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Sharing Joy
Sharing Joy
Highlighting just, equitable and anti-oppressive spaces at RJ Lee Public School
Highlighting just, equitable and anti-oppressive spaces at RJ Lee Public School
The premise of this program is to teach students through a social justice lens, how to do self-reflective work, unlearn, then advocate for change
Student leadership opportunities
Build staff capacity to support the work
Mentor/mentee program
Mindfulness and movement
Aylesbury P.S. engages community in creating books that centre student and family voice
Aylesbury P.S. engages community in creating books that centre student and family voice
How are we creating just, equitable and anti-oppressive learning environments?
How are we creating just, equitable and anti-oppressive learning environments?
REFLECT:
REFLECT:
- What are the actions I can take in class to make learning more culturally responsive?
- How might I incorporate student identity into the science class?
- How might I actively disrupt stereotypes in the resources and materials I select?
- How might I actively share positive narratives for all intersecting identities in resources and materials?
- How might I set up opportunties for student voice to be a part of research and investigations?
LEARN:
LEARN:
"When the professional development topic is culturally responsive and relevant pedagogy, I find that teachers understand the why. They understand that creating inclusive, respectful classrooms that are responsive to students’ intersectional identities fosters a learning environment that supports all learners’ academic success. However, the part that teachers grapple with is the how. "
ACT:
ACT:
1. ENCOURAGE STUDENTS TO EXPLORE THEIR OWN CULTURAL IDENTITIES
1. ENCOURAGE STUDENTS TO EXPLORE THEIR OWN CULTURAL IDENTITIES
When investigating topics in evolution, I’ve asked students to think about their own cultural heritage and how their ancestors might have adapted to changing environmental conditions. This promotes conversations about structural and behavioral adaptations.
2. INCORPORATE DIVERSE PERSPECTIVES AND EXPERIENCES INTO LEARNING
2. INCORPORATE DIVERSE PERSPECTIVES AND EXPERIENCES INTO LEARNING
During lessons about sustainable ecosystems, the perspectives of First Nations, Metis, and Inuit communities are incorporated in an authentic way. We’ve invited community leaders or elders to share the ways in which their traditional knowledge and practices have helped them to understand and adapt to changing environmental conditions.
3. FACILITATE STUDENT-LED INQUIRY AND EXPERIENTIAL LEARNING
3. FACILITATE STUDENT-LED INQUIRY AND EXPERIENTIAL LEARNING
When students have opportunities to design and conduct their own experiments and investigations, they have the freedom to explore their own interests and passions, which makes the learning relevant and meaningful
4. SELECT CULTURALLY RESPONSIVE AND RELEVANT MATERIALS
4. SELECT CULTURALLY RESPONSIVE AND RELEVANT MATERIALS
When learning about sustainable ecosystems, we read The Boy Who Grew a Forest, by Sophia Gholz. This is a true story about Jadav Payeng, a boy who built a forest from the ground up when he saw the destructive effects of erosion and deforestation on his island home in India’s Brahmaputra River.
5. PROVIDING POSITIVE ROLE MODELS FOR STUDENTS
5. PROVIDING POSITIVE ROLE MODELS FOR STUDENTS
When we share the stories of science—whether those of Indigenous inventor Olivia Poole or of Chinese American physicist Chien-Shiung Wu—we actively counter stereotypes in science and give students the opportunity to see that the quest to understand the world around us is a human endeavor.
How are we prioritizing and creating the conditions for building healthy relationships?
How are we prioritizing and creating the conditions for building healthy relationships?
REFLECT:
REFLECT:
- What is happening with students and digital drama?
- What is the impact of social media and group chats?
- How might we recognize power dynamics through digital platforms?
- How might we teach students about digital drama?
- How might we empower students to advocate against digital drama?
LEARN:
LEARN:
Ask students to consider the following questions:
Ask students to consider the following questions:
- How would you respond to a hateful or embarrassing comment on one of your social posts?
- What would you do if your friends misconstrued a comment you shared in a group text and collectively started excluding you?
- What would you do if you discovered a terrible rumour circulating about you online?
- Where would you turn? Where would you go for support and guidance?
Take Action!
Take Action!
- Define digital abuse: "For kids, the digital conversation never ends, which makes it easier for unacceptable behaviors to become acceptable over time."
- Talk about how its public and permanent: "Reinforce that everything — even pictures shared between best friends in a “private” chat or text — is considered public."
Steer clear of drama magnets: "While conflict is part of life, digital conflict is a new level of destruction that should be avoided whenever possible. Innocent comments can quickly escalate out of control. Texting compromises intent and distorts understanding. Immaturity can magnify miscommunication."
Mix Monitoring and Mentoring: "To monitor, know what apps your kids use and routinely review their social conversations (without commenting on their feeds). Also, consider a security solution to help track online activity. As a mentor, listening is your superpower. Keep the dialogue open, honest, and non-judgmental and let your child know that you are there to help no matter what."
ACT:
ACT:
- Acknowledge it and define it so we don't 'normalize it'
- Ask students what they need to navigate online conflict
- Co-construct some actions and supports
- Continue to talk about it to monitor and mentor
How are we fostering healing centered spaces?
How are we fostering healing centered spaces?
REFLECT:
REFLECT:
How are we prioritizing healing in schools?
How are we prioritizing healing in schools?
How might I recognize how healing happens in small, daily interactions?
How might I recognize how healing happens in small, daily interactions?
How might I take a trauma informed approach with all students and staff?
How might I take a trauma informed approach with all students and staff?
How might I create spaces where students feel comfortable sharing their emotions?
How might I create spaces where students feel comfortable sharing their emotions?
What skills and resources are available to support creating healing spaces?
What skills and resources are available to support creating healing spaces?
LEARN:
LEARN:
ACT:
ACT:
Take care of yourself first
Take care of yourself first
What is my professional quality of life?
How much “compassion satisfaction” am I experiencing?
How much “compassion fatigue" am I experiencing?
What kinds of self-care do I need in order to be at my best?
Break down barriers
Break down barriers
Teach and model empathy and active listening skills.
Spend time throughout the year with community-building strategies, creating a space where students know each other on a deeper level.
Establish a pattern of intervening when witnessing hurtful exchanges.
Consistently re-establish and reinforce classroom mutual agreements about sharing and discussion.
Form a team
Form a team
identify systems already in place and address gaps that need to be filled
Assigning roles and collaborating on teams
Partnering with community organizations
Ongoing professional development resources
How are we centering community engagement?
How are we centering community engagement?
REFLECT:
REFLECT:
How might we partnering with families and community agencies to support students?
How might we partnering with families and community agencies to support students?
How might we support students with disabilities?
How might we support students with disabilities?
How might we support families of students with disabilities?
How might we support families of students with disabilities?
How might we take a culturally responsive approach to supporting families?
How might we take a culturally responsive approach to supporting families?
LEARN:
LEARN:
"Community partners can often play an essential role and fill in the gaps of support. They can also serve as cultural brokers and facilitate communication and partnership between schools and diverse families who have children with disabilities."
"Community partners can often play an essential role and fill in the gaps of support. They can also serve as cultural brokers and facilitate communication and partnership between schools and diverse families who have children with disabilities."
ACT:
ACT:
Create a community resource directory
Create a community resource directory
The directory can be categorized based on services or needs and include the following:
The directory can be categorized based on services or needs and include the following:
- Organization name, address, phone number, and opening hours
- Main contact person and contact information
- Types of provided services
- Consider possible audiences, including ages and languages support
- Cost of each service
Suggest and/or create parent support groups
Suggest and/or create parent support groups
"Meeting families who are from the same ethnic group, speak the same language, and have a child with a disability may offer them the emotional and psychological support they need."
Hold a special education resource fair
Hold a special education resource fair
"Such an event can be a great opportunity for families to learn about existing and new initiatives."
Resources for Educators
Resources for Educators
Restorative Justice Resource Team
Restorative Justice Resource Team
How can we support?
How can we support?
Raza HusainCoordinating Principal of Restorative Justiceraza.husain@peelsb.com
Susie EllisRestorative Justice Resource Teachersusanne.ellis@peelsb.com
Sinduja MannaRestorative Justice Resource Teachersinduja.manna@peelsb.com
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