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.

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?

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

Who has the time??

I have hunted around for a blog that could help me navigate the murky waters of my career. A club of fellow educators that would be going through similar experiences and trials. I have found that many of my colleagues and former classmates have been like fellow soldiers along side me in the trenches. In fact, when speaking with all of these individuals I realized that so many of us are in the same position but we are just going around and around in circles with our problems. There wasn’t any clear or decisive path to lead us out of our shared issues.

I realize that sitting down at a computer and typing for hours on end to create the perfect blog post may be off putting to some. However, I have always been told that you will put in the most work and your best work if it is something you actually care about. If there is a void that needs to be filled why not fill it rather than twiddle your thumbs and wait around for someone else to do it. That is what brought me here.

I can understand just wading through our jobs day to day. Putting in our time, heading home for the night, and then pressing repeat in the morning. We are not robots. We are not assistants. We are not bathroom monitors! We are Early Childhood Educators and we sit on the brink of a crucial and exciting time. With the shift to Full Day Kindergarten in full swing we are vital, necessary, and needed. What we bring to the table is what has been missing for years.  I know that with strong educators providing each other support there is nothing we can’t accomplish.

Some have said they can’t afford to waste the time,
I believe I can’t afford not to.
–  An Everyday Educator

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