Vol. 10, Issue 2 - Saved by the Bell

Vol. 10, Issue 2 â– Winter 2019

HEY, TEACH! The Victoria College Education Magazine

IN THIS ISSUE...

Saved by the bell!

Lesson Plan Exemplar Mental Health Awareness in Education Feature Series: Philosophies of Teaching from the Education & Society 2019 Cohort ...AND MORE!

Hey, Teach! is dedicated to developing the philosophies and ideas of aspiring teachers.

We're online at heyteachvictoriacollege.wordpress.com & heyteach@utoronto.ca!

Letter from the Editors in Chief Time dictates the structure of education and influences students’ and teachers’ experiences in the classroom. Time and education are inextricably linked and their relationship impacts student mental health, educational timelines, and teaching pedagogies. In our last issue we explored challenges of teaching in relation to the fast-paced environment of the classroom. This issue of Hey, Teach! comments on this interconnected relationship and adds to the growing discussion between time, school, and the learning environment.

In the following pages of this magazine you will be exposed to poetry, pose, and photography by education-oriented individuals. Writers like Amanda Zhang, Mayesha Chowdhury, and Vittoria Tesoro explore ideas of mental health while also commenting on financial resources, teaching styles, and meditation practices. Ali Raza Hasan Ali shares a photograph evoking notions of time and one’s inability to grasp something so abstract, arbitrary, and relative, while Cheryl Skylar explores the physical space of education and how that translates into a personal and spiritual experience. Ayesha Shakeel and Jean Kim speak to the restrictiveness of school timelines and the rigidity of expression within education. Alisha Rao’s interview with a high school teacher provides insight into time management in the classroom.

Our Philosophies of Teaching section features the personal pedagogies and relationship to teaching that five of our Education & Society 2019 Cohort students have developed throughout their time at the University of Toronto and their experience in a wide variety of classrooms. Alexis Lubuguin highlights a teacher’s role in helping students discover their potential and purpose, while Marjan Mahmoudian encourages open communication, inclusivity, and opportunities outside the classroom. Magdalene Stavrou emphasizes authenticity, empathy, and equity on behalf of the teacher, while Carmen Russo considers the role of the teacher in relation to the students and the subject. Adrianna Bonomo concludes the segment by exploring a teaching philosophy that places kindness, consistency, and relevance at the forefront. The poetry, prose, and photography submitted by our contributors adds to the ongoing conversation about the relationship between time and education.

To the contributors, and to everybody who was a part of our productions, editing, and public relations team, thank you for all of your hard work and dedication. This magazine would not be what it is without you.

And thank you to you, for reading this magazine. Now prepare to lose track of time by immersing yourself in the amazing work contained within these pages! Enjoy!

Sincerely, Magdalene Stavrou & Sophia Kostanski Co-Editors-in-Chief

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THE STAFF OF HEY,TEACH! MAGAZINE

Editors-in-chief: Magdalene Stavrou Sophia Kostanski Senior Editor: Victoria Cusumano Jessica Allan Senior Productions: Jaehyun Lim Associate Productions Manager: Joanna Marek Associate Editors: Laveeza Naeem, Jean Kim, Isabel Armiento, Yin Liu, Samara Gottesman, Maia Corsame, Jess Shaw, Rebecca Tom, Ana Moseres Associate Productions: Ana Moseres, Ashley An, Dijun Zhang, Joselyn Wong, Ali Raza Hasan Ali

Any questions regarding the articles in this issue can be addressed to the Editors-in-Chief

Table of Contents

Page 3-4

Get to know the Writers

Page 5

Equality versus Equity: A Seemingly Far-Fetched Concept for the Ontario Progressive Conservative (PC) Government Amanda Zhang

Page 6

Fighting the Battle Against Anxiety Mayesha Chowdhury

Page 7

How to Create a Positive Classroom Space: Maintaining Teacher and Student Well-Being in the Classroom Vittoria Tesoro

Page 8

Transforming Education: The Progression of Inquiry-Based Learning Vittoria Tesoro

Page 9

Photography Ali Raza Hasan Ali

Page 10

Had Some Class Cheryl Skylar

Page 11

An Open Letter to Tomorrow’s Victors Ayesha Shakeel

Page 12

The Pressure of Society’s Timelines in School Jean Kim

Page 13-14

Managing Time - The Teacher’s Side Alisha Rao

Page 15-16

3 Minute Meditations Amanda Zhang

Page 17

Philosophies of Teaching from the Education & Society 2019 Cohort

Page 18

Personal Philosophy of Teaching Alexis Lubuguin

Page 19-20

Personal Philosophy of Teaching Marjan Mahmoudian

Page 21-22

Personal Philosophy of Teaching Magdalene Stavrou

Page 23-24

Personal Philosophy of Teaching Carmen Russo

Page 25-26

Personal Philosophy of Teaching Adrianna Bonomo

Page 27-28

Lesson Plan Exemplar

Page 29-30

Final Thoughts

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MEET YOUR WRITERS What is your best time management strategy?

Ali Raza Hasan Ali: The best time management strategy involves assigning a daily work period. Working at the same time, for a short period of time, every single day, ensures that you maximize your effort whilst leaving you rested and healthy.

Amanda Zhang: The best time management strategy for me is keeping an agenda and maintaining a good balance between school, sleep, and social activities (ie. since I have two days off this semester, I make sure I get enough sleep on those days since some of my school days are from 10am-9pm + commute time… I also try to relax, hang out with friends, or go to work on the days I have off!)

Vittoria Tesoro: The best time management strategy is using an agenda.

Ayesha Shakeel: The best time management strategy is using the Pomodoro technique!

Cheryl Skylar: Setting alerts on iCalendar and taking walking breaks!

Adrianna Bonomo: The best time management strategy involves breaking up big tasks into smaller chunks and writing down when these tasks will get done.

Marjan Mahmoudian: My best time management strategy is following the “Rule of 3” by J.D Meier! I write 3 things I want to accomplish in the week then break that down into 3 more specific things to do every day.

This keeps my schedule structured in a way I can follow really easily and keep myself

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accountable with.

Jean Kim: Keeping track of deadlines, making a plan, and doing your best to stick to it!

You can use a nice planner, an app, or even just word documents! Making a schedule for every day helps me to stay on top of everything. But it’s also important to take care of your health and do things you enjoy!

Include enough time to sleep, eat, shower, and spend time with family and friends. It’ll help you feel relaxed and motivated to be productive when it’s time to work!

Where is your dream vacation spot?

Ali Raza Hasan Ali: My dream vacation spot is London, England. I love big cities and thoroughly enjoy the English culture.

Amanda Zhang: My dream vacation spot is anywhere I can go hiking and enjoy a nice view! (I also really love lakes and mountains) Vittoria Tesoro: My dream vacation spot is to go museum hopping in Scotland.

Ayesha Shakeel: My dream vacation spot is a small, scenic town called Jasper in Alberta.

Cheryl Skylar: Osaka Prefecture, Japan Adrianna Bonomo: My dream vacation spot is anywhere in Australia!

Marjan Mahmoudian: My dream vacation spot is currently so many places it’s hard to be specific – so I’d be open and willing to go travel anywhere (so long as it’s not -40 degrees Celsius there too)!

Jean Kim: South Korea, specifically Busan with its beautiful beaches, mountains,

historical sites, and open markets!

Alexis Lubuguin: My dream vacation spot: somewhere in South America.

Magdalene Stavrou: My dream vacation spot is Greece.

Carmen Russo: My dream vacation spot is Fiji.

What did you want to be when you were younger?

Ali Raza Hasan Ali: When I was younger I wanted to be a geologist. I spent my recesses using sticks and spades to dig out rocks from the school yard.

Amanda Zhang: When I was younger I wanted to be a teacher—and I still do!

Ayesha Shakeel: When I was younger I wanted to be a forensic scientist.

Cheryl Skylar: When I was younger I wanted to be: a soybean farmer.

Adrianna Bonomo: When I was younger I wanted to be a teacher (....and an ice cream truck driver on the weekend).

Marjan Mahmoudian: When I was younger I really wanted to be a journalist, but I’m forever thankful my love of English lead me down the path to teaching instead.

Jean Kim: A lot of things! Most consistently, a teacher and an author, which I still hope to achieve!

Magdalene Stavrou: When I was younger I wanted to be an astronomer for NASA until I realized that meant I had to leave my family and move to the USA. After that I wanted to be a teacher and now I’m finally pursuing

that dream.

Carmen Russo: When I was younger I wanted to be a teacher (or a mom)!

Where is your favourite study spot?

Ali Raza Hasan Ali: My favourite study spot is inside Kelly Cafe. It gives me access to food, drinks, WiFi and the library, all within walking distance of my seat.

Amanda Zhang: My favourite study spot is usually anywhere outside with a bench/some kind of seating, but during the winter any quiet library will do for me.

Vittoria Tesoro: My favourite study spot is Emmanuel College.

Ayesha Shakeel: My favourite study spot is the corner desk with the window view of Trinity in the Hong Kong library at Robarts.

Cheryl Skylar: Any Starbucks location Adrianna Bonomo: My favourite study spot is currently the Bora Laskin Law Library, but Robarts will always have my heart.

Marjan Mahmoudian: My favourite study spot on campus is definitely the Emmanuel College library, but it’s more often the public library in my hometown.

Jean Kim: Emmanuel and E.J. Pratt library at Victoria college! They’re convenient, quiet, and well-lit.

Magdalene Stavrou: My favourite study spot is Graham Library at Trinity College.

Carmen Russo: My favourite study spot is my desk in my apartment.

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Equality versus Equity: A Seemingly Far-Fetched Concept for the Ontario Progressive Conservative (PC) Government

The Ontario PC government introduced a

10% tuition reduction for all post-secondary students in 2019-2020 while eliminating free tuition for low-income students and the “grace period” regarding interest for graduating students.

The announcemnet was made on Thursday January 17, 2019. The Conservative government highlighted that this change will lead to more affordable post-secondary education.

However, the government failed to publicly emphasize all the other conditions that come with the reduction; the conditions that are actually making education less affordable for low-income students.

The previous Liberal government introduced a program that allowed OSAP (Ontario Student Assistance Program) to increase the number of grants handed out to middle-income post-secondary students (families earning up to $175,000) and grants large enough to cover the full tuition for low-income students ($50,000 and under).

However, last month the Auditor General of Ontario, with the role of holding the provincial government accountable for its operations, found that the program’s cost actually rose by 25% and could create deficit problems for Canada in the future. It was estimated that the program could cost $2 billion annually by 2020/2021.

Now, the PC government is selectively qualifying students with incomes up to $140,000 to receive OSAP grants, allocating more grants to students with an income of less than $50,000. However, grants that were previously large enough to cover the full tuition for low-income students will now be replaced by loans—money that is owed to OSAP once students graduate. In other words, the government is choosing to prioritize equality with all students receiving the 10% tuition deduction instead of prioritizing equity, which is giving lower-income students the support they need.

Furthermore, the government has opted to cancel the 6-month grace period that exempts newly graduated students from interest

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charges on the loans they owe to the government. Students attending post-secondary are now expected to repay their loans as soon as they graduate to avoid high-interest fees.

So, what does this mean for post-secondary institutions? The 10% tuition cut is estimated to take approximately $365 million away from universities and $80 million from colleges in Ontario. This has led critics to worry about the quality of education that present and future students will receive due to potentially larger class sizes and fewer professors and TAs on campus to provide academic support for students.

Another likely effect of this change is that the provincial government may accept more international students to make up for the lost revenue. Between the years 2009 and 2015, there was a 246% increase of international students being accepted into Ontario universities and colleges, compared to the 11.4% increase of domestic students. International students provide academic contributions to our educational institutions and greatly benefit our economy; however, now there is a risk of them being seen merely as customers.

But not to worry, there will be a 10% tuition reduction for all post-secondary students, even those who come from high-income families and may not even notice the 10% decrease.

The Conservative government insists that they are “For the people”— but which people?

Amanda Zhang First Year English Indigenous Studies

Fighting the Battle Against Anxiety

by Mayesha Chowdhury

An assignment, essay, midterm test and

final exam. All these components are important parts of a course. But you know what’s often overlooked? Class participation. Class participation can comprise up to 20% of your grade and can move you from a B to an A. Students are constantly writing papers and are frequently stuck in a war with the clock above our desks. But what about the fears those of us who suffer with social anxiety have over having to speak in front of our knowledgeable peers in class? What about the mental stress we endure against our inner demons and the physical presence of the clock in each class? Let me give you a closer look.

It’s a Wednesday and I walk into my tutorial telling myself that this time I will participate. You can do this, it’s ok. My classmates start to file in and I nervously check my phone, swiping swiftly through twitter trying to block out the real wold. The tutorial is about to start and I feel the familiar dread of anxiety creeping up my spine, unwelcome and cruel in its arrival. The T.A. begins the discussion on today’s book talking about key themes. Meanwhile, the clock chimes ominously. TICK, TOCK, TICK, TOCK. I watch my peers raise their hands effortlessly, firm and confident in their ability to express their thoughts. When I try to voice my opinions, they get lodged in my throat. I look up excitedly as my T.A. mentions a character’s actions that I had been pondering over recently. But my body seizes up. My heart is pumping furiously, matching the fierce chime

of the clock. I CAN’T BREATHE. I’m filled with an overwhelming fear at having the eyes of my peers fixed on me. Does she really think that what she’s saying makes sense? I can already hear their judgment even though I tell myself it is not real. The T.A. moves on. The thread of conversation is gone. Why do I even kid myself into believing I could ever be normal?

As someone who suffers from social anxiety, this is the mindset that I have to navigate through every single day. I’m not asking that those with accessibility needs get to have a free pass when it comes to participation, because that wouldn’t be fair. However, it is crucial that we develop alternative ways of participating such as sending our T.A. discussion questions before class. We as students already have to deal with the stress of submitting papers and assignments. On top of this, we have to constantly fight against our mental illnesses every day and have it affect our motivation, self-esteem and future. Class participation is often seen as an easy way to boost your grades, but for many it is a struggle. It’s time we recognize that.

Mayesha Chowdhury Second Year English Book and Media Studies

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How to Create a Positive Classroom Space: Maintaining Teacher and Student Well-Being in the Classroom

by Vittoria Tesoro

Mental health and well-being is an integral part

of one’s progress and success both as an educator and as a student. While people deal with difficult issues that directly or indirectly affect their health, creating a safe and calm classroom space can positively impact their morale and efforts.

This article focuses on three methods I have observed and practiced that have helped student and teacher well-being in the classroom.

First, building a relationship of trust in which the students feel completely secure in the classroom is essential. This idea is based on William Blatz’s “Security Theory” where children become fully immersed in learning once they feel secure and safe with the classroom teacher. The purpose is to have students ask questions without fear of judgment or failure. This can only be achieved if teachers establish a solid foundation of trust at the beginning of the school year. Once students feel secure in the classroom, anxiety towards academic or social endeavors may lessen as students will not only feel encouraged to learn, but also will not fear making mistakes. This relationship is essential for teachers as it provides the opportunity to not only become more familiar and engaged with their students, but strengthen teaching efforts in order to genuinely benefit their students’ learning and confidence.

Second, creating a designated “stress free” space in the classroom is an effective tool. This kind of tranquil environment can determine what kind of learning the class will experience. Teachers can designate a specific spot in the classroom, such as a “Calm Corner” or “Zen Zone,” for students to take a few minutes to collect their thoughts and regulate their emotions. Independent activities like identifying the zones of

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regulation, reading books with soothing illustrations, coloring pages, and handling tangibles are methods that can help students who experience moments of stress in the classroom. In order for this method to work effectively, teachers need to inform students that these “stress free” spaces are to be solely used as tools to help with their well-being and learning.

Third, establish a journal time for students to reflect on and express their thoughts. This can be a morning routine of ten minutes to set the tone for the day or an end of the day reflective activity. Here, students are honed in on their thoughts and are given the opportunity to make their ideas visible. Students can be given a quote or a prompt to guide their writing or can be given the option of free-writes. For those students who would prefer drawing, a “Doodle Book” would be a good method as they can illustrate their ideas instead of writing them. These types of exercises can be beneficial for educators too as it provides a few moments for teachers to be present in the classroom and not worry about what needs to be checked off the day’s list. Best of all, spelling doesn’t count in these journals!

Each of these methods benefit students in various ways. The implementation and facilitation of these tools should ultimately be driven by the discretion of the teacher. Having students know that there are ways to help aide their anxiety fosters a caring environment that is not only conducive to their learning but also flourishes their well being. Once students know and are encouraged to use such resources, they are able to learn without fear or judgement – and this is when the magic happens.

Vittoria Tesoro OISE Student (MACSE program)

Whenever I am asked to explain the meaning

of education, I find myself stumbling to provide a clear definition of this ever-growing concept. I often refer to traditionalist approaches to educational atmospheres such as student desks placed in rows; students working mechanically during work periods, and definitive structures throughout daily routines. While this is a rather antiquated approach to education, it is often the image that is associated with modern education and the operations of a normative school day. This has been my personal experience throughout my education from elementary school to university.

While there has been a temporary shift from the traditionalist method at times, this has been the standard in which my personal growth in education has been evaluated. This ultimately means that achieving the highest grades are essential, and assessments dictate the value of a student’s understanding. While this traditionalist structure of education has been successful for certain students, including myself at specific times, education has progressed from this frame of rigidity to a more progressive state. In order for education to progress, educators must first

become familiar with both formal and informal curriculums, and learning strategies that benefit the individual needs of each student.

I have been recently introduced to the concept of progressive education and inquiry-based learning. I was immediately fascinated with these concepts as they encompass a broader approach to education quite different from the structure I have experienced. In addition to assessing the traditionalist perspective, I have also been introduced to project-based learning where students learn by completing projects, as the project itself is considered a method of instruction and application. I have also learned about holistic curriculums where teaching the whole child in body, mind, and spirit is considered an essential priority for the child’s entire being. Learning about these inquiry-based approaches to education has lead me to incorporate these methods in my own practicum.

As a future educator, my teaching goal is to have my students enjoy learning in a manner that allows them to connect to course content beyond the classroom. In doing so, students will not only learn concepts within the class structure, but have these ideas become a part of their life and learning. Education can become progressive by simply changing the desk set-up of a classroom, or by having students be a part of the lesson. The goal should not be to eradicate one type of education and prove its superiority over another, but rather incorporate components of each curriculum style to create a balanced approach to teaching. This balanced approach will ultimately benefit the way students learn and how they perceive themselves in school. Because after all, who doesn’t want to enjoy learning?

Transforming Education: The Progression of Inquiry-Based Learning

by Vittoria Tesoro

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Third Year Psychology, Education and Society, Buddhism/Mental Health/Psychology

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Ali R aza Hasan Ali

Cher yl Skylar

First Year Sociology & Political Science

Tiles marked by rubber soles and salt leftover from vanished snow Lay the grounds for learn and play and learn To be human—social creatures at play Ripe grounds reserved for young heart’s return This haven defined by waxen floors and the reek of wax crayon Is where empty markers live once more to be written With imperfect pebbled strokes on chart paper and tables Standing through classes of arithmetic and children Told are tales to skip along the beat of the rope whip Against rough concrete that welcomes roaming and scraped knees Who welcome buddied-up trips to the office For band aids—always two—to emphasize one’s mark of bravery From learned perils grow camaraderie in knots Which grow bows to decorate days which blossom into Weeks that build up the years that define our Ability to extend that last minute’s purview See beyond the cinderblock walls of eight-to-three Transfer the role of supervisor from teacher to mother to Self the one and only who will watch over you for As long as you exist // as long as warm blood is true A place of teaching grows from physical space into The spiritual texture of heart never to be seen or written But felt, learnt, communicated by the cream canaries Who continue to sing above the mineshafts of our existence Its value and purpose prescribed by the chances passed As oceans of thought fed by clear rills I owe my existence to the soft yet firm hands That have graced the good place of my soul and its will –Had Some Class

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AN OP E N LETTER TO Ayesha Shakeel

TOMORROW’S VIC TORS

First Year Neuroscience Global Health Education and Society

K

ing Pyrrhus of Epirus won a war at a great cost. In the Battle of Heraclea against the Romans, Pyrrhus stood victorious, but as a victor he mourned the lives of his beloved commanders. His victory tasted more like bitter defeat, and devastated, he proclaimed, “One more such victory and we are undone.” As students, we are much like Pyrrhus - to a less drastic extent - but regardless, we must also conquer Rome, whether Rome is a course, an assignment, or a diploma. On some days, when Graduation Day seems as daunting as Judgement Day, it becomes easier to count down the years and the months, the weeks and the days, until time trickles to a halt and all that is left is the victory we ache for, untouchable on the other side.

Some of us, for as long as we can remember, have been running towards this future. A future where we are everything we crave to become, everything we have tirelessly, achingly worked for. So we fill our lungs with patience and pack steel in our veins with grit, trusting that the bell will toll and graduation will come. We hope that the person standing on the other side will be someone to be proud of - all polished edges and no crooked chips.

But here is a secret for tomorrow’s victors: getting saved by the bell is an urban legend - there is no bell and all you have is the present.

This is the race of your life: you have been running, one foot after the other, one deadline after the next, just to step across the finish line. Often times, one foot is triumphant and the other is relieved. But the thing about racing is that everything surrounding us becomes a blur, the edges of memories are frayed

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and meaningless. I, for one, bear witness to this. I have run so fast my lungs burned and I have waited for each sunset to say farewell to another day so that this school year approaches its exeunt. And then the next and the next. But prepackaged with this way of living is the fear that on Graduation Day, I will stand with nothing but an empty pendulum around my neck, a reminder that I graduated with all the necessary breadth requirements but none of the actual lessons; nothing that sank deep into my bones in a way that made me yearn for more. And this idea is terrifying enough to have me finally, thankfully, screeching to a halt.

When it becomes second nature to bend our personal narratives to the mission statements of graduate schools and employment firms, the 1500 character limit on an online application is no longer enough to testify to the ambitions and hardships of a lifetime.

There is no inherent flaw in this so long as we aim for our future dreams in ways that do not eclipse our dreams today.

The operational definition of that is entirely up to you.

The Pressure o f S o c i e t y ’s As a first-year undergraduate student, I

TIMELINESINSCHOOL

always tell high school students that it’s okay not to know what they want to do in the future. Although the stress that they feel is a very recent memory for me, most of the people I’ve met in university, including upper years, still don’t know exactly what they are going to pursue or have even changed their minds since they’ve been enrolled.

However, the reality is that the school system is set up in a way that creates difficulties for students who don’t know what they want to do by grade 10 or 11. Post-secondary programs have pre-requisite grade 12 courses that often necessitate taking specific grade 11 and 10 classes. Certain subjects also teach skills that are necessary for trades and other professions. This creates a significant amount of pressure to know what you want to do after high school and students feel anxious about choosing the “right” courses from an early age.

The existing system also allows for many students to feel limited to one specific path. There is often not enough room to take courses purely out of interest. At my high school, many seniors, myself included, were forced to drop music due to schedule conflicts with pre-requisite courses. In grade 12, I had conflicts between half of the classes I wanted to take versus the ones that were required, and this was because I was interested in a variety of liberal and creative arts as well as sciences, rather than just one specific stream and subject area.

My drama teacher often told us how beneficial grade 13 used to be; allowing students to take a greater variety of courses and an extra year to contemplate their post-secondary plans. Of course, the option still exists to take a “victory lap,” but it is unfortunately surrounded by stigma. Those who stay for a fifth year are often assumed to be unsuccessful, unable to graduate, or rejected from post-secondary programs, resulting in fewer students opting to take an extra year before entering post-secondary studies.

This is also true for students who take gap years as they are often seen as lazy or, simply put, not having their life together. While very few students in my graduating class took a gap year, I see no reason

to look down upon them. Some are spending the extra time visiting family. Others are working, earning money to avoid the massive amount of student debt that many current students face and will continue to face post graduation. Others just simply need more time to decide what they want to do.

This issue is far from limited to high school.

What about all of those students who don’t know what they want to do but started post-secondary studies anyways? Although it is okay to be in that position, many of these students felt pressured to graduate in four years and start post-secondary studies to rush forward into the future. How many students would have benefitted from a victory lap or gap year?

There is the 30-Year Plan and the 50-Year Plan and all of these timelines create specific, narrow expectations of what we should be doing at every age. Fulfilling pre-requisites obviously continues to be a challenge in post-secondary institutions, limiting how many electives we can take and how much room there is for exploration, especially if we want to graduate “on time”. How many students continue to feel pressured to know what they want to do at 30 or 40 years old before they’re even 20? The idea that students should have their futures all planned out too often creates a negative learning environment that only encourages stress and anxiety about the future.It’s time we stop focusing on society’s timelines and start letting students explore their passions at their own pace!

Jean Kim First Year Vic One Ryerson Stream English Psychology Education & Society

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Managing Time – The Teacher’s Side Alisha Rao Second Year Classics Civilizations Near Middle Eastern Civilizations East Asian Studies Time management in school settings can be difficult. However, it is this same setting where skills conducive to learning, studying, and time managing can be cultivated effectively. Students can grow an appreciation of their personal struggles and strengths regarding time management, but how is this perceived by the individuals in teaching positions? Mrs. Erin Leahy, a high school Teacher in Oakville, Ontario, shares her thoughts and approaches on time management in the learning atmosphere.

AR: Thank you for sharing your expertise with us. Please tell us about your teaching role and experience.

EL: I teach History, mostly grade 10 Canadian, as well as grade 11 World to the 15th Century and grade 12 World Since the 15th Century. I also teach grade 10 Civics and grade 11 World Religions.

AR: As a high school teacher, please tell us what strategies and methods you use to teach and encourage students to complete in-class work in a short period of time.

EL: Chunking tasks for students often work well.

It allows them to complete manageable pieces of work in the time given, and to learn some organization and time management as well.

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AR: What are some methods you use to cover content in classes that are effective — effective meaning engaging and manageable for students to grasp and accomplish?

EL: Inquiry and differentiation. Often, I engage students with a “big question” that there are multiple ways to approach and answer. Try to connect to student interests and familiar topics.

AR: How do you balance the curriculum demands with time available? What are the effects on student learning?

EL: There never seems to be enough time! Students sometimes are disappointed that we don’t cover certain topics due to time constraints.

AR: What do you enjoy most about teaching?

EL: Getting to know my students! I have the good fortune of being able to teach several students for most of their high school career, and it’s wonderful to watch their progress from grade 10 to graduation.

AR: What is your perspective on deadlines?

How do you set deadlines? What are they typically like, and how do students typically respond to them? What do you do when students do not meet deadlines?

EL: I often get student input on deadlines so that they take ownership. Students appreciate this.

I am flexible with them when needed, but the onus is on students to communicate any issues with me. Open communication is key. Missed deadlines result in me getting to have a conver-

sation with the student, and this helps me learn more about them and work with them to problem-solve for next time.

AR: Do you think students are given more incentive to manage their time efficiently if deadlines are extended or if deadlines are fixed? Describe how you structure the classroom and student space and how this supports time management; for example, do students sit in groups? Single desks? Are some students sent to different rooms?

EL: I think students’ time should be respected as well. They have busy lives, and I want to support them. I advocate for a “study at school” approach in which you get out of something what you put in. Students may sit where they like; my classroom is set up in a U-shape for more conversation and discussion based activities and lessons. Individual time management needs are met on an individual, student-by-student basis. Encouraging open communication with each other and checking in with students throughout the process are both helpful in order to know where they are and how I can best support them.

Time management is certainly not easy to grasp immediately, and is not always ideal when completing work or remaining engaged.

Mrs. Leahy’s methods show that understanding the balancing of time from both parties —

the students and the teachers — are equally important. Providing schoolwork with the intent that it is completed in class can help students understand a time limit; even if they have more than one class to complete an assignment, by restricting the bulk of the work to be done in-school, teachers can guide students in managing their time when they know they cannot do the work at their convenience. It seems that time management becomes manageable when the material presented allows for a variety of answers and thoughts; engaging the students in a ‘big question’ can spur more interest, and thus more time invested into cultivating the necessary details. The concept of deadlines is another tricky aspect in the department of time management, but Mrs. Leahy reinforces the onus on the student to own up to the missed deadline and their engagement with the project, while also endeavoring to understand a student’s circumstance. Mrs. Leahy has shown to see the benefit of really knowing her students, which then drives her to gear assigning work and establishing deadlines with the intent that both parties are satisfied.

Ultimately, time managed effectively is for the benefit of the students, and as Mrs. Leahy demonstrates succinctly, it is in the teacher’s best interest to aid their students in building crucial time-management skills for the future.

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Minute Meditations If you are reluctant to attempt meditation or have rolled your eyes just thinking about it, ask yourself why. Is it because you think meditation requires an enormous amount of patience? That you would have to attend weekly 6am yoga classes? That you have to own at least one thing from Lululemon? Well, fear not, because all those perceptions are false.

Meditating is a form of thinking or focusing on one’s mind—which is known to help individuals achieve a heightened state of focus and mindfulness. The most amazing part? Meditation practices could not be simpler! Below is a quick and easy 3-minute meditation for you to try out for yourselves (Note: When first trying out meditation, it’s usually easier to meditate for shorter periods of time and build on that time as you continue.)

Amanda Zhang First Year Vic One Ryerson Stream English Indigenous Studies

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Find a fairly quiet spot with little or no distraction. You may even choose a spot outside—personally I love meditating around quiet parks/lakes.

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Set a timer on your phone or laptop for 3-minutes (or more if you prefer).

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Sit down in a comfortable spot: you may sit on a chair, a cushion, or the floor. Just keep in mind it is best if you keep your feet on the floor instead of hanging/doing other things.

If you practice yoga and have a go-to position to relax in, feel free to do that as well.

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Relax your body and follow the natural curvature of your back. Find the balance between keeping your body tight and loose—it is okay,

disengage from those thoughts, and slowly focus back on your breathing. In and out. In and out.

this part might be a little tricky, but gets it gets aa lot easier with practice.

• •

Keep your arms in a comfortable spot. If you are sitting on a chair, it is recommended that you keep your arms somewhere on your thighs.

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Drop your chin where you feel comfortable and lower your eyelids. You may close your eyes or keep them open, it’s up to you, but try not to stare or focus on anything in particular.

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Breathe. Inhale from your nose and exhale from your mouth. Slow and steady.

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This may be a little difficult at first but try to clear your head. No thoughts about studying in your head (#JustUofTThings), and no planning what you might have for dinner. Instead, focus on the sounds around you that you may not normally notice. Perhaps the humming of a refrigerator, the ticking of a clock, the light sound of traffic, etc.

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Now, revert your focus back onto your breathing.

Slow and steady. Focus on the air moving in from your nose, and out from your mouth.

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Feel the sensations in your body. Start from your head, your shoulders, your hands and work your way down to your feet. Notice things like the rising and falling of your chest with each breath, and perhaps the small tingling sensations you may feel throughout your body.

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It’s okay if your mind begins to wander, it’s only normal. However, when that happens, try to

When the 3-minute timer rings, or whenever you’re ready, slowly lift your chin back up and slowly open your eyelids while still focusing on your last few breaths. At this time, reflect on any noises you hear, the way your body feels, your thoughts, and your feelings. Then, take a moment to think about the goals you may have for the rest of the day as you go forward.

And that is it! That is all meditating really is! Although it may sound really easy because of its simplicity, it does require practice. The more you practice it, the better the results and the clearer the mind.

If you found this 3-minute introduction to meditation interesting/effective, or if you’re already familiar with meditating and just want to take the practice further, I really recommend downloading an app called “Mindspace.” It is free—perfect for broke university students like myself and it really helps you get into the practice by having a range of timed meditations. The app also provides meditations for different goals (ie. prioritization/focus and happiness), and routines (ie. mindful sleep and mindful eating) so there is something for everyone. Plus, the man who guides the meditations has a soothing voice.

However, if this is all too much for you, feel free to just keep up this simple meditation, perhaps taking it longer each time or find other meditations online.

Alright, so now it’s all up to you. I wish you the best of luck with staying focused and mindful!

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Philosophies of

Teaching

The following segment consists of personal essays written by five future educators on how they plan to approach their role as teachers. Their statements are based off personal reflection, research-based literature, and their experience in classrooms.

Turn the page to find some of the prominent ideas, philosophies, and pedagogies being embraced by the educators of tomorrow and how they plan to implement these practices in the classroom.

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By: Alexis Lubuguin Fourth Year History Education and Society Human Geography

T

his year I participated in the Education and Society Minor, Beijing Exchange. It was an experience that changed my thinking. During my teaching internship in Beijing, I came across this “wall.” It was the beginning of my internship and I was experiencing a whole range of emotions. This caused me to reflect on the kind of teacher I hope to become. I want to be a teacher that values student experience and emphasizes self care.

It is common that students base their worth on their grades and achievements in comparison to their peers. I know I did. One can imagine the stress and pressure this mentality puts on youth and how it can follow them in their future. I realized that to change this mentality, one of the most important tasks as a teacher is to help students discover their potential and purpose. Students need to be uplifted and encouraged to realize they have numerous valuable qualities beyond being able to answer test questions.

The earlier we teach children their worth, the more we are able to help them become the best versions of themselves. Shifting one’s mentality from “I’m not good enough or valuable enough because I don’t have this grade __” or “I am not as good as ____” to “Wow, I’m actually resilient, creative, and hard-working.” and, “I can do anything I set my mind to” may make a difference to how a child sees the world. I hope that I can teach students in a way that allows them to find value in themselves.

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Personal Philosophy of Teaching By: Marjan Mahmoudian Fourth Year English History Education and Society

F

or as long as I can remember, the topic of my identity has been central in my career as a teacher, influenced especially by who I was, and currently am, as a student. During my time learning from these experiences I have distinguished some of my guiding principles when teaching and narrowed it down to three main areas: encouraging open communication, integrating opportunities for experience, and fostering an environment of inclusion for all students in my classroom. For me, these encompass the goals of education and I will aim to explain how they have come to be through my Philosophy of Teaching.

Beginning the violin at the age of 5, I was exposed to music school for much longer than I had been in grade school, and thus, a lot of my perceptions of teaching were shaped by the form of my violin lessons.

There was a lot of sitting quietly, nodding, and listening only to my teacher. I didn’t realize it at the time, but there was very little genuine communication going on, and only through teaching the violin myself have a realized just how integral open communication is, especially when I first began my teaching journey. I often taught what I thought I was supposed to teach: a strict Royal Conservatory of Music lead curriculum. However, as Parker Palmer states, “Good teaching cannot be reduced to technique; good teaching comes from identity and integrity of the teacher” (1998, p. 10). I quickly realized that I was unable to predict that each child

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and adult I taught would come in with different sets of knowledge, lived experiences, goals, and abilities. So, I decided to “teach who I am”, and admitted to myself that I didn’t know everything as a new teacher and would likely not know for as long as I decided to teach.

I decided to be honest with my students when I didn’t understand something they’d ask me, share anecdotes from my own musical journey, and offer them options during lessons to suit their personal style and needs.

This has allowed my students to be exceptionally honest with me, allowed me to get to know their authentic selves, for them to know my authentic self, and most importantly, fostered an environment where both the student and teacher wanted to be there and learn from each other.

Furthermore, I believe that experience is another key contributing factor to my philosophy of teaching. When I was in the 11th grade, I had decided to pursue French without realizing that I struggled deeply in it as a result of poor teaching and therefore, motivation on my part. When an opportunity to participate in an exchange to Switzerland appeared I jumped at the chance to take it and spent a summer immersed in the language and culture. Two months later, I was, and still am, fluent in French. Furthermore, participating in Orchestra throughout high school took me from a struggling violinist to one who was able to teach at the professional level just a year later. Having access to these real-world opportunities and immersing myself within them supplemented my learning in a way that was truly life changing. As a result of these experiences, I often strive to offer my students the same kinds of opportunities in order to enhance their learning. For example, I often encourage my students to perform at local Coffee Houses, direct them towards local music events, orchestral performances, and try and prepare them for performances within their own ensembles. As a result, many of my students have become more confident players with a strong sense of the kind of music they want to play and pursue.

Finally, following Tier 3 of Holistic Education (Charles, 2017), I try to foster a safe, accessible, and inclusive environment for all in order to “transform” both myself, and the whole student. In fact, many of my aims regarding this guiding principle align with Ontario’s Ethical Standards for the Teaching Profession, particularly in regards to Care (“Ethical Stan-

dards Ontario”, n.d.). This includes having “compassion, acceptance, interest and insight for developing students’ potential” as well as “commitment to students’ wellbeing” (“Ethical Standards”, n.d.). This goal was especially practiced during one of my volunteer experiences. I was put “in charge” of a student my grade 4/5 host teacher was having troubles integrating into the regular curriculum. She would regularly show an unwillingness to learn and to listen to my host teacher, and it took me a long time to understand why.

When I finally approached my host teacher about it she notified me that my student was from a family that had adopted her and as a result, she felt that she couldn’t connect with any of her classmates.

Now understanding a larger part of my student’s identity, I was able to approach her in the way that she needed. In attempting to listen to her instead of solely instruct her, I was able to learn that my student only needed someone she could talk to and who would understand her struggles in the classroom in a way that had been ignored for much of the year. Through accepting all of who she was, she learned to trust me wholly throughout the year. I often experience this with my Persian violin students as well, who confide in and trust me in ways they normally cannot in their predominantly “white” neighborhoods and schools.

Coming from a place of understanding and identifying with them, it has become important for me to provide a safe and open space in my classroom, and extremely rewarding to see them flourishing as a result of having this connection with someone they trust.

It is also important for me to note that my goals of open communication, integrating experience, and aiming to transform the whole student are not separate from my curriculum. At music school, where I am fully responsible for what the students learn, I have managed to make these goals a part of the “curriculum”. I begin each class speaking to my students about their weeks, how they are feeling, and whether or not they have honestly done their homework. I then address their concerns, build off the last lesson and evaluate their progress, suggesting steps to take towards improvement in ways that best fit them. In this way, I incorporate my 3 principle goals and help my students reach theirs effectively, while continuously building the relationship between student and teacher.

Though these aspects may seem disconnected from who I authentically am, they are things I have learned and thought about from the experiences I previously disclosed. Having a non-communicative, strict curriculum for my own violin lessons helped me develop open communication within my own classrooms.

Learning French through exchange and professional violin through orchestra prompted me to create and promote real-life experiences. Being a victim of bullying due to my inability to fit into the classroom helped me shape myself into a teacher that aims to care for, accept, understand, and transform my students wholly.

Sharing these important experiences in my philosophy of teaching is also something integral to it, and I hope by doing this I have openly been able to paint a picture of my whole self. As Parker Palmer states, “Identity lies in the intersection of the diverse forces that make up my life, and integrity lies in relating those forces in ways that bring me wholeness and life rather than fragmentation and death” (Palmer, 1998, p.14). In following my philosophy and consistently trying to improve it in my career as a teacher and prospective teacher, I hope to embody this sense of identity and integrity and continue to relate the forces of my life to the genuine wholeness of being a good teacher.

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Personal Philosophy of Teaching: My Identity, Values, and Schooling Experience

By Magdalene Anastasia Stavrou Fourth Year English, Psychology, Education and Society

In my experience, there are four elements

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of teaching from which everything extends: connection, authenticity, empathy, and equity. To be an effective educator, one must know their strengths, weakness, and values in order to understand the manifestation of strengths, weakness, and values within one’s students. In The ourage to Teach arker almer writes, hen I do not know myself, I cannot know who my students are” (Palmer, 2017, p. 3), a statement that re ects an educator s ability to connect with oneself and the school community at large. Teachers who are passionate about their subject and who are not afraid to reveal aspects of themselves to their students bring a genuineness into the classroom. I feel it is important for students to see personal elements of their teacher’s identity so in turn students feel safe to reveal aspects of themselves. This mutual sharing of one’s identity does not only foster a sense of community and a safe learning environment, but it further allows the teacher to accommodate and adapt to each students personal needs. almer writes that good teachers possess a capacity for connectedness” arker, , p. which has been true in my own experiences. Throughout my education the

best teachers have been those who connect not only with the subject material but with the students themselves. It requires creativity and faith in oneself and one’s students in order to draw connections between the teacher, the class, and the subject. Through community I, as a future educator, will be able to create this relationship in hopes of motivating and uniting my students as “knowing of any sort is relational” (Palmer, 2017, p. 55).

Connection is closely tied to authenticity and authenticity is necessary for effective teaching. One of my mentors was a high school teacher who inspired students to be their authentic selves by first being his authentic self. He incorporated elements of his personal life in his lessons and would often share how his own experiences affect his approach to education. He took the time to get to know his students as individuals rather than as a collective unit. Learning about our goals, fears, desires, and interests he used that information to appeal to us as future contributors of society. To him, learning was an active choice made by the student each and every time they walked into the classroom. Due to this, I have come to view learning as a continuous choice to further oneself not only for personal growth but for the betterment of society.

Moreover, teaching cannot be reduced to intellect, emotions, or the spiritual (Parker, 2017), rather it must combine the three to create an approach that is holistic. I believe that teachers should exemplify the qualities they want their students to emulate and possess. To me, being a teacher is so much more than just educating, rather, teachers are role models, mentors, and confidants. To illustrate, as a teacher I will be brave and courageous by not allowing fear to impact my instruction. I will use my fear as a motivator and a reminder to be open to adaption and

alterations within my style of teaching, my students’ learning environment, and my approach to education. I will encourage student participation both in the community and in society. I will encourage students to be brave and bold, to take risks, and to explore the inner landscape of themselves.

Overall, school is a place of education, growth, and community, something that I emphasize as a future educator. Growing up, although I am part of the majority in society as a European cisgender female, in school I was always a minority. My experience as a victim of bullying due to my race and religion has ensured that as a teacher I will not tolerate exclusion in my classroom. I believe in an inclusive learning environment based on empathy, equity, and respect. I will do my best to appeal to the inner teacher within all my students and to their humanity as citizens of society. I will strive for excellence in my lessons and for authenticity in my relationships with my students. I will strive to be the best self that I can be in order to be the best teacher I can be.

References Palmer, P. (2017). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco: Jossey-Bass.

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Weaving a Web: My Personal Philosophy of Teaching

By Carmen Russo Fourth Year English, History, Education and Society

While identifying the tangles of teaching in introduction of The Courage to Teach, Parker Palmer (2017) brought to light the three pillars of education: the teacher, the students, and the subjects (p. 2). My personal philosophy of teaching centres on weaving an intricate web of connections between these three pillars by putting my inner self at the forefront of my teaching practice, engaging in the complexity of the inner lives of my students, and situating my subject content in the context of my and my student’s experiences and values.

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In my future teaching endeavours, I will strive to invoke my inner being in my teaching practice. My high school homeroom teacher, who led me to realize teaching was my vocation, put her inner self at the forefront of her teaching style, even on her worst days. By infusing her teaching with her own experiences, values and opinions, her students, including myself, felt they could connect with her on a deeper level. As a teacher, I will reaffirm to myself that my experiences, beliefs, and opinions are valuable and have an important place in my teaching practice. I will also reject the fear of subjectivity in teaching by including my own opinions about and connections to the material in my lessons. In doing so, I will bring my authentic self to the classroom every day, much like my high school homeroom teacher.

In addition to intertwining my inner self with the subjects I teach, I will also lay a foundation of information upon which my students can develop and share their own insights on the material. Ted Aoki (1999) discussed the metonymic of “plannable/unplannable”, with the “/” indicating a “tensioned space of ambiguity, ambivalence and uncertainty but simultaneously a vibrant site” (p. 181). I will strive to situate my teaching in this “/”, and making it a comfortable, safe space for both myself and my students to share our opinions, ideas, and insights on both the course content, and the wider world such content invites us to understand. I will utilize the “plannable”, ministry documents and my own

planned lessons, to form a foundation of information from which my students can develop their own ideas and opinions based on their interactions with the material, as well as their experiences and values. I will encourage my students to share ideas and responses that come from a place of authenticity, not in search of the “right” answer. The “unplannable” will take the form of my students as teachers, which involve them directing the course of class discussions by sharing their ideas of the most important aspects of the material, their personal connections to it, and how they see the worl re ecte i the co te t Nurturing my student’s inner lives will be an integral part of my teaching practice. I believe that in order for my students to become “contributing citizens of Canadian society” (Ontario College of Teachers, 2016, p. 13), they need to be in communion with their inner selves in order to discern how and where in Canadian society they want to channel their passions.

Palmer (2017) wrote that “young people are told they have no experience worth having, no voice worth speaking” (p. 46). Such a sentiment will motivate me to nurture my students’ inner lives by creating a classroom space where they feel their voices, whether speaking about the course content or their passions, values, and beliefs, are being heard by someone who supports and cares deeply about them. The importance of equity in the classroom is linked to this, as the state of my student’s inner selves is informed by their own privileges, prejudices, and experiences with

discrimination. I will be committed to providing each of my students with individual academic, emotional, and spiritual support as to recognize their complexity as students, and as people, and support their success within and beyond the classroom.

As I continue on my journey towards fullli my lifelo ream a what I feel is my calling) of becoming a teacher, I will constantly re ect o a alter my perso al philosophy of teaching. However, I believe that the three pillars of education, myself, my students, and my subjects will remain central to my philosophy, and the notions of authenticity and openness will remain constant in my perspective on the teaching profession.

References Aoki, T. (1999). Interview: rethinking curriculum and pedagogy. Kappa Delta Pi Record, 35(4), 180181.

Ontario College of Teachers. (2016). Foundations of Professional Practice. Retrieved from: https:// www.oct.ca/~/media/PDF/Foundations%20 of%20Professional%20Practice/Foundation_e. ashx Palmer, P. J. (2017). The Courage to Teach: Exploring the inner landscape of a teacher’s life. San Francisco: Wiley.

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Personal Philosophy of Teaching

My Identity, Values & Schooling Experience As I journey through this next chapter of my life - the chapter in which I move towards becoming a teacher - I continuously reflect on who it is I want to be, and what it is I want to do, that will shape me into becoming an exceptional educator. Brad Henry described a good teacher as someone who “can inspire hope, ignite imagination, and instill a love of learning.” It is through these words that my philosophy towards teaching arises. I believe it is a teacher’s duty to make the learning experience as enjoyable as possible for the students. My philosophy is influenced by the highs and the lows of my educational experiences as both a student and teacher. I value kindness towards my students, challenging myself as an educator, and teaching in ways that remain consistent and relevant to the current society we live in.

A good teacher as someone who “can inspire hope, ignite imagination, and instill a love of learning.” - Brad Henry A good teacher is a teacher who is kind. It is someone who uses respect to build a mutual trust and relationship with their students. My values strongly coincide with the Ministry’s Ethical Standards for the Teaching Professions of care, respect, trust and integrity. It is no coincidence that my beliefs line up with the ministry’s as these are basic values many individuals possess. Ideally, I will strive to show kindness in my classroom by expressing the appreciation and gratitude I have towards my students. Our students, unknowingly, guide us onto a reflective path that Parker Palmer (2017) calls “self-knowledge.” It is for our students that we continue to search for an understanding of who we are in order to better ourselves as educators. Making students feel as if their presence is appreciated translates into an inclusive classroom

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Adrianna Ornelas Bonomo

Fourth Year, Psychology, Math, Education and Society

that students genuinely want to be a part of. My approach to kindness in the classroom perhaps deviates from the norm that students obey the authority of their teacher. This typical approach to teaching is damaging our students as they begin to lose their autonomy. For example, the imaginative mind of the student is buried away as the student gives answers that they believe the teacher wants to hear. This discourages the student from expressing their authentic feelings. I believe the educational system has been set up this way because, as Parker simply put it, teachers are afraid. Teachers fear being challenged because it threatens their “all-knowing” persona they present to their students. We need to embrace these challenges and use these moments as learning opportunities for ourselves. This brings me to my next philosophy of teaching.

As a teacher, you should never get comfortable. You must always be ready for change or the next challenge. As an educator, I want to challenge myself and continuously grow throughout my years.

If I am static and unwilling to learn or grow, I will not challenge my students to do the same. The Standards of Practice for the Teaching Profession resonate deeply with me, specifically the standard of ongoing professional learning. The challenge here, lies in balancing a class while simultaneously furthering my professional career through trial-and-error in the classroom. One way I plan on challenging myself is by implementing curriculum-as-lived rather than curriculum-as-planned. Perhaps I adopted this way of curriculum-as-planned because it was the only type of curriculum I had been exposed to throughout my educational career. I grew up with teachers being keen on finishing the curriculum because they feared falling behind and leaving their students ill-prepared for future grades. Curriculum-as-lived, however, calls for teaching

in the moment as questions, inquiries, and discussion arise in the “here and now.” These are the moments that a teacher can never be prepared for. The challenge for me is accepting the idea that I may not be in control of the way the lesson plays out. I find this worrisome because I value consistency, coherence and organization - everything that curriculum-as-lived is not. However, I will use these moments of fear to self-reflect and better myself as a teacher. Teaching is about growth and adhering to the needs of your students.

The third. philosophy of teaching I have regards teaching in ways that are relevant and compatible with my students and the society in which they live in. As a teacher, I want to structure my lessons around the technology that is available to me because these are platforms my students typically use outside of school. For example, in an era of social media, I would encourage participation by posting a question on, say, Twitter and having my students tweet me a response. I will also provide my email address, or open a discussion board Facebook page, where my students can get a hold of myself/each other and ask questions. I plan on incorporating discussion around topics that are of interest to my students. This means I will have to be very attentive to my students and their needs. For instance, if I notice my students all watch a particular show, I will try to fit some themes of the show into my lessons as students are more engaged and willing to learn if the material is relatable and relevant. This approach to teaching again deviates from the standard “banking concept” where the teacher deposits knowledge/information into the students’ minds and rather encourages structuring lessons around the students. Education is meaningless if students are not making connections with what they are learning.

As Palmer (2017) has eloquently put it, “Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher” (p. 10). What Palmer has communicated here, encompasses each aspect of my philosophy of teaching. In order to be kind, to challenge myself, and to keep my teaching relevant, I have to know who I am and what it is I believe in. As I continue my journey towards becoming an educator, I suspect my philosophies toward teaching will change, but nonetheless I will strive to incorporate my values and beliefs into the classrooms I will work in.

“Good teaching cannot be reduce to technique; good teaching comes from the identity and integrity” - P. Palmer

References Palmer, P. J. (2017). The courage to teach: Exploring the inner landscape of a teacher’s life (20th Anniversaryth ed.). San Francisco, CA: Jossey-Bass.

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Teachers are able to explore the nuances of learning by thinking through a lesson plan. Thoughtful planning involves considerations of unity, specifically how the lesson is connected to yesterday’s and tomorrow’s lessons, as well as the overall trajectory of the unit. Dimensions of teaching are numerous, and lesson planning is one way for teachers to critiqually engage their thinking. As teachers become more experienced, their ability to navigate time transforms into a source of empowerment.

The following lesson plan template is provided as an exemplar by a professor in the Education and Society department.

learning goals

success criteria “I can” statements that specifically outline what the students need to do in order to achieve the learning goal.

assessment tasks & tools

resources

Key tasks will include:

Teacher:

Assessment tools:

Learner:

accommodations

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introduction

Body of Lesson Opening Activity: Reading Time in Standard Form (10 minutes) Goal: Resources: Assessment: 1.

2.

Main Lesson: Transition into using an Analog Clock (35 minutes) Goal: Resources: Assessment: 1.

2.

Trick: Connecting Activity: Translating Time from an Analog Clock to Standard Form (7 minutes) Goal: Resources: Assessment: 1.

2.

conclusion/review

reflection of lesson

Conclusion: Assignment of Work (remainder of class and homework) Goal: Resources: Assessment: 1.

2.

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meet the team!

If I were stranded on a desert island I would My Favourite Quote bring . . .

Victoria Cusumano: "Let me win, but if I can't Victoria Cusumano: The movie "Shrek", it win, let me be brave in the attempt." really never gets old and I will probably need - The Special Olympics some entertainment.

Sophia Kostanski: "If you only walk on sunny Sophia Kostanski: Sunscreen, bug spray, water, days you'll never reach your destination." a tent, a guitar, friends, and a book about - Paulo Coelho. how to survive on desert islands.

Jessica Allan: “The beautiful thing about Jessica Allan: A journal! That way I could learning is that no one can take it away from record all of my adventures and it would also you.” keep me busy!

– Anonymous Magdalene Stavrou: My dad – he could build Magdalene Stavrou: “Growing old is us a shelter, a fire, and a life raft. mandatory, but growing up is optional.”

Joanna Marek: If I were stranded on a deserted – Walt Disney island, I would bring a good book, music and Joanna Marek: “We can’t help everyone but hope for the best! everyone can help someone.”

Jaehyun Lim: If I were stranded on an island, - Anonymous I would be bring my survival kit, a spare axe, Jaehyun Lim: "A jack of all trades is a master of and spare glasses. none, but oftentimes better than a master of Joselyn Wong: A water purifier. A good book. one."

Fruits. A buddy (sorry).

- Anonymous Ali Raza Hasan Ali: If I were stranded on a Joselyn Wong: "Hope is the thing with deserted island, I would bring along some feathers,/That perches in the soul,/And sings sort of utility knife, matches, and my camera. the tune without the words,/And never stops Ashley An: If I were stranded on an island, all at all."

I need is access to my Spotify account. I’ve - Emily Dickinson been on a 12 hour Greyhound bus ride with Ali Raza Hasan Ali: "Who looks outside, very limited wifi and power outlets (which dreams; who looks inside, awakes."

I’m not proud to say), and if I hadn't had - Carl Jung my music, I don’t know how I would have Ashley An: “Whatever causes night in our survived. souls may leave stars.”

- Victor Hugo

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My initial thought is Mario Lopez. My second thought is that feeling when you hand in an assignment right before the time it's due and you can literally feel weight lift off of you; the best relief.

Victoria Cusumano I see "Saved by the Bell" as an idea that reflects on the importance of taking time to pause and step outside of our schedules to reflect on how we feel mentally and physically. It means looking at our relationship with time and realizing that we can use time in ways that are beneficial to our wellbeing.

Sophia Kostanski As much as many students view time in school as something stressful, the way that schools handle the issue of time also has many benefits.

We are not bombarded with having more classes than we can handle, or too much class without a break. My final thoughts on this topic would be to try and find the good where all too often the bad is found. Instead of looking at scheduling of schooling as something that is stressful, find the positive aspects of it; like the fact that we get the entire summer off!

Jessica Allan Saved by the Bell is that feeling when everything finally falls into place.

Joanna Marek I see "saved by the bell" as a response to our previous issue, a brief respite from the ailments of limited time.

Jaehyun Lim

To me, saved by the bell means 'perfect' timing.

Whether you arrive in Toronto right before the coming of a wonderful snow storm or you submitted an assignment right before the Wi-Fi broke down, life is made up of different timings.

Some good. Some bad. But what really maters is the way we handle the situation. We can interpret the inopportune moment into something that's a little more beneficial...something that was for the better. Maybe a lesson learned, or the dawning of new insight or appreciation. It's all up to you.

Joselyn Wong Saved by the bell reminds me of the importance of deadlines, and how they allow one to be able to transition between different tasks in life. One cannot begin a new task, without the end of a previous task.

Ali Raza Hasan Ali “Saved by the Bell” sparks a discussion on the relationship between time and education. How does time, as something outside of one’s control, affect someone’s agency in pursuing educational opportunities? How can we learn to manage time while juggling school, work, relationships, and self-growth? Oftentimes we put so much emphasis on meeting deadlines and achieving our definition of success by a certain age that time seems no more than a restricting factor, but I think it's important to reorient our view of time as something that allows us to figure out our priorities and enables growth in so many areas of our lives. I think these topics are important to explore, and hopefully, as they have inspired our writers and contributors, they will inspire you.

Ashley An

...Final thoughts30 HEY, TEACH! Winter 2019

The staff of Hey, Teach! Magazine extend their deepest gratitude to Victoria College Faculty Advisor Professor Yiola Cleovoulou, Victoria College program Liaison Officer Christopher de Barros, and VUSAC. Thank you for your ongoing help and support.