Photo of Samantha Perrin
Beverly Papove Diverse Learning Needs, General, Social Justice

Becoming an Ally in the Classroom

At a recent staff meeting, I was asked to present and discuss the contents of an Indigenous Resource Bundle issued from our school board. The ‘bundle’ consists of about 20 beautiful books written by Indigenous authors and educators. Topics vary from learning about your ABCs and colours in English, French, Inuktitut, Cree and Algonquin, as well as, the residential schools legacy, legends, famous First Nations, Métis and Inuit history makers, and treaties.  I was given 10 minutes to present the books and to offer suggestions on how they may be used in the classroom.  For the amount of material to be discussed and the volume of information contained therein, the time was far too short, especially considering that so many teachers are new to this reality. Because the fact is, although the reality has always been there, it was never taught to Canadian school children until very recently.

Will these resources, beautiful and rich as they are, be used in our school? I am not so sure. Like the substantial LGBTQ book collection the school board presented to us last year, these books will likely be signed out by only a few teachers who remember they are there or who are motivated to include them in their lesson plans because they attended the in-service or because they have a genuine interest and personal connection with the material. This does not mean that teachers don’t care. It does mean that they may not know how to find the time to include this perspective in their lesson plans.

Our lives as teachers are already quite weighed down by new literacy and math initiatives, new curriculum documents, new strategies to increase levels of engagement of our students, etc., and when someone comes along and expects us to teach, on top of all we are doing already, something we have never learned, we feel overwhelmed.  No wonder so many of us ask, ‘If we don’t understand it, how can we help our students to understand it?’

My only suggestion is that you begin by taking a book with an Aboriginal perspective and reading it to your class. Your journey will begin with the students’. You will not be expected to know all the answers to their questions. But you will have empathy and show, by learning and discussing, that you are willing to bridge the enormous gap that was the status quo for so very long. By reading one book with your students and asking what they thought while you were reading it – in my case, 8 year old urban students in 2014 learning about 8 year old Aboriginal students being removed by the government from their families and communities to go to school – you will never look back. Your perspective will change.  It will mean that you will have to bring up the c-word – colonization.  It is OK to tell them that because of colonization, you never learned about treaties or the Seven Grandfathers or residential schools when you were young. It may be a challenge to start such a dialogue, but this is our collective history as Canadians, and as educators, we are beholden to transmit history as accurately as possible, with the help of new curriculum, new resources, and new understanding. As the title of the book so clearly says, ‘We are all Treaty People’, we just may not realize how.

Reading one book may then make it easier to consider contacting the Métis Nation of Ontario, or a local Inuit Centre or First Nations’ Friendship Centre to invite a Métis Senator, or an Inuit or First Nations’ Elder to your class to talk to your students about something you would like to learn more about. Reach out. Ask questions. Read books to your class. Once you do, you become an ally. Becoming an ally, means you become part of a community for a mutually beneficial reason. Indigenous history is intrinsically part of Canadian history. Learning about it will enrich everyone’s lives.

Some titles to consider:

For Primary Students – When I was Eight and Not My Girl by Jordan-Fenton, Christy and Margaret Pokiak-Fenton

For Junior Students – Fatty Legs and Stranger at Home by Jordan-Fenton, Christy and Margaret Pokiak-Fenton

Arctic Stories by Kusugak, Michael Arvaarluk

Shin-Chi’s Canoe by Campbell, Nicola I., with illustrations by Kim LeFave

Shi Shi Ekto by Campbell, Nicola I., with illustrations by Kim LeFave

Rabbit and Bear Paws Series

As Long As The Rivers Flow by Larry Loyie

My Name is Seepeetza by Shirley Sterling

On-line resources:

-Metis Nation of Ontario Education Kit

http://www.metisnation.org/programs/education–training/education/metis-education-kit

-Residential School Legacy Exhibit resource for junior/intermediate students

http://wherearethechildren.ca/en/exhibition/

-Ontario Book Company offering Indigenous educational resources

http://www.goodminds.com/home

Alison.Board Challenging Topics, Equity, Inquiry, Integration, Literacy, Social Justice

Literacy and Big Ideas

We started the first of our 4 big questions for the year. How do we balance our needs with the needs of others? The question has been on the wall since the second week of school, but only now are the students starting to find ways to answer that question. One of the ways the grade 5/6 students have started to approach the question is through their learning in Social Studies. As they learn about initial contact between Europeans and First Nations, they are also considering the needs of the explorers and settlers compared to the needs of the First Nations in Canada.

The other way that the students have broadened their understanding of the question is through read-alouds. One book in particular, Sees Behind Trees by Michael Dorris, was a favourite read-aloud to the class. It connected with our Social Studies learning as well as the model it provided for the descriptive writing we were experimenting with. At the end of the book, the students were eager to identify various relationships in the book and how the characters’ needs balanced with one another’s. Reading this book together seemed to click for everyone as a means of examining the big over-arching question.

This was a celebrated moment of understanding in our classroom and a confirmation of my own that students need to be immersed in a literature-rich curriculum. One of the most useful resources I have found to support discussion and understanding is ETFO’s Social Justice Begins With Me. This resource provides a robust list of books that connect to themes/ideas of community, empathy, rights of the child, as well as big ideas of cycles or beauty! It summarizes the text and highlights themes that connect the students to the learning. I also like that there are sections of the resource specific to Primary, Junior, and Intermediate grades with curriculum connections and activity ideas.

You can also view parts of the resource in pdf at http://www.etfo.ca/resources/socialjustice/pages/default.aspx or look at specific booklists that have also been added to the site.

A group of students
Mike Beetham Making a Difference Through Education, Professional Learning and Growth, Social Justice

The Heart of Teaching

Teachers supporting teachers is one of the most powerful forms of professional learning that exists in education. In my twenty-sixth year of teaching I was able to witness first hand the heart of teaching when I spent six weeks working with educators in Sierra Leone as a delegate from ETFO (in partnership with the Canadian Teachers’ Federation). Despite the country being just over a decade past their horrific civil war, the aftermath of that human tragedy lives on in the daily lives of every citizen of that country. My work focused on helping teachers develop peaceful classrooms and schools. Little did I know how much my life was going to be impacted by my experience with those amazingly courageous individuals.

When I arrived in Sierra Leone, I was instantly overwhelmed by the overcrowded classrooms (up to 100 students to one teacher), no professional resources or curriculum and nonexistent basic supplies for students. My initial thoughts were ‘”How could anyone teach in these conditions?” But what I was most taken back with, was the level of commitment, professionalism, courage and absolute pure desire to turn their country around through education. A quote from the Sierra Leone Teachers Union states “We Educate To Liberate”. There was no complaining, no frustration and no giving up. Despite extremely low wages (or not being paid at all), horrendous working conditions, daily struggles for their basic needs, these teachers‘ only desire was to learn and improve their teaching.

I have been humbled by both the dedication and resiliency of the teachers in Sierra Leone. I have become a better teacher and global citizen as a result of my work with these everyday heroes. I think about my friends and colleagues in Sierra Leone and take courage from them every morning prior to starting my day.

 

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Carmen.Oliveira Challenging Topics, Inquiry, Learning in a Real Life Context, Making a Difference Through Education, Questioning, Social Justice

Tackling Challenging Topics: The Dolphin Dilemma

Recently, our Grade 4 class began exploring habitats and communities in our Science unit.  The children were very excited to share what they thought we would be learning about and which habitats and animals they were looking forward to researching.  One student was eager to tell the class that she saw dolphins at a marine park during the summer and would like to learn more about them because they were beautiful.  Now, I have to preface my story by saying that every student I’ve ever had in my classroom knows how much I love dolphins.  In fact, anyone visiting my classroom immediately notices the countless dolphin figurines lovingly given by many of my former students.  However, what students may not know is how strongly I believe that these mammals do not belong in marine parks but rather, should be left to swim in the wild.

During our classroom discussion one of the boys surprised me by asking the student who had visited the marine park why she liked to see dolphins in pools when they were supposed to be in the ocean.  Many students looked at him confused and admitted to having seen dolphins in marine parks and they also thought they were “cool.”  He seemed outnumbered by the blank and puzzled stares coming from his classmates and looked at me for support.  I have to admit that my natural reaction would be to defend him, prove why he’s right and try to educate students by raising awareness about the issue.  Of course, after so many years of tackling challenging issues related to social justice, the environment and students’ personal lives I know that the best way to engage in meaningful conversation is to keep an open mind, look at all perspectives, raise relevant questions that will provoke critical thinking and provide factual (hopefully biased-free) material that can be used to analyze the issue at hand.

This always takes me back to Chimamanda Adichie’s TED Talk  “The Danger of a Single Story.”  http://www.youtube.com/watch?v=D9Ihs241zeg
In the past I’ve broken down this video with my students for us to realize how biased we all are to some degree and how those biases can greatly affect how we see and interact with the world.  When we have the tools we need to deal with challenging topics, we end up not only learning more, but growing from our experience, even if we continue to disagree.  It’s a powerful lesson to learn in life: before deciding where we stand on an issue,  step back and look at it from all sides before venturing toward a conclusion.

I do have to confess that despite all my attempts to stay neutral I did wear my Dolphin Project – Swim Wild t-shirt to school that same week.  Needless to say the students have decided (without my coaxing) that they’d like to learn more about a dolphin’s natural habitat and study the impact that keeping them in marine parks has on them.  This inquiry will definitely present some challenges for me but I hope to guide my students to their own well thought-out conclusion.  I’ll post our findings in the near future 🙂

 

We Stand Together Display
Carmen.Oliveira Equity, Inquiry, Integration, Learning in a Real Life Context, Literacy, Questioning, Social Justice

Learning While Making a Difference

The last month has been a whirlwind of learning and creating social action in our classroom!  It is amazing how a simple learning goal can transform into an inquiry project that takes us and our students to another level of understanding.  Of course, those are the most unforgettable experiences which often lead to continual exploration and questioning.  Let me explain…

As part of our Grade 6 unit on Native Peoples, I decided to have students look at  history through different perspectives.  This meant that we explored their culture, customs, and stories through their eyes.  At the same time, students were reading a Silver Birch book entitled “Shannen and the Dream for a School” by Janet Wilson describing the journey taken by an Aboriginal teen living in Attawapiskat who fought to have a new school built after the old one was torn down only to sadly lose her life in a bus accident before seeing her dream become reality.  Coincidentally, I received an invitation for my class to take part in an enrichment program headed by Free the Children’s Craig Kielburger and the Paul Martin Aboriginal Education Initiative (MAEI).  The We Stand Together initiative would have students explore Aboriginal issues facing communities today while also learning about and celebrating their culture.  This invitation could not have come at a better time for us and what unfolded was an inquiry project based around the topic of equity in education for all Canadian students.

The excitement and engagement became immediately palpable once my students felt that what they had studied began to manifest into a relevant and current topic that could bring together so many different people from such diverse backgrounds and cultures.  Our learning became embedded into the Arts by exploring Aboriginal art, listening to Aboriginal music, and appreciating their different styles of dance.  We looked at the issue of residential schools and how that impacted Aboriginal children and their families.  Students decided to create a display case in the hallway of the school providing information about inequitable education practices and what we planned to do to make a difference.  We also kept a learning log which the students are very proud of because they can see the journey they’ve taken throughout the inquiry.  Presently, students are writing letters to the MP for Attawapiskat, the Right Honourable Paul Martin, and Craig Kielburger to let them know how they feel and what they plan to do.  We are creating a book and video to send to the students of Attawapiskat to simply let them know that they are not forgotten and that students in places like Scarborough are working to bring awareness to the issue and have committed to doing their best to help influence the decision to finally build the school they’ve been promised so many times before.

Our inquiry will be presented at a school assembly this month and even though the students are proud of what they’ve learned and hope to do in the future to make a difference, ultimately, they’ve come to the realization that the questions just keep coming and the journey continues.  As one student commented, “I can’t believe I’m learning about this happening in my own country.  I used to think that only other countries had unfair laws or ways of treating their people.  I like learning about the history but it’s great that I can make a difference so it doesn’t happen again.”

Students decided that they would all read "Shannen and the Dream for a School"

 

Students learning about the current issues faced by Aboriginal students

 

Students sharing ideas using an Aboriginal custom called "Circle Talk"

 

Proud to show the display case providing information for the school
Photo of Carmen Oliveira
Carmen.Oliveira Diverse Learning Needs, Equity, Mentorship, Professional Learning and Growth, Social Justice

Equity Work: Difficult and Transformative

I am currently taking a Mentoring AQ course that is really impacting my understanding of equity in education and how I can work with my colleagues to explore this topic in our teaching practice.  I truly believe that it is necessary for all of us to take a step back and explore equity as it pertains not only to our classrooms, but to our schools, communities, and personal lives as well.  I have decided to share some of my learning and wonderings as I take a closer look at the “Equity Continuum” from OISE’s Centre for Urban Schooling and the TDSB’s Equitable and Inclusive Schools site.

OISE Centre for Urban Schooling: http://cus.oise.utoronto.ca/

TDSB Equitable and Inclusive Schools: http://www.tdsb.on.ca/_site/ViewItem.asp?siteid=15&menuid=570&pageid=452

Just some food for thought…

“Fairness does not mean everyone gets the same. Fairness means everyone gets what they   need.”-Rick Riordan, The Red Pyramid

This very simple and yet profound quote set off a critical unit of inquiry around equity in my Grade 6 classroom last year.  Over the span of a few weeks (and subsequently the school year), we explored, discussed, questioned, challenged, and brought to light this important understanding that, in order for everyone to experience success and a strong sense of self, they would not necessarily need to be treated exactly the same.  The best part of this experience was my own journey as I grappled with my previously constructed schema around equity and fairness in all aspects of my life.

I vividly remember coming back after a supply teacher had been in the classroom during this period of inquiry and having my students astonished and fuming at her reaction when a student asked for extra time and a quiet space to complete a task.  She said she had to be fair and that everyone would need to hand it in at the same time.  When the students let her know that fairness is when they have the right to learn the way that is best for them to be successful and in our classroom that means people may need different treatment, she completely disagreed in a manner that undermined what they had come to understand as being “fair.”  Our conversation was lively, to say the least, and their questions were ones I have come to ask many times since then: “How can we get people, especially in education, to think about fairness as a way of everyone getting what they need?” and, “How can we create a positive space where teachers, students, and parents question, challenge, voice their own opinions, and feel that they have the right to self-advocate?”  (Theirs were in kid-friendly language, of course).

After looking at the “Importance of Equity in Education” from the TDSB’s Equitable and Inclusive Schools page as well as the “Equity Continuum” from OISE’s Centre for Urban Schooling, I came to realize that, for me, the reasons that make equity work personally and professionally difficult are the same as those that make it transformative and fundamental if we are to move forward in education.

Whether it be with friends, colleagues, mentees, students, or parents, I find that when a conversation begins to challenge the status quo, challenge stereotypes, or involves having to critically look at ourselves, our beliefs, our expectations, or our practice, discomfort can quickly build up and the outcome takes the form of people shutting down, becoming outwardly upset, and unfortunately not evolving or learning from the experience.  I feel that at the core of this difficulty in equity work is the reality that all of us are complex beings having been influenced on so many levels in so many ways by so many people throughout our lives therefore often making us oblivious to how our own story is projected in what we think, say, and do both personally and professionally.  We seem to jump at the opportunity to try and convince others to take our viewpoint and find it easier to criticize those who do not share our beliefs.  However, looking at and inside ourselves is a whole other story.  Thus, the difficulty lies in welcoming discomfort as we tread the path of looking at equity not only by having others explore it but in also working through it ourselves.

The beauty and transformation in equity work comes about when we all courageously welcome the discomfort that arises in questioning our belief system as it pertains to our own culture and that of our school, classroom, and global community.  When we are willing to question the status quo, challenge stereotypes, critically think about how our experiences and schemas influence our pedagogical practice, hold all students (and anyone connected to education, for that matter) to the highest standards and expectations regardless of race, ethnicity, religion, gender, linguistic competence, etc., we begin to pave a path toward open-mindedness, acceptance, respect, and transformation not only within our personal lives but in our professional practice as well.  When I began to take a deeper look at the Equity Continuum, I came to the realization that, even though I honestly believed I understood equity and had infused it in my teaching, there were so many other layers to it that I had not yet begun to peel back.  In the world we live in today, this may be one of the most important questions we can ask ourselves as educators, parents, leaders and global citizens, “How will we work to ensure that everyone gets what they need to live a dignified life?”

I now know where my focus on equity will take me: unlearning what I have over time come to believe as the truth when it does not support the idea that everyone can be held to the highest standards and expectations regardless of their cultural background, race, gender, socio-economic status, etc.  I’m willing to get my hands dirty as I explore the topics, ideas, beliefs, experiences, and realities that continue to shape my understanding and practice of equity within our education system.

As Will Durant commented, “Education is a progressive discovery of our own ignorance.” I chose this quote because it can provoke discomfort by having us admit that we may be ignorant while also noting that the path to discovery is progressive which to me signifies that learning happens when we entertain that which may make us uncomfortable.  Learning is messy business.  That’s what makes it transformative.

 

 

Photo of a Skyscraper
Carmen.Oliveira Anti-bullying, Learning in a Real Life Context, Social Justice, Use of Technology, Wellness

Building Skyscrapers

This year my Grade 6 students have demonstrated a deep interest in looking at a few social justice issues that they feel have a direct impact on their lives.  The most important issue has been bullying (at school, the home, and in society as a whole).  I have described how we have focused on exploring this issue in a previous blog where I explained how we, as a class, brought to light aspects of bullying including: what it is, why people do it, who it affects, how it affects them, and ways to deal with it in our classrooms, schools, and communities.

It came as no surprise to me that a group of my students (and a few Me to We Club members) decided to create an anti-bullying club in our school.  As the club members came together to discuss their purpose, the plan, and how each student would be involved, I sat back in awe at how big their hearts were and how creative their minds became as they began to put together an anti-bullying awareness video to both educate the students at the school and reassure them that the club was there to support them.  The whole process came to demonstrate what can be possible when a topic or issue is dissected through inquiry-based learning and students are given the opportunity to dive, head first, into an ocean of experiences that allow them to question, research, share ideas and opinions, look at different perspectives, decide where they stand on an issue, and how they plan to become involved.

After an intense few weeks, the group decided that they would like to first raise awareness through a video they would create.  They then decided that students needed to know who they were in order to seek them out for support outside at recess if they needed someone to talk to or play with.  They also realized that in most cases, the students involved in bullying behaviour (whether it be the bully, the victim, or the bystander) needed to become educated and so they would spend time with those students reading, talking, role-playing, etc. to help them learn about how their actions (or lack thereof) were impacting those involved.

The project is on-going and I couldn’t be more proud of what the students have accomplished so far.  They decided to name the anti-bulling club “We Build Skyscrapers” (the title comes from the Demi Lovato song “Skyscraper”).  The reasoning was that although skyscrapers can seem fragile and many are made of glass, they always stand tall and are built to withstand extreme conditions.  The analogy is that the Skyscrapers Club is there to help build up students to stand tall and proud of who they are by not being afraid and learning to overcome negative situations.  I thought it was brilliant and the school and parent community completely agreed.

If you’d like to see the “Skyscrapers” video, which I strongly recommend you do, follow the link below.

http://schoolweb.tdsb.on.ca/burrowshall/Students/MetoWeClub/WeBuildSkyscrapers.aspx

Photo of Tina Ginglo
Tina.Ginglo Building Inclusion, Diverse Learning Needs, Social Justice, Use of Technology

Equity and Access to Technology

I am committed to equity and inclusive practice.  Each day I “check in” with myself and ask those important questions:  Do all my students feel included in the classroom?  Have I excluded any students from the learning I have planned today?  With technology these questions are particularly important to consider.  In particular, I want to address the concerns around students’ access to computers.   As I mentioned in my last blog post, my students and I are fortunate to have unlimited access to technology, specifically, laptops, wireless Internet and digital cameras.  Access to these tools presents us with endless opportunities to make learning meaningful and engaging for students.  The students are so excited about learning.  They want to take their flash drives home to work on writing projects and they log in from home to contribute to their Edmodo groups.  However, there are some students who don’t have computers at home.  What about these kids?  These students can quickly feel left out if they are not part of the “virtual” in-group, so how can I make the most of the technology I have and not marginalize any of my students?

I have been working closely with one of my mentors since October.   He has helped me create a vision for my class use of computers.  I want to get my students to the point where they decide when they need the computers and when they do not.  At the beginning, I had all the control.  I directed students when to take out the laptops and when to put them away.  In the first few weeks, you could walk into our classroom and see all the students working on their laptops at the same time, doing the same thing, like a computer lab.  This didn’t feel right for me.  Now, more often, you could walk into our classroom and see some students on laptops, some not.  The students using laptops will likely be doing different activities.  A few may be logged on to Edmodo contributing to their discussion groups, some may be working on a second or third draft of writing, others could be reading or doing research, while others could be engaged in  an on-line lesson from Ontario’s Education Resource Bank.   I believe that this kind of  learning environment helps students develop independent work habits, increases student engagement and by allowing students to have some control and choice in their learning, I hope to see an increase in student achievement and a decrease in classroom management issues.  I also believe that such an environment will allow all students to participate in and  keep up with on line learning during the school day.  It may not completely resolve my access concerns, but I am sure it helps.

Social Justice Begins With Me Cover
Carmen.Oliveira Learning in a Real Life Context, Literacy, Professional Learning and Growth, Resources, Social Justice

Opening Hearts and Minds Through Social Justice

I recently blogged about an excellent new resource created by ETFO entitled “Social Justice Begins With Me.”  In my post I described how we implemented one of the lessons in the classroom and then extended our learning by taking it out into the community.  It was such a meaningful experience that I decided to share it with the entire staff as well as the  teacher candidate working with me.  As a result, staff members have now begun to try the lessons in their classrooms and the faculty supervisor overseeing my teacher candidate’s progress has also shared it with the faculty students.  The feedback has been phenomenal which is why I have decided to give you all a quick overview of the resource.

Social Justice Begins With Me targets Primary, Junior, and Intermediate grades with literacy focused lessons that are linked to picture books and short novels that target social justice issues.  The lessons guide teachers through various activities that embed both social justice issues and character education.  One of my favourite aspects of this resource are the ideas that support community involvement, thus taking the learning out of the classroom into a real-life context.  The lessons are also supplemented with graphic organizers, assessment tools and strategies, along with well organized lists of texts that include each synopsis.  The reproducibles are very helpful and applicable to a variety of activities.

My students have enjoyed the experience so much that they suggested we find a way to share our learning with the community in some way or another on a monthly basis.  We have just finished our fictional narratives by writing short stories which the class suggested we share with the folks at a nearby nursing home.  “We can take some scones or biscuits and sit with the elderly to share our stories,” they suggested a few weeks ago when we started the process.  “A lot of times old people are not treated very nicely or their families forget them.  This is one way we can tell them about what we’re learning,” one student commented.  Brilliant idea.  And it all started with a lesson on thanking those in our community with unappreciated jobs.

If you want to integrate social justice into your classroom, this is one of the best resources available.  Try it and please share your experiences with us.  I would very much enjoy to know how the lessons came alive in your classrooms!

Below I have included the direct link for those who want to take a closer look at the resource.

http://www.etfo.ca/resources/new/socialjustice/Pages/default.aspx

 

 

 

 

 

 

Alison.Board Building Inclusion, Planning, Resources, Social Justice

Social Justice Begins in Kindergarten

I am using the literature-based resource kit, Social Justice Begins with Me (ETFO), to introduce various themes to my Kindergarten students regarding social justice. In the first lesson lesson we used the book, The Colors of Us by Karen Katz. It is the story of a little girl that paints a self-portrait and wants to use brown for her skin. Her mother takes her on a walk in their neighbourhood where she learns that there are many different shades of brown.

Before reading the book we compared and discussed the sources of colour used in the book, such as cinnamon, chocolate, and honey. After we read the book, we used red, yellow and black paint to mix and create various shades of brown. The children were engaged in the process as they observed then commented on whether their shade was a light or dark brown. Some children were using the words from the book in their descriptions, such as “It looks like cocoa!”

For the final activity, each child looked at the shades of brown and selected the one they identified with as the colour of their own skin. We made a display of “handprints” for display in our classroom, one for each child. As they picked the shade of their choice, they made comments such as, “My hand looks like honey” or “She is that shade of brown (pointing).”

During the week we spent on these lessons, we were also asked to paint a canvas for one of the Character Traits that our school recognizes throughout the year. The canvases are hung with pride at our school entrance. Our class was given the task of creating a canvas for the trait, Co-operation. The ECE and I thought why not have the children use their selected handprint not only as a symbol of identity and self-esteem in the classroom, but as part of one panel to demonstrate how respect for one another is the first step that leads to co-operating with one another. Our canvas became a culminating activity for lessons we learned about social justice.