Protecting Students p. 30 - JUNE 2019 THE PUBLICATION OF THE ONTARIO COLLEGE OF TEACHERS
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JUNE 2019 THE PUBLICATION OF THE ONTARIO COLLEGE OF TEACHERS Protecting Students p. 30 The passage of Bill 48, the Safe and Supportive Classrooms Act, means better student protection, enhanced teacher professionalism and improved governance.
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Contents
Upfront
At the College 6
From the Chair 9
Registrar’s Report 11
26 Letters to the Editor 13
Connections
PS Poll; In Your Profession; In Your Classroom; 15
Tools of the Trade
Departments
Great Teaching 22
PHOTOS: RAINA+WILSON (TOP); DANIEL EHRENWORTH (MIDDLE); ILLUSTRATION: MATEUSZ NAPIERALSKI/CO-LOOP
Remarkable Teacher 26
Features
Protecting Students 30
BIll 48 means better student protection, enhanced
teacher professionalism and improved governance.
30 Beyond the Classroom 32
Ontario Certified Teachers use authentic learning
to teach students real-life skills.
Teaching LGBTQ Students 36
Six steps to creating an inclusive environment for lesbian,
gay, bisexual, transgender, two spirit and queer learners.
Resources
Reviews 40
Tech Class 44
Governing Ourselves
College News: Investigation Committee 46
36 Case Study; Hearings
Final Exam
Lane Merrifield’s journey from frustrated student to 56
tech wunderkind, Disney exec and Dragon’s Den investor.
June 2019 Professionally Speaking 3
Has your email
address changed?
EDITORIAL BOARD Jean-Luc Bernard, OCT; Chantal Côté, OCT
(Vice-Chair); Melissa Gaffen, OCT; Godwin Ifedi (Chair);
Nicola Powadiuk, OCT
PUBLISHER Richard Lewko
EDITOR-IN-CHIEF William Powell
Update it today: MANAGING EDITOR Kristin Doucet
1. Visit oct.ca SENIOR EDITOR (INTERIM) Melissa Campeau
COPY EDITOR Geri Savits-Fine
2. Click on “Members” in the menu bar and
then “My Account” to access your account FRENCH CONTENT EDITOR Véronique Ponce
TRANSLATION Thomas Brouard; Geneviève Dubé; Pierre Ducharme;
3. Click on “Contact Information” Mélissa Dufour; Luci English; Julie Fournel; Lori Hall; Pamela Lipson;
in the left-hand menu Eleanor Paul; Véronique Ponce; Francine Tardif
4. Click on “Edit” in the email section CONTRIBUTORS Gabrielle Barkany, OCT; Nicole van Woudenberg, OCT;
Wendy Harris (reviews); Brian Jamieson; Stephanie McLean;
5. Update your email address Michael Salvatori, OCT; Simon Young; Olivia Yu
CIRCULATION Kerry Walford
6. Click the “Save” button
ART DIRECTION, DESIGN AND PRODUCTION
Studio 141 Inc.: Dave Curcio (President and Creative Director);
Hannah Browne (Associate Art Director); Jennifer Shaw (Studio Manager)
It’s that easy! Studio 141 Inc. contributors: Trevor T. Stewart; Rathan Vijearajah
COVER Daniel Ehrenworth
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Professionally Speaking is published quarterly by the Ontario College
of Teachers to inform its members about the activities and decisions
of the College. The magazine provides a forum for discussion of issues
relevant to the future of teaching and learning, teachers’ professional
learning and standards of practice.
Do you receive multiple The views expressed in the articles are those of the authors and
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Professionally Speaking is encouraged. Please credit the Ontario
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4 Professionally Speaking June 2019
College Council
The College is the self-regulating
professional body for CHAIR
Nicole van Woudenberg, OCT
Ontario teachers. Membership
VICE-CHAIR
is open to anyone qualified Tim Gernstein, OCT
to teach in the province and MEMBERS
required to maintain an Charles Dimitry Abraham, OCT; Diane Ballantyne, OCT;
Paige Bennett, OCT; Jean-Luc Bernard, OCT; Bob Cooper, OCT;
Ontario teaching certificate. Chantal Côté, OCT; Irene Dembek, OCT; Elizabeth Edgar-
Webkamigad, OCT; Susan Elliott-Johns, OCT; Rebecca Forte, OCT;
Melissa Gaffen, OCT; Erin Glen, OCT; Mary Ellen Gucciardi, OCT;
John Hamilton, OCT; Godwin Ifedi; Jacqueline Karsemeyer, OCT;
The College is trusted to regulate the teaching Colleen Landers; Shannon Marcus, OCT; Marlène Marwah;
profession by setting standards of practice Michelle Miner-Seal; Mary-Anne Mouawad, OCT; Sara Nouini, OCT;
and accrediting teacher education programs. Alicia Nunn, OCT; Gerry O’Reilly, OCT; Tom Potter; Nicola Powadiuk,
OCT; Vincent Rinaldo, OCT; Jonathan Rose; Stéphane Vallée, OCT;
Ronna Warsh; Stephen Zimmermann, OCT
The College also sets the requirements for
entry into the profession, investigates CEO & REGISTRAR
complaints involving members and takes Michael Salvatori, OCT
appropriate disciplinary action.
DEPUTY REGISTRAR
Joe Jamieson, OCT
DIRECTORS
Chantal Bélisle, OCT, Investigations and Hearings
Roch Gallien, OCT, Standards of Practice and Accreditation
Richard Lewko, Corporate and Council Services
Linda Zaks-Walker, OCT, Membership Services
EXPAND YOUR QUALIFICATIONS
OCT accredited • Ontario-based and online programs • Competitive Fees
MASTER OF SCIENCE IN EDUCATIONAL LEADERSHIP SCHEDULE A COURSES
• Exceptional preparation for emerging leadership opportunities. ABQ — Primary, Junior and Intermediate divisions
• M.S.Ed. is designed for candidates who aspire to lead educational programs SCHEDULE C COURSES (one session courses)
in both the private and/or public settings. Adapting Curriculum for the Catholic School System
• This 12 course program provides foundational content in subject specific areas, Teaching in the Catholic System
research skills, leadership and change theories all with a 300 hour internship. Mathematics 7 and 8
• Equivalency courses for completion of PQP Part 1 and Part 2. Student Assessment and Evaluation
Use and Knowledge of Assistive Technology
Teaching Students with Communication Needs/Autism Spectrum Disorders
Also offering:
BACHELOR DEGREE IN TEACHER EDUCATION IN ONTARIO SCHEDULE D COURSES
PART ONE, PART TWO AND SPECIALIST:
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For more information, call 905.294.7260 or visit us online at Guidance and Career Education
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Teacher Librarian
Kindergarten
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SEE MORE AQ COURSES AT PRINCIPAL’S QUALIFICATIONS COURSES:
WWW.NIAGARA.EDU/AQ-COURSES PQP 1 and 2
905.294.7260 • www.niagara.edu/ontario
June 2019 Professionally Speaking 5
AT THE COLLEGE
1
PHOTOS 1 AND 2 Delegations from around
the world visit the College each year to
share and gather information on a range
of education-related issues including
professional practice, certification and
accreditation. Recently, the College wel-
comed educators from England, Australia,
China (photo 1) and St. Vincent and the
Grenadines (photo 2, clockwise from top left:
Carmelina Martin, OCT, Kathy Anstett,
Samantha Porter, Stefanie Muhling, OCT).
PHOTO 3 The College regularly co-ordinates
reviews of AQ guidelines to make sure they
reflect the evolving needs of Ontario teachers
and students. Then, writing teams step
in to complete the next steps. Recently,
the writing team working on revisions to
the Kindergarten Additional Qualification (AQ)
2 guidelines met at the College’s Toronto office
to incorporate the reviewers’ feedback.
3
6 Professionally Speaking June 2019
AT THE COLLEGE
4
PHOTOS 4 AND 5 The College’s Standards
of Practice and Education Unit hosts an
ongoing series of educational events as part
of its Ethical Leadership Institutes. In March,
College staff welcomed participants to a
session focused on the ethical standard of
care. Additional Qualification (AQ) course
designers and facilitators who attended
discussed a wide range of ways AQ courses
can foster practices to help teachers support
student well-being.
5 PHOTO 6 This spring the College attended
several events to raise awareness about
how we protect students and govern Ontario
teachers. Staff were on hand to share
information and answer questions from new
and soon-to-be parents at the Mama Expo &
Fam Jam in Windsor, Ont. (pictured left) the
Parent & Child Expo in Ottawa, and The Baby
Show in Toronto.
PHOTOS: ONTARIO COLLEGE OF TEACHERS
6
June 2019 Professionally Speaking 7
beyond
Save money at the places you love
to shop, eat and play.
http://ontarioteachers.venngo.com http://rto-ero.venngo.com
Exclusive discounts throughout your career and beyond.FROM THE CHAIR
Self-regulation
Setting the direction for our profession.
BY NICOLE VAN WOUDENBERG, OCT
@Nicole_OCTOEEO
O
ne of my favourite places on Earth is Lake Louise, committees. With the recommendations that Council
Alta. If you’ve been there, you perhaps share my passed during our last meeting in March (see story
admiration for majestic mountains, roaming in Governing Ourselves on p. 49), and pending Act and
wildlife and the sheer purity of nature. I find it calming regulatory changes, there will be opportunities for many
and it allows me to reflect. As teachers, we search for more licensed teachers to contribute their specialized
reflective spaces for ourselves and for our students. skill set in setting the direction for the profession.
Our goal is to provide the optimal learning environment As changes unfold, keep posted on Council’s work by
where students thrive. visiting oct.ca, perusing the College’s monthly newsletter,
Anchored in our ethical standards of Care, Respect, Trust Your College and You, and by reading the Governing
and Integrity, and our standards of practice, we exemplify Ourselves section of Professionally Speaking.
what it means to be Ontario Certified Teachers. It’s not If you find yourself in a quiet, reflective space, I encourage
surprising, then, that the teaching profession in Ontario is you to consider how and what you would like to contribute to
PHOTO: MATTHEW PLEXMAN
allowed to regulate itself. Professional self-regulation is a professional self-regulation. Serving in the public interest
privilege in that it recognizes the specialized skills, know- on Council and committees reinforces the notion that
ledge and experience that Ontario-licensed teachers members of our profession are capable of governing
possess, and the maturity of the profession to determine themselves. PS
and abide by ethical standards and standards of practice.
Currently, there are 23 Council members who are
members of the profession serving on Council and College
June 2019 Professionally Speaking 9REGISTRAR’S REPORT
Earning Trust
How do you demonstrate
trustworthiness in your practice?
BY MICHAEL SALVATORI, OCT
@Michael_OCTOEEO
C
are. Respect. Trust. Integrity. Our ethical standards offer a useful and sound
The College’s ethical standards represent a vision framework for ethical reflection and action that can
of professional practice at the heart of which is a help us demonstrate our trustworthiness to parents
commitment to students and their learning. and the public.
College members, in their position of trust, demon- The College’s public register (known as Find a Teacher
strate responsibility in their relationships with students, on our website) also assists in providing evidence of
parents, guardians, colleagues, educational partners, trustworthiness by featuring the impressive academic
other professionals, the environment and the public. and professional qualifications of our members.
To be entrusted with the care of students is a privilege. The proof in the trust pudding is our individual prac-
It’s important that we reflect regularly on how that trust tice and our capacity to forge strong relationships
is earned and how we demonstrate trustworthiness as with students and their families predicated on mutual
individual members and as a profession. respect. Use the professional standards resources
While preparing for a recent presentation to regulators at oct-oeeo.ca/ProfessionalStandards to engage in
on risk management and mitigation, I read some of the professional dialogue and to reflect with your col-
PHOTO: MATTHEW PLEXMAN
work of Irish philosopher and academic Onora O’Neill. leagues on what trust means, how we demonstrate it
O’Neill suggests that we need to consider trustworthiness and the power it has to inspire confidence in our work
when we explore the notion of trust in the public interest. alone and together. PS
She defines trustworthiness as competence, honesty and
reliability. Trust is earned when an individual, a collective
or an organization demonstrates that it can carry out its
responsibilities effectively, consistently and with integrity.
June 2019 Professionally Speaking 112019 Annual Meeting
of Members
Thursday, May 30, 2019 | 5:30–7:30 p.m.
Ontario College of Teachers
101 Bloor St. West, 14th floor
Toronto ON M5S 0A1
RSVP: oct-oeeo.ca/amm-register
PANEL DISCUSSION: SUPPORTING STUDENTS’ MENTAL HEALTH
Join us for a panel discussion with:
• Amy Cheung, MD, Associate Scientist, Evaluative Clinical Sciences, in the Hurvitz Brain
Sciences Research Program at Sunnybrook Research Institute;
• Susie Barraud, OCT, teacher and curriculum leader with the Toronto District School Board;
• Andréanne Fleck, a social worker and Implementation Coach at School Mental Health
Ontario; and
• Delicia R, a Grade 12 student and member of the Toronto District School Board’s
Students 4 Well-Being team.
Our panellists will provide you with medical, professional, social and student perspectives
on how to support students’ mental health.
CHAIR’S ADDRESS MARGARET WILSON LIBRARY
Chair Nicole van Woudenberg, OCT, will Attend the open house in our library. See the
report on Council’s activities from last year. full range of services available to you, includ-
ing the online library catalogue, e-books and
REGISTRAR’S ADDRESS research databases.
CEO and Registrar Michael Salvatori, OCT,
will reflect on College initiatives from 2018. ENGAGE WITH US
Have questions? Send us your questions in
COMMITTEE REPORTS advance at pollev.com/octoeeo.
Hear from the chairs of the Investigations,
Fitness to Practise, Governance and LIVE STREAMING
Accreditation committees. Can’t attend in person? We’re live streaming
the meeting. Visit oct-oeeo.ca/amm-2019
and click on “play.” Please ensure your
computer or device has the minimum require-
ments to live stream.LETTERS TO THE EDITOR
Tell us what Professionally Speaking welcomes letters to the editor. We reserve the right to edit
letters for length and to conform to our publication style. To be considered for publication,
you think!
letters should be in response to an article or ad published in the magazine and include the
writer’s daytime phone number and registration number. Address letters to: The Editor,
Professionally Speaking at ps@oct.ca or 101 Bloor St. W., Toronto, ON M5S 0A1.
IN YOUR CLASSROOM
Faith-based practices in the classroom?
Professional
Practice I am responding to the Professional Practice article in the March 2019 issue.
Maintaining student attention levels in the classroom is
often difficult for teachers; it affects both the seasoned
and the new. After experiencing this challenge first-hand
I appreciate the ideas for helping students focus using exercise and breathing
and trying various approaches throughout my career,
I eventually landed on a technique that works well for me;
it starts with getting to know your students’ character!
techniques. I am concerned, though, at the suggestion of yoga in the classroom.
Once you’ve accomplished that, I suggest you try doing
a physical warm-up at the beginning of each class,
as well as incorporating mindfulness meditation and
deep breathing exercises — this is what I’ve found has
Our country is multicultural and multi-faith. Society has started to include
some faith-based practices with the suggestion there may be health benefits.
helped me handle my more rambunctious classes.
(For instance, one combination is jumping jacks or
lunges followed by yoga poses.)
Every group and teacher is different, but if you begin
with this approach, you can then fine-tune it to what
will work best for you and your students within your
learning environment.
Yoga is one of these faith-based practices. The foundations of yoga are in the
DAVID PARMER, OCT
TORONTO DISTRICT SCHOOL BOARD Hindu faith and the poses pay homage to Hindu gods. Having students participate
HAVE A CLASSROOM IDEA TO SHARE?
Send it to us at ps@oct.ca and your advice could
in yoga means they are taking part in religious practices of the Hindu faith. Some
be published in an upcoming issue! Check out
our Professional Practice Research archive at
oct-oeeo.ca/research. other faiths strictly forbid the practice of participating in activities of another
Amp Up Your Eco-Education
faith. There was recently a case in the news where parents took an Ontario school
BY STEFAN DUBOWSKI board to task for allowing yoga to be taught in their child’s elementary school.
It would be prudent to be informed about faith-based practices and the
You know the three Rs of environmentalism: Reduce, Reuse How about Grade 5 math? Try Playing with Decimals, a
and Recycle, but how about Rethink? Resources for Rethinking lesson in which students explore cost-of-living differences
(r4r.ca), a website with English and French lesson plans, between developed and developing countries. Grade 8
books, videos and more, invites students to think compre- arts? Try Antifreeze; Anti Fish, a play that illustrates the
hensively about biodiversity, climate change and other
matters of sustainability — either as a stand-alone subject
or linking it to topics such as math, social studies and art.
relationship between storm drains and water ecosystems.
If you’re not sure where to start, visit the Hot Topics tab
for a calendar of environmental events like World Food Day,
possibility of inadvertently exposing students to practices that are not permit-
ted in their faith. We simply need to “Google” the origins of any exercise or
The non-profit Learning for a Sustainable Future (LSF) Waste Reduction Week and the COP 24: UN Climate Change
created the site and has teachers review featured resources Conference, all of which you can use as jumping-off points
(which are matched to the Ontario curriculum), making it easy for classroom activities.
to find material for all grades and subject matter. Simply use The Ministry of Education’s elementary-level resource
practice we are thinking of incorporating into our classrooms.
ILLUSTRATION: KIM SALT
the handy home-page, pull-down menu to search by level, guide Environmental Education: Scope and Sequence of
topic and jurisdiction. Expectations, explains that students require the knowledge
For instance, are you teaching Grade 10 business and and skills to understand the complex issues that affect the
commerce? If so, the site recommends Chew on This, environment, both now and in the future. With Resources
a book on the fast food industry that outlines the environ- for Rethinking, you will find a range of tools that will help
mental impact of large-scale meat production facilities. students reach this increasingly important goal.
Valerie Downing, OCT, is a secondary and continuing education teacher
16 Professionally Speaking March 2019
with the Lambton Kent District School Board.
Mental health in the spotlight
I’m writing in response to the article “Supporting Students’ Mental Health”
in the March 2019 issue and the enclosed professional advisory.
As an elementary homeroom teacher, I am fully aware of the importance of
recognizing students struggling with their mental health, and providing a support-
ive environment that allows those students to feel safe and able to learn. I am also
increasingly aware of the same need to recognize and support the mental health
of teachers working with these students. I was particularly interested in the
section on page 4 of the advisory, which listed observable behaviours that could
be signs for possible concerns. I can go down that same list and recognize
behaviours frequently exhibited by many colleagues in the teaching profession.
In order for us to meet the needs of our students, we too, need to be mentally well.
I am positive that I do not need to outline the mounting pressures and demands on
teachers. However, there seems to be little, if any, focus given to the impact this is
having on teachers’ mental health. The only attention to this important issue came
PHOTO : DONNA GRIFFITH
on the last page of the advisory, asking teachers to be role models by maintaining
their own wellness. I am wondering about the possibility of using your magazine to
encourage teachers to make their own mental wellness a priority, and to feel the
support of a self-regulatory body as influential as the Ontario College of Teachers.
Jon-David Rodway, OCT, is an elementary teacher with the Toronto District
School Board and a registered psychotherapist with an active practice.
Editor’s Response: You’re absolutely right: Mental health is as important for teachers as it is
for students. In our June 2016 issue we published an article called “Toward Wellness” that
explored the subject and recommended resources and tools for support [oct-oeeo.ca/
towardwellness]. Because this is such a critical topic, we plan to revisit it in the near future.
June 2019 Professionally Speaking 13Ontario, meet your
Virtual Learning Environment (VLE)
The Virtual Learning Environment (VLE) allows you to extend your classroom into the
digital space by giving you the tools and support you need so you and your students can
learn whenever or wherever. The VLE is powered by D2L’s Brightspace and is provided at
no cost by the Ministry of Education to Ontario’s publicly funded school boards.
Easy to Use
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Assessment and communication tools to share timely
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Variety of Resources Available
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It’s easy to get started with Ontario’s VLE; simply reach out to your Technology
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You can find your TELT contact at www.D2L.com/Ontario.
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All D2L marks are trademarks of D2L Corporation. Please visit D2L.com/trademarks for a list of D2L marks. All other trademarks are property of their respective owners.PS POLL
ILLUSTRATION: JEANNIE PHAN
The Watch List
Here are the 10 videos teachers found most engaging on
the College’s YouTube channel, courtesy of our latest poll.
1. Chair’s Message 6. Council Election
for the Annual Report
7. The Ethical Standards
2. Registrar’s Message for the Teaching Profession
for the Annual Report
8. Knowledge Keepers
3.
Voices of Wisdom:
Learning from Elders 9. Acting on Our Ethics series
4. Great Teaching series 10. OCT, Ontario Certified Teacher:
A Professional Designation
5. Pratiques Exemplaires series
June 2019 Professionally Speaking 15IN YOUR PROFESSION
Pop Quiz
with Jenni
Donohoo,
OCT
Memory Project
speakers bring
history to life.
BY LAURA BICKLE
Book a speaker
today!
“When teachers learn, students learn.” That’s the core sentiment behind
thememoryproject.com/ Jenni Donohoo’s work as an author and consultant focused on professional
book-a-speaker
learning. She’s currently on contract with the Council of Ontario Directors of
Education and has written three best-selling books, including Collaborative
Inquiry for Educators: A Facilitator’s Guide to School Improvement.
“Long gone are the days of one-shot, district-mandated, ballroom approaches
to professional development,” says Donohoo. “When professional development
isn’t done ‘to’ teachers — when teachers have a say in the what, how and why of
professional learning — there is much more uptake.”
A project of With support We spoke to Donohoo about professional learning and how teachers can ensure
their learning delivers the greatest benefit for themselves and their students.
What is the state of professional such as time, research and tools.
learning in Ontario’s education system? The process works if you place trust
EDUCATORS' We still have plenty to learn about how in teachers’ ability to innovate together.
to close students’ achievement gaps Teachers are in the best position to
INSTITUTE (among applied and academic streams, impact school improvement initiatives.
Indigenous students, English-language
learners and students with Individual- How do teachers determine what
August 20th 2&st ized Education Programs). theories are worth implementing?
Hilton Mississauga/Maoal The desire to promote professional We need to help teachers access reliable
learning in Ontario’s education system sources of research to inform their
Two days designed is increasing. Teachers are taking on theories about what works best. Next,
to impact your teaching of leadership roles and they are being teachers need time to try new approach-
students with learning given opportunities to lead the work of es in their practice. Just because an
disailities. school improvement in authentic ways. intervention worked somewhere for
somebody, we don’t know if it will work
What advice do you give educators in our schools or with our students.
wanting to introduce collaborative
inquiry to their school? How can the system support
Find a colleague (or team) interested professional learning?
in developing a question related to School districts would benefit from
PHOTO: CHALET STUDIO PHOTOGRAPHY
student learning and willing to identifying who is responsible for the
experiment with different approaches. quality of professional learning in
Then, use evidence of student learning school boards, and then hold people
to evaluate the collective impact. accountable for delivering high quality
This needs to be facilitated from professional learning.
within, by teacher-leaders, and not We also need to create opportu-
from the district office. The district nities for sharing the results from
www.LDatSchool.ca office and school administrators need teachers’ collaborative inquiries.
to support it by securing resources, Let teachers’ voices be heard.
16 Professionally Speaking June 2019IN YOUR PROFESSION
By the Numbers: TWEET SHEET
Indigenous Studies Follow what's trending in the
education Twitterverse.
Indigenous-focused learning in Ontario schools. Follow us on Twitter @OCT_OEEO
BY STEVE BREARTON Ophea
A not-for-profit with the
vision that all children val-
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Source: Ministry of Education, 2018. *Does not include students attending First Nation schools. The Organisation for Eco-
nomic Co-operation and
Development helps identify
GROWING INCLUSIVITY the knowledge and skills
that drive prosperity and
promote social inclusion.
ONTARIO STUDENT COURSE ENROLMENT IN
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981 AQs completed in 27 separate Indigenous-focused
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26
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8 AQ courses related to Indigenous education currently
under development by the College and other stakeholders.
June 2019 Professionally Speaking 17IN YOUR CLASSROOM
Professional
Practice
I use dance parties to transform my math units, no matter the
strand. We use our bodies as learning tools and math manipu-
latives. We breakdance our fractions. We learn angles as if we
are inside a Pac-Man game. We explore geometric properties
as if we are martial artists. The kids love it, and I love it!
It’s based on a pedagogy by Canadian Amy Tepperman
(check out her TEDx Talk at oct-oeeo.ca/tepperman).
Science and experience tell us that getting students to move
more throughout the day has an undeniable impact on their
excitement about learning and their attention span. What’s
particularly special about dancing the math curriculum is
the movement isn’t separate from the learning — it is the
learning. It isn’t a break, it’s the lesson.
Dance parties are another tool to help teach diverse
types of learners; and best of all, they’re fun. Because let’s
face it: learning isn’t fun all the time, but when students are
more engaged and keen, they retain more of the lesson too!
TYLER BOYLE, OCT
BLUEWATER DISTRICT SCHOOL BOARD
HAVE A CLASSROOM IDEA TO SHARE?
Send it to us at ps@oct.ca and your advice could
be published in an upcoming issue! Check out
our Professional Practice Research archive at
oct-oeeo.ca/research.
Education in the Cloud
BY STEFAN DUBOWSKI
Here’s a simple but effective way for OCTs to help students to be the best free digital resources, including apps, videos
across the globe: share your expertise in LearnCloud and PDFs for those topics. You can visit the LearnCloud site
(learncloud.rumie.org), an online repository of digital and search by age group, subject and language to get a sense
educational resources, with the goal of bringing high- of the topics the organization focuses on. Rumie gathers
ILLUSTRATION: ROBERT SAMUEL HANSON/EYE CANDY
quality learning material to children who otherwise those recommendations and downloads the material to
wouldn’t get to access it. tablets that work without web connections. Then the group
The idea comes from The Rumie Initiative, a Toronto- distributes the tablets to children and teachers, who get to
based non-profit group working to bring electronic use the content you helped select.
material to communities worldwide. As Rumie points out, According to U.S. social media agency We Are Social,
millions of children can’t access the web, which means about 47 per cent of the world’s population doesn’t use the
they can’t benefit from the many high-quality lesson plans, internet. That leaves a significant number without a way to
activities and other educational resources online. Rumie learn online. LearnCloud program manager Vanessa Kenalty,
developed LearnCloud to help bridge the digital gap. OCT, says her organization is scaling up to make a difference
The organization connects with education groups where — and you can, too. “We need teachers and educators
web access is hard to get, to find out what topics and material to help reach learners around the world,” says Kenalty.
the children there would benefit from the most. Then Rumie “We welcome high-quality learning resources designed
invites teachers like you to go online and find what you deem for any age on any topic.”
18 Professionally Speaking June 2019IN YOUR CLASSROOM
Apps Analysis
BY STEFAN DUBOWSKI
DragonBox Algebra 12+ Montessori French Syllables The Enemy
Here’s a solution for students 12 and up Parlez-vous français? This app helps This immersive documentary helps high
who want to take a different approach six- to eight-year-olds respond with a school students understand how war
to algebra. Developed by a high school confident “oui!” Players mix and match affects individuals. The app presents
teacher and a cognitive science PhD, letters to practise the elements of stories from fighters on opposite sides
this app involves learning and earning French-language pronunciation. Once of a conflict, using augmented reality to
rewards. Goal: Isolate the dragon in a they know the basics, they move on to make it seem like the soldiers are in the
box by sliding picture cards across the games in which they hone their listening same room, listening to what their
screen and balancing the two sides. and comprehension skills. Options enemy has to say. The soldiers become
As the game progresses, those cards include different typefaces like the more than combatants, paving the way
become mathematical symbols, and OpenDyslexic font. Excellent for children for conversations about curriculum
soon players are solving for X. This 12+ in any of Ontario’s French-language pillars including empathy and global
version tackles algebra problems for streams, from core to French-language citizenship. There’s a brief explanation
middle and high school students, schools. Note the instructions are in of how the app works, plus descriptions
involving parentheses, positives, French, so beginners may need a bit of of the wars for context. Best experi-
negatives and fractions. help from a bilingual adult. enced on newer tablets and phones.
DEVICE Apple, Android DEVICE Apple, Android DEVICE Apple, Android
SOURCE Apple App Store, SOURCE Apple App Store, SOURCE Apple App Store,
Google Play Google Play Google Play
RATING 4+, Everyone RATING 4+, Everyone RATING 9+, Everyone
LOOK FOR THESE
STORIES AND MORE IN
THE NEXT EDITION OF
Inspire your
Professionally students to be
Speaking: active citizens!
• T
echnology in
the classroom
• U nderstanding
learning difficulties
• T
eaching through
the decades
Download the new free and bilingual civics
• E
xercising professional education guide from the Citizenship Challenge:
www.citizenshipchallengecivics.ca
judgment A project of With support from
June 2019 Professionally Speaking 19TOOLS OF THE TRADE
Speakers’ Corner
Do your students break out in a cold sweat at the mention of class presentations?
Try swapping that anxiety for enthusiasm with the help of engaging tech tools.
With practice, they can calm those jitters and become confident communicators.
BY MELISSA CAMPEAU
1. Popplet Free for lite version! 5. Pro Metronome Free!
When speakers really know their stuff, it comes through in Are your students speed reading through presentations?
their presentations. For students in the planning stages, this That’s a classic case of beginners’ nerves. Luckily, a little
whiz of a tool helps them brainstorm, create mind maps, awareness training can sort that out. During practice, students
colour code, and organize their ideas and images — paving use this intuitive app to choose a steady beat to follow, then
the way to more interesting and informed presentations. adjust as necessary until they hit just the right rhythm.
Grades: K–12 | Visit: popplet.com Grades: 4–12 | Visit: eumlab.com/pro-metronome
2. Prezi Free trial! 6. FlipGrid Free!
Snazzy templates and intuitive controls make visually Public speaking becomes NBD (no big deal!) when you do it all
interesting presentations a piece of well-designed cake. The the time. With FlipGrid, teachers share a thought-provoking
best part? When it’s time to present, the flexible format — image or video and students record their spoken responses. It’s
speakers zoom in on any point, at any time — makes pres- less formal, but still great practise! Classmates offer feedback
entations more like conversations, putting everyone at ease. right in the tool and students can chart their own progress.
Grades: 8–12 | Visit: prezi.com Grades: K–12 | Visit: flipgrid.com
3. Public Speaking with Andrew Johnson 7. PromptSmart Free for lite version!
US$2.99 (Apple App Store), US$3.89 (Google Play) Do you have a future CBC news anchor in your class? Create a
ILLUSTRATION: ROSE BLAKE/BERNSTEIN & ANDRIULLI
It’s amazing how focused relaxation can nix butterflies and mock newsroom to find out. Have students cut and paste their
steady anxious minds. This app uses guided meditation to scripts into this tool, then use the class tablet as a telepromp-
boost confidence and retrain the mind so students can ter. Voice recognition software listens in, adjusting the pace of
relax and even enjoy the opportunity to give presentations. the scroll to match the speaker.
Grades: K–12 | Visit: oct-oeeo.ca/hivebrainitunes; Grades: 4–12 | Visit: promptsmart.com
oct-oeeo.ca/hivebraingoogleplay
8. YouTube Free!
4. Ah Counter App Free! Why not learn from the best? Especially when there’s a
It’s, um, hard sometimes to, y’know, cut out filler words. To fix bottomless trove of amazing examples right at your fingertips.
that, this app listens to students as they practise and alerts From Rick Mercer’s hilarious rants to Barack Obama’s soaring
them every time an “um” creeps in, bringing focus to all the orations, students can study what works and why, then try to
extra bits that get in the way of effective communication. weave those bits of magic into their own presentations.
Grades: 9–12 | Visit: oct-oeeo.ca/AhCounter Grades: 9–12 | Visit: youtube.com
June 2019 Professionally Speaking 2122 Professionally Speaking June 2019
GREAT TEACHING
The Write Stuff
Nicole Chen, OCT, helps her students tackle
challenges, gain confidence and find their words.
BY STUART FOXMAN
W
riting isn’t a spectator sport. However, Nicole Chen, OCT, turns it
into one for her English class at Francis Libermann Catholic High
School in Toronto.
Several times a year she sets up her laptop and projector, and asks students
for a topic. Maybe something like “Should we have part-time jobs while in
school,” or “Should school uniforms be mandatory.” On the spot Chen starts
composing, while the students note what she’s doing.
After, they discuss what they observed: how Chen started writing just to get
ideas out, reorganized her thoughts, used synonyms to avoid repetition, read
aloud to hear how the sentences sounded, kept tightening her copy and
checked for errors.
“This shows that even though I’m an experienced writer, I go through a
process,” says Chen.
The exercise speaks volumes about Chen, suggests Domenic Mastrullo, OCT,
head of the school’s English department. He says she finds a way to model
desired behaviour and techniques and helps students understand they shouldn’t
be intimidated by a blank page. She also conveys that it’s OK to make mistakes
and have false starts. That’s how you learn.
“The activity becomes transformative,” says Mastrullo. “The students get to
see the flaws and the triumphs.”
Chen received a Certificate of Achievement in 2018 for the Prime Minister’s
ONLINE EXCLUSIVE Awards for Teaching Excellence. The 21-year veteran teaches Grade 9 English,
To view our Great Teaching as well as English-language learners (ELLs) in levels A, B, C and D.
video archive, visit Those are the classes, but Chen teaches something more. She manages
oct-oeeo.ca/GTvideos to weave in lessons about self-confidence, leadership, being in the moment,
respect and responsibility. Her goal is to help students not only acquire skills,
but become the most successful version of themselves.
June 2019 Professionally Speaking 23GREAT TEACHING
Nicole Chen, OCT, knows Shakespeare can be daunting, so she has students focus on the emotion and themes in the work, instead of words.
“We all have something inside us from there they write a short poem. compared to learning a new language
that can be inspiring to other people,” She also has students share their for real. Chen has taught ELLs since
says Chen. “Be kind, be caring, be works in a poetry café, with hot 2014, and calls it her most rewarding
smart and make good choices. chocolate, cookies and presentations teaching experience. Her mother
Someone will notice. The smallest that run from group dramatic read- came to Canada from Germany at
thing can make a difference.” ings, to slam poetry with musical age 14 with zero English skills. Chen
She tweaks the curriculum to feed accompaniment, to rap. knows how tough that is, and helps
student interests. The environment, Like poetry, Shakespeare can be students feel welcome and comfort-
for example, is a passion for both daunting. Chen explains that under- able in their new home.
Chen and many of her students. She standing every word of Shakespearean That means focusing on more than
led the effort to get the school language isn’t vital. After all, Shake- the academics. To really get to know
Platinum-level eco-certified (as rated speare was writing for a different the students, Chen has them write
by Ontario EcoSchools). She designed audience at the time. “It’s our job to pull journals, share stories, and relay the
an English course with an environ- out the emotions and themes he wrote pros and cons of being in Canada.
mental slant. Students write green- about. Words and sayings change, but Discussing their cultures and their
themed poetry, produce videos about emotions are universal,” she says. paths to Canada helps the students
protecting Canada’s water supply, She uses shakespearience.ca empathize with each other and realize
and study sci-fi/dystopian stories to provide workshops, and also what they have in common.
with plots about the world going to relies on “Shakespeare in Bits” via It’s important for Chen to acclima-
war over water. mindconnex.com (character mapping, tize the students. Outings to places
“You’re pulling on themes that are animated re-enactments, sound- like a pioneer village (to show what
PHOTOS: MARGARET MULLIGAN
relevant to today’s issues,” says Chen. tracks and more resources) to make a life was like for new Canadians way
Keeping things current is always play come alive. Chen has students back) or local art galleries immerse
critical. Coming into English, many translate selected passages into mod- the students in some of Canada’s
students think the poetry unit will be ern language and slang, and get silly history and culture. Even teaching
hard. Chen makes it fun. In a newer by trading Shakespearean insults. The about unfamiliar celebrations like
assignment, she has students choose content becomes more approachable. Halloween can matter. Elizabeth, a
emojis to express a situation (some- At first, Shakespeare can seem like former student from Syria now in
thing they do anyway, every day), and a foreign language. That’s nothing Grade 11, loved learning that tradition.
24 Professionally Speaking June 2019GREAT TEACHING
She dressed as a clown and trick-or- Torio, now in year two at the University
treated with her little brother. “I felt of Toronto. “Back then I was trying to
more at home, starting to belong understand how to control my emo-
here,” she says. tions, so my actions would not merely
Language acquisition breeds
self-assuredness. While Chen says
be dictated by my feelings. Do I stay in
my head or take a step back? Mindful-
Searching
accents are beautiful, many students
are concerned about theirs. “They
ness allowed me to be more rational,
more in control over my emotions,
for creative
want to fit in,” she says.
So she brought in a speech therapy
more intentional.”
Another former student, Kezia
activities
expert to run pronunciation labs. Eliza- Johnson, recalls an exercise where
beth, who found some pronunciation she rolled a grape in her mouth. Chen Since 2006, Nicole Chen has
frustrating (the letter “r” in particular), had her think about the taste and mentored teacher candidates
loved the sessions. “I’m more confi- texture, and reflect on what’s in- from university programs
dent,” she says. volved in getting that grape from a and colleagues through the
Chen successfully advocated for an farm. Johnson became more contem- TCDSB’s New Teacher Induc-
international student representative plative and appreciative of what she tion Program. She says these
on student council, and says her goal was consuming. The mindful lessons lessons will serve new (or
is to help ELLs be leaders. That can linger, says Johnson, in her second any) teachers well.
mean formal leadership positions, year at York University (biology and
but she thinks of it more as finding education). Instead of worrying about 1) Be over-prepared.
the leader within. the next class or assignment, she Teach right until the bell rings.
Her students show determination savours the present moment. Chen says many behavioural
simply by learning English and making Chen’s former principal, Lisa issues occur when students
a place for themselves in Canada. McGuckin, OCT, says the mindful- lack enough to do.
Chen says successful ELLs inspire ness effort recognizes something
their families and those who come fundamental. “We might be teaching, 2) Set your expectations
next. That’s leadership. Mastering a but students might not be learning. for respect from the start.
new language opens possibilities. Stu- Knowing how students feel supports That means listening when
dents know they can achieve, and can a better learning environment,” says others talk, disagreeing
draw on that well of positivity. That McGuckin. “Nicole is the total without belittling, and
also spurs leadership. package when it comes to being devoting your full attention
Teachers want to help their students a great teacher. She knows her (like abandoning the phone
have full minds; Chen is also focused curriculum, loves her job, respects during class).
on helping them to be mindful and her students and creates the en-
to bring their full attention to the vironment for excellent learning.” 3) Have a system that lets
moment. She points out that students Last summer, Chen co-wrote a all students be heard.
can’t learn or express themselves well mindfulness and social/emotional Be disciplined about en-
when their minds are racing. Mindful- learning course, which three Toronto suring students take turns
ness can unclutter their minds, expel Catholic District School Board schools speaking. Those who love
negative emotions and reduce stress. are offering this year. Her dream is to to talk can dominate a class.
“You can make decisions more have the course become part of the Have students write ques-
easily because your mind becomes Ontario curriculum. tions down (it helps with
clearer, more focused,” says Chen, She encourages teachers to learn shy ones), and collect
who trained in mindfulness. During exercises to become more mindful those to share.
class she routinely has students do a themselves. That will help them to
few minutes of exercises like mindful observe and react without judgment, 4) Connect everything
breathing, which involves deep, slow take a breath, become calmer and be to the real world.
breathing with visualization, as soft more present for each student. Find out what students are
music plays. (She recommends “Isn’t this what teaching is supposed into as fodder for discussions
mindfulnesswithoutborders.org for to be?” says Chen. “When students and assignments. Share news
ideas.) Once students know tech- feel they’re being paid attention to in stories that relate to the
niques, they can practise them on this way, they’ll respond positively.” PS theme of studies.
their own to get in the right frame of
mind for learning. The Ontario Certified Teacher featured in this
profile has been recognized with a teaching award
“Mindfulness allowed me to be in and exemplifies the high standards of practice to
the present,” says former student Kim which the College holds the teaching profession.
June 2019 Professionally Speaking 2526 Professionally Speaking June 2019
REMARKABLE TEACHER
An Early Start
Citytv Breakfast Television co-host
Dina Pugliese says her Grade 1 teacher was an
early role model and a major inspiration.
BY BILL HARRIS
I
f imitation is the sincerest form of flattery, then Dina Pugliese paid the
ultimate compliment to Carolyn Catania, her Grade 1 teacher at St. Charles
Catholic School in Toronto.
Pugliese currently is the co-host of Breakfast Television, which airs weekday
mornings on Citytv, and many viewers admire her style, grace, demeanour and
professionalism. Morning TV is a tough job; getting up hours before dawn every
day and presenting the best version of yourself to the world. But Pugliese says
Catania was a great early role model, to the point of literal mimicry.
“Whenever my sisters and I were done our homework, we would play school,”
says Pugliese. “I would always pretend to be the teacher, and I would take on
her name. I’d say, ‘I’m Miss Catania,’ and my sisters would be my students.
“I’d be handing out papers, or I’d say here’s a pop quiz, and I’d carry books
like she did,” she says. “To me she was like a celebrity. She was my idol.”
Pugliese describes herself as “a devil at home and an angel in school” in those
days, explaining that while she competed with her sisters for attention at home,
in school she always focused and did her best to impress her teachers. When it
came to Catania, though, Pugliese remembers her as being consistently kind, no
matter what kind of students were in her class.
“Whenever I had to go to her with a question, she made me feel like whatever
I had to say was important,” says Pugliese. “She was truly present, giving you her
ear and time, answering as best she could, despite whatever was going on in the
classroom with all the other kids.” She adds, “She really took the time to give you
a generous and thoughtful response.”
Pugliese doesn’t know if Catania ever knew how much she admired her and how
lucky she felt to have had such a positive experience at the very start of her years
in school. “She raised the bar and she stayed with me. She instilled in me not only
a love of the arts but also the importance of kindness and leading by example,” she
says. “She was a model of that behaviour every day. When you were in that class-
room, it was just her little magical bubble of learning and kindness and giving.”
Catania, who is now retired and living in King City, Ont., is originally from Toronto
and graduated with an Honours degree in psychology, with minors in history and
June 2019 Professionally Speaking 27You can also read
