tag:blogger.com,1999:blog-12471149297531725042023-11-15T08:12:43.091-08:00ThePAVE -- Perspectives and Voices in EducationThePavehttp://www.blogger.com/profile/16432789460098369016noreply@blogger.comBlogger17125tag:blogger.com,1999:blog-1247114929753172504.post-55804689371315292942014-11-14T11:56:00.001-08:002014-11-14T15:35:45.447-08:00Critical Thinking in the Context of a Global Ed. School<br />
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By Jonathan Newman<br />
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Master of Teaching Candidate<br />
Year I - OISE, University of Toronto<br />
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Looking back on the past few weeks of my practicum at Voice Integrative School, I find myself amazed at what I have learned in a global education environment. I have learned from teachers who embrace a well-rounded view of education, empower their students by giving them opportunities to lead, encourage students to apply their knowledge to the world around them, and facilitate the intentional development of life skills in the classroom. I have learned from students who hold themselves and their peers accountable to do their best work, take responsibility for their community, and think critically about personal, local and global issues. This last observation has stood out to me over the past week, and has inspired me to write this piece.<br />
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This week my fellow teacher candidates and I had the opportunity to develop a Remembrance Day assembly for the school. Collectively, our goals were to create an opportunity for students to remember those whose lives were taken by war both locally and globally, to reflect on the roots and impacts of conflict, and engage students in creating a peaceful future through personal and collective action. One element of our assembly was breaking off into discussion groups by grade level. I facilitated a conversation with our grade eight students by way of questions that we, the teacher candidates, prepared. These questions included:<br />
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<i>Why does war exist?</i><br />
<i>Who is negatively affected by war?</i><br />
<i>Who benefits from war?</i><br />
<i>What, if anything, do you think is worth fighting for?</i><br />
<i>What can we do to create peace?</i><br />
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The students’ responses and contributions amazed me. At one point in our discussion, a girl said, “The question shouldn’t be who benefits, rather who suffers the most or who suffers the least.” She went on to explain how we all suffer from war no matter who wins in the short-term. Her comment stood out to me because she rejected the notion that anyone could benefit from armed conflict, and instead forwarded the idea that everyone suffers in the long run.<br />
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Another student discussed how we can “fight” for peace through non-violent means, and stated Martin Luther King Jr. as an example. This comment sparked a discussion about what it means to fight for peace, and some students argued that conflict may be justified in some instances. One boy brought up the conundrum of “where do we draw the line?” He used an example of being robbed for a dollar and shrugging it off, and being robbed for 5 dollars and deciding to take violent action against the robber. Through this analogy, this grade 8 student used his critical thinking skills to analyze an abstract concept – that of a moral right – tangible to himself and his peers.<br />
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Students also raised other thoughtful ideas and opinions such as the role of economic interests in war, the immense consequences for families affected by war either directly or indirectly, the emotional weight of living happily knowing that people in other countries are being killed, and the notion that apathy is almost as bad as fighting for the “wrong” side.<br />
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In sum, these students took on the task of discussing war and conflict by making inferences, activating their prior knowledge, and forming logical conclusions. They listened attentively to their peers, formed intelligent responses, constructed sound arguments, and made thoughtful analogies. The entire conversation happened within a safe environment that was inclusive, respectful, and constructive. This is all the more impressive because the students in question are twelve and thirteen years old, but their responses show an emotional maturity much beyond their years. Quite honestly, as the facilitator, all I had to do was ask the questions and let them go.<br />
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Some might assume that these students must all have gifted designations or that the ideas in this article only reflect the contributions of a few particular students. I would contest this claim by arguing that what is exceptional about these students is their environment, which engages and supports them in thinking critically to develop socio-emotional intelligence.<br />
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I believe that every student has the capacity to engage with learning in this manner, and that Voice Integrative School is a space that is successful in drawing these qualities out, and in celebrating them. This is one of the things that sets apart a global education school; it carves out time for students to simply sit together, reflect, discuss, and then reflect again. It is no wonder that I felt so inspired by our discussion, and that I have felt so fulfilled throughout my placement here. VIS has helped me discover the kind of teacher I want to be – one who not only allows time for, but actively trusts the value of reflection and discussion as a means of igniting what should be, our students' critical minds.<br />
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© All Rights ReservedThePavehttp://www.blogger.com/profile/16432789460098369016noreply@blogger.comtag:blogger.com,1999:blog-1247114929753172504.post-89960301182650554932014-01-20T09:39:00.000-08:002017-09-25T11:13:43.992-07:00Why I Left the Public School SystemBy Marie Lardino, B.Ed, M.Ed<br />
Retired Principal/Founder<br />
Voice Integrative School<br />
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<span style="border: 0px; font-family: "arial"; font-size: small; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px;"> I left the Ontario public school system in 2000 to found Voice Intermediate School, which, at that time, began as a class of fourteen grade 7 students. In 1998, our newly elected Conservative Government implemented a complete overhaul of our education system. It introduced standardized testing, a province-wide common curriculum, and a voluminous set of learning outcomes.</span></div>
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<span style="border: 0px; font-family: "verdana"; font-size: small; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px;"> </span><span style="font-family: "arial"; font-size: small; font-style: inherit; font-weight: inherit;">Given that teachers hadn’t had the appropriate training to respond to this seemingly “urgent” call for accountability, I saw this reform as having serious implications on the emotional wellbeing of my students, and more specifically, my holistic pedagogy, which I viewed as working. So I became suspicious of the changes implemented by the Ontario government, and disillusioned with the public system. </span></div>
<div class="MsoNormal" style="background-color: white; border: 0px; font-family: 'Lucida grande', Arial, Verdana, sans-serif; font-size: small; margin: 0.1pt 0cm 1em; outline: 0px; padding: 0px;">
<span style="border: 0px; font-family: "arial"; font-size: small; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px;"> </span><span style="font-family: "arial"; font-size: small; font-style: inherit; font-weight: inherit;">Over the years I have observed the effect of Ontario’s education reform through various conditions - anxiety, stress, unhappiness, etc. – felt by many students entering my school from public classrooms. Thus soon enough, a trickle-down effect created by standardized testing and (more) stringent outcomes began to emerge. I observed that Ontario students started to display tension and a greater preoccupation with grades. Schools in Toronto started to acquire a greater or lesser value based on their overall results in EQAO tests (Education Quality Accountability). After-school learning centres opened up everywhere (and began to flourish) given that many parents – seemingly worried about their children’s inability to meet required standards - responded by blaming “average” competency on (possible) learning disabilities. This caused a large number of families to enroll their children in remedial academic programs. Many others responded by enrolling their children in private or independent schools (such as ours) that espoused a more innovative, less stressful teaching mandate. Other issues resulted from reform. Perhaps there will be opportunities for me to write about these later.</span></div>
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<span style="font-family: "arial"; font-size: small; font-style: inherit; font-weight: inherit;">For now, I will add that I saw Ontario’s education reform as affecting university entrance requirements as well. Given this push to standardize achievement, multi- leveled competition took hold of our education system. The need to ensure that academic requirements were met on every level – from elementary to senior – led higher education institutions to start the process of accepting students with very high grades. </span></div>
<div class="MsoNormal" style="background-color: white; border: 0px; font-family: 'Lucida grande', Arial, Verdana, sans-serif; font-size: small; margin: 0.1pt 0cm 1em; outline: 0px; padding: 0px;">
<span style="border: 0px; font-family: "arial"; font-size: small; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px;"> </span><span style="font-family: "arial"; font-size: small; font-style: inherit; font-weight: inherit;">I hear constantly from parents who enrol their public school children at VIS, that Ontario’s education standards managed to accomplish regression in education more than improvement. I agree. I recall feeling pressured to teach to the test, compartmentalize the curriculum, and take on teacher-centered approaches. I worried about my students’ emotional wellbeing in relation to these new and demanding expectations.</span></div>
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<span style="font-family: "arial"; font-size: small; font-style: inherit; font-weight: inherit;">Voice Intermediate School (now a grades 1-8 school with nearly one hundred students) soon to be Voice Integrative School, was founded due to my disillusionment with standardization, which, in my view, undermines the goals of a compassionate, holistic education. Although I see the value of a common curriculum, practical experience tells me that a focus on standards has negative implications on “meaningful” learning.</span></div>
<div class="MsoNormal" style="background-color: white; border: 0px; font-family: 'Lucida grande', Arial, Verdana, sans-serif; font-size: small; margin: 0.1pt 0cm 1em; outline: 0px; padding: 0px;">
<span style="border: 0px; font-family: "arial"; font-size: small; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px;"> </span><span style="font-family: "arial"; font-size: small; font-style: inherit; font-weight: inherit;">At VIS we choose to teach “through” the content set out by the new Ontario curriculum and employ formal and informal evaluation strategies. And although we are not required by the Ontario Ministry of Education to implement standardized tests, our students thrive academically. More important, they leave VIS with an abundance of "higher order skills" (Pike and Selby, 1988). Then they succeed in other institutions, whether public or private. And because in our case, the stressful aspects of standardized testing have been removed, we get to pay attention to our students’ needs, rather than place focus on the system’s needs.</span></div>
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<span style="font-family: "arial"; font-size: small; font-style: inherit; font-weight: inherit;"> During my pursuit of a master in education at OISE/UT, I had the great privilege of working with Dr. Selby and Dr. Pike. In the 1990's global education became a very worthy experiment, and the purpose behind the creation of The Global Education Institute at OISE. The institute has since been dismantled. However, I recall my relationship with Dr. Selby and Dr. Pike as being about a mutual respect. I highly respected their theory of global education, and felt that they respected my professional practice and intrinsic knowledge. They are not the first life-changing mentors I have encountered throughout my life. However, they gave me the tools to translate what I thought I knew (and couldn’t yet describe), into a language that gave my vision of education, meaning. Not surprising, I called my school “VOICE”.</span></div>
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<span style="border: 0px; font-family: "arial"; font-size: small; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px;">What I took from the public school system was valuable learning about the context of education - its complexities and its issues. Now, w</span><span style="font-family: "arial"; font-size: small; font-style: inherit; font-weight: inherit;">ithin the context of my school, having a “voice” implies the courage to take risks through feelings of safety and belonging. This notion applies to my teachers as well. I firmly believe that a good education -and good teaching - is a blend of many layers and interdependent factors. However, one thing seems certain. We learn and teach best in environments where feelings of belonging and safety are acknowledged, practiced and celebrated.</span></div>
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<span style="font-family: "arial";"><u>Citation</u></span><br />
<span style="color: #333333;">Pike,
G., & Selby, D. (1988). </span><i style="color: #333333;">Global
teacher, global learner</i><span style="color: #333333;">. London: Hodder & Stoughton.</span><br />
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ThePavehttp://www.blogger.com/profile/16432789460098369016noreply@blogger.comtag:blogger.com,1999:blog-1247114929753172504.post-6822457397622757022013-09-19T13:13:00.002-07:002023-07-23T07:29:21.151-07:00FINDING MYSELF IN TEACHINGOn: Becoming a Heartfelt Educator<br />
By Amanda Merpaw<br />
Teacher Candidate, Year II<br />
Master of Teaching Program (MT)<br />
OISE, University of Toronto<br />
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<i>"The more I walk through those green double doors on Gristmill Lane, the more I feel at home. </i> <i>I've</i><i> been reminded that I don’t have to compromise who I am to be a teacher". </i><br />
<i> Amanda </i></div>
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I just finished a phone conversation with my mom. Before hanging up, she reminded me that we always end up where we are meant to be. She was referring to my current student teaching placement at Voice Intermediate School and, as moms often are, she was right.</div>
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<span class="Apple-tab-span" style="white-space: pre;"> </span>A few months ago, at the end of my first year in the Master of Teaching (MT) program at OISE/University of Toronto, I was questioning my place in education. I knew, as I have always known, that I wanted to be a teacher. I knew that my decision to leave academia to pursue teaching was still the right decision. But I couldn’t figure out exactly where I belonged. I had experience teaching at a university and in various public schools, yet I never felt the spark of connection; I never saw myself reflected back at me in a school’s mission, practices, staff, and students. You see, I believe in the principles of global education, critical pedagogy, and social justice. I believe that teachers should engage students in thinking critically about the world, as well as empower students to have the agency to intervene in the world. I believe that schools should engage the whole child in all his or her emotional, social, and academic intelligences. I believe that students, teachers, and administrators should respect each other, support each other; and, ultimately, inspire each other. Where was the school based in these values? I began to lose hope that this existed other than<b> </b>in my dreams.</div>
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<span class="Apple-tab-span" style="white-space: pre;"> </span>Then came Voice Intermediate School. When I first started the Master of Teaching program at OISE<b>,</b> I requested a placement at VIS. I knew its global education philosophy mirrored my own pedagogical beliefs and I was interested in its infusion of the arts across the curriculum. Suffice to say I was thrilled when my placement coordinator contacted me this past summer to let me know I would be teaching at VOICE in the fall of 2013. But even my excitement couldn’t have prepared me for the sense of belonging I have felt in the time I’ve spent there. Indeed, the more I walk through those green double doors on Gristmill Lane, the more I feel at home. </div>
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<span class="Apple-tab-span" style="white-space: pre;"> </span>On a typical day at VIS, I see students and teachers participating in lively, intelligent discussions and debates. I hear laughter and music echoing down the hallways. I witness collaboration, community-building, and critical thinking. I see VIS teachers educating for the mind, the heart, and the conscience. I watch Cathie Webb Gillespie, my superstar associate teacher, bringing history to life through theatre. I notice Vice-Principal Pam MacIsaac with camera in hand, happily soaking it all in and trying to capture the magic of VIS. I find Principal and Founder Marie Lardino sitting in on lessons, checking in with teachers and students, acknowledging that what was once just a dream is now an amazing reality. And me? On a typical day at VIS, I can’t stop smiling because -- finally! -- I recognize my philosophy and values in a school. I feel at home. </div>
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<span class="Apple-tab-span" style="white-space: pre;"> </span><b><i>Dear VIS,</i></b><br />
In a few short weeks, <i>I've</i><i> been reminded that I don’t have to compromise who I am to be a teacher.</i> I've been shown that the most productive learning happens when students and staff expect each other to show up each day as their best, most real, most authentic self. You’ve shown me that it’s okay for that self to have a bad day and to make mistakes -- that the best educational community offers support and understanding in those challenging moments. I now see how fulfilling it is to be part of a school infused with relevance, where students and staff strive to better themselves, improve their community, and create change in their world and the world at large. I look forward to continuing to get to know you VIS, and to being inspired by you as the year progresses and perhaps, if I am lucky, in the years to come. </div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Amanda Merpaw was hired on contract as a full-time teacher at VIS. She teaches core French to students in grades 4-8, and English and Philosophy (Gr. 8). </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Marie Lardino</span></div>
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ThePavehttp://www.blogger.com/profile/16432789460098369016noreply@blogger.comtag:blogger.com,1999:blog-1247114929753172504.post-70886556018298562352013-04-18T10:36:00.002-07:002023-07-23T21:08:35.897-07:00On: BEING A SMALL SCHOOLby Marie Lardino<br />
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<span style="font-family: Arial; font-size: 13pt;">While the answer to the “what” is a given due to standardized common curricula, in schools that employ large numbers of teachers and house hundreds of students, I question how administrators inspire a shared educational philosophy and effective collaboration among staff and students.</span></div>
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<span style="font-family: Arial; font-size: 13pt;">Ongoing observation of social dynamics and overall academic performance in our own school, have by now assured me that "how and why" questions are best addressed in schools that are smaller in numbers. And I maintain that to thoroughly understand how kids learn best, the smaller school environment provides the answers to this crucial question.</span></div>
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<i>“I think the most important part of getting a good education is cooperating and having teachers and students work well together.”</i></div>
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<b><i>Emma</i></b><i></i></div>
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<i>VIS Student, Gr. 6</i></div>
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<span style="font-family: Arial; font-size: 13pt;">That being said, thirteen years of qualitative research at VIS has led me to believe that kids perform and learn better in school when they experience a sense of ‘belonging’. They meet expectations and take more risks when they feel safe to do so. Feeling safe seems to be the knowledge that your peers will not judge, criticize or take advantage of your weaknesses and individual differences. And a growing desire to come to school is about internalizing (and trusting) that 'one' is a valuable part of a community where each member's actions are understood to be interdependent and interconnected. It’s also about mutual acceptance and it's about a need for </span><span style="font-family: Arial; font-size: 17px;">respect and accountability toward one another. As well, s<i>afety, as it relates to a school-wide code of conduct, is most effectively implemented when faculty is able to manage issues that would normally go unseen in larger settings. In small schools where teachers are able to discuss issues in depth and problem solve the academic, social, and emotional dilemmas of their students, solutions are addressed as part of a value system that is lived and felt by each member of the school.</i></span></div>
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<i>“A good education is when the teachers understand, help, relate and have fun with the students. You also need to feel at home. You need to ask questions....to feel trusted and trust the teachers and learn in a safe environment. You have to feel welcome every day you come in.”</i></div>
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<b><i>Spencer</i></b><i></i></div>
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<i>Gr. 8</i></div>
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<span style="font-family: Arial; font-size: 13pt;">The challenges, I imagine, in maintaining an effective (and affective) educational mission, and guiding a staff that is large in numbers must entail frustration to effectively promote a widespread ‘how’. Instilling a school-wide philosophy that is shared and agreed upon by all, could no doubt be difficult. So because my greatest fear as an educator is exactly this - the disintegration of a culture which has proven to function so well because our school is small, among other factors, I see no choice other than to guard its safety by allowing it to play itself out organically, yet contain its numbers to no larger than one hundred students.</span></div>
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<i>“All together, a good education is where the students feel as comfortable as the teachers, and the teachers help the students and make them feel heard<b>.”</b></i></div>
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<b><i>Rhys</i></b><i></i></div>
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<i>Gr. 7</i><i></i></div>
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<span style="font-family: Arial; font-size: 13pt;">What I have observed throughout the years is that for school to feel like home, the students in that school must all know each other. They should feel comfortable to approach teachers who view them primarily as human beings. And when the notion of ‘personhood’ transcends all else in a school, exceptional learning possibilities result for students and teachers.</span></div>
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<span style="font-family: Arial; font-size: 13pt;">Undoubtedly, I have had to address questions and potential issues related to happiness and performance when students transition from a small school to a larger institution. The answer to this question is unequivocal: <i>I see no real issues</i>. The transition is seamless if our school</span><span style="font-family: Arial; font-size: 13pt;"> has done its job to foster confidence and a knowledge of "self" in each of our students, and if it has prepared them toward accountability, assertion and future leadership. Academically, emotionally and socially confident kids are not afraid of large crowds; however, they might likely determine at any given time, that their former smaller school was highly successful in promoting a sense of belonging. This knowledge can only come from experience. The skills to analyze, think critically and make informed choices</span><span style="font-family: Arial; font-size: 17px;"> are best gained in small, safe, democratic school settings where the "how and the why" are everyone's shared mandate, every day, and where everyone knows each other's names.</span></div>
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<span style="font-family: Arial; font-size: 17px;">In my view, regardless of smaller classes, the larger the school, the more diluted this mandate becomes. Such is the gap between the institutional setting, and the school that feels like a "home". </span></div>
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<em style="border: 0px; font-weight: inherit; margin: 0px; padding: 0px; vertical-align: baseline;"><u><span face="Helvetica Neue, Arial, Helvetica, sans-serif">Our Small School's Global Educators and Staff:</span></u></em></div>
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<em style="border: 0px; font-weight: inherit; margin: 0px; padding: 0px; vertical-align: baseline;"><span face="Helvetica Neue, Arial, Helvetica, sans-serif">“When teachers are trusted, respected and supported, they are much more willing to role model their confidence in the classroom, take on leadership roles and impart knowledge to their students in creative ways.”</span></em></div>
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<span face="Helvetica Neue, Arial, Helvetica, sans-serif">VIS teachers are committed to making a difference in their students’ lives. They are knowledgeable, creative, caring, inspirational and highly qualified. They communicate effectively with parents; but most importantly, they communicate effectively with each other and their students. In essence, they know their students well and are able to devote their attention to their strengths and areas of potential growth. As such, they focus on delivering a program that inspires students to participate, reflect, think critically, analyze, create and excel academically. Most important, they create classrooms where students can feel a sense of accomplishment, and develop programs that motivate students to want to come to school day after day. <span style="border: 0px; font-style: inherit; font-weight: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">All of them demonstrate a love of teaching and a commitment to education.</span></span></div>
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<span face="Helvetica Neue, Arial, Helvetica, sans-serif"><span style="border: 0px; font-style: inherit; font-weight: inherit; margin: 0px; padding: 0px; vertical-align: baseline;"><a href="http://www.voiceintegrativeschool.com/wp-content/uploads/2014/09/Staff-andTeacher-Profiles.pdf">Meet Our Global Educators (here)</a></span></span></div>
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-- </span></span>ThePavehttp://www.blogger.com/profile/16432789460098369016noreply@blogger.comtag:blogger.com,1999:blog-1247114929753172504.post-54019147499800826022013-04-09T15:18:00.002-07:002013-09-08T12:51:58.354-07:00The VIS VISUAL ARTS GALLERYPAST AND PRESENT: A collection of works by our artists in grades 4-8.<br />
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Grade 8 collaborative piece. Guided by artist/teacher Andrew Vale<br />
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<tr><td class="tr-caption" style="text-align: center;">Inspired by Cathie Webb -- Gr. 8 Pieces wax on canvas </td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Collaborative paintings guided by artist/teacher Andrew Vale</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Guided by artist Paul Cade</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Painting instruction: artist/teacher Andrew Vale</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Guided by artist Susan Leopold</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Guided by Susan Leopold</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Instruction: Steven Weir (above), Cathie Webb (bottom left), Michelle Keeley (bottom right and centre)</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Instruction: Cathie Webb</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Instruction: Cathie Webb</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Instruction: Michelle Keeley</td></tr>
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ThePavehttp://www.blogger.com/profile/16432789460098369016noreply@blogger.comtag:blogger.com,1999:blog-1247114929753172504.post-6276484836935963252013-03-30T12:37:00.000-07:002013-04-04T08:36:28.836-07:00On the Subject of Grades<div class="separator" style="clear: both; text-align: center;">
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<a href="http://4.bp.blogspot.com/-TGrA1NdqXmM/UVc9JeHchUI/AAAAAAAACms/ELEsQae4_z8/s1600/f-grade.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="492" src="http://4.bp.blogspot.com/-TGrA1NdqXmM/UVc9JeHchUI/AAAAAAAACms/ELEsQae4_z8/s640/f-grade.jpg" width="640" /></a></div>
<span style="font-family: Arial; font-size: 13.0pt; mso-bidi-font-family: Arial;"><br /></span>
<span style="font-family: Arial; font-size: medium; mso-bidi-font-family: Arial;"> I don't remember ever
having a job interview where the employer asked me about my grades in
elementary or senior school. And I don't remember having been asked what grades
I got in university either. What they did ask, depending on the job, is whether
or not I was competent, experienced, a team player and a problem solver; and whether or not I was
reliable, punctual, conscientious and able to work with people. <o:p></o:p></span><br />
<span style="font-family: Arial; font-size: medium; mso-bidi-font-family: Arial;"><br /></span></div>
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<span style="font-family: Arial; font-size: medium; mso-bidi-font-family: Arial;"> </span><span style="font-family: Arial; font-size: medium; mso-bidi-font-family: Arial;">Marie Lardino</span><br />
<span style="font-family: Arial; font-size: medium; mso-bidi-font-family: Arial;"><br /></span>
<span style="font-family: Arial; font-size: 13.0pt; mso-bidi-font-family: Arial;">© All rights Reserved</span><br />
<span style="font-family: Arial; font-size: 13.0pt; mso-bidi-font-family: Arial;">Photo: <a href="http://hardik.practutor.com/index.php/psychological-impact-grades-student/">The Psychological Impact of Grades on Students</a></span></div>
<!--EndFragment-->ThePavehttp://www.blogger.com/profile/16432789460098369016noreply@blogger.comtag:blogger.com,1999:blog-1247114929753172504.post-74384737353493031102013-03-27T18:32:00.001-07:002013-07-13T20:09:28.934-07:00A DAY IN THE LIFE OF VOICE INTERMEDIATE SCHOOL<div class="separator" style="clear: both; text-align: center;">
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<tr><td class="tr-caption" style="text-align: center;">Ms. Day in the office</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Getting ready to make sculptures in Visual Arts with Ms. Webb</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Mr. Milroy offers help in Science</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Ms. MacIsaac's Philosophy Class: Gr. 8</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Today's Global Studies topic with Mr. Milroy</td></tr>
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<tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-CwIX4yQnpKU/UVODJ9nJbBI/AAAAAAAACEs/ROR-vH5teCM/s1600/Marie.Lardino.Photo.blog.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="640" src="http://1.bp.blogspot.com/-CwIX4yQnpKU/UVODJ9nJbBI/AAAAAAAACEs/ROR-vH5teCM/s640/Marie.Lardino.Photo.blog.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Grade 7 Spanish Class<br />
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<tr><td class="tr-caption" style="text-align: center;">Between Classes</td></tr>
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<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-ZzZxrHSEZAM/UVOTwT1b05I/AAAAAAAACIU/Jw1np3dUnOk/s1600/Kristin+McCullough+Vis.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="400" src="http://4.bp.blogspot.com/-ZzZxrHSEZAM/UVOTwT1b05I/AAAAAAAACIU/Jw1np3dUnOk/s400/Kristin+McCullough+Vis.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Ms. McCullough: Gr 6s ready to debate</td></tr>
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<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-qZQBxhW9T0w/UVOUT5Y79YI/AAAAAAAACIY/JWk92xmEW4U/s1600/SarahMacFarquar.MarieLardino.blog.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="http://3.bp.blogspot.com/-qZQBxhW9T0w/UVOUT5Y79YI/AAAAAAAACIY/JWk92xmEW4U/s320/SarahMacFarquar.MarieLardino.blog.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Ms. Mac: Math Enrichment</td></tr>
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<span class="Apple-style-span" style="color: #274e13; font-size: large;">Ms. V's Dance Class: Gr. 4 dance ensemble (link below)</span></div>
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<a href="https://www.youtube.com/watch?v=EMtd61Gg5XM&feature=player_embedded">https://www.youtube.com/watch?v=EMtd61Gg5XM&feature=player_embedded</a></div>
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<tr><td class="tr-caption" style="text-align: center;">Ms. V: Spanish</td></tr>
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<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-MxqlQVYIf3E/UVOEP33p4kI/AAAAAAAACF0/5dj-SjRyzbw/s1600/photo14.marie+lardino.blog.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="640" src="http://3.bp.blogspot.com/-MxqlQVYIf3E/UVOEP33p4kI/AAAAAAAACF0/5dj-SjRyzbw/s640/photo14.marie+lardino.blog.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Math Class: Gr. 7</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Independent Study in the Library</td></tr>
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<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-J0wYBfnJxRE/UVOFB9OkaxI/AAAAAAAACHM/yNie4veBeMs/s1600/photo+marielardino4.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="http://4.bp.blogspot.com/-J0wYBfnJxRE/UVOFB9OkaxI/AAAAAAAACHM/yNie4veBeMs/s320/photo+marielardino4.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Is the homework in the Agenda?</td></tr>
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ThePavehttp://www.blogger.com/profile/16432789460098369016noreply@blogger.comtag:blogger.com,1999:blog-1247114929753172504.post-17718941665442452432013-03-21T07:00:00.001-07:002013-09-25T14:13:58.307-07:00Public School vs Private School<span class="Apple-style-span" style="color: #333333; font-family: Tahoma, Arial, Verdana; line-height: 20px;">By Marie Lardino</span><br />
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<i>"Democracy cannot succeed unless those who express their choice are prepared to choose wisely. The real safeguard of democracy, therefore, is education".</i></div>
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<span class="Apple-style-span" style="color: #274e13;"> </span><a href="http://www.brainyquote.com/quotes/authors/f/franklin_d_roosevelt.html" style="text-decoration: none;"><i><span class="Apple-style-span" style="color: black;">Franklin D. Roosevelt</span></i></a></div>
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<span class="Apple-style-span" style="font-size: 12px;"> </span>Picture thousands of kids under the age of 18 guarding themselves from public debate about their parents’ schooling choices. This is indeed an interesting image. When I left the public school system in 1999, I struggled deeply with the idea of turning good education into a privilege. I still believe it should be a right.</div>
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Despite this, I am more loyal to education for all its value, and to my need to develop an educational model that can be shared with anyone interested in similar outcomes. It is not my intention to keep secrets about what I have learned. I am an educator first, and with this role, comes the desire that every child who attends school be given the opportunity to learn for the love of learning, regardless.</div>
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In my own school, I am reminded every day that kids do not have a choice over the school they go to. We want them to have a say about which school serves them best; in fact, their ability (or inability) to see themselves in a school, is essential to their potential to learn there. However, the engineers of final decisions are their parents, most of them, admitting that although they are loyal to the public system, they are more loyal to their child’s needs. But the arguments about private vs. public continue on all sides. And while this is going on, so does deflection about the most prevailing issue at hand. Namely, regardless of the economic, social, religious and/or cultural backgrounds of kids – and given their diverse intelligences, gifts, weaknesses, gaps, emotional dilemmas, anxieties, complex family structures, and a multitude of other factors, what is it that 'every' school should be doing to address these needs? And since I have observed that many of the kids attending my school experience their own unique troubles, I have come to consider external arguments about where they should be learning, as a complete waste of my time. Kids are kids, and their learning requirements are all equally important. So I choose to focus on my students first. From this perspective, I pay no tribute to debates<strong> </strong>anchored on 'which' educational option is most politically correct, as this practice only serves to create distraction from what truly matters.</div>
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<a href="http://www.ourkids.net/school/school-profile.php?id=332" style="color: #cf152a; text-decoration: none;"><img alt="VIS 600x THOUGHTS ON EDUCATION: Public VS. Private" class="aligncenter size-full wp-image-17598" height="255" src="http://www.ourkids.net/blog/wp-content/uploads/2011/11/VIS-600x.jpg" style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border-bottom-color: rgb(230, 230, 230); border-bottom-style: solid; border-bottom-width: 1px; border-color: initial; border-left-color: rgb(230, 230, 230); border-left-style: solid; border-left-width: 1px; border-right-color: rgb(230, 230, 230); border-right-style: solid; border-right-width: 1px; border-top-color: rgb(230, 230, 230); border-top-style: solid; border-top-width: 1px; border-width: initial; display: block; margin-bottom: 10px; margin-left: auto; margin-right: auto; margin-top: 0px; padding-bottom: 4px; padding-left: 4px; padding-right: 4px; padding-top: 4px;" title="VIS-600x" width="600" /></a></div>
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In the end, what is it that school children deserve – in every school (public or private), in every neighborhood, in every region, in every sector? How can education become more holistic, compassionate, empathetic and more attentive to its own needs (not the system’s needs), in every school?</div>
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That said, the tendency to focus on private vs. public is a counterproductive practice, not to mention destructive in the end. Ultimately, these arguments do not serve to improve education. Given that all schools should provide equally valuable learning experiences for every child – then what should educators be talking about? What are the gifts offered to kids in successful models—and how could these be shared through a sense of tolerance and awareness of each other’s efforts? Is each school having discussions about approaches that address a diversity of learning styles and a multitude of intelligences?</div>
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Given that the public school system is multi tiered and prone to 'catchment areas', can every school be good, regardless of where kids live? Can we all take a look in our own backyards and ponder hard enough to discover how kids feel about our schools? Could we focus on 'education' first, with all its complexities, its requirements, and the requirements of a rapidly changing world, and begin to question our current schooling climate — political, demanding, unforgiving, and fueled by a race for grades meant to serve the needs of global competition? How do we promote a sense of belonging and safety in each of our schools? If these were our questions, we could then begin to focus on the emotional, social and academic sensibilities of kids from a place of informed educational purpose. Most ideally, the information could be left to those who live the realities of the classroom and their schools – and to those who are best able to talk to problems at hand because they are 'felt'.</div>
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Philosophical differences between systems (and schools) can sort themselves out, organically, gradually and meaningfully, the day that “education” acquires a shared meaning; perhaps, accountability to its learners (academic excellence and preparedness for future social<strong> </strong>challenges), the responsibility to teach toward the betterment of the planet, and the importance of respect toward each other and all living things. In the immediate, the only thing that matters is whether any school, public, alternative, charter, private, separate, or independent, is doing a good job according to these core values. If they don’t pass the test, we can begin to blame certain schools; but not, because of their operational structures.</div>
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The other question is more about whether or not each model dedicates its budget to honest spending. It should be a given, that ethical schooling does not squander money on personal interest. Budgets must be used wisely to provide a quality education above all. And unless the private system is doing irreparable financial damage to its counterpart, why are we arguing? As I see it, private school parents continue to pay due taxes to the public system, whether or not their children attend there. Respectively, in Ontario, private schools are not dependent on public funds.</div>
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Many private schools today come to the job of teaching with honest goals, and are born out of need to make change to a system that many parents and educators see as failing. This reaction is not altogether negative, if and when it produces schools that foster a love of learning. Stereotyping every educational alternative as the enemy, will only delay changes that could be taking place in a system requiring role modelling. Blaming teachers for where they want to teach does not lead to solutions either. This practice has no place within the context of education, especially if education claims to teach tolerance.</div>
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What we need is a shared language and a public mandate that 'every' school, private or public, do the best job possible to address the unique requirements of learners.</div>
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Intolerant and stereotypical, the private vs. public debate ironically serves to point out ongoing deficiencies in education. It also contradicts basic principles of democracy. As a society, it would be so much more useful to dedicate our efforts (and discussions) to the big idea, and to the learning needs of every young person, everywhere.</div>
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This article was originally published in "Our Kids" blog.</div>
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© All Rights Reserved to Marie Lardino.</div>
ThePavehttp://www.blogger.com/profile/16432789460098369016noreply@blogger.comtag:blogger.com,1999:blog-1247114929753172504.post-32123040084041339232013-03-03T15:35:00.001-08:002023-07-23T21:04:28.003-07:00A Comment: "Outcome Based Learning".<!--[if gte mso 9]><xml>
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<span class="Apple-style-span" face="'Trebuchet MS', sans-serif">By Marie Lardino, M.Ed</span><br />
<span class="Apple-style-span" face="'Trebuchet MS', sans-serif">Principal/Founder</span><br />
<span class="Apple-style-span" face="'Trebuchet MS', sans-serif">Voice Integrative School</span></div>
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<span class="Apple-style-span" style="font-size: large;"><i><span class="Apple-style-span" style="font-family: inherit;"> P</span></i><span class="Apple-style-span" style="font-family: inherit;">icture</span></span><span style="font-family: Arial;"> us (adults) fixated on the appropriate timing of '<i>outcome based learning'</i>. Picture us assigning achievement levels, worrying about learning differences and then labelling these as "learning disabilities". Picture us focusing on grades, measuring IQs, and attempting to fit</span><span class="Apple-style-span" style="font-family: Arial;"> intellect into a tidy, standardized achievement box that we ourselves created.</span></div>
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<span class="Apple-style-span" style="font-family: Arial;">Now picture children involved in
the task of doing and re-doing. Imagine them inventing, creating, exploring, evaluating, problem solving and sharing their discoveries. Imagine them building and rebuilding ideas, and then reflecting on their findings; all the while, picture them engaging in the learning process through their own creativity and </span><span class="Apple-style-span" style="font-family: Arial;"><i>uniqueness</i></span><span class="Apple-style-span" style="font-family: Arial;">.</span></div>
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<span class="Apple-style-span" style="font-family: Arial;">Now doesn't all this make the idea of
“pass or fail” seem ridiculous? </span></div>
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<span style="font-family: Arial;"><o:p><span class="Apple-style-span" style="font-size: 13pt;">© </span><span class="Apple-style-span" style="font-size: x-small;">All Rights Reserved</span></o:p></span></div>
<!--EndFragment-->ThePavehttp://www.blogger.com/profile/16432789460098369016noreply@blogger.comtag:blogger.com,1999:blog-1247114929753172504.post-76156720738498838972013-01-24T18:07:00.000-08:002014-04-28T17:01:30.933-07:00OUR EXPERTS SPEAK OUT ABOUT A "GOOD EDUCATION"<span class="Apple-style-span" style="color: #222222; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif;">Posted by Marie Lardino</span><br />
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<a href="http://1.bp.blogspot.com/-reSz9Iy7hZ8/UQHXClC03gI/AAAAAAAAA_8/2gLfG6exjJU/s1600/465490_250392038420706_330909197_o.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-reSz9Iy7hZ8/UQHXClC03gI/AAAAAAAAA_8/2gLfG6exjJU/s200/465490_250392038420706_330909197_o.jpg" height="150" width="200" /></a><span class="Apple-style-span" style="color: #222222; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif;"><br /></span>
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<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;"><i>This is what some of our Gr. 4-8 students said when they were asked to write down their thoughts on what "a good education" means to them. The following excerpts convey the opinions of our students without the help of teachers. They have not been edited.</i></span><br />
<br />
<br />
<br />
When the teachers interact and connect with the students and they take all of our ideas into account when planning field trips or school projects. That is a good education.<br />
<i><b>Savannah </b></i><br />
Gr. 6<br />
<br />
<br />
It's about going into a more worldwide education. Other countries should have more advanced schooling like in Toronto. I believe that they should build more schools like VOICE.<br />
<b><i>Maddie</i></b><br />
Gr. 7<br />
<br />
<a href="http://1.bp.blogspot.com/-NagkoOHGrhU/UQHkefRVgZI/AAAAAAAABBQ/eRtMWu3kHUY/s1600/Community-Work-Image-3.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://1.bp.blogspot.com/-NagkoOHGrhU/UQHkefRVgZI/AAAAAAAABBQ/eRtMWu3kHUY/s320/Community-Work-Image-3.jpg" height="320" width="240" /></a>Having nice and thoughtful teachers to help and teach you is an essential part of a good education. Having nice and fun classmates to work with is important, because it will influence our attitude in the class.<br />
<i><b>Harlan </b></i><br />
Gr. 4<br />
<br />
Education has been a major part of our society for hundreds of years if not thousands of years. But the education has not always been very good. A good education is clear when every kind of student can learn the information in the way that their brain learns. For example, some people are visual learners...., some people are hands on learners..... It is also a good education when a student feels comfortable with their environment because they are not afraid to ask questions if they don't understand.<br />
<i><b>Theo</b></i><br />
Gr. 7<br />
<br />
<a href="http://1.bp.blogspot.com/-7ZuUPouqXNk/UQHXGwEf7tI/AAAAAAAABAE/6rTm3Ze4HWk/s1600/29634_256919227767987_555928176_n.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-7ZuUPouqXNk/UQHXGwEf7tI/AAAAAAAABAE/6rTm3Ze4HWk/s320/29634_256919227767987_555928176_n.jpg" height="320" width="232" /></a>I think a good education is when you have fun learning.<br />
<i><b>Angeline</b></i><br />
Gr. 6<br />
<br />
To me a good education is friendly and helpful peers and teachers that always help and answer questions and homework that is fairly hard.<br />
<i><b>Hannah</b></i><br />
Gr. 6<br />
<br />
I think a good education is being able to learn in a safe environment with friendly people. Also, I think a good education is being able to learn with grownups (like teachers) that you can talk to and know they will listen. It's about not being afraid of higher power!<br />
<i><b>Daria</b></i><br />
Gr. 6<br />
<br />
A good education is not just about learning what the curriculum or the book tells you to learn. It's about what you discover or what you figure out on your own. Curiosity is the key to education.<br />
<i><b>Philippe</b></i><br />
Gr. 8<br />
<br />
<a href="http://4.bp.blogspot.com/-v93b3iVVoUY/UQHW4pmBP0I/AAAAAAAAA_w/huif9YnXi-M/s1600/IMG_5029+2.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://4.bp.blogspot.com/-v93b3iVVoUY/UQHW4pmBP0I/AAAAAAAAA_w/huif9YnXi-M/s320/IMG_5029+2.JPG" height="213" width="320" /></a>I believe a good education is simple and inclusive learning with interactive and fun projects. When the teacher engages with the students, that's what a good education is.<br />
<i><b>James D</b></i><br />
Gr. 6<br />
<br />
A good education is when the teachers understand, help, relate and have fun with the students. You also need to feel at home. You need to ask questions....to feel trusted and trust the teachers and learn in a safe environment. You have to feel welcome every day you come in.<br />
<i><b>Spencer</b></i><br />
Gr. 8<br />
<br />
<a href="http://4.bp.blogspot.com/-sAzu-_S-GdE/UQHXriAIzhI/AAAAAAAABAs/z3m5-F2vKi0/s1600/71502_268501199943123_1561293070_n.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-sAzu-_S-GdE/UQHXriAIzhI/AAAAAAAABAs/z3m5-F2vKi0/s320/71502_268501199943123_1561293070_n.jpg" height="320" width="180" /></a><br />
When you're able to challenge yourself, when you have something to work on, but not challenge yourself too hard, that is a a good education. In order to learn well, you should find a way to stay focused (i.e. your friends are talking to you, so to avoid getting distracted, move somewhere else or ask them to stop nicely).<br />
<i><b>Josh</b></i><br />
Gr. 4<br />
<br />
A good education is when you have a passionate teacher that wants to help you learn and cares about you. But to have a good education, the student has to care and want to learn. For a teacher to do their job, the student has to concentrate to create a respectful and safe environment too.<br />
<i><b>Abby</b></i><br />
Gr. 8<br />
<br />
In my point, a good education is not only academics, but social and life skills too.<br />
<i><b>Mika</b></i><br />
Gr. 5<br />
<br />
It is the information that will really help you move forward in future endeavours.<br />
<i><b>Sofie</b></i><br />
Gr. 8<br />
<br />
<a href="http://4.bp.blogspot.com/-T0line1DXKA/UQHXbbfxWVI/AAAAAAAABAc/Zc-ecDGYkZo/s1600/615451_246746658785244_1992586489_o.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-T0line1DXKA/UQHXbbfxWVI/AAAAAAAABAc/Zc-ecDGYkZo/s320/615451_246746658785244_1992586489_o.jpg" height="240" width="320" /></a>A good education is not just knowing what is in the book. It is knowing what is behind it, what makes it work, understanding it. It is about learning lessons through the trials of learning. A good education is one that gives you hope.<br />
<i><b>Phoebe</b></i><br />
Gr. 8<br />
<br />
A good education challenges you to expand your knowledge.<br />
<i><b>Ali</b></i><br />
Gr. 8<br />
<br />
When the teacher can speak with a child without patronizing but instead showing ways to improve or get better, this is a good education. I think that kids should have a voice in the school work and be heard by the teacher. I wish more schools around the world did this. All together, a good education is where the students feel as comfortable as the teachers, and the teachers help the students and make them feel heard<i><b>.</b></i><br />
<i><b>Rys</b></i><br />
<i>Gr. 7</i><br />
<b><i><br /></i></b>
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<a href="http://4.bp.blogspot.com/-dZ518nZbFXw/UQHXx9YJ3GI/AAAAAAAABA0/A2WClpHe0ao/s1600/486316_249187125207864_1621914208_n.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-dZ518nZbFXw/UQHXx9YJ3GI/AAAAAAAABA0/A2WClpHe0ao/s320/486316_249187125207864_1621914208_n.jpg" height="320" width="239" /></a></div>
<br />
The pros and cons of a good education remain in the hands of each student. I believe that children work and participate better when they enjoy what they are doing. Also, my idea of a good education is more hands on learning. I believe this will intrigue the students. They will think it is a fun activity and they will absorb the information better because thy are enjoying themselves.<br />
<i><b>Addy</b></i><br />
Gr. 7<br />
<br />
If a teacher does her part in your education and you do an equal part, that's what a good education is all about.<br />
<i><b>Isabelle</b></i><br />
Gr. 7<br />
<br />
Every student has a different intellect, emotional background and life, and depending on the student, the teacher must adapt to his/her needs.When a teacher can connect with the students, find techniques to help students remember concepts, and teach the kids in different environments and with different resources, the class will succeed. Leaning in a safe, comfortable environment is essential!<br />
<i><b>Haley</b></i><br />
Gr. 7<br />
<br />
<a href="http://4.bp.blogspot.com/-AOT1q9qlNDc/UQHXl_5lLWI/AAAAAAAABAk/uIpjeuFR3bk/s1600/288397_256362237823686_626353752_o.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-AOT1q9qlNDc/UQHXl_5lLWI/AAAAAAAABAk/uIpjeuFR3bk/s320/288397_256362237823686_626353752_o.jpg" height="213" width="320" /></a><br />
I think the most important part of getting a good education is cooperating and having teachers and students work well together.<br />
<i><b>Emma</b></i><br />
Gr. 6<br />
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In a good school, the teachers will teach you to find a voice. In a good school, the students will be taught to dream.</div>
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<i><b>Molly</b></i></div>
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Gr. 6</div>
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<a href="http://1.bp.blogspot.com/-h-BWW6Ls_eM/UQHkaCCULYI/AAAAAAAABBI/afp_VzxyNXc/s1600/23915_253889891404254_433269361_n-1.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-h-BWW6Ls_eM/UQHkaCCULYI/AAAAAAAABBI/afp_VzxyNXc/s320/23915_253889891404254_433269361_n-1.jpg" height="320" width="240" /></a><a href="http://4.bp.blogspot.com/-5EbU8s54uCg/UQHXWHivkyI/AAAAAAAABAU/QJUIBmle0YE/s1600/Sports-Image-14.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-5EbU8s54uCg/UQHXWHivkyI/AAAAAAAABAU/QJUIBmle0YE/s320/Sports-Image-14.png" height="212" width="320" /></a></div>
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In my eyes, learning/education has the same meaning as mistakes. It's ok to make mistakes.</div>
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<i><b>Noah</b></i></div>
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Gr. 6</div>
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Education comes in two different ways; academics and life skills. Those two ways are equally important and both equally need to be taught properly, to ensure that the person gets a well rounded education. While your academic mind makes good wealth, your life skills do everything else; they make you safe.<br />
<i><b>Lena</b></i><br />
Gr. 6<br />
<br />
<a href="http://www.ted.com/talks/adora_svitak.html">Adora Svitak: Why Adults Should Learn from Kids</a><br />
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<br />ThePavehttp://www.blogger.com/profile/16432789460098369016noreply@blogger.comtag:blogger.com,1999:blog-1247114929753172504.post-45354993514489111262012-11-15T12:19:00.000-08:002018-01-19T23:32:12.737-08:00A DISCUSSION ABOUT BULLYING<span style="font-family: "arial" , "helvetica" , sans-serif;">By Marie Lardino</span><br />
B.Ed. M.Ed.<br />
Director/ Founder<br />
Voice Integrative School<br />
Toronto, Canada<br />
<br />
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"To deny people their human rights is to deny their very humanity" Nelson Mandela</div>
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<tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-XMGQY9xkqks/VSqnZPXyerI/AAAAAAAAPmE/apAVdbpixEs/s1600/IMG_1550.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://1.bp.blogspot.com/-XMGQY9xkqks/VSqnZPXyerI/AAAAAAAAPmE/apAVdbpixEs/s1600/IMG_1550.JPG" width="238" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Poster: Lena Cote, 2013<br />
Voice Integrative School student.</td></tr>
</tbody></table>
WHAT IS BULLYING?<br />
<br />
From professional and personal perspectives, <i><b>bullying constitutes a </b></i><i style="mso-bidi-font-style: normal;"><b>pattern of mean-spirited behaviour meant to ‘deliberately’ hurt a person or group</b>.</i> Bullying
victimizes. It shames, defames and tries to render another person helpless and
hopeless. Bullies deflect, project and deny their actions to the end. They blame their targets. Bullying has a tendency to escalate, and doesn't stop despite the target's requests that it should.<br />
<br />
Once the pattern associated with bullying is defined, then this behaviour, whether
passive or aggressive, covert or overt, and if it involves intimidation, exclusion, defamation, lies, scapegoating,
manipulation, and/or threats, can only be dealt with once we seek
to empower the victims of bullying with the self-assurance that their problem is real and
justifiably felt.<span style="mso-spacerun: yes;"> </span>Most important,
we need to stop sugar coating what is... abuse. That said, the bully-proof
environment is one where there is a clear and concise definition of what the
behaviour entails – its tactics, and the manner in which these tactics affect a
person or group. <span style="mso-spacerun: yes;"> </span>Everyone needs to
be equipped with this knowledge.<span style="mso-spacerun: yes;"> </span>From
personal and professional experience, the answer lies in education – not as an add-on, but as an intrinsic part of school culture. It must be that the school community, through rejection and disassociation with the
bully, feels empowered enough to make him/her accountable for his/her abusive actions.<br />
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<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>To create a culture of respect and
mutual acceptance in schools, discussions and debates about bullying issues (whether found on social media and/or in interpersonal situations) must
be ongoing and deliberate. Intentional t<span style="mso-spacerun: yes;">eachable moments through the use of relevant examples found on the internet and in various contexts, are a must. </span>Accountability must be viewed as a need, and this need must
find its rightful place in the culture of that school. <span style="mso-spacerun: yes;"> </span>Respect and compassion toward others need to be a given. Responsible self-assertiveness
must be celebrated. Deliberate ill-intention must be condemned. Learning
opportunities dealing with human rights should stand strong in the curriculum. Diversity must be embraced. The negative impact that “anonymity”
has had on social media, should be of huge importance in any school program. <span style="mso-spacerun: yes;"> </span>In general, each school could function through a 'shared' value system insistent on each person's self-worth and his/her right to feel safe. This
foundation needs to be understood and practiced from an ‘inside out’ approach
by every member of the community. And it needs to insist on the idea of
boycott, disengagement and rejection of behaviours that have the potential to
create havoc to one's identity and character. Simply put, in school settings, beyond the more commonly applied consequences, the most powerful consequences are 'natural consequences'.<br />
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<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> Within</span> the context of any learning environment, once each student discovers the tools to advocate for ‘self 'and others, and when the importance of this sets in, an anti-bullying collective has no choice but to take hold. <span style="mso-spacerun: yes;"> </span>This transformation is forced through communal educational approaches. However, beyond the ongoing responsibility to foster a safe and 'bully beware/aware' school community, if a bully persists
with his/her actions, then administrators and teachers must step in with unwavering
external consequences. <b><i>As a school administrator, I feel strongly that the majority's right to feel safe is more important than the rights of a single, deliberately ill-intended individual. My opinion on this matter is unyielding! When
we are called to action, we act; regardless of deflection, intimidation, cyber-defamation, lies, denial, temper tantrums, and/or the aftermath that may ensue from the bully or his/her support
system. </i></b></div>
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<span style="mso-spacerun: yes;">
</span>What I can say for sure is that permanent change is found in knowing that each of us deserves to feel safe. This knowledge should not be questioned,
ignored, justified, dismissed or denied by the bully, the target(s) of bullying, nor by the group at large. There is no bully on earth that stands a
chance in a culture infused with this knowledge.<br />
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<br />
© All Rights Reserved</div>
<!--EndFragment-->ThePavehttp://www.blogger.com/profile/16432789460098369016noreply@blogger.comtag:blogger.com,1999:blog-1247114929753172504.post-55917099093866449652012-11-14T15:13:00.001-08:002012-11-14T15:13:56.214-08:00WHY COOK IN FRENCH CLASS? IT'S SIMPLE!
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<span class="Apple-style-span" style="line-height: 18px;"><i>By: Kelsey Patton</i></span></div>
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<span class="Apple-style-span" style="line-height: 18px;"><i>M.A. M.T (Master of Teaching)</i></span></div>
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<span class="Apple-style-span" style="line-height: 18px;"><i>French Teacher</i></span></div>
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<span class="Apple-style-span" style="line-height: 18px;"><i>Voice Intermediate School</i></span></div>
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<span class="Apple-style-span" style="line-height: 18px;"><i><br /></i></span></div>
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<i style="mso-bidi-font-style: normal;"><span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">“Language learning has three ingredients: risk taking, vulnerability and
intuition”</span></i></div>
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<span class="Apple-style-span" style="font-size: 16px; line-height: 18px;">John
DeMado</span></div>
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<span class="Apple-style-span" style="line-height: 18px;"><br /></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://4.bp.blogspot.com/-TBKJB6cDFDg/UKQiJt8GR8I/AAAAAAAAAsc/0yztIrJ000A/s1600/Mme.+Patton.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="180" src="http://4.bp.blogspot.com/-TBKJB6cDFDg/UKQiJt8GR8I/AAAAAAAAAsc/0yztIrJ000A/s320/Mme.+Patton.jpg" width="320" /></a></div>
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<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">These words above were shared with me at an AIM Language Learning conference this summer, and I look to them at every
turn as my students and I co-create our French experience this year. This
program utilizes a gesture-based approach and incorporates drama, music, and
dance to help kids gain fluency, confidence and a joy of language learning. As
part of the program, we work toward a big goal: “<i>Seulement en Francais</i>” (French
only) during class. This is a huge undertaking! It calls on students to take
risks outside the comfort zone of English and to be willing to experience the
vulnerability of a new language. It calls upon teachers and students to value
intuition and to make space for it to grow. <o:p></o:p></span></div>
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<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"><br /></span></div>
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<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">As part of this process, one of my students
suggested that we make crepes in celebration of our immersion efforts. I was
thrilled by the idea and gathered all the necessary ingredients. I found a
Québécois recipe and bought milk, sugar, flour and of course, lots of butter
and maple syrup! But I was missing one last ingredient: the students
themselves. Once they dug in, the activity took on a life of its own. <span style="mso-spacerun: yes;"> </span>We mixed ingredients, spilled milk, and
congratulated each other on that perfect "flip"; and we were able to
bring our whole selves to the classroom. The class shared stories of making
meals together with their families, laughed over cooking mishaps, and sat
together eating and chatting, <i style="mso-bidi-font-style: normal;">all in
French</i>.</span></div>
<div class="MsoNormal" style="text-indent: 36.0pt;">
<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"><span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">I watched carefully and attentively
as they collaborated to mix ingredients, bringing care and connection to their
learning. Others carefully flipped crepes, taking pride and ownership of their work,
and that perfect golden hue. There were plenty of smiles, and a ton of
laughter, as we ate together -- celebrating our work, and sharing good food and
good company. <o:p></o:p></span></div>
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<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"><br /></span></div>
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<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">A friend asked me: “Why cook during
French class?” It’s simple! For me, it’s all about my students engaging in
language learning with their heads, their hearts, and their whole selves, and allowing
me to appreciate the diversity of experience and personality they bring to our learning
community. <o:p></o:p></span></div>
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<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"><br /></span></div>
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<span class="Apple-style-span" style="font-size: 16px; line-height: 18px;">The class ended with a friendly
“merci”. All I could do was thank them in return, for bringing their
enthusiasm; their willingness to take risks, to be vulnerable and to trust
their intuition. This shared activity reminded me once again that,
"education is not preparation for life. It is life itself!</span></div>
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<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"><span style="mso-spacerun: yes;"> </span>John Dewey<o:p></o:p></span></div>
<!--EndFragment-->ThePavehttp://www.blogger.com/profile/16432789460098369016noreply@blogger.comtag:blogger.com,1999:blog-1247114929753172504.post-71934381913005535492012-10-21T09:21:00.000-07:002013-04-04T08:43:00.162-07:00A TEACHING EXPERIENCE TURNED 'INSIDE OUT'<!--[if gte mso 9]><xml>
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<br />
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<span style="font-family: 'Times New Roman'; font-size: 13pt;">By Marie Lardino</span></div>
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<i><span style="font-family: 'Times New Roman'; font-size: 13pt;"><span class="Apple-style-span" style="color: #274e13;"><br /></span></span></i></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<i><span style="font-family: 'Times New Roman'; font-size: 13pt;"><span class="Apple-style-span" style="color: #274e13;">"The real voyage of discovery consists not in seeking new
landscapes, but in having new eyes." <o:p></o:p></span></span></i></div>
<div class="MsoNormal">
<span style="font-family: 'Times New Roman'; font-size: 13pt;"><span class="Apple-style-span" style="color: #274e13;">
- Marcel Proust</span></span><span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;"><o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<a href="http://4.bp.blogspot.com/-SQT4s1b6hsA/UIP7_QBhd0I/AAAAAAAAAb0/UCwHpBeWRlw/s1600/photo-11.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-SQT4s1b6hsA/UIP7_QBhd0I/AAAAAAAAAb0/UCwHpBeWRlw/s1600/photo-11.jpg" /></a><span style="font-size: 14pt;"> </span> Friday was an unusual
day at VIS. It was unusual because our teachers and students took part in an
experiment that touched us all. This
experiment however, was not ours, at least initially. It belonged to fifty pre-service
teachers from the Master of Teaching program at OISE, University of Toronto, who
came to VIS to put several of their pre-planned lessons to the test. The idea
was to observe the delivery of each lesson (or “Lesson Study”) by their peers, who would then give further input and engage in reflection. In order to carry this out, the teacher
candidates took over our classrooms, grade by grade, infusing their teaching style
into our school’s (pre-established) media literacy theme. <o:p></o:p></div>
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<br /></div>
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<span style="mso-spacerun: yes;"> </span>Before the lessons
took place, the teacher candidates gathered as a group in our Movement Studio to ask questions about the school. I was touched by the fact that they seemed to embrace our teaching model so wholeheartedly.<span style="mso-spacerun: yes;"> </span>The first group of candidates seemed captivated by the look,
feel and educational mandate of the school. The second group, who visited
during the afternoon, showed the same enthusiasm.<span style="mso-spacerun: yes;"> </span>When each group left the building, they seemed encouraged by
the notion that a school has the power to be transformative – for students, as well as for teachers and parents. Once in the classrooms, the passion displayed by
these teacher candidates, their understanding of what the global school can offer children, and their apparent desire to make meaningful change in education, left
me in awe.<span style="mso-spacerun: yes;"> </span>I’ve been reassured
that Faculties of Ed. such as the OISE’s, MT Program are finding
exceptional teachers, and guiding them toward creating inspiring learning environments that are sure to make a difference.</div>
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<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://2.bp.blogspot.com/-DuhBoKRj9Ks/UIP8aaZ97nI/AAAAAAAAAb8/k7WyLfDarE0/s1600/photo-12.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://2.bp.blogspot.com/-DuhBoKRj9Ks/UIP8aaZ97nI/AAAAAAAAAb8/k7WyLfDarE0/s1600/photo-12.jpg" /></a></div>
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<span style="mso-spacerun: yes;"> </span>As for our students, they engaged fully
with each learning opportunity.<span style="mso-spacerun: yes;"> </span>Although
they love their own teachers, they seemed to love the benefits of having been
taught by teachers who could offer a different perspective. <span style="mso-spacerun: yes;"> </span>And although they are accustomed to
having a small group of student teachers on an ongoing basis, they
wanted to see 'how' and 'what' other teachers taught. What we didn’t know, was that on Friday, from the youngest fourth grader to the oldest eighth grader, each of them was consciously trying to make a contribution to the 'future' of education. We found this to be the case, because they said
so during a discussion that unfolded at the tail end of the school day. Dr. Susan Schwartz (who teaches MT students) took
furious notes while James in grade 6 said this: <o:p></o:p></div>
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<i style="mso-bidi-font-style: normal;"><span style="color: #1a1a1a;">“We
got to see the next generation of teachers, who might be teaching our children, gain
experience teaching first hand</span></i><span style="color: #1a1a1a;">”.</span><span style="color: #1a1a1a; font-family: Calibri;"><span style="mso-spacerun: yes;"> </span></span><span style="color: #1a1a1a;">There were other insightful remarks<i style="mso-bidi-font-style: normal;">:<o:p></o:p></i></span></div>
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<i style="mso-bidi-font-style: normal;"><span style="color: #1a1a1a;"><span style="mso-spacerun: yes;"> </span>“It’s cool to think that they really got
into it, showed us how to learn, and taught us how they learned’</span></i><span style="color: #1a1a1a; font-family: Calibri;">. </span></div>
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<span style="color: #1a1a1a; font-family: Calibri;">But<i style="mso-bidi-font-style: normal;"> </i></span><span style="color: #1a1a1a;">when Cole, (in
grade 8) made the following comment</span><span style="color: #1a1a1a; font-family: Calibri;">, </span><i style="mso-bidi-font-style: normal;">“</i><i style="mso-bidi-font-style: normal;"><span style="color: #1a1a1a;">VIS people are special and if those teachers learned
from our teachers, and if they go off to other schools, they can change the
schools and how people think of children and education”</span></i><span style="color: #1a1a1a;">, Judy
Blaney (who also teaches in the MT Program) turned and glanced at me with a look of disbelief.</span></div>
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<br /></div>
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<span style="mso-spacerun: yes;"> </span>Such is the kid
equipped with critical thinking skills! They see beyond what is immediate: they
can evaluate the potential of good teaching, and see themselves capable of
contributing their insights toward a preferred future for schooling. <span style="mso-spacerun: yes;"> </span>So in the end, my question became: who
was teaching whom? And most likely, who was evaluating whom and toward what goal?<o:p></o:p></div>
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<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://1.bp.blogspot.com/-A8V8_KDBxBI/UIP82vApKmI/AAAAAAAAAcE/FVdzuVwFCh4/s1600/photo-10.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-A8V8_KDBxBI/UIP82vApKmI/AAAAAAAAAcE/FVdzuVwFCh4/s1600/photo-10.jpg" /></a></div>
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<span style="mso-spacerun: yes;"> </span>So the idea that our students began to
own this ‘experiment” was inspiring for me.<span style="mso-spacerun: yes;"> </span>As for the most profound lesson gained by these promising
teacher candidates, my view is that it was primarily one of ‘humility’. <span style="mso-spacerun: yes;"> </span>What one might think can't be learned from
kids, can. </div>
<div class="MsoNormal">
<span style="mso-spacerun: yes;"><br /></span></div>
<div class="MsoNormal">
<span style="mso-spacerun: yes;"> I</span> admire teachers who
are open-minded. <span style="mso-spacerun: yes;"> </span>And I cherish the
idea that there are people in this world who recognize that learning is a reciprocal
endeavour -- a shared gift. <span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
<span style="mso-spacerun: yes;"><br /></span></div>
<div class="MsoNormal">
As for me, my lesson
was that there is hope for tomorrow. If today is any indication of what is to come, there is a growing number of teachers out there who are ready and willing to embrace
the ‘big idea’ in education. All
we had to do is ask the kids!<span class="Apple-style-span" style="font-size: medium;"><o:p></o:p></span></div>
<!--EndFragment-->ThePavehttp://www.blogger.com/profile/16432789460098369016noreply@blogger.comtag:blogger.com,1999:blog-1247114929753172504.post-27207786047599267172012-10-18T11:29:00.000-07:002013-04-04T21:02:46.131-07:00Sharing "Eleven" -- A short story by Sandra Cisneros<!--[if gte mso 9]><xml>
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<span class="Apple-style-span" style="font-family: 'Times New Roman';"><b><br /></b></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://4.bp.blogspot.com/-cjBh46IA6t8/UIBHzvy3ADI/AAAAAAAAAbU/Wvb4u_CeUpo/s1600/DSCF0187.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="193" src="http://4.bp.blogspot.com/-cjBh46IA6t8/UIBHzvy3ADI/AAAAAAAAAbU/Wvb4u_CeUpo/s200/DSCF0187.JPG" width="200" /></a></div>
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<span class="Apple-style-span" style="font-family: 'Times New Roman';"><i> Where there is a past, there is implicit knowledge that our personal histories play themselves out in teaching, in personal relationships and in family dynamics. </i></span><br />
<span class="Apple-style-span" style="font-family: 'Times New Roman';"><i><br /></i></span>
<span class="Apple-style-span" style="font-family: 'Times New Roman';"><i> When I heard Sandra Cisneros read "Eleven" aloud to hundreds of teachers during an educational conference in the mid 90's, I had a profound dialogue with Rachel's predicament. It stirred up experiences, emotions, beliefs and personal values that I know have shaped my philosophy of teaching and leadership style, not to mention every aspect of my life. </i></span><br />
<span class="Apple-style-span" style="font-family: 'Times New Roman';"><i><br /></i></span></div>
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<span class="Apple-style-span" style="font-family: 'Times New Roman';"><i>Marie Lardino</i></span></div>
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<b><span style="color: black; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 13.5pt;">“Eleven” by Sandra Cisneros.<o:p></o:p></span></b></div>
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<span style="color: black; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt;">What they don't understand about birthdays and
what they never tell you is that when you're eleven, you're also ten, and nine,
and eight, and seven, and six, and five, and four, and three, and two, and one.
And when you wake up on your eleventh birthday you expect to feel eleven, but
you don't. You open your eyes and everything's just like yesterday, only it's
today. And you don't feel eleven at all. You feel like you're still ten. And
you are—underneath the year that makes you eleven.<o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt;">Like some days you might say something stupid,
and that's the part of you that's still ten. Or maybe some days you might need
to sit on your mama's lap because you're scared, and that's the part of you
that's five. And maybe one day when you're all grown up maybe you will need to
cry like if you're three, and that's okay. That's what I tell Mama when she's
sad and needs to cry. Maybe she's feeling three.<o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt;">Because the way you grow old is kind of like an
onion or like the rings inside a tree trunk or like my little wooden dolls that
fit one inside the other, each year inside the next one. That's how being
eleven years old is. </span><span class="Apple-style-span" style="font-family: 'Times New Roman'; font-size: 19px;">You don't feel eleven. Not right away. It takes
a few days, weeks even, sometimes even months before you say Eleven when they
ask you. And you don't feel smart eleven, not until you're almost twelve.
That's the way it is.</span><br />
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<span style="color: black; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt;">Only today I wish I didn't have only eleven
years rattling inside me like pennies in a tin Band-Aid box. Today I wish I was
one hundred and two instead of eleven because if I was one hundred and two I'd
have known what to say when Mrs. Price put the red sweater on my desk. I
would've known how to tell her it wasn't mine instead of just sitting there
with that look on my face and nothing coming out of my mouth.<o:p></o:p></span><br />
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<span style="color: black; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt;">"Whose is this?" Mrs. Price says, as she holds the red sweater up in the air for all the class to see. "Whose?
It's been sitting in the coatroom for a month." </span><span class="Apple-style-span" style="font-family: 'Times New Roman'; font-size: 19px;">"Not mine," says everybody, "Not
me." </span><span class="Apple-style-span" style="font-family: 'Times New Roman'; font-size: 19px;">"It has to belong to somebody," Mrs.
Price keeps saying, but nobody can remember. It's an ugly sweater with red
plastic buttons and a collar and sleeves all stretched out like you could use
it for a jump rope. It's maybe a thousand years old and even if it belonged to
me I wouldn't say so.</span><br />
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<span style="color: black; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt;">Maybe because I'm skinny, maybe because she
doesn't like me, that stupid Sylvia Saldivar says, "I think it belongs to
Rachel." An ugly sweater like that all raggedy and old, but Mrs. Price
believes her. Mrs Price takes the sweater and puts it right on my desk, but when
I open my mouth nothing comes out. </span><span class="Apple-style-span" style="font-family: 'Times New Roman'; font-size: 19px;">"That's not, I don't, you're not . . . Not
mine." I finally say in a little voice that was maybe me when I was four.</span></div>
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<span style="color: black; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt;">"Of course it's yours," Mrs. Price
says. "I remember you wearing it once." Because she's older and the
teacher, she's right and I'm not.<o:p></o:p></span><br />
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<span style="color: black; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt;">"Not mine, not mine, not mine", but Mrs. Price is
already turning to page thirty-two, and math problem number four. I don't know
why but all of a sudden I'm feeling sick inside, like the part of me that's
three wants to come out of my eyes, only I squeeze them shut tight and bite
down on my teeth real hard and try to remember today I am eleven, eleven. Mama
is making a cake for me for tonight, and when Papa comes home everybody will
sing Happy birthday, happy birthday to you.<o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt;">But when the sick feeling goes away and I open
my eyes, the red sweater's still sitting there like a big red mountain. I move
the red sweater to the corner of my desk with my ruler. I move my pencil and
books and eraser as far from it as possible. I even move my chair a little to
the right. Not mine, not mine, not mine.<o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt;">In my head I'm thinking how long till lunchtime,
how long till I can take the red sweater and throw it over the schoolyard
fence, or leave it hanging on a parking meter, or bunch it up into a little
ball and toss it in the alley. Except when math period ends Mrs. Price says
loud and in front of everybody, "Now, Rachel, that's enough," because
she sees I've shoved the red sweater to the tippy-tip corner of my desk and
it's hanging all over the edge like a waterfall, but I don't care.<o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt;">"Rachel," Mrs. Price says. She says it
like she's getting mad. "You put that sweater on right now and no more
nonsense." </span><span class="Apple-style-span" style="font-family: 'Times New Roman'; font-size: 19px;">"But it's not—" "Now!" Mrs.
Price says.</span></div>
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<span style="color: black; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt;">This is when I wish I wasn't eleven because all
the years inside of me—ten, nine, eight, seven, six, five, four, three, two,
and one—are pushing at the back of my eyes when I put one arm through one
sleeve of the sweater that smells like cottage cheese, and then the other arm
through the other and stand there with my arms apart like if the sweater hurts
me and it does, all itchy and full of germs that aren't even mine.<o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt;">That's when everything I've been holding in
since this morning, since when Mrs. Price put the sweater on my desk, finally
lets go, and all of a sudden I'm crying in front of everybody. </span><br />
<span style="color: black; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt;"><br /></span>
<span style="color: black; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt;">I wish I was
invisible but I'm not. I'm eleven and it's my birthday today and I'm crying
like I'm three in front of everybody. I put my head down on the desk and bury
my face in my stupid clown-sweater arms. My face all hot and spit coming out of
my mouth because I can't stop the little animal noises from coming out of me
until there aren't any more tears left in my eyes, and it's just my body
shaking like when you have the hiccups, and my whole head hurts like when you
drink milk too fast.<o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt;">But the worst part is right before the bell
rings for lunch. That stupid Phyllis Lopez, who is even dumber than Sylvia
Saldivar, says she remembers the red sweater is hers! I take it off right away
and give it to her, only Mrs. Price pretends like everything's okay.<o:p></o:p></span><br />
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<span style="color: black; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt;">Today I'm eleven. There's a cake Mama's making
for tonight and when Papa comes home from work we'll eat it. There'll be
candles and presents and everybody will sing Happy birthday, happy birthday to
you, Rachel, only it's too late.<o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt;">I'm eleven today. I'm eleven, ten, nine, eight, seven, six, five,
four, three, two, and one, but I wish I was one hundred and two. I wish I was
anything but eleven, because I want today to be far away already, far away like
a runaway balloon, like a tiny o in the sky, so tiny tiny you have to close
your eyes to see it.</span><span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;"><o:p></o:p></span><br />
<span style="color: black; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt;"><br /></span>
<span style="color: black; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt;"><a href="http://vimeo.com/9245804">Live Reading of "Eleven": By Sandra Cisneros</a></span></div>
<!--EndFragment-->ThePavehttp://www.blogger.com/profile/16432789460098369016noreply@blogger.comtag:blogger.com,1999:blog-1247114929753172504.post-80729297708086123622012-10-16T20:07:00.279-07:002023-07-23T10:39:03.171-07:00The Integrative School <br />
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<i><span class="Apple-style-span" style="color: #274e13;"><span class="Apple-style-span" face="Arial, sans-serif"><br /></span></span></i></div>
<div style="text-align: center;">
<i><span class="Apple-style-span" style="color: #274e13;"><span class="Apple-style-span" style="font-family: Georgia, Times New Roman, serif; font-size: large;">“If not now, when?"</span></span></i></div>
<span style="font-family: Georgia, Times New Roman, serif;"> Hillel</span><br />
<br />
By: Marie Lardino<br />
B.A, B.Ed, M.Ed<br />
Founder/Principal<br />
Voice Integrative School<br />
Toronto, Canada<br />
<br />
<a href="http://4.bp.blogspot.com/-eu7e3RxDVOg/Ui9z3wmTuFI/AAAAAAAAE7k/en64WH72Na8/s1600/c1b3455cb2f7961e955773292ccc915e.jpg" style="clear: left; display: inline; float: left; font-size: 19px; line-height: 38px; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" height="320" src="http://4.bp.blogspot.com/-eu7e3RxDVOg/Ui9z3wmTuFI/AAAAAAAAE7k/en64WH72Na8/s320/c1b3455cb2f7961e955773292ccc915e.jpg" width="295" /></a><span class="Apple-style-span" style="font-size: 19px; line-height: 38px;"><span style="mso-spacerun: yes;"> </span></span><span class="Apple-style-span" style="font-size: 19px; line-height: 38px;">Until today, I continue to search for
brief explanations when asked to describe an integrative education model. This remains for
me, a significant challenge. The scope and interconnectedness that a such a model entails cannot be narrowed down to a few
sentences.</span><span class="Apple-style-span" style="font-size: 19px; line-height: 38px;"> </span><span class="Apple-style-span" style="font-size: 19px; line-height: 38px;">In general, my feelings
have been that concise descriptions detract from its scope, from the value of
its interconnected parts. And even after having gained the theoretical
language to describe this classroom (or a school), I have
to this day been unsuccessful in achieving a condensed definition that does it
justice. </span><span class="Apple-style-span" style="font-size: 19px; line-height: 38px;"> </span><span class="Apple-style-span" style="font-size: 19px; line-height: 38px;">I can however, qualify
its parts through my students’ (and their parents’) perspectives. They have
repeatedly expressed that an integrative education is </span><i style="font-size: 19px; line-height: 38px;"><span class="Apple-style-span"><b>challenging, reflective, academic,
empowering, relevant and all-encompassing</b></span><span class="Apple-style-span">.</span><span class="Apple-style-span"> </span></i><br />
<br />
<span style="font-size: 14pt; line-height: 200%;"> I believe that it is </span><b style="font-size: 14pt; line-height: 200%;"><i>challenging</i></b><span style="font-size: 14pt; line-height: 200%;">
because it thoroughly covers curricular content - in our case, the Ontario Curriculum - yet challenges students to discover relationships and connections among the topics that make up this content. </span><br />
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<span style="font-size: 14pt; line-height: 200%; mso-bidi-font-size: 12.0pt;"> It is <b style="mso-bidi-font-weight: normal;"><i>relevant</i></b> because it infuses the curriculum with issues that pertain to the lives of students (from personal to local to
global) and which involve technological, social and economic issues, environment, health, conflict and peace, human rights, and humane education (among others). It is also challenging because it offers students with opportunities to participate in a wide range of subjects, some of which are found outside the scope of a standardized curriculum. And it offers classes in dance, visual arts, life skills, languages, philosophy, theatre, cooking, debate, and much more. The insistence here, is to offer students opportunities to take risks in many subject areas in order for them to discover their strengths and talents as well as their areas of potential growth. </span><br />
<span style="font-size: 14pt; line-height: 200%;"> It is</span><b style="font-size: 14pt; line-height: 200%;"> <i>reflective</i></b><span style="font-size: 14pt; line-height: 200%;"> because it inspires students to embark on two
journeys. The journey outward leads students to explore the world in which
they live, while the journey inwards heightens their understanding of
themselves and their potential.</span></div>
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<span class="Apple-style-span" style="font-size: 19px; line-height: 38px;"> It is <b style="mso-bidi-font-weight: normal;"><i>academic</i></b> because it insists on the
acquisition of basic skills to tackle all core subjects; however, these are reinforced with ‘higher order’ skills. They are: critical thinking, analysis, creativity, time management, organization, research, team-work, collaboration, independence, etc. </span></div>
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<span style="font-size: 14pt; line-height: 200%; mso-bidi-font-size: 12.0pt;"> In addition, an integrative education offers perspectives
and strategies that are not commonly found in many schools, yet are critical to the leaning needs of most students. </span></div>
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<span style="font-size: 14pt; line-height: 200%; mso-bidi-font-size: 12.0pt;"><span style="mso-spacerun: yes;"> </span>Notwithstanding, the years I have spent putting this
vision into practice have continually forced me to revisit the term “global education” which is the theory that initially guided my teaching practice. What has come to light since, is that “global” defined within an educational framework, is simply the inclusion of all that can be made possible to address the academic learning needs of the whole student.</span></div><div class="MsoNormal" style="line-height: 200%;">
<span style="font-size: 14pt; line-height: 200%;"> “Integrative”, when viewed
as synonymous to 'big, interdependent ideas' relates
more to the creation of educational environments where connections between areas of studies are addressed, balanced, issues aware, democratic,
perspective driven, and which involve several teaching and
learning approaches dedicated to reaching the learning needs of most students. This
foundation is essential to promote all else. </span></div><div class="MsoNormal" style="line-height: 200%;"><span style="font-size: 14pt; line-height: 200%;"><br /></span></div><div class="MsoNormal" style="line-height: 200%;"><span class="Apple-style-span" style="font-size: 19px; line-height: 38px;">That said, person-hood and student-hood must be seen as intricately interconnected - both equally anchored in educational goals that hope to foster the skills needed </span><span class="Apple-style-span" style="font-size: 19px; line-height: 38px;">to think critically, acquire well rounded academic knowledge, problem solve</span></div><div class="MsoNormal" style="line-height: 200%;"><span class="Apple-style-span" style="font-size: 19px; line-height: 38px;">and put </span><span class="Apple-style-span" style="font-size: 19px; line-height: 38px;">creative and analytical thinking abilities to work. These are the tools needed to tackle personal responsibility and a future that embraces life-long learning</span><span style="color: #333333;"> . </span></div><div class="MsoNormal" style="line-height: 200%;"><span style="color: #333333;"><span style="caret-color: rgb(51, 51, 51);"><br /></span></span><div class="MsoNormal">
Note: this blog entry was edited by Marie Lardinoon July 23, 2023 from its original version published in 2012.<br />
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<span style="font-size: 14pt; line-height: 200%; mso-bidi-font-size: 12.0pt;"><span style="mso-spacerun: yes;"> </span></span></div>
<!--EndFragment-->ThePavehttp://www.blogger.com/profile/16432789460098369016noreply@blogger.comtag:blogger.com,1999:blog-1247114929753172504.post-67714006181717334652012-10-14T15:21:00.000-07:002013-04-04T08:44:43.688-07:00 Kids are smart: they have an answer for everything!<br />
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<h3>
Memorable Moments in Teaching</h3>
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By: Marie Lardino</div>
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During my second year of teaching at Lord Lansdowne Public
School, I made my usual rounds and approached each member of the class,
checking for homework completion. Terry, who usually sat on his own to avoid
disruptions, never did his homework. Before I could ask him where his homework
assignment was, he beat me to the punch: “Ms. Lardino”, he said, “did I ever
tell you that you have a wonderful smile?”<o:p></o:p></div>
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Although I have always taught a non-religious curriculum,
one day my grade six class wanted to talk about ‘why it was that some people
were Jewish and some were Christian. I spoke about the day when Jesus, who was
Jewish, was put to the cross.<span style="mso-spacerun: yes;"> </span>I
explained that following his death, he was believed to have “resurrected” from
the grave by those who believed he was their prophet.<span style="mso-spacerun: yes;"> </span>Belief in his 'resurrection' meant that his
followers became (and stayed) Christians. Some people did not believe this, so
they remained Jewish. I asked if anyone had any comments. Aaron put up his
hand. He said, “I get it. It all changed after Jesus Christ’s ‘erection’. The whole class responded with a loud, "AAARON!!! At which point he looked around the room and came back with an innocent...."Oooops!"<o:p></o:p></div>
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One of the boys in my grades 4 and 5 class came in late from
lunch on a rainy day. When he came in to the class he seemed flustered.
Anticipating that he would get in trouble, he made sure to make this excuse: “
I’m really sorry Ms. Lardino. I ran to school after lunch in the rain and now
my SOCKS are soaked to the BONE”. <o:p></o:p></div>
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In my grade 6 class at Downtown Alternative Public School,
one of the boys always had an excuse for everything.<span style="mso-spacerun: yes;"> </span>While taking up the math homework, I realized
that he had done none of it. I said “Kyle, where is your math homework?” He was
quick to answer, “I would have done it Ms. Lardino. But my dad left for China
yesterday and he packed my textbook in his suitcase by mistake.”<o:p></o:p></div>
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During a Geography test at Balmy Beach Public School I asked
the kids to fill in all the countries in South America on the world map. One of
the boys labelled one of the countries as “Papador”.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>I spoke
to him privately and told him that maybe he meant “Paraguay”.<span style="mso-spacerun: yes;"> </span>He said, “That’s right. I’m glad you knew
this Ms. Lardino cause now I don’t have to explain my answer”. <o:p></o:p></div>
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All these kids turned out to be successful (highly articulate)
adults!<o:p></o:p></div>
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<!--EndFragment-->ThePavehttp://www.blogger.com/profile/16432789460098369016noreply@blogger.comtag:blogger.com,1999:blog-1247114929753172504.post-58679870067352370112012-09-27T06:50:00.000-07:002014-09-28T08:06:39.795-07:00A NOT SO COMMON TEACHING APPROACH<!--[if gte mso 9]><xml>
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<span style="color: #222222; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">By Marie Lardino</span><br />
<span style="color: #222222; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Principal</span><br />
<span style="color: #222222;">Voice Integrative School</span><br />
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<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-GX4YrzhyD6I/VCgj17DT3EI/AAAAAAAALbs/oZHb2Ks3uUY/s1600/images.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://2.bp.blogspot.com/-GX4YrzhyD6I/VCgj17DT3EI/AAAAAAAALbs/oZHb2Ks3uUY/s1600/images.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Image: Edutopia.org</td></tr>
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<span style="color: #222222; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;"> Now here’s something different and unconventional! Some time ago, our teachers took a break from morning classes, leaving the students
to carry out their schedule, rotate independently, and lead their own lessons.
Yes, every teacher went for coffee at the nearest Distillery District café, leaving
behind plans on their desks and a whole lot of trust that their students would
take over. Our VP stayed in her office to tend to other duties. Our
main office staff pretended the morning was as usual. Only Ms. McCullough,
the grade 4/5 teacher, stayed behind to grade assignments, allowing her fourth
and fifth graders to run the class. None of our teachers taught a
thing on that particular Thursday morning! Why? Because we wanted to find out if our students
could be independent enough to take over the rotation schedule and run the classes; and more likely, because
we trusted that they could. </span><span style="color: #222222; font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<span style="color: #222222; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">When the plan
was announced at 9:00am, our students showed a mix of perplexity and
confusion. But the confusion lasted no more than a few minutes. By
10:00am, each class had gained a sense of purpose. Leadership
was underway. Plans were being followed. Groups
were collaborating. Discussions were “on task”. While
some kids were listening attentively, others were teaching. And when the clock
turned to “rotation time”, a simultaneous, orderly and controlled flow between
classes took place. It was no different than the usual rotation that takes
place when teachers wait in the halls for their classes to
arrive. Amazing? Yes! Surprising? No. Not to us!</span><span style="color: #222222; font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<span style="color: #222222; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">When the teachers
arrived back at school at 11:15, most students didn’t even notice. We held an
assembly in the Movement Studio to reflect on the morning. I arrived
to find seventy-eight junior and middle school students sitting on the floor, eyes on each other, most
of them, likely involved in some form of purposeful reflection about what had
taken place. There was a “Shhhhhhhhhh….” that came from the
front of the room. It was James D., one of our fifth graders, taking charge of
the chatter. Within seconds, everyone was paying
attention. So I asked myself: “how can my job be
this easy?</span><span style="color: #222222; font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<span style="color: #222222; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">When my
questions began, all kinds of hands went up: “<i>we were able to run the
morning on our own because we are trusted</i>”. “<i>We could do it
because we felt respected</i>”. “<i>We tried because we feel proud
of ourselves</i>”. F<i>eeling pride in ourselves is more important
than knowing that adults feel proud of us”</i>; and, among many other
insightful comments, someone said: “<i>We succeeded because we wanted to prove
to ourselves that we could do it</i>”. I asked myself more
questions: is there any other attitude that lends more meaning to learning than
this one? Is there a motivator more powerful, than the
knowledge that others trust in our abilities? </span><span style="color: #222222; font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<span style="color: #222222; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">As it stands, on this
particular Thursday, I picked up a few extra lessons from our
students. I re-evaluated teaching and learning as a relationship
bound by mutual, equally important (human) needs. I reflected on systemic needs
and the pressure inflicted on our children to achieve prescribed, often
unrealistic learning outcomes. I re-established my own belief
that kids succeed - or want to succeed - when they feel empowered, and when given
a safe place to experiment and engage in learning that is meaningful to
them. And I was amazed that while our students fully admitted that
leadership and guidance (in other words, the presence of teachers) in the
classroom are <i>essential</i>, they said that they learn best when teachers “respect and trust them as people first, and as students
second”. I have once again been reminded that my job as an educator
is to consistently pay attention to what kids <i>say</i> they
need. </span><br />
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<span style="color: #222222;"> Charlie
S. ended the reflection period by telling us the following: </span><i style="color: #222222;">“In school,
kids are not just ‘kids’ (or students). They're people who can do a lot more than they're given credit for”.</i><span style="color: #222222;"> This lesson from our students is ongoing! </span></div>
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<!--EndFragment-->ThePavehttp://www.blogger.com/profile/16432789460098369016noreply@blogger.com