June 10
At 8:30 pm, I finally arrive at my destination in Princeton: an enthusiastic and committed elementary school teacher’s home. The first thing that strikes me is charity, kindness. Everything is prepared for me and I am heartily welcomed and given free, uninhibited access to their fridge and pantry; what more can one wish for?
Coming to this place I bring one primary question for exploration, consideration, and evaluation: What does it mean to have an integrated community that is focused on/mindful of the education of children? Upon briefly dialoguing with my new temporary family (the two children have already gone to bed, and I remain awake chatting with two remarkable parents, a forestry worker and an elementary school teacher), a semblance of an answer began to formulate.
Mikki-Lee, the grade 2 teacher with whom I am staying, had a colleague over to take care of the dog while she and her family were away at a swim meet in Penticton. The neighbours living on the property that is conjoined to hers wanted a door installed in the fence, so that the kids could come over and use their front lawn, and if the car is ever in disuse for a while or something is awry, they call and ask. Furthermore, if Mikki and the other teachers at the school usually need to budget in extra time while at the grocery store because all the kids and families know them. Everyone is connected.
June 11
This day started with a simple breakfast of cereal, and a hustling bustling flurry of movement as everyone started to wake up. After lunch was packed we headed out to John Allison Elementary. It was fascinating being in a school that was strictly K-3. The dynamic was different: No pressure from older students, less (slightly) older peer role models to follow, which meant that the primary role models and influences were the adults that were there and the other students who were primarily of the same age. I look forward to seeing how the students grow within a brief period of 3 weeks! This first week will be more of a “come and see” type of experience where I visit and spend my time observing and interacting with all of the grades in the school. It has already been a very enriching experience.
As I reflect on my day, two primary things have caught my attention, the first is how does falsehood represent itself in a primary setting? That is to say, when is a child lying and when are they being overdramatic? It is a fine line between the two, and I wonder if this is a stage in which they are beginning to understand what it means to manage their outward performativity… The second thing that caught my attention (which I think is more notable and important) and will probably be ever on my mind for the rest of my stay is the relationships and connections that are being intentionally built.
When I was being given the tour of John Allison Elementary by the Principal, Bill Lawrence, I was struck by who he was: a principal that saw persons with whom he had a relationship. Every child he saw, he called and greeted by name. He gave hugs, high-fives, and joked with them. Dedication and connection, I think that is vitally important for developing an integrated community. I briefly witnessed how connected he was with the community when he met some of the other adults.
I am particularly excited for tomorrow morning with my day with the Kindergarten classes. I have heard about the program called Roots of Empathy, and did some research on it. I believe that the idea of using a baby to teach empathy and vulnerability is a fascinating idea, and I am looking forward to seeing further efforts at creating connection between people.