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.
On 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 hands, an 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.
Earth Day has become an established part of the school calendar. Every school district and most schools focuses on taking care of the environment in one capacity or another. In some cases, the focus remains on garbage pickup and recycling. In some cases, it extends to gardening efforts, going outside for Physical Education and composting. I believe that our real task as educators is to nurture an appreciation of the outdoors to prevent the disconnect with nature that many of our students are experiencing, particularly in urban contexts.
Most children naturally experience the physical benefit from outdoor activity. Some children readily participate in community building experiences with peers. All children benefit from scaffolded experiences to develop their curiosity, creativity, problem solving and mindfulness during outdoor learning experiences. For educators with diverse background experiences outdoors, teachable moments and connections to curriculum unfold seamlessly. At our school, the Grade 6 YMCA Camp Elphinstone experience, has been an important way of broadening student perspective of outdoor learning opportunities available to them. The expansion of recycling and organics in all VSB schools, the BC Fresh Fruit and Veggies program, the B.C. Milk Program for K-Gr2 students, bringing the cows to the school and exploration of food sources have all helped students to make connections between nature and their lives.
One challenges is that educators in urban contexts do not always have the background experiences to use the outdoor classroom as a basis for developing cross curricular competencies on a daily basis. As school communities, we need to tease out the resources that are readily available to us. Dr. Hartley Banack ,of Wild About Vancouver, has been instrumental in helping us to engage our students in meaningful learning experiences. Spearheading the Wild About Vancouver Festival has been a labour of love to broaden the accessibility of outdoor learning possibilities to urban dwellers in Vancouver. With the stellar effort of his team, Wild About Vancouver was able to coordinate 65 events, hosted by 48 organizations. Students at Tecumseh Main and Tecumseh Annex experienced nature through games, shelter building and developing their observation skills during the festival. Hopefully this is an event that only continues to grow and increase our personal health, community building, mindfulness and experiential learning throughout the year.
Dr. Banack is a professor in the Department of Curriculum and Pedagogy in the Faculty of Education at UBC. He works tirelessly with students at U.B.C. to develop the skill set to engage students in experiential learning outdoors. Alison Nasato and Alli Tufaro are two students in the Social and Emotional Learning cohort at UBC with Professor Claire Rushton. Their coursework with Dr. Banack and Claire Rushton has been inspirational. They have been engaged in inquiry projects exploring curricular integrations of outdoor learning within a SEL framework during their practicum experiences in Surrey, B.C. This type of learning has the potential to impact how we engage students as the redesigned curriculum unfolds in British Columbia.
The Outdoor Einsteins has been an offering at Tecumseh Elementary for all three of terms of after school programming by the David Thompson Community School Team. CST School coordinator, Tara Perkins, has worked hard with student program facilitators from David Thompson Secondary School and volunteers to implement the program. A grant from ReadingBC (BC Council of International Literacy Association) allowed her to develop the literacy aspects of the program. A eureka moment for many of our students and parents has been that you can even have fun outside, even when it’s raining. Appropriate clothing, hot chocolate, student made shelters, giant umbrellas, Write in the Rain books and inspired activities have kept kids excited about participating and lining up to register each term.
Another source of inspiration I recently happened upon on Twitter in the 30X30 challenge sponsored by the David Suzuki Foundation. The goal is 30 minutes outside for 30 days in May. What a fun way to engage our school communities! Follow us @Tecumseh39 to see what we’re up to in our school community. Let us know if you have other ideas on ways to learn in the outdoor classroom.
The holiday season provides annual opportunities to catch up with friends and family. It is so easy to get swept away in a plethora of commitments throughout the year and lose track of each other. The parties, get togethers and dinners allow us to take the time for face to face interactions and laugh and enjoy each others company. Yet, the reality is that we don’t get the opportunity to connect with all of the people who matter personally and / or professionally. Fortunately there are a myriad of ways to communicate with people when face to face communication isn’t an option. Sometimes it seems like too many and sometimes it seems there has to be a better way.
In the past few week, I’ve explored several familiar and not so familiar options. I’m curious about how about how other people are connecting and if there are other options that I should explore.
Professional Development: I think Twitter is one of the best forms of online professional development. I love the links to articles, websites, blogs and YouTube clips shared by the people I follow. I’m also a big fan of the TwitterChat. @ILAToday hosted a TwitterChat yesterday that included people from all over North American and allowed me to connect with a like minded teacher in Vancouver. I like how you can participate in online conversations and also message individuals directly.
Connecting with individuals: The telephone still factors in big here. It certainly is more reliable in ensuring the message is understood and that the interaction is sincere. If there is tone, it isn’t imagined as it is sometimes via print. Perhaps I’m dating myself by saying that yes, I STILL like Facebook. It’s a great way to touch base briefly, share a laugh, pass on a birthday wish and connect briefly with people. This summer I had a chance to visit with an fb acquaintance from high school while I was in L.A. We have a lot in common as adults and surprisingly very common experiences growing up. I wish we had known that in school. Great evening. Good fun. Connection worth keeping!
I don’t know how I ever lived without messenger and texting. When my kids first got flip phones, I use to text “Y” for yes, “N” for a definite NO and a “P” for phone me and give me more information. I’ve come a long way! Texting allows for quick and easy communication when not a lot of context is required. WhatsApp is also a favorite with friends and relatives without a texting plan.
I have also used Skype for several years. I has been great to connect with family in Italy, Switzerland, the Czech Republic and the US but it is all about the connection available at any given point in time. It is frustrating when the calls are just dropped and of course it’s limited to individuals or however many people can squish in one screen. Perhaps my expectations have just gotten too high for something that is provided for free. Just recently I’ve been trying out Voxer. The walkie talkie type of set up allows for a more personal connection without the cost of long distance or the set up of Skype.
Connecting with groups: This seems to be the biggest challenge. The conference call is typically reliable but there is a down side. It is difficult to connect the voice with a name unless you know the people in the group quite well. The International Literacy Association schedules conference calls with provincial and state coordinators to pass on information. It works well for this purpose but doesn’t lend itself to any interaction.
The BC Council of the International Literacy Association used Google Hangout to meet last week. The president was in Kamloops, another member was in Halifax and the rest of the members were in a school library in Vancouver. I’m not sure if it was because we had two computers in the library but it was difficult for the people outside the room to hear well enough to follow the conversation. I’m curious to learn if anyone else has some good tips to pass on.
Any feedback about the types of online communication that others are using with success will be very much appreciated.
It is a hectic time of year but pretty much every month in the school year is shrouded in busyness. Getting back to school, meeting reporting deadlines, getting ready of special assemblies, celebrations and project presentations with the overarching goal of meeting the social, emotional and academic needs of our students. In administration, you add yet another layer to the busyness. During our recent career day sponsored by the Spirit Committee, one of the students chose “Vice Principal” as their dream job. Of course, it begged the question. Why? The response was true enough: I smile a lot and laugh at my own jokes. I spend most of the days just talking to kids and teachers and parents and people who fix stuff in the school. I get to play everyday. I have a whistle and lots of keys. I get to do fun things like building the playground and garden boxes. I make rules and get to talk on the PA. What more could you want in a dream job?
I recently became part of the School Administrators Virtual Mentor Program (#SAVMP). George Couros suggested the blog topic: Why Do I Lead? It has pushed me to reflect on the various types of leadership that I have experienced as a student, a teacher, a parent and an administrator. My first memory of leadership was in Grade 7 at David Lloyd George Elementary School in Vancouver, British Columbia. I was running to be team captain. I was nervous beyond belief to be up on the stage giving a speech and facing the possibility of a humiliating defeat. My eyes flickered up from my shaking cue cards to see the front rows of primary students cheering. Those little people believed I could be their leader. Getting elected was thrilling but the biggest takeaway for me as a kid was that big people and little people believed my ideas mattered and wanted to talk about them with me. My takeaway as an adult is that I want everyone in our school communities to have that experience.
Subsequent activities that I have chosen, or been co-oped to lead, have been things I have been heavily invested in, such as social justice, my children, my students and professional development. Leaderships skills were not a precursor to assuming the leadership roles for me but were more of a by-product of the experiences themselves. Every leadership role has been a risk taking venture. The learning has come with the grand successes or the abysmal failures or the things to consider for a later date. Each leadership opportunity has connected me with people who pushed my thinking, made me laugh, tried my patience and allowed me to see things from a different perspective. Each opportunity helped me to grow personally and professionally.
There are many opportunities for leadership when you work in a school. Throughout my career, I assumed a variety of leadership roles in sports, BC teacher Federation PSA, LSA’s, professional associations and committees while teaching at the elementary school, middle school and university level. When I was seconded to Simon Fraser University as a faculty associate, my realm of leadership possibilities broadened. In the Faculty Associate role, I worked in several school districts with student teachers in a Kindergarten to Grade 12 module. It provided the opportunity to engage in conversations with many administrators about their role and experience many school cultures. The multifaceted challenges in the role of the administrator in developing a learning community was intriguing.
I have been fortunate to work with a number of strong school administrators who challenged the status quo and supported teachers with innovative teaching practices. What they all had in common was the willingness to support and trust the initiatives proposed by staff members. We are fortunate in British Columbia to have a strong public school system. We are also in a time of unprecedented change that requires that educators have the confidence and support structures in place to cope with the advances in technology and shifts in parenting, society and curricular expectations. School administrators play an integral role in creating and envisioning an environment that supports the intellectual, human, and social and career development of all students. This requires their personal investment identifying the possibilities open to us as educators. It is inspiring to work in community to develop the background knowledge and skills required to provide the scaffolding for school communities to meet with success in the challenges of change. Richard Gerver (2014) highlights the work of Professor Guy Claxton (2002) and his definition of the 4 R’s of Learning Power as Resilience, Resourcefulness, Reflectiveness and Reciprocity. I lead because I want to be part of a network that supports teachers, support staff, parents and community partners in providing the very best kick at the can for our students to graduate with the background knowledge, skills, creativity, and confidence to fearlessly embrace the possibilities in their future.
Richard Wagamese calls it. It’s up to us to create “the best story we can create while we are here”. The celebration of relationships with the earth, family, community and spirits as well as the embedding of history and survival techniques in story is what sustained our First Nations people for thousands of years pre- contact. The importance of embedding story in curriculum has been explored extensively by Kieran Egan at Simon Fraser University and has become a mainstream truth. What is new, is the rediscovery of the fact that embedding memory and history in story to make it meaningful is part of the legacy handed down to our current society by First People’s cultures. Learning about and acknowledging and integrating these foundational truths from First Peoples cultures is how we can truly reconcile our relationship with Indigenous people that has been seriously compromised in the process of colonization and the subsequent quest for economic advantage.
The First Peoples Principles of Learning were written by fnesc (First Nations Education Steering Committee) and the British Columbia Ministry of Education . Laura Tait did an amazing talkat The Changing Results for Young Readers Conference in 2013. It’s well worth listening to her 15 minute presentation, complete with pictures and stories from her family and Tsimshian community to bring life to the words.
For me, the concept that bounced out was the acknowledgement of more than one way of looking at the world. Imagine the wars based on religious intolerance that could have been averted if we had been able to grasp this concept. I think of all of the time it took me to grasp the concept of “sister- cousin” from my Indo-Canadian students. And for me it should have been easy. I grew up with a cousin who was more like a sister and even lived in the same house for a chunk of time. When I finally “got it”, I had to tell Babita, the student who persevered and patiently explaining the relationship of “sister-cousin”. She had persisted with the idea despite my insistent references to the definition of the word cousin. Her eyes were filled with the delight, or was it relief, of a teacher when a student finally understands the seemingly easy concept that has eluded them. It didn’t just take my willingness to try to understand but her patience and perseverance in hanging in there with me on the journey of discovery. We hold on to these little successes along the way. To end where we began, with the words of Richard Wagamese: “We change the world one story at a time.” Babita changed mine.
The BC Literacy Council of the International Reading Association (BCLCIRA), commonly known as ReadingBC, has long been committed to improving student engagement in books and proficiency in literacy. Members read journals such as The Reading Teacher, Journal of Adolescent and Adult Literacy, attend conferences and get together to discuss things they have tried in their classrooms and communities and the things they’d like to try. Coming together with people with like minds is an energizing experience and lends itself to reflecting on practices that are tried and true and substantiated with research in the field. Members have readily embraced The International Literacy Association’s quest to start a worldwide Literacy Movement.
For the 2015-2016 year, Reading BC (BCLCIRA) is trying to broaden participation and the diversity of ways that literacy leaders in British Columbia can engage with other literacy educators both in person and online.
While it is increasingly difficult to organize and facilitate larger scale meetings due to high costs and increasing demands on our time, the ReadingBC executive committee has come up with some exciting opportunities to develop a variety of possibilities to engage in professional development and engage in community focused projects to advocate for literacy.
- Join a ReadingBC Book Club. Choose one of the books selected by members. Form a book club with peers.
- Participate in the discussion about a Book Club selection with colleagues via a TWITTERCHAT.
- Read Spirals of Inquiry (Judy Halbert & Linda Kaser) and decide on an inquiry question to pursue with a group of colleagues.
- Form a ReadingBC Community action focus to encourage children to engage in literacy activities or educate parents.
- Form a Literacy Committee if you have a well established group wanting to commit to regular professional development and advocacy in your area.
Check out the link below for ideas BCLCILA Projects.final (3) copy and opportunities to join the International Literacy Association . If you are a member of the International Literacy Association and live in British Columbia, you currently have a free membership to the provincial chapter, BCLCIRA / ReadingBC. We have designated funding to help members get started from a grant from the Lower Mainland Council of The International Association (LOMCIRA), a local chapter before it went into dormancy. Please check out the opportunities and send applications for funding or questions to the provincial coordinator at firstname.lastname@example.org or any of the other contacts on the website.
Hopefully this will forge some of the connections to continue building a community of literacy learners in British Columbia, and perhaps beyond.
I was welcomed into the Art Gallery of Nova Scotia with over the top friendly and helpful Maritime graciousness. Maritimers bring the Canadian “nice” to a whole new level. I gravitated first to what I was most anticipating, the Maud Lewis Gallery. To my delight her entire house with all of the surfaces, including a good part of the stove, is covered with what is now iconic Maritime folk art. Learning about the person and her challenges with childhood arthritis brought a new level of understanding to art for the pure delight of creation and celebration of everyday surroundings. Her art didn’t emerge from limitations on her life due to her physical challenges but her ability to delight in the life she was living.
The gallery tour started at 7:00 pm but many regulars had decided to wander through the gallery on their own. The docent was a gentlemen named Ian (I think) and had a wealth of background knowledge and had met many of the artists showing in the gallery. The tour started as a consideration of the show by the well known Nova Scotia artist, John Greer and his show “Retroactive”. In the very best of teaching strategies, Ian provided not only the background, but shared stories about the artist, the installation of the show and posed questions about the works. I learned that John Greer also has a studio in Italy and gets his marble from the same quarry as Michelangelo. Imagine there still being marble left! Ian was able to encourage close consideration of the art by evoking thinking with “I wonder” and prefacing questions with “There is no right answer but…”. What began as a standard gallery tour emerged into one of the most amazing discussions of art.
The “Terroir: A Nova Scotia Retrospective”collection drew me in immediately with the wine references. The permanent collection of Nova Scotia is explored in relation to the soil, topography and climate. Early paintings of the Maritimes and early contact with the Mi’kmaq nation were done in Europe by artists who were using early maps and records of battles by early explorers and traders. They were followed by the work of Arthur Lismer, Alex Colville, Christopher Pratt, Mary Pratt and so many other interesting and reknown Canadian artists. A great addition was the Contemporary First Nations Arts from artists such as Ahmoo Angecomb, Carl Beam, Edward Ned bear, David Brooks, Norval Morrisseau, Daphne Odjig, Jane Ash Poitras and Alan Syliboy. Ian ended off the tour by asking if I wanted to see his favourite piece in the gallery. It was both an honour and a privilege to be asked. To my amazement 1 hour and 40 minutes had passed in what felt like a mini-course on Canadian art. Hands down the best gallery tour that I have ever taken. If I had been more on the ball, I would have taken down his complete name so I could send a personal thank you card.
Ian underscored the importance of engaging in the stories of the art that is created and selected for showings. My daughter recently moved into an old house with a friend and promptly started painting the wall of her little “studio” off her bedroom. Like Maud Lewis, it is an exploration of her own creative impulses and making sense of her world. This is what I want for the students under our care. How can we provide the opportunities and experiences so that they have the basic skill and confidence to explore their ideas and express themselves artistically? I have “DuckDuckGo’ed” and will be looking at ways to expose our Tecumseh students to some of the opportunities in Vancouver to expand their artistic horizons in Vancouver. I have always encouraged parents to attend Super Sundays at the Vancouver Art Gallery but this year, we will be heading to the Gallery this fall for a start where I can start sharing some of my stories.