Monday, April 26, 2021

Authentic Effort

 Today's blog post is a hard one to compose.

I don't think I'm ready to yet put into words the recent family health challenges and setbacks. I'm still sorting those out in my head while shepherding individuals through several medical appointments. Big thanks go to my siblings for doing what they can, to deal with difficult circumstances.

Because of these current issues, related to my parents, I was unable to attend the entire workshop that I had signed up for on Saturday, April 24, 2021. This was unfortunate, since I really enjoyed the speaker.


Dr. Andrew B Campbell was the featured speaker. I could listen to that individual read a grocery list - he's that engaging. What I'll try to do in this retrospective is capture some of the points I was able to hear and absorb during my short time in the session (and connect it to my current situation).

  • be clear on a certain number (say 4) priorities - then, you won't be stretched thin
  • people judge us because they see our performances - don't be part of the "performance" of equity; alloy yourself to be authentic
  • question yourself: why are you doing this? - do things intentionally
  • people are leaving unchallenged / unchanged / unbothered
  • show evidence of our work - if you are a champion, show me your belt, your winnings
  • ask yourself: what have you done? - what can you do based on your skills (story of a medical doctor, who now sits on a board supporting trans youth in health care)
  • build your capacity, e.g. before you can help and support Indigenous causes, become informed, don't just point teachers to the "bin" of representative literature > make it so much that it's a trolley!
  • know the difference between equity and equality (analogy of giving apples > not everyone needs or wants or can have an apple [allergic, live on an apple farm] so don't strive for equality, go for equity) > translate this in library terms to not everyone needs/gets same access to library, consider library recess access pass, because some need more
In our first breakout room, I was fortunate enough to be grouped with Shelley, Lynn and Jenn. They gave me permission to share our Zoom photo here. We discussed why we need champions.


Shelley talked about planting seeds. Lynn mentioned how to use our powerful positions to speak volumes, whether or not we are part of that community. Jenn pointed out that her privilege means that she has nothing to lose and there's no risk in speaking out, contrasted with the daily emotional labour and the toil/danger/risk it takes to the humanity, value, identity of marginalized groups. We don't have to share it or present it as our own learning, but as what we have learned. Being a champion does not equal being in charge. 

When we returned to the "main room", the learning continued. Points made included:
  • we need a team of champions
  • you may not know what the measurement is of your equity work, so do what you do
  • record what the work looks like, because the system we work in demands records
  • try to be tuned in; this takes practice (by talking to others, attending workshops, asking for help)
  • sometimes we don't notice when things are equitable (e.g. Dr ABC checking reading samples and noticing the difference between descriptions of lakes vs rivers, or Heather's decision to move Indigenous creation stories out of the 300 "fairy tale" section)

The Ontario school library community, or at least those who attended Dr ABC's workshop, responded very enthusiastically to his words via social media.


I was going to call this blog post "Be A Champion", but I didn't want it to be confused with that series of teaching books ("Teach Like a Pirate" / "Teach Like a Champion"). Right now, I need to be a champion for my students, for groups traditionally and historically ignored in our systems of education, as well as for my parents. They aren't voiceless but for different reasons, their voices aren't heard or understood. This is not meant to be a "white saviour narrative" - this is why instead I chose to call this "Authentic Effort". I am not at the center of this. Why am I taking these actions? What am I doing? I have to make sure that I am not doing things for the right reasons to benefit others, and that I am making an effort (an authentic, not performative) to help, using the skills and talents that I have to the best of my abilities. 
Posted by at 1 comment:

Monday, April 19, 2021

Enough About Me - #PaidSickDays

 I didn't know what to write about this week. I just had "Spring Break", so it was a week without classes but not a week without concerns. The good parts involved sleeping in and playing video games distantly with friends so that meant a break from the usual routine, but it wasn't completely peaceful and restful. 

In addition to the usual worries and time-takers (e.g. tackling the large pile of marking, planning for an uncertain amount of time online, wondering how to best support my parents as my dad continues to slowly recover from his surgery), on Friday, the premier of Ontario made an announcement with new rules and restrictions. I thought it was going to be more "smoke and mirrors" changes-that-weren't-changes (such as calling it a "shut down" instead of a "lock down") but I was unfortunately surprised. There were changes, but not beneficial or useful ones - primarily, the police were granted more ability to stop people at random. The official quote is:

amendments to an emergency order (O.Reg 8/21 Enforcement of COVID-19 Measures) have been made that will provide police officers and other provincial offences officers enhanced authority to support the enforcement of Ontario's Stay-at-Home order. 

Effective Saturday, April 17, 2021 at 12:01 a.m., police officers and other provincial offences officers will have the authority to require any individual to provide their home address and purpose for not being at their residence. In addition, police officers, special constables and First Nation Constables will have the authority to stop vehicles to inquire about an individual's reasons for leaving their home.

If you want to know the source, it comes from this link (although I'm unsure if it will change or be updated by Monday).

The uproar was quick, and the backpedaling happened quickly thereafter. Sadly, the changes weren't significant ones - the main alteration was that outdoor playgrounds won't close. Police forces claimed that they would not use this authority given to them to card and harass but already there have been reports of individuals being stopped and questioned, especially people who aren't white.

What could have been done instead? These aren't my ideas: I've heard them shared by people much more experienced than I am. I'll limit the suggestions to what I guess might be the two biggest change-makers. Quite simply ...

  • arrange for paid sick days, especially for those working in "essential" but dangerous positions (e.g. grocery stores, delivery personnel, warehouses, etc.)
  • prioritize vaccinations for those who are at more risk for exposure, rather than age

I'm fortunate. In my profession, I have paid sick days. I'm also lucky enough that, due to several factors, I actually have a vaccination date booked. (It's 3 weeks from now, but that's a lot better than a lot of people.) 

It doesn't feel like my MPP listens to me - I've written him before and he's replied with a form letter about the wonderful things his Conservative government is doing. Still, I will try to email and phone him to ask for #PaidSickDays. I need to use my social capital to try and push for real measures that will protect Ontarians and actually "flatten the curve" (remember that slogan?). Please let me know in the comments if there are other actions I can take to try and make paid sick days a reality.

I will do my part as an individual and stay home and wear my mask when I have to go out. I keep my socializing to House Party and Animal Crossing New Horizons virtual island visits. (Thanks to Jennifer Cadavez, Beth Lyons and Wendy Burch-Jones for "playing with me" this past week.) One of my favourite things to do in ACNH is wish on stars - so I'll fill the rest of this post with photos of me wishing - wishing for #PaidSickDays for those who don't have them, for better leadership, and for an end to this COVID nonsense.












Posted by at 3 comments:

Monday, April 12, 2021

Land Grab

 Last week, the students returned to school after a four-day long weekend, only to return to remote online learning the very next day because Toronto Public Health issued a Section 22 order "to close schools to in-class learning from April 7 to April 18". 

I was grateful that we had a single day together, so that we could have an outdoor physical education class using our batons, as well as a visual arts double period so we could sculpt with plasticine clay. Simultaneously, I was grateful that TPH took measures to keep students and education workers safe. I was able to use the opportunity to try something new and unusual digitally for social studies.

I wanted to bring Minecraft into the classroom for this social studies unit, but unfortunately, the myriad of devices the students use at home to access online learning makes it challenging to coordinate a single world. However, a friend of mine alerted me to a simple, platform-agnostic tool called Gather Town. (Thanks Tina!)


I decided to try it out with my students. The Grade 5s are studying First Nations and European Explorers and the Grade 6s are studying Canadian Communities Past and Present. What types of communities might we construct together in this open world, with no instruction manual or teacher direction?

These questions below are the questions that my students and I discussed shortly after our initial foray into Gather Town, as well as the reflection questions provided for more in-depth thought the day after the first visit. So, I guess I'm completing the same homework here that I gave my students.

1) How did you feel entering the new space?
2) What did you do when you got into the space?
3) How did you learn to do things?
4) Once you discovered how to change the environment, what did you (or others) do?
5) Why might the teacher not have told you what was possible?
6) Did anyone ask if they were allowed to make changes?
7) Why were people so reluctant to leave?
8) If you went back again, what would you do?

a) Why did players want to enter this world?
b) What kinds of interactions did you notice?
c) How did groups form? What did these groups do?

I was the first person to enter this space, so it felt like a big responsibility.
I briefly looked through the tutorial that the game provided, looked at the terrain, and wondered what would be the most natural kind of setting. I planted a few trees that I decided belonged to the area but kept some wide open spaces as well, so that I could mimic nature as closely as possible with some forest and plains. I placed a tent so I would have somewhere to "live". I knew more than most of the students did about Gather Town, but I was no expert. This is what the online space looked like when the first of the visitors started to arrive.



I didn't want to impose on the visitors, so I wandered around a bit and said hello. I watched as the students ran around the space, checking things out and attempting to communicate with each other. They figured out how to talk via emojis before I did.

I discovered that I could allow others to alter the environment through a simple switch. Without making any announcement, I changed the settings. I didn't want to lead or direct their play in any way. How quickly would they learn that they had some new powers? The answer was not long. 



These two photos were taken only seconds apart. This unusual new plant began sprouting everywhere, and I mean everywhere! No one asked permission, even though my name in the game was labelled MzMolly - so there was no mistaking me for other players. Maybe they felt like it was a "new space" so it was theirs to do with as they wanted? I'm curious to read their reflections to this portion.

I don't want you to think less of my students - they were behaving just like true explorers. Just as toddlers test out limits to new objects by using all their senses and pushing items to their limits, and just as players new to Minecraft begin by smashing everything in sight while discovering their powers, these students relished their abilities without considering the long-term effects. There are many types of gamers - the most simplified versions are "Killers / Achievers / Explorers / Socialisers"  (you can even take this test to see what type you are, although this test is more thorough and nuanced). Everyone interacted with the world in a different way, and no one worried about the "curriculum connections" or "learning objectives" as they were in-game (which is what I had hoped would happen).

By the end of the first session, others were squatting in my house and any spare open land was completely covered by these tiny dark green plants.





I did have to "put on the teacher hat" and tell the students we had to leave the world, with a promise that they could return. It was hard to get them to leave, because now that they had figured out what was possible to do, they were eager to do more. 

On the last day of remote online learning prior to Spring Break, the students had a second opportunity to enter our Gather Town space. The space transformed even more rapidly this time around. Individuals started to claim their spaces, and their additions definitely differed from the original theme! Tents, video games, fountains and shrubs began to appear. I started to worry that my space was going to be usurped, so I started to try and make a sign that said "Mz Molly's Spot", even though I hadn't intended on claiming a section for myself, but I didn't know how to write on the sign! I even caught the moment when someone briefly added a large pink SUV to the land!





Players wanted to enter the world because they were invited to join, because others were joining, and because they thought it would be fun and adventurous. Students did not realize how they had constructed their avatars until after they joined the game, but it turns out that several had chosen to be snowpeople, and they found each other right away and hung out together.

Near the end of our short second session, there was a huge dance party being held right in front of my "house" and all sorts of items placed on and near my tiny little corner.




I didn't mean for it to become a simulation, because in my opinion, despite there being a lot of social studies simulations online, many social studies simulations are fraught with issues, such as trivializing  and gamifying the experiences of marginalized people. However, this experience will provide great personal connections for me and for the students when we discuss things like interactions among communities, especially established vs emerging ones, or the development of relationships between groups and the impact of settlements. Respecting people and their rights sometimes has to be concentrated efforts because individual zeal can override consideration for others. I hope it will be a memorable way to understand complex past history and develop empathy. 

Posted by at 1 comment:

Monday, April 5, 2021

Eggs - Not That Kind

Eggs - Not That Kind by Diana Maliszewski 

Today's blog post will simultaneously appear on my personal blog (Monday Molly Musings) as well as the Association for Media Literacy website.

I am crafting this reflection on the Easter weekend. On Animal Crossing New Horizons, virtual me has been busy collecting eggs of all types in preparation for the game's "Bunny Day" celebration.




But that's not the type of egg I want to discuss here. 

My Grade 5s and 6s are studying the Human Development and Sexual Health portion of the health curriculum right now. Often, this is a topic that is not greeted with enthusiasm by the students. There are many reasons for this reluctance: the topic is seen as "gross", "awkward", and uncomfortable to discuss in a classroom. I'm not usually the type of teacher who turns to pre-generated lesson plans, but OPHEA (Ontario Physical and Health Education Association) has readily available very thorough and age-appropriate resources. I downloaded them, reviewed them, and began to follow them.

There are certain recommendations provided as part of these lesson plans. The tips are very helpful and inclusive (e.g. using non-gendered language). For instance, OPHEA suggests that these units are taught in mixed-gender classrooms. As the lesson plans state, 

Teaching puberty in an all-gender environment allows students to: 

● learn to talk comfortably and respectfully with each other 

● understand that they need to learn about others 

● understand that many changes are the same for everyone 

● learn that they are more alike than different.

Despite these wonderful materials, my students began to complain about their weekly health lessons. They'd joke about being excused to go to the bathroom - for 40 minutes. I even heard through their parents that they were not happy about learning about this content - until Fred and Annabelle came.

Fred and Annabelle are the names given to two Giant Microbe stuffed toys that I own. The students named them almost immediately after I first brought them into the classroom. Fred is a sperm. Annabelle is an ova or egg. Suddenly, the concepts became less icky and more concrete when the sex cells became personified. Students were comfortable noting the "homes" that Fred and Annabelle resided, and the "roads" they used to get to their "destinations". 


We were very conscientious about not substituting common objects as stand-ins for organs of the reproductive system. My student-teacher even commented on how relieved she was not to see any "bananas as penises" references during my initial lessons, unlike her own cringe-worthy middle school health class experiences. 

We directly addressed the common euphemisms employed to discuss topics like menstruation so that students would be able to make connections between "classroom language" and "society language". I also learned, thanks to my own children, that these terms change with each generation. I knew about
  • a visit from Aunt Flo
  • being on the rag
  • that time of the month
but I didn't know that nowadays, some people call it
  • Japan (for the big red dot on their flag)
There are a few fascinating articles that list some of the 5 000 code terms for periods, as well as the different terms based on languages spoken.  Speaking of periods, we also had the chance to destigmatize periods by distributing menstrual pads for everyone in Grade 5-6 to examine. 



There are a lot of great potential media lessons that can be linked to this topic.

Ones I've directly addressed with my students are:

1) Why is it easier to talk about spermatogenesis and menstruation when we have Fred and Annabelle?

2) Why do some people give "code names" for body parts? Why do we use the scientific terms in class?

Other potential questions and activities that lend themselves well to an integrated media/health discussion include:

1) After reading the article called "Top Euphemisms for 'Period' by Language", what similarities and differences do you notice?

2) Watch or look at advertisements for "female sanitary products". What colours are used most and least? Why?

3) What words are used to describe periods and period-related products? (e.g. sanitary, hygiene) How does the word choice influence what we think about menstruation?

4) Examine and redesign packages for menstrual products, especially for younger users. What images, words and packaging would you use?

5) Make a YouTube video that explains how the industry has or has not addressed the needs of their target audience with regards to menstruation.

6) Compare "period talk" videos on YouTube (e.g. Adita Gupta, American Girl).Which do a good job? Which do not? Why?

7) How do social media platforms (i.e. Tik Tok, Instagram) represent sexuality in images and language? What makes you feel more or less comfortable? (This is definitely for older students)

8) Why do so few dolls have genitals? Why might this matter?

Big thanks to Carol Arcus for helping me compile this more-extensive list of "period possibilities".

If you are looking for other media texts to supplement this instructional topic, AML board members recommend:

  • Period End of Sentence (a short documentary suitable for older grades)
  • The Period Purse, an organization that aims to reduce stigma around menstruation







Posted by at No comments:
Subscribe to: Posts (Atom)