It can be difficult to keep up with the ever-changing technology. It can also be difficult to determine what will stay and what will go. Consider QR codes… you know those black and white squares just waiting to be scanned, taking you to further information or advertising. The QR code has entered a new realm: death. That’s right. QR codes have found their way onto gravestones allowing family members, friends or strangers even, to scan the code and link to information about the deceased.

The idea intrigues me. Now as you may or may not know, my family was in the business of gravestones. My maternal grandparents, my father and my uncle all spent many years assisting families through the difficult time surrounding death. I can’t help wonder what they would say or how they would feel about this addition to gravestones. I suppose it’s not for everyone. And yet, I like the idea of someone stumbling upon my father’s gravestone and a QR code allowing him to learn more about my father’s life: his story.

This idea proves that we just cannot predict where technology will take us in the future. My dad, who died 11 years ago, could certainly never have imagined this possibility. Yet I think he would approve.

I have walked through many cemeteries throughout the world. I’ve always found them to be somewhat comforting: the rows and rows of history, the strength and endurance of the granite and the gentle reminder of our human frailty. Maybe next time, I’ll take along my smartphone…

It’s that time of year again: (cue the ominous music) report card time.

An enormous amount of time and energy is expended on report cards each term. The reality is, we know parents spend a much shorter time reading them than we spend writing them. And unfortunately, report cards are the cause of much anxiety for students, parents and teachers.

Now rationally, I know why we have report cards: the need to communicate the progress of our students and the need for teachers to be accountable for what they are teaching.

As a teacher, I tried to find the balance of communicating what I felt needed to be communicated to parents without running myself into the ground. I tried to work smarter not harder by planning ahead and working on report cards throughout the term. I tried to strike the balance of doing my due diligence and not adding unreasonable, excessive time to my work week.

I wasn’t always successful. By the time they were finished, I was usually exhausted and ready for a celebratory dance. Better yet, a drink.

Bottom line, they need to be done. The question then, how can we complete them without running the risk of living the report card blues each and every term? Some options:

1. Let each child complete their own report cards: kids and teachers would be much happier!
2. Find a child from last year resembling each student from this year. Voila! Report cards complete.
3. Divide a dart board into four sections: insufficient, basic, proficient, excellent. Complete one report card each recess.
4. Invite guests over on the pretence of a dinner party: under each dinner plate, 5 or 6 report cards to write. You can always add the names in afterwards…

All kidding aside, report cards are a given in this profession. This coming term, consider how you might work to avoid the report card blues while still honouring your professional responsibility AND maintaining your sanity.

 

Motivated. Inspired. Empowered. That is how I will arrive at school tomorrow. Why? I was lucky enough to attend a conference where I heard speakers like Sir Ken Robinson, Jon Scieszka and David Shannon, among others. More importantly though I was surrounded by individuals who are excited about education and literacy!

We are all aware of the challenges that face us daily in the field of education. Those challenges can be debilitating and onerous if we lose sight of our ultimate goal. After speaking to some American colleagues, I feel fortunate, extremely fortunate actually, to be a teacher in Canada. Did you know that teacher pay in the United States is going to be tied to student achievement? Did you know that if students do not meet a pre-established standard, they will be held back in that grade level regardless of whether or not the teacher determines it to be in the student’s best interest? Talk about taking steps in the wrong direction.

Sir Ken Robinson’s words seem directly at odds with the policies being implemented in the United States. He spoke about how critical inspiration and passion are to the process of learning: the very things American educators believe will be compromised if the pressure of standardized testing continues to mount.

As teachers we have the incredible opportunity to provide motivation and inspiration to our students. We have the opportunity to collaborate with and learn from the educators that surround us. We have the opportunity to create ripples and waves in this shifting field of education. Those of us in Canada, unlike many of our American counterparts, feel confident and willing to make decisions that lead to greater student engagement, creative and critical thinking without the worry of a stringent focus on standards, standards and more standards.

Our system of education, though not perfect, really ain’t so bad…

 

Last week a teacher shared a story about a little one who is struggling to identify letters and their sounds. As his classmates make gains and show daily improvement, his progress is inconsistent and slow. When he was able to spell a word phonetically – a giant step forward – the teacher told him she was going to call on him to share it with the class. Though he was reluctant, the teacher scaffolded each letter of his response and eagerly encouraged him to answer. The students waited with quiet anticipation and when he answered correctly they all cheered “great job!”

This moment, though seemingly small, will have significant impact on this child. The teacher’s words, support and positive attitude all contributed to the creation of this moment. She could have simply acknowledged the word on his page and moved on with the lesson. Or, she may have even overlooked the significance of what he was able to do. Instead, she turned that simple word into a celebration.

Will he remember this specific moment? Perhaps not. But he will remember how he felt in his grade one classroom.

Think back to the teachers you admired most when you were young. Chances are they were the ones that recognized success, however small. Chances are, they were the ones that respected the dignity of the students, all students.

Did your favourite teacher call a student’s name across the class to discipline him? Probably not. More likely, she went up to that student and privately spoke to him about the concern. Did your favourite teacher interrupt the students as they shared their ideas? Likely not. He probably attempted to hear all points of view and still find a way to respect the time. Did your favourite teacher talk negatively about her students to others? Unlikely. She saw potential in every student in her class.

Our little grade one student experienced a few moments of pride that will propel him forward with confidence in the days to come – all because of the choices of his teacher.

 

Have you ever walked a dog who loves the snow? One who bounds happily through the undisturbed blanket, ears flopping, tail wagging? The trail he takes is winding, much longer than necessary, meandering from this tree to that. To the dog, the walk is certainly about the journey and not the destination.

Kids, too. Go for a walk with a five year old… go at her pace… follow her path. The trail will be winding and unpredictable and there will certainly be treasures found along the way. She cares little about where she is going.

As adults, our days are typically tightly scheduled, predetermined, so full of things that must be done. Do we take the time to let our noses, our eyes or our emotions lead us? Whether it be a few minutes in the staffroom, a walk in that fresh fallen snow, or an unexpected visit with an elderly parent, we might be surprised to discover the treasures we find along the way.

And yes, it’s good to begin with the end in mind. But sometimes, it’s also nice to enjoy the journey. Ears flopping and tail wagging.

The anticipation built as Oct. 24th – WE Day – approached. At 4 a.m., the bus rolled up in front of the school. Despite the time, the energy was evident as we boarded the bus.

The speakers lived up to expectation: Molly Burke, Larry King, Liz Murray, Martin Sheen, Ashley Calllingbull, Spencer West and of course, Marc and Craig Kielburger themselves. I have been asked countless times for a highlight moment. It is difficult to choose. Larry King, king of interviews said, “I never learned anything while I was talking.” Liz Murray, in talking about her addict parents and not resenting them for her childhood of turmoil, said, “People can’t give you what they don’t have.” Simple, yet incredibly profound.

Were these my highlight moments? After some thought, I realized that for me, the highlights were the looks on the kids’ faces during the speeches and performances. As expected, different kids responded to different things. I saw eyes light up, tears well and ideas begin to formulate. I heard conversation about global issues that these students may not have even considered previously. I saw moments of empowerment.

Consider this: Do we allow the voices of our children to be heard? Do we believe our children have valuable insights to contribute? Do we believe they can make a difference in our world, not 20 years from now, but today? Do we believe our children can move from me to we? These questions were answered for me by 20 000 students in the Saddledome. Wish you were there to experience it!

I leave you with this thought: “Perhaps the most powerful people are those who empower others – with no strings attached.” (Author unknown.) Isn’t that what leadership is all about?

 

She lived in a house where drugs were the norm. The environment was unstable, volatile, dangerous even. She was taken from her mother, placed in multiple foster families and eventually, returned to her mother. All before she reached the age of ten.

This is one story. How many other students in our midst have stories laced with similar tragedy? You know them. You work with them every day. Is it surprising that these students have difficulty focusing in class, forming relationships with their peers or feeling good about themselves?

Adversity comes in many forms: strained relationships, abuse, illness, poverty, the death of a loved one, job loss, divorce, rejection. Some of our students face significant adversity at such a tender age. Statistics tell us that some will fare well; others will turn to addiction and continue the only cycle they know. Though we have resilient kids in our midst, they rely on the hope and stability we provide.

When we are living through pain, loss and devastation, it can be difficult to find hope. And yet, adversity often provides the perspective we need to appreciate the life we have been given. “Life is truly known only to those who suffer, lose, endure adversity and stumble from defeat to defeat.” Anais Nin

Be thankful today for those who surround you, for the blessings in your life and even for the adversity that has shaped the person that you are. And if you are not currently low on this roller coaster we call life, reach out to someone who is…

 

I’m envious of my mom this week: she’s in New York and I know her plans include the Met, the MOMA and the Guggenheim. Art galleries both calm and inspire me. The wall to wall Monet’s that take my breath away… the texture and vibrancy of the Van Gogh’s… the incredible detail of Bouguereau… the whimsey of Matisse.

Envision a piece of artwork to represent your life. Is it an abstract, a portrait, a landscape, a photograph? What colours, shapes and lines are prominent? What is the overall mood created by this piece of art? Is there an inherent sense of balance?

I venture to guess that Van Gogh was deliberate in his colour choice, the direction of the brush stroke, the placement on the canvas and ultimately how each of these would contribute to the finished piece. In Stephen Covey’s words, “Begin with the end in mind.” This proves to be true in artwork and in life.

When we interact with our family, our coworkers and our students are we proud of the exchanges? Do they contribute positively to our life masterpiece? When we make decisions about what needs to be done, do those decisions lead us closer to the end result? Do our choices lead to a balanced picture, honouring both family and work?

This week, I will simply have to imagine rounding the corner at the Museum of Modern Art, my eyes drawn immediately to Starry Night… the swirl of the sky above the steeple… the glow of the moon… the brilliance of the stars…

 

Most kids who walk into our classrooms, will listen, behave respectfully and complete their work when we ask. There are a few though who will be more challenging. Even though they can tell us the difference between right and wrong and they can articulate what they know we want to hear, they still have difficulty complying or making appropriate choices. These kids usually face greater challenges than those immediately evident as they sit before us in the classroom. Often, they lack hope.

Last Thursday, our principal laced his Terry Fox runners, our students gathered in the field, and we set out to honour the memory of a Canadian hero. Two weeks before that, on a hectic Monday morning, we watched a short video of Terry Fox during assembly. I had been feeling frustrated, overwhelmed and perhaps a little self-pity. And then, as I watched the familiar hop-step, hop-step, hop-step, and remembered the journey and struggle of this young man, my problems suddenly seemed unimportant. My mood was transformed.

How can we convey this sense of hope to our students? How do we show our students – all of them – that we care? Those who most need hope in their lives are not those who are quickest to comply or easiest to like. Those who most need hope are those who challenge our patience, test our persistence and force us to use every trick up our sleeve.

Without hope, Terry Fox, couldn’t have set out on his arduous journey. Without hope, he couldn’t have inspired a nation. Without hope, some of our students may flounder.

Though not tangible, though not easily articulated, hope is an essential ingredient in our relationships with our students.

What is it that makes this a favourite time of year? Is it the crunch of leaves beneath my feet? The crisp, cool morning air? The vivid fall colours of the tree-lined streets? As appealing as these are, for me, even more exciting is the celebration of books and literacy during Read-in Week!

Read-in Week celebrates a skill, an escape, an accomplishment, an indulgence. Last week, I stumbled into a classroom during story time. As their teacher read aloud, I watched the reactions of the students: the raised eyebrows, the grins that erupted into giggles and the exclamations of delight.

In our literate dependent world, the inability to read is debilitating. By contrast, the ability to read – especially for new readers – is empowering and exhilarating.

During Read-In week, engage in the power of story… lose yourself in a good book… be thankful that you have the ability to read these words.

No matter how old we are, story touches the soul.