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Em ail: [email protected] Website: wwwieacherslife.com CONTRIBUTORS voice Volume 6, Number 4
Charlotte Morgan, Editor Scott Thornley + Company Inc., Design andré charlebois recently retired as education (st-c.com) coordinator, second languages, with the Gene Lewis, Business Manager Upper Canada DSB. He is currently a professor Charlotte Morgan, Advertising Sales at the University of Ottawa, where he teaches Jennifer Stewart, Advertising Sales undergraduate students in the second language teaching program. ETFO PROVINCIAL EXECUTIVE MEMBERS maureen coleman is an occasional teacher Emily Noble, President and with the Toronto DSB. OTF Table Officer, Algoma Ruth Behnke, First Vice-President, Lambton Kent David Clegg, Vice-President, York Region peter Harrison'S mathematical challenges Cynthia Lemon, Vice-President, Bluewater regularly appear in the ETFO Voice. Sharon Aloian, Niagara Barbara Burkett, Ontario North East Lorelei Crump, Durham Sam Hammond, Hamilton-Wentworth Marrion Johnston, Trillium Lakelands dr. June larkin is program director, Equity Studies Centre, Institute for Women's Studies Martin Long, Toronto and Gender Studies, University of Toronto. Gayle Manley, Algoma Lynda McDougall, Upper Grand Rian McLaughlin, Hamilton-Wentworth David Patterson, Hastings-Prince Edward charlotte morcan is the editor o f th e ETFO Voice. MEMBER Canadian Association of Labour Media (CALM) Canadian Education Press Association Indexed in the Canadian Educational rachelle north is currently teaching grade 4 Index/Répertoire canadien sur l'éducation with the Halton DSB. She is one of the writers ISSN: 1481-4072
of the body image curriculum. Articles contained herein reflect the view of the author and do not necessarily express official poliq of the Elementary Teachers' Federation of Ontario. dr. carla rice is a clinical program specialist, Acceptance of an advertisement does not imply Body Image Project, Regional Women's ETFO endorsement of the product or service. Health Centre, Sunnybrook and Women's Advertising contracts are subject to cancellation College Hospital. if members complain.
Publications Mail Agreement no. 40070000. Return undeliverable Canadian addresses to:
F Z X Elementary Teachers' L Z J Federation of Ontario Fédération des enseignantes et des enseignants de l'élémentaire de l’Ontario cover: Image from PhotoDisc, Volume 107 - School Life. 480University Avenue, Suite 1000 Toronto, ON M5G 1V2 Telephone: 416-962-3836 or 1-888-838-3836 www.etfo.ca E-mail: [email protected]
2 etfo voice summer/04 Features Departments Lesson Plans
9. 2003/2004 ETFO 3. From the President Al. Mirror/Mirror Award Winners 3. From the General Secretary A Body Image Lesson for Grade 3 12. Reflections of Me: The ETFO 4. From the Editor Body Image Project RACHELLE NORTH 5. On Location Report 14. Mainstreaming Body Equity 10. PD Notes CARLA RICE, PH.D., JUNE LARKIN, PH.D., MAURA JETTE 20. Protective Services/ Professional Relations 22. Queen's Park Report 30. Equity & Women's Services 27. Are you Ms Green today? MAUREEN COLEMAN 34. Protective Services/ Collective Bargaining 32. The Year in Review 38. Reviews 36. La coopération - tout le monde en bénéficie! 40. OTF Report ANDRÉ CHARLEBOIS 42. Disability Issues 41. International Walk 44. CTF Report to School Day 45. Strike Discipline 47. Teachers' Trivia 48. Events/Classifieds
summer/04 etfo voice 1 FROM THE PRESIDENT Media Interest in ETFO
As President of ETFO, the media the media was interested in ETFO's In case some forget, this is to remind frequently call me on a variety of issues. response to the Liberal focus on you of the vital importance of the This spring has been particularly busy. elementary education. Of course, we work you do. This year, you touched In early May, ETFO released support reducing class size and look a generation of students. You made a Reflections of Me: The ETFO Body forward to new money flowing to the difference in their lives. Thank you. Image Project. The launch of our new elementary panel. We will be monitoring I want to thank, particularly, the curriculum was widely reported in how the money is spent. classroom teachers of Greater Essex. the media, and featured on the CBC While the media contact me Your courage in standing together, even National News. regularly, the best spokespersons for when the board threatened to lock you The Fraser Institute Ranking of ETFO are you, the members. The public out, set an example. The boards and the Ontario Schools generated more interest. holds you in high esteem. The work government now know that elementary This useless piece of work, published by you do speaks volumes. teachers are determined to improve The National Post, simply re-compiles their working conditions. the EQAO tests results. I stressed that Proud Professionals; Proud Unionists The summer is a time to re-charge ETFO has serious concerns with these At the end of the year, many parents our batteries and prepare for the coming tests, and that the best way for parents and students take time to thank year. Have a safe and happy holiday. to find out how their child is doing at teachers and education workers for school is to talk with the teacher. their professionalism, inspiration, On May 18,1 was at the legislature and teaching. when the budget was released. This year,
FROM THE GENERAL SECRETARY Liberal Budget Helps Elementary
The Liberal budget, announced May do an injustice to elementary students back to 1975, when she left Maclean- 18, brought welcome news for and to our members. Hunter to become an assistant with elementary teachers and students. I hope that the shortfall in funding, The Educational Courier. She went on The government allocated $854 and in respect, that have dogged to work with the magazines of both million more to education, most of elementary teachers and their students ETFO's predecessor federations. which will go to the elementary panel. for so long, will soon be addressed With almost 30 years of experience, Much of the money will be used as a in meaningful ways. While there is a Charlotte has learned almost everything downpayment on the Liberal's election glimmer of hope that this government there is to know about Federation promise to reduce class size in the wants to do the right thing, school publishing. Voice is one of the best primary grades; more will go to support boards cannot be allowed to get away education magazines in the country. literacy and numeracy programs. with using the current funding gap Through her work in communications, While the recent announcement between the elementary and secondary Charlotte has also contributed to the about reductions in primary class size panels as an excuse to deny elementary Federation in many other ways. We is an appreciated and necessary first teachers improved working conditions. will miss her expertise. I know all step, the government's funding model members will join me in wishing her is still unfair to Ontario's elementary Voice Editor Retires well, whatever lies ahead in her future. students and teachers. Excessive This is the last Voice that will be edited workloads, as well as inadequate by Charlotte Morgan. Her experience funding for elementary education, in editing Federation publications dates
summer/04 etfo voice 3 From the Editor Editor Retires This is the last issue of Voice I will have Do you have a story to report? the pleasure of editing. I am retiring from ETFO, with plans to travel, write, and paint. I know many members will also be retiring at the end of June, moving on to the next phases of their lives. Maureen Coleman retired from the Toronto DSB last year and relates her experience returning to school as an occasional teacher. Her story begins on page 27. I am sure all of us retirees will miss the day-to-day support of our colleagues, wherever our worksite. I will also miss my connections with the many who have helped to build this publication. A telephone survey of 1,000 members Change of Address? Let Your Federation Know! selected at random, conducted in April, found that almost 100 percent enjoy ETFO ID# (See mailing label on back cover) reading Voice. I am proud of this result, Name and pleased to share this commendation with the literally hundreds of people Previous Information who have helped make this result Address possible. To all the authors, graphic designers, photographers, regular Home Phone columnists, and colleagues on staff, Name of School thank you! The new editor will need the same Name of Board kind of support. Please keep those articles, book reviews, and ideas coming. New Information The strength of this publication is that Address it reflects the work of the members, and the initiatives of the Federation. Home Phone
I wish everyone associated with Name of School ETFO all the very best for the future. One way or another, I will be there Name of Board to support your endeavours, as you have supported mine. Return this form by mail or fax to: Members' Records Department Elementary Teachers' Federation of Ontario 480 University Avenue, Suite 1000 Toronto ON M5G 1V2 Fax: 416-642-2424 Charlotte Morgan You can also reach Members' Records by telephone at 416-962-3836 or 1-888-838-3836 or by e-mail to [email protected].
4 etfo voice summer/04 Free Safety Video from OTIP their information about the "underground" English with the disease, as well This fall, the Ontario Federation from reading classes to Buddhist monks - as friends, colleagues, and Teachers' Insurance Plan LINK/Women's Issues. something the Chinese employers of those living (OTIP) will be distributing Now you can have a copy government opposes." with breast cancer. We offer a free copy of the Smart delivered to you by e-mail. Kalpana had hoped to a wide range of free services Kids video to over 3,700 Visit www.etfo.ca and be in Bangladesh for two across Canada, such as elementary schools in scroll down the home page months this summer as part workshops, presentations, Ontario. The 50-minute to the Quick Links section. of an internship project with mailings, telephone support, video, produced in 2001 Click on Subscribe and BRAC/UN. Unfortunately, and individual counselling," by Global Television in follow the instructions. that program was cancelled says Petroff. conjunction with the RCMP, Printed copies of LINK/ because the school in which For more information, helps children learn about Women's Issues will she was to teach had been visit www.willow.org. • Home Smarts - How to stay continue to be included bombed. Instead, she will safe when they are home with stewards' mailings. head to Peru and Ecuador to Youth Essay Project 2004 alone. teach in remote villages. As Status of Women Canada • Street Smarts - What to Simply Awesome! was the case with her trip invites Canadian youth do when approached by Kalpana Makan, a teacher to Nepal, Kalpana will be between the ages of eight a stranger. with the Toronto DSB, was paying all her own expenses, and 24 years to submit • School Smarts - What to in Nepal and Tibet for two and travelling alone. essays about Canadian do if they are being bullied months last summer teaching BRAC, formerly known women who have served at school. English to Buddhist monks, as Bangladesh Rural as their role models. • Internet Smarts - How to as well as life skills to young Advancement Committee, Students can choose to keep safe in a virtual world. girls being reintegrated into receives many requests submit a video, photo, or their villages after being sold to work as interns with written essay on one of As a result, thousands of into prostitution. the organization. For the following topics: "Our elementary teachers will be "I arrived in Nepal, more information visit Foremothers, Women of able to use this video in their approached a Buddhist www.brac.net. the Past" or "Continuing classrooms. Children watch temple, and asked the head A journal and photos of Change, Women of Today." different scenarios, learn how monk how I could help. He Kalpana's 2003 experiences Excerpts from some of the to develop their confidence, assigned me to the village of in Nepal and Tibet are submissions received may and keep themselves safe in Tokha, where the girls were posted at www.shades be posted on the Status of dangerous situations. being kept in a safe place. between.com. Women Canada website. To assist teachers in using I became immersed in village Some of those role models this video, OTIP consulted life and was soon doing the ETFO's Support Recognized will be highlighted in with several elementary same chores as the other In April, ETFO was presented the material we produce teachers and developed a women - fetching water, with a special recognition for Women's History teacher guide, as well as working in the rice fields, award from Willow Breast Month 2004. accompanying learning and cooking dinner. It was a Cancer Support and All entries must be resources. The resources are physically and emotionally Resource Services. postmarked by June 30, available at www.otip.com/ exhausting experience - one "ETFO has supported 2004 and received no later smartkids. Watch for the of the hardest things I have Willow almost since we than Friday, July 9, 2004. video to be delivered to ever done-yet I would opened our doors in 1996," www. s wc-cfc. gc. ca/dates/ your school in September. do it again in a flash," says Dallas Petroff, executive project/index_e.html> says Kalpana. director. "We have very LINK/Women's Issues "One of the highlights was much appreciated it. Now on E-mail being invited to accompany "Willow supports people ETFO's communications the monks on a 1000 km affected by breast cancer, survey of 1,000 members trip to Lhasa, where I taught including those diagnosed confirmed that many get
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ALL FIELDS MUST BE FILLED IN COMPLETELY. 2 0 0 □ Corporate PCS + Weekends and Weeknights* IMPORTANT PLEASE READ CAREFULLY: All orders must be received fully completed and (Edvantage Weekends and Weeknights) legible before August 30, 2004. Baka is not responsible for electronic errors that prevent us from getting your order. If a credit issue arises with Bell Mobility, Baka will notify you and then you are responsible to call Bell Mobility credit department and resolve all issues within 3 business days or your order will be voi< $ 7 0 50 You are responsible to ensure someone can sign and receive your package when it is delivered by Æm • /month purolator, if no one is available then it is your responsibility to call purolator and arrange alternate delive arrangements. Please allow a minimum of 7 business days to receive your order if everything is legible Includes: and no credit issues occur. Accessory items may not be exactly as shown. 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Anti-Bias Curriculum Writer's Award - Newsletter Editor's Award- Development Award WP - Published multi-sheet Suzanne Muir, Halton Grace Mathieson, Hamilton-Wentworth Chris Lofts, Lakehead Multi-Media Award Writer's Award - Newsletter Editor's Award- Leo Di Leo, Elementary WP-Unpublished single-sheet Teachers of Toronto Kerry Lynn Parsons, Dave Krook, Jan Grant and Ruth Kawartha Pine Ridge McLean, Upper Grand Multi-Media Award -W P Dolores Sullivan, Elementary Local Website Award Occasional Teacher Teachers of Toronto David Wing and Martin Higgs, of the Year Kawartha Pine Ridge Sandy Berezuk, Upper Grand Rainbow Visions Award Robin Coverdale, Halton and Humanitarian Award Honorary Life Julie Pehar, Education Co-ordinator - ETFO Member Membership Award Sexual Assault and Violence Scott McNie, Hamilton-Wentworth Phyllis Benedict, Kawartha Pine Ridge Intervention Services of Halton Caroll Carkner, Upper Canada Sue Dunlop and Kelly Hayes, Humanitarian Award Gordon Hough, Upper Canada Hamilton-Wentworth Non-ETFO Member Barbara Uttley, Greater Essex Linda Middaugh (Retired Member), Dave Krook, Upper Grand Science & Technology Award Halton Tara Tasker, Kawartha Pine Ridge Children Living Writer's Award - Published in Poverty Award Bryan Smillie, York Region Hilda Pretty and Christine Paul, Upper Canada Writer's Award - Unpublished Laurel Belanger and David New, Limestone For more information on ETFO awards, scholarships and bursaries, ask your steward for a copy of ETFO's Reference Book, contact your local president, or call Jerry DeQuetteviile at provincial office. summer/04 etfo voice 9 i O PROFESSIONAL DEVELOPMENT Summer Academy 2004 ETFO offers a two-hour workshop through Teachers from all across the province will our locals that is designed to help teacher be taking part in ETFO's Summer Academy representatives on school councils clearly 2004. These practical and dynamic three- understand their rights and responsibilities day curriculum courses are being offered in as the teacher voice on the school council. 12 locations between July 5 and August 6. The workshop emphasizes the importance of One teacher writes: The Summer Academy is just one of many ensuring that teachers' concerns are clearly "Thanks so much. opportunities ETFO offers for teachers to represented at school council meetings and that the teaching staff remains well I am so glad I took work with and learn from one another. informed of school council deliberations. the time to come. Check the ETFO website at www.etfo.ca to see if there are still openings available. Contact your ETFO local if you're I don't feel so interested in participating in a school isolated after ETFO On-line Courses council workshop. hearing many Now Available teachers with ETFO Conferences Are you interested in doing a short the same issues." for New Members professional development course created CONNECT 2004 by ETFO on-line? Go to the ETFO website ETFO offers a wide variety of programs and at www.etfo.ca and click on the e-learning resources for new members. These include icon. It will take you to the catalogue, where two conferences specifically for teachers you can choose one of four courses. The in their first five years. courses were written by ETFO members for elementary educators and have a classroom Connect 2004 management slant. Each course has audio Our provincial conference offered in accompaniment, printables, an action partnership with divisional and subject planner, and opportunities to reflect on associations, was a great success. Beginning your learning. Choose from A Physical teachers from across the province met in Space that Works; Dealing with Difficult Toronto on April 16-17, 2004. The classroom Behaviour; English as a Second Language; management theme proved popular with and French as a Second Language. Each our newest members. One teacher writes: course costs $50 for ETFO members "Thanks so much. I am so glad I took the and $60 for non-members. time to come. I don't feel so isolated after hearing many teachers with the same Workshop for Teacher issues." Connect 2005 promises to be Representatives on another exciting learning opportunity. School Councils Talk to your local and plan to attend! School councils have become an important Survive and Thrive part of the accountability framework for education in Ontario. Some school councils Our on-line conference for beginning operate effectively and provide a positive teachers is full of downloadable classroom forum for discussion about school issues. resources, keynote presentations by experts, Others face a number of challenges as they useful weblinks and much more. To access endeavour to play an effective advisory role this free conference go to the ETFO website at the school level. at www.etfo.ca and click on the Survive & 10 etfo voice summer/04 Staff of ETFO's Professional Services Service Area are WENDY MATTHEWS-COORDINATOR, KAREN BROWN, RUTH DAWSON, JOANNE LANGUAY, PAT MCADIE, VIVIAN MCCAFFREY, JENNIFER MITCHELL, CHARLOTTE MORGAN, MARY MORISON, JAN MOXEY, BARBARA RICHTER, ANNE RODRIGUE, LINDA ROWATT Thrive icon. Be sure to take a look ETFO's Whole Child Campaign In the Know - Research at the keynote presentation by ETFO This year's province-wide public at a Glance member, Nancy Meehan, on the new relations campaign focuses on the Passing the Test: The False Promises o f occasional teaching section, and the needs of the whole child, and the Standardized Testing is a new book "Mind Games" activity package by role teachers play in opening a child's from the Canadian Centre for Policy one of our most popular workshop world of possibilities. Alternatives edited by Marita Moll presenters, Joanne Myers. Already, advertisements have been of CTF. placed in Chatelaine, Canadian Living, Five hundred and fifty-two African- Ontario EcoSchools Today's Parent, OWL/Tree House Family, American high school students with Climate change is increasingly seen as and What's Up Kids? low skills were expelled from school the most serious of the environmental Brochures for parents and bookmarks in Birmingham, Alabama, just before problems we have to respond to, now for students were sent to every school a big state test. Test scores went up and in the future. No one debates the in time for end-of-year distribution and the superintendent got a bonus. need to learn to live more sustainably, to students in kindergarten through In recent years, and without much but what to do and where to start? grade 8. public scrutiny, large-scale testing With funding from the federal Billboards on the same theme will be projects have become firmly Climate Change Action Fund, Ontario up across the province in the early fall. established in Canada and around EcoSchools is developing an extensive the world. These tests are now self- series of classroom and school resource perpetuating industries. They divert guides that give new prominence to the large sums of public monies from environmental learning expectations resource-starved schools. Teachers in the Ontario curriculum. Activities mmwmm o sab ib.iies and students are pressured to increase and tasks are designed to connect the school's test scores. Low ranking classroom experience with practical schools are publicly stigmatized. issues in students' lives. The program is Does any of this improve learning? streamlined to appeal to busy teachers In this collection, researchers, and administrators who know the value teachers, parents and students speak out of student involvement and parental about the problems of and the growing support. To download free copies of the opposition to standardized testing. guides, go to York University's Faculty To order this book from CCPA for of Environmental Studies website $24.95 go to www.poIicyaltematives.ca. at www.yorku.ca/fes/envedu/ ecoschools.asp. Help your school and Quoted with permission from Passing the Test: The False Promises of Standardized Testing, back cover. community adopt the new thinking and behaviour needed to live well in years to come - make your school an EcoSchool! summer/04 etfo voice 11 On May 5, 2004, the Federation proudly released Reflections of Me: The ETFO Body Image Project. The launch took place at the Art Gallery of Ontario. ETFO first learned from teachers that they had noticed an increasing incidence of weight preoccupation in students. This trend was reported in children as early as kindergarten. Teachers' observations, as well as the rapid increase in eating disorders throughout our society, made ETFO realize the need for a closer investigation of this issue. In the spring of 2001, ETFO began to develop an extensive project designed to improve the quality of life for Ontario's children. Reflections of Me: The ETFO Body Image Project is the result. Initially, ETFO brought together an advisory committee to discuss the negative images many girls have of their bodies, how this affects their well being and what can be done about it. Staff from ETFO's Professional Services Service Area asked representatives from the National Eating Disorder Information Centre, Sunnybrook and Women's College Hospital, the University of Toronto, and the Department of Public Health to sit on an advisory committee. The committee included a practising classroom teacher, a public health nurse, and a registered dietician. Reflections As a result of recommendations from the panel, ETFO commissioned Dr. June Larkin, program director of the Equity Studies Centre, Institute for of Me: Women's Studies and Gender Studies at the University of Toronto, and Dr. Carla Rice, clinical program specialist The ETFO Body with the Body Image Project at the Regional Women's Health Centre, Sunnybrook and Women's College Hospital, to research the issue. The Image Project study was to review the international 12 etfo voice summer/04 Left to right: Heather jessop and Rachelie North at the launch of the Body Image Project. > Invited guests celebrate the launch of ETFO's Body image Project. > The writers of the Body image curriculum gather for the first time. literature on body image and continuum of curriculum that could parents and teachers describing recommend ways in which ETFO involve the whole school, it was the issues, and to decide when the could address the issue. decided to release all the components materials should be released. In the In the fall of 2001, Larkin and Rice, at the same time. end, Wednesday, May 5 was selected, working with researcher Maura Jette, In October 2001, ETFO put out a which coincided with International delivered their extensive report on call for writers for curriculum related No Diet Day, set for May 6. A gala the developmental and socio-cultural to body image in girls in grades 1 to 3. launch was planned to bring together, factors that influence dissatisfaction Calls for junior and intermediate for the first time, all those who had with body image and eating problems writers followed in 2002. Meanwhile, worked on the project, representatives in 4 to 14 year old girls. Although ETFO staff, along with filmmaker from the government and other "body image" problems are generally Gail Picco, began work on a video education stakeholder groups, as well as members of the media. The Art Gallery of Ontario was chosen as the site for the project launch. Its many images and sculptures of diverse bodies would provide a perfect backdrop for the message. ETFO believes that Reflections of Me: The ETFO Body Image Project will be most effective when teachers from grades 1 -8 work together. Working alone, teachers can only achieve so much. Once students leave the classroom and interact with others on the playground and elsewhere, many of the messages they receive contradict the goals of the body image curriculum. taken to mean food and weight issues, on body image to be used in all Working together, as well as with the researchers also studied girls' grades as well as with parents and parents and community members, concerns about shape, facial features, other interested parties. teachers are more likely to succeed skin colour, and physical abilities. In In keeping with the research findings, in promoting positive, enduring addition, they looked at programs that the curriculum fell into three program change in how students perceive had successfully promoted healthy themes. The primary curriculum their own bodies. body images in students. would focus on accepting diverse body As a result of that study, entitled images; the junior on promoting body For more information on Reflections Mainstreaming Body Equity, ETFO acceptance and building resistance of Me: The ETFO Body Image Project, began developing a program to help to body-based harassment; and the contact Jan Moxey at provincial office. girls feel good about their bodies. The intermediate on questing adherence E-mail: [email protected]. The brochure program would include body-image- to body norms. for parents is available at www.etfo.ca. related curriculum for students from By the fall of 2003 Reflections of grades 1 to 8, teachers' guides, a video, Me: The ETFO Body Image Project was and brochures for parents. Because nearing completion. All that remained the program would be based on a to be done was to write a brochure for Photos by Brian Pickell summer/04 etfo voice 13 From the moment children begin to think about their bodies, at age four, they want to be thin. By age eight, although both girls and boys are struggling with body image, girls experience the issue much more keenly. Girls, for example, may refuse to wear shorts, believing their legs are too fat. By age 12, many girls just won't risk exposing their bodies to ridicule. And by age 15, many girls react to constant teasing and harassment about their bodies by resorting to extreme weight loss and binge eating. Girls who internalize increasingly negative thoughts about their bodies may withdraw from physical activities and other learning experiences. Conversely, a positive body image builds self-esteem and creates well-adjusted children who are enthusiastic about life's opportunities. An ETFO-Commissioned Research Report In the Spring of 2001, ETFO contracted understanding the emergence of these of body image dissatisfaction and with Carla Rice and June Larkin to problems are the developmental and eating problems in 4 to 14 year old research the literature related to socio-cultural models. While in practice girls, and the recommendations we programs that have improved the body socio-cultural and developmental have developed from our discussion image of 4-to-14-year-old girls. This factors overlap and influence each of these processes in the full report. lengthy report formed the basis for other, distinguishing between them is Although body image problems are the development of Reflections of Me: useful because it enables us to describe generally taken to mean food and The ETFO Body Image Project. What social processes influencing girls' views, weight issues, we have also taken follows is a summary of that research. as well as the ages and developmental into account girls' non-weight-related Body image is a term that is widely stages at which these processes begin body image concerns, including their defined as the representation of outer to affect them. concerns about shape, facial features, appearance-a person's inner perception In this summary, we list the skin colour, and physical abilities. of her body (Thompson, 1999). developmental and socio-cultural The two major models suggested for processes influencing the emergence 14 etfo voice summer/04 By Carla lice, IJune Larkin, Ph*0*, Maura jette Development parental criticism and modelling on Body Mass Index children's body images, body image Because a high body mass index prevention programs must address makes girls vulnerable to harassment Factors parental influences. This component The developmental model is unique in and poor body image, prevention of school-based programming must its investigation of the role of childhood programming should avoid weighing attempt to educate parents about the and adolescent development in the students, or engaging in any other power wielded by their body-related emergence of body image problems; activity that calls attention to the size words, attitudes and actions. Parents tracing when and how children develop of girls' bodies. Moreover, given that must be encouraged to challenge their a physical self-concept and internalize what is considered "normal" BMI may own weightist, racist, colourist, and cultural criteria used to judge their vary according to race and ethnicity, ableist attitudes in order to address physical traits. The model focuses on prevention programs might consider the effects of these attitudes on their body image formation in childhood; messages that encourage students to children's body images. Parents should the effects of parents' negative body question the societal weight, height also be encouraged to trust children's comments and modelling; the influence and other body "norms." internal hunger and satiety cues, of pubertal status and body mass index, understanding that children will and the effects of self-esteem on Self-Esteem naturally eat appropriate amounts children's evolving body images. Many researchers recommend that and varieties of foods if given prevention programs include a focus the opportunity. Body Image Formation on self-esteem. While studies suggest in Early Childhood The Influence of a focus on self-esteem alone does not seem to improve girls' body images in Because children notice bodily Pubertal Status differences years before they attach the long term, it does not exacerbate Because most of the research to values to them, prevention programs existing body image problems, and date implicates puberty in body aimed at children as young as four may even inoculate some girls against dissatisfaction, prevention programs years old must attempt to challenge developing more severe problems. In should encourage the acceptance of all social norms that dictate what is some aspects of the prevention program, menarcheal ages as normal, as well as considered attractive or acceptable. a single sex environment may provide provide information and opportunities At these young ages, children must a more positive space for improving for discussion about pubertal changes be taught that all differences in size, self-esteem in girls. and their effects on girls' bodies and colour, characteristics, ability and body images. Evidently, any deviation overall appearance are "normal." from a perceived acceptable pubertal age can result in negative body-esteem Negative Body Comments and self-esteem. This is evidence that and Modelling by Parents prevention programs must focus on Because the research to date has the erosion of such "norms." demonstrated negative effects of "Parents must be encouraged to challenge their own weightist, racist, colourist, and ableist attitudes in order to address the effects of these attitudes on their children's body images." summer/04 etfo voice 15 "Researchers note that school-based body image programs must educate children about racial, sexual, physical, and facial differences so that students understand and accept all bodies as normal." Sociocultural Acculturation ignoring other social factors that Prevention programs must be exacerbate media messages for girls. attuned to the immigration process Media literacy components of Factors prevention programs should also critique The socio-cultural model emphasizes and bicultural experiences of ethnic- both stereotypical representations of the social factors or processes through minority Canadians in order to address women of colour in the media, as well which children and adolescents adequately the spectrum of factors as the absence of media role models learn to assess their bodily traits and that influence the body images of for ethnic minorities. differences and attempt to conform to Canadian girls. cultural expectations for their bodies. Social Comparison and Efficacy of Harassment Friendship Cliques This factor includes harassment related Overall, this research suggests that Eating Disorder to weight, disability, racial origin, prevention efforts aimed at girls should Prevention and sexuality. consider friendship cliques as a target for Prevention programs must adopt intervention. These interventions should Programs: concepts of body image that include, begin with grade 4 girls and continue and go beyond, weight in order to throughout the middle school years. Pedagogy, target sexual, racial and disability- related harassment. Programs must Socio-economic Status Content, Scope With the aim of preventing serious challenge societal concepts of acceptable and Social Mobility eating disorders among girls and young physical appearance so that children Prevention programs should be careful women, researchers have measured the include the entire appearance spectrum to recognize that differences in economic efficacy of prevention programs in in their concepts of what is normal. resources among students, may affect • decreasing female students' drive Researchers note that school-based their body satisfaction and access to for thinness, body dissatisfaction, body image programs must educate physical activity or healthy food. weight control, dieting and problem children about racial, sexual, physical Programs that promote healthy weight eating; and and facial differences so that students and eating, without acknowledging • increasing their body satisfaction, understand and accept all bodies as access issues, may put low-income self-esteem, media literacy and ability normal. (Cooke Macgregor, 1990; girls at greater risk for developing to resist harassment. In general, Matter and Matter, 1989; Mulderji, body image and eating problems. researchers have attempted to 1996; Rousso, 1984.) Given the lack of Canadian data, test the effectiveness of three care should be taken in making any components of programs designed Racial Differences connection between social class, social for elementary, middle and high in Body Image mobility, and skin colour. However, school students - program pedagogy, social stereotypes about skin colour, Prevention programs must be careful content, and scope. to attend not only to weight-related social class, and character should be explored in a body image curriculum. aspects of body image, but to all of the Pedagogical Approaches features that are implicated in girls' in Eating Disorder body dissatisfaction. By challenging Mass Media Processing Prevention Programs social norms that define attractiveness, Media literacy components of To date, prevention programs using prevention programs can help girls to prevention programs must be careful four pedagogical approaches for internalize concepts of beauty that to address the role of the media in children and youth at different ages embrace all physical differences. facilitating body image dissatisfaction and stages of development have been and a drive for thinness, without evaluated and tested; 16 etfo voice summer/04 • didactic, information-based needed for children, who as young this information in programs designed programs; as age six, are developing appearance- for any age group. Curriculum should • interactive, activity-based programs; related prejudices and body image not glamorize or normalize eating • empowerment-relational approaches; concerns. Theatrical interventions disorders (e.g. case studies of and have shown success for this age recovering peers). • dramatic-theatre interventions. group. The National Eating Disorder • Programs should aspire to provide Information Centre in Toronto is positive representations o f diverse Recommendations developing a puppet project that bodies: Curriculum should provide • Programs should avoid taking a could be distributed in Ontario role models with diverse bodies and didactic approach. Because information- elementary schools. looks, people who are praised for based programs do not result in their accomplishments and their attitudinal and behavioural changes, Content of Eating Disorder appearance. Students should also many researchers have concluded Prevention Programs learn to discern stereotypes in that pure information is highly Researchers have also evaluated the depictions of people with different insufficient for prevention. bodies, including differences based • Curriculum should encourage active effectiveness of various aspects of the content of programs on target on ability, colour and size. These participation in lessons. Research messages should be highlighted in demonstrates that active participation populations. They have looked at the effects on girls' body image, every activity for each age group. in prevention programs is a necessity. • Programs should emphasize the genetic Efforts should be made to develop information about nutrition, eating disorders and genetics, inclusion of component o f weight, shape and other curriculum ideas encouraging group body traits: Children should be work, teamwork, games, play, drama a physical fitness component and focus on media literacy. exposed to the reality of the genetic and activities where students component of body weight, the participate at every stage. Recommendations inevitability of gaining weight during • Girl-focused participatory programs should • Content should de-emphasize puberty, and the biology of other body be developed and implemented as part nutritional information: Nutritional traits such as physical disabilities and o f a comprehensive prevention strategy. information should not be included, facial differences. Programs should Participatory approaches that allow for nor should moralistic messages about never try to teach children how the experiences of girls to shape the food be given. If some nutritional they should change their bodies, program have been shown to increase information is incorporated, but rather the differences between girls' body esteem, self-esteem and discussion should focus on the what they cannot control (pubertal resistance to teasing (Dahlgren unalterable genetic component changes, genetic components of size Daigneault, 2000; Friedman, 1996; of body size and weight. It is very and ability) and what they can control Piran, 1999; Rice and Russell, 2001). important that children receiving (development of a multi-faceted These programs could be run as focus information about healthy food identity, selection of realistic role groups within the school, directly choices understand that these models, and variety in nutrition and addressing body image determinants choices will not necessarily lead exercise). When physical activity is such as peer influence and to a specific body weight. promoted, efforts should be made to competition, sexual harassment • Programs should avoid specific emphasize pleasure and enjoyment at school, and racism. discussion o f eating disorders: rather than weight loss. • Prevention programs that focus on Researchers now agree that • Curriculum should avoid pairing accepting diverse bodies should be information about eating disorders healthy eating and weight messages designed for children in kindergarten should not be given to pre-pubertal with media literacy. Researchers agree through grade 5 using creative and children, and that program planners that pairing nutrition and exercise age-appropriate activities. Creative should use caution when including messages with media literacy is prevention interventions are clearly summer/04 etfo voice 17 I counterproductive, sending mixed body acceptance messages is tend to move into a defensive messages to girls and boys. Students' necessary for all age groups, and posture when gender equity issues anxieties can be exacerbated when messages should be integrated into are discussed, some researchers have the message to accept diverse bodies as many aspects of school experience suggested that they be excluded promoted in media literacy conflicts as possible (different school contexts, from prevention programs (Nichter, with the message of food and weight i.e., cafeteria, playground, etc.). 1999; Phelps, 1999; Piran, 1998). control advocated in the healthy • Parents' body biases must be addressed. While researchers agree girl-only eating and weights curriculum. Because the comments that parents sessions are most likely a necessity • Programs should address the diversity make about weight and shape have as girls enter puberty, the mixed of body image problems among been shown to affect children in classroom and common curriculum adolescent girls. Because weight may elementary school, and because these are potential tools for change that not hold equal importance for girls' comments increase as children grow should not be abandoned. To target body images in all racial and ethnic older, parents should be made aware boys safely in mixed classrooms, groups, programs should address the of the power that they wield. Efforts programmers should develop range of body image issues girls face, should be made to include parents curriculum interventions and content including concerns related to skin in the prevention programming as that are more sensitive to girls and colour or tone, facial features, hair, early as possible. boys with "different" bodies. and height. Just as prevention • Curriculum and training should • Prevention programs should extend programs discuss the relationship address teachers' body biases. beyond classroom lessons to include between sexism and body image, Classroom teachers need training changes in the overall school they must also address the effects of to implement prevention messages environment. Considering that racism, classism and ableism on girls' effectively and to confront their own students receive negative messages body images and eating patterns, and body biases and their potential to about their bodies in peer interactions help them feel comfortable expressing transmit such attitudes to students beyond the classroom, programs must their differing experiences of their participating in prevention programs. encourage the development and bodies (Larkin, Rice and Bennett, Programs should schedule training enforcement of school policies that 2000; Levine and Smolak, 2001; Piran, sessions for teachers before the onset address racial, sexual, weight-related 1996, 1998; Rice and Russell, 2001). of the program in order to prepare and disability-related harassment. them for facilitation and allow them Scope of to explore their own attitudes about Prevention Programs fat, physical differences, disabilities General Researchers have raised questions about and body image. Recommendations the scope of prevention programs, • Peer-Focused Programs should be investigating what populations should created. Considering that peer for Body Image be targeted (teachers, parents, girls, influence becomes important as boys, children or adolescents), as well as children reach puberty, programs Curriculum: how comprehensive programs should be designed for girls entering puberty Mainstreaming (whether they should extend beyond should use mentoring and peer the curriculum to the playground, bus, education approaches to addressing Body Equity weight and body image issues. cafeteria and hallways). We suggest that prevention initiatives • Curriculum developers should develop should be integrated into subjects Recommendations programs that encourage boys to across the curriculum. We envision a • Body acceptance messages should be examine their own beliefs about body curriculum that promotes acceptance repeated at different ages and stages o f image. Because boys are often unable of diverse bodies in the classroom and development. Repeated exposure to or unwilling to critically examine encourages students to question non-dieting, weight acceptance and their own beliefs and because they 18 etfo voice summeram "Classroom teachers need training to implement prevention messages effectively and to confront their own body biases and their potential to transmit such attitudes to students participating in prevention programs." conformity to societal body norms. Mainstream the Body Equity Dr. June Larkin is program director, We offer two general recommendations Message Throughout the Equity Studies Centre, Institute for for achieving these learning goals and Elementary School Curriculum Women's Studies and Gender Studies, specific recommendations for reaching We recommend that the Federation University of Toronto. Dr. Carla Rice them with students of different ages. develop prevention materials that is a clinical program specialist, Body mainstream the body equity message Image Project, Regional Women's Develop a New Curriculum in its elementary school curriculum. Health Centre, Sunnybrook and Focus on Body Equity Mainstreaming body equity in Women's College Hospital. Maura We recommend that the Elementary an institution implies that body Jette, M.A. Candidate, is a research Teacher's Federation not produce image should be regarded as cutting assistant, York University School of another resource focusing on healthy across issues in all policy and Women's Studies. Body Equity is a eating and weights but instead create curriculum development. concept developed by Carla Rice, a resource focused on body equity, Vanessa Russell, and Margaret Wells organized in an age-and-stage Program Themes for through the Toronto District School appropriate way. A body equity Different Age Groups Board's Embodying Equity Program. curriculum would weave together the A g e s 4-7 study of gender, disability, race and Accepting Diverse Bodies class through the body, addressing A g e s 8-10 representation of bodies in popular Promoting Body Acceptance culture, historical understanding of and Building Resistance to bodily differences, and the experiences Body-Based Harassment of people who do not fit societal A g e s 11-14 body norms. Questioning Adherence to Body Norms Bibliography Phelps, L., L. S. Johnston, and K. Augustyniak, K. 1999. Prevention of eating disorders: Identification of predictor variables. Eating Disorders, 7, 99-108. Phelps, L., M. Dempsey, Cooke Macgregor, F. 1990. "Facial Disfigurement: Problems and Management of Social J. Sapia, J. and L. Nelson 1999. The efficacy of a school-based eating disorder Interaction and Implications for Mental Health." Aesthetic Plastic Surgery, 14, 249-257. prevention program: Building physical self-esteem and personal competencies. In Dahlgren Daigneault, S. 2000. Body Talk: A School-Based Group Intervention for Working N. Piran, M.P. Levine & C. Steiner-Adair (Eds.), Preventing Eating Disorders: A Handbook with Disordered Eating Behaviours. Journal for Specialists in Croup Work, 25, 191-213. of Interventions and Special Challenges, (pp. 163-174). Ann Arbor: Edwards Brothers. Friedman, S.S. 1996. "Girls in the 90s." Eating Disorders, 4, 238-244. Piran, N. 1999a. "The Reduction of Preoccupation with Body Weight and Shape in Larkin, j., Rice, C. and M. Bennett. 2000. "Body Based Harassment, Body Image and Schools: A Feminist Approach." In N. Piran, M.P. Levine and C. Steiner-Adair (eds.), Disordered Eating Patterns: Clinical and Educational Implications." Paper presented Preventing Eating Disorders: A Handbook of Interventions and Special Challenges. at the Annual Conference of the Canadian Psychological Association, Ottawa. (pp. 148-159). Ann Arbor: Edwards Brothers. Levine, M.P., and L. Smolak. 2001. "Primary Prevention of Body Image Disturbances Piran, N. 1999b. "On the Move from Tertiary to Secondary and Primary Prevention: and Disordered Eating in Childhood and Early Adolescence." In K.J. Thompson and Working with an Elite Dance School." In N. Piran, M.P. Levine and C. Steiner-Adair L. Smolak (eds.), Body Image, Eating Disorders, and Obesity in Youth (pp. 237-260). (eds.), Preventing Eating Disorders: A Handbook of Interventions and Special Challenges. Baltimore: United Book Press. (pp. 256- 269). Ann Arbor: Edwards Brothers. Matter, D.E., and R. M. Matter. 1989. "If beautiful is good, then ugly must be...: Piran, N. 1998. "A Participatory Approach to the Prevention of Eating Disorders in Confronting Discrimination Against the Physically Unattractive Child." Elementary a School." In W. Vandereycken and G. Noordenbos (eds.), The Prevention of Eating School Guidance and Counseling, 24, 146-152. Disorders (pp. 173-186). London: Athlone Press. Mulderij, K.j. 1996. "Research into the Lifeworld of Physically Disabled Children." Piran, N. 1996. "The Reduction of Preoccupation with Body Weight and Shape in Child Care, Health and Development, 22, 31 1-322. Schools: A Feminist Approach." Eating Disorders, 4, 323-333. Rice, C. and V. Russell. 2001. Embodying Equity: Working with Young Women at the Crossroads of their Bodies Nichter, M., N. Vuckovic, N., and S. Parker 1999. The looking good, feeling good and Society. Toronto: Green Dragon Press. program: A multi-ethnic intervention for healthy body image, nutrition, and physical activity. In N. Piran, M.P. Levine & C. Steiner-Adair (Eds.), Preventing Eating Disorders: Rousso, M. 1984. "Fostering Healthy Self-Esteem." The Exceptional Parent, December, 9-14. A Handbook of Interventions and Special Challenges, (pp. 1 75-193). Ann Arbor: Thompson, K., L. Heinberg. M. Altabe, and Tantleff-Dunn. 1999. Exacting Beauty: Edwards Brothers. Theory, Assessment and Treatment of Body Image Disturbance. Washington: American Psychological Association. suMMER/04 etfo voice 19 PROTECTIVE SERVICES/ PROFESSIONAL RELATIONS The High Cost of ones, and even those who present themselves Mismanaged Anger as "the enemy." Such efforts take courage, insight, and hard work. Why bother? Anger is a healthy and normal emotion. Because this hard work leads to feelings of It's part of nature's way of keeping us encouragement, confidence, control and protected. It is the least talked about, and greater self-respect. Moreover, proper conduct the least understood of human emotions. in professional situations can prevent serious "Anger is a common emotion. Every day, the staff in Protective Services workplace repercussions. Most people encounter respond to calls from members who are angry feelings o f varying distressed over a variety of workplace issues. Your Anger Style intensity every day, Often these individuals feel bullied, harassed many times a day. How, or and abused by students, parents, colleagues A person's basic response to anger develops if, this emotion is expressed or administrators. As our conversations during childhood. Sometimes we pick up may differ from person unfold, the one theme that constantly bad habits and these may not prove to person or situation to emerges is that of anger. These individuals effective in our own lives. situation. Some people do not always indicate that they are angry. Four General Reactions to Anger spontaneously blurt out their Often they describe themselves as feeling People generally fall into one of these angry feelings. Others hide depressed, victimized, hurt, misunderstood, categories when they are expressing their their anger behind a forced or powerless. However, as we peel away the anger. Although people from time to time smile while planning revenge. layers, it becomes increasingly apparent use all four methods of expressing anger, Still others may be angry that anger is deeply rooted in their they will establish a dominant theme, which and not know it. Since anger troublesome situation. others quickly learn to expect of them. is such a common emotional Normally, by the time ETFO members experience, the ability to contact the Federation, they have experienced 1. Assertive recognize it in others and a long history of abuse and belligerence Most of the time this is the best way to respond to it effectively from students, parents or colleagues. They express angry feelings. Assertiveness is: is a skill that can produce are seeking remedies of a legal nature to • Standing up for your rights without rich dividends in all your control the situation, such as the right to hurting others or yourself. relationships, whether sue for defamation or refuse students access • Using key communication skills such personal or professional. to their classrooms. When ETFO's response is as "I" messages, reflective listening, Unfortunately, it is not to their satisfaction, members commonly reframing, and positive nonverbal seldom taught express their anger and frustration at being body language. RESPONDING TO ANGER: victims in the unjust world of education. • Speaking your mind and allowing A WORKBOOK. It is true that we cannot control the others to do the same. BY LORRAINE BILODEAU, M.S. behaviour of others. However, we most • Respecting your own rights and the definitely can respond to others' behaviour rights of others. in new and more effective ways by gaining • Developing a positive attitude, and some insights into our own lives and our expressing yourself directly, honestly own methods of dealing with anger, both and appropriately. at home and in the workplace. . Aggressive Experts in the field of understanding 2 and managing anger all conclude that we Being aggressive may be necessary, but that can learn to view negative situations as is rare. Unfortunately, aggressiveness is opportunities to do something productive common and is often used as a way of manipulating others. and constructive for ourselves, our loved 20 etfo voice summer/04 ETFO staff responsible for professional relations are DAVID KENDALL-COORDINATOR, DIANE BALANYK-MCNEIL, MARY BRICCO, EVELYN CAMPBELL, jERRY DEQUETTEVILLE, LORNA LARMOUR, JENNIFER MITCHELL, SHARON O'HALLORAN, SUSAN THEDE, JIM WHITE Being aggressive is: 4. Passive-Aggressive People: mistake to stay silent if the cost is • Putting yourself first at • Tend to hold anger in until they to feel bitter, resentful or unhappy. the expense of others. blow up. • Don't strike while the iron is hot. • Being demanding, verbally • Hold onto hurt feelings and rarely If your goal is to change an and physically abusive, explosive, resolve them with the person who entrenched pattern, the worst emotional, creating win/lose hurt them. time to speak may be when you situation. • Often take an "I'll get you later" are feeling angry or intense. • Works because people know how attitude. • Do take time out to think about the you feel and do what you want at • Will explode over seemingly problem and to clarify your position. the time. But they usually do so calm situations. Before you speak out, ask yourself the because they are afraid of you. Adapted from Walmsley & Associates, following questions: "What is the Anger Management website, March, 2003 real issue here?" "What do I want to 3. Passive accomplish?" "What specifically do Being passive is both a good and Whatever your style of dealing with I want to change?" negative response to anger. People anger, it is critical to learn to avoid • Don't use "below-the-belt" tactics. who commonly respond this way have reaching an explosive state where These include blaming, interpreting, usually learned at some time in their your behaviour becomes aggressive. diagnosing, labelling, analyzing, lives that anger is not safe. The passive Teachers commonly deal with preaching, moralizing, ordering, person goes inside with their anger explosive students and parents. Yet warning, interrogating, ridiculing and, if they do not find ways of letting they may not be noticing their own and lecturing. Don't put the other it out, they may suffer from headaches, potential for harm to themselves person down. ulcers, indigestion, eating problems, personally or professionally. • Do speak in "I" language. Learn to immobility, depression, addictions say, "I think..." "I feel..." "I fear..." and other stress-related responses. Professional Consequences "I want....". It is good to be passive sometimes. of Anger Mismanagement • Don't make vague requests. Let the Holding anger in when it is not • Parent complaints to administration, other person know specifically what appropriate is an important skill to CAS, police, or College of Teachers you want. Don't expect people to learn. For example, when students • Discipline or termination anticipate your needs or do things have done something wrong and they by employer that you have not requested. are being hard on themselves, being • Criminal charges or conviction angry with them would be more for assault References hurtful than helpful. • Loss of teaching licence for Bilodeau, Lorraine. 2001. Responding to Anger assault or misconduct -A Workbook. Hazelden Foundation. Being passive is: Messer, Mitchell H. 2001. Managing Anger: A • Low staff morale or isolation • Putting others first at your own Handbook of Proven Techniques. The Anger Institute. from colleagues expense, or pretending it didn't Anger Management. March 2003. Walmsley & • Poor productivity Associates website www.angermanagement. happen. Lerner, Harriet Goldhor. Dance of Anger. • Health problems, illness • Never doing anything about one's Harper Collins. ISBN 006091565x. own anger or someone else's anger. Parent-Teacher Relationships: Putting the Pieces Dos and Don'ts When Together. 2000. ETFO. ShopETFO. $12. • Taking a negative attitude about change. A passive person often says You Are Feeling Angry Diane Balanyk-McNeil for ETFO's or feels something like "There are • Do speak up when an issue is Protective Services Service Area. many negative things in life I don't important to you. We do not have to like but I can't change them." address personally every injustice and irritation that comes along. But it is a summer/04 etfo v o ice 2 1 Queen's By Vivian McCaffrey Park Report A Status Report on the commitment to $1.5 billion, numeracy at both the primary and Liberal Education Promises exclusive of annual inflationary costs. junior levels. Once the training is In the wake of its first budget, the new The provincial budget, delivered on completed, there will be approximately Liberal government is dealing with the May 18, announced close to $800 8,000 lead teachers to support the political fallout of breaking a number million more for education in 2004- literacy and numeracy focus in of election promises, particularly with 2005, and commits to increasing elementary schools. The Liberal respect to balancing the budget and funding by $2.1 billion by 2007-2008. platform also promised to ensure raising taxes. The Liberals are staking The General Legislative Grants will schools devoted a set number of their political future on winning reveal to what extent the Rozanski hours per day to reading, writing, public support for their investments proposals will be implemented, but and math "so that all students master in health and education. The status much of the increase in the budget the basics." We'll have to wait for the report below demonstrates the will go to initiatives not included full implementation of the literacy extent to which the government has in the Rozanski report. The Liberal and numeracy initiatives to see delivered on key education promises. funding commitments will not whether the overall school program completely restore the funds cut is adversely affected because of the Professional Learning Program (PLP) by the previous government. time devoted to these basic subjects. The Minister of Education introduced legislation to repeal the PLP on May Primary Class Size Cap of 20 Students Providing a Well-Rounded Curriculum 13. The legislation should be passed The budget starts the implementation The Liberal platform includes a by the end of June. of the cap on primary class sizes. For commitment to ensure public the 2004-2005 school year, school Reform of the Ontario College education goes beyond the basics and boards will be given some initial of Teachers that it develops well-rounded citizens funding to begin reducing class The Minister of Education has and provides a full range of learning, sizes. Boards will have considerable established an advisory work group including music, art, drama, and flexibility next year while the Ministry sports. Both the Premier and Minister of on reforming the College so that consults about how best to implement it becomes "a truly self-governing Education speak about the importance the cap over the longer term. body." He plans to conduct broader of these issues, but there was no The government is also funding community consultation before specific support in the budget for these 1,000 additional spaces at the faculties introducing reforms during the aspects of the curriculum. With the of education to address teacher upcoming school year. The Federation Liberals continuing the focus on the retirements and class size reduction. is participating in the advisory body. basics and on relying on standardized Streamlining Special Education Grants tests to measure student achievement, Tax Credit for Private School Tuition The Ministry is currently working on there is concern the government Legislation that repeals the private how to streamline the administration could fall short on its promise to school tuition tax credit was passed in of the Intensive Support Amount (ISA) ensure students benefit from a December 2003. The repeal of the tax grants for special needs students to well-rounded curriculum. credit is retroactive to the beginning ensure improved access to special of the 2003 taxation year. education programs. Vivian McCaffrey is ETFO's Investment of $1.5 Billion Government Relations Officer. 75% of Students Achieving The Liberal election platform promised Provincial Standard on Tests to increase funding for elementary To support this commitment at the and secondary schools by $1.3 billion elementary level, the Ministry will be during a first term in office. Following training lead teachers in literacy and the Rozanski report, the party updated 22 etfo voice summer/04 Lesson Plans ETFO is proud to announce the publication of Reflections of In the coming year, ETFO will be partnering with locals, Me: The ETFO Body Image Project, a comprehensive, grade 1 - district school boards, and individual schools to help 8, research-based curriculum. As suggested by an international teachers deliver this curriculum. If your school is search of the literature on body image that informed this interested in being part of the project, please contact project, the curriculum focuses on different themes for your local president. different age groups. The grade 1 -3 theme is accepting diverse As well, visit the ETFO website, www.etfo.ca, and bodies; the grade 3 -6 theme is promoting body acceptance download Reflections on Body Image...The ETFO and building resistance to body-based harassment; and the Body Image Project. This pamphlet is intended for grade 7- 8 theme is questioning adherence to body norms. teachers and parents. By Racheile North What follows is one of eight lessons written for grade 3. From the many excellent lessons available, Mirror, Mirror was selected because the two poems by Rachelle North, a teacher with the Halton DSB, came to symbolize the entire body image project. summer/04 etfo voice A1 j SUCH AS WEIGHT, HEIGHT FACIAL FEATURES, PHYSICAi MATURATION, RACE AND ETHNICITY, OTHEf DIVERSE BODY FEATURES, AS WELL AS ABILITIES BODY IMAGE • Each child could speak a few lines, HOME CONNECTION EXPECTATIONS parts of the chant could be echoed, Have the students ask their parents to and/or sound effects and movement Students will teach them a chant that they learned could be added. • begin to consider mirrors as as children. • The groups can then perform their revealing only part of a person; chants in front of the class. • express feelings about their TAKING THE reflection; LESSON FURTHER Part B: Mirroring • understand that body image and Oral Communication Connection • Two students face each other and self-esteem are closely linked and Have students recite the poem The music is played. Canon in D by there is a range of "normal" bodies; Moon, adding sound and movements. Pachabel works well. One student • understand that teasing based on Compare the types of movements leads, and the other is the mirror physical appearance and abilities and rhythms to the creative work image or reflection. Moving slowly, is unacceptable. developed earlier in the chant the leader uses his or her body to My Reflection. CURRICULUM respond to the music. The task is to make it difficult to tell who is EXPECTATIONS leading. Alternate being the leader. ART CONNECTION Drama and Dance • Explain to the students that you Students can create mirrors with Students will want to see them using their space aluminum foil and design their • write and perform chants; effectively. You want to see different own frames. • apply movement related skills; levels and shapes made with their • use movement (time, space, shape, bodies as well as slow, sustained MATH CONNECTION energy) to achieve a desired effect; movement that makes it easier for Learning activities related to symmetry • solve artistic problems in drama and the person who is mirroring to could be an extension to this lesson. dance in cooperative work groups. follow along. • Discuss the limitations that exist RELATED RESOURCES MATERIALS when you just follow or mirror AboutFace is an international non • My Reflection chant someone else. profit organization based in Toronto • The Moon poem • Mention that when a group that provides information, services, • Assessment Rubric for Dance/Drama becomes involved in name-calling emotional support, and educational that often kids will copy each other programs for individuals with facial LESSON OUTLINE and not think about the effect they differences and their families. One Part A: Chanting are having on the person who is of its objectives is to help children • On an overhead or chart paper, hurt by the comments. Discuss with facial differences feel good about show the chant to the class. Read with the class situations where one themselves, both inside and out. the chant together. student will name-call and others They work with children, parents, and • Divide the class into small groups. will just follow. Suggest strategies teachers to learn about differences Ask each child to add their own for dealing with this. with respect and openness. AboutFace lines to the chant and experiment has created a school program called with clapping intonation and ASSESSMENT Facing Differences, an interactive rhythm to create their own For both activities, the teacher may resource designed for school age interpretation. use the rubric provided (see page A4) children. It is available free of charge or a similar checklist. A2 etfo voice summer/04 A POSITIVE BODY rtAGE CAN LEAD TO ESTEEM, CREATING * A WELL-ADJUSTED, ! iMOTIONAUL ! STABLE/AND HAPPli ' CHILD WHO HAS 1 HE CONFIDENCE TCI ENGAGE IN LIFE'S OPPS>r t u n it ie s . to teachers by contacting The Moon Primary Writing Team the organization at their The moon is a cool and lonely place; Jan Moxey, ETFO Executive Assistant fax: 416-597-8494, telephone Peacefully revolving. Grade 1 1-800-665-FACE, or website It doesn't always show its face, Heather Jessop, Peel www.aboutfaceinternational.org. A mystery worth solving. Judy Kwasnica, Thames Valley Whether new moon, half-moon Grade 2 POEMS Or crescent moon, Mina Baskerville, Peel It's only an illusion. Jane Wamsley, Halton My Reflection Grade 3 I saw my reflection as I passed The full moon is its one true form, Rachelle North by the store It causes some confusion. Loretta Seymour I saw it in the water as I walked I am so much like the moon, by the shore. There is only one true me, Junior Writing Team I saw it in the toaster as I fed my cat Whatever I may look like, Jan Moxey, ETFO Executive Assistant I saw it in the faucet as I ran my bath. I'm much more than what you see. Grade 4 I saw it on the doorknob as Students insert their own verse Marina Reed, Avon Maitland I went outside Elaine Slavens, Toronto I saw it in the mirror when I tried Grade 5 to hide. Debbie Donsky, Toronto Students add their own lyrics Helen Vlachjoyannacos, Toronto Grade 6 Maureen Flynn, Peel Heather Jessop, Peel THANK YOU TO OUR WRITERS Intermediate Writing Team ETFO would like to thank the writers Colleen Lee, ETFO Executive Assistant I saw it in my teaspoon as I stirred who created the curriculum resources Grades 7 - 8 my tea for grades 1-8. The writers used Shari Baldwin, Upper Canada I saw it in your eyes when you their learning about body image and Christine Giese, Thames Valley smiled at me. celebrated it through their writing. Susan Pitre, Toronto Body image is about how we see Athina Tsatsos, York Region ourselves, how we think others perceive us, and how we meet the challenges of negative body image messaging. The writers anticipate that through developing a positive body image, students will be confident, well-adjusted children who are enthusiastic about life's opportunities. summer/04 etfo voice A3 i ASSESSMENT RUBRIC FOR DANCE/DRAMA WmKaaBÊMmaÊÊÊm Criteria Level 1 Level 2 Level 3 Level 4 Chanting Limited Some contribution Good contribution Contributes well to contribution to to group work to group work group work when group work when when writing and when writing and writing and writing and performing chants. performing chants. performing chants. performing chants. Mirroring Limited use of Fair use of Good use of Excellent use of movement, shape, movement, shape, movement, shape, movement, shape, and level when and level when and level when and level when performing a performing a performing a performing a mirroring exercise. mirroring exercise. mirroring exercise. mirroring exercise. Role Limited ability in Some ability in Good ability in Excellent ability in using voice, gesture using voice, gesture using voice, gesture using voice, gesture Playing and body language. and body language. and body language. and body language. Limited Some Good Excellent concentration. concentration. concentration. concentration. Difficulty in Remains in role Remains in role Remains in role remaining in role throughout part of throughout most of throughout all or throughout the the performance. the performance. almost all of the performance. performance. Body Limited Fair Good Excellent Image Attitude Acceptance and Acceptance and Acceptance and Acceptance and respect for diverse respect for diverse respect for diverse respect for diverse bodies, teasing and bodies, teasing and bodies, teasing and bodies, teasing and its effect on body its effect on body its effect on body its effect on body image. image. image. image. Optional space for comments A4 etfo voice summer/04 IDENTITY ANI OCCASIONAL TEACHING By Maureen Coleman Looking back, I realize my teaching teachers became involved in writing was more time working than I would career was blessed by a unique and excellent research articles for the need. You don't have to be part of a wonderful combination of factors; so paper, and with Premier Mike Harris committee. You are not expected to in February 2003, when I decided to continuing his rampage against do extra-curricular activities. You rarely retire the following June, I surprised teachers, there was a lot to write have to fill in forms. You can decide, at even myself with my quick decision. about. This collective passion would any time, to change your mind about After 34 years of teaching, I still felt eventually win us the 2003 ETFO how much you want to teach. You alive and vital. newsletter (multi-sheet) award. can take a two-week leave any time. I had taught at Brown School in My retirement party was held in You can even refuse an assignment Toronto for most of my career, and a large light filled venue. The party without explanation. What other post had loved my split-level, balconied raised $2,200, which was given to the retirement job has such flexibility? The kindergarten with its enormous picture Campaign for Public Education. It was extra cash is handy. If you teach half windows and a door to the yard. the least I could do to support Brown's a day in a pleasant neighbourhood, I loved the neighbourhood, and I activist parents. On the last day of term, you can enjoy a nice walk after class. enjoyed the children and parents. one of my student's father had tears In September I arrived at my first Debbie, my assistant, and I had shared in his eyes as he thanked me for my school. There were no fanfares. I had the room successfully for 22 years. work with his children. I felt validated. no status. I had to adapt, quickly, to We were known in the community I considered the positive aspects whatever situation presented itself. as 'maureenanddebbie. ' of occasional teaching, as a retired Over the next few months I learned I had been active in the Federation person, and the list grew. what it meant to be an occasional for most of my career. After Elementary There will be, for example, no teacher. It meant that almost every day Teachers' of Toronto (ETT) founded report cards to write when you are an at work you would be the new teacher our newspaper Dialogue in 1999, occasional teacher, unless you choose on the block. I had crossed over into I became the editor. A number of a long-term assignment. You are also a different world* I was no longer one passionately committed classroom limited to 95 days a year, but this of us. I was now one of them. My Photos by Charlotte Morgan summer/04 etfo voice 27 "The survival kit is something Bertram takes with him to teacher workshops. It contains important items like a pen and paper, Tylenol, bottled water, cough medicine and some germ-fighting waterless hand wash." identity was changed, but to those children. It is time well spent. Respect There are a number of unofficial who might enquire if I was someone is something you give and you get subgroups of occasional teachers. else - "Are you Ms Green today"? - back. You get to know the helpers, the In Toronto, the retired teachers make I'd say, "No, I'm Maureen Coleman, shy ones, and the problematic ones. up 30 percent to 40 percent of the actually, but I'm in Ms. Green's room." The children are like piranhas. They group. There are also the career "Are you the occasional"? "Yes, I'm smell blood." occasional teachers, who spend many here for today." The occasional-teaching playing years dedicated to a few schools. Nobody on staff knew how much field, he suggested, is not level in They are like full-time staff in their experience I'd had or what I'd done Ontario. "There is a lack of consistency loyalty to their school or schools. in life. This wasn't important. The in regard to hiring criteria for contract Then there is the newly hired group job needed doing right now, and and occasional teachers. For example, of teachers, many of whom are hoping everything needed to be synchronized, in Renfrew, most occasional teachers to find a contract job as soon as fast, especially when classes had to are retired; in Ottawa, there is a mix of possible. There are also those who be moved from one room to another. retired teachers, and regular occasional do not have a particular niche but In one particular school the music teachers; while in Essex, the board does are available for many positions. teacher was so impatient with the not allow any retired teacher on its list." Retired occasional teachers can be speed of my attendance taking that To complicate the matter, many extremely outspoken. This is the group she took the attendance book right aspiring contract teachers on the which has "paid its dues" to the board. out of my hand. Did she know about occasional lists feel vulnerable to what Retired teachers pick and choose their the wonderful choir I used to direct? they feel is their board's mixed message schools with an eye to the all round In another school, I went to the in regard to the hiring of long-term congeniality of the environment. wrong stairwell for stair duty. I had occasional teachers for contract Many will refuse to work with an not managed as yet, on that particular positions. Bertram's response to my administration they perceive as high day one, to differentiate the southwest question was to say that "the general handed and/or condescending. from the northeast stairwell, but now I perception that occasional teachers who Career occasional teachers identify definitely know the difference, thanks wish to be full-time contract teachers with their schools to the extent they to the passion with which I was might be passed over by boards if they feel they belong there. They become reminded. I'll be ready if I ever return. take long term occasional positions is very unhappy when they suddenly John Bertram is a well-known speaker currently just a rumour." fall out of favour with a school on occasional teaching, health and The rules for occasional teaching because their jobs have been taken wellness, new teachers, and managing vary from board to board. In some over by returning retirees. I have not the curriculum. He has been invited boards, he said, it goes on your record pursued jobs at my old school because by ETFO to speak in Windsor, Renfrew, if you turn down an assignment. In the school has at least three career Essex, and Perth, to name just a few others, a school does not have a choice occasional teachers on the 'preferred' places. He is currently writing a book of which occasional teacher to request. list. Stability of employment is crucial on survival in the classroom for "Inconsistencies throughout the to these teachers' wellbeing. occasional teachers. I met his wife on a system are a big issue." One occasional career teacher visit to a school where I was teaching The survival kit is something lamented the absence of sick days kindergarten, and she was kind enough Bertram takes with him to teacher and other perks for career occasional, to facilitate an interview with John. workshops. It contains important items and not being paid for experience. During our interview, he suggested like a pen and paper, Tylenol, bottled She has watched the children in that on first meeting students, you water, cough medicine, and some her care grow from year to year, and "set the curriculum aside for the first germ-fighting waterless hand wash. she is familiar with the school's entire 20 minutes, and get to know the curriculum. She would bargain, 28 etfo voice summer/04 Maureen Coleman at Brown Public School, where she used to teach kindergarten. if she could, for increased board been in a number of truly inspiring ETFO has developed an extensive recognition for the work she does. classrooms and have learned a lot resource for occasional teachers Occasional teachers are often the first about program delivery. I have also entitled The Occasion to Lead; to fall prey to any misunderstanding enjoyed meeting different teachers, available from shopETFO for $15. that might occur in regard to most of whom I find welcoming and their assignment. friendly. I don't care any more about Maureen Coleman retired in 2003 In Toronto, so many calls are identity or about the idea of status. from Brown Public School in Toronto. dispatched to so many teachers that Would I recommend occasional She received the 2003 ETFO Editor's the calls are still going out 15 minutes teaching to others? For retired Award, (multi-sheet) for Dialogue, after class has started. It is important teachers, if you enjoy a little variety published by Elementary Teachers for occasional teachers who accept in life, and can use the money, then of Toronto. Maureen is now an late assignments to call the school to I would say it offers more flexibility occasional teacher in Toronto. say they will be late, and even then than most part-time jobs. For potential it is important to realize there will be contract teachers, it is an excellent way some administrators who may still to learn about the "system". For career blame the teacher for being late, occasional teachers, it can be rewarding regardless. Occasional teachers in if you can collect a few schools and Toronto should be aware that the feel you belong to a couple of them. board keeps an accurate time log of all calls made to occasional teachers, so the call can always be traced if necessary, and the teacher's statement confirmed. It is now several months into my retirement and my occasional teaching "I find each day to be career. I have grown used to the change. Despite some of the pitfalls, I find an exciting challenge. each day to be an exciting challenge. I enjoy the changing scenery on my i way to work. I am now able to adapt en?oy . ... to teaching a variety of grades, whereas in the past I would only on my way to work. teach kindergarten or music. I also I also enjoy visiting ! enjoy visiting different schools and ; experiencing their culture. I have different schools and experiencing their culture. I have also enjoyed meeting different teachers, most of whom I find welcoming and friendly." summer/04 etfo voice 29 WOMEN’S (SERVICES EQUITY & WOMEN S SERVICES Breaking the Silence facilitators, we decided the format of Breaking the Silence - Examining Violence the program, while Suzanne Gill made Against Women, is an ETFO women's arrangements for space, refreshments, program. Women members are invited to a printing, packaging of materials, and workshop that prepares them to organize other support. and facilitate local workshops on violence We worked hard to promote the against women. workshop. With 13 members registered, on The following piece was written by two October 18, 2002, we were ready to begin. ETFO members who have pioneered this Marsha Sfeir was on hand to provide program at the local level in Peel. resources and support. Our local executive was visible and introduced us with pride. As the program - Our panelists were superb. The evaluations Breaking the Silence Breaking the Silence™ Examining Violence Against Women were excellent. We invited members to - Examining Violence pursue the issue and to become future BY MONA WALROND AND ALISON ROBINSON, PEEL Against Women, facilitators; eight committed to do so. continues to expand, When the call came for women to apply On reflection, it was clear we had it has helped us to to train as facilitators for ETFO's Breaking embarked on a journey that would allow grow professionally, the Silence, it seemed like an ordinary day. us to touch lives in significant ways and support our But this was an extraordinary opportunity. to affect in positive ways the families we colleagues, and, We attended the training and began to serve as educators. envision unlimited possibilities. We were Next, we decided to support our most important, among women from ETFO locals across colleagues as we were supported. Early in the take an active role Ontario. The goal was obvious-to build fall of 2003, we approached our local about in Breaking the awareness of the issues throughout the hosting another workshop to enable the Silence. province. Carol Zavitz, ETFO Equity and newly trained facilitators to gain experience. Women's Services, provided an excellent We acted in the role of mentors. Nineteen workshop leader in Marsha Sfeir, Executive women participated in this workshop, held Director of Education Wife Assault. November 14, 2003. Once again, many who Alison and I reviewed the attended committed to being trained as recommendations for implementation facilitators. As a result of these successful at the local level and decided to act. We workshops, another took place in May 2004. approached the president of our local, who During facilitator training sessions, some referred us to the chairperson of Peel's Status participants said that the materials could of Women Committee, Suzanne Gill. Suzanne easily be used for a workshops that would supported this initiative and worked with us last more than one day. The local is currently to organize the first workshop on violence considering a two-day workshop in the against women, facilitated by women fall of 2004. teachers for women teachers in Peel. As the program - Breaking the Silence- Although we were nervous about giving Examining Violence Against Women a workshop on this sensitive issue, we took continues to expand, we would like to thank the plunge - knowing we had the commitment ETFO for creating this program. It has helped and strength of ETFO, both provincially us to grow professionally, support our and locally, behind us. We sent invitations colleagues, and, most important, take to all women members of our local. As an active role in Breaking the Silence. 30 etfo voice summer/04 Staff of ETFO's Equity and Women's Services Service Area are KATHLEEN LOFTUS - COORDINATOR, KAREN BROWN, SHERRY RAMRATTAN SMITH, CAROL ZAVITZ Elementary Teachers of topics ranged from "diversity and Annual Meeting Toronto Equity Conference human rights education in the Motion Addressed classroom" to "the human rights The Race and Equity Committee of the Delegates to the 2003 Annual meeting commission and racial profiling." Elementary Teachers of Toronto (ETT) passed a motion calling for ETFO to sponsored an Equity Conference on produce curriculum materials that Building Coalitions May 4, 2004. address homophobic bullying One teacher and eight grade 4 to 6 Among Diverse Women and harassment. students were invited to the conference, A group of ETFO women members, Watch for the new curriculum which focused on creating leadership who identify themselves as Aboriginal, resource, Imagine a World That Is Free opportunities for students. Racial Minority, Disabled or Lesbian/ from Fear: A Kindergarten to Grade Eight Teachers attended workshops on Gay/ Bisexual/Transgender, met at the Resource That Addresses Issues Relating moving along the equity continuum Kempenfelt Centre near Barrie on April to Homophobia and Heterosexism. The and building an equitable school plan. 22 and 23. Discussions centred on themes of the book are pride and Workshops for students addressed two main themes: the joy and pain self-respect; safe schools and safe issues they face everyday: Say No of doing activist or political work in communities; anti-bullying and to Hate; That's So Gay! That's So ETFO; and wellness, or the need to conflict resolution and relationships. Homophobic! Confronting Homophobia take care of ourselves and each other in School; Bully Rap; Breaking Barriers so that we can carry on with the and Building Bridges; What Is Beauty? activism and politics. Girls Hating Girls (girls only); Boys to Men (boys only); How to Make a Zine; Money Raised for Wordz Soundz Power; Body Language. Women's shelters The conference concluded with a Doris Becker, ETFO Avon Maitland, workshop for students and teachers, reports that a Charter of Rights dinner designed to help them develop an and auction fund raiser was held April equity plan to use in their schools. 13 at the Mitchell Community Centre, with the proceeds going to the Goderich The Anti-Racist Multicultural Women's Shelter, the Emily Murphy Network of Ontario Centre, and Second Step Housing. This The Anti-Racist Multicultural Network annual event is sponsored by ETFO of Ontario (AMENO), a network of anti Avon Maitland teacher and occasional racist educators that includes ETFO staff teacher locals. Anti-homophobia/heterosexism curriculum writing team, and members, held its first conference The Equity and Social Justice Spring 2004. Left to right: Sherry Ramrattan Smith, Lauren Meichenbaum, Mark Duwyn, Anita Dhawan. May 14 and 15. The event promoted Committee, led by Dixie-Lee Arbuckle, diversity and racial sensitivity among encourages all employees of the Avon educators and community members. Maitland DSB to contribute items for This conference was very timely, given sale through a loonie/twoonie auction, the recent rise in hate crimes in Ontario. a silent auction, and a live auction. On Friday, keynote speaker Prof. Over 200 educators turned out to George Dei discussed the merits of anti support this very worthy cause, racist education. Saturday workshop raising almost $5,500. summer/04 etfo voice 31 i THE YEAR IN REVIEW A quick glance at some of the many conferences, workshops and events ETFO has engaged in this year. 01. Emily Noble, president, welcomes Doug Willard, CTF past-president, to the Annual Meeting. 02. Cynthia Lemon, V.P., draws the names of Voice trivia winners. 03. Student teacher Wendy Tang wins a basket of ETFO resources at the STAO conference. 04. Executive 2003-2004. Front: David Clegg, V.P.; Emily Noble, president; If Ruth Behnke, 1st V.P.; Cynthia Lemon, if: V.P.; Middle: Gene Lewis, General Sec.; Sam Hammond; Lorelei Crump; Rian McLaughlin; Dave Patterson; Marilyn Roycroft; Deputy Sec. Back: Lynda I, McDougall; Marrion Johnston; Gayle Manley; Barbara Burkett; Sharon Aloian; Martin Long. 05. Beginning teachers at Connect 2004. 06. A delegation from the Mongolian Enlightenment Fed. of Trade Unions visits provincial office. 07. Mark Hachmer and Reena Anand chair » the February Rep Council business session. 08. Toronto teacher Phyllis Walker I opened Connect 2004. 09. The Budget Committee at work- Marilyn Roycroft; Dave Wildman; Jennifer Brown; Peter Andrusco; Gene Lewis. Seated: Lorraine Stewart; Ruth Behnke, 1st V.P.; Barb Burkett. fi 10. Ruth Behnke, 1st V.P., at the launch of The Body Image Project. 11. Kelly Hayes, Pam Wolf, and David Fox, candidates in the provincial election. 12. ETFO's OCT councillors-Gord Hough; Hilda Watkins; Nancy Hutcheson; Liz Papadopoulos; Paul Brazeau. 13. Kelly Ryan and Jen Colborne enjoy ... and still we rise! 14. Democracy at the annual meeting. 15. Dave Clegg, V.P., at the Executive table. 16. Gerard Kennedy, minister of education, at the February Rep. Council. 32 etfo voice summer/cm Planning for Greater Essex Today: Windsor DSBs, and the corresponding Building for Ontario Tomorrow teacher locals, resolved. This time, the How one local's negotiations became a teachers were ready to bargain as one training guide for the province affiliate, one local, one team, and with one mission: to replace the wording in the By Harold Vigoda collective agreement with language that Eleven years ago, the Windsor DSB's addressed the needs of ETFO members. The attack on the collective agreement of the team recognized it would take more than elementary teachers precipitated one of the one contract to resolve the inordinate longest teachers' strikes in Ontario's history. number of items needing improvement. Behind the veil of the Social Contract, the There was only one place where that could board planned to strip $1.8 million from happen - at the bargaining table. the elementary panel's budget, through At the start of the 2002-2003 round the elimination of 76 elementary of bargaining, the Greater Essex County teaching positions. Local's collective agreement "ETFO's negotiators, Axing jobs proved to be only the first • did not provide for a 300 minute both provincially assault on the Windsor teachers' contract. instructional day; and locally, have Next, the board approved a motion • did not offer a protocol for protection unilaterally amending the collective developed and from Fifth's Disease; agreement. Following that board meeting, • did not recognize extra-curricular learned to use the elementary salary grid was reduced by activities as being voluntary; sophisticated tools 2.5 percent. Fortunately, or mysteriously, • did not specify that preparation time that will help depending on your point of view, the must be available, at a minimum, in elementary employer requested no Social Contract 25-minute blocks; teachers across reductions to the salary grids of teachers • denied members the ability to earn a Ontario negotiate employed outside the elementary panel. retirement gratuity equal to that improvements Every strip that was implemented, every negotiated with other teachers employed to their collective reduction that was proposed to the teachers' by the board; bargaining team was accompanied by the agreements." • denied women teachers the use of rationale that there were no alternatives. sick leave during pregnancy. Retrenchment was imperative. The board required money to run its programs. By May 28, 2003, preparations were in The NDP government of the day was place for a strike vote. However, shortly preaching austerity. And it was up to before noon, an agreement was reached Windsor elementary teachers to make that changed everything. For the first time some hard choices. in years, serious changes to the collective In Windsor, 1993 drew to a close agreement were agreed upon. But there were with the teachers' benefits under attack, larger problems still unresolved. The parties working conditions either being ignored agreed to resume negotiations no later or worsened, the board blaming the than October 31, 2003. With one year left government for its woes, and the before the end of an extended agreement, elementary teachers demanding respect. elementary teachers were still committed to In 2001, elementary teachers returned a cap on supervision duties, time to write to the bargaining table with the issues report cards, additional language to address surrounding the mergers of the Essex and equity issues, and more preparation time. 34 etfo voice summer/04 Left to right: Think on Your Feet assists women to develop the skills necessary to become local chief negotiators. > The Greater Essex Takeover Team prepare for a lockout. Standing: Tom Fleming, 1st V.P., Greater Esssex; Emily Noble, President, ETFO. Seated: Gary Osley, local chief negotiator; Harold Vigoda, chief negotiator; Hilda Watkins, President, Greater Essex. Within hours of the initial meeting Jim McMahon assessed the local's For the next three months, all with the board on November 21, 2003, current benefit provisions. Immediately, eyes were fixed on Greater Essex as the teachers knew the 2003-2004 he recognized that the newly tabled elementary teachers pressed their extended agreement would be strips to the agreement were nothing demands. Twice the board threatened problematic. The board had returned more than the usual ruse to extract to lock the teachers out of their schools. to the table refusing to address a single concessions. But the attacks would be But bolstered by the additional resources elementary issue concerning working on all the bargaining tables next year, made available through ETFO's Building conditions. Worse, it had proposed so a seminar was developed to teach for Tomorrow, the local team knew a host of strips to the benefit plan locals how to avoid the pitfalls. the figures they had brought to the and a ludicrous salary offer that Derek Hulse and Bill Martin briefed bargaining table were accurate and that would commit the local till 2007. the Greater Essex negotiating team the membership was standing by their But something had happened a on the board's finances, pointing to team. There was no lockout. few months earlier in 2003. where the board had hidden its surplus On May 5, 2004, elementary teachers funds. Along with the ETFO staff was in Greater Essex voted 97.5 percent to Building for Tomorrow Mike Salter, a member from Thames accept voluntary binding arbitration. ETFO's 2003 Annual Meeting had Valley Local. Mike Salter had taken Arbitration dates are pending. Building voted to provide additional resources Bill Martin's original funding formula for Tomorrow has generated a to collective bargaining through program and converted it to a three- sophisticated course to help elementary an initiative entitled Building for year costing matrix. This computer teachers across Ontario negotiate Tomorrow that targeted additional program would become one the improvements to their collective human and financial resources to mathematical cornerstones of the new agreements. And the Greater Essex board achieve improved collective agreements. local negotiators' training program. is still claiming it doesn't have the Faced with the need for a massive While ETFO Greater Essex prepared money to meet the teachers' requests. infusion of financial data and analysis, its members for a strike vote, Bill Martin, assisted by Mike Salter, trained Dave Kendall, coordinator of protective Staff of ETFO's Protective Services local negotiators in manipulating services, and Harold Vigoda, chief Service Area responsible for spreadsheet data and interpreting negotiator for Greater Essex, elected collective bargaining are ministry funding formulas. Methods to field-test some of the new resources DAVID KENDALL, COORDINATOR that had been revised during the of the program while negotiating SUSAN ANSARA (ON LEAVE), CHRISJINE BROWN initial field tests in Windsor led to the in Windsor. JERRY DEQUETTEVILLE, BILL GETTY, DEREK HULSE development of even more sophisticated Some members of ETFO's newly COLLEEN LEE, BILL MARTIN, LYNN MCCLEAN spreadsheets with additional formulas. hired collective bargaining staff, as JIM MCMAHON, SHARRON RAYMOND For example, Derek Hulse's most recent well as seasoned negotiators from the MARGARET TAYLOR, HAROLD VIGODA, JIM WHITE Federation's reorganized protective revision will assist locals in assessing services area, immediately went to the costs of decreasing class size while work on the Greater Essex project. including 200 minutes of preparation Lynn McClean facilitated among time in a collective agreement. other initiatives a chief negotiators' On February 2, 2004, Greater Essex web-based message service to allow elementary teachers voted 90.2 percent direct communications with chief to strike. Building for Tomorrow's team negotiators and presidents across the approach worked. Analysis proved that province. This service would apprise not only was there no need for strips them of the latest developments in to the collective agreement; there was Greater Essex with little delay. actually room for improvements. summer/04 etfo voice 35 Tous les enseignants et enseignantes commentaire qui démontreront aux « Chers collègues, » dit-elle, « assurez- de français langue seconde en Ontario parents et à l'élève le niveau de vous de compléter vos bulletins sont au prise avec le bulletin scolaire de performance dans les domaines scolaires électroniquement pour la rélève. On peut employer l'expression mentionnés. Pas une mince tâche date d'échéance. N'oubliez surtout « au prise » parce qu'il représente pour tout enseignant et enseignante pas de compléter le commentaire et souvent un dilemme pour l'enseignant chevronné/e! la note pour le comportement avec ou l'enseignante de français langue Transportons-nous donc dans l'école l'enseignant de français langue seconde. seconde, programme de base, qui en de Monsieur Note-Tout (nom fictif) un Cette partie du bulletin scolaire doit doit compléter un assez grand nombre, enseignant de français langue seconde, démontrer qu'il existe un véritable selon le nombre d'élèves qu'il ou programme de base-un enseignant qui réseau de communication entre tous elle enseigne. justement s'assure d'avoir toutes les les enseignants qui travaillent avec En plus de donner une note qui données nécessaires afin de compléter les mêmes élèves. » démontre de façon efficace et juste un bulletin scolaire de façon juste Les enseignants se regardent entre eux. le rendement de l'élève, il faut aussi et équitable. La bonne entente et la communication démontrer via un commentaire On se retrouve lors d'une réunion du existent depuis toujours au sein de leur pertinent, les forces, les faiblesses et personnel enseignant. La directrice de équipe. Ceci est tout simplement un les étapes à suivre afin d'améliorer le l'école, Madame Lagacé (nom fictif), rappel du partenariat qui existe au sein rendement de l'élève. Enfin, au niveau discute du rendement des élèves et des de la communauté de l'école. Tous des habitudes de travail en classe et au rencontres avec les parents qui arrivent et chacun ont un rôle à jouer dans fonctionnement de groupe, il faut aussi sous peu. l'éducation des élèves : les parents, les indiquer une note justificative et un enseignants, la direction de l'école, 36 etfo voice summer/04 l'équipe psycho-sociale, le préposé à veut un début afin de créer un climat important de noter l'appui des l'entretien de l'édifice, le coordonnateur de bonne entente et de discussion Fédérations des enseignants et du pédagogique, la conseillère pédagogique, auprès des professionnels de Conseil scolaire pour un tel projet. le surintendant; enfin, tous les l'enseignement. 5 Enfin, comme tout individu qui intervenants du milieu scolaire. 1 La direction de l'école planifie un se dévoue à la tâche, il est toujours Au départ, les enseignants et horaire qui permet aux enseignants de agréable de recevoir quelques douceurs enseignantes de l'école ont décidé se rencontrer durant les heures de classe. qui rendent la vie plus agréable. Ainsi, de prendre en main leur destinée en Cette rencontre se fait à toutes les deux lors de la rencontre mensuelle des ce qui a trait au travail d'équipe. semaines et permet aux enseignants enseignants, il y a toujours un item Appuyés par la direction de l'école, les de planifier des leçons à long terme, à l'ordre du jour qui se rapporte à enseignants et enseignantes ont formé discuter de l'évaluation des élèves, l'enseignant ou l'enseignante du mois. des équipes de travail selon leur niveau régler des problèmes de comportement; Un bref compte-rendu est fait à tous d'enseignement : primaire, moyen enfin, s'assurer que les élèves reçoivent les enseignants sur les raisons qui et intermédiaire. Et l'enseignant de la meilleure éducation possible. expliquent le choix de l'enseignant français langue seconde dans tout ça? Il L'enseignant de français langue seconde ou l'enseignante. On s'assure ensuite est celui qui connaît les élèves le mieux fait toujours partie de ces rencontres. qu'un compte-rendu est fait aux car il enseigne presque tous les niveaux parents et aux élèves via le bulletin et il suit le cheminement des élèves . Les directions des écoles qui 2 mensuel de nouvelles scolaires et lors d'année en année. Il les voit grandir, composent leur famille d'écoles d'assemblée scolaire. acquérir des connaissances et surtout, organisent une demi-journée par mois très important pour lui, il les voit afin que tous les enseignants de français Les quelques suggestions mentionnées en train de communiquer dans langue seconde puissent se rencontrer ci-haut ne sont que quelques une langue autre que la leur. Quel afin de discuter de programmation, possibilités qui permettent aux sentiment de fierté! Ses commentaires de planification, d'évaluation et de enseignants et enseignantes d'œuvrer seront donc importants pour tous les communication. On profite souvent dans un milieu coopératif. Tout comme élèves qu'il enseigne. La direction de de l'occasion pour inviter la conseillère les élèves qui ont besoin d'encadrement l'école se rappelle cette implication de pédagogique qui parlera d'un sujet afin de fonctionner dans une classe l'enseignant de français langue seconde. pertinent pour tous. On peut aussi coopérative, les enseignants ont besoin Elle s'assure donc de faire la part des profiter de l'occasion pour inviter des d'encadrement et de direction afin de les choses et d'être équitable au niveau des collègues de l'école secondaire afin de motiver à coopérer avec leurs collègues. tâches supplémentaires à distribuer. discuter de cheminement à long terme. Tel que suggéré dans les articles Les enseignants et enseignantes précédents, l'élément essentiel à la Un système de mentorat est mis de l'école ont donc décidé d'implanter 3 base de l'apprentissage coopératif est en place dans l'école afin d'apporter un modèle de coopération qui l'interdépendance positive, c'est-à-dire, un appui aux nouveaux enseignants. fonctionnerait non seulement pour le climat de confiance qui existe au Souvent, un tel programme existe au les élèves, mais pour le personnel sein de toute équipe digne de ce nom. niveau du Conseil scolaire, mais il est enseignant aussi. Quelle belle façon Enseignant, enseignante, élève, parent, nécessaire et important que tous les de démontrer à toute la communauté directeur, directrice - chacun a besoin enseignants et enseignantes l'appuient scolaire la bonne entente et la de se sentir utile et apprécié au sein à l'intérieur de l'école. coopération qui existent dans l'école. de son équipe de travail. Le personnel enseignant a mis le 4" Tout enseignant et enseignante a modèle coopératif suivant en place. Il quelque fois besoin d'appui dans sa André Charlebois retired as education en reçoit maintenant les dividendes : démarche et son cheminement. Ainsi, coordinator, second languages, with the des parents réceptifs, des enseignants un système de partenariat avec un pair Upper Canada DSB. He is currently a qui se sentent appréciés, une direction est mis en place au sein de l'école. Dans professor at the University of Ottawa, de l'école qui appuie ses profs et ce cas-ci, il s'agit d'aller au-delà du where he teaches undergraduate surtout, des élèves heureux qui aiment mentorat, mais bien de permettre à students in the second language être à l'école. deux professionnels de voir au bienfait, teaching program. Voici une liste des activités qui ont un de l'autre, un appui moral lorsque été mises en place afin de contribuer au nécessaire. Enfin, un réseau qui permet climat de coopération à l'école. Cette à un enseignant d'y retrouver un appui, liste n'est pas du tout exhaustive et se un réconfort si nécessaire. Il est summer/04 etfo voice 37 Books, Games, CD ROMS and... REVIEWS Celebrating stress that cause schoolyard vowels, confusable spellings, has produced a valuable School Gardens violence. Caring for living word building, spelling resource for junior classes things results in respect rules, and the evolution and a supplementary tool The aptly named book A for life. of language. Interspersed for the science program. Breath o f Fresh Air probably Read this book and feel throughout the pages of lists Brightly coloured images refers both to the air the excitement and pride of are interesting facts about of the planet and its many purification that results these creators of schoolyard the English language and moons include photos taken from school gardens, and habitats. Recall your own teaching tips that explain from satellites. The images to the joy experienced by experiences in habitat why certain sounds or are intriguing enough to those who plan, create, restoration. Become inspired rules may prove difficult entice junior grade readers, and tend these habitats. to work in your community, for children. playing on their natural Apart from being a to learn, and to leave Teachers will find this curiosity about the mysteries pleasure to read, this book your world a better place. book a useful resource for of space. could motivate work-weary Working joyfully together, the word study portion of Bortolotti supplements school staff and school motivating life-long their language program. It the illustrations with an councils searching for a learning, isn't that what is not intended to provide abundance of interesting community-building project. school is all about? a thorough overview of research. Teachers will find Its 130 easy-to-read pages all spelling patterns and the information presented are filled with stories that ★ ★ ★ ★ ★ Houghton, Elise. Photographs by rules, but rather a jumping- in clear, concise, digestible take you to a quiet place Robert Christie. Foreward by Margaret off point for further portions that can be used where all is right with Atwood. A Breath of Fresh Air: Celebrating Nature and School Gardens. Sumach Press, investigations into language. in mini-lessons. Students the world. Toronto. 2003. ISBN 1-920020-61-5. The level of words in the engaged in individual This book shows that Carolyn Pearce teaches an area lists ranges from primary research will find the book when parents, students, composite class at Franklin Public to intermediate, with the easy to use. neighbours, and school School, Waterloo Region DSB. second half of the book staff reach a mutual goal, The last quarter of the being most suitable for book could serve as a useful they share pride in their Useful Spelling the later grades. compendium. Bortolotti accomplishments. Reference The Spelling Teacher's dedicates four pages to While connections to Jo Phénix provides teachers Book o f Lists will be a useful Saturn's ring systems and 18 the curriculum are obvious, with a compendium of addition to any teacher's satellites. The information A Breath o f Fresh Air is useful information in the collection of language which is arranged in columns, not filled with weighty second edition of The resources. includes the names of justifications for its existence. Spelling Teacher's Book of the rings and moons, a It is a celebration, a collection Lists. She places an emphasis ★ ★ ★ ★ ★ Phénix, jo, The Spelling Teacher's thumbnail sketch of each, of stories proudly told. Artistic on spelling patterns and Book of Lists, 2nd edition, Pembroke the year and individual pictures show how cold, advocates "an approach to Publishers, 2003. ISBN 1-55138-066-8. behind the discovery, hard, barren, schoolyards spelling based on pattern Ruth McQuirter Scott is an associate orbital period, and the were transformed into lovely recognition, meaning, and professor in the Faculty of Education, Brock University. She is co-author of relationship between the habitats that soon filled with problem solving rather than Spelling: Connecting the Pieces (2004), rings and the other moons. a variety of living things. on memory." Cage/Nelson. From an instructional The pictures show wonder, This reference book is standpoint, these last four pride, determination and divided into six parts, with Exploring Saturn pages alone lend themselves happiness etched in the an introduction to each Using a wonderful to a variety of interesting faces of students, replacing segment: consonants, combination of pictures and activities. First, a class could the aggression, fear, and text, author Dan Bortolotti 38 etfo voice summer/04 be divided into small groups Smart Tests building in extra support A chapter on using and assigned the task of Recent research on the that helps students be as visual (graphic) organizers graphing the information effectiveness of different successful as possible on as assessment tasks is on a larger classroom wall assessment strategies has tests (e.g., encouraging goal particularly informative. chart for future reference. prompted teachers to setting, adjusting reading It provides an overview Secondly, the information critically examine their level, making tasks relevant). of 10 different organizers, from the charts could be own assessment practices, Early on, the authors explains the kind of thinking transferred to index cards including the role of tests in challenge teachers to required in the completion to create a contextually measuring student learning. explore their beliefs about of each organizer, and gives rich and entertaining trivia Teachers often question testing. Should teachers examples from a range of game for groups of two to whether the tests they design provide test questions ahead subject areas. four students. For teachers accurately assess what their of time? Are small tests Smart Tests contains who teach a core classroom, students know and can do, more valuable than one numerous examples of test this material provides and may wonder if testing major test? Should teachers items. However, many do opportunities for numerous has a negative impact on clarify directions during not match the content of cross-curricular links. These their students' attitudes testing? Should students the Ontario curriculum. may include mathematics about learning and be able to rewrite tests? And although the book's (graphing, ordering and assessment. By reflecting on these and back cover states that the comparing numbers), In Smart Tests: Teacher- other issues, teachers can information is suitable for language (individual Made Tests that Help Students, examine what is right developing assessment tasks writing activities and oral Catherine Walker and Edgar and appropriate for their for grades K - 8, most of the presentations) and art Schmidt explain how tests own classrooms as they discussion is appropriate for (two and three-dimensional can be an integral and consider information in junior and intermediate representations of the planet positive part of a balanced the remainder of the book. teachers. and its moons). assessment program. Throughout Smart Tests, Smart Tests engages Despite the author's The authors offer sound "Teacher Tools" encourage teachers in reflecting attempts at simple language, guidance on developing teachers to reflect on about their own assessment the text may be difficult "smart tests"-teacher-made and examine their own practices and the role of for many junior students. tests that allow teachers assessment practices. There testing in a balanced The book is best used as a to make valid and fair are also "Student Tools", assessment program. It teacher resource that can judgments about student structured opportunities offers practical advice on be signed out by students learning, that inform for students to reflect on developing assessment tasks and monitored with a teachers about their next their attitudes and work that reflect instructional minimal amount of instructional steps, and that habits, and "Home Tools" goals and activities, and that teacher supervision. provide valuable feedback that provide parents with provide opportunities for ★ ★ ★ ★ to students. They advise tips for helping their students to succeed. Bortolotti, Dark Exploring Saturn; The children prepare for tests, ★ ★ ★ ★ Journey Beyond the Classroom, Firefly teachers on how to design and for nurturing positive Walker, Catherine and Schm idt, Edgar:, Books. 2003. ISBN 1552977668, tests that require students attitudes and study habits Smart Tests: Teacher-Made Tests that Quinn Carter is a teacher with the to apply a variety of thinking Help Students Learn, Pembroke Haiton DSB, He has taught science skills to demonstrate the in their children. Publishers. 2004. at both the intermediate and junior Waterloo DS8 teacher Keith Bauman is levels and contributed ideas to the skills and concepts they currently seconded to the Ministry of m agazine Mathematics: Teaching in have learned. Teachers are Education, where be is working on the the Middle School. also offered suggestions for early math strategy. summer/04 etfo voice 39 OTF at 60! Greer Memorial Award On April 2, 2004, OTF celebrated 60 years of Established in 1947, the Greer Award is advocating for teachers with a fundraising a memorial to the late Dr. V. K. Greer. event in support of The Stephen Lewis The fund is administered by OTF. Foundation. The foundation works at a This year's Greer Award was presented community level supporting children and to Stephen Lewis. Mr. Lewis asked that the women with HIV/AIDS in Africa. monetary portion of the award be sent to The event, which took the form of a Busting Out, a new program of Nightwood trivia game, and a silent auction, raised over Theatre, for girls aged 12-15. Busting Out $23,000. A complete list of donors to the was created to provide self-esteem building auction is posted at www.otffeo.on.ca. and artistic expression in an open and Click on Interaction April 23, 2004, and creative, non-judgmental, all-girl space. scroll down to find the link. For information on Nightwood Theatre, visit www.nightwoodtheatre.net. Ontario Teacher Qualifying Test (OTQT) OTIP Teaching Awards Last June, the OTF Executive considered a The awards ceremony for this year's report detailing concerns about the OTQT. honorées was held June 10 in Toronto. At that time, the Executive decided to The initial nominations were short-listed communicate these concerns to the Minister to five names in each of four categories: of Education. This communication was elementary, secondary, francophone, delayed because of the provincial election. and beginning teacher. The nomination The list of problems associated with the process was posted online at test is extensive, ranging from the practical www.teachingawards.ca. The site is to the philosophical. Because of concerns still up and running, and nomination around the OTQT, the Executive passed the will reopen for next year in the fall. following resolution: OTF Online That the OTF Executive recommend to the For more information on these and Minister o f Education that the Ontario Teacher many other issues, visit www.otffeo.on.ca. Qualifying Test be suspended at the end o f the Click on the most recent Communiqué, ETS administration (December 2004), pending or Interaction On Line. To receive e-mails an overall review by the Ministry o f Education, telling you when Interaction Online in cooperation with the Ontario Association o f is published, click 'subscribe' on the Deans o f Education (OADE) and Federation, OTF/FEO home page. o f the test's usefulness and benefits. Emily Noble, president of ETFO, is serving as past president of OTF, and as ETFO's OTF table office. 40 etfo voice summer/04 INTERNATIONAL In October 2003, more than 850 Ontario schools, to or 330,000 students, participated in International Walk to School Day. They joined thousands of schools in 29 other countries around the world 'blazing trails in the urban jungle.' WaSCHOOL DAY Thirty countries took part: Argentina, The first ever runner-up for the new The next International Walk to School Australia, Belgium, Brazil, Canada, award was Morton Way Public School, Week is set for October 4 -8 , 2004. Chile, Croatia, Denmark, England, Brampton. The award was announced To learn more, visit the official website France, Germany, Greece, India, in March 2004. at www.iwalktoschool.org. Ireland, Israel, Italy, Mexico, Namibia, "Every week for the past three years, The website includes resources such as New Zealand, Nigeria, Pakistan, Saudi Morton Way has celebrated 'Walking health information, specifics on walking Arabia, South Africa, South Korea, Wednesdays, encouraging students to events around the world, a checklist Spain, Switzerland, The United States, walk to school with their friends, family, to help determine how friendly a Wales and Zambia. or caregivers. Parent volunteers lead community is for walking, and a International Walk to School Week 'Walking School Buses' and on 'Walking registration form for IWALK 2004. is an annual event promoting safety, Wednesdays' of each month, parents Schools registering by June 30 will be physical activity, and environmentally and grandparents are invited into the entered into an Early Registration Draw. sustainable transportation to and from school for refreshments. This encourages In Ontario, ASRTS is managed by school. It is part of the Active and Safe family members to walk to school, and the Green Communities Association Routes to School (ASRTS) program. helps develop a sense of community. (www.gca.ca). For more information, ASRTS enjoys support from the police, On Wednesdays, between 88 percent contact Jacky Kennedy, program public health units, local councils and and 98 percent of students walk to manager of Active & Safe Routes district school boards. Working with school," says Kirstin Schwass, the to School, Ontario. Tel: 416-488-7263 parents, interested schools explore school's physical education teacher. E-mail: [email protected]. their neighbourhoods and map out Morton Way students also walked the best routes for children to take every day during Earth Week, and when they walk to school. Children will walk again during Environment generally walk in groups or with Week in June. an accompanying adult. This was the first year that the international event promoted a week of walk-to-school activities. Walk-to-school programs have grown rapidly in the three years since IWALK was established in 2000. As well as suggesting how school communities can become active, IWALK has developed resources, and an award that recognizes initiatives encouraging children to walk to and from school. The idea is to create healthier, safer, and more sustainable communities. Morton Way Public School was runner-up for the first ever IWALK award. I A Question of Perspective known as the "social model of disability." Imagine a city in which all the residents are This is the idea that a given physical or wheelchair users. These individuals control mental impairment, e.g., an injured spinal the city's governance, its educational cord, does not constitute a flaw in the Christine Brown is ETFO's institutions, economic activities, legal system, individual. Nor does it constitute a disability Research Officer for Collective etc. Naturally, the environment reflects their Rather, "disablement" arises instead from Bargaining. She is working on particular needs. High doors and ceilings are the built and social environment in which a degree in disability studies. unnecessary. Architectural codes and practices the individual must function. are based on the dimensions needed to Why can't X go to the restaurant with her accommodate wheelchairs, but not other friends? The medical model answers that it means of human locomotion. is because her spinal cord is defective - she Then one day, some non-wheelchair users cannot walk. The social model answers that move to the city. Right away, they begin to it is because the restaurant is defective - it is run into obstacles. Literally. Soon, all these located upstairs. shoe users are marked by bruised foreheads Homes can be constructed to from encounters with doorways. Moreover, accommodate multiple forms of human they are in constant pain from having to locomotion, as can public transit, shops, stoop while indoors. Communication with restaurants, workplaces, universities and these unfortunates is also a problem, since, government offices. They can be, but for as the wheelchair-using populace notes, the most part they are not. Sadly, we in it's hard to see their facial expressions and Ontario are behind compared to some meet them eye-to-eye. Before long, the shoe other jurisdictions. users begin to experience social, physical, The good news is that for anyone with an psychological and employment problems. interest in disability rights, now is a pivotal The local physicians, psychiatrists and social moment. While existing human rights law is workers - wheelchair users all - undertake fine as far as it goes, it is a complaint-based elaborate measures to help the shoe users system that is tortuous to enforce. However, adapt. Eventually, the shoe users decide through subtle but effective pressure, the they have had enough, and join forces Ontario Human Rights Commission has to organize for change. recently extracted from seven large restaurant The above scenario was concocted many chains a commitment to more accessible years ago in an article called "To Deny or premises. Accessibility in this context Not to Deny Disability" by Vic Finkelstein, means everything from usable doorways to a scholar and disability rights activist. appropriate countertop heights, to properly We commonly think about disabilities as designed washrooms, to menus in Braille. medical problems with medical solutions. Moreover, the provincial government Someday, scientists will find a cure. In the is currently reviewing the Ontarians with Disabilities Act (ODA), a spectacularly Reference interim, perhaps with enough physiotherapy, Finkelstein, Vic. To Deny or Not to drugs or surgery, the person with a disability toothless piece of legislation passed three Deny Disability. Source: Magic Carpet. years ago. A reformed ODA, one with real New Year 1975, xxv l 1, No. 1, pp 31-8. will be able to function a bit more "normally." from Brechin, A., P. Liddiard, and This view forces the individual into the role punch, could go far towards removing the J. Swain (eds.) 1981. Handicap in a social and built barriers that so restrict a Social World. Hodder and Stoughton. of perpetual patient - defective and in need of intervention from outside experts. significant number of the province's citizens. That is one perspective. However, Vic It might even turn things upside down. Finkelstein was an architect of what is 42 etfo voice summer/cm I’m pleased to be part of an organization that respects teachers, and looks out for their interests, not only for those who have retired, but also for my friends and colleagues who are still in the classroom. I feel strongly that kids are our tomorrow. We have to look after them. In retirement, you can’t just “pack it in” - you have to stay committed. As a member of RTO/ERO, I feel that I can continue to be involved in the education of children. Through providing support for both active and retired teachers, lobbying governments on social, economic, pension and health-related issues, and the many local social activities, RTO/ERO is an organization that will look after the needs of members such as myself - now, and into the future. -AN N RIVARD Former elementary teacher and RTO/ERO’s 50,000“’ member THE RETIRED TEACHERS OF ONTARIO LES ENSEIGNANTES ET ENSEIGNANTS RETRAITÉS DE L’ONTARIO 18 Spadina Road, Suite 300/18 chemin Spadina, bureau 300, Toronto ON M5R 2S7 tel. 416.962.9463 toll free 1.800.361.9888 www.rto-ero.org The Global Campaign for Education's to override that as well. The battle is far Action Week, held April 19-25, is over from over for our colleagues in that province. for another year. The week-long event took In Newfoundland, the newly elected place around the world and involved over Conservative government announced on half a million people. This year's theme April 21 that it would table back-to-work was "Children Missing an Education." legislation to end a bitter dispute involving "In light of government The campaign promotes education as a its public service workers - including teachers. clawbacks and cuts, basic human right and mobilizes public At the core of the dispute are drastic cuts unity is still as pressure on governments. It mobilizes the to the provincial public service. Over 500 international community to fulfill promises teachers' positions may be cut in the next important as it has to provide free, compulsory public basic two years, despite the premier's campaign ever been. Together, education for all people; in particular for promises to protect funding for education, we must challenge children, women, and all disadvantaged, cap class sizes, and increase classroom and the false perception deprived sections of society. CTF, as well as school-based supports for high-quality that education is a the hundreds of organizations that belong teaching and learning. commodity, rather to Education International (El), are part of In both these situations, CTF and its than an investment in this very necessary action. member organizations rallied to support our our common future." However, at the same time as the world's teacher colleagues by way of public statements eyes and hearts turned to education issues, through the media and print advertising. two provincial governments launched In Ontario, we are aware that, despite a initiatives that undermine public education change in government, challenges are still and the quality of learning for children. on the horizon with respect to collective On April 20, the British Columbia bargaining. government, which has consistently In light of government clawbacks demonstrated disrespect for the rule of law and cuts, unity is still as important as it's and disregard for the needs of students, ever been. Together, we must challenge both nationally and internationally, tabled the false perception that education is a Bill 19. This legislation ensures there can commodity, rather than an investment be no contractual guarantees of class-size in our common future. limits, services to students with special needs, or support from specialist teachers Terry Price is the president of the Canadian in B.C. schools. Without those provisions, Teachers' Federation. CTF is the national schools cannot guarantee the important voice of 240,000 teachers across Canada. services students need and parents expect. For more information on the Global In 2003, the International Labour Campaign for Education, visit Organization, a United Nations body, www.campaignforeducation.org. condemned the B.C. Liberal government's earlier education bills, yet the Premier did nothing to bring them into harmony with worldwide standards. Then the Supreme Court of B.C. quashed the B.C. contract stripping, yet the Premier brought in Bill 19 44 etfo voice summer/04 STRIKE DISCIPLINE The following member(s) of the Elementary Teachers' Federation a. Publication of the name of the member and the sanctions of Ontario (ETFO) have been disciplined for failure to support imposed by the ETFO Executive in a Federation document; collective bargaining initiatives in accordance with Article VI - b. Denial of any or all services normally provided by the Code of Professional Conduct and Article VII - Disciplinary Federation for a specified period except for such services Procedures of the ETFO Constitution. as must be provided by law; and Some or all of the following penalties apply to the c. Suspension of the right to hold local or provincial office member(s) listed below. in the Federation for a specified period. D U RH AM Dwarka, Krista 1. - 1 year (ab) Kernohan, Kristina - Oliveira, Joyce - 1 year (ab) TEACHER LOCAL Elliot, Matthew - 3 years (abc) 3 years (a bc) Oosting, Laura - 3 years (abc) Arbeau, Kelly E. - 3 years (abc) Elmhurst, Melanie - Keys, Sarah - 3 years (abc) Parke, Alison - 3 years (abc) Armstrong, Matthew H. - 3 years (abc) Kimura, Joshua - 3 years (abc) Parliament, Amy A. - 1 year (ab) Feng, Donald - 3 years (abc) King, Alana M. - 1 year (ab) 3 years (abc) Ashton, Tim - 3 years (abc) Fleming, M. Dale - 3 years (abc) King, Jessica - 3 years (abc) Patton, Glen J. - 1 year (ab) Banbury, Joel A. - 2 years (abc) Fountas, Natalie - 3 years (abc) Knight, Jennifer - 3 years (abc) Pellow, Teri - 1 year (ab) Barris, Quenby - 1 year (ab) Frison> Yma ~ 3 Years (abc) Laberge, Jennifer - 1 year (ab) Pelton, Adam - 1 year (ab) Bastien, Valerie M. - 1 year (ab) Fryer-Wilson, Melissa - Lalonde, Amantha - Peltonen, Karen - 3 years (abc) Batten, Bill - 3 years (abc) 3 years (abc) 2 years (abc) Phillips, Amy V - 3 years (abc) Beasley, Diane C. - 3 years (abc) Gallagher, Kelly - 3 years (abc) Lamey, Denise - 3 years (abc) Pike, Jeremy - 3 years (abc) Bencze, Tim R. - 1 year (ab) Gaudreau, Jessie - 3 years (abc) Lasota, Amy - 3 years (abc) Pittens, Katherine - 3 years (abc) Benedict, Monica - 3 years (abc) Gauthier, Mary - 3 years (abc) Lee, Nicola - 2 years (abc) Power, Monique - 2 years (abc) Bergeron, Diane - 3 years (abc) Green, Valerie - 3 years (abc) Leech-Marks, Tracy - Quinn, Tricia - 3 years (abc) Bradley, Jessica - 1 year (ab) Grenke, Beth - 3 years (abc) 3 years (abc) Read, Julia - 3 years (abc) Brand, Ewan - 3 years (abc) Gupta, Caroline 1. - 1 year (ab) Levac, Alain - 3 years (abc) Reid, Richard T. - 3 years (abc) Broumpton, Jack - 3 years (abc) Handa, Nisha - 3 years (abc) Levere, Jason D. - 3 years (abc) Rivett, Michelle - 3 years (abc) Brown, Helena A. - 3 years (abc) Hannaway, Elizabeth - 1 year (ab) MacDonald, Colleen M. - Robert, Sylvie - 3 years (abc) Brown, Nicole - 3 years (abc) Hatfield, Anne - 3 years (abc) 1 year (ab) Robins, Erin - 3 years (abc) Buchanan, Janet - 3 years (abc) Holland, Jason - 3 years (abc) MacDonald, Mary-Beth - Robertson, Stephen - Bullock, Michelle - 3 years (abc) Hooper, Susan - 1 year (ab) 3 years (abc) 3 years (abc) Buschbeck, Martin - 3 years (abc) Hoy, Erin - 3 years (abc) Maechtel, Quinton - Rodriguez, Rafael - 3 years (abc) Carroll, Erin - 3 years (abc) Hruska, Lee A. - 3 years (abc) 2 years (abc) Samson, David R. - 3 years (abc) Cartwright, Michael - Hubbard, Raymond - Maggi, Anna M. - 3 years (abc) Sanders, Julie - 1 year (ab) 3 years (abc) 3 Years (a bc) Makris, Sandra - 3 years (abc) Sanderson, Alec G - 1 year (ab) Chamberlain, Angela - Hudson, Robyn F. - 1 year (ab) Malcolm, Alison - 1 year (ab) Sarginson, Shannon - 1 year (ab) 3 years (abc) Hutchcroft, Dean R. - Mallette, Andrea - 3 years (abc) Singer, Michelle - 1 year (ab) Cochrane, Catherine - 3 Years (a bc) Marshall, David - 3 years (abc) Smith, Shannon - 1 year (ab) 3 years (abc) Ibrahim, Viviane - 3 years (abc) McAllister, Michael - Sneath, Stacy - 3 years (abc) Coleby, Ilona - 3 years (abc) Jablonsky, Zsuzsa - 3 years (abc) 3 years (a bc) Solakis, Helen - 3 years (abc) Cooper, Jennifer - 3 years (abc) iac^ William - 3 years (abc) McClintock, Kerri - 3 years (abc) Stoakley, Danielle - 1 year (ab) Cranham, Lauren - 3 years (abc) Jacobs, Lisa - 3 years (abc) McNair, Nicole - 3 years (abc) Syme, Carol - 3 years (abc) Crawford, Angela D. - Jacquel, Celena - 3 years (abc) McNeill, Ryan - 3 years (abc) Talman, Kristine - 3 years (abc) 3 years (abc) Jakowec, Sheila - 3 years (abc) Meitner, Jennifer - 3 years (abc) Thompson, Stephanie - Cuff, Sarah - 3 years (abc) James, Natasha M. - Mereweather, J Derek - 3 years (abc) Dal by, Ivan - 3 years (abc) 3 Years (a bc) 3 years (abc) Tsiris, Evodokia E. - 1 year (ab) Deschamps, Thomas - Jamieson, Aimee - 3 years (abc) Monaghan, Melanie D. - Turner, Cassandra - 3 years (abc) 3 years (abc) Jeffs' CrYstal - 3 years (abc) 1 year (ab) Van volsen, Megan - DeWolfe, Janet - 3 years (abc) Jensen, Monica - 3 years (abc) Morrison, Julie - 3 years (abc) 3 years (abc) Donovan, Laura K. - J ° hns/ Kerri “ 3 Years (abc) Nicholson, Linda - 3 years (abc) Vandergeest, Stewart J. - 3 years (abc) Johnson, Domenica - Norgrove, Jennifer - 3 years (abc) 1 year (ab) Driver, Carolie - 3 years (abc) 3 Years (abc) Ogilvie, Emily - 3 years (abc) Vanderveen, Anneke - 1 year (ab) Dugas, Catheryn - 1 year (ab) Karlson, Sonja - 3 years (abc) Oldham, Melanie A. - Waugh, Cindy - 3 years (abc) Kee, Shawna - 3 years (abc) 3 years (abc) summer/04 etfo voice 45 | STRIKE DISCIPLINE Webb, Paul - 3 years (abc) Witzel, Janice - 1 year (ab) RENFREW COUNTY ELEMENTARY Wells, Lindsay - 3 years (abc) Wright, Jude - 2 years (abc) TEACHER LOCAL TEACHERS OF Whalen, Sean - 3 years (abc) Wuthrich, Meghan - 3 years (abc) Alexander, Matthew - TORONTO LOCAL Wighton, Shannon - York, Melissa A. - 3 years (abc) 2 years (abc) Short, Lynn - 2 years (abc) 3 years (abc) Yorke, Irene T. - 3 years (abc) Horning, Tricia - 2 years (abc) Williams, Brewster - Janke, Marlene - 2 years (abc) 3 years (abc) Le Coz, Rilla - 2 years (abc) Wilson, Christine - 3 years (abc) Wisniewski, Patryck - 3 years (abc) DISCIPLINE The following member of the Elementary Teachers' Federation a. Publication of the name of the member and the sanctions of Ontario (ETFO) has been disciplined for failure to adhere to imposed by the ETFO Executive in a Federation document; the Constitution and Bylaws of the Federation in accordance b. Denial of any or all services normally provided by the with Article VI - ETFO Code of Professional Conduct and Federation for a specified period except for such services Article VII - Disciplinary Procedures of the ETFO Constitution. as must be provided by law; and c. Suspension of the right to hold local or provincial office All of the following penalties apply to the member listed below. in the Federation for a specified period. RENFREW COUNTY OCCASIONAL TEACHER LOCAL Elford, Patricia - 2 years (abc) COMMENDATION TO ETFO MEMBERS WHO achieving real gains in working conditions and salaries for our SUPPORTED THEIR BARGAINING TEAMS. members, and improved learning conditions for our students. The Executive wishes to acknowledge those members who To our members: The success of union action depends on the have shown unwavering solidarity when faced with sanctions unity of its members. A strong union can only be built by members that included work to rule, full withdrawal of services, and standing together and engaging in collective action. When ETFO pink listing of the employer. Your solidarity is our strength. negotiates a collective agreement for members, it is sometimes necessary to impose sanctions on the employer to achieve the Emily Noble, President, on behalf of the Executive o f the respect our members deserve. Solidarity is the crucial factor in Elementary Teachers' Federation o f Ontario. 46 etfo voice summer/04 Making mo» ""'iCS ioo»”'"**"’" * “ than a d°"ar' , one of the coins the " o r e than) The perso" h exarnp\e, on for A cent. Wng '£ £ % £ * ■ ****** ,„»« to b a « <™ 9°7 who « • loe " °" , .he month? In September through»" W » * * * 1* id on August 12, 2004, of all the correct answers to Making Cents. Five winners will receive an ETFO sweatshirt. ;r and names of all the winners will be published in the first available issue. Send your answers to jennifer Stewart at provincial office. . E-mail [email protected]. Regular mail to Jennifer Stewart at the address on the masthead. 1rs (Voice - Spring 2004): The runner finished sixth in a field of 17. Winners: Miranda Dakin, Chuck Davidson, Wendy Martynuik, Rajbaille. Answer to Heads or Tails (Voice - Winter 2004): Forty coins were needed for the game. Winner: Kathy Balec. SKOOKIE Productions Your Curriculum Connection PLAYS WITH A PURPOSE! Work with one of your own The Frog Prince Focus on Literacy, Medieval, Environment TED REID Sir John Eh's Brew B.A., B.ed, M.ed.,!Vls Science. Focus on Junior Social Studies - Canada Safes Representative Charia's Big Day Ontario elementary teacher 30 Focus on Primary Social Studies * Communities Wilson's Shield Let me be your portal to Focus on Intermediate History the Toronto MLS system WORKSHOPS, TOO! and to my RE/MAX family. Bullying Workshops Explore the RE/MAX REALTY ONE INC. important theme of bullying, through drama. 905-206-1653 Elements of Drama Workshops A variety of movement 905-301-6462 and voice activities introduce the basic elements of drama. 905-277-0771 SKO O KIE Productions is a travelling, educational theatre company. a 1 -residentialrealestate Contact Skookie today at (705) 726-5732 www.skookie.webcentre.ca This advertisement is not intended to solicit or sellers currently under contract with | events/classifieds August 17-TORONTO University. Contact: Kathleen Loftus December 3-4-TORONTO The AboutFace Gold Classic 2004, Royal ETFO Provincial Office 416-962-3836/ The Financial Management for Women Woodbine Gold Club. Contact: Ann Gorwill, 1-888-838-3836. E-mail: [email protected], Conference, Hilton Toronto Airport. Manager, Education and Development or visit www.etfo.ca Contact: Jennifer Mitchell, ETFO AboutFace 416-597-2229 ext. 22/ Provincial Office 416-962-3836/ November 25-27-TORONTO 1-800-665-FACE, www.aboutface.ca 1-888-838-3836. E-mail: jmitchell@ Forte '04. The Ontario Music Educators' etfo.org, or visit www.etfo.ca August 24-25-VANCOUVER Assoc. (OMEA) and the Canadian Music Mentoring Boys Summer Institute 2004, Industry Education Committee (CMEIC). February 9-11, 2005-TORONTO Empire Landmark Hotel and Conference Contact: Kevin Merkley, kevin_merkley@ ...and still we rise, Fairmount Royal York Centre. Contact: Barry Macdonald yahoo.com or George Bishop, 416-298- Hotel. Contact: Kathleen Loftus ETFO 604-536-3999. E-mail: 2871, or visit www.omea.on.ca Provincial Office 416-962-3836/ [email protected], or 1-888-838-3836. E-mail: kloftus@ November 26-TORONTO visit www.BarryMacdonald.com etfo.org, or visit www.etfo.ca Canadian Aboriginal Festival Education October 22-23 - PETERBOROUGH Day. Contact: Catherine Cornelius Repositioning Native Women In Canadian 519-751-0040. E-mail: catherine@ History Enhancing Curriculum, Trent canab.com, or visit www.canab.com Fundraise with scented candles, made in Stage It: Three Plays and a Monologue by YOGA HOLIDAY in OAXACA, MEXICO Canada by Country Home Candles. Easy Christine Harvey. These plays are: great with Monica Voss, Aug. 21-29, 04. Enjoy program, great profits. Tel: 519-842-9639 drama resources - tried, tested, and true - landscape, archeology, cuisine, shopping, www. wickscandle. com perfect for classroom skits, integrating into culture in lovely central Mexico. Hot lesson plans, or full scale school productions middays, cool nights. Yoga 2Xdaily. 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