November 8

Aviva Community Fund Submission

A few weeks ago, I started my Bachelor of Education placement at Pinecrest Elementary School in Ottawa. Two years ago, grade one students wrote a letter to the principal to persuade her to look at the primary yard and consider their dreams to replace the old play structure. The following September, the same students and all their primary friends were shocked to come back and discover that the condemned play structure and the beloved monkey bars had been removed over the summer and they were left with only sand. It was a very sad day for Pinecrest primary students. Since then, the primary students have had nothing but some wooden “soccer” posts and a giant area of sand.

A large number of Pinecrest families are not able to participate in extracurricular fundraisers, as many of the families live in apartments or public housing surrounding the school. They rely on the safe space at school to play and explore.

When I first heard about this issue, I knew I had to get involved in some way. I worked with the staff at Pinecrest by taking some photos and creating a video that we have submitted for the Aviva Community Fund. This was all in an attempt to receive a grant that we could use to provide these young students with the play yard that they deserve. Here is the video that I created for the submission:

What’s even more incredible is that my video was featured in the Ottawa Metro! Check out the screenshot below:

Metro Article
Unfortunately, Pinecrest Public School was not chosen as one of the finalists for the Aviva Community Fund. However, it was incredible to see the school and the surrounding communities really come together to support this project. We also learned a lot about this grant process and hopefully we can use this knowledge in future submissions so that we can achieve our goal of building a safe and fun playground for the deserving primary students.

November 7

Safe Classroom Management

YouTube search: “Teacher gets in fight with student”

Results: “About 1,140,000 videos”

What is happening to our education system? How is this happening? Perhaps more importantly, why is this happening?

Safe Management (1)In the summer of 2015, I received my certification in Safe Management, which is a crisis intervention training program. This training help me immensely in my role of working with individuals that have varying disabilities, but little did I know just how relevant it could be to my future profession of teaching. More than anything, this training exposed me to the reality that at one point or another, we all can get agitated and act out, despite how we typically act on a regular basis. What is important about this is recognizing what is happening, why it is happening, and how to deescalate the situation.

This idea of recognizing what is happening is outlined in Safe Management’s Aggression Escalation Continuum (displayed below). There are four levels of aggression presented: subtle, escalating, imminent, and physical. At each of the four levels of aggression, appropriate responses are presented as an indicator of how best to deescalate the situation. While teachers may never experience being the target of physical aggression, it is important to understand what to do in those situations, especially since we are responsible for the safety of every other student in the classroom.

Safe Management (3)
The Safe Management training further defined each of the aggression behaviours by providing examples of the verbal, psychological, and gross motor indicators associated with each stage of the aggression. And they didn’t stop there. They also provided the appropriate staff response to each of those behaviours.

Safe Management (4) Safe Management (5)

However, there is more to creating a safe classroom environment than just preventing aggression. The training covered many important topics other than aggression; risk management, relationship management, behaviour management, and physical intervention concepts were discussed as well. The chart below addresses topics relating to relationship management, while presenting strategies and techniques to successfully achieve the outlined principles:

Safe Management (2)
There are so many different approaches that teachers can take to addressing a student acting out, and it doesn’t always have to lead to a power struggle. While some teachers choose the humiliation method of addressing student behaviour, there are a number of reasons why this method is damaging to students. There is a great article on Edutopia that discusses student humiliation. Through further research on the topic of classroom management, I came across a number of useful resources. Edutopia had an entire database designated to classroom management resources.

I must say, the best resource I came across was from the Crisis Prevention Institute (CPI). CPI has a program that is very similar to Safe Management entitled Non-Violent Crisis Intervention. They constructed a manual especially for teachers called “Remain Calm & Respond Right When A Student Challenges!“. I strongly recommend that teachers and Bachelor of Education students should check it out!

Ideally, students will enter our classrooms each and every day with a positive attitude and an eagerness to learn. However, if it means that I get to keep myself safe while also keeping my students safe, then I will learn about as much classroom management as possible.

November 5

Learning is Subjective

SubjectiveBold statement, isn’t it?

Perhaps standardized tests wouldn’t like that statement, or even the curriculum for that matter. Nonetheless it’s true. Think about students in university: they are learning a variety of topics and taking from them what they will need to apply themselves in the real world. If an artist reads a picture book, is he going to focus on the literary devices present in the story, or the drawings that accompany them? Yes, there is subliminal learning that will occur during any lesson, but it is important to acknowledge what our students are interested in and what they will choose to take away from the lesson.

Once we open ourselves to the idea that students take away things that they are interested in from class, then we are able to adopt a student-centred approach to teaching and learning. How do we ensure that a lesson has something that every student will be interested in? Multi-modality in our approach to education is our best option. As Trent (2009) defines in Re-Placing the Arts in Elementary School Curricula: An Interdisciplinary, Collaborative Action Research Project:

“Multi-modality refers to the increasing combination of multiple modes of meaning – linguistic, visual, and auditory” (page 15).

Trent provides this definition to defend his claim that lessons in various subject areas can, and should, be integrated with the arts. As a subject that unfortunately gets overlooked by teachers, art is an important component of almost every subject area; not to mention it sparks interest for students that are not fond of the concept matter at hand. Abt-Perkins (1993), contributor to The Astonishing Curriculum, provides an exceptional example of how student success was fostered and achieved in a science class by allowing students to adopt a multi-modal approach to their education. While reading research reports:

“Our students resisted our framework and replaced reports of research processes with story plots, scientists with narrators, and scientific subjects with characters. They seemed interested in knowing the story of how the information came to be, not just the information itself” (page 100-101)

Does this mean that the students didn’t fully comprehend the research report because they were reframing it to be a literary story? On the contrary! This example goes to show how learning far beyond the teacher’s expectations can be achieved by framing the subject matter in a way that students enjoy and relate better to.

During each of these readings, the idea of subjective learning and incorporating art kept bringing be back to the same scene of the same movie. In Mona Lisa Smile, Julia Roberts shows her students that learning doesn’t have to be taught from a textbook and that it is encouraged to form your own opinions and guide your own learning. The following scene depicts this concept:

Just as the interpretation of art can be subjective, so can the learning that occurs within our classroom walls. By challenging our students to reframe the concepts being taught into relatable and enjoyable themes, as achieved through multi-modality, they will be more engaged in their education and learn far more than what we can provide to them.

November 3

Indian Residential Schools’ Impact on Canadian Education

I’ll admit, History was not one of my favourite subjects growing up. The way it was taught felt like stories rather than realities. The focus was on devastating harms committed over 50 years ago in countries that seemed to be on the other side of the world. The approach was “this is what happened and this is why we should never do it again”. But what about the devastating harms that occurred right in our own backyards? Why aren’t those topics at the forefront of our history classes? As Canadian’s, should there be a larger focus on being taught information that has a personal connection to each and every one of us, which may even lead us to work towards uniting everyone in our country?

We Were Children
The video We Were Children shares the harsh realities of residential schools in Canada:

“Beginning in the late 1850’s, over 150,000 Aboriginal children were legally forced to attend Indian residential schools in Canada. The schools were part of a wider program of assimilation designed to integrate the Aboriginal population into “Canadian society.” At their peak in the 1950’s, there were 80 Indian Residential schools across the country. Today there are over 80,000 Indian Residential school survivors. The last Indian Residential school closed in 1996” (We Were Children, 2012).

Decolonizing EducationThere was so much pain suffered by First Nations, Inuit, and Metis (FNIM) peoples in our country, and yet teachers and the government gloss over or skip altogether the realities of our country’s past. This paints a picture of continual denial, neglecting to incorporate these lessons into our so-called perfect Eurocentric education approach. As Battiste outlines in her book Decolonizing Education:

“Eurocentric education policies and attempts at assimilation have contributed to major global losses in Indigenous languages and knowledge, and to persistent poverty among Indigenous peoples” (page 25).

The difficult part for the teacher is deciding how to address the issue and the pain of what happened, without turning it into just another history lesson routed in this Eurocentric framework. How do we address this important part of our country’s heritage without placing all FNIM students on a pedestal? What is the best way to present this topic so that students can become aware, learn from the mistakes of the people before us, and use this knowledge to make the world a safer, more inclusive place?

I believe that as more and more people accept the reality of what happened to FNIM people and as education policy adopts a restorative approach to fully including these students in our education, we can begin to heal as a population. The importance of this topic is not to simply teach students, but to make them think and feel. Ayers states:

As Prime Minister Harper admitted in the public apology to First Nations individuals, the residential school system, unfortunately, was very effective in its goal of destroying the Indian in the child. It’s time to celebrate First Nations history, culture, language, ceremony, and worldviews. By incorporating this knowledge consistently throughout the Canadian curriculum, we will not only ensure increased academic success for indigenous students’, but we will also education all students to love their neighbour and cherish our differences.

October 22

A Passion for Learning

We take so much for granted in our lives. Shelter, healthcare, free speech… the list goes on. And yet, there are still people who cannot see how fortunate they truly are. Education is something that many people take for granted, especially those who have never known otherwise.

The documentary “Everybody’s Children” shares the story of two refugees who fled to Canada and are attempting to integrate into our society. While there proves to be a lack of support in place for refugees, the two individuals, Joyce and Sallieu, never lose faith. Imagine the struggles they are going through: their lives previously were not positive, they move to a foreign place, and there is a lack of guidance when they arrive. And yet, they are thankful for everything in their lives.

Two things struck me about this documentary. Joyce demonstrates a strong sense of faith, thanking God for everything he has provided her in her new country. Her ability to hold on to her faith despite everything that happened in her life is a strong testament that God is good to those who have an unwavering faith in Him. The second thing that struck me was Sallieu’s passion for his education. He never once took his education for granted. He consistently tried to be the best student that he could be, striving for the top mark in every class. This got me reflecting…

There is a true lack of passion for learning in many of our schools. Students believe that they are sent there against their will and that it is just a waste of time. Think of all the better things they could be doing: playing video games, sleeping in, watching TV… and yet, they have to come to school for 8 hours a day.

This lack of passion is a problem. No wonder teachers have to implement so much classroom management: we are forcing children to be students that don’t want to be. Take, for example, the back of one of the tests I created for my grade 7 class:

Hate School
Does this child currently have a passion for learning? No. Is he capable of developing a passion for learning? Most definitely.

Teacher’s have to work that much harder to cater to their students, proving to them that education can be enjoyable. We must work to make education the best part of our students’ day. But more than anything, we must instill in our students a sense of gratitude for the opportunity to learn so that they never forget how fortunate they truly are.


October 20

Stop, COLLABORATE, and Listen

I know of way too many teachers to come to school in the morning, close their door, attend to their students, and leave at the end of the day. This isolation is a harsh reality for many teachers in the profession. While some may view this trend as demonstrating full attention to students, this may not be the most beneficial thing for their learning. It is very important that teachers learn to adopt an “open door policy” when it comes to collaborating with their teaching peers.

As someone who loves collaborating with others, it seems like a daunting task to block out other teacher’s ideas and focus on what I am doing. Not to mention, it may not be the most beneficial thing for my students. As Cooper suggests:

“With so little planning time available and so much vital work to be accomplished, we must harness the power of web technology to ‘work smarter, not harder’” (page 233).

Just as the web is a great resource to improve our teaching practice, other teachers in our school are a direct resource that we can use to our, and our student’s, advantage. I think it’s imperative that teachers have a consistent time and place where they can get together with their colleagues to talk and collaborate on ideas. This is a time to talk about what’s working and what isn’t working, gather ideas on what to do with the student that just won’t do anything, vent frustrations, and perhaps even split the workload!

Collaboration2Especially as someone who is currently a teacher candidate, collaboration is key. I like to hear innovated ideas that other teachers have implemented to improve learning for their students. Unfortunately, much of the time teachers have to collaborate is during their lunch periods. If teachers don’t reach out to one another to collaborate, there may never be the opportunity to learn from one another, which brings us back to the “show up, teacher, go home” trend.

Ideally, there would be some kind of system that can be put in place to make collaboration feasible and encouraged among teachers. This can be with teachers of the same subject, same grade level, or teachers who have worked with the same students before. Additionally, Cooper speaks of the importance to collaborate with all kinds of teachers:

“While it’s natural to collaborate with a colleague who teaches the same course, it can be just as valuable to work with a teacher in a different department” (page 238).

When teachers collaborate, teaching practices improve, teacher performance increases, and student receive a well-rounded education. Seems like the right approach to me…