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.

Winterfest

Our school is an OPHEA certified school- which means, “Healthy Schools Certification gives your school the tools to promote and enhance the health and well-being of students, school staff, and the broader school community.” More information about being an OPHEA certified school can be found here

Last year, our focus was on physical activity and this year, our focus is on wellness. So, our OPHEA team (which consists of ten teachers and over 40 students) planned a day called “Winterfest”. This day ran during school hours and was planned completely by our OPHEA student leaders. They planned activities indoors and outdoors for the school- students in grades 1-6. The intermediate students ran each student or led a group around the school to each station. Stations included:

  • Bobsleigh: students on a mat guiding their way through a course of pylons
  • Biathlon: a fake skating activity where students have to bowl to hit some cones at the end
  • Hot chocolate: students enjoy some hot chocolate while a fake fireplace sparks in the background
  • Ring Toss: an outdoor activity 
  • Directed Drawing: a mindful activity indoors
  • Box Igloo Building: students compete to build an igloo against other students with boxes 
  • Cooperative games: students work with their classmates to reach a common goal (silent line up, octopus, parachute)
  • Spoon & Egg relay: students race again their classmates to not drop the ping pong ball off the spoon
  • Obstacle Course: students run through a ground ladder and around pylons to race to the finish 
  • Capture the flag: class vs. class style, two classes play a game of capturing the other teams flag 
  • Ball Hockey: students compete against their classmates to score goals outdoors in a Canadian favourite

These activities were 25 minutes long in length and were a combination of indoor/outdoor games. The day went off without a hitch as intermediate students received compliments all day long for their excellent leadership skills! Thankfully, it was 8 degrees so the weather was not a negative factor. We look forward to doing another wellness day similar to this in the Spring. Try it out with your school!

 

Picture by C-B studio

The Art of Cursive Writing: A Valuable Journey.

In the bustling world of elementary education, where the focus often lies on specific subjects and foundational skills, including cursive writing might seem like a quaint notion. However, delving into the art of beautiful writing from an early age brings forth many benefits.

Alright, picture this: little ones in elementary school getting into the groove of cursive writing. You might think, “Wait, isn’t that more for grown-ups?” Introducing cursive writing to the kiddos early on is like unlocking a treasure trove of skills that go way beyond just pretty handwriting.

Primarily, cursive writing serves as a nuanced exercise in fine motor skill development. The meticulous movements required to craft elegant strokes with a pen or brush contribute significantly to the refinement of hand-eye coordination. As students navigate the intricacies of cursive writing lettering, they concurrently enhance their motor control, laying the groundwork for improved dexterity in various academic and extracurricular activities.

Moreover, cursive writing imparts invaluable lessons in patience and focus. The deliberate and measured approach demanded by the art form instills a sense of meticulousness in young learners. In an era characterized by constant stimuli and distractions, instilling the ability to concentrate on a singular task becomes a transferable skill that can positively impact a student’s overall academic experience.

But it’s not all serious business. Cursive writing is a way for kids to show off their personality. Scribbling becomes an art form, a canvas for expressing feelings and ideas. That creative outlet isn’t just about making pretty letters; it’s about feeling proud of what they create and boosting their confidence.

Within the language arts domain, cursive writing uniquely combines visual and verbal communication. As students engage with this art form, they naturally develop an enhanced appreciation for the aesthetic aspects of language. This heightened sensitivity to the visual nuances of letters and words can elevate their understanding and enthusiasm for written expression, transforming language arts into a more captivating and enjoyable subject.

The advantages of learning cursive writing extend beyond the academic sphere, reaching into the realm of mindfulness and well-being. This art form’s deliberate, meditative nature gives students a serene space to explore creativity. In navigating the rhythmic flow of ink on paper, students can cultivate mindfulness, offering a valuable respite from the frenetic pace of contemporary life.

The integration of cursive writing into elementary education transcends the mere enhancement of penmanship. It represents an investment in the holistic development of students, fostering skills that span from refined motor control and patience to enhanced creativity and an enriched appreciation for language arts. The early introduction of cursive writing catalyzes comprehensive student growth, leaving an enduring impact on their academic journey.

picture of trees in winter covered in snow

Embracing the Chill: The Crucial Role of Winter Outdoor Learning for Kids

Picture by Iyanuoluwa Akinrinola

The resource, “How Does Learning Happen? Ontario’s Pedagogy for the Early Years,” states that Educators should pay heed to the environment to ensure that their beliefs and values about children and learning are represented in the space. It goes on to say that these benefits occur especially within children’s connections to and interactions with the natural world because the growing body of research suggests that connecting to the natural world contributes to children’s well-being in many ways.

The idea of taking education outdoors might seem counterintuitive as winter blankets the world in a glistening layer of snow. However, the benefits of outdoor learning in winter for kids are as vast as the snowy landscapes. Beyond the cozy confines of the classroom, the winter wonderland serves as a rich and dynamic setting for valuable educational experiences.

Winter transforms the outdoors into an expansive classroom, providing a unique and captivating environment for learning. The crisp air, frost-kissed trees, and snow-covered landscapes offer a sensory-rich experience that engages children on a different level. It’s a living, breathing textbook where lessons extend far beyond the pages of a conventional workbook.

In the winter, the great outdoors becomes a playground for physical activity. Engaging in winter sports, building snowmen, or simply stomping through the snow provides an excellent way for kids to stay active and healthy. The invigorating cold air can also boost their immune systems and contribute to overall well-being. Winter also offers a prime opportunity for hands-on scientific exploration. Kids can observe the unique properties of snow and ice, explore changes in the natural environment, and learn about the fascinating adaptations of plants and animals to the cold season. Outdoor winter activities can serve as a gateway to lessons in the sciences: chemistry, physics, biology, and environmental science.

Experiencing and adapting to winter conditions fosters resilience in children. From dressing appropriately for the weather to problem-solving in snow-related challenges, outdoor winter learning instills a sense of adaptability and perseverance. These life skills extend beyond the classroom, preparing kids to face challenges confidently. Similarly, winter’s white canvas sparks creativity in young minds. Whether crafting intricate snow sculptures, composing winter-themed poems, or capturing the season’s beauty through art, outdoor winter learning encourages imaginative expression. The open-air setting inspires fresh perspectives and allows children to connect with their creative instincts.

Outdoor winter activities provide a social arena for kids to collaborate, communicate, and develop interpersonal skills. Building snow forts, organizing winter games, or engaging in collaborative projects foster teamwork and camaraderie. The shared experience of conquering winter challenges creates lasting bonds among peers. Connecting children with nature in winter lays the groundwork for environmental stewardship. Understanding the seasonal cycles, appreciating the delicate balance of ecosystems, and witnessing the impact of human activities on the environment instill a sense of responsibility towards nature.

The winter landscape is not a barrier to learning; it is an expansive canvas waiting to be explored. Outdoor learning in winter for kids is a holistic approach that nurtures physical health, scientific curiosity, resilience, creativity, social skills, and environmental awareness. As educators, let’s embrace the chill and open the doors to a world of educational opportunities extending far beyond the confines of indoor classrooms. Winter is not just a season; it’s a classroom waiting to be discovered.

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.

10 years later…

It is officially my tenth September starting the school year. I am so excited to blog once again this year and share the experiences from my grade 7/8 classroom. As I reflect on the past ten years, there are many things I have learned. Things I have stopped doing, continued doing and started doing. I have reflected on almost all of these in the past on this blog and enjoy reading old posts to see how far I have come.

Most importantly, I enjoy remembering why I got into this profession. I thought I would share that as my first post this school year.

Why Teaching is the best job on earth

Teaching is the best job on earth because I get to inspire and help students each day. That is something that means a lot to me because when I was in school, nobody ever did that for me. I used to get spoken to as a student if I was doing something wrong, not something right, which made me upset. Now that I am a teacher, I can make a difference in many ways. One way I would like to make a difference is by helping students with their mental health.

Mental health is so important because if students do not feel safe and happy, they cannot learn, so those are both needed in order to start teaching. That being said, it is easier said than done. It is important to spend the first few weeks of school helping everyone get to know each other and finding out what interests each student has. Then, you can begin teaching the curriculum. Thankfully, my school board created a wellness activity set for teachers to use in their classroom. We have over 100+ activities that foster a community in our classrooms and are encouraged to do one daily for the first six weeks of school. I have seen my class enjoy these activities and start to create friendships with students who they had not met before. Here are some of the activities we enjoyed the first eight days of school:

  • sharing about their identity
  • finding things that have in common/unique things within their seating group
  • two truths and a lie
  • sharing goals for the year
  • finding an inspirational quote that is meaningful to them
  • sharing one interesting fact about themselves

Another element about teaching I enjoy is coaching. I enjoy coaching because you get to see your students outside of the classroom, which for many is their favourite spot in the school. Coaching gives me a way to connect with students who may not build that connection inside the classroom. I also have always loved sports, so I enjoy coaching now that I do not play on as many teams as when I was younger. 

The last thing I love the most about teaching is creating leadership opportunities.  I have had many opportunities to be a leader and plan events as a teacher, so it is my turn to teach students how to create these events and help me run them. That way when they are older they can run them on their own. I am most excited for school spirit days, music events, sport events, Prom Project and more for the 2023/2024 school year.

Even though I could go on and on, I thought I would sum up my three favourite things about teaching so I can always reflect on these when I have a challenging day. I hope each and every one of my students find something that they are passionate about one day just as I have found. Ten years later, still loving this job!

Summer

Photo by Mariam Antadze

 

In the summer’s warm embrace, we find reprieve,
Teachers, once tireless souls, now stand at ease,
Amidst the sun-kissed days and skies of blue,
A tranquil haven for hearts and minds anew.

A well-deserved respite from the classroom’s heave.
Beneath the warm sun’s glow, they shed their weight,
And embark on journeys to rejuvenate
Seeking inspiration as time flies.

In gardens, teachers tend to bloom with care,
Nurturing life, compassion, they will share.
As flowers bloom, so do their hearts renew,
With gratitude for all the children’s crew.

Amongst the pages of a favourite book,
They lose themselves in tales that kindly hook.
Imagination soars on wings unfurled,
As wisdom from each word begins to swirl.

For even in repose, they still impart,
The wisdom sown within each student’s heart,
For teachers’ nurturing never truly ends,
Their love of learning, like a river, wends.

As the sun sets low, painting skies aglow,
Teachers breathe in summer’s tranquil flow.
For in these moments, they find the grace,
To prepare their hearts for the next school’s embrace.

So, let us savour this summer’s delight,
Relaxing, unwinding, and taking flight.
For when autumn arrives, we’ll shine anew,
Our souls invigorated, ready to inspire once again.

snacks

Via DALL-E – create a painting of Chips, Goldfish crackers, Cheetohs, Nachos, Pretzels, Carrots and other snack foods in a Rubenesque style – prompts by author

Crunchy food. I need crunchy food! Chips, goldfish crackers, veggie straws, or even, heaven forbid, real vegetables to stave off my brain triggered hunger now arriving via its ally my stomach.

Our stomachs tell us a lot of things, they are much like having a house weather forecaster by giving off warnings of inclement times ahead. Whether it’s stress, anxiety, nerves, or need for nourishment, stomachs are in the middle of a lot of action(s).

Mine is telling me that some crunchy snacks would be good right about now. So while I type and stare at my own options (granola bars, seaweed, crackers + hummus, pretzels, et al.), the idea to write about snacking and teaching comes to mind. Before I cave into my brain’s demands I thought it would be a good idea to consider why noisy food is a strange necessity during this and other similar moments of my day. 

Furthermore, in the interest of transparency, I will neither be making excuses for my snacking habits nor endorsing them. However, I will mention that there are times during the day which correlate to my need for a snack when the emotional and cognitive demands are increased. I am sure that this is a common occurrence amidst our ranks. 

Crunch crunch crunch when feeling the crunch

Why does eating crunchy food feel so satisfying? Is there a primordial connection to our primitive brains somehow? I can state without hesitation that there is something soothing in the noise. If not soothing then how about distracting? Sometimes our brains need a break from what they are processing. Eagelman repurposed the term “strategic surrender” in his book The Runaway Species.

I love how this phrase sounds, and share it often. Moreover, I share it in my classroom as a strategy for my students. Perhaps my breaks for crunchy foods are providing me with a diversionary pause that allows my brain to continue solving a problem while being distracted by the crunching going on just below it. All things considered, I had not thought about snacks as a restful respite from the compounding moments of the teaching day, but I know if they are good for me, then they are good for others. This includes students and teachers. 

To that last point, I always have a box of granola bars (peanut free – Costco brand) to support the growing minds and bodies in the room. Whenever an OT joins our classroom for the day, I am sure to leave one for them too. I know that it cannot be easy to step into unknown spaces on a daily basis without the need for some strategic surrender from time to time. A snack and a note of gratitude may be a simple act, but can be very meaningful too. 

Crunching gone wrong

I add this thought for consideration only because it is still important to make healthy choices when it comes to what we consume. There are only so many Cheetos binge windows left in my life and I want to savour them over the holidays. So that means carrots, radishes, and other less carby things that can still shake up my brain with some decibels with each bite. Another thing to consider might be how often I am eating my feelings and stress rather than identifying and addressing their root causes. If I am eating to cope with my stresses then I need to get some help. If I am eating to keep my brain and body fueled then I will continue to crunch on. 

Thirst

There might be another factor at play here, and I have often turned to my coffee cup and water bottle to deal with it. Sometimes we forget to drink enough throughout the day. It’s kind of hard when our bladders need to be set to an entirely different schedule than our bodies deem naturally necessary. Unlike our students, we just can’t ask for permission to take the long way around the building to get some water and use the washroom. As a result, many teachers are under-hydrating. This can lead to decreased energy levels and can impair cognitive optimization and may also lead to long term health issues.

As we work to finish off our final month of the year in a good way, it is crucial to keep both body and mind in healthy states with a little crunch and a big sip.

fine, everything is fine

I have a habit of saying, “fine” whenever asked how things are going. Whether it is symptomatic of a half century plus of social conditioning or simply learned ambivalence is still to be determined. It could be a combo of the two as well. I am a big fan of “fine”.

It has the insouciant distance and indifference that propels me past and through the issues of the day. After all, who wants to be a burden to others when so many are already maxed out with their own lives. Isn’t it the North American expectation to steadfastly power through the day with stoic determination. In many ways that’s what happens to people who stay in the safety of their silos. 

It is not beyond a single educator to utter this answer all the while knowing that behind the scenes, in our heads, or in full view of all to see that there is a lot of meaning to “fine”. It is a societal expectation that we respond “fine” because our polite programming provides the same answer each time even when it is not true. 

It’s not a lie if you believe it. – George Costanza

I love the quote above and it rings a little too true with this topic. Although it was intended for a different context in the show Seinfeld, it definitely applies when considering the mental health and well being of all who work in education. When will we have time to unpack the emotional baggage covered by “fine”? How do we get to a place of trust to provide the support that is necessary for us to listen as well as be heard? 

Breathe in, breathe out. I’m fine. You are fine. Everything is fine.  Thank you very much for asking and not burdening either of us with a truth that we verily have little time to acknowledge or attend to if it turned out to be false. Now, let’s get about our days. Sound familiar?

As a profession, there are few others to rival the frenetic paces that educators face over the entirety of a school year. Imagine each classroom along the lines of a corporate model where each grade occupies an important floor of a tall tower. On each of these floors there are numerous cubicles filled with team leaders and workers all charged with annually accumulating, accruing, and retaining the knowledge and the skills to find, climb, and remain on the next floor above them. 

With each September ‘new year’ comes the mysteries, highs, lows, and unexpected life events of a newly gathered group. Buckle up because it could be a bumpy ride. What surprises me, over most of my 14 years in education, is that the ride is nearly 3/4s finished before I realize where the heck I am. This explains the timing of this post in March with the realization that there is much work to be done. 

As if that collaboration and hard work to move on up wasn’t enough, the teams are dismantled, mixed, and reassembled to include other workers from their former floor, but now forming under different leaders just to keep it fresh. Despite the best efforts to make everything seem fine, I can’t help but wonder how students are doing too. The past 3 years have been anything but fine. Yet, as we move them from floor to floor, like the adults who lead them, they are already accepting that the only answer to give is “fine”. 

With all of the talk surrounding mental health and community wellness in schools, I am not fine with “fine” being the answer and am working hard to redefine the work I am doing around it. 

I’ll leave you with this.

I was fortunate enough to be a part of a meeting with student leaders from our school mental health collaborative.
This session revealed some extremely important truths that can light a path to somewhere good for students and teachers.
Here are my takeaways and echoed thoughts in (  ).

  1. Students are feeling the stress
    (Teachers are feeling the stress)
  2. Students want to do something about it
    (Teachers want to do something about it)
  3. Students are looking to work with educators to create and implement solutions
    (Teachers are looking to work with students to create and implement solutions)
  4. Students need teachers who can listen without feeling that they need to have any or all of the answers
    (Teachers need others who can listen without feeling that they need to have any or all of the answers)
  5. Students need teachers who will help lead programs that are relevant to their needs rather than those that have been prescribed from outside of the building.
    (Teachers need others who will help lead programs that are relevant to their needs  rather than those that have been prescribed from outside of the building.)

Thank you for reading. Please feel free to add your thoughts in the comment box to keep the conversation going.  

fractures

an image of fractions made with a blend of colourful geometric shapes in the style of Picasso and Klimt via Dalle 2
Image – fractions made with a blend of colourful geometric shapes in the style of Picasso and Klimt via Dalle 2 prompts by author

Bumps, bruises, cuts, and scars dot my skin. They serve as little reminders of the life that has been lived on the outside. Whether visible to others or not, I cannot look at them without recalling most of the moments and misadventures that caused them. I see these marks as near misses and continue to add more to my collection whether it is in the kitchen, workshop, or enjoying time with others.

Call this post ‘fractures’?

In my half century plus adventure time, I have not broken many bones along the way. Other than most of my fingers, a couple of ribs (which made baseball and golfing really tough that year), and my nose back in grade 6 playing football on the school team, I have been very fortunate not to ever be fitted with an itchy or cumbersome cast – although there is still time.

My collection of near misses and minor breaks have taught me quite a bit. I have to take my physical existence seriously when it comes to my actions and inactions. Perhaps my injuries are the products of inattention on my part? Perhaps I let my guard down with what-could-possibly-go-wrong thinking? Perhaps I needed to pay closer attention going forward? Somehow I am sounding like my parents and teachers and it’s bringing me back to the purpose of this post – fractures.

There is not a single one among us who enters the classroom each day without fractures. You see, we have all endured down times, loss, failure, and disappointment at one point in our lives or another. Whether physiologically or psychologically, fractures come along with life’s other certainties such as death, taxes, and dishes(without apologies to Ben Franklin). What we make of our fractures is often where we find our strength and determination.

If a bone breaks, the body begins the healing process immediately. Once something goes snap, the cells organize themselves to start the repair process. Interestingly enough, it is not like your brain is the boss yelling at the workers to do their jobs or go faster. At this point it is along for the ride because the body already knows what to do. The brain just takes the credit. “My what a nice job we did healing that tibia over the past 6 weeks.” Despite attending to the remediating a reconstruction project, the body can still get about other daily cognitive business, but when someone’s mind or spirit becomes fractured, the body is often likely to deteriorate in the process until healing and restoration are complete. So why is this so hard?

Fractures in our personal and thought lives are never usually front and centre though. Adding to this mystique is the elusive nature of mental health in general. Our fractured spirits are not easily seen by untrained minds and are often interpreted as rude behaviour or that maybe you need a time out to gather your thoughts. This is also common in our students. It is also compounded because, many times, they are processing emotions that seem difficult to articulate due to confusion and fear of being judged, cast out, mocked, or all of the above.

The Ontario Grade 6 Health Curriculum gives us some solid teaching and learning points that I have really been trying to build into the life skillsets of students in and out of our class time. Interestingly enough, this teaching really meshes well with the book The Tools by Phil Stutz and Barry Michels which happens to be my current personal read, but that’s a blog for a different site.

So often we are faced with situations that are followed by a barrage of feelings and much more often than not we find ourselves reacting rather than responding. As our lessons have progressed, students have learned to assess the situation, identify their emotions, and then use strategies for resolution. Yet, even with the skills we are implementing into our daily interactions, the struggle to be honest and free of fear about our fractures and feelings is really hard to reckon with one another. This goes for teachers just as much as students.

We need to step outside of our comfort zones which double as camouflaged cages of social media level perfection and problem free happiness. We need to normalize that life is messy at times and that things can be and become broken. If we take time to pick up the pieces and put them back together there is a chance that these fractures can be mended.

In many cases the silence is even more deafening when it comes to issues of mental health in the classroom. Judging by recent news reports in response to the provincial budget causes me to believe we are in for more and more fractured students slipping through the cracks in our schools.

Yes, we can acknowledge it, but more often than not we are still too fractured as a society to truly support each other when there is so much need already. The keys has been and will continue to be in the hands of educators. As we walk through the hallways and curate our classrooms, take time to help the fractured around you by making time to acknowledge them (yourself), listen (talk with someone), and help them (yourself) heal.