seasons

seasons May 2024

This May seemed more like dismay, and there is not a thing we can do about it. It’s in the books.

As the sun sets on our 9th month of teaching for this school year, I am finding it hard not to mumble a bit more due to fatigue. It’s not just mumbling either. To be transparent here, I am speaking a bit more slowly, writing a bit more slowly, teaching a bit more slowly, assessing a bit more slowly, and on top of it all, I seem to be walking a bit more slowly too. Now before you dial 911 on my behalf, I am otherwise in passable physical condition. I have cut down on the caffeine, tried to be more active, and have increased my sleep times. Despite that little health flex, everything is just happening a little more slowly. 

My friend commented that I might be suffering from A.G.E.. Bwahahahahaha!

If this was my first year in the classroom, I might have needed to take a day to visit the doctor, but I know that the way I feel as June draws nigh, is largely a function of time; time of year, and time in environment. Definitively and definitely. 

So how could these two factors be the cause of my compounded confusion? It’s simple. So far, there have been 170+/- instructional days to plan, deliver, assess, and repeat subject over subject. Even with a fairly balanced amount of holidays, PA days, breaks, personal illness, family illness, and weekends this work takes its toll on body and mind. These past few weeks have come with a certain heaviness and have me feeling like it is a good time to hibernate rather than frolic in the fields. I find myself really craving quiet solace instead of seasonal solstice. 

Regardless of the current sources of my discombobulation, it seems like I can’t be the only one feeling this right now. Come to think of it, I have been noticing that there is a different set of seasons in this job. Here’s what it feels like as I type this post;

Sept to late October = Spring
late October to March = Winter
March to May = Spring, then Winter again
June = Spring, then Summer

This may not line up meteorologically or anywhere else except in my perception of education, but my physio-emotional barometer has read like this pretty consistently year over year. 

Maybe a better way to make sense of my seasons can come from acknowledging that we all have them and go through them in our own way. Truth be shared, my quasi-psyentific explanation above is quite falsifiable. Could this all be more a function of my current situation with another round of reports due soon? Is the internal weather that I am experiencing only a mental anomaly? Why am I struggling instead of dancing down the hallways with only one month of school left? I think there are three big reasons. 

First, the past 9 months have taken a toll on me mentally and physically. Running teams, mentoring sessions, and clubs in addition to the planning, instruction, and assessment comes with its costs. Time is finite and so are energy levels. The need to fill our tanks is undeniable. I also would not have it any other way. 

Secondly, there is a lot going on in June. Reports, EQAO, room moves for some, grads, school moves for others, and of course an extra demanding challenge of keeping the learning happening as the temperatures continue to rise. I have resorted to a resort styled wardrobe to beat the heat. Classy and cool. 

Thirdly, I am going to miss my students. Like every year, this group has really grown on me and we have come so far together.

As I try to snap myself out of this odd out of season stupor and into true June mode I am going to double up on my down time, continue to teach a little more slowly, linger longer in conversations with my learners, and take a little more time to take each of the coming moments all in knowing that another season is already on its way.

Avoiding Burnout: A Vital Pursuit for Educators

Burnout is a pervasive problem affecting educators worldwide, leading to decreased job satisfaction, compromised well-being, and diminished classroom effectiveness. Addressing this issue is paramount to maintaining a high-quality education system. The demands of teaching can be overwhelming, leading to physical, emotional, and psychological exhaustion. To maintain a high standard of education and foster a healthy learning environment, educators need to prioritize their well-being and avoid burnout.

The first step in avoiding burnout is recognizing its signs and symptoms. Burnout is characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment. Educators may feel emotionally drained, detached from their students, and experiencing a diminished sense of personal competence. Identifying these signs early on can help educators take proactive steps to prevent burnout. Understanding the root causes of burnout is essential for developing effective prevention strategies.

Photo by Nataliya Vaitkevich

 

One of the primary causes of burnout is an imbalance between work and personal life. Educators often dedicate long hours to lesson planning, grading, and extracurricular activities, leaving little time for themselves and their families. Educators must be intentional about self-care and establish clear boundaries between work and personal life to address this issue. Setting aside time for relaxation, hobbies, and spending quality time with loved ones can help alleviate the stress associated with teaching.

Educators should not hesitate to seek professional support when experiencing burnout symptoms. This may involve consulting with a counsellor or therapist specializing in educator well-being, and sharing challenges and concerns with a trusted mentor and/or professional can provide educators with valuable insights, coping strategies, and emotional support to navigate the demands of their profession effectively.

Mindfulness and stress reduction techniques can be valuable tools for preventing burnout. Practices such as meditation, deep breathing exercises, movement activities, nature explorations or yoga can help educators manage stress and stay grounded in the present moment. Integrating these techniques into daily routines can improve emotional resilience and well-being.

Creating/immersing in a supportive community within the school environment can also contribute to educator well-being. Participating in professional development opportunities, such as workshops, conferences, and ETFO local union events (socials) and peer support groups, can provide a network of like-minded individuals who understand the profession’s challenges.

Burnout is a significant concern in education, as it affects educators’ lives and the quality of education provided to students. Prioritizing your well-being and implementing strategies that enable work-life balance, will ensure that you have a fulfilling and sustainable career as an educator while providing the best possible learning experience for your students. Ultimately, the prevention of burnout is not only essential for us as individual educators but also for the betterment of the entire education system.

ETFO members who feel that they are experiencing mental health challenges should discuss their concerns with their family doctor. Mental health support may be available to ETFO members through Employee Assistance Programs (EAP), accessed via their district school board.
Additional support may be found through Starling Minds, which offers a variety of digital programs free of charge for ETFO members. Read this PDF about Starling Minds and learn how to register.

My Union and Me

Five ETFO members share their perspectives about the union and their engagement within it in an interview. Here is what they had to say.

 

Question 1: What would you say to new teachers about ETFO?

ETFO is the union for elementary teachers that advocates and protects our teachers’ rights. Get to know your union. Get involved early! You are your union and so many opportunities are available for new teachers. Grab a friend and show up to something local or provincial. Make sure ETFO has your contact information and stay connected to your Local. ETFO sends out lots of valuable information, but your Local should be your first call for clarification and support. Know your union and get involved.

Question 2: What benefits or advantages do you feel you have gained from being a member of ETFO? The collective strength of the union. Access to information and resources to help inform my practice as an educator.

Deep learning, meaningful connections with educators all across Ontario. Collective Bargaining is so important, especially when faced with systems that don’t show value for teachers and education. The government can talk about how they promote education, but their actions and budgets do not reflect this. Support and knowing my rights are protected as an educator is a crucial benefit of being a member of ETFO. ETFO fights for my rights as an educator and for the rights of my students in the classroom.

Question 3:  How do you perceive the role of your union in advocating for your rights and interests as a worker?
I feel that we receive support from our union as required. The union represents you and your interests as an educator. Overall, I feel the union advocates for the rights of teachers, however, the issues are so complex and a proactive attempt to initiate change in the education system is underway. I believe the union is doing what it can with what it can when it comes to advocating for the rights and interests of its 83000 workers. I believe the union’s role is upholding the collective agreement and advocating for better working conditions for their workers. It is the most important of its jobs.
Question 4: What ETFO activities/programs do you most look forward to yearly?
ETFO workshops are very educational and supportive of teachers’ needs even when we don’t know what our needs are. The Annual Meeting in Toronto and the Professional Learning offered create space to meet meaningfully with fellow teachers across the province. I also look forward to the events and workshops provided by my Local. Learning from/with racialized and marginalized educators wherever the opportunity presents itself in ETFO’s programming challenges my thinking and enables me to refine my teaching practice each year.
Question 5: If you could describe ETFO in one word, what word would you choose and why?
Supportive. Layered. Evolving. Responsive. ETFO is there to help educators through each ebb and flow.
Get to know your union today, and be a part of “safeguarding public education in Ontario and ensuring all students have access to high-quality public education, as we address inequities in all parts of society, ETFO takes action” (ETFO Action, 2023).

 

smashing pumpkin spiced thinking – school edition

I can almost hear it now, the sound of the last pumpkin spiced anything be sold and the leftovers being shipped back to the warehouses for next year. I am positive that the chemicals that make up these products have a half life and will ensure it’s best before date does not expire for another decade or more.

Who buys this stuff? To my knowledge, I do not think anyone in my circle of friends has ever been excited about pumpin spiced goodies and drinks. Cue the relief. Not that there is anything wrong with it. We all go through a curious phase or two in our lives, but once the trance wears off it’s usually back to the status quo.

Have you ever been persuaded to try something that you instantly regretted afterwards? At first, you think you like it because how could all that hype be wrong? Once that fades and the taste kicks in you’re left to be alone with your decision(s). I mean where would we all be without the gift of knowledge regret provides us?

I’ll give you an example: Hammer pants  One of many the blessings of being a certain age is that any evidence of my bad decision making has not been digitally preserved. Case in point with this late 80s fashion craze. I am sure that it seemed like a good idea at the time.

Speaking of good ideas at the time

Starting out as an educator, all of those years ago, I came with my own set of bags packed full of the way that I was going to lead my class. Inside that luggage were many positive, and unfortunately, negative experiences and I was determined to repeat what worked and bury what didn’t. What could possibly go wrong?

What I quickly realized in those first years was there were already several well traveled paths to follow along that started to be seen as ruts rather than pathways to success. I found myself trying to shape my students around the resources in the building rather than the other way around. Things went well, teach, practice, test, and repeat, but it came with a cost. Those lessons never felt like they were relevant to my students. They lacked depth and scope for a number of reasons, some of which are on me as a new teacher, and others because they fell within the “We’ve always done it this way” space.

When my second year rolled around it was easy to follow along the well worn path once more, but instead of proceeding safely along with so many others, I made a decision to wander off to see what else was out there. Don’t get me wrong, I could still see the trail to provide some cardinal directions, but my detours began to provide us all much richer and diverse perspectives. It only took a year to realize that there were many paths to create and pursue that could edify both students and their teachers.

I began to seek out others who wandered off in their spaces and ended up connecting with an insightful and supportive global professional learning network or PLN. All these years later, I am thankful for the connections and kindness that helped me navigate off of what was the norm and around some other ruts that needed avoiding.

Where do I find these amazing folx?

For me, it started out at school board level events and edtech training sessions. It didn’t take long before I joined Twitter when it became a truly global cohort. Yes, Twitter can still be used for good and not evil despite its new owner and legions of misinformed malicious account holders exercising their free speech without facts or accountability. End rant.

I joined weekly discussions via #edchat and then #etmooc and then #CnEdChat to start and started following some of the more experienced and supportive educators on the platform. As time went on, I started a blog called What and Why are Everything to hash out some of my thoughts. Our weekly Q and A discussions on Twitter became sources of great perspective and growth which continue to inhabit my practice to this day. It was almost like I was given permission to be the teacher I wanted to be rather than another educator flattening the well worn path.

What started happening was the democratization of my classroom through student directed learning, Genius Hours, and the use of videos to enhance the scope of my instruction. What better way could there be to bring an expert into the class room with the click of a button rather than read through a text book that had been written years beforehand.

This shift in thinking helped me realize the static and fluid natures of knowledge that we have to balance each day for our students and ourselves. It also moved me past some of my negative experiences as a student. I appreciate how some of the things I went through empowered me not to repeat them just like I would never buy a pair of Hammer pants or pumpkin spiced anything again.

the eyes tell our stories

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

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

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

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

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

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

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

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

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

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

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

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

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

…and in this corner

….weighing in at the size of that giant elephant in each of your classrooms.

Yup, with a sense of timing so impeccably ironic, that it is only achievable by elected officials, we are once again face to face with maskless learners and colleagues.

Oh the freedom!

This all despite numbers related COVID19 cases, hospitalizations, and deaths) increasing across the province. Despite a strategic throttling of information from the current government and an ineptly duplicitous media incapable of calling out the “horse hockey” being shovelled at an unwitting public who is either happily oblivious learning how to live with COVID19 or now scrambling to avoid a negative patient outcome for someone in their life who is immuno-compromised.

Another struggle took centre stage the moment the masks were allowed to come off in Ontario. We are once again facing government sanctioned chaos when it comes to public health policy and education in our province and there are signs of  trouble in nearly every public school. #Onted via Twitter reveals numerous schools with growing numbers of COVID19 cases and exposures among their youngest learners. That means more absences (students and staff), more missed learning opportunities, and more uncertainty in schools/homes.

To no one’s surprise who has actually taught in a school over the past 2 years, students, teachers, and support staff  once again find themselves at greater risk of being exposed to COVID19 now that masking has become optional in public schools.*

Thankfully, at the school where I teach, the number of students and staff still choosing to mask up each day remains around 90%. Odd though how that figure corresponds to another public health statistic at 90%. Hint, it rhymes with vaccination rate. Hmm? Yet, that is not the case inside of many other schools and has the potential to be problematic on a number of fronts. I’ve seen this movie before and as I recall, it ain’t a comedy.

The removal of required masking, limited cohorting, mandatory hand sanitizing protocols, and social distancing have not provided me with the peace of mind that the return of such “freedoms” pretends to promise. So what is can a health conscious public educator do while they are now placed on the frontlines of learning to live with germ warfare?

Psst. Running away and hiding are not options.

The safest moves are to continue limiting our own exposure to potential infections by keeping our distance, masking at all times, sanitizing, and limiting our social interactions. Overcoming a global pandemic entering its 6th wave is going to take a little more time. We have gone through so much and have learned an equal amount about ourselves and others.

I can sense that students are still concerned about this too. I have noticed them still sanitizing their hands and trying to maintain their distances with students who have chosen to go maskless in class. Thankfully, I have not observed any social shunning as of yet which makes me hopeful that this will be the case in the general public when ideologies collide as legislated social expectations are gone. It is in this spirit of care and respect that I encourage you all to stay safe and strong as you continue to serve and shine in your classrooms.

* I was going to make a snappy comment about how private schools did not have  to remove their mask mandates while all public schools were ordered to do so, but I could not think of a good way to phrase it without the use of profanity.

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.

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.

Ants and hot coffee

It’s October’s end and everything is happening at an accelerated pace in education and in nature. As the trees offer their final gifts of colour to cherish before winter, I have been as busy as one of Aesop’s ants in my classrooms (real and digital). This is because I am doing much more work this year even though my assignment is basically the same as last year. Last year nearly broke me and I chalk it up to many decisions which were made on my behalf and all educators by people in places that resemble boardrooms more than classrooms. 

If you reread this cautionary fable, you might get the idea that many of our leaders did a lot of fiddling and fussing over the summer because it certainly doesn’t appear that they prepared for the season we are now experiencing in education. To make it even worse, not a single grasshopper asked whether any of the hard working ants wanted to hear the song they were playing over and over again at full volume. 

For all teachers, regardless of years of experience, the start of school this year might be best described as chaotic and work filled; much like an ant colony preparing to survive a cold winter ahead. Now, a bit of chaos is fine and can be expected each September. It is such an exciting time for students and staff. This year was no different. I actually prepared myself for a little more leeway in my planning to help students transition back to classes in the hopes of creating a safe space for them to land from the year and half before. This meant a lot of reviewing and scaffolding rather than brewing up fresh batches of new learning. 

This approach made a lot of sense for me especially as we are now entering our 3rd year of learning in a global pandemic. In any ‘normal’ school year, routines and rhythms are usually set in place by the first 20 days. Reviews are done and it’s grade level lessons until June the following year.  However, it’s been 2 months and although some normalcy exists, I feel that more time is needed to get students back to pre-pandemic learning. That extra work I mentioned at the start is a direct result. With students online and in-class prepping materials for both groups is adding an extra hour to each day to ensure continuity. Organizing assessments also comes with its share of work. Add in the difficulties students have with tech, WiFi, and their own burnout and you quickly arrive at the conclusion that that all of this is tiring and trying. It is also a bit traumatizing. Kind of like having hot coffee spilled on your hand the moment you pick up a cup.  

Imagine going to your favourite coffee shop and when your order arrives it is filled to the brim so fully that any movement spills that precious elixir over the sides and burns your hands. As a reflective practitioner, I wonder what I did wrong? How come after hundreds of cups of coffee they filled mine to the point where there was no room to move without being burnt? Upon further reflection though, comes the realization that this is not my fault and that I was given a situation which was nearly impossible to handle without a mess or suffering. Each time this has happened to me though, I have never let go or dropped the cup. I see this same commitment, determination, and strength mirrored in educators who choose to persist and hold on despite being handed impossible circumstances. 

Next Monday, me and all the other ants are lined up at that coffee shop hoping that today we don’t get burned, and that there will be enough room left for a little sugar and cream to stir in to suit our taste. It’s November, Spring is around the corner and there’s work to do before the leaves wither and the snow flies. 

This is not my first blog about the currently dissonant state of learning right now, nor is it my first blog about ants. In 2014 I shared this one after Deborah Gordon’s inspiring 2014 TED Talk.

And in case you missed it in my post last month.
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.

Tone Policing

Over the last few years, I’ve noticed more and more that it has become easier to vilify the messenger and the way in which the message was delivered, rather than to listen to and reflect on the message. While tone policing has been around forever, the experience of having my words discredited because of “how they were delivered” is something that is relatively new for me. Perhaps this is because I have been speaking up more or simply because others are tired of hearing about their discrimination. 

I remember being in a meeting and after having asked a question about an issue of equity, being yelled at by the meeting organizer because that wasn’t the place or the time for that type of question. Believe me, it’s never the time for a Black woman to ask for equality. I remember another person in the meeting coming up to me after to ask me to share my vision with her, so she could go and deliver my vision to the meeting organizer. They mentioned that I seemed angry when asking the question and that I should have been calmer when speaking. This was highly insulting because, at that moment, I realized that it wasn’t really about the message, it was about who delivered the message. My question, no matter how nicely or calmly asked, would not have been well-received because it highlighted a “problem” in the group. The other person saw my question as being valid in the meeting and rather than in that moment speaking up, they chose to capitalize on my “vision” and consider how they might better be able to communicate my simple question. To this day, years later, this question still has not been answered. To my knowledge, no steps have been taken to implement the much-needed action related to my question. The deflection worked. 

This is just one example of the way in which tone policing works to keep the status quo. It happens in many environments and also happens in schools when issues around changes in practice or policy are brought up. Often those choosing to bring up an issue are racialized and/or marginalized, and it is through our lived experiences that we try to shed light on what is problematic. In these moments we are often perceived as angry, enraged, or upset – which we have every right to be – without actually considering that we already know: that being angry, enraged or upset at work is not permissible for us. We school our words and manage our temperament to ensure we are not perceived negatively and still, any challenge to the status quo, can easily give us these labels. The focus shifts to our perceived behaviour rather than the “problem” at hand. 

In a profession that calls itself a practice, shouldn’t there be room to grow? If we are all on a “learning journey”, why are some so offended at the thought of having something to work on? If ever you find yourself getting defensive by the words of a colleague, someone you work with, or a student, might I suggest you try the following? 

Sit With the Discomfort

Take some time to sit with what you are feeling and consider that perhaps what you are feeling in this moment, might just be a fraction of what the other person might be experiencing on a more frequent basis. If ever I have highlighted a racist or discriminatory practice, know that I have probably experienced this practice many times before – both as a child and an educator. Having to experience it again is uncomfortable for me. No longer can I sit through this discomfort nor will I silently allow for students to sit through the discomfort so that others will be comfortable in their “fun”.

Understand that in education, once we become teachers or administrators, the learning doesn’t stop there. There are always new things to learn and ways to reflect on practices that are harmful and exclusionary. The discomfort that you might be feeling can lead to action and change, if you decide to do something about what was discussed. 

Consider the Message

What is it that the other person wants you to hear? Why or how might this information be valid to your practice and/or growth as an educator? What steps do you need to take in order to bring about change? Consider thinking about where you might be able to do your own learning about this issue. Remember, it’s not up to the person who brought the situation to your attention to relive the experience and teach you how to change. Change comes from doing your own work. 

Act

I can’t tell you how many people have said that they are reading and learning, with little or no action. This reminds me of the James Baldwin quote, “I can’t believe what you say, because I see what you do.” It’s through action that real change occurs. If there’s all this reading and learning, shouldn’t action accompany it? Shouldn’t there be a shift in practice that is evident? It’s through your actions, that racialized and/or marginalized people will know that you have truly heard the conversations we have been trying to have. 

I do want it to be said that I am not condoning disrespectful dialogue. In no way do I believe that people should be disrespectfully spoken to by others. As someone on the receiving end of some pretty disrespectful and harassing comments, I understand this all too well.  Rather, I’m speaking to the intense need that some have to immediately discredit the words of another when they are called on their discriminatory language and/or actions. It’s easy to say that the person didn’t say what they had to say in a manner that was “nice”. For example, I’m really not sure how you tell someone “nicely” that their words or actions were racist or xenophobic. 

Sadly, tone policing is also often the precursor to campaigns of intense gaslighting in order to make the messenger consider the way in which they delivered their message and to detract from much-needed work to improve workplace conditions for all. When a conversation is one that is uncomfortable, please consider the message, rather than focusing on the messenger. Sit with the discomfort. Do your own learning and act.