Continuing The Fight for Support in Classrooms

Growing up in the mid 2000’s, there was a judgement around learning disabilities or being a special education student. There was no discussion on ADHD; teachers just told you to sit down. If you have trouble concentrating; just do it. If you had to go to a “special education” room during english; forget it. Forget about your peers ever seeing you as a person, and not as a label.

For all of elementary school, there was a boy in my grade that I think I interacted with for a grand total of three times in the ten years of my primary career. He was non-verbal, but incredibly creative and active; he thrived during art and could often be seen with a basketball at recess. But he was othered, kept in a separate classroom as a grade seven with students from grade two. He had little to no opportunity to socialize with the rest of his grade, or to grow up forming those connections. I realize now, it was the terrible mix of a lack of funding and support, alongside a misunderstanding of how to properly support students with diverse learning needs.

There was no reason he couldn’t join us for art, drama or gym. There was no reason why we couldn’t alter our behaviour to make the lunchroom less overwhelming, or learn to be considerate little monsters who didn’t scream at 11 a.m. on a Tuesday. It was simply easier for staff, and selfishly, for us, to keep him isolated. We collectively let him fall into the background.

A report by Community Living Ontario covered what they called, “A crisis in the classroom. It detailed the treatment of students with disabilities in Ontario classrooms. 29% had been isolated while at school. 14% had been physically restrained. 31% had been sent home, or instructed to stay home.

This report was from 2025. That’s 10 years after I was in middle school. 10 years since I saw that same treatment in my classroom. It should have changed, but it just feels like it hasn’t. It feels like it has remained stagnant. The education might be there, but the resources aren't.

When it comes down to it, it’s a lack of support in the classrooms. Teachers and support staff are overwhelmed and under supported. They aren’t purposefully choosing the “easy” way to be mean. They are choosing it because they have been backed into a corner. The Elementary Teachers Foundation of Ontario has said, “After years of funding cuts and policy changes, school boards simply do not have the ability to provide children with disabilities in this province with the support, resources, and programs they need to succeed. The system is fundamentally broken.” 

Teachers must be backed by their administration to put pressure on the Provincial Government and Ministry of Education to increase the funding needed to make each classroom a safe, equitable, and caring atmosphere for students of all abilities. This needs to be a priority for all teachers, and all teacher candidates gearing up to enter the field. These students cannot be pushed to the side and ignored, they must be fought for.

https://communitylivingontario.ca/crisis-in-the-classroom-children-with-disabilities-isolated-held-down-sent-home/

Julia Sawicki

Maybe I shouldn't have taken it so personally-My experience with Criticism growing up

Criticism is something many people are unable to receive but those who are willing to hear it will grow from it. That line is something my Dad has said to me many times and has stuck with me for as long as I can remember. From a young age, similar to many, I struggled with receiving criticism. During my early years of elementary school I dreaded being given a report card, not because I was a poor student but because I did not like reading areas of the report which were not an A. I often put a lot of pressure on myself around report card season to receive the “Honour Roll” award from a very young age. For those of you who do not know what this is, my elementary school implemented an award for high academic achievement starting from as early as grade 4 which was given out based on the marks on the report card. So when it came time to open up that brown envelope and see if I was able to achieve my goal I was often left angry and frustrated. Reading the comments my teacher wrote on the report card were meant to serve as a way to help see where I need to improve however they quickly turned into what felt like personalized attacks as I read them. I found myself quickly disagreeing with what my teacher had to say about my contributions in science class, and never used the guiding comments to better improve my learning. I later realized I looked at all forms of criticisms toward myself as hate criticisms when in reality my teachers were providing me with facilitative criticism so that I can improve and become a better student going forward (Arden). It was not just school I found myself getting frustrated with facilitative criticism, I also noticed it occurred while I played soccer outside of school. As any coach would do, my coach would pull me aside during practice and games to give me some advice of where I am going wrong and how I can improve which made me upset as I thought it was a direct attack on how I played. This was around the time I remember my dad sitting me down to have a chat with me and telling me his influential words mentioned at the beginning. After this talk, I remember viewing feedback and criticism from others in a much different way. I started to see that not all criticism I received was out of hate, for the most part the criticism I received was what I now know as facilitative criticism from people who care about me which was intended to make me better.

NathanA@OTU

What about Homework?

 

Here's a neat link to follow-up if you're curious about homework - Too much? Too little? Why give it at all?

https://www.edutopia.org/video/homework-how-much-too-much/

Courtesy of Johan@NUO

Knowing What Students Like, and Why They Don't Like Anything

I have regularly heard the notion that the average student does not like or care for school. The fact that they would often rather be doing something else is not uncommon and had always puzzled me growing up. Throughout grade school, I almost always enjoyed my time in class, learning, and doing work. Certain classes and teachers got under my skin but for the most part, I enjoyed learning, and doing, new things.

This epidemic of students not being engaged in their classes can typically be traced to one simple thing, they would rather be doing, or learning, something else. K. Ann Renniger details how individual interest develops and deepens over time. This can rather simply explain that the older a student gets, the more variety and complexity their interests attain. Unfortunately, it is nowhere near that simple. For myself, I found that as I got older my interests definitely deepened but they also grew much more narrow. By the end of high school, I almost exclusively only cared about, and tried harder, in classes that actually interested me. The same is often true of many students. One who loves arts but does not care about math will disengage with numeracy with ease while becoming giddy over drama or painting. As teachers, it is crucial to spot these trends to avoid active disengagement even if, objectively, you are doing a great job. Student interests can serve as a starting point for curiosity and motivation and juggling them all is incredibly daunting.

I recently watched the film Bad Apples starring Saoirse Ronan which premiered at festivals last year and had a wide release this year. It revolves around Ronan, who plays a teacher with the absolute worst student imaginable, Danny, who disappears one day. Without giving spoilers, as the film is fantastic and I highly recommend it, her class begins to gel together and perform phenomenally in their academics in the absence of Danny. She notes how she never knew that a particular student was so proficient in math or that another has an incredible passion for art. None of these revelations or increase in quality would have happened if the troublesome student was still in the class. While obviously a fictitious, and a bit of an extreme take on this idea, the notion of how important and hard to identify student interests are rings true. Many students will often feel shy or intimidated for one reason or another and never let those interests be known. By being able to identify what your students care about and finding ways to weave that into your classroom is a cheat code for building student engagement. Unless you have a Danny. In that case, good luck and try your best.

ChaseD@OTU

Let's Get Contagious!

Last week's presentation was super fun and interactive! I wanted to share a little more about my experience making lessons memorable.

Week 7’s Key seminar on making learning experiences memorable, #makeitSTICKY, was truly insightful. As a former Intermediate/Senior student, I know how hard it can be to engage students at this age, and even getting them to remember a lesson beyond a week is a big feat. At that age, I remember my biggest worry was fitting in and being a perfectionist, so I wasn’t really learning to learn; I only cared about getting a 90% or higher. If someone asked me what I learned in high school, I wouldn’t even know where to start. 

However, two classes were the exception: Grade 10 History and Grade 12 English. Both classes included one or more of the 6 strategies listed in the Key presentation. In History, my teacher didn't teach in a typical lecture format; she shared many personal anecdotes and included interactive activities. I remember, in particular, that she had us play a group game about the “Roaring Twenties,” where we picked stocks and invested, but when the Depression hit, almost everyone ended up bankrupt except a lucky few. And this really showed us how shocking it was for people at the time. Moreover, this activity added an emotional element and let students reflect on people’s perspectives of the time.

As for my English class, my teacher made sure her lessons were relevant to students going into university in the next few months. She taught us how to annotate and engage in tutorials, which really came down to helping students participate, since participation usually makes up about 20% of a university student’s grade. The tutorials made me feel more prepared to speak in front of strangers because I was already used to the practice, and they made the situation much less stressful. 

When I go into teaching, I hope I can make it #STICKY and help my students remember my lessons by making them relevant and valuable. To do so, I’ll make use of the 6 principles. I also really like integrating physical artifacts to engage students' interest and give them a more tangible, concrete example. 

Well, thank you for listening to my little speech; hopefully you got something out of it, and it was contagious lol ;).

~Please stay tuned for all my other future deliberations!

Iona McCorquodale

Less Talking, More Teaching?

"Be sincere, be brief, be seated." – Franklin D. Roosevelt

Three simple instructions, yet they offer an interesting perspective on what it means to be an effective communicator. As teachers, we often find ourselves in positions where we’re doing most of the talking. However, this week's presentation reminded me that effective communication is not simply about what we say, but also how we say it and, perhaps most importantly, knowing when to listen. 

One main takeaway from the presentations this week was that communication is more than just talking, it involves non-verbal components that can drastically alter a classroom environment. Eye-contact, wait times when posing questions, and social distance can all have a heavy impact on the tone or quality of communication. 

I know in my own experience simple ways of communicating can be interpreted in many different ways, so it is always important to be patient and kind when talking with students.For instance, I had a teacher that always took the extra minute to double check my math tests, ask me probing questions or give me extra time prompting me to keep trying. That year my math marks did improve from abysmal to somewhat acceptable. This teacher was able to help by being there for me when I needed them, avoided re-explaining the same confusing/overwhelming concepts, and overall was patient. This week's presentations and discussions reminded me that communication truly is more than just talking; sometimes, the most meaningful thing a teacher can do is listen, be patient, and show students that they believe in them. 

JeanetteL@OTU

I Just Don't Like Homework

I don't like homework. I didn't like it as a kid, I don't like it as a teacher candidate, and I don't think becoming a teacher will change that. The reason is not deep. I just don't like doing it, and I think it is unnecessary most of the time.

I remember not doing my math homework and being sent out of class as a punishment, which in hindsight seems really silly to me. I was being deprived of learning as a punishment for not taking my learning seriously.

I think we should give kids more responsibility and make homework optional. If they can pass the tests without spending an extra minute outside of class, great! Isn't that a good skill for life? Get the required stuff done efficiently so you have time for whatever it is you want to do. And if a student struggles on a test, that can be a lesson to use class time better, or to take advantage of the optional homework next time.

I feel the same way as an adult learner. In my program we do a lot of written reflection, and I honestly find I learn more from the class discussions and from being in a real classroom than from writing about them afterwards. I've also noticed that when the workload piles up, people start doing homework for one class while sitting in another, which defeats the purpose. We are adults. Some of us are parents, some of us work full time to pay for this program, and some of us just need time to rest.

How much time with family, outdoors, or on our own interests has been given up for homework? I don't think we ask often enough whether that trade was worth it. That question is a big part of why I want to be careful with my own students' time.

I understand why teachers give homework. It's expected, and it can be helpful. But I think it's worth asking each time whether a task actually helps students learn, or whether it's there out of habit.

So I'm not planning to give much of it. If some students or parents want homework, I'm sure I'll easily find some worksheets to give them. For most, I'd rather make my teaching engaging and effective and let them live their lives outside of school.

Andriy@OTU

"It's Not Personal"- Healing a Poor Relationship & Learning to Embrace Criticism

When I was child and, truth be told, as a young adult, I felt that criticism was hard to receive, no matter the kind. For the most part, I put my heart and soul into my tasks, and any bit of feedback that was not positive felt like a personal attack. I have had to overcome this poor relationship with criticism over the past year, and particularly in the last few months. I believe I have grown the most in my academic career at Ontario Tech as a teacher candidate due to the amount of feedback and criticism I have received. As noted in our learning key, there are many different types of criticism, and I am pleased to note that the criticism I have received in the last few months has fallen under what the reading describes as facilitative criticism, or criticism that is meant to help someone improve through learning (Arden).

One point from the reading that stood out to me was the idea that we often confuse our ideas and work with our sense of self. I can certainly relate to this, as I used to take suggestions for improvement personally rather than recognizing the value behind them. However, through assignments, learning to lesson plan, and my practicum experience, I have learned that receiving feedback is an important part of becoming a better teacher. I may not always like receiving criticism, but I know that it is an essential part of growth, learning, and development. One of my favorite quotes from the readings was one by Elbert Hubbard: "To avoid criticism do nothing say nothing be nothing”. Essentially, if we never take chances, try new things, or put ourselves in situations where we might make mistakes, we will never give ourselves the opportunity to grow and become better. This is something I have to keep in mind as a new teacher: I am not going to get everything correct on the first try. Furthermore, I do not want my students to have to overcome a poor relationship with criticism as I have. Rather, I want my classroom to be one where they feel comfortable making mistakes, sharing their thoughts, and being willing to take risks. Instead of focusing solely on what a student has done incorrectly, I want to provide constructive feedback that helps them understand how they can improve. I have to model this behavior myself by showing students that learning is an ongoing process and that even teachers make mistakes. Ultimately, I hope to create a classroom where criticism is viewed as an opportunity to learn and grow, rather than something to fear.

Stefanie G@OTU

Tips for a First Year Kindergarten Teacher

This is an article/website written by Leslie Simpson

You will find teacher tools, information on math, reading, classroom management, activities and more!

Leslie says, "Let me start by saying that even though you may be nervous as all get out – if you have excitement for being in kindergarten – then you’ve got this.  This is my letter to you, dear first-year kindergarten teacher!"

Of course, there will be challenges, but that is something everyone has to overcome – so you’re not alone. You can do this!

You should read more ... click the link: 

https://www.kindergartenworks.com/kindergarten-teaching-ideas/tips-first-year-kindergarten-teacher/

                                   Brought to you by Claudia@OISE

Accountability in the Classroom: More than Punishment

As a Teacher Candidate, one question came up this week that has honestly been an ongoing discussion throughout the semester: When teaching students with a variety of personalities and needs, what happens when some students are misbehaving or disrupting the classroom, causing distractions that interfere with the learning of others?

In order to promote learning, teachers need to create an environment that encourages students to learn and feel supported. At the P/J level, I think it is especially important to consider how we are going to teach students respect, accountability, and responsibility. By teaching students how to hold themselves accountable, we can help them become more self-aware of their actions and understand how those actions may affect not only themselves, but also the people around them.

I think accountability can sometimes be a sensitive topic because people may automatically connect accountability with punishment. However, holding students accountable does not always have to mean punishing them. Accountability can instead be an opportunity for reflection, communication, and growth. Students can learn to recognize when their behaviour has affected someone else, reflect on what happened, and consider what they could do differently moving forward. This can support students both emotionally and academically while also helping them learn how to interact respectfully with their peers. I believe this is particularly important in elementary school, where students are developing their social skills and learning how to build relationships with others.

This idea of accountability connects strongly to my own childhood. Growing up, my mom was always very reflective with me. She believed that children should not always be “babied,” but instead should be treated as though they are capable of understanding important concepts. Rather than simply telling me that something I did was wrong, she encouraged me to think, communicate, and understand why my actions mattered. Looking back, I believe this approach played an important role in shaping the person I am today.

I now carry these ideas into my friendships, relationships, and the way I approach difficult situations. I have learned that communication can help create understanding and that there should not be fear around expressing your feelings or addressing an issue respectfully. I am not a standoffish person, but I do prefer to approach issues head-on in an understanding and open-minded way.

As a future teacher, this is something that truly resonates with me. Teaching and learning go far beyond academics. Especially within the P/J grades, students spend so much of their time with their teachers and peers. The ways we model respect, accountability, communication, and understanding can influence how students treat others both inside and outside of the classroom. As teachers, we have an opportunity not only to teach students academic content, but also to help them develop the social and emotional skills they can carry with them throughout their lives.

NicoleM@OTU

Didn't You Learn this Last Year?

When I was in elementary school, my teacher had us do an individual activity to teach us a new math concept. One part of the activity required doing two digit multiplication. We were not given any materials to be able to write out or process these questions; they had to be done in our heads. Without completing this step, it was not possible to continue the activity. I asked the teacher for help, and they prompted me with a two digit multiplication question. When I started taking time to think it out, the teacher got the entire classes’ attention and said “if you don’t have your times tables memorized by now, that’s a problem.” As you can imagine, I spent the entire activity feeling discouraged, and unable to progress to the next point. As a result, I did not learn the new concept being introduced. To this day, I am not even sure what the main goal of the activity was. 

As students progress to a new grade, they are expected to have learned all curriculum expectations from the grade prior. While it would make our lives much easier if this were true, this is simply not an assumption we can make as teachers. We cannot know for sure how much/how well their previous teacher covered information or what may or may not have ‘stuck’ with each student. Diving into a new topic on the basis that students should already have the background knowledge is a recipe for confusion. 

I recognize that assessing the classes’ starting place can seem like yet another task that teachers must complete during their already busy days. Because we already have so much on our plates, having to individually pre-assess prior knowledge on new topics can feel like a tedious extra task. This is a misconception. When we take time to assess students’ prior knowledge, we alleviate the workload for ourselves and our students later on. Sure, we could simply deliver a lesson and assume students remember things they learned in the grade prior. However, when many students inevitably glean nothing from this lesson, we will be left having to restructure and redo it later on. Understanding students’ starting place allows us to deliver a meaningful lesson the first time, and then we can devote our time to deepening student knowledge on the topic rather than starting again from scratch. 

Thank you,

AnnaM@OTU

Applying My Learning to My Kindergarten Practicum Block

As the semester comes to an end and my teaching block approaches, I wanted to reflect on how I plan to apply what I have learned moving forward. I think Kindergarten and the primary grades are especially important because they are when children begin developing the foundational skills needed for learning, self-regulation, and social interactions. These are essential skills that students will continue to build on throughout their lives. With that in mind, I think teaching Kindergarten is both an important responsibility and a little nerve-wracking when I consider the role I may play in a student's life.

However, my observation week helped calm some of those nerves. I think a big part of that was my associate teacher, not only because of her teaching approach and our similar interests, but also because of the positive relationships she has established with other teachers in the school and her ECE. Seeing those relationships and the classroom environment she has created helped me feel more comfortable and excited about returning.

Going into my teaching block, one thing I was still confused about was how I would incorporate my own lesson plans into the already established Kindergarten routines. I think Kindergarten is different from other grades because of its emphasis on play-based learning, and I was unsure how to apply the lesson-planning strategies we have been learning in class. However, after this morning's Foundations presentation for those of us in Kindergarten placements, I now have a clearer understanding of how I can adapt those methods to this learning environment.

My associate teacher is responsible for the math and literacy portions of the curriculum, and initially, I felt overwhelmed thinking about how I would create lessons that included a Minds On and an exit ticket while considering the shorter attention spans of Kindergarten students and not disrupting their established routines. However, I now realize that these routines can actually serve as opportunities for a Minds On or an exit ticket, especially when they connect to what students are learning. I am beginning to understand that teaching Kindergarten is about introducing and reinforcing concepts through active, play-based learning and opportunities for students to recall and apply their knowledge. For example, if I were teaching patterns, instead of simply telling students what an ABC pattern is and asking them to draw one, I could give students different coloured pieces of paper and have them work together to stand in an ABC pattern. This would allow them to physically demonstrate their understanding while collaborating with their classmates.

I am not sure if I was the only person who felt confused about how to teach Kindergarten, and I still have many questions. However, through the classes, presentations, and resources provided in this program, that initial sense of fear has started to lessen. I am realizing that teaching is also about being a learner myself. Just as I want to encourage my students to ask questions, make mistakes, and grow, I need to give myself that same patience and understanding. I know I will not have everything figured out going into my teaching block, but I can approach it with an open mind, a willingness to learn, and the confidence that I am putting my best foot forward. Ultimately, I hope to create a classroom environment that is just as open to learning as I am.

Courtesy of VictoriaJ@OTU

Creating A Space Where Every Student Belongs

When we walk into a classroom, we are met with children of different cultures, backgrounds, abilities, needs, and interests. Each student enters the classroom with their own experiences, perspectives, and ways of understanding the world. As teachers, we have a responsibility not only to get to know our students, but to dig deeper, challenge our own assumptions, and advocate for the individual needs of each and every student in our classroom.

A lot of this work begins outside the classroom, with ourselves. Before we can create an inclusive learning environment for others, we must first reflect on our own perspectives, experiences, and potential biases. As teachers, are we as open-minded as we might think we are? Are we making assumptions about our students based on what we see, what we hear, or what we believe we already know? Creating an inclusive classroom requires a willingness to continuously learn, listen, and recognize that our own experiences do not necessarily reflect those of the children we teach.

Throughout multiple weeks in this course, we have explored the importance of inclusivity and accessibility in education. An idea that particularly stands out to me is that inclusion is about more than simply having every student present in the classroom. It is about ensuring that every student has the opportunity to participate, contribute, and feel like they belong. Oftentimes, students with differing needs are forgotten about and sit in the classroom unable to complete the activity at hand.

A classroom full of diverse students does not automatically make it an inclusive space. Inclusion requires intentional planning, flexibility, and an understanding that students do not all learn, communicate, or experience the world in the same way.

So, how can we as educators consider the many ways our classroom environments, teaching strategies, resources, and expectations can either support or hinder student learning? This can look like providing different opportunities for students to demonstrate their learning, incorporating diverse perspectives and experiences into classroom materials, and recognizing that teacher adaptation benefits everyone.

Students must be able to see themselves reflected in the classroom. The books read in the classrooms, examples teachers provide, activities we introduce, and the conversations we start all contribute to the message students receive about whose experiences are valued. When children see themselves represented, they are reminded that they belong. It also allows for deeper learning for other students in the classroom to explore perspectives and experiences different from their own.

Creating an inclusive classroom is not something that is achieved through a single lesson or activity. It is an ongoing commitment to reflection, growth, and learning. We must be willing to learn from our mistakes, listen to our students, question our own assumptions, and be adaptable and flexible when something is not working.

As future teachers, ask yourself: Am I creating a classroom where every student feels heard, seen, valued, and supported? Inclusion is not simply about making room for everyone; it is about making sure everyone knows that the room belongs to them too.

Courtesy of MeghanD@OTU

Working with Deaf and Hard of Hearing Students

In our classrooms, we will work with students of varying abilities, each unique regardless of their diagnosis. Although every D/HH child is different, these are my top tips for creating a supportive learning environment and working with sign language interpreters. Firstly, if the D/HH student uses any sort of sound amplification system, take great care of the equipment and ensure you know how to troubleshoot if problems arise. Consult with your SERTs or teachers for the Deaf and Hard of Hearing. Be mindful of your seating plans, circle seating is greatly beneficial for ensuring visual access to all classmates. Seating D/HH students depends on their use of sound equipment, if they have an interpreter, and their own preferences.

In general, especially for primary students, being seated close to the interpreter is essential. Use a variety of modalities for presenting class content, including hands-on and visual elements. Not only will this support your D/HH students, but all of our students can also benefit from multimodal learning. In terms of working with an interpreter, always direct your eye contact to the student and avoid saying things like “tell them I want” or “do they understand?” Communicate directly with the D/HH student. Interpreters are language facilitators, not teachers. If a student is lacking understanding of a topic, it is the classroom teacher’s job to re-explain the topic. However, consult with the in-class interpreter and value their input, they know their students really well and probably have some great ideas on how to support their learning. With this being said, each interpreter is different and it is best to meet ahead of the school year so they can discuss their role and expectations can be established. Avoid walking in front of or blocking the interpreter. And please, never use the interpreter as a joke, saying certain things because you want to see it being signed. This is highly offensive and disregards interpreters as professionals in the space. Be mindful of your pace of speech, especially when reading a text aloud we tend to really speed up when reading out loud. Provide class content to interpreters ahead of time, especially books that will be read and videos that will be shown so the interpreter can prepare accordingly. Normalize always using captions and finding inclusive content when possible.

Learn Bright has various science and social studies topics with an ASL interpreter in the video. Silly Paws is a children’s show with ASL and English. Post the ASL alphabet and show images of children who have hearing aids in course material. Face your students when you speak and remember, lip reading with high accuracy is extremely difficult and, most of the time, ineffective. Do not rely solely on lipreading for communication. Learning that you will have a D/HH student in your classroom can be overwhelming, especially if you have no experience with the community. Most importantly, be willing to learn. Try valiantly to get to know your student and work collaboratively with their interpreter. Try and try again to ensure all of your students feel a strong sense of belonging in your classroom.

Courtesy of MeganM@OTU

Are We Including Everyone, or Just Those Who Fit In?

How inclusive are our classrooms, really? As future teachers, we are constantly reminded to embrace diversity, value other cultures, and create an atmosphere where students feel a sense of belonging. But have we ever taken time to analyze if some of the classroom practices we observe daily do this?

During our Week 5 case study discussion, we explored the challenges of supporting language diversity in the classroom. The scenario focused on students from different cultural and linguistic backgrounds who tended to form friendships and work with others who shared similar backgrounds. It raised important questions about how teachers can encourage connections between students while respecting their individual languages, cultures, and identities.

This discussion got me thinking about inclusion beyond language. For example, many schools incorporate Christmas, Thanksgiving, and Halloween-themed artwork and activities into their classrooms. I understand that these traditions have been normalized in many schools and may seem harmless. However, not all students celebrate these holidays or share the same cultural and religious traditions. This left me with several questions.

As future educators, how do we make sure our classroom activities reflect and respect everyone’s experiences? Should we move away from certain holiday traditions altogether, or is there a way to recognize and celebrate different traditions without making assumptions about what students believe? How do we include everyone without unintentionally misrepresenting a culture or making someone feel singled out?

It also made me contemplate my own experiences and family. I believe that I am lucky enough to come from a multicultural family where I can find ties to many cultures and races. Being married to a Punjabi man, having Black nephews, and having an Indigenous sister has helped me learn about other perspectives and traditions apart from the ones I grew up with. These experiences have made me understand that everyone experiences life differently.

It was also interesting to know about my fellow students' views and experiences. One specific perspective which was mentioned by my classmate regarding his participation in Christmas concerts at his school intrigued me. He stated that he felt embarrassed and uncomfortable being involved in such activities since he did not follow it in his culture, but participated in them anyway even if his parents were not interested in watching. It made me wonder that what might be normal behaviour in school for one individual may mean something totally different for another individual. From a teacher’s perspective, organizing Christmas concerts may seem like a wonderful opportunity to bring students together and create a sense of community. However, have we ever stopped to consider how each student actually feels about participating? It was clear that my fellow classmates did not feel comfortable, represented or included in the Winter concert as a child; I do not want my students to feel the same.

Honestly, before this program, I had not given much thought to everyday school practices that could unintentionally exclude students. When I was in elementary school, these traditions were part of the school experience that I also did at home, and I still see some of these practices in schools today. During my placement, I noticed that Christmas-themes artwork had shifted towards more general winter-themes activities. I thought this was an interesting change because it seems to allow all students to participate in seasonal activities without focusing on a particular holiday. However, Thanksgiving celebrations made me question things a little further. For example, students were asked to create pumpkin artwork and write what they were thankful for. On the surface, this seems like a simple activity that allows students to reflect on gratitude. But I question if this is still an inclusive way to recognize Thanksgiving, or are we making assumptions about what students should celebrate and how they should participate?

I would like to raise another question, which, I realize, might be a sensitive one. As educators in Canada, it is our obligation to include Indigenous perspectives, history, and knowledge in our teaching practice. This obligation has been outlined in the Calls to Action by the Truth and Reconciliation Commission, as well as in the standards set by the Ontario College of Teachers. It raises the question of how we treat cultural inclusion in general. Do we make equal efforts to recognize the other cultures that are present in our classrooms? Are we ensuring that Indigenous perspectives are incorporated meaningfully, with the respect, understanding, and attention they deserve, rather than simply treating them as a curriculum requirement? And how do we provide our other students with the sense of being recognized and understood? How do we teach indigenous perspectives and help students understand the importance without making it feel forced? I do not mean to pose the question with the aim of reducing the importance of Indigenous perspective. On the contrary, I try to understand how it is possible to fulfill our obligation to Indigenous education while recognizing all students equally.

I have realized that there is not always one clear answer when it comes to inclusion, and it truly is a grey area in education. As future educators, we may worry about saying the wrong thing, misrepresenting someone’s culture, or unintentionally making a student feel excluded. I want all my students to feel comfortable and valued, regardless of their cultural or linguistic backgrounds. I can recognize that schools are making efforts to become more inclusive, but educators are still learning how to make sure these efforts genuinely reflect the experiences of all students.

That is when I believe that the importance of a growth mindset becomes evident, not only for students but for us as educators too. We tell our students to take chances, make mistakes and see how they contribute to their learning experience. But we have to realize that the same expectations must be set for us. Not always will we know what to say or do, and we might even make a few mistakes along the way. Instead of being held back by the fear of making a mistake, we need to be ready to listen, accept criticism, reflect on our choices and make the necessary changes. Good intentions are necessary, but we need to keep in mind how our actions influence our students in class.

Finally, I don’t believe that inclusion is about having all the answers or about making sure that there are no more traditions in schools. I believe that inclusion is about being ready to question things that we may have always taken for granted and to realize that our personal experience does not reflect that of everyone around us. As future teachers, it is our duty to make sure that our classroom environment encourages our students not to be afraid to be themselves and not to just blend in order to belong.

Brought to you by DimitraM@OTU

Classroom Management Strategies that Work

As teachers in [the junior grades] and high school we know that having a strong knowledge of our subject matter is only one key to success. Another key to success, and perhaps one that might dominate all others, is having effective classroom management strategies.

No matter how much we know our subject or have invested in planning an amazing and engaging lesson, if the classroom is out of sorts then our efforts elsewhere won’t translate. 

As we approach a new school year or semester, it’s always a good time to reflect on what tools we have to help us “in the room”! And this doesn’t just apply to the new year, since revisiting these 10 classroom management strategies can help whether it’s a new year or just a new day!

Having a set of strategies for classroom management is great because sometimes one strategy doesn’t work and you need to go into that teacher toolbox to find another option. Plus, not all strategies will work the same with different students or classroom dynamics. What is ideal is checking your toolbox to find a blend of classroom management strategies that work for you and your students!

Check out this website: 

https://teachspectacularscience.com/10-tried-and-true-classroom-management-strategies-for-secondary-teachers/

Also, click the various images above for other worthy websites

Courtesy of Dr. Roku@NUO

Classroom Management

           In our class today, the presentation discussed classroom management strategies and the learning environment. This topic was interesting to me because I think classroom management is a primary concern for many teacher candidates, and I know I want to learn as much about it as I can before I begin teaching. Classroom management is extremely important because without it, even teachers with immense content and pedagogical knowledge will not be able to deliver the content efficiently. 

A key concept the presenters identified was the difference between reactive and preventative measures. A reactive measure is a direct response to classroom misbehaviour such as a punishment, while a preventative measure is a prior step taken to reduce misbehaviour, such as the promotion of community in the classroom. Preventative measures are much more effective because they reduce the need to take reactive measures, which can negatively impact class morale and your relationships with the students. 

I believe my experience as Resident Life Don at Laurier for four years will assist me with my classroom management techniques. During my time in the role, we were taught various preventative strategies for reducing behaviour that violated the resident code of conduct. These included fostering community through active involvement and inclusion, building one on one relationships, establishing rapport, and role modeling positive behaviour. At residence, this meant hosting community events, encouraging participation, doing one on one meeting with each resident to discuss their adjustment to university, having appropriate responses to conduct breaches, and maintaining policy in my own actions. 

Although implementing these strategies in a classroom will look much different, the core idea is the same. Getting students to feel included means actively encouraging all students to participate and finding way to incorporate their interests/lived experiences, therefore fostering a sense of community. Building individual relationships with students still involves finding common interests and ways to build mutual trust. Establishing rapport still means acting professionally and role modeling the respect and integrity that is needed for successful classroom management. 

Overall, I think applying these lived experiences is the best way to achieve the preventative measures discussed in this week’s presentation.

Colby A@OTU

What Motivates Teachers to Teach?

Think about the people who’ve had the greatest impact in your life. The ones who inspired you, supported you or encouraged you. Chances are, at least a few of them are teachers. From kindergarten to the collegiate level, teachers and educators play an essential role in our society. They don’t just impart information, they offer guidance and mentorship when it’s needed most.

As a certified teacher, you have an incredible opportunity not just to excel within your profession and find fulfillment, but to truly make a difference in the lives of others. This is true across all of the major reasons why teachers love what they do.

Daniel@OISE

Read the full article:

https://www.marshall.edu/blog/why-do-teachers-teach/

Student Motivation

In our previous lecture, we discussed student motivation and the vital role it plays in the classroom. The most significant point for me was that student motivation in the classroom partly reflects how teachers affect student morale. In that week's assigned reading, the author notes that teachers cannot take "students’ motivation for granted, and they have a responsibility to ensure students’ motivation to learn" (Seiffert et al., 2009, p.100). Some way or another, "teachers must persuade students to want to do what students have to do anyway" (p.100). 

I am reminded of my own educational experiences, particularly my time as an elementary school student, as I was not an overly engaged or motivated student. If a subject did not pertain to my interests, I often did the bare minimum, and that was sufficient up until I was in the seventh grade. In hindsight, that year of schooling was perhaps the most gruelling of my elementary and secondary school career. I struggled immensely in mathematics that year. I had a grasp on the content from previous school years, but seemingly no matter how hard I tried, I could not make sense of the newly introduced concepts and, therefore, meet the curriculum expectations. Evidently, mathematics was not a subject I could be successful in. Although my seventh grade teacher never said anything outright cruel to me, she was not approachable nor offered me much feedback besides the fact I needed to improve significantly. My frustration at myself and the subject combined with a lack of a tangible route to improvement led to my mathematics grade worsening. It took intervention from my parents and working one on one with a tutor the following summer for me to get back on track. 

As educators, we have a responsibility to our students, to keep them motivated and engaged with the content. Of the strategies discussed in the assigned reading, as a future educator, I hope to incorporate assessments focused on student choice and autonomy, pertaining specifically to student interest. Autonomy is a key component of the TARGET acronym and promotes “self-efficacy” and “self-determination” among students (p.122). Students should have the opportunity to be active participants in their own learning as it increases their overall engagement in the classroom. 

References:

Seifert, Kelvin & Sutton, Rosemary (2009). Educational Psychology (Second Edition), OER.

KatherineM@ONTech