Coping with COVID-19 and - climate change pages 14-15 - Sept l Oct 2020 - IPPNW Canada
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BC Teachers’ Federation Sept l Oct 2020
Coping with COVID-19 and
climate change pages 14–15
What is code-switching? page 9
iStock.com sources Police in schools pages 16–17
IN THIS ISSUE
Volume 33, Number 1
Sept/Oct 2020 THIS IS
YOUR
6 BCTF holds online AGM
8 A positive learning
environment for all
MAGAZINE
9 Code-switching
10 There is no vaccine for racism
12 Tech ed during COVID-19
14 COVID-19 and climate change Do you enjoy writing? Have a story to tell?
16 (Re)considering the role of Know of a project at your school or in your
police in schools local you want to share with colleagues? Larry Dureski, Cranbrook, takes Teacher
18 Surrey Teachers’ Association up Fisher Peak in the BC Rockies.
Convention Then consider writing for Teacher,
the flagship publication of the BCTF!
22 Frozen in time: Class-
Submission guidelines are available at
composition provisions
bctf.ca/newsmag. We also welcome
23 Taking time: Understanding letters to the editor. Send your letter to
consent culture in a pandemic teachermag@bctf.ca.
24 The importance of cultivating
a growth mindset Teacher reserves the right to edit or
25 Bullying and harassment condense any contribution considered for
26 Workplace well-being publication. We are unable to publish all
28 Help students avoid submissions we receive.
plagiarism
29 Empowering students through Deadlines
Jan/Feb 2021 November 6, 2020
inquiry
March 2021 January 8, 2021
30 Mindfulness and learning in a
May/June 2021 March 26, 2021
one-room schoolhouse
32 Planting a garden trough Contact us
33 Virtual classrooms raise BC Teachers’ Federation
critical questions Toll free 1-800-663-9163 Retired Qualicum teacher Cathy Van
35 Should Gladstone Secondary Email teachermag@bctf.ca Herwaarden reads her latest Teacher
Web bctf.ca/newsmag while her dogs Ziggy and Toby snooze.
be renamed?
Acting Editor Jennifer Kimbley Send photos of you or your
REGULAR FEATURES Assistant Editor/Design Sarah Young colleagues reading Teacher to
3 President’s message ISSN 0841-9574
teachermag@bctf.ca and you
3 Message de la présidente
BCTF Executive Committee could be featured!
4 Letters to the editor
20 Local profile: SEPF Violette Baillargeon Clint Johnston
Benula Bunjun Teri Mooring
34 Book reviews
Karen Edwards Jody Polukoshko
36 Classifieds
Rae Figursky Robin Tosczak
Articles reflect the views of the authors Carole Gordon Katherine Trepanier
and do not necessarily express official Peggy Janicki Matt Westphal
policy of the BCTF. The BCTF does not
endorse or promote any products or Teacher Magazine Advisory Board
Colleagues and neighbours Brigitte Boily,
services advertised in the magazine. Back L to R: Mahima Lamba, Jennifer
Vancouver Elementary, and Michael
Advertisements reviewed and approved Fox, Renée Willock. Front L to R: Shelley
Sheppard, North Vancouver (below), enjoy
by the BCTF must reflect BCTF policy Balfour, Catherine Quanstrom. Jennifer
their latest issue of Teacher.
and be politically, environmentally, and Kimbley photo.
professionally appropriate.
2 TEACHER Sept/Oct 2020
PRESIDENT’S MESSAGE DE
MESSAGE LA PRÉSIDENTE
Your health and safety comes first Votre santé et votre sécurité
By the time this edition of Teacher is printed and passent en premier
mailed out, school will have been back in session Au moment où cette édition du magazine
for a few weeks and it is hard to predict how it Teacher sera imprimée et envoyée par la
BCTF President Teri Mooring
will have unfolded. Based on the first couple of poste, l’école aura recommencé depuis
days, we know that the promised personal protective déjà quelques semaines et il est difficile de prédire comment cela
equipment wasn’t available everywhere and class se sera déroulé. En se basant sur les premiers jours, nous savons que
sizes for many teachers are still too large to allow for l’équipement de protection individuelle promis n’était pas disponible
physical distancing. partout et que la taille des classes est encore trop volumineuse pour
de nombreux(-euses) enseignant(e)s pour pouvoir permettre la
Throughout this time, the BCTF and our locals have not distanciation physique.
let up on our public advocacy to ensure teachers and
students are as safe as they can be. Whether it is in the Tout au long de cette période, la FECB et nos sections locales n’ont
media or in direct calls with government officials, we pas cessé de défendre publiquement nos intérêts afin de veiller
are making sure health and safety deficiencies are à ce que les enseignant(e)s et les élèves soient le plus en sécurité
identified and fixed. possible. Que ce soit dans les médias ou lors d’appels directs aux
représentant(e)s du gouvernement, nous veillons à ce que les lacunes
I know many of you are still very concerned about the en matière de santé et de sécurité soient identifiées et corrigées.
safety of schools. Our continued efforts are focused
on getting school districts to spend the $242 million in Je sais que plusieurs d’entre vous demeurent inquiet(e)s à propos de
federal funding to make remote learning accessible in la sécurité des écoles. Nos efforts continus consistent à amener les
every district and reduce class sizes and school density conseils scolaires à dépenser les fonds fédéraux de 242$ millions, afin
overall. We know the federal funding is not enough de rendre accessible l’apprentissage à distance dans chaque conseil
to reduce class density in every local in the province. scolaire et de diminuer la densité des classes dans tous les locaux de
But it is a good start, and it does put this choice within la province. Toutefois, il s’agit d’un bon début et ce choix est placé à
reach for the provincial government. la portée du gouvernement provincial.
I also know we are all eager to do everything we can Je sais également que nous sommes tous et toutes soucieux(-euses)
to support our students in these very difficult times. de faire tout notre possible pour soutenir les élèves dans ces temps
Supporting our students in these worrisome and difficiles. Soutenir nos élèves durant cette période inquiétante et
anxious times is so important. Taking care of ourselves angoissante est si important. Il est d’autant plus important de prendre
and ensuring our workplaces are safe is even more soin de nous-même et de veiller à ce que nos lieux de travail soient
important. If that means wearing a mask and face sécuritaires. Si cela signifie de porter un masque et une visière, faites-
shield, do it. If that means creating a culture of mask le. Si cela signifie d’établir une culture du port du masque dans votre
wearing in your classroom, do it. If that means staying salle de classe, faites-le. Si cela signifie de rester aussi physiquement
as physically distant as you can, do it. Your health and distant(e) que possible, faites-le. Votre santé et votre sécurité passent
safety comes first. en premier.
If, at any time, you are concerned about the con- Si à tout moment vous êtes inquiet(e) concernant les conditions
ditions in your classroom, please contact your local dans votre salle de classe, veuillez contacter immédiatement
union representatives immediately. Any safety con- les représentant(e)s de votre section locale. Toute inquiétude de
cerns about working conditions must be reported to sécurité concernant vos conditions de travail doit être rapportée
the employer promptly. Your local union can support à l’employeur sans délai. Votre syndicat local peut vous aider à
you in doing that. Every local has site-based health le faire. Chaque section locale dispose de représentant(e)s en
and safety representatives, staff representatives, and santé et sécurité sur place, de représentant(e)s du personnel et
local-wide representatives who can assist you. Local de représentant(e)s à l’échelle locale qui peuvent vous aider. Les
unions also have local presidents and other members syndicats locaux ont aussi des président(e)s locaux(-ales) et d’autres
working hard to troubleshoot and advocate. membres qui travaillent ardemment à trouver des solutions et à vous
défendre.
If your stress levels are high and you need some help,
please keep StarlingMinds.com in mind. It is a free Si vos niveaux de stress sont élevés et que vous avez besoin d’aide,
and confidential online cognitive behaviour therapy veuillez garder en tête le site StarlingMinds.com. Il s’agit d’un
program for BCTF members. programme de thérapie cognitivo-comportementale en ligne gratuit
et confidentiel pour les membres de la FECB.
Thank you and take care.
Merci et prenez soin de vous.
Sept/Oct 2020 TEACHER 3
LETTERS TO THE EDITOR
TQS info led to higher salaries Fasting in schools
As a local president, I appreciate every Thank you for the informative How teachers
opportunity I get to support my members. feature on students fasting can support students
The article on page 14 in the March during Ramadan in your March during Ramadan
issue of Teacher magazine on the issue. The suggestions about
policy changes for the Teacher how to support students will
Qualification Service (TQS) apply equally to others who
did just that. I sent out the also observe a fast every year.
information from the magazine You may very well have Bahá’ís
to my 330 members and was among your students and staff
able to help 4 colleagues in who could be fasting during
my local access a higher-category school hours.
placement. I encouraged everyone
to apply, especially those from out of The Bahá’í fast is observed
province, and it paid off! Thanks for the during the 19 days immediately
information! preceding the date of the
spring equinox (about March
Shelley Balfour, Local President,
21). Bahá’ís abstain from eating or drinking between sunrise
Cranbrook District Teachers’ Association
and sunset. Bahá’ís may begin to fast after reaching the
age of 15 and may stop fasting when they reach the age
Hi Shelley,
of 70.
That’s wonderful news. I’m glad your members were able
Best wishes,
to get their category upgrades and higher salaries!
Myles Ferrie, Tech Studies, Point Grey Secondary,
Jennifer Kimbley, Acting Editor, Teacher
Vancouver
May issue uplifts,
stirs happy memories
This magazine just made my Troubled by antisemitism article
day, especially the tribute I was troubled to open my latest Teacher magazine and
to Larry Kuehn by Nancy see a de facto endorsement of the teaching resources
and Jennifer. With the provided by Fighting Antisemitism Together (FAST) at their
COVID-19 isolation policy, I website www.voicesintoaction.ca. A quick glance at the
could only show this article site reveals that they promote and include in their teaching
via FaceTime to my husband, materials the erroneous and dangerous conflation of anti-
Roland, who was very involved [with the union] during his Zionism with antisemitism (see their Unit 6). Their website
teaching career. He smiled when I showed him this photo goes far beyond the controversial International Holocaust
and acknowledged good times spent with Larry years ago. Remembrance Alliance (IHRA) definition of antisemitism
that was recently rejected by Vancouver City Council
On the cover where teachers miss their students … does
and is controversial across the globe for its inclusion of
that school only have two male teachers? That brings back
criticism of Israel as an example of antisemitism. The FAST
memories of teaching in Coquitlam where our elementary
website includes, for instance, in their definition of “the new
school only had a male principal and vice-principal
antisemitism,” holding the opinion that, “Israel has little
with the rest of us females in the “trenches.”
interest in dialogue.”
Greetings from a rainy day on Vancouver Island,
At the most basic level, a political belief is not a religion,
and equating the two (anti-Zionism = antisemitism) can and
Lennor Stieda, retired now for 20 years!!!!
is used to demonize and in some places criminalize political
views. The US Anti-Semitism Awareness Act, for example,
Hi Lennor,
criminalizes critique of Israel as it is included as an example
I’m told that there are six male teachers at Lena Shaw of antisemitism in the IHRA definition. This and similar laws
Elementary, but not all were featured in the photo collage. have been used to stifle free speech and to silence, in
particular, activists supporting Palestinian human rights.
Jennifer Kimbley, Acting Editor, Teacher
4 TEACHER Sept/Oct 2020
I am an anti-Zionist Jew myself and according to the FAST Many new immigrants to British Columbia look to their
website that makes me an antisemite. Using this definition English language learning classes as safe and welcoming
of antisemitism erases my right to define my own identity places. Indeed, for many newcomers, school is their first
as a Jew, an identity that has nothing to do with the state community.
of Israel. It also conflates my criticism of Israel’s human
rights record with antisemitism. It, in fact, undermines All adult education students, regardless of their goals, work
me as an antiracist activist myself, including work I do to hard to upgrade, retrain, or rise above minimum-wage
combat antisemitism, because I have a critique of Israel, jobs.
I am, according to them, an antisemite. The net effect is
not only to take and contort my own Jewish identity, but Unfortunately, adult education students are funded at less
also to make the world a more dangerous place for me than two-thirds the level of K–12 students. They do not have
to live, because legitimate antiracist activists, who fight access to counsellors, educational assistants, and other
antisemitism and for Palestinian rights, are now being falsely supports.
labeled as antisemites.
In order to continue providing valuable adult education
I hope Teacher will provide some balance by giving programs, adult education teachers seek adequate and
space to one of the many Jewish organizations that do equitable support and funding to ensure these learners
antiracist work and do not adhere to the IHRA definition have the opportunities they need to graduate or to
or the equation of anti-Zionism with antisemitism, such as upgrade. We owe them a solid second chance!
Independent Jewish Voices (IJV). I recommend in particular
the article “Antisemitism in context: Its use and abuse. An By Joanne Shaw and Karen Jogha,
IJV Report” on their website at www.ijvcanada.org. I also BCTF Adult Education Advisory Committee members
hope Teacher will choose to highlight the work of the many
Palestinian human rights activists who want to ensure that
our antiracist education also includes teaching about the
Nakba and the views of the Middle East land question from
a non-Israeli point of view.
Tara Ehrcke, teacher, Greater Victoria;
Committee for Action on Social Justice (CASJ) member
School district adult education programs:
A pathway to success
Adult education students come from diverse backgrounds:
they may be school-aged youth who don’t “fit” in the
mainstream system, young adults who need to graduate, Mothers of Xsan book review
new Canadians, or older adults who wish to upgrade or The Mothers of Xsan series you shared in Teacher magazine
retrain. looks very interesting. During the past decade in the
classroom, I enjoyed finding resources and stories to bring
School district adult education programs offer learners a an Indigenous perspective to the classroom. I particularly
valuable second chance to graduate and succeed. valued the stories that centred around nature, as there
is a deep connection for students when they can relate
Many high school graduates lack the necessary the stories to their own environment and the forests that
prerequisites to enter post-secondary programs (e.g., surround our communities. As Indigenous communities and
English 12, Anatomy & Physiology 12, Foundations of Math ecosystems are constantly under threat from government
11). In addition, numerous colleges require prerequisite and industry, it’s important students understand the true
courses to have been completed within the previous five value of our ecosystems and the woven connection
years; thus, students must repeat them. Indigenous peoples have with their land.
School district adult education programs provide more Thank you for sharing!
flexibility than colleges, meeting the needs of mature
students who are often juggling the challenges of family Derek DeGear, BCTF staff
responsibilities and varied work schedules.
Sept/Oct 2020 TEACHER 5
BCTF holds
Online AGM
After the March AGM was cancelled the BCTF opted to have an online
meeting. We used three platforms to conduct the meeting: Simply
Voting, YouTube Live, and Stratcom Telephone Town Halls. EventMobi
was used to share documents, updates, candidates profiles, and for
delegates to connect with each other. Delegates joined from their
homes around the province, and the staff and BCTF volunteers involved
worked at the BCTF office in Vancouver under very strict COVID-19
safety precautions. Other unions were keen to learn from our experience
because we were able to successfully hold our AGM in such an unusual
situation.
AGM engagement
I loved the fact that, although we were working with clear limitations
in the platforms, and although we knew the virtual AGM could not
replicate the in-person meeting, the delegates really engaged and
made the meeting come alive. There were so many moments that felt
like the ‘real’ AGM—the motions to amend the agenda, the candidates’
speeches and Q and A, the efforts to add new business, and the many
points of order. I was really glad to see that delegates were taking
control of the AGM, as it should be, and that their feistiness was not
diminished. – Moira Mackenzie, past Executive Director of the BCTF
6 TEACHER Sept/Oct 2020
nline AGM
Meet your new
Executive
Committee
The elections for Full-Time Table
Officers resulted in Teri Mooring,
President; Clint Johnston, First Vice-
President; and Carole Gordon,
Teri Clint Carole
Second Vice-President; being
elected (pictured top row, left to
right).
Your new Members-at-Large
are Peggy Janicki, Aboriginal
designation (second row,
left); Benula Bunjun, racialized
designation (second row, centre);
and Robin Tosczak (second row,
right), Katherine Trepanier (left,
Peggy Benula Robin
third row), and Matt Westphal (third
row, centre) were elected to non-
designated seats.
Members-at-Large Violette
Baillargeon (third row, right)
Karen Edwards, Rae Figursky, and
Jody Polukoshko (bottom row, left
to right) were not up for election
Katherine Matt Violette
this year and are continuing in their
terms on the Executive Committee.
Opposite: Communications staffer
Rich Overgaard cleans up some
analogue technology after the online
AGM (top); A monitor alerts the chairs
they have a Point of Order (centre);
Staff and volunteer members in AGM
headquarters at the BCTF building
(bottom). BCTF staff photos. Right:
EC photos by Luis Isidoro, except P.
Janicki and K. Edwards (provided).
Karen Rae Jody
Sept/Oct 2020 TEACHER 7
A positive learning
environment for all
By Madeline Barber, staff writer, Rick Hansen Foundation
“ONE OF MY MISSIONS is to teach kids She also says that after doing one of
how to make society more inclusive, the lessons or activities students clearly
so any kid with a disability won’t have have a deeper understanding of the
to go through the challenges I had experiences people with disabilities
to face when I was growing up,” says have. “It gives them the responsibility
Vanessa Pollard, a teacher at Miller of what they can do to help out on
Park Community School in Coquitlam. the playground, classroom, or in their
community.”
TEACHING WITH A DISABILITY
Over the years Vanessa has taught RHF AMBASSADOR PROGRAM
from Kindergarten to Grade 5. No Another resource available to
matter what grade the students are, educators are RHF Ambassador
Vanessa is always open about the fact presentations. RHF Ambassadors
that she’s hard of hearing. She says it are individuals with different dis-
can be encouraging for students of abilities who share their stories with
all ages to see that she has a disability schools and community groups.
and she is successful—embodying RHF Ambassadors put a face to
the lesson that challenges can be disability and facilitate important Vanessa Pollard, Rick Hansen
overcome. conversations about inclusion. They Foundation Ambassador.
also offer students the opportunity Jennifer Kimbley photo.
As part of her mission to empower to ask questions about disability with
students and foster inclusive learn- someone who is comfortable sharing These compassionate conversations
ing environments, Vanessa uses their experience. lead to more social awareness and
educational resources from the Rick confidence for people with disabilities,
Hansen Foundation School Program Vanessa herself is an RHF Ambassador, ensuring they feel comfortable in their
(RHFSP). These bilingual resources, and with her educational background classroom and community. “They
which include toolkits filled with she is a natural when it comes to won’t have to fear any negative
curricula-aligning lesson plans and engaging young people. Recently, she consequences because they have a
activities for all grades, are available presented to a group of Girl Guides. disability, and they’ll feel accepted
for teachers to download for free. She connected her own personal story and included because they’re just
and the importance of inclusion to the being seen as regular people.”
ABILITIES IN MOTION topic of mindfulness—something she
Vanessa is a big fan of the RHFSP knows students are currently learning To learn more, and to download
Abilities in Motion toolkit, which has about in school. your free resources or to book an RHF
lessons and activities for students Ambassador presentation, visit
from Kindergarten to Grade 12. These Like the toolkits, teachers can book www.RickHansen.com/Schools.
resources increase awareness about a free RHF Ambassador presentation
the importance of accessibility and for their school. For those in remote
ABOUT THE AUTHOR
inclusion through communication, communities, there are two digital
teamwork, mentoring, and creative versions of presentations available. Madeline Barber is
thinking. the staff writer for
EMPOWERING THE NEXT GENERATION the Rick Hansen
“The Abilities in Motion toolkit is very Vanessa is excited to continue deliv- Foundation, com-
clearly laid out, and I love the visuals. ering presentations and teaching kids municating the importance of
My colleagues and I love the activities about inclusion. Resources like those accessibility and inclusion. She is also
and the fact that it categorizes based provided by RHFSP are important, the co-publisher of SAD Magazine,
on different disabilities,” she says. she says, because they help create supporting under-represented, local,
“It’s very holistic. It’s a phenomenal important conversations. and emerging artists.
resource.”
8 TEACHER Sept/Oct 2020
Code-switching:
Navigating colonial systems
as IBPOC students and teachers
By Kiran Sidhu, teacher, Richmond
CODE-SWITCHING: you may have
heard this term used in language
circles, often lauded as a testament
to the resilience and functional
capability of people of colour who
speak multiple languages. According
to Oxford, it is defined as “the practice
of alternating between two or more
languages or varieties of language
in conversation.” In reality, there is a
whole lot more to code-switching
than merely language. For many of us,
code-switching between languages
also means code-switching between
different sets of ideas, beliefs, and
Author Kiran Sidhu photographed School-aged Kiran at home.
values, a whole other identity when
in Janaury 2020 by Luis Isidoro. Photo provided by author.
the situation requires. This “skill” can be
harmful for many of our Indigenous, valued as a good student. My home experiences into our classrooms we
Black, People of Colour (IBPOC) identity was never affirmed at school, are propagating violence on their
teachers and students alike, who never invited into the classroom. sense of identity. When teachers
routinely switch between identities on The implicit messages my teachers transpose their white gaze and
a daily basis in order to be successful sent me came in what was missing colonial lens onto IBPOC students, we
in British Columbia’s classrooms. from classroom practices, missing are causing great harm.
from the books we were reading,
Growing up in a Punjabi household missing from the projects we were I know that valuing a single path
in Vancouver, I quickly learned to given, and missing from the games to success in schools is not helping
code-switch between English and we played. I don’t remember ever anyone. I know that we must de-
Punjabi with ease and fluency in reading a story or novel with an IBPOC colonize our schools, practices, and
both languages and cultures. It was character or author, nor a mention of beliefs, but we also must put in the
easy to see that to be successful at ethnicity, culture, or identity in school. work because it will not be easy
school, a predominantly white space Unfortunately, there didn’t seem to to dismantle centuries of harmful
dominated by orderliness, structure, be a way to be successful at school practices. As a teacher who is a
and liberal white female teachers, without leaving my identity at home, product of the same colonial system
I needed to not only speak English, so, at school I constantly had to hide a I now teach in, I am committed to
but to also be composed, work on part of who I was. learning and unlearning in order to be
assignments alone, follow arbitrary truly inclusive in spaces I hold power.
rules, and sit in formation for six hours As harmful as this practice was to my Can you say the same?
a day. identity, it has greatly informed my
practice as a teacher. I now know that
At home, I was a completely diff- when we expect our students to exist EDITOR’S NOTE
erent Kiran. I was loud, boisterous, a certain way, we are telling them Some readers may be more familiar
and funny. I spoke out of turn, was that there isn’t value in their “other” with the acronym BIPOC where
outspoken, and participated in ways of being, and that is an unjustly IPBOC was used in this article. The
communal activities with my siblings. projected belief that our students will BCTF will engage members of colour
The rules and values I found comfort in internalize. this year to talk about how we use
at home were in such drastic contrast language and terminology like this
to those I encountered at school. I know that emotional damage is one to ensure our editorial standards
done when young people can’t be align with the community’s needs
I found myself self-editing for teachers themselves. When we don’t bring and expectations.
at school in order to be accepted and their narratives, stories, values, and
Sept/Oct 2020 TEACHER 9
There
is no
vaccine
for racism
iStock.com/imtmphoto
By Amanda Kong, teacher, Coquitlam
AS A SOCIAL JUSTICE ADVOCATE, I am As I write this article, I am able to process these complex
strongly opposed to racism and inequity. emotions as I realized that we all have voices. It is a biol-
This sensitive topic is often brushed aside ogical need to want to be heard and understood. We can
because of fear. With the growing rise of keep opening up the conversations and creating hashtags
anti-Asian sentiment because of COVID-19, to promote tolerance, kindness, and empathy; however,
racism, discrimination, prejudice, and micro-aggressions good words and intentions don’t always translate into good
are quickly spreading, like a “new” virus. However, this virus, actions.
unlike COVID-19, has existed for a long time. It managed
to survive by adapting itself to changing environments. As an Asian-Canadian or Canadian-born Chinese, I
People often lump racism and other traits, such as bigotry struggled with reconciling eastern and western cultural
and ignorance, together as mutually inclusive, such as values of “silence.” When I was young, my grandparents
the belief that a person cannot be racist if they are well- taught me to stay silent to avoid conflicts. To quote Chinese
intentioned or progressive. Like COVID-19, racism mutated philosopher Lao Tzu, “Silence is a source of great strength.”
to survive in our society, so that while explicitly racist lang- Conversely, in western culture, silence can be viewed as a
uage and attitudes are no longer acceptable in polite void that needs to be filled. In other words, I should speak
culture, other, seemingly innocent language and attitudes up and stand up for myself.
are where racism survives and propagates.
I recall my earliest memory of racial inequality when I was
For example, the question, “Where are you from?” identifies forced to attend an English as an additional language
the person questioned as a perpetual foreigner. Power (EAL) class in elementary school. To this day, I am baffled
inequity is established when such a question is asked, no at the rationale of my having to read passages below my
matter how well-intentioned. This inequity creates a sense reading level. However, at the age of seven, I was more
of helplessness, because speaking or standing up usually, concerned that I would no longer have time for arts and
in my experiences, results in being labeled as “sensitive” crafts, as this time was dedicated to the new EAL class.
or “difficult.” Both labels close any potentially helpful dia-
logue to resolve the conflict or inspire solidarity. In fact, it My mother quickly and decisively reacted by having
sometimes feels like calling people out on their racism is less a conversation with my classroom teacher. During the
acceptable than the act itself. conversation, the teacher apologized but never gave a
10 TEACHER Sept/Oct 2020“As educators, we need to guide students to find their voices as they
research the biological and social construction of race and racism.”
reason for my sudden EAL placement or the apology itself. Experts and leaders do not know what the future may hold.
After that, I happily resumed my art class. My mom told As teachers in these unprecedented times, we are not the
me the entire exchange was awkward, and it became experts in the classroom. I believe when we act instead
apparent that I had been singled out, not based on merit, as facilitators and mediators, students will challenge their
but on race. It is only later in my adulthood that I realized own beliefs and identities. Learning becomes memorable
that every single Asian student in my class was pulled out to when it is personal. This learning opportunity also helps us,
attend EAL. This conflict could have been easily silenced, as teachers, to open our eyes to the complexities of power
but my mom spoke up for me. inequalities. None of us are immune to racism, and there is
no vaccine.
Recently, familiar feelings of conflicting cultural norms
surfaced as I felt the social pressure of wearing a face
mask (or not). In Asia, masks are encouraged as a civic SAMPLE INQUIRY TOPICS
duty to help prevent the spread of diseases. Since the
outbreak of SARS, masks have become a symbol of • Is race genetic or socially constructed?
solidarity and reassurance. In contrast, there is a cultural
resistance to wearing masks in the west. Perhaps western • How do micro-agressions affect health and well-
communication relies more heavily on facial expressions being?
and there is a greater emphasis on individuality. Mask-
wearing can thus be seen as forced conformity, and not • What does it mean to be a person of colour?
an act of solidarity. Some feel that mask-wearing displays
vulnerability and fear. As we are hard-wired to disguise fear • How do our own cultural experiences influence the
under threat, masks are then associated with weakness. development of perceptions of race?
Overall, in the west there is a lack of social solidarity in • Is there an undue burden on people of colour to
mask-wearing, as some people take this threat of pan- manage experiences of racism for others?
demic in a personal manner. Unfortunately, the debate
around masks has resulted in stigma, so that those who • What is racial privilege?
do wear a mask draw unwanted attention. I realized
that masks can help protect others from the virus, but not • How is genetics reshaping the conception of race?
racism. As a person of colour, I am aware that my mask-
wearing face consciously and unconsciously triggers
anxiety, fear, and anti-Asian discrimination. COMMON MISCONCEPTIONS
As a biology teacher, I wanted to channel these negative • The belief that there is more genetic variation between
thoughts on racial inequity by increasing awareness in races than there is within them.
the biology curriculum. In the beginning, I wanted to
create lesson plans with hooks, learning goals, teacher • The belief that racial groups differ cognitively and
notes, and suggested activities. However, racism is such a behaviourally simply because of genetic differences
deep, divisive, and difficult topic that each teacher may between races.
approach it differently to adapt to their students.
• People of the same racial group are genetically
I also learned the importance of having a voice, and I uniform.
challenge teachers to empower students to come up with
inquiry questions pertaining to racism in their eyes. Power • People of disparate races are categorically different.
imbalances and systematic racism affect all voices. As
educators, we need to guide students to find their voices • Biologically influenced abilities cannot change.
as they research the biological and social construction
of race and racism. Race isn’t real, but racism is very real. Source: bscs.org/our-work/rd-programs/towards-a-more-
This global pandemic has shifted our attention to our humane-genetics-education/
vulnerabilities and changing social norms.
Sept/Oct 2020 TEACHER 11iStock.com/Rouzes
Tech ed during COVID-19:
Safety, engagement, and access
HAVE YOU EVER taken swimming lessons? (Or did you
just get tossed into the lake and told, “Sink or swim!”?)
In those lessons, you get into your swimsuit, jump in a
By Kieran Forde, Rachel Ralph, pool, and learn how to exhale underwater, to hold
and Jillianne Code,
your breath, and various strokes to keep you afloat.
Faculty of Education, UBC
Now, imagine doing those swimming lessons online.
Not the same, is it? Sure, you can In the same way that learning to swim
practice holding your breath and requires getting wet, the tech ed
flap about on the floor imitating the curriculum requires the opportunity
different strokes, but not much else. to experience tools and materials in a
That is similar to what happened to “hands-on” context. The suspension of
tech ed teachers in BC when they in-class instruction in K–12 education
had to figure out how to teach their in BC on March 17, 2020, in response to
students to build birdhouses or use a the COVID-19 pandemic, resulted in
welder, but online. “emergency remote teaching” (ERT).
12 TEACHER Sept/Oct 2020ERT, a sudden switch to teaching and and often more pressing, concerns: curriculum have come to the fore. The
learning online, came with a myriad of “Limited WiFi due to remote residence, BC Ministry of Education Continuity of
challenges that many educators were inability to logon due to district issues, Learning Planning Guide for Teachers
unprepared for. As educators of tech family is in a crisis with food and explains that the in-class instruction
ed teachers at UBC, we wanted to lodging.” may focus “on those parts of the
survey the tech ed teachers in BC and curriculum that are more effectively
present a snapshot of the challenges Looking to the future, teachers were taught face-to-face, such as science
and impact of ERT. concerned that tech ed would be labs and other hands-on learning.”
severely affected if classes continued In reimagining the delivery of tech
One of the main barriers to learning to be taught online in the fall. Several ed, the teachers will benefit from
was the lack of student access to teachers expressed sentiments, such familiarity in approaching tasks with a
the tools they needed. Further, there as, “This will kill tech ed if we do not design mindset. Tech ed teachers will
was no way to ensure student safety go back or find a way to provide not be alone in this challenge. They
if hands-on lessons were attempted students with technology.” Several can support each other through the
remotely. Here’s one teacher’s also mentioned the fear that student BC Technology Education Association
explanation: enrollment would drop if students (see text box below). They can
couldn’t experience the hands-on also learn from colleagues in other
“I cannot deliver instructions on safety components of Tech Ed. For many “hands-on” subjects, such as home
or procedure, nor can I assign project students, the hands-on component economics, fine arts, music, and
work to students without supervising was the very reason they chose the physical health education. It is likely
them on tool/equipment use. They elective: “Kids want shop classes their colleagues in these subjects also
might not have access to any because they want to be active and needed to overcome the difficulties
materials, tools, or other supplies.” learn by making and doing.” around access to tools, equipment,
space, and materials. As a result,
Many teachers said that this led to At the same time, some teachers sharing successful strategies with such
a lack of student engagement and saw an opportunity in the sudden colleagues could be quite helpful.
explained that they could only work experience of ERT, with one noting,
on units that focused on theory. “Remote learning has a lot to offer, While some of the preparatory work
One teacher wrote, “Student buy-in especially in a blended model, but for teaching someone to swim can
has been low. Many of the reasons tech ed cannot be fully converted be done out of the pool (breathing
for signing up for a tech ed class to remote learning.” The experience exercises, modeling strokes, etc.), it is
(hands-on work, physical project to of providing instruction online during hoped that the online component of
take home, the teacher) are not the ERT has shown that some parts of the the tech ed curriculum can do some
same or entirely missing from online tech ed curriculum can be conducted front-end online work, with the rest
learning.” effectively online: “One could do being hands-on. Hopefully, some of
all the power tool safety orientation the lessons learned from being thrown
In addition, the lack of student access online using videos and quizzes and into the deep end during ERT will
to “shop tools,” as well as digital perhaps a module on hand drafting transfer into better online teaching
tools, both hardware and software, and design”— but other parts would and learning in the future. The pro-
hampered teachers’ ability to engage need to be done in the classroom. vision of limited in-class instruction will
with students. Many teachers pointed allow tech ed to not only stay afloat
out that their students lacked the As we move forward into the hybrid but to thrive and be recognized as
computer hardware—“Few students learning environment, considerations a valuable, perhaps even critical,
with mice ... tough to do 3D modelling around the hands-on element of the elective in the years ahead.
work without”—and licensed software
that they needed to complete
assignments—“Many of the projects
that ‘could be done from home,’ can JOIN A PSA TODAY!
only be completed by about 10% of The BC Technology Education Association (bctea.org) is a provincial
my students.” specialist association (PSA) of the BCTF. PSAs are channels for
members to exchange ideas on research, teaching strategies,
Where these tools were available, curriculum development, and other shared interests, including how
teachers highlighted other access to navigate emergency remote learning in these challenging times.
issues: “Some students have one Whether you teach a hand-on discipline, like tech ed, or academics,
computer for up to seven students like social studies, there’s a PSA for you. Learn about the BCTF’s 32
in a household.” These access issues PSAs at bctf.ca/PSAs.
were compounded when a student’s
family situation was facing additional,
Sept/Oct 2020 TEACHER 13iStock.com/recstockfootage
COVID-19 and climate change:
Managing existential anxiety in your students
By Ruvini Amarasekera, MD Candidate, UBC Faculty of Medicine
“THIS IS A VERY CHALLENGING TIME for this is because both the COVID-19 pandemic and climate
teenagers in particular,” said BC’s Provincial change are driven by our global economic model.
Health Officer Dr. Bonnie Henry in one of her Capitalism has encouraged industrialized farming and
daily addresses, and she could not be more the trade of wild and domestic animals, creating more
right. COVID-19 has thrown us all a curveball, opportunities for pathogens to pass between species. For
but for youth, this hits especially hard. instance, the avian influenza (bird flu) is commonly spread
when the virus passes from wild fowl, to domestic poultry,
Even before this pandemic, youth anxiety was a concern- and then to humans. Similarly, scientists believe the SARS-
ing issue. Anxiety disorders in youth are common and CoV-2 virus originated from bats and/or pangolins that
are associated with higher rates of comorbid psychiatric humans came into contact with during wildlife trading.
conditions, suicidality, and difficulties with cognition, atten- Similarly, capitalism has encouraged us to overconsume
tion, sleep, academic performance, and maintaining non-renewable resources such as oil and metal to drive our
peer relationships. Despite the stark outlook, there is a economies, with little regard for the environment.
silver lining: teachers can play a large role in maintaining
students’ mental well-being by supporting them to use As these human activities have negatively affected the
strategies to manage anxiety. climate, many people feel fearful, a feeling psychologists
call “eco-anxiety.” Eco-anxiety, another example of exis-
Normal feelings of existential anxiety, or anxieties about tential anxiety, is a well-justified response to a real threat:
our survival as a species, can result from real threats such there is ample evidence that human-driven activities
as the COVID-19 pandemic. In a May 2020 statement, are leading to coastal erosion, thawing permafrost, and
United Nations health experts warned that this pandemic increased heat waves, droughts, and flooding.
may lead to a long-term mental health crisis. Since the
COVID-19 pandemic is the largest global event that has There are also significant health effects associated
occurred during the lifetime of today’s youth, they may be with these changes, including the spread of infectious
especially affected. For instance, adolescents spend much diseases, a loss in land-based food security for Indigenous
of their time with peers outside the home; these interactions populations in Canada, and increased respiratory
are limited during the pandemic. Additionally, adolescents conditions because of air pollution. Inuit peoples have
graduating during the pandemic face an unsteady job described the impact of climate change on their envi-
market and an uncertain post-secondary education ronment and culture through the word uggianaqtuq
experience, providing only more potential anxieties. (pronounced OOG-gi-a-nak-took), meaning “friend who
is acting unpredictably.” No matter how real the threat is,
As we are amidst this pandemic, I cannot help but draw psychiatrist Dr. Lise van Susteren explains, “You want to be
parallels between COVID-19 and climate change. Perhaps anxious enough to take action, but not so anxious that you
become paralyzed.”
14 TEACHER Sept/Oct 2020“... teachers can prepare themselves not want to add to their sense of a world out of control,
but rather to make them aware that we can make a
to address students’ ongoing fears difference.”
and worries about climate change, Youth may be uncertain about their futures and feel
along with their concerns about the frustrated toward governments and large corporations
because of their inaction, a sentiment voiced by youth
pandemic.” activist Greta Thunberg. As we return to schools this
September, teachers can prepare themselves to address
Eco-anxiety may disproportionately affect youth because students’ ongoing fears and worries about climate change,
it feels like the world is looking to them for solutions. “We along with their concerns about the pandemic.
have been increasingly concerned about anxiety and
disempowerment in our [youth] audiences,” says Dr. So, what are some ways you can be prepared? There
Mary-Wynne Ashford, a retired high school teacher and are many strategies that can be applied to the COVID-19
physician who offers high schools a 90-minute present- pandemic in the short-term and extended to climate
ation about preventing nuclear war. “They tell us they change over time to manage existential anxiety and
feel helpless, particularly about climate change. We do promote mental wellness. Below are some suggestions.
Strategies to manage anxiety and promote wellness
Be vigilant for students showing signs of mental distress, Provide students with tools to manage their mental well-
especially those who have pre-existing conditions. Start being. Explore coping strategies such as meditation,
conversations with students about how the pandemic exercise, creating art, limiting news consumption, and
has affected them to gauge their mental well-being. connecting to others.
This can also be applied to eco-anxiety; provide space
for discussions about current events, including their Remember that youth are resilient. During the pandemic,
emotional impact on students. Be aware of the healthcare youth have found creative ways to stay connected,
professionals available to support students. manage their feelings of anxiety, and help their
communities. Similarly, youth have been leading climate
Take students’ concerns seriously; this is a large worry for justice discussions and are at the forefront of recent climate
students reaching out to their teachers for support. It is strikes. Show them you care by supporting their advocacy
normal to feel anxious during a pandemic; validate their and community initiatives. Taking action is the best way to
feelings. Being non-judgmental, empathetic, and an active manage normal feelings of existential anxiety.
listener may be enough to put your students’ minds at ease,
as students often look to their teachers for reassurance. Be a good role model. Practise physical distancing,
These skills will be particularly important to practice during wash your hands properly, and follow the government’s
online teaching, where non-verbal communication is guidelines. Regarding climate change, take the time to
limited. learn about climate issues and support climate justice
efforts. Practical ways to reduce your school’s eco-footprint
Be especially mindful about how these issues affect can be switching from paper to electronic systems for
your students individually. Their socio-economic status, assignments and using green transportation.
ethnicity, and gender, among other factors, may affect
their experience, and it is important to acknowledge these Take care of yourself. As the adage goes, “you can only
differences. For instance, the COVID-19 pandemic has give to others what you have yourself.” Take some time to
sparked an increase in overt anti-Asian racism; it will be reflect on how these uncertain times have affected you.
particularly important to be aware of and stop any bullying Your hard work, patience, and care are appreciated by
that may occur in the classroom. your students, their families, and the community.
Identify yourself or other school staff as a resource to While this pandemic may have temporarily changed the
students and their families. There are also many websites school system, there are lessons that we can all learn.
that can provide guidance outside of the school setting: The strategies above can be useful to address students’
the BC government’s erase website www2.gov.bc.ca/ existential anxieties both in the coming months and
gov/content/erase and Open School BC’s Keep Learning beyond. As teachers, you can help foster mental wellness
webpage www.openschool.bc.ca/keeplearning are two in your students; this will be especially important to keep in
examples. mind as students navigate their lives with COVID-19.
Sept/Oct 2020 TEACHER 15(Re)considering the role of police
in schools for Indigenous students
By Dr. Victor Brar, teacher, Surrey
THE TRAGIC DEATH of George Floyd
at the hands of Minnesota police has
brought the topic of police relations
with minorities to forefront of civic
discussion. This debate has spilled over
into Canada with several recent cases
of police brutality against Indigenous
people.
Schools are a microcosm of society,
and the same discussions are also
taking place in schools as they
undergo a level of deep introspection
regarding the necessity of having a
police presence in schools, particularly
as it relates to the social-emotional
well-being of Indigenous students.
Indigenous peoples have suffered
generations of damage in all aspects
of their existence at the hands of key
institutional structures, which include
schools and law enforcement, and as
educators we need to closely (re)view
the nature of this relationship.
Academic literature is replete with
cases of how Indigenous learners
are amongst the most vulnerable
segments of the student population.
We need to be more responsive to
the needs of historically marginalized
groups regarding having police
present in their schools and to make
progressive and concrete changes.
The intent of this opinion piece is not
to malign the police—they perform
an inherently dangerous function
that is necessary for the safety and
success of a civil society—but rather
spur a debate among educators as
to why we need to (re)consider theirrole in schools given their historically many suffered irreparable physical
fraught relationship with Indigenous and psychological harm? It is hard
communities. enough for schools to reconcile with
Indigenous Peoples given the role they
The roots of this unsettling relationship played in that trauma. Having police
between schools, the police, and present in schools might only hinder
Indigenous students lies in the the small gains that are being made.
racist chapters of Canadian history
and unjust government policies of But what is clear from the TRC is that
assimilation and paternalism. The the systemic and legislated racism that
historical injustices that Indigenous Indigenous Peoples have endured for
Peoples have suffered at the hands generations in Canada makes them
of successive Canadian governments an extraordinary case that deserves
have been clearly illuminated by the extraordinary considerations. Perhaps
Truth and Reconciliation Commission it is time for educators to put our rela-
(TRC) of 2015 that described the tionship with police on pause and look
overall policies of the government for an alternative that is sensitive to
toward Indigenous Peoples as “cultural Indigenous learners, and to this end I
genocide.” provide what I believe to be a sensible
and pragmatic solution.
Residential schools were a key
institutional mechanism employed Moving forward, I believe that the
by the government to pursue its educative function that has been
relentless policies of assimilation and fulfilled by the police could be per-
paternalism, and it utilized the levers of formed by other groups that have a
law enforcement and the judiciary to positive connection with Indigenous
do so. From this historical perspective, Peoples. What’s to say that important
generations of Indigenous Peoples police-administered educational
have (and rightfully so) a very fearful programs in schools cannot be effect-
attitude about schools and law ively done by other professionals in the
enforcement as being institutions that community that Indigenous students
were complicit and active agents in do not fear?
their cultural erasure.
Furthermore, couldn’t schools
The TRC recommended authentic include professionals of Indigenous
healing and reconciliation take ancestry and have them take a
place to give Indigenous Peoples more prominent role in education of
their rightful agency, but I wonder if Indigenous youth? True reconciliation
that can happen in the presence of cannot take place in the presence of
iStock.com/AJ_Watt
police, who represent an institution fear, and the death of Mr. Floyd marks
that forcibly removed Indigenous the time to correct historical wrongs.
children from their homes to place We can ignore these injustices no
them into residential schools where longer.
Sept/Oct 2020 TEACHER 17iStock.com/LeoPatrizi
Surrey Teachers’ Association Convention:
A virtual success
By Erin Coleman districts were scrambling to form a plan for continued
and Kevin Amboe, educational opportunities for students. Teachers were
scrambling for ways to provide those opportunities.
teachers, Surrey
The convention committee was faced with a decision.
Do we go ahead with convention and how? Teachers
OUR CONVENTION COMMITTEE lost seven months of work in
were facing some of the steepest learning of their careers,
an instant—or so it appeared at first.
and they needed professional development support and
The Surrey Teachers’ Association (STA) organizes the largest collaboration with colleagues.
annual teacher-organized professional development
This event is in our collective agreement and we were not
opportunity in Canada. Enshrined in our collective
willing to budge on giving up our rights to organize, plan,
agreement, the convention is held on the first Friday of
and host this amazing teacher-directed conference. That
May. Workshops are hosted at four school sites in Surrey,
left us only one option—we committed to continuing with a
and there are multiple excursion sites around the Lower
virtual STA Convention. We decided to shift from the plans
Mainland. Thousands of BCTF members attend the one-day
for 3,600 people in buildings with catering, room set-up,
event as workshop participants and presenters.
projection, and sound technology, to a virtual format.
It takes a year to plan our convention. At first, the work
We had four weeks.
is slower: just the basics of confirming bookings with the
district for the use of buildings, considering keynotes, In doing so, we became the largest virtual teacher-
and electing a new convention committee. The work organized professional development opportunity in
crescendos just before spring break. This year we Canada.
had completed all the planning: Ryan McMahon, an
Anishinaabe comedian, podcaster, and writer was booked With less than a month to prepare, our convention
as keynote, more than 200 sessions were scheduled, 10 committee re-created the event into a virtual format. It
excursions were confirmed, four sites were organized, the was not just the committee that had to adapt, we needed
catering was contracted, and volunteers were in place. We presenters to convert their workshops to online sessions
were ready to open registration after returning from spring as well. In the end, we had 110 virtual sessions. Ryan
break. McMahon, our keynote, agreed to present a webinar
format.
Then COVID-19 came. It felt like April Fools, but the joke
didn’t go away. We needed technical support for our vision. EasyReg, the
conference software service that we use for registration,
The world was in a pandemic and we were under physical was instrumental in the construction of the virtual format.
isolation protocols. The Ministry of Education, unions, and
18 TEACHER Sept/Oct 2020If you are considering a partial or fully virtual
conference, here are some highlights and hints:
“... we became the largest • Have a trial run with presenters.
virtual teacher-organized • Ensure that all members who think they are registered
professional development check their email for their registration confirmation.
opportunity in Canada.”
• Identify moderators from the committee or executive
to support presenters if they would like to have help
navigating presenting and accepting live questions
during the session.
We consulted with them regularly while we simultaneously • Assign volunteers to join the start of every workshop
developed and implemented our plan, and with their help, and, ensure that the session gets started smoothly.
we settled on the appropriate platform for our needs. They
provided training sessions to presenters. They booked more • Have an ongoing Zoom meeting for your volunteer
than 100 Zoom meetings and adapted our registration team on the day of the event to be able to come
system to be able to send out the Zoom meeting inform- and go from as needed throughout the day. This
ation to each registrant. They also assisted by hosting trial allowed for ongoing and up-to-date identification of
runs with presenters the week prior to the conference to challenges and developing solutions immediately.
test out this new-to-us medium. Lastly, EasyReg provided
vital troubleshooting support on the day of convention. Three unintended consequences of a virtual
convention:
There were several celebrations:
• No complaints about the food.
• Triple the number of attendees at our Aboriginal
sessions with an average of 1,000 registrants during • No complaints about the parking.
each session time slot.
• Over 60 presentations already signed up for next year’s
• The keynote had over 3,000 attending during a single convention from those who were unable to present
time slot. virtually this year.
• Presenters from Ontario and Washington were able to What would we do differently next time?
participate.
We’re already planning for next year and the focus will
• More than 300 attend pensions workshops. be on a virtual format again. We’ll try a hybrid model, if
health regulations allow small gatherings, but are excited
• We were able to host a lunchtime executive question to be able to use and apply what we learned from our
and answer session with over 100 members attending. experience this year.
Quotes and comments:
“Convention Day was like my first day teaching on my “Thank you for all your hard work team! The keynote was
practicum: I had no idea what to expect, no idea where amazing, and both of my workshops were excellent!”
things were, or even how the day was going to pan out, but – Jatinder Jassal
I knew I wanted to be there. Convention was a challenge,
but a great adventure.” – Nota Spencer “Bravo to all for changing course and working with the
reality of our circumstances.” – Laura Barker
“Thank you so much, Erin and the whole convention
committee. I just registered and it went very smoothly! I’m “I registered yesterday, and I am stoked to participate!
really looking forward to the keynote and my workshops. I I love that there are workshops super relevant to what
am so impressed with the convention committee moving is happening right now, and they are taught by actual
this whole event (the largest yearly PD event in BC, I might teachers! Who better to learn from? Thanks for making this
add!) online on quite short notice. Amazing!” available to all of us, and for transitioning so seamlessly
– Anne McNamee into an alternate format to accommodate the changing
times!” – Violette Baillargeon
Sept/Oct 2020 TEACHER 19You can also read
