Category Archives: Teaching

My Mother’s Voice

Greta Tvys Balen circa 1975

I want to create a metaphor for influence.  

Rocks in water causing ripples, threads woven into a quilt of life, seeds planted, but none will do. 

They do not speak to the measure, the weight, or the colour of her influence. Of course, I have always said that my mom is the most influential person in my life. That she shared her understanding of the world and of relationships there is no doubt. That she refused to criticize, and judge people was always clear. That she guided and supported me through storytelling and listening is true. But, the profound nature of her thinking about life and her love for life surrounds me every day. She has been gone for 24 years, and still her voice is with me. 

My mother’s voice was strong and clear. Born to immigrant parents her stories resonated the past, but they were grounded in the present. Her father and mother came to Canada for disparate reasons and met as the dark days of the great depression settled upon the land. They forged out a life as many newcomers do, working where they could, moving with the boom and bust of the mining industry. Her father became a proficient carpenter and provided well for his family. He connected with the place, learning about the seasons and the soil, the waterways and the bush. He made dandelion wine and jarred wild mushrooms. He fished the lakes and brought home a moose each fall. But he was a man who had walked away from a more sophisticated life as a teacher, violinist and linguist. My mother would not fail him, here, in this new land. 

My mother’s voice was whimsical. Beyond the seriousness of life, of working and doing good work, she enjoyed the beauty that surrounded her. Pussy willows growing along the roadside, and her favourite, the lady slipper. To this day, I stumble upon wildflowers pressed in wax paper as I flip through her books. 

My mother’s voice calling down the corridor of the school, herding her charges into class. This is where she made a difference. Way ahead of her time, she helped her grade three students think about big issues like racism and freedom. I will never forget how she integrated the culture of First Nations people into the classroom through stories and artifacts, and how she connected the poppy and the poem, “In Flander’s Fields”, in a way that made me feel proud and sad at the same time. How many of her students still carry her voice with them is impossible to calculate. 

My mother’s voice. Always present with just the right words. She got it right because she listened. She built bridges for new family members to cross and so created great allegiances. Everyone had a role in this family. She reminded me that love is enough to raise a child, and that I was a good mother. 

My mother’s voice weak with disease rose over the pain and fear to tell me that we had a great 34 years together–that we will always have that time. 

And that time was filled with her creating all manner of things. She made castle birthday cakes, homemade pogos, costumes, candles in the middle of the night, and the silk bouquet for my wedding. 

My kids were two, four, and six when cancer got the better of my mother. They will never remember her. For the kids, she is a character, a legend, maybe even a myth. There is a picture on my wall of her listening to my then three-year-old daughter, a big orange flower tucked behind her right ear, and she is smiling at her granddaughter. There is another of her, a winter coat over her housedress, out in the snow feeding the chickadees. “Remember,” say the photographs. “Remember that I lived life fully, and in the moment.” 

My kids will remember hot days at the beach, building sandcastles, working the soil of new gardens, collecting leaves in the fall, and feeding chickadees in the snow. They will remember me listening intently, and then, telling stories that teach. They will remember my passion for learning and especially for books. They will remember my deep, deep love for them. But they will never know that I am me because of her. 

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Building a family

To the family of Frank Balen & Greta Tvys Balen

Where to begin? I could talk today about all the things my father taught me –how to clean a fish, paddle a canoe, find the best blueberry patch.

I could recount memories of my father’s kindness and generosity–the morning calls he made from work to me at university to check in with me, OR the countless hours walking the Sunsite estate deck with 6-week old Paul, then Mikaela, then Geordie on his shoulder. Or volunteering to be my driver for weeks of radiation treatment I needed in Sudbury.

But I’m not.

Instead, I want to talk about this event —this celebration of life as the celebration of family because when I think of Frank– I think of Greta. And when I think of Greta, I think of Frank. And what I think about is the work they did together to build a family.

Where I work I am constantly faced with questions about identity, belonging, truth, and reconciliation. My students’ struggle to find their place, to make sense of what it means to be Anishinabe in the 21st century—to simultaneously be able to cheer on the Raptors and to turn their backs on Canada 150. And their struggle is causing many of us to wonder about our own sense of identity.

Nation building is hard work. It’s hard work because our differences push at us, demanding our attention when what we need to do is respond to the pull of our shared values. And we need to trust that others will do the same.

I remember my mom telling me about a time when a colleague of hers threatened to make a play for Frank. Mom, pregnant at the time, told her “go ahead if you can get him, he was never mine. But you won’t get him.”

Along with their love and profound trust in each other, our parents shared a progressive perspective.

Remember mom working through pregnancies and staying in the workforce afterwards; changing careers mid-life. I recall the day she told us that she had received her real estate license…dad’s face beaming with happiness for her.

Remember mom and dad living and working apart in 1976 long before it became common practice: mom, David and I living in Hull and Dad in Mattagami.

Remember, dad embracing 21st-century communication in his 80s learning how to use a tablet and then connecting virtually with many of you at Mike’s funeral.

They were so modern.

We can wonder why they were so progressive. It could be because of the times, their upbringing and education. But I think it might have more to do with their desire to belong in this new country. Frank and Greta never turned their backs on their past—traditions like colouring easter eggs and hosting lamb barbecues and in particular serving foods like palacinke, pierogi, cabbage rolls, kapusta, and kugelis lived on in their home. But, there were no trips back to the old country, no tamburica lessons and dad refused to teach me how to speak Croatian.

We were Canadian. We had a camp. We fished and hunted. We went to Expo….Ca-na-da 1 little, 2 little, 3 Canadians. We love thee. Now we are twenty million. 

And mom and dad did love Canada–from the rocky Cambrian shield to the red bluffs of PEI. I suppose there were times when we rocketed to our destinations, but what I remember most is mom calling out, “Antique shop just ahead, the sign says 10 miles”. We’d groan. Or dad announcing, “Ice cream in 5 miles! Anyone interested?”

Mom loved antiques—Canadiana in particular. Pine tables, press back chairs, hurricane lamps. When you’re not from the place you’re in, you have to construct your past. Surrounding themselves with antiques is one way to say we belong.

But there were others. Everywhere they lived, mom and dad purchased art by local artists. Paintings and quill boxes. Dad continued this custom most recently purchasing two Norval Morriseau prints. I remember how proud and excited he was to add them to his collection.

Image of “Sermon to the birds” from bearclaw gallery

I believe that mom and dad worked intentionally to build a narrative for us: a past, present, and future. To ground that story in this place—you belong here.

This land is my land. This land is your land.

There is no family home to pass on; no legacy other than the story they created together. And what a story it is.

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A New Way of Reading

This book- Reader Come Home – will be the next professional book I read. I went looking for a review after reading a series of tweets by Heidi Siwak and Matthew Oldridge about Wolf’s book and found this one by Jo Facer who provides a compelling review.

Reading all the Books

I knew I had to read this book when I heard Doug Lemov endorsing it. Reader, Come Homesells itself as a portrayal of the reading state of the nation. It is really about the state of humanity.

The author points out that the Ancient Greeks were concerned that rising literacy would fundamentally change people’s ability to remember, and that they weren’t wrong: the rise of reading did change the way our brains worked, making memory weaker, and remarkably rapidly. So today, with the rise in digital devices, both the way we read and the way our minds work has shifted. But are we worried about the right things this time? Our fears seem centred around the fact that more children (and adults, truth be told) are not reading… But they are.

In fact, we are reading more than ever before: the author quotes studies that reveal we are reading…

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Why take on the #oneword challenge?

There are many reasons why one would take on this challenge, but for most, it comes down to focus and intentionality. Having one word through which to “see” your practice, to guide your work, and to reflect on your professional learning gives you a chance to be really intentional about your professional growth. Having one word to concentrate on allows you the time to delve into the nuances of the word, to look at it from various angles, to hold it close and then to view it from a distance. Having one word gives you the chance to be shaped by it.

Scroll through our Twitter hashtag #onewordOnt to read the vibrant and supportive conversation in this community.

Read a few of the #onewordOnt 2018 posts found on the community G+ site:

Finally, to ensure that I don’t miss your word, please check this document before January 18th.  If your word is missing, let me know via Twitter or in the comments below.

I am so eager to see our 2019 list!

Context:The #OneWordONT project began in 2015 with #OSSEMOOC (Ontario School and System Leaders Edtech MOOC – OSAPAC’s community of leaders learning how technology can change practice in education). By 2017, the Ontario Ministry of Education cut funding for OSSEMOOC, but I decided to continue the project since I believe that it helps build community and it offers a personal, non-threatening entry point to Twitter specifically and to a PLN generally

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Five Things I Wish I knew When I started Teaching

In 2016, Dylan Wiliam wrote about the 9 Things Every Teacher Should Know. There is some overlap between Wiliam’s list and Hendrick’s, but mostly they compliment each other.

https://www.tes.com/news/dylan-wiliam-nine-things-every-teacher-should-know

chronotope

Carl Hendrick

1. Motivation doesn’t always lead to achievement, but achievement often leads to motivation.

While there is a strong correlation between self perception and achievement and we tend to think of it in that order, the actual effect of achievement on self perception is stronger than the other way round (Guay, Marsh and Boivin, 2003.) It may well be the case that using time and resources to improve student academic achievement directly may well be a better agent of psychological change than psychological interventions themselves. Daniel Muijs and David Reynolds (2011) note that:

At the end of the day, the research reviewed shows that the effect of achievement on self-concept is stronger that the effect of self-concept on achievement.

Despite this, a lot of interventions in education seem to have the causal arrow pointed the wrong way round. Motivational posters and talks are often a waste of time and may well give students a deluded…

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Teaching and Learning Research Summaries: A collection for easy access.

Tom Sherrington has curated some tremendous research. I’ve read half of them and have them stashed in my Pocket, but this site as one-stop shopping makes sharing so much easier.

teacherhead

There are several superb summaries of educational research that have been compiled into easily accessible websites and articles in pdf format that can be read online and shared with staff. Although they are easy to find via an internet search, I am pulling them together into one place for easy access.   I’ll keep adding to it as I find things and when people make suggestions:

John Dunlosky: Strengthening the Student Toolbox

Screen Shot 2017-05-31 at 16.36.35Click to Download 

Barak Rosenshine: Principles of Instruction

Screen Shot 2017-05-31 at 16.35.49Click to Download 

Rob Coe et al:  What makes great teaching. 

Screen Shot 2017-05-31 at 16.35.09Download here.

Dylan Wiliam: 9 things every teacher should know- via tes

The article is here: https://www.tes.com/us/news/breaking-views/9-things-every-teacher-should-know – with a nice box inset about that researchers – many of whom are featured in the other summaries represented here.

James Ko et al:  Effective Teaching 

Screen Shot 2017-05-31 at 16.34.26Download here. 

John Sweller’s Cognitive Load Theory, summarised by Oliver Caviglioli for How2.

C-Wf4E0XUAE_xQoDownload here.

Here’s…

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July 22, 2018 · 7:10 pm

2018: One Word.

Screen Shot 2017-12-31 at 1.57.30 PM

Last Thursday (December 28, 2017), I was invited to join #ONedMentors to chat about #OneWordOnt. I had given my word lots of thought…

But at the time of the invitation, I had not definitively chosen my word. I was leaning towards “empower” because the students’ feedback shone a light on their fears and showed me where I need to focus my efforts. I need to work at building their confidence and empowering them.

So far so good, right?

tattooerr-cart before the horse

What I hadn’t yet done though was complete the process of vetting the word. I think I know what the word means, but I am keen to discover how others ‘see’ the word. Like Jen Aston, I want to consider to what contexts my word connects. Like Derek Rhodenizer and his guests (on his weekly voicED podcast, “A Word in Progress with Derek”), I want to ‘poke and prod’ the word to see what it will give up. Like Stephen Hurley, etymologist extraordinaire, I want to dig a little deeper into the word because my knowledge of the word may only reflect current usage and not its historical meanings or connotations.

While “empower” means

image

it also means to “boost confidence” which is the way I was thinking about the word until I did Google Image search on the words “empower education quotes”. To my surprise, the page returned did not support many ideas about enabling. Rather, it reflected back to me a word that emphasizes power and societal/class struggle. There are contexts where this understanding of “empower” is necessary and right, but this is not what I am after.

I kept digging.

I find John Wenger’s article on empowerment revealing. His audience is the workplace leader or manager, but I don’t think that matters because as a therapist he comes at the challenge of motivating and engaging others with much the same perspective as do educators. Here he unpacks his thinking about the word and why you can’t empower anyone.

 I bring my understanding of the word “empower” from my days as a therapist when I was working with clients whose lives were characterised by a deeply felt lack of power, or potency, in their lives. They were not the star of their own life stories, in other words. They were subject to decisions made by child protection authorities or social service authorities or parental authority or some other kind of powerful person or statutory body which held sway over important aspects of their day-to-day lives. While it is true that so many people in their lives were the agents of disempowerment, it seemed to me that to presume that I could empower them was just the opposite side of the same coin … Empower, to me, presumes that the one who empowers has the power to begin with and grants it to the other; it reinforces a paradigm of power and control to which the other person is subject. If I am the granter of power, there is still a power imbalance. This relationship presumes that I hold some kind of hierarchical authority over you and that, only by my good grace, are you exercising any authority. While I am in the position of granting power, I remain in the position of taking it back.

“Empower” is not the right word for me. I want to provide the means by which my students can develop the courage to take on their fears. I want to equip my students with the tools that can support their courageous decisions and actions. I want to encourage them to set goals, prioritize their studies and focus on personal progress. I do not want to leave any doubt as to where the power lies. 

Wenger argues for the use of “enable” over “empower”, teasing out the subtle differences between the words to make his case. And although this word can have some negative connotations, I am compelled by Wenger’s thinking. To “enable” is to emphasize “capability development and a worldview that, when fully able, people can put their abilities to good use.” And to enable,

encompasses what someone does to ensure that others have the requisite capabilities and skills to carry out a job well, to take up their own power (potency) and when necessary, showing them the door to gaining new capabilities and skills. It seems to be more akin to equipping and supplying than conferring power. Once equipped, the enabler can then get out of the way and let the person access their own power to get on with it.

Enable—>faciliate, make possible, provide the means. This is a good place to start.

Last year, I believed that providing opportunities for students to make choices in their learning would help them become persistent and productive learners. I was wrong. As one student clearly stated in her feedback to me,

Choices revolve around one of the worst phrases anyone could ever be told, ‘It’s up to you.’

This year I hope to enable my students to develop the courage to take on the academic challenges that they need to face to reach their goals and to make decisions about their learning.

Stay tuned for what courage in English class might look like, and thanks for stopping by!

#OneWordOnt 2015— Innovate

#OneWordOnt 2016— Discipline

#OneWordOnt 2017— Choices

 

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