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Reimagining Wellness provides tangible resources to foster wellness in SES, physical activation, Community and Team Building. Could be helpful to have it organized by highlighted skills under Learning Connections.

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Reimagining Wellness provides tangible resources to foster wellness in SES, physical activation, Community and Team Building. Could be helpful to have it organized by highlighted skills under Learning Connections.

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Cultural appropriation and cultural appreciation

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Cultural appropriation and cultural appreciation

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When talking about other people’s cultures in the classroom, it’s important that you do so in a mindful way to avoid misconceptions or stereotypes toward particular peoples and communities. It's important to honour the roots of the practice so we should take the time to do more research about the origins of the practice and encourage our students to do the same.

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We learned that cultural appropriation is “taking intellectual property, traditional knowledge, cultural expressions, or artifacts from someone else’s culture without permission. We discussed ways in which we can build a classroom environment where primary students feel comfortable to engage in conversations about their own culture and identity. 

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We learned that cultural appropriation is “taking intellectual property, traditional knowledge, cultural expressions, or artifacts from someone else’s culture without permission. We discussed ways in which we can build a classroom environment where primary students feel comfortable to engage in conversations about their own culture and identity. 

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Looking at social and emotional wellness, there is much to get caught up on re: the curriculum, - catching up on previous year's work, fast track to where the curriculum dictates for our grades / split grades, and provincial testing makes things much more stressful and challenging - trying not to have the stresses spill into the class on our students.

# data[].attributes.subject
Looking at social and emotional wellness, there is much to get caught up on re: the curriculum, - catching up on previous year's work, fast track to where the curriculum dictates for our grades / split grades, and provincial testing makes things much more stressful and challenging - trying not to have the stresses spill into the class on our students.

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need to feel safe in the class and included and if so, more willing to participate in class ; using ELL student ambassadors - but can be leaders in the school; build capacity with the community as well - home communications: phone calls, agendas, newsletters, blogs, emails, etc. on the Commons' page, HUB page - may post announcements - post everything on the main page or use MS Teams. Send home calendars ; ensure communications are equitable for parent needs - tech and no tech.

# data[].attributes.subject
need to feel safe in the class and included and if so, more willing to participate in class ; using ELL student ambassadors - but can be leaders in the school; build capacity with the community as well - home communications: phone calls, agendas, newsletters, blogs, emails, etc. on the Commons' page, HUB page - may post announcements - post everything on the main page or use MS Teams. Send home calendars ; ensure communications are equitable for parent needs - tech and no tech.

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Definition of "race" in an L.D.R. lesson

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Definition of "race" in an L.D.R. lesson

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I've never heard or read a definition that explained the concept of race so clearly.  It may be a challenge to explain this concept in words that are more attainable for ELL's and primary students, but I think it is definitely worth the effort.

"The idea that the human species is divided into distinct groups based on inherited physical and behavioral differences. Racial categorization schemes were invented by scientists to support worldviews that viewed some groups of people as superior and some as inferior. Genetic studies have concluded that race is a made-up social construct to uphold European and white standards, and not an actual biological fact." (Paul Kivel, Uprooting Racism: How White People Can Work for Racial Justice. Gabriola Island, British Columbia: New Society Publishers, 2002, p.141

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Learn, Disrupt, Rebuild- Students learn to understand and manage their emotions in a positive and effective way. We as educators provide resources, coaching and planned activities to promote learning opportunites to manage their self regulation and well being. 

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Learn, Disrupt, Rebuild- Students learn to understand and manage their emotions in a positive and effective way. We as educators provide resources, coaching and planned activities to promote learning opportunites to manage their self regulation and well being. 

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Internalized Oppression
The importance of creating a safe place for people who share the same identity to be able to share their internalizations together and 'release them' and begin to not feel shame in their identity.

Allyship
Great spoken word video - expressing what is and isn't allyship. Not just needing people to walk with them, but to walk in front of them, to stand up and be a true ally.

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On a PA day, we have the time to dive into information and the presentation of new thinking.  However, sometimes in our classes, as situations arise, we may need to be honest and say that we will have to research / seek answers  - we don't know. 

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On a PA day, we have the time to dive into information and the presentation of new thinking.  However, sometimes in our classes, as situations arise, we may need to be honest and say that we will have to research / seek answers  - we don't know. 

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This kind of goes along with what we were just talking about and not knowing all the answers: Get to know the students in your classroom and invite them to share any lived experience that they may feel connects to the curriculum. As educators, you do not have to be the expert on all topics and in fact, humility to a young person’s lived experience can be affirming of their identity/identities and foster an environment of reciprocal Sometimes conversations in our classrooms evolve in ways we do not expect or are not prepared for. It is okay not to know everything and not to have all the answers on the spot. Take time to pause the conversation and consult with a colleague and/or Administration to find ways to return to this conversation in future classes in a good way. If students have questions prior to you knowing how to proceed, offer youth some individual time with you to explore the issue privately

# data[].attributes.subject
This kind of goes along with what we were just talking about and not knowing all the answers: Get to know the students in your classroom and invite them to share any lived experience that they may feel connects to the curriculum. As educators, you do not have to be the expert on all topics and in fact, humility to a young person’s lived experience can be affirming of their identity/identities and foster an environment of reciprocal Sometimes conversations in our classrooms evolve in ways we do not expect or are not prepared for. It is okay not to know everything and not to have all the answers on the spot. Take time to pause the conversation and consult with a colleague and/or Administration to find ways to return to this conversation in future classes in a good way. If students have questions prior to you knowing how to proceed, offer youth some individual time with you to explore the issue privately

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Our group has not had time to really dig into and use the Learn, Disrupt, Rebuild resource. It looks like a great resource but we felt that we did not have the time (especially due to the pandemic) to dig into the massive resource. Reimagining Wellness was a pretty good resource. It gave teachers lots of ideas on building classroom community in a way that makes everyone feel included. It would be great if the board offered more of these activities throughout the year.

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Our group has not had time to really dig into and use the Learn, Disrupt, Rebuild resource. It looks like a great resource but we felt that we did not have the time (especially due to the pandemic) to dig into the massive resource. Reimagining Wellness was a pretty good resource. It gave teachers lots of ideas on building classroom community in a way that makes everyone feel included. It would be great if the board offered more of these activities throughout the year.

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Reading and vocabulary development is sometimes controlled by the media and consumerism - what the stores bombard our eyes and ears with.   It's important for the children (who are willing / comfortable to do so) teach the class about a cultural celebration so we all learn about others' traditions / cultures. 

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Reading and vocabulary development is sometimes controlled by the media and consumerism - what the stores bombard our eyes and ears with.   It's important for the children (who are willing / comfortable to do so) teach the class about a cultural celebration so we all learn about others' traditions / cultures. 

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Languages use masculine / feminine identifications of objects - People are now advocating to have pronouns change and how the grammatical structures will have to evolve.  It's important to be honest with our students that we may not be aware or know all that is evolving in a language, but that change is taking place.  Example:  combining il and elle to iel. 

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Languages use masculine / feminine identifications of objects - People are now advocating to have pronouns change and how the grammatical structures will have to evolve.  It's important to be honest with our students that we may not be aware or know all that is evolving in a language, but that change is taking place.  Example:  combining il and elle to iel. 

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Having inclusiveness materials in the classroom rather than same typical ones

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Having inclusiveness materials in the classroom rather than same typical ones

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story books with different cultures and different color skin, having a welcome sign in different languages etc

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Don’t discount a message just because it is delivered with emotions that we are not comfortable with. Learn to validate their emotions. 

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Don’t discount a message just because it is delivered with emotions that we are not comfortable with. Learn to validate their emotions. 

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Prioritize student voice in decision making. Teach them how to have proper discussion by honouring ideas and opinions that are different than their own.

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3) Thinking about the examples you identified, what are some things that you could do to increase the feelings of safety and inclusion for those students?

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3) Thinking about the examples you identified, what are some things that you could do to increase the feelings of safety and inclusion for those students?

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3a) Are there specific general classroom norms outlined in the On The Horizon document that could be beneficial in these cases?b) Are there particular sections of the Supplemental Documents that you feel would support your learning to understand your students' experiences of safety and inclusion in these cases? 

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3a) Are there specific general classroom norms outlined in the On The Horizon document that could be beneficial in these cases?b) Are there particular sections of the Supplemental Documents that you feel would support your learning to understand your students' experiences of safety and inclusion in these cases? 

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4) What are some of the barriers that you feel get in the way of being able to address these topics in your classroom?

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4) What are some of the barriers that you feel get in the way of being able to address these topics in your classroom?

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5) Are there any ways in which setting up some of the norms suggested in the On The Horizon document would help to create conditions so that these topics can be more readily addressed in safer and more inclusive ways? 

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5) Are there any ways in which setting up some of the norms suggested in the On The Horizon document would help to create conditions so that these topics can be more readily addressed in safer and more inclusive ways? 

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Helping ESL students to feel more included and to have a voice (e.g. reaching out to parents to find out their interests, including resources in their language, learning words in their language, help them to be an "expert" about something they'd like to share).

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Helping ESL students to feel more included and to have a voice (e.g. reaching out to parents to find out their interests, including resources in their language, learning words in their language, help them to be an "expert" about something they'd like to share).

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Impact of our words/actions vs intention

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Impact of our words/actions vs intention

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Explicitly teaching students to own their words and behaviours and the impact they make on others

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''It is okay not to know everything and not to have all the answers on the spot. Take time to pause the conversation and consult with a colleague and/or Administration to find ways to return to this conversation in future classes in a good way.''

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''It is okay not to know everything and not to have all the answers on the spot. Take time to pause the conversation and consult with a colleague and/or Administration to find ways to return to this conversation in future classes in a good way.''

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This one is tough sometimes. It's hard to not answer immediately.

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Decorating your class for Christmas but not for any other major holiday, despite the fact that JL has a huge population of non-Christian students.

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Decorating your class for Christmas but not for any other major holiday, despite the fact that JL has a huge population of non-Christian students.

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Recognition of holidays and celebrations that are significant to all students; removing gendered terminology;  acknowledging family differences when speaking to students (aka not parent/mom or dad but "adult/ grown up").

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Recognition of holidays and celebrations that are significant to all students; removing gendered terminology;  acknowledging family differences when speaking to students (aka not parent/mom or dad but "adult/ grown up").

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Continue to remember that validating someone's emotions/experiences, doesn't have to mean you agree with them, but it shows that "you see them and their struggles"

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Unsafe situation - “Whitewashing” of history by teachers in class to avoid uncomfortable conversations

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Unsafe situation - “Whitewashing” of history by teachers in class to avoid uncomfortable conversations

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When teaching Canadian history, we should mention how Canada has treated immigrants and BIPOC (e.g. slavery, internment camps, land theft, genocide) in the past and how this has translated into systemic racism today.

If children are old enough to experience these traumatic events, other children are old enough to learn it.

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Being mindful when planning Spirit Days (e.g., Crazy Hair Day, Jersey Day) - some groups might be marginalized due to a number of reasons

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Discussing and only acknowledging north American traditions and celebrations, also assuming every child has a mom and dad.  

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Discussing and only acknowledging north American traditions and celebrations, also assuming every child has a mom and dad.  

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Beware of the burden that "speaking for a community" places on youth -- We want to balance giving them a voice, but not the hardship of feeling they need to be the one to always represent the voice of their community

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A student may feel unsafe if they ask a teacher to call them by a preferred name and the teacher does not. Or if the teacher calls home and discloses this information without being aware of it already.

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A student may feel unsafe if they ask a teacher to call them by a preferred name and the teacher does not. Or if the teacher calls home and discloses this information without being aware of it already.

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BIPOC (Black, Indigenous, people of colour)

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BIPOC (Black, Indigenous, people of colour)

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- religious identities
- gender

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Think about some of the identities that may be held by students within your classroom.

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Think about some of the identities that may be held by students within your classroom.

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Think about some situations/ practices that could make these students feel unsafe or not included?

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Think about some situations/ practices that could make these students feel unsafe or not included?