Consistency, Determination, and Vision = Time, Effort, Exhaustion, and Progress?

“Never give up, for that is just the place and time that the tide will turn.”

Harriet Beecher Stowe had it right and as a life philosophy I am in complete agreement with her.   Had I added a few lines to her quote, I might have also suggested that consistency is exhausting, but turning your head the other way can slowly destroy your soul.   Agreed that Harriet’s words are more inspirational. At the same time, I’ve come to realize more and more that life and school life are about choices. Be consistent and never give up (and yes it’s exhausting). Or turn your head the other way, and ignore those many little things that eventually can overwhelm and lead to great problems. Which of the previous two will you make?

Environmental awareness – It’s not easy taking a stand for the environment. Just buy the plastic water bottles from the grocery store.  But….water is free.  Just give people paper plates for their pancakes on pancake Tuesday, but…what about all the waste (whether you think it’s compostable, recyclable or garbage and we can talk about that syrup….). Just give people paper towels for their pizza slices (again….the container solves all!).  In all 3 instances, we said no. Or if I’m going to be more specific, I said no, and staff agreeing or not, followed through (thanks!). And yet I notice when people think that this is my crusade. Am I really changing people’s eco awareness? Maybe a little. And would it be easier to just let the eco degradation happen? Absolutely. With every little victory, I’m met with another obstacle. Food is always the challenge as of course packaging equals safety, and yet, do we need to give our students packaged goods? I think of the nutrition program at my last school that worked tremedously hard to offer fresh and eco friendly snacks instead of yogourt tubes and packaged muffins. It can be done, but I get that getting it takes time.

When faced with another obstacle recently around eco awareness and knowing that squashing the eco unfriendly option would not be understood, a colleague said these words “(it’s important to have that conversation about consistency and not always choosing the easiest option.” Those words buoyed me forward. Consistency in this area has been exhausting at times, but how do I promote the Dish with One Spoon Covenant  – Take only what you need; Leave some for others; Keep it clean, and then ignore the very principles it espouses.  Stay the course as it’s true that there is only one earth and the truth is, the students will be living on it for far longer than I will be.  And shout out to fast food restaurants for finally (normally) asking people if they need the napkins or ketchup packages for their once a week post run junior chicken.  I don’t thank you, and yes it was a delicious post run treat!

The School Yard…. Oh the school yard in winter.  Snow impacted ice that becomes a guaranteed ice rink; hills to slide down in a roller derby of fun; rocks to climb over and gash your head.  It’s not that I’m auditioning for the role of Chief of the Anti Fun Police, but yes there are any number of things to constantly reinforce in the school yard in winter.  The easiest thing – indoor recess (which is a whole other story), or just let it go and play the odds.  But again….consistency can make a difference. Constant reminders and more importantly, constant consequences of waiting by the wall when you ignore those reminders. Stay the course and remember that it’s generally a small group that needs those wall reminders – the rest get how to coexist and find those fun things to do. You’re outside; there’s snow; and you’re with your classmates…Done!

Dress Code – Could write  an essay about that one, but briefly…when we put something in place, there’s no point talking about it if you don’t follow through. People will often look to slide but to quote the book I’ve read to many primary grades this year, “What if everybody did that?”. It’s a great phrase to consider in so many different situations. And again….consistency makes the difference.

I fully get that this whole blog may seem a banal topic, but I would counter that sometimes it’s the uninteresting minutiae of life that is so essential to get right. Laying foundations of respect, expectations, and consistency sets the stage for jumping off into many more exciting opportunities.  If that foundation however is not laid, you’re guaranteed to be putting out little (and big) fires throughout the year.   I’d ask you to consider what are the things in your life that you need to stay true to, and how is that journey going?

Harriet may or may not have been a sailor but she clearly understood the tides. Stay with it; Stay consistent, and by the time April and May roll around, enjoy that smooth sailing that will (hopefully) follow along.

Live What You Believe

What’s your brand?

And how do you promote it?

I was thinking of this recently when considering that people know what we value based on what we promote. There is no doubt that there are any number of areas to focus on within our schools on a daily basis.  This past week included Valentine’s Day, Flag Day, Beyond Black History Month, the virtue of Love,  Mental health, the Olympics, and the Hundredth day of school. That’s not to mention all the other things we focus on –  Indigenous land acknowledgment, problem solving in mathematics, daily physical activity (DPA), the list goes on. Add in Covid protocols, school yard safety, our parking lot…..and there’s a lot to consider. That takes me back to the initial question – What’s your brand? And how do you promote it?

When I sit back and reflect, I’m convinced that my personal brand and what I try to collaboratively promote at school are one and the same. Find ways to experience life while showing goodness and consideration to others. That’s my brand. I won’t pretend I succeed in it every day, but it is what I believe in. Start with the experiencing life piece. My kids know that Christmas and birthday presents have become more about finding ways to experience life (rock climbing, snow tubing, travel….yes they’re all partly on hold, but give it time!). Chloe the dog clearly embraces this idea in everything she does. Similarly at school, I have promoted for years that experiencing life outside of the four classroom walls offers so much value. And while work to rule and covid restrictions might currently be putting some damper on that, it is stil something I belive in firmly. Allow our students to embrace the many experiences beyond the classroom – from nature, to careers, to architecture in the city and more. There is so much to experience in life and while we can sit back and maintain the status quo (and yes there are times when that should be the direction), it’s equally important to consider that engaging ourselves and others often comes through new experiences. After all, it’s through change that we grow.

As for showing goodness and consideration, there are innumerable quotes that give proof to the importance of this idea. “Kind words can be short and easy to speak  but their echoes are truly endless.” Mother Theresa.   “Everybody can be great, because everybody can serve.”  Martin Luther King Jr.  I get that ideas can be abstact and it’s the doing that makes things concrete. With that in mind, wouldn’t this be a brand to make your own? Kindness does echo and being of service to others seems so simple to me. I often acknowledge my many, many failures and I know I have made more than my share of mistakes. At the same time, I honestly try my best to live by the idea of “Be the change you want to see in the world” (attributed to Gandhi). That change starts with what you espouse, and I try my best to espouse those two simple ideas – life is meant to be experienced; and living with kindness and consideration might not get you recognized or bring you anything in return, but the ripple effects are worth the effort.

Our words and actions let others know what our brand is. Take some time to consider the simple questions this blog started with today – What’s your brand?  And how do you promote it? Both the questions and the answers will help lead you to a path of authenticity.

Happy Family Day.

Thanks for the Push Anthony!

For the longest time, I thought this blog was just my own personal learning journey. I managed for a span of close to 7 years to complete a once a month blog even in those months when I really couldn’t find the time. It was my expectation on myself,  but then …. Covid hit – not me, but education. And while I want to say that great things continue to happen in our schools, there can be no doubt that the opportunities available have diminished greatly. With those reduced opportunities came less to blog about, and so gradually … I just stopped writing.

Received a Christmas text from a colleague I haven’t worked with for a while and he jokingly said that he hoped I have a restful holidays and that maybe I could update my blog. Which one is it Anthony? Restful holidays or update the blog?  Yes, yes, I know both are possible.

Anthony’s text got me thinking. Yes there is less going on in the schools right now and that’s just a fact. Not being able to venture out into the community, not being able to have whole school in person events, and having to constantly consider public health measures naturally impact our learning journey. But….that journey is still happening.

With that in mind and for Anthony’s sake, I figured I’d include a few highlights from the first four months of this school year.

Key to consider is an idea I have embraced in the past.  The more I try, the more I fail. The more I fail, the more I learn.

Immersing myself in language – This year I started at a new school – a french immersion school. Best way to learn a language, speak it and know that you will butcher the grammar at times. Immersion means just that. Step in fully and as I told students at the start of the year, our goal should be to constantly – essayer, essayer, essayer (go for google translate if you’re not sure what that means). And while I won’t pretend I am fluent, I am considering myself more and more functionally fluent. Practice does make perfect and it is only by being willing to look and sound foolish that you learn.  I should have practiced more years ago Double P.

Building thinking classrooms in mathematics – I think that was my last blog I wrote and my goal has been partially realized. Have tried it out in one class and another class starting it in January. I have no idea if I’m doing it the way it should, but students seem engaged and it’s definitely a different way then I have taught mathematics in the past, so that’s a start. I encourage anyone who’s reading to try the system out. You know as always that I’m more than willing to support you however I can – even if I’m still figuring it out myself.

Eco inquiry – Worked with a primary teacher on an eco inquiry unit around sustainability. Just the fact that we had kids in the primary division talking coherently about emissions, reducing their footprint, and understanding how needs vs wants is a key factor to sustainability makes me feel that our unit was a success. And we even managed an unofficial field trip – yes work to rule, I know you’re out there. And yet we found and visited a local farm that was walking distance from our school. The fact that the kids, teacher and myself all felt that experience was so valuable tells me yet again why experiential learning needs to happen outside of the school.

Choir as a prelude to another (bigger) project?   One of the highlights of last year was the virtual music we were able to write, direct and produce. It was well received and a testament in our mind to the resiliency of our students and the possibilities that lie out there. Replicating it will be very difficult especially since the directing team is now at two different schools, but …..always a thought. Not sure how. The fledgling choir this year is the beginning of that possibility. It’s a slow work in progress but they did record their first submissions for another project – so progress in motion….

So what’s next? Continued attempts to engage others in their learning.

I know that when I’m engaged, I learn more. The same holds true for our students. I also know that fear of failure is a powerful deterrent but I’m going to keep trying and failing.

Teaching teacher candidates at York University has been a dream of mine for awhile. I have applied 3 times for the position and not even been given an interview. Keep trying….

Public speaking holds great interest to me. After 3 failed Ted Talk Toronto bids, I made it to the second round this year. And the final result???? Nope. Get ready for next year…

Getting students to record an O Canada for online announcements… one submission!  I’ll keep trying!

I’ll also need to add to the list – sticking with learning guitar, becoming a better skater (13 Leafs in covid protocol so they need someone!), and figuring out how to drive standard. Fear begone!

No point just being a passenger on this blog. To anyone reading (yeah I’m talking to you Anthony), what do you want to try and what’s holding you back?

Good luck in the journey ahead – more failure to follow, mais on peut seulement essayer!

I think, therefore I learn

It would seem an obvious statement that school should be about teaching students to think, and yet…. Consider how any of the following help in the learning process

In language class, some decide the books students will read, the questions they will answer and often assign the same topic that everyone is expected to connect to and then complete a writing assignment.

In history, a premium is sometimes placed on memorizing dates and events (but I have this thing called google in my pocket…)

In science, a regurgitation of definitions and formulas was the norm during my own schooling years (I did great and learned nothing), and I have at times seen the same for my own children in their schooling.

And then there’s math. Often times, when it comes to math, we prioritize how to apply formulas, add, subtract, multiply and if you want divide, and occasionally try some problem-solving following set patterns.

In so many ways, none of the above examples do much to engage students in the learning process. Yes, at times the whole class may need to read the same book. Yes, the basics are important. Yes, dates and formulas need to be known. However, when the majority of our learning is prescribed, why are we surprised when our students can’t seem to think for themselves. “Is this going to be on the test?”, I don’t know where to find the answer”, and “I don’t know what to do” are the phrases we need to work to eliminate, but currently we create some of these problems – I know I do.

I openly admit that while I consider myself an experiential learning teacher, my math instruction was often about making sure my students knew how to get the answer by following a clear and easy set of steps that I would explain to them. I would then aim for mastery learning by making sure that everyone had success on the test and that would mean I had done my job as a teacher. For those shaking their heads in dismay, you would likely join Peter Liljedahl in telling me that I am not teaching students to think.

I feel I have created the conditions for learning in language, social studies and science. As for Math, I have had my teaching turned upside down with Building Thinking Classrooms In Mathematics.

Some initial Do’s and Don’ts?

1. Avoid mimicking
2. Start with non-curriculum questions
3. Math class should take place with students up at the white board (or a created board) in random groups of 3

That takes care of the first 3 chapters, but I understand it may be a stretch to get there. I’m going to try anyways!

Mimicking – Liljedahl talks about the way most of us teach math. First we show how to do the problem on the board and then we have the students mimic what we did- Liljedahl names this a “now you try one.” So, if that’s what’s wrong, how do we fix it?

First three things from Liljedahl’s stand point

1. Find engaging non curriculum tasks that will get students thinking about mathematics. His rationale is that by giving students engaging problems to solve that are not tied to the curriculum, they will get used to thinking and not get bogged down with a specific curriculum expectation to use in solving the problem.
2. Putting students in random groups of three to solve problems will ensure that every member of the group is involved and moves us away from our typical comfort zones. It’s more fun to work with our friends but more productive to work in random groups as it sets you on task. All members contribute because the teacher makes sure the marker used to document thinking is shared among the group. Whoever is holding the marker can only write and not share their own ideas.
3. All the solving is done by having students out of their desks and standing around the class working on vertical non permanent surfaces (vnps for those looking for the anacronym). Newer schools will have white board and dry erase markers. For those without those luxuries, Liljedahl suggests blackboards can work, as can shower curtains, and vinyl picnic table covers among other ideas.

In all there are 14 main ideas Liljedahl suggests, but I’m going to suggest my own staff start with the first three to get their feet wet (and the students’ feet as well!).  The goal will be to have groups solve non curriculum problems in random groups on a vnps.

As we gain expertise in that, there are several other points to consider, including a rethinking of traditional homework. Check your understanding questions are recommended. Key is that they are not checked for completion as this then takes us back to the typical homework questions. I have suggested for years that our approach to homework needs to be changed and while I understand some will say homework must be assigned, anyone who has thought much about the pedagogy behind homework will be able to agree with Liljedahl’s points that often those doing the homework are the ones that do not need the practice, and the ones that do need the practice aren’t doing it!

Consolidation is a key element that involves taking a look at the solutions arrived upon by each group and discussing the mathematics that can be gleaned from the solutions. Liljedahl speaks of consolidating from the bottom which means that we start with the simplest solutions (right or wrong) and then gradually move up in complexity. This is the part where I see real magic needing to happen and I know it will take practice for myself as an educator.

Note taking moves from students copying what the teacher says to students deciding what will be necessary to help them retain their learning. Again the onus is placed on the students to direct their learning – another concept I strongly believe.

I understand that this will all seem quite radical to many which is why I’m going to suggest again that starting with 1-3 is a good place as an entry point.

Assessment is talked about at length but I will not delve into that here except to include a few key points. Liljedahl states that assessment should help students see where they are and what they need to do next. A great line that spoke to me is the concern around whether the collaborative method of math will prepare students for test taking. “My only caution is that you make your choices based on what you think is best for your students and not based on the looming tyranny of an external standardized test” (274).   Another excellent line around assessment was “We accepted the idea of differentiated instruction a long time ago because we recognized that all students are different. If this is true, then we must also accept the idea of differentiated assessment” (275). The idea is clear that the one size fits all way of assessment is not practical or helpful.

As is often the case from any book review I do, the clear question ends up being “Now what?”  My next steps will be as follows.

1. Compile a list of non-curriculum problem solving tasks to start the year. Liljedahl includes several.
2. Experiment with ways to create vertical non permanent surfaces (although I’m lucky enough to be going into a school next year where every class has white boards!)
3. Aim to start understanding more how to do the consolidation piece as the first two are about changing methods of instruction. The third one is where the deeper learning starts taking place.

I am excited as I often am by the journey ahead. Education as I constantly say is at its best when it is engaging, collaborative, and based on promising practices. I continue to feel that our students can become life long learners when we create the conditions for them to be creative, reflective, and holistic thinkers. Now it’s time to put those thoughts into motion and build thinking classrooms…one brick at a time!

Do Three Pictures Tell Three Thousand Words?!

It is said, a picture tells a thousand words. That being the case, I have a whole essay for you today. On the plus side, the pictures will tell most of the story.

This is a tale of 3 murals, collaboration, ideas and serendipity.

Mural #1 happened back in 2015.  

We wanted to capture ideas that had started to take hold at Sylvester. Ideas around wonder, the environment, and of course our new mascot – The Sylvester Shark.

Mural #2 happened the following year and it was meant to help us try to live the Catholic Graduate Expectations – a discerning believer; an effective communicator; a reflective, creative and holistic thinker; a self-directed, responsible, life-long learner; a collaborative contributor; a caring family member; and a responsible citizen.

 We have made a point of talking about these expectations throughout the school year and engaging our students in conversations around why the Catholic Graduate Expectations should define all that we do at school. A previous blog post addresses this idea.

A Blueprint for Life

Mural #3 is our most recent endeavour and has already impacted our school community in so many powerful ways. As explained in the previous blog post,

Putting Words into Action is the First Step

we have tried to make the Indigenous land acknowledgement something our students are able to relate to, internalize and discover meaning through. The TCDSB land acknowledgement states , “The Dish With One Spoon covenant is a treaty between the Anishinabek, Mississaugas, and Haudenosaunee that bound them to share the territory and protect the land.” This covenant has centred us in the ways the Indigenous people lived in harmony with the land. With that in mind, we were so fortunate when looking for an artist for our current outdoor mural to be put in contact with Que Rock by our Board’s Art Department (there’s the serendipity part as Que is an Indigenous born artist from the Anishinabek). Que considered our ideas and listened to feedback and after three different ideas, we decided on a mural in comic book form (Que’s strength) with the Dish with One Spoon Covenant.

Que’s work on the wall took place in one day. You can see the progression on our school website. https://www.tcdsb.org/schools/stsylvester/News/Pages/Out-of-our-Deep-Respect-for-Indigenous-Peoples.aspx

We were equally blessed to have Que Rock talk to our students the following day. And while it would not be possible to encapsulate all he taught us, his message of living in harmony with the land, feeling gratitude for the earth, and  his sharing of the Original Instructions from the creation story all stood out most to me:

1. Walk gently (with the earth).
2. Learn one new thing each day (a great vision for school and life).
3. Share with each other.

We can talk about ideas. We can educate others. And yet sometimes the way to spread a message is through a lasting monument. We talk at school about not letting ideas become wall paper. When they do, the message can be tuned out at times. It is my strong hope that the way our school community has been immersed in the ideas of wonder, the environment, the Catholic Graduate Expectations, and an ever increasing awareness of the Indigenous way of life will not allow wall paper to fade, but rather infuse us with the ideas that matter most – respect for others, respect for the environment, respect for God’s plan. Out of our deep respect for the Indigenous people, Cha Migweetch Quentin for your work within our school community and reminding us yet again the land was given to us to live with in harmony: Take only what you need; Leave some for Everybody else; Keep it clean.

Putting Words into Action is the First Step

What do you care about and what will you do about it?

A simple enough question but as so often is the case, it’s the doing that matters.

This week for our online announcements we showed the video of Autumn Peltier’s journey to help ensure clean drinking water for the Indigenous peoples. It was an inspirational story of how one person who cares can make change. This message was one we wanted our students to really understand. The remainder of the week included an appearance by a former St. Sylvester student who has started her own advocacy group – lead the convo (https://leadtheconversations.com/) further discussion on the Dish with the One Spoon Covenant to which Toronto is subject to and how this covenant applies to our care for the earth (take only what you need; leave some behind for others; and keep it clean), and then the direct application of asking our students to come up with a plan of how they will go about trying to make small change in their own way.

As always, I find teaching is best when we are immersed in the process with the students. I have been trying to make the land acknowledgment more meaningful for our students this year as opposed to being something they just hear and forget.  Each day we focus on one part of the land acknowledgement and this past week I told them that I need to hold myself accountable to the line “Out of our deep respect for indigenous people”. How can I show this respect? It starts with acknowledging injustices that have been done, and then goes one step further and tries to do something about those injustices. With that in mind, I contacted five different people.

Autumn Peltier – the indigenous youth who is continuing to bring the issue of lack of clean drinking water in indigenous areas to the public eye. Check out her 3 minute video here.  https://www.cbc.ca/kidsnews/post/watch-teen-activist-autumn-peltier-demands-clean-drinking-water-for-all   

Prime Minister Trudeau – I understand Covid 19 is keeping him busy but none the less, the business of government must still go on. My letter to him is attached here

indigenous-water-crisis-letter-1Download

Council of Canadians – they were the impetus for me to get further engaged in this issue after seeing Autumn’s video.   https://canadians.org/fn-water      

CBC Kids News – They are the ones that brought the issue into our classrooms with the Autumn Peltier Video

An Indigenous member of our community who has lived experience.

The message to each was the same. Thanks for the work you’re doing to better the lives of the Indigenous people (yes that applies to Prime Minister Trudeau in some small way as well), and how can we help support the cause further.

Like so much in education, I will not pretend to have the answers but I’m eager to keep asking the questions. If you’re willing to get involved, start with the incredibly simple step of filling in the form email to ask the government to make this issue a priority as well. https://canadians.org/action/first-nations-water

Water is a necessary life resource and out of our deep respect for the Indigenous peoples whose land we are on, it is essential that all members of our society have access to clean water.

Miigwetch for reading.

The Evolution of Education Starts with the Messages we Share

Yes I know….that was a mouthful of a title, but it’s a theme that has been sitting with me for a bit. And like so much else good that takes place, it came about serendipitously (a favourite word of mine).

The return to whole school online learning in Ontario for the month of January has been vastly different than our first go around last March. With real time video contact more of a reality this time around, we have been starting each school day with morning announcements via zoom. It has been an excellent community building experience and a perfect way to create a sense of belonging with a shared purpose, and that’s where the title comes in.

I have felt for many years that big ideas, experiential learning and a holistic approach to education is the way to go. I have equally felt that the overreliance on standardized tests has held many schools captive to focusing on what really would serve their schools best. Government pressure has translated to school pressure which in turn has translated to most schools feeling that the urgent critical need for their school community from JK to Gr. 12 was improving math scores on standardized tests. Often times, this led to a focus on one important area of the curriculum (numeracy) at the expense of so many other valuable areas.

But alas, with no eqao test last year, and none this year, schools have had a certain freedom to teach the curriculum and give all areas the importance they deserve. I will confess of course, that my bias has remained with my big three – big ideas, experiential learning, and holistic education. Each Monday, since we returned to online learning, we have started our week with Message Monday. Week one, centred on the ideas of the virtue of courage and finding what you believed in and standing up for it. Students were told there has to be something that matters to you. Find it and then stand up for it. This was reinforced in week two with Martin Luther King who was such a perfect embodiment of respectfully standing up for what you believe in. Week three brought the message of the Indigenous Dish with the One Spoon Covenant as it pertained to the environment. Three key points were shared from this covenant: Take only what you need; leave some behind for others; keep it clean. Each morning stunning environmental videos like the one pasted here were shared as a way to have our students really reflect on why sustainability is so important and how the Indigenous peoples had it right.

Tomorrow as we start week four, we’ll focus on Mental health leading into Bell Let’s Talk Day. Four weeks and four key messages or big ideas – each with the power to transform our students’ lives. And while I’m not saying we didn’t talk about messages before, the power of our online announcements to my mind has helped these messages be just a little more pronounced.

Education needs to consider where the needs are. We will always be guided by curriculum as we should, and I will equally state that curriculum focuses on big ideas – Standing up respectfully for what you believe in, understanding the value of sustainability, and knowing that it is ok and important to talk about mental health are ideas that I would want and hope for any child to learn. The long term impacts of learning these messages now will only help our world to be a better place in the future, and isn’t that evolution is all about?

What does an extra hour in the day mean when you live your life in minutes?!

And yes for the literalists among you out there, the answer is 60 more minutes! But as I started to ponder a bit more, I found myself wondering which day is more revealing to your way of life – the start of daylight savings when we lose an extra hour, or the end of daylight savings when we gain an hour? On the one hand, the extra hour is the rallying cry of all those who say “if only I had an extra hour in the day to….” The flip side of course says that when the hours are ticking down and there’s no time left (the ever present question of what would you do if you only had one day left to live?), that you prioritize what is most important to you. And then of course there are my kids who just want to know if they can sleep in more or less!

For myself, I stick to the tried and true phrase that we find time for what’s important to us. So when I lost the hour back in April, I’m pretty sure I did a long run in the morning, got some school work done, visited my parents, checked in with friends, dragged the kids out of the bed and made sure the dog was spiritually, emotionally and physically taken care of (ie fed and exercised!). Well today with the extra hour is no different – same list with the addition of making sure I found time to blog about it.

The long run gives me time to think (especially when my head phones ran out of battery and took my audio book away.). And my thought was that I respect all that Toronto public health is doing to keep our community safe. I also thought that we need to find ways to keep our students more engaged in the day to day school life. The extras are what brings life and energy to a school and there are no extras right now. We need to find a way to get our choir going. We need to find a way to get live theatre going. We need to find a way to get sports going again. Our academics will continue (although the experiential piece is far more challenging). Our spiritual will continue (although the restrictions on faith based gatherings is challenging) but it’s the extras that are naturally suffering most right now.

Choirs are not allowed to sing inside or outside. All school board sports tournaments are cancelled and the idea of live theatre is verboten because of close contact. So with an extra hour in the day, maybe some thoughts and brainstorming around how to slowly, thoughtfully and safely add in more extras to our day is in order. I’m thinking it will have to be virtual at the start. Practising songs for choir via zoom after school from home. If that works, then the next step will be simple theatre scripts. The sports will be a bit trickier but we are making our own school cross country journey work through cohorts and outdoor space. Where there’s a will there’s a way?

Here’s hoping that however you use the extra hour today (sleep, reaching out to a friend, planning, reading, housework etc) that it’s something you see value in and maybe even continue next week and beyond. If it’s important enough that 60 extra minutes made you think of it today then it will still be important enough next week. Welcome to November. Go wash your hands!

It’s been a while…

Education  did not stop when the pandemic resulted in the school closure on March 13 but it certainly changed the way we learn at school. It also led to longest break in this blog since I first started writing it over eight years ago. Here’s the truth – I still believe that learning is best when students are engaged in authentic experiences. Authentic experiences often take place outside the classroom in combination with the incitement of a real world experience – from nature, to location, to an expert speaker. Here’s a fact – a lot of that learning has had to change because of Covid 19. I fully believe in the beauty of classroom discussions and the importance of teaching and learning in school. I also know that just as we can’t learn outside the school all the time (I’d like to try….), it does not bode well for learning to be in the school all the time. Given our current reality, creativity is needed now more than ever.

We’re trying virtual Beyond the Classroom. Bringing experts into the school via zoom. Yes, yes I know, people may say they’re zoomed out but if it means getting outside sources to help us in the learning process, I’m all for it.

To this point, we are trying to work with Pan am Sports Centre, Google Canada,  Seneca College, George Brown Cooking school and PC cooking school. Not sure where any of them will take us, but nothing ventured, nothing gained. Given that I never know if anyone other me is reading this, I’m putting it out there to you trusted reader to send me any ideas or better yet, any contacts you may have and are willing to share. In some ways, the Beyond the Classroom program just got easier because that behind the scenes look at the restaurant kitchen or auto mechanic no longer has safety concerns of a student messing up the dish (or worse), or driving off in a car (or worse). Now we just need a device and a trained worker to show us what’s going on.

Getting used to new ways is how it’s going to have to be and our experience the other day with Young People’s Theatre (YPT) and an online play reading showed us just that. Theatre brings me energy. Theatre makes  me feel alive. Not being able to see live theatre since March has been difficult. Seeing the YPT play reading of The Fixing Girl was invigorating. I was amazed that three actors in separate locations and a narrator reading stage directions were able to pull off such a moving and entertaining performance. If it was that good via a long distance performance, how great will the show be when we see it live? Thanks YPT for once again getting the creative wheels turning in my head. You get the credit (or the blame) for this blog being written. We’re also starting to think about what to do next in our  own theatre journey. The first ever Sylvester zoom or you tube live play production??? Stay tuned….

Lastly, I know this has been a hodge podge of a blog – that’s what happens when I don’t write here for a while, but I wanted to leave with a line that the ever articulate Ray Ferraro – TSN hockey analyst said the other night on air.  “Hard work is a skill. If it wasn’t, everyone would do it.”  I used that line for my Friday online morning announcements yesterday.  It’s a great line to recognize those many staff members and students who work their hardest  each and every day be it at school, at extra curriculars, or at home. Hard work matters and to come full circle – it’s what makes schools thrive. Here’s hoping the combination of hard work, poignant live (online) theatre, and some new style experiential learning will keep our year at school a motivating one for all. Now go wash your hands and enjoy the fall colours from a social distance.

What to do with One Less Hour in the Day

I’m pretty sure I blogged once about what to do when you have an extra hour in the day courtesy of the clocks falling back. The message that time being that whatever you did with that extra hour must have been important to you, so why not make it a more regular part of your routine.  So what about when you lose an extra hour courtesy of daylight saving time beginning? Well the message is somewhat similar and the application to school is so clear: it’s all about priorities and holistic education.

We spend a lot of time saying how busy things are and how we don’t have time for things that we know are important:  Exercise, eating right, reading, getting enough sleep. But I often argue to the frustration of others that we find time for what’s important to us. It comes down to prioritizing. Again, I would argue the same thing applies to school. Don’t have time for getting kids active? Don’t have time to immerse them in experiential learning because getting the answer is the most important thing and then we can move onto the next math unit? I’m all about “covering the curriculum”, but I also realize the curriculum can be covered in so many ways. So stop and take the time for the discussion about respect and how it pervades our daily interactions – respect for our health, respect for the Indigenous peoples throughout Canadian history, respect for natural resources and the environment. Curriculum connections everywhere.

My advice then would be instead of stressing over the lack of one more hour to get things done (whether at home or school), understand that giving yourself and your students a well rounded life and a well rounded education is about an immersion in all aspects of life. So yes, find time for that art lesson on perspective, in addition to the math problem solving lesson, and that language lesson on using voice in your essay writing. And while you’re at it,  throw in some daily physical activity (DPA) and the opportunity to embrace the dramatic arts, all while grounded in a true sense of what good character education is all about. Yeah it might be a packed day, but if it’s important, you’ll find the time for it and you’ll see the benefits as well. Now if you’ll excuse me I have to finish my school work, so I can cook, clean the floors and then find some time to read with the sun shining in the background. Happy International Women’s Day and don’t stress over the start of daylight saving time- more sunshine is ahead!