(The following is a summary of the MTS "Green Book" issues. For the full document, click here. For election news and information related to teachers, visit the MTS website. This information is being provided to all Manitoba Teachers to help you decide how to vote in the upcoming election.)
The October 4th provincial election is an opportunity for The Manitoba Teachers’ Society to advance four issues that our members say are important to them:
1. Smaller classes
Smaller classes mean more time to:
- Work one-on-one with each student
- Identify every child’s learning needs
- Adapt to students’ learning styles
- Give children with special needs the attention they require
- Plan individual programs for students
- Communicate and work with parents to create a successful learning environment
MTS Recommendations:
- As a first step, reduce class sizes in Kindergarten to Grade 3 to a maximum of 20 students.
- Develop a process to reduce class sizes that takes into account the special learning needs of all students.
2. Communicating with parents
- Ongoing communication between teachers and parents is important to student success.
- The best way for a parent to get information about how their child is doing in school is to ask their child’s teacher.
- Standardized testing does not improve student achievement.
- The millions of dollars needed to implement a standardized testing regime would be much better invested in providing resources and supports directly to classrooms and students.
MTS Recommendations:
- Ensure teachers have adequate time to prepare reports to parents and adequate time for parent-teacher communication.
- Ensure teachers have ongoing support for training and professional development to implement strategies for differentiated instruction and assessment.
- Ensure that the provincial report card balances the needs of parents for clear and comprehensive information with the workload demands on teachers.
3. Safe and inclusive schools
- Provincial money designated for special needs must reach these students.
- Waiting lists for specialized assessments and clinical supports such as psychologists are too long, especially in rural Manitoba.
- Teachers require access to inter-departmental services teachers to develop programs that will best help students succeed.
- Whether it’s bullying or cyber bullying, teachers working directly with parents is the best way to address these issues.
- Nutrition programs for students from low income families are essential to the health, well-being and learning needs of children, but they do not replace the need for stronger social programs, stable housing and income support for families.
- Family centres in schools encourage home and school communication for some parents who are unfamiliar or uncomfortable with school.
MTS Recommendations:
- Ensure that funding for special needs actually reaches the classroom.
- Shorten waiting lists for specialized assessments.
- Make Manitoba schools centres for integrated services for children provided by the provincial government.
- Educate the public regarding the impact of bullying.
Growing expectations
- Services should be in place for new Canadians to ensure their children get the best start possible.
- Students who do not speak English or French, who have never been to school, or who have medical or behavioural challenges need supports and resources so that they can be successful.
- Issues such as childhood obesity, the environment, citizenship and new technology are among the many topics that teachers are required to integrate into their lessons. Teachers need the time, training and professional development to implement new curricula and initiatives.
- Transportation and resources are needed to enable rural and northern students to participate in extra-curricular activities.
MTS Recommendations:
- Provide resources and supports for newcomer students and families to help them successfully establish themselves in Manitoba.
- Ensure teachers have time and training to incorporate new programs in the classroom.
- Provide funding so all Manitoba students have access to extra-curricular activities.