One of the many things I have learned over my 35 years in public education is that we are extremely humble and reluctant to celebrate our successes.  From the classroom to the boardroom we continually accentuate the negative and eliminate the positive.  This is at best unfortunate and at worst damaging to all involved.  I believe that we need to take every opportunity to inform our public about the great accomplishments taking place in CBE classrooms on a daily basis.

I have also learned that teacher voice is exceedingly powerful in the ongoing dialogue around students and schools.  About a year ago I commenced my own social media journey.  At that time I found that public dialogue around our schools was essentially trite and negative. The amazing successes and fulfillment which I had come to know as being an integral and constant part of our system was neither being shared or resonating through the electronic media.  One of the reasons I ran for trustee was a belief that this could be improved and changed.

I believe CBE 182 is becoming a useful instrument in the broadcasting of the great happenings in our public schools.  The real difference makers in education - classroom teachers - have taken charge and are sharing their stories.  This is striking a chord with our public.  This is what our public wants to hear.  This is what our public needs to hear.

It is my pleasure to commend those who have already contributed and I am looking forward to the stories yet to come.

Dr. Judy Hehr, 1st Term Trustee, Elected to Wards 8 & 9

I have a great learning story.

I went into Sra Flor’s grade 2 class to read with the students in February. I don’t speak Spanish, but I can help with technology integration. Sra Flor and her students were learning how to create a class book using a word document. The lesson did not go as planned, however; Sra Flor then had the chance to show me all the amazing student created videos and digital stories that the students had created. She asked me how she could share them more efficiently with parents in D2L. I had given her a copy of Kathy Cassidy’s book, Connected from the Start: Global Learning in the Primary Grades  and Sra Flor showed me, through digital examples, that she had read and examined the book in detail. As a parent, you can’t be more touched when a teacher actually appreciates a gift - and applies it to her own class, which includes my son.

I encouraged Dalhousie teachers to consider some of the CBE PD opportunities that encourage authentic integration of technology - and a bunch of them took the challenge!

Since that day, I attended #EdCampYYC, where I was able to learn with a variety of teachers from Dalhousie as well as with teachers from around the district. I sat in sessions with my son’s teachers and was so proud to be in the room as we engaged in a critical examination of how we teach, learn and engage with our students. I have also helped the school with some Google Apps for Education training as the school transitions into the Google world.

What I learned that day in February, when one technology lesson did not go as planned - is that my child really benefits and learns from watching the perseverance and risk taking of his teacher. I was just lucky that I was included in one of their learning paths this year. Sra Flor's grit and determination is evident every time I am lucky enough to be in the classroom. I truly appreciate her patience and willingness to be transparent in including me in her learning in order to provide opportunities for her students. How many parents can say that they learn with their child’s teacher?

The story does not end as the year ends….next year I will continue to support the school in its new technology adventures, and I look forward to watching Sra Flor and the other teachers support each other to provide choice for CBE students and each other.

Midway through class, graphic novel closes.  James looks up at Ms. Gale thrilled, “I’ve finished all five acts!”

Now smiling, she laughs, “Well, that’s great!  You do know I’m your Social Studies teacher though, right?”  

It’s James’ turn to laugh, letting out a relieved sigh, “Yes. I just had to tell someone.”  He’s now joined the ranks of those having experienced Verona’s most woeful tale.

With this being Academic Focus time, time to work alone or collaboratively through learning plans, some learners are finishing up Energy Audits. Others are considering and reconsidering a baffling Expanding Cube problem.  The double classroom and Learning Commons are dynamic spaces right now; teachers are providing targeted support. Around James, across blended academic streams, students are determining Romeo and Juliet’s central themes, some utilizing the Shakespeare in Bits app, others skillfully rehearsing the heartbeat rhythm of iambic pentameter. 
 
It’s all a reminder: we’re better together. Connection and community aren’t exclusive to our building; personalizing, connecting, and thriving are, though, central to the learning culture at Thirsk. Our communities, schools within the school, provide many opportunities for our learners. Rigorous interdisciplinary work isn’t (always) contained to one subject area. Students have supportive peers and adults they know meaningfully. Less isolated, with intentionality and flexibility, choices and new perspectives often surface.  

Later, separately, James and Ms. Gale share with me the excitement of the day’s accomplishment.  Yet again, I’m reminded of the privilege to teach and learn, celebrating successes and sharing challenges, as a member of this learning community.

As we sat inside at lunch on yet another blustery, frigid day I ate with a kid in the Learning and Literacy program who wouldn’t stop talking about which video games I should ‘learn’. He began discussing games of his own design as well as ideas for alterations of preexisting ones. I asked him if he’d like to learn how to program.

... that was it. That was the moment teachers love... His jaw dropped and his eyes bugged out as he blurted, “I can do that??”

It turns out that he’d been interested in this “forever”, but didn’t know how to pursue it. I threw Scratch, a programming application for kids, on his computer and asked him to click every button (which is my favourite way to teach new technology). He shared this with another student, and together they created their very first game. They are now both hooked on using their “growth mindsets” to request access to tutorials on Youtube, to solve problems, and to seek solutions. Best of all, they are both doing this on their own time and they are following their passions!

This student has also started asking for resources and support in all of his school work. I was (and continue to be) extremely proud of him. In the fifth grade he has developed a growth mindset and has started to truly advocate for himself. Because of his new found skills, I know he can learn/do anything.


Mike MacKenzie is the Learning Commons Lead Teacher at Keeler School where he teaches K-6. He blogs at a3lc.blogspot.ca and tweets @mik_enzie.