Dear students of the "Treaty 4 the Next Generation" Project,
May you use your new found knowledge to help others to see the world differently. May you consider that which you read, see or hear before making a decision about it. I hope you will ask yourselves, "Whose voice am I not hearing?", "What other perspective is there?" and "What else do I need to know?" before you jump to a conclusion or accept something as truth.
I hope you learned that when we collaborate we are more intelligent, more creative, more considerate and more artistic because we combine many ways of knowing into one. Ignorance is the biggest barrier to change and acceptance. May you break down these barriers by educating others and by continuing to educate yourselves.
My wish is that you will consider our history and mistakes of the past, not to feel guilty, but to make better decisions for our future. I hope you will take these lessons you learned and use them for good; that you will educate your families, your friends, your classmates and, yes, even your teachers.
You have the knowledge and the creativity to be the change, to be the next generation and, in doing so, to create a better future for your children and your grandchildren.
Thank you for your leader ship, your open minds and your open hearts. May they continue to grow and influence others. I hope you know more than you did before and, I hope you understand that, when you know better, you are obligated to do better. May you do better.
Wednesday, 29 April 2015
Thursday, 11 December 2014
Parenting was hard enough before the elf on the shelf
I try to keep my head above water, pack the lunches,
organize the school bags, check the agendas, pack for swimming, ballet,
gymnastics, arrange the carpools, book the dentist appointments, organize the
birthday parties, sign the field trip forms, etc. etc. it is not easy and, if I am
being honest, I can barely manage it but I somehow kept it going until…the elf
the shelf.
For those of you who are not familiar, this cute little doll
magically appears one month before Christmas to watch your kids and report back
to Santa. Each morning, the children
find it perched in a different spot where it can see what they are doing and if
they are being naughty or nice. Seems
simple enough right? WRONG.
Suddenly elves are playing checkers with carefully posed
stuffed animals, making snow angels in sugar on the kitchen table, dressed in
designer clothes cruising with Barbie in the Malibu mobile, fighting Darth
Vader action figures with plastic light sabres.
Not only do these super elves engage in these fabulous activities, but
the parents post the photos on Instagram and Facebook leaving my kids to wonder: What’s wrong with our elf? Why did we get this lazy, underachieving elf? Sometimes she even forgets to move! Is there something we can do?
The people with the good elves, coincidentally, are also the
ones whose tooth fairies leave handwritten notes and put the tooth money in
coloured glitter water. My children know
that our teeth must not have been brushed well enough to earn the note or
special water, the tooth fairy has occasionally been so disappointed in my kid’s
teeth that she didn’t even bother to take them.
When she does, they only get $1.00 or $2.00 and she never leaves them a
gift!
The other day, our dog took a fondness to our elf on the
shelf. He grabbed her from the shelf and
mauled her a little bit. She made it out
a little worse for the wear (darn) and now is recovering from her ordeal but
may be a little slow moving for a while.
We will be patient with her through her rehabilitation progress.
For those of you, who, like me, have a lazy elf, do not
despair. Teach your children to
appreciate your elf for who she is, not what she does and, if that doesn’t
work, think about getting a dog.
Thursday, 23 October 2014
I am Canadian
I am Canadian. I watch 3 down football, hockey and curling. I live on treaty land. I speak French and English. I wear a toque in the winter. I have seen both Celine Dion and Michael Buble in concert. I drink beer, Tim Horton's coffee and eat poutine. I have free health care. I say "please", "thank you" , "excuse me" and "sorry" all the time, and I probably say "eh" a lot too although I don't even realize it and will likely deny it!
I am so proud to live in the True North Strong and Free and, up until yesterday, a place I naively considered to be safe from many of the senseless acts of terror that seem to happen in other places in the world.
When I was a young, impressionable teen, I had a dream for my future. I was obsessed with federal politics, I even watched the parliamentary debates on t.v. I wanted to be the Prime Minister of Canada.
In 1989 I had the opportunity to travel to Ottawa as part of the Terry Fox Youth Centre's Encounters with Canada Program. The first time I laid eyes on the Parliament Buildings, I felt a sense of awe that I had never known. Pride and a connection to my heritage, to my roots and to my ancestors who helped found this land and the principles, rights and freedoms that I hold dear and strive live up to every day as a Canadian. I wanted to be a part of that, to connect the past to the future and to represent the people of Canada.
This dream changed as I entered University and discovered that my passion for serving others through politics was equaled with a passion, and talent, for serving others through education. Instead of a politician, I became a teacher. Instead of representing the citizens of my country, I was educating them.
Many years later, in 2009, I returned to Ottawa with a group of students as part of an electronic journalism project. That feeling of awe returned, perhaps in even a more powerful, profound way as I stepped into the House of Commons and was able to share that pride with my students who were connecting with their Canadian heritage for the first time.
Yesterday, someone tried to take that pride away from us, to rob us of that feeling of security that comes with being a Canadian, that inherent trust in the goodness and kindness of others and the safety of walking freely in our streets, our parks and public places.
Yesterday, someone took the life of a young man who was committed to protecting the rights and freedoms that we hold dear in front of a monument that represents the thousands of Canadians who made the ultimate sacrifice before him in order to guarantee those rights for us. This, to me is symbolic. This act of violence reinforces my Canadian belief in, and right to peace.
Let his sacrifice not go in vain. Let us unite in standing for the Fundamental Freedoms that define us as Canadians. Let us reflect on those in the world who are not so fortunate and who do not have the freedoms we so often take for granted. Let us be stronger and better Canadians through this reflection. Let us use our gifts to serve others in our homes, our communities, our provinces, our territories, our country and the world!
I might be naive, I might be simplistic, I might be too polite, I might have too much faith in human kind and the goodness of people but that's okay because I am Canadian and that's just how we are eh?
I am so proud to live in the True North Strong and Free and, up until yesterday, a place I naively considered to be safe from many of the senseless acts of terror that seem to happen in other places in the world.
When I was a young, impressionable teen, I had a dream for my future. I was obsessed with federal politics, I even watched the parliamentary debates on t.v. I wanted to be the Prime Minister of Canada.
In 1989 I had the opportunity to travel to Ottawa as part of the Terry Fox Youth Centre's Encounters with Canada Program. The first time I laid eyes on the Parliament Buildings, I felt a sense of awe that I had never known. Pride and a connection to my heritage, to my roots and to my ancestors who helped found this land and the principles, rights and freedoms that I hold dear and strive live up to every day as a Canadian. I wanted to be a part of that, to connect the past to the future and to represent the people of Canada.
This dream changed as I entered University and discovered that my passion for serving others through politics was equaled with a passion, and talent, for serving others through education. Instead of a politician, I became a teacher. Instead of representing the citizens of my country, I was educating them.
Many years later, in 2009, I returned to Ottawa with a group of students as part of an electronic journalism project. That feeling of awe returned, perhaps in even a more powerful, profound way as I stepped into the House of Commons and was able to share that pride with my students who were connecting with their Canadian heritage for the first time.
Yesterday, someone tried to take that pride away from us, to rob us of that feeling of security that comes with being a Canadian, that inherent trust in the goodness and kindness of others and the safety of walking freely in our streets, our parks and public places.
Yesterday, someone took the life of a young man who was committed to protecting the rights and freedoms that we hold dear in front of a monument that represents the thousands of Canadians who made the ultimate sacrifice before him in order to guarantee those rights for us. This, to me is symbolic. This act of violence reinforces my Canadian belief in, and right to peace.
Let his sacrifice not go in vain. Let us unite in standing for the Fundamental Freedoms that define us as Canadians. Let us reflect on those in the world who are not so fortunate and who do not have the freedoms we so often take for granted. Let us be stronger and better Canadians through this reflection. Let us use our gifts to serve others in our homes, our communities, our provinces, our territories, our country and the world!
I might be naive, I might be simplistic, I might be too polite, I might have too much faith in human kind and the goodness of people but that's okay because I am Canadian and that's just how we are eh?
Thursday, 9 October 2014
Mini We Day Regina
It has been a long time since I have been moved by something enough to take the time to blog about it. Today, I have been inspired.
A wonderful, motivated group of high school students took me on a journey of self discovery through a project they created and actualized called Mini We Day Regina. The students shared their passion for the "Me to We" philosophy of putting others before yourself in a variety of ways. The motivational speaker, Molly Burke, provided an emotional keynote, students shared their own experiences with "Me to We" trips and camps and we were reminded that the issues we so often complain about are, in fact, first world problems.
It is an important perspective to take as so much of my day to day work as an administrator in a high school includes requests and meetings for such important things as, "Please change my timetable because that teacher is too tough", "I want my spare in period 5", "My son should have received a 90% on that essay instead of 85", "My parking spot is too narrow" etc.
These students reminded me of how important education is, how in many places in the world children, especially girls, do not even have the opportunity to go to school! We are so fortunate that our children receive the kind of education where they are encouraged to be problem solvers, to think outside the box, to consider their purpose and place on the earth, to use their skills and knowledge in service of others, to recognize injustice and to play a role in supporting positive change.
I am not going to lie, there have been days in my career where I have been in fear for the fact the my students will be the adults caring for me one day. But not today.
Today I know we are in good hands. For there is nothing more powerful than educated youth uniting for a cause that is greater than themselves. Using their power for good rather than evil. It makes me immensely proud that I can say I may have played a small role in that consciousness. It makes me immensely happy that I can watch it happen every day. There are not too many jobs where one has that opportunity. It makes me immensely grateful that I have one of those jobs.
This morning, Molly Burke challenged the students to live, learn, pass it on. I accept that challenge, do you?
A wonderful, motivated group of high school students took me on a journey of self discovery through a project they created and actualized called Mini We Day Regina. The students shared their passion for the "Me to We" philosophy of putting others before yourself in a variety of ways. The motivational speaker, Molly Burke, provided an emotional keynote, students shared their own experiences with "Me to We" trips and camps and we were reminded that the issues we so often complain about are, in fact, first world problems.
It is an important perspective to take as so much of my day to day work as an administrator in a high school includes requests and meetings for such important things as, "Please change my timetable because that teacher is too tough", "I want my spare in period 5", "My son should have received a 90% on that essay instead of 85", "My parking spot is too narrow" etc.
These students reminded me of how important education is, how in many places in the world children, especially girls, do not even have the opportunity to go to school! We are so fortunate that our children receive the kind of education where they are encouraged to be problem solvers, to think outside the box, to consider their purpose and place on the earth, to use their skills and knowledge in service of others, to recognize injustice and to play a role in supporting positive change.
I am not going to lie, there have been days in my career where I have been in fear for the fact the my students will be the adults caring for me one day. But not today.
Today I know we are in good hands. For there is nothing more powerful than educated youth uniting for a cause that is greater than themselves. Using their power for good rather than evil. It makes me immensely proud that I can say I may have played a small role in that consciousness. It makes me immensely happy that I can watch it happen every day. There are not too many jobs where one has that opportunity. It makes me immensely grateful that I have one of those jobs.
This morning, Molly Burke challenged the students to live, learn, pass it on. I accept that challenge, do you?
Tuesday, 29 October 2013
Being bullied
Bullying appears to be the topic of the day. In light of more recent suicides attributed to bullying, it is an important topic to be addressed appropriately in many forums. The issue I have is that, the definition of bullying itself is being misused as a blanket explanation for any conflict that occurs. If a student pushes another student on the playground, he or she is being bullied, if a child calls another child a name or makes a face it is bullying. If teasing occurs it is called bullying.
Conflict is a part of life, we are not always going to agree with our colleagues, teammates, family or friends. People are going to get angry at one another. At some point in time, it is inevitable that someone is going to do or say something that is going to hurt us. What is important is what we do with that and how we learn from it.
We need to give our children and our students the skills to be able to say, "I don't like it when you...", "Please stop..." "It makes me feel bad when..." We need to be able to help our students problem solve, understand one another, appreciate others' feelings and learn their mistakes. Otherwise, things won't change.
Bullying, real bullying, is a big deal. By definition, bullying is an intentional, habitual, repeated pattern of behaviour intended to be hurtful or demeaning or to exercise power over an individual. By painting every conflict with the same brush; by labeling every disagreement, fight and eye roll with the same term "bullying" we are minimizing the real issue and not focusing on what really needs to be addressed in schools, mental health agencies, law enforcement and government in regards to bullying.
Last night, the top news story involved a high school student who wore a full painted face of gothic style make-up to school. The principal asked her not to wear that make-up at school anymore. The news story called this "bullying" by the principal. The story said that the parent and student had filed complaints with both that school division and the Ministry of Education. Further, they were petitioning the legislature to do something about this bullying; the mother was quoted as saying, "this bullying has got to stop."
I find it ironic that in the last week there have been 2 stories of young girls who have taken their own lives as a result of relentless, ongoing demeaning postings on social media by peers and yet the "bullying" the media is calling for addressing in their top news story is a principal enforcing what he believes to be the school dress code. Am I saying she shouldn't be allowed to wear her make-up? That is not my decision to make. Would it be okay with a potential employer for her to wear that make up as a server in a restaurant, a teller in a bank, a cashier in a store? Likely not. Is a school dress code an issue worth discussing and clearly defining at a school or division level? Certainly. Is enforcing the dress code bullying? I do not think so. Where do we draw the line? What is the real issue? What is the true definition of bullying? And once we know and understand what bullying really is, what are we going to do to prevent it and to address it?
Conflict is a part of life, we are not always going to agree with our colleagues, teammates, family or friends. People are going to get angry at one another. At some point in time, it is inevitable that someone is going to do or say something that is going to hurt us. What is important is what we do with that and how we learn from it.
We need to give our children and our students the skills to be able to say, "I don't like it when you...", "Please stop..." "It makes me feel bad when..." We need to be able to help our students problem solve, understand one another, appreciate others' feelings and learn their mistakes. Otherwise, things won't change.
Bullying, real bullying, is a big deal. By definition, bullying is an intentional, habitual, repeated pattern of behaviour intended to be hurtful or demeaning or to exercise power over an individual. By painting every conflict with the same brush; by labeling every disagreement, fight and eye roll with the same term "bullying" we are minimizing the real issue and not focusing on what really needs to be addressed in schools, mental health agencies, law enforcement and government in regards to bullying.
Last night, the top news story involved a high school student who wore a full painted face of gothic style make-up to school. The principal asked her not to wear that make-up at school anymore. The news story called this "bullying" by the principal. The story said that the parent and student had filed complaints with both that school division and the Ministry of Education. Further, they were petitioning the legislature to do something about this bullying; the mother was quoted as saying, "this bullying has got to stop."
I find it ironic that in the last week there have been 2 stories of young girls who have taken their own lives as a result of relentless, ongoing demeaning postings on social media by peers and yet the "bullying" the media is calling for addressing in their top news story is a principal enforcing what he believes to be the school dress code. Am I saying she shouldn't be allowed to wear her make-up? That is not my decision to make. Would it be okay with a potential employer for her to wear that make up as a server in a restaurant, a teller in a bank, a cashier in a store? Likely not. Is a school dress code an issue worth discussing and clearly defining at a school or division level? Certainly. Is enforcing the dress code bullying? I do not think so. Where do we draw the line? What is the real issue? What is the true definition of bullying? And once we know and understand what bullying really is, what are we going to do to prevent it and to address it?
Wednesday, 25 September 2013
Why I Tweet
I am writing this blog in response to something that happened to me today that I can't let go of although I know I should. I feel the need to say, or in this case blog, my piece so I can be at peace. Here's hoping I find it!
I am a mom first and a teacher second, I am many other things but these are the most important to me; they are my passions, my callings and they bring meaning and joy to my life every day.
That is not to say that there aren't days that I want to gouge my eyes out because of something my children have said or done or something that happens at school! There are days I am hanging by a thread...
I work in a great place surrounded by great people; sometimes we see things the same way, often times we don't but I am enriched by their perspective as it allows me to develop, to refine and to adapt my own. I work in an incredible profession. One that is constantly evolving and changing. One that demands so much of so many who are so willing to give it.
I know what I think constitutes "best practice" in my field based on research, reading and my own lived experience. What I think or believe may not be the truth (if there is a truth) but part of what is so important about my profession is being able to advocate for "best practice" in so many ways; through dialogue, professional reading, trial and error and social media. This is for the benefit of all children, not just the ones in the school where I work, not just my own, but the children all over the world whose teachers are blogging, posting and sharing and becoming better, stronger and smarter through this amazing collective wisdom.
Certainly this makes us vulnerable as we tread on those swirling waters. Once you press send, post or publish, your words, ideas, questions and frustrations are out there and with that comes the knowledge that you will post something that someone doesn't like or finds offensive in some way.
My main purpose using twitter specifically is to connect with professionals whose wisdom and experience is far greater than my own in order to hone my craft, to adapt my beliefs and to experiment in new ideas in the name of "best practice". Through this forum I have been at times enlightened, at times enraged and always engaged by the insight of my colleagues far and near. Who knew140 characters could have such power? With power comes responsibility. I accept responsibility for things I have posted, linked to, tweeted and retweeted to question, to comment and to provoke.
The fact is, as an educator , I do not believe in home spelling programs delivered without context as they fly in the face of my beliefs about assessment and "best practice" in language instruction. The fact is, as a parent, when my kids bring home spelling words and assignments, I do my best to help them study and complete their assignments because that is my job as a mom. The fact is there are plenty of instructional practices I do not care for. The fact is, these same practices may work great for someone else. The fact is, when I call the practice (not the person) into question, I am fortunate to have a PLN who is quick to chime in with their ideas pro and con and, often times, some great links for further insight.
If you read this through I hope it helps you to know a little bit about who I am, about why I tweet. I have not intended any of my tweets to be malicious or hurtful and if they are or were, please accept my apology and know that if that is the case the easiest thing to do is click unfollow.
I am a mom first and a teacher second, I am many other things but these are the most important to me; they are my passions, my callings and they bring meaning and joy to my life every day.
That is not to say that there aren't days that I want to gouge my eyes out because of something my children have said or done or something that happens at school! There are days I am hanging by a thread...
I work in a great place surrounded by great people; sometimes we see things the same way, often times we don't but I am enriched by their perspective as it allows me to develop, to refine and to adapt my own. I work in an incredible profession. One that is constantly evolving and changing. One that demands so much of so many who are so willing to give it.
I know what I think constitutes "best practice" in my field based on research, reading and my own lived experience. What I think or believe may not be the truth (if there is a truth) but part of what is so important about my profession is being able to advocate for "best practice" in so many ways; through dialogue, professional reading, trial and error and social media. This is for the benefit of all children, not just the ones in the school where I work, not just my own, but the children all over the world whose teachers are blogging, posting and sharing and becoming better, stronger and smarter through this amazing collective wisdom.
Certainly this makes us vulnerable as we tread on those swirling waters. Once you press send, post or publish, your words, ideas, questions and frustrations are out there and with that comes the knowledge that you will post something that someone doesn't like or finds offensive in some way.
My main purpose using twitter specifically is to connect with professionals whose wisdom and experience is far greater than my own in order to hone my craft, to adapt my beliefs and to experiment in new ideas in the name of "best practice". Through this forum I have been at times enlightened, at times enraged and always engaged by the insight of my colleagues far and near. Who knew140 characters could have such power? With power comes responsibility. I accept responsibility for things I have posted, linked to, tweeted and retweeted to question, to comment and to provoke.
The fact is, as an educator , I do not believe in home spelling programs delivered without context as they fly in the face of my beliefs about assessment and "best practice" in language instruction. The fact is, as a parent, when my kids bring home spelling words and assignments, I do my best to help them study and complete their assignments because that is my job as a mom. The fact is there are plenty of instructional practices I do not care for. The fact is, these same practices may work great for someone else. The fact is, when I call the practice (not the person) into question, I am fortunate to have a PLN who is quick to chime in with their ideas pro and con and, often times, some great links for further insight.
If you read this through I hope it helps you to know a little bit about who I am, about why I tweet. I have not intended any of my tweets to be malicious or hurtful and if they are or were, please accept my apology and know that if that is the case the easiest thing to do is click unfollow.
Friday, 31 May 2013
the little teacher
My eldest daughter loves to play school. She has one student, her little sister. The other day, while they were in the middle of make believe school, my younger daughter came into the living room and gave her father and I this note:
I laughed out loud. How reasonable this is. If only we could expect that parents might follow up an incident from school with a consequence at home. Parents and teachers working together to support the students and wrap around them, reinforcing positive choices and providing consequences for negative choices. That could really work!!!
It makes me wonder how we can get back to that team approach. How do we encourage parents to trust us as educators and to work with us? Instead of looking at blaming the teachers and the school or blaming the parents or the home we could work together to find solutions rather than to make excuses.
I laughed out loud. How reasonable this is. If only we could expect that parents might follow up an incident from school with a consequence at home. Parents and teachers working together to support the students and wrap around them, reinforcing positive choices and providing consequences for negative choices. That could really work!!!
It makes me wonder how we can get back to that team approach. How do we encourage parents to trust us as educators and to work with us? Instead of looking at blaming the teachers and the school or blaming the parents or the home we could work together to find solutions rather than to make excuses.
Thursday, 30 May 2013
The Apple Doesn't Fall Far from the Tree
Okay, let's get things straight right off the bat. I am a parent. This experience qualifies me to say that parenting is unequivocally the most difficult job in the world. No matter what you do, you are going to find some way to screw up. It is HARD and kids, even our own children who we love unconditionally, can be REALLY ANNOYING!
Another important thing, whatever quality your kid has that most gets under your skin or on your nerves, he or she most likely got it from you. It is inescapable. Nature, nurture, tomato (long a), tomato (short a), whatever made them that way, your genes or your actions, it is ALL YOUR FAULT!
As a teacher and school administrator, I have often heard various presenters tell us that, "the parents send the very best children they have to school, they don't keep the good ones at home". The point is to remind us to always see the potential in these children. Here is the real truth, the kids are stuck with the parents they have and that is probably why they act the way that they do!
Almost every time I have a meeting with a student's parent or parents, I am struck with this thought: "Oh that explains it..." Seriously, you have heard the expression "you are what you eat"? Well, the truth is, "you are what your parents made you."
Why am I telling you this? So you can live knowing your son or daughter is destined to be a bully or a nerd, a slacker or a jerk just like you? No, I am telling you this so that you realize the best way to parent your children is to demonstrate the kind of person you want them to be. If you want kindness, be kind. You want your child to have empathy? Show empathy. If you want them to have work ethic, to value family, to be focused, you must show them the way! I already told you that parenting is the hardest job ever but, if there was ever anything worth being a better person for, it is most certainly your children! If you follow this advice and it still doesn't work, there is only one thing left to do...blame your spouse!
Another important thing, whatever quality your kid has that most gets under your skin or on your nerves, he or she most likely got it from you. It is inescapable. Nature, nurture, tomato (long a), tomato (short a), whatever made them that way, your genes or your actions, it is ALL YOUR FAULT!
As a teacher and school administrator, I have often heard various presenters tell us that, "the parents send the very best children they have to school, they don't keep the good ones at home". The point is to remind us to always see the potential in these children. Here is the real truth, the kids are stuck with the parents they have and that is probably why they act the way that they do!
Almost every time I have a meeting with a student's parent or parents, I am struck with this thought: "Oh that explains it..." Seriously, you have heard the expression "you are what you eat"? Well, the truth is, "you are what your parents made you."
Why am I telling you this? So you can live knowing your son or daughter is destined to be a bully or a nerd, a slacker or a jerk just like you? No, I am telling you this so that you realize the best way to parent your children is to demonstrate the kind of person you want them to be. If you want kindness, be kind. You want your child to have empathy? Show empathy. If you want them to have work ethic, to value family, to be focused, you must show them the way! I already told you that parenting is the hardest job ever but, if there was ever anything worth being a better person for, it is most certainly your children! If you follow this advice and it still doesn't work, there is only one thing left to do...blame your spouse!
Wednesday, 23 January 2013
950 Contact hours
The Saskatchewan Party's announcement to increase student/teacher contact hours to 950 has sparked a great deal of lively debate over social media in the last 24 hours or so. I feel compelled to weigh in on the issue and to post my own concerns.
First of all 40 hours is an arbitrary number. Each school division will need to decide how best to implement the required extra hours. It is important to know that staff in each school division have different local bargaining agreements which govern items like preparation time, recess, lunch hours, professional development etc. The divisions must honour these contracts so, it isn't as simple as cutting out recess as some have suggested. Some divisions may choose to lengthen the school day itself, others may add additional days depending upon the contractual requirements and what the divisions feel will be most appropriate for their students, staff and stakeholders.
The question that I ask is "who benefits?" is the point of the additional minutes to equate instructional minutes from province to province? Is it, as some have suggested, to ensure teachers are working longer days? Is it to improve academic achievement? Is it to increase graduation rates? The purpose is not yet clear to me therefore it is difficult to weigh in on whether or not the additional contact time will achieve the desired results!
Quantity of instructional time and quality of instructional time are significantly different. More time does not necessarily equate with more learning. Further, even if adding contact minutes for students already attending school does improve achievement, it still does not address the students who do not attend school.
Currently, there is very little that individual schools can do to enforce attendance. Schools can contact homes, send letters, do home visits, connect families with other agencies and support programs but schools cannot force students to come to school. Social Services indicates that non-attendance does not constitute neglect so the Ministry of Social Services cannot support schools in this regard. The gap in learning widens as these children miss more and more per-requisite material and basic skills. This makes coming to school even less appealing for them. By the time students like this reach high school they are so far behind that it seems pointless to bother coming. I doubt very much that lengthening the school day or school year will do anything to address this increasing and significant problem.
Our families who need the most support have access to the least resources. These same families have often had negative experience with schools and tend to be distrustful of teachers and school professionals. If we want to positively impact these children and provide them with more and better educational opportunities, the Provincial Government needs to do more than make the school day longer. We need a comprehensive collaborative plan including the Ministry of Health, the Ministry of Social Services, and the Ministry of Education. We need resources targeting these most vulnerable Saskatchewan citizens. We need support for these families in the areas of parenting, education, employment, health and various other services.
I know that when you ask people what they need more of in order to do something well, the answer is inevitably going to be 'time' but it isn't just about time, it is about how you use that time and for some of our students, time is running out. I am afraid for them, 950 is not the solution.
First of all 40 hours is an arbitrary number. Each school division will need to decide how best to implement the required extra hours. It is important to know that staff in each school division have different local bargaining agreements which govern items like preparation time, recess, lunch hours, professional development etc. The divisions must honour these contracts so, it isn't as simple as cutting out recess as some have suggested. Some divisions may choose to lengthen the school day itself, others may add additional days depending upon the contractual requirements and what the divisions feel will be most appropriate for their students, staff and stakeholders.
The question that I ask is "who benefits?" is the point of the additional minutes to equate instructional minutes from province to province? Is it, as some have suggested, to ensure teachers are working longer days? Is it to improve academic achievement? Is it to increase graduation rates? The purpose is not yet clear to me therefore it is difficult to weigh in on whether or not the additional contact time will achieve the desired results!
Quantity of instructional time and quality of instructional time are significantly different. More time does not necessarily equate with more learning. Further, even if adding contact minutes for students already attending school does improve achievement, it still does not address the students who do not attend school.
Currently, there is very little that individual schools can do to enforce attendance. Schools can contact homes, send letters, do home visits, connect families with other agencies and support programs but schools cannot force students to come to school. Social Services indicates that non-attendance does not constitute neglect so the Ministry of Social Services cannot support schools in this regard. The gap in learning widens as these children miss more and more per-requisite material and basic skills. This makes coming to school even less appealing for them. By the time students like this reach high school they are so far behind that it seems pointless to bother coming. I doubt very much that lengthening the school day or school year will do anything to address this increasing and significant problem.
Our families who need the most support have access to the least resources. These same families have often had negative experience with schools and tend to be distrustful of teachers and school professionals. If we want to positively impact these children and provide them with more and better educational opportunities, the Provincial Government needs to do more than make the school day longer. We need a comprehensive collaborative plan including the Ministry of Health, the Ministry of Social Services, and the Ministry of Education. We need resources targeting these most vulnerable Saskatchewan citizens. We need support for these families in the areas of parenting, education, employment, health and various other services.
I know that when you ask people what they need more of in order to do something well, the answer is inevitably going to be 'time' but it isn't just about time, it is about how you use that time and for some of our students, time is running out. I am afraid for them, 950 is not the solution.
Tuesday, 8 May 2012
Educators I need your help!
I know it has been a LONG time since I have posted and there are a number of reasons for that but, right now, I am hoping to solicit the wisdom and experience of my PLN as my staff and I look at what we have identified as significant issues in our school.
I work as the Vice-Principal in a Community School. Our student body is extremely diverse in culture and ethnicity. About one third of our students are refugees or immigrant English Language Learners from all over the world. About one third of our students are Canadian First Nations and Metis and the remainder are Caucasian Canadians. Many of our families are living in poverty, the majority of our students are being raised by single mothers who are often working outside of the home for shifts and long periods of time.
We are faced with a great number of challenges and are working hard to create an atmosphere that is stable and predictable for our students who struggle with change. We want to focus on learning, especially in key areas of literacy and numeracy as many of our students are not reading or computing at grade level expectations. We know there is a great deal of research but, right now, I think we would benefit from the wisdom and authenticity of real experiences from real people who are currently "in the trenches". I am hoping that you will be able to comment on what you are doing in our key areas below and what is and isn't working for you. Please forward my request onto your PLN or anyone who might be able to share their wisdom with us! Thank you for your assistance! I sincerely look forward to your input!
1. Transitions: Our students struggle with any type of transition, both physical (place to place) and internal (teacher to teacher or class to class). With preparation time as part of our contract, it is imperative that our students work with some other teachers and travel to places like the gymnasium, music room etc. Even traveling to and from the washrooms creates some problems. Have you done anything innovative to control transitions or to minimize them in any way? Please share your successes!
2. Recess: We have tried implementing a staggered recess with half of our students going out at one time and then the other half at a different time. While this has reduced some of the traffic to the office it has far from eliminated it. Our students struggle with unstructured time. Part of this stems from lack of playground equipment and things to do (we are working on improving this) but another part of this stems from our students lack of problem solving skills. Most problems are resolved by fight or flight and, unfortunately, these problems occur quite regularly. Is anyone doing anything creative with recess time that might be replicable? We have two 15 minute recess periods; one in the morning and one in the afternoon. Lunch hour is also a struggle. Students have 45 minutes to eat in their lunchrooms followed by 15 minutes on the playground. This 15 minutes is not staggered and all of our students are outside at once. We see the same issues at lunch time as we do the rest of the day.
3. Student Behaviour: We have explored the possibility of programs like PBIS. Our students have difficulty regulating themselves and their behaviour. Ideally, we need to empower teachers to manage these behaviours in the classroom rather than just sending children to the office. We would like the teachers to help our students to develop self-regulation strategies and to foster and reinforce them. While many teachers are experimenting with many different methods, none are being implemented school-wide with fidelity. I would love nuts and bolts input from someone who has "been there, done that". How did you go about developing and implementing a school wide plan? How do we get the teachers on board with this plan? What kind of professional development did you offer your staff to support them in this? What kind of results have you seen?
Thank you so much for any and all advice and assistance. I am counting on the experience and wisdom of my peers to provide me with some creative ideas to move forward!
PLEASE COMMENT!
I work as the Vice-Principal in a Community School. Our student body is extremely diverse in culture and ethnicity. About one third of our students are refugees or immigrant English Language Learners from all over the world. About one third of our students are Canadian First Nations and Metis and the remainder are Caucasian Canadians. Many of our families are living in poverty, the majority of our students are being raised by single mothers who are often working outside of the home for shifts and long periods of time.
We are faced with a great number of challenges and are working hard to create an atmosphere that is stable and predictable for our students who struggle with change. We want to focus on learning, especially in key areas of literacy and numeracy as many of our students are not reading or computing at grade level expectations. We know there is a great deal of research but, right now, I think we would benefit from the wisdom and authenticity of real experiences from real people who are currently "in the trenches". I am hoping that you will be able to comment on what you are doing in our key areas below and what is and isn't working for you. Please forward my request onto your PLN or anyone who might be able to share their wisdom with us! Thank you for your assistance! I sincerely look forward to your input!
1. Transitions: Our students struggle with any type of transition, both physical (place to place) and internal (teacher to teacher or class to class). With preparation time as part of our contract, it is imperative that our students work with some other teachers and travel to places like the gymnasium, music room etc. Even traveling to and from the washrooms creates some problems. Have you done anything innovative to control transitions or to minimize them in any way? Please share your successes!
2. Recess: We have tried implementing a staggered recess with half of our students going out at one time and then the other half at a different time. While this has reduced some of the traffic to the office it has far from eliminated it. Our students struggle with unstructured time. Part of this stems from lack of playground equipment and things to do (we are working on improving this) but another part of this stems from our students lack of problem solving skills. Most problems are resolved by fight or flight and, unfortunately, these problems occur quite regularly. Is anyone doing anything creative with recess time that might be replicable? We have two 15 minute recess periods; one in the morning and one in the afternoon. Lunch hour is also a struggle. Students have 45 minutes to eat in their lunchrooms followed by 15 minutes on the playground. This 15 minutes is not staggered and all of our students are outside at once. We see the same issues at lunch time as we do the rest of the day.
3. Student Behaviour: We have explored the possibility of programs like PBIS. Our students have difficulty regulating themselves and their behaviour. Ideally, we need to empower teachers to manage these behaviours in the classroom rather than just sending children to the office. We would like the teachers to help our students to develop self-regulation strategies and to foster and reinforce them. While many teachers are experimenting with many different methods, none are being implemented school-wide with fidelity. I would love nuts and bolts input from someone who has "been there, done that". How did you go about developing and implementing a school wide plan? How do we get the teachers on board with this plan? What kind of professional development did you offer your staff to support them in this? What kind of results have you seen?
Thank you so much for any and all advice and assistance. I am counting on the experience and wisdom of my peers to provide me with some creative ideas to move forward!
PLEASE COMMENT!
Tuesday, 30 August 2011
The Promise of the First Day of School
I love the first day of school, it is always so full of excitement and promise-a fresh start. For the teachers, it is the chance to be better, to do better, to try more, to be innovative, to be your best for you and for your students! For the students, it is the one day of the year when everyone has 100%, when everyone is at the same spot; eager, excited and nervous. The classrooms are clean and organized, everything is bright and shiny and new. It is our job now to try and keep that shine alive for as long as we can! What if we could end the year with the same eagerness, excitement and enthusiasm that we begin it with?
Happy first day of school students and teachers everywhere, may it be the first of a year full of wonderful days and learning experiences!
Happy first day of school students and teachers everywhere, may it be the first of a year full of wonderful days and learning experiences!
Tuesday, 9 August 2011
40 lessons from 40 years
Well, it is here, the big 4-0. I have decided to embrace it and to share 40 random life lessons I have learned in my 40 years! Here they are in no particular order:
1. Being filled and being fulfilled are not the same
2. The number of bottles of wine consumed should not exceed the number of people present
3. Spirituality is about how you live not where you worship
4. Being a parent is life's greatest gife
5. It is good to put in your 2 cents only when it won't cost you more
6. Life isn't fair
7. Advil and diet Pepsi aren't part of a food group
8. Most things are made better by one or all of the 4 great c's; great coffee, great chocolate, great Cabernet and great company
9. It is okay to go to a movie by yourself
10. Being smart is better than being good looking but it is preferable to be both
11. You can learn from the past but you can't change it; guilt is a waste of time
12. The NHL playoffs are way too long
13. Summer holidays are the best part of the year
14. A mother's hug cures almost anything no matter how old you are
15. There is no accident that the word "work" is in "work out"
16. Always unplug your car in winter before driving away
17. There is a connection between looking good and feeling good
18. Literacy is the great equalizer
19. Knowing right, being right and doing right are not the same
20. The book is always better than the movie
21. Laughter is the best medicine (Advil might be number 2)
22. Sometimes everyone needs a mental health day
23. Do what you love; love what you do
24. Ambition and compassion make a great team
25. Family is forever
26. Money cannot buy happiness but having both is really nice
27. There is no such thing as normal
28. Swearing is best left for very specific occasions rather than everyday language
29. Setting goals is essential to achieving them
30. As much as you might try, food that tastes good is not the same as food that is good for you
31. The sixth sense is a sense of humour
32. Disneyland may be the happiest place on earth but you still have to wait in a lot of lines
33. Yelling rarely works
34. If you are a good friend you will have good friends
35. Yelling rarely works
36. Wearing the team's jersey or colours while watching the game has no power over whether they win or lose
37. The best way to be positive and optimistic is to be surrounded by positive and optimistic people
38. Drink a lot of water
39. Show and share your love and appreciation to those who have it
40. Celebrate often!
1. Being filled and being fulfilled are not the same
2. The number of bottles of wine consumed should not exceed the number of people present
3. Spirituality is about how you live not where you worship
4. Being a parent is life's greatest gife
5. It is good to put in your 2 cents only when it won't cost you more
6. Life isn't fair
7. Advil and diet Pepsi aren't part of a food group
8. Most things are made better by one or all of the 4 great c's; great coffee, great chocolate, great Cabernet and great company
9. It is okay to go to a movie by yourself
10. Being smart is better than being good looking but it is preferable to be both
11. You can learn from the past but you can't change it; guilt is a waste of time
12. The NHL playoffs are way too long
13. Summer holidays are the best part of the year
14. A mother's hug cures almost anything no matter how old you are
15. There is no accident that the word "work" is in "work out"
16. Always unplug your car in winter before driving away
17. There is a connection between looking good and feeling good
18. Literacy is the great equalizer
19. Knowing right, being right and doing right are not the same
20. The book is always better than the movie
21. Laughter is the best medicine (Advil might be number 2)
22. Sometimes everyone needs a mental health day
23. Do what you love; love what you do
24. Ambition and compassion make a great team
25. Family is forever
26. Money cannot buy happiness but having both is really nice
27. There is no such thing as normal
28. Swearing is best left for very specific occasions rather than everyday language
29. Setting goals is essential to achieving them
30. As much as you might try, food that tastes good is not the same as food that is good for you
31. The sixth sense is a sense of humour
32. Disneyland may be the happiest place on earth but you still have to wait in a lot of lines
33. Yelling rarely works
34. If you are a good friend you will have good friends
35. Yelling rarely works
36. Wearing the team's jersey or colours while watching the game has no power over whether they win or lose
37. The best way to be positive and optimistic is to be surrounded by positive and optimistic people
38. Drink a lot of water
39. Show and share your love and appreciation to those who have it
40. Celebrate often!
Monday, 8 August 2011
Losing a Winner
I have previously blogged about teachers who have positively impacted my life but, as a teacher, that is a reciprocal relationship. My students have also made significant changes in my outlook and have helped shape the person that I am. Often we hear people referred to as 'losers'. In my career, I have been very fortunate to have crossed paths with a few exceedingly wonderful students; kids with a twinkle in their eye and a fire in their belly. These students are the ones I call 'winners' for they have a gravitational pull to them; a mix of charisma, ambition, poise, confidence, grace, dignity and integrity that lets everyone know that they will be successful at whatever they set out to do and, in doing so, will truly make the world a better place. In my experience, theses winners are like a jet without a firm flight plan and, by giving them some ideas, and a little targeted direction, you can watch them take off...it is truly a thrilling experience.
I just returned from a wonderful holiday with my family to hear the shocking news that one of my 'winners' lost her life in a tragic car accident. Morgan Lipinski was a 21 year old firecracker. There was nothing that she couldn't do or at least wouldn't try. When we met she was the president of the school's Student Leadership Council and I was the staff advisor. We planned many school activities and events together and I marveled at her enthusiasm and energy. Morgan could get anyone to buy what she was selling and she truly made the school a better place. I also had the opportunity to supervise her on her work experience placement with a local residential design firm. After only one week as a high school work ex. student, she had mastered auto cad, was updating the company's website and she was asked for and provided her ideas at weekly staff meetings including submitting moderate design changes to existing projects. I was honoured to hand her the numerous scholarships and awards that she won in her grade 12 year, to edit her valedictory address and to watch her receive the Governor General's Medal. On occasion of her grade 12 graduation, I gave Morgan a copy of Dr. Seuss' "Oh the Places You'll Go!" that I inscribed for her. I wish she could have gone to more places but I am honoured that, for a short period of time, I was able to go along with her. The world has lost a winner and so have I. If nothing else, I am reminded of the fragility of this gift of life. Working with students like Morgan is a great gift, having a brush with the future and the optimism that comes from knowing it is in good hands. May you all be fortunate enough to work with a winner like Morgan.
I just returned from a wonderful holiday with my family to hear the shocking news that one of my 'winners' lost her life in a tragic car accident. Morgan Lipinski was a 21 year old firecracker. There was nothing that she couldn't do or at least wouldn't try. When we met she was the president of the school's Student Leadership Council and I was the staff advisor. We planned many school activities and events together and I marveled at her enthusiasm and energy. Morgan could get anyone to buy what she was selling and she truly made the school a better place. I also had the opportunity to supervise her on her work experience placement with a local residential design firm. After only one week as a high school work ex. student, she had mastered auto cad, was updating the company's website and she was asked for and provided her ideas at weekly staff meetings including submitting moderate design changes to existing projects. I was honoured to hand her the numerous scholarships and awards that she won in her grade 12 year, to edit her valedictory address and to watch her receive the Governor General's Medal. On occasion of her grade 12 graduation, I gave Morgan a copy of Dr. Seuss' "Oh the Places You'll Go!" that I inscribed for her. I wish she could have gone to more places but I am honoured that, for a short period of time, I was able to go along with her. The world has lost a winner and so have I. If nothing else, I am reminded of the fragility of this gift of life. Working with students like Morgan is a great gift, having a brush with the future and the optimism that comes from knowing it is in good hands. May you all be fortunate enough to work with a winner like Morgan.
Friday, 24 June 2011
No, you're not really doing inquiry
Inquiry based learning is a push in my province's renewed curriculum documents. The inquiry process is not new but teachers' understanding of inquiry appears vague at best. Most teachers do not seem to actually know what inquiry is yet, everybody thinks they are doing it. I have news that may surprise some of you; you're not really doing inquiry! Out of frustration, I would like to clear a few things up:
1. Asking students to do research on a topic of your choice is not inquiry based learning.
2. Having students do research on a topic of your choice and create a tri-fold board or a power point to present it to the class is not inquiry based learning.
3. Having students re do an experiment that already exists in the exact same way is not inquiry based learning.
4. Asking students to make or build a model, diorama, collage, bookshelf etc. is not inquiry based learning.
5. Interviewing one expert is not inquiry based learning.
5. Giving students long extended time lines does not mean it is inquiry based learning.
What inquiry should be is student centred and authentic. Students are encouraged to wonder and to seek and explore potential solutions to significant, essential questions that impact them as learners and have the potential to be meaningful beyond the classroom, to effect change authentically. An authentic inquiry is not about the product, it is about the process. The purpose of inquiry is to develop the critical skills needed to examine sources for validity and reliability, to consider point of view and perspective, to examine and understand data; what it can represent and how it can be misleading. To synthesize information and to make their own meaning from their sources. To be able to form educated opinions, to justify them and to share them publicly in an appropriate forum with those that will be influenced or have influence over the topic. Inquiry based learning is about developing critical thinking skills and considering complex questions. Not about re-doing what has already been done in the same exact way!
Now, I am not saying that there isn't merit or usefulness in some of the projects you have been doing with your students in your classroom but, there is room to do more, to do differently. There is room to enhance the students' learning experiences by providing them the opportunity to immerse, to wonder, to explore, to analyze, to collaborate, to form opinions, to make decisions and to use what they learn in an authentic, meaningful way that will endure beyond the unit and beyond your classroom. It need not be daunting, there are plenty of wonderful people who can help you on this journey. I would be happy to recommend a few.
1. Asking students to do research on a topic of your choice is not inquiry based learning.
2. Having students do research on a topic of your choice and create a tri-fold board or a power point to present it to the class is not inquiry based learning.
3. Having students re do an experiment that already exists in the exact same way is not inquiry based learning.
4. Asking students to make or build a model, diorama, collage, bookshelf etc. is not inquiry based learning.
5. Interviewing one expert is not inquiry based learning.
5. Giving students long extended time lines does not mean it is inquiry based learning.
What inquiry should be is student centred and authentic. Students are encouraged to wonder and to seek and explore potential solutions to significant, essential questions that impact them as learners and have the potential to be meaningful beyond the classroom, to effect change authentically. An authentic inquiry is not about the product, it is about the process. The purpose of inquiry is to develop the critical skills needed to examine sources for validity and reliability, to consider point of view and perspective, to examine and understand data; what it can represent and how it can be misleading. To synthesize information and to make their own meaning from their sources. To be able to form educated opinions, to justify them and to share them publicly in an appropriate forum with those that will be influenced or have influence over the topic. Inquiry based learning is about developing critical thinking skills and considering complex questions. Not about re-doing what has already been done in the same exact way!
Now, I am not saying that there isn't merit or usefulness in some of the projects you have been doing with your students in your classroom but, there is room to do more, to do differently. There is room to enhance the students' learning experiences by providing them the opportunity to immerse, to wonder, to explore, to analyze, to collaborate, to form opinions, to make decisions and to use what they learn in an authentic, meaningful way that will endure beyond the unit and beyond your classroom. It need not be daunting, there are plenty of wonderful people who can help you on this journey. I would be happy to recommend a few.
Wednesday, 22 June 2011
Cheers to you! Lessons from toddlers.
I let my girls sleep in a little this morning after a late night. When I dropped my four year old off at the babysitter, all of the other kids were already there. As the door opened, a little voice called out, "Holland's here!" Instantaneously the group of little toddlers began to clap and rhythmically chant, "Holland, Holland, Holland..." Wow, it was great! Can you imagine walking into work and having all your co-workers enthusiastically chant your name? What a powerful way to set a positive tone for the day!
I know that many educational researchers are proponents of teachers greeting students at the classroom door each day and this is why! I am not sure how many people do it but we should! Get off your butt and greet your staff and students or your co-workers with a smile and some genuine enthusiasm about the fact that they are there, it will set the tone for their day and likely for yours!
The things we learn from little kids..and we thought we were the teachers, joke's on us!
I know that many educational researchers are proponents of teachers greeting students at the classroom door each day and this is why! I am not sure how many people do it but we should! Get off your butt and greet your staff and students or your co-workers with a smile and some genuine enthusiasm about the fact that they are there, it will set the tone for their day and likely for yours!
The things we learn from little kids..and we thought we were the teachers, joke's on us!
Sunday, 19 June 2011
About a boy
I was surprised to find a message sent to my facebook the other day by a former student. Let me tell you a little bit about him before I share the contents of the message. This boy was the kid most of you go out of your way to avoid at the movie theatre, convenience store etc. He is rude, disrespectful, loud and has a serious case of potty mouth. I came to know him well in the three years I spent as a vice-principal and principal of the small rural school he attends. Although I never taught him, he was a regular visitor to my office. I got to know his mother well through our frequent conferences, meetings and telephone calls. Because of him, I learned all about welding; I had agreed to help him study the required safety test he had repeatedly failed in order that he could get into the welding shop and participate. I worked on several English essays with him and he spent the better part of one semester in my office working on math in order to give his teacher a sanity break. I arranged for him to attend summer school two years ago and facilitated online credit recovery last year. He took up a lot of my administrative time.
Through our frequent interactions I was able to see the occasional glimpse of charm and a clever sense of humour but he masked it well. Always at the point where I would think we were making progress, his attitude would creep in again and I would be ready to give up. Others felt the same way, in fact, this was a boy who made it easy for others to dislike him. He was a bully, he was rude to teachers and to fellow students. He was dishonest, he skipped school, never did homework, was disruptive and offered very little in terms of contribution to the school or the classroom.
I remember a particular day in my office last year; his mom was in tears, the school counselor was vibrating from frustration, his math teacher was ready to tear her hair out and he just wasn't getting it. He said something like, "What's the big deal, why does everyone care if I fail? It's not your problem." I responded by saying to him, "You are not going to fail, you are going to graduate. I am going to watch you walk across the stage and get that diploma if it kills me."
I accepted a job in the city last June and have not been back to my former school or the community.
Fast forward to Thursday when I opened that facebook message and read,
So, I will be making a road trip Friday to fulfill a promise I made over a year ago, and it will be my pleasure!
Through our frequent interactions I was able to see the occasional glimpse of charm and a clever sense of humour but he masked it well. Always at the point where I would think we were making progress, his attitude would creep in again and I would be ready to give up. Others felt the same way, in fact, this was a boy who made it easy for others to dislike him. He was a bully, he was rude to teachers and to fellow students. He was dishonest, he skipped school, never did homework, was disruptive and offered very little in terms of contribution to the school or the classroom.
I remember a particular day in my office last year; his mom was in tears, the school counselor was vibrating from frustration, his math teacher was ready to tear her hair out and he just wasn't getting it. He said something like, "What's the big deal, why does everyone care if I fail? It's not your problem." I responded by saying to him, "You are not going to fail, you are going to graduate. I am going to watch you walk across the stage and get that diploma if it kills me."
I accepted a job in the city last June and have not been back to my former school or the community.
Fast forward to Thursday when I opened that facebook message and read,
"Hey Mrs. Neiszner :) so I was trying my best to find you and I finally did. I just wanted to invite you to my graduation! I hope you get this in time and I hope you can make it...Yup, I did it and the grad is the 24th of June!"Wow, I couldn't believe it on so many levels. This is a major achievement and so many people own a piece of that diploma. That boy never would have succeeded without his teachers, administrators, school personnel, peers and family wrapping around and supporting him no matter what. He didn't make it easy but no one gave up on him, despite how unpleasant he was to work with. As a teacher, it is easy to help the students who want to be helped, or those who are disadvantaged in some way that you can empathize with, but kids like this boy are a challenge everyday. I imagine that the rest of this year was no easy road for anyone but the fact is, the mountain was climbed! He did it and now, because of this amazing support system, he has so many more opportunities than he would have otherwise. This is a success!
So, I will be making a road trip Friday to fulfill a promise I made over a year ago, and it will be my pleasure!
Wednesday, 15 June 2011
I was told I would never be a leader
Last night I participated in a leadership chat. The topic of the chat was empathy as a characteristic of an effective leader. This made me reflect upon my beliefs about leadership and my experiences as both a leader and a follower in education and in my life.
During one of my University courses, all of the students in my program completed a sociogram. The purpose of this exercise, as I understood it, was to examine who were the most influential "leaders" in our program. We were each asked to record our name and the name of the person who most influences us among the members of our group. I wrote my own name twice. When the sociogram was projected for us to see, there I sat, an island alone. The professor later told me (not an official quote but this is as clearly as I remember her words), "you will never be a leader because you see yourself as a leader but no one else does." These words have stayed with me all these years later, mostly because I disagree with them. I don't think a leader need always be a charismatic person that people are drawn to. The kind of leadership I believe in is about building relationships, establishing trust, being passionate about your purpose, about the people you serve and about those you lead. A true leader is more that just a pretty face or a captivating speaker, or one with that "je ne sais quoi". A true leader is one who is, as the brilliant Angela Maiers would say, willing to "do the work". While those other characteristics are certainly desirable in getting people to follow, they are not the characteristics that keep people following.
Personally, my road to leadership has not been smooth, it has been about proving to myself that I could do it and, through my hard work, showing others that I had not only the ability but the desire, strength and perseverance to continue to grow and develop my knowledge and skills. When, during University, I auditioned for the professional cheerleading team in my city, I was accepted as an alternate. By the end of the second season, I was one of the team's captains. I later went on to become the head coach and choreographer for the team. I had six unsuccessful job interviews for administration before finally earning a position as an in-school administrator. I haven't tried publishing a book yet but we can all predict how that is going to go!!!
I do think that effective leaders need empathy, they need to be able to listen, to relate but also be able to refocus people on the positives and on the purpose; mission, vision and values. Great leaders know their people, they appreciate them, and they let them know it. I really enjoyed the model illustrated in Ken Blanchard's book Whale Done and have found that, when authentically implemented, that recognition of achievement, of hard work and of passion is far more effective at building relationships than any speech, lecture down-dressing will ever be. For me leadership is about empowering others and about inspiring passion so that we can work effectively toward a common goal. It is not about holding power over another, being a bully, a baby-kisser (though I do love babies) or just another pretty face (although I will try that too if it works!)
So, to sum up, I think in many ways that professor was right, I did see myself as a leader and because no one else could see it the way that they were looking at me, I found a different way to show them. Perspective is key, just like you need to turn the prism to see a rainbow, a true leader isn't necessarily obvious at first, it isn't just about what we see, it is about what we feel and what we know, what we value, what believe and how we share that with others.
During one of my University courses, all of the students in my program completed a sociogram. The purpose of this exercise, as I understood it, was to examine who were the most influential "leaders" in our program. We were each asked to record our name and the name of the person who most influences us among the members of our group. I wrote my own name twice. When the sociogram was projected for us to see, there I sat, an island alone. The professor later told me (not an official quote but this is as clearly as I remember her words), "you will never be a leader because you see yourself as a leader but no one else does." These words have stayed with me all these years later, mostly because I disagree with them. I don't think a leader need always be a charismatic person that people are drawn to. The kind of leadership I believe in is about building relationships, establishing trust, being passionate about your purpose, about the people you serve and about those you lead. A true leader is more that just a pretty face or a captivating speaker, or one with that "je ne sais quoi". A true leader is one who is, as the brilliant Angela Maiers would say, willing to "do the work". While those other characteristics are certainly desirable in getting people to follow, they are not the characteristics that keep people following.
Personally, my road to leadership has not been smooth, it has been about proving to myself that I could do it and, through my hard work, showing others that I had not only the ability but the desire, strength and perseverance to continue to grow and develop my knowledge and skills. When, during University, I auditioned for the professional cheerleading team in my city, I was accepted as an alternate. By the end of the second season, I was one of the team's captains. I later went on to become the head coach and choreographer for the team. I had six unsuccessful job interviews for administration before finally earning a position as an in-school administrator. I haven't tried publishing a book yet but we can all predict how that is going to go!!!
I do think that effective leaders need empathy, they need to be able to listen, to relate but also be able to refocus people on the positives and on the purpose; mission, vision and values. Great leaders know their people, they appreciate them, and they let them know it. I really enjoyed the model illustrated in Ken Blanchard's book Whale Done and have found that, when authentically implemented, that recognition of achievement, of hard work and of passion is far more effective at building relationships than any speech, lecture down-dressing will ever be. For me leadership is about empowering others and about inspiring passion so that we can work effectively toward a common goal. It is not about holding power over another, being a bully, a baby-kisser (though I do love babies) or just another pretty face (although I will try that too if it works!)
So, to sum up, I think in many ways that professor was right, I did see myself as a leader and because no one else could see it the way that they were looking at me, I found a different way to show them. Perspective is key, just like you need to turn the prism to see a rainbow, a true leader isn't necessarily obvious at first, it isn't just about what we see, it is about what we feel and what we know, what we value, what believe and how we share that with others.
Wednesday, 8 June 2011
Chains and whips...Seriously?
Here is something I clearly do not understand. The magazines with 'adult' content are high up on the store shelves and covered. My t.v. set top box has a setting that I can use to lock out 'adult' themed movies. I have software installed on my computer to prevent pornographic sites and images to come up during searches. Before many prime time television programs, a little warning comes up advising that the program may contain sexually suggestive content and that viewer discretion is advised. The movies all have ratings; G, PG, 17A etc. This makes sense but, I am driving with my children and we decide to turn on the radio and listen to a little music in the minivan. I get this:
Sex in the air, I don't care, I love the smell of itI quickly change the station and I discover another wonderful selection:
Sticks and stones may break my bones
But chains and whips excite me
She wraps her hands around that pole, she licks her lips and off we go, she takes it off nice and slow 'cause that's porn star dancingNo wonder my husband was concerned last year when my daughter came home from grade one and started singing:
I brush my teeth with a bottle of Jack and when I leave for the night I ain't coming backWhat is the deal here? Why is this okay for middle of the day air play? I don't consider myself a prude, I let my children go to the park and hang on the monkey bars without hard hats or goggles. I think I am pretty liberal when it comes to considering censorship issues but honestly, can't we write some nice catchy pop music that isn't x-rated? And can't the radio stations play the x-rated stuff say at 9 p.m? Maybe I am just an over-protective hyper vigilant mom and I don't see it but it kind of makes me wonder why they bother to bleep out the swears???
Friday, 3 June 2011
The Dandelion Effect
I have a four year old daughter, Holland. There is nothing more beautiful to Holland than a field full of dandelions. I have vases and cups filled with dandelions she has picked for me. Mrs. Johnson, her preschool teacher, is gifted with a bouquet each pre-school morning. It is sure interesting how something adults can find so ugly and annoying, can be so beautiful to a child.
When you think about it, a dandelion can grow and blossom even in the cracks in concrete. It can thrive in a field, in rocks, in a lawn. It can transform itself into a light airy cloud and there is much joy in blowing the billowy seeds and watching them spread.
I used to think if one was compared to a dandelion, it would be the metaphor of being a weed, spreading ugliness throughout what was once beautiful. Maybe it could be the opposite, maybe being a dandelion could mean being resilient, growing, changing and influencing. What if good ideas, goodwill, and good deeds were dandelions, springing up everywhere and blowing all around us before taking root and spreading? What a wonderful world it would be...the dandelion effect.
Sometimes the world, its possibilities and its magic are so much more beautiful when seen through the eyes of a child. As parents and as teachers it is our privilege and responsibility to nourish that joy and wonder rather than to exterminate it.
I am not saying I am going to be letting the dandelions go wild in my yard, but they will remain in the vase on my kitchen table (I am regularly provided with a fresh batch). Hopefully they will remind me of the endless potential in our children and that beauty is in the eye of the beholder.
When you think about it, a dandelion can grow and blossom even in the cracks in concrete. It can thrive in a field, in rocks, in a lawn. It can transform itself into a light airy cloud and there is much joy in blowing the billowy seeds and watching them spread.
I used to think if one was compared to a dandelion, it would be the metaphor of being a weed, spreading ugliness throughout what was once beautiful. Maybe it could be the opposite, maybe being a dandelion could mean being resilient, growing, changing and influencing. What if good ideas, goodwill, and good deeds were dandelions, springing up everywhere and blowing all around us before taking root and spreading? What a wonderful world it would be...the dandelion effect.
Sometimes the world, its possibilities and its magic are so much more beautiful when seen through the eyes of a child. As parents and as teachers it is our privilege and responsibility to nourish that joy and wonder rather than to exterminate it.
I am not saying I am going to be letting the dandelions go wild in my yard, but they will remain in the vase on my kitchen table (I am regularly provided with a fresh batch). Hopefully they will remind me of the endless potential in our children and that beauty is in the eye of the beholder.
Tuesday, 31 May 2011
Observations from Horton Hatches the Egg
When you become a parent, your perspective changes about many things; what songs are okay to play on the radio, the number of air bags in a vehicle, criteria for choosing a restaurant...even your perspective on children's literature. For example, I used to think it was funny in Judy Blume's Tales of a 4th Grade Nothing when Fudge swallowed Peter's turtle. When I recently read it with my seven year old daughter, I was wrought with angst and empathy for that poor mother, imagining what I would do if one of my children swallowed a turtle. Don't even get me started on Robert Munsch's I Love you Forever! But, the topic of today's enlightenment is the brilliant Dr. Seuss. If you haven't had the pleasure of reading his work as an adult, I suggest you do, you'll be better for it!
Last night I was reading my 4 year old daughter Horton Hatches the Egg. If you don't recall the story, I will summarize:
Why is this important? Well, last week, following the May long weekend, Saskatchewan teachers walked off the job for 2 days. For parents like me, this was inconvenient, finding childcare for our children. A colleague of mine who works in a core community school described returning to school Friday as a disaster. You see, for many of the children she teachers, parents are unable (for a variety of reasons) to provide the supervision, care and even food that many of us would consider to be necessities. Many of these children spent the long weekend and the 2 days off school on the street, in the park, around the neighbourhood with no schedule, no routine, no childcare and for some, no food. The return to school brought with it lots of baggage and issues to deal with.
For many of these children, their teachers are their Horton. They are providing these kids with a warm, safe place to be and encouraging them to learn, grow and develop. At the end of Horton Hatches the Egg, when the elephant bird emerges, Dr. Seuss says, "it should be, it should be, it SHOULD be like that!" If it was, there would be some students walking around looking more like their teachers than their parents and maybe then it would be easier to see the influence teachers have in kids lives. But, look carefully and you will see it. Read the comments people left on my last blog post: what makes a teacher special is not the content he/she teaches, it is the relationships he/she builds with the students. Its the environment of trust he/she creates, it is the way he/she interacts with and values the students he/she teaches. Good teachers are Hortons, they honour their commitment to the profession and honour the students in their care:
Last night I was reading my 4 year old daughter Horton Hatches the Egg. If you don't recall the story, I will summarize:
A lazy bird is sitting on her egg wishing she could be elsewhere enjoying life. Horton the elephant happens by and the bird convinces him to sit on her egg for a short while as a favour. Horton agrees to do it. The bird flies off to Palm Beach and is gone for 50 some days. Horton keeps his word enduring all kinds of tribulations. The bird returns just as the egg is hatching and wants the egg for herself. the baby comes out with a trunk, ears and tail of an elephant and is proclaimed an "elephant bird".
Why is this important? Well, last week, following the May long weekend, Saskatchewan teachers walked off the job for 2 days. For parents like me, this was inconvenient, finding childcare for our children. A colleague of mine who works in a core community school described returning to school Friday as a disaster. You see, for many of the children she teachers, parents are unable (for a variety of reasons) to provide the supervision, care and even food that many of us would consider to be necessities. Many of these children spent the long weekend and the 2 days off school on the street, in the park, around the neighbourhood with no schedule, no routine, no childcare and for some, no food. The return to school brought with it lots of baggage and issues to deal with.
For many of these children, their teachers are their Horton. They are providing these kids with a warm, safe place to be and encouraging them to learn, grow and develop. At the end of Horton Hatches the Egg, when the elephant bird emerges, Dr. Seuss says, "it should be, it should be, it SHOULD be like that!" If it was, there would be some students walking around looking more like their teachers than their parents and maybe then it would be easier to see the influence teachers have in kids lives. But, look carefully and you will see it. Read the comments people left on my last blog post: what makes a teacher special is not the content he/she teaches, it is the relationships he/she builds with the students. Its the environment of trust he/she creates, it is the way he/she interacts with and values the students he/she teaches. Good teachers are Hortons, they honour their commitment to the profession and honour the students in their care:
"I meant what I said and I said what I meant, a teacher is faithful 100%"
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