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If we understand diversity to truly be a strength that leads to greater competence and holistic development, I think we need to move beyond acceptance and celebration. I think we can deeply value diversity so that we build learning activities with no right or wrong answers, but that deepen our ability to interpret multiple perspectives. We can give choice so that students are encouraged to surface and develop their diverse perspectives and identities.

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Thank you everyone for this session that served to “nourish our learning spirits”… key  take-aways: re-shifting / re-shaping narratives; focusing on building authentic relationships; opening windows and lenses from which to learn from the past; holding/creating spaces for all; empowering learners by recognizing diversity of identity and living experiences; learning to facilitate and contribute to conversations about difficult knowledge; and, inspiring empathy in daily life.

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the work of pushing boundaries and nourishing the learning spirit belongs to all of us

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the work of pushing boundaries and nourishing the learning spirit belongs to all of us

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Being 'in relationship' with the land and waterways. 

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Being 'in relationship' with the land and waterways. 

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https://www.fnesc.ca/learningfirstpeoples/

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Learning First Peoples Classroom Resources – First Nations Education Steering Committee FNESC

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Battiste (2013) says: “You have to have enough love of learning to have the courage to remake it, imagine it, and teach it” (p. 190). Therefore, educators are responsible for understanding historical wrongdoings and engaging in the hard and heart work of unpacking the dominant Eurocentric views embedded in who we are and how we teach.

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Indigenous Resources for Classrooms collections are helpful, for example, 

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Indigenous Resources for Classrooms collections are helpful, for example, 

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Indigenous Research Methods: Research is Ceremony by Shawn Wilson

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Indigenous Research Methods: Research is Ceremony by Shawn Wilson

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Here is the link to a google drive where we have compiled some resources for those who attend our workshops https://drive.google.com/drive/folders/17WqGTE7Uj5KBsn9U-mQdq6hUarMBPmBA?usp=sharing

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In order to nourish the learning spirit, we need to:

• learn who each person is in our classes and understand how their diverse lived experiences will influence their learning

• make sure each learner is celebrated – sees themselves and hears their own and other languages in our classrooms and learning environments

• believe ALL can learn at high levels

• realize WE have a journey to take (to unlearn and learn) and the ability it takes to transform

• know learning is OUR responsibility.

• apply our ability to our responsibility & collaboratively (with students, families and community) to design the BEST possible experiences for learners in our care.

• use collaboratively designed, engaging and supportive assessment practices to assist learning and to inform our teaching practice.  To support students in becoming the storytellers of their own learning

• embrace mistakes and use them as learning experiences

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Why is so much emphasis on literacy and not fluency? I aim for fluency over literacy. Literacy has done, and continues to do, much damage to some.

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What does it mean to "normalize"?  “Trouble with normal is it always gets worse” Cockburn.

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Listening and Learning from Others (including more-than-humans)

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Listening and Learning from Others (including more-than-humans)

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Learning how to listen to other perspectives that may be quite different. Practice is required (on-going; moment to moment).

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Perhaps when struggling with language, you could use online resources to amplify the pronunciation from native speakers first, and then follow up with the pronunciation yourself to demonstrate both to your students.

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Evey thing is connected- “patterns that connect”. 

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Evey thing is connected- “patterns that connect”. 

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Creating spaces for full voice and choice supports positive identities and inclusion 

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Creating spaces for full voice and choice supports positive identities and inclusion 

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Know yourself and your connections. This is hard work and may take years. Knowledge comes from real experiences. Coming to know yourself may mean leaving behind some knowledge that you previously held (unlearning/unsettling).

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acknowledge space you are learning in and keeping an open mind 

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acknowledge space you are learning in and keeping an open mind 

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"Students become storytellers of their own learning" - from Josh

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"Students become storytellers of their own learning" - from Josh

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How do we rebuild relationships with each other, to the land, to the spirits, and to educational institutions?

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Love the challenge to reflect upon how our actions in practice do not always align with our words. How the status quo can easily hide behind systemic rhetoric.

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Love the challenge to reflect upon how our actions in practice do not always align with our words. How the status quo can easily hide behind systemic rhetoric.

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every student sees themselves represented and celebrated in the classroom 

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every student sees themselves represented and celebrated in the classroom 

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"Learning about the original peoples, cultures and names of every place we go..."

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"Learning about the original peoples, cultures and names of every place we go..."

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https://journals.lib.unb.ca/index.php/CJAL/article/view/19743

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Admin menu

Main menu

Articles

Vol. 10 No. 2 (2007)

Submitted

October 15, 2012

Abstract

Three inter-related assumptions regarding best practice in second/foreign language teaching and bilingual/immersion education continue to dominate classroom instruction. These assumptions are that: (a) the target language (TL) should be used exclusively for instructional purposes without recourse to students' first language (L1); (b) translation between L1 and TL has no place in the language classroom; and (c) within immersion and bilingual programs, the two languages should be kept rigidly separate. Research evidence provides minimal support for these assumptions and they are also inconsistent with the instructional implications of current theory in the areas of cognitive psychology and applied linguistics. Based on current research and theory, a set of bilingual instructional strategies are proposed and concrete examples are provided to illustrate how these strategies can be used together with monolingual strategies in a balanced and complementary way.

Cover image

How to Cite

Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics, 10(2), 221-240. Retrieved from https://journals.lib.unb.ca/index.php/CJAL/article/view/19743

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Admin menu Main menu Articles Vol. 10 No. 2 (2007) Submitted October 15, 2012 Three inter-related assumptions regarding best practice in second/foreign language teaching and bilingual/immersion education continue to dominate classroom instruction.

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"The impact of colonialism in my daily life as an educator." "Colonial violence" How do we help students have enough space for their identities in our colonial institutions? Is this even possible given how rigid and deeply colonial they are? It's hard for me to see it happen within the education system as it stands, but is it possible to melt it down enough to create possibilities for it?

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"The impact of colonialism in my daily life as an educator." "Colonial violence" How do we help students have enough space for their identities in our colonial institutions? Is this even possible given how rigid and deeply colonial they are? It's hard for me to see it happen within the education system as it stands, but is it possible to melt it down enough to create possibilities for it?

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Storybooks Canada and Indigenous Storybooks Canada

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Storybooks Canada and Indigenous Storybooks Canada

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https://www.storybookscanada.ca

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"Assessment as a learning story" really stuck with me.

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"Assessment as a learning story" really stuck with me.

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From Alexandra Zondervan: Here is the link to the website for the board game Truth in Truth and Reconciliation by James Darin Corbiere https://easternwoodlandart.ca/board-game/

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https://margaretwheatley.com/books-products/books/who-do-we-choose-to-be/

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Who Do We Choose To Be?
Facing Reality | Claiming Leadership | Restoring Sanity

(June 2017, Berrett-Koehler)

Several years ago, in the face of irreversible global problems and the devolution of leadership, I began to challenge every leader I met with these questions: Who do you choose to be for this time? Are you willing to use whatever power and influence you have to create islands of sanity that evoke and rely on our best human qualities to create, relate, and persevere? Will you consciously and bravely choose to reclaim leadership as a noble profession that creates possibility and humaneness in the midst of increasing fear and turmoil?

This book summons us to be leaders for this time of profound disruption, to reclaim leadership as a noble profession that creates possibility and humaneness in the midst of increasing fear and turmoil by creating Islands of Sanity.

Check Meg's calendar for weekend retreats focused on the role of leaders as warriors for the human spirit.

Review of Who Do We Choose To Be? in "Philosophy of Coaching: An International Journal"

"I want to state up front my deep affection and appreciation for Margaret Wheatley. Wheatley's books aren't just facts and figures, they aren't simply a vision for a different world, they aren't manuals to guide action; they are pieces of art, meditations, journeys into deep places, cries for change, calls to action, yearnings for a better world. Her books are expansive, creative, generative, and deeply personal..."

Order Who Do We Choose To Be?

Who Do We Choose to Be? is available online and in bookstores everywhere, in all formats including audiobook.

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Who Do We Choose to Be? - Margaret J. Wheatley

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(June 2017, Berrett-Koehler) Several years ago, in the face of irreversible global problems and the devolution of leadership, I began to challenge every leader I met with these questions: Who do you choose to be for this time?