Building a Genuinely Social Class Community

communication, education, graduate school, higher education, teachers in higher education, university, well-being, , , , ,

This term I (Clive) have two wonderful graduate classes, each with 25 students. One is on Foundations of Curriculum Studies and the other Reflective Professional Development. As part of the community building effort we go to the pub after class three times during the twelve week term (that evening we finish the class half an hour early). This week we had our second pub visit in both classes.

As always, I was impressed with how enjoyable it was and how much we got to know about each other. Only about half the students came, due to the frigid weather, family responsibilities, and school classes early the next day. But it was nevertheless entirely worthwhile.

Other strategies to build a social culture include: sitting in a large circle for most of the evening; having the students say each other’s names around the room each time we meet; chatting and joking at the beginning of the class and at other times; each student giving a brief presentation on their emerging essay topic (2 or 3 presentations a week) with responses from the 3 students sitting to their left or right; small-group discussions on interesting topics, with everyone in each group reporting back. All this leaves less time for me to talk, but I find the students say at least 90% of what I would have said; and anyway, I get to choose the weekly topics and readings.

It is only a 36 hour course, shorter than most school courses, yet a real bond is formed. The social atmosphere adds greatly to the enjoyment of the course and the discussions are deepened. It may not seem very “academic,” but I wouldn’t do it any other way!

 

Catherine Snow talk

academics, classroom teachers, communicating ideas and research, communication, curriculum; teachers, education, literacy, literacy, schooling, teaching, , , , ,

If you are in the Toronto area this talk might be of interest to you.  You can RSVP using this URL: RSVP (acceptances only): http://www.tinyurl.com/mccarthylecture

Image Catherine Snow talk

A Day without Laughter is a Day Wasted.

digital technology, humour, literacy, social media, , ,

As a child, I (Said) would take my parents’ newspaper and go straight to the comics section. I was less interested in world events & more interested in funny pictures and clever punch lines. Nowadays, there are webpages dedicated to comic strips and pages on our social media apps (Facebook, Instagram etc…) that we can like/follow. We have easy access to regular updates and new content, which are seamlessly integrated into our browsing experience. What happens next is incredible.

I stumble on a comic and I laugh amusedly. It reminds me of my friend Tatiana, and with the click of a button, I share it with her and comment, “This is definitely you”, “Doesn’t this perfectly sum up our lives…”, “This is me in a nutshell”. What follows is a conversation about how accurate the comic is, how well we know each other, or how it captures exactly what we are thinking at that point in time. It’s a digitally-mediated social interaction that does not require a lot of effort but does contribute to relationship-building in a subtle and indirect manner. It involves multi-modal texts and expressing ourselves in ways that extend beyond traditional text. Our students are also engaging with literacy in its many forms using different modalities, which teachers need to recognize and use to their advantage as they attempt to seamlessly integrate students’ out-of classroom literacies in the classroom.

Though I am connected to the web, I mainly use social media platforms to have information delivered to my phone, which I may then share/discuss with my friends (this ranges from funny pictures to world news to score updates). This in many ways is my kind of newspaper. There is something incredibly satisfying about coming across a comic that explains exactly how I am feeling. Recently. I have thoroughly enjoyed Sarah’s Scribbles, where Sarah Anderson tackles issues like being productive and the awkward but hilarious situations we encounter in our day to day lives. Below are a few of my favourite. I hope you lol (laugh out loud) or rolf (roll on floor laughing).

You can follow Sarah’s Scribbles on Facebook, Twitter, Instagram.

You can follow me on Twitter.
Screen Shot 2017-03-08 at 9.02.57 PMScreen Shot 2017-03-08 at 9.03.14 PMScreen Shot 2017-03-08 at 9.03.33 PMScreen Shot 2017-03-08 at 9.03.52 PM

Language is culture: Heading back to the basics

art as a form of communication, communication, mean of life

Hello Friends! It is great to be back online blogging about all that is literacy and teacher education.

I (Yiola) came across this link on youtube:  https://www.youtube.com/watch?v=y1xy6l9JlSY

The story of a young woman at work who stepped in when a man wanted to place an order and did not share the same language. How simple, yet utterly complex, is the power of shared language. The video clip is a clear and real message that represents the power and purpose of language.

When someone is understood, through language, they belong.   It reminds me of James Gee’s work and the idea of discourse communities. We are all part of discourse communities, multiple discourse communities.  How wonderful it is when we can connect with one another through discourse — through language. This kind of connection also leads to cultural connection.

I am travelling this month and currently in Vienna. Now that I am removed from “my place” I feel the disconnect through language.  My inability to communicate well (I do not speak German) is not only a communication barrier, it represents a cultural barrier, and in turn, exclusion.

In these times of intense consideration of (and experiences of) exclusion, it is worth nothing the power of language and how language itself can foster inclusion, especially with our own “place”.

Language: dialect, nationality, symbols = culture. Culture = understanding and inclusion.  Language is culture. Language is power.

 

Using VR to Embed Indigenous Perspectives into Curriculum

culturally responsive teaching, curriculum; teachers, digital technology, education, knowledge building, Uncategorized, , , ,
virtual-reality-cree-syllabics
Source: http://www.cbc.ca

I (Pooja) wanted to share a new gaming technology used in classrooms that authentically highlights, honours and engages students in Indigenous world views. It is no surprise that Western world views and Indigenous world views do not always align (see link below); however, it is our moral imperative to educate ourselves and our students on different ways of knowing and understanding. This can be a tricky task if you are not familiar with perspectives outside of your own. How can we as educators authentically understand Indigenous world views so we can help our students develop this awareness as well? That is why I was excited to learn about a new gaming technology which Cree children in three James Bay communities are using to learn their ancestors language entitled Cree Syllabics Virtual Reality project. The 3D gaming technology immerses user in a virtual camp setting. CBC authors Wapachee and Little (2016) further explains:

Students put on headsets to enter a virtual camp setting where they meet a little girl named Niipiish and her dog Achimush. Using hand movements and buttons to move around within the camp, they go on a journey to prepare for Niipiish’s little brother’s walking-out ceremony, all the while identifying Cree words that describe the seasons, the environment and Cree traditions.

This immersive experience allows students to authentically engage with perspectives which they may or may not have grown up with. This is a powerful tool because students are able to arrive at new understandings through first-hand experiences. I hope to see this type of technology shared in classes everywhere soon!

Eight differences between Indigenous and western worldviews:

http://www.ictinc.ca/blog/indigenous-peoples-worldviews-vs-western-worldviews

Link to CBC article:

http://www.cbc.ca/news/canada/north/james-bay-students-learn-cree-in-virtual-reality-1.3835500

Do we blame the process or the machine?

communication, digital technology, social media, Teacher education, , ,

A Toronto school is banning the use of cellphones in the classroom & hallways amid strong protest from parents who believe that students are distracted & abusing their privilege.

http://www.cbc.ca/news/canada/toronto/earl-grey-public-school-cell-phones-1.3992597

As I read this article, I was torn. On the one hand, I recognize that technology has the potential to enhance student learning (I do wonder how we are measuring this ‘enhancement’). I love the opportunities that access to technology and Web 2.0 tools can create in the classroom to engage students in different ways. On the other hand, I have witnessed students misuse their devices as an occasional teacher. The uninterrupted access to Wi-Fi in many school boards means that students are always connected and participating in digitally-mediated social interaction via instant messaging services (Facebook, WhatsApp, Snapchat etc.) while at school and in the classroom.

At the intermediate level, I get interrupted frequently while teaching because someone is taking a selfie. It is incredibly distracting. At the secondary level, students are less devious but naturally cannot resist the occasional distraction since information is literally at their fingertips. I always have to explain, “There’s a time and place for checking your social media. I do not tweet while teaching nor do I send my folks pictures of my outfit.”

Despite commitments to integrating technology in the classroom/curriculum at a school board-wide level, how it looks in action varies across schools, classes, & teachers. Some teachers treat digital technology (DT) as the carrot at the end of the stick (“Work well and you can use your devices for 5 minutes”) while others do a phenomenal job incorporating it into their day-to-day teaching. Moving forward, we need to monitor how pre-service teachers are being trained to use DT and how in-service teachers (who perhaps completed their teacher training when DT did not play a big role in learning) are reflecting on their attitudes toward DT and adjusting their practice. In my opinion, blaming devices & the internet for interrupting learning is a scapegoat for a bigger issue…the process. The process involves challenging beliefs, addressing misconceptions, designing policies, providing the how-to, educational transformation, and so much more! It is complex, controversial, bumpy, and requires constant refinement, but it is progress.

A quote from the Inherit the Wind movie (one of my favorite plays): Gentlemen, progress has never been a bargain. You have to pay for it. Sometimes I think there’s a man who sits behind a counter and says, “Alright, you can have a telephone, but you lose privacy and the charm of distance.”

Teachers go to the Academy Awards

a teacher's journey, arts, celebrating teachers, celebrations, teacher educators, , ,

I (Clare) was watching the Academy Award last night and I was struck by the image_academy_award_trophynumber of winners who thanked their teachers. I recently had an unusual experience. My nephew ran into a former student teacher of mine from 20 years ago and they started talking and somehow made the connection. The former student teacher said that I had had a profound
impact on him. Huh! So teachers and teacher educators you never know the difference you are making. You may be thanked at the Academy Awards. We make a difference often in ways we do not see or know.

Year 13 of Our Longitudinal Study of Teachers

celebrating teachers, communicating ideas and research, educational reform, study of teachers, , , , , , , ,

Clare and I (Clive) and our wonderful research team are now in year 13 of our longitudinal study of 40 teachers, 20 of whom began teaching in 2004 and 20 in 2007. Every year we interview them and, wherever possible, observe them in their classroomClive Becks. The Social Sciences and Humanities Research Council of Canada (SSHRC) continues to provide funding for the project and will do so for at least another 2 years. We are now gearing up for the 2017 interviews beginning in late April.
Of the original 45 teachers, 3 have left the study and 2 have dropped out of teaching, a remarkable retention rate. As the years mount, interest in the study grows. Four of five proposals based on the study for the 2017 AERA Conference in San Antonio were accepted for presentation. We were also asked to write a chapter on Longitudinal Study of Teachers for the Oxford Research Encyclopedia of Education, to appear this year. For their part, the teachers continue to show resilience despite the increasing challenges of teaching (which they tell us about), including: larger class sizes, reduced special education support, increased standardized testing of students, and top-down control of teachers’ practices.

Based on the study, perhaps the biggest problem we see in education today is this ill-conceived, top-down monitoring of students and teachers, which does very little good and a great deal of harm, and ignores the steadily developing expertise of teachers – which again our study reveals. We can only hope that governments and school systems soon begin to realize the harm they are doing. Meanwhile, we work to encourage teachers to look for the many opportunities for decision-making and professionalism that still remain in school classrooms.

Imposter syndrome & the emerging professional

graduate school, motivation, Reflections, well-being, , ,

I (Said) graduated from UofT’s Concurrent Teacher Ed. Program in 2014. Since then, I have had experience working as an occasional teacher and as a student affairs professional. I am currently working on my Master of Arts at OISE. I am sharing this to highlight that as a graduate student and emerging professional, the pressure to achieve is tremendous. Every year, I have felt my professional identity transform and evolve in numerous ways. Said “the teacher”, Said “the researcher”, Said “the professional”… it is overwhelming at times, especially when imposter syndrome takes over.

imposter-syndromeImposter syndrome is a collection of feelings of inadequacy despite signs of evident success. Those who experience it struggle with the fear of being exposed as a ‘fraud’ or ‘not smart enough’, especially among peers and other professionals. Therefore, any success is often attributed to luck, downplayed, and rationalized as a means to mask a supposed lack of knowledge or expertise. Beginning teachers may feel like they do not belong in the classroom, especially if working within a school culture that does not value their contributions and perceives them as inexperienced. What they must remember is that they were deemed qualified to teach and are worthy of their position.

Similarly, graduate students may feel intimidated at their institution, especially when working with faculty members considered leaders in their research fields. However, I have come to realize that my voice has value and that insight from the sharing of ideas and heated debates can spark new avenues of inquiry and inspire those around me.  Isn’t it wonderful how being part of a research team/community of scholars allows us the opportunity to discuss, dispute, disagree, dispel, dissertate and so much more? I refuse to be trapped in a self-imposed cage, and if I ever feel surrounded by 20-foot walls, I will build a 21-foot ladder.

As I embark on a journey in academia, I recognize that it is perfectly normal to feel slightly out of place, as any novice would. Instead of emphasizing my invented unsuitably for this exciting new endeavour, I have decided to do all that I can to gain more confidence in my professional and academic life. If you ever feel like you are ‘not enough’, please remember what Christopher Robin once told Winnie the Pooh. You are braver than you believe, stronger than you seem, and smarter than you think.

A confession about working weekends

academics, communicating ideas and research, higher education, study of happiness, teacher educators, ,

Working weekends. Is there a choice? Hmmm ….

Tseen Khoo's avatarThe Research Whisperer

Image from Memegenerator: https://memegenerator.net/instance/40630318Image from Memegenerator: https://memegenerator.net/instance/40630318

I came back to academia after being in a professional role for over three years with a promise to myself: I will not work across weekends.

As I mentioned in a recent post, some people derided my promise. Many more laughed in disbelief, or were encouraging in their words but exuded an air of ‘that promise is doomed, doomed!’. Having been in a professional job where I found it extremely easy to maintain the boundaries between work and non-work time, I was very used to having weekends in my life. I assumed that transitioning (again) into an academic role while keeping weekends free would be relatively easy. It was the status quo for me at the time, after all.

Two and a half years after returning to academia, then, how is my promise of ‘not working on weekends’ going for me?

Terribly, I have to say.

And I acknowledge…

View original post 845 more words