Teacher - Our kids and their teachers Worth investing in - BC Teachers' Federation
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Teacher
BC Teachers’ Federation
March 2019
Our kids and their teachers
Worth investing in
In this Beyond 2-2-2 Mood walks AGM 2019
issue Bargaining beyond the Offer students peace Meet your candidates
government mandate of mind page 16 page 18
page 6
8 IN THIS ISSUE
Volume 31, Number 4
March 2019
6 Getting past 2%, 2%, and 2%
This is your MAGAZINE 7 Funding model review
Do you enjoy writing? Have a story to tell?
8 A closer look—school psychologists,
Know of a project at your school or in your
local you want to share with colleagues? speech language pathologists
12 My dreams for Indigenous
14
Then consider writing for Teacher, the
flagship publication of the BCTF! Submission education in Canada
guidelines can be downloaded from 19 AGM Agenda
bctf.ca/publications/TeacherNewsmag.aspx.
20 Special resolutions
We also welcome letters to the editor. Send
22 AGM candidates’ statements
your letter to teachermag@bctf.ca.
Teacher reserves the right to edit or condense
any contribution considered for publication.
We are unable to publish all letters REGULAR FEATURES
we receive.
3 President’s message
Deadline: 3 Message du président
May/June issue April 5, 2019
4 Readers write
5 Teachers speak
Teacher
BC Teachers’ Federation 10 Know your rights
Toll free 1-800-663-9163 11 Health and wellness
Email teachermag@bctf.ca
14 Solidarity matters
Web bctf.ca/newsmag
16
Editor Susan Croll (on leave) 16 Making a difference
Acting editor Jennifer Kimbley 29 Classified ads
jkimbley@bctf.ca
31 PD calendar
Assistant editor/design Karen Steel
Copy editor Sarah Young
ISSN 0841-9574
18
Teacher Advisory Board
Shelley Balfour Haymen Leong
Jennifer Fox Catherine Quanstrom
June James
BCTF Executive Committee
Marjorie Dumont Clint Johnston
Karen Edwards Teri Mooring
Rae Figursky Jody Polukoshko
Carole Gordon Robin Tosczak
Shawn Gough Susan Trabant
Glen Hansman Kip Wood
Articles reflect the views of the authors and
do not necessarily express official policy of the
BCTF. The BCTF does not endorse or promote any
products or services advertised in the magazine.
Advertisements reviewed and approved by the
BCTF must reflect BCTF policy and be politically,
environmentally, and professionally appropriate.
2 TEACHER March 2019
PRESIDENT’S MESSAGE MESSAGE DU PRÉSIDENT
New ad campaign La nouvelle campagne
coincides with the start publicitaire coïncide avec
of bargaining le début des négociations
By the time you’re reading this edition of Au moment où vous lirez cette édition du
Teacher, two significant things will already Teacher, deux événements importants seront
be under way. First, talks with the employer déjà en cours. Premièrement, les discussions
about our next collective agreement will have avec l’employeur concernant la prochaine
already started. And second, our latest province-wide ad convention collective auront débuté. Deuxièmement, notre
campaign will be on screens, on air, and on billboards all dernière campagne publicitaire à l’échelle de la province
over BC. sera diffusée à l’écran, en ondes et sur les panneaux
d’affichage partout à travers la Colombie-Britannique.
THE CAMPAIGN SLOGAN is “Our kids and their teachers: worth
LE SLOGAN DE LA CAMPAGNE est : « Our kids and their teachers :
investing in.” And all the campaign elements are designed to
worth investing in » / « Nos enfants et leurs enseignant(e)s en valent
showcase the value of teachers’ work and the countless amazing
la peine ». Tous les éléments de la campagne sont conçus pour
things we do in our schools and communities.
démontrer la valeur du travail des enseignant(e)s et les nombreuses
actions exceptionnelles que nous entreprenons dans nos écoles et
The ad campaign will be on television, radio, websites, social media,
dans nos communautés.
transit shelters, and billboards province-wide. It was timed to launch
before the government announced its new budget, as well as the La campagne publicitaire sera diffusée à la télévision, à la radio, sur
start of official talks between the BCTF and the employer. The les sites internet, les médias sociaux, dans les stations de transports
message is positive and uplifting. Please share the content on social en commun et les panneaux d’affichage à travers toute la Colombie-
media and help us secure a new collective agreement by June 30. Britannique. Il était prévu de lancer la campagne avant que le
gouvernement annonce son nouveau budget et avant le début des
Four themes set the tone for bargaining discussions officielles entre la FECB et l’employeur. Le message est
positif et inspirant. S’il vous plaît, partagez le contenu sur vos médias
In the weeks leading up to the start of official talks with the
sociaux et aidez-nous à conclure une nouvelle convention collective
employer, the BCTF bargaining team was hard at work preparing d’ici le 30 juin.
strategies and proposals that reflect the objectives and priorities set
by the Bargaining Conference. Quatre thèmes donnent le ton aux négociations
Dans les semaines précédant le début des discussions officielles
With talks now under way, the BCTF is working to make significant avec l’employeur, l’équipe de négociations de la FECB a travaillé
gains in four thematic areas: ardemment à la préparation de stratégies et de propositions reflétant
les objectifs et les priorités établis à la conférence de négociations.
Recruitment and retention: Improvements in working conditions
Les pourparlers étant entamés, la FECB s’efforce d’obtenir des gains
and compensation that will help address the ongoing teacher
importants dans quatre domaines thématiques.
shortage. This includes salary improvements beyond simply two
percent increases. Take a look at the article on page (insert page Recrutement et rétention : Des améliorations au niveau des
number) for a closer look at how other unions have achieved conditions de travail et des compensations qui aideront à résoudre
increases beyond the 2%-2%-2% mandate. l’actuelle pénurie d’enseignant(e)s. Ceci inclut l’amélioration des
salaires au-delà des simples deux pourcent d’augmentation. Jetez un
Parity: Reducing inequities, especially around working conditions coup d’œil à l’article à la page 6 pour en savoir plus sur comment les
and benefits, among our own members. Read Renée Willock’s autres syndicats ont réussi à obtenir des augmentations au-delà du
column on page 5 to learn more about the experience in locals mandat 2%-2%-2%.
where teachers don’t have class-composition or class-size language. Parité : Réduire les inégalités, spécialement autour des conditions
de travail et des avantages sociaux parmi nos membres. Lisez l’article
Equity: Identifying and reducing barriers that prevent all members de Renee Willock à la page 5 pour en apprendre davantage sur
from accessing all collective agreement rights. l’expérience à l’intérieur des syndicats locaux où les enseignant(e)
s ne possèdent pas d’articles au sujet de la composition ou la taille
Gaining ground: Making gains in priority areas with new des classes.
provisions or improved provisions that will benefit the
broader membership. Équité : Identifier et réduire les barrières empêchant l’ensemble des
membres d’accéder à tous les droits de la convention collective.
Gagner du terrain : Faire des gains dans les domaines prioritaires
avec de nouvelles ou de meilleures dispositions qui profiteront à
l’ensemble des membres.
March 2019 TEACHER 3
READERS WRITE
Make the Day of Mourning Teacher on Twitter
a teachable moment
iStock.com/ Mooneydriver
Glen Hansman
@glenhansman
EACH YEAR, the National Day of Mourning,
Is “Disability” a bad word? Discussion and
April 28, 2019, remembers workers killed feature article by Chilliwack teacher and
and those who still suffer from a work- @sfueducation doctoral candidate
related injury or illness. For the last three @leah_kelley : issuu.com/teachernewsmag
years, the BC Teachers’ Federation has ... | #bced cc. @caalphonso
partnered with the BC Labour Heritage
In this issue:-Is disability a bad word?
Centre, advocating for young worker safety -Bargaining explained
-Primary teachers speak out
at secondary schools through the Day of
Mourning (DOM) BCB.C.
Day of Mourning Schools Project.Project
Schools
Why it’s important
On average 3–4 Canadian workers The teacher’s kid Cathy McMillan @DyslexiaBC • Jan 10
are killed every day on the job Replying to @glenhansman and 4 others
I APPRECIATE the article, “The teacher’s
A reporter asked me recently if dyslexia
kid,” (Teacher, Nov/Dec 2018, p.5), about
Every year young Young males aged was a bad word.
activism and autism, and I would like to add
workers are seriously 15–24 are twice as Leah Kelley @leah_kelley • Jan 13
injured or killed on likely to get injured something to the discussion that I feel is I would respond, “Absolutely not!”
TEACHERS SPEAK
Collective agreement parity:
It’s a social justice issue
By Renée Willock, teacher and President, West Vancouver Teachers’ Association
In September, I attended my first school board meeting as Local
President. I listened as our Associate Superintendent proudly
announced that all but one class in the district were in compliance
with class-size and composition language. Was this really a notable
achievement? Except for the School Act cap of 30 students, there are
no class-size limits for Grades 4–12 in West Vancouver. We also have
Photos submitted by author
no local language in our collective agreement regarding composition.
I didn’t celebrate the achievement. Instead, I spoke on behalf of
teachers who were finding their class composition challenging and, in
some cases, dangerous.
WHAT IS IT LIKE to teach in a district with “Can I afford to take maternity leave?”
no class-size and composition language? Imagine the shock, disappointment, and
Imagine if the Supreme Court decision panic of soon-to-be parents when they
hadn’t eliminated Grade 6/7 classes discover that for weeks 7–17 of their
with 30 students and five IEPs in your leaves, they will receive only 50% of
district. Across the Capilano River in North their salary, compared with 95% across
Vancouver, an intermediate split class can the Burrard Inlet in Vancouver. Maternity
have a maximum of 27 students with up and parental leave is another area where
to three designated students (and only our collective agreement falls short of
one with extreme behavioural needs). neighbouring districts.
Larger classes with more complexity make
it difficult, if not impossible, for teachers Now imagine being a Local President and
to give timely feedback and meet their trying to explain to your members why
students’ diverse needs. Teachers who have teachers in other districts have these
multiple students with extreme behaviours things, and West Vancouver teachers do
not. Class-size and composition, maternity Top: A West Vancouver teacher tackles a
are struggling to keep everyone safe. stack of marking for her class of 30 students,
and parental leave—these are not
including five IEPs.
Paid maternity leave benefits have existed merely idiosyncrasies between collective
Below: West Vancouver Teacher Association
in Canada since 1971, yet West Vancouver agreements—these are social
President Renée Willock.
teachers still find themselves asking, justice issues.
March 2019 TEACHER 5
Getting past 2%, 2%, and 2%
Bargaining for salary increases beyond the government’s mandate
By Glen Hansman, BCTF President
Based on the agreements signed by other public sector unions like the BC Importantly, though, the “me too” clause
Government and Service Employees’ Union (BCGEU), the BC Nurses’ Union does not apply to:
(BCNU), and the Health Employees’ Union (HEU) in the past six months, the • wage comparability adjustments
BCTF has an opportunity to make meaningful gains in many areas. • targeted lower-wage redress adjustments
• labour market adjustments
HOWEVER, there is one key area of obvious We need to look closer at, and take • service improvement allocations.
concern: the government’s “Sustainable advantage of, the openings and
Services Negotiating Mandate.” opportunities in the mandate. In plain language, that means there
are opportunities for salary increases
All of the public sector agreements reached beyond 2%, 2%, and 2% where there are
What is the Sustainable Services
to date have landed within this mandate, recruitment and retention challenges, wage
Negotiating Mandate?
which unfortunately includes a “me too” disparities between similar workers, labour
salary clause. That means if any other union Here’s how the government explains it: shortages, and affordability issues.
is able to get more than a general 2% per “Balancing the need for fair and reasonable
year increase, that additional increase is wage increases with outcomes that are Have any other unions
affordable and managed within the
applied to all of the other agreements. made salary gains beyond
fiscal plan.”
2%, 2%, and 2%?
With BC teachers having some of the lowest
salaries in Canada for teachers, we know It includes: The short answer is yes, almost all of them.
2% increases are not good enough. Add in • a three-year term They’ve also made gains on leaves, service
the ongoing teacher shortage and serious • general wage increases of 2% in each year levels, and benefits. But here are just a few
recruitment and retention issues, and it’s • the “ability to negotiate conditional clear examples that show how the BCTF can
clear that the government needs to do and modest funding that can be used to achieve salary improvements beyond the
better than a 6% increase over three years. drive tangible service improvements for basic 2%, 2%, and 2%.
But with that “me too” clause and the strict British Columbians.” • The HEU achieved the elimination of three
mandate, how do we get there? lower-wage grids, which allows many
How does the “me too” workers to move up faster. They also
clause work? achieved improvements to evening, night,
If any public sector employer, weekend, and on-call “differentials” and
like the BC Public School the isolation allowance.
Employers’ Association • The BCNU was able to add three new
(BCPSEA), enters into a steps to the top end of the salary grid
collective agreement for Licensed Practical Nurses. They also
that includes a general achieved premiums for shifts that are
wage increase of taken on short notice as well as extra time
more than 6%, the paid at the end of shifts.
rest of the public • The BCGEU achieved significant gains
sector agreements for several components, including grid
will be increased increases for targeted groups like sheriffs,
accordingly. correctional officers, child protection
workers, and food safety inspectors.
The BCTF Bargaining Team has been hard
at work analyzing theses deals and looking
at all available strategies to ensure teachers
get a good salary increase and make
meaningful gains in other priority areas like
class-size and composition. Stay tuned for
more updates!
6 TEACHER March 2019
Funding model review
A recipe for inequity for students
By Michal Rozworski, BCTF staff
Parents and teachers of children with special needs will have to do even more The panel proposes the government give
advocating for their children if the provincial funding model for education is lumps of money to each district to spend as
changed. Education Minister Rob Fleming is considering the Funding Model they wish, while receiving minimal direction
Review Panel’s report, which advises the government to give lump sum from government. With no ties between
payments to districts based on averages rather than the number of students designations and funding, districts will
in need, and this money will be spent by district staff at their discretion. decide what services they will not provide
if total funding is inadequate, and the
IF THE FUNDING is not adequate, that any of the class-composition language number of children going undiagnosed
management in school districts become limits the districts’ “ability to meet student will increase. Past experience shows that
powerful gatekeepers who allocate needs.” That statement is simply false. eliminating funding for some high-incidence
insufficient services, and the need for categories has lead to a substantial decline
Astoundingly, they blame the collective in the number of students identified. Such
teachers and parents to advocate grows.
agreement for the fact that some districts changes may introduce more flexibility
The ability to do this advocacy is linked to
provide more supports than others, rather for districts, but they ultimately make it
available time and socio-economic status,
than acknowledge it is the collective easier to underfund the system and create
and potentially will lead to greater inequality
agreement that drives resources (such as inequities between students, especially the
in BC classrooms.
extra support to students with special needs) most vulnerable.
School districts already spend more on into the classroom. The report recommends
special needs students than they receive “negotiated changes to collective agreement Among the most troubling recommendations
from the government, and the shortfall is provisions” that would eliminate the is number six, which proposes “a single
balanced when districts cut other services requirement to provide services. The report Inclusive Education Supplement” that would
and programs. Twenty locals in BC have class- is not advocating for equality; indeed, it is replace allocations for everything from
composition language relating to class size in advocating leveling down. special needs to English language learners to
their collective agreements, and the report school lunch programs. This recommendation
And let’s not forget what it was like for the
says that these collective agreements are “a pits special needs against other inclusion
14 years when the collective agreement
barrier to change” and that these districts services in a battle for a sufficient portion
provisions were not in place. The 3,700
have “restrictive class-composition language of insufficient funding. School districts will
teaching jobs that have been restored to the
that is limiting school districts’ ability to meet receive funding based on statistics rather
public education system are there because
student needs.” than specific needs, such as the number of
of that language, and because of teachers’
students on the autism spectrum or the cost
Essentially, the authors of this report tenacity to get it back. All 3,700 teachers in
of the services required.
(senior school district staff and individuals these restored jobs provide direct services
outside of the education system, but no to students! Ultimately, the Funding Model Review Panel
BCTF or CUPE members) believe that our has taken a technocratic approach with
The government’s approach should not
restored language, resulting in the hiring of little interest in what it takes to educate
be taking away what exists in some school
thousands of teachers because of our win at and provide concrete services. Do we tailor
districts, but to ensure similar protections are
the Supreme Court of Canada, is “a source of education to the funding model, or the
available in all 60 school districts.
frustration for many school districts.” They funding model to the education system? The
This could be done through
like the extra money they are getting after panel effectively argues for the former; a
collective bargaining. It can also
the Supreme Court win, but they don’t like good funding model would be based firmly
be done in the meantime by
that they don’t get to direct where it goes. on the latter.
simply providing appropriate
While some school districts may not have funding so that improved
The full report is available here:
been overjoyed with the restoration of and comparable
https://is.gd/SpG2H9
collective agreement provisions that supports are in
they need to follow, there is no evidence place for all
whatsoever to demonstrate students
in BC. ksteel photo
March 2019 TEACHER 7
Everyone
welcome A closer look By Jennifer Kimbley, Teacher editor
School psychologists
“I really enjoy working collaboratively with school-based teams to promote difficult information to families and school
inclusion of diverse learners. As a former preschool Montessori teacher, I am staff, but also to modulate the message to
aware of the importance of making realistic and practical recommendations to each audience member so that everyone
classroom teachers, knowing first-hand that they are often managing ever- comes away from a meeting with a solid
increasing demands.” understanding of the results of the assessment
—Larissa Jackson, school psychologist and the next steps.”
SCHOOL PSYCHOLOGISTS are members of the provide consultation and psycho-educational School psychologists in British Columbia must
BCTF in many locals and work collaboratively assessments to help figure out how each have a Master’s or PhD in School Psychology.
with school and district staff to help students student learns best. Sometimes as a result of These programs include coursework on
from diverse socio-economic and cultural a psycho-educational assessment, I diagnose assessment (e.g., cognitive/IQ, academic,
backgrounds who are struggling in school. a student with a specific learning disorder behavioural, social-emotional), statistics, child
Larissa Jackson is a school psychologist in or an intellectual disability, and then I help development, psychopathology and diagnosis,
Vancouver, and she has been in the role in the school plan and implement individual professional ethics, and consultation.
various Lower Mainland districts for the last education plans,” Larissa says. Many school psychologists also have a
13 years. teaching certificate.
“I am also a mother, so I can empathize with
“Most of the students I work with are the vulnerability parents may feel when School psychologists in BC also must become
struggling academically, but sometimes attending a meeting to discuss their child’s certified by either the BC Association of School
it is for social-emotional reasons or more academic progress or psycho-educational Psychologists by submitting an application
complex and multifaceted reasons. I also assessment results. I take pride in my ability with their coursework, a supervised internship
not only to communicate complex and or practicum, an exam, and letters of
Speech language pathologists
Many teachers have had the opportunity to work with children who
have communication difficulties, ranging from stutters to an inability
to speak. Speech language pathologists (SLPs) offer vital support to
students who have communication difficulties that affect their ability to
succeed in school.
“MANY PEOPLE often think of us only for caseload is around 30 students. “My
the students with speech sound difficulties,” involvement varies depending on the
says Emily King, an SLP in Prince George, student and the school priorities and needs,
“but we are able to provide support for and so I may be heavily involved with a
students with all kinds of communication student’s programming for a period of time,
difficulties. My support for these students and then possibly less involved with that
can take many different forms and may same student at other times of the year
include assessment, intervention, resource when my focus shifts to other students in
recommendations, IEP collaboration, team the school,” she says.
collaboration, and training for school staff.”
SLPs and other associated professionals,
Emily is currently responsible for four such as Aboriginal social workers,
schools, and in School District 57 the psychologists, and occupational therapists
are new members of the Prince George
Prince George speech language pathologist Emily King.
Photo submitted.
8 TEACHER March 2019
reference, or they must join the College of “I think I can speak for most school
Psychologists of BC, which has an even more psychologists in saying that we feel that
rigorous process to join. our services are spread very thinly across
the multiple schools that we service, and
In Vancouver, there is no language in the
as a result we must focus on completing as
collective agreement about caseload ratios
many psycho-educational assessments as we
for school psychologists. Larissa works at
can, instead of being able to provide more
one secondary school and seven elementary
consultation and intervention.”
schools, and in the past she has worked
at as many as 10 schools. She is currently Chloë McKnight, President of VESTA, echoes
responsible for over 4,000 students. this concern: “Attaining ratio language
specific to teacher psychologists would
“My colleagues and I, along with the
support more manageable workloads for our
Vancouver Elementary School Teachers’
members, as well as address the delays we
Association (VESTA), are very keen on
currently see in getting students assessed.
having ratios in our collective agreement for
This would translate into more supports for
teacher psychologists and speech language
students with special needs.”
pathologists. Other teachers, like resource
teachers and area counsellors, have ratios
about how many students they see, but we
don’t have that yet,” Larissa says. Vancouver school psychologist Larissa Jackson.
Jennifer Kimbley photo
Teachers’ Association (PGTA) and the BCTF, SLPs must have a master’s degree in speech throughout the year, which are available at
says Local President Joanne Hapke. “It’s language pathology from an accredited minimal cost.”
their third year with PGTA. A previous university program, and to work in British
president recognized that associated Columbia they must pass a national exam to Although Emily has been an SLP for almost
professionals are a part of the BCTF in other be registered with the BC College of Speech 15 years, she feels like she’s only just started
locals, but not the PGTA. There was a lot of and Hearing Professionals. as she is constantly learning from the
work involved in bringing these 44 members students, school staff, and colleagues she
into our local, and we needed to make sure There are professional development works with. “I love the variety in my job
their last union, the Professional Employees’ opportunities through their provincial and the fact that I get to move from school
Association, was okay with them leaving.” association, Speech and Hearing BC, which to school and work with so many amazing
runs an annual provincial conference and teachers and educational assistants!”
After joining the PGTA, the associated their national association, Speech-Language
professionals were placed on the teachers’ Audiology Canada (SAC), runs a national
salary grid, resulting in salary improvements conference every second year. “When I’m
for many. One of the SLPs also has a seat able to travel to these events they provide
on the local bargaining committee. While great SLP-specific Pro-D,” says Emily. “SAC
they are now covered by the collective also has webinars on a variety of topics
agreement, they are not referenced in it,
and this is something the local is looking
forward to addressing during local
bargaining this year.
March 2019 TEACHER 9
KNOW YOUR RIGHTS
Tolerating violence
is not part of your job
By Toni Grewal, BCTF staff
Have you ever been struck, punched, or kicked by a student? Unfortunately,
recent studies and surveys show that teachers are experiencing more violence
in their classrooms. Violence in the workplace is not tolerable, must be
reported, and needs to be prevented.
IN THE WORKERS’ Compensation Act, Section 4.27, violence is defined as “the attempted
or actual exercise by a person, other than a worker, of any physical force so as to cause
injury to a worker and includes any threatening statement or behavior which gives a worker
reasonable cause to believe that he or she is at risk of injury.”
For teachers, often the person causing the injury is a student. The behaviour of a student
lti
mu
can escalate, and this may present risks to teachers. Also, the violent incident can be a
an
/n
singular or repeating event. Violence is not part of our job and it should not be normalized.
om
k .c
oc
iSt
According to our recent BCTF survey, 92% of teachers who experienced violence or bullying
felt stress or anxiety, while nearly 80% reported fatigue, loss of sleep, and headaches.
Experiencing violence or bullying at work can have short- and long-term effects on a
person’s physical, mental, and emotional health and well-being.
At a recent WorkSafe K–12 sector meeting, a proposal for a Provincial Workplace Violence
Strategy for the education sector was introduced. This process will involve representatives
of BCTF, CUPE, school districts, BCPSEA, and WorkSafe. For this type of program to be
effective, the partner groups present agreed that consistent language, reporting, and
follow up is essential.
In 2010, the healthcare sector developed the Provincial Violence Prevention Curriculum
(PVPC) violence prevention program. Some insight can be gleaned from the healthcare
sector experience, however, teaching in a school is not like working in a hospital, clinic, or
healthcare site. Therefore, a workplace violence prevention program for public schools will
What should you do if you
need to reflect the occupational health and safety reality that teachers experience daily. The
experience violence at work?
next phase of this process will be the creation of the formal proposal.
Follow this process:
What is and what is not bullying and harassment?
Violent incident occurs Bullying and harassing behaviour can include:
• verbal aggression or yelling
• humiliating initiation practices or hazing
Report to administrator (6A Form),
health and safety rep, • spreading malicious rumours
first aid attendant • calling someone derogatory names.
Bullying and harassing behaviour does not include:
Report to WorkSafeBC through
Teleclaim: 1-888-WORKERS • expressing differences of opinion
(Remember, injuries are not only physical) • offering constructive feedback, guidance, or advice about work-related behaviour
• reasonable action taken by an employer or supervisor relating to the management and
See your doctor direction of workers or the place of employment (e.g., managing a worker’s performance,
taking reasonable disciplinary actions, assigning work).
Source: https://is.gd/fLjCS1 Source: https://is.gd/tU1QWq
10 TEACHER March 2019HEALTH AND WELLNESS
Wade Repta is the author of The Well Teacher: Everything Teachers Need to Know to Be
Well and Stay Well in the Classroom (www.humanworkspress.com). He is an occupational
therapist and vice-president of humanworks and has worked with teachers through the
BCTF Health and Wellness Program for almost 20 years.
Maintain your voice
By Wade Repta
In the Jan/Feb 2019 Teacher (Protect your voice, p. 26) we reviewed the
mechanisms of speech, as well as some equipment and structural changes that
can be made in the classroom to improve acoustics and decrease voice strain.
Here we will consider tips to maintain voice health and possible accommodations
that can assist teachers who are experiencing voice dysfunction.
AS A TEACHER, your voice may be your Go chalkless and avoid chemicals that can
most important teaching tool. Without a harm your voice.
healthy voice teaching becomes much more Use voice amplification—As we discussed
of a challenge, if not downright impossible. the Jan/Feb 2019 Teacher.
Tips to maintain a healthy voice in the Warm up your voice and practise
classroom include: breathing—Singers warm up for
Hydrate—Sip water throughout the day as performances, and so should you. Ask a
this keeps your voice system lubricated and voice coach or speech-language pathologist
working efficiently. how to do this.
Resist the urge to clear your throat or Talk to your doctor and get help—Your
cough unless you need to. physician can point you in the right
Limit unnecessary background noise— direction for supports and look at whether
Close your doors and windows. Ensure your there are medical conditions affecting your
door is sealed at the bottom to keep out voice. Voice therapy and voice lessons with
noise from the hallways. Ask your school trained professionals can give you the tools
maintenance department to address loud you need to manage your voice.
ventilation systems.
Plan your day around your voice needs— There are a few key accommodations to
Balance classes that are voice heavy with consider if you are experiencing voice
those that require less voice demands. For dysfunction. The first is voice amplification.
example, don’t plan PE, art, and music all No teacher with voice challenges should
in the morning and quieter subjects in the be teaching without some form of voice
afternoons. Similarly, build voice breaks amplification. Some teachers also require a
into your lesson plans. Instead of talking change of classroom. If other factors such
for 40 minutes to start the class, break your as external noise or ventilation cannot
voice time into two 20-minute sessions with be changed, then this might be your only
a break. practical option. We have worked with some
Rest—This is especially important if you are teachers who needed to change teaching
already experiencing voice dysfunction, assignments altogether. If you have done
but really it is important for everyone. Find everything you can to stay in your current
iStock.com/svetikd
times to rest your voice during the day. role, but your voice is not improving, you may
If possible, schedule one to two hours of need to consider the type of teaching role
complete rest after your teaching time is that will allow you to be well and successful
done each day. Think about your after- in the long term. If this option doesn’t work
school activities, and what they are doing for you, perhaps you can stay in your current
to your voice (e.g., coaching). role, but part time. For all accommodations
Close the gap—Stand close to your class and there needs to be medical support and
students when speaking to them instead of rationale from your medical team, and
raising your voice. discussions regarding accommodations should
Face your students—Always face your go through your local and district reps.
students. Never face the whiteboard and
By putting all of this information together,
raise your voice so that the students behind
with some planning and voice-care strategies,
you can hear you. The way you set up the
it is possible to maintain your teaching voice
students’ desks can assist with your ability
and successfully remain in the classroom.
to face students directly, and to be heard.
March 2019 TEACHER 11This article first appeared in The Tyee (thetyee.ca) on January 14, 2019.
Reprinted by permission of Dr. Jo-ann Archibald Q’um Q’um Xiiem.
My dreams for
Indigenous education
in Canada
Jo-ann Archibald, new Order of Canada recipient,
imagines the brightest future for her field
Martin Dee photo
By Jo-ann Archibald Q’um Q’um Xiiem
Jo-ann Archibald Q’um Q’um Xiiem has a PhD in Education. She has held confidence in working with Indigenous
teaching positions in North Vancouver and Chilliwack school districts and was students and parents, rather than feeling
the former director of the First Nations House of Learning, associate dean it’s a dismal situation. That point came out
for Indigenous education and director of NITEP (UBC’s Indigenous Teacher in a 2015 auditor general’s report in British
Education Program) at the University of British Columbia. She is a Columbia; it is called the racism of low
member of the Stó:lo- First Nation and is one of 15 people appointed Officer expectations. I hope we wouldn’t have that
of the Order of Canada for 2019. anymore in 20 years time.
And we need to question our biases and
I’D LIKE TO be able to look back in 20 years In 20 years, Indigenous ways of knowing
keep examining our own perspectives:
and say, “Gee, we’ve really made some should be more widespread and shared
“What’s my attitude to Indigenous peoples
big steps, instead of the small steps we’ve in ways that are meaningful, of good
or the history? What has shaped my
been making over the years.” For example, quality, and engaging. Teachers who take
attitudes and how I approach these areas in
ensuring Indigenous ways of knowing on this role should feel more confident in
my own practice?” Those questions are so
are more firmly embedded in all areas of introducing the topics, the resources, and
important, and even somebody who feels
education, moving from the margins to most importantly work with Indigenous
they are not biased, when they look at their
core parts of learning in early learning, families and community members to
assumptions might think, “Oh, maybe I
Kindergarten to Grade 12, and post- supplement what the teachers are doing.
need to get more informed, get some help
secondary education. Research should be connected to these
from others to deal with some of these
approaches so that we can learn what’s
Now we’re at the stage where we have questions that I have.” I think it’s really
working, what needs to be improved, and
pockets where Indigenous ways of knowing important to question, but you need to act
share that widely.
have been introduced, and in some areas on those questions.
we actually have Indigenous programs. We Having hope, and
have had success for those who are lucky More Indigenous teachers!
the highest expectations
enough to experience these programs. But We seem to have more Indigenous teachers
those are few. Some teachers will say, “I can’t do anything
who act as resource teachers in the public
about the Indigenous kids; they come from
school system, which is important, but
poor homes,” and feel hopeless. I would
at the same time we need to have the
hope this feeling shifts to excitement and
12 TEACHER March 2019Indigenous teachers as classroom teachers, try something, and that could be their first that they belong, that they feel good about
too. That leads up to post-secondary time. But it should not be their last time. who they are as Indigenous people, and
education, where many more Indigenous that there is this caring and meaningful
faculty members are needed for teaching Non-Indigenous trajectory for them.
and doing research. students benefiting, too
Non-Indigenous students may develop an Stronger connections between
I do see more Indigenous people entering
awareness that Indigenous people were education systems, community
post-secondary education now, and these
could be the future teachers and educational living on this land going back thousands of Where I see a lot of exciting things
leaders at all levels of education. The years. They managed to survive, to live on happening right now is in the Indigenous
teachers to me are so central to Indigenous and with the land, learned or developed early childhood programs. Across the
students’ success, which is why I have technologies to help them and had their country they have been working on
dedicated much of my educational career to own values and laws. ensuring the programs are Indigenous
teacher and graduate education. — learning an Indigenous language,
The other part that students have to know
Indigenous stories — while they’re also
is the history of colonization and to think
doing child development, learning and
Including more about the results. If they then hear on the
communication activities that all children
Indigenous ways of news that Indigenous people are protesting
should get at that level.
knowing in curriculum some of the pipelines, logging, or the
We’ve been working on many areas of missing and murdered Indigenous women, At the same time, post-secondary
Indigenous curriculum, preparation of they will have an understanding about why Indigenous education in Canada is
teachers and educational leaders, and our society is in this predicament today. expanding to include more Indigenous
increasing the educational involvement Whereas when they don’t learn the history, courses, programs, and support units for
of community members. But we really all they see are the images on the news, and students and faculty. What is needed are
need to ensure that the funding for these they’re not given an understanding about ways to connect these various public and
approaches continues. That’s a difficult what are the issues, how they’ve come Indigenous educational systems so that
area, because if educational systems and about, what people want to happen, and those students who experience Indigenous
universities start to have a financial issue the the racism and how that plays out. learning transition successfully to their next
Indigenous programs are often the ones that level of learning, where that system is also
suffer the most. More emphasis on education responsive to Indigenous learners and to
as a life-long journey Indigenous ways of knowing.
Currently, there is a requirement from the BC
I’d like to see more Indigenous families
Ministry of Education to include Indigenous If Indigenous students do need any
and community members feeling positive
topics and resources at every grade level and particular supports, there are ways to find
about their engagement with the school,
subject area. Some innovative approaches the supports, or draw on the strength
that school is not for them a scary place or
ensure that students have opportunities to that child has, or strength from the
a place they don’t belong, which is often a
be out in nature to learn about the rivers, family and community. That’s where the
prevalent feeling.
the land, and the affinity and kinship one educational systems could then work with
can acquire by being on and with the land. We need to also put the same attention on the community.
They have stories to help them, Elders or this lifelong or long-term commitment. It
knowledge holders doing activities with Or later, for career or job areas, there are
is important for these different systems to
them out on the land, and the teachers help partnerships where students can have
work co-operatively: the early childhood
relate this Indigenous knowledge to science, internships and co-op placements. So that
education to K–12, then K–12 into post-
math, reading, physical activity, and more. It child knows, “Hey, somebody cares about
secondary, then post-secondary to career/
can be holistic and integrated, starting with me,” and they are prepared and they are
business/industry. Right now, it’s not a
the use of Indigenous traditional stories. given options. In 20 years, that continuum
seamless kind of journey for the learners.
should be a standard way of thinking about
In contrast, it’s not doing a little bit and Indigenous learners have often been Indigenous students.
feeling, “Okay, that’s my Indigenous activity channelled into some areas that are limited,
for the year,” which may give That kind of approach is starting to happen.
where they may not take the math or
students the impression that I have been involved with a non-profit
English courses that would get them into
this learning is not that society, Dogwood 25, that’s trying to look
a university, for example. That can be
important. It’s important at this Indigenous learning continuum
problematic when it’s done through bias;
that teachers, going from the early years right through
we want to make sure if learners decide
whether they into career and work. We are trying to get
they want to go into a trades program, they
are K–12 or at school districts, post-secondary, business,
do it knowingly and they feel good about
university, and industry working in partnership so we
it. At the same time, they should have the
can develop this kind of continuum planning
option to go to college and university.
and program approach.
Twenty years from now we would have
much more flexible educational systems
where Indigenous learners feel included,
March 2019 TEACHER 13SOLIDARITY MATTERS
Reprinted with permission of the Canadian Labour Congress
14 TEACHER March 2019SOLIDARITY MATTERS
Canadian unions unite
against sexual harassment
and domestic violence
The Canadian Labour Congress (CLC) has launched a campaign called or other costs. Paid leave means they can
#DoneWaiting, which highlights how women across the country are done have some time to deal with the impact of
waiting for social and economic justice. The three-pronged campaign calls for violence and do what’s necessary to keep
an end to wage discrimination, a solution to the daycare crisis, and an end to themselves and their children safe.”
sexual harassment and violence. The BCTF strongly supports this campaign.
The CLC campaign aims to make workplaces
DESPITE PROGRESS made in recent years But Canada’s unions are making safe for women, to make sure survivors
by women’s organizations and the #MeToo workplaces safer for women by negotiating are believed, and perpetrators are held
movement, sexual harassment and violence antidiscrimination and antiharassment accountable. They are calling on the federal
remain very serious barriers to women’s policies, better protection and intervention government to:
equality, especially in the workplace. It can for women experiencing domestic violence,
range from verbal and psychological abuse health and safety protections, and improved • Strengthen public awareness: Launch
to unwanted touching, physical and sexual employee assistance and support programs. a national public education campaign on
assault, criminal harassment, stalking, and sexual harassment and violence so that
even murder. Approximately every six days Thanks to union advocacy, workers in everyone understands what it is, why it is
a woman somewhere in Canada is killed by Manitoba, Ontario, and federally regulated never acceptable, and what they can do to
her intimate partner. Every night almost workplaces now have five paid days of prevent it.
4,000 women—many with children—turn domestic violence leave so women can seek
to shelters because they aren’t safe at home. the support and services they need. • Fund women’s organizations: Provide
Those who need it can also access an sufficient and long-term core operational
Domestic violence, also called intimate additional 10 unpaid days and up to 17 funding to women’s organizations that
partner violence, can exist in both same-sex weeks of continuous unpaid leave. The CLC support all women, so they have the
and opposite-sex relationships between will continue to push for similar legislation stability they need to continue to support
people who are married, living common in other provinces and territories. survivors and carry out vital advocacy
law, separated, divorced, or dating. Not all and research.
women experience harassment and violence In this round of bargaining the BCTF will be
in the same way. Young women, Indigenous tabling a proposal for an intimate partner • Make workplaces safe: Strengthen
women, and women with disabilities violence leave for members. BCTF President federal labour legislation so that it clearly
experience higher rates of harassment Glen Hansman said it’s past time to address defines sexual harassment and violence,
and violence. For racialized and immigrant this significant social injustice, and collective reinforces employers’ obligations to
women, lesbian and bisexual women, bargaining is one important tool. ensure workplace safety, and ensures
and trans and non-binary people, sexual effective and impartial mechanisms are in
harassment and violence can be exacerbated “Sadly, we haven’t been able to eradicate place to investigate complaints, provide
by other forms of discrimination. violence against women, but we can support and protection for survivors, and
eliminate barriers that prevent people from hold perpetrators accountable.
leaving abusive relationships,” Hansman
It’s past time to said. “It’s an important first step.” To learn more visit donewaiting.ca.
address this significant He pointed out that most women living
in violent relationships experience some
social injustice, and form of financial control and monitoring by
collective bargaining is their partners. If taking domestic violence
leave results in the reduction or loss of a
one important tool.” paycheque, the unintended result might be
the escalation of violence and risk.
“If women are trying to leave, they
need financial security,” Hansman said.
“They often need to sort out new living
arrangements, and have legal, counselling,
March 2019 TEACHER 15MAKING A DIFFERENCE
Peace of mind
Mood walks give students
relief from anxiety
By Susan Croll, Teacher editor
All photos p.16–17 Susan Croll
The Focus Program at Langley On this perfect fall day, the air is crisp and clear, the sky the bluest of blues,
Secondary School provides an and the sun glints off frost covering the ground, bushes, and trees. Fifteen
alternate educational setting to Grade 10–12 students enrolled in the Focus Program at Langley Secondary
School (LSS) are at the George C. Reifel Migratory Bird Sanctuary in Delta
help students who are dealing with
for a mood walk—a walk designed to help students dealing with anxiety
anxiety, depression, and other and depression.
trauma-related issues. The students
spend two blocks of individualized THE VISIT TO the sanctuary is their fourth “I wouldn’t know of any of these places if it
instruction per day with their mood walk in a program endorsed by the wasn’t for my class coming.”
Canadian Mental Health Association (BC
teachers and support staff from the
and Ontario). Focus Program teachers The trip journey is not all that long, but we
Focus Program. The students attend Laurence Greeff and Gwen Thornburn are continually stop to admire the stunning
regular classes for elective subjects. piloting the school-based program this display of the ducks’ green and turquoise
school year and hope their students will feathers or to feed a swan or two. We
not only learn to love the outdoors, but see share a chuckle as we watch the ducks slide
In addition to funding from the
walking and being in nature as a positive on the ice formed on one of the ponds.
school district, the Mood Walk Pilot
way to affect moods and feelings. Someone nicknames them the “Jesus
Program receives funding and in- ducks.” Considering we’re kilometres away
kind support from individuals and Most students have never visited the from roads, cars, and the buzz of the city,
businesses in the community. sanctuary before. In fact, nature isn’t a big the honking ducks
part of most of their lives. As one student provide a different
comments, “I don’t come to these kinds kind of musical
The beauty of the of places. It’s not something me and my landscape that lends
family do.” a joyous note to
place is a real break. I the atmosphere.
Each month Laurence and Gwen accompany The students
don’t feel pressured. their students on a nature walk. So far, are laughing and
I’m not thinking about they’ve visited Kanaka Creek in Maple taking photos of
Ridge, Minnekhada in Coquitlam, and one another. Clearly,
everything.” Tynehead in Surrey. Sometimes a park they are enjoying
interpreter comes with them and points themselves.
out flora and fauna. One student tells me,
16 TEACHER March 2019Looking for an easy meal, gleaming isolate themselves. “Due to the nature of
blackbirds land on both students and what they’re dealing with, and even though
teachers’ hands and shoulders. The the students are in the same program,
sanctuary offers specially selected bird they tend to stay in their own heads and
seeds for sale—a deal these birds won’t thoughts. They self-isolate. The mood walks
miss out on. Although all the students give them a chance to walk and talk with
are excited to be at the sanctuary, some each other.”
fear the hungry ducks that grab at their
outstretched hands. “I want to feed them All three educators hope that the mood
but I’m afraid I’ll get bitten,” comments walks provide a useful coping mechanism
another student, as ducks rush to get in on for their students. “We want them to make
the feast as fast as their waddling bodies the connection that they felt good, calm,
will allow. and relaxed when they were
on a mood walk,” Gwen
One student tells me that this walk is her says. “So if they’re
favourite so far. “Usually, we don’t get to feeling anxious or
feed or pet birds. I like this walk for that. sad they realize
It’s interactive.” that going for
a walk can help
Another student declares that this walk them deal with
reminds him of the Beautiful BC ads that their feelings and moods instead of turning
run on television. “I can’t believe I get to to other maladaptive coping strategies.”
experience a great place like this. I get to
relax. It’s so peaceful. And look at all of this In accordance with the Canadian Mental
beautiful scenery.” Health Association program, students track
their moods before and after the walks.
Nearly every one of the students I talk with They also reflect about the walk the next
Above, top: Focus Program teachers Laurence
echoes his comments. Three words come up day in school. Recognizing the positive
Greeff and Gwen Thornburn with some
repeatedly: relax, calm, and peaceful. impact of the walks on their moods helps
friendly blackbirds.
the students understand the effect walking
Below: A student offers up a seedy feast.
Many of the students are dealing with and nature can have on their lives.
Background: Ducks navigate the frozen
anxiety, depression, and trauma and are
pond water.
open about their challenges. They say the Laurence, along with teacher Anita
mood walks give them a break from their McCarthy, founded the Focus Program
thoughts and feelings. As one student tells 13 years ago. Too many students were
me, “Being out in nature gives falling through the cracks and the district to learning. Laurence relates that they
me a chance to be proposed a new program. The Focus know students are changing and learning
distracted. The Program isn’t Laurence’s first assignment because they produce more work. “That
beauty of the working with students kind of change is pretty self-evident.”
place is a real dealing with mental health He and Gwen help students set goals
break. I don’t feel problems. His experience for themselves. “Finding goals and then
pressured. I’m not thinking is wide-ranging, as working on these goals often means that
about everything.” he’s worked with the students become less focused on their
kids addicted to anxiety. Then they begin to feel good about
Mike Palichuk, a vice-principal at LSS joins inhalants and themselves. When they feel good about
the walk today. He explains that the mood other drugs. themselves, then they begin to change.”
walk is a natural fit for their urbanized/ Laurence says
suburbanized students. “Nature is a good that working We spot eagles and herons and are
alternative to getting consumed by all of with kids who treated to expansive vistas of water and
the technologies in the world,” he says. He have mental health, mountains. Our walk is nearly over, but it’s
applauds Laurence and Gwen for initiating substance abuse, or addiction problems not time to head home just yet. At the end
the walks and hopes that is a lifestyle—one that he thrives on and of every mood walk the students eat lunch
the students will develop loves. “I had to become more facilitative together. “Eating lunch with one another
a lifelong love for the outdoors. and eliminate barriers to learning in my provides another connection, another
classroom,” he says. He has learned and sense of belonging with each other,” Gwen
Gwen has taught in the developed as a teacher as a result. says. “It’s part of building well-being
Focus Program for the and community, and that is good for
last two years. She Students are typically referred to the Focus everyone’s mental health.”
says that anxiety and similar Program from other schools and must
mental illnesses cause students to demonstrate that they are committed
March 2019 TEACHER 17You can also read
