Saying Goodbye

a women in a blue dress and a man in a white shirt are seated together in front of a china cabinet. Both are smiling.
My father in law Ken, and me.

My father-in-law, Ken Noble, died on Sunday, July 18, after a long fight with an undiagnosed respiratory illness. We were lucky enough to have him spend his last days in hospice care here in Peterborough. With all of Ken’s children living here in town, it meant that people were able to have quiet visiting time with him before he died.

My dad died 17 years ago, and Ken has been my dad since then. He was also my boys’ grandfather, and he excelled at that role. One of the things I loved most about Ken was the way he worked at getting to know my kids. He always asked questions about what they were doing and what they were interested in, even if he didn’t always understand the answers. When my older son grew into something of a gearhead and maker, Ken was thrilled, because he did understand the answers!

An older man is seated in a chair with a 9 year old boy sitting on the chair arm. The boy is showing the man something on a smartphone. A younger boy is standing beside them , also looking at the phone.
Ken, in grandpa mode, having some kind of technology explained to him by his grandsons.

I want to share a few things that Ken taught me along the way. One was to always make sure to tell the people you love that you love them. I know it seems obvious, but Ken never let me head back to Peterborough from time at the lake without telling me he loved me. When I went through post-partum depression after each of our boys were born, Ken always, always, made sure to lavish extra hugs and love on me. He didn’t know how to talk about what I was going through, but he knew that I needed to hear that I was loved. I don’t know if he knew how much of a gift that was for me.

Ken also taught me, and our boys, about having a sense of place. I am a first generation Canadian on my dad’s side. When I wanted to take my kids to connect with my late dad’s past, I took them to High Park in Toronto, where he had played as a kid. We walked the spaces where he had raced bicycles, and wandered over to Grenadier Pond, where he skated. That sense of place and where you are from is more concrete on my husband’s side of the family. We buried Ken on Friday in a small cemetery near his home and the historic church he worked on maintaining. Two of the stones in that cemetery bear the name my older son now carries. The small lake where my in-laws lived, and the home they designed and built there (with my husband’s help) were home away from home spaces for the 4 of us. My boys were the 7th generation to help make maple syrup in the Noble family sugar bush, and when that space became too much for my father-in-law to manage, we created Sugarbush 2.0 in the maple bush at the lake. While the lakefront home has now been sold, the sugarbush now belongs to my family of 4, and that is a remarkable thing to me. Ken was a guy who was happiest when he was outside – cutting wood, walking trails, tapping trees, taking the pontoon boat up the lake – and I am thankful for the way he modeled that for my kids. The 6 of us (My family of 4 and Ken and my mother-in-law, Joan) would often schedule “car camping” time in Algonquin in the same weeks, so that we could spend time outside together.

An older man is standing in snow, hanging a metal bucket on a maple tree to gather sap. Two small boys, one in a blue coat and one in a red, are watching him.
Grandpa Ken, in the original sugarbush, checking buckets with his helpers.

I need you to know that Ken wasn’t perfect. He was a charmer, and always willing to lend a hand, but it was sometimes hard to get him to go deeper – past that exterior. He sometimes put up walls between himself and his immediate family. He dealt with depression, but didn’t have the words, for a long time, to call it that. He was not the easiest guy to live with, and my mother-in-law has all my respect for the work she did in a marriage of 60 plus years.

He was a man of his generation, living almost his entire life in rural Haliburton County. That meant that he and I butted heads along the way, especially when a racist or sexist comment came out of his mouth, particularly when it happened in front of my kids. That brings me to the last thing that I will carry with me about Ken. Despite being a man of his generation, and raised in an era and a place where racism and sexism were part of the furniture and where one never, ever, talked about feelings, my father-in-law was willing to learn, and willing to work at being better. He and I built a relationship, and that meant that when I needed to address something he’d said, I felt safe in doing it, and he was willing to listen. That, too, was something that we modeled together for my kids. Whether it was helping my husband bathe the grandsons (which he had never done as a father) or learning to use appropriate language when talking about Indigenous women or people of colour, Ken was willing to learn. He embodied, in some ways, that idea of “know better, do better” and I am so very glad that I got to be part of that learning with him.

On Sunday, after Ken died, we came home and toasted him with an ice cream sandwich, which was always one of his favourite treats. I would invite you to do the same in his memory, with the people you love.

We buried Ken on Friday, in his much-loved Essonville cemetery, after a funeral that was a combination of sincerity and silliness (as many are). The Zoom link had no volume, which meant my mom did her usual social co-ordinator thing and made friends with everybody in the Zoom room, but also meant people missed my husband’s amazing eulogy for his dad. (Let us know if you’d like a copy e-mailed to you, though we’d ask you not to share it on social media). From here, we go on.

Ken’s obituary can be found here: https://memorials.gordonmonkfuneralhome.com/kenneth-noble/4670650/obituary.php

Measuring or mattering?

A few weeks ago, I treated my husband to an evening of restorative yoga and Thai yoga massage. As we relaxed through two hours of hot stone therapy, deep massage and gentle yoga poses, one of the facilitators offered some possibilities to focus our thinking. One of them in particular has been rattling around in my brain since then. The question was “are you measuring or are you mattering?”

This question resonated with me particularly because of an experience I’d had earlier in the week. Mr 14 had come home with a challenging story. He had gotten to school one morning last week to find a crowd outside the office. He found his friends gathered around a listing of students who had achieved “honour roll” status with their first semester marks. “Okay”, I thought, “this was an alphabetical list of the kids who had achieved a pre-established standard. Not ideal, but not awful”.

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Measuring, or mattering? A strange combination here. credit: flickr user Rafael Castillo, va cc

Except, as my son explained, it wasn’t what I pictured at all. Instead, it was a list of student names, with their averages listed, in numerical order. I have a fairly resilient kid, so he wasn’t particularly shamed by what was posted, but I also have an empathetic kid, who was looking at friends who were crying (or trying not to), and obviously struggling. One very talented child, who had achieved an average above 90, was repeating “it’s not good enough” to herself.

 

This is clearly a focus on measuring over mattering. The system in which these children are learning seems to value the grades they achieved over who they are as individuals, and felt that it was acceptable to post a list that would clearly identify who was “winning” and who was not. It made me think of Josh Hill’s amazing TEdXedu talk in Waterloo in the fall about how we define excellence:

 

The story does have an ending that gives me hope. My son has built enough of a relationship with the director of his program that he felt able to approach that teacher in the hall later that day, and express his concerns about the way the Honour Roll recipients had been published. He was not the only student to do so over the course of the day. When I bumped into the program director a few days later, he expressed his thanks that those students had felt able to address the issue with him. He talked about an “unexamined tradition” that will now be looked at with staff and student input moving forward. The staff and students, together, are beginning a journey from measuring to mattering.

It’s easy to get caught up in measuring – again, there’s that idea of expectations and “enough”. Is our house clean enough? Are we making enough money? Are we losing enough weight? Are we taking enough risks in our classrooms? Are the students in our class learning the material as well as those in the classroom down the hall? It’s often the default position in the world we live in – to compare ourselves to others. How do we shift the climate – for ourselves, our families, our students, our school communities – so that we look for ways to show others that they matter, that they have intrinsic value, no matter how they “measure up” to some imposed set of standards?

I would invite you, as a small step, to think of someone in your world who needs to hear today that they matter – a student, a teaching colleague, your administrator, a friend, your own child, your spouse.  Or maybe even, you. Take a moment and let that person know that they have value, that they are enough. Take a moment to matter.

 

Let the sparks fly.

 

 

Why not go? (and some ways to get there)

Why not go? (and some ways to get there)

If you were paying attention to my social media postings over the past week, you know that I was at the Ontario Library Association Super Conference (#OLASC) from Tuesday night until Friday. This is a huge conference, with around 5000 participants coming from all over the country, and from every sort of library (medical, public, school, archives) you might be able to think of. It includes a trade show with many authors available for signings, a huge offering of workshops in different streams, and spotlight speakers for each stream as well as keynote speakers designed to appeal to all attendees. This year’s theme was “Fearless by Design”.

fearless

I had an amazing time. I presented on Wednesday morning, on the topic of “Dishcloths, Design Thinking and Knitted QR codes”. I was thrilled to have an enthusiastic, engaged group of learners who were ready to participate in the activities I had prepared, ask some great questions, and try their hand at knitting. The photos and tweets shared by participants showed that people were having some “aha” moments, and that there was a lot of mentoring going on by some of the experienced knitters in the crowd. It was a terrific way to start the conference.

I was lucky enough to be able to attend all 3 days of the conference, and I learned an immense amount. I got to watch amazing educators share their knowledge, hear some remarkable speakers (and have my thinking really pushed by some of them) and be a “fangirl” for a favourite author or two.

Most importantly for me, I got to spend some precious time with old friends, while making connections to new ones. Relationship-building is what this kind of event is all about for me, because connecting with those people is what can help me keep that “conference high” going. It was a terrific recharge and  this is a great time for it – a boost to get you through the “middle stretch”. I came home with much to think about.

And then I thought: “why don’t more people go to things like this?”, and then I had to check my privilege at the door, because I know there are a ton of reasons why people can’t/don’t attend conferences.

Economic barriers are huge – conferences are not cheap, and if you’re an out of towner, you’re paying for transportation, accommodation and meals. You also have to figure out release time, which, I learned, is WAY more of a hassle in some boards than in others. Time barriers are huge: if you have dependents of any size and shape, leaving for 3 days can be impossible, and then there’s the major chunk of time you’re going to spend prepping for a supply teacher. I hadn’t realized how much that was a factor until this self-funded leave year, when I went to a conference and it hit me that I didn’t have to worry about how thing were going in my classroom, or check for supply feedback, or adjust plans, or call a parent or…..(I know, you get it). This year, OLASC overlapped with my board’s elementary report-writing day. I would have been heading home Thursday night if I’d been teaching, or I might have decided not to go at all, in order to have time to complete reports. I think a third barrier is that people genuinely don’t know a) what conferences might be available and b) don’t know what a conference can offer them.

 

 

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There can be a lot of barriers to attending a conference. How can we work around them? photo credit: Matteo Parrini via cc

 

I’ve been thinking a lot lately about teacher mental health. Partly because I’m on a year off, and I know I’m emotionally and mentally healthier without work stress; partly because of the growing concern about violent incidents in the classroom; partly because I’m part of this community, and I know we don’t do enough for ourselves. At report card time in particular, we’re often hanging on by our toenails, as we try to keep all the balls in the air and meet everybody’s expectations. I’d like to propose that time away from your work routine for some self-directed learning, even for a day, might be one possible mental health strategy.

So how do we get around those barriers?

  • Check the workshops your provincial union might be offering – many that ETFO offers cost $50 and include release time, transportation, accommodation, meals and dependent care coverage (and yes, you have to apply). Summer workshops offered by OTF are multi-day events with transportation, accommodation and meal allowances, and you get your registration fee back after the workshop (yes, that’s right, it’s FREE!) and are open to all teachers in Ontario. (and they’re offered all over the province, so many people combine learning with a family holiday, if you have another adult who can help you make that happen).
  • If you’re looking for a lower registration price, put in a workshop proposal – we all have great ideas to share. Many conferences offer free registration for the day you present, or a discounted conference rate, if your proposal is accepted.
  • Release time an issue? Check if your union local offers funding for learning opportunities. Shoutout to KPRETFO, who will cover release time and up to $400 for accommodation and registration until that budget line is depleted. Yes, you will have to fill out an application and have your principal sign it. Worth it? I think so.
  • Find out where conferences are taking place. Can you stay with someone? OLA was downtown Toronto, and my best friend lives there, close to a transit route. I just hugely lowered the cost of my event, and got to spend time with my best friend. Win-win.
  • Check dates – find an event that’s happening when you feel like it might work for you to have a break.
  • Ask a friend to go with you – you can go to different workshops, and share resources (and if you share accommodation, your costs go down). And you’ll always have someone to sit with at lunchtime.
  • Find a conference that you really want to go to. Going to a conference won’t feed you unless it’s something you choose. Tech, subject area associations, indigenous learning, mental health, art, early learning, inquiry – it’s all out there.

Yes, it’s still a hassle to prep to be away. That’s a reality, and probably a whole blog post. You may still struggle to find child/parent care, which may mean that this post is a “not now, but someday” for you. You may be the kind of person who’s going to add to your stress  by going to a conference and getting overwhelmed by all the things you “should” be doing (yes, I’ve been there). You know what you need. But maybe, just maybe, it’s worth a try for moments like this that you can hold in your heart to get you through the next rough spot.

librarian love

The reason I really go to conferences. Spending face to face time with my personal learning family. Thank you, Diana, Alanna and Dawn!

 

What’s your favourite conference? How do we make going to conferences more manageable for a more diverse set of learners? How do we find opportunities for people to share what they learned, if they want to do that?

 

Let the sparks fly!

It’s “check-in” time

 

This weekend’s bitter cold where I live had me thinking about the importance of check-ins. Everywhere I looked, there were reminders to check in: check in with your vulnerable family members and neighbours; make sure there isn’t a pipe break  threatening your business (Bluestreak records flooded); don’t leave your pets outside too long. 

My neighbour, upon leaving for holiday, asked my boys to do a walk through of her house each day, making sure that the heat was on and nothing disastrous had happened. We asked friends of Mr 16 to do the same when we went away.

That made me think about how lucky I was to be able to do that. I have neighbours, and relationships with them. I have family members to check in with (shout-out to my Oma, who was 97 on January 6).

Many in our communities don’t have those privileges. I did my first volunteer shift at our local emergency overnight shelter just before Christmas (that will be another blog post, when I can manage to put it into words). I knew that many in that community  would be moving from whatever warm spot they could find to another during the day, and couch-surfing or at a shelter overnight. I know that I can’t check in on everybody, but I have adopted the practice of carrying extra new warm socks in my bag when I’m downtown, and offering them to those who are asking for money on the street. I have also carried grocery store or Tim’s gift cards in the past. If you have a relationship with people in your local underhoused community, please check in, in whatever way works best for you. Make a donation of money, food or time, or just stop to make sure that someone on the street knows where the local shelter is. This article  has some suggestions in the school context. I occasionally encounter former students in my volunteer work at our local meal program, and I have found that they hugely appreciate me recognizing them and taking the time to check in, without judgement (and yes, I often cry later). 

So, all this thinking about check-ins made me think about those who are returning to school today (or having a snow day, if you live where I do). Brian Aspinall’s brain was running along the same lines yesterday.

And I was happy when another tweeter responded, suggesting that we remember this applies to staff, too.

I need us all to take a minute and think about how this weekend felt. Were you thrilled to have a weekend to cocoon? Knit, read, binge-watch your favourite show (or mixed doubles curling ), bake, prep food for the week? Did you bundle up and get out in the cold, like my husband and kids did, with a cross-country ski? Did you connect with a friend for a hot (or cold) beverage?

https://twitter.com/terrysnoble/status/949688133947412480

Or were you one of those tossing and turning last night, because you didn’t want to go back this morning? One who spent the weekend getting the marking and planning done that you had ignored over the last 2 weeks? One who woke up this morning, and were hit with that feeling of dread about going to work? Or were you in that completely different category, like the woman in my church community yesterday morning, who had a completely unforeseen tragedy strike her family over the break? Did you spend much of your break putting out fires for other people? Were you coping with toxic family time? Are you heading back without feeling you’ve had a break at all? I have, at different times, been in most of these categories, heading back in January, and I’m sure many of you have, too. So, of course, have our students.

Most of us are really good at checking in with our students. We have class meetings, or we start or finish our day with a quick check-in. We meet our kids at the door because we know it makes a difference. We’ve learned that along the way.

 

I don’t think we’re anywhere near as good at creating opportunities for a genuine check-in with our colleagues. We’ll ask the generic “how was your holiday?” or even “Did you have a good break?” as we pass in the hall, but we’re often not truly listening for the answer, and we’re rarely vulnerable enough to give an honest one. It’s not how we’ve been raised, and it’s not easy, but is, without question, worth the effort. If we know that check-ins help our students feel visible, understood and valued, imagine how extending that same care to ourselves would make us feel.

So, there’s my challenge to each of you. Today (especially if it’s a snow day, and you have a chance for a quiet moment), or some time this week,  try – even with one colleague – to do a genuine check-in. Ask how things are. If you know there’ve been some challenges (and really, when aren’t there?) maybe that’s the question to ask. Maybe this is the week to organize a potluck for Friday lunch, just to give people the chance to sit down together. If you have a colleague, as I do, who’s off on long-term disability, or who is off being a caregiver for someone they love, remember them, too. They would probably greatly appreciate someone in their professional life  remembering that they exist. We need to be seen and heard, just as our students do. Check in. It’s important. 

 

Let the sparks fly.

My #OneWordOnt 2018

Last year my word was fuel. I had been inspired by a late November evening conversation (via Twitter) with Colleen Rose (@colleenkr) and Amy Burvall (@amyburvall) about people whose work kept us going, who provided light in the darkness. I realized I wanted to think consciously in 2017 about who and what fuels me, how I could best fuel my students, and how I could also fuel my relationships with other people. I felt like there were a lot of activities and people that required my time, and I wanted to work on making sure I was fuelling me enough to provide fuel for others. I also knew that I would be heading into a self-funded leave year, beginning in September 2017, and I wanted to make sure that a big part of that time was spent fuelling me for the last 5 years of my teaching career.

And it was in that process, of figuring out how to fuel myself, that I ran smack into this year’s word: expectations – both my own and others – and began to realize that I need to do some exploring of these before I can totally benefit (and pass on the benefits) from the choices I make to fuel me.

I’m a first-born child, as well as first grandchild on my mom’s side. I am a second generation teacher on dad’s side, and 3rd on my mom’s. Couple that with being a first-generation Canadian on my dad’s side, and you know, if you share any of those identifiers, that I have some experience with expectations. If you are also a parent, you know that it can be challenging to not lay some of those (sometimes difficult) expectations on your own kids. Continuing that journey of balance with my spouse is one of the reasons expectations is my word for this year, as my older son is in Grade 11 and thinking about what comes next. I want him to be able to feel free to explore what fuels him without my expectations creating a barrier.

I also want to explore how I deal with other peoples’ expectations of me. Every time I explain that no, I’m not going on a long trip on this year off, and no, I’m not pulling my teenaged children out of school, and no, I’m not going anywhere warm, and no, I’m not doing a Master’s degree, and yes, I’m doing the math PD my board is offering, and yes, I’m occasionally helping out and visiting friend’s classrooms, and yes, I can sometimes be found working on planning in a quiet corner of the board office, I shrink a little. A little bit of me feels like I’m doing my year off wrong, because I’m trying to use it to live my everyday life at a slightly deeper level. I’m trying to use it to put structures and planning in place to help my family and I weather my return to work next September. I need to do some work on why it’s hard for me to advocate for that. Why it’s hard for me to deal with the expectations many people have of what a year off work should look Iike (and trust me that I will never ask another person on leave if they’re travelling).(Check out my #selffundedleave hashtag on Instagram if you’d like to leave your expectations at the door). This is a symptom of a larger issue for me, where I sometimes feel like I’m not living up to some phantom list of other people’s expectations.

Which leads into the expectations I place on myself. I tend to do a fair amount of beating myself up for not being/doing enough. Not a good enough parent, spouse, teacher, planner, exerciser, blogger, presenter, musician, housekeeper (that’s a big one for me, and largely self-inflicted). There’s a lot of shame going on in my head about the expectations I don’t measure up to, despite the many loving people in my world who assure me that I do, and I’d really like to work on letting go of some of that. I know I’m not the only one in the profession who lives with this, and I’d love to hear from others about their struggles and successes.

All of these things of course, tie into how I work in the classroom. How do my expectations of myself affect my expectations of my students. What expectations am I putting on my students, consciously and unconsciously? And how do they feel about that? How do my expectations of my colleagues affect our ability to learn together? One of my husband’s excellent questions on this journey has been about what expectations I’m willing to let go of in the classroom next year, so that I can have a bit more of a life. I have way more questions than answers right now, so that’s probably a good place to stop.

So, onward, bravely, into 2018, hoping to let go of some unhealthy expectations, and find some reasonable ones to help fuel my journey forward.

My #5BestEd decisions

 

This post is Inspired by the many educators who accepted Jonathan So’s (@mrsoclassroom) invitation to share the 5 defining moments in their teaching lives. Jonathan has collated them here, and they’re very much worth the read. If you wanted to see a differentiated approach to a task, look no further!

  1. Influencers: I’m going to break the rules right off the bat, and say that my first defining moments as a teacher came as a learner, and that had to do with the teachers I was lucky enough to learn from. My pedagogy is heavily influenced by my Grade 13 experience in integrated studies at South Secondary in London, Ontario. This was a multi-disciplinary, scaffolded approach to learning first about our neighbourhood, then our city, province, and eventually country through as many lenses as possible. It involved many of those competencies we’re trying to incorporate today, including communication, collaboration and critical thinking. Final projects were completely passion-driven – I still have the suite of poems I created. It remains my gold standard for what an engaged learning experience can look like, and it was 1985, so it was largely engagement without the “bells and whistles”. Shout-out here to Ian Underhill and Pete Telford, who created and taught the course. Also thanks to my mom and my Grade 5 and 7 teacher, Murray Young, who helped me understand that teaching is about building a community and relationships first, and covering curriculum second.

2.Marrying my husband.:A day does not go by without me thinking about how lucky my students are that I married the person I did. I married someone who cheers me on when I’m taking on a new challenge, but is also willing to call me on my need for approval, and who regularly reminds me to set my parameters of what is “enough” in terms of how much I give of myself to my job. He is my foundation, and works to help me find work/life balance, survive through my ADD and (sometimes)self-sabotaging behaviour, and always, always, work on being a better partner, parent and teacher. I am amazed at his ability to work through things patiently with our teenage kids (when I’m ready to throw things), and I often think that he would have made a far more effective teacher than I sometimes am. I would not be able to be a risk-taker in my classroom and professional life, without knowing I had the abiding love of my spouse to come home to when an activity crashes and burns.

 

3. Becoming a parent. Putting the impact of the arrival of Mr 16 and Mr 14 on my teaching career into words is extremely challenging. It meant that I had less time to give to my classroom, but I also had a richer life experience to bring. I learned what kind of things engaged my own children, and that helped me figure out what might engage my students. When my boys began to attend school, and I started to see the ways their teachers impacted them, I really began to understand how much effect even my smallest action could have on my students, and I became much more aware of the kind of feedback I was giving. I also know (as many of you do) that sometimes I was a less patient parent because I’d been a patient teacher all day, and I love my kids for understanding and surviving that. The boys continue to impact my teaching every day. They share positive and negative learning experiences of their own, they let me bounce ideas off of them, they keep me a little bit in the pop culture loop (I teach Grade 7 and 8). They have made me a better learner, through the things they are interested in, and that has made me a better listener, and a better teacher.

4. AIM: Until the past school year, when I finally took the leap into teaching my own classroom full-time, the only constant in my teaching schedule had been Core French. I would not have been able to do that job for 20+ years without the help of Wendy Maxwell’s Accelerated Integrative Method. When my board opened up a pilot project several years ago, it was a lightning bolt for me – a way to help my Core French kids genuinely dive into expressing themselves in their second language, without relying on machine translations or dictionaries. It also opened me up to using drama, music, and movement more in my FSL classroom than I had before. For the first time, really, in my teaching career, I was hearing hugely positive feedback from parents and students. My students were engaged, my parents were noticing, and it rejuvenated my practice. One of my greatest regrets is that the program didn’t catch on in applied level secondary French – I think it would have made a huge difference. The other big “a-ha” for me through AIM was that I was willing to take on a huge learning curve in order to really make something work. I hadn’t really known that about myself as a teacher until then – and it helped me understand my students more. Many years after that extremely well-done pilot program (un gros bel merci to the late Carole Meyette-Hoag and to Jennifer Sampson), a group of women I met in that PD are still among the teachers I rely on the most for realistic feedback and shoulders to cry on. They were, and continue to be, educational “risk-takers” when it makes a positive difference for their students.

(one of my students’ favourite versions of an AIM song)

5. Powerful Learning Practice: In the 2011-12 school year, I was given an opportunity that changed me as a learner, thinker and teacher. I volunteered to be part of a board team participating in a year-long, action-research-based inquiry, run by Sheryl Nussbaum Beach (@snbeach) and Will Richardson (@willrich45). I had never done anything like this, and I remember almost bursting into tears at the first session, because I had no idea what was going on (there was a speaker, and a backchannel, and…). I was, in Sheryl’s words, immensely “whelmed”. What I came to learn, over the course of that year, with the help of an incredible community of co-learners, is that being “whelmed” is necessary for a learner like me. I need to “get comfortable with being uncomfortable” in order to not get stuck. My experience with PLP introduced me to new ways of reflecting on my thinking, to new people to share with and learn from (a lot), to the whole framework of iterative teaching/thinking, and to really thinking about why I felt driven to effectively integrate technology into my classroom. I started to blog, I started to share my learning about these ideas with my students, I fell into a deep and lasting love affair with Twitter, and I began to seriously think about shifting from Core French to my own classroom, in order to go deeper into critical thinking, in particular. That switch came last year, and could easily be my 6th point. The connected learning I do with my students, the joy I get from my PLN, my learning opportunities attending and presenting at conferences, my willingness to dig into new learning and think deeply about how best that learning can serve my students? All of that had its genesis in my PLP experience and I can never thank the random forces that picked my name to attend enough.

This photostory was prepared by me for my PLP learning cohort.

Like Diana Maliszewski (@MzMollyTL) and Aviva Dunsiger (@avivaloca), I want to think about “what’s next?”. I’m currently on a teacher self-funded leave year, and I think if I were to reflect on my defining moments in the years to come, this may be one of them. The joy of time – to think, to plan, to write (as I’m doing now), to participate in activities that I simply can’t do, as a teacher with a full-time job – is so beautiful it’s a little overwhelming. I’m passionately interested in ways to help myself and my students make our learning visible to each other and the world, and I’m also really interested in figuring out how to make feedback work effectively, both for my students, their parents and my colleagues. Lots to keep learning about as the path unfolds before us.

Thanks for the writing prompt, Jonathan.

If you’re reading this, and haven’t written about your 5 moments yet, please join the conversation.

Let the sparks fly.

Which of these systems is not like the other, Part 1

I’ve been doing a lot of thinking about systemic change lately. While it may seem counterintuitive, a few experiences I’ve had recently have started me thinking that the church in which I advocate for change is changing faster than the education system in which I do the same. This will probably be the first post of a few, as I work through what I’m learning and feeling.

We call our worship community The Open Circle. Photo credit: Flickr user Thomas Hawk via cc

I have the privilege of being part of a worship community that has managed to create the kind of accepting space that I strive to build in my classroom. Our group includes people who might be marginalized anywhere else. We have adults from community living environments, those living with dementia, the under-housed and under-employed, along with a smattering of retired academics and university students. The liturgy, such as it is, includes reading of scripture and prayer but also a piece of secular writing (poetry, rap, song, essay) (an example: An indiscriminate act of kindness) on the week’s scripture theme. The reflection, or sermon, might be led by a clergy or lay person and always includes the opportunity for discussion and exchange of ideas. One reflection strategy we use which I find particularly meaningful is called lectio divina.
In lectio divina, the Gospel is read, and then each person in the circle (yes, we sit in a circle) who wishes to participate speaks the word or phrase that most stuck out for them in the reading. After everyone has had a chance to speak, the scripture is read again, and anyone who chooses to can share why that particular word or phrase was what spoke to them – or they can decide that the second time through, something else drew their focus.

Lectio divina offers me a variety of lenses on the week’s reading. Photo credit: Flickr user Yuma Abe via cc

What I love about lectio divina is the chance to hear the different perspectives of the astounding collection of people I worship with. A community activist in her 80s may respond quite differently than my 16 year old son, or they might discover that the same thing called to both of them. There are no wrong answers, there is no judgement, everyone’s voice is valid. It is, for me, an experience of overwhelming mutual respect and I am humbled by it. It also always leaves me struggling with why this environment is so hard to build in my classroom.
Why does this unconventional worship space work? Because it is driven by the community it serves. It was created because people were looking for a more interactive worship experience, a Sunday morning experience with a facilitator rather than an instructor, a community of co-learners. A traditional church took a chance on running two services at the same time to allow people the opportunity of choice, and to meet a variety of needs.
I know that one big difference between my worship environment and my classroom environment is that I get to make that choice. There is no “religion act” in Ontario that says I must have my butt in some form of pew for a set number of hours per week. The community I worship with is there because they want to be, and many of my students this year make it abundantly clear that they don’t want to be at school. That breaks my heart, and spurs me to continue my efforts to create a space as safe and engaging as the one that welcomes me on Sunday morning.
Which brings me to some of my first questions. If an institutionalized system like the Anglican Church of Canada can start to read the writing on the wall and know that it must adapt or die, why does it seem so hard for the education system to read the same graffiti? How do we work to build a learning space where it is safe to be yourself, and not worry about being marked as different – where all are valued for what they bring to the community? What’s worked for you, in trying to create that kind of space? Your thoughts and ideas, as always, are welcome.

Let the sparks fly.

What if…?

bloghop3a

image: Tina Zita

This is the 3rd question in the bloghop series for the #ossemooc on-line book study of George Couros’ book The #innovatorsmindset. Chapter 7, which marks the end of the second section of the book, ends with a series of “What if…?” questions.

image: Lisa Noble (highlights mine)

image: Lisa Noble(highlights mine)

As you can tell from the highlights in the above image, I’ve been thinking more about some of these questions than others. The risk-taking question is one that I’m particularly interested in, and often, frustrated by.

I know risk-taking is a huge piece of the puzzle for any learner. I also know it’s an extremely difficult one for me. I’m a gifted student who always played “school” very well, but who shied away from anything that I couldn’t do right the first time. It took the patient coaching of my spouse (also a gifted learner, but one who has always been much more open to learning experientially than I am) to convince me, in my 20’s, that it was okay to not be really good at something the first time, and to allow myself to “risk” in order to gain a new skill. Now, I sometimes see that stance of fear reflected in both my students and my own kids. I try really hard to model my “risking” behaviours and talk about my learning process, at least partly because I’d like to save them the grief and missed opportunities my fear caused me.

I see the fear of failure coming from two very different places with my students – those who don’t want to risk because they’ve tried before and the existing school system has made them feel like they can’t succeed; and those who don’t want to risk because they’re afraid of what will happen if they don’t succeed, because that’s not a place they’re willing to go, or have experience with. I’m realizing that my colleagues are probably coming from very similar places, and if we are going to move forward at all, we have to both be willing to name that fear, and address it. Creating an environment in which people feel safe to do that takes us back, as Leigh said in last week’s hangout, to “relationships, relationships, relationships”. Without taking that first risk to trust each other in our professional context, the safety net won’t hold. How we build that net with the diversity of learners and experiences in our school communities is still one of my biggest questions.

how do we create a robust "safety net" to support a culture of "risking" in our learning spaces. credit: flickr user Rob via cc

how do we create a robust “safety net” to support a culture of “risking” in our learning spaces? credit: flickr user Rob via cc

My other “what ifs”?Those tend to be aimed more inward than outward, and I offer them for your reflection. What if I just stopped making excuses for why I haven’t tried an activity I think looks interesting, and just did it? What’s the worst case scenario? And of course, what if we were easier on ourselves when things didn’t go as wonderfully as we thought they would, and what if we were better about sharing those experiences with our peers – the plateau and the ravine, as well as the mountaintop? How might that change the discussion?

Let the sparks fly!

Feminists in our own House

I’ve shared with many people that an unexpected gift from Twitter to me is the reclaiming of the term “feminist”. I am blessed to have a community of thoughtful people who are willing to talk through the issues of the day, and think about what feminism might mean in 2015. Words matter, and my husband shared his take on this one in this post from his blog.

 

Feminists in our own House.

via Feminists in our own House.

That guy

This is a post about that guy. You know, that guy.  The one that, if you’re like me, you’ve been thinking about, and probably getting angrier about, over the last couple of weeks. Those are the weeks since the Jian thing hit the fan, and then 2 MP’s got asked to leave the Liberal caucus over allegations of harassment. Yeah, I’m talking about that guy.

 

credit: krembo1 via cc

So who is that guy? Right now, he doesn’t work in my building, but he’s still in my professional life. He’s the one who doesn’t respect your personal space, who brushes or rubs up against you when you’re doing some silly icebreaker thing, and makes a comment that lets you know it’s not by accident, who leans in a little too close to show you something on the page or the computer, who makes no effort to hide the slow up and down he gives you when you’re introduced. The one who will offer the newest, or the youngest, or the loneliest woman in the room a ride home, and you will all try, by non-verbal communication, to wave her off, because you know that’s not a good idea. He’s the one who comes into your classroom for an observation, or professional learning, and gets much chummier with your female students than they (and you) are comfortable with.

You know, that guy.

We all know him. We give other women in our profession the heads-up about him, and when you tell a colleague a story about an uncomfortable situation you’ve found yourself in, she knows who you’re talking about before you name him, because she’s heard about him, or experienced the same kind of thing from him. We try and make sure there’s not an empty seat near us at learning events, so we won’t have to sit next to him. We work really hard to make sure our friends know not to be in a small group with him. We know he’s not safe, and we know he makes us and our friends and our colleagues incredibly uncomfortable. And yet, we don’t tell him.

I am not a shrinking violet, by any stretch of the imagination. People think I’m mouthy and pushy and opinionated. I have told women I work with to lay off the inappropriate comments about male co-workers, but I have not done anything about that guy. When he makes me profoundly uncomfortable with a touch or a comment, I may give him the death stare, and get myself out of that space as soon as possible, but I do not say anything to him. And I am ashamed of that, because it gives him license to continue to do what he does. I am also ashamed, because some of us are doing this in contexts where students see us, and we are modeling a power dynamic for them that I work against all the time.

credit: Peter Rukavina via cc

I was listening to Cross-Country check-up on Sunday evening, making dinner, and yelling nasty comments at the radio, as Rex Murphy (really, CBC?) attempted to have a meaningful call-in about sexual harassment. He was astounded at the number of women calling in to say “yes, this happens, yes, this is real, yes, we are STILL dealing with this crap.” He commented repeatedly on one caller who had impressed him with the strength of her personality, and seemed really surprised that this had happened to her. Because why, Rex? Because she doesn’t seem like an easy target?

This happens to all of us, introvert or extrovert, old or young. Part of why it happens is because we have somehow become desensitized and accepted that this is just the way it is. A colleague I talked to said we’ve put up with it for so long, that it doesn’t seem like it’s ever going to change, so why would we be the one to make noise about it, and open ourselves up to shame and embarrassment, because we’re admitting this happened to us.

So this is my turning point. I have decided that I will no longer walk away. I will look that guy in the eye, let him know exactly what he’s done that made me uncomfortable, and ask him not to do it again, to me or anyone else. If you’re as fed up, and frustrated, and tired of being on edge as I am in this context, I’d love it if you’d join me. It’s time.

 

Let the sparks fly.