Week Theme: Teacher Identity

Monday, January 11th:

Today was the first day of PDP. We met at SFU Burnaby in the (formerly named) SFU theatre. In an e-mail we received prior to the program starting, we were instructed to read both “The Short Bus” and “The Inconvenient Indian”, and reflect on some questions provided. As such, I was still rushing through the last two chapters of “The Inconvenient Indian” as the 145 bus pulled into the loop. After finding my way to the building, I joined the cue of other anxious teacher-wannabes congregated outside the doors. When they let us we, we signed in and found our seats in the theatre. Just after 9 am, one of the indigenous scholars at SFU welcomed us, and played her flute to the 4 cardinal directions to acknowledge the unceded territory upon which we were meeting. She also had a man join her and play his drum as she joined two flutes together, encouraging the audience to clap along. This was followed by general introductions by name of all of the staff present. Then the Dean took centre stage, and incorporated 5 points to being a good teacher. Of course I didn’t take notes on this assuming I would remember better by simply paying attention. Fat chance. The theme of looking backwards and looking forwards resonated throughout the morning. The first ever reflection question we were given to ponder individually, and then share with a neighbour was “Think about the theme of ‘looking back, looking forward’ in relation to your educational journey (What has resonated with you? What questions do you have?)”. I was reminded of my past teachers, formal and informal, and the type of qualities they embodied: kind, genuine, silly, intelligent, supportive, good listeners, and good relationship builders. I then stated how I desired to emulate those qualities myself, and would consistently remind myself to do so by blogging my reflections on my practice. I also noted that I personally have very little experience with people of Indigenous backgrounds. However, I do share some of their value systems, including those for the environment. I also have some connections who have more visceral experiences, and would be a more authentic guest voice in the classroom in addition to possible school/district supports. One of my questions to myself was: how could I be authentic in my facilitation of helping kids and people share their histories? I went back and underlined stories after we watched the Ted Talk: the danger of a single story. Stories don’t define us completely, there is always the potential of the present and the unknown of the future. Our story is our plot unfolding, not where our identity ends. Following the video, three guest speakers shared their stories with us. Looking back, I now see that they selected these three speakers with respects to the themes entrenched in our 401/402 semester: Aboriginal Education, Special Education, and Teacher Identity. The first speaker, Olivia, was a grade 7 girl with an exceptionality: she was born almost completely deaf. She shared her story, recalling the roles her parents played as advocates, the patience of her teachers, and taking personal responsibility for her challenges. She referred to herself many a time as bionic girl (due to her cochlear implants), and made reference to the many superpowers it gave her: not becoming disoriented without sound under water, being able to turn off sound to lose herself in a good book, etc. Next, Ashley, a grade 12 girl from Squamish, shared her story related to her Cree heritage. She was mindful to acknowledge first the unceded land, and then jumped right in, sharing her involvement in education “politics” (such as district forums). In particular, she reflected on what one of the staff at the forum said to her, a young girl of 15 at the time: “For an aboriginal student, you have a bright future”. This had a very negative resonance with her. She also called to memory her family history: how they could not speak of the terrible thing that happened to grandma (residential school), and her mother’s substance abuse (leading her to move out at a young age). It was a very stirring and powerful moment when she made herself vulnerable like this. She was also quick to acknowledge that there is so much more to her than just being aboriginal, but that it is at the core of her identity (100 hour drum – how white are you? #nativeproblems). Ashley also told us about the different leadership groups at her highschool, and how the aboriginal leadership group felt as though there was a forcefield repelling non-native individuals because they felt guilty for past events and weren’t sure how to reconcile that and belong to a group with whom they did not experientially identify necessarily. What was most moving was when she addressed us as a group directly, and told us to get to know our students, to remember to say yes to their ideas, and create a safe space with integrated content and method. She ended by reminding us that while shame and trauma are a large part of her collective history, so are strength and resiliency keynotes of aboriginal culture. Lastly, Brad shared his story of going through the program a scant year prior. He divulged that it took him 16 years to complete his undergrad! Of all his years of schooling, PDP was his favourite: he met the best people, and joined a family. He also shared that the struggles bring you closer together and challenge your own resilience – teaching is so fun but very exhausting (overworked and overjoyed on a Friday afternoon). After all of the stories had been shared we all came down to the stage, joined hands in a large circle, and walked/skipped/ran around, spiralling in and back out again to a song, making eye contact. Some people were frowning, but the rest of us were smiling and laughing. Finally, we hovered hands with our neighbours, feeling the energies and sharing good vibes, then finished with a resounding clap. We then got to check the screen for the room our individual module groups would be meeting in, and break for lunch (we were all starving by this point).

In the afternoon, my module group, Literacy in the Urban Classroom (an exclusively Elementary module) met in one of the education building classrooms. Our FA’s (faculty associates) shared their contact information, as well as that of our faculty member (FM). We learned about their individual backgrounds in education, one working in the New West school district for many years, and the other in the Vancouver school district. The objectives of the afternoon were to build community, and take care of some basic housekeeping (contact information, meeting location and time, syllabus, ipads, etc.). Some of the icebreaker activities we did included Move Your Butt (called Move If on this occasion), as well as the Take what you need toilet paper activity. Kam and Katherine clarified that they would be modeling teaching strategies as they taught, therefore our learning would be a sort of teacher inception of lessons. We also did one other activity – called animal house or something like that, where we pulled an animal name out of an envelope, and then had to get up and mimic that animals sound and find our partner in the group. That person, Layla in my case, became my ‘critical friend’ or ‘buddy’ for the semester. We shared contact information and our FA’s told us we would probably work with our buddy when we needed a partner in the class. Kam, Katharine, and Steve also shared personal artifact bags to model what we would be doing the next day as our homework assignment.

Needless to say, after this first day of school I was completely exhausted, but also super engaged and excited for what was to come. I mean, the first day we got to hold hands, play games, and talk about learning (my favourite ‘subject’) – how could I not be in love?

Tuesday January 12th:

There are 32 people in my module. Today we met on the Surrey campus – our homebase. When we arrived in the classroom, the first thing I saw was the ‘Shape of the Day’ was on the board. At 9:00am (our hard start) Kam and Katharine greeted the class and did a land acknowledgment. This was followed by a quick personal journal reflection (not to be handed in, just for our own thoughts) on the following question: After yesterday morning, what resonated with you? What questions do you have? I wrote:

Two things which resonated with me from yesterday morning were “the single story” and considering my “educational journey”. I have always seen the highlights of my educational journey in the “rear-view mirror” as they pertain to my personal identity, however, considering more in depth the ‘blanks’ is something new. While I might be familiar with experiences outside my own identity, integrating and acknowledging them in my teaching practice poses a new and exciting prospect to explore. “The single story” parallels this idea, and considering the invisible walls and assumptions built up in society makes me want to listen to everyone’s story/stories. I wonder how teachers can facilitate personally getting to hear each child’s authentic stories while keeping the flow of the day, as well as investigating the sharing of those stories student-student while maintaining a safe space? I want to experience more authentic interactions with local indigenous groups and hear their stories so that I am informed and feel authentic when discussing them as a ‘topic’ in class. Do teachers – under the new curriculum – now acknowledge the land every morning like they used to do (do they still?) with the national anthem? I loved having the children tell their stories yesterday, both Olivia and Ashley. By hearing someone talk, even if just for a few moments, I feel more connected to them and their stories.

Next was our first B3 (Brain and Body Break) – Human Machine. Katharine led the activity, first explaining, then modelling, then facilitating. I found it helpful that she shared examples of ideas students have come up with in class to modify the activity. She also shared the goals behind the activity – in particular teaching rhythm, momentum, and movement.

Our Program Coordinator Sareen stopped by at this time to share her contact information and greet us. Apparently we probably won’t talk to her much in 401/402, but more in 404 and especially 405.

We then did a quick reading of the introduction to Parker Palmer’s book “Teaching from Within”. Then we buddied up with our critical friend to “Walk the boat” (the loop around the floor on campus) and discuss our ideas about the article. Most of us really liked this instructional strategy because it allowed us to talk more freely about our thoughts, more conversationally. This piece really resonated with me, and I hope to explore the text further in the future!

Since the theme of this first week is “Teacher Identity”, the Bio Bags homework was a key part of knowing ourselves and introducing those things to the class as well. Tory and I and Rowena all cried during our turns, so we joked about hanging out on the weekend. Everyone found a way to connect to others through sharing our stories. This activity really allowed us to be vulnerable. What made it so great is that our class is very authentic and has a great vibe – you can just feel that everyone is on your side and it’s a safe space. It is a wonderful feeling that I would want to have in any environment I am a part of, but especially a classroom, since you go to it every day.

Each day we also get a Recess and a Lunch break in our shape of the day to mimic the rhythm of an elementary school routine.

The second brain and body break of the day was led by Kam and we did the Counting to 20 game, perhaps otherwise known as sequence.

Some topics in reflection that were discussed as they came up throughout the day included:

• the teacher as an easy target for society for social stigma, turmoil and change
• teaching to the whole child but never know the whole child completely
• each FA and each of us as well (in our credo’s later) will have certain words we used a lot that resonate with our practice – Kam’s are authentic and passion according to her students last year
• the what – how – why trilogy

We each signed up for a day to bring a snack, as well as to bring a brain and body break. I signed up for the next day because I’m a keener.

Later in the day we drew a visual representation of our Educational Journey, including a running metaphor, 5 points/events, and uncharted territory for our fears and questions. Since we didn’t have time to share these, they are just up in the classroom on one of the boards for people to view at their leisure.

With the bio bags taking up a HUGE amount of time, we had to quickly wrap up by creating groups for the next day’s scavenger hunt or tour de Surrey. 8 groups of 4 chose a neighbourhood and made sure they had a driver (we paired up teams of critical friends). We were also assigned two readings, two chapters from a Brookfield book (on Canvas) to read for next day for discussion.

Wednesday January 13th:

I’m still trying to figure out how best to lay  out my reflections for each day. It’s hard looking back in retrospect since I’m already into the second week. I think I will layout the shape of that day, and make brief reflections throughout as I see in my notes. From the third week onwards, hopefully these will be daily and more reflective of my progression through the program!

Theme of the Week: Teacher Identity

Shape of the Day:

• B3: Cassia (Human Knot)
  • Something I should have taken into consideration was that Alicia has an injured hand, and so I should have remembered to modify the activity for her. While she was ok sitting out for the activity, for other kids I could have had her join a group and be the “eyes on the outside”.
• Syllabus/Organizational Materials
  • life long life wide learning
  • divide notebook up for spaces for: instructional strategy list, B3 list, personal journey (daily reflections), weekly reflections (to be typed for Kam and Kristina), read alouds list, SpEd (lit circle, research project, notes, discussions), AbEd (lit circle, assignments, files of uncertainty)
• SFU LUC 2016 FB group created
• B3: Go Noodle – Pop See Ko (Brett)
  • So much fun! Googled it and very popular with other teachers as well. Works from K-7.
• ~Recess~
• PDP History and 4 Dispositions
  • Seconded FA’s (unique)
  • Standards (C of T & TRB)
  • Capacities= intellectual, social, emotional
  • Goals (1-10 in PDP= “10 commandments” used to assess everything we do!)= global
  • Competencies (open ended Q’s, scale, class managment, etc.)= concrete
  • Dispositions are the bridge between the goals and competencies
    • CROP= Critical Mindedness, Reflective Capacity, Other Directedness, Pedagogical Sensitivity
    • Activity= used cards to split 32 into 8 groups of 4 by suit and/or number, puzzle piece posters together
• Scavenger Hunt (with Krystal, Sheena, and Layla to South Surrey) – Urban Literacy
  • We went to Redwood Park (20th and 176th) which highlighted some of surrey’s natural heritage, although it was a European perspective, arboretum, fairy doors missing, community events, all abilities playground, storytime, etc.
  • Semihiamoo Library which had play for literacy games, storytime, lego, read to a dog, shelves close to ground, etc.
  • Ray Shepherd elementary – we looked at a classroom, the routines, the calendar, whiteboard with tips, use your WITS in conflict, culture in school mural at the entrance

Thursday January 14th:

Shape of the Day:

• Storytime: “What does it mean to be present” Rena Diorio (mindfulness)
  • talking about LUC, The Daily Cafe is a resource for the DAily 5 framework structure for part of a literacy program
  • mindfulness, social-emotional learning, zones of regulation, mind up
• B3: Guess the Leader Pattern (Alicia)
• Article Debrief (Brookfields)
  • we practiced saying back what we heard. taking turns saying our thoughts then repeating back what we heard them say before saying our thoughts to show that we were actively listening “I heard you say this…”
• 10:00 CANVAS with Bill Feenstra
  • intro to CANVAS (similar to my experience with Blackboard Connect), iPads handed out
• ~Recess~
• Scavenger Hunt photo share
  • some brief highlights I recall are the ‘Deck’ SSD board office is on 140th and 92nd apparently
  • Whalley has ATEC on 108 and 138, also embodies literacy challenges across languages and other abilities
  • Newton, concept of map as a form of literacy, development proposals, demographics “chai time” at elementary school
• B3
• ~Lunch~
• PDP Goals
  • word sort – given strips of paper with different parts of the PDP goals, had to find different ways to group them all together
• LUC Community Agreement
  • modelled how to create a community agreement for your own class, like a contract for community behaviours
    • honouring time
    • honesty, trust, mindfulness
    • open minded discussions and about experiences
    • respecting space, values, ethics
    • communicate
    • being prepared (readings)
    • phones off
• B3
• Danial Pink Video?
• Closing Circle
  • I like how we either go around the circle, or popcorn style and get to share our thoughts, or what’s on our mind, or what we liked from the day. It’s a good “check in” to see what resonated with each of us.

Friday January 15th

Going to be honest here – it’s been taking me forever to face up to finishing my past reflections of the day and what actually gets done and what resonates – trying to catch up now (2 weeks later on this draft). February will be a fresh start and a chance to implement better pictoral documentation as well, in addition to ‘formal’ reflections for each day! But for now, here’s what happened according to my notes and memory…

Shape of the Day:

• B3: Alphabet Yoga (Rowena)
  • did individually, but many adaptations for groups, spelling, etc.
• Literature Circle Book List for SpEd
  • I chose and got Wonder by RJ Palacio
  • If giving selection to students, remind them to choose what interests THEM, not their friends
• Literacy w/Steve Marshall
  • pedagogy introduced: using writing activities to learn (writing as a generative practice for more ideas)
    • Languages, literacy, and me: Quick Write (prefaced that we would be sharing in groups)
      • I wrote a quick poem… The only language I am fluent in is English; I have also studied French and Italian; And on occasion I’ve dabbled with Spanglish. As I understand it, literacy can take many forms; I know of physical, technological, numerical and visual; As well as reading, which is the prescribed norm.
    • by restricting the time, you leave writers hungry to express more
  • all of the PPT’s are on canvas, so the rest of my notes were highlights
  • literacy is all things (ex. embodiment in Alphabet Yoga)
  • predominantly cognitive study, but socio-cultural perspectives are very important (contribute to whole story)
  • Steve then proceeded to model a cognitive theoretical constructed lesson, presented in Spanish, asking us to think about what’s happening in our heads and how we feel. Below is my personal reflection after the lesson
    • Fun in this class because presenting and supportive teacher. If less kind teacher, especially when super strict about only using that language could become frustrating and defeating if no translation. Thankfully my French and Spanglish background helped, but others might not have this. English does not have masc/fem words. Repetition might simply be that – repetition without understanding. Providing that child w/additional SLL resources would be helpful. Would struggle to explain lack of understanding and what they need. Easier to share complex ideas in mother tongue. Somethings in my high school students working in groups might speak Mandarin/Korean/Phillipino to exchange thoughts then translate together for proximal English. Language does not predicate intellectual ability. Fun for a class but not all day every day, immersion helpful to prevent from reverting and attempt to try with Spanish. But if like that for social as well and no community of similar people, would feel alienating. Fear being forced to write or offer answer in from of class. Tiring. Nonverbal support appreciated!
  • Some bad teaching practices that were listed included:
    • standing still with no gesturing
    • policing, asking who wrote that
    • didn’t do prep work of certain info and skills for some lessons (no clear single objective)
    • spoke quickly
    • drag people up if no one volunteered rather than just taking it on himself
    • assumptions of competence, spoken practice too soon
    • permanent marker on white board (lol)
  • one of the key ideas= social/cultural linguistic can override cognitive in certain situations
    • emotion, identity, sense of belonging, othering, priveleging, linguistic vs. communicative competence
      • Halloween Son example (seen as non-compliant, teacher assumption)
      • Sabbatical example (half Japanese/half Euro did french ESL with a Portuguese boy and Libyan girl, all integrated differently depending on social acceptance and integration)
• ~Recess~
• B3
• Literacy cont.
• ~Lunch~
• Movie: Dead Poet’s Society (w/PQP)
  • Kim is the FA for PQP, who are re-qualifying teachers from other places around the world
  • movie choices should always be intentional and framed for students before watching to know the purpose/what to focus on and take out for it
    • for us was looking and listening, assessing Mr. Keating using specific examples and details and linking it back to the competencies sheet
      • Assessment= I get to see what you are thinking – make their thinking visible to see if it meets the intention
• B3
• Competencies
• Weekly Reflection (and additional homework assigned)
• Home

At the end of this first week, I am so in love with the program already. I found my place!! People like me!! But also with their own individual stories. So much open mindedness. Authentic connections and communication. I was so afraid to encounter individuals for whom this was their “back-up plan”. Instead, I have joined a group of 31 other learners, and 2 conscientious teachers, with whom I already trust, and feel I can bare my vulnerabilities to. Such an enriching environment.

Can I just reiterate it has only been one week?! Mind. Blown.

• B3
• closing circle
• first week
• goals
• LUC
• PDP
• reflection
• scavenger hunt
• storytime