Discussing U.S. Election Results with Children

When my son was young, Bart Simpson hit the air waves.  I hated how the characters on the show talked and how they disrespected each other.  It incensed me to the point that I refused to let my son watch it, despite a considerable amount of begging.  The conversation ended briefly.  I soon discovered that he would go to his friend Dennis’ house to watch the show.  It wasn’t until that point that I agreed to watch the show with him.  It opened the conversation.   We would discuss what he found funny and what offended me.  Although he still preferred to watch it at Dennis’ house without my commentary, at least he understood my perspective about the importance of respectful interaction.

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The election of Donald Trump to the position of President Elect of the United States has stopped many conversations.  Coming from a Canadian stance, it is largely incomprehensible how someone who has overtly disrespected and discredited woman, Latinos, Muslims, Immigrants and the LGBTQ community could be selected for public office, in part by the people he targeted.    I needed to step away from being personally offended by his hateful rhetoric, in order to come to the conclusion that this was not just a win for misogyny, racism, homophobia, xenophobia and a fixation on the gun culture.  This was a democratic election and the leader was chosen by the 55.6% of the population who opted to exercise their democratic right to vote.


It has pushed the need to ask questions to what is happening south of the border that has created the palpable anger and commanding voice for change?  What is a “protest vote”?  What is the “status quo” that has created such a reaction?  Who voted for Trump?  Did gender play a part in preventing the election of a woman?  How did the close alignment with bankers and sizeable payouts to prevent bank failure impact public opinion?  How much impact would Bernie Sanders have been able to make on what happened in a Clinton government?  What was the impact of the votes garnered by Jill Stein and Gary Johnson?   The list goes on.

As a vice principal in a school, I spend a large chunk of my time engaging in conversations about respectful interactions.  The rules of the game in school are intended to prepare them for life.

  • Tell the truth.
  • Tell the other person your thoughts in a respectful way.
  • Take responsibility for your behaviour.
  • Empathize with the other person you are in conflict with.
  • Don’t make yourself feel big by intimidating others with words, physical proximity or force.

Prime Minister Justin Trudeau wrote a letter to third graders at Tecumseh thanking them for their work to welcome Syrian refugees to Canada earlier this year.  In the letter he told them that their voices and what they do matter right now.   I believe our children internalize these messages that their voices matter, just like they internalize the rules of respectful engagement when they live it.  My hope is that our children fully participate in the democratic process by voting and holding elected officials accountable for their conduct, actions and decisions.  My dream is for them to assume roles and responsibilities in the future where they are able to conduct themselves with integrity, intelligence and kindness to create a world based on respect for peace and justice.

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Not Just 4Parents

Parenting is a tough gig.  There is no “perfect” set of directions to follow that work with every kid and every situation.  I started to teach before I had children and bemoaned that if only parents could be consistent with some basic rules in the household, all would be well. Having my own children brought a new level of humility to my perspective.  Sometimes we are able to follow our intuition and get it right.  Sometimes we’re just tired and want to avoid conflict.  Sometimes we are left in search of the magic answer to steer us in another direction that will solve all issues and reassure us that we’re doing the “right” thing.  There is no easy answer and parenting continues as one of THE most work intensive endeavours of my life.

My mother had her well-worn copy of Dr. Spock in her bedroom bookcase well into my teen years.  My parenting bible was How to Talk So Kids Will Listen and Listen So Kids Will Talk by Faber and Mazlish.  I read it repeatedly through the lucid moments, frustrations, phases and stages of bringing up my own two children.  For those parents bringing children up in the 21st Century, the “must read” is  The Dolphin Parent by Dr. Shimi K. Kang.  She is a Harvard-trained child and adult psychiatrist who provides advice in the form of prescriptions for parents who strive to raise children who have healthy relationships with the world and meet challenges with determination and hard work.

Dr. Kang provides a basic frame that divides parenting into three categories:

1. Authoritarian or the “I know best” parent.   Dr. Kang includes both the overdirecting and the overprotecting parents who micromanage their children’s lives.  This is an easy trap to fall into because many of us have been parented ourselves in this way.  She asserts that when parents micromanage their children’s lives, they are underparenting and thereby robbing children of a sense of control of their own lives.

The authoritarian parents include all of the types of parents with the familiar tags applied these days:

  •  “Tiger” parents ferocious in their dedication to pushing their children to achieve the competitive edge
  •  “Helicopter” parents waiting to swoop down to intercede on their child’s behalf
  • “Lawn mower or snowblower” who are always one step ahead of their child removing obstacles
  • “Bubble wrappers” – who see their role to protect children from even the slightest disappointment

She uses the metaphor of the butterfly to explain the problematic aspect of helping too much.  In his efforts to help, the little boy pulls off the cocoon that the butterfly is struggling to get free of.  To the little boy’s surprise, the butterfly doesn’t spread his wings and fly away.  The butterfly needed the time and struggle to develop the muscles and coordination to fly.

2.  Passive or “Jellyfish” parents  Dr. Kang frames these parents as those who avoid confrontation and underparent by failing to establish appropriate boundaries.  They fail to define socially appropriate expectations around respect, social etiquette or personal values.  These are parents who are overwhelmed with the demands of their own lives or strive to be best friends with their children.  They hand over control without providing guidance.  They struggle with saying “no” and will even resort to “turning a blind eye” or buying alcohol for their underage children to party with their friends.   Dr. Kant provides specific examples from her practice where these children end up irresponsible, impulsive, with poor relationships, a lack of respect for authority and an increased likelihood to engage in riskier behaviour.

3.  Authoritative parents establish clear rules and guidelines to support children in experiencing and coping with reasonable stress to develop the mental strength and resilience they need for independence.  This is where the metaphor of the dolphin comes in as a model of ideal for parenting.bottlenosedolphinmombabychinslapping-1

Dolphins are highly social animals and the bonding process is important.  Their young are provided with guidance and an opportunity to learn through play.  They experience natural consequences from mistakes through this playful exploration with the group.  Dr. Kang  is a big proponent of play to help students develop intelligence, emotional regulation, creativity and people skills.  Dr. Kang cites Albert Einstein’s quote “Play is the highest form of research” to emphasize the importance of play in a child’s life.  Overscheduling, memory drills, and repetitive practice puts the focus on demonstrating a specific skill set and kids don’t have the time to wonder.  They stop asking questions and will not risk an incorrect answer.  Apparently Edison failed 9,000 times before he eventually invented the lightbulb.  He had the benefit of experiencing the learning that comes from what is too often framed as “failure” rather than “learning”.   In the 21st Century, information is at our finger tips, but asking good questions is what generates innovation.

People have become very familiar with IQ or intelligent quotient as a standard measure of intelligence since the test was first widely applied to sort which soldiers would be sent to the front and which ones would be trained as officers in the U.S. Army prior to World War I.  However rote learning and regurgitation of information has not resulted in “smarter” students.  At the university level, The Faculty of Medicine, has needed to change requirements for entrance due to the fact that high achieving applicants do not demonstrate the problem solving ability or people skills to cope with the demands of a career in medicine.  We are learning that IQ is not the best measure of gauging how well a child will fair in life.

The 4 essential 21st Century Skills for success  have now been defined as CQ or Complete Quotient.  It has been determined by The Assessment and Teaching of 21st Century Skills, an organization at the University of Melbourne that includes more than 250 researchers from sixty different institutions worldwide.  These skills have been incorporated in educational institutions and workplace environments everywhere.  The higher the CQ of your child, the more adaptable, healthier, happier and more successful you child.  These skills include:

  • creativity
  • critical thinking
  • communication
  • collaboration

As an educator and as a parent, I have come into contact with many parents and many styles of parenting.  In most cases, all of these parents love their children intensely and have grand aspirations for their happiness and success in their futures.  This book is an excellent way for parents to take a step back and consider what they really want to accomplish with raising their children.   We still want to develop the intellectual skills of our children, but also the ability to problem solve, self regulate, form meaningful human relationships and the resilience to cope with failure and keep on learning.  It also gives us the permission to bond with our children through joyful play and shared interests.

The Science of Art

Dana Mulder, one of the Tecumseh staff members, gave us the opportunity to experience the Science of Art last week.  She has developed a considerable amount of background knowledge through her work providing programs at Van Dusen Gardens and provided an after school session for interested staff members on dyeing wool from natural materials.  My experience to date with dyeing anything has been Rit dyes out of a package.  It felt like a whole new world was introduced.

Dana not only taught us about the natural dyes used historically but also the stories and collection of the plants and insects that they were derived from.  The Brilliant History of Color in Art by Victoria Finlay, Wild Color  and Quilt History also provide a plethora of information for further exploration.  We learned there are three types of natural dyes derived from three different sources.  There are natural dyes obtained from plants (indigo), those obtained from animals (cochineal), and those obtained from minerals (ocher).

We used ALUM as the mordant to facilitate the chemical reaction that takes place between the dye and the fiber so that the dye is absorbed and brightens the colour slightly.  Other common mordants are: IRON (or copperas) which saddens or darken colors, bringing out green shades; TIN to brightens colors, especially reds, oranges and yellows; BLUE VITRIOL which saddens colors and brings out greens and TANNIC ACID used for tans and browns.  Some dyes like walnut hulls and lichens do not require mordants.

I chose the cochineal dye, not for the smell, but for the story and for the rich, red colour.  Historically cochineal was a valuable commodity, only beat out in trading popularity in Europe by silver and gold.  These dead insects, hence the smell, are ground with the mortar and pestle into a fine powder that is mixed with the alum for a beautiful colourfast dye.

As a child I spent a lot of time with my grandmothers.  Knitting, crochet and embroidery projects were clearly enjoyable but also had a specific utilitarian purpose.  Creating clothing, decorating pillow cases and saving money were a driving force.  I learned to appreciate these endeavors and continued to pursue them and teach them to students as hobbies.  Dana’s session provided us the opportunity to consider the cross curricular connections implicit in the craft. Her dyes included crushed marigolds, dandelions, leaves and the cochineal insect.  Dana also provided information on respectful harvesting, although I have grand aspirations of our students stripping the ground of all traces of dandelions in spring to deal with this pernicious weed on our school grounds and use them for something purposeful!

The new curriculum in British Columbia gives educators the opportunity to consider the things that we do in schools through a new lense.  Dyeing wool no longer belongs solely in the realm of arts and crafts.  It becomes part of science, the stories of history and Indigenous practices, as well as outdoor education.  It also provides a high level of engagement that was able to keep educators at school after a week of parent-teacher conferences and preparing for professional development sessions the following day.  It continues to hold our attention as we shake our jars daily to distribute the colour and imagine the final outcome.  Special thanks to Dana for opening our eyes.  My Nanny Keenan would be thrilled .  She had fond memories of this long-haired sheep on the farm in Brandon, Manitoba.  I can only imagine what she could have done with these dyes!

 

Coding 4 Learning

When I googled Harvey Mudd, just the thought of doing an online course at a specialty College in Math, Science and Engineering in Los Angeles intimidated me.  I started the Programming in Scratch HarveyMuddX CS002X course because the Minister of Education announced in Spring that students would be learning coding in school.  I teach computer technology with several classes and enrol a Grade 3 class on Mondays and Tuesdays.  Although I have done a good job teaching online safety, digital citizenship and navigating the internet for a variety of purposes and creating digital portfolios, as have many of the teachers in my school.  To date not many have  waded into the CODING terrain.  As an instructional leader in the school, I realized that I needed more background information to be able to expose kids to this new horizon and engage in the conversation with staff.

My personal inclination is more of a Social Science rather than Math / Science bent.  Given a fiction novel or an interesting math problem to consider, I’ll take the novel every time.  I completed the first module of the course in June and then promptly back- burnered it.  Although I thought about getting to work on the course in summer, I used all of my very best developed procrastination skills to avoid it.   My saving grace was that I had promised kids that we would do coding in the fall and wanted to support the teachers delving into this new terrain.  I knew that I was committed and there was no chance that they’d forget my intended risk taking venture.  I plodded through the assignments and hated it until I was 3/4 of the way through the course.  At that point, I was creating some pretty cool things that I could get excited about.  I was also starting to feel more able to control the outcome in a myriad of ways.  The computer was no longer the problem.  It was up to me to figure out what I had missed in the code to direct the computer.  The locus of control was with me, not the computer.  My biggest problem was to STOP working on my final project.  I went way beyond the expectations of the assignment because my own vision took over.  You’ll laugh if you check out the link.  The game is basic but the learning was profound!

Try me!
Try me!

I was also able to appreciate that I had developed a new way of thinking.  My global / holistic orientation to life had to be traded in for a very logical, sequential approach in order to complete the assignments.  Although in earlier assignments, I was able to complete the task, it was not always the best way that could be used as the course became increasingly complex.

I have been married for many years to a Systems Analyst with a passion for computer programming.  My spontaneous approach to exploring what life has to offer has always been counterbalanced with his end game approach to life.  I now have a much better understanding of the orientation.  In computer science the definition of the final product and what you want it to accomplish dictates how it is approached.  No wonder getting off the vaporetti into the circuitous streets of Venice that were not at all map friendly  stressed him out so much!

Another benefit of teaching coding to students is the complexity of the thinking required to accomplish a task.  Although it has frustrated me over the years that my husband has trouble stepping away from the computer, I can now appreciate the need to hold  several threads of thought in your head in order to navigate through the “If… then”, “if… else”, “repeat” command frequently nested in another command.  The need for complete accuracy forces you to concentrate on the task until completion.  Many nights I looked up and it was 4 am and the time had just slipped away.  In this day of high jolt entertainment, learning to focus on one task for an extended period of time is extremely beneficial and rewarding.

The level of analysis required for programming is also prevalent.  In order to debug a program, you need to follow each step of the program to determine where the error is occurring.  The bugs that initially stumped me were not the commands that were incorrectly executed but the ones that executed so quickly that you couldn’t see them.  The code not the observation of the program was what revealed the mystery.  Programs like Scratch lend themselves to being remixed.  This is when chunks of the program are borrowed to use in your own program.  A high level of analysis is required to read the code to determine the best block of code to select, and the best and most efficient way to use it in your own programs.

As you may have surmised by now, I have become a big believer in the merits of coding with children.  Recently I discovered the Usborne Lift-the-flip Computers and Coding book.  I recently used it to introduce coding to Grade three students.  The layout of the book supports the conceptual understanding of complex ideas.  The follow up was the introduction to Scratch Jr. on the iPads.  Although I carefully thought through how I would sequence the instruction, by the end of one session, some students had managed to open four stages with four different sprites that were interacting with each other.  The desire to complete specific tasks had spawned “teachers” all over the room which was buzzing.  All of the students in the room were highly engaged in mentoring and creating.

Social Media Breaks

Another perfect day at the lake!
Another perfect day at the lake!

This summer I took a deliberate online hiatus from social media.  This was facilitated by some key events.

  1. I wondered if I could.
  2. Our cabin in the Sierra Nevadas does not have internet access.
  3. I didn’t want to get sand in my iPad or computer.

Engaging with social media is a habit.  Like Pavlov’s dog, the ping or even a lapse of time, brings the strong impulse “to check”.  In many instances, it evokes a smile with a quick update or joke or pic from a friend or relative.  It may bring reassurance that the kids are okay.  It may allow for the impromptu bike ride, golf game, or tea time.   It brings a connection with people connected with common interests and reminders of that upcoming dentist’s appointment.

 

By all accounts, a break from social media is viewed to be a very positive thing.   The downside of “the ping” is when it signals that you are still at work with things to tend to.  It is easy to fall into the trap of, “Better to do it now, rather than adding it to the never ending things to do list”.  I’ve looked at many emails and texts that come with an expectation of immediate response, even very late at night and very early in the morning.  The NOT working 24/7 is the quest implicit in the technology break.

 

I LOVE Twitter as a tool for professional development.  Disengaging from posting and responding to other posts brings a disconnection with “friends” or “followers”.  If the numbers game is an important goal, then the break is not a healthy thing.  If you have cultivated connections online, then you know where to find them and how to re-engage when you’re ready.  One of the best things of presenting in Boston at the International Literacy Association this summer, was connecting with some of the people I’ve connected with online.  We’d look at each others nametag and react as old friends.  As a tool to develop your Professional Learning Community, I think Twitter is brilliant.  Although the 140 characters of text do not provide enough depth to be profound, the links to blogs and articles and other professional development stimulate the thought and connections to facilitate professional growth.  I frequently use Twitter as a way to take notes and involve people inside and outside the room in thinking about the topic being discussed during professional development sessions.  I did miss the conversation over the summer.

 

A close colleague and I frequently laugh about our treatment of books.  We are both prolific readers.  She sits in one place, does not bend the pages and places them back on the shelf in order by author’s last name.  I take a collection of books with me everywhere I go.  They show evidence of the beach, the bathtub, red wine, coffee and many bends in the corners.  This is probably why e-readers have never worked for me.  Professional books are marked with highlighters, stickee tabs and underlining.   They go back on a shelf if I get them back from whoever last borrowed it.  That did not change this summer but the blogging piece did change how I interacted with the books.  Blogging pushes the reflection of text to a deeper level.  When ideas are being expressed to an audience, it is necessary to refine your thinking and fine tune how your ideas are expressed.  I think I read more this summer without blogging but I thought about what I had read less.  Blogging facilitates the reflection which makes the reading more personally meaningful.  I continued to register a plethora of questions to ask and ideas to blog about LATER.

 

After the initial break from technology, it became easier and easier not to reach for my phone or get up early in the am to blog.  I didn’t realize was how hard it would be to get back into the habit of engaging in social media.  As with anything, engaging with technology isn’t something that some people are predisposed to do.  It is a clear choice that it is important and therefore the time and energy must be carved out to engage in it.  So now I am forced with the challenge of getting back to the gym AND getting back to engaging with technology.  Fortunately I can read my phone on the stationary bike🙂

Celebrating International Literacy Day

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Superheroes Champion Syrian Refugees via CBC Podcast

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1947 This suitcase carried belongings of mother and her four young children to Canada to start a new chapter of life

It all started with a suitcase on Human Rights Day on December 10, 2015.  Tecumseh students were first asked to reflect on the Syrian Refugee crisis.  Students wrote letters to Prime Minister Justin Trudeau expressing their desire for Syrian boys and girls to live in a place without war where they could go to school in safety.  They wrote heartwarming notes to Syrian refugees so they would know that Canada is a country that values human right and was welcoming to people wanting to start new chapters of their lives.

This project captured the mind and heart of Grade 5/6 teacher Marion Collins, who worked tirelessly to provide learning opportunities for teachers and students throughout the year in the spirit of the redesigned curriculum in British Columbia.  With the help of a grant from Promoting a Culture of Peace for Children Society, the suitcase became a symbol of the refugee experience and a work of art welcoming individuals to add their individual voice to the multicultural expression of Canada.  With the help of a grant from ReadingBC (the BC council of the International Reading Association), the writing component of the project grew to include stories and photos of the journey to Canada of Tecumseh students, clothing with messages to Syrian refugees to go in the suitcase, reflections of what students would grab if they needed to leave home in a hurry like refugees.

Last week, Science World hosted the Digital Fair of the Vancouver School Board.  Grade 5/6 students presented their Graphic Novels inspired by CBC podcasts.  Graphic novels featured student created Refugee Superheroes to equip Syrian refugees with the skills to cope with the experience of settling in a new Canadian home.  They use captions, time labels, sounds and speech bubble to demonstrate their innovative, creative and unique style.  Most of all, they continue on the spirit of welcoming that comes from children who understand the challenges and difficulties that accompany leaving your home to start a new chapter of life in another country.


Shining A Light on Reading

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Curriculum Learning at Gr.6 Camp

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Last week was the annual Grade 6 Camp Elphinstone experience.  For students on the South Slope of Vancouver, it is a game changer.  Most of the children come to camp and experience a plethora of “Firsts”.  This year some of those “firsts” included:

  • taking a ferry
  • staying in a cabin with friends
  • sighting a baby bear
  • watching a river otter poop
  • canoeing
  • kayaking
  • archery
  • catching a fish
  • swimming in the ocean
  • attempting to hit the bell at the top of the climbing wall
  • Meal time and Campfire ritual of songs and chants and debates
  • counting the seconds between the forked lightning and thunder
  • eating Mexican sushi (actually scrambled egg breakfast wraps)
  • setting the table, serving food, and cleaning up

The team building opportunity presented by the camp experience creates a  perfect opportunity to develop the essentials of social and emotional learning.  This results in a sense of belonging and a wonderful tone going into their final Grade 7 year of elementary school for Tecumseh students.  The YMCA has years of providing high quality programming for young people and has all of the elements of the camp experience down to perfection.  The camp rituals of family style food service and traditional campfire songs and activities challenge students to take risks, engage in experiential learning and explore their identity.  The young counsellors from Canada, New Zealand and Australia are able to keep up with the pace of energetic Grade 6 students and facilitate safe and memorable learning experiences.  Our Junior counsellors from David Thompson Secondary and sponsor teachers came together to ensure the best experience possible for our campers.

If you talk to our students, they will tell you they are on a holiday from school.  In actual fact, they have simply entered the outdoor classroom to engage in experiential learning masked as fun.  The learning is not in just one experience but many experiences in nature and with peers over time.  If you have the time and inclination, you may want to open up the redesigned curriculum in British Columbia-Grade 6.  The three-day camp experience touched on many big ideas, all of the core competencies and a meaty chunk of curriculum.  The social emotional learning is pervasive throughout all of the activities and experiences and indigenous ways of knowing are infused throughout the experience.

Meal time and camp fire included  action songs, chants, listening games and debates for students to hone their powers of persuasion.  Shelter building required teamwork to come up with a plan to build a shelter from materials on the forest floor that could withstand both the earthquake and water test.  Canoeing, kayaking, hiking, the climbing wall and archery challenged students to take risks, learn a new skill and took the development of flexibility, strength and endurance to new levels.  The range of games such Running Pictionary, Capture the Flag, Camouflage tag and Wink, Wink, Murder necessitate safety rules, game rules, social interaction, spatial awareness and verbal and non-verbal communication skills.

Upon reflection, the camp experience opens a myriad of possibilities for more intentional curriculum learning.  I am not proposing duo-tangs filled with photocopied worksheets.  I am proposing that we consider the aspects of curriculum that can be incorporated into the camp experience.  Place based Aboriginal perspectives and ways of knowing as outlined in the First People’s Principles of Learning could be clearly articulated.  The opportunity to directly teach social emotional skills to allow students to develop coping skills for dealing with stress and for dealing with conflict effectively are present throughout the daily schedule.  The consideration of opportunities for direct instruction in mindfulness by tapping into nature and social interaction are plentiful.  It means people with background knowledge about the solar system, constellations, local flora, fauna and primary resources become invaluable.  Materials such as compasses, Write in the Rain notebooks and field handbooks may need to be purchased. The camp experience may be re-imagined, not as an “extra” but as a vital pathway to develop and incorporate big ideas, core competencies and curriculum knowledge for our students in a meaningful way.

#WelcomeSyrianRefugees

imageOn December 10th, 2015, Tecumseh Elementary School paused to celebrate Human Rights Day and to consider the plight of Syrian refugees.  If you had a chance to read the Welcoming Syrian Refugees blog (Dec. 2015), you will remember that Marion Collins was reading Hannah’s Suitcase with her students and we had the idea to create peace art with the old wooden suitcase that my paternal Grandmother brought to Canada in 1947 to start a new chapter of life with her four young children.   With the help of the grant from Promoting a Culture of Peace for Children Society, the suitcase has become an inspiration for representing ideas through art, reading, writing, listening, speaking and caring.

One side of the suitcase is decorated with messages of welcome to the Syrian refugees. The other sides are decorated with Jackson Pollock inspired art by Grade 3 students. Each colour represents each individual in Canada with all of our similarities and differences.  The finished masterpiece is the representation of all of us coming together to create something beautiful.  Tanya Conley’s students also made flags of the countries of origin of Tecumseh students and of the suitcase.  A local artist, Larkyn Froese, came into help the Grade 3’s with applying the flags on the project.  Grade 6 students wrote messages of welcome on fabric squares and sewed them on items of clothing to be displayed coming out of the suitcase.

The artwork became a catalyst for more questions and an inspiration for the reading and writing of Tecumseh students.  With the help of a grant from ReadingBC (The British Columbia chapter of the International Literacy Association –ILA), Ms. Collins continued to expand the project to include a literacy component with the entire school.   The experience of leaving home and family behind is a difficult experience as an immigrant and as a refugee. Many of the parents in our school community have given up good jobs in their home country and work hard, often with more than one job, to provide better opportunities for their children in Canada.  Ms. Collins spearheaded a writing project with intermediate students to interview their parents and discover family stories of hardship and triumph.  Several albums have been filled with the interviews and photographs for display with the suitcase.

This same family history vein was pursued by Ms. Conley’s HumanEYES art based initiative that celebrates the diverse life experiences of young people throughout the Vancouver, Coast Salish ancestral lands.  This project documented inter-generational and inter-cultural storytelling and celebrates the importance of family and maintaining cultural roots.  The project culminated with an intergenerational cookbook filled with recipes, art and family photographs of her 4th graders that has been included in the suitcase as well.

Ms. Collins, her enthusiasm and the desire of staff to get involved resulted in almost all of the classrooms in the school taking part in the project.  Several classes stopped to consider the notion of taking flight in war-torn areas with very few belongings.  They learned many refugees leave home with a house key in the hope their home will survive the war or as a memory of what was.  Several intermediate classes of students designed hamsa handsan old and still popular amulet for magical protection from the envious or evil eye in many Middle East and North African cultures.  They created keychains with the hasma hand, a key and a fimo sculpture of what they pack if they needed to leave home in a hurry.  Primary students wrote and drew about what they would bring and have created albums of their ideas for inclusion in the suitcase as well.

The #WelcomeSyrianRefugees project was first featured at the United Way luncheon for Syrian Refugees that was hosted at Tecumseh Elementary school this Spring.  The most common reaction from the adults viewing the project has been tears.  In the barrage of negatives on mainstream media and social media, there is comfort that Canadian children are welcoming their Syrian children with open arms.  There is also the hope that there are many Canadian adults who are doing exactly the same thing.

Note:  The title #WelcomeSyrianRefugees came from the Twitter handle of the same name that expresses messages of welcome not just to Syrian refugees.  This project will be on display at the Vancouver School Board during July and August 2016.  Our goal is for it to be displayed at a variety of venues as a way to warmly welcome refugees as they begin a new chapter of their lives in Canada.