Monthly Archives: July 2009

Standard 1: Value and Care for all Children

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ARTIFACT: CLASS PRESENTATION ON DREIKURS’ THEORIES

When Morgan (name has been changed) came into my classroom halfway through June, I could tell he had been through pure hell. His “street sense” was like nothing I’d ever seen in a child his age. The majority of the 12-year-olds I’d encountered were not focused on surviving the next move, being handed off to another family member, or not knowing where they were going to be living from weekend to weekend. I instantly took to Morgan in a way that, as an educator, seemed beyond any part of my job description. I recognized in myself the notion of caring for all students, but in this case, I wanted to make everything right for this child, short of calling the authorities to find the safest home for him. I hesitated because I had a feeling that meddling in Morgan’s affairs without any actual proof if his troubles would result in a lengthy and potentially-ineffective legal mess. For that reason, I attempted to make his school hours as positive and nurturing as possible – even though it was like pulling teeth to get him to do any work. He clearly had other priorities.

Morgan’s presence had a fascinating effect on how I approached the rest of the class. I had a hunch that the structure he was receiving at school, thought foreign to his roaming way of life, was probably a good thing for him to be exposed to. As much as he resisted the work he was being asked to do, he seemed very relaxed in the safe environment and with a schedule that he didn’t need to make for himself. Knowing that he was benefiting in some way from the shape of the school day, I also had the feeling of not wanting to rock to boat (i.e., giving him too much work, asking him to be quiet too many times, requiring too much effort from him) for fear that he would not show up the next day. It changed the way I saw the other kids in my class who came from families where school was not an option, but a requirement. With any behaviours that they brought in the door, I could justify any method of dealing with them because I knew it would be a process – with Morgan, it felt like I had only one chance at making things right, or else I would lose him.

I was reminded of Dreikurs’ theories about behavioural issues I had researched for a case study. (Please click here for presentation on theories of behavioural motivatons and encouragement.) The more I got to know Morgan, the more I recognized some of Dreikurs’ basic ideas about behaviour: “Students are social being and have a desire to belong;” “Student’s misbehaviour is the result of faulty reasoning on how to gain recognition;” and “Students who feel a sense of inequality will think ‘If I hurt, then I will have to make others hurt.’”* In seeing all of these characteristics in one person, I found myself naturally seeking every possible way to convince him that he was valued.

There was, of course, the added sense of urgency to dealing with Morgan’s behaviours. As I mentioned previously, I was never sure if I’d see him the following day at school, so I made an extra effort to have an unlimited amount of faith in his abilities. I often questioned if I was spending too much time working with him, but I truly felt that he needed my attention the most. I relied on Dreikurs’ concept about being attentive and encouraging at every opportunity to help Morgan increase his confidence in himself. It was a different type of confidence than the rest of my class – where their confidence was transferred to the science exam or sports field, Morgan needed the confidence in his ability to stay positive in hard situations. It would be the only way that he would healthfully make it through his adolescence.

Morgan did not show up the last week of school. Every morning I walked in hoping he would be there, but I was never surprised when his desk remained empty. At least I can say I tried to give him as much encouragement as he was capable of accepting, but I still feel a sense of utter loss and lack of accomplishment on my part. If anything, this situation did more than just open my eyes to the unfair situations that find their way into classrooms, it invited me to never overlook how important encouragement can be in a child’s life. If there was one thing I hope he took away from my having taught him for two weeks, it is that Morgan was closer to learning his own value.

*Dreikurs, R., Cassel, P., & Ferguson, E. D. (2004). Discipline without tears, Revised Edition. Hoboken, NJ: John Wiley & Sons, Inc.

Standard 2: Act as Role Models

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ARTIFACTS: DRAMA LESSON PLAN ON BULLYING and PINK SHIRT IMAGES

**Please note that images of students have been blurred for identity security.

I see myself as a social justice activist who teaches. Yes, perhaps a backwards definition of a person who wants to teach, but why should we not broadcast ourselves in the light through which we want others to see us? Including our students…

Though I was aware of Pink Shirt Day as the day that had been decided upon to represent the need to stop bullying in schools by wearing a pink shirt, on February 27, 2009, I showed up to school dressed in blue. I walked into an onslaught of fuschia-flashing girls, “Ms. Wolfmaaaan, where’s your pink shirt!?” My response was honest, “I forgot” (which was true to a degree, I did remember to wear pink, but failed to remember the one pink shirt I owned was in the wash). A few boys walked into class, smacked their forgetful heads, and carried on with their morning. When I glanced around after the morning bell rang, all the girls were in pink, none of the boys were. This seemed to target the issue I had with the Pink Shirt Day concept from the event the previous year that spawned it. A boy in eastern Canada had come to school wearing a pink shirt and schoolmates of his proceeded to tease him with anti-gay slurs for wearing that colour.  The following day, several students in the school wore pink shirts to support the need to stop bullying in the schools, but it did not address what was at the heart of the issue – homophobia.

To join in the cause, I created “anti-bullying” badges out of construction paper and handed them out like…well….like cotton candy. Upon asking one of my male students if he wanted one, he responded with, “Why? Nobody bullies in this class.” “You’d be surprised,” I sang back. He shrugged and offered, “Whatever, what does pink have to do with it anyway?” At that moment, just as I was about to tell him why, we were interrupted by the PA system announcing that assembly was about to begin. I lost my chance. Not only had I missed a teachable moment, but the day was so fully packed with observations, meeting, and planning for my longer practicum that I didn’t even return to the issue. To this day, I regret having not shared the reason why Pink Shirt Day was so important – and not only because of bullying.

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In my long practicum, I was hoping for another teachable moment to address the homophobia issue around Pink Shirt Day, or even during another lesson, but it never came. When I mentioned the idea of teaching about bullying in my drama class, my school advisor jumped at the idea – so I taught about bullying. In class, we used images to explore the oppression of bullying and discussed ways of dealing with it (please click here to see the lesson). I justified only addressing bullying rather than homophobia because 1.) my plate was full and 2.) it was bound to come up again. Everything would work out fine.

The 14 weeks flew by, my bullying lesson went over very well with the students, and I had established myself as a social justice activist to my students. So why was I so unhappy with my lesson? I had tackled an issue of social justice head on and I had gotten through to my kids. I should have been proud of my efforts and pleased with the outcome, but I was not fully satisfied. It was because of the sinking feeling that I had let that one moment go by that I should have taken to teach.

In hindsight, I am proud of the work I did around social justice issues. Having learned a lot from my participation in Anita Robert’s 4-week SafeTeen workshop that taught anti-bullying methods to teachers proved very helpful in this realm: “Bullying [is a] systemic and endemic problem which exists to one degree or another in all schools.  The deeply entrenched attitudes, […] gender stereotypes, and social pecking orders make ripe ground for these behaviours to flourish.  It’s time for an effective and comprehensive violence prevention solution for our schools.”*  I believe that by being an ethical role model for my students, I will help them to be ethical, active beings themselves. However, because I expect my students to be clad in pink, spreading and believing in acceptance and tolerance of all people, I accept the challenge as an educator to never miss that one moment again. It is my job.

*Roberts, A.  (2001).  SafeTeen: Powerful alternatives to violence. Vancouver, BC: Polestar Book Publishers

Standard 3: Children’s Growth and Development

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ARTIFACT: PRESENTATION ON ENRICHMENT

When I first read the 8 Standards of Teaching presented by the British Columbia College of Teachers (BCCT), Standard 3 stood out in my mind because it did more than suggest educators know about developmental stages, it addressed what I feel is one of the most important aspects of teaching – knowing and addressing the fact that each student is unique.

Educators understand and apply knowledge of student growth and development.

The statement conjured an image in my mind of several faces, each representing a unique nationality or colour. Visually, no two faces were the same, but undoubtedly the abilities belonging to the children were even more unique. I looked forward to approaching my students in this manner, especially since the Standard’s message to teachers was so poignant: understand and apply knowledge.

We were given the opportunity in the Problem-based Learning cohort at the University of British Columbia to become experts in one aspect of a case. During one case, I was assigned the topic of “Giftedness.” The topic reminded me of my elementary school years when students were pulled out of class to attend “special gifted classes.” I was included in that group, however, I never felt like the experience was enriching, rather, it separated me from my peers as “different.” Sometimes I even felt “difficult” because I created more work for the teacher by catching on too quickly, finishing my work ahead of everyone else, or even challenging myself with the work in such a way that enhanced the lesson, but wasn’t exactly what my teacher had asked for. I was pulled out of class because my needs were not being met.

When I started my research on giftedness, I assumed I’d be sorting through the various explanations of the idea in attempt to throw together a how-to package for my colleagues should they encounter a gifted child in their class. I was anxious to learn what my teacher could have done to help me. The concepts I discovered, however, were not strictly for gifted students (as seen in my presentation on enrichment). I found that a lot of the techniques could be applied to all learners. The key to the techniques was not only knowing how to enrich student’s learning, but knowing when that enrichment was needed. Enrichment is defined as a method that “provides a breadth of learning by exposing pupils to a wide range of different activities and ideas, helping them to see connections, discover interests and talents, and develop different skills, knowledge, and understanding.”* Though this idea is closely associated with giftedness, it is crucial that all students receive this type of exposure to new activities and ideas to meet their needs as well.

In reading Standard 3 now, I see the importance of not to pigeonholing a child into a specific learning category. Just as I did not want to be placed in the “different” category away from my peers, I wanted my teacher to recognize how my unique qualities could be a valuable addition to the class while being a member of a group could benefit me. I have much more to learn about this – as did my teacher – for there are endless ways to reach all learners. I have not doubt that it will be an enjoyable process, since students’ growth and development is as unique to the child as the colour and smile on their face.

*VanTassel-Baska, J. (2003). Curriculum planning and instructional design for gifted learners. Denver, CO: Love Publishing Company.

Standard 4: Role of Parents and Home

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ARTIFACT: CASE 10 of PROBLEM-BASED LEARNING COHORT, 2008-09

For each case, we are asked to synthesize the knowledge we’ve gathered from our research about the case.  Over the course of the school year, I chose the format of an interview for my syntheses.  Each quotation represents the statement from the interviewer (pulled directly from the case) that the teacher (me) must speal to.  It’s an informal interview – I imagine it taking place in a noisy coffee shop between two people who feel comfortable being candid with each other.  The syntheses were a wonderful way for me to make meaning out of everything I learned by transforming my new knowledge into something I could, and will use, in my future classrooms, thus growing in the profession.

Case 10 – Synthesis

“…the families are (…) committed to their diverse religions…”

Good thing I read up on some of the demographics in this district. What a diverse town. I’ll have to make a point work a lot of my students’ cultures into my lessons. It’ll be great to see what stories, experiences, beliefs, foods, and ideas they bring with them. The important part will be, of course, getting them to trust the fact that I respect their religious beliefs and cultural differences immensely. I have no right not to – granted, there are bound to be some sticky situations in which family beliefs don’t jive with the school’s (or my) teachings, but communication is key in that case and I intend to have the communication pathways open at all times! If anything, I’m looking forward to learning so much more about many religions – I hope the families will be willing to share with the class…

“…the principal advised you to attend an upcoming PAC meeting…”

Oh, I just loved having the PAC executive’s son in my classroom. In a sense, it gave me another tie to the community because I heard about the goings-on in PAC. It’s been a joy to truly experience Montgomery’s idea that “children see parent involvement as a sign that their parents value education, and that their parents value them!”*  Parents involved with PAC do so much for the school – if only more parents knew the power they held, and voice they have, in being a member of the committee. It’s been nice to sit in on the meetings to find out how the families of the kids who are not in my class feel – it gives me a better sense of the community I’m working in. I see constantly how much I still need to learn about this community, but I think I’m well on my way to being able to better serve my class and the school itself.

“…the committee was to discuss the Social Studies and Health and Career Education curriculum…”

Admittedly, I am thrilled that changes have been made to these curricula. Mainly because I feel so strongly about incorporating discussions about families, communities, sexual health, gender, etc. into my curriculum, it’s nice to have it as part of the IRPs. (Dare I say it’s about damn time?  All those years of marching, protesting, and being supportive of rights for all people – gay pride parades, racial equality, etc. – it’s nice to have it as part of my job to teach about those things.) Primary years are a crucial time to begin the dialogue about accepting everyone for who they are, what choices they make, and how we are all equal members of the human race. I hate to say it, but with the media running rabid these days and our students’ excessive exposure to it, it’s best that these kids learn about healthy approaches to bodies, sex, disease, choice, relationships, etc. in a safe environment. Although, I already anticipate there being a few phone calls coming in from families who are not too into this idea…I’ll have to brush up on my reading of the opt-out policies. Last I recall, it’s only for Health and Career Ed. and the students are still assessed by the school, but the families make the choice of how to administer the information. Hmmm, a little more reading to do, Sarah…

“…discussion (of) the non-traditional family structures was heated.”

Gosh, it’s discussions like these that really push my buttons! I think so much of the frustration, anger, opposition, etc. around this topic comes from confusion around semantics! Who isn’t part of a non-traditional family these days? (I realize this an over-generalization, but considering the degree to which divorce, multiple-generation family members in one house, satellite families, foster children, adoption, same sex, common law, etc. is part of our society, it’s amazing there are any “traditional” families left…whatever that means…) I realize so much of this discussion comes from the misconception that “non-traditional” means gay (or at least that’s when it comes up the most). That is an issue, I’m happy to say, whose walls are beginning to come down. I will make a point to make such children of same-sex parents feel welcome in my classroom by educating the rest of my students on the beauty and absolute appropriateness of two people who love each other coming together as a family. A family is a family no matter how you look at it and we, as a society, must respect that. I would love to involve more of the families in my lessons around this topic – it would drive home the point that even if our families look “traditional,” we are all different people with different values and who makes up those families is more important than how the families are made up.

“The appropriateness of (…) sexual health education at the primary level was hotly contested.”

Yet another topic I feel very strongly about having in my classroom. I don’t feel right letting my students go into this world, back into society, and/or into relationships without the knowledge of how to be safe sexually and how to see sexual health as a natural and beautiful thing. I will, of course, cater the conversations to suit the age of my students. It would be irresponsible of me to throw concepts of them that they are incapable of grasping. I must argue, though, with the words “HIV/AIDS” tossed around so much in the media, I think it’s our duty to inform children of the facts about HIV/AIDS and where better a place to address it than in the health classroom? If children know the facts instead of being kept in the dark, they will make better choices – now, that’s a simple fact!

“…The members of the (SPC) were watching the debate closely.”

It’s so important for School Planning Council (SPC) members to be a part of these discussions since they represent so much of what makes up our educational system in the first place. How can we possibly function as a school without there being communication between the administrators, teachers, and parents?  It’s such a wonderful opportunity for parents to keep abreast of their child’s education. It’s our role as teachers and administrators to make sure parents feel involved (Berthelsen & Walker, 2008)**. We must work together to create the type of educational environment we want our children to thrive in – what better way to pull all of the pieces together than though an SPC movement?

*Montgomery, M. J. (1999). Building Bridges with Parents: Tools and Techniques for Counselors. Thousand Oaks: Corwin Press, Inc.

**Berthelsen, D. & Walker, S. (2008). “Parents’ Involvement in their children’s education.” Australian Institute of Family Studies, 79, pp. 34-41.

Standard 5: Effective Teaching Practices

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ARTIFACTS: SCIENCE LESSON AND UBC ANECDOTAL REPORT

Seeing a unit through from the research stages (it had been a while since I’d consciously interacted with any simple machines), to the planning, to teaching the lessons, to assessing the students using various methods, and finally reporting on it at the end of the term was a stimulating experience, to say the least. During my three month practicum, I was given the Force, Motion, and Simple Machines unit to teach during the fourteen weeks. Having been given the time, developing the unit seemed like a piece of cake – reaching all of the students in the venture was a different story.  Below, please see the parenthetical call-outs as they relate to Standard 5.

Without diving too deeply into my lesson, I am happy to reflect on one moment in particular that made my lessons more effective on the whole. (PLANNING) This was my introductory lesson on simple machines (please click here to see the lesson) that I developed using the “Understanding by Design” method.  The unit plan I’d developed (in which this lesson was constructed) focused less on how I wanted to teach simple machines, and more about what I wanted my students to know in the end.*  (INSTRUCTION) My thoughts were to briefly explain the idea of simple machines, read about the machines (we had been working on looking for the main idea in information texts, so this lesson fit nicely into that intermediate grade incentive), show some images of machines, and then let the students explore. The students were given grab bags with several actual simple machines (see above photo of my construction of pulley systems) and some images, then they were given the task of categorizing the 6 machines.

For some students, this was very simple. It was these kiddos who built on the information they received (talk, read, and visualize) and made sense of each object without difficulty. Other students struggled with the physical objects and relied more heavily on the textbook and images to categorize. However, there were still those who could not make sense of the machines in any of these learning contexts. Having been advised to use as many models and experiments as possible (as you can see from my foray into construction in the photo above), I thought the handling of objects would be the easiest way to internalize them. I was wrong. Not only was I wrong that not all of the students connected with this way of learning, but I assumed one thing would work and did not plan accordingly if it did not. This activity also stressed the idea that not all students learn the same way. (ASSESSMENT).  I realized in hindsight that I had naturally discovered Anne Davies’ idea of “Assessment FOR learning.”  According to Davies, “Assessment for learning is used to help learners learn better by focusing on the learning goals and criteria, where each learner is in relation to the goals, where they need to go next, and ways to get there.”**  With this in mind, I knew that some needed the textbook reading, others needed the images I put on the board, and some needed the models. I thought I covered all of my bases, but there were still the few who did not connect. I was stumped – what else could I do?

While students were working, I made a point to wander around the class to connect with every student.  I mentioned that I would be circling and expected all students to be on task, but that they could save questions for me when I came around.  This was a group activity that I expected to be conducted in a certain way.  (CLASSROOM MANAGEMENT) While circling, I had a conversation with one of my students, Alyssa (name has been changed) about how she thought she could gain a better understanding about the simple machines. Already, by reaching out to her as an individual, she sensed my concern in making sure she grasped what I needed her to know. Kindly, she suggested that while this lesson was an interesting one that exposed her to all of the machines, she said she needed to spend time with the machines individually since having all of them in front of her was overwhelming. I appreciated her candour. When she self-assessed and suggested an alternative delivery method during our chat, it gave me a better idea of what I could do to help. It was a great lesson for me to learn early in the unit since science concepts (even if they are simple machines) are not accessible to all students. I learned the importance of continuing to look for as many ways of presenting a concept as possible.

Ultimately, Alyssa performed beautifully in Science class over the course of the term, (EVALUATION and REPORTING) as determined by her written observations about the function of each machine and final test on our science unit which asked students, in their own words, to explain the machines. My experience was made a bit easier thanks to her patience with my learning how to implement, plan, assess, and evaluate – all effective practices I was able to apply to all of the subjects I taught.

This lesson was one in which I was observed by my UBC Faculty Advisor, Frank Baumann. I was touched by his observation on “student understanding” (please click here to see the anecdotal report form). I had to laugh when I read his remarks, since I felt the lesson, though successful for some students, was not one of my best. I was effective in reaching some students, but that was not enough for me. I know it is illogical to think that I can reach all of my students, but I can certainly aim for that through the use of as many teaching techniques as are available to me. I know Alyssa would appreciate my attempt.

*Wiggins, G. & McTighe, J.  (2001).  Understanding by design.  Upper Saddle River, NJ:  Prentice Hall.

**Davies, A.  (2007).  “Assessment for learning: An online resource for educators.”  Retrieved on July 17, 2009 from http://annedavies.com/

Standard 6: Subject Areas

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ARTIFACTS:  IMAGES OF ME IN ROLE and PROCESS DRAMA LESSON PLAN

**Please note that images of students have been blurred for identity security.

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It is a joy to bring one’s passion into the classroom. As an arts educator, I discovered a way to thread my knowledge of drama education methods into an Language Arts lesson. I did this through a practice called “Process Drama.” In a process drama, the teacher assumes the position of “teacher-in-role.” Through a guided exercise, in character, the teacher helps the students assume active roles in their education by becoming actual characters within a story, setting scenes, and manoeuvring their way into a deeper understanding of the subject.*

We read Underground to Canada by Barbara Smucker.** After several chapters, the students had developed a strong enough knowledge base about the time period, slave plights, and storyline to dive deeper into the novel through a process drama. I entered the classroom in role as an elderly matriarch of a plantation (see photos in post) and challenged the students (who became the slaves) to convince me that they were equipped with the courage to make a plan to flee the plantation. By assuming the role of slaves, the students were able to empathize with the characters in the novel as they planned to run away. (Please click here to see lesson plan.)

Having had years of training in theatre, I had no trouble maintaining my character throughout the exercise. Where at first the students were quick to challenge my character (“If you’re really Gran-mammy, why are you wearing Ms. Wolfman’s earrings?”), the more they saw my seriousness, the more they understood the power of the assignment. Even the most doubting of students, when put to work making an escape plan which included finding a safe time of departure, what to bring, routes to take, backup plans, etc., they approached the task in earnest.

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The grounds on which I taught extended beyond the performative aspect of this lesson. Having spent 4 years in a town that was a stop on the Underground Railroad and participated in several workshops educating children about the history of the railroad, I was happy to tap into that knowledge base. Living in a town whose breadth of history was in one sense so powerful and so concurrently tragic, I was compelled by a sense of duty to pass on the story of the slaves to others.

I was fortunate that this urgency worked well in my Grade 5/6 class. I knew that according to Piaget’s theory of cognitive development, they were at the stage in which they had the ability to “move beyond concrete experiences and begin to think abstractly to draw conclusions from the information available.”*** I felt comfortable sharing with my students the brutality of slave history in America because of their ability to think critically about the topic. Through the process drama, they used the tool of characterization* to draw conclusions and develop personal opinions about slavery, while experiencing for themselves the injustice of slavery in a safe environment.

Overall, the lesson was a success. If I were to teach this lesson again, I might alter it some to include more in-the-moment reflection. I realized the imagined reality of a slave did not translate well to the journal entries I asked them to write after the lesson had finished. The majority of my students explained the experience, but by stepping out of the role to write, that ability to relate to the characters in the book was somehow lost. And yet, I cannot blame them – when I removed Gran-mammy’s kerchief and glasses, I was once again a language arts teacher who happened to know a lot about the slave movement. I, with my students, lost that internal understanding of the material and the urgency to pass that information on. It is one thing for a teacher to have a broad knowledge base and strong understanding of a subject area. However, Gran-mammy might say, “On the othuh hand, y’all, it’s a fah mo-ah powerful thing to have that knowledge deep within yuh.” Before I revisit this lesson, I’ll have to contact Gran-mammy to see what she says about sharing that knowledge.

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*O’Neill, C. (1995). Drama Worlds: A framework for process drama. Portsmouth, NH: Heinemann.

**Smucker, Barbara. (2000) Underground to Canada. Toronto, ON: Puffin Books.

***DeVries, R., Zan, B., Hildebrandt, C., Edmiaston, R. & Sales, C. (2002). Developing Constructivist Early Childhood Curriculum: Practical principles and activities. New York, NY: Teachers College Press.

Standard 7: Life-long Learning

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ARTIFACT: IMAGINATIVE EDUCATION RESEARCH GROUP DOCUMENT

We were fortunate to attend several workshops throughout the Bachelor of Education program at the University of British Columbia. It is natural that different workshops pique the interests of certain teacher candidates – in my case, I was fascinated by the presentation we saw on the Imaginative Education Research Group (IERG). (Please click here to see an IERG document about imaginative education.) Using socio-cultural theories that state the social nature of education in children (predominantly Vygotsky), the research group has developed “a way of teaching and learning that is based on engaging learners’ imaginations…the imaginative educator seeks to value and build upon the way the child understands her or his experiences, rather than always focusing on the ‘adult’ way of understanding as the measure of learning. To do this, educators themselves must be imaginative and sensitive to dimensions of learning that they may have never thought of as relevant to education.”* This method of teaching spoke to me in a way that I had not yet experienced through traditional teaching methods. Especially having had a strong background in arts education, where the use of one’s imagination is often the crux of the lesson, I was thrilled to find the further research that had been done by IERG.

I was able to relate a lot of what I’d learned about IERG to the career-long learning journey I had already begun prior to entering the B.Ed. program. Having just completed my M.A. in Drama Education when I switched paths (from pursuing a Ph.D.) to pursue a B.Ed, as an arts educator, I expected I would use imagination in my classroom on a daily basis. Though I was never discouraged from using the drama techniques I’d created or stumbled upon over the years, I was, honestly, concerned that my techniques would be “too far-fetched” or “too imaginative.” The daunting idea of not using what I felt comfortable doing in the Math, Science, or Health classroom was a fear of mine. Essentially, I was concerned that my passion for the arts, and imaginative education, would not be applicable in other classes and though I was interested in learning new methods, it was sad to think that I would have to give up what I’d both worked so hard to develop, but also what I felt was a very natural part of my teaching style.

When I discovered IERG, it did not so much as open a door for me (as it did for other students in my cohort), but rather it gave me permission to do what I loved doing in any classroom. In learning more about imaginative education techniques, I’ve been challenged to find ways to use the arts in my classroom as the catalyst for imaginative ways of thinking. I feel like my pursuit of arts education has been justified in the educational system as a valid and effective way to teach rather than just an after-school activity.

What does this mean for my future educational journey? I plan to continue to learn about imaginative education and to incorporate it into my teaching techniques. I also plan to revisit several of the arts educational theorists who have served me in the past (Paulo Freire, Augusto Boal, Cecily O’Neill, Dorothy Heathcote, to name a few), but through a new lens. How can I use what I gathered from these arts educators in other areas of the curriculum? Are there other arts educators who have seamlessly crossed over into the other curricula areas? I can only begin to imagine all of the learning I have yet to do to incorporate my love of the arts into with my love of teaching. I look forward to engaging in the process.

*”The Imaginative Education Research Group.” (n.d.) Retrieved on July 12, 2009 from http://ierg.net/about/whatis.html#intro.

Standard 8: Contributions to the Profession

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ARTIFACT: ABRIDGED PACKAGE ON SOCIAL JUSTICE

I developed a strong background and interest in using methods of social justice in the classroom during my graduate studies. Some of the coursework required of my Bachelors of Education program allowed me to dig deeper into the “social responsibility” (not social justice, per se) practices encouraged within the British Columbia primary schools, as dictated in The Primary Program*. Per my assignment in class to become an “expert” in one area of the case study from our tutorial group, I was placed with a partner who brought to the table a very different, if limited, understanding of social justice work. Through discussions over (several cups of) coffee, it occurred to me that his understanding of our topic was based on the buzz-word idea of “social responsibility” that was on the lips and agendas of the majority of local schools as a must-have addition into the curriculum. It involved creating a community of problem-solvers, valuing diversity, and exercising democratic rights – all good practises to have in our schools, but my background was in more in-depth approaches to social justice as a lens through which to look at injustices within the educational system, prejudice, several “isms,” and the education of oppressed peoples. Though I was not surprised by his reaction, having been in several professional-development situations with people of similar mindsets, I saw this as an opportunity to not only share my knowledge with a fellow professional, but also to gain a better understanding of commonly-held reactions and misconceptions to the need for a social justice mandate in the schools.

It is important at this point to note that I am by no means an “expert” in the field of social justice work in the schools – I am merely an advocate for further education on the subject and eager to expand my own knowledge. However, rather than explain the breadth of the conversations we had, I found the experience to be one in which I felt a profound sense of contributing to my profession in a way I had never considered viable.

In class, we discussed Vygotsky’s concept of the Zone of Proximal Development in which the “zone between individual abilities and levels of potential development can occur, the (student) can act beyond their level of individual function, and the experience is strengthened when the teacher uses prior knowledge to challenge the students.”** I had anticipated my first “zone experience” to occur when I was teaching in the classroom. Indeed, it did not. By sharing with my classmate the knowledge, lesson plans I’d developed years prior, arguments, and challenges of social justice work, I helped to urge my classmate into his zone as well as stretching myself into my own, thus reaching a new level of understanding of the subject about which I was already so passionate. All of this occurred as I shared with a colleague my interpretations, encouraged inquiry from his side of the conversation, and contributed to the profession by, quite literally, handing off my knowledge to another person. It was an awakening of sorts – finding the joy and the rationale behind working so diligently on one’s own studies and than gifting it to another. I questioned the idea of giving lesson plans to someone else – especially since I’d spent innumerable hours, thousands of tuition dollars, and graduate credits gaining an understanding of the ideas that I was casually sliding across the café table. In hindsight, I was paying it forward by bettering my colleague’s future students’ experiences, and in turn, gaining a deeper sense of appreciation for lessons I’d learned in the past.

Although I have only included my portion of our package on social justice (please click here), social responsibilities, and a variety of other monikers, I am happy to contribute my little bit of understanding to the world of educational professionals. And it only took a couple cups of coffee…imagine the possibilities.

*British Columbia Ministry of Education. (2000). The Primary Program: A framework for teaching. Victoria, BC: British Columbia Ministry of Education

**Wink, J. & Putney, L. (2002). A Vision of Vygotsky. Boston, MA: Allyn and Bacon.