I had the pleasure of a few days in Banff surrounded by two of my favourite things: the beauty of the mountains and people who love words as much as I do. I came away feeling rejuvenated and energized: my purpose reinforced and renewed.

Many of those speaking at the conference referred to the power of literacy (not surprising considering it was a language arts conference). Penny Kittle spoke of how books enable us to make a place in the classroom for everyone. We can choose books that reflect the cultural identities of our students. We can choose books that help our students realize that their experiences are not entirely unique and there are others in the world like them. We can choose books that help our students explore themselves and find themselves. Books can teach our students: “You matter.”

In The Book Whisperer, Donalyn Miller explains, “The uninitiated might say that I am lost in my books, but I know I am more found than lost.”

Get lost in a good book and you just might find your true self…

The other day I saw a couple of ants. You know its been a long winter when the sight of a few ants excites me. Life! I’ve been waiting for some green: a glimpse of my perennials poking through, buds on trees, the grass beginning to turn. Haven’t seen much of that yet so I’ll take the ants.

Perhaps Spring is actually on its way…

P.S. This post is proof that anything and everything can become topics for writing!

On Saturday I presented at a Literacy Conference. Each time I do, despite my specific topic, I speak about the empowering nature of literacy.

Yes, reading and writing are part of the curriculum. However, they are so much more than that! If we, as teachers, view reading and writing as a form of empowerment, our students will too. They will begin to realize the relevance beyond the four walls of our classrooms. As Kate DiCamillo says, “Reading should not be presented to children as a chore or duty.  It should be offered to them as a precious gift.” The gift of literacy will enable them to function in our world, find meaning and purpose, and experience life more fully.

Besides reading aloud, one of the most effective ways to encourage our students to read is to read what they are reading! When I see a student deliberating at the book bins, I go over and say, “I’ve read this one. I think you’ll like it!” Checking in periodically helps too: “What part are you at?”

These casual conversations and moments shared through the pages of a book are enough to motivate many young readers. Habits and attitudes develop early. Take time today to nurture those readers and writers in your classroom!

The cold air lingers,

The snow still flies,

Winter will not release its grasp.

Where are you Spring?

 

The snow still flies,

A whisper of hope from my vase of tulips,

Where are you Spring?

I’m ready now.

 

A whisper of hope from my vase of tulips,

I long to see the grass turn green, the buds on trees,

I’m ready now,

Spring, oh Spring!

 

I long to see the grass turn green, the buds on trees,

But the cold air lingers.

Spring, oh Spring,

Winter will not release its grasp.

 

A collective gasp, shared tears and heavy hearts. The news of Friday’s horrific crash has rocked the nation. It’s been one of those weekends when you hold your loved ones a little closer.

Today, I offer my prayers for the Humboldt Broncos.

For first responders: that they know their work is necessary, courageous and appreciated. For the families of all involved: may they find comfort in memories and strength through the support of the community. For those who survived the crash: may they find healing, solace and purpose in the years ahead. For those whose precious lives were lost: may they rest in peace and forever live in the hearts of their loved ones. 

“Jesus wept.” (John 11:35) And so do we.

#prayforhumboldt

During the month of March, several seemingly unconnected events occurred: Stephen Hawking died, I read a book called Ghost Boy (the true story of Martin Pistorius who became a mute quadriplegic at age 12), I heard Michelle Obama speak, and I was offered a new job for next year as English Language Arts Consultant for grades 4-6.

Together, these events have me thinking. It’s interesting: each event on its own might not yield the same thoughts. But the simultaneity of these things have reminded me of the power and connectedness of language and hope.

During the last six years of my father’s life he was quadriplegic. Speaking was difficult: it took every ounce of his energy to get his words out. Sometimes we knew what he was saying and sometimes not. Physically, his body had failed him. Whenever I see footage of Stephen Hawking, and as I read Ghost Boy by Martin Pistorius, I am reminded of my father: they shared similarities in their inabilities to walk, hold up their own heads or move their hands except in uncontrollable spasms. But, also like Stephen Hawking and Martin Pistorius, my father was completely lucid and aware.

Since regaining his voice through the use of a communication device, Martin Pistorius has said, “Not having a voice to say I’d had enough food or the bath water was too hot or to tell someone I loved them was the thing that made me feel most inhuman. Words and speech separate us from the animal kingdom, after all.”

These three men had physical bodies that failed them. And yet, they connected to the world and to other people through words, though perhaps in unconventional ways.

Now, how does Michelle Obama fit in? Well, one of the lines she spoke was this: “Life is a series of dips. Sometimes the dips last for years but there is always a crest.” Her words remind me of these three men: they survived the dips and found the crest. They surpassed the expectations of the doctors and those around them, and despite what they were facing, they all found hope and purpose in life.

And my new job? How does it connect to all of this? I see my role as Language Arts Consultant as one to empower and inspire teachers and students through language. Students need the skills of reading, writing, speaking and listening to function in our world. Giving them these skills, though they may look or sound a little different for some, can assist them in realizing their dreams. Language is hope.

Still need convincing? Check out these short videos: words from Stephen Hawking & Anderson Cooper’s interview with Martin Pistorius.

Last night we saw Children of God at the Citadel Theatre. This compelling musical captures the experiences of children who were forced to attend residential schools and the parents who were left behind. This part of Canadian history has been ignored in the history books, hidden even. 

After the performance we stayed for a talk back with some of the actors. The moderator opened the time by saying we were in a safe space to share. I felt privileged to be present during the sharing of perspectives from a wide range of cultures and backgrounds. This sharing brought to light some of the pain, grief and guilt that continue to resonate and affect lives. 

Clearly, the audience was moved by the performances, the music and the story itself. As was I.

One of the things that struck me is that kids are kids. As teachers, we know this. It doesn’t matter the colour of our skin, or our country of origin, kids are kids. Yet, why is it that adults continually divide themselves into groups? Us against them. Sometimes the groups are based on race, sometimes religion, sometimes socio-economic levels. Regardless, there seems to be an urge to divide and dominate.

And truly, I don’t understand this compulsion. I don’t understand how the colour of one’s skin makes us better or worse than someone else. One of the actors mentioned that he often tried ‘washing out the brown.’ He spoke of living an identity of shame. And given the history of how indigenous people have been treated, it becomes evident where his feelings about his own identity stem from. 

No matter who we are, or where our families were originally from, we’re all human. We all occupy the same planet. Kids seem to understand this better than adults. We can take a lesson from them, watching their interactions in schools or on the playground. We can also take a lesson from our own recent past. We cannot – or should not – hide history, no matter how shameful it might be.

Nelson Mandela once said, “Education is the most powerful weapon which you can use to change the world.” Last night, I was educated through a beautiful work of art and the discussion that followed.

The other night after leaving a concert at the Winspear, I bought a paper from a homeless man: Alberta Street News. This paper, published in Edmonton, provides vendors with the opportunity for employment. They pay $0.75 per copy and then sell the paper for a small profit. Many of the vendors face barriers that prevent them from other employment.

Homelessness is a complicated issue. It is difficult to understand the circumstances that lead to individuals living on the street. To be sure though, it is not a circumstance that they envisioned for themselves when they were children. 

Rather than begging for money, this man sold me a newspaper. Our exchange, short as it was, maintained his dignity and provided him with a purpose. Here is yet another example of how words change worlds.

I’ve had the pleasure of meeting many new people at teachers’ conventions over the last few weeks. I am inspired by the energy, enthusiasm, the compassion and care that teachers have for their students. As Robert John Meehan has said, “Teachers who love teaching, teach children to love learning!” 

But, let’s face it. It can be easy to become discouraged in this field. We face a range of abilities within our classrooms, ever-increasing expectations, pressures from parents, and day to day demands that only fellow educators truly understand.

Thankfully, teachers’ convention provides us with the opportunity to reconnect with each other, to be inspired through the stories the speakers tell, and ultimately, to remind us why we do what we do!

As we walk back into our classrooms on Monday, as those student faces look up at us, consider this: they are the reasons we became teachers. Despite their individual circumstances and needs, we have the incredible privilege of working with each and every one of them. They are the reason we do what we do.

I’ve been giving this question a lot of thought.

Although I have many answers, most of all, I love our ability to empower students. Whether it be through literacy, or through the personal connections we make, we have the capacity to raise confidence and self esteem, to impact the way our students feel about themselves and their place in the world.

When I work with struggling readers, I look forward to the day when the students realize that letters combine to create words. That day they make the connection that the words on the page hold meaning. That day they gain a skill they will use every day forward.

When I work with students in the classroom, I revel in the opportunity to share my love of writing. I enjoy giving them strategies to help make writing a little easier and potentially more enjoyable, too.

When I work in my role as assistant principal, I appreciate the time I have with those children who struggle with behaviour. I know that the behaviour is their way of communicating anger, frustration or even sadness. I am reminded of this quote: “The kids who need the most love will ask for it in the most unloving ways.” I appreciate the opportunity to connect with these students: to allow them to express their emotions in a safe environment, to show them that they are cared for and valued, and ultimately, to show them their own self-worth.

What an awesome influence we hold. This is why I love to teach.