Now What?: Learning and Learners in the 21st Century

Listening to Dr. Peggy Patterson's Keynote address this morning, I was reminded of our conversation in class last night when we were asked to discuss how it is decided in our professions which parts of the curriculum are taught and which parts are ignored. I think that the questions that Dr. Patterson proposed about learning: What? (What are we learning?), So What? (What difference does it make?), Now What? (What does it mean to your practice?) are integral questions that elementary school teachers need to ask themselves when deciding which learning outcomes will be a part of their curriculum for the year. For me, these questions are very much connected to what Dr. Patterson stated as the four characteristics of a great teacher, and what people look for and admire in their leaders: honesty, forward looking, competency, and inspiration. These characteristics are not only important for teachers' relationships and interactions with students but also teachers' relationship with themselves when planning their curriculum. I believe that teachers need to be honest with themselves about what students really need to learn, looking forward to where students need to go with their learning and how best they can help students reach those goals, and most importantly planning units and lessons that will inspire and excite students about their learning and the curriculum. As an elementary school teacher, there are a vast number of prescribed learning outcomes for me to choose from when planning my curriculum, and there is no way I could ever teach each and every single one of them; I get to decide what I want to teach and what I will ignore. My decisions have always been based on the questions proposed by Dr. Patterson. I look to my students to see what interests them, rather than teaching for the sake of teaching the prescribed learning outcomes. I think that this makes their learning more personal and also creates a sense of belonging for them in the classroom when their interests are reflected in the curriculum. And more importantly, I believe that it helps students feel more connected to school and motivated to learn.

'World Happiness Report’ Ranks Canada Fifth Happiest Nation in the World

Report

Inspirational Video

This is a really heart warming and inspiring story of two brothers who compete in triathlons together, despite one of them having cerebral palsy.

http://www.dailymotion.com/video/xm8dcu_e-60-brotherly-bond_sport

Health By Nature Report

Posted in BC Healthy Communities Newsletter - January 2012:


In September 2011, 200 delegates (including 27 youth) gathered in Vancouver for theHealthy by Nature forum. This interdisciplinary forum focused on the physical & mental health benefits of time spent in nature through initiating dialogues, awareness building, partnership development, and action planning. The Healthy by Nature gathering was a collaborative effort led by numerous partners including BC Healthy Communities.

You can now read the full report detailing the whole forum. The report includes presentation highlights of keynote speakers Gil Penalosa and WIlliam Bird  and interesting outcomes of the panel discussions and sector workshops. It’s a great read for health practitioners, community & urban planners, and anyone who is interested in the critical links between human health, well being and nature. 

Workplace Safety in the Elementary School

Early one morning, I walked into the school to prepare for basketball practice and found yellow tape blocking my path into the gym. I was soon met by three men in hazmat suits who informed me that the gym would be closed indefinitely. My principal then informed me that the asbestos in our school had been exposed as a result of recent poles that had been screwed into the walls by district maintenance. This was the first time that most of us on staff had even learned about the existence of asbestos in our school. This is when I also learned that the majority of schools in the Surrey School District have asbestos in the walls. What's more it is not necessary to inform staff of this information upon hiring. In addition, we were told that we could not inform the students about what was happening in the gym; the public was not to know that there had been an asbestos leak in our school. So, the students were told that there was maintenance happening the gym and it would be closed for some time. 


Our Health and Safety Committee informed us that we should make claims of our exposure to asbestos in the case that sometime in the future medical problems arises for us that could be connected to asbestos. This was quite a battle with administration as, I believe, they were instructed to not sign our forms without extensive questioning of our possible interactions with the exposed asbestos (when? where? how?). This is because a claim of exposure to asbestos is not accepted from teachers who work in schools with asbestos; the claimer must have come into contact with asbestos that has been exposed in some way. 


I find it interesting that in my job I basically have all the key dimensions of employment that I value, which impact my health and well-being. However, I am missing what Cathryn stated in her presentation as the most important dimension of health and well-being in the workplace: SAFETY. Unless I am lucky enough to be hired in a school newly built, this safety problem will be integrated into my workplace indefinitely. What's more, who know that if I do ever become ill as a result of my workplace, the connection between my job and health will be accepted and recognized.


Sadly, it is not only teachers that are at risk while at work in a school with asbestos, it is also the students who unknowing sit within walls that could possibly be making them sick. 

The Mane Event

I was not sure what to expect or in what ways I would find The Mane Event applicable to the profession of teaching. From the readings I had gathered the obvious connections for me, which is that you can't make kids to something they don't want to do, no matter their age. As well, that each student is on a different learning path and learns at a different pace; thus, the importance of differentiated instruction and creating connections with students and following their leads in terms of their learning. However, I had an UH HUH moment as I watched and listened to Jonathan Field. When he talked about letting the horses go and be free to run around, yet always having the control to bring them back in and focus when he asked for it. The more and more he spoke of this training, the more I saw how each September I begin with the same type of "training" with the students (with regards to respectful behaviour and social responsibility), with the hope being that I too can release them and interact with them at liberty. We start with baby steps and usually need to go over the same lessons numerous times until they are mastered. As Kade (the second trainer from the Trainers Challenge) said about perfecting each lesson; students like horses test you to see if you really will follow through and it is important from the first moments to do so and "perfect" your lessons. And if these lessons are going to be successful then they need to come from a place of respect, especially in grade 7 where students do not have a natural love for their teachers. It is only with the earning of their respect and trust that they will become loyal to you and give you their attention and respect when it is asked for.  Without mutual respect, the days in a grade 7 classroom become a living hell. 

It is usually in late October, around this time of the year, when I really begin to see the results of my lessons.  Whether it is during a science lab where chaos thrives, or in they gym during P.E. where energies are heightened, or outside of the school ground during a nature walk where the natural barriers are no longer there to keep the students confined; when the students are released at liberty I begin to see if the lessons have paid off. Am I able to with a gesture of the hand, or the expression on my face, with my body language, or a familiar signal gain the students' attention and have them return to me? 

This is the connection I made with Jonathan Field. He did not use loud noise, or force to gain the attention of the horse. He used a simple gesture, which the horses could have chosen to ignore if it weren't for the mutual respect they had between them. There are teachers who use the tone of their voice, anger, and threats to gain the full attention of students; however, I find that these are also the same teachers who struggle with and complain all year about their students. I choose to spend a long time at the beginning of the year building mutual respect in hopes that by the time chaos and Halloween candy enters into the picture, I am still able to maintain and be in control of my classroom.

Batteries to the Rescue!

Did you know that just one AA battery can save the lives of six children? Today I attended WE DAY at Rogers Arena with my leadership team. This is the third time I have had the privilege to attend this amazing day filled with motivational speakers and artists who are working to bring change to the world. Each year I leave there motivated and inspired. Today as I listened to the speakers, I thought about our class and the readings and began to think differently about the types of things we call a "health crisis" in Canada. Yes, there is much that needs to be improved and a lot of change we would like to see in terms of health care here in Canada but when you compare it to how the majority of the world is living - boy are we privileged, even those of us in the worst of circumstances. Although, I was aware of the many health issue which exist in impoverished countries due to obvious reasons like malnutrition and a lack of clean water, I was never aware before today about the value of zinc to our health. I was not aware how for granted we take the fact that we so easily acquire zinc through our diet. It disturbed me to learn today that 450,000 children under the age of five die each year due to zinc deficiency and that an estimated 800,000 people die each year due to zinc deficiency. And worldwide 2 billion people do not get enough zinc through their diet. This is why we were asked to bring our old batteries to WE DAY today; so that they could be used as medication for others around the world. Batteries which we use to make all our new "toys" work, are actually a form of medication for others around the world! I do believe that we should never settle and should demand the best of our government and ourselves; however, I don't think we have a right to complain or wine about our healthcare - at least we have a voice here in Canada.