A response to October 1, 2011 "When Caring is Hard" -Deborah

I have to agree to an extent with Danielle.  I think there are benefits to giving the children with special needs the opportunity to be educated with their peers.  I also believe, however, that we must hold the best interests of ALL children as a priority at all times.  In order for mainstreaming to be effective adequate resources must be available.  Without adequate and appropriate resources, benefits to all children are compromised.  The needs of some children require a great deal of time and attention both directly and indirectly from teachers, admin and support staff.  I believe a great deal of thought needs to go into planning appropriately for these children.  There are many variables that need to be considered.  Mainstreaming requires incredible commitment and dedication from all.  Ideally, wherever possible, resources should be in place prior to the commencement of the school year because once the year begins, time ticks away very quickly. 

A response to October 7th, 2011 -Choosing Between Students -Tammy

I believe you made the correct decision in celebrating the success of the top five achievers in your class. You are the role model that provided them with the tools to accomplish this great endeavour. Without your positive care and guidance they may not have accomplished this on their own.Your students would have expected you to be present for the entirety of the assembly. I like Cendu's point,"They may be strong academically but these students may still need your social and emotional support". As their teacher, you should be proud of yourself for being able to use a teaching strategy that proved to be affective. Teaching is very complex because of the diversity of learners.
Subconsciously, you felt strangely uncomfortable because you are person who genuinely wants everyone to succeed. The students who were in the study hall may be working at a different pace than the others. Students do not need an award to show that they are successful. A simple kind word of encouragement can go a long way. When a teacher acknowledges students strengths rather than there weaknesses, intrinsically they will want to try harder. I also agree with what Emily said, "Making sure you follow up with that discomfort by making an effort with those who weren't at the assembly".

A response to September 20th, 2011 -Too Much Prep -Maryam

I agree with you when you mention that “ So teaching less content but relationally has more value than teaching a lot of content without understanding where the students are emotionally, socially and cognitively.” I believe that it is crucial that as educators we are teaching for a purpose and have a goal of how the content will be delivered. I also firmly believe that we need adequate time to plan for our students. I recall as an Early Childhood Educator, in one of my placements I had to document all of the spontaneous teaching that I did. At first I thought well if it is not planned, it’s not teaching. I later learned that I was able to teach a preschooler the concept of sink and float by being attuned to her interest in throwing pebbles, leaves and other things in a puddle on the playground. I have seen teachers not fully prepared and pull last minute lessons out of a hat; this is a dis-service to our students. I have also seen teachers spend all of their weekends writing lessons and are exhausted the rest of the week. This again is disservice to our students. I say this because if we are not fully energized and able to engage our students because we are swamped with work we are not able to meet the needs of our students. Just like everything else in life there must be a balance in planning and teaching authentically.

Cristine's response to Oct 7 2011 -Choosing Between Groups of Students

Rob, the situation of your discomfort crosses my mind every time I am at my placement. I fear that I continuously say "good job on your art" or "great job on your math today" to those who normally do well and those who are on the contrary don't get much attention. At my placement school they have a virtue assembly every month. Every month the school focuses on a virtue and a child from every class receives an award for illustrating that virtue. Furthermore, other awards are given, such as "the most improved student". Two students from each class get an award every month of the school year, which I think provides a lot of opportunity.

In your case, however, it's a little more complicted. I always wondered what the award is based on? Is it just that they achieved the highest mark? Most improved? Although the student with the highest mark in the subject well deserves the award I feel that it shouldn't always be based on highest marks. This may discourage some of the students, especially those who just can't seem to do well. This is a tough situation. I try hard to acknowledge every student in my placement class, but, it is hard. However, I know that it makes all the difference, especially those who struggle.

I remember when I graduated from elementary school, there were many awards given- I didn't recieve one. Many of my friends did though and it wasn't that I did badly in school, I just didn't recieve the highest mark. I was kind of upset by it. My teacher actually briefly talked to me about it and asked me how I felt. She explanined that she was just as proud of me, but, she had limited awards. Her sincere conversation made me feel a ot better

 As a teacher I think we know the students that may feel bad about recieving an award and a simple motivational conversation might bring the studnent self-esteem back up. After all, it may not be about them feeling upset, for the most part students know when they deserve something and when they don't. Furthermore, maybe it's just that they feel as you do, except that they feel uncomfortable about not getting an award just as you feel not giving them one. There are plenty of ways for teachers to honour their students. You may just want to have a conversation before the award assembly stating that awards will be given and some students will get on and others won't and that's okay because you're proud of the hard work they have done all year. Schools should really change the awards process- they should be peer voted just like the valedictorians are chosen!

A response to October 1, 2011 "When Caring is Hard"

These days finding a special needs child in a mainstream school is very common.

The concept of institutionalized care and education is a popular discussion within the school system. Though some still feel special needs kids and adults do not have a place in mainstream society, there are others that fight for these children’s rights.

I was hired with the YCDSB in 2003 as an Educational Assistant and worked in an Elementary School for several years with children who has autism, cerebral palsy and Down Syndrome. This was the most rewarding experience that shaped me and gave me the insight of teaching. This opportunity enabled me to expand my experience hands-on in the classroom as a teacher. Having had the possibility to experience being in the classroom gave me a higher consciousness and it moulded me into a strong educator, leader, and individual. I find this experience taught me how to listen actively and critically, present information and ideas clearly, honestly and with sensitivity to others. Classroom duties gave me a gratifying and rewarding opportunity to work with a variety of students with special needs. It allowed me every day to realize the joy and appreciation of life. I easily adapted to diverse learning styles and learned different techniques to best suit a child’s specific learning performance.

The placement of special needs kids in mainstream schools has many benefits to the special needs child but also the school community as a whole. Mainstream school kids get to know the disabled child for the person inside the body, not the outward disability. This goes a long way to improving social acceptance of the special needs kids both now as a child in school and later as an adult in the community. I completely agree with Nicole’s response of the fear parents have of their own children being in the same class as a child who is throwing a tantrum however this is why individuals are hired as Educational Assistants, Child and Youth Workers and E.I’s. There will be tough days – trust me – I’ve been there in the front line, my hair being pulled, my brand new shirt being ripped and my jewellery breaking to pieces. The outcome of all this is brought down to one thing – inclusion. When the tough days are behind us and the good days roll around, you slowly start to see why these children should be given a chance and have the ability to have lunch with his/her siblings, attend sporting events - whether participating or cheering - and generally socialize with her age group peers.
                        

Stephanie V

                        

A response to October 18th, 2011 by Mara

I must admit that I do agree with the points made by Olywn. I can remember that at some point that elections Ontario or elections Canada was attempting to change the fact that we DO NOT vote for the Premier/Prime Minister directly - I must admit this is a good idea. We would be allowed to cast 2 votes; one for OUR riding and then a one for the Premier/Prime Minister.

 While attempting to decide which candidate deserved my vote, I had to rationalize who would run this province into a positive direction. I must admit that I've already been to the polls THREE times this year; each and every time having to weigh the consequences. After reading all of the material available and watching the debates, I was still torn between candidates – some of them were promising to serve my needs, but they would infringe on others needs. Some promised to cut taxes, but I always equate cutting taxes to cutting back on very necessary services! 

 So far Toronto's mayor has stopped the "gravy train" - but there doesn't seem to be much gravy to cut; he's eliminating job positions and privatizing services! As far as the Federal government goes, they have yet contradict any campaign promises but only time will tell.

Now onto the most recent and of course election - in my riding I had several candidates, except I truly felt that NO ONE deserved my vote! The Conservative candidate had crossed the party floors several times; leading me to believe his opinions/values can be easily changed/swayed. My Liberal candidate had been our MPP for almost 30 years - but when I asked him for help with overturning an OHIP decision (denying access to specific programs) the ONLY option for help was to go in Social Assistance (welfare). I didn't think this was the proper solution; I don’t believe that an individual with health concerns should have as their only option to using an already OVERLOADED Provincial Social Assistance Plan. Our governmental officials need to create sustainable healthcare options, allowing people with some what serious health concerns to have access to individual programs when needed; they should not have to completely STOP working and rely on Social Assistance for help – they should NOT be left in limbo having to pay for services when they do not have the financial means.

 Overall, when deciding to vote I had to look for my specific needs, I may have voted for as candidates/parties whose fundamental beliefs were not the same as mine, but their larger vision for Ontario was beneficial to me. When a voter chooses to vote inline with their union, employer or family pressure they are throwing their vote away and making the democratic process obsolete – we may as well just award the votes to people in power and ignore the little guy.

Union Faux Pas

The last election in Ontario produced some teacher's union recommendations that bordered on scare mongering. One party was clearly favoured in the union's review of candidates in our region. But it went further. The alternative vote was deemed dangerous for teachers and tantamount to a serious work load increase and poor working conditions. It was not clear where the data was for these claims.
I take exception to teachers instructing other teachers to vote for a certain candidate "or else"....What if a teacher wants to vote for a candidate for other reasons besides working conditions for teachers, like care for the environment, job opportunities for the majority of citizens, responsible government, tax relief, etc? Some may want to vote for a certain party that all things considered, including teachers' concerns, represents best justice for all. Voting over a single issue seems short-sighted to me, and furthermore, I find these directives insulting to my good judgment as a thoughtful citizen. Let's put it this way: should the union be right in its conclusions, let the teachers use their own intelligence and good judgment and they will come to the same conclusion! No need to suppose we don't know how to vote in an informed and responsible way. 

Response to November 18, 2010 Thank you Beatrice Policelli

She Was Crying Outside My Office Door

2011 Beatrice Policelli

Her father being a college professor should have first hand experience and knowledge to know that all students have different styles and levels of learning and understanding. It seems that her father has very high expectations of his daughter but has he ever stopped to really see how hard she is actually working? When he talks to Charlotte is he really being present in their discussions? According to Buber’s theory being truly engaged and present as a teacher one needs to fully dialogue with the students, by really listening and observing them. If he is not able to be “present” with his own children, and parents are the # 1 teachers in children’s lives, how is he being an effective teacher in the classroom? The fact that she has a steady 75 % average and that her teachers see her working hard and dedicating herself to her work leads me to believe that her father is not in tuned with her schooling at all. Charlotte could be just struggling with this one particular unit, but has he asked her how she is doing and if she needs any help? Yes Charlotte is at fault in that she should have asked for help before hand, as this would have demonstrated her being proactive, and not just scrambling an hour before the test. It seems to me that she is so afraid of disappointing her father that it is effecting her study habits and that no matter how well she performs it’s not good enough for her college professor father who needs to be more in tuned with his own children.

Response to

Choosing between Groups of Students

As department head I was invited by the principal to attend junior commencement. The event took place on Wednesday afternoon in the gym. I arranged to have my classes covered through our "on call" system where teachers who cannot be in class get a colleague to cover their class in the cafeteria area designated as the study hall. This is arranged through the office and is common practice.
Five of my students were being honoured with awards that afternoon. The rest of my group was in study hall doing seat work under the supervision of the designated on call teacher. As I sat on stage, after having presented the award for my subject area, I began to feel strangely uncomfortable. Though I was pleased to be present to honour the five top acheivers of my class, what about the rest of my students who are not as successful and who are not receiving the benefit of meaningful teaching as they sit in the study hall?
I felt compelled to discreetly exit the stage (as other colleagues had done) so I could spend the time with the students who most needed assistance with their learning, but finally decided it would not be fair not to be fully present and engaged in the ceremony (the principal was on the stage a few chairs away from my seat).
Did I make the right decision?

A response to September 12th, 2011 -Thank you Rosie

Blog Response: A Teacher’s Bad Dream:

I can relate.  I too find that the stresses in my everyday life often times play out in my dreams.  The latest is one, which I haven’t had since University.  In it, I am a high school student again, taking an exam for which I do not know the answers.  The intense feeling of anxiety is sometimes so great that I often wake up out of breath.

In my case, I believe that my fear of becoming a new teacher and all it’s uncertainties has taken over my subconscious.  Consciously, I am aware that I am capable enough to learn the skill of teaching.  I believe that with practice, I will be an effective teacher.  If I didn’t think so, I wouldn’t be here.  However, I believe that my fear of not being competent enough or knowledgeable enough is at the forefront of my subconscious thoughts.

Having reflected on it numerous times, I have concluded that there is a positive side to my otherwise unpleasant and unwanted recurring dream.  It is that having the dream keeps me focused on my goal.   It motivates me to stay on top of things, manage my time, and ensure that I am prepared.  That anxiety and fear that I experience in my dreams is a constant reminder of what can happen if I do not strive to do my best.  In other words, it keeps me on my toes. 

Response to

When Caring is Hard

The other day I received a call while I was teaching from the office: "Please go to Room 143 at 1:20 and assist in the Associated classroom area. They need extra support".
I opened the door and nearly tripped over a book case. Another teacher was between the door and the book case observing a tall special needs student throw things all over the floor from the book shelves, desks, counter tops....He wasn't visibly emotionally upset, but the teachers had learned from experience not to try to stop him. Some of the ladies had been struck in the face. Two teachers were wearing jackets with shoulder and breast pads just in case....
The matter is being assessed by Board of Education staff, the school administration, the Special Education Head of department in consultation with the parents. Currently the matter is being discussed in terms of solutions for the safety of other students and staff and the education opportunity for this young man.
Sometimes care seems elusive in the classroom when behaviours are out of control. The flailing student does have a right to be in school, but how do we care for him and ensure the safety of others at the same time?

Too Much Prep

Every effective teacher preps lessons well. There is a link between careful planning and a student's learning. However, there are times when I wonder if my prep is outweighing the value of relating to my students:

1. I can be so planned that I teach content and miss connecting with my students.
2. I can overplan and lack the flexibility to teach in the moment.
3. I can drive through the curriculum and hide behind the content, missing the opportunities to be real with my students.

There is another way to go about this. I can be fully planned (and more often than not, overplanned) and then relax, using what is relevant for the day in the situation and according to how my students are responding. If I don't get through everything I've planned, chances are that I've made the content more connective and meaningful to the students. So teaching less content but relationally has more value than teaching a lot of content without understanding where the students are emotionally, socially and cognitively.

Do you overprep, underprep, or prep just enough to allow for spontaneous, open spaces?

When do we stop prepping?

All effective teachers need to prepare their lessons. If there is content to be reviewed in order to know it enought to teach, we do it. If content is not an issue, we still need to think about how to deliver it in a way that will reach our particular group of students.
But how much prep is too much? The answer for me is when I lose my focus on the students themselves, that

A Teacher's Bad Dream

I had a dream two weeks before school started up again. I was in my classroom staring at my lesson plan  -vacant, a blank page!  I felt disoriented, tense, unable to focus on what activity to do with the students.
I've had many similar dreams over the years. What's going on in my subconsciousness? Is it that I haven't prepared adequately in advance? Probably not. Does this lost feeling come out of reliving moments when I've had to reassess what I've planned and in the heat of the moment  -thus creating a moment of insecuirty and stress?
The fact is, I always feel I need to be in control of what I'm teaching, when and how. Circumstances -an unresponsive group, time left over, a hot afternoon sometimes dictate otherwise. Perhaps it is the unpredictability of teaching that haunts me. You never know for sure how things will go. The dream played out what I was most afraid of....

Response to November 18, 2010 Thank you Jennifer

Blog response  (Thurs. November 18, 2010)

Jennifer Reavell: TC/ 2011                                                                                           August 26, 2011

There are some people (including me) who get ‘test anxiety’ and that is possibly what Charlotte was displaying in not feeling confident with the concepts and information of the course. This definitely needs to be a learning moment in a student’s career. Self reflection on the student’s part in regard to what issues challenge their learning information and what steps they need to take to navigate these hurdles identifies the student’s level of educational maturity. This situational crisis cannot be resolved at that moment. The priority is to prepare the student constructively to write the test. It is appropriate to give her reassurance about the positive attributes that Charlotte is a solid B student, thereby reinforcing her confidence.  It is important as a teacher not to get too involved in this emotional response because it could allow the teacher to lose objectivity by catering to this one student. The teacher has to show impartiality and good judgement towards every student consistently. Reinforcing with Charlotte that remediation after the test is available and inviting her to be part of that will hopefully give her reassurance.  The teachers wandering around during the test periodically for students to ask questions is helpful and supportive. 

It would be helpful after the test has been returned to set up an interview with Charlotte to go over the test with her and the expectations of the course.  Also offering to pair her up with another student could help her gain more understanding of the material and be beneficial to both students. Overall, always reassure the class by being open to meeting several days before a test to go over some of the concepts that the students are struggling with. Ultimately if it is an emotional issue Charlotte is struggling with such as, low self-esteem, parental pressure or personal expectations, then  it might help to refer her to a counsellor as this is out of a teachers ‘scope of practice’.

Response to November 18, 2010 Thank you Jennifer

Blog response  (Thurs. November 18, 2010)

Jennifer Reavell: TC/ 2011                                                                                           August 26, 2011

There are some people (including me) who get ‘test anxiety’ and that is possibly what Charlotte was displaying in not feeling confident with the concepts and information of the course. This definitely needs to be a learning moment in a student’s career. Self reflection on the student’s part in regard to what issues challenge their learning information and what steps they need to take to navigate these hurdles identifies the student’s level of educational maturity. This situational crisis cannot be resolved at that moment. The priority is to prepare the student constructively to write the test. It is appropriate to give her reassurance about the positive attributes that Charlotte is a solid B student, thereby reinforcing her confidence.  It is important as a teacher not to get too involved in this emotional response because it could allow the teacher to lose objectivity by catering to this one student. The teacher has to show impartiality and good judgement towards every student consistently. Reinforcing with Charlotte that remediation after the test is available and inviting her to be part of that will hopefully give her reassurance.  The teachers wandering around during the test periodically for students to ask questions is helpful and supportive. 

It would be helpful after the test has been returned to set up an interview with Charlotte to go over the test with her and the expectations of the course.  Also offering to pair her up with another student could help her gain more understanding of the material and be beneficial to both students. Overall, always reassure the class by being open to meeting several days before a test to go over some of the concepts that the students are struggling with. Ultimately if it is an emotional issue Charlotte is struggling with such as, low self-esteem, parental pressure or personal expectations, then  it might help to refer her to a counsellor as this is out of a teachers ‘scope of practice’.