Peaceful Playgrounds

img_6984

I recently read a publication in the NY Times Sunday Review called My Kid’s First Lesson in Realpolitik.   Annie Pfeifer is a parent bemoaning the need for our children to stand up to bullies.  There is recognition of the fact that “helicopter parents” swoop in with speed and  vehemence to deal with any conflict, big or small, that his / her child may encounter.   The alternative presented is to let kids fight it out, like on the playgrounds in Switzerland, so they learn how to deal with conflict.  It is my position that both of these options fail to provide our children with the confidence or skills to deal with conflict.  Our kids need educators and families to work together to provide the guidance and mentoring to teach kids how to resolve conflict.

Playgrounds serve to be a microcosm of the world where our kids learn important lessons.  They are filled with students who are human.  Perfection may not be possible but the aspiration to create a peaceful playground is paramount.  We want our future generation to accept that everyone is invited to the party and we all need to learn to co-exist peacefully to create a better reality.  A playground is a relatively small fishbowl and a good place to learn about kindness, acceptance, tolerance and to develop problem solving skills.

Peaceful playground require:

  • kindness
  • communication skills
  • compassion
  • empathy
  • inclusivity
  • compromise
  • sharing space, equipment and friends
  • an ability to express feelings, while considering other people’s feelings
  • an ability to understand when you need to self calm and practice those skills
  • problem solving skills
  • ability to follow safety rules and game rules

Of course the list could go on.  We have a number of programs and theories to help us navigate this course.  School Codes of Conduct are mandatory in schools in British Columbia and are widely published on school websites.  Articles and tweets about the topic of self regulation has become common.  @Stuart Shanker has committed to tweeting a daily quote #SelfReg to encourage us to pursue and gain a greater understanding of root causes of our feelings and how to deal with them.  .

I particularly like The Zones of Regulation program developed by Leah Kuypers, to teach kids that feeling emotions is never a bad thing but we require strategies to deal with them in ways that keep others and ourselves safe.  If you are very angry and in the “Red Zone”, your job is to self calm before you try to problem solve.  Kids are fascinated to learn that “yoga” or slow breathing actually causes your brain to calm your body.  Science at work!

The Peaceful Playgrounds Program is another program that I really like.  Basic messages are framed in a way for kids to easily remember and apply on the playground.  It also includes a plethora of ideas of things to keep kids active and problem solving on the playground.  Problem solving strategies that you probably remember from your own childhood.

  • Talk
  • Walk
  • Rock, Papers, Scissors ( Yes, you commit on 3 – agreed upon rule! )  In several of my other schools, this was know as Ching, Chang, Push, apparently a well established strategy in China too!

War Toys To Peace Art is a group established to fund art projects by peace loving groups of children.  The Friendship Bench is one way for kids to find their way into playground activity if they need some additional support.  A bench is designated as a space for kids to demonstrate kindness by inviting kids looking for a friend looking for someone to play with.  Programs like Jump Rope for Heart give kids a focus and the equipment to get involved in healthy playground activity.

Kids are human and sometimes they will need help resolving conflicts face to face AFTER they have calmed down.  When kids don’t make good choices, they need the opportunity to own them.  Kids need to be able to express how they are feeling and what they didn’t like in face to face conversations.  They also need to learn to listen to other opinions, how the choices he / she made impacted the other person and to develop strategies for how to repair relationships.  They also need to learn to move forward after they have dealt with the problem.   Adults are there to support kids in dealing with the problems.  The goal is for kids to develop the skills to problem solve and the confidence that they can.  Adults are involved in the process to ensure that name calling and bullying (physical and emotional )  do not become an accepted norm.

 

 

 

 

 

 

 

Advertisements

Reframing 2018

img_1934-1

I’m am writing this blog post as a series of questions but it is actually a reframing of my New Year’s Resolutions.  I am undaunted by the fact that I have been writing the same resolutions using different words  and forms for many years.  To believe that we cannot become better is to admit defeat.  Like my mother, I am an eternal optimist.  Although things did not always turn out as planned or hoped for or prayed for – she put steadfast belief that people could become their best selves, as did all three of my grandmothers.  Strong women that worked with deliberate intention.

I have German and Scottish roots and perhaps because of that,  a well developed work ethic.   I also have a creative mind and need for little sleep, so the possibilities in life are endless.    Unfortunately time is not.  I continue to struggle with the limits of a 24 hour day.  In the past, it has been all about creating work / life balance.  My colleague, Brian Kuhn, frames that best as “working to live” as opposed to living to work.  However at times, my life has become frenetic in trying to get things done.  My first question is how can I discipline myself to work less and maintain balance?

The quest to balance body/ mind / spirit has often been in the “life outside of work” end of the teeter totter and “work” on the opposite end.  Because there is a plethora of competing demands and imminent needs everyday in my job,  during the school year the teeter totter is most often is grounded in the problem solving and minutia on the work side.  The natural school break times do allow me to refocus priorities, replenish my energy reserves and reframe my next go in the elusive quest for balance.  This seems to be the times I play catch up with creative possibilities, physical and spiritual wellness.

Yes, these are the times of the “ultimate oxymoron” –  the power relax.  Although laughter is a key part of my stress management at work and enjoyment of life, it isn’t enough.  My latest and greatest power relax is the salt float.  My cousin in Cairo is right, it’s not the Dead Sea.  It is 90 minutes of floating in highly concentrated salt water, all by myself in the ocean room of the pristine Halsa Spa in Kits.  Like being a noodle in soup.  My preference is no sound and no light but ambient sound and the blue light and the pod option, work too.  Reading, yoga, cardio activity (walking/ hiking, biking, skiing / boarding, swimming, golfing ), sunshine when possible, good wine and socializing with people I enjoy – all build up my depleted energy reserves.  How do I maintain the balance to maintain long term energy reserves?

Over time I have been changing my perception of balance to be more of a teeter totter with triangular seats on either end.  How can I carve out the time and place to meet physical, spiritual and intellectual needs at work and maintain enough energy to create the same balance at home?   The goal is to avoid the frenetic pace I maintain at work and then collapse in front of the News, Murdoch Mysteries and Modern Family.

My school is right beside the Pacific Spirit Park and Acadia Beach and most classes regularly engage in outdoor learning.  All but the most torrential days are outdoor days during recess and lunch.  The school is less than 20 minutes from four golf courses.  I can ride my bike to school in 40 minutes or less, depending how energetic I am on the big hill.  My husband and I live right beside the beach and already walk to shop, see movies, eat out or go to church.  How can I extend that to get enough exercise at home and work to maintain a healthy perspective and body?

My work first as a teacher, then a teaching vice principal and now as a principal have afforded me many opportunities to participate in rich face to face opportunities for professional learning.  Participation in social media has added another layer to access information and connect with people online.  Blogging has incorporated more depth to personal reflection because it is public and invites further conversation.  The many challenges of implementing curriculum change and adapting to societal change creates stress and possibility in all school communities.  My current school has students speaking 34 different home languages in addition to English.  Some students live in the area, others commute and some will return to their home countries when they have learned English or when their parents finish their studies at The University of British Columbia.  How can I incorporate the voices and needs and desired directions of our staff, students, parents and community partners with national, provincial, district and community school team directions?

For me, spiritual wellness requires times of quiet reflection or a pause button to stop and be grateful for the people and events unfolding around you.  What matters most doesn’t fit on a To Do list with time limits or happen with a perpetual open door policy.  Although I participate and grow from participation in organized religion, spiritual wellness is bigger than participation in church activity.  Church can be a conduit to spiritual wellness and empathy but unfortunately, I have seen it also used as a weapon to control or justify entitlement and hurtful actions.  Fortunately I live in one of the most diverse and profoundly beautiful areas of the world.  A walk in the neighbourhood takes my husband and I to the beach, skiing and hiking takes us to the mountains, wine tasting in the interior of BC takes us to the desert, golf takes us to the park, and a walk just beyond the school grounds takes us to the forest.  I believe that nature feeds the soul because it speaks the natural beauty and diverse forms of life that surrounds us.  On a very foggy late afternoon in December, I was working in my office and happened to look up just in time to see a bald eagle descending down on the playground to scoop up it’s prey.  My question is how can I hit the pause button and look up more often?

My goal throughout 2018 is to go about answering my questions.  One of my ideas to encourage sharing of ideas is a tea time on the first Friday of the month from 9:15 – 10:15 am at my school.  I’d love to hear your thoughts.  My student leaders will be providing school tours and talking about their learning at the same time.  Good luck with your reframing in 2018.

 

 

 

Reconciling Assessment & Reporting Practices with the New Curriculum in British Columbia

The implementation of the New Curriculum in British Columbia has garnered a lot of attention throughout the world.  Our population is made up of Canadians, immigrants and refugees from many different places, with many different schooling traditions.  In my little school of only 328 students, we have 34 home languages.  Yet what we are doing to prepare our students for the demands of the 21st Century is bringing good results.

img_2007

Students are encouraged to ask the key questions laid out so effectively by Judy Halbert and Linda Kaser in The Spirals of Inquiry.

  • Where am I now in my learning?
  • Where am I going next?
  • What do I need to get there?

Suzanne Hoffman, Superintendent, Learning Transformation, Ministry of Education emphasizes the significance of “unveiling the hidden curriculum” by deliberately teaching and assessing core competencies.  Deliberate instruction and reflection of  communication, thinking and personal / social responsibility skills have the power to transform lives of our students (SAHoffman, Nov. 15, 2017).  Mandatory self assessment demonstrates that core competencies are important enough to be measured and help students to learn about themselves as learners, to develop the skills required for collaboration and to supports the creation meaningful goals.

Aside from the students themselves, teachers have the most significant impact on the students in their classrooms.   Teachers in British Columbia have a high level of professionalism.  They  are well educated and have regular access to professional development and opportunities for collaboration.  As John A.C. Hattie aptly states in Visible Learning for Teachers:  Maximizing Impact on Learning ” (2013)  “…those teachers who are students of their own impact, are the teachers who are the most influential in raising students’ achievement.”    By making learning intentions explicit, teachers help their students to learn intended learning outcomes, as well as the strategies of how to learn.   The development of scoring rubrics with students or  a review of criteria prior to assignments or marking, helps students to understand expectations and plan their time.  The challenge for teachers is to determine those strategies and practices that will enable students to ask complex questions, problem solve, work collaboratively and persevere to find answers and discover future possibilities.

In the new curriculum students are given far more responsibility for their own learning.  One rationale is to improve student engagement in school.  Another is to create students who will be able to respond to the demands of the 21st century.  My son works as a designer in Lululemon’s “Whitespace” with engineers, scientists and technologists.  Beyond the frosted glass and carded access, he is researching how clothes impact physical performance and the mental and emotional perception of athletic ability.  The goal is to respond to trends, create markets and tailor sports clothing for 4-10 years down the road.  To our amazement as his parents, the childhood fascination with lego, trials riding, downhill riding, skiing, snowboarding and the construction of death defying jumps were the things that provided some of the rudimentary learning required for the job.  We can’t predict all of the jobs in the future, but the new curriculum sets out to enable students to ask and respond to tough questions and learn through engagement in the things they find fascinating.    Students are now responsible for assuming responsibility for their learning, engaging with peers to learn cooperatively and participating in evaluating their progress.

In the not so distant past, teachers aspired to be a fountain of knowledge and rushed in to speed up the process of answering questions or finishing explanations expeditiously.  Jon Saphier,  recently featured in a Webinar sponsored by Corwin (Nov. 13, 2017), suggested three ways to make learning visible and deeper:  Turn and talk.  Explain. Restate.  In the new Curriculum, we want students to take the time to think about difficult problems, to be comfortable being stuck, to engage in dialogue, to ask peers to explain their thinking, and to persevere until they discover their answers.

 

The shift from summative to formative assessment is necessary to assist students in this new role.  In order for our students to take more responsibility for their learning, they require ongoing feedback embedded in their daily instruction.  The focus is not on one letter grade but movement along a continuum to demonstrate growth in student learning.  The initial response was the development of paper based portfolios that allowed students to self select items to demonstrate learning outcomes.  The accessibility of technology has added several other layers and possibilities with the addition of pictures, videos and attachments with comment.

The Surrey School District has been using FreshGrade for the past four years to facilitate the collection of online portfolios to provide what Sir Ken Robinson calls “a continuous glimpse into each child’s progress that parents and students can share”.  It is one of the possible online applications that BC teachers like for the ease of use by young children and the inclusion of BC Performance standards.  The VSB is currently exploring how Office365 can be used in conjunction with various applications to fascilitate learning, store and showcase student work from entry in Kindergarten to graduation in Grade 12.  All school districts in British Columbia are developing reporting directives for implementation in September 2018 that will mesh with the new curriculum.

 

 

image3-e1510716101970.jpg

Reporting has always included the aspect of what students are able to do, the areas that require future attention and the ways of supporting students.  The opportunities introduced by implementation of the new curriculum in British Columbia are the source of many conversations with colleagues, students and parents about how our system in British Columbia can become even better.  Let the learning continue…

Formal assessments continue to play a role in providing feedback about students and  Provincial assessments , National and International assessments provide a snapshot of student performance in key areas and, over time, can help to monitor key outcomes of B.C.’s education system.

From the Ministry of Education Website:

B.C. students participate in three types of large-scale assessment:

  • Classroom Assessment is an integral part of the instructional process and can serve as meaningful sources of information about student learning.
  • Provincial Assessments:
  • National and international assessments measure reading, math and science skills of B.C. students. Various age ranges participate and student achievement levels are compared with other provinces or countries.

Kids Asking Questions

Inquiry is a natural response of a young child to life.  When my son and daughter were young, I remember the exhaustion of trying to keep them safe in the midst of it.  My son was a bold explorer, scaling rocks to butt heads with young goats in Stanley Park, blazing trails in Mundy Park on his bike and on Grouse Mountain with his snowboard.  My daughter was a fearless follower of her brother’s careful instruction to crawl out of the crib and keep up with her older brother in new adventures everywhere they went.  Clogged drains were explained away as doing Science and our family repertoire of good stories are plentiful and filled with laughter of past and present exploits.  Both kids have emerged into adults who continue to question and explore new pathways to make discoveries.

img_2126

My question as a administrator is much the same as when my kids were young.  How can we support children in continuing the habit of asking questions and developing strategies to find the answers to their questions?  I’m not thinking so much of school completion and continuing on to post-secondary, which may be a by-product, but the intrinsic reward that comes with the discovery.  “Eureka!” is always followed by an exclamation point for good reason.  There is an excitement that comes with discovery about something you care about. I want children to maintain the same level of engagement that they enter kindergarten with.  I believe everyone should teach kindergarten at some point, if even for a day.  The questions come hard and fast and “no I won’t answer it for you even if you are pulling on my sweater”.  In kindergarten, the challenge isn’t getting children to ask questions, it is teaching them ways to discover their own their own answers.

img_1999

My pathway to discovering the power of inquiry to engage learners was through my own professional development.  Maureen Dockendorf, who has been instrumental in the inclusion of inquiry curriculum in British Columbia, invited me to an inquiry group early on in my career.  Each member in the inquiry group went through the process of defining a question of professional interest, refined it and came up with a plan to discover possibilities.  We were responsible for reporting back to the group so reflection of our learning was an integral part of the process.  The inquiry led me to ask my students about their learning.  It made me a better teacher by creating a high level of engagement and a relationship with students that went beyond interest in their lives to develop relationship and enhance learning.  It helped me to invest in students as learners and helping them to learn strategies to learn throughout their lives.  Yes, lifelong learning has become a buzz word but the essence is developing a population that is interested and invested in their work and their life.

I recently had a group of students in the gym for a Camp Read event.  Yes, reading on floating islands of mats with no shoes on is still exciting.  We chatted about inquiry and I put out a banner for students to record their questions..  These were some of them.

Why is the ocean so full?

Why do people go to school to learn?

What was the first moon landing like?

Why is a slug “nature’s hotdog”?

What are “nature’s french fries”?

Why did the first mushroom decide to grow?

How do plants start?

What was the first food on earth?

Why do birds and bats fly into Ms. Froese’s window that faces north?

Why do dogs chase cats?

Why did the sun start?

How do birds fly?

Why don’t some people respect other people?

Was there outer space before the Big Bang?

How was gravity made?

Why does earth have air but other planets don’t?

Are ghosts real?

How was the first iPad made?

How do we grow?

How come some animals started living like people?

Why are there seasons?

img_0282

Finding the answer to each question lends itself to a great opportunity for personal learning.  It is also an opportunity to develop the core competencies and content goals in the New British Columbia Curriculum.  Although the framing and publication of the B.C. curriculum is new, the research and implementation of these practices are not.   Linda Kaser, Judy Halbert and Helen Timperley explain the essence of educational change in British Columbia, Canada with finesse:  “((I)nnovation floats on a sea of inquiry and curiosity is a driver for change.” (2014 CSE – A framework for transforming learning in schools:  Innovation and the spiral of inquiry ).  This is what has enabled British Columbia to emerge as a leader in educational practices and achievement worldwide.

Fascination with the Brain

Walking along Jericho Beach as a little girl, this piece of wood screamed “brain” to me.  This was long before the fascination with the brain had extended beyond neuroscientists and doctors, to psychologists, to educators, to anyone aging and fearing cognitive decline.  The brain held secrets that were not readily apparent to the naked eye.  It was the also the basis of the best bonding with my neurosurgeon father.

Dr. Peter Dyck is not a man who relished talk of feelings, hopes, dreams, aspirations or divergent opinions.  However he has always been an example of the consummate learner.  He survived war times in Germany.  When he was 12 years old, he was sponsored to come to Canada with his mother and siblings by his uncle in Alberta.  He learned English and excelled in school.  He ended up working on his step-fathers farm in Abbotsford while attending school.  When a cow would die, he did not shed a tear.  He would dissect it behind the barn.   My aunt boiled many a chicken bones so he could reassemble them.  When I would go on rounds with him during summer visits to Los Angeles, the nurses would run when they heard his footsteps.  He was demanding of staff and took patient care very seriously.  Dad became fascinated with the possibility of destroying, rather than removing a brain tumour by using a local anaesthetic and a three dimensional C/T scanner to avoid the trauma of opening the skull.  Radioactive material in a small tube was targeted through a tiny hole in the skull into the centre of the brain tumour.  The concentration used would result in the radioactivity reaching only the tumour cells.  A team was formed including him as the neurosurgeon, Armand Bouzaglou, the radiation oncologist and Livia Bohman, the radiologist, to travel to Germany in 1981 to study the technique for stereotactic isotope implantation with Professor Fritz Mundinger at the University of Freiburg.   This technique was brought back to the USA and his first book about it’s success in avoiding the trauma of a full craniotomy was dedicated to the patients whose hope against overwhelming odds brought about this endeavour.

Not even neuroscientists agree on the inner workings of the brain.  However asking a question and our attitude seem to be the key components informing our brain and resulting in amazing accomplishments and sometimes survival.  Viktor Frankl’s answer to his question, “Why do I need to survive?” allowed him to walk out of Auschwitz and go on to develop his theory of logotherapy, write his influential book, Man’s Search for Meaning, and help many people find a way to cope with the challenges in their lives.   Norman Doidge details many examples of therapies that have allowed the brain to heal in ways that are still outside of mainstream medical practice in The Brain’s Way of Healing:  Remarkable Discoveries and Recoveries from the Frontiers of  Neuroplasticity .  John J. Ratey, MD, in his book SPARK – The Revolutionary New Science of Exercise and the Brain, provides a compelling argument as to why exercise is integral to our ability to cope with stress, learn, as well as maintain good mental and physical health.  The brain is central in all facets of our lives yet understanding how it works is still somewhat elusive.

Educators, such as Eric Jensen started to focus educators’s attention on Teaching with the Brain in Mind  in the 90’s.  Educators are now seriously considering the implications of what neuroplasticity means in the classroom.  Previously held conceptions about the limits of some learners no longer apply, and standardized testing has become one indicator of specific learning strengths and weaknesses, but not an accurate measure of future success.    Perhaps the greatest outcome has been talking to children about how their brain works and how they learn best.   This puts the responsibility and joy learning with the child and allows them to move beyond just looking for a good mark on an assignment.  Giving children the capacity to talk about the connections they are making in their learning and providing numerous opportunities to share their ideas and discoveries, opens up the possibilities to ask new questions and see their peers, teachers and parents as partners in a collaborative process.

 

 

 

 

 

 

The Thrill of Change

We hear a lot about the difficulty of change.  The stress of change.  The reluctance of people to change.  However I think change in under-rated.  There is an excitement and a promise of possibility that can also accompany change.  Quite frankly, I love it!   Change is learning.  Every time we venture out of the house, challenge our mind or talk to someone, we are stepping into the possibility of changing our experiences, our feelings, our thoughts or our life path.  Perhaps that is why I like to travel, to read, to write and to talk, yes even ramble, to friends and relatives and even to strangers.


I am on the precipice of a change in job.  I officially start as the principal of University Hill Elementary School on August 1st.  I unofficially started moving in, learning, organizing and exploring at the beginning of July.  I’ve had a chance to get to know the engineering staff, learn about the award winning UHill Kinderclub, School Aged Daycare and Preschool from the amazing staff, walk down the Salish trail and discover an immediate left turn takes you to Wreck Beach (yikes!).  I have figured out how to change the sign with moveable letters at the front of the school and found the cheapest pots big enough to let the amazing plants in the entrance ways continue to flourish.  I have unpacked my still excessive number of boxes of books, manipulatives (yes, I still have the bins of lego and wooden blocks from my own kids) and other treasures (yes, including my rocks).   I am thrilled to have a huge old, oak desk in a huge office with three different views and windows that open.


I had a chance to meet staff, students and parents and heard about amazing outdoor learning programs, arts performances and work around Indigenous ways of knowing and technology in June.    I can’t wait to get to know the people better and to discover the ways I can support them in their work.  Change brings with it the possibility of continuing to grow and develop in ways we have yet to imagine.  Yes, big change = big thrill.  I love it!

Playful People Learn


“Creativity is intelligence having fun.”  A quote from Albert Einstein that I love.  Fun and play are often referenced as activities of the carefree, frivolous and sometimes careless.  Albert Einstein places it exactly where it needs to be.  Front and centre in learning.  In order to play, you are committing to action.  To participate.  To risk the unfamiliar.  To hypothesize.  To imagine possibilities.  To adjust to the unexpected.  To find humour.  To enjoy.  To appreciate.  To communicate.

I was at a conference recently where the speaker was casting aspersions on blanket statements about the merits of play.  He referenced that play needed to take a specific form in order to result in meaningful learning.  I don’t disagree that play can be structured to meet specific learning outcomes.  Teaching kindergarten was very much about structuring play activities to guide children to learn specific skills or develop background knowledge.  Opportunities were designed to encourage children to ask questions and go about finding the answers.  However this is looking at play from a narrow perspective.

A willingness to be playful is a habit that opens up the world.  It presumes a stance in the world that is positive and open to wonder and to other people.  One of the learning teams at my last school would meet on the balcony on Friday after school to drink a pop, debrief the week and chat about the upcoming weekend.  There was always laughter, a litany of responsibilities and plans for play on the weekend with family and friends.  There was a shared belief that those “play” opportunities were an important part of how we experience new things and open ourselves up to getting to know people and come back to school refreshed.

At times I bemoan the fact that middle school students stay late after school to congregate around their handheld devices.  I regularly prompt them to go play outside.  Yet, when I step back, they are collaborating on best strategies to use in the game or mediating turn taking.  When my nephews explained their fascination with the world of Minecraft, I finally came to the realization that higher order thinking skills were at play.  They were engrossed in the possibilities before them.  They were not focussing on the academics preferred by educators but they were learning things that mattered to them.

Roy Lichtenstein – Girl with Ball – 1961
Assuming a playful stance is engaging in structured play activities and more.  It reflects a belief that having sense of curiosity and engagement and wonder and appreciation of successes along the way allows us explore new pathways to learning.  Show me someone who is playful and I’ll show you a learner.  I’ll show you someone who is having fun!

Complexity Theory: Collaboration in Schools

I listened to a great TedTalk today (Zurich, Switzerland 2013) by Nicholas Perony called ” Puppies! Now that I’ve got your attention, complexity theory.”  Perony studies animals to understand how they maintain individualized stable social relationships over long periods of time.  Complex social systems in the animal kingdom are identified and broken down into interacting parts based on simple rules with emergent properties.  He grabs our attention with the picture of puppies pinwheeling around a bowl with the sole purpose of accessing the milk.  The dance is deconstructed to identify the one rule – get the milk.  Bats demonstrate simple association rules that result in complex social structures.  Meerkats teach us about the basis for their complex social hierarchy.  Animals show extraordinary complexity that allows them to adapt and respond.  Simplicity becomes complexity that ultimately emerges as resiliency.

Perony acknowledges that the more complex the machine, the more likely something unexpected will go wrong.  What could be more complex than a school community?  Particularly a school community at the end of the school year.   In days gone by or in strict hierarchical systems, perhaps decision making was easier because one person determined the direction.  Ultimately the stress came from the fact that the decisions didn’t reflect the needs of the diverse elements of the school community.

Perony identifies collaboration as an example of a complex system.   We aspire to a democratic process that best reflects the voices at the table and the needs in the school community.  The first time I participated in an Aboriginal Talking Circle, I was itching with impatience as everyone took the time they needed to express their thoughts.  What I have learned over the years is that I just need to be more patient.  Giving people the opportunity to voice their thoughts and provide the opportunity to participate in the decision making process allows us to all walk together on a common path.  With the end of the school year comes celebrations, reporting, ceremonies, transitions, staffing for the next year and planning for September.  All demand time that is in too short supply and requires collaboration.   If we try to break down collaboration to simple rules, does it increase our resiliency?  I can identify two simple rules that I believe facilitate the longevity of positive collaborative relationships.  1.  Respectfully listen to other people’s ideas.  2.  Be willing to change your mind based on what you’ve heard.

What would are your simple rules be to maintain longevity of positive collaborative relationships?  How do you go about defining them in your decision making structures?

I Believe in You

“I Believe in You!”  This is the mantra of my daughter.  To my chagrin in secondary school, she joined the Cheer Squad at Charles Best Secondary School.  I saw the objectification of women.  She saw the comradarie of the cheer squad and the physical challenge.  It has served her well.  She bought into the importance of encouragement.  As a tiny little girl who only wanted to be with her Mommy, she experienced the encouragement to go out into the world on her own.  In Kindergarten, her teacher nicknamed her Sparky because she brought palpable, positive energy into the classroom every morning.  As a competitive soccer player in school, she witnessed the power of encouragement to impact her performance.  In cheer, she learned why cheerleading came into being.

I worked very hard to interest Larkyn in attending UBC for selfish reasons of my own.  Her quest for adventure and independence, took her off to Queen’s University.  She made a group of friends that negotiated the ups and downs of university life.  Visiting her and her housemates was always refreshing.  The young women who she pulled close to her, were people who demonstrated the same encouraging way of being.  “I believe in you” was often uttered as a young woman with the unbrushed hair in a sock bun emerged from her room with a scowl on her face to take on some assignment or test or interaction that she was not feeling particularly good about.  In this case, “I believe in you” was not a statement assuming success would be the end product.  It was a recognition that her friend was doing something hard.  It was a promise that at the end of the day, success or failure, you were still someone who mattered.

I had an adoring mother who believed I was wonderful and always assumed success in my ventures.  My steadfast determination assured a fair record of successes.  However failure meant not only failing at an intended task, but also disappointing her.  It is something to this day that I experience.  Missing the mark and disappointing the people who really want my success, results in the heavy heart times two.  Perhaps this is residual from being a little girl with blonde ringlets and an over reliance on pleasing.  I do find the “I believe in you”, received and delivered with a smile, has a more positive impact.  It’s like being sent off with a hug of reassurance.  It doesn’t presume an outcome, just the encouragement to “Go for it” and acknowledgement that you’re taking a risk that is hard.

In Grade 3 due to a significant family upheaval, I ended up in a new school after the beginning of the school year.  Peer groups were already established and I was doing poorly on daily timed math drills.  My Mom suggested I talk to the teacher about what I could do to improve.  The teacher told me not to worry about it, I was in the average range.  My take away was that she didn’t believe in me and my belief in me faltered.  It took me until my statistics class in Graduate School to discover I didn’t actually suck at Math.  We have huge power as educators to deflate or inspire.

“I believe in you” is a message that inspires people or at least may help them lighten up.  It isn’t the belief that success is imminent.  It isn’t the belief that failure is an opportunity to teach you an important life lesson.  It’s the statement, “You’re on my team!” and the commitment to cheer for you no matter what!  Unconditional cheering.  Not a bad way to go out into the world and make our mark.  It is a message that I aspire to communicate to my staff, students, friends and family on a regular basis.

Mothers Who Play

For obvious reasons, I am thinking a lot about mothering today.  Mother’s Day tends to do that.  I was fortunate to have a mother whom I adored and provided an amazing model of steadfast love, tenacity and optimism that I have carried with me into my adult life.  I have also had many other woman who have mothered me, including my step-mother, my grandmothers, special aunts, special friends and mothers of my best friends.  They listened to my stories and told me theirs, gave me advice, sometimes solicited and sometimes not so much.  They put on the kettle to solve the problems of the world or drove directly to Baskin-Robbins 31 Flavours.   Yet, what they all had in common was that we laughed together, talked and played a lot.  Conversations and learning were not planned events but came out of hours and hours of time spent together.

When my own kids were very young and I was frustrated in the midst of a messy house in the suburbs, surrounded by laundry, I made my best mothering decision.   The sunshine beaconed but I was nowhere near finishing any of the housework or laundry.  I knew at that moment that I needed to choose.  I was going to clean the house and finish the laundry or we were going to the park.  Going to the ski hill, going hiking or biking, going to the beach, going to the park, going to the library or going in the hot tub won.  The house was messier than aspired for, but I heard the stories my kids were willing to share, fed their interests, laughed and got regular doses of joy.   On the downward slopes on the parenting roller coaster, they provided the promise of better days to come.

I remember reading once that regardless of teacher training methods experienced, teachers often taught in ways that were most familiar to them.  For me the biggest influences on me as a teacher, were the women who mothered me.   Beach time and double solitaire with my Mom.  My Auntie Myrna and her “What’s your story, Morning Glory?”  Knitting, crafting and collecting stuff with Nanny Keenan.  Endless games of Yahtzee and Parcheesi with Grandma Derksen.  Playing cops and robbers with my step mother in the convertible en route to Mayfair Market and annual trips to Disneyland, Knotts Berry Farm and the mall. Swimming up and down the pool with Mrs. Patrick debating anything and everything.  These were woman who liked to spend time with me, laughed freely and played with me.  What I brought with me into the classroom was a healthy appreciation of how I learned in environments where I was free to laugh and play with ideas and take more than one kick at the can to get it right.  They also taught me the importance of seizing the opportunity as it presented itself.  I feel so very grateful to the women who have mothered me.  They have helped me to learn the most important things I needed to do as a parent and as a teacher.