Vol. 5, Issue 1 - Physical Education, Health and Well-Being: Moving Forward in Today's Schools

The Victoria College Education Magazine

HEY, TEACH!

heyteach@utoronto.ca | Vol.05 Issue I | Fall 2013

Physical Education, Health and Wellbeing: Moving Forward in Today’s Schools “Teaching With and Through Love” Feature Interview with Wendy Cecil, Victoria College Chancellor BMI & Report Cards: An Invasion of Privacy?

And More...

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

Hey, Teach! Staff List Hey, Teach! Executives: Editor-in-Chief: Veronica Jansen Senior Editor: Alexandra Procopio Senior Productions Manager: Emma Townson Public Relations Manager: Melody Barclay Associate Editors: Abeera Ali Melody Barclay Michelle Brooks Jessica Concepcion Ivana Danon Simone Hyttinen Aiman Jafar Sarah-Michelle Nemeth Tal Oren Diana Pegoraro Sigrid Roman Maria Romano Liuba Turlova Natalie Sanchez Agatha Ulewicz Associate Productions: Vanessa Cataldo Justin Chen Symon James-Wilson Joanne Lieu Kate Mahoney Marissa Mark Rene Shen Amanda Squillace Kelly Trinh Brittany Yuen Photographers: Melody Barclay Sarah-Michelle Nemeth Brittany Yuen 1 HEY, TEACH! Fall 2013

Letter from the Editor

We are in the midst of a health and wellness revolution. Never before have there been so

many healthy foods; never have we been more aware of the need for physical fitness. Study after study report that physical fitness is a key ingredient to student success. It can heighten concentration when completing work-related tasks, it reduces problems with sleeping, and lowers stress.

In seeming lock-step with society’s increased focus on health and wellness is a media- and computer-driven culture of idleness. And the fuel for this digitally driven inactivity: endless choices of fast food in ever-larger portions.

Given these conflicting worlds, HEY, TEACH! wants to explore the role of schools in promoting physical education and overall wellbeing. We want to look at what educators are doing well and how and where they can improve to best promote healthy lifestyles for young people.

Our first article states that the benefits of physical activity are so great that this type of programming should be mandatory from kindergarten to grade 12. We also hear from a university student who turned to swimming to stay healthy and active, and to feel better. ‘To Be Active or Not to Be Active? That is the Question’, highlights the physical, social, and emotional benefits of phys-ed, and discusses the important role of teachers. We also present an argument on why it is detrimental to record a student’s BMI on his or her report card.

Character education is explored as a way to promote caring, empathic students, an important part of emotional wellbeing. In ‘Re-Inventing Physical Education’ the author, Michelle Brooks, discusses how physical education is being transformed in today’s schools, focusing on personal growth and achievement rather than on traditional sports.

In our feature, we sat down with Victoria College Chancellor ,Wendy Cecil, to discuss fitness and healthy living - how it all started for her, where it factored into her schooling, and why it is so important.

‘Lunchables, Fruit Roll Ups, and Sports Drinks’ discusses the food that students bring to school. No matter what teachers do to promote healthy food choices, the ultimate choice is made by parents. We further underscore the importance of emotional wellbeing: building authenticity in teacher-student relationships and recognizing our humanity, teaching with love and through love, and the Montessori approach to conflict resolution.

We finish with some issues pertaining to physical education in schools. In ‘Physical Education: The Short End of the Stick’, Maria Romano discusses how phys-ed is often used as a bargaining chip for classroom management. ‘Making the Team’ explores the competition and exclusivity associated with team sports. Finally, Abeera Ali explores the relationship between organized sports and new immigrants.

So go for a run, play a game of squash, hit the gym or take your dog for a walk. When you’re done, and feeling quite accomplished, sit back and enjoy a good read.

Respectfully yours, Veronica Jansen

Editor-in-Chief

A+ Table of Contents Page 3 Physical Education: The Daily Benefits Natalie Sanchez Page 4 Beyond the Freshman Fifteen Darren Donahue Page 5 To be Active, or Not to Be Active? That is the Question.

Melody Barclay Page 6 BMI and Report Cards: An Invasion of Privacy?

Mehak Jamil Pages 7-8 Character Development as Human Development Kristie Cairns Pages 9-10 Re-Inventing Physical Education: A Focus on Personal Growth and Achievement Michelle Brooks

Pages 11-14 FEATURE: An Interview with Victoria College Chancellor Wendy Cecil

Interview conducted by Veronica Jansen Page 15 Support Healthy Lifestyles: Schools Play a Major Role Julia Malone Page 16

Lunchables, Fruit Roll Ups, and Sports Drinks: How Can a Teacher Stop This?

Emily Carter

Pages 17-18 Wisdom Primary School: Humanity and Authenticity in Teaching Hannah Hong Page 19

Teaching With and Through Love: A Movement for Self-Acceptance Shannon Duguid

Page 20

Fostering Mental and Emotional Wellbeing in Elmentary Students: The Montessori Method Ivana Danon

Page 21 Physical Education: The Short End of the Stick?

Maria Romano Page 22

Making the Team Diana Pegoraro

Page 23

Meet the 2013-14 Vic iTeach Executive Kristie Cairns, President

Page 24

Playing Canadian?

Abeera Ali

Page 25-26

Final Thoughts 2 HEY, TEACH! Fall 2013

Physical Education:

The Daily Benefits

Natalie Sanchez

English Major, Sociology and Education and Society Minor, Year 2 CTEP

When people think about Physical

Education, they tend to focus on the more obvious, “fun” parts of the program; for example, learning to play games, meeting the challenges of the Beep Test, and having fun with friends.

Sometimes, especially in high school, students think that phys-ed classes will take up time that can be used for “more important” academic studies, such as Science or Mathematics. However, a majority of people would agree that Physical Education is a necessary part of students’ lives. Students gain valuable knowledge and skills that promote physical wellbeing and life-long healthy living habits. This presents the question: should Physical Education classes become a mandatory, daily part of a child’s education from kindergarten to grade 12?

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To answer this question, we must look at the goals of Physical Education.

According to the Ontario Curriculum for Health and Physical Education (Grades 1-8), “… [phys-ed] helps students develop an understanding of what they need in order to make a commitment to lifelong healthy, active living and develop the capacity to live satisfying, productive lives.” In addition to regular physical activity, phys-ed aims to help students improve their “…psychological wellbeing, physical capacity, self-concept…ability to cope with stress…social skills and emotional wellbeing.”

Considering these objectives, it becomes clear that Physical Education plays an important role in students’ learning. Through productive team activities, students develop an understanding of the importance of collaboration and teamwork. Physical Education classes motivate students to increase their fitness level, improve their social and communication skills and build strong friendships. As well, students are able to burn excess energy through productive and safe physical activities and benefit from a change in the daily routine. Phys-ed classes teach students about healthy eating and exercise habits that they will carry throughout their lives.

The benefits of Physical Education are also evident outside the gym. Studies show that students who participate in

phys-ed classes regularly have better concentration and focus in the classroom, and as a result, become more efficient learners.

Ontario students currently have Physical Education classes, on average, twice a week, along with mandatory Daily Physical Activity (DPA) which is guided by their homeroom teacher. As well, once grade 9 students complete their necessary phys-ed credit, they can choose whether or not to continue with Physical Education in grades 1012. In order to maximize the benefits, Physical Education classes that address the diverse individual strengths and abilities of all learners should be incorporated into students’ daily routine from kindergarten to grade 12. Daily physical education will help students become healthy and productive members of society.

Source: Ontario Ministry of Education. (2010). The Ontario curriculum grades 1-8: Health and physical education, Interim edition (revised). Retrieved from http://edu.gov.on.ca/eng/curriculum/ elementary/healthcurr18.pdf

Beyond the Freshman

Fifteen

Darren Donahue

Socio/Cultural Anthropology Major, French Minor Year 5 CTEP

I am not ashamed to say that I

definitely fell victim to the “Freshman 15,” the term used to describe the extra pounds new students gain when pursuing post-secondary studies. I tried rationalizing: it must be extra-brain mass from all my readings. Spending countless hours sitting in lectures, sitting in libraries, and sitting at my desk must have pumped up my brain mass somehow.

But unless that knowledge migrated to my expanding waistline, I wasn’t fooling anyone!

As students, fitness is extremely important but we’re often so preoccupied with research, studying, and papers that we stop prioritizing our physical wellbeing. I gained weight and had low energy levels, which many students conquer with coffee and energy drinks. Then I saw a

poster on campus from Participation and MoveU at UofT. It said that fitness is “...A break from your real work? No, it’s you at your most productive.” And I couldn’t agree more.

It sounds so simple, but we all know how hard it can be to avoid the couch or log off Facebook to go for a run, hop in the pool, or hit the gym.

For me, it was all about finding the right exercise that I enjoyed. I found my savior in the swimming pool.

After I began recreational swimming I had more energy to get through my day, I slept better at night, I was sick less often, and those Freshman 15 slowly disappeared.

As university students, we have access to some amazing fitness facilities, classes, and resources. Use them! Take a break from the books and let fitness enhance your academic life.

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To be Active, or not to be Active?

That is the question.

Melody Barclay

English Major, French Minor Year 2 CTEP

With an increasing use of technology and a greater

focus on academics, physical education is often pushed to the back burner. We tend to forget about the importance of physical education in our lives and in the lives of students. We become busy with many activities, but unfortunately, physical activity is not one of them. Physical activity is valuable to students: it helps to relieve stress, improve overall health, and provides the opportunity to build lasting relationships with peers.

When students regularly participate in physical activity, they are more likely to perform better in academic classes. When students are not stressed or frustrated, they are more attentive to the task at hand. Studies have demonstrated that high school students who were involved in physical activity performed better on academic work.

Younger students need daily physical activity because they do not have very long attention spans. Therefore, having to do work that requires young students to remain in the same position for a long period of time is not always ideal. If students fare better in academic settings when they have a component of physical activity in their day, then we should be providing them with the opportunity to be active.

Childhood obesity is increasing - many children are highly inactive and eat a diet heavy in high-fat, sugar-filled foods. Children spend many hours in school, giving teachers an opportunity to attempt to offset these choices. In addition to having physical education classes, teachers can also implement daily physical activity (DPA). This is a good way to take children outside of the classroom and into an environment where physical activity is welcomed. Daily physical activity can consist of free play outside (or inside), sports games (kickball, t-ball), or organized games (for example, Chuck the Chicken) as long as they involve gross motor skills.

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As with many activities, there will always be students who are more reluctant to participate in an activity. In grade 8, when our teacher took us for Daily Physical Activity (DPA), some of the girls thought we were too “cool” for DPA and didn’t participate. We stood to the side and talked. Our teacher’s solution was to grab a volleyball and invite us to play with her. At that point, we couldn’t say no because she was incredibly enthusiastic about it. When teachers get involved in physical activity with their students, the students are more likely to participate.

DPA and team sports can also work to build the relationships that students have with their peers. Games and sports usually require a great deal of cooperation and participation in order to reach a common goal. Already having a common goal and a common interest, students are relieved of some of the pressure of fitting in and making friends. Cooperating with others also ensures that children get to know one another more, thereby strengthening relationships that might already exist.

Teachers do not have to think about physical education as a separate subject. Weaving a physical component into academic activities can be valuable to students as well, especially for bodily-kinesthetic learners. If teachers feel that there just is not enough time in the day to have a separate period for DPA, they can solve this problem by creating activities that allow students to explore the curriculum and improve their academic skills as well as get the necessary physical activity that will keep their bodies healthy.

Physical activity is not just for young students, but also for stressed out university students who are too focused on deadlines. I say that, knowing that I should get some exercise myself!

BMI on Report Cards: An Invasion of Privacy?

Mehak Jamil

First Year, Ryerson Strream, Vic One

While physical education remains a significant part of the curriculum in both public and private schools in Toronto, it

must be recognized that this field is no more prominent than other subject areas. As such, proposals for adding students’ height, weight, and/or body mass index (BMI) to report cards is an invasion of privacy that will ultimately cause issues concerning self-consciousness and self esteem. One’s BMI is not relevant when discussing a student’s intellectual ability; and the very purpose of physical education is the promotion of a healthy lifestyle in all respects.

In a society in which it is constantly reinforced that individuals must be non-judgemental towards one another, the introduction of students’ weight and BMI on report cards will relay a contradictory message altogether. The issue of weight is a very controversial one, and perceiving it as a means of evaluation will lead to the assumption that, should one’s weight be too low or too high, one will not be equal to those in their peer groups who have attained the ‘ideal’ weight. Once students feel insecure with respect to their height, weight, and/or BMI, they will no longer be content with their physical appearance, or feel as though they “fit in,” or “belong.” Such differences have, in the past, been strong factors in initiating teasing and bullying.

It may be argued that report cards are confidential; however, this is only true in theory. Friends share report cards with each other, and the addition of BMI can become a reason for harassment even if the viewing is initially refused. Similarly, it may be said that the BMI addition means no harm and is meant only as a health measure to ensure the wellbeing of students. To this, it is countered, that children are rather sensitive and will undoubtedly misinterpret the situation without analyzing the greater picture. In order to preserve not only the students’ physical wellbeing, but also their mental and emotional wellbeing, and to maintain the advances education has made in terms of accepting people regardless of physical appearance, it is best that height, weight, and BMI not be included on report cards.

Neither one’s height, weight, nor BMI dictate one’s ability to perform either physical or mental tasks. Whether one is deemed healthy according to BMI does not determine whether one is indeed fit. Similarly, whether one is slightly under- or overweight does not determine to what degree one is able to perform physical tasks of sport. Moreover, physical education is merely one area of study; it is not predominant throughout the curriculum. Indeed, exercise is a determinant in mental health and consequently in one’s performance in intellectual tasks outside the gymnasium; however, as mentioned above, this is not to say that weight or BMI specifically are related to one’s academic performance in other classes. Putting this information on report cards will place false significance on students’ BMI, causing them to focus more on physical education and allocate less time for intellectually challenging material.

The purpose of physical education is not solely rooted in weight loss or physical appearance. On the contrary, physical education is meant to teach students various methods in which to keep their bodies healthy. Indeed, there are certain individuals who may require weight loss or weight gain in order to become healthy; however, other aspects of health should also continue to be stressed. Education regarding the use of drugs and alcohol among teenagers, for instance, is arguably more necessary than stressing the issue of weight. Adding weight and BMI to report cards will create another false implication: that weight concerns and exercise are the most important aspects of physical education. Physical education should, therefore, not simply stress exercise, but also focus more of its attention on units such as healthy eating and drug and alcohol consumption. The issue of weight is not one the school should concern itself with; rather, it is the responsibility of the students’ individual family doctor. Thus, the attempt to place weight and BMI on report cards is rather useless, and in fact, quite hindering.

In summary - especially in the areas that concern the physical and mental health of students, the relevance of weight and BMI to academic studies, and its lack of developed delivery - the issues and risks surrounding the placement of weight and BMI on students’ report cards are too many in comparison to its benefits.

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Character Development as Human Development Kristie Cairns

Double Major in Equity Studies and English, Minor in Education and Society, Year 5 CTEP President, VIC iTEACH

“Suffering with means taking on another’s suffering as your own, a deep kind of understanding and connectedness with another human being. Having compassion for people as a whole, for the whole palette of humanity, all of us with our strengths, weaknesses, our flaws, our nobility and fragility.” - T.W Hiddleston

During the time I spent at my much-loved elementary

school in the east end of Toronto, I remember the school crest hanging above the main hall, with the motto, ‘Highway to the future’ emblazoned across it. From this first expression of educational purpose, through the numerous individual school missions I have come across in my own schooling and further studies, I have always found that a major part of the educational mission is to direct and prepare students for the future. Arguably, that future has often been conceived as a future of production and “preparing individuals to enter the community as contributing members of society.” Or, put more bluntly, “so that students can be productive members of the workforce.”

This goal has obvious importance for the continuation of society; however, what about the betterment of the students themselves? Dedicated educators put all they can into providing the best possible learning opportunities and environments for students, but what about the inner student, the inner individual? How is this crucial part of the learner nurtured or separated in the prioritization of curriculum, testing, and improvement?

questions, I wanted to share a still very ongoing and personal exploration towards recognizing how we as educators have a special responsibility to present different ways of knowing or feeling about the world. I wanted to understand what we as educators can do to teach with and enact empathy, through giving primary importance to the heart, the mind, and enabling human connection. When I thought about these three components and how I’ve seen them taken up in learning environments, I thought of the program called ‘Character Development,’ sometimes referred to as ‘Character Education.’

Although the term was used during my professional semester practicum, I was unfamiliar with the formal topic of Character Development. Since then, I have briefly scanned a few of the Government of Ontario’s publications, focused on this part of the curriculum. What I found was an initiative that, unlike specialized subjects such as Mathematics or Language Arts, does not have a grade-by-grade curriculum, made up of overall and specific expectations. In the 2008 document, Finding In the opening quotation, the idea that we as human be- Common Ground: Character Development in Ontarings have a capacity, a real possibility to appreciate each io Schools, K-12, Character Development, “means preparing students to be citizens who have empathy other and try to comprehend the individual life stories and respect for others within our increasingly diverse each of us endure, play a part in, and cross paths with, inspires me to ask, how do we get to this place of under- communities. It also means providing opportunities for students to understand deeply the importance of civic standing one another? How does the internal individual engagement and what it means to be productive citilearner connect with this part of another being? Even zens in an interdependent world.” Instead of outlining more so, is this humanistic ideal apparent in our educaleveled expectations, Character Development meshes tion system? Do we teach how to recognize and name four overarching principles in which educators are enour feelings? Is this important? Through posing these couraged to involve their students: respect for diversity, 7 HEY, TEACH! Fall 2013

citizenship development, learning and academic achievement, and parent and community partnerships. Although the scope of this editorial piece doesn’t allow me to go into extensive detail about each of these strands, I did notice that the compilers of the document wanted to stress this program as part of the larger ‘balanced’ and holistic education. Character Development is understood as something that should be going on within all aspects of students’ learning; in other words, it is not an ‘add-on’ piece. Which is why I found it disconcerting that the realization of Character Development within the classroom is so variable.

I am fortunate to have had the opportunity to be in classrooms that turn news events or classroom social interactions into learning moments, that call for sharing feelings, taking on another’s perspective, or seriously discussing consequences of personal actions. As one educator mentioned, Character Development for her class often takes place near the beginning of the school year, with whole days devoted to role-plays and practicing respectful conduct. Each classroom will have different priorities and preferences for what the educator needs and wants to focus on, in relation to the needs of the students, as well as in relation to the constraints of time in the school year; however, when Character Development becomes limited to a few weeks in the year to match up with anti-bullying month, or becomes an inconsistent incorporation of group acting and discussion scenarios, how does this work to continuously support learners in becoming respectful, understanding, and accepting, if not tolerant, individuals? Is it our responsibility as educators to concern ourselves with the moral development of our learners? Or is it too close to stepping on the toes of providing a personal agenda of ‘right’ and ‘wrong’? Can educators bring such an agenda to their teaching?

trauma or hurt that makes compassion difficult to access? What does the educator do in a situation that draws on important personal factors, such as gender or culture, which extend beyond the boundaries of the classroom? How does the educator then make sense of and use education that is feeling-based?

I believe that Character Development, accessed through education, has the potential to become or to be re-conceptualized as ‘Human Development,’ an education focusing not only on the principals of creating a community with others, but on understanding others at a deep, visceral level, being to being.

Perhaps these ideas are fanciful, or maybe I have confused or misinterpreted the purpose of Character Development, in which case I am happily open to constructive correction; however, if students are to receive a complete education, initiatives that provide value to the human condition in order to create experiences of feelings like compassion, these may lead to small steps in healing the rifts that stand between friends, families, societies, and people all over the world.

Maybe, just maybe, educators can change the way we understand the world, our place in it, and our fellow beings.

Reference: Government of Ontario. (2008). Finding Common Ground: Character Development in Ontario Schools, K-12. Available on the Ministry of Education website http://www.edu.gov.on.ca

I believe there is a responsibility for us as educators, as the government document purports, to provide students with the opportunities to have novel experiences and encourage emotional response, for an appreciation of not only one’s own emotional state, but that of others as well. What is less clear is the extent to which it is reasonable to encourage students to feel a way they do not want to feel.

Certainly, providing the opportunity, the choice to make those human connections, is important, but what if a student is unwilling to show compassion to someone? What if there is a larger framework of

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Feature Interview:

Chancellor Wendy Cecil Models Healthy Living Wendy Cecil holds a strong connection to Victoria University as an alumna, donor and the University’s current Chancellor.

Appointed in 2010, Wendy returned to her alma mater as the first woman in the University’s history to hold the office of Chancellor. Wendy has extensive experience serving on Canadian boards of directors, one such being her service as a member and then Chair of the University of Toronto’s Governing Council. In addition to her extraordinary volunteer service, Wendy is also a strong advocate for physical activity and healthy living. In the early 1980s, she was a competitive, nationally ranked distance and cross country runner, winning marathons in Toronto and New Orleans and representing Canada at the Masters’ Games in Rome, Italy.

Wendy sat down with HEY, TEACH! to discuss fitness and healthy living - how it all started for her, where it factored into her schooling and why it is so important.

Q. How did you get involved in healthy living?

Interview conducted by Veronica Jansen

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It started when I was in the womb. My mother actually planned her pregnancies so her babies would be growing through the longest period of freshest fruits and vegetables because she didn’t want to eat canned goods. She wouldn’t take any medications while pregnant either. Given that she was first pregnant with me in 1948, she was ahead of her time with this thinking! Obviously, I didn’t have anything to do with that but my sister and I were the lucky beneficiaries of her wise choices. In our family, food was very important - and it had to be good and fresh. My mother was an excellent cook and we ate almost no canned or frozen foods. I have continued these habits with my own family.

As to the fitness side of it, I am a small person and I’ve always been fairly competitive. I knew I needed to be strong and have good endurance - because I wasn’t as big as the other kids in school.

In public school, I was given a special, extra-small desk, which I really disliked because it pointed out that I was the smallest one in my grade. I was determined to keep up with everybody else in the school yard and in gym. I can’t say I was a great athlete, but I was very active in sports. Also, I never wanted to be the one that let the group down or was the slowest or weakest, so I was pretty focused on working hard at sports so I could always keep up with the bigger kids.

My parents were busy, active people and both had been speed skaters in their youth. I actually learned to skate on “bob-skates” before I could even walk. In winter, my dad flooded a small rink in the back yard so we could skate.

When you know from a young age how wonderful it feels to be exhausted from a physical activity that you really enjoy, you continue to seek out that feeling.

Q. Thinking back on the different stages of your school experience, where and how did healthy living figure in, if at all?

I wasn’t on Varsity teams, but I was very active in most sports at school and was pretty fierce at those I was good at like track & field. Also, throughout high school, a friend and I prided ourselves on doing very long walks, no matter the weather. This was in the 1960s before people did 10-15 mile walks just for fun! I don’t know why we started it, but most weekends we would set out on a different, long, well-paced walk, and would feel fantastic afterwards. It was really about being outside in all kinds of weather and being physically active.

Of course in those days, students in high school had physical education every day - and I think it is unfortunate that most don’t have that opportunity now. I believe this is short-term planning or cost saving because over the longer term, people who are not active are more likely to get sick and suffer the onset of related problems earlier in their

adult lives. The savings of not providing regular physical education turns into higher health care costs later! It is very important to develop the right habits early in life - and that includes regular physical activity.

I believe every individual must assume responsibility for his or her “vehicle” i.e. their own body. It must be maintained as one would a car. It must be looked after, treated with respect and “serviced” properly with fuel and exercise. With that and a little luck, it should last you a very long while and give you the opportunity to enjoy good health over your lifetime.

While we can all be felled by accident or disease at some point, it is a wise move to look after our bodies as best we can and improve the odds of a long life. That means not smoking, eating the right amount of good food to maintain a healthy weight, getting enough water and sleep and finally, participating in some sort of strenuous exercise on a daily basis. It does not mean you have to be a serious athlete, but it does mean moving your body enough to burn up a reasonable number of calories, to strengthen your muscles (including your heart) and to get all your internal systems working.

You have to give your body what it wants - and what it was meant to do, which is MOVE! We are born to move.

I believe if you do that, your brain will work better too. Exercise has been proven to reduce stress and anxiety which likely means one will have fewer physical, psychological and emotional problems as well. It isn’t a cure for everything, but it helps!

Q. Were you involved in any extracurricular physical activities when you were an undergrad at VIC? What was the physical education and health scene like at that time (1967-1971)?

When I started at UofT, physical education was compulsory in first year. You had to do something each term. First, you had to pass a swim test, which I did, so I was able to choose which sports I wanted to do. I did fencing and tennis. Not being very coordinated, I was terrible at tennis. But, I loved fencing and worked hard at it. The fencing Master, Ken Wood, was a demanding and inspiring coach who had a fabulous sense of humour even though he pushed us so hard we were exhausted at the end of every class. He died only a few years ago, and the fond memories I had of his fencing instruction led me to help raise some money for a scholarship in his name. He was a legend!

We didn’t have the Athletic Centre then, and Hart House was closed to women, so our gym facility was the Benson Building. There are far better facilities available now - and not just for the major athletes.

We should aim to have ALL of our students participating in some form of physical activity for their overall health and enjoyment.

Chancellor Wendy Cecil 10 HEY, TEACH! Fall 2013

I believe that compulsory physical education actually made a statement that fitness was important for students at UofT, that it had high value. It is unfortunate that is no longer the case - and many students miss out because of it.

Physical education is an easy thing to drop from the programme. I know there are scheduling problems, that we have a far larger student population now, and that many students feel they shouldn’t be forced into physical education, but I still believe we should try to find a way to make it front and centre along with learning.

There is a saying I like: “Habits begin as silken threads but over time they become steel cables which are hard to break.” So it is with inactivity. It is very easy to be inactive, but over the years, it becomes tougher and tougher to break the couch-potato habit and become physically active. Enjoyment of sport or physical activity, if started when one is young, develops into a steel cable - a healthy habit that will serve you well and won’t need to be broken! It is the same with food choices. Picking an apple over a doughnut or grilled fish & vegetables over a hamburger & fries is easily done.

But the choices you make now will become habits. Choose wisely and make your steel cables good ones!

Q. You took a group of VIC students on a canoe trip in the Far North of Canada.

How did this begin and in what ways did it benefit the students involved?

When I became Chancellor, I said I wanted our VIC students to see some of the Canadian Far North (which I visit every year for whitewater canoeing and hiking trips). It took a while to raise the money and get the VIC project organized, so 2013 was our inaugural trip - and I hope there will be more. In July, a group of 12, including three VIC students, two experienced wilderness guides, other canoeists and I, went to 11 HEY, TEACH! Fall 2013

the Northwest Territories for a 12-day trip on the Coppermine River ending at Tugluktuk in Nunavut. As Canadians, we have a vast and beautiful north, with many parts that are pristine and irreplaceable. I believe it is important for us to be aware of its beauty so we are inspired to protect it. I wanted some VIC students to experience this firsthand in the hope that they will be inspired to take an interest in this valuable heritage of ours.

The trip was not an easy one. In addition to some serious whitewater rapids, we experienced prolonged challenging weather conditions - including bone-chilling cold, rain, sleet and constant headwinds from the north - probably the worst summer conditions I’ve experienced in my dozen years of canoe tripping and hiking in the Far North. Despite the inclement weather, the VIC students were unfailingly positive, pushed through cheerfully and persevered in good spirits. I think the experience was a thrilling one for all of us! We certainly bonded and looked after each other well, and we laughed a lot in spite of shivering and having blue lips most of the time. Not only were the students engaged in serious physical activity, but they were also able to experience the incredibly stunning geography of our great Canadian Far North - and learn about the history of the First Nations people who live there.

It expanded our horizons.

Q. How do you think the promotion of health and wellness factors into your role as Chancellor of Victoria University?

The role of Chancellor is concerned with maintaining a relationship with our

alumni, but it can embrace a lot more than that if the Chancellor is willing!

While it is not an “official duty” of the Chancellor to promote the health and wellness of our students, I really do CARE about their wellbeing and I know firsthand how great a difference it makes to engage in regular physical activity, to eat healthy food on a regular basis and to get enough sleep. I want to share that with them. Our students are smart and disciplined - or they wouldn’t be here in the first place. I hope to engage their interests in healthy living. Whenever I have the opportunity to address VIC students, I like to stress the benefits of leading a healthy active life and making wise choices.

Our students are the product of a lot of love - from their parents, their families, their teachers and now their professors and advisors. I want to see them respect themselves and their bodies, as well as their minds, so that they will enjoy long, healthy, productive lives as a result of all that love that got them here in the first place.

I want to emphasize that this isn’t about vanity or just looking good. It is about being healthy, feeling good and strong and confident as they go forward to meet their futures. Physical health will help them in that. It will also help to prolong their health into old age by reducing health-related problems from smoking or obesity.

I also believe that those students who are going to become teachers, will have the opportunity to carry this message of choosing healthy habits to their future students. We have to start somewhere to reverse the growing trends towards obesity, weakness and failing health in our population. If teachers who graduate from VIC can inspire their students to assume healthy lifestyles, not only will individuals enjoy healthier lives, but it will save the health care system a lot of money too! In fact, you could even say that healthy living as a personal choice is not only good for the individual but is also the socially responsible thing to do. I know we can start that at VIC. I’d love to see VIC voted the healthiest/fittest campus at UofT!

for everyone. It has to be enjoyable. Maybe it will be a sport, maybe it will involve a friend or a team, or maybe it will be an individual activity. It doesn’t matter. What matters is that it is stimulating, enjoyable and above all, consistent.

Q. Students are often sedentary. How do you think schools can work to improve the physical health of their students?

Today’s students face a lot of pressure on all sides - academic, financial, social, emotional. They often don’t eat well, stay up late most nights, spend countless hours slumped on couches, in class, at the computer and when hitting the books...UofT offers its students some terrific athletic facilities including Hart House and the Athletic Centre - but the crunch is in deciding to USE them on a regular basis! Schools can provide the facilities and encourage students to get active, but our students are young adults. They will decide for themselves if they want to be physically active, just as they will decide what they are going to eat or if they will choose to smoke. I hope to influence them, but in the end, the decision is theirs.

I like to think of fitness as a moving target in that we are either moving towards it or away from it - but we and it are moving all the time. Nothing is static and a good goal is to strive for a level of fitness that suits the kind of life one wants to lead. If we do that - we can use our brains and our education to good purpose for the longest possible time...

And, let’s face it - from a very practical point of view, life is a lot more FUN and we can achieve a lot more in our lives if we have our health and energy, and if we feel good. Every individual has to decide for herself or himself what health and fitness means to them and what choices they want to make.

Nobody can do it for you.

My goal is to convey what I’ve learned over time -

I want VIC students to know that NOW is the time to start making wise fitness and health choices so they will develop good habits... in order to ensure that their futures will be as bright as we know they deserve to be. That is my message.

To be effective, I believe it is essential that students find a form of physical activity that works for their lifestyle. There are many ways to be active and fitness will not be the same

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Supporting Healthy Lifestyles: Schools Play a Major Role Julia Malone

English Major, Year 2 CTEP

Children spend so much of their time in school that

the values promoted by their schools are sure to impact them. It is well known that children and youth are keen observers of everything that adults say and do. In the eyes of a child, an adult’s actions demonstrate what is appropriate behaviour. As a result, teachers need to promote a healthy lifestyle not only as part of the curriculum but through their own behaviour as well. A child who watches his or her teacher snacking on junk food is likely to consider this suitable food to eat. Likewise, a teacher who participates in the physical activities of his or her class is demonstrating that he or she considers physical activity of the utmost importance.

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Physical education and health cannot just be a part of the curriculum. They must become part of our daily routines, expected of us and of our students. We cannot expect our students to take their health seriously if we ourselves do not show them how seriously we take our own and theirs. If we want our children to live a healthy lifestyle, then we must become advocates for change.

Lunchables, Fruit Roll Ups, and Sports Drinks: How Can a Teacher Stop This?

Emily Carter

English Major, Urban Studies Minor, Education and Society Minor, Year 5 CTEP

It is the night before school starts and you

look in your fridge. Hmmm. . . nothing there for your child’s lunch. You quickly run out to the closest supermarket and grab a Lunchables, a box of Fruit Roll Ups, and a Gatorade. I mean they look healthy…they have little pieces of meat, crackers, some cheese, and Fruit Roll Ups are technically made with real fruit, aren’t they?

As a student teacher this was a common lunch I saw in my seven-week practicum, and as a volunteer in many primary classrooms over the past couple of years, the scene has been very much the same. With the ever-growing concern about overweight or even obese children in the public school system, there has been a significant push towards more physical activity (i.e. the introduction of Daily Physical Activity, DPA, in the classroom and school events such as Jump Rope for Heart and the Terry Fox Run); however, I would like to ask what is being done about the large amounts of sugar, unhealthy fats, and processed food that our students are consuming on a daily basis? Wouldn’t it be better to stop the cycle of unhealthy lifestyles at the beginning? Wouldn’t it be better to teach our students how to eat a healthy diet and instruct our parents on the ways in which they can support their child’s learning through a healthy diet?

I hope that in my future classroom I will have the opportunity to teach my students about living a healthy lifestyle that starts with a healthy diet. There are expectations in the Ontario Curriculum that revolve around physical exercise such as Daily Physical Activity (DPA) and Physical Education classes, which are mandatory to grade nine. At the same time, students also participate in health classes where they learn about leading a healthy lifestyle, which includes eating a balanced diet. But how does that knowledge translate into healthier lunches?

While I believe it is important to teach children about eating healthy food, it is another task to help parents and caregivers who are packing lunches for their children.

Many factors must be accounted for, such as the cost of having fresh fruit and vegetables at hand, the cultural differences in viewing different types of diets, the struggle in having a picky eater finish his or her healthy lunch, and the amount of time it takes to plan healthy lunches.

While I cannot say that I have a foolproof solution to this issue, I can say that I will try my hardest to help the parents of my future students in this task. It might consist of having a conversation with parents during parent-teacher interviews about their child’s lunch and snack, as it is a part of the day I spend with their child. It might also consist of having the child do an ‘at home’ study of his or her fridge, cupboards, pantries, etcetera, and within that assignment create a dialogue between the child and parents about how the family can eat more healthily.

Perhaps instead of bringing in cupcakes for my birthday or as an end-of school treat, I’ll be looking for a healthier option. Cross my fingers I can find one as tasty!

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Wisdom Primary School: Humanity Hannah Hong

Social Cultural Anthropology Major, Enviormemtal Anthropology Minor Year 4 CTEP

This past summer, I had the privilege of living in Musanze, Rwanda, for three months through an organization called

Intercordia Canada, which partners with St. Michael’s College here at U of T. I taught computer classes in grades 4, 5, and 6 at Wisdom Primary School, and much like most universities and many high schools here in Canada, the students at Wisdom are immersed in a high-pressure learning environment driven by the aim for academic success. As I became familiar with my classes and navigated through my busy weeks of teaching, I became strikingly aware of the universal human need to belong, share our lives, love, and be loved. This internship taught me an incredible amount, not only about myself and others, but about the impact of teachers and schools on children. I would like to give you a small glimpse of my teaching experience by sharing a story from my time at Wisdom Primary School.

It was Parents’ Visitation Day at Wisdom School, a day when parents arrive at the school with their children to receive their recent exam marks and class rankings. The children were dressed in their prettiest dresses and nicest shirts. For the entire morning, I stood by the front gate, greeting and welcoming parents as they walked in, and with each hour, I watched the students as they walked out of their classrooms, report cards in hand. Some were jumping for joy and beaming with pride, holding the hands of their smiling parents. Others came out with their heads hung, tears streaming down their faces in disappointment and failure. As I did my best to comfort these students, I wondered, why do schools define the self-worth of students by their grades? Does it have to be this way?

Students at Wisdom Primary School

Hannah with some of her students

After lunch, I spent the afternoon hanging around outside the boys’ dormitories with some of my students. I sat on the steps with them, and one of the boys took my arm and asked, “Teacher! Why are your blood vessels blue?” This prompted a mini science lesson about the circulatory system and our blood vessels, veins, arteries, and the like. I helped the students’ find their own vessels on their arms. Danny, another boy in the group, had a huge gash on his leg, which also served as a demonstration tool in our impromptu lesson - and he couldn’t be happier showing off his ghastly wound!

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and Authenticity in Teaching

As we chatted, one of my P6 (primary 6, equivalent to our grade 6) students, Bertrand, came over, opened up his backpack, and held out a whole pack of biscuits to me. For the boarders, Visitation Day is when students are visited by their parents. Having been apart for several months, parents shower their children with gifts and treats, which they don’t receive during the school year living in dorms. As Bertrand insisted on sharing his treats with me, telling me I would starve and regret it if I kept refusing, I was overwhelmingly touched by this simple gesture of love and generosity. He sat down with the rest of our group and he shared his treats with me and the boys. We spent the remainder of the afternoon together on those steps, munching on biscuits, telling stories and riddles, and laughing until our stomachs hurt.

This afternoon was an important reminder that teaching is so much more than grades and assessments. Often, I would get so caught up with finishing a lesson and sticking to the outlined curriculum, causing both my students and me unnecessary stress. Instead, bringing authenticity into my relationships with my students and acknowledging our shared humanity allowed for deeper connections to be made. It allowed both the teacher and the students to pause, take a step out of the stress and pressures of academics, and simply be with each other, sharing our time and our lives. Social and emotional wellbeing are just as essential as physical well-being. Often, academic pressure, as well as a variety of other factors, may weigh heavily on students, negatively affecting their sense of self-confidence, self-worth, and mental health. As teachers, it is important for us to consider and enhance the emotional and social well-being of our students by creating authentic relationships, building communities of belonging, and simply having fun in learning together.

My impromptu science lesson with my students in Rwanda reminded me not to lose sight of the ultimate purpose of teaching – to educate students about our world and our lives – embarking on the journey of learning together, handin-hand. Yes, grades and assessments are an integral part of teaching; however, our fast-paced academic school environments often cause both teachers and students to forget to have fun, to discover, and to satisfy our curiosity.

I discovered that there is a lot of value in time spent simply building relationships with and encouraging students.

Sometimes, all it takes is a spontaneous and silly afternoon spent with our students to realize that the smallest things can make the biggest difference.

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Teaching With and Through Love: A Movement for Self-Acceptance Shannon Duguid

History Major, English Minor, Year 5 CTEP

The topics of health and wellness

have become a central focus in our schools with the introduction of Daily Physical Activity (DPA), Jump Fit events, and lessons on the Canadian food guide. These programs help our students to think about their health and what it means to live a healthy, active lifestyle. What it seems we have forgotten to teach children, which is central to a healthy lifestyle, is self-acceptance and positive self-esteem.

Schools are places with high levels of competition, where students are placed in reading levels and grades are compared. The push for ‘healthy’ students is another area where students are pressured into achieving high standards and made to become more body conscious, not necessarily in a positive way. What is not told students in this competitive atmosphere is that who they are is ‘good enough’.

Children are being taught that they must always strive to be more or to be something else. What we have forgotten to nurture in children is their inherent greatness. In discussing our bodies and health we must teach self-acceptance and positive self-esteem as important parts of a healthy child.

In teaching health, or even just through our everyday actions, we must constantly be aware of the messages we send to our students. Often, I have heard teachers use a negative 17 HEY, TEACH! Fall 2013

message to push students to work harder and achieve more. Sometimes these negative messages aren’t even intentional, but are implicitly built into the structures of our classrooms.

These messages sound like, ‘Your work and answers should be like this,’ or ‘We’ve practiced this for a long time and you should know this by now,’ and ‘What happens if you don’t know this by the time you get to grade two?’

These messages attempt to motivate students through a mantra of shame.

We must be aware, however, that negative messages produce negative responses and can influence a child’s inner language in a negative way, contributing to an unhealthy lifestyle and conception of self.

As teachers, it is our responsibility to teach with and through love. What is the distinction? With love, children understand that no matter what they do, we accept them for who they are and where they are in their learning, and that we believe in their ability to achieve. Teaching through love is teaching our hearts and souls. Love should be our teaching philosophy, the philosophy that motivates us to get up everyday and put in the hu‘man’ power to fight for our students, and give stellar lessons because this is what we love to do. Once we have this foundation of ‘with and through love’, we start to communicate to students different messages that become internalized, such as ‘I know this may be hard for you right now but as you keep practicing you will get better’ or ‘I believe in you, keep

trying!’ We begin to ask positive questions: ‘Remember, we learned this last week? It seems you are struggling. What parts do you find challenging? What can we do together to try and overcome this problem?’

Starting with ourselves and then evaluating the messages we communicate to our students is central to developing positive self-esteem and a healthy lifestyle. As educators, we should be focused on teaching students to love themselves and to love others. We need to teach them that having positive self-esteem means recognizing in each of us our inherent greatness and being comfortable enough to distinguish our areas needing improvement from our areas of strength. Positive self-esteem also means we accept other people for who they are. This message of love will not only motivate students to increase their capacity to learn, it will also increase their leadership skills, improve social relationships, decrease incidents of bullying, and maybe even reduce dropout rates.

Love really is the only thing that can cross all barriers - it’s just sometimes the most difficult path to choose and maintain.

Fostering Mental and Emotional Wellbeing in Elementary Students: The Montessori Method Ivana Danon

Art History Major Year 5 CTEP

It has long been emphasized for

teachers at all grade levels to actively instill in their students not only a knowledge of the content dictated by curriculum, but also a knowledge of the components of emotional well being. This, of course, is bi-directional: emotional and mental stability within students, as well as the recognition of these qualities in their peers.

Throughout my years of volunteering and working within varied educational contexts, including summer camps and TDSB classrooms, I have noticed that, as one would expect, emotional maturity develops slowly within students as they age, and often, through engaging in conflict with one another. This had become my expectation when entering a classroom, often regarding students’ conflicts with one another as a by-product of their age group and grade level. I could not have been more misguided, as my recent experience at a local Montessori school has revealed.

For the last month, I have had the opportunity to work in a Montessori school and observe a unique method of teaching children, in particular the way in which problem solving among students is carried out. Focused on a drive to instill independence, empathy and consideration for others, Montessori education teaches curriculum by means of emphasizing these

qualities both in and outside the classroom. The unique vocabulary employed between teacher and student, and student and student, helps children to develop an understanding and respect for one another that exceeds what I had previously expected from such young individuals. Teachers refer to their students as “friends,” and model this vocabulary in such a way that it is then used between students. As a result, the classroom turns into a community in which all students are respected, included and treated as exactly that, friends. While this has many positive connotations, and creates an environment of emotional and mental safety, the aspect that surprised me most was the way in which this idea is employed by the students outside the classroom, particularly during conflict resolution amongst themselves.

“…(peer name) is not using his/her words to help solve our problem.”

I believe that the Montessori approach provides an extremely positive and important example for all teacher candidates in all educational systems interested in the healthy emotional and mental development of students.

By providing students with a voice, and a conflict resolution template that encourages expression of their feelings while maintaining respect for others, the Montessori method is helping to instill in young people an impressive sense of self-confidence and independence. This can only build stronger, healthier communities for all students.

Students learn very early how to use their words to tell each other how they feel, why they feel that way, and what a possible solution might be. When this happens between students, they do not come to an adult to tattle on a peer, but rather to extend an invitation to join the conflict as a mediator. I have seen students as young as four engage in this form of resolution, often starting with “(name), it makes me feel sad and hurt when (event) happens.” Another common occurrence is when students in conflict come to an adult to say, 18 HEY, TEACH! Fall 2013

Re-inventing Physical Education with a Focus on Personal Growth and Achievement

Michelle Brooks

Biodiversity and Conservational Biology Major, Psychology Minor, Year 2 CTEP

Growing up, I was never a fan of gym. I remember being

marked on how many laps I could run, and how many push-ups and sit-ups I could do. I hated running laps, but that seemed like the only thing that we ever did. Whenever we played a team sport, like basketball, the boys would never let any of the girls play. They assumed that we were unable to throw or catch, so instead, I remember the girls standing to the side and letting the boys take over.

While volunteering in a grade six classroom last year, I couldn’t help but think to myself that I was in for an excruciating experience when the teacher told me that I would be there for gym class next week. Walking into the gym the following week, I expected to see students running laps in circles around the gym or maybe at best, the boys playing basketball or soccer, while the girls stood by. Instead, I witnessed gymnastics. Children were practising their balancing skills by walking across benches and helping each other across. Students were practising their summersaulting and cartwheeling techniques across mats. Groups rotated stations, learning to cooperate and practise gymnastics skills.

The teacher stopped the students to tell them that they were to work on their own routines that would be presented at the end of the week. Students needed to include a beginning pose, one balance skill, one tumble skill, one rotation and end with a landing position. The students were really excited. They talked about different types of landing positions and demonstrated them to each other.

One student, who was new to the school and had difficulty 19 HEY, TEACH! Fall 2013

making friends, suddenly found herself the centre of attention, because she loved gymnastics and took classes outside of school. She showed her classmates the lunge, the straight and the tuck pose. Suddenly fellow students began to recognize her strengths and connected with her. I watched as she grew more confident not only on the gym floor, but also in the classroom. I watched as the students helped each other organize their unique routines and encouraged each other to take risks and invent new positions and tumbles. The girls, who normally would have hated gym class and didn’t enjoy team sports showed huge interest in gymnastics and were motivated to participate in each other’s routines.

A few weeks later, I was excited to attend another gym class. I had already witnessed gymnastics and yoga meditation, where the students learned about mindfulness.

This time, the students were preparing for the Jump Rope for Heart awareness event. I loved jump rope when I was in school, but it was never considered an activity to do in gym class, especially because most of the boys believed that they disliked skipping. Of course, girls at this age are developmentally more capable of doing intricate activities that include balance and flexibility, while boys are better with gross motor movements. So, I would only ever jump rope with my friends during recess.

I loved the fact that skipping rope was incorporated in this gym class. The teacher blew her whistle and announced that she had signed the class up to help the younger students in the Jump Rope for Heart event. The students became incredibly exited. Their duty, as the oldest grade in the school, was to spend the day calling down each of the younger grades to the school yard and encouraging the younger kids to skip for 30 minutes at a time while teaching them new tricks.

The kids set up music in the school yard and handed out ropes to the younger grades and got them skipping for the full 30 minutes. Knowing that they were role models, the boys began to work hard with the skipping tricks, and asked the girls for help. Never in my life had I seen boys skipping together and chanting songs like “Teddy Bear, Teddy Bear” and doing double-Dutch and Criss-cross with the girls. I was thoroughly impressed and wished that my gym teacher had done those things in gym class, because the boys and the girls would have benefitted from being able to learn from one another. The boys learned to appreciate the skills that the girls had developed in skipping and gymnastics, and then were able to work with the girls to learn to develop

these skill themselves. Skipping became cool for both the boys and the girls.

I should have expected something miraculous again when the teacher did daily physical activity (DPA).

I remember doing jumping jacks and walking up the stairs once a month for DPA. In fact, we called it MPA (monthly physical activity). I was not disappointed to say the least. The teacher used a Just Dance video she found on Youtube set to popular music. The animated people on the screen did the dance to the music while all the kids danced along, right on beat in the classroom. All of the students knew what step came next, and both the boys and the girls were completely involved. My mind was blown; this was not the boring DPA I had grown up knowing.

This class was introduced to physical activity in an innovative way. Physical education isn’t about how many push-ups you can do or how many times you can run around the gym. Physical education is about personal effort, challenging one’s self, fostering creativity, inclusiveness, team-work, role-modeling and most importantly, allowing for personal achievement and a sense of accomplishment.

Image sources: Alex Couros, Michael Swan

20 HEY, TEACH! Fall 2013

Physical Education: The Short End of the Stick?

Maria Romano

English Major, Year 4 CTEP

As an educator-to-be spending count-

less hours of placement and volunteer work in schools, I have witnessed a number of interesting strategies when it comes to classroom management.

Recently, I was volunteering in my elementary school, and again, as an educator-in-training, I know the importance of a good cup of coffee in the morning. As I was headed to the little girls’ room, I walked by a classroom where a colleague of mine was morphing into a dragon with steam coming out of her ears. She was absolutely livid, and I could see that the class had not been paying attention to her math lesson. While I was sympathetic, what she said next made me stop and think: “That’s it! That was your last chance, I’ve had ENOUGH! We will NOT be having gym today, you just lost your gym privileges. Instead, we’re going to go ahead with tomorrow’s math lesson.”

Although this kind of punishment is not unheard of, it has stuck with me for quite some time. Would any teacher ever take away English or Science or Math as a punishment for their students’ misbehaviour? Probably not. In my experience, often it is more likely that subjects like Phys-Ed, Art, Music and Drama are the ones that end up being used as a bargaining chip to monitor classroom management. This teacher’s comment was significant not only because it identifies Phys-Ed as a subject that students generally look

21 HEY, TEACH! Fall 2013

forward to and enjoy, but also as an expendable subject in the classroom.

This, of course, raises the larger issue of the importance of physical education in school. Should physical education play a larger role in elementary schools?

Considering most schools have a total of three recess breaks where students are encouraged to run around and engage physically, it seems almost redundant to enforce the importance of physical activity when children are already partaking in it willingly at different times throughout the day. Nevertheless, with a growing focus on the marvels of technology, coupled with a sedentary lifestyle, not only is physical activity important, but physical education plays a larger role than ever in communicating to students what it means to be healthy.

Personally, I can see the benefits of physical activity in my own students.

They need to express themselves physically. They need to run and play and scream and make up extraordinary games and generally go wild for twenty minutes or so before coming back into the classroom. But by incorporating this physical activity into the classroom, it ensures that students will be engaging in physical activity. It places importance on the subject itself. It gives kinesthetic learners a chance to shine.

Studies show that physical activity not only benefits children through exercise, but positively affects their schoolwork as well. One study, conducted by Doctor John Ratey of Harvard Medical School, suggests that students with ADD can

benefit from daily physical activity, particularly those who pay close attention to detailed body movements, such as ballet, gymnastics, and Tae kwon do.

Granted, I have encountered the opposite as well. I’ve had four-year-olds come into classrooms with only salad for lunch. This bothers me just as much, there is a line somewhere. Children will be children, and deserve to be while they are young - there is no other time, I believe, where eating Dunkaroos is considered acceptable. But I digress. Physical education provides so many benefits to students, it seems ridiculous that it be used as leverage for better behaviour.

While it may be viewed as a treat, it is a necessity in the same way as traditional subjects like English, Math and Science, and should be treated as such.

Reference: Reference: Ratey, John. The positive impact of physical activity on cognition during adulthood: a review of underlying mechanisms, evidence and recommendations. Reviews in the Neurosciences.

Volume 22, Issue 2, Pages 171–185, ISSN (Online) 2191-0200, ISSN (Print) 03341763, DOI: 10.1515/rns.2011.017, April 2011

Making The Team Diana Pegoraro

Classical Civilizations Major, Sociology Minor, Fifth year CTEP

Every autumn during high school, I participated in the

Cross Country Running club at school. This was not because I was an above-average runner, or because running was my favourite physical activity – I participated in this club because it was the only athletic club at my school that accepted everyone, regardless of skill level. Everyone was allowed to attend the meets and practices and this fostered a feeling of acceptance that I had never experienced with any other athletic club, because I was never good enough to “make the team.”

This emphasis on competition changed the way I viewed athletics in high school. Growing up I loved playing soccer but was nowhere near good enough to play on the school team. I also loved to play volleyball, but would never be good enough to play competitively. In almost all of the athletic activities in my high school, there was a

significant emphasis on competition. There were no intramurals at my school, so Cross Country Running was my only athletic option. I loved the club because the focus was on a sense of personal achievement that had very little to do with what place was earned at the meets.

Today, five years after high school, I still love to run. I regularly participate in marathons and run long distances at least twice a week. I am so grateful for the experience and support that Cross Country gave me in pursuing my own personal fitness goals. That being said, a part of me wonders what other sports I may still be playing today had I been able to play them during high school – had I been good enough to “make the team.”

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Meet This Year’s VIC iTeach Executive Members Vic iTeach is a social club designed to create a welcoming community among Victoria College students who are interested

in education and teaching. We encourage conversation about different aspects of education, and work to create opportunities for networking among educators and educators-in-training. Besides holding other events throughout the year, the two central events we host are the September and March Final Forums, where students share their internship experiences in educational settings at home and abroad. Most importantly, Vic iTeach offers aspiring educators and those interested in the education field an opportunity to build relationships that will endure well after they have graduated.

Contact information Email: viciteach@hotmail.com Facebook: https://www.facebook.com/groups/viciteach/ VUSAC Club Page: http://clubs.vusac.ca/?page_id=440

Kristie Cairns, President I am currently in my fifth year, working towards completing my majors in English and Equity Studies, and my minor in Education and Society. I completed my internship in Beijing, China, and participated in the South Korea cultural exchange. I would recommend them to anyone looking to develop as an educator and meet wonderful people.

I look forward to meeting you at our events.

Nicole Pereira, Vice-President I am a third year student at the University of Toronto with a Major in English, and a double Minor in Sociology and Education and Society. I am also a proud student and future teacher studying in the Vic CTEP. I cannot wait to offer whatever support I can in order to make this year an enjoyable one for us all.

Tanjin Ashraf, Treasurer I am currently in my fifth and final year of undergraduate studies. I am majoring in Psychology and minoring in Sociology. Last year, I completed my internship in Beijing, China so if anyone has questions regarding the exchange, feel free to contact me!

Angel Yeh, Social Convenor I look forward to organizing some fun CTEP events this year. It’s my fifth and final year and I’m hoping to do a bit of traveling and teaching after graduating. Until then, I’m completing my undergrad degree with a major in Sociology and minors in English and Education and Society.

Kelly Trinh, Social Convenor

I am a first year student in the Vic One Ryerson stream. I am planning to study English and History.

I hope that this year will be memorable for everyone. Good luck in your studies!

We would also like to formally recognize the Victoria College Concurrent Teacher Education Program Class Representatives. They are our go-to people for event announcements and keeping communication running smoothly between the executive team and all five years of the program.

Class Rep Year One: Class Rep Year Three: Class Rep Year Five:

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Diana Dimonte Class Rep Year Two: Melissa Cataldo Class rep Year Four: Sigrid Roman Congratulations and welcome to all!

Melody Barclay Hannah Hong

Playing Canadian...?

Abeera Ali Second Year, Double Major in Immunology and Physics

Every year, more and more

immigrants head to Canada in hopes of a better life, making Toronto an increasingly diverse city. Once they arrive, they are greeted by, more often than not, a different environment, climate, and culture. The sports they enjoyed in their own countries may not be popular in Canada, and, conversely, sports that are popular in Canada, may not be popular in other countries.

Of all the drowning incidents that occur in Canada each year, a large number of the victims are immigrants. Being a first generation immigrant myself, I’ve noticed that not only are immigrants less likely to become involved in Canadian sports, they are also less likely to encourage their children to participate in them; especially ones that require training. For

instance, if parents don’t know how to skate, it is less likely that they will take their children to a skating rink. It is important for children to receive encouragement from their teachers and peers at school so they can reap the joys and benefits of participating in Canadian winter and summer sports.

uncomfortable, by the time a couple of months had passed, they began to enjoy themselves and looked forward to these excursions.

Sports are important, and not just because they are essential for leading a healthy lifestyle. Some of the greatest lessons we learn in life, such as teamwork, learning to deal with winning and losing, and the meaning of healthy competition, are learned in childhood My eight-year-old brother goes to a school where the majority of the students through participation in sports. I believe sportare first generation immigrants. A couple ing initiatives should be encouraged, as they of years ago, they took, what I believe, can ensure that children will not miss out on is a great initiative. Through the months what could be some of their greatest experiof December to February, two teachers ences in life. take their classes to a skating rink, every day, with each class receiving a chance to go every other week. I believe this is much more effective than just taking students on a trip for one day. While in the beginning most students were quite

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“Teaching is... shedding light on new ideas and becoming a little piece of your students’ lives, decisions and adventures.”

“Life is like... a balloon. Once you let go, you’ll be surfing the clouds.”

MELODY BARCLAY

MICHELLE BROOKS

“My favourite form of exercise is... having fun!”

“My favourite form of exercise is... swimming in a pool that has music played underwater.”

“My favourite form of exercise is... jumping to conclusions!”

ABEERA ALI

JUSTIN CHEN

VANESSA CATALDO

“If I were stranded on a desert island... I would bring James Franco and toilet paper.”

“My favourite form of exercise is... gymnastics.”

SYMON JAMESWILSON

“If I were stranded on a desert island...

I would bring an oven and cake mix.”

IVANA DANON

JESSICA CONCEPCION

“Teaching is... a work of the heart.”

“If I were stranded on a desert island... I would bring coffee.”

VERONICA JANSEN

“I want to be a teacher because... education is without restriction: we are constantly learning everyday and everywhere.”

SIMONE HYTTINEN

“My favourite form of exercise is... Zumba!”

JOANNE LIEU

MARISSA MARK

“If I could describe myself in one word... it would be musical.”

SARAH-MICHELLE NEMETH

“My favourite form of exercise is... running and dancing!

It truly is a great way to release stress from mid-terms and exams.”

AIMAN JAFAR

25 HEY, TEACH! Fall 2013

“My favourite form of exercise is... dance!”

KATE MAHONEY

“Life is like...

Kindergarten.

Except with real money and fewer snacks.”

DIANA PEGORARO

“I want to be a teacher because...

I never want to leave the world of childhood”

“If I had one wish... it would be to travel the world!”

ALEXANDRA PROCOPIO

SARA MONCATA

“Life is like... a book, you just have to know how to read it!”

“My favourite form of exercise is... hiking!”

TAL OREN

“I want to be a teacher because... all that corny stuff they say about teaching is true; it is truly a fulfilling career.”

SIGRID ROMAN

“If I had one wish... I would want to be a kid again.”

“My favourite form of exercise is... barreworks!”

EMMA TOWNSON

RENE SHEN

MARIA ROMANO

“I want to be a teacher because... it is the most rewarding occupation one could ever have.”

AMANDA SQUILLACE

“If I were stranded on a desert island...

I would bring a book detailing how to escape from said island.”

NATALIE SANCHEZ

LIUBA TURLOVA

BRITTANY YUEN

“My favourite form of exercise is... cardio kickboxing.”

AGATHA ULEWICZ

“If I had one wish... it would be to have a happy and fulfilling future.”

FINAL

“My favourite form of exercise is... going to the gym. I just wish I could convince myself to do it more often...”

THOUGHTS

“If I had one wish... it would be to have more time to do everything I want to do!”

KELLY TRINH

26 HEY, TEACH! Fall 2013

Thank you to the following people: Professor Sheila Cook, Victoria College Faculty Advisor, Pavi Chandrasegaram, Victoria College Program Liaison Officer, & VUSAC For your on-going help and support.