian Act – by Bob Joseph

Feel free to share some of the texts that have pushed you beyond your comfort zones in the comments below. I am always open for book recommendations.

Questions that Matter

My 7/8 students have been learning about data and how it connects to the world around them. Data is more important than ever as it relates to the way our province will go forward during these challenging times. Students were able to comment on how important data is when making decisions that impact our world. As always, I am grateful when math concepts are so easy to relate to the world around them.

I usually end the data unit each year with a survey project that would directly impact their learning. Students come up with some questions that they can ask their classmates and then we use the collected data to start something in the school. Times are challenging right now and it seemed like there was no question to pose to the student body. So, I let my students come up with some questions that matter. Here is what they came up with:

  1. What low contact sports would you like to play? (Options: dodgeball, soccer skills, badminton and volleyball)
  2. What time of day would you prefer to play? (Options: first break, second break or after school)
  3. What days of the week would you like to play? (Options: Monday to Friday)
  4. Who would you like to play with? (Options: mixed classes or class vs. class)
  5. What would you like to eat at graduation?
  6. What trips would you like to go on this year?

Of the six questions, students determined that four of them related to something we could start immediately while the other two were not necessarily good questions for this point in the school year. We started this planning period before the government announced that there could be a return to high contact sports should they be offered in schools. Provision of extra curricular activities is voluntary and a number are offered in my school.

Students got to work with this survey project. They were excited to ask their classmates sport related questions and predicted that volleyball, which has always been the favourite, would still be the favourite. A grade eight made a comment that even though they assume it will be volleyball, it would still make sense to complete the survey to see if their classmates were interested in more than one sport. Although the students in my class know that not everyone enjoys playing sports, they could not think of any survey questions relating to other topics. They noted that since these activities would be played “for fun”, that many students may come out.

Here is how the rest of the project played out:

  • Three students created an online survey differentiating between check boxes and multiple choice questions. They came to the conclusion that students should be allowed to select more than one sport and more than one day of the week but should have to chose between the time of day they preferred the most and the style of play they would most prefer.
  • My class helped me write an email to the six classes we would survey as they acknowledged you cannot just walk into a class without first planning a good time to survey.
  • Students came up with a contact-free way to survey where they had a sanitizer bottle near both devices and had students get called up row by row by their teacher to come complete the survey. They made sure that students who did not intend on participating in these activities should not complete the survey as it would skew the results.
  • We read the results and drew some conclusions.Here were our results:
    87 students completed the survey

Sports:

  • 58 students want to play volleyball
  • 24 students want to play badminton
  • 33 students want to try some soccer skills
  • 32 students want to play dodgeball.

Time of Day:

  • 38 students prefer to play after school
  • 33 students prefer to play at first break
  • 16 prefer to play at second break.

Style of Play:

  • 60 students want to play with mixed classes
  • 25 students want to play class vs. class.

Day of the Week:

  • 32 students would play Monday
  • 24 students would play Tuesday
  • 32 students would play Wednesday
  • 26 students would play Thursday
  • 30 students would play Friday
  • 37 students said it wouldn’t matter to them

Conclusions we drew about the data:

My students were not surprised that volleyball came out on top. They did however share that they did not know that many students would be interested in dodgeball and badminton as they had never been offered before. My students knew that after school would be popular but were shocked it was so close to the first break results. They knew second break would not be popular as most students go home for lunch during that time. They thought class vs. class would be the most popular as we had done a trial survey in our class and it was the most popular vote by far. The last question shocked them the most as they thought nobody would pick Monday. They were confused about the low numbers for Tuesday as it was a random day to have the lowest number of votes.

We then discussed next steps regarding our results. My students thought we would need to:

  1. Meet in their groups to discuss the results of each questions
  2. Write a small paragraph explaining the results of their question
  3. Have a meeting with the principal and vice principal to share the results
  4. Ask permission to run mixed intramurals as previously cohorts could not mix

After completing steps 1-4, the five students who shared the results with admin mentioned that at this time, we cannot mix cohorts. So we will have to run with the less popular result and explain that it could change in the future (class vs. class). Since basketball is running right now as the announcement of changing COVID guidelines allowed high contact sports, we will only have a few time slots to run these sports. As long as students see that their voice matters and their selections inspired programs in our school, then that is what counts!

Something that I did not expect to happen occurred during this survey project. One of my students made a realization that 87 students are interested in these intramurals but only 30- 40 students tried out of the team sports offered at our school. We discussed why this could be and my students came up with many great reasons. To summarize, the pressure of being on a school team may be too much for some and they prefer the smaller commitment of a fun intramural. My students assume that the time commitment of being on a team could have been too large or the pressure of a whole team depending on you being too much. I love competitive sports and I think they are great for students as it teaches them so much when being part of a team. However, I see how beneficial it is to have options for students that may not enjoy that competitive setting.

Our project has come to an end and we are excited to see how students enjoy these new activities at our school. My students will hopefully see that their questions mattered and that they will enrich the lives of students in the school. I think we will even be able to find ways to run most of these programs during DPA time (during the regular day’s schedule).

Provision of extra curricular activities is a voluntary part the work we do. It is important that they remain voluntary. Additionally, it is especially important during the COVID-19 pandemic that if they are offered, they are only provided if all health and safety protocols can be observed to protect students and staff.  

“I have been forced to celebrate Valentine’s Day all my life!”

As we enter a new month, we look forward to celebrating new things with our classes. I was so excited to do a group research activity with my class this week, not only to see how well they collaborated, but to see what they knew about as far as days we celebrate in February.

This is the list they came up with:

  • Black History Month
  • Valentine’s Day
  • Lunar New Year
  • Groundhog Day
  • Family Day

Students worked with their classmates to come up with some facts about the celebrated dates. Then, they shared these facts with the rest of the class. During this activity, I saw new students stepping up as leaders and a lot of interesting conversations occurred.

Black History Month

Out of my 24 students, ten can remember celebrating this each year. They had mentioned hearing about it on the announcements or at the beginning of the month from their teacher but not much more. Last year was an interrupted year so perhaps they cannot remember much. Without researching, one student could recall the importance of learning about Black History and how she was looking forward to learning more. Many students wondered why Black History month is just one month? The discussions that came out of this were great as one grade seven offered that we should celebrate Black History as part of our history curriculum. I let her know that I agreed with this and the curriculum is starting to become much more inclusive. Ensuring these important parts of history are captured during each unit rather than once a year is something we all need to try to do. My class voted that they would all like to learn and celebrate during Black History Month this year since they hadn’t been able to remember much from last year.

Lunar New Year

One student in my room mentioned that they celebrate Lunar New Year and that they would be having a nice dinner that evening. They also wore a nice dress shirt to class and will be eating as a family that evening. Other students were unsure about this celebration and I made sure to fill them. When we are back from our Snow Day, I hope to show them an article on how families celebrated this year. No students had ever heard about this or could remember celebrating as a class in the past. One student offered that they had made a lantern in grade one.

Groundhog Day

Many students knew about this day without hearing the research and knew that it occurred each year. They did not want to celebrate or learn about this day as a class this year as they did not find it that important.

Family Day 

The research group found out when Family Day started and that we all have the day off for this holiday. Although we have the day off to celebrate, only four students put up their hand when asked if they would like to do something fun with their family that day. A grade 7/8 audience is hard to ask that question to because finding joy in spending time with family may be challenging to admit to their peers. We learned about how this day was created so that people can spend time to honour the importance of family and to cherish them by spending time with them. Lots of questions were asked about why we needed to have the day off. Great conversations around this as well!

Valentine’s Day 

This was the first celebration that was mentioned when groups selected their celebration. They knew the date of this holiday and many facts about it, not even thinking they needed to do any research. When I asked students how many had celebrated in the past, all hands went up. Students had mentioned doing crafts, going to dances, sending Valentine’s, etc. When I rephrased the question to who would like to celebrate Valentine’s Day this year, only 9 of the 24 hands went up. Whether it be their age of their disinterest in this holiday, students who had celebrated in previous years would not like to anymore. One student made a comment that inspired me to write this blog post. Her comment was, “I have been forced to celebrate Valentine’s Day all my life!” This comment really shocked me as I know that in the past, I had brought in cakes, cupcakes, treats, organized dances, organized candy grams, played music, dressed up, etc. all to celebrate a holiday that may not have meant anything to my students. They may not want to celebrate a day that appears on the calendar each year. That is why when administrators mention to be careful how much emphasis you place on certain holidays, it is meant for the students who may not want to celebrate that holiday. This year, I will allow my nine students to find a way to enjoy this holiday with their peers. The other students will not have to give up any of their time on February 14th to participate in something they do not want to participate in.

Lots of food for thought with this discussion, try it with your class if you think they can respond appropriately!

The Other 11 Months

Black History Month is just around the corner. I’ve seen the posting of new books and the sharing of activities and TPT lessons on notable Black people. I know that some go all out with their bulletin boards and their quotes of the day. Some really push hard for Black people to be “celebrated” during the month of February. Many give themselves a lot of credit for their efforts in February but I wonder what happens the other 11 months of the year? Years ago, I wrote about my thoughts on the “Cultural Months” that are “celebrated”.  I guess as the month where I’m supposed to be “celebrated” approaches, I’m reminded again why these months don’t sit well with me. In this post, I once again ask for a few considerations to be made.

Black Teachers Exist in Schools Too

I know that a lot of what we do in education centers around students. This is imperative. At the same time, I think that it sometimes gets lost on some that within the school setting, Black teachers exist too. We’re real. We face the same challenges and impacts that are presented to staff in meetings when it comes to anti-Black racism. Just because we are adults, doesn’t mean that we are somehow beyond or above any of it. When working to seek more equitable outcomes for students, it should not be lost on anyone that teachers are looking for the same equitable treatment. Please keep this in mind when you are speaking with Black colleagues and wanting to “pick their brains” for activities this month.  We’re Black every month and I honestly think that many would be shocked with what we have to contend with year-round. 

Words

As teachers, we’ve all heard about impact versus intent. We’ve also heard that words matter. This month, while you are trying your best, please know that there will be moments of discomfort for Black people navigating spaces that were not meant for them, particularly at a time when they are supposed to be “celebrated”.  If a colleague feels safe enough to speak up about something that is said or written that is problematic, listen. Learn. I know that it’s uncomfortable to hear that we’ve made a mistake but doubling down on words, concepts or ideas that are anti-Black is more uncomfortable for the person who spoke up. When someone shares with you something that is problematic, remember that it’s not all about you. Take steps to grow, move on and change.

Excellence

Recently, I had the chance to revisit the notion of Black excellence with my friend, judy. It’s one that I have often struggled with because I find it implies that as Black people, we have to be excellent to be noted and/or celebrated. Me just sitting and being as a Black woman somehow isn’t enough when it seems as though the demand isn’t nearly the same for others. As you celebrate this month and the excellence that is Blackness, I ask you to consider and reflect on those you choose to share. Why do you share their stories? What is it about their story or existence that makes them worthy of note? While you’re doing that consider your Black colleagues. Are they as excellent in your eyes? Why or why not?

I’m certain that some of what I have said here as truth for myself can be the truth of others who struggle with being seen within education spaces. While it’s great that we celebrate the diverse identities that exist within our school communities during special months of the year, it’s imperative that we do more throughout the other months of the year. See your colleagues. Realize the impact of your words. Value existence as excellence.

The Year We Learned to Fly

I love a good picture book. When I get a recommendation or see a new book shared on social media, I often get excited to think about how I can use that book with students. Recently published, The Year We Learned to Fly by Jacqueline Woodson caught my eye. This time, I wanted this book just for me. Similar to The Day You Begin, Jacqueline’s powerful words are brought to life through incredible illustrations by Rafael López. This book is a celebration of oral storytelling; a reminder to “ believe in” and “dream a thing”; and the importance of living your truth. In this post, I’m sharing the impact of this book on my life.

Oral Storytelling

Oral storytelling is found in a variety of cultures and is a time-honoured tradition for many. In this story, the children’s grandmother shares advice, words of affirmation and of their ancestors. With gentleness and sage, their grandmother helps the children to understand the power of their beautiful and brilliant minds in order to help lift them out of boredom and new and challenging situations. With fondness, this book reminded me of my grandmother’s words of wisdom – old sayings that seemed to have passed down from generation to generation – as well as the words I find my own mother sharing with her grandchildren. The grandmother’s words are so powerful and transformative that while reading, I found myself feeling nostalgic for days of youth and missing spaces where I’ve had the chance to learn from elders. 

Believe In and Dream a Thing

Over the last couple of years, the pandemic has made dreaming and believing in a thing a bit challenging for me. While I’ve wanted to dream or envision future projects and/or goals, the question of possibility or probability often pops up and hinders the imagination. Early on when the children are bored, the grandmother guides the children with the words below:

With spring on the horizon, I think it’s time for me to lift my arms, close my eyes, take a deep breath, and believe in a thing. I don’t know what that will be but I’m looking forward to dreaming and imagining again. Who knows, I might even come back and share it with readers. 

Living Your Truth

At the end of the story, the two children move to a new street where they are not welcomed and are ignored. I love how the girl in the story stayed true to what her grandmother had taught her and encouraged her brother to do the same. They found freedom on their own rather than looking for acceptance from those around them. Even as an adult, I find this hard. In spaces where I feel unwelcomed and ignored, my tendency is to retreat into myself and I so loved the confidence with which these two children learned to fly.

These are just some of my thoughts in reading this book. I know that I will probably read it over again and perhaps my insights might change. I know a lot of us as teachers get excited about finding a new picture book or novel and sharing it with students. I’m learning to slow down and take some time to reflect on the words and how it resonates with me. I’m certain that I’ll share this book someday with students but for now, this one will just sit with me for a bit longer. Is there such a book for you?

Everything I need to know, I learn in Kindergarten

In our virtual Kindergarten class, my DECE partner and I value each teachable moment. We recognize that our students are constantly making meaningful observations and connections to the world around them. Something I always expected to gain from these 4 and 5 year olds was knowledge. One thing I did not expect was how profound this knowledge would be, or that it could so deeply resonate with me and my pedagogy. 

Here is what my students teach me every day in Kindergarten:

Unconditional Acceptance

One of our students showed up to class one day and announced to the large group that from now on he would like to be called by his new nick name. “What’s your name now?” one of the other students asked. “Willy” he replied, “W-I-L-L-Y” *. 

From that moment on his classmates called him nothing but Willy. 

He requested to be called something different from what we’d all been calling him since the moment we met him in September and they immediately took action. They listened to him, understood him and respected his wishes. They didn’t ask questions, raise concerns or challenge him.

They just did it.

All of them.

The more I think about this, the more amazing it feels. I imagine a world where everyone can be respected like Willy and is addressed by their preferred names and pronouns. This demonstration of kindness and acceptance from children is exemplary.

Patience

It is not me that has learned patience from being their teacher, but me that has learned how to practice patience from them. My students are incredibly patient and kind to each other, to me, my teaching partner and all visitors that enter our class.

I have had entire conversations with my virtual class while my microphone is, in fact, off (cue face palm). They continue to smile at me and remind me to turn it on before I try again. 

They remind me to approach each day with a smile and that it’s okay to make mistakes.

Finding the “Why” 

“Why?”

A question our students ask often as they continue throughout their day as investigators, explorers and engineers. Each time they ask this simple but important question, it challenges me to think about my “why”. 

Why have I chosen to teach a lesson in this way? Why have I chosen to implement specific rules, boundaries or routines?

My students’ innocent question of “why” drives me to critically reflect on my practice. This ongoing reflection forces me to live outside of my comfort zone, try new things and make mistakes. Responding to the unique needs of of my students, allows me to demolish the ‘this is the way I’ve always done it’ mindset in order to celebrate individuality and strengthen inclusion in a world that is ever-changing. 

I’m lucky to be a small part of their journey, as my students continue through this school year and beyond. But, I don’t know if they’ll ever truly understand how much I learn from them.

 

* Students name was changed to protect confidentiality

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.

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.

misfires and dry spells

I have a problem with self-perception that needs explaining in this medium, and I may not be the only one with it. #fingerscrossed

Have you ever heard the terms “misfires” or “creative dry spell”?  I’ve experienced each of them, In fact, they happen in and out of the classroom fairly frequently. I am pretty sure that it happens to everyone at some point in time. If you’re nodding your head at this, does it come with bouts of self-doubt/loathing for you too? #stuffhappens

Since it is the end of the calender year. Lists are always fun. Here are 6 things that have been on my mind for you to ponder:

  1. Be positive about your skills and know they are always evolving
  2. Stop getting in your own way. Try new things.
  3. Learn that failure can be an excellent teacher. Don’t take it personally.
  4. You can’t control anything around you except how you respond to it
  5. Things will go wrong. Sometimes this will lead to something amazing and new.
    Other times it will require a restart. Educators are natural born problem solvers.
  6. Take time to see and enjoy the big picture of your impact on the lives of learners.

Despite these moments, when nothing flows or moves forward, things manage to get accomplished in some shape or form. At times, I have little to no recollection of how, but accept that going through the highs and lows whether they are in the creative process or in teaching have allowed me still do many things despite the voices of discouragement telling me to give up or that the work is not good enough. #justkeepmoving

In past iterations of my practice, I chose to internalize my inabilities as a personal failure. That was until I accepted that failure was a natural part of the creative process and that every so called failure of mine was actually a lesson as well when looked at objectively. I found this to be quite liberating and began to look at failure without the fear that may have clouded my thinking around it from the past. #learnfromfailure

A few years back there was a poster in my classroom that read FAIL meant Frequent Attempts In Learning. It was accompanied by a Chinese proverb that read, “Failure is not falling down but refusing to get up.” These two thoughts guided our year and ultimately helped students to value their efforts at all times in the process rather than stressing about the mark(s). It was during this time that I confronted my own demons getting in the way of my own creativity and abilities. The first thing to do was stop trying to be everything to everyone and start being myself. #confrontyourdoubts

The next was to not worry about the temporary obstacles placed in my path because they were just that, temporary. This meant learning to move around, under, over or destroying them with a lot of creativity, patience, and an occasional strategic surrender to regroup. I have become comfortable in retracing my footsteps, although it may cost a little time or necessitate starting a journey along a different path if the old one needed to be abandoned in the process. Kind of like teaching in that way isn’t it? #stickwithit

All of this got me thinking about how my “misfires and creative dry spells” might actually be good for my teaching practice. #donotmissthelearning

Teachers by nature are problem solvers. I am no different. This is one of our super powers. Yet, even with these incredible skills to adapt within everchanging spaces, we find it difficult when something goes wrong whether it was within or beyond our control. I have come to love what comes of the inevitable mistakes that occur in my classroom, and have seized upon making my mess and my mistakes a bigger part of my message as they reflect a truer version of myself as an educator. #teachingismysuperpower

I may not be able to control all of the outcomes or actors, but I can definitely control how I respond to them. Accepting that every lesson and class will not be perfect, but will still move us to someplace where we might see things more clearly or at least differently is a great place to start. #teachersashumans

We juggle and manage dozens of moments simultaneously. We are constantly prioritizing the wellbeing and needs of our learners/selves throughout each instructional day. We are adapting to variables with a depth of skill that would astound a chess champion. Teachers make real time course corrections as they navigate students through their learning. In all of this there is bound to some incredible learning occuring in each of these moments. #teachersmakethedifference

And then at the end of the day, we reflect on our reflections about the day and prepare to do it again the next.* It’s okay to nod. #reflecttogrow

Happy Gregorian Calender New Year. May 2022 be good to us all. In safety and solidarity. Thank you for reading. #gratitude

*I remember telling the dean at my faculty of education that I have become a mirror after so much reflection. She laughed.

2 weeks

Happy December folx,

I’m writing this on a Saturday, and it feels good. I am not sure when it will actually be posted though. It has been a day since wishing my in-class and hybrid learners “happy holidays” and “merry Christmas” so the significance of the next two weeks outside of school coupled with exhaustion, uncertainty, and another COVID19 wave have not hit me, yet.

Did anyone else wake up at their normal time even though the alarm wasn’t set? My body and mind will need some time to sync with the holiday hiatus whether they are ready or not. I am not going to force the issue either. It is important to sleep when you’re tired and wake when you are ready over the next 2 weeks.

I have found it best to spend the first 2 days of any long break keeping regular routines. I do this because of the inevitable let-down that happens once my brain and body realize that it will not be business as usual at school on day 3. I have learned the hard way that not easing into the holidays left me really rundown and often with a cold. As the spread of the recent varient rivals the proliferation of Christmas music everywhere, it is wise not to let your guard down.

The holidays offer freedom that when paired with a built-up desire to cram numerous overdue social activities into a finite amount of time can be very tempting. Self-care over this break needs to be your first priority even when a voice in the back of your head is screaming you forgot something at school. I encourage you to leave your work email alone as much as possible over this time, Being aware of this over extended time away from work has been very helpful to my mind and body.

To admit that this break comes as a relief is the best way to express how it feels today. I am tried, tested, tired, and trying to avoid a tirade from a sensed disappointment in students, their families, and fellow educators all of whom have been left looking for some clarity as to what will happen when we are scheduled to return in January.

At days end on December 17th, there was little evidence of a clear message/acknowledgement from the current minister of education or from many school boards in response to the rapidly changing numbers of new infections in our province. I guess we should be thankful to have made it to the end of this school month, since the numbers of new infections have been increasing so rapidly in and out of schools. This year’s break could not have come at a better time. Speaking of the time, I will continue this post tomorrow. I am off to cook dinner.

Time for a little politics

It’s Sunday morning, coffee pot empty, breakfast cooked and eaten, dishes done, and it’s back to the keyboard. A reread of the previous day’s paragraphs, several phrasing/content changes made, and action. By the way, dinner was delish. Asian inspired pork with a tangerine ginger garlic sauce over rice and stir fry veggies. Yum! It’s go time.

Over the holidays our students will be able to isolate more and monitor their health using the 5 RATs (rapid antigen tests) each was given. Now they can line up with their parents while they get theirs and call it ‘family time’. I am appalled that the citizens of our province have been forced to line up to receive a pack of tests like this will solve the spread of COVID19 and its varients. It did not surprise me either to hear that RATs would be available at some LCBO locations, not all. Now their employees(also unionized) can be run off their feet even more during their busiest time of year.

I think local MPP offices would be a much better location to pick up these tests as it would provide a chance for them to look their constituents in the eye and see what their decisions have wrought. They don’t seem to be doing a lot with their free time out of the legislature other than photo-opping.

Teachers felt the mean spirited message the current government sent them when they were not included in the distribution of RATs. It speaks again to the malicious intent to demoralize a decimated workforce already coping with underfunding,  understaffing, poor public policy, indifference, broken promises, and the visceral contempt of the profession by the current government.

We need to demand better from the people who are elected to serve us. Students, their families, and educators deserve better. We deserve leadership that serves the public and not the profiteers in whose pockets they pander.

Stay safe. Stay strong. In solidarity we stand.

Possibly next time

In my last post parents and guardians, I mentioned wanting to share some further thoughts about communication tips in support of new educators, but that will have to be something for the future.

Saying you care is not enough…

This month, students in our board completed a survey where they answered 60 questions related to their feelings in school. They answered questions about many topics which I assume will give a detailed account of how students view our board. Some of the questions were:

  1. How often are you taught about women, people of colour, Indigenous People and the LGBTQ community? (Often, sometimes, not at all)
  2. How often do you see posters around your school that you feel reflects an image of someone that looks like you?
  3. Do you feel safe when you come to school?
  4. Do you feel you had at least one caring adult in the building?
  5. Do you feel people would miss you if you were not at school?
  6. Do you have a friend/friend group at school?
  7. Do you feel that you have a purpose in your school?

As a grade 7/8 teacher, I know from experience what the answer to most of the above questions would be. Intermediate students often feel that they are never represented, that they are unsafe at school, that they can’t relate to any adults, that they are not relevant and that they do not belong. That is often the case in the intermediate grades because students start to reflect on the “perceived unfairness” of the world around them. But how do we as educators address these issues and the lack of sense of belonging that these teens feel?

These surveys were anonymous. So, unfortunately, I will not be able to see how my students answered the survey. Our board will share the results eventually which I am sure will create a need for new learning. However, our student success teacher created a similar survey last month and I was able to view the results to that survey. The answers shocked me. The students who I speak to the most during the day (since they often approach me for help with their relationships) shared that they felt they did not have a caring adult to speak to in the building. The students who appear to have the most friends shared that they feel that they have no friend group and that no one would miss them if they were absent from school.

I knew I had to have some private conversations to address these concerns, especially about the fact that they cannot connect with any adult in the building. The conversations that followed were very interesting. They knew that the staff would listen to what they had to say but they felt that they just pretended to care. They felt that they would only listen because it was their job, but that they didn’t actually care. It was very hard to convince my twelve and thirteen year old students that I would truly care about something that they were going through. Whatever had happened to these students in the past had led them to believe that adults would say one thing and mean another. I have a long road ahead to show these students that the teachers in their life will always be a positive support system.

I think it all comes back to instilling a positive class community. Taking time to have those conversations with your class about holidays that they celebrate, starting every Monday off with conversations about their weekend, taking time for fun activities are just a few things that can be done to show your students that you care. Also, remembering that at all times, the curriculum comes second to your students well-being and self-worth. I recognize once again the importance of creating that classroom community in September and remembering to take the time to listen to a student’s needs, even if it is when you are about to run out of the classroom at break. Actions speak louder than words and especially after that long period of online learning, students need to be reminded that we are there for them and that we care. Not because we have to but because we want to. I will continue to remind my students of that throughout the rest of this year, because saying that you care is not enough, you have to prove it.