I recently finished presenting a three-part professional learning series. At the end, we took the time to reflect: “What will you start, stop, and continue doing in your classroom?”

Certainly, it is important to step out of our comfort zones and try something new. But in doing so, we must recognize what we can give up. We can’t do it all: there’s not enough time in the day.

When reflecting on your current practices, consider: ‘Why do I do what I do?’ Is it because it engages your students, because you recognize how it affects student learning, or simply because you’ve always done it that way?

Start, Stop, Continue is an excellent framework for reflection. As you go about your week with students, keep this idea back of mind… What is worth starting in your classroom? What can you stop because it’s not having the impact it once was? And what will you continue: what’s working?

When our curriculum refers to text, it is often interpreted as print and only print. In its broader definition though, text includes oral media, visual media, and digital literacy too.

Stretch your own definition of text to include oral storytelling, spoken word poetry, songs, short films, photographs, paintings, video games, album covers…

A few favourite sites to get you started:

• The Literacy Shed
• National Film Board of Canada
• kidsloveshortfilms
• National Gallery of Canada – virtual
• MetKids
• Umbrella
• The Power of Words – spoken word poem
• Simon Mole

Before you share anything with students, be sure to read or view everything through to the end to ensure that it is appropriate for your class.

What can you do with these diverse texts? Consider the opportunities for:

• making comparisons
• exploring the creator/illustrator/artist’s purpose and craft
• discussing elements of text: beginning, middle, end; character; emotion; theme; the role of music…
• writing dialogue or description
• examining the creation of mood and tone
• reader response writing

The possibilities are endless!

Inspired by the election, there was a recent radio call-in show discussing the experiences people had running for office. At any level. Made me think back to high school and an interaction that forever changed me.

One of my teachers, Mr. Parrotta, approached me about running for Senior Class President. He explained that my leadership qualities and organizational skills would make me a great fit for this position. I was surprised. More than surprised actually. I had never considered running for any position, let alone president. Besides, I didn’t consider myself a leader.

I decided to run and eventually I became Senior Class President. But it wasn’t that experience that changed me. It was Mr. Parrotta’s words. He helped me recognize certain qualities in myself and he instilled a confidence that I hadn’t felt before.

As teachers, we spend considerable time with our students. Our words, our interactions, and our belief in our students, might have more of an impact than we ever realize.

Mr. Jensen had the same effect on Clint as Mr. Parrotta had on me. Watch this:

Why did you become a teacher?

When I think back to my decision (too many years ago to count), it comes down to the students. Being surrounded by students each day is exhilarating. I love the honesty with which they live. I love witnessing their aha moments. I love their spontaneous exclamations of delight.

But let’s face it. The last few years have been tough. The pressures and pivots due to COVID and the expectations placed upon teachers quickly cause fatigue and can easily overwhelm us.

This year I challenge you to rediscover the joy of teaching. Close your door to the chaos and reignite your reason for choosing this profession in the first place.

Which moments in your classroom do you treasure the most? How will you ensure these moments outweigh the challenges?

“Find out where joy resides, and give it a voice far beyond singing. For to miss the joy is to miss all.” Robert Louis Stevenson

I have never reposted a blog entry before. And yet, with the province declaring a State of Public Health Emergency yesterday, this post feels timely again…

Over the last few weeks, I have heard many health care professionals–doctors, nurses, paramedics, personal care workers, and others–share their frustration and exasperation with the current COVID situation. Rightly so. In the midst of this fourth wave, they are feeling demoralized and disheartened as they are stretched beyond their limits. All in a preventable situation.

We cannot ease their burdens, but we can let them know they are appreciated. This week, I’m going to write messages of thanks and send them to a handful of health care workers for all they do, day in and day out.

Will you join me? Will your students?

Perhaps the students in your class (or even better, your whole school) will write letters, draw pictures, or create cards of thanks.

Imagine the recipients, reading the messages and pausing for a moment to smile. Imagine the feelings of hope when they see recognition of their hard work, dedication, and sacrifice. Imagine the moment they notice the sincerity and care with which your students wrote their messages.

We can’t change their realities, but perhaps we can provide a much needed lift. I’d love to drown out the negative voices with our positive ones.

But I can’t do it alone…

If you are willing to participate, add your grade level, the number of students in your class, and perhaps where you plan to send your letters or cards. Let’s spread some love and appreciation! Are you in?

Those of us who were teaching twenty years ago, remember the day with our students. It’s difficult to forget.

On September 11, 2001, I was teaching grade 6. By the time my students arrived at school, both twin towers had been hit. Many of my students came into class knowing something had happened. And yet others arrived completely unaware. There was a strange buzz in the air, one I’d never want replicated.

I threw out my lesson plans that morning. Instead we talked. I remember feeling vulnerable, unsure of what and how much to say to my students. I remember the difficult conversations and the challenging (and often unanswerable) questions. I remember the sombre tone of the day, knowing our world had changed, and not yet knowing the gravity of those changes.

On that day it was difficult to find much light. It was truly a day of darkness.

In the upcoming days and weeks, the world learned more about the events that transpired. The more we learned, the more questions we had. But also, small moments of light–stories of strength, compassion, and heroics–emerged.

As teachers, we have an incredible opportunity to journey with our students in difficult moments as well as celebratory ones. We don’t know what each day will bring, but we stand before our students nonetheless.

Resolute, determined, hopeful. Each and every day.

Over the last few weeks, I have heard many health care professionals–doctors, nurses, paramedics, personal care workers, and others–share their frustration and exasperation with the current COVID situation. Rightly so. In the midst of this fourth wave, they are feeling demoralized and disheartened as they are stretched beyond their limits. All in a preventable situation.

We cannot ease their burdens, but we can let them know they are appreciated. This week, I’m going to write messages of thanks and send them to a handful of health care workers for all they do, day in and day out.

Will you join me? Will your students?

Perhaps the students in your class (or even better, your whole school) will write letters, draw pictures, or create cards of thanks.

Imagine the recipients, reading the messages and pausing for a moment to smile. Imagine the feelings of hope when they see recognition of their hard work, dedication, and sacrifice. Imagine the moment they notice the sincerity and care with which your students wrote their messages.

We can’t change their realities, but perhaps we can provide a much needed lift. I’d love to drown out the negative voices with our positive ones.

But I can’t do it alone…

If you are willing to participate, add your grade level, the number of students in your class, and perhaps where you plan to send your letters or cards. Let’s spread some love and appreciation! Are you in?

As the school year approaches, I’m sure you’ve considered how you will incorporate writing into your classroom. We know there are many curricular objectives about the teaching of writing.

But this year in particular, keep in mind how writing can support our students’ mental health.

Anne Frank once said, “I can shake off everything as I write; my sorrows disappear, my courage is reborn.” More recently, Suleika Jaouad who battled leukemia with a 35% chance of survival has said, “I don’t think it’s an exaggeration to say that writing saved me.” Why not discuss these quotes with your students? Help them understand a side of writing they may not have considered: an emotional release, reflecting on life experiences, thinking on the page…

How will you facilitate this writing in your classroom? Journal writing, freewriting… a little of both. However you do it, be intentional. Dive into the conversation with students. Allow this function of writing to be visible in your classroom.

Those of you who know my story, know that when I was a young student, writing saved me, too. Don’t underestimate its power…

It’s that time of year again… have your school dreams started?

Why do we have school dreams anyway? I believe it’s because we care: our subconscious selves working through those nerves and preparing to give our best. Thinking through all sorts of things: what the safety protocols will look like… what to say on the first day of school… how to set the tone for the year… what the students will be like… how to prepare our classroom spaces for optimal learning…

There are children and parents who feel nervous and anxious as the new school year approaches, too. Children who hope to feel safe and welcome in their class environment. Parents uncertain of whether in-person learning is the best option these days. Children with low self-confidence, intimidated by the whole idea of school. Parents who hope their children will have teachers who see their potential rather than the problems.

Along with the nerves of the new school year, come new school clothes, new school supplies, and new beginnings, too.

Trust the magic of new beginnings… thrive in these exciting times!

Have you ever heard this saying? “You’re more likely to be aware of the current if you’re swimming against it.”

I’ve been thinking about this concept within our classrooms. For some students, skills and understanding come easily. For others though, schooling–and all it encompasses–is a challenge. These students must feel like they’re swimming against the current: every moment requiring effort, and sometimes, it may even be a struggle to stay afloat.

When you plan your lessons, do you take these students into account? What scaffolds are in place within your classroom? Do you provide your students with a life preserver of sorts, something to support them in what must feel like a never-ending struggle?

As this school year begins, consider… who are the students swimming against the current (and why)? Are there students with anxiety? Students with language delays? Students who struggle to access the words on the page? What will the life preservers look like for each of these students?

Remember, “Fair isn’t everyone getting the same thing. Fair is everyone getting what they need in order to be successful.” Rick Riordan

More food for thought… once those life preservers are in place, how can we help our students learn to use the current to their advantage?