Blog Posts

Many of you will know that I am a student of the World Wars, and that over the years I have written about the profound respect I have for our veterans who have put their lives on the line for the cause of freedom. As a teacher I carefully curated stories for my students about pivotal battles and Canadian heroes who helped to pave the way for the freedoms we sometimes take for granted. It was always a treat to welcome veterans into my classroom, and students always came away with a greater appreciation for the courageous lives of our service men and women, as well as the horrors of war.

Harlem arrived at my school in September 2021 with a G4 file as thick as my fist. It stated that he had been in foster care for 11 years, rarely attended school, and could become violent if he became frustrated. He had been in foster care since birth and had been mainly homeschooled by his foster parents who did not value public school or his culture. When I first met him, it became apparent that we were not dealing with a violent or mean child but a soft-spoken, gentle, and curious boy.

As part of my personal inquiry into the student experience in our district, I have met with groups of students from each of our high schools over each of the last few years. Generally, I have asked our school leaders to ensure that the student group is diverse and represents a range in ages, gender, abilities, race and gender identities, etc. In a large high school, it is not difficult to get a diverse group, but I suspect it challenging to get a truly representative group of students who together can paint a fulsome picture of the student experience for me and the administration

Now in my thirty-fifth year as an educator, I still look forward to the beginning of the school year with anticipation. It still feels like yesterday, but three and a half decades ago, I started my career in Peace River South School District as a grade 6/7 teacher in Devereaux Elementary School. I remember when I first saw the ad for the position, going to a map to see where the heck this place was. The principal, Mr. Evans, interviewed me over the phone and offered me the job shortly thereafter.

This time last year, I posted a blog expressing my profound gratitude to all our staff for getting us through what was a tremendously demanding year. As I look back on this past school year, I continue to be truly grateful for how we have managed an even more challenging year than we anticipated.

One of the lasting legacies of the COVID-19 pandemic will be its exposure of pre-existing societal inequities to a wider audience. While inequities have existed in society and schools since they were created, the pandemic has caused many of us to see them with greater clarity. The murder of George Floyd perhaps served as a catalyzing moment, but I suspect there were more forces at play.

The most recent stop on my student voice inquiry journey was at WJ Mouat. I continue to be fascinated by the diversity of thought about certain issues, and simultaneously the remarkable consistency around other topics. Rather than editorialize, I will Arianna (Gr. 9), Omran (Gr. 12), Jazzi (Gr. 11), Nickolas (Gr. 11), Bella (Gr. 11), Lily (Gr. 12), Nathan (Gr. 11), Jayda (Gr. 12), and Natalie (Gr. 12) speak their truth:

When you think about school, what is the first word that comes to mind? Why?

I visited the temporary Upper Sumas Elementary site this week to see how the staff and students were adjusting to their “new” environment (For those of you who have been around as long as I have been, this was the old Abby Elementary School site). As I approached the front doors, I saw a class of students standing in circle in a little garden patch. I made eye contact with the teacher, Ms. Marr, who invited me to join their circle. She told me that they had just finished sharing what they were grateful for and invited me to do the same.

With all that has transpired in this country and in Europe over the last few weeks, it is easy to slip into despair. However, when you work with and in service of children it is both difficult and unhealthy to live in that space. I had the distinct pleasure of meeting with a group of eight students from Robert Bateman Secondary last week, and true to form, they not only affirmed the importance of our work, but lifted my spirits about the fundamental importance of our ongoing journey to deepen student learning experiences in our schools.  

I have a hope that one day we will not have to celebrate Black History Month, that our society, discourse and school curricula will be redolent with the contributions and experiences of Black Canadians, that Black students in our schools will be proud of who they are, that they will see their history and culture in the ecology of their school experiences, and that they will not suffer the legacy of prejudice and racism as their previous generation had.