Poverty, gender issues, social, justice, and equality for all peoples are issues that have been prevalent in the world we live in for ages. As a whole, we have grown and changed immensely; however, people all over the world still live below the poverty line, are unable to go to school, are stuck in menial jobs, and are oppressed. It is important that our students are aware of these issues in the classroom, and that they do not give these issues just a passing glance. We must integrate global awareness in our teaching and have students participate in critical thinking about the way our world functions.
The Manitoba Council for International Cooperation (MCIC) is an organization, headquartered in Winnipeg, MB that is dedicated to the awareness and development of global issues. They offer many great resources for purchase, and coordinate workshops every year for students to participate in fun activities. Two of their learning activites struck me as valuable to implement in the classroom because they illustrate their message so clearly. The first activity was entitled: Slicing the Banana, in which students are given $1.00 to distribute among all the parties invloved in the harvest and distribution of bananas. Assuming the price of one banana is $1.00, students must decide how much money will go to pickers, land owners, shippers, importers, wholesalers, processors, distirbutors, and the retailer. After students have made their choices, the real figures are revelaed. Students will learn that roughly 10% of the price of bananas remain in the country they are harvested from, with the rest is invested in the USA or Canada. Students will learn about how fair trade does not always occur, and why the system disadvantages the producers of these commodoties.
Secondly, a game entitled Penies for Wealth symbolizes the advantages and disadvatnages in terms of wealth. Students are given a rule before picking up as many pennies as possible off the the floor. Some students may pick up as many as they want, others may have to give every third one away, others may have to close their eyes, and others may have to only use one hand. Students will view that some people are stuck in a a vicious circle of poverty, others are able to just get by, and some are born into wealth.
By utilizing these hands on games, I believe that the message will resonate with students and it makes such a serious and sensitive issue lighter to teach. I plan to use these resources in my classroom if I were to teach grade 4 or higher. These games are great teaching tools and I believe that MCIC is doing an excellent job spreading their knowledge and awareness to the young minds of today.
Sunday, March 6, 2011
Thursday, March 3, 2011
WESTCAST Sessions
WESTCAST (the Western Canadian Association for Student Teaching Conference) occurred at Brandon University from February 24 - 26, 2011. Many students attended from many other Western Canadian Universities and it was a great learning experience. Many sessions were offered from a variety of different subject areas, specialties, and faculties. I had a phenomenal experience and hope to attend WESTCAST 2012 in Calgary next year.
My two favourite sessions that I attended were "Internationally Educated Teachers" and "Team Work will Get it Done! Hands on Kindergarten Thematic Units from Three Perspectives". The first session, "Internationally Educated Teachers", was presented by four education students attending the bridging program at the University of Manitoba. This program gives teachers from other countries, a Canadian teaching certificate. The four different students were from South Africa, the Philippines, urban India, and rural India. Their teaching background varied from 10 to 25 years teaching experience in middle years, high school, and university professor in their home countries. They sat at a panel, and discussed their prior teaching experiences and the educational system in their home countries. Additionally, they discussed the differences they see within the Canadian education system, addressing the positive and negative aspects. I found it interesting to hear their perspectives and how they discussed their practicums in Canada. The main positive points they discussed about education in their home countries remained student work ethic, passion for learning, behaviour, and obedience. Overall, they embraced the Canadian education system, boasting about the abundant resources, small class sizes, and parental involvement in schools.
Secondly, the "Team Work will Get it Done! Hands on Kindergarten Thematic Units from Three Perspectives", workshop was presented by Brenda Margetts, a teacher from rural Manitoba, her two student teachers, and a faculty advisor. The students discussed their Author studies they implemented during student teaching, which revolved around author Eric Carle and Mo Williams. Brenda Margetts, played an integral role in the student teacher's lessons for their benefit and for the kindergartens benefit. The thematic units were interesting, colourful, hands-on, and students loved them. I enjoyed learning about author Mo Williams, because I had not heard of him previously. Lastly, I found hearing the perspective of the faculty advisor insightful because they were a fresh perspective on the situation.
WESTCAST was an excellent experience. I feel as though I have grown as a student and know that this will be evident in my teaching!
My two favourite sessions that I attended were "Internationally Educated Teachers" and "Team Work will Get it Done! Hands on Kindergarten Thematic Units from Three Perspectives". The first session, "Internationally Educated Teachers", was presented by four education students attending the bridging program at the University of Manitoba. This program gives teachers from other countries, a Canadian teaching certificate. The four different students were from South Africa, the Philippines, urban India, and rural India. Their teaching background varied from 10 to 25 years teaching experience in middle years, high school, and university professor in their home countries. They sat at a panel, and discussed their prior teaching experiences and the educational system in their home countries. Additionally, they discussed the differences they see within the Canadian education system, addressing the positive and negative aspects. I found it interesting to hear their perspectives and how they discussed their practicums in Canada. The main positive points they discussed about education in their home countries remained student work ethic, passion for learning, behaviour, and obedience. Overall, they embraced the Canadian education system, boasting about the abundant resources, small class sizes, and parental involvement in schools.
Secondly, the "Team Work will Get it Done! Hands on Kindergarten Thematic Units from Three Perspectives", workshop was presented by Brenda Margetts, a teacher from rural Manitoba, her two student teachers, and a faculty advisor. The students discussed their Author studies they implemented during student teaching, which revolved around author Eric Carle and Mo Williams. Brenda Margetts, played an integral role in the student teacher's lessons for their benefit and for the kindergartens benefit. The thematic units were interesting, colourful, hands-on, and students loved them. I enjoyed learning about author Mo Williams, because I had not heard of him previously. Lastly, I found hearing the perspective of the faculty advisor insightful because they were a fresh perspective on the situation.
WESTCAST was an excellent experience. I feel as though I have grown as a student and know that this will be evident in my teaching!
Thursday, February 10, 2011
Education Financing
One of the most complex components of education in Canada, in my opinion is budgeting and finance. The variety of pieces that must be included and considered in a budget is immense. Deciding on the monetary delegation and omission can be beneficial and devastation depending on the school division and individual. School funding and taxation remains unequal and depends on the wealth and value of the land.
Every year budgets are readjusted and making cuts seems to be one of the most difficult decisions, because ultimately it is going to effect a teacher, a student, or a community. Places where cuts are made differ from year to year and division to division. The decisions made by the school boards and divisions must take into account the largest monetary cut, in a manner which effects the least number of people. Personally, I find this troubling because new teacher positions are one of the most common to be cut. Additionally, during budget cuts, class sizes can increase when the number of teachers are cut. With a higher student ratio per class more pressure is put on the teacher and less can realistically be accomplished. Unfortunately, in many high schools the elective and artistic programs must be cut when faced with money constraints. Music, art, and drama are not essential subjects, but have been said to be key in developing well rounded students with greater academic achievement. Without those options, schools do not provide many choices for students. Lastly, learning materials and investments in new technologies must be cut during a budget crunch. While schools can function without the latest materials, they are essential to the growth and learning in the twenty-first century.
Where to cut out of a school division budget is always going to be a hot button issue with room for debate. As teachers we must be realistic and know that cuts may not always go in our favour. This is a fact that we must deal with when having a career in public school divisions. Different individuals will not always agree with where cuts are made; however, we must have faith in our school boards that they are trying to make the best decisions that cause the least amount of damage.
Every year budgets are readjusted and making cuts seems to be one of the most difficult decisions, because ultimately it is going to effect a teacher, a student, or a community. Places where cuts are made differ from year to year and division to division. The decisions made by the school boards and divisions must take into account the largest monetary cut, in a manner which effects the least number of people. Personally, I find this troubling because new teacher positions are one of the most common to be cut. Additionally, during budget cuts, class sizes can increase when the number of teachers are cut. With a higher student ratio per class more pressure is put on the teacher and less can realistically be accomplished. Unfortunately, in many high schools the elective and artistic programs must be cut when faced with money constraints. Music, art, and drama are not essential subjects, but have been said to be key in developing well rounded students with greater academic achievement. Without those options, schools do not provide many choices for students. Lastly, learning materials and investments in new technologies must be cut during a budget crunch. While schools can function without the latest materials, they are essential to the growth and learning in the twenty-first century.
Where to cut out of a school division budget is always going to be a hot button issue with room for debate. As teachers we must be realistic and know that cuts may not always go in our favour. This is a fact that we must deal with when having a career in public school divisions. Different individuals will not always agree with where cuts are made; however, we must have faith in our school boards that they are trying to make the best decisions that cause the least amount of damage.
Wednesday, February 9, 2011
The Governance of Eduction
The structure of Manitoba Education is one that is functional, but has many areas that could be scrutinized. As a teacher I think it is important to understand the sequence of the public education system. If teachers are unaware of where decisions are made and the delegation process, then it is impossible to illicit change if desired.
Teachers are at the bottom of the governance structure followed by the principal, the school, and the superintendent. The superintendent of schools is responsible for hiring new teachers along with the principals. Above the superintendent of schools, is the school division and school board. Finally, the provincial government regulates all school division within their province and sets curriculum standards.
The interesting part about having school boards, I believe is the fact that they are elected politicians rather than educators. This does not mean that some school board officials have an education background; nevertheless, it is not a requirement. I believe that school board officials should have more of a connection to the schools because that way they would have a better vision when setting budgets, funding, goals, and policy. Despite the fact they could have more experience with budgeting, sometimes I feel that decisions made, would be different with experience in the schools or school environment. Individual schools should have more input on the budget because it is directly effecting them day to day.
Public School systems are not simplistic and despite the thought that is invested into decision making, there will still be schools, teachers, or school divisions that do not agree. As education continues to evolve, structure, budgets, and curriculum will continue to change. Although change is not always the best for all individuals, those that are passionate about an issue should fight for its implementation or preservation. As teachers, we are able to participate in this with the help of others and hopefully education will continue to improve in the future.
Teachers are at the bottom of the governance structure followed by the principal, the school, and the superintendent. The superintendent of schools is responsible for hiring new teachers along with the principals. Above the superintendent of schools, is the school division and school board. Finally, the provincial government regulates all school division within their province and sets curriculum standards.
The interesting part about having school boards, I believe is the fact that they are elected politicians rather than educators. This does not mean that some school board officials have an education background; nevertheless, it is not a requirement. I believe that school board officials should have more of a connection to the schools because that way they would have a better vision when setting budgets, funding, goals, and policy. Despite the fact they could have more experience with budgeting, sometimes I feel that decisions made, would be different with experience in the schools or school environment. Individual schools should have more input on the budget because it is directly effecting them day to day.
Public School systems are not simplistic and despite the thought that is invested into decision making, there will still be schools, teachers, or school divisions that do not agree. As education continues to evolve, structure, budgets, and curriculum will continue to change. Although change is not always the best for all individuals, those that are passionate about an issue should fight for its implementation or preservation. As teachers, we are able to participate in this with the help of others and hopefully education will continue to improve in the future.
Sunday, February 6, 2011
History of Education in Canada
In Canada, education has had a complicated and diverse history that has stemmed from the colonization of North Amercia. French, English, First Nations, and religious traditions have all influenced the way in which modern education has amalgamated today. Some areas of Canada retain their historical roots more than others. Acadian and French language education is still prevalent in their regions in Eastern Canada because of the fluctuation of French establishment in the 1600-1700's. British influence was prevalent in most of Central and Western Canada through settlement of the Hudson's Bay Company. Additionally, influence increased with British dominance over the French. Slowly, catholic religious teachings of the French diminished with more English protestant education.
As each region developed their own education system based on the colonial ethnic background, First Nations people were either forgotten or assimilated. Through the BNA Act of 1867, the educational responsibilities of First Nations children became a federal responsibility; meanwhile, the educational responsibility of the remaining population fell under the provincial government. Since education developed regionally, I believe it only made sense for it to become a provincial responsibility so that the demands of the local diverse populations could become met. In Manitoba it was declared that if ten or more students at a school required language accommodation, the school would have to reciprocate, or an alternative school would be opened. This seems to be a great rule and very accepting of cultural diversity. Unfortunately, for First Nations their treatment through the federal government meant harsh assimilation, loss of culture, religion, and sometimes abuse. The switch to structuralist British religious schooling was rough because it differed greatly from their traditional moral based, survival skill education trough oral history. The way that education developed definitely did not benefit all parties involved, but it is evident that many origins of educational roots are still present through language, values, structure, and curriculum.
Lastly, since the development of modern day education, new opinions of how to best educate our children are still debated. Home schooling, I believe has its benefits; however, it can be damaging socially and depending on the teaching, can be detrimental to their education. Distance education and virtual schools are becoming more popular, as it is convenient. However, I firmly believe that learning best occurs in a safe environment where the student is familiar with the teacher.
Education in Manitoba and throughout Canada is rapidly changing, as the demands are constantly changing. More EAL instruction, reading recovery programs, and special needs assistance are needed to help our schools run more effectively. In order to have a clear vision of where to go with education it is important to know where it originated. Therefore, the same mistakes that have occured in the past should not be made again.
As each region developed their own education system based on the colonial ethnic background, First Nations people were either forgotten or assimilated. Through the BNA Act of 1867, the educational responsibilities of First Nations children became a federal responsibility; meanwhile, the educational responsibility of the remaining population fell under the provincial government. Since education developed regionally, I believe it only made sense for it to become a provincial responsibility so that the demands of the local diverse populations could become met. In Manitoba it was declared that if ten or more students at a school required language accommodation, the school would have to reciprocate, or an alternative school would be opened. This seems to be a great rule and very accepting of cultural diversity. Unfortunately, for First Nations their treatment through the federal government meant harsh assimilation, loss of culture, religion, and sometimes abuse. The switch to structuralist British religious schooling was rough because it differed greatly from their traditional moral based, survival skill education trough oral history. The way that education developed definitely did not benefit all parties involved, but it is evident that many origins of educational roots are still present through language, values, structure, and curriculum.
Lastly, since the development of modern day education, new opinions of how to best educate our children are still debated. Home schooling, I believe has its benefits; however, it can be damaging socially and depending on the teaching, can be detrimental to their education. Distance education and virtual schools are becoming more popular, as it is convenient. However, I firmly believe that learning best occurs in a safe environment where the student is familiar with the teacher.
Education in Manitoba and throughout Canada is rapidly changing, as the demands are constantly changing. More EAL instruction, reading recovery programs, and special needs assistance are needed to help our schools run more effectively. In order to have a clear vision of where to go with education it is important to know where it originated. Therefore, the same mistakes that have occured in the past should not be made again.
Sunday, January 23, 2011
MTS Code of Professional Practice
I hope to become an individual that teaches the next generation of Manitobans; therefore, it is important that I know what is expected of me as a professional of this province. Regardless of which province I teach in Canada, I must adhere to a code of conduct or professional practice. Each province's expectations vary, however there are always parallels to be drawn among them all. In Manitoba, the Manitoba Teacher's Society (MTS) Code of Professional Practice discusses the behaviors and ethics expected by teachers. Additionally it lays out a framework for teachers to follow in problematic situations. I feel this is important to internalize and comprehend as a beginning teacher.
Without knowing certain points of the MTS code, it is possible for teachers to become reprimanded for not following the correct order of authority. For example, I did not realize beforehand, that one must discuss a problem with that particular individual prior to consulting any other administration members. Additionally, in instances of suspected child abuse, teachers are responsible for notifying social services, despite the opinion of the principal.
The code of professional practice is what Manitoba teachers must try to uphold to the highest caliber. It is important to always be up to date with any changes and become involved with the Manitoba Teacher's Society when possible. I believe that this code is properly constructed and its demands are not unreasonable. With appropriate consideration I believe any individual can follow the code of professional practice in their professional and personal lives.
Check out the link to the code of professional practice to view all thirteen included points:
http://www.mbteach.org/inside-mts/professionalcode.html
Saturday, January 22, 2011
What is Professionalism?
Why is it so hard to define professionalism? This question does not have an easy answer. Professionalism has a different meaning to each individual and what constitutes a professional differs greatly among teachers. Sergiovanni (1992) wrote about four different aspects of a professional teacher, and among each category many responsibilities lie.
1) The Commitment to Caring: This must include the entire realm of the educational environment such as colleagues, students, parents, the school, and educational administration. This should come naturally, as having positive relationships with all of the above will allow for a healthy working and teaching environment. If there is no concern for those surrounding a teacher, perhaps a new career should be considered.
2) Commitment to Practice in Exemplary Ways: Teachers must take their job seriously; therefore, taking time to create excellent lesson plans, organize fun experiences for students, constantly improve on classroom management, and dress and behave as a professional. Teachers are role models and must consciously act as one should. They must avoid situations that would portray themselves in an unflattering light.
3) Commitment to One's Own Practice and to the Practice itself: This refers to always striving to improve through professional development, giving back to teacher education, and helping with teacher's unions.
4) Commitment to Valued Social Ends: This pertains to working on sensitive issues such as bullying or racism, giving back to the local and global communities, and overall trying to make the world a better place through education. Having students involved in giving back early on in life will hopefully inspire them to continue to throughout adulthood.
Considering all of these suggestions, I believe that it is hard to narrow everything down into one concise definition. Instead of attempting, I will just leave those as is, and you can take from it what you will. Sergiovanni's statements remind me that I must give back to my students as well as other colleagues to help build the best educational team possible. As a teacher I hope to blend together all of those points, because primarily I believe that that combination will have the most impact in creating a well-rounded upcoming generation.
1) The Commitment to Caring: This must include the entire realm of the educational environment such as colleagues, students, parents, the school, and educational administration. This should come naturally, as having positive relationships with all of the above will allow for a healthy working and teaching environment. If there is no concern for those surrounding a teacher, perhaps a new career should be considered.
2) Commitment to Practice in Exemplary Ways: Teachers must take their job seriously; therefore, taking time to create excellent lesson plans, organize fun experiences for students, constantly improve on classroom management, and dress and behave as a professional. Teachers are role models and must consciously act as one should. They must avoid situations that would portray themselves in an unflattering light.
3) Commitment to One's Own Practice and to the Practice itself: This refers to always striving to improve through professional development, giving back to teacher education, and helping with teacher's unions.
4) Commitment to Valued Social Ends: This pertains to working on sensitive issues such as bullying or racism, giving back to the local and global communities, and overall trying to make the world a better place through education. Having students involved in giving back early on in life will hopefully inspire them to continue to throughout adulthood.
Considering all of these suggestions, I believe that it is hard to narrow everything down into one concise definition. Instead of attempting, I will just leave those as is, and you can take from it what you will. Sergiovanni's statements remind me that I must give back to my students as well as other colleagues to help build the best educational team possible. As a teacher I hope to blend together all of those points, because primarily I believe that that combination will have the most impact in creating a well-rounded upcoming generation.
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