Vol. 9, Issue 2 - Future: Fostering the 4Cs for a 21st Century Classroom by Hey, Teach! Magazine

HEY, TEACH! Vol. 9, Issue 2 ■ Spring 2018

The Victoria College Education Magazine

In this issue... Feature interview on Envisioning the Future of Education With William Robins, President of Victoria University and Professor of English & Medieval Studies and Kelley Castle, Dean of Students at Victoria University.

Fostering the 4Cs for a 21st Century Classroom

“With ongoing technological advancements, and new, innovative jobs, students must be equipped with the skills to grow into this rapidly changing society.”

...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 Editor 01

The future of schooling has always been a popular topic. On-going debates on curriculum, pedagogy and teaching practices reveal a desire to educate students in the best way possible. Throughout the course of this year, HeyTeach! has embarked on a mission to better understand this pendulum in education. Our Fall Issue explored the past – we explored the history of education, and the histories education has created. Our spring issue of HeyTeach! zooms us into the future. We try to make sense of where today’s schools are going, and what the world of education might become. Within our collection of poetry and prose, you will find the voices of education enthusiasts and educators. Authors Maddy DeWelles, Jesirene Buenaventura, Samantha King, Elizabeth Parker and Amanada Squillace narrate their visions for future classrooms, spaces that embrace unpredictability, studentcentered learning, collaboration, adaptability and curiosity. While writers Danusia Tsehelska, Mehak Jamil, and Natalia Kowalenko, bridge the past to the future examining the return of civics, empathy and humanism in education. Our writers also contend with art and education – Vittoria Tesoro examines how art has empowered her education, while Saranki Sivan explores the art of anti-oppression. Psychology student Naabela Naaznin examines the role of emotional competence in education, and aspiring educator Rose-Marie Spada complements with her analysis of education and mindfulness. Through poems and personal experiences, writers Mira Chow, Tali Voron and Alisha Rao highlight necessary changes in the classrooms of today. In the midst of our student collection, you will find two Feature Interviews with leading educators at Victoria College. President William Robins and Dean of Students Kelley Castle share their thoughts on the field of education with interviewers Cassie Fast and Rija Saleem. President Robins and Dean Castle bring readers into their visions for the future, helping us make sense of the value and role of university education. I would like to thank everyone who has dedicated their time to this issue. From writing, editing and design, our magazine would not be possible without the effort and commitment of our contributors. As always, thank you for picking up a copy of this magazine. I hope you grab yourself a warm drink, find a cozy seat and enjoy. Sincerely, Rija Saleem Editor-In-Chief

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THE STAFF OF

Hey, Teach! MAGAZINE Editor-in-Chief: Rija Saleem

Senior Editor: Maddy DeWelles Senior Productions: Brittany Yuen Associate Productions: Elizabeth Parker Public Relations: Cassie Fast Junior Undergraduates Representative: Sophia Kostanski Associate Editors: Mehak Jamil Elizabeth Parker Natalie Sanchez Associate Productions: Kaly Lin

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

Table of Contents

Page 3-4

Meet Your Writers

Page 5 C-C-C-C: Fostering the 4Cs for a 21st Century Classroom Amanda Melissa Squillace Page 6 A Poem Mira Chow Page 7 The Art of Anti-Oppression Saranki Sivan Page 8 How Art Class Has Empowered My Education Vittoria Tesoro Page 9 Bringing Civics Back Danusia Tsehelska Page 10 Being the Change We Want to See Elizabeth Parker Page 11-12 Emotional Competence Naabela Naaznin Page 13 Education in the Future: Critiquing Schooling Climates Alisha Rao Page 14 Mindfulness and Education Rose-Marie Spada Page 15-16 Returning to the Roots of Empathy Mehak Jamil Page 18-20 Feature Interview: The Future of Education with William Robins, President of Victoria University and Professor of English & Medieval Studies Page 20-22 Feature Interview: The Future of Education with Kelley Castle, Dean of Students at Victoria University Interviews conducted by Cassie Fast and Rija Saleem Page 23 Post-interview Reflection Rija Saleem and Cassie Fast Page 24 Education in the future… or the past? Jesirene Buenaventura Page 25-26 Re-imagining the Future: Embracing the Beauty of Unpredictability Maddy DeWelles Page 27-28 Nurturing the Self: Moving Education in the Right Direction Tali Voron Page 29-30 Electric Sheep Natalia Kowalenko Page 31 Bright Samantha King Page 32

Wordle: “Future”

Page 33-34 Final Thoughts HEY, TEACH! SPRING 2018

MEET YOUR WRITERS Favorite food/cuisine?

Samantha King: “You can’t go wrong with pasta!” Rosie Spada: “My favourite food is lasagna.” Natalia Kowalenko: “My favourite type of food is Thai food, and in particular I love chicken pad thai. I can eat that all day everyday!”

One place you want to visit/travel?

Amanda Squillace: “Bali, Indonesia.” Rosie Spada: “A place I would love to travel to is southern Italy - to visit my family.” Mira Chow: “Hogwarts.” Danusia Tsehelska: “At the top of my ‘where to buy a vacation home when I’m 27’ list is the breathtaking Bay of Kotor in Montenegro. With its Mediterranean cuisine, rich history, and picturesque culture, there is no doubt in my mind that I will one day explore those cobblestone streets.” Jesirene Buenaventura: “I would love to see Yosemite National Park in California.” Elizabeth Parker: “I want to someday hang glide in the snowy Swiss Alps.”

Number 1 book recommendation?

Tali Voron: “Eat, Pray, Love by Elizabeth Gilbert.” Cassie Fast: “The Screwtape Letters by C.S. Lewis.” Mira Chow: “What I Talk About When I Talk

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About Running by Haruki Murakami.” Elizabeth Parker: “I’d recommend Round Trip by Ann Jonas.” Mehak Jamil: “My number one book recommendation would be Between Shades of Grey by Ruta Sepetys—I know what you’re thinking, and it’s not what it sounds like. It is a moving historical fiction novel set in a WWII Siberian concentration camp, during the Soviet Union’s genocide of Lithuania; a whole aspect of WWII which we often do not even hear about in school. Our protagonist finds her strength through writing and through art, which for me gives the novel a deep resonance and poignancy.”

One song recommendation?

Danusia Tsehelska: “Numerous artists have performed ‘Besame Mucho’ because it’s literally the musical equivalent of strawberries falling into a sea of melted chocolate in slow motion.”

Favorite piece of art (painting, sculpture)?

Vittoria Tesoro: “John Singer Sargent’s Lady Agnew of Lochnaw Vittoria.” Elizabeth Parker: “Favourite piece of art: Scott Moir and Tessa Virtue’s dance to Moulin Rouge.” Cassie Fast: “Brunelleschi’s Dome in Florence.”

A key to living a happy life?

Samantha King: “Enjoy the moment for what it is, not what it was, or what it will be!” Tali Voron: “Spend your time doing the things you love and surround yourself only with people who bring you up.” Rosie Spada: “The key to a happy life is finding the silver lining in every hardship.” Elizabeth Parker: “Number one tip for living a happy life: be passionate.” Saranki Sivan: “Gratefulness. Whenever I’m going through a stressful and overwhelming time in my life, the thing that always seems to give me some perspective and pull me out of my funk is thinking about all the things I’m thankful for. Like living in a country that allows me the opportunity to get an education, no matter how stressful the pursuit of that education may at times be. There are so many ways that I am blessed and taking the time to acknowledge and be thankful for them allows me to take a step back from my daily problems and realize that they are often temporary and never insurmountable. ” Natalia Kowalenko: “My favourite tip for living a happy life is to take any opportunity that comes your way - you never know where it might lead you.” Rija Saleem: “Cultivate the art of perspective. It’s

humbling, terrifying, and incredibly motivating to try and understand how big and small you are.” Danusia Tsehelska: “I want you to google Maslow’s Hierarchy of Needs. Ok, now come back. Look, as sufficient as it may sound, don’t settle for ‘physiological’ if you want to live a happy life. Don’t settle, period.”

A quote you live by?

Tali Voron: “Dream bigger. There’s less competition.” Vittoria Tesoro: “Shoot for the moon. Even if you miss, you’ll land among the stars.” – Les Brown Saranki Sivan: “If you live for people’s acceptance, you will die from their rejection.” – Lecrae Mira Chow: “The people who are crazy enough to think they can change the world, are ones who do.” – Rob Siltanen Rija Saleem: “I am human, nothing human can be alien to me.” Jesirene Buenaventura: “I would rather have a body full of scars and a head full of memories than a life of regrets and perfect skin.” ■

HEY, TEACH! SPRING 2018

C-C-C-C:

Fostering the 4Cs for a 21st Century Classroom

AMANDA SQUILLACE, Year 5 CTEP

With ongoing technological advancements, and

new, innovative jobs, students must be equipped with the skills to grow into this rapidly changing society. Alongside the curriculum, teachers must create learning opportunities that foster 21st Century learning. This learning is centred around the necessary skills and knowledge to work and live in our ever-changing society. Collectively, these skills allow students to extend their thinking, improve problem solving strategies, and enhance their learning. The 4 Competencies or 4Cs, are the four main skills rooted in a 21st century learner. Creativity is a skill focused on innovative approaches to solving tasks. Through brainstorming, open-mindedness, and initiating ideas into action, we allow students to think outside the box and explore topics. From a group brainstorm, to a STEAM assignment, encouraging students to think creatively helps them consider new designs and methods of living and working. Critical thinking is an essential skill that helps students extend their knowledge by analyzing a topic through reflection and questioning. By developing this skill, students are engaging with topics in a more meaningful way that goes beyond simply retaining facts. Students are also able to evaluate arguments, identify validity, and reflect on the importance of subject matter. Communication involves the exchange of knowledge and opinions through listening and sharing. Teaching students how to communicate their opinions, ideas, and existing knowledge

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in various forms allows them to engage with relevant issues in their own society in a more meaningful way. This encourages students to respect new perspectives, while also providing a platform to share their own. Finally, with collaboration, students learn to work with their peers by compromising, fulfilling responsibilities, and adapting to achieve the goals of the overall task. By working collaboratively, students are exposed to different strengths and talents amongst their peers that collectively work to enhance their personal learning experience, and optimize the quality of the final product overall. Therefore, with a greater focus on the 4Cs skill development, and by teaching the curriculum in new and creative ways, students are better equipped to tackle the new adventures our changing society brings. â&#x2013;

Students are now learning to compete against one another for better marks and achievements. Why is the sky blue? Why is glass so brittle? Why is everyone wearing clothes? Why do people think curiosity kills the cat? Are we all in a factory waiting in line to be stuffed with the same knowledge to satisfy our thirsts, even when our interests may greatly differ? The future’s in our hands education doesn’t have to be industrialized and standardized. Sure you get choices, but do you? Do all biology majors need the exact same course to satisfy their interests? I think not. The future of education should be where education could be customized such that you learn only what you want to, not solely because ‘it’s important to this field’. Who is it to determine what is important anyway? That should be up to every learner.

MIRA CHOW, Year 1 Anthropology Major

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The Art of AntiOppression

SARANKI SIVAN, Year 5 Sociology Major Education & Society Minor

As an Education and Society student, one is required to complete an internship

to gain practical experience in education. The knowledge I gained during my internship experience at Story planet, a non-profit organization that runs literacy workshops, not only changed my teaching philosophy, but also highlighted the necessity of anti-oppressive practice as an approach to education. Although anti-oppressive practice originated in social work, it can be applied to all social worlds, including education. The anti-oppressive framework is a response to injustice that recognizes systems of oppression and attempts to combat them (Story Planet). It does this by interrogating assumptions and dismantling barriers that can make people feel excluded and unwelcome from a system, or feel like a particular system or path is not intended or created for them (Story Planet). The first step in anti-oppressive teaching is recognizing that not all students start at the same place. An equitable classroom is one where these differences are acknowledged and accommodations are made so all students can succeed. Oppression creates divisions and can work to isolate people and groups. Intersectionality, or understanding how various types of oppression intersect, is crucial to anti-oppressive work. All our struggles are uniquely interconnected (Lorde, 2007). Intersectionality applies to teaching because because each student has multiple identities. Educators stand in a unique position to help students. I have come to realize that it is necessary for teachers to understand the concept of anti-oppressive practice and how it can be applied to the classroom. Central to anti-oppressive practice is understanding how the constructions of power and privilege play out in the classroom. Power can be seen as the ability to accomplish goals without having barriers (Story Planet). It is the ability to operate without fear and move freely. Education, and the quality of that education, is arguably the most influential factor in a childâ&#x20AC;&#x2122;s future. Educators, both within and beyond the classroom, hold great power, and with that power, the obligation to look out for the best interests of their students. Although the limitations and expectations teachers face in the classroom today make it difficult to practice equitable and anti-oppressive pedagogy, it is my hope that this is the educational future we are approaching. â&#x2013; Lorde, A. (2007). Sister Outsider: Essays & Speeches by Audre Lorde. Crossing Press: Berkley. Sivan, S. (2017). Journal Entry 1. University of Toronto. Story Planet Anti-Oppressive Framework Practice [Pamphlet]. (2017). Toronto: Story Planet.

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Art class has been one of my favourite subjects

throughout elementary and high school. One of my earliest and fondest memories during elementary school was opening a brand-new pack of crayons. I remember the scent of wax as I tore open the lid of the new box. This occasion usually meant one thing: art class. Whether we were coloring “back to school” worksheets, or making watercolour landscape paintings, there was something thrilling about creating something visual that I had made all by myself. It is this pride and sense of joy that I still experience whenever I create something visual. Though I no longer color worksheets, it was these early experiences that provided an outlet for my creativity at school. I always found it frustrating when people would say that art was not a “real subject” because it would never amount to anything “useful.” Well, perhaps that’s the point. Art class is not meant to teach students how to measure the circumference of a circle, or how to determine the purpose of unquantifiable formulas. I will not justify the subject of art class, because frankly that would be devaluing its purpose. Rather, I will explore an important lesson I learned in art class, and demonstrate how I have taken my love of creating, and managed to incorporate this passion into my university life. The important lesson I learned in art class is to not compare yourself to others’ work. You are you, and your work demonstrates your

best efforts. It can be tempting to compare one’s work with someone else’s, but this often leads to discouragement. I learned this many years ago when my grade six class went on a field trip to a high school art class. I remember entering the classroom filled with beautiful sculptures, exhilarated as I imagined what I would sculpt. This was the first time I had an art field trip, and truly revelled in the experience. I wanted my creation to be just as good as the high school students’. In my mind, I was going to create a miniature version of Michelangelo’s David. In reality, I made a teacup. I didn’t think my sculpture was so bad. Once my teacup was baked and glazed, I thought it was a good first attempt at sculpting. That initial daunting feeling I had changed into pride in my work as I realized how therapeutic sculpting was. There was something thrilling about molding the clay to fit my hands, and beginning again if I made a mistake. Moments like this reinforce how students’ creativity should be embraced and not dismissed. This is a lesson I have carried with me throughout university. It is tempting to compare your work to others’ work, especially when everyone is accomplishing so much. I learned that focussing on your own progress is the only motivation you need. I still feel such satisfaction when I complete a paper, knowing that I was able to express my ideas in the best way possible. Art class throughout the years has taught me this lesson, and that made all the difference. ■

How Art Class Has Empowered My Education

VITTORIA TESORO, Year 5 English and Renaissance Studies Majors

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Bringing Civics Back

DANUSIA TSEHELSKA, Year 1

ocrates criticised democracy as much as he believed in it. One argument he made suggested that a perfect society would not have much voting going on, because people generally have no idea what they’re talking about. And if government is anything like a first-year history tutorial, he was right. He suggested that politics be left to the elites on the basis that their educational backgrounds (especially philosophical) prepared them to explore reason and to debate effectively. Really, this meant that only people who knew what they were doing could make real decisions to benefit society. Since the masses were neither adequately knowledgeable nor experienced in politics, how could it be that everyone was granted the same weighted vote? How could we devalue democracy like that? Taking a look at today’s world, all Canadian citizens over the age of 18, as of 1982, have the right to vote, according to our Constitution. Even more so, voting is an important responsibility of citizenship. The issue I would like to explore today, is the future of political education. I ask you to consider what it could mean for the progress of our society if we were to have ‘responsible voting’ as a skill taught in schools and communities for the people, by the people. People will understand how their values are being

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acknowledged and supported by the various political parties. The goal would be to instill knowledge and confidence in voters. When they go on to mark an ‘x’ on a ballot, it will not be an arbitrary action. It will be a deliberate one. I haven’t yet imagined what this political education might look like. Would it be a program funded by universities? Would it be driven by communities? Or would publically funded libraries take charge? Furthermore, where would we find teachers? How do we teach our students to be non-biased thinkers and presenters? How do we engage in good public discourse? How can we guarantee the effectiveness of such a program? How many people would we actually reach? How can we teach open-mindedness? Or reflective thinking? What about avoiding biased influence? Why do some people not care about politics? Clearly, I have more questions than answers. And that’s okay, especially given how uncertain the future of anything is. But if figuring out the future of political education is anything like a first-year history tutorial, the answers always come at the end of the discussion. Let’s not limit politics to the elites. Vote responsibly. Live responsibly. ■

ELIZABETH PARKER, Year 5 CTEP Primary/Junior Division

Education has already changed so much in

the last fifty years it is hard to imagine it will change so much again in the next fifty; but, that is definitely the reality we are facing. Already we have changed to have more integrated classrooms, a much more inclusive curriculum and, most importantly, a much greater understanding of how students learn. This of course will continue to develop. However, the most important aspect of education in the future will be a change in what is taught. Google and the internet have brought information so much closer to everyone. Teachers are no longer the most knowledgeable people at the dinner table. Education will evolve into teaching students how to learn instead of the information they need to learn. Media literacy is already becoming a much more important aspect of education. Education in the future will involve more of teaching students what to google and how to google rather than the information that google has to offer. Education in the future will involve a lot less paper. Both activities and assessment will happen through technology. Kahoot, Class Dojo, Google Classroom, Seesaw are all examples of how technology is already integrating into our classrooms today. This effect will only continue to grow. In thinking about the future of education, current studies are also questioning the future of education. For example, current teachers were asked the question of: “What’s the future of education?” They responded with much similar ideas. Teachers stated that there would be much more creativity in education because “that’s what

careers will require” (Josefino Rivera Jr). Again, we see the idea of teaching how to learn and how to think. Other teachers brought up the idea of the classroom being “one big makerspace” (McClure, 2016). This “makerspace” idea reflects project-based learning and integrated technology to teach skills such as critical thinking and problem solving. Importantly, one key idea that many teachers agreed with is the concept that “students will learn that nothing is impossible” (McClure, 2016). This is so important in an everchanging world where new technology and ideas are being developed as we speak! The most unanimous point the teachers articulated was that in the future “education will look nothing like it does now” (McClure, 2016). This might be scary for many teachers, but it gives me hope. The world keeps changing, perhaps at its fastest rate ever, so how could I expect teaching to stay static? Why would I ever want it to? I believe that the future of education means an evolution into something beautiful that will, as education has always done, continue to inspire and create the next generation. ■ McClure, L. (2016, February 12). What’s the future of education? Teachers respond. TEDEd.

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Emotional Competence

NAABELA NAAZNIN, Year 3 Psychology and Cognitive Science Majors

The topic of education brings with it an array of

mixed experiences. This short piece will explore emotional competence in the sphere of education. Emotional competence has three components: (1) emotional knowledge, (2) emotional expressivity, and (3) emotion regulation. Emotional knowledge refers to recognizing and labeling emotions. Emotional expressivity refers to expressing emotional experiences through verbal or nonverbal behaviours. Finally, emotion regulation refers to monitoring, managing, evaluating and modifying emotional reactions to an appropriate level of intensity to achieve oneâ&#x20AC;&#x2122;s

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goals. Emotional competence allows individuals to gain insight into their emotional experience and regulate themselves and in turn, regulate others. In light of emotional competence, when one is able to name emotions, it reduces the emotional reaction in the amygdala, which is the part of the brain that is in control of fightflight-freeze reactions. When thoughts and feelings work together, emotional reactivity that otherwise would go unchecked, significantly decreases. Everyone has feelings but not everyone has the knowledge to appropriately manage them. If students use their emotional

competence to manage their feelings and behaviours, the school environment will be more positive and respectful. Students will more often reflect on how they would like to be treated and thus, extend that to others. This self-knowledge fosters greater interpersonal understanding and creates a sense of belonging in the school environment. Think about how long students are in school. At least 12 years of their lives are spent in school and so important developmental milestones occur during this time. A lot of identify formation and beliefs about the self and others are solidified. Without proper knowledge of different emotions, individuals misattribute their feelings leading to misunderstanding and miscommunication. Or, individuals feel alienated from others since they do not see their internal emotional states represented anywhere outside of them in order to make sense of their experiences. Making sense of emotions is something we, as future teachers, should instil within our students from a young age. Emotional competence that is taught from a young age provides skills to deal with personal problems

and interpersonal conflict in more constructive and compassionate ways. This introspective self-knowledge and respect reduces volatile climates that promote bullying and educational demotivation. When students aren’t worrying about things like bullying and not being accepted in the school community, they have more cognitive resources to focus on school work. They have better self efficacy and are more likely to adopt a growth mindset where they don’t put their self worth into the success or failures of their efforts. Intrinsic motivation to achieve more readily occurs. Higher emotional competence is connected to higher academic achievement and more evidence of that encourages students to continue their pursuit for knowledge. For these reasons, emotional competence is important to consider when creating educational frameworks since it is so connected to astudent’s interpersonal and academic success. ■

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ALISHA RAO, Year 1 Classics Major

ducation is critical to one’s experiences. When you are educated, you mould yourself intellectually, develop social skills, and gain exposure to different ways you learn (i.e. practical work versus analytical work). Education is not limited to academics. When we learn anything, we are educated, and this holds a lot of intrinsic value. Much of this moulding and learning is due in part to the material being taught, as well as the quality of teaching. Recently, I had a discussion with a family friend about the quality of seventh-grade at their particular school. Middle school certainly can be a turbulent time for students, so I was eager to hear someone else’s perspective. After our discussion. First, I learned that their school was progressive. The school started a club that acts as a safe space for being open about self-expression. This club includes group meetings discussing LGBTQ+ issues, and essentially is a supportive space for both students and staff. I think this club is important. As I write about the progressive elements of my friend’s schooling experience, I learned of another, less encouraging example. Apparently, my family friend feels overwhelmed and confused by the teaching style of a new history teacher. There are many assignments and tests, both of which are huge stressors for my friend. Additionally, test review seems insufficient, which only adds to my friend’s stress. This scenario demonstrates how the teachers at my friend’s school accept the curriculum, but inadequately deliver it. Furthermore, my friend’s experience constrasts my own schooling experience. At my high school, I had many teachers who strayed far from the curriculum

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to adopt more interactive ways of teaching. This contrast between my positive schooling experience and my friend’s rather negative experiences. Essentially, I see elementary school as the first step towards developing a positive affinity for school, for future academic success. Therefore, students will be better prepared to enter secondary school, and ultimately be motivated to work hard and succeed. Education manifests itself in different ways, which is why we have to teach in ways conducive to making sure our students are supported and feel prepared to tackle challenges that may arise. Therefore, the future of education relies on providing young students with good foundations of care, support, and guidance so that they can best support themselves throughout the journey through school. ■

MINDFULNESS AND EDUCATION

that is unfamiliar to you. In your Education and Society and Sociology classroom, sit 40 incredibly smart children who are actively focused the entire day. As your 40-minute afternoon class is coming to an end, the children begin to rise from their seats. A cluster of children seated in the back pick up nearby toys and begin to shout at each other from across the room. All of a sudden, you are saved by the bell. On the announcements, classical music chimes in and a counting sequence follows. The children all scurry to their In the short scenario I have provided for seats and close their eyes. They begin to you, is an example of an exercise I observed count to ten while tapping their heads while teaching elementary school in Beijing, from front to back. Next, they move from China. The students at Beijing Foreign their heads, down to their eyes. In steady Languages School engage in this exercise circles, they massage their eye lids and once in the morning and once in the gravitate down to their cheek bones. afternoon. Although this method of practice Finally, they shift to their ears and slightly was unfamiliar, I learned that it helped tug on them from top to bottom until the students achieve peace of mind by helping music and counting cease. All of the them clear their thoughts, relax their muscles, children open their eyes and are ready to and stay focused on the present. resume learning. As I think about teaching and mindfulness, I canÕt help but reßect on what education will look like in the future. My hopes are this: in the future, I hope to see educators prioritizing the importance of mindfulness to nurture the whole child. Regardless of the context of the school, all learners carry many stressors with them to class each day. As educators, it is our role to support students by alleviating this stress and ultimately creating a learning environment conducive to their health and well-being. By doing so, students enter a holistic connection to their learning. They learn through their heads, hearts and hands. As society grapples with how best to end stigma surrounding mental illness and to create spaces open for discussing mental health, teachers can join the conversation by integrating an awareness for self-care beginning in the early years. magine teachingtoinyou. an environment that is unfamiliar In your that is unfamiliar to you. In smart your children classroom, sit 40 incredibly classroom, sit 40 smart children whoday. are As who are actively focused the entire actively focused the entire day. As your your 40-minute afternoon class is coming 40-minute afternoon class is coming to to an end, the children begin to rise from an end, the children begin to rise from their seated in in theirseats. seats.AAcluster cluster of of children children seated the and begin begin to theback backpick pickup up nearby nearby toys toys and shout at each other from across thethe room. to shout at each other from across All of aAll sudden, you areyou saved by the bell. room. of a sudden, are saved by the bell. On the announcements, On the announcements, classical music classical in and a counting chimes inmusic and a chimes counting sequence sequence follows. The children scurry follows. The children all scurry all to their to their seats and close their eyes. They seats and close their eyes. They begin to begin to count to ten while tapping their count to ten while tapping their heads heads from front to back. Next, they from back. Next,down they to move movefront fromtotheir heads, theirfrom their down to their In steady eyes.heads, In steady circles, theyeyes. massage circles, they massage their eye lidstoand their eye lids and gravitate down their gravitate down to their cheek cheek bones. Finally, they shiftbones. to their ears and slightly tug on them from top Finally, they shift to their ears and slightly to bottom until thetop music and counting tug on them from to bottom until the cease. All of the children open their music and counting cease. All of theeyes and are ready to resume learning. children open their eyes and are ready to resume learning.

Rose-Marie Spada Major in History, Minors in Education and Society and Sociology

In the short scenario I have provided for you, is an example of an exercise I observed In the short scenarioschool I havein provided while teaching elementary Beijing, for you, is an example of an exercise I China. The students at Beijing Foreign observed while teaching elementary school Languages School engage in this exercise in Beijing, China. The students at Beijing once in the morning and once in the Foreign Languages School engage in this afternoon. Although this method practice exercise once in the morning and of once in was I learned this thatmethod it helped theunfamiliar, afternoon. Although of students peace ofImind bythat helping practiceachieve was unfamiliar, learned it helped students achieve peace mind by them clear their thoughts, relaxof their muscles, helping them clear their thoughts, relax their and stay focused on the present. muscles, focused on the present. As I and thinkstay about teaching and As I think about teaching and mindfulness, but reflect onon what mindfulness,I can’t I canÕthelp help but reßect what education will look like in the future. My hopes are this: in the future, education will look like in the future. My hopes are this: in the future, I educators will prioritize the importance of mindfulness to nurture the whole hope to see educators prioritizing the importance of mindfulness to nurture child. Regardless of the context of the school, all learners carry many stressors the whole child. Regardless of the context of the school, all learners carry with them to class each day. As educators, it is our role to support students many stressorsthis with them to ultimately class each creating day. As educators, it is our role to by alleviating stress and a learning environment support students alleviating this stressByand ultimately creating conducive to theirby health and well-being. doing so, students enteraalearning holistic environment to their well-being. By doing students connection toconducive their learning. Theyhealth learn and through their heads, heartsso, and hands. As society grapples to with how best to end stigma mental enter a holistic connection their learning. They learnsurrounding through their heads, illness and to create spaces open for discussing mental health, teachers can hearts and hands. As society grapples with how best to end stigma join the conversation by integrating an awareness for self-care beginning in surrounding mental illness and to create spaces open for discussing mental ■ the early years. health, teachers can join the conversation by integrating an awareness for self-care beginning in the early years.

Imagine teaching in an environment

Rose-Marie Spada Major in History, Minors in

MINDFULNESS AND EDUCATION

HEY, TEACH! SPRING 2018

RETURNING TO THE ROOTS OF EMPATHY

MEHAK JAMIL (Hons.) B.A.

Just as Year Three came to a close, right after

exams, I joke that I was lucky enough to get my very own personalized Roots of Empathy course: my aunt had a baby. Roots of Empathy is a formal program introduced in today’s schools, where a baby and a parent have regularly scheduled visits in an elementary school classroom. Viewing the bond between parent and child is meant to enhance feelings of empathy and care in students, and while all students in the class participate and benefit, the social goals of the program are to “break the cycle of intergenerational violence and poor parenting.” (Gordon 12) Throughout my undergraduate placements, I had had the opportunity to work with some elementary aged children, and I had spent a lot of my volunteering time working with grade seven and up. These placements taught me a lot about empathy, but I had never before had any major interactions with a baby. I watched over the months as my aunt interacted with him, and slowly, I began developing my own relationship with my cousin. I watched in amazement as my repertoire of nursery rhymes expanded, as I let go of my shyness and learned to be silly, and as I came to learn how to respond

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to and soothe him I watched in awe as our bond formed, and how a connection was unfolding— from the very beginning. A key experience which helped me enhance this connection was during my gap year. My cousin was about 20 months by then, and he ran into his nursery. I followed after him, but just as I was about to enter his room, he slammed the door on me. I was surprised, and a little taken aback. Instead of telling him that this wasn’t very nice, when he opened the door, I said, “Peek-ABoo!” which is his favourite game. He ran to me and hugged my legs. Then, he went back to his room and shut the door again. And opened it again. Again, I said, “Peek-A-Boo!” He laughed very hard, and again, ran to me and hugged my legs. We went back and forth like this a number of times, and each time, he laughed harder, ran faster, and hugged tighter. The situation had turned from a potentially difficult one into a positive one, where we were both happy. Through this experience, I found that there were certain core values I had brought to teaching, which followed me outside of the classroom, and back into the roots of empathy. I wanted to ensure that positive learning was passed onto a little toddler. Before addressing

the fact that ‘shutting the door’ on people is not polite, nor an appropriate way to deal with a problem, I needed to build trust for this little baby, by consistently being there every time he needed that door reopened. I needed to ‘let him in,’ so that he knew how to let others in. I was able to take his actions and feelings, which may have initially been uncomfortable for me, and reflect them back to him as acceptance and understanding—unconditionally. I was able to go back to the roots of empathy—to the bond between a child and an attachment figure. Now, I had the power of knowing that I got to choose which role I played, and what I wanted the situation to mean for us both. Reframing a situation, especially one where we have been shunned or otherwise ‘shut out,’ is probably one of the most powerful things we can do, especially when it comes to teaching and demonstrating empathy and care. As John Green writes: “You get to pick your endings and your beginnings. You get to pick the frame, you know? Maybe you don’t choose what’s in the

picture, but you decide on the frame” (277). It is a choice. The purpose of education is changing and progressing, to include not only academic learning but emotional literacy. And, we owe it to our children to make the choice toward empathy. In conclusion, I leave with you an anonymous quotation: “Just because you are not a native speaker, it does not mean that you cannot be fluent in a language.” In the last issue of Hey, Teach! Education: Past and Present (Vol 9, Issue 1), I wrote about the effects of intergenerational trauma and abuse in educational environments. As mentioned at the beginning of this article, the goal of Roots of Empathy is to ensure that these effects do not get passed on to another generation of children. By bringing the parent-child bond into classrooms, Roots of Empathy is already paving the way towards enhancing emotional literacy for all students, including those who may not be native speakers, but who can indeed be fluent in the language of empathy. ■

Gordon, M. (2012). Roots of Empathy: Changing the World, Child by Child. Thomas Allen Publishers. Green, J. (2017). Turtles All the Way Down. New York: Dutton Books. HEY, TEACH! SPRING 2018

Envisioning the Future The Interviewees Dr. Kelley Castle is the Dean of Students at Victoria College, who carries a strong passion for student success and holistic student experiences. Aside from holding a PhD in Philosophy, Dr. Castle is rigorously involved in community outreach. In her professional career at Vic, she has championed several programs â&#x20AC;&#x201C; most notably Ideas for the World.

Dr. William Robins is the current President of Victoria University, and has been a dedicated professor of English and Medieval Studies at the University of Toronto. His academic work focuses keenly in the Late-Antiquity to Middle Ages period, while his work as President aims to promote liberal education and humanist inquiry.

The Interviewers Cassie Fast is in her 4th year at the University of Toronto and is presently researching how postmodern conceptions of education challenge the views of humanist educators from the Italian Renaissance.

Rija Saleem is a 4th year student at the University of Toronto. Majoring in History, with Minors in Education and Sociology. Rija is interested in the ways schooling interplays with society, and the role of education in international development and youth empowerment.

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FEATURE INTERVIEW WITH

DR. WILLIAM ROBINS: The Future of Postsecondary Education Q: Could you talk a little bit about yourself and the education path that led you here, and if you expected to be where you are today? I’ve been president at Vic for 2 and a half years but have been at Vic for 20 years. Above all, I am a professor, a teacher; I’ve just gotten more involved in administration over the course of my time as a professor. I have always felt I would be a university professor – that was not a surprise - but the involvement in university at a level other than being a professor was not something I originally planned. Q: What was the educational pathway to led you to where you are today? I was a Classics major in undergrad. I became fascinated with the way language works, and the ways we talk about cultural difference over time. I did a Masters in Medieval History and a degree in Comparative Literature for my PhD, continuing to ask the questions: How do we talk about the Middle ages – a period in some ways very different from the modern world, yet, at the same time, we see the origin of the modern world there?; How you can you have something so radically different, but core to our modern identity? Bridging to the university, the question arises: How do we deal with similarity and change over time? As I’m entering into administrative positions, I’m aware of some of these questions, from a larger, deeper historical past. Q: What made you interested in the field of education?

I don’t have a degree in education, I have a degree in Classics and Comparative Literature. I think of myself not as being in the field of education, but someone who is passionate about education. Because I am passionate about it, and I want to spread the word about what we can learn from studying past and present, I naturally am a teacher. Setting the wheels of motion in my own mind, and questioning, What is the role of humanities in a university education? I constantly think what the possibilities of university education are. Q: The purpose of education is consistently being debated. Arguably, the primary purpose of a university education today is to equip young adults for their entrance into the workforce, or ready them for the pursuit of a career. Do you agree? Why or why not? There are several different purposes for a university education. It depends on one’s perspective - the perspective of the individual student, the family, the province that is paying for part of the education, of employers, professors. All of this means there are different kinds, and purposes, of education. Several college programs prepare students for particular jobs, likewise, professional schools are necessary training for lawyers, doctors, nurses. In these cases, there is a direct connection to the work force and design of education. In this mix, liberal education has traditionally been seen as providing an “opening of the mind,” serving individuals in good stead throughout their entire HEY, TEACH! SPRING 2018

life - not to get them their first job but help them throughout their life. Traditionally, liberal education has been pursued separately from the idea that it should be “training” for a particular sector or industry. What we see happening now is an understanding on both sides of the equation - there is no need to draw the line too hard. That’s to say, in engineering programs, nursing programs, law programs, there are courses that help students think about the ethics and humanity of what they are doing. The STEM subjects are sometimes called STEAM, adding “A” for Art, and pushing students think critically about their field, and understand how their discipline (i.e. Science, Technology, Engineering and Math), is of value to wider society. Q: How do you see the humanities evolving in the future of education / university content?

depend on nuance and qualitative distinctions, rather than on hard and fast distinctions made through numbers. It also seems as if Artificial Intelligence (AI) will be making huge strides in the next decades. We might be going through a process similar to mechanization in the early 20th century. It’s possible AI will get rid of a lot of white-collar jobs, as accounting and paralegal information can be easily processed by computers. The process computers have most trouble answering are ones that are specifically human. And so, it may be that humanities will be increasingly important the more we rely on robots to complete a larger portion of work.

I think perhaps the humanities have never been more important, in part because of the unprecedented technological change. Technology has the capacity to disrupt the ways we have traditionally behaved, and the ways we think about ourselves. What does it mean to be human? What does it mean to have a functioning, equitably society? These questions are not going away; in fact, they are becoming even more pressing. To me, the humanities have always been a place where those kinds of questions get discussed. These questions involve deep aspects of subjectivity, psychology, and a lot of the answers

Going forward, one controversy we might face would be if education becomes a two-tiered system. This is more likely to happen in the States than in Canada. If a large percent of the population is getting their degrees through online learning, while a smaller portion [of students] is receiving an education in more supportive, collaborative classroom environments, there is a qualitative difference. One worry would be if only families that can afford an elite education get the “special attention.” So far, in Canada, we have been able to resist a two-tier system. I believe we will be able to going into the future,

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Q: What controversies, issues, or obstacles do you foresee entering the conversation about education?

but there are pressures both ways. There are pressures to provide delivery services that are more individualized and fragmented, but also pressures to continue to offer a truly meaningful connection where the entire person is being attended to. Q: What legacy would you like to leave as an educator? At Vic, we have a unique opportunity to be leaders in transforming liberal education for 21st century needs. My predecessor, Paul Gooch, recognized that First-Year experience could be crucial for students being successful in the rest of their university years, and thus,

developed Vic One. One question for me is how to build off that aspect of Vic’s identity. I would be thrilled if I can help Vic find ways to ensure that students are similarly empowered as they transition, not into university, but out of university. There is much work universities can be doing in this regard. Much of it is to focus on sector-specific training and career counselling. Because of Vic’s commitment to liberal education we can approach the question in a different aspect asking, How can we continue to champion liberal education? while at the same time making it clear how students will be able to transition into whatever comes after university in a way that makes them confident for success. ■

FEATURE INTERVIEW WITH

DR. KELLEY CASTLE: The Future of Postsecondary Education Q: Could you talk a little bit about yourself and the education path that led you here, and if you expected to be where you are today? Sure! To start at the end, no, this wasn’t my master plan. I was in the middle of doing my PhD in philosophy here at U of T, and somewhat randomly applied to be the Dean of Women at King’s College in Halifax in 1999 (my husband, John Duncan, was teaching in the Foundation Year Program there). The last thing in the world I thought I would do was become a career university administrator! I wanted to be a philosophy professor,  and had dreams of creating a free access university, without really knowing what that meant.  John

and I used to go on canoe trips and hatch plans for starting it. But I went out to Halifax for what I thought was a one year stint, and loved King’s and found that this sort of work was a hybrid of academic and community work, which I loved. I had been the Coordinator of the Women’s Centre in my undergrad, worked at a camp for “battered” children, then worked in a Sexual Assault Support Centre, and with various other community-based groups, so it was a bit of lucky accidental design for me to wind up sort of pulling it together! Q: What would be your message to students?

I suppose my message to students might HEY, TEACH! SPRING 2018

fall a bit out of my own experience, but also from watching them over the past 20 or so years. The short version is that in forging their futures, change is good.  If your plans morph as you go, it doesn’t mean university – or you – failed.  It means it all worked.  It’s actually a good thing to have your mind changed, and your vision of things altered by study and reflection. You have to have a goal toward which you work. But as you move toward it, the unintended and unforeseen will happen, make you reassess, and you will veer in a different direction. That’s not failing, it’s learning, no? Goals modify themselves along the way.  Most life narratives that look like they’re smooth and unswerving only look like that in retrospect!  Q: Is that where H4H comes in?    Sure is. Sometimes it seems we carve (maybe unwittingly) a divide between the university and the community outside of it. My own hope is to try to make a few more holes in the so-called “ivory tower”, so that it’s more porous. There are many fantastic people doing great university work in the community… in labs, in research, in libraries, food banks, you name it… For me, it has been through my regular job, but also through Ideas for the World with our outreach programs and conferences here at Vic (and some at Trinity, where part of this started). John Duncan, my husband, and I started it [Ideas for the World] 10 years ago at Trinity and made it into a joint project at Vic a couple of years later, when I moved here. At Vic, it expanded into Theatre for Thought, and then Cultural Concepts, and just this term, we started Science in Action which went very well. All of them bring in community members from shelters, community centers, food banks, etc., for free lectures and discussion. The lectures are mostly delivered by faculty members, but we’ve also had members of the community come to speak (architects, lawyers, judges, the chief of police etc.) An essential part of the program is that it is half community members and half undergrad mentors. At the beginning, it’s structured

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around mentors helping community members in discussion groups, but as we move through the course, the groups become more of a collective, and everyone learns from each other. The experience and knowledge and vastly different perspectives the community members bring to the conversation adds a richness I’ve rarely seen in other situations… It’s a bit rough around the edges, very personal, sometimes political and definitely educational. We don’t hold back on topics – we cover a huge swath of challenging material. When we initially proposed this, there were some who had strong reservations. We heard concerns that community members wouldn’t be able to handle the academic material. We had the usual refrains about student apathy being on the rise, and disengaged faculty yielding to the apathy and become disengaged, but that’s certainly not what we see. We see animated, dedicated students who thrive, we see faculty who come back year after year and are deeply dedicated to the program, and we see community members who take on complicated topics and give thoughtful, provocative feedback that even the lecturers

say is brilliant. So basically people said “Nice idea, but it would be too messy.” It turns out all the reviews from our undergrads have been excellent, and most herald its messiness as a virtue! We have people in the program from many walks of life – people who have only been in the country for weeks, fled their homes, live in poverty, have been harshly discriminated against, are victims of domestic abuse. So they teach us. It’s very reciprocal – to the point of it really not being a divide at all. It becomes more of a family of learning than a classroom, and it’s pretty amazing. It’s also important to remember where we are. This is a place where we have conversations about the world in which we are located. We’re in downtown Toronto - to pretend that we’re isolated physically or intellectually from the rest of the world is an abstraction that we’re not justified in making.

But I’d say that insofar as the university could have a singular purpose, those avenues might all lead to a good old-fashioned Socratic wisdom, knowing the limits of one’s knowledge… which leads to discovery and questioning and challenging all over again. Yikes. I sound like Yoda! Profound I am. Q: And I suppose a good question to wrap this all up is: what is the legacy you wish to leave as an educator? I’m not sure I’m an educator, but my own goal is to try my best, in whatever way I can, to make university more meaningful to students so that life afterwards is the same. I apologize if I sound like a page-a-day calendar! ■

Q: What do you think the purpose of a university education is? Like you said, a lot of people automatically assume that you go to a university to get a job later on, what would you say?    There are pressures from many sides for universities to produce graduates with measurable transferrable skills, to emphasize employability and quantify practical competencies. Maybe I’m naïve, imagining “learning for its own sake”, but I look at some of the people I most admire. The vast majority aren’t doing things they mapped out during their degrees by gauging the usefulness of learning outcomes. Ugh. I’m so cynical! I wouldn’t presume to say what a university education should be… it differs from person to disciplines to affiliations. I think that university takes us down a path of asking more questions and finding that the limits of our knowledge bump up against the world. There are obviously methodological and thematic differences between academic areas. Scientific method, humanities research, social science research… there are so many different avenues. HEY, TEACH! SPRING 2018

Reflection on the interviews

CASSIE FAST, Year 4 English Major History and Education & Society Minor

RIJA SALEEM, Year 4 History Major Sociology and Education & Society Minor

It was an honor to interview President Robins and Dean Castle for this issue of Hey Teach! We

walked into each interview wide-eyed and giddy, excited to learn about how these incredible educators envisioned the future of education. The second as we began talking with Dr. Robins and Dr. Castle, however, we quickly realized how loaded our question, “What is the future of education?”, truly is. Dr. Robins and Dr. Castle are both living examples of innovation in education. While we only spent a few minutes with them, it was clear from the moment we entered their spaces that both Dr. Robins and Dr. Castle truly care, and actively think, about the field of education and its future. However, most importantly, they act on their thoughts – both educators constantly work to make the future of education a good one. We leave our interviews with a mix of optimism and angst, curiosity and fear. The field of education is rapidly changing, this is inevitable, however, our responsibility is greater than ever to ensure this change is positive. Education is a tool of empowerment, one that open doors to opportunities and provides access to worlds unimagined and unexplored. It is critical we keep pushing education to be transformative, to encourage a pervasive learning experience as Dr. Castle states, and help students grapple with transitions out of university, as Dr. Robins envisions. Both educators reminded us that the future of education is unclear for us all. However, through these interviews, we have also reaffirmed that at the head of the future of education are leaders like Dr. Robins and Dr. Castle, striving to make education exceed our wildest expectations. It was truly a privilege and inspiration to have had the chance to converse with President Robins and Dean Castle. Vic, and the future of education as a whole, is clearly in good hands. ■

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Jesirene Buenaventura Year 5 CTEP Primary/Junior

What do you think education/schooling will look like in the future?  What do you hope the future of education holds? hen people imagine the future WhenWpeople imagine the future and and the the

directionthe theworld worldisisheading, heading, one can only direction one can only think think of how education will look in a few of how education will look in a few years. Some years. Some imagine the future people might people imaginemight the future of education with of education with iTeachers like the one in iTeachers like the one in NedÕs DeclassiÞed School Ned’s Declassified School Survival a Survival Guide, a teacher who “homeGuide, teaches” teacher video who “home teaches” through video through chat. As wonderful as it might chat. As wonderful as it might sound sit in sound to sit in my pajamas all day beingtorolled around the hallways I’m displayed on a the my pajamas all day as being rolled around computer this is not my image that hallways screen, as I’m displayed on aÞrst computer screen, comes mind for the future of comes education. I this is to not the first image that to mind for imagine the future of education to be even better! the future of education. I imagine the future of education to be even better!

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I see a continued shift in classroom dynamics and the norms of what learning looks like. I see a greater push for studentI see a continued shift in classroom centered learning, where students have a greater dynamics and the norms of what learning influence on what they want to learn andlooks are like. I see a greater push for student-centered their own creators of knowledge. In turn, I hope learning, where studentsso have greater inßuence this creates excitement thataevery student on they want to learn and are their own – haswhat something to look forward to everyday creators of knowledge. In turn, I hope creates whether that is coding their robot to this go around excitement that every student something to an obstacleso while learning abouthas perimeter, love forward to everyday- whether that is coding or getting messy as they squirt ketchup and their robot to go around an obstacle while learning molasses down a ramp as they explore the about perimeter, or getting messy as they squirt concept of viscosity, or simply to be in the ketchup and molasses down a ramp as they presence of teachers and peers who really care explore the concept of viscosity, or simply to be in about them. the presence of teachers and peers who really care I imagine a classroom where every about them. studentI imagine has someone they can really count on, a classroom where every student someone they willcan treasure and trust, a friend has someone they really count on, someone whom they will carry on with through they will treasure and trust, a friend whotheir they will adultwith years. Duringtheir recess, I hope create carry through adult years.they During childhood memories they never forget, like they recess, I hope they create childhood memories creating that snowball that took 5 other students never forget, like creating that snowball that took 5 to roll, or scoring their first basket while the other students to roll, or scoring their Þrst basket tallest kid inkid theingrade is guarding them. as the tallest the grade is guarding them. As these images of the future appear As these images of the future appear cliché cliché and overly optimistic, reflect andmy and overly optimistic, I reßect Iand realize realize my hopes for the future of education hopes for the future of education are actually just are actually just what I experienced what I experienced growing up. I hopegrowing that every up. I hope that every student experiences the up student experiences the same joy I had waking same I had waking the morning, and in the joy morning, and feelsup theincomfort of walking into classroom felt like home. thank all the feelsathe comfortthat of walking into a Iclassroom teachers encouraged mealltake committed that felt who like home. I thank therisks, teachers who their time to my and brought out thetime best encouraged me learning, take risks, committed their version of me. I owe all to you. to my learning, and itbrought out the best version of me. I owe it all to you. ■ HEY, TEACH! SPRING 2018

MADDY DEWELLES, Year 4 Sociology Major Equity Studies and Education & Society Minors

s teachers, indeed as people, we constantly question the future. I don’t think it’s something we can help. The future offers us hope; it gives us something to look forward to; it keeps us goal-oriented. However, as I write this article, I reflect on an important lesson I learned this year through both my teaching and personal experiences: the future, including the future of teaching, is incredibly unpredictable. Nevertheless, I think there is beauty in this unpredictability. As teachers, we have to learn to embrace the unpredictable and commit ourselves to offering our students, whoever they are and whoever they might be, a safe, accessible, and trusting learning environment. By doing so, we allow our students and ourselves the freedom to see that the future, while full of uncertainties, is also full of incredible possibilities. It is within these possibilities that hope lies, and it is hope that propels us not only in our teaching, but in our lives. As I reflect upon the past four years of undergrad, I can’t help but think about how much I thought about my teaching future. Questions like what will my future classrooms look like? How will I decorate them? Which

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children will fill all those empty desks? Will I even get a teaching job? How long will I have to wait before having my own class? All I could think about was graduating from a teacher training program to get into my future classrooms! Though I’ve gone through placements within the Education and Society Minor, and while I hope to have many placements still ahead of me, I think I was too future-oriented. I remember, while in an SK placement in first year, all I could think about was my next placement. My next placement needs to be in a junior classroom. I need to get better at teaching grade six math. I can’t be placed in a French immersion classroom – I won’t have a clue what’s going on! What if I can’t find another placement? From all these thoughts and worries about the future, there was no room for me to enjoy the present. There was no room for me to explore, to wonder, and ultimately, to give myself permission (for once) not to have a longterm plan. This idea of not having a long-term plan deserves some expansion. Therefore, I turn to another experience of my undergrad that is more personal, but also led to a lot of growth. Last year, I took a course on the Sociology of Disability with an OISE professor and it completely blew me away! Having always been interested in special education, I never would have thought that a disability studies course

could illuminate the social and cultural factors that go into shaping disability, as well as how we come to understand the meanings behind disability, inclusion, and acceptance. From this course, which was a totally unexpected and unpredictable turn in my undergraduate career, I learned how to combine my two passions: a child-centred approach to education and a commitment to access and equity not only within the classroom, but within society as well. Further, this course made me see my own teaching future in an entirely new way. It made me see that, though I am still very eager to meet new students, teach them, and interact with host teachers as I continue my learning journey, I’ve made room for an additional passion: research on access and inclusion in education. Ultimately, since being introduced to the sociology of disability, I’m beginning to see how I can both practice teaching and use research to incorporate my voice into not only my own practice, but the practice of others. What an incredible, unexpected gift I was given. I didn’t plan for it, but the beauty of education, teaching, and life is that very often the things we aren’t expecting are most influential in shaping our personal and professional futures. So, never be afraid of the future! Live your passion and always be open to new ones – you never know where the unpredictable will take you. ■

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NURTURING THE SELF: MOVING NURTURING THE SELF: MOVING EDUCATION IN THE RIGHT EDUCATION IN THE RIGHT DIRECTION DIRECTION By Tali Voron By Tali Voron

I could see the Þre burning in her eyes as her voice I could Þre burning her eyesShe as her voice she trembled, raisingsee in the pitch after everyinsentence. believed

trembled, raisingthan in pitch every She believed deserved better 62% after on her PSAsentence. video assignment, evenshe deserved better 62%didnÕt on hermeet PSA most videoofassignment, though her Þnalthan product the taskÕs even though her Þnal producther didnÕt most ofwas theataskÕs requirements. I assured that meet the teacher fair marker. requirements. I assured her that the teacher was a fair marker. He could explain the logic behind the grading scale if she asked. He could explain the logic behind the grading scale if she asked. I was only a student teacher at the time and felt it best to direct I was a student teacher at the time and felt it best to direct her toonly the classroomÕs key authority Þgure. her to the classroomÕs authority Þgure. I overheard thekey conversation when the student came I overheard conversation student came back to confront her the teacher at lunch. when What the started off as anger back to confront her teacher at lunch. What started off as anger dissolved into tears as she grappled with understanding that dissolved into tears as she grappled with understanding that her assignment wasnÕt at the level she wanted. Between sobs her assignment wasnÕt the level she wanted. Between sobs she whispered that she at wasnÕt good enough, even though she she whispered that wasnÕt good enough, though sheto already received hershe acceptance to the collegeeven she was going already received her acceptance the the college she turned was going to attend after graduation. After shetoleft, teacher to me attend after graduation. After she left,athe teacherheturned me and sighed. ÒThis isnÕt why I became teacher,Ó said astohis and sighed. ÒThis and isnÕthe why teacher,Ó he said as his shoulders sagged putI became his headain his hands, ÒIt breaks shoulders and he puttohis head inthat his they hands, my heart tosagged have to explain students areÒIt notbreaks their my heart to have to explain to students that they are not their grades.Ó grades.Ó

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“It “It breaks breaks my my heart heart to to have have to to explain explain to to students students that that they they are are not not their their grades.” grades.” Throughout my four years of undergraduate studies I have Throughout my fourallyears undergraduate studies I have found myself in classrooms overof Toronto and the GTA. Whether found myselfin inan classrooms allor over Toronto school, and theorGTA. I was placed elementary secondary if theWhether Istudents was placed an elementary or secondary or if the wereinafßuent or impoverished, the school, same problem students or again, impoverished, sametheir problem remained:were timeafßuent and time students the equated self-worth remained: time and time again, students their self-worth with the number scrawled on the bottomequated of their rubrics. with theThe number scrawled on the bottom theirlevels rubrics. commonplace nature of high of stress and mental The commonplace nature of high stress levels and mental health issues has become part of the mainstream, especially among health issues has become part of the mainstream, especially young learners. It is devastating to hear about the number ofamong panic young learners. It is devastating to hear about the number of panic attacks, sleepless nights, and endless bouts of self-doubt that go attacks, nights, and endless of self-doubt thatasgo throughsleepless our students’ minds. When Ibouts worked with children through When I worked with as young asour six students’ years old,minds. those who didn’t receive As children automatically young as sixthemselves years old, those who didn’t receive AsÒstupid.Ó automatically denounced with labels of ÒdumbÓ and denounced witha labels ÒdumbÓ and Òstupid.Ó Adolescentsthemselves would go into panic of when receiving a grade below an Adolescents would go into a panic when receiving a grade below 80, worrying that one slip-up would result in rejections from post-an 80, worrying that one slip-up would result rejectionsfailure. from postsecondary institutions, unemployment, andinimminent secondary unemployment, andlevel imminent failure. Asinstitutions, many educators can attest, this of catastrophic many attest, level of catastrophic thinkingAs could noteducators be furthercan from the this truth. However, the lack of thinking could not be further from the truth. However, lack of resilience in students, and the obsession with meeting athe standard resilience innumerically students, and the obsession with meeting a standard that is only measured, is unhealthy. that is only numerically measured, unhealthy. There are so many ways to is achieve success and recognize There are so many ways to achieve success recognize intelligence. Unfortunately, the education system weand have is still intelligence. Unfortunately, the education system we have stillare unable to recognize them all. It is time to rethink the valuesisthat unable themThe all. classroom It is time toshould rethinkwork the values that the are instilledtoinrecognize our students. to nurture instilled in our students. The and classroom should workappreciate to nurture the individual, bolster creativity, most importantly, individual, and most importantly, appreciate every lessonbolster for its creativity, importance and applicability Ð not for the every lesson for its importance and applicability Ð not for the number that is awarded at the end. number that is awarded at the end.

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Electric Sheep

NATALIA KOWALENKO, Year 4 History and English Majors

Growing up, I wasn’t very social and spent most of my time reading.

One of my favorite genres was science fiction and my introduction to it was a book called Do Androids Dream of Electric Sheep? by Philip K. Dick, which was the basis for the 1982 dystopian film called Blade Runner. The plot revolves around a bounty hunter called Rick Deckard who is set to “retire” six escaped androids amid a post-apocalyptic backdrop. The novel ends with an open-ended question – what does it mean to be human? After reading the book I put it down and did not think about it until years later while I was in university. I was taking a science fiction class as one of my electives and we had to read the novel again. This time, I had a different understanding of the book.

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Thinking back on my earlier years, I was raised in a technologically conscious household and I received my first computer at six. I practiced typing and computer navigation through programs downloaded from CDROMS and later USB drives. As the amount of memory storage grew, so did my knowledge of computers. I came to see the LED screen as a beacon of light and happiness in my life. The internet became an endless library filled to the brim with knowledge and Google was my best friend and advisor. And then, the introduction of Smart Phones made it all the more accessible. In school I was able to do my research more quickly, write my essays more efficiently and have it all be grammar checked and auto corrected immediately. Everything had become effortless – so what was that constant nagging feeling I had developed? I had lost that spark of creativity I had once had; I no longer drew, danced, played music, did sports or sang. I had instead become a transient vehicle in my own life simply passing through it while technology drove the wheel. Looking around me and at my classmates I saw similar symptoms of reliance and isolation. Technology had given us a way of efficiently cutting our working time while providing us with unlimited information, but it had provided us with a downside – machines held the capacity of becoming higher intellectual forms that we had become dependent upon. Jack Ma, business magnate and co-founder of the multinational technology conglomerate the Alibaba Group, has spoken at the World Economic Forum recently about this issue. Once a teacher in China, Jack Ma dedicated six years of his life to teaching students English before pursuing business. Always an avid pursuer of technology, he noticed the changes technology could bring about in society. According to Ma, machines will eventually replace humans in knowledge-based positions for there will be no

competition (Meet the Leader, 2018). What needs to change is the way schools value learning, for the future will depend on how to distinguish between machine and humankind. Ma states: “I think we should teach our kids sports, music, painting, art and making sure humans are different and everything we teach should be different from machines” (Meet the Leader, 2018). It does not seem a far-fetched idea that technology will undoubtedly catch up with us, however what is important is how will we deal with it once it does. The answer to distinguishing our human students from the machines they so often rely upon starts within the school system and the values that are being taught. The world underwent several technological revolutions; the Industrial Revolution, WWI, WWII, the space age, and the invention of the computer. Within each era society had changed to adapt to the new structure. Society will change again. However, schooling throughout these eras had been largely knowledge based with each era being punctuated with a publishing boom to release newfound information. With the advent of the internet and its immense capacity for data perhaps this form of schooling is no longer effective on such a large scale. Technology and the sciences will become more entrenched into our lives; however, that is not to say that we should become wholly entangled within it. Perhaps what is needed is a reintroduction to those core beliefs that make us unique and that make us human. Although they may have the mechanisms for it, androids cannot dream of sheep. ■ World Economic Forum. “Meet the Leader with Jack Ma.” Online video clip. YouTube. YouTube, 24 January 2018. Web. 14 February 2018.

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Bright

SAMANTHA KING, Year 4 Sociology Major; English and Education & Society Minor

s I stand on the brink of graduation, it is easy to look back on the past four years and consider what I have learned about education at university. Knowing that I have been in school every year of my life since the age of five, it is nostalgic to think about all of my own experiences within the education system, both good and bad, and reflect on how they have shaped my perspective. Learning about our past can help us envision a better future, and as I think about all the ways that education has been a part of my life, my dreams, and my passions, I am full of hope that its future is bright. On one of my first days at university, all of the incoming students were invited to come together for the College’s traditional ceremonies. After we learned about the history of the education that was ahead of us, we stood in a circle on the Victoria College quad, each holding a candle and passing a flame to the one beside us, until the entire space was aglow. The tradition symbolized the passing on of knowledge, the ever-burning light of learning. I remember feeling breathless. It was beautiful. My flicker of curiosity when I entered university was nurtured by professors who had a passion for teaching and education. Some of them had worked as teachers. Some of them had not. All of them filled me with excitement and saw potential in me even when I did not see it in myself. The more that I think about what education is as an institution, the more it becomes clear that it is the people within the system that make it what it is. It is vital for us to work to grow and be the best educators we can be. It is vital for us to support our colleagues to be the best educators they can be. It is vital to nurture a belief in not only ourselves and our students, but also the power of the system to do good. A lot of changes can be made to our education system to make it better. As we continue to grow as students of life, as well as students of the university, I hope we can envision a future that is bright in so many ways we haven’t yet imagined, and work towards making that future a reality. It starts with a dream that sets a goal, which then drives a mission that sees success. Most importantly, I hope that we can work towards recognizing that all of our students are bright. If I have learned anything from the past, it is that behind every name on the attendance list, there is a person with a story. It can be so easy to make brightness a score on a test or a paper grade, but I hope that in our future, we can continue to work to make education a place of growth, learning, and recognition of the diversities in the room. Brightness is the unique gift of every student in whatever it is they love. These little burning flames of curiosity and excitement can be extinguished by a breeze. I hope as educators, we can stand on guard and nurture these flickers, so that one day, they can become fires. ■

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Wordle: “Future”

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Education needs to be more of a public service and less of a private business. Danusia Tsehelska Schools must change to grow with our society, and tap into the minds and hearts of every child. Amanda Squillace Schools of the future can learn that integration needs to be supported with resources and support in order to be effective. Elizabeth Parker The purpose of education is to spark interests and satisfy curiosities. Mira Chow My favourite grade was 5th Grade! Samantha King

Math needs to continue to change the way itâ&#x20AC;&#x2122;s taught. Students need to be able to explore multiple strategies to solve real life problems. Math must also invite every student to see its relevance in their lives, so that even the little girl interested in contemporary art can appreciate math. Jesirene Buenaventura My favourite grade was grade eleven. It was the year I met my favourite teacher. It was the year I took my first out of town school trip. It was the year I started to deepen my understanding about how relationships can transform us, and our futures. Mehak Jamil I want to teach grades 9-12, or at the college/university level. Tali Voron

Final Thoughts 33

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My favourite grade was in elementary school, grade three. I had the most wonderful teacher named Ms. Sbrolla who awakened in me a passion for storytelling. Natalia Kowalenko The purpose of education is to help students reach their full potential. Rosie Spada The purpose of education is to learn, grow, and become the person you always aspired to be. Vittoria Tesoro My favourite grade was in elementary school, grade three. I had the most wonderful teacher named Ms. Sbrolla who awakened in me a passion for storytelling. Natalia Kowalenko

It seems as if more students than ever are passing through the school system without a comprehensive understand of mathematics and this affects both confidence and self-esteem, and success rate once students graduate from the public school system, limiting their options and making them think certain careers and paths are closed to them. Saranki Sivan A purpose of education is to enable students to expand their minds through the pursuit of truth in various fields. Cassie Fast Education needs to be more authentic. Rija Saleem

From The team HEY, TEACH! SPRING 2018

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

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