Back to Values Education

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WClive Becke recently had postings from Shelley on fostering student “well-being” through “mindfulness” and Yiola on “mental health” education. Both these topics are increasingly prominent today. In Ontario character education has been stressed for several years, and currently mental health education is an MOE emphasis.

I (Clive) did my PhD in moral philosophy and researched, wrote, and Lydia and Shelleytaught in values or “way of life” education for a couple of decades. I even developed grades 1-12 learning materials in the area. But finding that teachers had very little time for separate values instruction, I broadened my work to teaching and teacher education in general – and haven’t regretted the shift.

However, it’s becoming increasingly apparent to me that teaching well requires a sound set of values and approach to life, society, and the world. Educational issues are ultimately life issues, and we can’t resolve one without the other.

Fortunately, the scope for addressing life issues in subject teaching is enormous. In literacy/literature, for example, a large proportion of the discussion and project work could be on values related matters. What is needed is for teachers and teacher educators to take up this area in a systematic way in the context of promoting subject learning, which is our main occupational mandate.

This in turn requires a much deeper understanding of the nature and importance of values, and the need to have an articulated approach to life. We’ve been used to leaving values up to philosophy and religion, or to saying (especially since the 60s) that it’s just a personal thing. But the task is extensive, fundamental, and something we must all engage in – together. Each person will have their own way of life but there are important general elements, and teachers and students should work together on both.

Literacy/English Teacher Educators and Digital Technology

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We (Clare) have begun the third round of interviews of for our research study of  Literacy/English teacher digitaleducators. A focus of these interviews is on their use and views of digital technology. We have learned about some very clever ways technology is being integrated into their literacy methods courses. Wow! What a range of interesting examples:

  • Blogs (student teachers do blog post on the disciplines e.g., their insights into teaching)
  • vodcasts
  • podcasts (both professionally made and student-teacher made)
  • virtual tasks (done individually and in small groups)
  • surveys (during the course to monitor student teacher learning)
  • You Tube videos
  • websites
  • student teacher-made videos of practice teacher
  • SKYPE (with authors that they are reading class)
  • discussion on BlackBoard on readings prior to class
  • cartoons
  • photos
  • PPT
  • Wikis
  • Voice Thread
  • Email (a way to remain connected to student teachers during practice teaching, especially for those working in rural areas)

Slide01Videos were used frequently. These were seen as a way for student teachers to observe and analyze exemplary practice.

When asked the question, What does digital technology provide you that you could not do decades ago?, there was overwhelming recognition that technology is supporting and enhancing teaching and learning. It provides ready access to materials, supports development of community (e.g., student teachers introduce themselves prior to the course beginning; social media connects them socially), and extends their repertoire of pedagogies. All felt that their efforts to teach with, through, and about digital technology took a huge amount of time and effort.

Maya Angelou’s Influence on Hip-Hop

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Each year, Clare and I (Lydia) invite student teachers in the P/J and J/I literacy methods courses to explore the rich pedagogical possibilities available when poetry is included as an integral part of a literacy program. We consciously include the work of a variety of poets in an effort to provide student teachers with multiple entry points into the teaching of poetry. The recent passing of celebrated poet Maya Angelou brought to light once again the dynamic and influential nature of poetry. Angelou’s powerful poetry inspired a generation of Hip Hop artists who appreciated the beauty and complexity of her work. Upon hearing the news of her death, rapper-producer Q-Tip acknowledged the deep impact Angelou’s poetry had on him. In a twitter post he recalled trying to copy her voice during his early days with A Tribe Called Quest. He noted, “I tried to copy Maya’s fluid voice early on but failed miserably. But because of her I found my own… RIP Maya Angelou and thank u.”

Maya Angelou’s Legacy in Hip-Hop: www.slate.com/blogs/browbeat/2014/05/28/maya_angelou_s_legacy_in_hip_hop_poet_leaves_behind_a_history_of_appearances.html

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Happy Canada Day!!!

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Happy Canada Day!

Today, Canada is 147 years old! 

happy canada day

Some fun facts about Canada(#5 is my favourite!):

1. Canada holds the record for the most gold medals ever won at the Winter Olympics, since taking 14 Golds at the 2010 Vancouver Winter Olympics.

2. There are nearly 2.5 million caribou in Canada.

3.  Canada is  home to the longest street in the world. Yonge Street in Ontario starts at Lake Ontario, and runs north through Ontario to the Minnesota border, a distance of almost 2000 kilometres.

4. There are more doughnut shops in Canada per capita than any other country.

5.  A bear cub named Winnipeg was exported from Canada to the London Zoo in 1915. A little boy named Christopher Robin Milne loved to visit Winnipeg (or Winnie for short) and his love for the bear cub inspired the stories written by his father, A.A. Milne, about Winnie-the-Pooh.

 

Fun facts provided courtesy of:

http://www.1stcontact.com/blog/social/funstuff-social/20-interesting-facts-canada/

http://www.hikebiketravel.com/18950/145-weird-fun-interesting-facts-canada/

 

 

 

 

Literacy from Day 1

Curriculum Resources, literacy, , , ,

The New York Times reinforces the importance of reading to babies from the day they are born:

I value the point in the article – read to your babies –  but dismay set in as I read the end.  The suggestions it makes about low income families and radicalized families was unsettling, perhaps an even small analysis as to WHY the statistic are what they are would be helpful.

Low-income children are often exposed little to reading before entering formal child care settings. “We have had families who do not read to their children and where there are no books in the home,”

The undertone of the above statement does not sit well with me. While implicit, the message I read is that parents with low-income do not care to read to their children or do not know the value of doing so…  is it just me that reads the tone in this way?  It would be helpful to read about why that is: parents with low-income struggle to find the time to read to their children because they are working shift work, or 2-3 jobs to make ends meet, or have such intense stresses in their lives, or have difficulty affording books and are unable to get to libraries with ease… Is it a choice to read or not read to children? Or is the suggestion an imposition of wealthy class values? The realities of low-income versus wealthy families go beyond simple statements of what they do or not do.

 

New Moms: We Are Here for You

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Leah McLarenLeah McLaren, a columnist for the Globe and Mail (our national newspaper), wrote an open letter to the wife of Peter McKay (Canadian Justice Ministry). McKay has been embroiled in a scandal regarding leaked emails he sent to his staff for Mother’s and Father’s day:

“The Mother’s Day email hailed women for the home and childcare duties they perform before arriving at the office, while the Father’s Day message made no mention of diapers or school lunches, and instead praised them for “shaping the minds and futures of the next generation of leaders.” http://www.ctvnews.ca/politics/mackay-enough-has-been-said-about-sexism-controversy-1.1889490

In McLaren’s article she talks about the challenges of being a new mother (McKay’s wife, Busy MomNazanin Afshin-Jam MacKay) recently had a baby. On our research teams we (Clare and Clive) have a number of new Moms who are juggling work, study, childcare, and …. Although they do not complain I (Clare) can see the exhaustion written all over their faces. I witness how their confidence ebbs as they so often feel like they are not doing enough, they are not carrying their weight on the team, they are not spending sufficient time on their research, and on and on. McLaren advises Nazanin Afshin-Jam MacKay:

No matter how overwhelming it feels now, while your son is small and dependent, remember that one day it will change. The former you – the activist and author and tireless campaigner who never had spit up in her hair or a soother in her handbag – is still there, lurking at the back of your neglected shoe closet. She might have receded for the moment, but she will emerge again. And in the meantime, here’s a tip: Don’t be afraid to ask your husband to do more. I know he’s busy.

Check out the full article are: http://www.theglobeandmail.com/life/article19344705.ece

Given the way careers unfold many female doctoral students and new faculty are new Moms. Take heart – you are doing plenty and do not forget that that you are smart women who deserve to be in academia. Brush that guilt off your shoulders. The exhaustion will pass and you will be stronger and wiser. Remember, we are here for you and will continue to be here for you because you are our valued colleague and friend. Print off McLaren’s article and when you need a boost, read it (mind you it might be at 2:00 a.m.).

Reflections on Collaborative Lesson Study

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When in Japan last week, I (Clive) was able to gather some opinions on “Japanese lesson study,” which to a degree is being advocated in other countries as well as Japan. Briefly, it involves a teacher preparing a lesson, perhaps with help from others, teaching the lesson with colleagues looking on, and subsequently getting feedback from those present (other than the students) on the lesson and its delivery.

During a visit to an elementary school, the principal told me that those doing the teaching don’t enjoy the experience, though he is inclined to think that on balance it is useful. At a teacher education institution I learned that student teachers have to engage in lesson study as a key element in their final practicum. A teacher educator commented that the student who is “on show” typically feels under extreme pressure, is unable to sleep the night before, has to keep entirely to a script submitted beforehand, and is subjected to strong criticism afterwards by fellow student teachers, notably for diverging from the script. She clearly wasn’t keen on the process, at least as implemented in pre-service programs she is familiar with.

It seems to me that collaborative lesson development has to be handled very carefully, in Japan or anywhere else. Discussing with colleagues what and how to teach has enormous potential benefits, and many teachers in our longitudinal study are in favor of it. However, a friendly, collegial atmosphere must be established; it should be made clear that each teacher is in the end responsible for their practice; appropriate departure from what is planned should be applauded rather than condemned; and there should be no expectation that all teachers will teach the same things in the same way. This is in keeping with important general ideals of teaching such as constructivism, flexibility, individualization, and teacher professionalism.

 

Are Public Libraries a thing of the past?

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As a girl, I (Cathy) used to walk to the library regularly.  It was a good two mile walk and I usually went alone because no one I knew was as passionate about books as I was.  I never minded.  I loved the library.  It was a treasure chest for me.  I find I don’t go very often any more because I can often find what I need on line.  But I still like the actual feel of a book.  Guess it’s comfort food for the eye and hand.  I wonder how many young children actually still go?  library card

What Influences How Teachers Teach?

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Monica McGlynn-StewartAs a former elementary teacher, I (Monica) know that there are many things that influence how teachers teach in their classrooms. In our longitudinal study of teachers, Teacher change: patterns, factors, and implications for professional education, we have been learning from teachers about the kinds of formal and informal professional development that they find most relevant and helpful. One of the factors that intrigued me early on in the study was the influence that the teachers’ own early schooling had on their teaching. I interviewed 6 of our participants over the first three years of their teaching and discovered that they all use one or two teachers from their own childhood as role models for their teaching. My research has just been published in Language and Literacy: A Canadian e-Journal. Here’s the link: http://ejournals.library.ualberta.ca/index.php/langandlit/article/view/20426/16419