Connections and Relationships

Supporting teachers in problem solving and planning for challenging behaviours in the classroom can be a very difficult task as each teacher comes with a different background, experience level, teaching philosophy, and personality. School administrators and support teachers can have ideas, materials, and plans, but they would do well to consider the main players. Typically time is spent collecting data to understand the function of challenging behaviour and determining the antecedants or triggers to a behaviour. The classroom environment, curriculum delivery, and classroom management style may be attributed indirectly to the teacher, but these meetings can be very child-centered.  Because there are so many differences at the table, I wonder if acknowledging or establishing the commonalities will set the stage for innovative behaviour planning. In reading my colleague, Jessica Manson's blogpost on cultivating a space in her post-secodary classroom that would foster risk-taking and c...

This week's assigned readings that spoke to how curriculum is influenced and how complex any type of reform in education can be inspired me to look in more depth at the British Columbia curriculum which was redesigned in 2015. The changes to the B.C. curriculum were implemented in 2015, however the changes coming were being presented to the public and educators in 2012. Enabling Innovation: Transforming Curriculum and Assessment i s an article published by the B.C. Ministry of Education that described the process that guided the reform. Input and recommendations from the Curriculum and Assessment Framework Advisory Group (comprised of non-specified partner groups and academic institutions), and which supported by Regional working teams (consisting of involved principals, superintendents, district staff, teachers, parents, school trustees, and students): increased flexibility in learning to allow for students to explore personal interests flexible instructional design that allows f...

Hennessey and Amabile (2010) explore the study of creativity, the creative process, and what supports and what hinders it, in their article, "Creativity".  One aspect that they examined in detail was the research available on the effects of a group or team environment on creativity. This is especially relevant to how school teams and families work together to address problematic behaviour. Their review showed that diversity within a group can create social division that is detrimental to working creatively and collaboratively together. For diversity within a group to have a positive influence, interpersonal congruence (group members seeing others in the group as those others see themselves) needs to be in place. Polzer, Milton, and Swann (2002) further explain that when people believe that others in the group see them congruently it builds trust for the individuals that their ideas and voice will be valued and there will be little need for defensiveness or justification. If a...

  Safe Spaces This week, I was blessed with an introduction to Elaine Alec's book, "Calling My Spirit Back". Alec is Syilx and Sewepemc community leader, advisor, and planner. Through stories, she shares a collection of teachings and protocols shared with her by elders, knowledge keepers, language speakers, and community helpers. This book speaks to the idea of walking on two legs that I spoke to in my first post. She speaks on how to use Indigenous knowledge to support community and economic planning and has experience working with divisive and sensitive settings in her work with government and community individuals and groups.  It was this concept of creating a safe space for self and for others that sparked a connection for me in my focus on supporting behaviour challenges with Indigenous principles. I’m beginning to consider more the aspect of working with the adult team involved (family, teacher, district staff, para-professionals, administration, etc) and not simply...

  In my past 15 years of teaching, supporting students with exceptional needs has been prominent for me both as a general classroom teacher and as a Learning Assistance Resource Teacher supporting students and teachers with plans and resources. Typically in my school district, we work under the framework of a Three Tier Model for behavioural support:  Tier 1 addresses the entire school population. Clear expectations and rules are taught and procedures are outlined and supervised. There are consequences in place when students do not follow these outlines and school or class-wide expectations are revisited often.  Image from pbis.org Tier 2 applies to a smaller school population and will involve some reteaching and supports. This may involve a small group reviewing lunchtime rules during a lunch hour or a points system within the school or classroom that has items or activities that specifically motivate students exhibiting problem behaviours. Thi s level of support will l...

I have recently been introduced to the pharse, walking on two legs , although it would seem I've been doing so my whole life. Walking on two legs is a term that represents combining Indigenous ways of knowing and being with Western knowledge and ways of living. Growing up with an Indigenous mother and non-Indigenous father, I experienced the phenomenon of experiencing both worlds and the feeling of not fitting in entirely with either. As an adult, I was able to appreciate the experience and value the gifts and gifts that each perspective has brought to my life. In a public school system, I have experienced as a student, a parent, and as an educator the effects of a colonized classroom and public chool system. I am also the daughter, niece, and cousin of residential school survivors. As an educator, I feel the responsibility and motivation to improve the school experience for all students--and for students who are struggling in particular. I recognize the privileges I have had the o...