Category Archives: Social Emotional Learning

What Plant Best Represents You?

This past week in our Inquiry class, teacher candidates participated in a mini inquiry designed to integrate disciplines and active many of the core competencies in BC’s redesigned curriculum. For many, it was an engaging and useful activity, as it modeled how we might not always open an inquiry with the actual inquiry question! I think it’s important that teachers understand that we don’t expect students to jump in unarmed with skills and tools to help them be successful. Below is a general outline of our process.

Learning Intention: I can make detailed observations about my local environment.

Experiences:

  • Sharing photos of plants and making observations as a group
  • Nature walk where students took photos of plants they observed in our surroundings
  • Sharing out observations in small groups

Plant 9

What do you notice about this plant? How would you describe its physical characteristics?

Learning Intention: I can use creative thinking to transform a physical characteristic into a personality trait.

Experiences:

  • Teacher modeling of a short story “Chloe the Cactus”
  • Writing a brief story about one of your chosen plants and what its physical characteristics might look like if it were a person

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Once we had developed some of the key skills required to engage in the final experience, we introduced the inquiry question.

What plant best represents you?

Learning Intention: I can make a meaningful connection between a plant and my personal identity.

Criteria:

  • Artistic representation is 2D or 3D and includes at least 2 different media.
  • Connection is about the real, inside you – your essence (i.e. not your physical appearance).
  • Description includes at least 3 thoughtful reasons why your plant represents you.

During this final stage of the process, teacher candidates engaged in their own online research to help select their plant. In a classroom setting, we discussed how we would need to provide more scaffolding at this point. It would be a great opportunity to teach digital literacy and credibility of sources through a model such as Get REAL. Some questions that helped guide our research were:

Where does your plant thrive? What else grows nearby?

What does your plant need to survive?

What are its physical characteristics?

What are some unique features of your plant that make it different from others?

This process was really beautiful to watch, as many of my teacher candidates used this as an opportunity to really reflect on their true selves. It is a good reminder that inquiry doesn’t have to be something overly complicated, but it can certainly be beautiful! Below are a few examples of the work that came out of this mini, teacher-guided inquiry. I hope they and the process inspire others to see how we might approach developing Core Competencies in a meaningful, inquiry-based way.

Harleen

Succulent plants are known to be found growing in mild and warm climates and do not require frequent watering. Cold weather does not suit these kinds of plants. The desert rose succulent best represents me in terms of the climate of situations I have faced. Similar to the desert rose succulent, I have built enough resilience that I do not need frequent “watering” to combat a situation. The succulent resembles a colourful flower but its exterior is tough and thick, which is similar to how I view myself; vibrant and carefree but also tough enough that I can withstand and get through stress and pressure from all aspects of my life (school, work, social life). The individual I am on the inside likes to stand outside of the box, not inside, and likes to be unique in small but meaningful ways. The plant is different in the sense that it stands out from other cacti and succulents but not in an overwhelmingly neon-coloured way.

Michelle

I found this decision quite easy, and associated myself with a Scotch Thistle quite quickly. My reasoning behind this is that this plant is nature to the Scottish highlands, the place in the world I feel most calm and happy. I, like the thistle, prefer wet and cold climates, to the sun. Thistles also are weeds, and tend to grow in the wilderness. Though they can come close to society they prefer to be on the outskirts and watch. Thistles also grown close to each other and other plants, but flower and leaf at the end of their stems, which are long. I connected to this because although I like to be near people, and to have people close, I like to have my distance as well, and am, at heart an introvert. Finally, thistles protect themselves by being bristly, and spiky. I too like to protect my inner self, and tend not to like to open up to many.

Heather

I ended up choosing a lotus flower. The obvious reason being that I literally have them tattoo’d on my shoulder. However, the lotus flower is quite a symbolic flower – which is what drew me to them enough to get a few permanently inked into my skin. In the buddhist culture (and I want to declare that I am not buddhist, nor am I trying to steal part of their culture) lotus flowers are a symbol of purity as it is a flower that physically has to push up through the mud to bloom into something so tranquil and part of this reason is why it also represents patience. The structure of a lotus contains multiple layers of petals that protect its core centre. I feel like we can relate to these characteristics of a lotus. Like others, I feel as though I have  had to push through the mud multiple times in my life to be the person that I am now. While I try incredibly hard to be patient, and would label myself as patient, it is still a quality I would like to have more of. The structure of the lotus is something I feel as though I can use to describe myself as well: I have a true inner self that protected by my outer layer personalities. I present myself as outgoing, funny, sarcastic, and confident – but these are just the outside petals I’m not afraid to show. As so many people do, the more vulnerable parts of myself I keep tucked away behind those petals. The firey red colour of this lotus also holds a meaning. A red lotus, according to the buddhist faith, symbolizes emotional attachments of the heart. I find that I can be quite an emotionally attached person and try to live life with passion and compassion.

 

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I would be a lime tree.  I chose a lime tree for a number of reasons:
The first is that my name, Linnea, means lime tree in Scandinavian, so I have always had an unusual fondness for lime trees despite not caring all that much for limes.  But having looked a little more into the plant itself, I uncovered a few similarities beyond simply the name.
Because it is a tree, it appears strong and sturdy.  However, lime trees actually require considerable care and support (such as consistent watering) in order to thrive.  They are “heavy feeders” which require regular fertilization (I love to eat!).  While they will still produce limes in colder weather, these limes would be small and dry, and few in number.  Lime trees produce the most and best fruit in warm climates!
In all, while lime trees appear to be hardy and resilient, they are actually quite needy.  They need lots of care, support, food, and warm weather to be the happiest trees they can be!  I feel like this description also fits my own personality quite well.

Credit given to Yvonne Dawydiak for the original inquiry question and art activity: What plant best represents you?

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Teaching Is Learning

Plans are nothing. Planning is everything.

– Dwight D. Eisenhower

Over the past several years, we have been in a period of significant educational shifts in British Columbia. We now have a redesigned curriculum that consists of four major components: Core Competencies, Big Ideas, Curricular Competencies, and Content. This is a move away from the traditional “checklist” style curriculum in favour of a more flexible format that allows opportunities for student choice and voice while maintaining learning standards across the province. You can read more about BC’s redesigned curriculum here.

I had the privilege this past week to work with Genevieve McMahon, as we were asked to give a planning seminar to all elementary Teacher Candidates in the B.Ed. program.  Anyone who knows me knows that I always say planning is a personal process and that no two teachers plan exactly the same way. I believe this is true. However, it’s also fun to work with someone from afar and try to mash your brains together to come up with something cohesive that presents a united front about a particular topic. That is exactly what Gen and I tried to do when it comes to planning. We tried to convey the message that teachers should always plan with the end in mind. This message is simple, yet it’s so easy to lose sight of our intention as teachers. With all the chaos that comes with the classroom environment, we often get bogged down in the details; but if we can maintain our focus – our intentions – everything falls into place. Kids learn.

All this to say that I think it’s important to take the time once in awhile to reflect on what’s really important to us; what we believe in. I know that organizing this seminar provided me with an opportunity to reflect on what works well in my own planning process but also what I can improve upon. Sometimes when we are forced to simplify and communicate our message to others, it provides us with the prompt that we need to reflect on ourselves. Teaching is sometimes the best way to learn.

If you’re interested in what Gen and I shared with Teacher Candidates, you can find our slides below.

Planning Seminar – Sept. 28, 2017

 

A New Chapter

This past spring, I made the decision to leave the classroom and try something new. I accepted a new role working with Teacher Candidates in the B.Ed. program at the University of British Columbia. While I will continue teaching Intro to Teaching and Learning Core French as I’ve done for the past couple of years, I am also be coordinating the Social Emotional Learning cohort. This means I am responsible for teaching Inquiry courses, embedding the theme of SEL into our cohort throughout the year, and acting as Faculty Advisor for a group of Teacher Candidates.

When I made this decision, I felt nothing but excitement. What an awesome new challenge! However, while saying my goodbyes in June, I started to second guess myself. By the time summer was in full swing, I was sure I had made a mistake… What was I thinking? I love my kids! Knowing that I wouldn’t return to my school or to any classroom in September made me very emotional.

Most of us enter the teaching profession because we want to make a difference in the lives of kids and I was no different. Those pre-teen years in particular come with a lot of angst, social awkwardness, and sarcasm that I secretly love. Those years are when I felt most disconnected from adults in my own life, so I’ve always wanted to help those who are looking for a positive role model and a bit of empathy while maintaining the facade of nonchalance and grown-up-ness. Little people in big bodies who just need to know they are loved…

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However, having met my group of Teacher Candidates this week, I am feeling much more optimistic. They are a wonderful group of people who, like all of us, are in this to make a difference in the lives of kids. Their hearts are in it and they are authentic, intelligent, compassionate people. I already feel like I am getting to know many of them and I haven’t even had to give up my addiction to bad jokes and sarcasm!

I can tell that it will be a fantastic year of learning and I know they will all make a difference in the lives of kids. I can see the potential for far reaching impact in this new role and that is exciting. I can also see that I am going to learn so much from them. But most of all, I can now see that although I may not have a physical classroom this year, I have met my new “kids.” And I couldn’t be more excited to see where this new adventure takes me…

It’s the Little Things

Over the past couple of years, I have often questioned my abilities as a teacher. I have had a lot of rough days and a few occasions where I wondered if I could ever do enough. I think we all end up in this place once in awhile because it is truly a job that never ends and could always be done better. However, I have also been trying to focus more on the little things that bring us joy as educators. There are, of course, many moments related to academic learning that are super special, but it’s not these moments that I find most meaningful and it’s not these moments that keep me in this profession. It’s those little things that are about relationships that really get to me…

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  1. That smile from that kid who just needed someone to talk to at recess.
  2. “Can I give you a hug, Ms. B?”
  3. The moment a child finally opens up to you.
  4. An email from a parent thanking you for your understanding.
  5. That kid who comes to ask you about anxiety after a lesson on mental health.
  6. The student who feels safe enough to share that their grandfather passed away during morning meeting.
  7. “I know you get it, Ms. B. You understand.”
  8. Watching a child develop a new friendship.
  9. Parents who let you know that their child is happy to come to school.
  10. Returning after an absence to: “We missed you!”

There are a million moments that we could reflect upon because we truly do make a difference in the lives of kids. They matter. We matter. Relationships matter.

When we’re feeling down, we need to remember that it’s the little things that matter the most.

The Importance of Modeling

When I was explicitly teaching language every day in French Immersion, modeling was a no brainer. It’s how we developed oral and aural language skills as well as conceptual understanding in various curricular areas. I still use explicit modeling when teaching Core French because it has become second nature to me in a language context. However, lately I’ve been reminded of the importance of modeling in all areas of learning.

Kids – heck, all people – need to see others lead by example. This means modeling how to problem solve, how to make healthy choices, and how to be kind and compassionate. It means taking risks ourselves in order to show our kids that mistakes are not a bad thing. It also means being authentic… because kids know when we don’t mean it.

Social emotional learning is complicated; there are so many factors that influence our lives and those of our kids. It can sometimes be difficult to model compassion, patience, and empathy when we aren’t feeling particularly compassionate, patient, or empathetic. However, these are qualities that will help our kids grow up happy and healthy; help them build strong relationships. Society needs to stop assuming that kids “should know” how to be respectful or kind. If we don’t show them ourselves, how will they know what it looks like?

So be brave, make big mistakes, and model the reactions and strategies you want to see in our kids. We tend to fall back on behaviours that are most familiar… so let’s make kind, compassionate, and empathetic more familiar. And when we mess up, let’s admit it. Model honesty and resilience.

Talking Openly About Mental Health

My struggle is anxiety. I didn’t know it until I was an adult, but I’ve actually been anxious my entire life. For as long as I can remember, I have experienced chronic daily headaches and I was a classic worrier growing up. However, it wasn’t until my physical health began to fail me about 3 years ago that I realized something was really wrong. I was highly motivated and inspired by my work, yet I was horribly sick and began fainting. I was often dizzy, unable to eat, and angry. Doctors couldn’t tell me what was wrong, so I began to think it was all in my head. It wasn’t until I found an outlet through fitness and support through counselling that I realized my physical symptoms were all a result of anxiety. I was relieved; at least I wasn’t suffering from some horrible physical illness! Little did I know how difficult this journey would be – digging deep to understand the root of our emotions is not a task easily checked off our weekend “To Do” list. I know now that it is challenging lifelong work.

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Photo via Pixabay

Since my own journey of self discovery began, I have developed so much compassion for students who suffer from anxiety. I often share my own daily experiences with them, like how it’s hard to sleep at night and how sometimes it feels like there’s an earthquake when there’s not. Or how sometimes my anxiety is triggered by events, like flying or large crowds, but most of the time it is completely unpredictable and difficult to explain. I also share self-regulation strategies that work for me like nature walks, yoga, and mindfulness.

For some reason, I have been sharing more openly in my classroom this year than before. I think being in a new school has provided me with an opportunity to share my true self – the one who I’ve been peeling away layers to get to know over the past 3 years – the one who has come so far and yet still feels like a child sometimes – and it feels good.

However, the reason I share all of this with you is because it’s easy to forget that many of our students are suffering from physical and emotional symptoms of anxiety every day. It’s becoming an epidemic in our fast-paced, modern society. These kids need to know that we know why words like “calm down” or “don’t worry about it” are unhelpful… and that negative behaviour is often an indication that we’re struggling with something inside. Other students have family members who are struggling with depression, addiction, eating disorders, or mood disorders – as do many of us. Simple conversation can go a long way toward developing a sense of acceptance and compassion for those struggling with mental health issues. It shows students that positive mental health is something we are all working on, not something you either have or you don’t.

Through sharing, we may be putting ourselves out there, but we may also end up modeling a growth mindset for our students. I personally think that being vulnerable is worth the risk of healthier, happier, and more empathetic kids.

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Photo via Pixabay