Critical Thinking in the Context of a Global Ed. School

By Jonathan Newman

Master of Teaching Candidate
Year I - OISE, University of Toronto

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.

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:

Why does war exist?
Who is negatively affected by war?
Who benefits from war?
What, if anything, do you think is worth fighting for?
What can we do to create peace?

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.

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.

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.

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.

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.

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.

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Why I Left the Public School System

By Marie Lardino, B.Ed, M.Ed
Retired Principal/Founder
Voice Integrative School

Photo: Retrieved from www.Edutopia.org

     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.

 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. 

 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.

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. 

 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.

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.

 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.

 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”.

What I took from the public school system was valuable learning about the context of education - its complexities and its issues. Now, within 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.

Citation
Pike, G., & Selby, D. (1988). Global teacher, global learner. London: Hodder & Stoughton.

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FINDING MYSELF IN TEACHING

On: Becoming a Heartfelt Educator
By Amanda Merpaw
Teacher Candidate, Year II
Master of Teaching Program (MT)
OISE, University of Toronto

"The more I walk through those green double doors on Gristmill Lane, the more I feel at home.  I've been reminded that I don’t have to compromise who I am to be a teacher".  
                                                         Amanda 

     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.

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 in my dreams.

Then came Voice Intermediate School.  When I first started the Master of Teaching program at OISE, 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. 

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. 

Dear VIS,
     In a few short weeks, I've been reminded that I don’t have to compromise who I am to be a teacher.  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. 

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). 

Marie Lardino

On: BEING A SMALL SCHOOL

by Marie Lardino

For school to feel like a ‘home”, the teaching community must continually process the following questions; and for the most part, agree on the answers: “What do we teach?” “Who do we teach?”  “How do we teach?” “Why do we teach?”

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.

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.

“I think the most important part of getting a good education is cooperating and having teachers and students work well together.”

Emma

VIS Student, Gr. 6

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 respect and accountability toward one another. As well, safety, 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.

“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.”

Spencer

Gr. 8

  

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.

“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.”

Rhys

Gr. 7

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.

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 see no real issues. The transition is seamless if our school 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 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.

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". 

Our Small School's Global Educators and Staff:

“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.”

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. All of them demonstrate a love of teaching and a commitment to education.

Meet Our Global Educators (here)

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The VIS VISUAL ARTS GALLERY

PAST AND PRESENT: A collection of works by our artists in grades 4-8.

                             Grade 8 collaborative piece. Guided by artist/teacher Andrew Vale

Gr. 4, 5 and 6 collages

Inspired by Cathie Webb -- Gr. 8 Pieces wax on canvas 

Collaborative paintings guided by artist/teacher Andrew Vale

Guided by artist Paul Cade

Painting instruction: artist/teacher Andrew Vale

Guided by artist Susan Leopold

Guided by Susan Leopold

Instruction: Steven Weir (above), Cathie Webb (bottom left), Michelle Keeley (bottom right and centre)

Instruction: Cathie Webb

Teacher: Steven Weir

Instruction: Cathie Webb

Instruction: Michelle Keeley

More to come.......

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