Supporting the development and growth of students to promote a love for learning in equitable and inclusive environments motivates my practice. I believe building reciprocal relationships with students is necessary to create environments that enhance learning and educators must continuously work to promote equity for all students so all students can experience educational success.
2023-2024 Class Theme: Heal the World
In 2023, I was inspired to conduct a music study with my students for Black History Month. The inspiration came from seeing a show where a handful or artists used dance, flags, and the song “Heal the World” by Michael Jackson. I began with assessing students existing understanding before using music to explore Black History through the Arts and Culture. Students were quickly outraged that injustice and discrimination occurs in the world, and were just as quickly inspired to make a change. Students learned the song “Heal the World” throughout Black History Month with the goal of using their own voices to inspire others to Heal the World with kind actions.
Students studied a new song every day and analyzed the lyrics to identify a theme. Students reflected on the lyrics using critical literacies to determine the purpose and message of the music. By the end of the month, students recognized music as a form of media to share concrete messages, and they created their own music video to share their own message with others, that anyone can “Heal the World.” Students took ownership over this message and it immediately became out class theme.
Fast Forward several months (or just two) and students began telling stories about how they were Healing the World. With a quick game, students collaborated to create a class story titled “Starting a Kindness Chain to Heal the World.” With fictional characters and narrative storytelling elements, students wrote, illustrated, and published their own book and spent the last month of school conducting read-alouds to classes to spread their message of what it means to “Heal the World.” I am incredibly inspired by these students and I am satisfied that I could present them with an idea and follow their lead on long-term projects.
Educating Students on the Curriculum and Beyond with Advocacy through Art
Included above is a complete Unit Plan I created to support student learning and engagement in Social Justice. This unit was created for a course titled Schooling and Society, where we learned about anti-racist education and working towards building inclusive schools and educational environments that meet the diverse needs of students. This unit demonstrates my commitment to student learning of the implicit and explicit curriculum by addressing Overall Expectations while addressing the skills of 21st century learners that students need as Canadian and Global citizens. This Unit specifically engages students in social justice about the Black Lives Matter movement and is sensitive by recognizing that students approach anti-Black racism differently depending on their experiences and identity, however this unit also recognizes that all students contribute to social justice using their strengths and assets while building cultural competence.
Building Relationships with Students
Building relationships with students is necessary to support a sense of Belonging in the learning environment where students feel safe to take learning risks. In accordance with the OCT Standards of Practice, I am committed to building relationships through appropriate and respectful interactions that respond to students learning, growth, and development. Included are messages shared to me by grade 6 students that demonstrate my commitment to supporting their learning and exemplify some of the relationships I built with students while in my practicum.
Exploring Social Justice in Grade 6 through Anti-Black Racism
As an educator, I believe it is my responsibility to recognize students are equal and active contributing citizens of the world around us and it is necessary to provide spaces and outlets for children to explore the complex social world around them so we can make meaning of it and determine how it fits in our lives. During Black History Month of 2021, I guided students through a series of lessons about Racism, Anti-Black Racism, and Social Justice. students contributed their ideas anonymously and equitably through a JAMBoard and all students had the opportunity to share their ideas, have their voices heard, and contribute to the conversation while learning from the contributions of their peers. This is one way I was able to create and equitable and inclusive environment while exploring personal social justice issues and promote equity inside and outside the classroom environment.
Student Voices
Included above are a series of messages received from my students. As an educator, I recognize the most importance voices to listen to are the voices of those I serve and the students voices reflect my competency and success at building reciprocal relationships where students feel emotionally well and safe to take learning risks every day. These student written notes reflect my commitment to teaching through building connections.
Student Messages
After completing my practicum with my grade 6 class, I received a series of personal cards from the students that illustrate, from the voices of those who are most important, my commitment to students learning and engagement in the classroom environment. Students identified what they enjoyed most about my time with them (ex. facilitating Black History conversations, posing riddles, etc.) This artifact shows my commitment to equity in the classroom and creating safe spaces where all students and stakeholders experience a sense of belonging, as well as my success in this area with my grade 6 class.
Miss Izabel - Educator, Advocate, and Learner 