Teaching Symposium 2017

As the final capstone to our Teacher Education program at the University of Ottawa, we had the opportunity to choose from a selection of workshops over the course of a two-day Teaching Symposium. This conference allowed teacher candidates to learn from educators in the field, leading researchers in education, and community partners supporting education through different programs and initiatives across Canada. Below, you will find a description of the top three workshops (among many!) that I attended during the conference.

TRIBES: A Way of Learning and Being Together

During this workshop, Donna Bennett and Michael Eveleigh walked us through an introduction and overview of the TRIBES training program. This training offers teachers the strategies for: building a positive classroom and school environment; teaching specific skills for collaboration; using reflection to support learning; and much more. It is a democratic process that results in “a positive environment that promotes human growth and learning.” For example, the framework for a TRIBES Learning Community involves the use of TRIBES Community Agreements, which are summarized in the graphic below.

Tribes Community Agreements

It is important to note that the TRIBES training is:

  • Not a curriculum!
  • A research-based process
  • Useful in building a school-wide learning community
  • Applicable for K-12 students

I’m curious to learn more about this training program, and I will definitely be looking into this approach in further detail! In short, the TRIBES Trail can be summarized by the following quote and image:

“Someone to walk with and somewhere to walk to.”

The TRIBES Trail

Kirpans and Peanut Butter: Why and How We Teach Critical Thinking for Social Justice

During this workshop, trained lawyer and Education Coordinator for the Canadian Civil Liberties Education Trust Miatta Gorvie led a fascinating discussion on the topic of fostering critical thinking in schools for social justice. Through dissecting and analyzing various case studies (e.g. Kirpans, Peanut Butter), we explored the different components of Canada’s Charter of Rights and Freedoms (e.g. Freedom of expression, Freedom of religion, Right to peaceful assembly, Right to be free from unreasonable search and seizure) and how they impact our role as teachers.

As professionals who will be interacting with students in a school setting, one question was at the core of every discussion: how do we agree on what is a reasonable limit to people’s rights? Miatta suggested the “Acorn Test” for thinking critically about the measures we impose on our students to keep them safe. The Acorn Test includes the following questions:

Acorn Test

  1. Why? What is the purpose for the limit?
  2. Will it work? Will the measure benefit the student body and make the school a safer place?
  3. What else will it do? What are the costs and/or side effects of the measure?

This Prezi is a great summary of the Acorn test as presented by the Canadian Civil Liberties Education Trust.

In summary, she highlighted three key messages that we need to keep in mind as educators:

  1. There are no right answers: every situation is unique and there is no blanket solution to every situation.
  2. Conflict is a good thing: we often think about conflict as a negative thing, but respectful conflict and disagreement can be a good thing. This fosters independent thinking in our students so they can think for themselves.
  3. As teachers we are lawmakers: every day in every way we are lawmakers, through every decision we make (e.g. homework, bathroom, latex) and in every situation. As teachers, we thus need to embody ideas about democracy and societal values through our daily decisions.

Inspiring Global Citizens

Last but not least, my favourite workshop of the conference was facilitated by representatives from the Aga Khan Foundation Canada. Through various discussions and group activities, we explored ways that we, as educators, can integrate global citizenship and international development in our teaching and learning practices. We touched on five key messages during the workshop, which I have summarized below.

  • Quality of Life: What is quality of life? This is an important question to explore! One definition states that a person with good quality of life is “a person whose basic needs are met, who can act effectively and meaningfully in pursuit of his or her goals, and feels satisfied with life” (Aga Khan Development Network). In short, people with a good quality of life are able to reach their full potential.
  • Global Goals for Sustainable Development: the 17 Sustainable Development Goals or Global Goals are supported by the United Nations Development Programme in order to end poverty, inequality and climate change by 2030. Not only do they provide guidelines and targets for countries, they address the root causes of these interconnected global issues.

Sustainable Development Goals

  • Global Citizenship: while discussing this topic, we referred to an increased sense of connectedness, responsibility, and respect for people around the world. Fostering global citizenship should be a goal in every classroom in order to increase our students’ awareness of the disparities in quality of life from country to country.
  • Six Pillars of Sustainable Development: What does sustainable development mean? This question reminds us that we need to support people attain the knowledge and tools necessary to improve the quality of life in their own communities over the long term. According to the Aga Khan Foundation, sustainable development is characterized by the following six pillars:
  1. Embrace Complexity
  2. Build self-reliance
  3. Invest in the long term
  4. Work in partnership
  5. Foster gender equality
  6. Promote pluralism

For example, we used the following video as a starting point to discuss these six pillars of sustainable development. By drawing on specific aspects of the SESEA program, we were able to see how a successful sustainable development initiative makes a real difference.

  • Making a Difference: Now what? We wrapped up our discussion by emphasizing the importance of empowering our students to become agents of change through individual and collective action, whether big or small. The end goal, after all, is to help improve people’s quality of life and increase our connection with others across the globe.

Click here for the Inspiring Global Citizens: An Educator’s Guide in English, or here for French. I highly recommend you check out this guide! The Aga Khan Foundation Canada has also curated a list of excellent teacher resources, that you can find here.

Thank you to the Annual Student Teacher Conference Committee (ASTCC) for organizing this event. It’s hard to believe that this marks the end of my two years in the Teacher Education program, but I am excited to see what opportunities lie ahead for me!

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