Michelle Fenn 21st Century Learning, Challenging Topics, Constant Learning, COVID19, General, Inspiring Students, Inspiring Teachers, Mental Health, Mindfulness, Modern Learning, Occasional Teachers, Occasional Teaching, Professional Judgement, self reflection, social emotional learning, teacher efficacy, Teacher Wellness, Teacher Working Conditions, Teaching as a public profession, wellness, Wellness, wellness, Women at Work, Women's Health

Compassion Fatigue and Teacher Burnout

It is no secret to educators that teaching is an occupation of high stress.  A Johns Hopkins University study ranked teaching as the 4th most stressful job of all occupations.  Educators know that the job is stressful, but sometimes it helps to put a name to something in order to help us cope.  Sometimes, it is enough to know that others are going through what we are going through in order to come to terms with our own feelings. Recently during a webinar workshop from “Right to Play,” the facilitators referred to what some educators are experiencing right now as “compassion fatigue.”  I had heard of this phenomenon relating to emergency response occupations, but I had never really thought about it in terms of education.  What we may consider “stress” in the teaching profession may be explained in better detail by examining compassion fatigue.

According to Joanna Krop, author of  “Caring without Tiring: Dealing with Compassion Fatigue Burnout in Teaching,” compassion fatigue “is a form of burnout characterized by extreme mental, emotional and spiritual exhaustion, and it’s an occupational hazard in the caring professions.”

Teacher burnout is not something new.  Recently, however, there have been a number of articles written on the topic of teacher burnout.  A few days ago, the CBC released and article with the results of a survey completed by 2,000 teachers about the pressures in education. One third of the respondents are thinking about retiring or seeking a new career.  One third.  Some educators cite that the pressure and stress is coming from trying to maintain the best educational experiences possible for students while also trying to adhere to pandemic rules and guidelines.  Teachers hold themselves to a high level of integrity and service in their work, in addition to wanting to help their students and their families.  Then add a global pandemic on top of the regular burnout reasons.  As if that wasn’t enough, there are so few teachers available for daily occasional work that teachers feel more guilty than ever when they need to take time for their health.  For many educators, teaching isn’t the only thing that is leading to that compassion fatigue as many teachers have the added pressures of taking care of children and/or aging parents. The most challenging aspect of burnout is that what seems to be the biggest factor in burnout is dedication to the job.  The more dedicated the teacher, the more apt they are to experience burnout. Teachers are burning out because they care.  Hardly seems fair.

The question becomes then, how do we counteract compassion fatigue and burnout? From what I’ve researched, it is all of the things that we know are good for our mental health:

  • figure out what you can control and what you can’t and focus on what you can control
  • temper your expectations of yourself and your work (remember that we are in the middle of a global pandemic and the circumstances are different)
  • small steps towards getting outside, eating betting, exercising and doing creative things
  • surround yourself with supportive people and trusted colleagues
  • be aware of toxic positivity or the rabbit hole of complaining about things
  • show your true self to your students, be authentic so that your students have permission to be authentic too
  • quiet time for yourself and for being mindful

All of that sounds wonderful.  All of it sounds like common sense.  However, it isn’t as easy to put into practice as all of the research makes it sound.  This can appear of just another long list of things to do added to an already long list of things to do. Sometimes burnout can get to a point where you feel immobilized or you may even be at the point that just getting through the next breath is all that you can plan.  As someone who generally plans the menu of meals for our family a week in advance so that we can do our groceries, I know the chaos I feel with uncertainty.  Right now my plan is to try to be patient and gentle with myself.  Everything is going a hundred miles an hour and I keep thinking that I have to keep up or somehow I’ll miss the bus.  However, I also know that if I get to the point of exhaustion, I become less self aware and I’ll end up getting run over by the bus and won’t be good to anyone.

It feels like an impossible task to willingly accept less of myself than I normally expect.  I feel like I will let others down.  However, if I don’t temper the expectations that I have of myself and my work I’m going to have tire tracks on my back and that won’t be good for anyone.

Michelle Fenn Challenging Topics, COVID19, General, Inspiring Teachers, Mental Health, Mindfulness, Modern Learning, Questioning, Resilience, self reflection, social emotional learning, Teacher Wellness, Teacher Working Conditions, wellness, Wellness

Toxic Positivity in a Brave New World

I am a huge science fiction fan and was excited to start the new TV series “Brave New World”.  I read the book for my “The Science in Science Fiction Literature” course (I know, cool course right?) in University and I was looking forward to the TV series. In the futuristic “Brave New World”, society has developed mood altering drugs that everyone is required to take to maintain their “levels” so that they can have calm, happy dispositions all of the time.  The result is that the characters don’t really have to “feel” anything deeply.  If there is discomfort or grief they can take a “soma” from their Pez dispenser-type tool and go on with life in peace and harmony.  The struggle for the characters is that once they discover the power of feeling true human emotion they want to experience it, thus going against the social norm.

The “Brave New World” narrative parallels the dangers of toxic positivity.  Psychologygroup.com defines toxic positivity as: “the excessive and ineffective overgeneralization of a happy, optimistic state across all situations. The process of toxic positivity results in the denial, minimization, and invalidation of the authentic human emotional experience.”  Think of it like too much of a good thing can be bad for you.  Phrases like, “It could be worse,” or “Focus on the positive,” “Don’t worry, be happy,” may seem innocuous, but in fact reject, repress or deny negative emotions. The message is that it is not OK to feel anything except positive and happy.

So what does this have to do with education?  First of all, teachers excel at wearing stress and being busy as a badge of honour.  I’m guilty of doing it. I’ve heard myself say that I worked all weekend preparing for the upcoming week. We have established this as a norm in educational culture.  Human beings work best when they give themselves time to rejuvenate.  Teacher burn out is a real thing. I honestly think if I walked into a staff room and announced, “I totally relaxed all weekend and just read my novel.” I would face sneers and hear “Must be nice,” muttered around me. Not because teachers are bad people, but because as a culture we don’t value taking care of ourselves as much as we value productivity. Being positive about being overworked and stressed out is toxic positivity, and it is rampant in education.

The problem isn’t with genuinely upbeat and effusive people. Those people are rare.  Treasure them. The problem lies in people denying, repressing, minimizing or invalidating negative emotions.  Keeping calm and carrying on can be counterproductive and harmful to mental health.  While there are well intentioned people providing “just do it” kind of strategies and messages about being positive; those intentions may end up making people feel bad about feeling bad, adding guilt and shame to the mix of emotions.

So, what can we do?  We can try to shift the narrative to value and validate the real emotions that people are feeling.  We can try to give ourselves permission to say, “You know what, I’m not ok right now. I’m grieving the way in which I used to work and live.  I’m hoping that it will soon change.” It is OK to be sad and yet still feel positive about the future.  You can feel both things.

When someone shares their sadness, anger, grief or frustration with you, try to sincerely validate those emotions.  True empathy is saying, “I’m here to embrace the suck with you,” not minimizing the emotions of others.  You can be curious and ask questions, “That must be frustrating, tell me more about that, I’m here to listen.”  Then, do that.  Just listen.

I try to give myself grace and forgiveness.  I have not learned to knit, bake bread or trained to run a marathon during the pandemic. Some days, just putting two feet on the carpet beside my bed is a big win.  I have to remind myself daily that is OK not to be the “Quarantine Queen.” It is OK not to be productive beyond my wildest imagination during a global pandemic. I try to avoid offering platitudes about positivity. I try to validate the feelings of the people around me. I will try to give up “soma” in my Brave New Covid-19 World, throw out the fake positivity, and feel all of the range of emotions – good, bad and ugly.

 

 

Michelle Fenn 21st Century Learning, Celebrating Success, Challenging Topics, Constant Learning, Distance learning, e-learning, Engaging students with online learning, General, Inspiring Teachers, Making a Difference Through Education, Mental Health, Modern Learning, Resilience, Start of the year, Teacher Wellness, Teacher Working Conditions, Teaching online, Technology, Technology in school, Use of Technology, Using technology well, wellness, Wellness

Teachers Are Still Rocking It-

In March we were “Emergency Learning”.  Now we are either teaching “virtually” or “socially distanced” in classrooms.  We never thought we’d be teaching from behind a screen, learning all kinds of new technology tools, wearing masks and shields in front of students or removing all of the manipulatives from classrooms. We don’t know how long this will last.  We don’t know if COVID will worsen.  Educators aren’t used to not knowing things.  Most teachers I know like schedules, routines, knowledge and thrive on consistency.

However, in the midst of the new rules, changes and all of the things that we “can’t” do-teachers are still rocking it.  Throughout the summer I worked with a team of teachers providing virtual professional learning for KPRETFO.  Hundreds of teachers used their summer holidays to learn about technology tools before they even knew whether they were going to be teaching virtually or not. They logged in at 10 am some days in order to learn and some teachers even came to all twenty sessions that were provided. Educators were dedicated to their professional learning all summer long.

At the end of August, I had the privilege of working with another fabulous team of educators who dedicated their time to providing a three day virtual conference for over 500 Ontario Educators with ECOO.  These educators gave up their time to organize all kinds of schedules, sponsorship, presenters, keynotes and much more.  In addition, over a hundred educators created and presented webinars for their colleagues.  It truly FELT like a face-to-face educational technology conference took place in my living room!
There was a feeling of sharing, helping and collegiality.  It was exhausting but my bucket was over flowing.

As our school year is now well under way teachers are reaching out to me for assistance at all times of the day and night through email because they are dedicated to their students and want to do their best.  They are attending our evening “PD in your PJs” webinar sessions through our local union office to learn new tech tools at 7 pm on the week nights. The educators that I work with continually astound me with their dedication to professional learning.

I recently binge watched a Netflix series called “Away”.  It is a futuristic fictional narrative about the first manned mission to Mars.  The astronauts were in uncharted territory.  They encountered problems along the way for which they had not trained.  They endured mental and physical fatigue beyond anything they had ever felt before.  They were innovative and creative in order to solve problems and reach their goal.  While watching, I couldn’t help thinking about the parallels between this movie and the present state of education. We’ve heard that as we design these new learning structures and environments it is like we are building an airplane while flying. If I am going to stay true to the analogy here it is really more of a rocket ship! Educators are facing situations that they hadn’t even thought about in Faculty of Education Programs.  They are encountering issues of teaching without many of the tools they normally use such as manipulatives, group work or technology. They are suffering mentally and physically. They are being innovative  problem solvers around tools, equipment and technology.  They are building the rocket ship while they are flying it and it is full of students.

Are educators stressed?  For sure.  Are their nerves frayed?  You bet.  Are they innovative, creative, dedicated and passionate about learning and teaching? Absolutely, without a doubt.  Every educator is a front line worker,  doing their best, making a difference, being brave beyond imagination and truly an inspiration.

 

 

Deb Weston Health & Safety, Teacher Wellness, Teacher Working Conditions

It’s Too Much: Teacher Anxiety in the Time of School with Covid-19

can't sleep

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.

As I usually write blogs about educational issues, I’ve decided to make this one more personal. I know that teachers are feeling very stressed at the thought of going back to school in a pandemic while having to face classrooms with up to 30 elementary students. At this point in time, students will return to school with no decrease in class sizes from March 2020.

Issues with teaching in schools in a time of Covid-19

Infection Control

As teachers, we all know that students are “viral conduits” and that we can usually rely on catching some flu or cold before the end of September. In my 20 years of teaching, I’ve contracted H1N1 (2009 swine flu), Whooping Cough twice, various coughs and colds, and had 3 months of bronchitis.

My health was particularly poor when I taught primary grades as students in these grades tend to have less developed immune systems and they like to hug teachers. I taught middle school for 11 years and was sick less often in which I attribute this to the fact that middle school students rarely touch their teachers! What I do know is that no amount of cleaning will be able to keep up with little hands in hallways and classrooms.

Adequate Ventilation

The Ontario Government is complacent to the fact that infections are spread in schools. Elementary school classrooms are usually poorly ventilated as is evident in September and June with no air circulation to combat hot classrooms. Classrooms are also not all the same size but due to equity issues, classes consist of the same number of students. This means a teacher with a larger classroom will have the same number of students as a teacher with a smaller classroom.

Social Distancing Seating

With flexible seating and collaborative learning, many classrooms no longer use desks. Instead, to facilitate a more fluid learning environment, teachers have students sitting at tables in many different groupings. This means that there are not enough desks to put students in socially distanced rows. With underfunding and a lack of hard caps on class sizes, some classes contain up to 30 students or more.  With no cuts to class sizes, this means students will have to sit beside each other.

Social Distancing Hallways

Hallway management is another challenge as students crowd the hall during breaks or classroom changes. Even with arrows and tape on the floor, I cannot imagine having all these students being able to socially distance before, during, or after school. There is simply not enough space to have students move separately through hallways.

Social Distancing Busing

Busing is a further challenge. As an average bus carries 24 students without social distancing, a socially distanced bus would contain only 8 students. I’d like to know where Ontario will be able to find 3 times the amount of buses and bus drivers to drive students to school.

Unknowing Before Schools Closed

In March 2020, when schools first closed, I had no idea what I was about to face. I had a mission to get my classroom learning online and a very steep learning curve to make this happen. Like all the other teachers in Ontario, we worked many hours to make online learning a reality. It is what teachers do for their students. Teachers heard reports for extended school closures hoping for school to open in April, then May, and then June. As online learning work was not to be evaluated, we wrote June 2020 report cards and Individual Education Plans based on assessments and evaluations from before the school closures occurred.

Dealing with Uncertainty and Stress

During this time, I was going through moments of great anxiety which resulted in low-grade panic attacks. This has been an ongoing issue most of my life and in my mid 30s I was diagnosed with chronic anxiety and depression. The first time I took meds, I felt like a curtain had been lifted as I could hear, feel, taste, and see more clearly. In dealing with this anxiety, I considered seeking more medication support. But the idea of more meds was not an immediate option as all medication comes with some side effects. I decided, instead, to manage my anxiety with regular exercise, plenty of water, and eating well.

In addition to my moments of anxiety, I had many sleepless nights between March 2020 and the end of June. I know I am not unique in losing sleep in this uncertain time as I’ve spoken with colleagues and read teachers’ posts on Twitter. Sleepless nights worrying about students is an occupational hazard.

But the exercise, water, food, and light did not help. I reached out to my doctor and started seeing a psychotherapist online. This worked to some extent, but my anxiety was ever-present like a big weight pulling me down. Weekly therapy sessions did help. In coming into summer, my anxiety waivered and became manageable again.

With anxiety and depression, for me, it never really goes away completely. Without meds, my anxiety and depression can become so disabling that my ability to do anything complicated fails me and I’m left on the sofa staring at the ceiling for hours. Even with meds, I can have a low-grade depression staying around like an uninvited guest.

Going Back to School with Covid-19

Given the many challenges that await teachers, it is no wonder why my anxiety is ramping up again. In the past Septembers, I always thought about my return to the classroom with waves of joy. I looked forward to seeing my students, in setting up my classroom, and in catching up with my colleagues. Now, I just feel dread.

Health & Employment

My dread is centred around the health and safety of my school and its community. I worry about my school’s students and my colleagues. I wonder how many students and colleagues will return to school this September given the risks of contracting Covid-19 with little social distancing. There are two reasons why my colleagues may not return to school; personal health and family status.

The first is ongoing health concerns. If some colleagues contract Covid-19, their health would be severely compromised. Colleagues, with health concerns, could also ask for accommodations and work via teaching online instead. Although I am not sure, if a teacher has health issues, they may be placed on short term disability.

The second reason for not returning to school would be to request for accommodations due to family status. This would include needs to provide childcare, eldercare, care to a family member, or living with a family member with a compromised immune system or chronic condition. Here, teachers could work from home via online learning if needed.

As I never completely trust employers, I am concerned that boards may deny teachers paid leave which may precipitate having to go on Employment Insurance. This could be a problem for both the teacher and the employer as teachers would essentially be laid off. Boards would then have to hire teachers back to work. It would also impact teachers as they could lose benefits.

Knowing What to Expect

Another challenge with going back to school is that I have gained a great deal of experience and knowledge since March. Now I have a good idea as to what I can expect to face in my instruction and supervision duties.

I know that some of my students will not be attending school face to face, as attendance is voluntary. This will mean that I will be teaching some students online and some students face to face through a “blended” approach. This will include using synchronous streamed lessons that may or may not be supported with equipment and technicians for set up so it will work seamlessly. I do know that I do not have this equipment and with my previous online experience I know these sessions will likely crash several times a week as they did in the spring.

I also know that some of my students will have a challenging time with social distancing in school, especially at recess. I envision my recess duty will consist of trying to keep students apart. I am shaken at the thought of this!

If schools do shut down again, I know what to expect in teaching online. This means that some students will become completely disengaged and as a result, will miss more learning time which is critical to helping them keep up to their grade level. I know that missing months of learning could present significant disadvantages to students in the long run. This is especially true for students from low socio-economic backgrounds which can limit achievement. Allowing this to happen to any student is highly objectionable.

Evaluation and Reporting

When returning to school, while teaching using online or blended learning, I will be tasked with writing report cards. The ministry of education “recommends that, to the greatest extent possible, assessment, evaluation and reporting activities proceed as usual, with a focus on the achievement of overall expectations and the primary purpose of assessment and evaluation being to improve student learning.” So, this means that assignments will be evaluated as if students were in school.

In evaluating students’ work, I also will not be able to confirm “who” is completing the work. I wonder, if a student does not produce work in an online or blended school year, will I be recording “incompletes” for work not done. Further, will I be taking attendance in an online or blended learning format? Will boards of education be providing additional support for students who are struggling?

I could easily write another page about all the things I think about late at night while I lay in bed awaiting sleep, but I will stop here. What I do know is that I will have my colleagues to support me through this exceedingly difficult time in my career.

It is my greatest hope and prayer that not one person gets sick with Covid-19 as a result of being in schools, where social distancing will not be possible.

Sending my best wishes of health and peace to you and your family.

Collaboratively Yours,

Bitmoji Image

 

 

 

Michelle Fenn 21st Century Learning, Advocacy for change, Celebrating Success, Constant Learning, Curriculum Planning, Distance learning, Diverse Learning Needs, e-learning, Engaging students with online learning, Inspiring Teachers, Integration, Modern Learning, Teacher Appreciation, teacher efficacy, Teacher Wellness, Teacher Working Conditions, Teaching online, Technology, Use of Technology, Using technology well

“Techie People”

As someone who is passionate and truly geeky about the power of technology in education, I often hear from my fellow teachers, “I’m not really a techie person.”  Now, I get where they are coming from because technology can be intimidating.  Many times I’ve said, “I’m not really a math person.”  I can “do” math and I can “learn” math but it doesn’t get me fired up quite like tech does.  However, over the last few months educators who weren’t really “techie people” didn’t have much of a choice other than to use tech in order to do their job.  I cannot imagine what that must have felt like for some educators.  For some educators, it must have been terrifying.  For me, it would have been like my Principal saying that I was now the new math consultant for the intermediate grades.  It would have caused me serious panic and anxiety. I probably would have considered resigning but I would have dug in and done the best I could with the tools available to me and I would have reached out to fellow colleagues and leaned on their expertise. THAT is what teachers all over the province of Ontario were doing after the March Break, teaching and learning by the seat of their pants.

As an innovations consultant what I witnessed during the weeks of distance learning was fellow educators doing what they do best; rolling up their sleeves, getting in there and figuring the tech stuff out.  As I (along with some fantastic  and enthusiastic educators in my board) provided webinar workshops on technological tools for teachers, I saw teachers who were self proclaimed Luddites attending and showing appreciation for what we were doing.  The resiliency of educators during this time has been absolutely amazing. The necessity of teaching through technology broke through an invisible barrier that has existed for those teachers who thought that you had to be a “techie person” in order to use tech in education.  Teachers were no longer afraid to try a new technological tool, to make mistakes and ask questions. Teachers are discovering the power educational technology and they’ve been bit by the tech bug.  Educators will always continue to seek out new and innovative ways to deliver curriculum to students and learn as they go-no matter how steep the learning curve.  Some teachers who would have quickly proclaimed, “I’m not a techie person” before March Break are now excited about the possibilities of using technology even in their face-to-face classrooms.  The Educational Technology Geek Community is over-the-moon excited about increasing it’s membership!  We are a friendly bunch, inclusive, sharing and passionate and we’re happy to help.

Arianna Lambert Teacher Wellness, wellness

Teacher Well-being

In the midst of a pandemic, this month in particular has me thinking about teacher well-being. I know that we often focus on student well-being – which is imperative – and I wonder if now might be a good time to stop and acknowledge that current events are taking a toll not only on our children but also on the people who are tasked with teaching them at a distance. How might months like this past one with the stories of Ahmaud Arbery, Breonna Taylor, Christian Cooper, and George Floyd take a toll on educators, – particularly Black educators – compounded by the fact that we are in the midst of a pandemic? I write today to say that I am exhausted beyond measure. If I were to stop and really feel what I know is manifesting within my body, I’m not sure how I might react and so rather than taking that time, I push through because report cards are due in a couple of weeks and classrooms have to be prepped for summer and most importantly, I have students that I need to stay connected to. Not out of obligation but because it’s that connection that keeps me going through this time. The relationship is reciprocal. At least for me. I told my students earlier this week that our Meets are the highlights of my day. I know that on Tuesdays, Wednesdays, and Fridays, I’ll have anywhere from 15 to 20 excited voices wanting to share something about their lives and it is a reminder that beyond content, there’s so much that these young people are learning about themselves and the world around them. What are our actions teaching them?

Today, I’m allowing myself to feel as I write. I’m frustrated with talks of reimagining education when there are voices who are never invited to speak on their own reimagination. I’m angered by people’s inability to hear and see what is happening in the world and their lack of understanding that it has a significant impact on our physiology. By asking me to do more without substantive proof that it will have an equally inverse impact, you negate my experience and expertise. I am saddened by personal loss and am overwhelmed by feelings of isolation in grief. I know that I’m not alone in this feeling, and I wonder how many of us are feeling this very thing while smiling away and trying our best because we have “responsibilities”? At what point does our own well-being become the biggest responsibility? With a month left to go of the school year, I worry for colleagues. There’s tremendous pressure to “perform” this next month and I ask you to pause and make sure that you are also taking care of yourself. Your well-being is important. You can’t give what you don’t have. Fill your tanks.  

For the most part, during the last 10 weeks that we have been away from the school building, I’ve been holding it together. Learning a new routine, balancing “work” and home, saying no to a lot that doesn’t grow and/or serve me or my students. But this week, wow. There’s been too much so I’m going to pause, keep writing, and work through these feelings that are stirring within me. 

Wishing true wellness to everyone,

Arianna

Michelle Fenn Challenging Topics, Emergency Distance Learning, Inspiring Teachers, Mental Health, Mindfulness, Resilience, Teacher Appreciation, Teacher Wellness, Teacher Working Conditions, The Arts, wellness, wellness

Inspiration During the COVID Crisis

I know that as I write this, I speak from a fortunate position. We are working safely from home and all of us are still healthy.  Other than not being able to see extended family and friends, having some aches and pains from being in front of the computer and get out to the hair dresser, my family is coping pretty well with isolation.  While so many are suffering it has been humbling and inspiring to witness the resilience, creativity and kindness of those around us.

Music is everywhere.  Concerts on television bringing Canadian artists from their living rooms to ours, live Facebook concerts of our favourite Canadian musicians, and videos from friends and family sharing their music.  This week I joined a virtual Ukulele play and sing along with the Bytown Ukulele Group from Ottawa.  I played and sang along with people from British Columbia, Ireland, Nova Scotia and here in Peterborough!

Art is everywhere.  People are painting anything and everything!  From rocks to sea shells to paint nights with friends.  There are sketches and sculptures and pottery being made. From digital art to creating sketches from tutorials with famous artists; people are creating all kinds of beautiful art.

Dance is everywhere.  There are Tik-Tok videos of dances making teenagers get up and move and follow along.  Dance studios are going online to continue extra curricular dance lessons.  30 second dance parties are happening in my living room whenever we need a break from the computer screen.  Thankfully, none of that is being recorded!

There is culinary prowess being celebrated.  Yeast and flour are hot commodities right now because people are trying their hands at baking bread.  People are posting meals they have never made before and swapping recipes with friends.  People are growing things on their windowsills and in their backyards for the first time.

Innovation is everywhere.  People are trying their hands at DIY projects and coming up with innovative ways to connect online.  Teachers are learning digital tools they have never used before in order to connect with their students. We’ve been participating in online trivia and poker nights.  My son plays Jackbox party games with his friends while also chatting online or streams a movie together.

Most of all, I have witnessed incredible kindness.  I joined a Facebook group called Peterborough Shares.  At first it was mainly to communicate where to find particular grocery items and post information about shopping etc., It has since become a forum of connection where people ask for help and others respond.  From a new mom recently unemployed to a family who lost their home to fire, people are answering to the calls for help.  Something as simple as finding left handed scissors for a child to complete schoolwork or finding a hand crafted Mother’s Day gift, people are coming together to share that information and supporting one another in an unprecedented way.  More than ever, my city feels like a community.

I know I am in a fortunate position.  I am grateful every day that we took my 87 year old mom out of her retirement home when this all began and that she has remained healthy.  I am grateful that my 16 year old son has friends he connects with, teachers who care and a love of artistic things that feed his soul.  I am grateful that my husband and I can work from home and that he goes out and bravely gets the things we need.  I am grateful that in the middle of all of the chaos, in the middle of the grief and sadness, there is hope.

Will Gourley General, Health & Safety, Teacher Wellness, Teacher Working Conditions

So you’re teaching from home. How’s your back?

Ouch! Each time that the government extends public school closures because of COVID 19, it hurts more and more. Although, concerns for the safety of our families at home and school are top of mind, it really hurts to be away from students, staff, and the frenetic spaces we normally occupy. It hurts wondering if they are okay or if they are struggling to cope with the turmoil and uncertainty wreaking havoc on our lives.

Well at least we are teaching and reconnecting with our learners again, but as I gaze at my screens, I feel the tension across my shoulders. As my eyes dart about, my ability to focus on digital content for extended periods of time becomes difficult. I feel my body rebelling against its natural urges to move about, write something on the board, and make eye contact. This pain hits the mind and body and I’m not sure which is worse. Ouch!

I am finding that my increased time in front of screens rather than my students is taking a toll on my body and mind that is different than face to face instruction. For one thing, I am sitting more, corresponding via email more, joining virtual meetings more, and aiming my eyes towards my screens more. If you are like me, you might have a work space at home that gets used on evenings and weekends. I use an old kitchen table and chair*. This space, which is normally only used for an extra hour or three each day, has now become my classroom and office for as many as 6 to 8 hours per day. Between the planning, prepping, office hours, and meetings the hours add up. By the end of the day, I feel it.

I never realized that my workspace would be the reason why I have been waking up with an aching neck and back after the daily grind of extended screen time – my spartan set-up has me sore, stiff, and in need of a stretch. I have already flattened 2 couch cushions beyond their intended shape. Decorating aside, this got me thinking about how other students and educators must be dealing with their non-traditional work/learning spaces in a time of physical distancing and social isolation.

I have seen pictures of students at kitchen tables that are just below shoulder height. I have heard of families, all working from home, having to negotiate work spaces between bedrooms, living rooms, and kitchens. All flat surfaces have been claimed by computers and books. TV trays are now doubling as desks, while bedrooms have become bastions for team meetings even though I have yet to be on a conference call when a child or pet doesn’t magically appear to add a little levity.

At my house it is 3 generations on 3 floors and even with all of that space, there are still moments that require the utmost patience and grace. I can only imagine what it must be like for families in apartments or condos with limited space where a comfy couch has become a conference space instead of a family refuge? I am also learning that not everyone has a place to escape to when things get crunchy.

The increased time spent in a non-traditional work space trying to do make traditional work happen despite non-traditional circumstances is new to all of us. So, it comes as no surprise that my new classroom hub was not capable of supporting me physically over longer periods of time. Knowing that continuing without making some adjustments was going to end up poorly, I made some adjustments. Here’s a quick list of things I added to help:

  1. Take movement breaks (stretch, exercise, elevate your heart rate).
  2. Hydrate (coffee/tea does not count, water works best).
  3. Take your eyes of screens. Think of the 20/20/20 rule.
  4. Adjust workspace heights. Consider adding a box to your laptop to make a standing desk.
  5. Take a break when you are tired. Call it strategic surrender.

Hopefully, these 5 things can help you to lessen or avoid the physical fatigue that we are experiencing. With so much more happening, I wanted to share some ways on how we can make emergency distance learning less stressful on our bodies. As we face at least 4 more weeks of emergency distance instruction ahead, it will be important for all of us to pay attention to our work at home ergonomics to be at our physical, mental, and intellectual bests.

If you have a story to share about you have adapted your home into a workspace, please share. Stay safe. Stay strong. Stay healthy.

Additional reading:

https://www.fastcompany.com/90480052/how-to-perfect-your-home-work-set-up-so-your-back-stops-hurting-so-much

Some solid information that is easy to digest about ergonomics for students(slide23)

*The table has been in my family for over 40 years and has math work(my sons and my own) pencilled into the soft pine as a inter-generational reminder of many lessons learnt and shared over the years.

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. 

Will Gourley General, Inspiring Teachers, Making a Difference Through Education, Mental Health, Social Media, Teacher Wellness

Turning to Twitter when tested in #onted

Without dipping too far into my bag of clichés this month, I wanted to focus on the incredible work coming from educators in respose to the “new normal” brought by the COVID 19 pandemic. The same educators who were standing up for the future of our students last month have been working hard to support them through the most extraordinary global event of this century.

The only way to describe what I’ve gained via the #onted Twitter hashtag, as we cope with #COVID19 and our work as educators, would be through words like perspective, wisdom, and supportive ideas. They would go alongside countless daily reminders that mental health matters, concern for students’ wellbeing, equity in education(access, tech, food insecurity, options), and concern for each other’s safety. In this post, if you’re not already tweeting, I want to encourage you all to join an amazing cohort of Ontario educators on Twitter so that you can benefit too.

Why? I am glad you asked(no I am not a sales rep for Twitter).

Imagine having a 24 hour cohort of teachers to form professional learning networks(PLNs), share resources, be encouraged by and learn from? That’s what connecting with the #onted PLN can do for all of us by connecting you with your fellow educators. While our numbers continue to grow, it is okay to start off slowly, sign up for an account, check out who is out there already, retweet some posts you like, share something new you’ve created like a blog post, lesson, piece of art or something you found interesting in the news. Make sure you include at least the #onted hashtag. Once you take flight, don’t be afraid to join in on some conversations. Following the #onted #ETFO #ETFOStrong and #OSSTF hashtags will keep you connected and up to date on all things happening in Ontario and with teacher unions.

So now that you’ve decided to sign up for a Twitter account there are a few things to consider.

  1. Do I create a personal or professional account?
    Try to have one of each if you can.  You can always have a personal account and then create a class account(check with your school board and admin for parameters). I have @willgourley and @MrGs_Class. I have also created a few school accounts for admin to share information from our board with families on the platform.
  2. Should I use my name or the number they give me?
    It never hurts to be brief or creative here. It is dangerous to be @Taylor167895 as it will be hard to find or remember a name with so many users.
  3. Do I need a picture?
    Yes. It can be of your pet. Try to personalize your page using the Settings. If you blog, include a link to your blog site too.
  4. How do I avoid all of the negativity coming from trolls and thoughtless people?
    Hit mute, block, and report. If you stick to the #onted #ETFOStrong #education family you will seldom come across most of the Tweets coming from alt-right types and fake news spreaders.
  5. Who do I follow?
    I would suggest following your preferred news outlets, then find your colleagues who are already on Twitter, and then any or all of the following people who are regularly contributing to the well being of their students and education in this province. Many on this list, are people who I have had the privilege to meet in person and can constantly count on for information and inspiration.
  6. Do I have to follow someone back?
    Not necessarily. Make sure to check over who is following you first. Sometimes it might not be an appropriate site. It is easier to block them to avoid the hassle.

In no particular order are some of the hundreds of active and engaging Tweeps you will find in Ontario;

Albert Fong – Science teacher in Peel DSB and educational action taker

Andrew Campbell – friend of Albert Fong, Gr 5/6 teacher, frequent guest on CBC, writer, TEDx speaker

Matthew Morris –  passionate blogger, introduced me to #hiphoped via Twitter, TEDx speaker

Debbie Donsky – a leaders leader, principal, artist, blogger, TEDx speaker

Jenn Giffen – tech queen, librarian, podcaster, and sketchnote guru

Noa Daniel – mentor, podcaster, TEDx speaker, and blogger

Chris Cluff – poet laureate, podcaster, long boarder, and creative genius

Rolland Chidiac – blogger, podcaster, maker spacer, good deed doer

Doug Peterson – blogger, Voice Ed Radio stalwart, glue that connects the #onted family

Kimiko Shibata – ESL specialist, active and creative ETFO member, nerd

DroptheDott – Craig Zimmer‘s alter ego, TED Ed Innovative Educator, TEDx organizer, History teacher

Dr Deb Weston – member of our Heart and Art writing family, SpEd and AQ teacher

Dr Carol Campbell – no relation to Andrew Campell, OISE prof, and global education sage

Geoff Ruggero – maker space innovator in the YRDSB

Jeewan Chanicka – focused on equity and justice, TED Ed Innovative Educator,

Lisa Mastrobuono  – ETFO, Tweets about bargaining, education & labour issues

Zack Teitel – seeker and speaker of truth, always trying to make school less crappy and more meaningful

Sunil Singh – author, lover of all things Math, disruptor, TEDx speaker,

Andrew Bieronski – TEDx KitchenerEd organizer, consultant for education companies/tech startups,

Fred Galang – builder of creative literacy, teaches how to mix art & design with technology

For the sake of not overloading you as you join the #onted PLN via Twitter, I tried to include a wide variety of educators and voices for you to connect with to start. I could have included another 50, but that will have to be at another time.

Along the way you will find many others. My goal at the onset of this post was to introduce you to many of the people that I can count on for advice and support when times get tough. Congratulations in advance on joining the family. Feel free to tag me in a tweet sometime. @willgourley #onted #ETFOStrong