Mental Health & Resiliency
Mental health is a topic that is near and dear to my heart. Teachers spend 5-6 hours per day with their students and without mental health, we haven't got much to work with. I think most teachers would agree that they wholeheartedly love their students, but we just don't feel we have the resources or time to help with their mental health. I would like to turn that feeling upside down. We can't afford not to focus on our student's mental health. It's a heavy topic that requires us to analyze each situation on an individual basis but when approached in an appropriate way, is worth every minute.
In the last 3 years, I've worked with many children who have mental health issues and often their problems are ignored. Well-meaning teachers don't have time to address their needs, issues are dealt with on an individual basis instead of targeting the problem and parents have difficulty seeing their own child as having mental health issues and may resort to writing it off as their child's personality or a phase they're going through. It is a difficult and personal topic to bring up and discuss with parents and requires professionalism and tact.
Children suffer because they may not have the language to express how they're feeling or understand that it is an illness. The Mental Health Commission of Canada released an article The Mental Health Strategy For Canada: A Youth Perspective that was written by youth with mental health issues and the special needs they require. Priority 1.1 is to "Help people understand how to encourage mental health , reduce stigma, and prevent mental health issues and suicide - Being mentally healthy helps us do better at school, make a good living, and be physically well".
The first step that is required of us is to talk. As a teacher, I make it a priority to be available to my students to talk, even if it is for a small period during the day. I can open a window of time each day where I am available (no paperwork, no lesson planning, no photocopying, etc).
Secondly, we need to reduce the stigma around mental illness and make it a topic of health and well being - not bullying and shame. We need to discuss this in class. Imagine how many young people might have sought help from their teachers, or recognized their needs at a younger age if we had discussed it in class. The MHSC states that "More than two thirds of young adults living with a mental health problem or illness say their symptoms first appeared when they were children". We need to recognize that open discussion and early intervention could make a world of difference for a child, particularly in communities with minorities, single parent families and low SES.
Finally, we need to promote mental health for all the students in our classrooms. Resiliency is an important skill to practice, even for the mentally robust. Ownership over your own health gives confidence and it's something we need to start working on and providing the language for in young children. Some examples of things teachers can do include:
I believe that if we start working with students at a young age to build mental health skills and resiliency we will be creating a healthier, happier and more stable future for our community.
Resources:
Canadian Mental Health Association: https://www.cmha.ca/
Ontario Mental Health Foundation: http://www.omhf.on.ca/home/
Children's Mental Health Ontario: http://www.kidsmentalhealth.ca/
Ontario Mental Health Hotline: http://www.mentalhealthhelpline.ca/
In the last 3 years, I've worked with many children who have mental health issues and often their problems are ignored. Well-meaning teachers don't have time to address their needs, issues are dealt with on an individual basis instead of targeting the problem and parents have difficulty seeing their own child as having mental health issues and may resort to writing it off as their child's personality or a phase they're going through. It is a difficult and personal topic to bring up and discuss with parents and requires professionalism and tact.
Children suffer because they may not have the language to express how they're feeling or understand that it is an illness. The Mental Health Commission of Canada released an article The Mental Health Strategy For Canada: A Youth Perspective that was written by youth with mental health issues and the special needs they require. Priority 1.1 is to "Help people understand how to encourage mental health , reduce stigma, and prevent mental health issues and suicide - Being mentally healthy helps us do better at school, make a good living, and be physically well".
The first step that is required of us is to talk. As a teacher, I make it a priority to be available to my students to talk, even if it is for a small period during the day. I can open a window of time each day where I am available (no paperwork, no lesson planning, no photocopying, etc).
Secondly, we need to reduce the stigma around mental illness and make it a topic of health and well being - not bullying and shame. We need to discuss this in class. Imagine how many young people might have sought help from their teachers, or recognized their needs at a younger age if we had discussed it in class. The MHSC states that "More than two thirds of young adults living with a mental health problem or illness say their symptoms first appeared when they were children". We need to recognize that open discussion and early intervention could make a world of difference for a child, particularly in communities with minorities, single parent families and low SES.
Finally, we need to promote mental health for all the students in our classrooms. Resiliency is an important skill to practice, even for the mentally robust. Ownership over your own health gives confidence and it's something we need to start working on and providing the language for in young children. Some examples of things teachers can do include:
- Letting children problem solve on their own, when possible. If they seem stuck, or angry, ask them "what is the next step?" and break down big issues into smaller, chewable tasks.
- Read 25 Ideas for Teaching Your Kid Resilience.
- Teach children breathing techniques, particularly when a child is anxious or angry. Hold your hand over your chest while you fill your lungs with air (your stomach should expand, not your chest). Think of something positive while you regain your breath and reduce your heart rate. Wavecrest films made this incredible video where children explain their emotions and how they use breathing to calm themselves.
- Work with children to solve academic and behavioural problems by having co-ownership over a solution. A great resource for this is Dr. Ross Greene's book Lost at School.
- Give children descriptive feedback at school so they have a concrete idea of what they did well, and what they can work on in the future. Give children opportunities to attempt mastery. (One shot isn't fair!)
- Teach children the language for our emotions and provide pictures to identify them. Acknowledge that it's okay to feel sad, angry, etc. Work with children to how they can bring their emotions back to a level of contentedness.
- Show children inspiring children. Kids hear adults tell them about great adults... but what about kids? Groups like Amy Poehler's Smart Girls and InspireMyKid shows kids what kids can do!
- Be an inspiration to your own students. Make your physical and mental health a priority and value the mental health of your co-workers, friends and family.
I believe that if we start working with students at a young age to build mental health skills and resiliency we will be creating a healthier, happier and more stable future for our community.
Resources:
Canadian Mental Health Association: https://www.cmha.ca/
Ontario Mental Health Foundation: http://www.omhf.on.ca/home/
Children's Mental Health Ontario: http://www.kidsmentalhealth.ca/
Ontario Mental Health Hotline: http://www.mentalhealthhelpline.ca/
Winter Play Day
On Tuesday, March 10, 2015, before we all parted ways for March Break, I hosted a Winter Play Day for the six Kindergarten classes at my school. February and March are truly the dead of winter in Ontario and it was palpable. There were many recesses we were inside because of the cold, teachers were exhausted from dressing and undressing their Kinders in outdoor gear and students were frustrated because they were banned from using the icy playground equipment and were bored outside. I decided that we needed some more fun and play outdoors!
Winter is one of my favourite times of the year. I still think snow is magical and that winter can be an incredible time of year to play outside. I personally love snowshoeing and cross-country skiing through forest in winter. Unfortunately, many (adults) don't agree. Winter is a time to hibernate indoors and wait until spring. It's a dreaded time to go outdoors and the only time you go outside is to walk to your car, shovel the driveway or quickly walk the dog. I wanted to shift that psychology and encourage our school to frolic in the snow.
My co-workers were kind enough to clear their morning in order for us to have Winter Play Day. I set up six stations for our classes to rotate through:
Winter is one of my favourite times of the year. I still think snow is magical and that winter can be an incredible time of year to play outside. I personally love snowshoeing and cross-country skiing through forest in winter. Unfortunately, many (adults) don't agree. Winter is a time to hibernate indoors and wait until spring. It's a dreaded time to go outdoors and the only time you go outside is to walk to your car, shovel the driveway or quickly walk the dog. I wanted to shift that psychology and encourage our school to frolic in the snow.
My co-workers were kind enough to clear their morning in order for us to have Winter Play Day. I set up six stations for our classes to rotate through:
Each station lasted for approximately 10 minutes. I brought in different sizes and shapes of pine cones, sticks and rocks for the winter art station. Our school has crazy carpets that I signed out for the sled station, which the students used on the mounds of snow piled up from clearing the sidewalks. Story time was a station that I ran, where I brought out a coyote pelt for the students to touch, and following a story format we acted out the life stages of a coyote. The obstacle course involved hula hoops, chairs and pylons for the kids to go through, and when they were finished there was a milk crate of bubbles to blow (apparently they freeze in the winter!). The station where the students were to play in the snow was a slight flop because the snow was so packed down by this time in March. Finally, the sixth station was a game of tag that all of the French FDK classes play with our arts and physical education teacher.
Needless to say, the morning was a hit! I had a blast running the coyote station and teaching students to hunt, dig and howl! The most popular station was the ephemeral art station and probably the easiest to set up (other than the snow station). My improvement for the day was to watch time. Some students had longer at a station than I intended, because we were having so much fun and in the end it short changed some of the groups in order to visit all stations before the bell rang. In a perfect world I would be able to monitor when the students are fully immersed in an activity and allow them to explore, and when it is time to move on... but alas the public system runs on a schedule.
Overall we had an incredible day and the kids went home tired and happy. I hope in some small way I've sparked a further interest in playing outside in the winter season.
Needless to say, the morning was a hit! I had a blast running the coyote station and teaching students to hunt, dig and howl! The most popular station was the ephemeral art station and probably the easiest to set up (other than the snow station). My improvement for the day was to watch time. Some students had longer at a station than I intended, because we were having so much fun and in the end it short changed some of the groups in order to visit all stations before the bell rang. In a perfect world I would be able to monitor when the students are fully immersed in an activity and allow them to explore, and when it is time to move on... but alas the public system runs on a schedule.
Overall we had an incredible day and the kids went home tired and happy. I hope in some small way I've sparked a further interest in playing outside in the winter season.
All I Really Need To Know I Learned In Kindergarten
Since I last posted, I have been busy working as an E.C.E. in a French, FDK classroom... which means I've been busy figuring out how to be a Kindergarten teacher. My Bachelor of Education gave me a wonderful framework to begin teaching, but nothing can ever totally prepare you for the grade you will teach, that particular group of students or the community you will be working in... especially Kindergarten. In outdoor education, I've worked with all ages, but often focused on Junior students. Kindergarten seemed like another world when I began this year (and it is - in a good way!)
What stood out to me the most was how differently Kindergarten teachers approached education compared to other grades
... so shouldn't we be taking notes as adults? Didn't we truly learn all of the important things we needed to know from our Kindergarten teachers?
What stood out to me the most was how differently Kindergarten teachers approached education compared to other grades
- CHILDREN ARE ENCOURAGED TO EXPLORE: Inquiry is the name of the game in Kindergarten. It's the hot topic right now for early education and for good reason. When inquiry is set up properly in a classroom, there are spaces for children to feel comfortable to explore. There is a loose formula for this including: a light table, a sand/water/rice/etc table, an imaginative play centre with props and costumes, a mathematics centre, a reading centre with comfortable furniture, a writing centre with available writing utensils and paper, an art station, a carpet to have circle time, building blocks, and nature exploration centre. All centres might not be open at one time, but children are given a choice during their activity time, while the teacher may take small groups, do one-on-one instruction, make observations or assist in solving conflicts.
- PLAY AND LEARNING ARE THE SAME: When children are given free range to explore, they will gravitate to something that interests them. Given enough time and limiting the number of students at an activity, children will engage in meaningful play and challenge themselves to learn new things. Then the art of teaching comes into play - when to allow the child to explore freely, and when to provide instruction in order for scaffolding to occur.
- STUDENTS EXPRESS THEMSELVES INDIVIDUALLY: Kindergarten can be one of the few times in school where bullying isn't present. Students are allowed to choose their activities during choice play and play with whomever they choose. There is a sense of social freedom in Kindergarten that teachers strive for in other grades. I want my students to feel comfortable to truly be themselves in the way they dress, speak and in the friends and activities they choose. Kindergarten teachers are actively involved in teaching children social norms and how to behave appropriately as a polite and kind citizen.
... so shouldn't we be taking notes as adults? Didn't we truly learn all of the important things we needed to know from our Kindergarten teachers?
Take Me Outside Day
Last week, on Wednesday, October 29, 2014, I celebrated Take Me Outside Day with 500 other people. TMO day was started by a Queen's University student, Colin Harris three years ago. Inspired by Terry Fox, he ran across Canada visiting 80 schools to talk with students about balancing outdoor play with time spent in front of screens. Since then, TMO Day has grown across Canada with over 200,000 students participating last year. This year, David Suzuki joined the movement and visited schools in Calgary on TMO Day while travelling on his Blue Dot tour. It's very simple to participate in this event. Simply send an email to TMO saying "We're in!" and commit to spending 1 hour outside. There are so many reasons why Take Me Outside Day is great and represents my teaching philosophy.
So what did we do on TMO Day?! At the school I'm currently working at, we all went outside of course! The week prior to the event I went to a couple of home department stores and "borrowed" 900 paint chips. Three of our intermediate students were kind enough to staple 3 colours together to create mini samples of paint chips. Class sets were put into plastic bags and teachers could take one for their class if they wished. Our Kindergarten class paired up with a grade 4 class. The older student would take the younger student around the yard to see if they could find that colour in nature. We also had nature bingo and a nature scavenger hunt, and for those who were done early, they could try to find a pattern in nature. Although I had many structured activities in place, the students were free to choose to participate. During the last half of our afternoon outside, we went over to an area where the students aren't normally allowed to go, because there are bushes and trees they can hide in. It's my favourite part of the yard :) There were pinecones, leaves, rocks, a bridge, bushes to look in, and trees to hide behind. They loved it. Many of them chose to ditch the activities and explore.
Other classes walked around the community with the paint chips, completed math tally activities or enjoyed a leisurely walk outdoors. At the end we all came together to take a photograph on the yard. We all shouted "TAKE ME OUTSIDE!" before our photo was taken, which was very moving. I have to say though, that the most touching moment for me was not watching the older students take on the responsibility of helping the kindergartens, or watching the children explore the yard. The most touching moment for me was after school. I had packed up my things for the day and was walking down the hall, towards the parking lot. As I was leaving I heard a grandparent ask their young child "What did you do today?". An older student, who didn't know them, burst out saying "It was Take Me Outside Day! We got to play outside all afternoon!". I walked to my car with a big smile that day.
- PHYSICAL & MENTAL HEALTH: Take Me Outside's website states that the average Canadian child spends 8 hours in front of a screen per day. Not only is that a huge chunk of sedentary time, but also time not likely to be using creative thinking. Jennifer Cowie Bonne, CEO of Active Healthy Kids Canada suggests that Canada requires a cultural shift from focusing on structured play to free play; at least 60 minutes per day. Studies have shown that children need free play time for normal emotional development. While many young children in pre-schools or kindergarten are given enough daily free play time, children aged 6 and up often have their entire school day structured for them. In fact, only 7% of children 5-11 and 4% of children 12-17 are meeting the recommended 60 minutes of daily physical activity. Free play, for children of all ages allows for normal emotional development and positive relationship building. Take Me Outside day represents our children becoming healthy individuals.
- ENVIRONMENTAL EDUCATION: If free play is facilitated in the outdoors, then children benefit even more. Studies have shown that children who regularly play outdoors develop positive relationship building, emotional development, view outside as a place for learning and create a relationship with the environment. Within the last couple generations, we've experienced a loss of connection to nature with negative consequences. Not only are we personally suffering from self-centeredness, obesity, chronic stress/anxiety, lack of creativity/innovation/risk-taking (to name a few) but our knowledge of the natural world is decreasing leaving our environment in a state of crisis (Parks Canada). Humans require nature to develop fully and become well-rounded adults. Take Me Outside day represents our children connecting to their environment.
- SOCIAL JUSTICE: Not all children have access to free play in the outdoors. They may be in a situation where they do not have access to the environment (e.g. living downtown in an apartment building), their parents may have a fully structured schedule for them or playing outdoors may be discouraged. Children everywhere require time spent playing outdoors in order to develop properly and as a teacher, it's in part my responsibility to provide this for students. For more information, the World Forum Foundation provides much more research here and why spending time in the outdoors playing is vital to our children's development. Take Me Outside day represents all children having access to outdoor free play.
So what did we do on TMO Day?! At the school I'm currently working at, we all went outside of course! The week prior to the event I went to a couple of home department stores and "borrowed" 900 paint chips. Three of our intermediate students were kind enough to staple 3 colours together to create mini samples of paint chips. Class sets were put into plastic bags and teachers could take one for their class if they wished. Our Kindergarten class paired up with a grade 4 class. The older student would take the younger student around the yard to see if they could find that colour in nature. We also had nature bingo and a nature scavenger hunt, and for those who were done early, they could try to find a pattern in nature. Although I had many structured activities in place, the students were free to choose to participate. During the last half of our afternoon outside, we went over to an area where the students aren't normally allowed to go, because there are bushes and trees they can hide in. It's my favourite part of the yard :) There were pinecones, leaves, rocks, a bridge, bushes to look in, and trees to hide behind. They loved it. Many of them chose to ditch the activities and explore.
Other classes walked around the community with the paint chips, completed math tally activities or enjoyed a leisurely walk outdoors. At the end we all came together to take a photograph on the yard. We all shouted "TAKE ME OUTSIDE!" before our photo was taken, which was very moving. I have to say though, that the most touching moment for me was not watching the older students take on the responsibility of helping the kindergartens, or watching the children explore the yard. The most touching moment for me was after school. I had packed up my things for the day and was walking down the hall, towards the parking lot. As I was leaving I heard a grandparent ask their young child "What did you do today?". An older student, who didn't know them, burst out saying "It was Take Me Outside Day! We got to play outside all afternoon!". I walked to my car with a big smile that day.
My Greatest Weakness
I think I can say, with confidence, that this is a question that most people dread during an interview: "What are your weaknesses?" I myself have often responded with 'my drive for perfection' or 'my emphasis on organization'. These things aren't untrue - I do focus on trying to get things just right the first time and I find it difficult to organize my thoughts if my space doesn't reflect that as well.
If I'm going to be really honest, it's my resistance to being vulnerable. I started to write about this in my article 'My Bachelor of Education Year'. I briefly talked about how I felt the need to be the perfect teacher during my practicums and any flaw, major or minor, business or personal was to be scrutinized because teachers know everything and they never screw up.
That's a tough standard.
Looking back, I was confusing perfectionism with professionalism. Professionalism is the ability to make good judgments, behave appropriately and display positive qualities and skills in the workplace. The Ontario College of Teachers has a very clear statement of their standards of practice and ethical standards, which can be found here. I can go through each one of these and know that I am providing that for my co-workers, students, families and community members and still be me. As someone at the beginning of their teaching career, I've got a lot of energy, enthusiasm and ideas for my future classroom. I'm sure some of these ideas will work and some of them won't - and that's okay.
Vulnerability has to be present in my classroom both for my own mental health and my future students. We have to be allowed to do trial and error and approach this in a positive manner. For the past couple of years I've enjoyed watching TedX talks. So much so, that I hosted monthly potlucks this year with my OEE peers and we would eat, watch Ted talks and discuss what the message meant for each of us. Great conversations and personal growth came from these evenings. One of those Ted talks was by Brene Brown: The Power of Vulnerability, which had never occurred to me previously.
So, let's go back to the question: "What is my greatest weakness?"
The answer is simple and obvious: vulnerability. I was a student that excelled in elementary and secondary school, played with the Ontario Volleyball Association and was accepted to a great university. From there, things changed. The University of Waterloo has high standards and it was tough for me. I came out of my program with a great range of experience and knowledge but also a great fear of failure. Fortunately, I had an incredible group of teachers and mentors this past year at Queen's University who not only encouraged, but demanded creativity and responded with kindness and positive criticism. I was also surrounded by a wonderful group of friends with their own encouraging words. It made a world of difference to me and I know it's the kind of classroom I'm going to create.
In order to beat my swords into plowshares, I'm actively becoming vulnerable. I'm sharing both my strengths and weaknesses with others. I'm learning to ask for help at work when I need it. I've also begun writing more; something I find personal and difficult to share - especially since it's a skill I need more practice at. I want my future students to feel comfortable in a space where they can take risks and share their ideas. I want them to feel that they will be met with kindness and positive criticism with their best interests at heart. The best way I know how to do that, is by setting an example myself.
If I'm going to be really honest, it's my resistance to being vulnerable. I started to write about this in my article 'My Bachelor of Education Year'. I briefly talked about how I felt the need to be the perfect teacher during my practicums and any flaw, major or minor, business or personal was to be scrutinized because teachers know everything and they never screw up.
That's a tough standard.
Looking back, I was confusing perfectionism with professionalism. Professionalism is the ability to make good judgments, behave appropriately and display positive qualities and skills in the workplace. The Ontario College of Teachers has a very clear statement of their standards of practice and ethical standards, which can be found here. I can go through each one of these and know that I am providing that for my co-workers, students, families and community members and still be me. As someone at the beginning of their teaching career, I've got a lot of energy, enthusiasm and ideas for my future classroom. I'm sure some of these ideas will work and some of them won't - and that's okay.
Vulnerability has to be present in my classroom both for my own mental health and my future students. We have to be allowed to do trial and error and approach this in a positive manner. For the past couple of years I've enjoyed watching TedX talks. So much so, that I hosted monthly potlucks this year with my OEE peers and we would eat, watch Ted talks and discuss what the message meant for each of us. Great conversations and personal growth came from these evenings. One of those Ted talks was by Brene Brown: The Power of Vulnerability, which had never occurred to me previously.
So, let's go back to the question: "What is my greatest weakness?"
The answer is simple and obvious: vulnerability. I was a student that excelled in elementary and secondary school, played with the Ontario Volleyball Association and was accepted to a great university. From there, things changed. The University of Waterloo has high standards and it was tough for me. I came out of my program with a great range of experience and knowledge but also a great fear of failure. Fortunately, I had an incredible group of teachers and mentors this past year at Queen's University who not only encouraged, but demanded creativity and responded with kindness and positive criticism. I was also surrounded by a wonderful group of friends with their own encouraging words. It made a world of difference to me and I know it's the kind of classroom I'm going to create.
In order to beat my swords into plowshares, I'm actively becoming vulnerable. I'm sharing both my strengths and weaknesses with others. I'm learning to ask for help at work when I need it. I've also begun writing more; something I find personal and difficult to share - especially since it's a skill I need more practice at. I want my future students to feel comfortable in a space where they can take risks and share their ideas. I want them to feel that they will be met with kindness and positive criticism with their best interests at heart. The best way I know how to do that, is by setting an example myself.
