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Contact Information: 2042700215 srta.mts@gmail.com http://seineriverta.weebly.

com

October 2012
Volume 8.1
President Suzanne Moore , DTS Vice-President Pat Liss , DTS Secretary Jenn Seesahai, ESNI Treasurer Chantal Tytgat, CLC Collective Bargaining Pat Liss, DTS
Professional Development Jonathan Waite, ARB

My Dear Colleagues, I may have announced my imminent retirement on September 5, 2012 but rest assured, I have not begun it yet! There is much work to do and we have hit the ground with both feet running! Let me tell you about your executive this year. They are a fabulous bunch of teachers who are not only committed to their profession, but are willing to put in the extra hours to aid their fellow colleagues. They are the ones who suggested hosting a training day for school representatives and then each gave up a day of release time to help cover the substitute costs! New Newsletter Editor I am sooo excited to welcome Rebecca Brown back as editor of the SRTA newsletter. She brings to her position enthusiasm and fresh ideas, not to mention energy! Rebecca has also taken the role of Public Relations Chair seriously; she will be attending the PR seminar in November and is already applying for a Public Relations grant
Want to Receive the Newsletter in Your Inbox? Please send your personal email address to srta.mts@gmail.com and you will be added to the mailing list. We will not send the newsletter to work emails, as this domain belongs to our employer.

Health & Wellness Colleen Kachur-Reico, EIDCS Equity & Social Justice Rebecca Sheffield, DO Education Finance Jason Sparling, CSNC Resolutions Suzanne Moore, DTS Employee Benefits Wendy Chase, SAC Public Relations Rebecca Brown, EIDCS Workplace Safety & Health Kathy Dubesky, CSNC

Bulletin Boards Each workplace has been sent an SRTA bulletin board for posting of materials sent to the members. Please keep this area free from other materials, and direct anyone wanting SRTA contact information to reference the information on the board. At present, your SRTA bulletin board should contain the Executive Brochure, the Updated PD Brochure and the Maternity/Parental Workshop Poster. Of course, this newsletter is the next item to be posted.

SRTA Training Day


On September 26, 2012, the SRTA executive and school representatives met in Lorette for an opportunity to learn about the roles and responsibilities of the Teachers Association. In the morning, we were led by staff officers Eldene Spencer and Dan Turner who regaled us with anecdotes and scenarios, while referencing our own Constitution, Collective Agreement, and Statement of Policies and Procedures. A quick interactive activity called Carousel introduced the representatives to each of the executive and his/her role. In the afternoon, MTS staff office Nancy Kerr led the group through the history of MTS collective bargaining in Manitoba, with a special reference to SRTA bargaining. The first SRTA Council meeting was begun at 11:00 a.m. and finalized following the afternoon presentation. All present agreed it was a worthwhile and educational day and we send special thanks to our presenters from the Manitoba Teachers Society.

SRTA Committees
As you may have noticed, there are several chairpersons on the executive. Each is responsible for a certain area of concern within our association. Ideally, the chair person is not the sole person doing all the work, nor should it be. If there is any chair person that you could see yourself working with, contact them and volunteer your ideas and time to be on his/her committee. It really is an interesting thing to do!

Employee Benefits Changes


When Wendy Chase volunteered to be the Employee Benefits Chair at our first council meeting last year, we did not expect such a busy year. Thankfully, she has helped walk us through changes in the Dental Plan and Short-term Disability Plan, while still holding two workshops for Maternity/Parental Leaves. You can see her full report on page 4.

Collective Bargaining Yes, we are at it again. Pat Liss has assumed the role of Collective Bargaining Chair and has been attending Metro Bargaining meetings since last year. He is putting together a committee to begin preparing the next round of negotiations and would like representation from various groups in the association. Please contact him if you are interested in being on this committee.

Professional Development Jonathan Waite knew it was going to be a challenge to take over as PD Chair, especially since changes had been made to the program. Before taking over the reins, he attended the Professional Development training seminar in Gimli during the month of August. Then, on September 4, once the new application forms had been posted on Sharepoint, his role began in earnest. It took Jonathan extra time to explain that all applicants would be deducted substitute costs from the allocation of funds. If a substitute were not used, that money would go back into the coffers to be used by others. Why? To make accessing the fund fair for all members. For example, until this year, a non-classroom member could go to a two-day out-of-province in-service and receive funding of $1500.00. A classroom teacher, going to that same inservice could only receive $1120.00 based on $190/day cost for a substitute. See Jonathans report on the current status of the SRTA PD fund later in the newsletter.

Workplace Safety and Health We are very blessed to have such a knowledgeable chairperson as Kathy Dubesky for Workplace Safety and Health. As co-chair of the divisional committee, Kathys involvement precedes her work with the SRTA. Kathy and I have been meeting with the new Safety Health Officer, Rob Beal, and the division to put in place new policies for Harassment and Violence in the Workplace. These documents are near completion and soon will be shared with all employee groups. Health & Wellness Colleen Kachur-Reico is more than willing to help schools access funds for teacher Health & Wellness and has money set aside to do so. The guidelines and application forms can be found on Sharepoint under SRTA. Please use this money to develop a positive atmosphere on your staff. (See ad later in the newsletter) Colleen is also looking forward to setting up other social activities, including the Texas Scramble, and she needs your ideas. Professional Development Needs Assessment Every five or six years, our association is eligible for a Professional Development Needs Assessment done by MTSs Dr. Laura Atkinson. This is our year, since the last one was completed in 2006. More information regarding member engagement will follow as the plan is activated.

Education Finance Every year, the SRSD board accepts recommendations from the SRTA for the next years budget. Jason Sparling, chair of this committee is looking for suggestions from members across the division that will enhance the lives of the teachers and students of Seine River School Division. Please send him your suggestions, or join his committee for one or two meetings at most.

SAGE Online Registration SAGE (formerly known as SAG) is accepting registrations online. Go to www.mbteach.org and follow the links for some great PD opportunities.

In 1962 Class 1 consisted of : A complete Grade Xll and one year teacher training
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Equity and Social Justice No one can doubt the passion that Rebecca Sheffield brings to her portfolio. She is tireless in her efforts to bring equity, fairness and equality to staff and students of SRSD alike. But she would like some people for her committee to effect change in our division. Interested? See ad later in the newsletter. MTS Elections This year, the position of President and Vice-President of the Manitoba Teachers Society are up for election. It is also important for members to keep their contact information with MTS up to date, so they are not missed when ballots are sent out. Information can be updated through the MyProfile link on the MTS website (www.mbteach.org) home page. President is the only position elected by a ballot of all members. The vicepresident (a position also up for election in 2013) and other members of the provincial executive are elected by delegates at the MTS Annual General Meeting. Those too are part of the election planning this year.

The Question of Surplus In the past three years, we have been able to set up a reserve fund in the amount of $65000.00 as suggested by the CFO of MTS as a contingency for emergencies in the future. In the past year, due to conservative measures, we were able to accrue a surplus of approximately $14000.00, which will be going back to the members through Health and Wellness activities and a remittance of fees in June. Issues Arising? Please dont hesitate to contact me or a Staff Officer at MTS should issues arise. Together we can talk it through, and possibly work to resolve issues before they become problematic. Not sure? Give me a call anyway and I will help you find the answers. Have a great year, everyone! Suzanne :)

Changes to Dental Plan effective January 1, 2013


DuetoadentalplansurplusSingles willgetarefundof$57.75;Couples $31.50.Basedoncurrentinformation, premiumswilldecreaseby21.6%and mightchangeinaboutthreeyears. Theproposedratesfor20122013are asfollows:Single$25.00,Couple $51.25andFamily$82.75.Inaddition coveragewillincreasefrom$1200to $1500peryear.

Employee Benefits
Wendy Chase

$16.30month

The Short Term Disability Benefits Plan will take effect January 1, 2013
Interested in Vision Coverage? Visioncoverageisavailabletoall

ChangestoBlueCross:InlateAugust/ associationswithmandatory earlySeptemberyoushouldhave coverage.Twooptionsareavailable: receivedanewBlueCrosscardinthe mail.Now,insteadofhavingtwo 1.Coverage for cards(onefordentalandonefor any extendedhealthbenefits)thereisone prescribed card.Whatdoesthismean?Our corrective groupnumberremainsthesamebut glasses, thecontractnumberhaschanged. contacts,orlasereyesurgerytothe amountof Youwillneedtoinformanyprovider $200perfamilymemberper24 ofthenewnumberinorderfordirect monthperiod. paymenttooccurie.Pharmacy, Dentist,MassageTherapist(any Premium:Single$3.40month,Family providerwheretheydeductatpoint $10.20month. ofsale)Untilyournumberhasbeen changedyouwillreceiveamessage 2.Coverageforanyprescribed thatyourBlueCrosscardisdenied. correctiveglasses,contacts,orlaser eyesurgerytotheamountof Whathappensifyoudidntknowthis $300perfamilymemberper24 andyouweredeniedcoverage?You monthperiod. canstillsubmityourreceiptsmanually toBlueCross. Premium:Single$5.45month,Family
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Athletic therapy and physiotherapy benefits now have a combined total benefit maximum of $850 per person per year. The maximum occupational therapy benefit is $150 per person per year.

The maximum benefit for hearing aids is now $1,000 every three years.

Blue Cross directly bills providers for ambulance services Blue Cross covers emergency ambulance services provided by a participating ambulance company anywhere in Manitoba, and payment of up to $250 per trip for services provided elsewhere. Savings are available on vision and other health products through Blue Advantage Blue Advantage offers savings on vision care and other health-related products and services when you visit a participating merchant. The program provides point-of-sale discounts, even if the item or service is not covered under your plan. Visit www.blueadvantage.ca.

I have been subbing for one teacher for 4 days and will be for one more week. Tomorrow is an in-service. Does that mean I have to start counting days all over again on Monday in order to qualify for retro-active pay? No. According to our collective agreement, Article 32.07 states: Inservice, Administration, Inclement Weather days or paid sick days taken as per 32.03 shall not constitute a break in substitute teaching. Article 32.03 SICK LEAVE A substitute teacher who has been employed for at least nine (9) consecutive days in the same assignment as a substitute shall

I am not pleased with the accumulate sick leave credits with pay evaluation I received last at the rate of one (1) day's credit for each nine (9) days taught in that year. What can I do about it? assignment. Sick leave shall not accumulate from assignment to According to our Collective assignment. Agreement, Article 16: When documentation is entered into a personnel file, the teacher or administrator shall be advised, in writing, and shall be provided an opportunity to enter a written response. You should contact the SRTA president and/or MTS to get feedback about the evaluation and to get direction. A written response, should you wish to enter one, could be added to your file. 5

SRTA website:
http:// seineriverta.weebly.co

Am I required to attend all staff meetings and PD activities if my contract is 50%?


AccordingtoourCollectiveAgreement underArticle20:20.01Parttimeteachers shallparticipateinschoolactivitiesduring theregularschooldaywhenrequestedby theemployer.Parttimeteachersshall receive1/200orportionthereoffortime spentoverandabovetheirregularly scheduledteachingtimeduringtheschool day.AttheSuperintendent'sdiscretion, timeinlieuofcompensationmaybegiven. Theschoolactivities,whenoccurring duringtheregularschoolday,eligiblefor paymentunderthisArticleare: a)Staffmeetings b)Parentteacherinterviews c)Inservicecomponents d)Fieldtrips,bandtrips,musicfestivals andanyotherschoolrelatedbusiness Can both my wife and I take 10 weeks parental leave?
The Employment Standards Code allows for 37 weeks of parental leave in total, 35 weeks of which are paid by Employment Insurance. Under our collective agreement, a parent may also receive 10 weeks' topup to 90% of salary. If both you and your wife have this benefit, you can each receive the 10 weeks' topup, but your wife can now only receive an additional 15 weeks of parental leave, paid only by EI. (35 weeks 10 weeks (wife) 10 weeks (husband) = 15 weeks EI)

Am I required to attend meetings during my prep time?


Article 18 of our collective agreement states that Commencing with the 1st day of the 2008/2009 school year, over the course of a school's instructional cycle, every full time teacher shall have the equivalent of the minimum of 40 minutes per day of preparation time, exclusive of recess. It shall not be allocated in blocks smaller than 30 minutes. Parttime teachers shall be provided preparation time on a pro rata basis based on their percentage of contract.
Preptimeisyourtimetoworkonclasswork.Ifyouareasked togotoameetingduringthattime,youhaveeveryrighttoask thatthemeetingbemovedtoanothertime.Manyproactive principalsarrangeforafloatingsubtocomeinandschedule meetingsduringregularinstructiontime.

Must I leave the classroom when another teacher comes in to teach?


Forwhateverreasons,sometimesnonhomeroom teachersmustcomeintothechildrenshomeroomto teachtheirsubject.Ofcourse,thisisalsoyourpreptime andyouneedtogetyourworkdonesothisisan inconveniencetoyou.Muchaswewouldliketothinkso, ourclassroomsarenotreallyours.Theadministrationis freetoassignwhowillworkinwhatroomatwhattime. Inaddition,youneedtoconsidertheincoming teachers.Thisisnotanidealsituationforthemeither, andtheymaynotfeelcomfortableifyouremaininthe classroomworkingonyourmaterial.Outofprofessional courtesy,youneedtogivethemsomespace. Askyourprincipalifthereissomeplaceintheschool whereyoucanworkquietly.Yearsago,whenIwasat LoretteCollegiate,thejuniorhighstudents(OK!many yearsago!)stayedputandtheteachersmoved around.Tomakeiteasierforeveryone,weeachgotan AVcart,loadedupoursuppliesandtravelledquite happily!Itcanwork,ifyouveamindto.
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Am I allowed to take time off with pay to help take care of a seriously ill family member?

Can I suspend a student?


Yes. According the Education Administration Act, Article 40.3 Subject to section 40.4, a teacher in a school may suspend from the classroom, for a period of not more than two days, a pupil who engages in conduct (a) that the teacher considers detrimental to the classroom learning environment; and (b) if the school has adopted a code of conduct, that contravenes that code. The teacher who suspends a pupil must promptly document and report the suspension to the principal who must keep a record of each suspension. The principal will then promptly inform the parents of the suspension and the reasons for it.

AccordingtoArticle11ofourcollectiveagreement,11.01 Everyteacherisentitledtocompassionatecareleaveupto8 weekstoprovidecareorsupporttoaseriouslyillfamily memberasdefinedintheEmploymentStandards Code.11.02Exceptasotherwiseprovidedherein,the ManitobaEmploymentStandardsCode(MESC)will apply.11.03Attheendofanemployee'sleave,theDivision shallreinstate Thatmeansyoumaytakeupto8weeksoff,butnotwithfull salary.Thiscompassionateleaveissubsidizedby EmploymentInsuranceonly.

Do I have to accept a students work right up to the last day of the school year?
Accordingtothedocument,ProvincialAssessmentPolicy KindergartentoGrade12AcademicResponsibility, Honesty,andPromotion/Retention,teachersmayestablish, communicateandapplyconsequencestolateormissing assignments:Inapplyingconsequencestolateormissing work,teacherswillconsiderthenatureoftheassignment,the individualcircumstancesofthestudent(especiallystruggling learners),andthepotentialimpactoftheconsequenceon subsequentlearningandmotivation.Whateverthe consequence,studentsareultimatelyresponsibleforthe timelycompletionoftheirassignmentsandforknowingthat thereareconsequencesforfailuretoadheretothose parameters.(pg9)

Can a principal or superintendent limit my rights to suspend a student?


AccordingtotheEducationAdministrationAct,that rightisgiventotheschoolboard.

My administrator has told me what I should be putting in my PGM. Is that really my PGM then?
YourProfessionalGrowthModelisadocument statinghowyouplantogrowprofessionallyover theyear.Certainlyyouhaveaplaninmindonwhat youwouldliketoaccomplish,butyoualsoneedto includethedivisionalandschoolinitiatives;indeed, itwouldbefollynotto!Youradministratorcan guideyouinimplementingtheseinitiativesand shouldbeabletoprovidesomePDtohelpyouwith theimplementation.PDfundsforcanalsobe accessedthroughtheSRTAPDfund.

Can the school board limit my rights to suspend a student?


Yes. According the Education Administration Act, Article 40.4: If at any time the school board is of the opinion that a teacher (a) has repeatedly suspended an individual pupil from the classroom for reasons that are not justified; or (b) has repeatedly exercised his or her right to suspend pupils from the classroom in a manner or for reasons that are not justified; the board may limit or place conditions on the teachers rights to suspend under section 40.3 either with respect to an individual pupil or generally.

PD Report
JonathanWaite Wearecurrentlyoverfundedforinarea andoutofareaPDforTerm1.However,a surplusfromthe20112012schoolyear meansthatwewereabletoaccommodate additionalrequests.Withapproximately $600remaining,nomoreoutofareaappli cationswillbeacceptedforTerm1,and onlyoneortwowillbeacceptedforinarea PD. UniversitycoursePDfundingiscurrentlyat 72%ofallocatedfunds.SRTAmembers lookingtoapplyforuniversitycoursefund ingareencouragedtodosoASAPasfunds aredistributedonwhentheapplicationis sentin.

AremindertoallSRTAmembersthatsub stitutecostswillbechargedonallapplica tionswherePDoccursduringaschoolday, regardlessofpositioninthedivision. OurPDfundisuniqueacrosstheprovince inthatweofferautonomousPDopportuni tiestoSRTAmemberswithfundsthatare controlledsolelybySRTAmembers. Current financial figures: InArea:$4,114.41allocated OutofArea:$13,241.87allocated Total:$17,356.28 University:$7595.10allocated Group:Noapplicationsasofyet

$50,000.00salariedmembers save$160 $75,000.00salariedmembers save$240 $100,000.00salariedmembers save$320!!


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exposuretobothrealand fictionalizedgraphicscenesof violenceintheirmediasaturated lives.Theynoticedtrendsamong currentdystopiannovelsthatcould bereadasawarning:theover dependenceontechnologyinFeed, byM.T.Andersonasanexample. Withinthistechnologytrend,theyalsonoticedanemphasison theproblemsofdisparity,agrowingdigitaldividethat separatesthehavesfromthehavenots.Thiswaspresentin The Hunger Games bySuzanneCollins andThe Bar Code Tattoo bySuzanneWeyn.Thisdivideispresentinschoolsandsocial circlestoday,andsomestudentsenjoylimitlessaccessto Inthiscourse,AdolescentLiteratureEDBU5370,offeredbythe informationthatotherssimplycannotafford.Thisdisparitycan certainlycreatesocialproblemsforourstudentslateron. UniversityofManitobaaspartofthePostBaccalaureate programinEducation,Ibecamefamiliarwithabroadbaseof Theclass adolescentliteraturetitlesthroughgroupdiscussionsand discussedhow, authorstudies.Throughresearchandpresentations,Iwas andevenif, giventheopportunitytoidentify,discuss,anddebatecurrent dystopiannovels issuesregardingadolescentliteratureandtheadolescent canbe reader. approachedin Thefocusofmyresearchforthiscoursewastheresurgence, class.Current dystopian andafarmoredarkandgoryviewatthat,ofdystopian novels,we literature.Asanadolescentmyself,IreadOrwells1984and noticed,focuson HuxleysBrave New Worldandsawthemaslittlemorethan thesameideas distantfantasy.Whythendocurrentteendystopianfiction novelscuttothecoreofviolenceandanarchyandyetstillhint ofconformity atnearpossibility?Iwasdrawntolookfurtherintothecurrent andcompliance asLowrysThe Giver andHuxleysBrave New World,butwith trendofdystopiandarknessinteenfictionafterastudentin farmoregraphicandexplicitdescriptions.Forthatreason, mygradetwelveclassencouragedmetoreadtheChemical Garden TrilogybyLaurenDeStefano,publishedin2011.These mostofmygroupmembersthoughtstudyingthisgenreof literaturewouldbebestlefttotheuppermiddlegradesand bookscontainedtheviolenceanddespairoftheHunger highschool,whenthereadingcouldbeaccompaniedbyclass Games withtheaddedcurrentofovertsexuality,playedup evenmorebythethreepolygamoussisterbrideswhoarethe discussionstobringtolightthecurrentsocialproblemsthat centerofthestory.Theimagesofdeathandmurderwerefar aremagnifiedbythesenovels.Infact,usingthesedystopian morevividthanthedeathsoftheunluckytributesinSusanne novelsasavehicletodiscusscurrentsocialchallengesseems likeagreatwaytoactivatestudentsandinspiresocialjustice. CollinsHunger Games.

Maternity/Parental Leave Workshop October 18, 2012 @DTS 4:30 p.m. RSVP to srta.mts@gmail.com

AdolescentLiterature SummerCourse LisaVanDenBussche

IwouldbewillingtosharewhatIhavelearnedwithother Thefocusofthecourse,forme,wastheuseofintertextual setsofdystopianadolescentfiction.Whydobestsellingyoung teachers,particularlythoselookingtoexpandtheirclassroom librariesforgrades512studentreaders,orthoselookingfor adultnovelsseemdarkerinthemenowthaninpastyears? newstrategiestodevelopanintertextualtextsettoencourage What'sbehindthisdystopiantrend,andwhyistheresomuch widerreading. demandforit?Isharedthesequestionswithmyclassmates, andreadopinionsofyoungadultauthorsaswell.Their opinionsvariedtosuchadegree,fromtheargumentthat teensareawaretheyareinheritingachallenged,bleakworld andtheyreaddystopianliteraturetopreparethemselvestoa moreoptimisticopinionthatteensreaddystopiannovelsasa waytoescapeintoaworldwithoutrulesandschedules.My classmatesallseemedinagreementthatteensarefarmore desensitizedtoviolentandgraphicstorylinesduetotheir

*DentalPlanpremiumshavebeen reducedby21%,membersgeta refundANDcoveragehasincreased to$1500!

Principalshaveacriticalroletoplay inensuringthatthereisacommon Thatisacomplicatedquestionto understandingamongallstaffabout answer.Whenthegovernment theprocessfordeterminingthefinal releaseditsdocument,Provincial Inaddition,theteacherwillconsider grade.Theyareconsequently Assessment Policy Kindergarten to thatsomeevidencecarriesgreater expectedtoexercisetheir Grade 12 Academic Responsibility, weightthanotherevidence;for leadershipandworkcollaboratively Honesty and Promotion/Retention, example,someperformancetasks withteacherstoensurecommon manyeducatorsdidnothavethe arericherandrevealmoreabout andequitablegradingpracticesthat opportunitytogothroughit.Ihave studentsskillsandknowledgethan followdepartmentalanddivisional attachedtwosectionsofithere others.Teacherswillweighall policies. which,Ihope,willshedsomelight evidenceofstudentachievementin Principles onteacherandprincipal lightoftheseconsiderationsand responsibilitiesregardingstudent willusetheirprofessionaljudgment Assessmentpracticeandpolicyat marks. todeterminethestudentsreport theprovincialandlocallevelsmust cardgrade.Thereportcardgrade supportstudentsresponsibilityfor Page8AssessmentOfLearning: representsastudentsoverall theirlearning.Inadditionto achievement,asdemonstratedto Theassessmentofstudentlearning thatpointintime. developingacademicknowledge,it istheresponsibilityoftheteacher. isimportanttosupportstudentsin Teacherswilltakevarious thedevelopmentoflifelonglearning Determiningagradewillinvolve considerationsintoaccountbefore teachersprofessionaljudgment. skillsandvalues,andthat makingadecisionaboutthegrade Thisincludestheinterpretationof educationalpracticeandpolicy tobeenteredonareportcard.The evidenceandshouldreflectthe reflectthis.Itmustbemadeclearto teacherwillconsiderallevidence studentsthattheyareresponsible studentsmostconsistentlevelof (Continued on page 11) collectedthroughassessmenttasks achievement,withspecial
Teachers wont accept extra cash derthe School Act.Webelievethisisan attempttocooptteachersintoaccepting for oversized classes learningconditionsthatareunaccept able,Lambertsaid. Asthenewschoolyearbegins,teachers acrossBCareanxiouslywonderingabout TheMinistryofEducationisproposingto payteachersanextra$2,500peryearper theirclasses.HowmanystudentswillI have?Whatgiftsandchallengeswillthey studentover30inGrades47class bringtomyclassroom?HowwillIbeable rooms;andanextra$312perstudent over30insomesecondaryschool tomeettheirdiverseneeds? courses.Theyreofferingteachersmore BCteachershavelongadvocatedfor money,butstudentswillgetlesstime. smallerclassessotheycangiveallstu Itsnotright.Anyamountofmoneyto dentstheindividualattentiontheyneed, theteacherwontmakethoseover butthisyearsconcernsaboutclasssize crowdedclassroomsokayforkids,Lam aremagnifiedbyBill22,saysSusanLam bertsaid. bert,presidentoftheBCTeachersFed BothoftheBCTFskeydemocraticdeci eration. sionmakingbodiestheRepresentative Bill22proposesanewschemetopay AssemblyandtheAnnualGeneralMeet someteachersmorefortakingclasses inghavevotedtorejecttheideaof withmorestudentsthanareallowedun morecashforbiggerclasses. Teachersdontfeelitsethicaltoperson allyprofitattheexpenseofstudents learningconditions.Itwouldbeaviola tionofourprofessionalCodeofEthics, Lambertadded. Shealsoquestionedhowschoolboards willfindthenecessaryfundingforthis scheme.Theprovincialgovernment frozethe201213educationbudget,cre atinga$100millionfundingshortfalldue toinflation.Thatmeansboardsaregoing tohavetocutprogramsandclasseswill inevitablybelarger,Lambertsaid. For more information, contact Nancy Knickerbocker, BCTF media relations offi cer, at 6048711881 (office) or 604340 1959 (cell).

Can a principal direct me not to award zeroes to a student?

thatthestudenthascompletedor submittedthenumberoftests/ examsorassignmentsthatwerenot completedorsubmitted,andthe evidenceofachievementthatis availableinaparticulargradeor course.

considerationgiventomorerecent evidence.Notallassessmenttask scoresneedtobeincluded.

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thetimingofmajorassignments.

afterschoolwithinasupervisedsettingin accordancewithschooldivisionpolicy.

(Continued from page 10)

forprovidingevidenceoftheirlearning withinestablishedtimelines,andthat thereareconsequencesfornotcompleting workandforsubmittingworklate. Policy Teachersalsohaveimportant responsibilitiesinsupportingthelearning ofallstudents.Theirresponsibilities includethefollowing: 1.Establishandclearlycommunicate expectationsregardingassignments. Assignmentrequirementsandassessment criteriashouldbediscussedwithstudents. Teacherscommunicatetostudentsthe intendedlearningoutcomes,thenatureof theproductsandperformances,andthe criteriaforjudgingtheevidenceof learning.Teachersshouldbepreparedto clarifytheexpectationsifnecessary,by providingexemplars,andtoprovidetimely andspecificfeedbacktostudents. 2.Setandcommunicatereasonable timelinesforassignmentsandsupport studentsinmeetingthesetimelines.The timelinesteacherssetshouldprovide adequatetimeforstudentstocomplete thework,whilebeingmindfulofother demandsandofstudentstrengthsand challenges. Teachersshouldusetheirprofessional judgmenttoestablishreasonablebutfirm expectationsregardingtimelines.They shouldalsousetheirprofessional judgmenttosupportandmotivate studentswhodonottakeresponsibilityfor theirworkthroughtheuseofavarietyof strategiestoensurestudentsmakeregular progressonassignments.Regular communicationaboutstudentprogress amongteachers,students,andparentswill supporttimelycompletionofassignments. Otherstrategiesmayincludethe following: >Solicitandconsiderstudentinputand collaboratewithotherstafftocoordinate

>Shareassignmenttimelinesand >Provideappropriatesupporttostudents remindersthroughmanymeans, includingclassroomwebpages,email,and intheformofcounsellingorpeertutoring toaddressissuesandbarriersthatmaybe courseoutlines. preventingthestudentfromcompleting assignedwork. >Assiststudentstomanagetime effectivelymonitoringstudentprogress ateachstageofacomplexassignmentcan >Provideadditionalsupportsforstudents whoarelearningEnglishorFrenchasan ensuretheystayontrack. additionallanguage. >Anticipatewhichstudentsmayrequire additionalsupportstocompleteassigned >Providealternativeassessmenttasksthat accommodatediverselearningneeds. tasks,andmonitorthosestudentsmore closely. >Deductmarksforlateormissing >Choose,whenappropriate,toextend assignments. timeforcompletingassignments, especiallyforstudentswhocommunicate Inapplyingconsequencestolateor withtheteacherinadvanceofthedue missingwork,teacherswillconsiderthe date. natureoftheassignment,theindividual circumstancesofthestudent(especially >Contactparentstodiscussstrategiesfor strugglinglearners),andthepotential keepingstudentsontrackwhentheyare impactoftheconsequenceonsubsequent fallingbehindornottakingresponsibility learningandmotivation.Whateverthe consequence,studentsareultimately fortheirwork. responsibleforthetimelycompletionof theirassignmentsandforknowingthat 3.Establish,communicate,andapply consequencesforlateandmissingwork. thereareconsequencesforfailureto Studentsmustunderstandthattherewill adheretothoseparameters. beconsequencesfornotcompleting Provincial Assessment Policy Kindergarten to assignmentsthatprovideevidenceof Grade 12 Academic Responsibility, Honesty learningorforsubmittingthose assignmentslate.If,afterestablishingand and Promotion/Retention clearlycommunicatingexpectations regardingassignments,settingand communicatingtimelinesforassignments, andsupportingstudentlearningusingthe strategiesprovidedabove,studentworkis stilllateormissing;teachersmayapplythe followingstrategiesbasedontheir professionaljudgment: >Conferwiththestudentand,where appropriate,withthestudentsparents aboutthereasonsfornotcompletingthe assignment,andconsiderthelegitimacyof AccordingtotheEducationAdministra tionActRegulation468/88,Article40:A reasons. teachermustbeondutyintheschoolat least10minutesbeforethemorningses >Developanagreementwiththestudent sionbeginsandatleastfiveminutesbe tocompletethework. foretheafternoonsessionbegins,unless >Requirethestudenttocompletemissing preventedfromdoingsobyexceptional circumstances. workduringschooltimeoratlunchor
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Whendomydutiesbegin onaschoolday?

Get your staff involved in social activities Funded by the SRTA Applications 2012-2013 found on Sharepoint

International Music Camp


ershipwasdirectandyetnotharsh, andhisconductingwasclear.We tackledsomedauntingandsemi dauntingpiecesofmusicMidway March,SuiteofOldAmericanDances, Rest,andChantandJubilo.Certainly musicnotasdifficulttoplayasthe AdvancedBandwasgiven,buteach tunewasdelightfultolistentoand play,andofferedenoughchallengeto theensembletomakeitinteresting. Thedialoguebetweenthedirector andtheensemblewasveryinteresting formetoobserveandfeeltheen semblerespondtohisdirection. AlongthewayIwasremindedwhyI needtohavemanyclarinetreedspre pared,asmyfavoritereedsdidnot recoverquicklyinthehumidityofthe camp.Iultimatelywentthrough twelvereeds,finallyendingupwith mytrustysyntheticreed,unaffected bythehygrometer.Playinginthis ensemblewasdefinitelyahighlightfor me. Bandprobablythemostadhoc officialgroupinthecamp.Wehad threehourstoworkonLatinExcursion andMoondance.Iplayedguitarfor thetunes,whichbroughttomindany numberofcommentsmadetomyJazz guitarstudentsatschoolregarding chordsandscales...hoistedbymy ownpetard!Actually,theJazzBand wasahoot,andtheothersinthe rhythmsectionwerereallycoolto playwith. Ihadopportunitytoobserveothers performingeachnightaswell.The camphostedtheNorthDakotaState LegionBigBand,thecampstaffplayed arecital,thecampersdidarecital(I playedbassforSwaylookoutMr. Buble!)andeveryensembleplayedin thefinalconcertonTuesday.Lotsof performingwasdone,andplentyof stagetimeforeveryone.

ThissummerIhadthe pleasureandthepainofattending BandCampattheInternationalMusic Campsseventhsessionofthesum merAdultBandCamp.Youhaveto understandIspendallyeardirecting students(andadults),wavingmy handsandhavingmusicappear,kind oflikeMickeyMouseintheSorcerers Apprentice.Sometimeswiththesame results,too.Soitisgoodformetobe ontheothersideofthestick,ex periencingwhatmystudentsareex periencing.Itwasdownrightcharac terbuilding. WhenIregisteredatthecamp,Iwas givenaschedulelistingallensemble andsectional(sameinstrument)re hearsals,seminarsandconcerts.Ifig uredthatIshouldgetmymoneys worthformytime,soIchosetojoin threeensembles:IntermediateBand, Barbershop,andJazzBand.Thismade Jimmyaverybusyboy.Thecampran from3PMonJuly28totheendofthe concertonJuly31approximately40 hours.Ispent22ofthosehoursin rehearsals,seminarsandlessons,and another9.5inofficialconcertsand performancesabout80%ofmytime atcamp.Whoknew?!!Therewas evenmoreperformingdoneafterthe officialperformanceswereover!So, (yawn!)whatdidIlearn?

Ifoundthiscamptobevaluable.I admiretheadultsatthecampwho aredeterminedtoplaytheirinstru ThesecondgroupIjoinedwasthe mentsbetterandlearnmoreabout Barbershopchorusacapella (unaccompanied)singingwithagroup music.Iaminspiredbytalentedand knowledgeabledirectorswhocan ofmen.Thechallengeherewasto bringoutthebestinanensemble.I balanceandblendmyvoicewith twelvestrangers.Wehadfourhours amthankfulthattheSRTAPDFund enabledmetoattendthisdevelop ofrehearsaltoputtogetherathree tuneperformance.AgainIwasunder mentalactivity.AndnowIsleep. Ihadthepleasureofplayingclarinetin direction,andpickedupsomegood Jim Warner theIntermediateBandunderDr.John tipsonhowtostructurerehearsal Ste. Anne Collegiate and Richer School Darling,anexcellentconductorwitha time. pleasantdowntobusinessmienthatI Finally,IwasamemberoftheJazz wouldliketoemulatemore.Hislead
12

Introduction to Inclusive Special Education


IntroductiontoInclusiveSpecialEducationisacorecourse towardsaPostBaccalaureateinInclusiveSpecialEduca tion.Itisfundamentaltoteacherswhowanttounder standhowtoprogramforALLthestudentsinyourclass room.Beforethecoursebegan,Ithoughtitwasessentially toeducateteachersonhowtoworkwithourchildrenwith specialneeds.Itturnedouttobemuch,muchmore. ThecoursetalkedaboutSocialDevaluationandhowim agery,societyandmediamakeuscon sciouslyorunconsciouslyjudgepeople whetheritisinanegativeorpositive way.Wedevaluepeopleformanydif ferentreasons;notonlythosewith disabilitiesbutthosewhoaredifferent fromwhatsocietyviewsasnormal.It hasmadememoreawareofhowwe influenceourchildrenwhetheritisin theclassroomorathome.Under standingwhatSocialDevaluationis makesusnotonlybetterteachers,but betterpeople. Theassignmentsincluded2presentationsand3written essays.Onepresentationwastoshowhowcharactersin moviesorbooksaredevalued.Someofthecharacters studiedwere:Nemo,EdwardScissorhands,MaggieFitzger ald,andLittleOrphanAnnie.Learningfrommypeerswasa greatexperience.Itwasinterestingtoseeandhearother

peoplesviewsonsocialdevaluation.Theotherpresenta tionwasagroupeffortcalledaChangeProject.Some topicspresentedwere:AnxietyinChildren,AtRiskStu dents,andMultipleIntelligences.Ourgroupdecidedto createateacher/parentfriendlyhandbookforhelpingchil drenwithFASDintheclassroomandathome.Weoffered tipsforteachersonincludingchildrenwithFASDintheir classroomsmoreeffectivelyandprovidedcopingskillsfor parentsaswell. Theclasswasveryrewardingandusefultomyprofessional learning.Itgavememoreinsightonhowtobetterpro gramforALLstudents,notjuststudentswithspecial needs. Inclusionisnotjust havingachildwithspe cialneedsintheclass roomdoingtheirown thing;buthavingthat childactivelyengaged inwhattheotherchil drenaredoing.Ive learnedhowtocreatea classroomthatrespects thediversityofallstu dents.Itissoimportant tohaveacommunityoflearnerswhorespecteachother andrecognizethegiftsandtalentseachpersonhastoof fer;thisincludesourchildrenwithspecialneeds. LoriGauthier, DivisionOffice

Equity and Social Justice Want to work on issues such as


-GLBTTQQ -aboriginal -exploitation -minorities, etc ?

MTS fees reduced by $58 this year

Contact Rebecca Sheffield and join the ESJ Committee for the Seine River Teachers Association

13

Lessons Learned from Attending The International Reading Associations 57th Annual Convention
BetweenApril29th andMay2nd,Ihad theopportunitytoattendtheInterna tionalReadingAssociations57thAn nualConventioninChicago.Thiswas thefirsttimethatIhaveattended suchaconferenceandfeltprivileged toattend. Forfourdays,Iattendedworkshops/ seminarswithNorthAmer icasleadingliteracyex perts.Someoftheseex pertsincluded:Fountas& Pinnell;RegieRoutman; Fisher&Frey;RitaBean; AnneMcGillFranzen;Tony Stead;BeverlyTyner;and RichardAllington.Ialsohad theopportunitytoattend smallerresearchstudysemi narsoncurrentreadingre search. Mypurposeinattendingthiswork shopwastoacquirefurtherknowl edgeofbestpracticesinliteracyand tobringitbacktosharewithmycol leaguesinSeineRiverSchoolDivision. Myfirstdayinvolvedattendinga learninginstituteonLiteracyLeader ship.Withinthisinstitute,Iwasable toselectbreakoffsessions.Theseses sionsincluded:LiteracyLeadershipin aCultureofCollaboration(RitaBean); PrincipalsasLiteracyLeaders(Michael C.McKenna&SharonWalpole);Ele mentarySchoolReadingPrograms (Dole&Nelson);RoundTableSession onInteractiveWriting(Jordan& McGillFranzen);ImprovingTeaching andLearningThroughLiteracyCoach ing(LAllier&ElishPiper);Differentiat ingLiteracyInstruction(Jones&Cath erwoodGinn);EnglishLearner:Devel opingTheirLiterateLives(Vogt). withalotofinformationregardingthe roleoftheliteracyleader.Oneofthe greatestlessonslearnedonthisday wasthenecessityofaplanwhenyour roleinvolvesbeingaliteracycoach. Theotherimportantlessonwasduring myroundtablediscussion.Duringthis roundtableourdiscussionfocusedon interactivewritinginKindergartenand &Pinnell,Ilearnedaboutthenewly developedF&PTextLevelGradient andtheimportanceofunderstanding textcomplexitywhenselectingbooks forsmallgroupreadinginstruction.As well,Ilearnedaboutthenewlydevel opedintensiveinstructionalinterven tionprogramcreatedbyFountas& Pinnell.SharonTaberski,LindaHoyt, andTonySteadpresentedona symposiumthathighlightedthe importanceofnonfictionlitera tureandwritinginKindergarten tograde5classrooms.Theydis cussedthenecessityofpur poseful,intentional,andengag ingencountersusingavariety ofnonfictiontexttypestofa cilitatecomprehension.While listeningtoDougFisherand NancyFrey,Iwasaskedtothinkabout ourstudentscriticalthinkingskillsand thatevenwheninformationhasnever beforebeensoaccessibleweare teachingstudentswhohavelimited comprehensionandthinkingskills. Duringthissession,Iwasgivenstrate giestohelpstudentslearntoreadlike detectivesandimprovetheircom prehensionskillsusingshorttextpas sages.

whendoneusingbestpractices,itwill alsoleadtoKindergartenstudents readingbytheendoftheyear. FromMondaytoWednesday,thecon ferencewassetupinamannerthat didnotrequireregistrationinad vance.Itwasanoverwhelmingexperi encetohavetochoosefromhundreds ofworkshopswithallofNorthAmer icasleadingliteracyexperts.Eachday Iattendedfrom23seminarsandthey allvariedinlengthsfrom1hourto daysessions.Whenchoosingmy workshops/seminarsItriedtofocus onmoretheoreticalorbiggerpicture typeworkshopsthatwouldhelpserve inlearningbestpracticesforteaching readingandwritingfromKindergarten tograde4.

Thesearesomeoftheimportantles sonsthatIlearnedwhileattending thisyearsIRAconference.Without theassistanceofourSeineRivers TeachingAssociation,Iwouldhavenot beenabletoexperiencesucharich, thoughtprovokingconferenceandI amtrulygratefulfortheexperience. Severaltimesduringtheconference,I WhileattendingtheTeachingEdge wasremindedofhowfortunateIam sessionwithRegieRoutman,Ilearned tobeworkinginaschooldivisionthat aboutthesignificanceofpurposeful issosupportiveandforwardthinking teachingactionsandstrategiesthat inthefieldofliteracydevelopment.. arecrucialforhighliteracyachieve By:JackieBorgfjord Thiswasanactionpackeddayloaded ment,engagement,andenjoyment. DuringmytwosessionswithFountas 14

Groups in Guidance
By Erin Playfair

thiscase,ourstudents,asareminderofhowtheyfeelinthe schoolenvironment.

Asstated,GroupsinGuidanceisarequiredcourse forMastersand/oraGuidanceCertificatebutitwasincredi GroupsinGuidanceisacourserequiredbythe blyinteresting.Notonlywereovertwentygroupcounseling ProvinceofManitobatocompleteaGuidanceCounselorCer activitiessharedthatapplytoelementaryandhighschool(as tificate.AlthoughthiscoursefallsundertheGuidancecate aroleplay,observerandelectronically)butitwasrefreshing goryitisveryinteresting,relevantandusefultoalleducators totakeacoursewheretheinstructionwasengaging,interest workingatanyagelevelorinanyenvironment. ingandrelevant. ThecourserequiredanextensivestudyofStagesof Group,leadershipwithinagroupandcurativefactors.Inad dition,theclassexaminedtheroleofethicsingroupcounsel ingasitdiffersfromindividualcounselingasfarasprivacy andconsentareconcerned. Theinstructorsetupthecoursetoemulateagenuine groupexperience,inessence,theclassexperiencethestages ofgroupwhile studying thestagesof group.On thefirstdayof class,we wereimmedi ately,and randomly,were placedin groupswith whomwe wouldwork together fortheduration ofthe course.The groupsex periencedand learned abouttheForming,whichisbasically,thegettoknowyou stage.Consideringthegroupmemberswereadultswho wereworkingtowardagoalofcoursecompletionthisstage wentfairlywellaseveryonewantedthesameoutcome. Later,theStormingstagewasexperiencedasthegrouphad toworkoutdivisionofworkforassignmentsaswellasrole playinggroupmembersingroupguidancefacilitations.Allof theseexperiencesincreasedthefamiliaritywithintheclass, whichinmyexperience,isunusualforuniversityclasses. Inaddition,theinstructorusedmanydifferentiated instructiontechniquestoteachtheclass.Thiswasanexcel lentexperienceasteachersareexpectedtoprovidethisex periencefortheirstudentsbutoftendonotreceivethesame typeofinstructionduringprofessionaldevelopment.The instructorfacilitatedcooperativegroupworkandtaughteach typeofgroupcounselingactivitiesbyhavingtheclassactually trythem.Sheexplainedwhatweweredoingbeforetheac tivityandafterwedebriefedastohowwefeltabouttheex perience.Eachstudentwasrequiredtofacilitateagroup counselingsession;inmycasemyclassmatesroleplayeda groupofGrade9girls.Itwasstressfultoconductthisses sionwhilebeingevaluatedbymyinstructorandclassmates butitwasalsogoodformetorevisitthefeelingsthataccom panybeingevaluated.ManytimesintheclassIreflectedon howthisexperiencewouldfeelasastudentsandasateacher Ifeelitisveryimportanttowalkinsomeoneelsesshoes,in

TheM.EdDramainEducationprogramatTrin ityCollege,Dublinisaexceptionalprogramthatim mersesitsstudentsinthestudyofprocessdrama. Througheighteendaysofstudy,includingatriptoLim ericktoattendtheInternationalDramainEducation ResearchInstitute,Iwasinthepresenceandmentoring oftheeliteinthisfieldofstudy. DramainEducationaimstopresentchildren withvalidlearningexperiencesinwhichtheymust thinkcriticallyanduseauthenticproblemsolvingskills toattaincurriculumobjectivesandlifeskills.Topics coveredincludedteacherinrole,theatreineducation, mantleoftheexpert,theatreandpedagogyoftheop pressedaswellotherdramaconventionsthatcanbe usedintheclassroomtogiveaconstructivistapproach tolearning.Whenstudentsareusingdramatoexplore curriculumobjectivestheymustrelyontheirownskills andcanputtheirknowledgetothetestinauthentic waysfewotherteachingmethodscanprovide.We wereprovidedwiththeknowledgenecessarytoplan, implementandassessdramaprogramstouseinour ownclassrooms.Ihaveuseddramainmyclassroomto teachmanysubjectareasmuchtothedelightofmy students.Atthecompletionofadramaprograminmy classlastyearastudentsaidtomeItwasgreat!We actuallyhavetouseourbrainstoworktogetherand solvetheproblem. AndrewSlade

Speaking of Drama: In 1962 a Class 5 starting salary was $4700.00


15

University Course Orff: Music for Children


Laura Janzen Ecole St. Norbert Immersion ThissummerIcompletedthefinalof athreelevelcertificationprogramin music,knownasOrffSchulwerk: MusicforChildren.Thiscoursealso completedmyPostBaccalaureatein Education,whichmadeitthatmuch moreexcitingtohavegraduated from! TheOrffcoursesofferresourcesand approacheswhichmusicteachers ofalllevelsandabilitiescanuse onadailybasisinthemusic classroom.Level3inparticular, certifiesthegraduatestoteach theOrffLevelstoothermusic teachersandstudentsata Universitylevel.Orffisdesigned foruseintheelementary classroom,butcarriesthrough intothemiddleyearsband programs,whichthencarriesinto thehighschoolprograms. Havingastrongmusical foundationfromthebeginning learningstagesiscrucialinthe musicaldevelopmentofour students.Itallowsthemtobegin exploringthemselvesthroughthe elementsofcreativityand improvisation,bothinsideand outsideofthemusicclassroom. Howdoweensureweare maximizingwhatourstudentsare capableofachievinginthemusic classroom?Itbeginswithusthe teacher!Wemustknowour

approachesinsideandout,be comfortablewithexplorationand creativity,andalwayscontinueto learnandgrowwithourstudents. Orffisacontinuous,lifetime growingexperience. TheOrffApproachallowsusto teachstudentsmusicbyengaging theirmindsandbodythrough singing,movement,improvisation andinstrumentation(including recorder,xylophonesand percussion).Theideaistopresent lessonswithanelementofplay, whichhelpsthechildrenenjoy themselveswhilelearningand developingattheownlevelof understanding.Thisisimportant tousaseducators,becausenoone studentisalike,andwemustgear ourlessonplanstoalltypesof

Interested individuals from different sectors of the association to form a negotiations team Contact Pat Liss, Collective Bargaining Chair @ DTS if interested

days. Althoughsomemaysaythosesound likefunactivities,(whichofcourse theyarebutinmoderation!),the coursewasinfactextremely challengingandtheselfgrowing neverstopped.Inowfeelprepared totakeonawholenewworldof challengeswithmystudents,and lookforwardtoseeingwhatIwill learnfromthemthisyear.Theyare, afterall,thesolepurposeforwhich thisapproachwascreated. ThankyouforsupportingtheSRSD staffwiththePDfund.Wearevery fortunateinthisDivisiontohave yoursupport,andthese opportunitiesallowusteachersto continuetogrowaslearnersaswell.

learnersintheclassroom. Thiscourseallowedmetochallenge myselfandgathernewresources andideasfrommyUniversity Professors,aswellasmycolleagues. Wesang,danced,played instruments,composedmusic, improvised,taughteachother lessons,andthenrepeatedallofthe abovefor8hoursaday(plus57 hoursofgroupassignmentsand homeworkanight)for10straight

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The 1962 Collective Agreement has only THREE pages, FIFTY Years later and we now have THIRTY pages!

Promoting Responsible Behaviour in Educational Settings Summer 2012


By: Alissa Vivian
ThroughoutthemonthofJuly,IattendedtheclassPromoting Responsible Behaviour in Educational Settings atthe UniversityofManitoba.Ifoundthiscoursetobeincredibly interestingasitprovidedvariousbehaviouralintervention strategiesforsupportingstudentswithextremelychallenging behaviour.Theprofessor,SarahJames,wasexceptionally knowledgeableonthetopicduetoseveralyearsofexperience asabehaviourinterventionresourceteacherwiththeSt. JamesAssiniboiaSchoolDivision. Theinitialsectionofthecourseexploredtherisksand protectivefactorsactinguponourstudents.Poverty,cognitive disabilities,culturalinfluences,divorceandvariousotherrisk factorswereoutlinedandtheeffectsofsuchriskfactorsin relationtobehaviourwerediscussed.

oftheskillsrequiredforthatstudenttobesuccessfulin managingtheirbehaviour.Thisalsoincludedinvolvingfamily, andpeerswhennecessary,toestablishasupportsystemfor thestudent. ThefinalmethodwestudiedwastheWEVASstrategy (WorkingEffectivelywithViolentandAggressiveStates)which isusedwhenthestudenthaslostallcontroloftheirbehaviour andintenseoneononeinterventionisrequiredtobringthe studentbacktoastateofmindwheretheyarenolongera threattothemselvesorothers.Muchtimewasspent familiarizingourselveswiththeWEVASstrategyandusingrole playingtobecomemorecomfortablewiththeapplicationof thesystem. Thefinalsectionofthecourseoutlinedvariousdisordersand theireffectsonthebehavioursthatsomestudentspossess.A largepartofthediscussionwasonAttachmentDisorderand variousanxietydisorders(SocialAnxietyDisorder,Anorexia Nervosa,etc.).Thesearedisordersthatoftengoundiagnosed andunrecognizedcausingthestudentstobecome overwhelmedwhich,inturn,oftenresultinchallenging behaviours.Additionally,ODD,ADHD,ADD,ASDwerealso outlinedandvariousstrategiesforsupportingstudentswith thesedisorderswereexplored.

Additionally,protectivefactors,whicharefactorsthatallow studentstobesuccessfulwiththepresenceofvariousrisk factors,werealsooutlined.Theseincludedinvolvedparents, coachesandteachersaswellasadditionalfactorssuchas culturalacceptance,stablefamilyincome,healthyparental Overall,Iwouldsaythatthiscourseofferedallwhoattended, relationshipsandasafelocationofhomeenvironment.Being includingteachers,administrators,counselorsand awareoftheriskandprotectivefactorsinourstudentslives governmentsupportworkers,adifferentperspectiveof cangreatlydecreasethepresenceofchallengingbehaviours. studentswithchallengingbehavioursaswellasmanysystems andstrategiesforsupportingstudentswithvarious Oncetherisksandprotectivefactorswereveryclearly behaviouralneeds.Iwouldrecommendthisclasstoanyone outlined,theprofessorexaminedandexplainedvarious whoworkswithstudents,whetherchildrenoradults,as interventiontechniquesforsupportingstudentswith learningcanonlybeachievedoncethesechallengeshave extremelychallengingbehaviour.Thefirstmethodwasto beenaddressed,acceptedandtheproperadaptiveskillshave createanenvironmentthatissuitableforthestudent, beenputintoplace. includingpayingcarefulattentiontothephysicalspace(i.e. sensoryissues,distractions,etc.),classroommanagement styleoftheteacher(i.e.aggressiveness,acceptanceofculture andsexualorientation,etc.)andtheteachingstrategiesused (i.e.teachingtoalllearningstyles,assignmentsthatprovide opportunitiesforsuccess,etc.). Anothermethodthatwasoutlinedwastoprovideguidance andotherdisciplinarystrategiestosupportthedevelopment

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Homophobia In Schools
DuringthemonthofJuly,Ihadtheoppor tunitytofollowaoneweekcourseabout homophobiainschools.IwilladmitthatI wasn'tthrilledabouthavingtogiveupa weekofholidays,especiallywhenIfeltso exhaustedfromtheschoolyearbutthe subjectdidinterestmeandIwascurious toseewhattypeofstrategiescouldbe usedtomakesureallstudentsfeelin cludedregardlessofthesexuality. inapositivemanner.Italsoallowedstu dentstoknowthattheyhadanallyinthe school.Wealsospokeabouthowthe multicoloredflagcanalsoletotherstu dentsknowthatyoudonottolerateany homophobicbehaviorsinyourclassroom. Thisresultsinamoreinclusionaryenviron mentforallstudents.

Adolescent Literature
Iwasfortunatetobeapartofa fantasticuniversitycoursethis summercalledAdolescent Literature.Itwasanintensivetwo weekcoursethatexploredmany themesandissuesthatcomeup withinthescopeofadolescent literature,fromtheclassicstothe mostcontemporarynovels.The coursewastaughtbyKarenBoyd, whodidagreatjobatintroducing manynovelsandauthorstothe class,andshewasadynamicand enthusiasticadvocateforadolescent literature,whichmadeclass discussionsinterestingandvaluable. Givenitsintensivenature,the courserequiredstudentstopre readtwentybooksbeforestarting theclass.Thereadinglistwas designedinsuchawaythat studentswereaskedtotapintoa numberofdifferentgenresand noveltypes,includinggraphicnovels andawardwinners.Thislistalso requiredstudentstorereadnovels fromtheirpast,whichgavemean opportunitytorereadThe OutsidersbyS.E.Hintonand SlaughterhouseFivebyKurt Vonnegut.Itwasinterestingtore readthesebooks,asIwasableto understandtheminanentirely differentwaythanhowIhadwhenI originallyreadtheminhighschool many,manyyearsago.Ofthe booksIreadduringthistime,I wouldhighlyrecommendHalf BrotherbyCanadianauthor KennethOppel,whichisastory aboutafamilyintheseventiesdoing
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Anothersubjectthatwespoke aboutishowtoreacttoanindividuals Westartedofftheweekbygoing comingoutwhetheritbeastaffmember overthecorrectterminologythatcanbe orastudent.Thereisnotoneanswerto thisquestionbecausethedesiredreaction usedwhiletalkingaboutanindividuals willvaryasmuchastheindividualhimself. sexualorientationandgender.Ifeltthis Thisiswhyitisimportanttotakeintoac washelpfulsinceIfeelitisimportantto counttheindividualspersonalityandto usethecorrectwordingandtounder standthatthereisalargescaleofdiversity makesurethatthereactionyougivethem issincerebecausethe"comingout"canbe amongtheLGBTQcommunity.Another subjectthatwasbroughtupthatdaywas oneofthemostdifficultthingsthatper howthereareseveraldimensionstoaper sonhashadtoendure. son'ssexualitythatincludes:theirdesire, Followingtheweekofseminar,I theirbehaviorsandtheiridentity.Oneof themainpointthatwasbroughtupisthat spokewithadearfriendwhohaddonehis aperson'sdesiresmaynotalwayscoincide "comingout"whilewewerestillinhigh withtheirbehaviorsortheiridentityandit schoolandIaskedhimwhatwasthemost isimportanttobeawareofthiswhenap definingmomentinhighschoolthathad proachingthesubjectwithanindividualas madethebiggestimpactonhislife.He althoughtheymaydesireapersonofthe hadnohesitationwhenansweringthis samesextheymaynotseethemselvesas questionandsaiditwasduringanEnglish classwhenanotherstudenthadusedthe ahomosexual. phrase"that'ssogay".Theteacherimme Theprofessor,GabrielleRichard, diatelystoppedherentirelessontospeak abouthowinappropriatethiswasandthe spokeaboutthe"comingout"andhow impactthatthisphrasecouldhaveonoth difficultitstillisforstudentstobeopen ersintheclass.Forthatentireclassmy abouttheirsexualorientationinthe schoolenvironment.Shealsospokeabout friendfeltlikehebelongedandthathe variousstrategiesthatcanbeputinplace hadfoundanallythathecouldgospeak toifhehadanyproblemsorquestions. tomakethesestudentsfeelmorecon nectedtotheirschoolandmorelikelyto Tenyearslaterandmyfriendsayshere feelcomfortabletodoa"comingout"in membersitasifithappenedyesterday school.Forexample,puttingupamulticol whichleadsmetobelievethatsmallac oredflagupinyourclassroomcanmakea tionsinourclassroomscanmakeabig drasticchangeinayoungLGBTQlife,not impactinstudentslives. onlybecauseitshowsthemthatyouare ChantalTytgat acceptingbutalsobecausetheymayfeel asthoughtheyarenotinvisible.Atfirst,I wasskepticalabouthowmuchofanim pactthissmallstickercouldhaveonastu dent'slifehowever,intheseminarthere werecountlessstatementsgivenbyho mosexualstudentsthatsaiditmadea hugeimpactintheirexperienceatschool

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researchonusingsignlanguagewith primates. Thecourseloadwasabitheavy,asat variouspointsduringthistwoweek course,Iwastaskedwithleadinga discussiononatopicofinterest,andalso hadtocompleteacomprehensivesetof responsestootherdiscussions.Thefinal assignmentwasleftfairlywideopen,soI chosetocreateapracticalplanforusingan intertextualsetintheclassroom.Ofallthe assignments,theoneIgotthemostoutof wasafuturereadinglist,whichwedidat thetailendofthecourse.Thislistcontains tennovelsthatwereeitherdiscussedin class,recommendedtomebyothers,or arepopularwithadolescentstoday,andI wanttofinishreadingthebooksonthelist byyearsendtofurtherenhancemy exposuretoadolescentliterature. JonathanWaite

Restitution I Moral Development through Conversation


By: Amy Scherbain; Teacher CSNC IattendedaworkshopAugust2021atSturgeonHeightsonrestitution.The workshop,presentedbyDianeGossen,wasanintroductiontoRestitutionand coveredwhatitisandhowitcanbeusedintheclassroom.Ifoundtheworkshop veryinformativeandIleftexcitedtoapplyeverythingIlearnedintheclassroom. RestitutionisapracticewherebyweCreateconditionsforthepersontoFixtheir mistakeandReturntothegroupStrengthened.ThroughRestitutionweare teachingstudentsthatitsOKtomakemistake,torecognizethattheyarenotthe onlyone,thattheycouldhavedoneworsebutalsothattheycandobetterifthey wantto.Restitutiondoesnotfocusonconsequencesandpunishmentbutfocuses onlookingforthebasicneedbehindtheproblemandsolutions. ThefirstdaywasspentlearningthetheoryandhistorybehindRestitution.We lookedatthethreereasonswhypeoplebehave:toavoidpain,forrespector rewardfromothersandforrespectofself.Also,welearnedthatRestitutionhasa largebasisonaboriginaltraditionsinthatallmembersofthegroupareimportant andhaveaparttoplay. Alargepartoftheaboriginaltraditionisthefocusisnotonblamebutthewider reasons(needs)oftheperson.Thesecondhalfofthefirstdayfocusedona personsbasicneeds,accordingtoWilliamGlasser,whicharebelonging (connectedness),power(mastery),freedom(independence),fun(generosity),and survival.Everypersonbehavesinsuchawayastofulfilloneofthebasicneeds. Determiningtheneedcangoalongwayindecidinguponanappropriatesolution toaproblem. Theseconddayoftheworkshopfocusedonroleplayingdifferentsituationsand learninghowitcanbeusedintheclassroom.Welookedatthefivepositionsof control(punisher,guilter,buddy,monitor,andmanager)andhowstudentsreactto eachofthem.Wethenlookedatateachersroleandastudentsroleinthe classroomandwellassettingupasetofclassroombeliefs(notrules)atthe beginningoftheyear.

IntheveryearlydaysofsummerNewYorkCitywelcomedmeandmyfellowteacherMs.BeverlyBetzwithfireworks.We registeredforTheBroadwayTeachersWorkshopsfirstsessionofthesummeranditwastobeginbrightandearlyonthefifth;for thisreasonweoptedtoarriveintimetostarttheweekoffwithabang. ThedayafterIndependenceDaywearrivedattheFoxwoodTheatreandpractice studioswherewewouldbespendingmuchofthenextfourdays.Weenteredthe buildingscoolcorridorswhichwerelinedbynumerousinterns,theirsmilingfaces ledusintoandareacompletewithabulletinboardinthehallthatwasalready deckedwithnoticestoexchangeandselltickets.Therewasalovelywelcomeandas wetookourseatstherewasanexplanationoftheweeksevents. Theaudienceormycohortofsortswascomprisedofsmilingenthusiasticfaces; manywererepeatcustomers,mostwereteachers,fewweretooshytoshare.The hostsexplainedandwelcomedusbutmoreimportantlyleadusintoadiscussion thatwastobeourfirstsession.Thedynamicnatureofthefirstsessionopenedthe
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lightingdesignerwentontosaythathewouldnot recommendgoingtoatopschoolrightoffthebat.Hesays thataUniversitythathasaverystrongreputationasatheatre schoolwillfocusmostoftheirattentionandresourceson studentsworkingontheirmasters;choosingalocalschoolwill allowyoumoreaccessearlieroninthegame.Theindividuals thatledtheweekssessionswerenotstudentsbutmastersin theirownfields.Thatsaidtheywerentteacherswhich Eachdayweattendedsessionsonthevariousaspectsof somehowstrengthenedtheconnectionbetweenusand theatreandattendedatleastoneshow.Intheendwespent them.Itwasalmostasiftheyweretalkingtotheirown 6days(including2traveldays)andmanagedtosee6shows. teachersaswelistenedtogrownupversionsofourown Whenwearrivedonthefifthour students. hostswelcomedusandprefacedthat theyhadmetinhighschool.Back Theobjectiveofmytripwassimplytolearnas whentheywereinhighschoolthey muchasIcould.Mydirectivehadtobethat hadtalkedofsomedayofproviding vaguebecauseIcouldnthelpbutfeel supporttoteachersoncetheywere skepticalwhenIreadtheinfoline;Icouldnt bothworkingonBroadway.They imaginewhatIwouldencounter.Ichoseto madethatdreamarealityseveral seemyselfasanemptyvesselreadytobe yearsagowithseeminglylittle filled.Butmyinstructorswerentteachers, opposition.Theyfoundwhenthey theywereleaders,professionals,innovators hadtriedtomaketheirdreamareality andinsomecasesfledglingsintheirown manypeopleworkingonBroadway individualfield.Mycohortwasnotjuststudentsbutexperts feltthesamewayabouteducationandhowimportantitwas intheirownright.Inthosefourdaysofsessionsinformation totheirachievementoftheirownpersonalgoals. wasbountifulandIworriedonlyaboutmyvesselscapacity. TheonlytimemypencilstoppedwaswhenIwasinthe Thebulkofourpresentersrecommendedthatallstudents theater.Beforewewouldlikeittohavebeenitwastimeto whoareinterestedinanyaspectoftheatreshouldgoto returnhome.TheBroadwayTeachersWorkshoplivedupto university.Overtheweekweheardthisadvicefromactors, whattheirwebsitepromised.MyfabuloustimeintheBig directors,stagemanagers,composers,musicians,wegotto Applewillundoubtedlyinformmyteaching. meetmanyindividualsworkingatmanydifferentthingson Broadwaybuttheirmessagewasconsistent;whatBroadway Stephanie Wallis wantsisnotanindividualthatisincrediblygoodatonething CSNC butadynamicindividualcapableofagreatmanythings.A
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avenuesofcommunicationsbetweentheaudienceandthe instructors.Inretrospectthisintroductivemorningsessions madeitpossibletoreadyourselvesforhowmuchthefour dayshadtooffer.Itwouldhavebeeneasytobe overwhelmed.TheBroadwayTeacherWorkshophasagreat websiteifyouareafterthefinitedetails.

YogaKids Foundations Training Program


Yogaandmovementarepowerfulwaysto createastrongfoundationforeducation. Theultimategoalinyogaistoengage mindsasweengagebodies.Kidsabsorb andprocessinformationthroughmoving, seeingtouchingandevensinging.Usingall oftheseinouryogapractice,wehelp developeveryaspectofachildsmind, bodyandspirit.Yogahelpssupporta childsabilitytoselfregulate,focus, developastrongbodyandgainrespect andloveforhimorherself.Oh,andthey canhavefundoingit!!!!! TheYogaKidsFoundationsTraining ProgramItookpartinoverthesummer

providedmewithabaseknowledgeof kidsyogaposes,breathingandself regulationexercises,cuesforusing visualizationandrelaxationtechniques. Asacertifiedyogainstructorforadults,I hadassumedthetrainingprocesswould beareviewofwhatIalreadyknew,but fortunatelyitwassomuchmore.In4 daysveryfulldayswewereexposedto games,exercises andactivitiesthat includedposesor asanas,butmade themreallyfunfor kidsandwe exploredwaysto bringyogainto theschoolsettingwhetherthatbethe gym,theplaygroundortheclassroom.It doesnthavetobea40minuteyogaclass togetkidsengaged,itcanbe5minutesin

themorningaftercalendartime,after recessorlunchtohelpkidssettle,orat theendofthedaytoremindthemtobe mindfuloftodayandtoengagethemfor whattomorrowwillbring.Thetoolswe learnedandpracticedourselveshelpedin somanyways. Sharingyogawithkidshelpsthemfeel loved,helpsthemgetintouchwith themselvesandlearntotrusttheir instincts.Itallowsthemtolearnabout theirbodies(bothanatomicallyby discussingwhatpartsareaffectedaswe practiceandalsoabouthowourbodies feelaswebreathe,meditateordoactual yogaposes).Ithelpskidsacknowledge andnurturetheirtalents(somearemore flexible,somearestronger,someare
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With attack on Ontario teachers, McGuinty and Hudak put all workers' rights at risk
BY GARY FENN |SEPTEMBER4,2012 Themuchpublicizedattacksonteachersand educationalsupportworkersbytheMcGuinty governmentforthelasteightmonthshave provedtobeanexcellentdistractionfromthe manypoliticalissuesthathavedoggedthe provincialgovernmentsinceitsreelectionin October2011.Theseattackshaveculminated inthecreationofapieceoflegislation,inaccu ratelyentitled"PuttingStudentsFirstAct,"or Bill115.

afraidofthisprecedent. So,whatisinthelegislationthatshouldbe troublingtoworkersinOntarioandtherestof Canada?Itwilltakeawaytheabilityofdemoc raticallyelectedlocalschoolboardstonegoti atefaircollectiveagreementswiththeirem ployees.Instead,theprovincialgovernment, specificallytheMinisterofEducation,willhold virtuallyallbargainingpower.TheMinisterwill notbesubjecttoanyscrutinybyallMPPsin thelegislature. McGuintyandtheMinisterofEducation,Lau relBroten,havemisledthepublicintheirfull attackcampaignoneducationworkersinOn tario.Herearesomefactsaboutthedispute: 1.McGuintyaskedforatwoyear"pause"in salariesforteachers,educationsupportwork ersandfromallpublicsectorworkers. FACT:TheOntarioSecondarySchoolTeachers' Federation(OSSTF/FEESO)recognizestheeco nomicrealityinOntarioandhasaccepteda wagefreezefortwoyears.However,McGuinty hasaskedforafull"rewind"onwagesand benefitsthatwerenegotiatedfairlywith schoolboards.

onesthatsuithisagenda. 3.EducationMinisterLaurelBrotensaidthatif anewdealisnotreachedbySeptember1,the previouscontractwilltakeeffect,meaning wageincreasesof5.5percent. FACT:About61percentofeducationalsup portstaffandteacherswillNOTgetanykindof salaryincreasewhencontractsrolloverafter theirexpirationdateofAugust31,2012. FACT:Theremaining39percentofteachers wouldreceiveasalaryincreasebasedonan elevenyearpaygridthatrecognizesaddi tionaltrainingandexperiencegained,like manyotherjobsandprofessionsinOntario. And,forvirtuallyallofthosepeople,their wageincreasewouldbefarbelow5.5per cent.

McGuintyandHudakarenowteamingupto takeawayconstitutionallyprotectedrights Bill115hasnothingtodowithstudents,and undertheCharterofRightsandFreedoms everythingtodowithmakingtheeducation fromeducationworkersinOntario.Itislikely workersofOntariopayforarecessionthat thatthislegislationwillbechallengedinthe theydidnotcause.Itisaboutmakingeduca courts.TheCanadianCivilLibertiesAssociation tionworkerspayforthecutstocorporate hasalreadyannouncedthatitwouldseek taxesthathavenotstimulatedtheeconomy. intervenerstatusinanycourtactionand Andnow,ithasclearlybecomeapparentthat wouldsupportthosewhowouldbringsucha itisabouttakingawaytheconstitutionally FACT:NinetyeightpercentofeligibleOntario challengeforward. protectedrighttofreecollectivebargaining. publicsectormanagersreceivedbonuseslast year.Lookslikesomepeoplewereentitledtoa AllworkersinOntarioshouldbeveryafraidof Inshort,iftheOntariogovernmentcandothis "fastforward." thepowerthatwillbehandedtothePremier toeducationworkers,thenitcandoittoany andMinisterofEducationthankstothesup worker. 2.EducationMinisterLaurelBrotensaid,"This portoftheLiberalcaucus,TimHudakandthe legislationwouldensurethattheschoolyear ProgressiveConservatives. McGuintyhaswonthesupportofProgressive startsontime." ConservativeMPPsandtheirleader,TimHu However,theimmediatequestionthatone dak,topassthislegislation.ThePremierhas FACT:OSSTF/FEESOmembersarenotina hastoaskis,whowillbenext? alsomusedaboutgoingafterotherpublicsec strikepositionnorhavetheyeverthreatened torworkersinOntario,includingthepolice Gary Fenn is a member of the Communica todisruptthebeginningoftheschoolyear. andfirefighters. tions/Political Action Department of the On TherearelawsandprotocolsthatOSSTF/ FEESOandourfelloweducationaffiliatesare tario Secondary School Teachers' Federation OnecanconcludethatifMcGuintyandHudak followingundertheOntarioLabourRelations (OSSTF). http://rabble.ca//news/2012/09/ candothistoeducationworkers,hecandoit Act.However,McGuintywantstochange mcguintyandhudakputallworkersrights toanyworker.Privateorpublicsector,union thoseimportantlabourrulesandmakeupnew arerisk izedornonunionizedworkersshouldbevery

MarshaWenigstates,ithelpsknowthat morebalanced,andsomejustreallyknow thequiet,stillplacewithinistherefor them,throughthechanges,challenges howtorelax!). andconfusionofgrowingup.Asasocial workerinaschoolsettingIamalways Whiledoingyogainafunandplayful lookingfornewtoolstohelpkidsand environmenttheylearntocollaborate betterwithothersandopenuptoideasof familiesdealwithstress,anxiety, change.TheYogaKidstraininghelpedto depressionorothertypesofmental demystifyyogabyhavingitservedupin illness;withchangesinfamiliesorin themselvesastheydealwithgrief,loss littlepeopleportionsandmost andtrauma;andmoreimportantjust importantlyasthefounderofYogaKids,
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simplewaystocope.IamexcitedthatI nowhavenewtools(toolsthatIhave seenreallywork)toaddtomyboxof tricksandnewwaystohelp administrators,teachers,educational assistantsandparentsindealingwithkids onadailybasis.YogaKidsyouare awesome!!!RebeccaSheffield

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BothStephanie andIattended aspecialday devoted exclusivelyto thetechnical By Bev Betz aspectsof theatre:lights andsound.We CSNChasbeencreatinganannualmusical Theregularsessionsweretaughtby wereallowed theatreproductionforthepast12years industryprofessionals.Forinstance,there backstageof withSandyTurcottedirectingthefirst7, wasafabuloussessionondirectingledby theRentsetandupinthecontrolbooth. followedbymyself.Theseproductions Broadwaydirector,SethSkylarHeyn.He Wemetwiththestagemanagerand involveabout80studentsand8staff wasinsightful,entertainingandtouchedon lightingdesignerstopicktheirbrains. membersandcompriseallthesame allthecomponentsthatIdealwithevery Thiswasntquiteasinformativeaswewere featuresasanyBroadwayshow:fullpit daylikescheduling,scenebreakdown, hopingpeoplecanactuallygeta band,singers,actors,setdesign/ characteranalysis,staging,etc.Again,I universitydegreespecializinginlightingor construction,painting,props, walkedawayfromthatsessionarmedwith sounddesignsoitisimpossibletoteach choreography,wardrobe,hair/makeup, toomuchinformation.Evenhishandouts everythinginafewhours.However,wedid lighting,sound,stagecrewandleadership. weredetailed,yeteasilyunderstandable comeawaywithagoodresourcelistand andrelevant. somepracticalinformation. Idonothaveanyformaltheatretraining, butIhavealwaysbeenanavidtheatreand Thesessiononsonginterpretationwaspart The6showswesawrepresenteddifferent operafan.Also,asmusicdirectorduring concert,andpartrealityshowaswegotto stylesofmusicaltheatrewhichmadethem Sandystime,Ihadtheopportunityto sitdownwith2Broadwaysingers/actors excellentteachingtoolsinandof watchherinactionandlearnsomeofher andnotonlylistentothemsing,butask themselves.War Horseemphasizestheuse techniques.Ihavealsohadtheassistance themquestionsabouttheirpersonal ofmovementtocreatethemostrealistic offantasticteachers/parentsovertheyears musicaljourneys. lifesizedpuppethorsesimaginable.Peter whohavelenttheirexpertisetothe and the Starcatcher,likeWarHorse,isa productionprocess.Nevertheless,Iamstill Anothersessionwasaconversationwith playwithmusicratherthanamusical,but cravingmoremusicaltheatrePD,sowhen BobbyLopezwhowroteAvenueQandThe stillusesmusiccreativelytoaddemotional mycolleague,StephanieWallis,theart BookofMormon.Hesaregularguy,just impact.BothPeter and the Starcatcherand directorforourshows,andIsawanadfor likeanyofmystudents,whohadadream the2012Tonyawardwinner,Oncereveals theBroadwayMusicTeachersMusical andisfortunateenoughtoliveit. thatyoudontneedalotofpropsand TheatreWorkshopinNewYorkCity,we specialsetsinordertocreateimageryas jumpedattheopportunitytoincreaseour Othersessiontopicsrelatedtoprojection design,reinventingclassicmusicals(making longasyouhaveagreatstory,greatmusic knowledge. themyourownandnotbeingafraidtodo andactorswhoknowhowtobringa charactertolife.Theideathatlessis For4fulldays,weimmersedourselvesin subtlechangestomeetyourstudents moreisreallybeingexploredfullyinthe theworldofmusicaltheatre.Westayedon needs),andsimple,yeteffectivestage th newerproductions.Ofcourseitsstillgreat West39 St.intheheartoftheTheatre movement/choreography. toseeanoldfashioned,elaboratelyset, DistrictinNewYorkCity,attendedcourses songanddancemusicallikeNice Work if Asoursessionswerebeingtaughtinthe duringthedayattheFoxwoodsTheatre rehearsalroomsoftheFoxwoodsTheatre, You Can GetIt starringMatthewBroderick. (hometoSpiderMan)andspentour4 Gottalovethosejazzhands.Gershwins weactuallygottoattendapreshowtech evenings(and2afternoons)at6different Porgy and Bessisreallyanoperawithhuge callastheyreadiedthemultimilliondollar shows.Whenwefirstlookedatthecourse outline,wewereafraidthatwemightget setforaperformanceofSpiderMan.We vocaldemands,amovingstoryandTony tiredofmusicalsbeforeitended.Wewere alsometthewardrobesupervisorandone awardwinningactors.FinallyRent,another emotionallychargedshowandouronlyOff oftheflyingstuntmen/actors.Each sowrong!! professionalweencounteredhadthesame Broadwayproduction,endedourNewYork Wearrivedatthecoursewithabout125 advice:ifyouwanttoworkintheatreyou trip. otherteachersmainlyfromacrosstheUS mustgetauniversitydegree,workhardand Tosumup,ifyouhaveaninterestin andoverseas.Mostwerehighschool alwaysbeopenforanyopportunitythat theatreandwouldliketostartorexpand teachers,buttherestillweremanywho comesaround.Plustheyallcrediteda thedramaopportunitiesinyourschoolor workedwithyoungerstudentsandin specialteacherfortheirinspiration. eveninyourclassroom,thisworkshopis communitytheatre.Weknewinadvance Sometimesitwastheirmusicortheatre thatourdayswouldbedividedinto90 teacher,butjustasoftenitwasacoachora worthitineveryway.Novicetoexpert thereissomethinghereforall.Pluswe minutesessionswhichwouldcoverarange mathteacher.Dontunderestimateyour endedwithadrinkatSardis.Howcoolwas oftheatretopics. influenceasateacher,theywarnedus. that!! 22

Broadway Music Teachers Workshop, New York City 2012

Withinthefirsthourofourarrival,Ihad taken4pagesofnotesandwehadnteven startedtheactualsessions!Theother teachersandtheworkshoporganizerswere experiencedandeveryonewantedtoshare whatworksandwhatdoesnt.Iknewthen thatthiscoursewasgoingtomeetmy needsinaverypracticalway.

YogaKids Foundations Training August 25 to 28th 2012


Throughout my career as a social work clinician it was always my belief that some children had a physical need to engage their bodies somehow in the learning process in order to integrate what was be ing taught. The YogaKids Foundations Training taught me many ways to address this need as well as integrate yoga, breathing, relaxation and focussing exercises into brief focus breaks that would engage kids and assist teachers with classroom management. I went to the training expecting this, but in fact, got much more. I was introduced to the 14 YogaKids Elements. Let me review them here as this will give the readers a taste of how Yoga integrates all types of intelligences, can be interwoven into all of the curriculums to make learning easier and more fun. Poses as Pathways: Children learn through movement, in par ticular kinesthetic learners. When we reinforce different ways of understanding concepts by demonstrating them with movements, we encourage the childs natural learning abilitiesie, form the letters of the alphabet.what animals start with the letter L? Show me a pose that represents that animal. Body Benefit Element: This element fo cuses on the physical benefits that develop from practicing the individ ual poses. Children are fascinated by their bodies and what they can accomplish physically. Many poses mobilize joints, increase coordina tion and flexibility. Bridge of Diamonds Element. This ele ment emphasizes our connection and responsibility to community. We learn about and honor differences, understanding that each of us is a unique, multi dimensional diamond and there are no two alike. Brain Balance Element: This element is the brain gym of yoga. Performing certain poses, stretches, focussed breathing actually stimulates the brain which optimizes learning. For example crossover movements stimulate the communica tion between the left and right hemispheres of the brain. Ecological Echoes Element: This element highlights our responsi bility and connection to the natural world. The concept of ecology and interdependence is easily taught and inte grated. Math Medley Element: This element creates pathways utilizing mathematical concepts such as patterns, sequences, nu merical awareness, counting and rhythm while practicing the YogaKIds poses. For example: demonstrate the isosce les, scalene, equilateral triangles in poseshow many can you make in one pose? Musical Musings Element: This element focuses on a sense of rhythm and flow in the body and brain, utilizing music and movement together to develop a more attuned sense of hearing and listening. We all Win Element: This element employs games and activities to promote cooperation. Noncompetitive games, partner poses, group poses assist all to develop a sense of belong ing. Awesome Anatomy Element: This element teaches bones, mus cles and basic anatomical concepts to develop health and body awareness. Exploration, fun and movement combine to make the challenging subject of anatomy and physiology accessible and learnable. Reading Comes Alive With Yoga Element: This element uses poses and movement to enhance reading skills and compre hension. Laughing Language Element: Play with words is encouraged to increase vocabulary, dialogue and creative writing skills. Visual Vignettes Element: This element explores thematic and creative ways to use clay, paint, crayons, etc. to reinforce concepts established through postures and breathing techniques. For example, michelangelos drawing with the foot children get to experience drawing with their feet on a poster on the wall. YogaKids Affirmation Element: Positive state ments are utilized to promote constructive behavior and positive selfesteem. Quiet Quests Element: In child friendly ways, games and exer cises reinforce introspective aspects of yoga such as focus, concentration, relaxation to optimize learning. Examples taught included breathing techniques to assist with focus right before a test exam or public speaking. Together, these elements integrate physical learning with intellec tual, artistic, musical, creative and lifeenhancing skills. I enjoyed every moment of this training and look forward to empowering stu dents, teachers and others to use yoga to assist with comprehensive, deep rooted learning. Children can take these skills off the mat wherever they are and use them to selfregulate, learn, focus and enjoy all aspects of life. Laura Nault

Did You Know?


Under the 1962 Collective Agreement Section L. Supplement and Substitute Teachers: Physical training instructors, specialists, supervisors, technical and music teachers are not teachers within the meaning of this agreement and are neither covered nor affected by the terms hereof.
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