Applying principles to teaching
Throughout the course PED 3139 Creating Healthy, Safe and Supportive Learning Environments, we explored strategies and practices to build intentional learning communities that foster positive behaviour. This was accomplished by addressing the learning objectives listed below, which were used as a framework for the course (Orders, “Course Overview”).
- Co-create authentic learning communities
- Recognize the connection between healthy communities and effective learning
- Critically examine mainstream practices of punishment and discipline
- Explore the philosophy and practice of restorative justice
- Become confident in the use of classroom circles
- Learn techniques for responding to harm
- Discuss how to uphold the dignity of all members of the classroom community
- Engage with the idea of the democratic classroom
- Explore opportunities that arise through conflict and controversy
- Think through how to connect your classroom with broader communities
Given this learning experience, I felt that it was important to approach my Community Service Learning (CSL) and Practicum placement with an overarching inquiry question in mind that unifies the themes of the course. Based on the course outline and above-stated learning objectives, I developed the following inquiry question:
“As a teacher, how do you create a healthy, safe, and supportive learning community that promotes growth and positive relationships?”
Creative Representation: Applying the Principles to My Teaching
With this inquiry question in mind, I was tasked with demonstrating how the course concepts were (or will be) incorporated into my own teaching. Since each weekly course topic addressed a different aspect of my inquiry question, I wanted my representation to incorporate all of the elements I would take into consideration when building an intentional learning community for my students. I thus decided to use an untitled ink on paper drawing by Brian Jungen (below), a contemporary Canadian artist with First Nations ancestry, as a representation of my learning journey through PED 3139, my CSL placement, and Practicum. To me, this drawing communicates the importance of diversity, opportunity, and synergy. It also speaks to the unifying idea of a circle, which promotes balance, change, wholeness, and connectedness in First Nations cultures (Manitoba Education and Youth, 2003).
An image of the drawing is shown below, and the full ThingLink interactive media platform can be accessed here. The scope and sequence of how I experienced (or envision) each part contributing to my teaching is detailed below, although they each play an equal role and work in tandem to answer my inquiry question.
1. Awakening community
- Tribes trail map: the process of fostering a Tribes learning community is in line with the Ontario Ministry of Education’s Foundations for a Healthy School (2014b), and represents a holistic approach to promoting the well-being of all students.
- Restorative practices to resolve conflict and build relationships: while the viewing of this video sparked strong responses within our class, I included it as a reminder that you never know the current or past struggles that learners or colleagues may be facing. It is thus important to take the time to know your learners and become familiar with their potential triggers.
2. Building intentional learning communities
- A community mosaic: this blog post details my experience in building an intentional learning community with grade sixes during my practicum.
- Brené Brown on empathy vs. sympathy: this was my favourite video from the course, and I hope to continually use it as a powerful reminder of the importance of making a connection with students on a personal level.
3. Discipline that restores
- Social discipline window: “A basic premise of restorative practices is that people (students, teachers and staff) are happier and more likely to make positive changes when those in authority (teachers, staff and administration) do things with them, rather than to them or for them” (Costello, Wachtel and Wachtel, 2009).
- Restorative questions: a restorative environment is one in which students work in partnership with the teacher and other students. While the environment is controlled, it is done so in a caring and supportive way, and students are held responsible and accountable for their own learning and behaviour (Orders, “Class 4: Discipline that Restores”).
- Brené Brown on listening to shame: this video reminds teachers to reflect on the message we are sending to students when we discipline them. As a new teacher developing my own classroom management style and practices, I will seek to always separate the deed from the doer and recognize certain negative behaviours as good people making bad decisions (Brown, 2012; Orders, “Class 4: Discipline that Restores”).
- Brené Brown on the power of vulnerability: I have also included this preceding video by Brené Brown as it communicates the very important idea that vulnerability is not weakness; rather, it is “emotional risk, exposure, uncertainty” (Brown, 2010; Brown, 2012). As a teacher, I hope to help my students to believe that they are enough.
4. Embracing conflict in the classroom
- Alfie Kohn on compliance to community: this is a series of Bitstrips I developed to communicate the importance of approaching conflict positively and “taking students backstage” (Kohn, 2004; Orders, “Class 5: Embracing conflict in the classroom”).
5. Responding to harm
- Restorative practices talking circles: while I used circles in a more informal, games-based setting during my practicum, I look forward to the opportunity to incorporate restorative talking circles as a means of building trust and fostering cooperation in my own classroom.
- Duty to report: this professional advisory outlines educators’ role in the protection of children and youth (OCT, 2015). This will be an important document to help me fully understand my ethical, moral and legal duty to report and meet the standards of the teaching profession.
6. Safe and inclusive schools
- 5 things you didn’t know about bullying: this PREVNet infographic communicates important statistics about bullying in Canada, and highlights the importance of implementing appropriate anti-bullying programs. PREVNet (Promoting Relationships & Eliminating Violence Network) is an excellent resource that I plan to consult for tips, factsheets and other bullying prevention resources in my future teaching.
- Crumpled paper lesson: this short activity brings to light the long-lasting effects of bullying for all those involved. I have encountered this compelling activity in classrooms before, and I plan to use it as part of a bullying prevention program in my future learning community.
7. Including LGBTQ students and teaching inclusively
- Egale Canada Human Rights Trust: “Egale’s vision is a Canada, and ultimately a world, without homophobia, biphobia, transphobia and all other forms of oppression so that every person can achieve their full potential, free from hatred and bias.” This is an important resource for educators who are seeking to understand, identify, address, and eliminate barriers in education related to sex, sexual orientation, gender identity, and gender expression (Ontario Ministry of Education, 2014a).
- The Genderbread Person: this excellent infographic contributed to my own learning about gender identity and gender expression, and I hope to use it in my future teaching practice as a guide for developing gender understanding.
8. Supporting exceptional learners and their families
- Teacher’s gateway to special education: developed by the Ontario Teacher’s Federation, this website is a treasure trove of strategies and resources to help teachers meet the individual learning needs of their students (with particular focus on exceptional learners).
- Compliments by Chris Ulmer: this video depicts the simple strategy of starting each day by complimenting every student. As shown in the moving video, I believe this practice would foster a positive learning environment and I plan to incorporate it into my daily routine, in a circle format if possible.
9. Theory into practice
- New teacher induction program web resources: this PDF document outlines web resources available that address safe and healthy schools, and specifically identifies which resources new teachers should consult based on four success criteria.
- Beyond the classroom, “Discovering Me” e-portfolios, Flexible learning environment, Genius hour, Makerspaces, Movement: these blog posts document the ways in which I implemented and applied the principles learned throughout this course to my CSL and Practicum placement using a variety of creative strategies.
10. The ideal and the real
- Sketchnote: this is a compilation of ideas generated in PED 3139 about the elements we identified as necessary to feel healthy, safe and supported in a learning community (Orders, “Class 4: Discipline that Restores”). I think it is a great summary of how the principles of this course could be applied in a classroom setting, and will help me to foster a healthy, safe and supportive learning community throughout my future teaching endeavours.
Brown B. “The power of vulnerability.” Online video clip. TED. TEDxHouston, June 2010. Web. 14 April 2016.
Brown B. “Listening to shame.” Online video clip. TED. TED2012, March 2012. Web. 14 April 2016.
Costello B, Wachtel J, Wachtel T. (2009). The Restorative Practices Handbook. Bethlehem, PA: International Institute for Restorative Practices.
Kohn A. (2004). Challenging students…And how to have more of them. Phi Delta Kappan: 1-17.
Manitoba Education and Youth. (2003). Integrating Aboriginal perspectives into curricula: a resource for curriculum developers, teachers, and administrators.
Ontario College of Teachers (OCT). (2015). Professional Advisory: Duty to Report.
Ontario Ministry of Education. (2010). Caring and safe schools in Ontario.
Ontario Ministry of Education. (2014a). Equity and inclusive education in Ontario schools.
Ontario Ministry of Education. (2014b). Foundations for a healthy school: promoting well-being is part of Ontario’s Achieving Excellence vision.
Orders S. “Class 4: Discipline that Restores.” University of Ottawa. PED3139T1, Ottawa, ON. 21 Jan. 2016. Lecture.
Orders S. “Class 5: Embracing conflict in the classroom.” University of Ottawa. PED3139T1, Ottawa, ON. 26 Jan. 2016. Lecture.
Orders S. “Course Overview.” University of Ottawa. PED3139T1, Ottawa, ON. 12 Jan. 2016. Handout.