I SEE YOU

I see you blog post

This post in dedicated to all teachers who are good enough, even more than enough, but often feel like they don’t measure up to the standards they set for themselves. 

I see you, pulling long hours, spending so much of your you time away from your own family, trying to give the best possible learning experiences to your students.

I see you skipping your lunch, so you can attend to your students’ needs and cater to their family’s needs.

I hear you, speaking to others to find solutions for those hard to reach and hard to teach students.

I see you get to your students’ level to let them know you are both equal parts that make a whole.

I see you, being so hard on yourself, because in ordinary circumstances your students would have mastered routines and your centers would be in full swing by this time of the year.

I see you asking your spouse to stay late to catch up on emails or make plans to have your students connect with a global audience.

I see you, greeting your students at the door by name because they are what matter most.

I see your lesson plans and your big ideas. How they are carefully thought out and everything is aligned, but with given circumstances, they are sometimes put off to a later date and time; because learning to live together and celebrating differences is your priority.

I feel your passion. It exudes from you heart and your soul.

I see your tears, for this is one of the hardest and most validating jobs in the world.

I see you there, staring back at me in the mirror.

Do you see yourself in the same one?
If so, let me remind you that you are more than enough. Be kind to yourself, for I see you there too, doing the best you possibly can.

 

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Consuming With The Intention to Create

I recently took a short (but still way longer than I wanted) break from blogging and here I am now, writing away because I just watched Tara Martin in action for the #IMMOOC episode and she made me want to get back into it. To be honest, I like blogging- it makes me reflect on what I am doing, what I am learning, and it allows me to connect the scattered dots inside my head. It gives me something to show for the never ending ideas and thoughts that run marathons inside my head. I do it for myself as it makes me feel as thought I’ve accomplished something that is meaningful to me.

Blogging is one of those things that, for me, take time. It’s no secret to my friends, family and new colleagues that I am Type A ( side note – my admin calls me 4A – you can imagine why!) and so for me, writing a post takes more time than it should (just ask Annick, co-writing blog posts with me is painful!). When I write, I over analyse and question, then edit and again and again until it’s early in the morning and I finally realize I’m doing this for myself – so I  hit publish. In light of Tara Martin being R.E.A.L. tonight and always, I’m allowing myself to be R.E.A.L. with this post because in the past few months, I’ve been feeling extreme guilt for several reasons:

  • #1– Signing up for #IMMOOC knowing far too well that I wouldn’t be able to participate as much as I would like. I keep reminding myself that something is better than nothing. One tweet is better than none.
  • #2 – Putting work first, family second and myself last. This is nothing new, but my work/life balance has hit an all-time low. Being hired in a a new school that opened this September, I want things to be just right (remember my 4A moniker). And it’s not even like I’m the sole leader in my classroom. I wholeheartedly believe that students should be doing the bulk of their learning so they have a sense of pride, ownership and feel they are contributing to their person, their school and their community. But since only three of my students knew each other from their previous schools, my priority is pouring a solid foundation for the learning that will take place and building relationships as a group so my students feel they can lead successfully in an environment where they feel safe and encouraged to take risks. I also feel the need to prove to others that I deserve the golden ticket that was handed to me when I was hired. That in itself is stressful because I am not even close to where I would usually be and nowhere near where I  thought we would currently be. That being said, I constantly remind myself that things that matter take time.
  • #3 – For the very first time in my life, I have not met one of my own deadlines which was finishing my Master’s degree in Inclusive Education before the start of this new school year. I know it sounds ridiculous. How lucky am I to have everything I’ve ever wanted and for this to be what’s eating me inside? But if you knew me, you would know how excruciating it is for me to have failed myself even though I still have plenty of time left in my program. I completed my  10 course load in two years, working full time, while having baby number 3, surviving appendicitis, a first born’s broken foot, a second born’s ENT surgery, and applying for my dream job (which I got!).  But I had planned on finishing  my final paper in the twelve months that followed. Needless to say,  I’ve recently had to push my deadline one last time which is disappointing to me because had I finished in my given timeline, this would have relieved so much pressure and stress from my body especially as I started this new teaching position. Wherever I go and whatever I do, this final project is an incredible weight I carry with me at all times similar to those commercials you see on tv about debt – watch here. On top of that, in order to finish, I need to hand some of my responsibilities over to my amazing husband and give up some playing time with my kids to get it done. My entire family is sacrificing themselves while I pursue this goal. I feel selfish for compromising so much of their time. I long for the freedom I thought I would have had at this point and time of the year to reinvest in myself, my family and my classroom.

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But this post isn’t really about guilt, is it. It’s about what I am going to do now that plan A wasn’t realistic for me in the past year. It’s about unexpected twists and turns in life and how we deal with change. It’s about how I accept my new timelines and see my perceived failure as a way to showcase my resilience and grit. It’s about proving to myself that I am not less of a learner because I didn’t reach my set goal in the time frame I gave myself. It’s about making a plan B to make it work. I bring this example up because in my mind, it relates exactly to the message that was said tonight between Tara and Katie Martin. It’s ok to consume content, but if your talents are never unleashed, and your ideas never shared or tested, what good are they?  In regards to my final M.Ed. paper, my Type A-ness feels that I need to read all to understand all because I’ll never be able to sum up the subject in its entirety without reading everything I can get my hands on. I could read and read and read scientific articles until I die. There will always be new content coming out. Reality is, my paper will never “feel” complete and I have to be ok with that. My M.Ed. adviser told me just this when we met for our goal setting meeting this past Thursday, “Nycol, there is no end. At some point, you have to stop researching and write.”  You can imagine how meaningful tonight’s message was for me. At some point, you have to allow yourself some time to stop consuming to create. What you contribute will have a greater impact.img_5027

Special thanks to :
– My neighborhood colleagues who remind me we are in this together.
– My PLF (as Tara would say), who I believe are the Duracell batteries to my bunny.
– My M.Ed. adviser, Sylvie, who sees me as I should see myself. Thanks for sending me motivational quotes when I need them most.
– Nicole, my text reminder who’s been through it herself!
– My husband and kids who are my constant cheerleaders and heart fillers. They remind me what is REAL.

 

 

Build Their Character – Don’t Make Them Become One

It’s late and as usual, I give my social media accounts a glance before bed. This summer, while being at home with my kids who are 5, 3 and 1, (I won’t go by months, because I know how annoying that is for some people :P), I’ve been conscious about not being on my phone so much and to be present and engaged so that I catch those moments that slip by so easily when we are hiding behind screens. (Note that I am all for Social Media and that when the time comes, I will be teaching my kids how and when to use it appropriately so they understand the importance of having a positive digital footprint- Social LEADia  IS my next read, after all!! :).

Forgive me for rambling-I’m known to do so on occasion as my mind wonders and wanders!! As I was saying – as I was sitting in bed checking our school #SageCreekLRSD, I came across a Tweet from my principal wanting to know our thoughts on this picture. I had to get out of bed and blog about it, because 140 characters didn’t allow me to express my thoughts thoroughly. I’m also known to be a night owl so here I go….why not?!

Immediately- I agreed with Tom Loud‘s tweet. Since I joined the world of Twitter for the purpose of growing my PLN and learning from people who are passionate and driven, I find myself liking and retweeting many of his thoughts. When I read something that resonates with me, I like it and retweet it so I can reference it later. But then, my principal pushed my thinking by asking us to reflect on this statement. If it was an either or, I would definitely chose the later statement because as we know it, success can be defined in more ways than one and if I were to teach my students how to be successful based on my definition of the word, I would be unsuccessful in doing so. But in this case, I don’t believe it’s a one or none option. That, is the beauty of teaching, leading and learning.

I believe resiliency needs to be taught and modeled in classrooms and in homes- but being successful and what it means to be successful is a topic that deserves to be discussed with our students. I do agree it is crucial to teach them how to respond when they are not successful, but would also add that it is as important, if not more important to discuss how to respond when others aren’t succeeding. Do we stare, let them be, give them space? Do we offer help, ask them a question, notice their struggle? That whole collaboration piece can be and usually is the solution. Brian Aspinall said it himself – when we’re stuck and need ideas, we go to google. Responding to others’ needs and offering help (and asking for help) is empathy at its finest – which is a point I think we can all agree on –  that empathy is an ability we want our students and children to develop.

Earlier this week, I was watching one of Brian Aspinall‘s TEdx Talks on Education Reform. At one point, he explains the impact his Papa had on him growing up and how his teachings changed once he was diagnosed with Alzheimer’s. Brian then shares with us how he still continued to learn from his Papa, even though he had Alzheimer’s, by watching him work. This man never gave up and was determined to find a solution to a given problem. He remained persistent even when the task became challenging. In a classroom setting, having explicit discussions are important, but we can’t forget that our students also learn from observation. They are always watching, feeling, and tuned-in, which is why it is so important we respond appropriately when we, as teachers, are not successful. What we choose to say and what we don’t say both give students a message. I believe the statement in this picture can and should be a message intended not only for kids themselves, but adults as well. This tweet also ties in well to Brian Aspinall‘s latest Golf Cart Vlog Reflection – How Do We Evaluate Failure?In his vlog, Brian mentions the importance of defining failure, the concept of embracing it, providing good feedback, and reevaluating evaluation.

In the picture shown at the top of the post, we talk about not being successful. My interpretation of these few words is synonymous to failure. Keep in mind though that I am one of those who believe failure is proof that we are trying. That failure gives us feedback into trying again but while changing a variable, tweaking, tinkering and reflecting to ultimately find a solution or to better ourselves. Failing is a way to move forward. To me failing is a reason to not give up and to persist in order to reach the objective we’ve set for our self. I am one of those fail-forward-type-thinking people. Failing is not black and white as long as we are learning from the moments when we are “not successful”. Attitude has so much to do with how we see failure and/or success for that matter.

To wrap it up, because I don’t like reading long blog posts myself – I think the best thing we can do for kids as teachers is to reflect on such statements and push our own thinking, especially in times where we are unsuccessful, which subsequently will have an impact on our students mindset and mindsight. As Brian puts it, and the saying on the picture suggests – “We need to shift our(their) thinking from failure is bad, to failure is good.”

I also want my students to create content and not just consume it. Consumption is playing the game of school. George Couros has mentioned this many times before including when he spoke to our staff in April. I don’t want my students playing the game of school because I played that game and like many of my PLN friends, even though I won each and every year, in the end I came out losing. I lost opportunities to think critically, to speak my own mind, to fail and take risks and embrace the process of learning. It’s only since becoming a teacher that I am catching up alongside my students. They say that as a parent, you want your child to have a better upbringing than you had yourself. The same is true for what I want for my students.

I want my students to be makers not fakers. Read John Spencer‘s post “Seven Things That Happen When Kids Embrace a Maker Mindset” here , to understand why making and creating is so important when developing students’ character. I want these qualities to last their lifetime – not just the duration of the school year. As my title suggests, I want my students to build their character while staying true to who they are….not become a character in an everyday play for ten months to “succeed”. This isn’t a play or a game. School is a big part of their everyday life. Make it matter.

When Two Worlds Collide

At École Sage Creek School, both the French Immersion and the English programs are colliding, something that’s happened only once before in our division. When I applied for a teaching job in this dual track school, my friends who previously worked in one had many comments to share with me, some positive, and others not. But deep down, I knew this would be a different situation. I felt it would be different. ÉSCS would be a teaching and learning opportunity like none other I had ever experienced. When I thought of these two worlds colliding, I can’t deny that at first, I wondered how challenging it would be to maintain the integrity of the French Immersion program in a dual track school. I constantly worried about interactions in the staff room or learning commons and how I didn’t want to upset, insult or exclude anyone. I worried about my students having to learn a second or third language in an environment that didn’t allow them to be fully immersed. I worried about how all of our expertise and big ideas would fit into one building. How could all of our voices be heard? Thinking of having these two programs colliding led me to an old clip from Seinfeld. I haven’t always been a fan of the show, in fact at first I couldn’t stand to watch it, but when I met my husband – 15 years ago now –  we used to watch it early on in our relationship as teens (before life happened and we had kids). Low and behold, the oneliners and characters quickly grew on me and seeing how much my husband enjoyed watching the show, I couldn’t help but watch it with him. Even now, as he reads my post and watches the clip, his laugh still gets me! In this episode, George’s “two worlds” are colliding (his friends and his girlfriend) and he’s devastated. Nothing great can come out of his two worlds colliding. See SlapstickGuru2’s YouTube video below.

When I think of our two worlds colliding at ÉSCS, I know we won’t combust, we will strive to work as one unit. The staff has only met a handful of times and in the few interactions we’ve had (only four to be exact), it’s clear to me that we are all focussed on building one learning community and one school culture. One where learning will take flight and we’ll lead by innovation and collaboration. This was evident in our first meetings when a teacher I had met once before took the time to share the division’s reading and writing continuums with me so I could better be prepared as we planned in our respective teams. It was also confirmed when we toured our building for the very first time last week. What a masterpiece!

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After our walk through the school, teachers had the rare opportunity to decide where their second home would be (as all the classrooms are different in size and in function). As neighbourhood teams, we’ve also been emailing back and forth constantly, sharing materials and creating resources, offering suggestions, providing feedback, voicing our opinions and knowing how to dance – when to push, when to pull.  The same is true with same grade levels in both programs when it came to idea sharing, placing classroom orders and creating our supply lists. It was incredible how we were communicating through email, text and phone calls to get our lists completed over the weekend. It was a daunting and overwhealming task but this collaboration piece was critical to ensure we’ll be well equiped when our doors open this fall. As individuals, I sense that we are all open and excited to trying new ideas and firm on continuing what works best in each of our classrooms. Collaborating takes time. An awful lot of time, but I firmly believe that we were able to reflect a little deeper and make decisions that were clearer while we get to know who we are and who we are working with. Although there is still so much work to be done, we are well on our way towards making incredible cohesive learning spaces come together.

As I walked though the learning commons and our classrooms to get a feel of what our space will look like and feel like, I imagined our students using these spaces together to develop their 21st century skills along with their soft skills. I could see them collaborating, discovering, trying, failing and finding solutions. I could almost hear the buzz of students questionning, negotiating, celebrating and tinkering. The feeling I had when I walked through those doors is one I won’t soon forget and I just can’t wait to witness the students’ reactions as they walk into their learning spaces this September.

Unlike the Seinfeld video, I assure you that if I start using your lingo, it’s because I love your creativity and I am inspired by you. When I’m in the staff room and you’re looking for a place to sit, I will pull up a chair for you to join. If you offer me to join you at lunch to grab a bite to eat, I will take you up on it. If I come to school dressed in a puffy white pirate shirt (if you’ve watched Seinfeld, you’ll understand), please note that I am so inspired by Dave Burgess and that I am not impersonating Jerry Seinfeld (I mean, I LOVE the show, but I don’t love it THAT much!). When we give ideas and people a chance- we may surprise ourselves- just like me learning to love this sitcom. And lastly, even though the West Wing is forbidden in Beauty and the Beast, ÉSCS’s West Wing is open to all :).

We’ve been told time and time again that this process wouldn’t be easy but it would be worth it. That statement couldn’t be more true. Although there will be some courageous conversations to be had and difficult decisions to be made, the result of having these two worlds collide will be out of this world!

Comfort Zone Quotes - A comfort zone is a beautiful place, but n

 

My Motto Moving Forward

Coming back from our École Sage Creek School Staff Retreat yesterday, I had a lot running through my mind. Just like our two feeder schools are currently packed, so was our two day agenda. We had a lot to uncover (thank you Brian Aspinall for putting a whole new meaning to this word). Everything from updates, questions that lead to more questions, decisions, data and do’s and don’ts were discussed. Although we couldn’t finalize everything, there were meaningful connections made within the entire staff and we could truly feel our school’s vision come to life.

At one point in day two, magic happened. Everyone was sitting in a circle as we shared our expertise and passions with our crew. It was so incredible and empowering to be in a room, surrounded by passionate people who have such a broad range of talents, experience and expertise to share. I immediately imagined ourselves in the school and thought to myself – wow, not only are our students in great hands, but so are we as a team when it comes to onsite professional development. Each of our strengths are valued and all of our passions are welcome. This immediately made me think of a passage  from George CourosThe Innovator’s Mindset as to what we want for our students.

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Thank you Tara Martin, for starting BookSnaps. Here’s to my first one!

When we have voice and choice as to what and how we learn, we are resilient, risk-takers and invested. Everything becomes authentic and has a purpose. What more could we want for our students? Just like Brian Aspinall said at the Connect 2017 conference, “All children can achieve if given a fair chance in learning.” I agree wholeheartedly with this statement.

Although there are still many unknowns and that we still have many more discussions to have and decisions to make until we open this fall, one thing I am convinced of is that we all agree that we are here to do what is best for our students. In regards to my motto, what is best for our students is what is right. Will it be perfect, no, that’s an unattainable ideal. Will it be messy, absolutely. Will it be easy, not a chance.

The students who will be walking in their building next year are the reason why we’re here. As George Couros told us at our April 7th PD, “Don’t forget who you serve”. Their thoughts, interests and passions matter. They will leave at the end of grade 8 knowing that they have learned and put into practice all the skills they will ever need to be successful – whatever their definition of that word may be. They will feel confident, creative and connected. They will leave knowing they’ve left a mark on the school and have made an impact on their school community. They will leave with a sense of pride and most importantly, purpose. They matter. People matter. As Marc Poirier and Harry Bell mentioned, “It won’t be easy, but it’ll be worth it.” So worth it! Change definitely is an opportunity to do something amazing!

As I close this post, I noticed I was mentioning some of my mentors who have influenced me and who have shaped me into who I am today as an educator and learner. People from all walks of life, who have different approaches and different passions. Each one of them has contributed to my growth and has pushed me to take risks. As we move forward as a team, I look forward to having at least 36 more mentors (and 600 or so students) to look up to and who will continuously push me to become a better version of myself. At École Sage Creek School, I believe our students will feel much of the same. Being inspired by many, while being allowed to stay true to themselves. ♥