Kathleen's Story
Kathleen Tayler is a graduate of Churchill Alternative PS (Gr1-6) and is now a teacher Summit Alternative with the OCDSB. Thanks for sharing your story Kathleen!
What did your family consider when deciding to send you to Churchill?
My parents valued family and community connection! We moved from Alberta to Ottawa to be closer to family. My older cousins attended Churchill already and so I was introduced to the school.
What do you see is the differences of Alternative schools like Churchill (if any) as compared to other OCDSB schools?
Community is an essential part of our alternative schools. Churchill and many other alternative schools in the OCDSB foster community building as an integral aspect of their program. Parent involvement is encouraged and as a result families become part of the school! It is why, for example, I am now a teacher at Summit Alternative! I decided to come back to Summit when the opportunity presented itself because of the strong community ties I had to the school. Churchill - holds the same draw - in that I was able to walk into the school as an adult and reconnect with past teachers. In the community, I’ve run into my primary school teachers and have been able to connect with them. This is one of the most special things about our Alternative Programs - lifelong relationships are built.
What strong core practices or components to the alternative program do you remember from when you were a student? Why do you think those practices were important?
Churchill has provided me with so many fantastic memories! One of the core practices is to foster independence with our learning and ignite a curiosity for learning through our own internal motivation. We were encouraged to explore and share our interests. I have a great memory of sharing a lengthy story I had written as part of creative writing time with the class. Our teacher, Janet, had her teacher chair that we got to sit in when we were sharing our work. I remember it was the end of the day and the bell rang. I wasn’t done reading, but my peers were so into the story that they kept asking me to read more and finish the chapter! (Yes, of course I had written a story with chapters in grade 5…). Janet could have cut me off, but she allowed us to finish the chapter past the bell. (I don’t know how she managed this now as a teacher with buses to get too!) Alternative schools encouraged me to explore and develop a love of learning that wasn’t tied to grades. This love for writing continued through middle school and high school when I applied to and ended up graduating from the Canterbury Literary Arts Program. This path started from Janet’s sharing chair.
What was the transition like to Gr 7-8 and high school?
I attended Summit and then Canterbury High School for the Literary Arts Program. The pathway I took was continuous in terms of learning styles as Summit is a bridging point between regular programming and regular high school programs. Canterbury, as a high school, encourages many of the same tenets, but through their artistic programs and so it made the transition easier in that regard.
How would you describe your skills in French? Did you feel you received a good foundation in French from Churchill? Do you feel you lost out in learning French through not attending French Immersion?
My parents moved from Alberta, where I was born, and as a result French wasn’t something that was really on their radar. As a result, I don’t speak French very well, but had excellent French teacher’s all the way through Churchill and Summit. I was able to continue with French in high school until Grade 10. My reading and writing skills in French were strong from the programming I received through school.
Churchill and the alternative program embraces a non-competitive philosophy. Do you think this had an impact on your enjoyment and playing of sports (negative or positive)? Tell us a bit about that.
I was a competitive athlete through grade 7-8 and high school in the sport of whitewater slalom kayaking. Churchill fostered a positive experience around sport for me as in elementary school as I was not the sporty type naturally. I remember running cross country around the neighbourhood and even though I was a terrible runner - I had a great time! - and was encouraged to do it even though I remember wearing clothing that was completely not appropriate for cross country running. Being in a less competitive environment encouraged me to enjoy games (Chuck it! - is that still a Churchill game?!) and focus on the enjoyment of play rather than the winning element. Long term, I was able to hold on to these values as I entered the often difficult, high pressure world of competitive sport. I now hold on to the love of movement and value physical fitness as a lifestyle rather than something that is only fun if winning.
And what are you doing now?
How many teachers can say they now teach at their old school! I am a middle school teacher at Summit Alternative Program and love it! It is very special to me that I am able to contribute to the alternative program that I attended as a child.
Why is it important that the OCDSB continue to invest in having a thriving Alternative program?
The OCDSB should continue to invest in an alternative program that provides a safe environment for students to foster a love and curiosity for learning that focuses on collaboration, teamwork, a non-competitive environment, with a community-centered approach. Providing the Alternative school program gives parents the opportunity to choose a student focused program that values their involvement in their child’s education through their child’s engagement in the learning and assessment process (for example - Student Led Conferences rather than Parent Teacher Interviews only).