We become so entrenched in our own ways of knowing and doing that in order to realize something different we must experience it — with our senses and hearts. I (Yiola) had the privilege of attending a high school graduation in the USA as a spectator, as a parent. This experience reminded me of the differences across Canadian and American education systems.
The American high school graduation was far different than my Canadian experiences of high school culture. Everything was bigger. East Madison High, with over 400 graduates, held its high school graduation ceremony at the Kohl Centre (oops, Center), which is a huge sports stadium, similar to our Air Canada Centre. There was a choir, and a band, and the speeches were shown on the big screens. The concession stands were open, there was security at each isle and uncover police were walking among the crowds. I felt like I was at a rock concert.
Much like our ceremony, there were speeches, and songs, and students were called up to the stage and given their certificates. Unlike our ceremony there were speeches given by the school’s Security Guard and school council as opposed to a selected valedictorian. Really, the cultural context (seems obvious) of the speeches was just different. There was much focus on the sports teams, the arts, and less on academics. There was much talk of community and resilience and less talk of literature, writing, or literacy… although, there was mention of spoken word and some rap embedded in the speeches.
As I sat in the arena at Madison, Wisconsin and looked at the beautifully diverse group of high school graduates I thought about the remarkable work of the students, the teachers, and the scholars of the education community and felt a deep sense of appreciation for their work; a constant movement against the grain of standardization and numeration. I saw individuality immersed in institution. I saw creativity wrapped in convention. I saw hope.
We are now well into the month June and our Masters students have recently graduated from their teacher education program. Another year passes with new teachers eager to journey into their own classrooms.
The hustle and bustle of the year: the class discussions, the stressful assignments, the dreaded group work, the interesting one on one meetings, the challenging practicum placements, and the joys of watching students learn … is distant now as the halls and student lounge are empty and there is a quiet calm at the faculty. At our graduation celebration last week I felt the relief, rejoice, and excitement of the graduates. I also sensed the uncertainty, concern and frustration.
Right now, in Ontario, there are significant challenges in teaching: jobs are still sparse, the unions are in tension with the Ministry and teachers are on “work to rule”, curriculum is being protested, and positions that are in most need continue to be cut. It is hard teaching these realities of teaching to new teachers who only want to celebrate the learning of children in their classrooms. Can you ever prepare new teachers for the realities of the classroom?
It seems we do a fine job of curriculum preparation but because teaching is a relational act, so much of the learning remains to be had. I (Yiola) believe our graduates are very well prepared for the classroom. They have learned and experienced enough and more to be able to enter a classroom and teach with confidence and competence. There will be set backs and disappointments, there will be hurdles and successes. Teaching is dynamic, unpredictable, and spontaneous. Our graduates have the tools they need but they will need perseverance and strong hearts along the way. I wish our graduates all the best as they enter the profession.
Who out there remembers reading Shakespeare in school? I (Yiola) remember starting Shakespeare in 9th Grade, Advanced English. I will be honest and share that I did not find reading Shakespeare plays enjoyable… the plays were hard to read… I could not understand the text let alone the sub-text… and quite frankly, reciting lines I could hardly read was humiliating and boring. Then… in 11th grade I had a teacher who took us to Stratford to watch the plays… but before she did that she talked to us about Shakespeare and his plays. She gave insights to the story and allowed us to explore the narratives in a variety of ways. Once I understood the story I could play with the script, recite sections and imagine the story unfolding on stage. Once I had access to Shakespeare I grew to love his work and more importantly I gain a deeper level of access to language.
There are many reasons to teach Shakespeare. One reason is for access. To have access to language is to have power. Knowledge is power – Language is power. Shakespeare’s work, apart from brilliant, has provided the English language incredible context for thinking, speaking, acting, and being. To know this and to have access to this language is powerful. This does not suggest that one must embrace Shakespeare, but to know it is to own a significant piece of the English language.
I have observed 2nd graders explore Shakespeare comedies. The Laboratory School in Toronto has developed an incredibly colourful and creative approach to teaching Shakespeare that includes graphic organizers, visual arts, storytelling, drama, reading, writing, and a number or language based activities that empower students. Students explore, read, listen, act, and play with Shakespeare’s work and they develop a sense of ownership. All students deserve that sense of ownership…its about owning language”.
For our Canadian readers, Happy Victoria Day! For our international readers, Happy Victoria Day! and let me (Yiola) tell you about our federal holiday.
Since 1845 (which is before confederation!)Canada has recognized Victoria Day. Queen Victoria’s (of England) birthday is celebrated here in Canada; in fact we are the only country to celebrate her birthday as an official federal holiday. Following her death in 1901, the holiday was made to be known as Victoria Day, a day to remember the late Queen who was deemed the “Mother of Confederation”.
We now informally call Victoria Day “May 2-4” and this holiday marks the beginning of our summer. Locally, people begin their gardening, cottagers open their cottages, and fireworks abound. It is a happy time and great way to welcome the coming of a new season.
This year, Monday May 18th marks the holiday which left me confused because May 24th is a Sunday… and so I wondered why May 2-4 was not celebrated next Monday? The link below explains why:
I (Yiola) am sitting in a Tim Horton’s, sipping on a double double with milk, and very (yes I just used the word very when it was completely unnecessary!) suddenly feel inspired. I was in the midst of writing about this terrible “work to rule” strike happening in our public schools when a topic far more inspiring came to mind… the power of language and its connection to community.
Moments ago, as I had my head buried in the lap top focused on my blog, out of the corner of my eye I saw a group of older men chatting in their native language… a language that happens to be my own native language, Greek. I felt a sweet spring of inspiration and connection to these men who gather around the table, sipping their coffees and socializing. It brought back the stories my parents shared of my grandfather walking 2 kilometres each day to the local “cafenio” where he would meet his friends and chat the afternoon away. I visualized the cobble stone road that led from my Papous’ (grandfathers) house in his village (Yermasoyia); the narrow, hilly road that was lined with small villas and heritage homes. The more I heard the Greek phrases channel through their discourse the more at home I felt in this generic Tim Horton’s shop. I tried not to stare at them as they spoke. What occurred to me, and what may seem obvious and yet not entirely understood until felt, was the intensity of connection and understanding I experienced simply based on my understanding of language. I felt empowered because I knew their language. I felt connected. It felt familiar and safe.
Shortly after another group of men entered the Tim Horton’s and they too began socializing over coffee. This time I did not recognize the language spoken and yet I deeply appreciated the value of their connection. How wonderful to have people in your life that you are able to connect to through shared language. Shared language = understanding.
I look behind me. A couple sits in the booth in silence, each reading a section of the newspaper. Again, a strong sense of literacy at play; a strong sense of cultural connection.
Language and literacy is everywhere. Our language identifies us and connects us to the world. How magnificently simple and yet so directly relevant to literacy and language development. Immersion in language, opportunities for sharing, talking, communicating, relevant reasons for reading and writing… a simple class field trip to Timmy’s may be in order…
There are many rules to writing and as quickly as new genres are entering the literary scene, so too are the rules changing.
Here is an interesting explanation of a rule of writing and its evolution:
I see two big issues at play: 1) the rules of writing 2) writing with genre and audience in mind
It seems to me (Yiola) the rules are changing and this is in large part because genres are so rapidly evolving and being introduced.
There is much to be said for the traditional forms and genres of literary expression. And, it is the traditional forms I believe we still teach in schools. And yet with digital literacy there are many new forms being implemented and introduced in classrooms too.
I (Yiola) see writing as an art. The crisper the writing the more vivid the message. The clearer the writing the more opportunity for complex ideas.
The big question is… how to best teach writing in the elementary classroom? I remember teaching writing in the Junior grades (4th, 5th, 6th grades) with the audience, purpose and genre in mind… Now however all 3 elements (audience, purpose and genre) have grown to include several (more) possibilities.
“It is estimated that only 10 per cent of blind children and adults know how to read braille. It is an illiteracy rate long ignored by technology developers who have created thousands of educational apps for the sighted”.
The above statistic is sad news however, I (Yiola) came across this most inspiring news: students in an local middle school designed a computer app that can teach people who are visually impaired how to read braille.
How exciting for students to make such an impact in the literacy learning of others. How exciting for students to be learning about inclusion, literacy, and technology. How exciting to be engaged in the design and inquiry process in such a real way.
In teacher education, and on this site in particular, we often discuss the power of the relationship between teacher/student for fostering student success. My blog today is about the teacher/student relationship but not the kind we typically discuss in teacher education where we look to the classroom teacher and the child in a school setting. My blog today is about a Muay Thai (martial art) trainer and his fighter. There is much to learn about teaching and learning from the martial arts world. While the two contexts, martial arts and traditional schools, are vastly different the elements of the teacher/student relationship are transferable. In my experiences as a classroom teacher, teacher educator, and student and fighter of Muay Thai, there is much to be gained from thinking about and understanding the elements of such relationships and thinking about them in relation to one’s own practice. My partner is a martial artist and trainer of world class fighters. I have observed his practice for over a decade, watching closely and listening carefully in order to better understand his interactions with his students/fighters. One thing is for certain, the relationships involved for students who achieve greatness and significant improvement in, not only the martial art but also, their overall quality of life have consistently demonstrated the following as leading elements to their success:
1. Love. Both teacher and student must love what they are teaching and learning. Passion, excitement, and engagement seem to be necessary components for building a love for learning and achievement.
2. Respect. Both teacher and student must have respect: respect for themselves, each other, and the discipline they are learning. Respect includes training for the discipline itself. Consistency, practice, repetition, commitment to improvement is part of demonstrating respect.
3. Belief. When a student is able to visualize their success and believes they can achieve that success, they most likely will. Their teacher instills the belief and supports its development. Belief is likely to be most difficult because it requires trust, vulnerability, and will. However, belief is what generates the most power to achieve.
Love ~ Respect ~ Believe
My partner, Ajahn Suchart, believes. He believes in his students and he shows this in a number of ways: in his genuine care and belief in his students, in his belief in his own pedagogical content knowledge, in the giving of knowledge, his commitment to students’ development, in the time he devotes to his students. Over the years I have asked students “what is it about this place (Siam No1, the martial arts school) that make you love learning and strive for success?” The dominant responses are “Ajahn Suchart believed in me”, “He is one of the few teachers I felt truly cared about me” and “Ajahn Suchart’s passion for Muay Thai is contagious”. I am certain that the art itself, Mauy Thai, is a leading factor for wanting to improve and excel, yet just as with regular classroom teachers, it is the teacher and their commitment and belief in their students that holds much of the power to influence the learning experiences and achievement of students.
And when the teacher truly believes in their students, the possibilities for student achievement are endless… students are empowered to achieve.
Ajahn Suchart’s first World Champion, Clifton Brown, wrote this on social media:
Without the patience, dedication, sacrifice, of time, mind, and body, of Ajahn Suchart, I would not be the man I am.
When people comment on my power as a fighter, strength of my body, beauty of the technique I don’t believe they truly understand, it was buit by this man. Standing immovable at 5’5 taking us hitting him full out, for years. Pressuring us, more than any opponent could. Turning coal to Diamond… Yet, more than his physical dimensions, it was the immovability of his spirit, that forged me, and others into men.
I have become what I am as a man because of you, your faith and belief in me and my potential, even at times when I didn’t believe myself.
Thank you Ajahn(Professor). I love you.
Image is of Ajahn Suchart with World Champion Clifton Brown.
Ajahn Suchart and his students exemplify the elements of an effective teacher/student relationship. The image below reflects the beauty of a teacher/student relationship: students’ successes are the teacher’s fuel to continue teaching with passion, commitment and determination.
Watching Ajahn Suchart teach — with utter passion and complete belief — reminds me of what teaching is all about — believing — genuinely believing — in students and through this belief, helping reach their potential and fulfill their dreams.
I am inspired by Ajahn Suchart. His work as a teacher has left significant imprints on the lives of many. As a teacher (educator) this is what I strive to achieve as well — an imprint on the lives of my students.
To view Simon’s last competition click the link below… wait for the end to see the teacher rejoice in his student’s achievement:
Many universities have their last week of classes this week. The message I (Yiola) end my courses with and what I hope resonates with my student teachers is the message that, at the end of the day, teaching is ultimately a relational act. Teaching is about building relationships and fostering a sense of care — having students build a love, respect and belief in themselves and a concern for and desire to learn and achieve. As teachers, we play a significant role in that belief.
In my courses we explore instructional methods: lesson planning, learning environment, creative teaching, and so many curriculum areas. We frame these practices in critical pedagogy and a pedagogy of care. I do my best, in the weekly / bi-weekly class structure of the university, to model what I outline above.
I came across this ad on social media and it caught my attention. It made me think of all those I work with, teach, and care about.
To you I encourage: question thoughtfully, think critically, read intently, and teach confidently.
Building on Clive’s post from yesterday I (yiola) want to extend the discussion on inquiry- based pedagogy and its many high-level thinking practices. Question posing, experiential learning, researching, sharing, collaborating, exploring, imagining, experimenting — these are but some of the qualities you will find in inquiry-based classrooms. Problem-based and play-based (some use the terms interchangeably) do too. And, these are the practices that I see being used daily at the Laboratory School here in downtown Toronto. It is good practice. Students are empowered, responsible, creative thinkers. They are also happy when they learn. It is good to read then that the Finnish system is moving away from the subject oriented traditions of schooling into a more “topic” based or what we call “inquiry time” approach to learning. It is what we’ve been doing at the laboratory school for a very long time.
Here is an article the speaks to Finland’s transition:
What I find interesting is that the countries out outperform the groundbreaking work of the Nordic country are countries I presume have a very different pedagogy. China — a country whose system is very subject driven, standardized, and competitive in nature. Yes?
I find it interesting to contrast the 2 systems and to consider what the long-term projections will be for the students who exit out of each system.
I see students from our Laboratory school entering high school as creative, capable, high-level thinking individuals. Data shows that in the long term, the Laboratory school graduates go into creative and high performing fields in the arts, academia, public service and corporate sectors.
The article shares:
Welcome to Siltamaki primary school in Helsinki – a school with 240 seven- to 12-year-olds – which has embraced Finland’s new learning style. Its principal, Anne-Mari Jaatinen, explains the school’s philosophy: “We want the pupils to learn in a safe, happy, relaxed and inspired atmosphere.”
We come across children playing chess in a corridor and a game being played whereby children rush around the corridors collecting information about different parts of Africa. Ms Jaatinen describes what is going on as “joyful learning”. She wants more collaboration and communication between pupils to allow them to develop their creative thinking skills.
This is the work of the Laboratory School and more. I look forward to hearing more about Finland’s transitions, the upcoming PISA rankings and to sharing in greater detail just how the Laboratory School here in Toronto is very much a leader in Inquiry-based teaching and learning.
Literacy Teaching and Teacher Education 