So, as my first year of Education is coming to a close, I am struck by a strange thought..."I don't want it to be over yet!" Now perhaps some people wouldn't find this comment so bizarre. A lot of folks have a hard time with things ending. I know people who started freaking out about their grade 12 graduation in grade 9 (maybe if I had been more like them, I would have known which university I was going to before June of my graduating year, and I might have bothered to apply for scholarships). I am the girl who can't wait to get onto the next big thing. I am constantly moving, exploring and changing things up. I also become extremely attached to things I believe are awesome.
Like Vancouver. You only have to talk to me for about five minutes to know that I think everything to do with Vancouver is amazing (except for the cost of living and lack of sunshine). Or food. I am addicted to eating. I could never be one of those who only eats to live. I LIVE TO EAT! Or my cats, Tika and Spunx, who are pretty much my whole world. Or Brandon University, this snazzy little institution in the middle of nowhere (everything in Manitoba is in the middle of nowhere) that is perpetually underrated by everyone, except for the people who work or attend school there, and realize what a gem it is.
While my years of living in residence (yes, I adored living in Flora Cowan and was actually sad to leave after three long years) and completing my Bachelor of Arts degree (No my dear European friends, I am not an artist. This is our way of saying we don't know what we want to do, so we take psychology courses) were some of the best of my life, this year in Education has me finally feeling like I belong. I know, without a doubt, that I am meant to be a teacher. I also know, without a doubt, that I chose the best possible place to help me realize my potential.
This past February, a good friend of mine from the Faculty of Education at U of M presented at WestCAST. We were having a discussion and comparing our programs, when she told me "You have no idea how lucky you are. Your program is amazing! From what I've seen of your buildings, what I've heard from other students, and the professors of yours that I have met, I am jealous. I kind of wish that I had come here now..." You kinda wish?! I thought. You have no idea.
Our small campus, while being the brunt of many jokes for other universities, is ideal. It is so easy to feel comfortable in, and nearly impossible to get lost. (I say nearly impossible, because it is not impossible. That's right. I have gotten lost in the Education building. But I won't tell you going where from what.) The courses we take are relevant to what is happening in school today. I have learned so much about who I am, and how to be an effective teacher. I like the way our student teaching placements are set up. Experiencing four different schools, and working with four (at least) different cooperating teachers gives us a better idea of what's out there and where we may be interested in teaching. The best part about BU's Faculty of Ed in my opinion? The people. We have awesome professors and support staff. I certainly have not met or worked with all of them, but I have had an absolutely fabulous experience with the ones I have. Julie Ann Kniskern has the best taste in children's literature of anyone I have ever met. She has dramatically increased my knowldge of quality literature, and I have a whole collection of cool activities to implement in my classroom thanks to her. Shelley is a great teacher, and I am grateful I got to be in the one class she taught last semester. Thanks to her, I am part of a group of students going to Thailand to student teach for the first time. I know it will be an experience I will never forget. Diane Novak has probably never encountered a student as technologically-handicapped as myself. Thanks to her, I can now make a website, use movie maker and download free (and legal) music. I love her policy of being able to redo assignments. That is absolutely the best way for students to learn. Tammy is always cheerful and pleasant to be around. This is such an important skill for a teacher to possess. I really appreciated how she would deviate from the topic if she thought that the new conversation would be beneficial for us. Sandy is famous Canada-wide for her ability to make math awesome! This is not an easy feat. I don't think math is awesome. I think it stinks. But Sandy makes it fun. I can't wait for her to show me that science is stupendous next year.
And of course, Jackie. Jackie demonstrated to me why assignment dates can and should be flexible. Many students come up with their best work when they are not focused on a deadline. She showed me that evaluating a course using outcome based assessment is practical and the way of the future (I must confess I thought she was crazy when she handed out our Professional Teacher course outlines). Jackie valued everyone's contributions, and was eager to make class an enjoyable experience for all involved. She pushed us all to be the best we could be, and was understanding whenever someone didn't feel comfortable or thought something should be done in another way. It was because of Jackie that our class had 100% attendance at WestCAST (she is very persuasive). Thanks to her, most of us presented at it, and felt confident that our presentations were noteworthy. Jackie encouraged us to go deep, and think about who we really are, and how that applies to our teaching. She only recommended one book for us to read, and it is a winner. I am about halfway done Parker Palmer's "The Courage to Teach", and I think it should be a required reading. It is excellent. Most of all, Jackie believes in each and every one of her students. She finds their strengths, and focuses on them. She takes the time to get to know them. Her biggest fault is that she doesn't teach second-year courses. Her students will miss her a lot.
Thank you for having us write the Ellie poem. Thank you for your encouragement. Thank you for a great year.
Saturday, March 12, 2011
Taking the Easy Way Out (and Effectively Damaging Our Students)
So, I have to write about an issue in the world of Education. I only get to choose one, so I had better make it a good one. Perhaps I will address the issue of "Balanced School Days - Are They Better?" (YES). Okay. That's that.
I'm sure I'm supposed to write more, so I'll write on the topic of aboriginal education. This is such an important and relevant discussion right now. On second thought, maybe that's not such a good idea. It is such a complex and broad topic, I would have to spend weeks just doing my research. And since I am already late in writing this, I should choose something I know more about.
A-ha! I like to think I know a thing or two about English as an Additional Language (considering I just made a presentation at WestCAST on this topic, I would hope so). Well...maybe I should exapand my horizons and write about something new.
I like the healthy movement that is going through our education system due to the realization that our Canadian youth are overweight, lazy and making poor food choices (our adult population is certainly not exempt from this). In Manitoba, physical education is now required through grade 12, and lots of schools are getting rid of pop machines and candy bars, and replacing them with juice machines and fruit in the canteen. Although, I don't have much more to add to this revolution except to ask "Why didn't we realize this sooner?"
I've got it. How to effectively utilize Educational Assistants in the classroom (and why many teachers are not). Perfect.
This is a topic that I have been interested in for many years. I remember even as a student thinking that teachers had their Educational Assistants (EAs) doing strange things. Several years later, I am finding that many of the teachers I have talked to see EAs being misused all of the time, and they are frustrated by it. I have not read any scholarly artices on the topic, but I have conversed with plenty of intelligent people, and it will be their collective opinions I will be pulling from.
I am not covering poor treatment of EAs. While I am sure this exists, this is another topic entirely. I am interested in the two main ways a teacher can misuse an EA; by either not making sufficient use of the EA in the classroom, or having the EA do things the teacher should be instead.
"I want to do it all. It's just easier to do it myself, because I know exactly how I want it done. I like my way best." - Lindsay Gemmill (This quote in no way reflects the way this young woman actually feels about things - except for when it comes to cooking, baking, cleaning the bathroom, scrapbooking, group projects and building snow forts. It was created entirely for the purpose of this blog post). Many people have a hard time delegating. Some find it more of a challenge to determine something for a helper to do than to just do it on their own. Unfortunately, I think a lot of teachers fall into this category. They have their day planned out perfectly and then BAM! What is this extra adult doing roaming around in my classroom? Do I actually have to find something for them to do? "Ummm...you can sharpen the pencils. In another room, so you don't distract the kids. That would be great." Teachers: Educational Assistants are such a valuable resource. They are there to support the work of the teacher. Work as a team. Use their individual strengths to your advantage. Help them to help you. Make sure they are being used to their full potential, but don't forget why they are there: Is there a specific student they are supposed to be working with? Make sure they get adequate time to aid that student. Listen to them: They may not be experts in their field, but they are often working one-on-one with the students, a luxury most teachers don't get. They may have noticed things you possibly couldn't have.
I can imagine that as a teacher, it is very exciting to get your very own Educational Assistant. The possilities would seem endless with a whole other adult in the classroom. Unfortunately, some teachers have EAs performing tasks they really shouldn't be, especially not on a regular basis. There are some difficult kids out there. (Ed students: If this statement was shocking to you, perhaps you should consider a different course of study). Very difficult. It would be oh-so-tempting to have these students removed from the classroom, but in a nice way. Then you could just focus on those little geniuses that are eager and able to learn. Imagine the things you could accomplish! You could have the smartest grade 1's on the planet! You could be multiplying and dividing like no one's business! But what about those other kids? The ones that maybe aren't little geniuses. The kids that can't read, and struggle to add. The ones who can't sit still, and those who think they are stupid and will never be able to learn. "Oh no problem. They are in a separate classroom with the EA working on their worksheets. The EA is overseeing everything and can come to me if a problem arises."
DOES ANYONE ELSE SEE THE ISSUE HERE?
So the Educational Assistant, who isn't required to have any form of post-secondary education or formal training for the classroom (but is most definitely a lovely person who has a deep affection for children) is in charge of the children who are experiencing difficulty, while the educated teacher, who went to school for a minimum of four years and attends ongoing professional development seminars to stay updated on how to be an effective teacher, is looking after the easy kids. Right...
Now I'm not saying that EAs shouldn't work with difficult students. Absolutely not. That is usually what they are hired for - so that the child who is experiencing difficulty has someone to help them whenever they need it. Many EAs are incredibly gifted at working with the children they do, and I know lots of teachers have to go to EAs for advice on how to get the most out of a particular student. But...those children who are frustrating, the ones you want to constantly send out of the classroom, are the ones who need their teacher the most. Sending out a whole group of children who are unable to read basic words, and expecting the EA to be able to give them all the attention they need is outrageous. The teacher is the one who is trained to teach large groups of children to read. The teacher is the one who went to school to study how to help children sound out words and draw meaning from illustrations.
Teaching is not an easy job. Not by any stretch of the imagination. I am certain that nearly every teacher out there wishes they could provide their students with the kind of one-on-one individualized instruction that they need. This is impractical, however, and the best needs to be done with the resources available. I think that utilizing EAs effectively in the classroom is an area that can be improved upon, with positive implications for everyone involved.
(On a side note, I would just like to say that our education system in Canada is pretty awesome. We have issues, that's for sure, and it's important to be aware of them so we can improve the system. Sometimes we just need to look at all of the things we do have, and be grateful for them. Like the fact that education is available for all Canadian citizens. Or the fact that educators care enough about their students to want to make their education better. How about that we are able to openly critique the way our schools run, and promote change? We still have a long way to go, but I think we are on the right track).
I'm sure I'm supposed to write more, so I'll write on the topic of aboriginal education. This is such an important and relevant discussion right now. On second thought, maybe that's not such a good idea. It is such a complex and broad topic, I would have to spend weeks just doing my research. And since I am already late in writing this, I should choose something I know more about.
A-ha! I like to think I know a thing or two about English as an Additional Language (considering I just made a presentation at WestCAST on this topic, I would hope so). Well...maybe I should exapand my horizons and write about something new.
I like the healthy movement that is going through our education system due to the realization that our Canadian youth are overweight, lazy and making poor food choices (our adult population is certainly not exempt from this). In Manitoba, physical education is now required through grade 12, and lots of schools are getting rid of pop machines and candy bars, and replacing them with juice machines and fruit in the canteen. Although, I don't have much more to add to this revolution except to ask "Why didn't we realize this sooner?"
I've got it. How to effectively utilize Educational Assistants in the classroom (and why many teachers are not). Perfect.
This is a topic that I have been interested in for many years. I remember even as a student thinking that teachers had their Educational Assistants (EAs) doing strange things. Several years later, I am finding that many of the teachers I have talked to see EAs being misused all of the time, and they are frustrated by it. I have not read any scholarly artices on the topic, but I have conversed with plenty of intelligent people, and it will be their collective opinions I will be pulling from.
I am not covering poor treatment of EAs. While I am sure this exists, this is another topic entirely. I am interested in the two main ways a teacher can misuse an EA; by either not making sufficient use of the EA in the classroom, or having the EA do things the teacher should be instead.
"I want to do it all. It's just easier to do it myself, because I know exactly how I want it done. I like my way best." - Lindsay Gemmill (This quote in no way reflects the way this young woman actually feels about things - except for when it comes to cooking, baking, cleaning the bathroom, scrapbooking, group projects and building snow forts. It was created entirely for the purpose of this blog post). Many people have a hard time delegating. Some find it more of a challenge to determine something for a helper to do than to just do it on their own. Unfortunately, I think a lot of teachers fall into this category. They have their day planned out perfectly and then BAM! What is this extra adult doing roaming around in my classroom? Do I actually have to find something for them to do? "Ummm...you can sharpen the pencils. In another room, so you don't distract the kids. That would be great." Teachers: Educational Assistants are such a valuable resource. They are there to support the work of the teacher. Work as a team. Use their individual strengths to your advantage. Help them to help you. Make sure they are being used to their full potential, but don't forget why they are there: Is there a specific student they are supposed to be working with? Make sure they get adequate time to aid that student. Listen to them: They may not be experts in their field, but they are often working one-on-one with the students, a luxury most teachers don't get. They may have noticed things you possibly couldn't have.
I can imagine that as a teacher, it is very exciting to get your very own Educational Assistant. The possilities would seem endless with a whole other adult in the classroom. Unfortunately, some teachers have EAs performing tasks they really shouldn't be, especially not on a regular basis. There are some difficult kids out there. (Ed students: If this statement was shocking to you, perhaps you should consider a different course of study). Very difficult. It would be oh-so-tempting to have these students removed from the classroom, but in a nice way. Then you could just focus on those little geniuses that are eager and able to learn. Imagine the things you could accomplish! You could have the smartest grade 1's on the planet! You could be multiplying and dividing like no one's business! But what about those other kids? The ones that maybe aren't little geniuses. The kids that can't read, and struggle to add. The ones who can't sit still, and those who think they are stupid and will never be able to learn. "Oh no problem. They are in a separate classroom with the EA working on their worksheets. The EA is overseeing everything and can come to me if a problem arises."
DOES ANYONE ELSE SEE THE ISSUE HERE?
So the Educational Assistant, who isn't required to have any form of post-secondary education or formal training for the classroom (but is most definitely a lovely person who has a deep affection for children) is in charge of the children who are experiencing difficulty, while the educated teacher, who went to school for a minimum of four years and attends ongoing professional development seminars to stay updated on how to be an effective teacher, is looking after the easy kids. Right...
Now I'm not saying that EAs shouldn't work with difficult students. Absolutely not. That is usually what they are hired for - so that the child who is experiencing difficulty has someone to help them whenever they need it. Many EAs are incredibly gifted at working with the children they do, and I know lots of teachers have to go to EAs for advice on how to get the most out of a particular student. But...those children who are frustrating, the ones you want to constantly send out of the classroom, are the ones who need their teacher the most. Sending out a whole group of children who are unable to read basic words, and expecting the EA to be able to give them all the attention they need is outrageous. The teacher is the one who is trained to teach large groups of children to read. The teacher is the one who went to school to study how to help children sound out words and draw meaning from illustrations.
Teaching is not an easy job. Not by any stretch of the imagination. I am certain that nearly every teacher out there wishes they could provide their students with the kind of one-on-one individualized instruction that they need. This is impractical, however, and the best needs to be done with the resources available. I think that utilizing EAs effectively in the classroom is an area that can be improved upon, with positive implications for everyone involved.
(On a side note, I would just like to say that our education system in Canada is pretty awesome. We have issues, that's for sure, and it's important to be aware of them so we can improve the system. Sometimes we just need to look at all of the things we do have, and be grateful for them. Like the fact that education is available for all Canadian citizens. Or the fact that educators care enough about their students to want to make their education better. How about that we are able to openly critique the way our schools run, and promote change? We still have a long way to go, but I think we are on the right track).
Boo-yaa BU! We Nailed It!
Well, I hope everyone has their calendars marked off for February 22-25, 2012. If you don't, I'm assuming it's because you forgot. Get a pen, and write it in, because we are going to CALGARY! WHOOP WHOOP!
In case you're lost, my whooping is in reference to WestCAST, this brilliant teaching conference that gets juggled between various Western Canadian universities every year. I am so grateful that Brandon University happened to be hosting my first year of Education. This was beneficial to me in two ways: It actually got me to go to the conference, and it has absolutely motivated me to go next year.
I thought Brandon did a terrific job of hosting WestCast. Now, I may be slightly biased, considering I have never been to another WestCast, and the fact that I think BU is the greatest university in Canada (except for Simon Fraser University, because it is located in Vancouver, and Vancouver is the greatest city in the world. They also have a giant statue of Terry Fox on their campus, and they are constantly undervalued compared to UBC. I root for the underdog).
Which brings me to my next thought. Why can't WestCAST be held in Vancouver next year?! Sigh. Who actually wants to go to Calgary? They may have Jarome Iginla, but the Flames have nothing on the Canucks. And Banff doesn't even begin to compare to Whistler/Blackcomb. The only thing they are really known for is their stampede, but that's only for such a short time in the summer. NOT HELPFUL in February. And what's with these Calgarians trying to bribe us with their IKEA? IKEA can be found pretty much anywhere that isn't Manitoba or Saskatchewan (or Yukon, Northwest Territories, Nunavut, Newfoundland, New Brunswick, Nova Scotia or PEI, but everywhere else). Apparently Calgary has a pretty rockin zoo, so I guess I'll just have to spend my free time hanging with the elephants.
Vancouver, however, is a completely different story. It is the most beautiful city in Canada, if not the world. The Vancouver Canucks are pretty much the greatest NHL team EVER (mostly because Roberto Luongo is the coolest goalie in the history of the game). There are mountains and oceans and beaches and a temperate climate. Vancouver has fantastic restaurants, the neatest shops, beautiful parks and the best transit system in Canada. Although that last statement doesn't really mean anything. Have you ever tried to take the bus anywhere in Brandon? Yah, I know. I got frostbite before it came too. I could go on and on singing the praises of the glorious settlement of Vancouver, but I don't want to give Calgary too big of a complex. Besides, if it was held in Vancouver, the whole purpose of the conference would be defeated, because no one would be going to the sessions (we would be skiing in Whistler and stuffing ourselves with Starbucks).
For me, the highlight of the Conference was being given the opportunity to present. It certainly was not my most brilliant performance, as I was super nervous and certainly no expert on my topic; but it was an awesome experience to be able to prepare and present an issue that is such a personal passion for me. My beloved friend Marlene was able to help with our session, and this was a very special experience for both of us. I learned a lot, and hope that I will be able to do this again in the future. (Yes, I do realize that I am going to school in preparation for a lifetime of presenting to my darling students, but it's a whole different experience speaking in front of colleagues and other professionals).
I found that all of the sessions I attended were wonderful; my only complaint is that I wish I had been able to go to more! I understand that there really was no other way to arrange all of the sessions, (unless WestCAST went on for a month or two), but it was so hard to choose! And, because life is like that, it always seemed that there would be one time slot when I was interested in three or four presentations, and the next slot had nothing that tickled my fancy. I went to a brilliant session on incorporating deaf students into the classroom. The presenter was awesome, although he was unfortunately cut short because we were behind schedule, and then he was unable to access his presentation because our technology was malfunctioning.(Welcome to Brandon University! We have nasty weather, no concept of time management, and we're all technologically handicapped!) Oh well. He was just a UBC student....
My favourite session focused on bringing music to children who present with special needs. What a heartwarming, engaging and inspiring 50 minutes! Dr. Sheila Scott of Brandon University is certainly an inspiration for teachers everywhere. The work she is doing is incredible. I aspire to be an innovative and passionate teacher like her.
Probably the most relevant and useful session for my life was the panel discussion. This was such a great idea! I know that everyone who attended found it very useful. It is so important to talk to other teachers in the field and get their perspectives.
I enjoyed the keynote speakers immensely. Ian Ross has such a likeable personality, and a subtle approach to humour. I found that by the end of his address, I was disappointed that it was over (even though he had already spoken for far longer than he was supposed to). Hannah Taylor is an absolute sweetheart. She is lucky to have parents that support what she believes in. It seems hard to believe that a 15-year old has actually done so many amazing things. What an incredible role model! I am very interested in the Ladybug Foundation Education Program. This is certainly a resource I would like to make a part of my future classroom.
What would WestCAST have been without the social events? Rather dull and overly-informative, I think. My compliments to the social planning team... WELL DONE! My favourite part was that every social event involved lots of food. Wherever there is food, you will find me, because I adore eating. The wine and cheese event was excellent. I had a lot of fun playing the game, even though I think it was rigged because I had like 30 tickets in there and I didn't get drawn. (Thanks a lot Sandy!) While I would recommend the Roadhouse changes their dinner title to "Bud, Spud and Chicken...not steak, because we serve nasty, uncooked cuts of meat", the rest of the supper was delicious and the evening was a good time. I have always thought that being a magician would be a pretty rockin' career. I must confess I was initially disappointed when I found out that the "Cracker Barrel Social" was simply a reference to conversing in the general stores in the olden days over a cracker barrel, and not to my favourite brand of cheese. I was pretty certain we had convinced Kraft to be a sponsor for our event, and that Friday would be devoted to cheese sampling. However, all was forgiven when I discovered a tub of sour keys available for my devouring! (I was on a sugar high for the rest of the weekend). While my team didn't win the game (we should have), it was still lots of fun to play, and it was an important reminder of how to be a good sport (the winning team totally cheated, and our buzzer was rigged to just put in random wrong answers, I know it).
Thanks to everyone who was instrumental in putting together WestCAST 2011! I feel sorry for those who were either unable to attend, or just chose not to. They really missed out. I have been bragging to all of my non-education people about what a fabulous conference our university put on, and how I feel very privileged to have attended. I hope that this is a tradition which is carried on for many more years.
Good luck in 2012 Calgary. You have a lot to live up to.
In case you're lost, my whooping is in reference to WestCAST, this brilliant teaching conference that gets juggled between various Western Canadian universities every year. I am so grateful that Brandon University happened to be hosting my first year of Education. This was beneficial to me in two ways: It actually got me to go to the conference, and it has absolutely motivated me to go next year.
I thought Brandon did a terrific job of hosting WestCast. Now, I may be slightly biased, considering I have never been to another WestCast, and the fact that I think BU is the greatest university in Canada (except for Simon Fraser University, because it is located in Vancouver, and Vancouver is the greatest city in the world. They also have a giant statue of Terry Fox on their campus, and they are constantly undervalued compared to UBC. I root for the underdog).
Which brings me to my next thought. Why can't WestCAST be held in Vancouver next year?! Sigh. Who actually wants to go to Calgary? They may have Jarome Iginla, but the Flames have nothing on the Canucks. And Banff doesn't even begin to compare to Whistler/Blackcomb. The only thing they are really known for is their stampede, but that's only for such a short time in the summer. NOT HELPFUL in February. And what's with these Calgarians trying to bribe us with their IKEA? IKEA can be found pretty much anywhere that isn't Manitoba or Saskatchewan (or Yukon, Northwest Territories, Nunavut, Newfoundland, New Brunswick, Nova Scotia or PEI, but everywhere else). Apparently Calgary has a pretty rockin zoo, so I guess I'll just have to spend my free time hanging with the elephants.
Vancouver, however, is a completely different story. It is the most beautiful city in Canada, if not the world. The Vancouver Canucks are pretty much the greatest NHL team EVER (mostly because Roberto Luongo is the coolest goalie in the history of the game). There are mountains and oceans and beaches and a temperate climate. Vancouver has fantastic restaurants, the neatest shops, beautiful parks and the best transit system in Canada. Although that last statement doesn't really mean anything. Have you ever tried to take the bus anywhere in Brandon? Yah, I know. I got frostbite before it came too. I could go on and on singing the praises of the glorious settlement of Vancouver, but I don't want to give Calgary too big of a complex. Besides, if it was held in Vancouver, the whole purpose of the conference would be defeated, because no one would be going to the sessions (we would be skiing in Whistler and stuffing ourselves with Starbucks).
For me, the highlight of the Conference was being given the opportunity to present. It certainly was not my most brilliant performance, as I was super nervous and certainly no expert on my topic; but it was an awesome experience to be able to prepare and present an issue that is such a personal passion for me. My beloved friend Marlene was able to help with our session, and this was a very special experience for both of us. I learned a lot, and hope that I will be able to do this again in the future. (Yes, I do realize that I am going to school in preparation for a lifetime of presenting to my darling students, but it's a whole different experience speaking in front of colleagues and other professionals).
I found that all of the sessions I attended were wonderful; my only complaint is that I wish I had been able to go to more! I understand that there really was no other way to arrange all of the sessions, (unless WestCAST went on for a month or two), but it was so hard to choose! And, because life is like that, it always seemed that there would be one time slot when I was interested in three or four presentations, and the next slot had nothing that tickled my fancy. I went to a brilliant session on incorporating deaf students into the classroom. The presenter was awesome, although he was unfortunately cut short because we were behind schedule, and then he was unable to access his presentation because our technology was malfunctioning.(Welcome to Brandon University! We have nasty weather, no concept of time management, and we're all technologically handicapped!) Oh well. He was just a UBC student....
My favourite session focused on bringing music to children who present with special needs. What a heartwarming, engaging and inspiring 50 minutes! Dr. Sheila Scott of Brandon University is certainly an inspiration for teachers everywhere. The work she is doing is incredible. I aspire to be an innovative and passionate teacher like her.
Probably the most relevant and useful session for my life was the panel discussion. This was such a great idea! I know that everyone who attended found it very useful. It is so important to talk to other teachers in the field and get their perspectives.
I enjoyed the keynote speakers immensely. Ian Ross has such a likeable personality, and a subtle approach to humour. I found that by the end of his address, I was disappointed that it was over (even though he had already spoken for far longer than he was supposed to). Hannah Taylor is an absolute sweetheart. She is lucky to have parents that support what she believes in. It seems hard to believe that a 15-year old has actually done so many amazing things. What an incredible role model! I am very interested in the Ladybug Foundation Education Program. This is certainly a resource I would like to make a part of my future classroom.
What would WestCAST have been without the social events? Rather dull and overly-informative, I think. My compliments to the social planning team... WELL DONE! My favourite part was that every social event involved lots of food. Wherever there is food, you will find me, because I adore eating. The wine and cheese event was excellent. I had a lot of fun playing the game, even though I think it was rigged because I had like 30 tickets in there and I didn't get drawn. (Thanks a lot Sandy!) While I would recommend the Roadhouse changes their dinner title to "Bud, Spud and Chicken...not steak, because we serve nasty, uncooked cuts of meat", the rest of the supper was delicious and the evening was a good time. I have always thought that being a magician would be a pretty rockin' career. I must confess I was initially disappointed when I found out that the "Cracker Barrel Social" was simply a reference to conversing in the general stores in the olden days over a cracker barrel, and not to my favourite brand of cheese. I was pretty certain we had convinced Kraft to be a sponsor for our event, and that Friday would be devoted to cheese sampling. However, all was forgiven when I discovered a tub of sour keys available for my devouring! (I was on a sugar high for the rest of the weekend). While my team didn't win the game (we should have), it was still lots of fun to play, and it was an important reminder of how to be a good sport (the winning team totally cheated, and our buzzer was rigged to just put in random wrong answers, I know it).
Thanks to everyone who was instrumental in putting together WestCAST 2011! I feel sorry for those who were either unable to attend, or just chose not to. They really missed out. I have been bragging to all of my non-education people about what a fabulous conference our university put on, and how I feel very privileged to have attended. I hope that this is a tradition which is carried on for many more years.
Good luck in 2012 Calgary. You have a lot to live up to.
Friday, February 18, 2011
Money Money Money: The Fabulous Financial Side of Education
Only when the last tree has died and the last river been poisoned and the last fish been caught will we realise we cannot eat money. ~Cree Indian Proverb
So money isn't exactly what you'd call "my thing". I like it, especially what you can buy and do with it. I understand that money makes the world go round, and that our lives are made much easier by having it (well, I could get all philosophical here and talk about the real conundrum that relying on money has gotten us into, but that's for another time, and perhaps another blog). I just don't particularly get it. My sister is the financial wizard in our family. And while I certainly marvel at her skills, I am quite aware of the fact that I can more easily read Dickens than a bank statement, and am more likely to invest in the complete Elvis film collection than RRSP's. My one hope is to convince some banking brainiac that I am a suitable marriage prospect, and rely on his financial savvy.
Needless to say, I was not particularly excited when I found out we were spending a class talking about financing, but realized very quickly that this was big stuff, and something I would have to comprehend, (at least slightly. ) I was not overly surprised by the breakdown of the revenues and expenses. I knew that the majority of funds came from the provincial and municipal governments, and I assumed that the costly price tag on schooling was mostly due to having to pay those oh-so-essential educators. I guess what really struck me was the incredible cost involved in providing a free public education system, and the magnitude of the decisions made by the people who decide where the money goes.
Funding for education is based yearly on a per-pupil basis, which has to be determind by September 30th, the most magical of days in the school calendar. (What I gathered from Jackie's spiel is that it is imperative to get every kid possible by this day, and to refuse entry to those requesting accomodation thereafter.) Money comes either directly from the provincial or territorial government, or through a mix of provincial transfers and local taxes collected either by the local government or by the boards with taxing powers. There is special funding for rural areas, and for students who present with special needs. Aspects such as maintenance for the buildings and equipment (including janitorial), office supplies and staff, classroom supplies and paper costs have to be considered in the yearly budget.
I know the world isn't fair, but why isn't it ever unfair in my favour? - Bill Watterson
Unfortunately, the world in which we live doesn't always give everyone equal opportunities and treatment. This is true for all aspects of education, even in the financal sector. Due to the law of efficiency, urban schools generally have more money than rural schools. This means they are able to provide better programs, and offer a wider variety of courses. This absolutely makes sense to me. But it still sucks. I grew up in a small town that did the best it could with what it had, and I appreciate that, but I still feel sorry for myself that I never got to participate in band or have a Home Economics class. (That is why I can't sew and didn't know clarinets existed until first-year university...thanks a lot disparity in the finances in our education system! Thanks to you I will never be a first-rate musician or good housewife.) Since part of the funding for schooling comes from property taxes, those who live in areas that are considered to be more valuable get more money. This also makes sense to me, but it's not fair. Fortunately, others besides me have realized the disparity in funding, and there are ways in which it is being addressed, such as through extra grants.
After an activity in which we were required to make financial cuts to a school division, I know I will never belong to a school board (or any kind of board that makes financial decisions. Whether I wanted to be or not, likely no one would let me on there once they got to know me at all.) IT WAS HARD! Like really, really hard. Every time I had made up my mind that a program should go, another group member would come up with a reason for it to stay, and I would jump on their bandwagon. (This goes back to my whole "Worst Debator in the World" title. Everything sounds good, and everything is essential and WE NEED ALL OF IT!) As much as I like to imagine a world where money doesn't really matter, and that we can all get by with sunshine, lollipops and rainbows, I know that money talks. If the funds aren't there, the program is cut. That is why school boards need to be filled with intelligent people with an uncanny ability to prioritize. What is it that our kids REALLY need? What is essential, and cannot be done without? I have gained a deeper understanding and respect for what these people have to deal with, and will definitely stop and think before I complain about a decision which was made.
While finances may not be the most riveting topic we have covered thus far, I do believe that learning about all of the aspects of the education system will help me to be the best teacher that I can be.
Cheers.
Glorious Government (or How Does One Possibly Make Governance in Education Exciting?)
Simple.
You don't.
I went and reviewed the class power point presentation on the topic... Hmm, I think it is safe to say I will not be deriving my inspiration from there. Perhaps I took brilliant notes and essentially, all I will have to do is copy and paste? Really?! Does this chicken scratch actually pass for notes? Where was my head this day? I certainly hope I will compel my future students to jot down something besides the alphabet (oh wait...I think that was supposed to be an equation of some sort?) I have to start writing legibly.
So I am required to write a blog on governance, and it's going to be dry and lousy because my brain refuses to get motivated. OH NO! What are my legions of blog-admirers (Hey Jackie and Michelle! How's it goin?) going to do? They have come to depend on me to be able to take even the driest topics and turn them into something marvelous. Maybe Jackie will forgive me for being so boring if I promise to post my remaining blogs on time? :)
Okay, so there are a number of angles from which I can consider this topic. For starters, how about an opinion angle? I like that. I'll go for Angle 1: Lindsay's (Expert) Opinion On Governance of the Canadian Education System. (I like that even more). Our system is pretty terrific if you ask me. Now, I know there will be all sorts of people who will counter that statement with brilliant and well researched arguments, BUT... all Canadians have the right to access a free public school education, and that is way more than most people in the world even dream about. As for the idea that post-secondary education in Canada should be covered for aspiring students as well, I'm not sure how I feel about that. Great idea in theory, but is it practical? Wait, I don't think I'm on topic at all. Maybe I should try another angle, perhaps one that doesn't involve me and my thoughts?
Alright. Let's start from the top.
The federal government of Canada provides financial support for postsecondary education and the teaching of the two official languages. It also provides some funding and support to the provincial and territorial governments. In addition, the federal government is responsible for the education of Registered Indian people on reserves, personnel in the armed forces and the coast guard, and inmates in federal correctional facilities.
Aboriginal Education
The federal government shares responsibility with First Nations for providing education to children ordinarily resident on reserves and attending provincial, federal, or band-operated schools. Band-operated schools located on reserves educate approximately 60 per cent of the students living on reserves, while 40 per cent go off the reserve to schools under provincial authority, usually for secondary school. First Nations children living off reserves are educated in the public elementary and secondary schools in their cities, towns, and communities, with the provinces and territories providing the majority of educational services for Aboriginal students.
Minority-Language Education
Canada is a bilingual country, and the constitution recognizes French and English as its two official languages. The Canadian Charter of Rights and Freedoms defines the conditions under which Canadians have the right to access publicly funded education in either minority language. Each province and territory has established French-language school boards to manage the French-first-language schools. In the province of Quebec, the same structure applies to education in English-first-language schools.
If I may go back to the angle from my perspective, I quite like the idea of each province or territory being responsible for its own education. I know that there are certain national standards which must be upheld (and rightly so), but there is something refreshing about knowing that each "chunk" of Canada is able to do what is best for its particular needs.
*(I might not feel this way if I had grown up in say, Saskatchewan or something, where the education system is no doubt far inferior to the one in Manitoba, but since I received the best quality education in Canada, I'm content).
Local governance of education is usually entrusted to school boards, school districts, school divisions, or district education councils. Their members are elected by public ballot. The power delegated to the local authorities is at the discretion of the provincial and territorial governments and generally consists of the operation and administration (including financial) of the group of schools within their board or division, curriculum implementation, responsibility for personnel, enrolment of students, and initiation of proposals for new construction or other major capital expenditures.
There is also the community level, which consists of Parent and Advisory Councils, and the Community Partners that support them. What is so great about the people described here is that they are volunteers. These folks are involved because they value education, and care about what is going on in the school system. They are instrumental in getting things done and raising awareness, among many other things.
Summary
Each and every person involved in the governance of education plays an important role. While some may have more influence or authority than others, the system wouldn't work very well if any one component was missing. I'm sure it has its flaws, but I think our system runs relatively smooth, and most people involved feel that it is serving the needs of our population.
Well, that was fun.
* The writer of this blog wishes to inform the reader that in no way is this statement based on fact, it was merely intended to get a rise out of any Roughrider fans that may be in our midst.
You don't.
I went and reviewed the class power point presentation on the topic... Hmm, I think it is safe to say I will not be deriving my inspiration from there. Perhaps I took brilliant notes and essentially, all I will have to do is copy and paste? Really?! Does this chicken scratch actually pass for notes? Where was my head this day? I certainly hope I will compel my future students to jot down something besides the alphabet (oh wait...I think that was supposed to be an equation of some sort?) I have to start writing legibly.
So I am required to write a blog on governance, and it's going to be dry and lousy because my brain refuses to get motivated. OH NO! What are my legions of blog-admirers (Hey Jackie and Michelle! How's it goin?) going to do? They have come to depend on me to be able to take even the driest topics and turn them into something marvelous. Maybe Jackie will forgive me for being so boring if I promise to post my remaining blogs on time? :)
Okay, so there are a number of angles from which I can consider this topic. For starters, how about an opinion angle? I like that. I'll go for Angle 1: Lindsay's (Expert) Opinion On Governance of the Canadian Education System. (I like that even more). Our system is pretty terrific if you ask me. Now, I know there will be all sorts of people who will counter that statement with brilliant and well researched arguments, BUT... all Canadians have the right to access a free public school education, and that is way more than most people in the world even dream about. As for the idea that post-secondary education in Canada should be covered for aspiring students as well, I'm not sure how I feel about that. Great idea in theory, but is it practical? Wait, I don't think I'm on topic at all. Maybe I should try another angle, perhaps one that doesn't involve me and my thoughts?
Alright. Let's start from the top.
The Federal Government
Aboriginal Education
The federal government shares responsibility with First Nations for providing education to children ordinarily resident on reserves and attending provincial, federal, or band-operated schools. Band-operated schools located on reserves educate approximately 60 per cent of the students living on reserves, while 40 per cent go off the reserve to schools under provincial authority, usually for secondary school. First Nations children living off reserves are educated in the public elementary and secondary schools in their cities, towns, and communities, with the provinces and territories providing the majority of educational services for Aboriginal students.
Minority-Language Education
Canada is a bilingual country, and the constitution recognizes French and English as its two official languages. The Canadian Charter of Rights and Freedoms defines the conditions under which Canadians have the right to access publicly funded education in either minority language. Each province and territory has established French-language school boards to manage the French-first-language schools. In the province of Quebec, the same structure applies to education in English-first-language schools.
Provincial/Territorial Government Role
Public education is provided free to all Canadians who meet various age and residence requirements. Each province and territory has one or two departments/ministries responsible for education, headed by a minister who is almost always an elected member of the legislature and appointed to the position by the government leader of the jurisdiction. Deputy ministers, who belong to the civil service, are responsible for the operation of the departments. The ministries and departments provide educational, administrative, and financial management and school support functions, and they define both the educational services to be provided and the policy and legislative frameworks.If I may go back to the angle from my perspective, I quite like the idea of each province or territory being responsible for its own education. I know that there are certain national standards which must be upheld (and rightly so), but there is something refreshing about knowing that each "chunk" of Canada is able to do what is best for its particular needs.
*(I might not feel this way if I had grown up in say, Saskatchewan or something, where the education system is no doubt far inferior to the one in Manitoba, but since I received the best quality education in Canada, I'm content).
Local Governance
Local governance of education is usually entrusted to school boards, school districts, school divisions, or district education councils. Their members are elected by public ballot. The power delegated to the local authorities is at the discretion of the provincial and territorial governments and generally consists of the operation and administration (including financial) of the group of schools within their board or division, curriculum implementation, responsibility for personnel, enrolment of students, and initiation of proposals for new construction or other major capital expenditures.
Educators (At the School Level)
This refers to maintaining the daily goings-on at school. The Principal and Vice-Principal are primarily in charge, with the teachers and professional non-teaching and support staff right underneath them. They are licensed by the provincial and territorial departments or ministries of education.Community Level
There is also the community level, which consists of Parent and Advisory Councils, and the Community Partners that support them. What is so great about the people described here is that they are volunteers. These folks are involved because they value education, and care about what is going on in the school system. They are instrumental in getting things done and raising awareness, among many other things.
Summary
Each and every person involved in the governance of education plays an important role. While some may have more influence or authority than others, the system wouldn't work very well if any one component was missing. I'm sure it has its flaws, but I think our system runs relatively smooth, and most people involved feel that it is serving the needs of our population.
Well, that was fun.
* The writer of this blog wishes to inform the reader that in no way is this statement based on fact, it was merely intended to get a rise out of any Roughrider fans that may be in our midst.
Monday, February 7, 2011
Everyone Should Be a History Major (And The World Would Be a Much Better Place).
Oh History. How I love thee. I am that girl who reads History textbooks for FUN! So now I am faced with the arduous task of making an interesting post about History? How does one make History interesting? Isn't the simple joy of learning about our glorious past enough?
No?
How can anyone not feel deeply grateful that we have come a long way from the early French Catholic tradition in education, where boys and girls were separated, and boys were given the better education? You bet your bottom dollar that makes my blood boil! Focusing on a religious and needs-based education would not be MY idea of superb schooling. Or how about those English Protestants?! They were a real fine bunch too, believing that your wealth (or lack thereof) dictated the quality of your education. (Unfortunately, this practice still exists today in many societies, including our own). At least they saw to it that everyone had some opportunity to gain knowledge, as the children of poor families were able to be educated by the church, or in 'Dame Schools'. The American loyalists who moved in weren't a whole heck of a lot better. Being British to the core, (their surrounding layers having been Americanized), they were essentially of the same mindset as the English, just more of a focus on college preparation.
Who didn't want to stand up and let out a big "WHOOP WHOOP" when we got to the section on Scottish influence?! What a progressive and brilliant band of skirt-wearing Scotties! Democratic, everyone attends, no class structure, boys and girls as one, elementary and secondary focus, science and art included...I couldn't be prouder to be able to trace my lineage back to these visionaries.
The individual provincial accounts are just as mesmerising. Quebec followed the French/Catholic model until the protestants showed up around 1760 and started forming their own schools. So there were two completely separate school systems. Sounds like the setting from a terrific turf-war movie, doesn't it?
Nova Scotia demonstrated just how gracious the British can be, when they took over the province in 1750/60 and forced the French-speakers to leave. While the Society for the Propagation of the Bible (can't you just picture these snappy stalwarts spreading the good word?) took care of the schooling, the place became re-populated with US Loyalists and those promoters of equality: The Scots! Due to their large influence, the school system in Nova Scotia became awesome (the state was responsible for the schools, and financing came from taxation based on local property assessments).
Apparently no one wanted to live in New Brunswick (reminds me of the town I grew up in), so there was plenty of space for those Union Jack-loving anti-Americans (US Loyalists) to move in and provide their upper class British education (church and state working together harmoniously) to the protestants. Then the rest of Europe decided to move in and upset the delicate balance. (BAH! Just stay in Europe why don't you?!) 1871 saw everyone come to their senses, and a free, non-religious school system funded by taxes was born.
Prince Edward Island (which will forever be my favourite province because of Anne of Green Gables and their potatoes) doesn't seem to have had anything too crazy in their path to enlightenment. Just the usual bickering between Catholics and Protestants over the role of the church in school. In 1873 they passed a Public School Act for non-denominational schools funded through taxes based on property assessment. (Gotta love those Scots!)
Now anyone who loves long-withstanding bitter feuds will adore Newfoundland! This province is terrific for so many reasons, most of all for the fact that they only joined Canada (many quite resentfully) because no one else wanted them. Who wasn't completely dumbfounded when it was brought to our attention that until as recently as 1998 there were still two entirely distinct school systems throughout the province, Protestant and Catholic? THAT takes some determination, my friend. It's nice that they were all funded though.
Labrador had some missionaries that were pretty hip for their time. While the main goal of the educators in the Church of the United Brethren (Moravian Church) was to convert the Inuit people to Christianity, they also had a strong focus on helping them to become literate in their own language. That's pretty darn noteworthy, if you ask me.
Ontario became saturated with loyalists demanding American-style grammar schools that would prepare their children for college. Everyone worked out their issues, non-denominational public schools were developed, and both public and private schools were funded. The best thing to come out of Ontario in my opinion (besides my family) was the declaration that "Whenever 20 students could be gathered together, the state will offer funding". That seems pretty reasonable to me.
The Prairies. What a fascinating expanse of farmland. They were controlled by the Hudson's Bay Company for a LONG time. They also had their typical Catholic/Protestant squabbles, and based their education around religion. 1885 saw an immigrant BOOM, and the dynamics of the prairies have never been the same. Marvelous Manitoba decided to stand out and allow some protesting Ukrainians to influence the education system (I think there was a lot of perogie-bribing going on). English would be front, right and center, but wherever ten students or more requested language accomodation, they would get it.
I totally would have been a British Columbian Gold Rusher had I been alive in the day. Must have been pretty wild in BC at the time, since 1858 saw people arrive from all over the world. These people wanted free education, thought religion should be left out, and in 1860 they got it.
Had I not been a gold rusher, I might have been a northern explorer. I dig snow. A lot. I probably wouldn't have received the greatest education though, being that the territories were too poor and sparsely populated to establish a system.
I can't imagine anyone honestly not having an interest in the history of residential schools for First Nations children. This is powerful stuff that would help anyone to have a better grasp on our society today. It all starts with the British North America Act of 1867 delegating responsibility to the individual provinces for education, but the responsibility of educating the First Nations children to the Federal government. This wasn't in their line of interest, so they passed down the responsibility to the churches, who in turn established residential schools. I'm not going to begin to get into this topic here, it could fill up a blog (or ten) by itself, but I will say that although it was tragic, wrong, and unfair, I do believe that the people involved (mostly) truly believed in what they were doing. They thought they were doing the right thing.
Our more recent history of education is full of excitement, such as advanced opportunities in education (a basic education just isn't enough anymore), women starting to fulfill the demands for more teachers (despite not being as respected as men, these working gals were real heroes), dealing with the effects of industrialization, increases in technical training, the ongoing issue of rural depopulation (again, this is a topic that needs its own blog, or ten), and students actually completing school ("Golly! They're not all farming by age nine, we need to add on another grade or two!"). Universities began offering education programs (thank goodness! Where would my life be without the Brandon University Faculty of Education?), and educational psychology and pedagogy started to be considered.
What I love about history it that it's amazing to look back and realize that these people from our past were just like us. They were doing what they felt was best for their children and their world. Someday, people will read about this piece of time in the history of education and perhaps have a laugh or two, wondering what the heck we were thinking?! We get to learn so much from the trials and tribulations of others.
Wow. That was far too much excitment for one night, all that fabulous history. I cannot wait to dream up my next post, the gloriousness of governance.
No?
How can anyone not feel deeply grateful that we have come a long way from the early French Catholic tradition in education, where boys and girls were separated, and boys were given the better education? You bet your bottom dollar that makes my blood boil! Focusing on a religious and needs-based education would not be MY idea of superb schooling. Or how about those English Protestants?! They were a real fine bunch too, believing that your wealth (or lack thereof) dictated the quality of your education. (Unfortunately, this practice still exists today in many societies, including our own). At least they saw to it that everyone had some opportunity to gain knowledge, as the children of poor families were able to be educated by the church, or in 'Dame Schools'. The American loyalists who moved in weren't a whole heck of a lot better. Being British to the core, (their surrounding layers having been Americanized), they were essentially of the same mindset as the English, just more of a focus on college preparation.
Who didn't want to stand up and let out a big "WHOOP WHOOP" when we got to the section on Scottish influence?! What a progressive and brilliant band of skirt-wearing Scotties! Democratic, everyone attends, no class structure, boys and girls as one, elementary and secondary focus, science and art included...I couldn't be prouder to be able to trace my lineage back to these visionaries.
The individual provincial accounts are just as mesmerising. Quebec followed the French/Catholic model until the protestants showed up around 1760 and started forming their own schools. So there were two completely separate school systems. Sounds like the setting from a terrific turf-war movie, doesn't it?
Nova Scotia demonstrated just how gracious the British can be, when they took over the province in 1750/60 and forced the French-speakers to leave. While the Society for the Propagation of the Bible (can't you just picture these snappy stalwarts spreading the good word?) took care of the schooling, the place became re-populated with US Loyalists and those promoters of equality: The Scots! Due to their large influence, the school system in Nova Scotia became awesome (the state was responsible for the schools, and financing came from taxation based on local property assessments).
Apparently no one wanted to live in New Brunswick (reminds me of the town I grew up in), so there was plenty of space for those Union Jack-loving anti-Americans (US Loyalists) to move in and provide their upper class British education (church and state working together harmoniously) to the protestants. Then the rest of Europe decided to move in and upset the delicate balance. (BAH! Just stay in Europe why don't you?!) 1871 saw everyone come to their senses, and a free, non-religious school system funded by taxes was born.
Prince Edward Island (which will forever be my favourite province because of Anne of Green Gables and their potatoes) doesn't seem to have had anything too crazy in their path to enlightenment. Just the usual bickering between Catholics and Protestants over the role of the church in school. In 1873 they passed a Public School Act for non-denominational schools funded through taxes based on property assessment. (Gotta love those Scots!)
Now anyone who loves long-withstanding bitter feuds will adore Newfoundland! This province is terrific for so many reasons, most of all for the fact that they only joined Canada (many quite resentfully) because no one else wanted them. Who wasn't completely dumbfounded when it was brought to our attention that until as recently as 1998 there were still two entirely distinct school systems throughout the province, Protestant and Catholic? THAT takes some determination, my friend. It's nice that they were all funded though.
Labrador had some missionaries that were pretty hip for their time. While the main goal of the educators in the Church of the United Brethren (Moravian Church) was to convert the Inuit people to Christianity, they also had a strong focus on helping them to become literate in their own language. That's pretty darn noteworthy, if you ask me.
Ontario became saturated with loyalists demanding American-style grammar schools that would prepare their children for college. Everyone worked out their issues, non-denominational public schools were developed, and both public and private schools were funded. The best thing to come out of Ontario in my opinion (besides my family) was the declaration that "Whenever 20 students could be gathered together, the state will offer funding". That seems pretty reasonable to me.
The Prairies. What a fascinating expanse of farmland. They were controlled by the Hudson's Bay Company for a LONG time. They also had their typical Catholic/Protestant squabbles, and based their education around religion. 1885 saw an immigrant BOOM, and the dynamics of the prairies have never been the same. Marvelous Manitoba decided to stand out and allow some protesting Ukrainians to influence the education system (I think there was a lot of perogie-bribing going on). English would be front, right and center, but wherever ten students or more requested language accomodation, they would get it.
I totally would have been a British Columbian Gold Rusher had I been alive in the day. Must have been pretty wild in BC at the time, since 1858 saw people arrive from all over the world. These people wanted free education, thought religion should be left out, and in 1860 they got it.
Had I not been a gold rusher, I might have been a northern explorer. I dig snow. A lot. I probably wouldn't have received the greatest education though, being that the territories were too poor and sparsely populated to establish a system.
I can't imagine anyone honestly not having an interest in the history of residential schools for First Nations children. This is powerful stuff that would help anyone to have a better grasp on our society today. It all starts with the British North America Act of 1867 delegating responsibility to the individual provinces for education, but the responsibility of educating the First Nations children to the Federal government. This wasn't in their line of interest, so they passed down the responsibility to the churches, who in turn established residential schools. I'm not going to begin to get into this topic here, it could fill up a blog (or ten) by itself, but I will say that although it was tragic, wrong, and unfair, I do believe that the people involved (mostly) truly believed in what they were doing. They thought they were doing the right thing.
Our more recent history of education is full of excitement, such as advanced opportunities in education (a basic education just isn't enough anymore), women starting to fulfill the demands for more teachers (despite not being as respected as men, these working gals were real heroes), dealing with the effects of industrialization, increases in technical training, the ongoing issue of rural depopulation (again, this is a topic that needs its own blog, or ten), and students actually completing school ("Golly! They're not all farming by age nine, we need to add on another grade or two!"). Universities began offering education programs (thank goodness! Where would my life be without the Brandon University Faculty of Education?), and educational psychology and pedagogy started to be considered.
What I love about history it that it's amazing to look back and realize that these people from our past were just like us. They were doing what they felt was best for their children and their world. Someday, people will read about this piece of time in the history of education and perhaps have a laugh or two, wondering what the heck we were thinking?! We get to learn so much from the trials and tribulations of others.
Wow. That was far too much excitment for one night, all that fabulous history. I cannot wait to dream up my next post, the gloriousness of governance.
Wednesday, January 26, 2011
MTS: How They Will Conduct Your Code (and How YOU Can Code Your Conduct!)
I was a fairly moderate, quiet child, who kept most of my opinions inside and didn't seem to get too riled up about things (except for when it came to anything to do with my sister, but that's a whole other story). Occasionally, something would come up that would ignite my passion, and I would feel the need to share my perspective with anyone who would listen to me (or not. Whatever.) Like when I decided I was born in the wrong century, and was actually supposed to be Laura Ingalls Wilder. Or my lasting infatuation with Kevin Costner, the only man worthy of my affections (yah, I was eight.) In my mind woodticks were the epitome of evil, and I was convinced they were out to get me. Above all, I became animated about unions. I'm not sure where exactly it came from, but I felt very strongly that unions were bad news, and I was proud to state that I would never, EVER work in something as awful as a unionized job. I remember being absolutely baffled that grownups would get so mad at their boss that they would refuse to work, and march around wearing silly signs trying to arouse sympathy for their cause. "Can't they resolve things in a peaceful and mature manner?" I asked my mother. She, ever wise and thoughtful, responded "They have tried that dear. And this is a peaceful manner. They are just showing their bosses that they are serious. Unions are a good thing, they stick up for the rights of the worker." I remained unconvinced. So nurses would strike and leave people to die just for more money? City workers would leave garbage and allow unbelievable filth to spread just because they wanted shorter working hours? BLASPHEMY! Where were the hard-working, non-complaining and loyal heroes of my youth? (Fred Penner would NEVER deprive his fans of his music no matter how bad things got, he understood his show was providing an essential service). What was wrong with these yahoos?! "People just don't work like they used to...always wanting more...now the dock workers and the railways, how is a farmer supposed to make a decent living with everyone striking along the way?" I heard my Grandpa tell my Dad, feeding fuel to my fire. I think what bothered me the most is that there is no choice. You are forced to join the union, pay for it, and then you HAVE to do what they tell you to do. If they decide to strike, you have to as well! Whether you believe it is the right thing to do or not. I firmly believed our society had a human rights disaster on its hands. What had happened to freedom of speech and choice?!
Here I am, several years later, about to join the Manitoba Teacher's Society and its gasp! U-N-I-O-N.
The Manitoba Teachers' Society is the collective bargaining and professional development organization for all of Manitoba's 15,000 public school teachers. Founded in 1919, the Society provides assistance to local associations in collective bargaining, offers professional development workshops and lobbies government on legislation that affects education, students and teachers. (Alright, that doesn't sound too bad. I think that's a nice little introduction).
The Manitoba Teachers’ Society is dedicated to safeguarding the welfare of teachers, the status of the teaching profession and the cause of public education in Manitoba. (Okay, it wouldn't be so bad to have someone watching my back. Sounds like these people might know what they're doing).
In fact, the more I read about the society, the more I like it. Their goals are thoughtful and well-written. The Code of Professional Practice is more than something I will just adhere to, it is a code I can be proud of. There is nothing in this document which I feel the need to dispute, since I fortunately agree with all of the points made. While I think all thirteen points outlined are important, I find the first six to resonate more strongly with me, due to their more personal nature. To me, this code outlines how teachers should behave, interact with others, and what is required of them. It lets the public know what they should be able to expect from the people left in charge of their most precious possessions seven hours a day, five days a week. As long as you adhere to the code, you never have to be alone in dealing with issues, MTS is there for you! The Code of Professional Practice holds teachers to a high standard, which I believe should be expected by the parents, students, colleagues, society in general, and of yourself. Teachers need a set of rules to abide by, and a way to be held accountable for their actions.
Fortunately for myself (and those who know me), I have gradually come to my senses, and my opinions have matured considerably. I now know I would not have made a good pioneer. My ridiculously picky eating habits would have seen me either starve, or most likely be abandoned by any sane pioneer parents. Although Kevin Costner made the greatest Robin Hood, Matt Damon or Ewan MacGregor are far more suitable marriage prospects (the fact that they are both happily married does not deter me. (Eye on the prize Lindsay, eye on the prize). I still find woodticks to be pretty awful, but I know they are just as likely to attack you as me. Most importantly, I have finally realized that unions are not such a terrible thing after all. In fact, they are pretty alright. I am lucky to have grown up in a country where women are respected as equals. I am fortunate that my parents value education, and made my dreams of going to a post-secondary institution a priority. And I will have a real advantage in the workplace because of the strong union and respectable society I belong to.
Here I am, several years later, about to join the Manitoba Teacher's Society and its gasp! U-N-I-O-N.
The Manitoba Teachers' Society is the collective bargaining and professional development organization for all of Manitoba's 15,000 public school teachers. Founded in 1919, the Society provides assistance to local associations in collective bargaining, offers professional development workshops and lobbies government on legislation that affects education, students and teachers. (Alright, that doesn't sound too bad. I think that's a nice little introduction).
The Manitoba Teachers’ Society is dedicated to safeguarding the welfare of teachers, the status of the teaching profession and the cause of public education in Manitoba. (Okay, it wouldn't be so bad to have someone watching my back. Sounds like these people might know what they're doing).
In fact, the more I read about the society, the more I like it. Their goals are thoughtful and well-written. The Code of Professional Practice is more than something I will just adhere to, it is a code I can be proud of. There is nothing in this document which I feel the need to dispute, since I fortunately agree with all of the points made. While I think all thirteen points outlined are important, I find the first six to resonate more strongly with me, due to their more personal nature. To me, this code outlines how teachers should behave, interact with others, and what is required of them. It lets the public know what they should be able to expect from the people left in charge of their most precious possessions seven hours a day, five days a week. As long as you adhere to the code, you never have to be alone in dealing with issues, MTS is there for you! The Code of Professional Practice holds teachers to a high standard, which I believe should be expected by the parents, students, colleagues, society in general, and of yourself. Teachers need a set of rules to abide by, and a way to be held accountable for their actions.
Fortunately for myself (and those who know me), I have gradually come to my senses, and my opinions have matured considerably. I now know I would not have made a good pioneer. My ridiculously picky eating habits would have seen me either starve, or most likely be abandoned by any sane pioneer parents. Although Kevin Costner made the greatest Robin Hood, Matt Damon or Ewan MacGregor are far more suitable marriage prospects (the fact that they are both happily married does not deter me. (Eye on the prize Lindsay, eye on the prize). I still find woodticks to be pretty awful, but I know they are just as likely to attack you as me. Most importantly, I have finally realized that unions are not such a terrible thing after all. In fact, they are pretty alright. I am lucky to have grown up in a country where women are respected as equals. I am fortunate that my parents value education, and made my dreams of going to a post-secondary institution a priority. And I will have a real advantage in the workplace because of the strong union and respectable society I belong to.
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