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?