Balancing Act

Life gets busy. Life demands a lot. Things happen.

I haven’t posted in a while. Being an educator is a constant balancing act. Like a tight rope walker I have been trying to take careful steps to make it across the rope.  At times, it feels as if I am weighed down more on one side than the other. Attempting to make time for planning, documenting, family, friends, and learning has felt next to impossible.

I decided to put The Everyday ECE on pause. Like any educator I had a time where I needed to get everything back in balance. I am back on the rope and ready to keep walking.

I am currently working an afternoon position in the school board. My day ends at 6:15 and I get home around 6:40. After dinner, dishes, general house duties, and planning, it’s time for bed. I have been removing self-care to give myself more time. I have been working through my lunches more often. I have been spending more money on my after school programming. I have been going to bed later and waking up earlier. I have used my weekends to go to lectures and webinars.

Taking myself out of the equation gave me more time. However, it threw me more off-balance than I was before. I didn’t realize how far I had fallen. A few lunches lost here and there ; A night spent in instead of out. My life was my job and my job was my life. I love what I do but I forgot to love everything else to. It was easier to just focus solely on school. Balancing everything is hard but so much better.

Whether or not your classroom looks like Pinterest, you are still a great educator. Your lunch hours belong to you not the work you need to prep. Your class will still love you regardless of the activities you have out. Creating things is wonderful but creating time with your students is memorable. Find the balance. You can slip but try not to fall as hard as I did.

Zero

A zero is a double edged sword. To most a zero is nothing or represents the lack of something. However, without the zero we would not be able to create the numbers and representations we need every day. Education cannot climb the scale from 1 to 100; if there aren’t any zeros our classes are stuck at at the bottom. 1.

It has become apparent at this point and time that we are the 0. Mighty and necessary but often forgotten, overlooked, and undervalued. Considering the teacher’s union has had 20+ days to bargain and we have had 3, it is easy to see where we land on the scale. For those in the board the idea of facing another year without a contract, wage increases, or even permanent work is too much to bear. Spending another year in limbo is not an option. Spending another year with a contract that exploits our efforts is not an option.

It may seem like the plight of those facing a strike in the board does not impact those who are not in the thick of it. As a unit of educators with similar experiences and expectations when one of our groups is being undermined then we all are. If the group of educators in the school board continue to be frozen out and swept under the rug then soon that is the standard for everyone else.

At this very moment with underappreciated and underfunded educators on the brink of another year are preparing themselves for a new crop of children. Pouring their own funds, time and effort into the program that does not give them what they need in return. A system that is failing its educators should be failing its children but the educators in between are ensuring this does not happen. It’s up to the zeros to bring the system from 0 to 100.

If a strike does come this September and the support staff are out of the schools and in the streets then will class still go on. Without the support of the RECEs and EAs would our educational partners be able to “hold down the fort” for a few weeks. If educators are not important and if we really are replaceable and unnecessary then the idea of a strike should not grip our teachers and parents with such worry and fear.

Despite the work we put in it is clear that there is not much respect for us. The idea of moving RECEs to older classrooms (1-6) to offer support in place of EAs, to remain wage frozen (even though this is over far more than money), the lack of planning time, and the ever increasing amount of children in before and after school programs have led us to the battle we face.  We are more than what we are perceived to be. We are more capable and with more experience than a 1 or 2 year diploma could capture.

As a zero I know my class could not make it from 1 to 10. Without my mirror RECE we could not make it from 10 to 100. I know my teacher would not be able to accomplish our envisioned goals for the year if she was in fact just a 1. One on its own cannot make it to one hundred it needs a boost. Luckily, there are two RECEs in our class that work tirelessly in partnership with our one teacher to lift our class to 100.

Always remember the impact you have in your environment. That you as an educator are more than what you are paid or the indiscretions you suffer. We are the zero and we are more necessary than others know.

AN EVERYDAY EDUCATOR

Connection Disconnected…

Can we function without the use of our technology? Or are we now bonded for life?

As you embark on your new position in the world of education there will be a lot of different ideas that span across years and years of teaching. One of my most enjoyed debates is in regards to the use of tech in the classroom. 

I am huge supporter of paving your own way in this educational world. I believe that our best teaching strategies, ideas, and inspirations stem from an understanding of current trends, what you know, and how children learn. You can be very open minded but do not let someone else’s ideology taint yours. 

We live in a very technological era. We have to face that fact. Even when I was growing up I spent time watching educational television and now I am watching webcasts on education and blogging about it. I cannot even imagine what is to come next. Children are getting iPhones and tablets for their 6th birthdays now. To not be connected to the world is viewed as worse than death nowadays. 

So do we choose to disconnect the classroom or link up and use it to our advantage?

One side of this shows that an increase in the use of technology can cause a decrease in the social skills we are trying so hard to promote. A classroom governed by plugs, wires, and the all-knowing internet. A classroom of children barely able to spell but able to navigate webpages and the internet. The internet and webpages carry so much information. There are videos and games that can be added to any lesson at the press of a button. When doing a unit on pollution, countries, or space, an educator can find lesson plans, ideas, games, stories, games, and child created videos and explanations. This is a time where teaching is easier. Why stay up and recreate the wheel when someone has already posted all the steps. It is as if we have reached the Golden Age of Education. It could be argued that it can promote a ‘lazy teacher’ methodology. One in which the computer is now the teacher and we document the learning… or don’t document at all. When the computer becomes the teacher do we not become obsolete? I am guilty of letting my phone take over my time. It is one of the first things I find in the morning and very last thing in my hands at night.

I fear the day that technology will surpass our need for human interaction. The world will have a generation of idiots.
-Albert Einstein

The other side of this debate brings out valid points in regards to how many of the adults today were brought up and that many of us received quality care and support. I believe my generation grew up well. My home did not have a computer until I was about 12 years old. I remember biking to the library, exploring the woods behind my house, sleepovers, girl guides and never once did I need to take a selfie or post these experiences for the world to see. Do children really need all this technology in their school day? Do we need to bring in iPads and Chromebooks for toddlers in daycare programs? For years, decades, and centuries children have been reared, taught, disciplined, and had experiences based in the real world. Their experiences have helped to shape the world as we know it today. Yet, we are shifting to a world where our self-worth is measured in friends or followers and our experiences are for Instagram and the world.

Both sides of this debate could argue for days and nights. However, in more classrooms and daycares we are getting tech tubs and bins of technology to incorporate into our classrooms. Whether or not we dislike the hold technology has on us it is a reality. What can be done is to always keep in mind the idea of moderation. As good as our teaching is we can embrace new things and methods. As wonderful as technology is we can’t let it take over and replace those awe inspiring teachable moments.

Do you believe technology has a hold on your classroom?
Do you welcome the idea of new websites and personal devices?
Do you have concerns about socialization?

If you are on either side of this issue and wish to leave a comment please do! An open dialogue is always appreciated here. You can always send an email to theeverydayece@gmail.com

AN EVERYDAY EDUCATOR

to fear or embrace the technology we have created.

A System of Support

I spend a lot of time writing about the plight of the Early Childhood Educator. One of the main rules of writing is “to write what you know”.  One aspect I have lacked on is the plight of the Educational Assistant.

Full disclosure, prior to this blog and my even my Early Childhood positions, I was (and still am) a special needs worker. I have worked with individuals on the Autism Spectrum, clients with brain injuries, in a group home, and many other places.  Each place I worked has had its challenges but I did my best every day.

No school, daycare, preschool, aftercare, nor before care has not served a child with special needs or will in the coming years. Considering the increase in our ability to identify a special need, get a team together, and create a plan one would think all would be ‘hunky dory’. The concept is wonderful on paper but in practice it fails not only the staff but the students is claims to serve.

I feel very strongly about this for both sides. Educational Assistants and Early Childhood Educators are trapped in a frustrating and ultimately dangerous loop. We cannot just throw out a ton of diagnoses and not provide the funding and staffing to match. If one increases then the other surely needs to.

I can attest to the situations we have dealt with this year in our classrooms and those of a few of my peers. For one situation there was a child that required constant assistance. Someone needed to be there to guide at all times. If not there would be serious behaviors that could (and often did) cause injury to staff or students. For a few months only one EA was present. This EA had to split her time among many students. For the children that required more assistance the duty fell to the educators until the gap was filled. This is a child that can be violent, sweet, caring, angry, a flight risk, and destroy a classroom in a matter of minutes. By the end of the year we had many burnt out educators, two extremely frustrated educational assistants, and one new emergency EA. It took almost a full year to get some support. There are a million and one stories just like this one.

I don’t think I can do it anymore. I am tired of not getting help when I need it.
– A very exhausted EA

This issue is even more pressing at this moment as the province is facing severe budget cuts and it is affecting the most vulnerable in our school sectors. The amounts are not small my friends and I can only see things getting worse in the coming year. There is an article from the Sun newspaper that outlines the cuts in the budget across Ontario.

http://www.torontosun.com/2015/06/27/special-ed-funding-cuts-hurting-kids-across-the-province?utm_source=facebook&utm_medium=recommend-button&utm_campaign=Special+ed+funding+cuts+hurting+kids+across+the+province

If you have had some interesting experiences as an RECE or EA this year regarding special needs, the support you have received, or any tidbits of advice please post them in the comment below! You can also email at anytime to theeverydayece@gmail.com

AN EVERYDAY EDUCATOR

So Long, Farewell, Auf wiedersehen

Our school year is drawing to an end. For some of us it means looking for employment for the summer (a wonderful new beginning) and for others it will mean saying goodbye to teams we have worked with for the past year or longer. To a few people working with a new team, in a new room, or even a new school, can be one of the most terrifying concepts. We are creatures of habit after all.

For those of us facing a new environment, where are you moving to? Is it a new classroom? A new teaching team? A new school? Or are you transitioning to a new job? Are you facing some changes this year? Up until about two weeks, the end of May, I was in the dark about what was to come.

If you are counting down your days and feel like a giant cloud is looming over your head then you have come to the right place. Take a seat, grab a drink and get comfy because we are going to get through this funk!

1. You love your team
You have worked hard to create a team sent down by the Gods themselves. Zeus christened your arranged teaching marriage himself! You and your team work together seamlessly. It is as if you have been working together for years. These magical relationships do exist. They may not come around often but they are a possibility.If you are being ripped from the loving arms of those you know and trust, then it is understandable that you are facing a total breakdown. So what do you do?

Revel my friends for the end is nigh. You will have to face the fact that your dream team will in fact be in ending. If you are spending your time too worried about the end of the month or what is to come then you will miss the time that you have left. I cannot attest to how personal some peoples teaching relationships are. Some work together well and others have developed real and genuine friendships that extend outside of work. Despite the depth the relationship does not end once the contract does.

Don’t cry because it’s over. Smile because it happened.
– Dr. Seuss

2. New Team
Some teams seem to have been handpicked by God while others feel like their team was constructed by Satan. If you were one of the unlucky few to be stuck in an unholy union then embrace the changes to come as what they are. You are probably getting a much deserved break. It has been a long. You may have been met with many challenges either with planning, your teacher, your team, or maybe even simply the children you received. Do not let the experience jade you. If you do then you may pass that on. It is fair to be upset about the hand you were dealt but don’t carry it with you.
The team you get next year will probably easier to work with. Can it get any worse? However, If you drag your feet around, have an attitude, or become dismissive then those you work with next year may begin to get an impression of you. It may not be positive so don’t break what hasn’t even begun yet!

Gon’ brush your shoulders off
Jay-Z

3. Changing your job
If you have been lucky enough to find a new job then CONGRATULATIONS. Be proud of yourself and the changes you are making. Yes, leaving behind a career or job you love can be trying but there is a reason you are doing it. Financial stability, stress, status, work load, or simply better hours can all be reasons to change. If you have made the decision to leave then those you work with should hopefully be supportive. If not then kiss the meanies goodbye and be thankful you are getting the heck out.

We have a problem. ‘Congratulations.’ But it’s a tough problem. ‘Then double congratulations.’
W. Clement Stone

I have only listed a few reasons for the changes you may be facing this year, be open to the changes that are coming. Be grateful you had an experience that could make you feel such loss. If it was a terrible team up then you should be jumping for joy right now! Don’t get cynical about the future be grateful your escaping the past. Do not get trapped in your feelings. Ensure that whatever changes come you are ready to face them and be all in!

If you have any comments about what changes your expecting add them below and find us on Faceboook!

AN EVERYDAY EDUCATOR

No matter where you are be all there all of the time. Do not let a bad experience hold you back!

More Than a Cardboard Box

I love seeing the ideas of the class come to fruition. Whether it is an inquiry that takes hold of our centers, drives a lesson or activity, or promotes our class to cooperate. I have found that all of the aspects of the curriculum fall into place so magically when we put the learning in the hands of the children. One aspect of our classroom that has worked so  well this year is the dramatic play. This year the dramatic play has been a buzz of activity for our classroom and anyone that passes by! Our dramatic play has been one area that embodied the whole idea of child directed learning. We started the year with the typical simple open play areas. We had a house with a stove, a dollhouse, and a school.

Around November something switched in our kinder classes. It was like an innate hunger to learn began to rise to the surface. They were ravenous for more information and to test the limits of their abilities. This is when as a team we needed to rise to the occasion. As an ECE my mentality has always been “CHALLENGE ACCEPTED” and that is what I have been attempting to do all year long.

Our dramatic play began with a subject that so many kinders love – SPACE. It was a great concept and with so much to teach. There are so many parts and pieces to this universe of ours that there was never a worry of running out of teachable information. We did have to  pinpoint where to start and where to go. Luckily our classes are very vocal about what they want to learn and how they intend to learn it. Through our democratic process our class decided to make a spaceship from a cardboard box. This is where it all began.

Once the spaceship was created we needed to have a background. Once the background was created we needed to have a mission control. Once mission control was created we needed to have planets up. Once our planets were created we needed to know some songs. We then needed to make rockets at the science center. Once we had done that we needed to know poems. By the time the space theme had fizzled out it we realized we had something great in front of us.

Dramatic play was a lost center but you have found it again. It’s better than ever!
– Grade 5 Teacher

Since we are part of an English and French team, one day we have one class of 24 students and the next day it is another 24. To keep things fair we allowed each class a chance to give ideas and vote on which one they liked the most. Yes, we have taught our classes a bit about the democratic process. Our next adventure in dramatic play took us to Ancient Egypt. The children wanted to create a pyramid and a sarcophagus. How could I not accept that challenge!?

Thus, ancient Egypt was born in our classroom. The children helped to create a plan for what they wanted and how they thought it should look. There was a little bit of worry with the spaceship. The work the children put into it is evident. They planned the transformation from a simple white spaceship to an Egyptian masterpiece!

The second transformation of our Dramatic Play centre

The children took their play so much more seriously we found when they were responsible for its development. Our Ancient Egypt play took over every aspect of the room. Our art utilized sand, our literacy was enveloped in hieroglyphics, and our science was miniature pyramid construction! Our learning spilt out all over our classroom. It was amazing to see and amazing to be a part of.

I wish my class did this when we learned about Egypt
– Grade 3 reading buddy

From our stint in Ancient Egypt we let democracy reign again. Our class decided to travel back in time to the age when giant lizards roamed the land and humans had not begun to leave their tracks on this world. I am speaking of course about – DINOSAURS! The kids went head over heels at the idea of working on dinosaurs. It was a rousing ‘yes’ from all the children. They were weaving nests, creating paper mache eggs, and of course creating a large and in charge dinosaur to reign over the classroom.

The third transformation of our dramatic play area.

Our dinosaur inquiry reigned supreme in the classroom during our winter months. The dinosaurs unfortunately froze during that time and became extinct. Thus, when spring arrived the children were ready to launch into a new direction and leave the dinosaurs behind. We began to notice all the things that were growing. Also many trees being cut down interested our class.

“Why is it being cut down?”
“Who said they could do that?”
“What will happen to the animals homes?”
“Is the tree going to be reused?”

These simple questions led our class to mighty tree houses. Large leaves, mighty branches, a sturdy trunk, and areas for animals to thrive and live. It was an interesting concept. One that would require our class to grab books and look through different resources to find information. To the dismay of some the class did not vote for the idea of a tree house of horrors. Another lesson in democracy.

The fourth transformation of out dramatic play area.

Throughout this year the dramatic play in our classroom has been an amazing focal point for us. It was more than just an place to play pretend. It was able to embody the emergent curriculum we work so hard to promote. The learning was fantastic and the teamwork that our class was able to foster would make any educator proud. Thanks to our dramatic play we were able to create amazing activities that promoted languages, mathematics, art, creativity, science, and free learning. So much of what we were able to teach our children came from the dramatic play catalyst. It all began with a refrigerator box. By the end of the year we can definitely say it was more than a cardboard box.

If you have some dramatic successes in your classrooms that you would like to share, let us know at theeverydayeece@gmail.com

AN EVERYDAY ECE

What’s your Style?

When you enter a classroom on your first day you may begin to wonder what you have gotten yourself into. Your mind can race a mile a minute and your heart can begin to get erratic. You are outnumbered from the start and somehow you need to learn to take command and control of your space. Working in a team with people you have just met while helicopter parents whiz around can make anyone nervous. Your classroom can be extremely intimidating.

One way to combat this feeling of terror and dread is to ensure your prepared before you even get past the cubbies. Figure out who you are working with and feel strong/confident enough to inquire about how they teach. You will need to be able to communicate with others. No two educators are alike. We are like snowflakes in a blizzard or raindrops in a typhoon. On the outside it seems we are all the same. We carry the same title and are, at times, expected to carry out the same duties. However, when you delve a little deeper you begin to see that we all do things differently. We add our own unique spin, flare, or technique to make our classroom our own (for whatever small frame of time we get to do so).

There are many methods you can use to take command, inspire, and provoke. There is no magic methodology. No one has the answer to create the perfect class. There is no magic sentence to encourage all of your children to listen to you all of the time. Furthermore, no book in Chapters, Indigo, or Barnes and Noble will be able to quell the tempest of the classroom. That is for you to find a solution to.

I am a firm believer in the mixture of styles. No one has ever been able to convince me to choose just one to be my governing force. Through a blending technique I have been able to take the best parts of each style and use them when they are appropriate. However, there are many kinds of styles  so see what fits you.

The Authority Figure: The use of lectures and a more direct taught lesson. This style of teaching involves the teacher/educator providing directions for  activities and lessons. It does not allow for collaborative learning with the educator or peers. Example: Direct lessons (could still be related to inquiry) using a more lecture based approach. This is akin to a professor in a lecture. Think of more circle times and PowerPoint led lessons.

The Fascinated Facilitator: This style creates an area safe for questions and answers. Through a creation of open ended activities children are encouraged to question and delve deeper into the inquiry. With the inquiries in hand the facilitator will create centers and learning opportunities for the children to self direct. Example: science center – scents, art center- spice painting, math center – concocting spices (3 seeds of cumin + one tbs. of paprika), literacy center- writing about what the scent of the spices make you think.

The Dedicated Demonstrator: The name says it is all in regards to this style. The demonstrator puts forth a “watch and learn” mentality. The educator that leans to the demonstrator method will play an active part in all area of learning in the classroom. This could be in mathematics, science, art, literacy, construction, and especially drama. The dedicated demonstrator is most likely an individual that no issue about switching between roles (serious, silly, silent and many more).

The Hyper Hybrid: As the name suggests this is a method of teaching that really blends all of the styles together. We are then left with a super mutated educator that can teach in many situations. I favor this style of educating the most. Simply because I cannot imagine working one way all the time. It seems too rigid  of a practice for kindergarten or daycare. There are moments when direct teaching styles will be required and there are moments when activities and concepts need to be shown. The hybrid method could appear as a hyper individual whom is all over the place. However, it is most likely an individual that has a wonderful grasp on the class they are teaching and knows how to change to better suit their needs.

Which teaching style do you fall into and which one are you more curious about. Are there more teaching styles that we have missed? Are there certain styles you will refuse to do of are more likely to try out? Please let us know and leave a comment below if anything stands out for you.

 AN EVERYDAY EDUCATOR

What is your preferred teaching style? How do you like to educate?

Are you Secure?

Looking at the situation in the DDSB (Durham District School Board) I am beginning to worry about job security. For those unfamiliar with the problems in Durham it is apparent that many ECEs will be losing their jobs come September. Whether or not their jobs have hit a redundancy (the class sizes are under 16 children, thus no ECE is required) or they have gotten rid of a few classes the fact remains the same that many people are currently in their last year with that board. This is a scary thought. I go to work each day and try my best at what I do best.

If you feel that this is one of those situations in which you will not be effected by their lost jobs, think again. This gives momentum to the idea that one classroom can be stocked to the brim (30 students and sometimes  more) while another has 16 or less children and is not in need of an RECE. Thus, two paychecks have been eliminated and the government has saved some more money. We have deluded ourselves to the mentality that the children are the future… It seems to most others (especially the Government of Ontario) that it is truly money that make our world go ’round.

There is a petition in the works on Change.org. The link is long but brings you right to the page.
https://www.change.org/p/minister-of-education-liz-sandals-assistant-deputy-minister-early-learning-division-jim-grieves-ensure-every-child-has-full-time-access-to-an-early-childhood-educator-in-ontario-schools?recruiter=22987354&utm_source=share_petition&utm_medium=facebook&utm_campaign=autopublish&utm_term=mob-xs-share_petition-reason_msg

I have signed this petition and I hope many of you do the same. I would rather say that I did something than sit back and do nothing. If it can happen in Durham can it not happen elsewhere?  We are now caught in a game of numbers. Playing around with the class sizes means we can play around with how many ECEs have jobs or not. Take a moment to think as well. Your seniority plays no role in whether or not you keep your job or not. The Durham employees lost their positions in a lot pull. Essentially a group of names is pulled (regardless or seniority or experience) and those are the few unlucky individuals.

What would you do if this happened in your board? Leave a comment below or email: theeverydayece@gmail.com

When you sign the petition you are able to leave a message. This was mine:
I am a dedicated Registered Early Childhood Educator. I work in a classroom in a wonderful collaboration with my teacher and fellow RECE partner. I have been in trenches of our FDK program. I have both defended the rights of my fellow RECEs and been defended as well. We should not have to bend over backwards to prove our worth. The proof is in the classrooms where we are present and the ones that we are not. We are vital, we are necessary and you cannot tiptoe back on your educational obligations now. Realize we are here to stay. If you try to take us down then prepare for a fight.

AN EVERYDAY EDUCATOR

Wrestling with Responsibility

The greatest gifts you can give your children are the roots of responsibility and the wings of independence.
– Denis Waitley

The weight of responsibility is not something to bear alone. This is why we work in teams throughout the ECE world of work. Whether or not we are in classrooms. day care, or just before or aftercare we work in collaboration with others. It appears at time that we are forgetting that. This is apparent on both sides of the “dividing line”.

Teamwork makes the dream work. That is the creed I live and work by. I do my best to ensure that all people are on the same page. If I share information with my RECE in the classroom then I will also inform our fellow teacher. I expect this to be vice versa as well. However, as I have always known, you cannot control the actions of others. I do what I can and implore you to do the same. We can neither control those we work with nor force them to have teamwork on the mind all the time.

While looking through some of the documents for FDK (Full-Day Kindergarten) I realized that the responsibilities of the Early Learning Team is only ONE PAGE LONG.  That page only contains a section which outlines the responsibilities of the RECE(s) in the classroom. There are many issues I have with this (besides the length and how it only scratches the surface of our occupation) but one of my main ones is how it outlines the teacher as being solely “responsible for student learning, and effective instruction […]” (Role of Early Learning Team, Government of Ontario,. PDF). This information is also on the Government of Ontario’s website under FDK. I am sure there are many nuggets of demeaning gold to be found. The reason this particular excerpt gets to be me is because many RECEs (all of us really) have a stake in the learning and success of our students. This responsibility does not fall solely to the teachers.

The ambiguous wording in documents such as these is what can cause a divide. It seems as if we are dealing with some blurred lines. This simple sentence makes me feel like I am governed and ruled over. Despite what wonderful ideas we create, the emergent curriculum we painstakingly put together, or the amazing amount of time we actually spend with our classes it is the teacher’s job to ensure they learn.

• Maybe this means my centers need to be cut.
• Maybe this means I should not teach a math lesson (that’s a teacher’s job).
• Maybe if a child asks for assistance with spelling I should ALWAYS send them to the teacher.
• Maybe I should not talk to parents of guardians about school day issues (only EDP).

I think we could kill ourselves with ‘maybes’. There are too many things to second guess and wonder about. I know that on paper we don’t seem to do much. The reality is that we do too much at times and then on the other hand we get the rug pulled out from under us when we try to branch out. If we stick literally to the three bullet points for what we are solely responsible for all day then I would have to agree that we would be nothing but over-glorified baby sitters. Are you wrestling with your responsibilities in your class? Let us know! Leave a comment or send us an email at: theeverydayece@gmail.com

I wonder how long it took to write this one page document?

Click to access Role%20of%20ECE%20and%20Teacher.pdf

Luckily for a more inclusive and positive view there are some articles that support us, see our value, and realize that we both (teacher and ECE) need to be equals. This is ‘The New Teaching Team’ and TVO Parents explains it well.
http://tvoparents.tvo.org/article/new-teaching-team-full-day-kindergarten

No single drop of water thinks it is responsible for the flood.

AN EVERYDAY EDUCATOR

#RealTalk

Hash tags rule our social media world. We constantly need to know what is trending with the rest of the world. We thrive on what is popular, who is post-op, and who holds the most prestige for that day. In this social world it is amazing how anti- social we have become. We attempt to ‘break the internet’ with images of nude celebrities and the speculation of who may switch their genders. I challenge us to #BreakTheInternet with #RealTalk.

Some may be wondering what constitutes ‘real talk’. It is a simple term that embodies when we all cut the bull^%#$ (there are four more letters but this isn’t that  kind of a blog). With the ability to send instant messages, emails, texts, or tweets it is as if we have become twits. The art of conversation is lost on us.

Anyone that has had a conversation with me know that I love to talk. I have also been blessed with the the gift of being excruciatingly blunt. This has bestowed me with the great ability to say it as it is. For some this method is too direct but for others it makes us a very productive team. We are able to be honest, open, and give real opinions rather than just compliments. There is so much more to be said for the person that is able to bring forth an intelligent, open, and honest opinion than those that only pay compliments. The fear of confrontation can be great for some. The fear of losing your voice in a sea of complacent peoples complements is not great enough.

By no means is this post saying that we must all remove our carefully crafted filters and unleash a torrent of blunt and rude responses. I implore you not to do this unless you want a visit to your HR department. Your responses can be constructive and real without being to direct or to sheepish. A lot more respect is earned by a person that can hold true to their convictions and ideals than those who are complacently please.  Do you feel that your workplace could benefit from some real talk?

AN EVERYDAY EDUCATOR