Author: douglas pham

June 15, 2018

Yesterday was a series of enriching experiences, beginning with Roots of Empathy and ending with students making coconut covered chocolate balls for their fathers.

Roots of Empathy was a great highlight and provided me with much learning. How effective is having a baby in the class? Very. What struck me the most was the wonder and awe that every child had for the vulnerable baby “Eliza” (approximately 8 months old) that came into the room. The students were all highly attentive and observant, even picking out fine details regarding the Eliza’s activity. A large majority of the students noticed that when one of them handed a doll to the baby and it did not interest her, she, to their wonder and amazement, handed it back to the doll’s owner! At the end of the observation process and Eliza’s visit, the facilitator, our principal read aloud the students’ wishes for baby Eliza, which involved wishes for good health, happiness, many toys, and peace. I believe the greatest profit to this Roots of Empathy program, is not just the development of empathy, but the firm conveyance of a growth as development. At the beginning of Eliza’s visit, she was not able to walk, speak very much, or manipulate toys with dexterity; each subsequent visit would demonstrate a baby who is growing, learning, and changing with time. It is so powerful when students realize this and they treat the vulnerable baby in the way any teacher should treat a student: with patience, and wonder and awe. These children did what an expert teacher should do; an expert teacher needs to observe students with wonder and awe at their capacity for learning, and the achievements that they can and will make. More often than not, the children, like babies, just need more time and support.

After Roots of Empathy, I spent a magnificently chaotic yet orderly time with the grade 2s who were making coconut covered chocolate balls for their fathers in lieu of Fathers’ Day. I was spontaneously incorporated into facilitating the distribution of various baking tools, and substances. It all went well, but what really fascinated me was how well students could receive instructions based on the differing methods I opted for: tenderness or firmness. I noticed that some students needed more firm prompting and guidance towards the directions, whereas others only needed gently encouragement to complete the coconut chocolate ball making process. One thing that I had to be quite firm about was when students licked their fingers… There was no negotiation: wash your hands before you touch your ingredients again.

June 14, 2018

Today was another magnificent day of learning, and I end it with another question: What is the origin of behavioural challenges? (Interestingly enough this CFE is making me do a lot of thinking… As I find new perspectives, I am given new questions as opposed to solving previous ones.”

I spent my day with two grade 1 classes with two very different atmospheres to them. The first was very structured and routines where well in place (I did not think this at first, being a first timer in the classroom); the second was a bit more fluid due to a handful of challenging students.

What struck me the most in the first class is how much flexibility with boundaries can assist and promote a sense of responsibility. This sentiment is not unlike my previous reflection, but in this Grade 1 situation, it was much more pronounced. This responsibility soon turned into ownership, where their owl and shark drawing lesson transformed into a faucet for creativity and incorporating personal interests. We had multiple Mario-Owls and Mario-Sharks. Some of the owls were even drawn with mucus dripping from their nose, which were termed “infectious owls”. They were not told to adapt their designs in this way… nor were they given direction to cut out their owls. It seemed like it was a fitting path to permit, because the level of investment from the students only increased once they incorporated their desires.

The second class had one student in particular that caught my attention. I shall call him Charlie. Charlie was consistently distracted, moving around, drawing on objects, getting into other students’ faces, and being a general distraction. I eventually met his younger almost-3-year-old brother and his mother. It seemed like he had a “regular” (chaotic) lifestyle with 3 male siblings and a mother that cares very much for him. From whence comes his behavioural challenges? It does not seem like there is a genetic disposition from my inferences from his baby brother and mother… His brother was astutely engaged in trying to successfully attach a plastic linking chain to a toy trolley, such that he could pull it along with the chain; the child had a highly tinkering-mindset, if I could say such a thing.

Nature versus nurture… It is the age old question of how we as human beings ultimately find our realization in maturity. I have never been one for either or. I personally choose a third option, which is that nature greatly influences, but there is fulfillment of needs that children need met in order for them to function positively, which incorporates an element of nurture. I tried identifying what exactly it was that Charlie needed… It seemed like he needed a challenge with his work; he found the relatively simple activity of hunting for triangular shapes out in the play ground too mediocre for him. Honestly, I am starting to think that there is more of a story, and he is having some sort of need that is not being met, whether it is attention, trauma, challenge, or motivation, I do not know. He was quite engaged when we were doing a lesson on science about animals and different types of ears. The inner machinations of a child’s mind still remains a mystery to me. Perhaps, I should try thinking like a child more…

P.S. I am currently conducting a few experiments through my interactions with my homestay’s son, who is in grade 3. I tell puns, sometimes laughing at them, sometimes explaining them, and sometimes with no reaction at all. It seems that he does not get them… Maybe he just does not find them humorous? I do not know. I am aware that children are very literal, but it seems like, based on my personal findings, Gr. 5 is when we should start puns with children… not primary.

June 13

Everyday, I am being surprised by new approaches to teaching, but even more so by new little human beings for me to meet and interact with. The question that stuck with me throughout this entire day is: What is a good person? Certainly good people are a fundamental part of an integrated community!

The day began with a number of students playing with each other in Mr. Brum’s grade 3 class… When the bell went and the students were let in, I realized that some of these students actually belonged to different classes! Soon, they puttered out of the room; it was strange, since I had never seen this before. Apparently this happens on a regular basis. It seems that the students were confident and comfortable in the space that Mr. Brum had created. At the end of the day, Mr. Brum told me what he had heard from the secretary at his previous school: “We lost a safe space when we lost Mr. Brum.” He felt comfort in that, because that was exactly what he was trying to create on a consistent basis, a safe space. I think Mr. Brum is a good person.

As I continued my experience in his classroom, I noticed that his students held a strong sense of ownership and responsibility over their classroom and learning. Was this because they were the “oldest in the school?” Was it because Mr. Brum has established a consistent routine that the students are responsible for? Was it because the students were aware that they were in a safe space? I think it is a mix of all of those things. These students were good persons.

Yet, despite all of these good people, there were difficulties. I began to wonder about the situation of a few behaviourally challenged students in our midst. I asked Mr. Brum, “Why are they acting like this?” Apparently one child’s reactive behaviour is condoned by his father. Furthermore, as we continued our discussion, Mr. Brum called it a “hopeless” situation, and in some ways it is: how can a teacher affect positive change when a major parental figure and role model condones negative behaviour? My question remains… What is a good person? Well, one thing that I know for sure is that good people hold each other accountable to a high standard of behaviour that brings about positive outcomes for each other. Mr. Brum does this when he jokes and laughs with the students; the students, when they correct each other during their self-directed calendar time, do this.

June 12 

The question and focus for today remains the same: What does it mean to have an integrated community that is focused on/mindful of the education of children? Part of the answer is feeding children.

I began the morning by volunteering myself to help make a batch of scrambled eggs for the breakfast club that was visited by many hungry little people who happily gobbled their scrambled eggs, sausages, and toast. During that time I met some more of the remarkable staff and workers that give their time for the students. One lady, who was a massage therapist, eagerly incorporated Spanish into the morning by enthusiastically teaching each student how to ask for their apple juice in Spanish! “Manzana, por favor.”… “Gracias!”

After this experience, I spent the rest of my day with the Kindergarteners, some of who recognized me from the breakfast club! They were eager little learners, and were very high energy. It was fascinating hearing about the Jolly Phonics program that was being adopted. It renewed my understanding of how one learns the English language. The whole emphasis was to get students to spell with a semblance of accuracy: The Kindergarten teacher told me how some students would shut down if they are pushed to spell “correctly” as opposed to spell “how it sounds”. The whole intention was to get kids to write.

At the end of the day, what made the most impact on me and my question of an integrated community was when a handful of the Grade 2 students, who I was with yesterday, ran up to me to say good bye, whilst giving me hugs. This is not a common occurrence for me. I have been in grade 1, 2, 3, 4, and 5/6 classes over a period of 4 years. What type of freedom and sense of safety do children need in order to have the comfort and care to be so open to a stranger like me who has only been in their school for one day (I don’t think that I’m that charismatic)? What exactly is happening in this school, this community, that is not happening in the schools that I have been to? Perhaps it is because everyone is connected to each other in some way shape or form?

After the end of school, I went on a hike with the principal, Bill, and we had a quick chat. I recalled hearing how teachers are very well known when they go to the grocery store; he replied by saying that if you do not want to be known in Princeton, teaching is the wrong profession for you. I think that is a fascinating concept: everyone, including the students know who the teachers are. Perhaps the comfort and sense of safety that students have arise from the fact that teachers are prominent figures in the community of Princeton; they are respected; they are cared for; they are loved and are bridge builders.

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.